eej 8 (3) (2018) 370 – 377 english education journal http://journal.unnes.ac.id/sju/index.php/eej the violation of cooperative principles in the dialogue among the characters of david baldacci’s the escape (2014) mona labobar universitas negeri semarang, indonesia article info ________________ article history: accepted 2 february 2018 approved 16 august 2018 published 15 september 2018 ________________ keywords: cooperative principle, violation, david baldacci, dialogue ____________________ abstract ___________________________________________________________________ this study aimed at investigating the violation of qualitative maxim, quantitative maxim, manner maxim and relevance maxim. in obtaining the data, the researcher uses the descriptive qualitative to find out the violation of cp in the dialogue among the characters of dbe (2014). the researcher also uses the documentation method as an instrument. the object of this study is the dialogues among the characters of dbe (2014) which violate grice‟s maxims. the result shows that every maxim is violated in the dialogue among the characters of dbe (2014). the writer found the violation of qualitative maxim with 12 data, the violation of quantitative maxim with 49 data, the violation of manner maxim with 18 data and the violation of relevance/relation maxim with 26 data. based on the result of the study, it can be concluded that every maxim of cp is violated by the characters of dbe (2014). the reason of violating the maxims are various and each maxim is violated for some reasons. for example the reason that the speaker violates qualitative maxim is to cover up the mistake, while the reason that the speaker violates quantitative maxim is to build up a good social relationship and the speaker violated is manner maxim because provided unclear information. the last is relevance/relation maxim. this maxim is violated because the speaker wants to change the topic. © 2018 universitas negeri semarang correspondence address: pascasarjana kampus kelud utara iii, semarang, 50237 e-mail: labobarmona@yahoo.com p-issn 2087-0108 e-issn 2502-4566 http://journal.unnes.ac.id/sju/index.php/eej mona labobar/ eej 8 (3) 2018 370 377 371 introduction communication is an important thing in human life. farista, et al. (2018, p. 2) said that communication is an essential need for human beings. communication enable people to interact, connect and even understand one another. ekowati & sofwan (2014, p. 2) communication is an activity of negotiating and transferring meaning and simply about understanding between two parties or more. communication also allows people to build respect and trust in social life. according to wood (2004), communication can be defined as a process of systemic that done by individuals. in communication they also interact through and with symbols to create and interpret meanings”. so, actually language and communication are related one another. they are the things that cannot be separated one another. wardaugh (1986) says that “when two or more people communicate with each other in speech, we can call the system of communication that they employ a code”. the word code in his statement is refers to something that can be called language. in communication there are some ways can be done by every people. one of them is dialogue form. davis (2007 : 179) says that the oxford english dictionary defines dialogue as “a conversation that done between two or more persons”. while, gadamer also argues that dialogue is fundamental to understanding and to our way of being-in-the-world (heidegger 1962). it can be concluded that dialogue is a communication that is involve two people or more then exchange the ideas. in doing the dialogue there are some communication rules that must be obeyed by the speaker. one of them is the cooperative principle. the cooperative principle is needed in communication to make the conversation can run smoothly. the cooperative principle is a principle of conversation that proposed by h. p. grice (1975). grice identifies this sort four basic maxim conversation or general principles as guidelines in communication. so these fourth maxims must be obeyed when people communicate one another. the forth maxims are: the maxim of qualitative, the maxim of quantitative, the maxim of relevance and the maxim of manner. maxim is an important part in determining communication run effectively (agung 2016, p. 41). but sometimes when people communicate, they still violate the maxims itself. that‟s why the communication cannot run as like as what expected is. as mentioned that grice‟s maxims are divided into four parts. the first part is maxim qualitative which this maxim is restricted with the qualitative of an utterance. it means that an utterance or information that is given by the speaker must be true information. the second part is maxim quantitative. this maxim is talks about the quantitative of the information that is given by the speaker which should enough and in accordance with what being asked is. the third part is maxim relevance. this maxim asks that the information that is given should be relevant and the last part is maxim manner. this maxim asks the speakers to give the information not ambiguous. those are the requirement from each maxim that must be obeyed by the speaker. in fact, the cooperative principle not always can be obeyed by the speaker but sometimes it can be violated by the speaker. rohmahwati & yuliasri (2017, p. 71) said that having communication, it could be better if the speaker try to be relevant between what his said with the situation. it can be meant that if people obey the regulation of each maxim when they communicate, the communication goes well. the cooperative principle is a part of pragmatics because it is about the communication that do by two people or more which make the communication as effective as possible. retnowaty (2013, p. 70) said that the cooperative principle enables one participant in a conversation to communicate on the assumption that the other participant is being cooperative. while pragmatics itself is the study of how language is used to communicate. communication can be meant that it depends on not only recognizing the meaning of words in an utterance, but recognizing what speakers mean by their utterances. according to yule (2006: mona labobar/ eej 8 (3) 2018 370 377 372 112) pragmatics is the study of what speakers mean or speaker meaning. in many ways, pragmatics is the study of invisible meaning or how we recognize what is meant even when it isn‟t actually said or written and the communication keep relevant. on the other hand there is a definition of pragmatics that was presented by machali. in machali‟s study, it was presented the definition of pragmatics that related with the topic (maxim). the definition that was presented is from baker (1992; 2008). baker defines pragmatics as the study of language in use. pragmatics is the study of meaning. pragmatics as conveyed and manipulated by participants in a communicative situation and it is not as generated by the linguistic system‟ (baker, 1992: 215) so, the cooperative principle clearly included in the pragmatics because more than anything else, the cooperative principle wants the communication being relevant. some studies have been investigated by several researchers that focus on violating of cooperative principles. gultom and gintings, (2013) conducted a research to describe the maxim types that violated in humorous verbal cartoon in kompas, to find out the maxims types that is dominantly violated and to find out the causes of that maxims are violated in it. toda and ghozali (2017). conducted a research to describe patterns of maxims violation made by the characters, and to find out reasons why the characters violate the maxims in „‟maleficent” movie. the findings of toda‟s and ghozali‟s show that there are two patterns of maxims violations namely violation one maxim and more than one maxim. hidayati & indarti (2013) is to find out the violation of the maxims produced in malam minggu miko comedy situation. the results show that the violation of the maxim of relation, found 13 times, is the most frequent occurrence than the other maxims. those studies and also this current study equally focus on the violation of cp. however this current study is different from those other previous studies. the current study identifies the violation of cooperative principles in the dialogue among the characters of the escape and the purposes of the current study are to : (1) explain the violation of qualitative maxim in the dialogue among the characters of dbe (2014) (2) explain the violation of quantitative maxim in the dialogue among the characters of dbe(2014) (3) explain the violation of manner maxim in the dialogue among the characters of dbe(2014) (4) explain the violation of relevance maxim in the dialogue among the characters of dbe(2014) (5) reveal the contributions of the analysis results in teaching english as a foreign language (tefl). method the researcher uses descriptive qualitative as research design. this research investigate dialogues that used by the characters in the novel the escape. the steps in collecting the data started from read the novel, the dialogue must be understood by the researcher, the data then analyzed by using grice‟s theory and then the researcher check the data on each table that was provided. the researcher gave checklist at each column. after the data had been collected, the researcher analyzed the data trough some steps. the first step is collecting the data that violate each maxim. the second step is classified the data the data that is investigated by using grice‟s theory then the third step, the data that had been classified is analyzed to answer the problem that had been formed in this present study. the data that had been analyzed then concluded. so, the research got the result in accordance with the formulation of the problem. triangulation is a way to valid the data of this research. denzin (1978) and patton (1999) identify four types of triangulation, they are methods triangulation, triangulation of sources, analyst triangulation, theory/perspective triangulation. in this theory/perspective triangulation is used. the result of this research will be a formulation of information or thesis statement. the information will be compared to the relevant theoretical perspective to avoid mona labobar/ eej 8 (3) 2018 370 377 373 individual researcher bias upon the resulting findings or conclusions. results and discussions the violation of qualitative maxim in the dialogue among the characters of dbe (2014). adriani, et al. (2013, p. 74) cited from grice (2008), that the speaker of the conversation breaks maxim of qualitative if he/she says something which is untrue and not based on the sufficient evidence. the example of the violation of qualitative maxim can be revealed as follows: puller : "you hit him in the face with a lamp?" susan : "i did." puller : "that must have hurt." susan : "i hope it hurt like hell," she said. "he deserved to be hurt a lot." knox : "bruised and bloody probably." susan : "yes. he was. and surprised, i'm sure." puller : and what did he want?" asked puller. susan : "he threatened me. he wanted me to confess that i had done something wrong." the conversation above was done by john puller and susan reynolds. when the conversation was in progress susan reynolds violated qualitative maxim. susan reynolds kept cover the identity of the person who works with her. she even said things were not truth and accused robert. she said that he had stolen classified information from stratcom. she said that the dvd was found in his pocket. but actually it was not done by robert at all. the first data that investigated is violation of qualitative maxim. based on the data that was gotten, susan reynolds violated qualitative maxim. which the qualitative maxim has the principles “do not say you believe to be false and do not say that for which you lack adequate evidence”. in the data that was gotten by the writer susan reynolds intentionally say something which proved to be untrue. she said to puller and knox that she hit robert puller with the lamp. this is said by her to show up that she is innocent so able to defend and protect herself from attack by robert. the violation of quantitative maxim in the dialogue among the characters of dbe (2014). the violation of quantitative maxim can be done by the speaker with revealed the information or speech that does not really ask by the hearer and it is contains excessive information. the example of the violation of quantitative maxim in the novel can be seen as follows : puller: he sat back. "know anyone who might and who might be willing to talk to me?" chelsea: "there's one of the guards. he's actually been talking to me about applying to cid. maybe it could be a scratch each other's back sort of thing." puller: "maybe it could. what's his name?" chelsea: "aubrey davis, pfc. nice guy. young, single. he likes his beer but i hear he's also serious about getting ahead in his career." puller: puller slid his card out and handed it to her. "tell him to give me a call on my cell, okay?" chelsea: she took the card and nodded. "i will. but i can't guarantee he'll help you." the conversation above was done between john puller and chelsea. there are many things that were asked and were talked by them. one of them is, chelsea informed puller to meet one of the guards at db. according to her, the guard can help puller to get more information that asked. puller agree and asked the name of the guard to chelsea. but she did not only tell the name, she also mentioned how the guard is, how old the guard is, how the guard‟s status, etc. sure this form of conversation showing the violation of quantitative maxim that was done by chelsea. the principle of quantitative maxim are make your contribution as informative as is required and also do not make your contribution, more informative than is required levinson (1983 : 101) . it means that people can be said violate the maxim if the rules or principle does not always be obeyed. based on the data that found chelsea gave the information excessively. she did not provide the answer or information based on what puller asked. she did not provide mona labobar/ eej 8 (3) 2018 370 377 374 enough information. puller only asked about the guard‟s name. but chelsea said unimportant information to puller. it gave the implied meaning that chealsea want to build a good social relationship with puller. the violation of manner maxim in the dialogue among the characters of dbe (2014). the violation of manner maxim is done by the speaker when giving out an information that is not clear, and contains high levels of coercion. the way offense can be seen in the following conversation : puller: "has he been injured?" puller didn't know how that could be. there were no riots at the db. but then again, one of the guards had slugged bobby once, for a reason he had never shared with his brother. white : "no. it's a little more serious than that." puller: puller drew a quick breath. more serious than that? "is he ... is he dead?” don white is john puller‟s co. in the middle of the conversation as presented above, don white obviously did the violation in manner maxim. which can be seen that don white give an information to john puller about robert‟s escape from the prison db is not directly. it makes john puller guessing about what really happened to robert. this is because the information provided by the speaker don white is unclear. manner maxim asks each participant of the conversation speaks in a straightforward, clear, orderly, not exaggerating, and also coherent manner. but based on the data that presented at the finding white gave the information to puller with obscurity statement. she did not give the clear answer when puller asked what was happening with his brother. it is give implied meaning that she afraid and confuse to inform puller about the escape of his brother from the prison. the violation of relevance maxim in the dialogue among the characters of dbe (2014). the violation can occur if the speaker offers irrelevant information. the example of the violation of the maxim in the novel can be seen as follow: knox: "are you okay? (he cleared his throat, gathered his composure, and nodded as he abruptly stood, causing her to jump back as he almost stepped on her bare foot). puller: "sorry, just have a bunch of stuff on my mind." knox : "gee, i wonder what that could be?" she smiled and he forced one to his lips. he picked up her phone and handed it back to her. puller: "i think this is yours.” knox : “you sure you don't want to keep it?" the conversation above was done between puller and knox. puller violated the maxim. puller did not give the answer as needed by knox. as shown up at the conversation above knox want to know about what he thinking is, about what he felt is. puller did not want knox know and keep concealing what he felt is. puller then diverted the conversation to cover up his feeling as presented as an example above. the speaker can be said violate the maxim if she/he did not give the relevant statement. while, the maxim asks to be relevant when do the communication. the speaker on the data that was found violates the maxim when his interlocutor said asked about what is on his mind. he suddenly changed the topic and tried to not responded the question from his interlocutor. see the response of the speaker, it is give the implied meaning that the speaker avoided to talk about what his interlocutor‟s question. the application of analysis result in tefl nurmasitah, et al. (2017, p. 1) said that in language teaching and also in esp, speaking is the important part in the teaching and learning process. it meant that speaking is one of english language skill that has an important role to communicate. as known, in communication the adherence to the cp is needed, to achieve the goal of communication. so, in teaching speaking the result analysis can be used for speaking material. this research result is useful for mona labobar/ eej 8 (3) 2018 370 377 375 showing to the student the example of how people did not cooperate when do the communication one another. the utterances that were found in the novel can be used by the teacher to show that in daily life people not always cooperated one another when involved in the communication. teacher can explain to the student that the utterances that were found are the utterances that violate grice‟s maxim or cp. teacher can show them by using the conversation in the novel based on the data that was found. so, teacher also show that those utterances affect in daily life and social life that the communication can not work properly. in practice student‟s speaking, when the teaching and learning process take place, teacher also can ask the student to practice the utterances by reading and by repeating the utterances with correct pronunciation. this matter is automatically will help the student to improve their speaking skill to be good. from the data that was found and discussed, it can be compared with some studies that focus to analyses the violation of the maxim. e.g. alfina (2016). alfina research entitled the maxim violation on mata najwa talk show “selebritipenggandasimpati”. the result of the study shows that there are fifteen utterances violating quantitative, qualitative, relation, and manner maxims. the motivation behind the speakers violating the maxim is mostly because they want to show politeness and keep other‟s self-esteem. the relation of alfina‟s study with this present study is lied on the focus of the study. focus of both studies are to analyse the violation of four maxim. the result shown that every maxim is violated by the interlocutors. this presents study also found that every maxim has violated by the character in the novel. not only about how the cp and every sub-maxim that is violated but on the other hand how the result analysis can be applied in the tefl. the result analysis of the research is still a dialogue form. it means that dialogue can be used to teaching english as a foreign language (tefl). hornby (1995:319-320) state that dialogue is spoken or written conversation or talk or a discussion between people in which opinions are exchanged. azizah‟s (2013) study used quantitative research which is directed to investigate the effectiveness of using dialogue to improving students speaking skill at the second grade of smp negeri 2 salam in the academic year of 2012/2013. azizah concluded that the method was successful and the use of dialogue is effective to improve students‟ speaking skill on second grade of smp negeri 2 salam magelang in the academic year of 2012/2013. the other researcher is laily (2016). laily‟s study aims to describe the implementation of teaching speaking using conversation in the novel, the effectiveness of teaching speaking using conversation in the novel and the strength and weaknesses of teaching speaking using conversation in the novel for the eight grade students of smp muhammadyah 10 surakarta. the result shown that the strenght of this research is students happy and enjoy, while the weakness is there is a lack of time in teaching speaking and less of novel collection. conclusion based on the result of the study, it can be concluded that every maxim of cp is violated by the characters of dbe (2014). the reason of violating the maxim is various, and each maxim is violated for some reasons. for the first maxim is qualitative maxim. based on the data that is presented in the previous chapter the interlocutor violate the qualitative maxim is to cover up her mistake. in the second data is quantitative maxim. based on the data the speaker violate this maxim because want to build a good social relationship. the third maxim that violated is manner maxim. this maxim is violated by the speaker, because the speaker provided unclear information. the last is relevance/relation maxim. this maxim is violated because the speaker want to change the subject. the speaker ignored to discuss something that he did not want to discuss. on mona labobar/ eej 8 (3) 2018 370 377 376 the other hand, this result analysis study can be applied in tefl. in particular is to teach speaking. the dialogue can be used by teacher to train student‟s pronunciation. suggestion at the end of this research, the researcher suggests the speaker to obey all the maxims of cp in doing the conversation. speaker should give true information in doing the conversation, speaker do not give the information excessively or less (enough information), the information that is given should be relevant, and also the information that given is not ambiguous. those are considered to make the conversation can run smoothly. as stated by grice (1975:45) “make your contribution such as required, at the stage at which it occurs, by the accepted purpose or direction of the talk exchange in which you are engaged”. on the other hand, it is also suggested to the reader or even to the next researcher, to use this result study as a reference to conduct the research. references adriani, k.g.d., hamzah., & ardi, h. 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29 december 2016 accepted 05 july 2017 published 01 august 2017 ________________ keywords: stad cl and di, students’ learning motivation, reading skill abstract ___________________________________________________________________ this study aimed at investigating the effects of student team achievement division cooperative learning (stad cl) and direct instruction (di) on improving students' reading comprehension with high or low learning motivation at eleventh grade students of senior high school 1 kudus and finding solutions and strategies to make teachers have the preference to use of stad cl and di in delivering the subject matter while teaching. this study was experimental research named two-way (two-by-two) factorial design. the population of this study was the eleventh year students of state islamic senior high school 1 kudus in the academic year 2015/2016. there were five classes from xi-a to xi -e. each class had 35 students, therefore, the total population was 175 students. meanwhile the samples of this study were eighty students from four classes selected based on the historical factors and pre-existing ability. 80 students were chosen to be a sample, 40 as stad cl group and 40 as di group. both groups were given the pre-test to measure students' reading skill and after several times of treatments, both groups were given the post-test. the results of this study showed that stad cl as teaching strategy for teaching reading to those who had high and low learning motivation compared to di was more effective than di because most students stated that stad cl contributed to increase the reading performance in the classroom. further study may also be conducted to determine whether teachers’ use of stad cl or di appears to reduce student anxiety and stress in the classroom to improve students’ reading or even other skills, retention, and student-teacher relationships. © 2017 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jalan kelud utara iii semarang 50237 e-mail: imadesuwartama@gmail.com p-issn 2087-0108 e-issn 2502-4566 tyas oktaviana & sri wuli fitriati. / eej 7 (2) 112-118 (2017) 113 introduction reading is one of the basic communicative skills, but it has a very complex process of learning. reading can be said as an interactive process because reading needs a reader to guess, predict, check, and ask questions about what the text is about. moreover, reading is a complex process, which involves not only the readers ability to read the text but also their ability to comprehend it . because of this reason, many teachers of english at junior high and senior high school find difficulties in teaching reading. most of the indonesians students do not really understand what they have read, even though they have been learning reading. on the other hand, reading also becomes a very important skill for both our life in general and language learning in particular. for our life, it enables us to access written worlds of ideas (hood et al. 1996: 33), feelings as well as knowledge of the ages and vision of the future (alderson, 2000: x). it also facilitates us to gain access to science in various fields of study and to sense others' feeling, attitude or behavior and to know what happened in the past or what may happen in the future. for language learning, it can improve other general language skills and help to think in the target language, enlarge vocabulary and improve writing skill (mikulecky and jeffries, 1996: 1). the importance of reading can be seen from the fact that the main part of the national examination in senior high schools was to do with reading skills. it has been stated by one of the teachers of senior high school 1 kudus that various questions on the english national exam are intended to assess students' reading comprehension. one of reasons students got bad mark of english examination is because they are still lack of reading skill. therefore they could not finish answering reading questions. teaching reading comprehension levels with some strategies or skills is quite demanding for english teachers. although comprehension can be taught directly (fielding and pearson, 1994), its teaching requires teachers to be wellinformed, creative, and innovative (depdiknas, 2007) about theories, approaches, methods, models, media. on the top of that, the teachers are required to have opportunities to experiment the various approaches, models or methods (arends and kilcher, 2010). two of the models to teach reading are student teams-achievement division as a cooperative learning (stad cl) model (slavin, 1989; 1995) and direct instruction (di) as a competitive model (adams & engelmann, 1996). cooperative learning (cl) is a teaching technique and philosophy employing small groups (killen, 1998: 82) so that learners work together to maximize their own and their peer's learning and receive rewards based on their group's performance (richards and rodgers, 2001: 192). competitive model is a teaching model wherein students individually compete to be rewarded as the winner of the competition (lie, 2004: 23-24). another issue is that motivation is one of the most important factors that will influence students' english achievements or performance. it has a close relationship with students' success or failure in english teaching in college. therefore, teachers must pay more attention to this aspect. gardner (1985: 2) emphasized that the motivation constructed the primary factor to influence students on english learning. he asserted that motivation for language learning can not only include goal orientation but the combination of effort, desire to achieve the goal of learning the language and favorable attitudes toward learning the language. therefore, this study attempts to investigate the effects of stad cl and di on improving students' reading comprehension with high or low learning motivation at eleventh grade students of senior high school 1 kudus. further, the study also attempts to find solutions and strategies to make teachers have a formed opinion of the use of stad cl and di in delivering the subject matter while teaching to make more it effective. tyas oktaviana & sri wuli fitriati. / eej 7 (2) 112-118 (2017) 114 methods this study employed a quantitative research design. the design was quantitative research, which was to explain phenomena by collecting numerical data analyzed using mathematically based methods in particular statistics (aliaga and gunderson: 2002 in muijs). this study used the factorial design since it indicateds relationships between variables. it may be that while one variable increases, the other one decreases, or an increase in one gives rise to the other variable. the population of this study was the eleventh year students of senior high school 1 kudus in the academic year 2015/2016. there were five classes from xi-a to xi –e. each class had 35 students, so the total population were 175 students. the samples of this study were 80 students in the way that the groups which was taken for the research was class x1a to x1c consisting of 40 students as stad cl group and class x1-c to x1-e consisting of 40 students as di. both groups were selected based on the historical factors and pre-existing ability. in terms of historical factors, the students in both groups (stad cl and di group) had relatively the same language learning experience. previously, they had been studying english for more than 1.5 year with the same teacher and the same materials. in such a time span and experience, they were assumed to have adequate knowledge background which is beneficial for their reading. this condition helped the researcher assumed that the participants had similar prior knowledge. furthermore, they were also chosen based on the homogeneity of preexisting reading comprehension ability. among the two groups joining pretest, two groups who were statistically homogenous, there were no significant difference on their pretest scores. in other words, the two groups had approximately similar pre-existing reading comprehension ability. there were three variables included in this study including (1) dependent variable in the way that the dependent variable (y) in this study is the students’ reading comprehension skill, (2) independent variable in the way that the independent variable (x) in this study is stad cl and di as teaching methods in teaching reading, and (3) moderator variable in the way that a moderator variable (m) in this study is high and low learning motivation of students. anates and spss software were utilized to analyze the result of the pre test and the posttest in the way thet anates could automatically analyze the reliability, the level of difficulty, discrimination index and distracters’ quality of the items. it helped researcher to identify the quality of the test items quickly and appropriately. the second one, spss could easily analyze quantitative data just by following the procedures. the procedures of analyzing the data from the tests are as follows. data entry and the analysis via anates software firstly, the coded names of participants, the answers and the key answers were entered into anates then, the correct answers were scored, one correct answer got one score. the sum of correct answers was divided by the number of the items to have percentage point. finally, the reliability, the level of difficulty, discrimination index and distracters’ quality of the items were analyzed automatically, by following the proceduress anova test via spss the total scores obtained from anates were then statistically analyzed through the spss software. before having anova, the data were tested using normality and homogenity. the normality was used to check whether the distribution of score each group in pre-test and posttest was normal or not. if the distribution score was normal, it can be said that the distribution of the test was valid. the testing of normality was carried by using shapiro-wilk and kolmogorov-smirnov test. meanwhile the homogenity is to know whether both of groups were from homogeneous population or not. the test was needed to decide whether the sample was from the same population. to do the homogeneous variants test of the population, lavene statistic test was employed. the last tyas oktaviana & sri wuli fitriati. / eej 7 (2) 112-118 (2017) 115 step was to analyze the data using anova. this analysis was intended to see which teaching program stad cl or di more effective in improving the students ’comprehension in general. hypotheses testing to test the hypotheses, two-way analysis of variance with f-test at the 5% (0.05) level of significance was used. one-way anova requires two basic things including normal distribution score for each sell and homogeneity of the score variation (irianto, 1989). it was to answer the problem that claimed whether there is any effect of the use of stad cl and di model development of students’ reading skill to those who have high and low learning motivation. results and discussions data of pre-test showed the achievement of test of both stad cl group and di group before the treatment. the objective is to see the achievement of studemts before the treatment. below are the summary of the score for both group in pre test. table 1. (pre test achievement) stad cl di mean 59.8 59.6 highest score 90 86 lowest score 26 28 based on the results of the calculation, it can be concluded that the average class of pre test was 59.8 for stad cl and 59.6 for di. the average still did not reach the target of that has been set is 65. therefore it required new model of learning and teaching, in order to further improve the ability of students to understand the material taught. the students’ ability in reading comprehension pre-test was quite bad in the way that they students faced many difficulties in catching and understading the texts and quesions. most students said that they became confused to choose the tricky multiple choice option therefore they were not sure about what they choose. moreover, their vocabulary was limited therefore they had diffitulties in understanding the meaning of the text clearly. table 2. (post test achievement) pr e test po st test ra nge tad cl i tad cl i tad cl i ean 9.8 9.6 7.8 3.9 8 7.3 ighest score 0 6 4 0 owest score 6 8 4 2 according to the table, it can bee seen that the achievement of students in post test has increased in the way that mean of stad cl group was 67.8 in post test which increased 8% from pre test meanwhile mean of di group was 63.9 in post test which increased 7.3% from pretest. thus the progress was slightly better in stad cl group. furthermore, the highest score of stad cl also increased from 90 to 94 and the lowest from 26 to 44. and then the highest score of di increased from 86 to 90 and the lowest from 28 to 32. therefore, it can be concluded that that the implementation of stad cl to improve reading comprehension has reached indicators of success determined by mean, highest and lowest score compared to di. on the other hand, motivation also supports the achievement of both group. the data is presented below. table 3. (motivation achievement) motivation pre test post test stad cl i tad cl i high 63.8 1.1 2.3 8.5 low 55.8 8.1 3.3 9.3 it can be seen that mean of highly motivated students of stad cl increased in post test (72.3) and also mean of highly motivated students of di increased in post test (68.5) meaning that students who have high tyas oktaviana & sri wuli fitriati. / eej 7 (2) 112-118 (2017) 116 motivation really support the last achievement using stad cl or di. the data of pre and post tests showed that the average achievement in pre test was still very low because based on the data obtained showed that the average of score was still below the target and this indicates that the students still had difficulties in comprehending reading texts. meanwhile, for the post test, the average achievement increase indicates that the treatments of both group were successful but the use of stad cl showed better improvement than di. in stad cl group, the process of teaching learning activity was running well in the way that students performed the presentation in their small group and it was quite effective to make them focus and pay attention to the lesson. then the use of stad cl model in teaching reading was good and appropriate either motivating them to be active in class presentation or encouraging them to be confidence in the class. moreover, students work together in achieving the groups’ goals by presenting their own matrial in the group, help and motivate each other to succeed, share passion, play an active role as a peer tutor to further enhance the success of the group, and do interaction among students with increasing their ability to argue. in addition, their reading competence improved naturally with the various ways of learning. for di group, the teaching learning process was not as good as stad cl group in the way that they did not as active as stad cl group; just a few of them asked the questions and active in the class. then the interaction between the teacher and the students was not really good as stad cl group in the way that the class run very monotouns. some of them did not give any question or comment to the others. with regard to the ability in reading, the students’ ability was also improved enough after the treatments. from the two comparisons above, it can be concluded that stad cl teaching model was effective in teaching reading comprehension. it shows that they became more active to ask questions, comment, and present the presentation in the classroom. moreover, the effect of motivation on the reading comprehension showed that the relationship between the students’ desire to learn and their performance is strong enough. regarding their learning motivational intensity, it has positive correlation with reading competence of students. among the result of score given above, it seems that students’ achievement in reading classroom is influenced more by their learning motivation. thus, the students need to have more motivation to get good grades. on the contrary, some students with low motivation struggle hard in obtaining good achievement. however, their high motivational intensity is not futile. it is their driving force to pass and for a few even to get good grades. therefore, although the correlation is positive, the student’s reading skill could be attributed mainly from learning motivation in learning english. the result of students’ reading competence by stad cl teaching model with high learning motivation of the eleventh year students of senior high school 1 kudus was very high. this means that stad cl teaching model together with learning motivation supported students to obtain better achievement in reading skill. meanwhile, the result of students’ reading competence by stad cl with low learning motivation was quite high. from the hypothesis testing showed that stad cl teaching has a significant influence the learning achievement of reading comprehension that is proven by f value > f table, which means that stad cl teaching model has significant effect on the achievement of reading comprehension. moreover, the average score of both groups is statistically different in the progress in the way that mean of stad cl group achievement is higher that mean of di. therefore, the use of stad cl teaching model english reading classroom in improving their reading skill is effective rather than conventional method (di). those result above later on indicates that five procedures of stad cl used by the teacher is quite efficient and interesting. for example, in tyas oktaviana & sri wuli fitriati. / eej 7 (2) 112-118 (2017) 117 the class presentation in the way that students should perform one by one, students pay attention more to the class rather than in di model. based on the results of the achievement, despite the students in the school are very heterogeneous in their levels of motivation (high or low), it is found that this technique was a good alternative in teaching reading with mixed level of achievements because they had a good chance of learning from each other especially in developing their vocabulary. furthermore, the students did not only get a chance of gaining explanation from the teacher, but also from their friends in their own group. this indicated that this technique promoted student centered learning (stad cl) rather than teacher centered learning (di), in which the interactions were not only between teacher-student, but also between studentstudent. meanwhile in di class, the class runs to be monotones in the way that there is very little room to improvise because this method follows a step-by-step procedure. the procedure usually starts with an introduction, followed by the rationale for the instruction, then by the instruction itself. the procedure ends with a summary and then followed by an assessment. direct teaching, if utilized by unprepared teachers, can be disastrous. for direct teaching or instruction to be effective, the teacher must have a mastery of the subject matter, must prepare a well-organized content, and must have excellent communication skills. without these traits, a teacher could not effectively carry out direct teaching or direct instruction, nor could they develop higher order thinking skills in the students. other side, high learning motivation also has significant effect on the development of student’s reading skill. this was proven by third hypothesis that f value > f table meaning that high learning motivation has significant effect on the achievement of reading comprehension and the result of achievement of both group who have high learning motivation also get higher score than low learning motivation however, their motivation does not play totally in their achievement. it means that the students who high motivation will not always get good score in their reading score. thus, the grades obtained by the students are more likely related to their background knowledge and aptitude rather than only their motivation. to conclude, stad cl teaching model has better significant improvement for the students’ reading skill than di teaching model to those who have high and low learning motivation. it was proven by different range of preand post-test of both groups. some students reported that stad cl strategy in the classroom situation affected their learning positively to those who have high low motivation rather than di. conclusion based on the findings of this study, it can be concluded that the result of improving students’ reading competence by stad cl teaching model was very high. it means that, stad cl together with different learning motivation supported students to have better achievement rather than di in reading comprehension. stad cl as teaching model for teaching reading is more effective than di model because mostly students stated that stad cl really improves their reading performance in the classroom. it means that some students preferred choosing stad cl as part of their english reading classroom and quite a high proportion of all students felt that its model even encouraged them to improve their performance of their reading. furthermore, stad cl in teaching reading makes the students increase their motivation, reduce their passive in the classroom, stimulate their thoughts and interest and foster positive relationship between them and the teachers and effective learning. high learning motivation also has significant effect on the development of students reading skill however; their motivation does not play totally in their class achievement. however, their motivation does not play totally in their class tyas oktaviana & sri wuli fitriati. / eej 7 (2) 112-118 (2017) 118 achievement, which means that the students who has high motivation will not always get good score. there are positive interaction between stad cl and high or low motivation of students on the improvement of reading skill in the way that some students reported that stad cl together with learning motivation reduces barriers between them and their teachers. meanwhile the interaction between di and learning motivation are not as positive as stad cl in the way that some students are not in a good progress in their reading skill. moreover, stad cl is one of the alternative teaching method in teaching reading comprehension. the use of stad cl helps he teacher to deliver the material and it also helps the students to be active in sharing their idea in teaching and learning process. therefore, it is suggested that: (a) stad cl is an appropriate teaching model in teaching reading comprehension for senior high students. thus, teachers should use it as one of the media in teaching english especially in the competence of reading, (b) students should try to practice cooperative learning on their own in the classroom in the way that the teacher should let the students try to practice small group discussion in understanding the text with the teacher or with their peers, (c) the result of this research can hopefully be useful for the reader in the way that the reader will have more information about the use of stad cl or di in teaching reading, speaking, and listening. references alderson, j.c. (2000). assessing reading.cambridge: cambridge university press. arends, r.i and kilcher, a. (2010). teaching for students’learning. new york: routledge. depdiknas. (2007). permendiknas no.41 tahun 2007. tentang standar proces. jakarta: depdiknas fielding, l.g and pearson, p. d. (1994). synthesis of research/reading comprehension what work. educational leadership. reading for understanding journal. 51 (5)page 62-68. hood, s., solomon, n., and burns, a. ( 1996). focus on reading; new edition. sydney: national centre for english language teaching and research. killen, r. (1998). effective teaching strategies; lesson from researchand practice. katoomba, nsw: social science press. lie, a. (2004). cooperative learning:mempraktekan cooperative learning di ruang-ruang kelas. 4rth edition. jakarta: grassindo. mikulecky, b.s and jeffries, l. (1996). more reading power: reading for pleasure, comprehension skills, thinking skills, reading faster.boston: addison-wesley publishing company, inc. richard, j. c. and rodgers,t.s.(2001). approaches and methods in language teaching slavin, r.e. (1989). research on cooperative learning: an international slavin, r. e. (1995).cooperative learning : theory, research and practice. this study aimed at investigating the effects of student team achievement division cooperative learning (stad cl) and direct instruction (di) on improving students' reading comprehension with high or low learning motivation at eleventh grade students of senior high school 1 kudus and finding solutions and strategies to make teachers have the preference to use of stad cl and di in delivering the subject matter while teaching. this study was experimental research named two-way (two-by-two) factorial design. the population of this study was the eleventh year students of state islamic senior high school 1 kudus in the academic year 2015/2016. there were five classes from xi-a to xi -e. each class had 35 students, therefore, the total population was 175 students. meanwhile the samples of this study were eighty students from four classes selected based on the historical factors and pre-existing ability. 80 students were chosen to be a sample, 40 as stad cl group and 40 as di group. both groups were given the pre-test to measure students' reading skill and after several times of treatments, both groups were given the post-test. the results of this study showed that stad cl as teaching strategy for teaching reading to those who had high and low learning motivation compared to di was more effective than di because most students stated that stad cl contributed to increase the reading performance in the classroom. further study may also be conducted to determine whether teachers’ use of stad cl or di appears to reduce student anxiety and stress in the classroom to improve students’ reading or even other skills, retention, and student-teacher relationships. introduction reading is one of the basic communicative skills, but it has a very complex process of learning. reading can be said as an interactive process because reading needs a reader to guess, predict, check, and ask questions about what the text is about. mor... on the other hand, reading also becomes a very important skill for both our life in general and language learning in particular. for our life, it enables us to access written worlds of ideas (hood et al. 1996: 33), feelings as well as knowledge of the... the importance of reading can be seen from the fact that the main part of the national examination in senior high schools was to do with reading skills. it has been stated by one of the teachers of senior high school 1 kudus that various questions on ... teaching reading comprehension levels with some strategies or skills is quite demanding for english teachers. although comprehension can be taught directly (fielding and pearson, 1994), its teaching requires teachers to be well-informed, creative, and... two of the models to teach reading are student teams-achievement division as a cooperative learning (stad cl) model (slavin, 1989; 1995) and direct instruction (di) as a competitive model (adams & engelmann, 1996). cooperative learning (cl) is a teach... another issue is that motivation is one of the most important factors that will influence students' english achievements or performance. it has a close relationship with students' success or failure in english teaching in college. therefore, teachers ... therefore, this study attempts to investigate the effects of stad cl and di on improving students' reading comprehension with high or low learning motivation at eleventh grade students of senior high school 1 kudus. further, the study also attempts to... methods this study employed a quantitative research design. the design was quantitative research, which was to explain phenomena by collecting numerical data analyzed using mathematically based methods in particular statistics (aliaga and gunderson: 2002 in m... the population of this study was the eleventh year students of senior high school 1 kudus in the academic year 2015/2016. there were five classes from xi-a to xi –e. each class had 35 students, so the total population were 175 students. the samples o... there were three variables included in this study including (1) dependent variable in the way that the dependent variable (y) in this study is the students’ reading comprehension skill, (2) independent variable in the way that the independent variable... anates and spss software were utilized to analyze the result of the pre test and the posttest in the way thet anates could automatically analyze the reliability, the level of difficulty, discrimination index and distracters’ quality of the items. it h... the procedures of analyzing the data from the tests are as follows. data entry and the analysis via anates software firstly, the coded names of participants, the answers and the key answers were entered into anates then, the correct answers were scored, one correct answer got one score. the sum of correct answers was divided by the number of the items to have perce... anova test via spss the total scores obtained from anates were then statistically analyzed through the spss software. before having anova, the data were tested using normality and homogenity. the normality was used to check whether the distribution of score each group i... hypotheses testing to test the hypotheses, two-way analysis of variance with f-test at the 5% (0.05) level of significance was used. one-way anova requires two basic things including normal distribution score for each sell and homogeneity of the score variation (irianto... results and discussions data of pre-test showed the achievement of test of both stad cl group and di group before the treatment. the objective is to see the achievement of studemts before the treatment. below are the summary of the score for both group in pre test. table 1. (pre test achievement) based on the results of the calculation, it can be concluded that the average class of pre test was 59.8 for stad cl and 59.6 for di. the average still did not reach the target of that has been set is 65. therefore it required new model of learning an... table 2. (post test achievement) according to the table, it can bee seen that the achievement of students in post test has increased in the way that mean of stad cl group was 67.8 in post test which increased 8% from pre test meanwhile mean of di group was 63.9 in post test which in... table 3. (motivation achievement) it can be seen that mean of highly motivated students of stad cl increased in post test (72.3) and also mean of highly motivated students of di increased in post test (68.5) meaning that students who have high motivation really support the last achiev... the data of pre and post tests showed that the average achievement in pre test was still very low because based on the data obtained showed that the average of score was still below the target and this indicates that the students still had difficultie... in stad cl group, the process of teaching learning activity was running well in the way that students performed the presentation in their small group and it was quite effective to make them focus and pay attention to the lesson. then the use of stad c... for di group, the teaching learning process was not as good as stad cl group in the way that they did not as active as stad cl group; just a few of them asked the questions and active in the class. then the interaction between the teacher and the stud... from the two comparisons above, it can be concluded that stad cl teaching model was effective in teaching reading comprehension. it shows that they became more active to ask questions, comment, and present the presentation in the classroom. moreover, ... the result of students’ reading competence by stad cl teaching model with high learning motivation of the eleventh year students of senior high school 1 kudus was very high. this means that stad cl teaching model together with learning motivation supp... from the hypothesis testing showed that stad cl teaching has a significant influence the learning achievement of reading comprehension that is proven by f value > f table, which means that stad cl teaching model has significant effect on the achieveme... those result above later on indicates that five procedures of stad cl used by the teacher is quite efficient and interesting. for example, in the class presentation in the way that students should perform one by one, students pay attention more to the... furthermore, the students did not only get a chance of gaining explanation from the teacher, but also from their friends in their own group. this indicated that this technique promoted student centered learning (stad cl) rather than teacher centered l... meanwhile in di class, the class runs to be monotones in the way that there is very little room to improvise because this method follows a step-by-step procedure. the procedure usually starts with an introduction, followed by the rationale for the ins... other side, high learning motivation also has significant effect on the development of student’s reading skill. this was proven by third hypothesis that f value > f table meaning that high learning motivation has significant effect on the achievement... to conclude, stad cl teaching model has better significant improvement for the students’ reading skill than di teaching model to those who have high and low learning motivation. it was proven by different range of preand post-test of both groups. so... conclusion based on the findings of this study, it can be concluded that the result of improving students’ reading competence by stad cl teaching model was very high. it means that, stad cl together with different learning motivation supported students to have b... stad cl as teaching model for teaching reading is more effective than di model because mostly students stated that stad cl really improves their reading performance in the classroom. it means that some students preferred choosing stad cl as part of t... furthermore, stad cl in teaching reading makes the students increase their motivation, reduce their passive in the classroom, stimulate their thoughts and interest and foster positive relationship between them and the teachers and effective learning. ... there are positive interaction between stad cl and high or low motivation of students on the improvement of reading skill in the way that some students reported that stad cl together with learning motivation reduces barriers between them and their tea... moreover, stad cl is one of the alternative teaching method in teaching reading comprehension. the use of stad cl helps he teacher to deliver the material and it also helps the students to be active in sharing their idea in teaching and learning proce... references alderson, j.c. (2000). assessing reading.cambridge: cambridge university press. arends, r.i and kilcher, a. (2010). teaching for students’learning. new york: routledge. depdiknas. (2007). permendiknas no.41 tahun 2007. tentang standar proces. jakarta: depdiknas fielding, l.g and pearson, p. d. (1994). synthesis of research/reading comprehension what work. educational leadership. reading for understanding journal. 51 (5)page 62-68. hood, s., solomon, n., and burns, a. ( 1996). focus on reading; new edition. sydney: national centre for english language teaching and research. killen, r. (1998). effective teaching strategies; lesson from researchand practice. katoomba, nsw: social science press. lie, a. (2004). cooperative learning:mempraktekan cooperative learning di ruang-ruang kelas. 4rth edition. jakarta: grassindo. mikulecky, b.s and jeffries, l. (1996). more reading power: reading for pleasure, comprehension skills, thinking skills, reading faster.boston: addison-wesley publishing company, inc. richard, j. c. and rodgers,t.s.(2001). approaches and methods in language teaching slavin, r.e. (1989). research on cooperative learning: an international slavin, r. e. (1995).cooperative learning : theory, research and practice. bahasa iggris.indb eej 3 (1) (2013) english education journal http://journal.unnes.ac.id/sju/index.php/eej the effectiveness of english learning through the social network sites in enhancing the students’ speaking competence untung  postgraduate program of semarang state university, indonesia abstrak penelitian ini menguji penggunaan tindak tutur lewat komunikasi komputer, terutama pesan status jejaring sosial facebook, untuk berkomunikasi baik dalam jumlah besar maupun antar pribadi. jumlah pesan status ada 352 yang dihasilkan oleh 20 responden yang diambil dalam 3 kali sehari selama kurang lebih 30 hari. analisa data menunjukan bahwa pesan status yang sering digunakan adalah ‘assertives’ (menegaskan) dan diikuti oleh ‘directives’ (menyuruh). pesan status yang muncul sebagai tambahan yaitu ‘jokes’ (gurauan) sebesar 3.13%. uji sample t-tes berpasangan menunjukan adanya perbedaan pencapaian prestasi yang bermakna antara siswa dengan akses internet yang tinggi dan rendah. sedangkan analisis faktorial varian menunjukan bahwa ada perbedaan kemampuan berbicara yang bermakna antara siswa yang belajar dengan facebook dengan siswa yang belajar secara konvensional. abstract this research examines the use of speech acts in computer-mediated communication, specifically in the status messages of the social network site facebook, to communicate in both a mass and an interpersonal medium. a total of 352 status messages created by 20 participants were captured 3 times daily over 30 successive days. content analysis of these data revealed that status messages were most frequently constructed with assertives speech acts, followed by directives. additionally, jokes were integrated into almost 3.13% of these status messages. the paired sample t-test revealed there was a significant difference in achievement between the high internet access students and the low internet access ones. while factorial analysis of variance showed that there was a significant difference between the students’ speaking competence by using social network sites and those who are taught by using a conventional approach. © 2013 universitas negeri semarang info artikel sejarah artikel: diterima april 2013 disetujui mei 2013 dipublikasikan juni 2013 keywords: computer-mediated communication (cmc); social network sites (snss); internet access.  alamat korespondensi: kampus unnes bendan ngisor, semarang 50233 e-mail: jurnalpps@unnes.ac.id issn 2087-0108 35 untung / english education journal 3 (1) (2013) introduction most of indonesian students, especially, javanese, feel embarrassed or unconfident when they are forced to communicate in english. they tend to avoid using english in their communication because of some reasons above. javanese people develop their own basic faith in their community, and experience between inner personality (faith, warmth, friendliness, and safety) and outer personality (respectfulness, shyness, awe, distance, danger) (suseno, 2001: 197). these faiths influence the attitude and behavior of javanese people in learning and mastering something, particularly in a second language acquisition. as a social mankind, people need communicate to exchange their feelings, ideas and thoughts. communication will be effective and significant if the aim of the communication is achieved properly; both speaker and hearer have the same interpretation and perception of the topic they are talking about. in endeavoring to express themselves, people do not only produce utterances containing grammatical structures and words, but also perform actions via those utterances (yule, 1996: 47) and he called performed actions via utterances as speech acts. as the technology develops, people communicate one another in any different ways. nowadays, there are many people, especially students using computer-mediated communication (cmc). facebook is considered as an educational apparatus because of its beneficial qualities such as enabling peer feedback, goodness of fit with social context, and interaction tools (mason, 2006). through facebook, students can express their thoughts, feelings and ideas more freely and relax. it will become the good preparation for them to deliver their ideas when they communicate one another. austin in levinson (1983: 236) states that there are three levels of action beyond the act of the utterance itself. firstly, the act of saying something; which is called as the “locutionary act”. locutionary act is defined as the actual of uttering of a sentence with a particular meaning. second, the acts done in speaking; which is called “illocutionary acts”. the third, perlocutionary act which is defined as a consequence or acts performed by speaking. yule (1996: 49) claims that three of the types of speech acts, the most distinctive one is illocutionary force: “indeed, the term speech act is generally interpreted quite narrowly to mean only the illocutionary force of an utterance”. searle (1976) quoted in levinson (1983: 240) and mey (1993;131-132) propose a five-way classification of illocutionary acts, that is, representatives or assertive, directives, commissives, expressive, and declarative. the verbal response modes (vrm) taxonomy (stiles, 1992) is a general purpose classification of speech acts. stiles (1992: 15) further defined each utterance as a simple sentence; independent clause; nonrestrictive dependent clause; multiple predicate; or term of acknowledgment, evaluation, or address) in dyadic conversation is coded as reflection (r), acknowledgment (k), interpretation (i), question (q), confirmation (c), edification (e), advisement (a), or disclosure (d). social network sites as web-based services that allow individuals to (1) construct a public or semi-public profile within a bounded system, (2) articulate a list of other users with whom they share a connection, and (3) view and traverse their list of connections and those made by others within the system. the nature and nomenclature of these connections may vary from site to site (boyd & ellison, 2007; also see boyed, 2003). while the term “social network site” is used to describe this phenomenon, the term “social networking sites” also appears in public discourse, and the two terms are often used interchangeably. the term of “networking” is not chosen for two reasons: emphasis and scope. “networking” emphasizes relationship initiation, often between strangers. while networking is possible on these sites, it is not the primary practice on many of them, nor is it what differentiates them from other forms of computer-mediated communication (cmc) (warchauer, 2000: 3-4; also see bumgamer, 2007; cassidy, 2006) schools and teachers have always been expected to promote social skills among students, modeling how to collaborate, negotiate conflict, exchange informatia on, and evaluate truth. when used properly and developed with smart pedagogy, the principles of today’s social networking can be used to enhance and build on traditional classroom learning and develop 21st century skills that future employers and the world economy now consistently demand, such as technological proficiency, civic duty, communication, teamwork, cultural awareness, and financial literacy. facebook (http://facebook.com) is a social networking site where people form connections, both personal and professional. it was originally developed for college and university use but has expanded to include people from all walks of life. people can post status messages on their wall about what they are doing or thinking, share phountung / english education journal 3 (1) (2013) 36 tos and videos, and comment on status messages or media of others in their network. developers can use hooks into the facebook system to build small games and applications that people can subscribe to; these allow users to engage socially with their connections, and they integrate with facebook in a way that allows the applications to post information to the user’s walls as well. searle (1969) applies three primary dimensions. these are the illocutionary point, the direction of fit, and the sincerity condition. on the basis of the three dimensions, searle then proposes the next classes of speech acts (as usual the speaker is denoted by s, the hearer by h, and the propositional content by p). the illocutionary point of the members of assertives or representatives is to commit the speaker to the truth of the expressed proposition. the illocutionary point of directives acts consists in the fact that they are attempts by the speaker to get the hearer to do something, expressed by the propositional content. commissives are those speech acts whose illocutionary point is to commit the speaker to some future course of action. speech acts of this kind create an obligation on the part of the speaker; that is, they commit the speaker to do something and to expressing an intention. the illocutionary point of expressives is to express the psychological state specified in the sincerity condition about a state of affairs specified in the propositional content. the illocutionary point of declaratives is that its successful performance guarantees the correspondence between the proposition p and the world (leech, 1983). verbal response modes (vrm) is a principled taxonomy of speech acts that can be used to classify literal and pragmatic meaning within utterances (stiles, 1992: 16). each utterance is coded twice: once for its literal meaning, and once for its communicative intent or pragmatic meaning. the same vrm categories are used in each case. under the vrm system, every utterance from a speaker can be considered to concern either the speaker’s or the other’s experience. first language acquisition starts with listening. a child uses the ears as a medium to receive lot of linguistic input, namely, sounds, vocabulary and grammar. it learns to make distinctions between different sounds used in language. as it grows, it starts to use the input to change it into speech (output). therefore, it can be said that listening and speaking are closely related. if the child is deaf, it can not acquire language. reading and writing can be said to be closely related. for the child to be able to write, it needs to learn the relationship between the sounds and letters. people read and listen to language because they have desire to do so and a purpose to achieve. they will usually have expectation about the content of text before they start as well. readers or listeners employ a number of specialist skills when reading or listening and their success at understanding the content of what they see or hear depends on a large extend on their expertise in these specialist skills. reading is central to the learning process. one of the most difficult tasks of a language teacher, both in first and second language contexts is to foster a positive attitude toward reading. unfortunately, due to time limits and other constraints, teachers are often unable to actively encourage students to seek entertainment and information in reading materials. a simple definition of reading is that it is a process whereby one looks at and understands what has been written. grabe & fredericka (2003: 9) defines that reading is the ability to draw meaning from the printed page and interpret this information appropriately. listening is an important skill for person who is learning english because in verbal communication we cannot communicate with each other without listening to the speaker’s utterances and understanding them. however, listening is very demanding and challenging skill for the learners to master. many students often encounter trouble in listening to foreign people even though they are doing well in the english classroom. listening is the ability to identify and understand spoken language. listening is a receptive skill. the receptive skills used in language acquisition: listening and reading enable the productive skills: speaking and writing. listening is the communication skill used most often in the assimilation of information and the most neglected in foreign language teaching (hedge, 2002: 228-229). harmer (1991: 49; 1994) points out students should have some kind of communicative purpose; in other words they should be using language in some way to achieve an objective, and this objective should be the most important part of communication. the students, however, will have to deal with a variety of language (either receptively or productively) rather than just one grammatical construction. writing is one of the productive skills that a learner is expected to achieve in order to ensure his communicative competence. writing is a visual representation of speech in writing and speaking the language learner is engaged in communicating his ideas and feelings. in the case of 37 untung / english education journal 3 (1) (2013) speaking, a kind of give and take situation between listener and speaker exits. in the case of writing, however, the message communicated has a higher degree of finiteness and this skill requires real proficiency if communication has to be effective. speaking is “the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts” (chaney, 1998: 13; also see brown & yule, 1983; byrne, 1986; huges, 2002; kayi, 2006; richards, 2008; thornbury, 2005). speaking is a crucial part of second language learning and teaching. speaking is considered by learners as one of the most difficult skills as it involves real-time processing which means that learners do not have much time to formulate what they want to say and how to say that students often avoid speaking and therefore never get the opportunity to build up confidence through practice. a further reason that students avoid speaking is that they are afraid of it. they are afraid of making mistakes, of not being understood because of poor pronunciation. this poor pronunciation often stems from previous learning experiences where there has been an emphasis on written accuracy with little chance to develop oral skills. students may also, in many cases, have little opportunity to practice their english speaking outside of the classroom environment. however, mastering speaking skills is not easy matter, the students need a medium that can help them to create a conversation with the others inside and outside of the classroom. it can mediate them by utilizing facebook as the tool or media where they can converse one another freely and confidently. people use different methods to communicate with each other. effective communication involves reading, writing and speaking altogether. verbal and written communication plays a key role in information exchanging process. any form of communication works in the same manner and has similar importance. speaking falls under verbal communication. written communication falls under nonverbal communication. people can communicate effectively through written communication as same as through speaking. this study intends to confirm the following hypotheses. (1) there is no a significant difference in achievement between the high internet access students and the low internet access ones, (2) there is a significant difference in achievement between the high internet access students and the low internet access ones. methods this study is an experimental research which uses factorial design as it used use more than one independent variable. experimental research is an attempt by the researcher to maintain control over all factors that may affect the result of an experiment. in doing this, the researcher attempts to determine or predict what may occur. the population of this research is the twelfth grade students of social science program of state senior high school 1 purbalingga in the academic year 2011/2012. subjects for the study were selected from four classes of twelfth grade. in total 40 students were surveyed and were randomly assigned. twenty students comprised the experimental group and received social network sites to practice their speech acts. twenty students served as a control group. these students represented the high and low access internet based on the preliminary research and questionnaire. the main source of data obtained for analysis in this study is through students’ performance scores in the first semester, pretest, post-test, observable data (facebook activity), questionnaire and interview. to gather the data, firstly, the researcher made an observation to determine the subjects of the experiment and getting student’s prior scores to determine the experimental group and control group. then the researcher asked the students to chat through facebook as the preliminary research to know the high and low internet access and design the questionnaire for the length of internet access for the experimental and control group. pre-test was done after the high and low internet access for the experimental and control group had been determined. after that, the researcher prepared some instruments such as facebook account, questionnaires, speaking test for post-test. finally, the researcher planned to do the experiment to take the data. data which are used to recognize the effectiveness of facebook to enhance the students’ speaking competence by utilizing speech acts are based on students’ english score, high and internet access questionnaires, pretest and post-test, facebook activity, and students’ interview result. comparisons were drawn between the high and low internet access experimental groups and control ones based on pretest and post-test and depending on the aim of the analysis. student’s t-test is a test which can indicate whether the null hypothesis is correct or not. in research it is often used to test differences between two groups (e.g. between a control group and an experimental group). the t-test assumes that the data are more untung / english education journal 3 (1) (2013) 38 or less normally distributed and that the variance is equal (this can be tested by the f-test). data which was analyzed originated from the subjects’ scores, the level of internet access, the implementation of the use of social network sites for the experimetal groups and learning speech acts conventionally for the control groups. students’ scores were obtained from pretest and post-test. scoring rubric designed by brown (2004: 172) was used to assess the students’ speaking competenc results and discussions the differences among the each group are shown from the result of the paired sample t-test to test the hypothesis. from the t-test result revealed that hypothesis that says “there is no a significant difference in achievement between the high internet access students and the low internet access ones” by using social network sites and conventional approach is refused since the difference is significant. based on the output of f value shows the effectiveness of the use of social network sites in enhancing students’ speaking competence by utilizing speech acts. furthermore, the result of the different variance of each group shows that the students given treatment by using social network sites have better improvement in their speaking competence compared with those by using conventional approach. from the answers of students’ questionnaires and interviews, most students from two groups of the high and the low experimental ones reported that conversing through facebook is effective and creative. the present study was designed to determine the effectiveness of social network sites in enhancing the students’ speaking competence by utilizing speech acts. recent investigations have pointed out that facebook can have a positive effect on the student-to-student and student-to-teacher relationship. the results of the same study suggested that students appeared to develop positive attitudes towards the teacher and the course. these findings pointed out that a social network community (snc) can be an asset in building a community of learners. this study presented the way the researcher uses social network sites in enhancing the students’ spaking competence by utilizing speech acts. facebook activity was performed as the main part of learning process to communicate one another. through facebook, the experimental groups practice some speech acts by responding what the teacher writes on the status. the students join this program at least four weeks. facebook allows its users to carry out meaningful interaction synchronously or asynchronously with speakers of different languages and also to access an incredible amount of valuable and authentic information on a variety of topics. in other words, this snc can be seen as an innovative tool to facilitate the development of socio-pragmatic awareness and competence in second language learners through meaningful intervention, and can promote cross-cultural understanding. speaking is an activity used by someone to communicate with other. it takes place everywhere and has become part of our daily activities. when someone speaks, he or she interacts and uses the language to express his or her ideas, feelings, and thoughts. he or she also shares information to other through communication. in the classroom, the teacher must create the situation that can encourage real communication, many activities can be designed to make majors’ element lively. from results, it is clear that the use of facebook proved that the student’s speaking competence was enhanced. it was shown that mean scores of experimental groups were higher than those of control groups. the outcome of the mean scores also revealed difference between the high internet access groups and low internet access ones. most conversations of high internet access experimental group could talk each other variously and sustainably. they talked one another more fluent and more various topics they express. the low internet access experimental group did the same way, but their conversations were still simple and undeveloped. from the data description provided the researcher can say that the level of internet access gives influence in learning english, especially in learning speaking. it can be seen from the data result between the experimental group of high and low internet access are different. further studies, which take these variables into account, will need to be undertaken. conclusion some expressions were produced by the students as long as they practiced their speech acts through facebook. they are assertives, directives, commisives, expressives and declarations, however during the activity there is the expressi39 untung / english education journal 3 (1) (2013) on which appears as the part of communication, that is, joke. assertives account for 36.36% (128), directives 26.70% (94), commisives 18.75% (66), expressives 15.06 (53), declarations 0.00% (0), and jokes 3.13% (11). a series of steps are designed to carry out the experiment. written communication can be a good preparation and prerequisite knowledge for the students to converse one another. they will be more confident and easier to communicate in english when they have enough preparation. written communication is in line with improving speaking skills, the more the students practice their english in written communication, the easier the students will express their ideas and thoughts in spoken communication. further, the result of this study revealed that the students in experimental group got better achievement in the mean scores than the control group in speaking test. the mean scores of experimental group (87.75) is greater that those of control groups (85.30). as the result of factorial anova analysis indicated the significant difference, f value is greater than f table (14.213>4.098). it can be inferred that both high and low internet access from the experimental group could enhance their speaking competence by utilizing speech acts after they had treatment by taking part in the facebook activity. teachers, as a facilitator and motivator, they should always encourage their students in digging up their prior knowledge to improve their speaking proficiency through social network sites, facebook. teachers, the senior high school teachers, should improve their teaching students not only to answer questions but also to design the questions in communication. the students will be get used to expressing ideas and thoughts in english, if they are provided with the meaningful activity they feel that they need it. english teachers must be able to use some alternative strategies in teaching and learning process in the classroom to improve the students’ speaking competence, like the use of social network sites, so the students will be interested in learning english. the teachers should often involve the students in speaking activities not only in class but also out of class. the teacher should provide the vocabulary beforehand that students need in speaking activities and diagnose problems faced by students who have difficulty in expressing themselves in the target language and provide more opportunities to practice the spoken language. reference boyd, d. m. and n. b. ellison. 2007. social network sites: definition, history, and scholarship. journal of computer-mediated communication, 13(1), article 11. http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.html boyd, s. 2003. are you ready for social software? retrieved 10.01.2010, from http://www. stoweboyd.com/message/2006/10/are_you_ ready_f.html. brown, h. d. 2004. language assessment: principles and classroom practices. new york: longman brown, g. and g. yule. 1983. teaching the spoken language. cambridge: cambridge university press. bumgarner, b.a. 2007. you have been poked: exploring the uses and gratifications of facebook among emerging adults. first monday, 22(11). retrieved on january 20th, 2012, from http:// firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/ viewarticle /2026/1897. byrne, d. 1986. teaching oral english. london: longman house. cassidy, j. 2006. me media: how hanging out on the internet became big business. the new yorker, 82 (13), 50. chaney, a.l., and t.l. burk. 1998. teaching oral communication in grades k-8. boston: allyn&bacon. grabe, w. and l.s. fredericka. 2003. teaching and researching reading. london: longman harmer, j. 1991. the practice of english language teaching. london: longman. harmer, j. 1994. how to teach english. an introduction to the practice of english language teaching. hongkong: longman. hedge, t. 2002. teaching and learning in the language classroom. oxford: oxford university. huges, r. 2002. teaching and researching speaking. london: longman kayi, h. 2006. teaching speaking: activities to promote speaking in a second language. the internet tesl journal, vol. xii, no. 11, november 2006 http://iteslj.org/. retrieved nov 1, 2012: 09:14. leech, g. 1983. principles of pragmatics. london: longman levinson, s.c. 1983. pragmatics. cambridge: cambridge university press. mason, r. 2006. learning technologies for adult continuing education. studies in continuing education, 28(2), pp.121-133. may, j.l. 1993. pragmatics: an introduction. oxford: blackwell publishers richards, j.c. 2008. teaching listening and speaking. cambridge: cambridge university press searle, j. r. 1969. speech acts: an essay in the philosophy of language. cambridge, uk: cambridge university press. stiles, w.b. 1992. describing talk: a taxonomy of verbal response modes. oxford: sage publication untung / english education journal 3 (1) (2013) 40 suseno, frans magnis. 2001. etika jawa sebuah analisa falsafi tentang kebijaksanaan hidup jawa. jakarta: pt gramaedia pustaka utama thornbury, scott. 2005. how to teach speaking. oxford: longman warschauer, mark. et. al. 2000. internet for english teaching. virginia: tesol inc. yule, george. 1996. pragmatics. oxford: oxford university press. eej 8 (2) (2018) 221 228 english education journal http://journal.unnes.ac.id/sju/index.php/eej a comparison between trump’s and clinton’s commissive speech act in america’s presidential campaign speech miftakhul ulum1, djoko sutopo 2 , warsono2 1. mts qodiriyah dempet, kabupaten demak, jawa tengah, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: accepted 20 january 2018 approved 09 march 2018 published 20 june 2018 ________________ keywords: commissive speech act, presidential campaign speech, america ____________________ abstract ___________________________________________________________________ this study aims to compare trump’s and clinton’s commissive speech act which include its types and functions. descriptive qualitative method is applied in this study. the data were analyzed by using commissive speech act instrument adapted from searle and vandervecken. the result shows that there are six types of commissive speech act used by trump. they are promising, threatening, pledging, offering, refusing, and assuring, the functions of which are to give solution, to insult, to show care, to threaten, to encourage, and to convince. meanwhile clinton only used two types of commissives; promise and assure. these types have the functions to give solution, to show care, and to convince. regarding their similarities, it is found that both of them used two similar commissives; promising and assuring. in addition, promising becomes the most dominant type found. they also use these speech acts to give solution, show care, and convince the audience. meanwhile as for the differences, it is found that trump used more types of commissive speech act rather than clinton did. they are threatening, pledging, offering, and refusing. trump also used more functions of his commissive speech act that are as threatening, insulting, and encouraging. © 2018 semarang state university  correspondence address: harjowinangun, dempet, kabupaten demak, jawa tengah 59573, indonesia e-mail: mulum16@gmail.com p-issn 2087-0108 e-issn 2502-4566 mailto:mulum16@gmail.com miftakhul ulum, djoko sutopo, warsono/ eej 8 (2) 2018 221 228 222 introduction language is very important for human. it is used to interact and communicate with other people. language is a common facility when two persons do an act of communication (mujiyanto, 2011). they may express their feelings, ideas, and desires through language, either spoken or written (mutmainnah and sutopo, 2016). one example of spoken language in communication is political speech. political speech can be seen as a means of establishing and maintaining social relationships, expressing feelings, and selling ideas, policies and programs in any society. it is used by the politicians to communicate directly with the general public in order to convince them (priyatmojo, 2012). its period is usually held before the election happens. during this period, the candidates attract the voters by delivering issues happening in the country. they explain the problems that the country is facing and what they will do as solution to solve these problems. political speech becomes more vital for the election of the presidential seat since the issues that are delivered by the presidential candidates will be the main issues that are discussed in media. in case of super power country such as america, the speech will catch the attention not just america’s society but also the whole world (arisetiyani and yuliasry, 2017). it is because the policy that will be undertaken by the candidates in the future is reflected through their speech. as the result, it will affect other countries politically and economically. the language of political speech has certain characteristics. it usually uses rhetoric, which involves promises (omozuwa and ezejideaku, 2007). in analyzing promises, there are some theories that we can use to analyze them. in pragmatics, it can be analyzed by using speech act theory that is commissive speech act. the term speech acts is used to mean the same as illocutionary acts (thomas, 1995). they are classified into five categories; assertives, directives, commissives, expressives, and declaratives (searle in septiningsih and warsono, 2017). in addition, commissives is illocutionary act whose point is to commit the speaker to some future course of action (searle, 1976). the examples are promise, threaten, refuse, warrant, etc. by analyzing the commissive speech act of the candidates, we can see the policies and future actions of the candidates when they are elected to be the president. there are some previous studies conducted by researchers regarding commissive speech act in political speeches. al-bantany (2013) studied the use of commissive speech act in gubernatorial candidate debate. the result shows that the commissive speech act used are mostly realized by guarantee, promise, and refusal. the study from suwandi (2013) investigated promising utterance in barack obama’s speeches. he analyzed the promise and categorized it whether it is performative or constantive. the result shows that most of promising utterances used by obama are constative. meanwhile hashim (2015) investigated speech acts in political speeches. the results show that the speech act found are mostly commissive, then followed by assertive, directive, and expressive. in addition, taufik’s et al. study (2014) shows that persuasive utterances in election campaign of pasuruan are mostly realized through assretive-directive and commissive-directive. ilić and radulović (2015) analyzed commissive and expressive speech act in political speeches. they are used as indicators of the politicians’ personal involvement, notorious vagueness, and avoiding commitment. the result shows that a specific use or lack of commissives be the politicians’ strategy to add the credibility of their speech. this way the politicians can control the opinion of public to serve their interest. some studies are also conducted by researchers related to commissive speech act with different context. puspitasari (2009), prastuti (2015) analyzed the realization of commissive speech act, the speakers’ strategy, and its function considering the context of situation happens. the result shows that various miftakhul ulum, djoko sutopo, warsono/ eej 8 (2) 2018 221 228 223 types of commissive speech act are found by the researchers. they are promise, guarantee, refusals, threats, volunteers, and offers while in the second study, they are promise, threat, offer, and refusal. regarding the speakers’ strategy, it is found that the speakers tend to use indirect strategy in employing commissive speech act. since in the movie different context of situation happened, the speakers adjust the way they uttered commissive speech act related to the context of situation happened. regarding the function, they employed commissive speech act for variuos purposes such as to maintain relationship, show like/dislike, avoid conflicts, etc. syukri and humaerah (2016) investigated the realization of speech act in advertising language of provider mobile phone product. the study aimed to know how speech act contribute in successfulness of advertisement in persuading the consumers. the result indicates that illocutionary act used such as convincing, persuading, deterring, and surprising or misleading are used as persuasive and informative device. meanwhile from the perlocutionary act analysis, it is hope that the consumers will buy the products being advertised. the study from altikriti (2011) which investigated speech act in short stories in three novels entitled “acme”, “post haste”, and “the happy prince showed that various types of speech act are found in the novels. all those five categories of searle’s speech act are found in the novels although they have different proportion number in each novel. the analysis also showed that direct speech act dominates the findings of the speech act. from the previous studies above, it can be concluded that speech act can be found in any activity in our daily life. in case of political speeches, commissive speech act has a very important role in helping the speakers achieving their purpose in communication. further, the researcher cannot find any study tries to compare commissive speech act in political speeches before. therefore, the researcher thinks that by conducting this study, the researcher thinks it will fill the gap in the study of commissive speech act. thus, this study aims to: 1) explain commissive speech act used by trump, 2) explain commissive speech act used by clinton, 3) explain the similarities between trump’s and clinton’s commissive speech act, 4) explain the difference between trump’s and clinton’s commissive speech act. methods this study employed descriptive qualitative method. descriptive research is research which gives description about problem, fact, event, and real situation deeply and widely so that it can get a new understanding (raco, 2010). further, as research procedure, qualitative methodology produces descriptive data in form of people’s written or spoken words and their behaviour which can be observed (bagdan and taylor in moleong, 1990). in qualitative research, the collected data are in form of words, sentences or pictures. in this study, the data are taken from eight speeches of trump and clinton campaign speeches. the data are taken from their first, final, and campaign speeches in grey areas. the data then were analyzed by using commissive speech act instrument adapted from searle and vandervecken (1985). there are five steps in analyzing the data. 1) identifying the commissive speech act, 2) classifying the commissive speech act, 3) comparing the commissive speech act, 4) interpreting the commissive speech act, 5) drawing conclusion result and discussions there are four aims of this study. they are 1) to explain commissive speech act used by trump, 2) to explain commissive speech act used by clinton, 3) to explain the similarities between trump’s and clinton’s commissive speech act, 4) to explain the difference between trump’s and clinton’s commissive speech act. commissive speech acts used by trump from the data analysis, it is found that there are 199 commissive speech acts found. they can be classified into six types. they are promise (77.9%), threaten (4.5%), pledge (2%), miftakhul ulum, djoko sutopo, warsono/ eej 8 (2) 2018 221 228 224 offer (0.5%), refuse (0.5%), and assure speech act (14.6%). regarding the functions of the utterance, they have five different functions. they are as giving solutions (69.9%), insulting (1%), threatening (4.5%), showing care (5%), convincing (15.1%), and encouraging (4.5%). the function of commissives as giving solution is employed by trump through promise (69.4%) and offer speech act (0.5%). meanwhile insulting is employed through promise (0.5%) and refuse speech act (0.5%). threatening is employed via threaten speech act (4.5%). showing care is employed through promise (5%), and convincing through promise (3%) and assure (12.1%). the last function, encouraging, is employed via pledge (2%) and assure speech act (2.5%). commissive speech acts used by clinton in her campaign speeches, clinton produced smaller number of commissive speech act rather than trump did. it is found that she produced 46 commissive speech act which can be classified into two types. they are promise (97.8%) and assure (2.2%). these two types of commissives, having three different functions related to the context happened. they are as giving solution (84.4%), showing care (6.7%), and convincing (8.9%). as giving solution, showing care, and convincing are employed by clinton by exploiting promise speech act. meanwhile assure speech act is employed by clinton as convincing. the similarities between trump’s and clinton’s commissive speech act from the findings of trump’s and clinton’s commissive speech act above, it can be drawn some similarities. first, it is found that both trump and clinton used two similar types of commissive speech act. they are promise and assure speech act. promise speech act is type of commissive speech act which is used to telling someone that the speaker is going to do something in the future. by using promise speech act, trump and clinton try to tell the audience what they are going and able to do as the future president of the united states of america. here the example is: our country has tremendous potential. we have tremendous people. we have people that aren't working. we have people that have no incentive to work. but they're going to have incentive to work because the greatest social program is a job. and they will be proud, and they will love it, and they will make much more money than they would have ever made. and they will be doing so well, and we're going to be thriving as a country, thriving! it can happen [cheers and applause]. i'll bring back our jobs from china, from mexico, from japan, from so many places. from the excerpt above, trump mentioned one of the problems faced by american at that moment that is difficulties in finding jobs. but trump told the audience not to worry about it anymore since if he is elected to be the president; he is going to bring back the jobs from other countries such as from china, mexico, and japan. trump’s promise to bring back the jobs can be solution for the job problems mentioned before. meanwhile, assure speech act is to commit oneself to a future course of action with the perlocutionary intention of convincing the hearer that one will do it while presupposing that the hearer has doubts. by using assuring speech act, they tell the audience their sincerity in doing the promise. the example is below: if you believe that america thrives when the middle class thrives, then you have to vote. we're gonna make the biggest investment in good-paying jobs since world war ii; jobs in infrastructure, small business, clean energy, advanced manufacturing. we're gonna actually deliver on that, unlike my opponent, who makes his products mostly overseas, buys cheap chinese steel and aluminum instead of what's made by american steel workers right here in pennsylvania. the excerpt above is the example of assure speech act. in the excerpt above, clinton asked the audience to vote if they believed that america progress depends on middle class. if america’s middle class thrieves, then the america also thrieves. therefore, clinton promised to make the biggest investment in good-paying jobs that are jobs in infrastructure, small business, clean energy, and advanced miftakhul ulum, djoko sutopo, warsono/ eej 8 (2) 2018 221 228 225 manufacturing. clinton then convinced the audience that she will really carry out the promise by saying “we're gonna actually deliver on that”. in the utterance above, clinton assure the audience that she really would deliver good-paying jobs that she promised before that are jobs in infrastructure, small business, clean energy, and advanced manufacturing. in addition, promise also becomes the most dominant type of commissives used by both of them. it is proved with the data findings which show trump’s findings (77.9%) and clinton’s findings (97.8%). promise becomes the most dominant type of commissive speech act because promise is a main feature of the language of political campaign (omozuwa and ezejideaku, 2007); and it becomes vital since it is used to telling the future actions of the candidates. it is also in line with hisyam’s study (2015) which has the similar result. regarding their utterance functions, they are found that there are similar functions of commissive speech act uttered by them. both of them use promise speech acts to give solution for the issues that they mentioned before. in addition, they also employed promise speech act to show their care to the audience. another similarity is located on the function of assure speech act employed by them that is to convince the audience that they will really carry out the promise they stated before. the differences between trump’s and clinton’s commissive speech act from the findings above, there are some differences concluded. first, it is about the number of occurances of commissive speech act employed by trump and clinton. from the data findings, it is known that trump employed 199 commissives while clinton 46 commissives. it means that trump employed more commissive speech act rather than clinton did and their number gap is significant. this significant number gap resulted the difference of the type of commissive speech act employed where trump employed more types of commissive rather than clinton did. they are threaten, pledge, offer, assure, and refuse speech act. threaten is the opposite of promise speech act. threaten means doing something in the future that is harmful for the hearer. here the example is: if a company wants to fire their workers, leave florida and move to another country like mexico as an example, and then ship their products back into the united states through what will become an unbelievably strong border, i will tell you (applause). we will make them pay a 35 percent tax on those products (applause). the excerpt above shows the example of threaten speech acts. it is done by trump by saying “we will make them pay a 35 percent tax on those products”. this threatening act is used by trump in order to threaten any company not to leave america especially florida where trump delivered his speech since if they do so and bring their products back to america, they would be charged 35% tax. the high tax that will be charged on the product is going to be a serious threat for the companies because it will affect on the product price and the competitiveness with other products. meanwhile, a pledge is a strong commitment to a future course of action. pledge is a serious or formal promise to give or do something. here the example of pledge used by trump during the campaign speeches is: to all americans tonight, and all of our cities and all of our towns, i pledge to you one more time, together, we will make america wealthy again. we will make america strong again. we will make america safe again. and we will make america great again. thank you everybody. thank you. god bless you, everybody. go to bed, go to bed right now, get up and vote. thank you, everybody, thank you michigan, we love you. we will be back. let's win. thank you. the excerpt above is taken from the ending of trump’s speech in florida. trump ended his speech by pledging to the audience that together, they will make america wealthy, strong, safe, and great again. another difference is the use of refuse speech act by trump. refuse means to say that you will not do or accept something. in this campaign speeches, refuse speech act is employed by trump in order to refuse to the miftakhul ulum, djoko sutopo, warsono/ eej 8 (2) 2018 221 228 226 audience about his conversation with the top generals and admirals on clinton. he said so because he wants to insult clinton as his opponent for the presidential seat and damage her image in front of the audience. here the example is: i saw these great men, these great admirals last night, these great generals; these are great people, strong, smart. i saw these unbelievably brave recipients of the medal of honor, and i said to them, "how would you feel to have hillary clinton as your leader?" and they're -they're wonderful americans... (crowd reacts)... and i refuse to tell you what they said, but it wasn't good, believe me. the excerpt above shows that trump met with admirals and generals in the night before the speech happen. in their meeting, trump asked to admirals and generals about their opinion on clinton as their leader. but their answer is not good that makes trump did not want to tell it to the audience. by saying refuse speech act, trump wants to insult clinton with top admirals and generals’ opinion about her which is so bad that even trump think it is not good to tell in front of the audience. offer speech act is also being the difference between trump’s and clinton’s commissives. offer means to ask someone if they would like to have something or if they would like you to do something. offer becomes binding only if it is accepted and has not been withdrawn. in this campaign speech, offer speech act which is uttered by trump is used to giving solution on certain problem that is the terrible of america’s military and defense. some differences are also found in the way trump and clinton exploited commissive speech act in order to achieve their goal of communication. while clinton only exploited promise speech act to give solution, to show care, and to convince the audience; trump exploited it more by using it to insult his rival in the election. in addition, commissive speech act is also used by trump as encouraging. it is used by trump in order to boost up the audience spirit and give them hope that they will win the election. further, trump also used commissive speech act to threaten anybody who want to do something disadvantageous. the example is trump will give a high tax of the products of any company who wants to leave america. this function as threatening is achieved by employing threaten speech act. conclusion various types of commissive speech act are employed by candidates in the presidential campaign speech of the united states of america. both candidates, trump and clinton, have their own characteristics in exploiting commissive speech act. in their campaign speech, trump employed more commissives rather than clinton did. it is proved with the data findings which show that trump employed commissives 199 times while clinton 46 times. those 199 of trump’s commissive speech act can be categorized into six types; promise (77.9%), threaten (4.5%), pledge (4%), offer (1%), refuse (1%), and assure (14.6%). while 46 of clinton’s commissive speech acts are categorized into promise (97.8%) and assure (2.2%). promise speech act becomes the most dominant type of commissives employed by both candidates. it is because promise is a main feature of the language of political campaign. it is mainly used to telling the audience the future actions and policies of the candidates if they become the president as the solution of problems the faced at that moment. promise speech act is also used by the candidates to show that they care about the problems that the audience faced. meanwhile, assure speech act is also employed by both candidates. it is used by the candidates to convince the audience that they are not a liar and really going to carry out the promise that they uttered before. beside the similarities, there are also differences as the findings show that trump employed more types of commissives rather than clinton did. trump employed not just promise and assure but also threaten, pledge, offer, and refuse speech act. the way trump and clinton exploit the speech act is also different. trump exploited more functions of commissives rather than clinton did such as promise speech act not only used by trump to miftakhul ulum, djoko sutopo, warsono/ eej 8 (2) 2018 221 228 227 give solution and show care but also to encourage the audience and insult people. in insulting people, trump also used refuse speech act. to sum up, commissive speech act is one of the most important type of speech act in political speeches. therefore the speakers need to understand it since it is able to help them exploit commissives more and use it efficiently. in addition, the speakers also need to consider the context of situation happens since it may affect the functions of commissive speech act uttered. in one way communication such as in political campaign speeches, commissive speech act can be a powerful tool for the speakers in a communication. if the speakers are able to exploit and use them effectively, it can help them achieving their goals in communication. references al-bantani, n. f. 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(2013). pragmalinguistics form of promise in barack obama speeches. thesis. school of teacher training and education muhammadiyah university of surakarta. retrieved from http://www.eprints.ums.ac.id/25007/24 /02._publication_articles 45 eej 6 (1) (2016) english education journal http://journal.unnes.ac.id/sju/index.php/eej sociocultural relations among participants in articles on teacher as researcher and teacher as educator ika mirantijanuarius mujiyanto english language education postgraduate program universitas negeri semarang, indonesia. article info ________________ received april 2016 accepted may2016 published june 2016 ________________ keywords: argumentative texts, critical discourse analysis, sociocultural relations, teacher as educator, teacher as researcher ____________________ abstract ___________________________________________________________________ this thesis is about sociocultural relations among participants in articles on teacher as researcher and teacher as educator. the aim of this research is explaining the sociocultural power in the opposing texts which are realized in the linguistic choices used by both authors. i choose this study because there is different role of teacher in two texts that brings out contrasting opinions about the importance of teachers becoming researchers. in this study, i used critical discourse analysis proposed by fairclough (2001) both as research methodology and framework of the study. the findings show that sociocultural relations are realized in the lexical, grammatical and textual structures relations. from the lexical relation, both authors have different choice of words for assigning participants in the texts as well as their choices in rewording, formality, euphemism and the negative and positive evaluation. next, from the grammatical relation, it can be seen from the tenses, the use of process types, ideological pronoun and the logical connectors. from the textual structures relation, both texts are argumentative ones and the authors use elements to persuade the readers to agree or disagree to the idea of teacher as researcher. last, the sociocultural relation among the participants can be seen from the comparison of the types of process and participants used in both texts which show authors‟ different sociocultural backgrounds that influence their standpoints. it can be concluded that linguistic choices are indeed influenced by the sociocultural backgrounds of both authors. the text on teacher as researcher was written by an indonesian lecturer who believes that a good quality teacher is a teacher who conducts research and publishes papers in order to develop their global competence. on the other hand, the text on teacher as educator was written by an american graduate of harvard who believes that a good quality teacher is a teacher whose first concern is on students learning, not on research. thus, different sociocultural backgrounds of both authors resulted in the opposing ideologies and those ideologies are realized in the linguistic choices throughout the texts. © 2016 universitas negeri semarang correspondence: e-mail: ikamiranti@gmail.com kampus unnes bendan ngisor, semarang, 50233 p-issn 2087-0108 e-issn 2502-4566 introduction ika miranti/english education journal 6(1) (2016) 46 in expressing opinions, people can have different views towards the same matter. for example, different views on the dual roles of a teacher. before conducting this study, i was not really aware about the dual roles of a teacher. i thought teachers are merely teachers. the reality is nowadays teachers in indonesia are expected to be researchers as well to develop their global competence. however, there might be people who do not agree to the dual roles of a teacher. these people prefer teachers as merely educators who focus on students learning rather than conducting research. these contrasting opinions on the dual roles of a teacher can be caused by different social and cultural backgrounds. one of the pros and one of the cons can be seen from two opposing articles which are used as objects of this study. the first one is pro to the idea of teacher as researcher and the second one is con to the idea of teacher as researcher. the second article also emphasizes the role of teacher as educator who imparts knowledge to students and focuses on giving the lessons according to the time schedule as well as pays attention and builds communication/interaction with the students. in this study, i used critical discourse analysis (cda) that suggests three stages of analysis (fairclough, 2001). three stages are description, interpretation, and explanation of the text. description is the stage which is concerned with formal properties of the text. interpretation is concerned with the relationship between text and interaction. whereas explanation of the text is concerned with the relationship between interaction and social context. i also had a thought on whether a teacher should be a researcher so that they can develop their global competence or merely an educator whose first concern is on students learning. the topic of the study is the use of education articles on a newspaper to exercise power in social discourse. i chose the articles on teacher as researcher and teacher as educator because i want to see the relation between sociocultural backgrounds and the linguistic choices used in the opposing articles about the dual roles of a teacher. it is hoped that the findings in both articles using critical discourse analysis will be able to prove that linguistic choices produced by the writers of the articles realize their sociocultural backgrounds which influence the opposing ideologies in both texts. critical discourse analysis cda is a theory and method of analyzing the way that individuals and institutions use language. it focuses on relations between discourse, power, dominance and social inequality and how discourse (re)produces and maintains these relations of dominance and inequality (van dijk, 1993:249). hence, cda does not only focus on linguistic aspects of the text but also focuses more on social issues which construct the text. fairclough asserts the relationship between language and power. power and dominance can be seen in the area of media, where there always exists the dominant or ruling groups. from fairclough‟s perspective, language serves to construct particular positions, which entail unequal relations of power. in other words, it can be said that language has function in the construction of power and ideology. sociocultural relation according to van dijk (1996), social relation is defined as social power between groups or institutions, involving the control by a (more) powerful group or institution (and its members) of the actions and the minds of a less powerful group (and its members). such power generally presupposes privileged access to socially valued resources, such as force, wealth, income, knowledge, or status. social relation means that there is social power exercised by groups of people or institutions regarding social factors such as educational, political, familial, religious, and economic factors. whereas for the cultural relation, it means that there is cultural power exercised by groups of people or institutions regarding cultural factors such as values, attitudes, norms, beliefs which are shared by those groups of people. socially and culturally there are unequal relations which are ika miranti/english education journal 6(1) (2016) 47 caused by common sense, or in other word, ideology. fairclough (2001) states that ideology sustains power inequalities. that means there are inequalities in sociocultural relations due to the different ideologies of the authors. therefore, a cda proposed by fairclough is the most appropriate tool to explain these inequalities in sociocultural relations. one of fairclough‟s tools in cda is the system of transitivity to show the hidden inequalities in sociocultural relations. transitivity transitivity is a system which realizes the ideational meanings. here, the clause as representation is talked about. there are three semantic categories which explain how phenomena of the real world are represented as linguistic structures. they are „processes‟ which are verbs, „participants‟ which are nouns and „circumstances‟ which are prepositional phrase. according to mayr (2008:18-20), the reason in conducting the analysis of transitivity is to explore what social, cultural, ideological factors determine what process type (verb) is chosen in a particular type of discourse. relations of power may implicitly exist in the relationship between actor and goal. processes can be active, for example: „police (actor) shot demonstrators (goal)‟, or passive, for example: „demonstrators (goal) were shot by police (actor)‟. from the examples above, in media reports, agency and responsibility can be made clear or left vague. such as, in news report of riot, if the agency is omitted, it means that responsibility of police may be systematically omitted. thus makes news not a mere reflection of reality, but a product shaped by political, economic and cultural forces. in this system of transitivity identified by halliday in gerot and wignell‟s making sense of functional grammar (1994), there are seven types of process, which are divided into non-relational processes and relational processes. nonrelational processes are ones of doing. they are material, mental, behavioural, and verbal processes. whereas relational processes are ones of being and having. they are relational, existential, and meteorological processes. methodology the data are qualitative because they are displayed in the form of strings of words. it depends on how i analyze the data. i chose cda because this is the most appropriate design to explain the relation between linguistic choice and ideology. cda addresses social and cultural contexts that influence ideology behind the text. therefore, it does not only focus on the linguistic aspects of the text but also focuses more on the social and cultural issues which construct the text. this study is aimed at explaining the sociocultural relations among the participants in two opposing articles in the jakarta post regarding teacher as researcher and teacher as educator. fairclough‟s framework for cda was used in this study. the object of the study is two opposing articles on the jakarta post. the first article is “professionalizing teachers in face of global competitiveness” written by setiono sugiharto and published on november 25, 2015. this first article concerns about teacher as researcher. whereas the second one is “professionalization of the teaching profession” written by rebekah nivala and published on december 9, 2015. this second article concerns about teacher as educator. the unit of analysis is what i analyzed for this study. in this research, the unit of analysis is clauses in the opposing articles in the jakarta post in which the participants exist. to determine the participants, i used halliday‟s theory on transitivity (in gerot and wignell, 1994) which is the realization of ideational meaning. whereas for the analysis of relation (power), in which those participants construct sociocultural relations, i used the cda framework proposed by fairclough (2001). the steps used in collecting the data of the study are as follows. first, i searched for articles regarding issues in education in indonesia, then i chose a topic where there are pros and cons about whether a teacher should also be a researcher. next, i chose opposing articles on teacher as researcher and teacher as educator ika miranti/english education journal 6(1) (2016) 48 and reading both opposing articles which have been chosen thoroughly. last, i conducted transitivity analysis to identify the participants in both articles. after the data were collected, they were analyzed. the steps used in analyzing the data are as follows: first, i classified the linguistic data which are of lexical (rhetoric), grammatical, and textual structures relations based on fairclough‟s first stage in cda which is the description of the text (fairclough, 2001). next, i reduced the linguistic data as needed in order to have representative data which were used in the second and third stage of cda. then, i interpreted the clauses based on fairclough‟s second stage in cda which is the interpretation of the text (fairclough, 2001). in this stage, i did the interpretation on lexical, grammatical and textual structures relations. the next step is investigating the sociocultural relations based on fairclough‟s third stage in cda (fairclough, 2001). in this stage, i did the explanation on sociocultural context on why the texts are made that way by the authors. the last step is i drew an inference. in this study, i used the triangulation of theory/perspective. in this type of triangulation, i used some theoretical perspectives to examine and interpret the data and i referred back to the theories of conducting cda. those theoretical perspectives are: critical discourse analysis by fairclough (2001), systemic functional linguistics, especially the system of transitivity by halliday in gerot and wignell (1994), a genre description of the argumentative text by hyland (1990) and the theory on the influence of ideology on interpersonal meaning by haig (2011). therefore, corroborating the findings in this study with their perspectives and theories ensured that an account is rich and comprehensive. findings and discussion i found that the contrasting ideologies of both authors regarding the idea of teacher as researcher influence their linguistic choice throughout the texts. there are four relations realized in the linguistic choice that show authors‟ ideologies. first, rhetoric (lexical) relations among the participants in the opposing articles can be seen from the vocabulary or lexical choices used by the authors. second, the grammatical relations among the participants in the opposing articles can be seen from the grammatical features used by the authors. third, the textual structures relations among the participants in the opposing articles can be seen from the elements that exist in the genre of both texts. both texts are argumentative ones because they are made to persuade the readers to agree or disagree to the idea of teacher as researcher. last, the sociocultural relations among the participants in the opposing articles can be seen from the comparison of the types of process and participants used in both texts which show authors‟ different social and cultural background that influence their standpoint of supporting or being against the idea of teacher as researcher. lexical relation the lexical relation refers to the power seen from the vocabulary or lexical choice. according to fairclough (2001), vocabulary/words have three values. they are experiential, relational and expressive values. in experiential values, the power in lexical choice can be seen from the classification scheme drawn upon through the vocabulary. in both texts, there are word choices which are found to be ideological and those experiential values can also be seen in rewording. for the rewording, the text on teacher as researcher (tar) is much preoccupied with teachers‟ global competence, and this is evident in the vocabulary or lexical choice for this meaning, such as: performance, competence, research, teachers, development, and professional. whereas for the text on teacher as educator (tae), it is much preoccupied with education problems in indonesia, and this is ika miranti/english education journal 6(1) (2016) 49 evident in the vocabulary or lexical choice for this meaning, such as: indonesia, education, students, and solution. as in tar, some participants which bring out the ideological standpoint of the author are for example: the idea of teacher-researchers, global competitiveness and job markets, the rapidly changing information and contexts of pedagogy, teachers‟ professional development and competence, theory-practice gap, an everchanging and increasingly competitive environment. on the other hand, in tae, some participants which bring out the ideological standpoint of the author are for example: the idea of being a teacher, support systems for teachers, the long-term investment, the primary function of k-12 education, and response to this dismal situation. the author of tar gives his evaluation more by using positive lexical choice to persuade the readers to take a stand to his point of view, which is the idea of teacher as researcher. whereas the author of tae gives her evaluation more by using negative lexical choice to persuade the readers to take a stand to her point of view, which is against the idea of teacher as researcher due to many problems found in the education system in indonesia. grammatical relation the grammatical relation refers to the power seen from the grammatical features. according to fairclough (2001), grammatical features also have three values. they are experiential, relational and expressive values. in experiential values, the power can be seen from types of process and participant that predominate. for the types of process dominating the text, it can be seen from the participant list in tar that the most processes are material processes. whereas in tae, the processes mostly are relational processes. in relational values, it is seen from the modes of sentence which are used, whether they are declarative, grammatical question, or imperative. there are also important features of modality and the use of pronouns. both texts mostly use declarative modes. from the point of modality, the author of tar expresses his judgment through his text. he ideologically conveys his message that teachers are expected for many aspects and that they need to develop their performance so that they can compete globally. that can only be done by persuading teachers to become researchers as well. from this explanation, it shows that the modality indicates the speaker‟s judgment of the probabilities or the obligations involved in what he or she is saying (gerot & wignell, 1994). on the contrary, the author of tae ideologically conveys her message that indonesian government should provide good support systems for teachers to produce good quality student learning. the author of tae implicitly persuades readers to not easily agree on the idea of teacher as researcher by looking at problems in indonesian education system and how to solve them. from this explanation, it is obvious that modality shows relational values and as fairclough (2001:127) states it, implicit power relations make relational modality as matter of ideological interest. in tar, the pronoun „they‟ and „their‟ are used to refer to refer to teachers. whereas in tae there are three pronouns which are used. they are „i‟, „their‟, and „you‟. „i‟ is used when stating opposing opinion regarding the idea of teacher as researcher; „you‟ is used when asking a question to the readers, and „their‟ is used to refer to teachers. from the use of logical connectors, the author of tar places equal emphasis on every point made by using coordination. this makes the idea of teacher as researcher clear and consistent. whereas by using subordination, the author of tar ideologically divides information into relatively prominent and relatively backgrounded (in other words, relatively important and relatively unimportant) parts. fairclough also states that in some cases, the content of subordinate clauses is presupposed. therefore, it can be said that the subordinate clauses in tar may be the author‟s presupposition. for example, pedagogical competence is the content in the main clause, which is followed by author‟s presupposition in ika miranti/english education journal 6(1) (2016) 50 the subordinate clause telling the readers that this competence is something that a teacher must possess. in tae, the author also places equal emphasis on every point made when using coordination. on the other hand, by using subordination, it shows author‟s presupposition and she ideologically conveys her opinion against the idea of teacher as research through the use of subordination. for example, a teaching position is the content in the main clause, which is followed by author‟s presupposition in the subordinate clause telling the readers that this position is something that is often met with contempt in the society. textual structures relation textual structures relation refers to textual structures power or in fairclough‟s term, it is the power seen from the textual structures. according to fairclough (2001), it can be seen from the larger-scale structures that the text has. both texts are argumentative texts because they have purpose to persuade the readers of the correctness of central statement (hyland, 1990). sample 75 (tar, sentence 6): stage move thesis evaluation: motivated by this global competence, one thing is pretty obvious: the pendulum seems to have swung away from an emphasis on teaching to that of research. sample 76 (tae, sentence 7): stage move thesis evaluation: in general, teachers are not expected to research and publish as part of their occupation. tar clearly states the emphasis on research rather than teaching, whereas tae argues that teachers are not expected to research and publish. such elements in the structure of both argumentative texts show the relation or ideological common sense exercised by the authors of the texts through their language in persuading the readers. it is expected of them to take a stand after reading the texts, whether they will agree on the idea of teacher as researcher or will be against it. as fairclough (2001:138) states it, such structures can impose higher levels of routine on social practice in a way which ideologically sets and closes agendas. sociocultural relation social and cultural relations are relations of power and they have an ineluctably ideological dimension (haig, 2011). the sociocultural relation can be seen from the comparison of the use of process types which involve the participants in the texts. this comparison shows the difference of social and cultural background that influences both authors in writing their texts. from the comparison of the material process used, both authors convey their message differently to the readers. the author of tar tells readers what teachers are expected to do to develop their global competence. by becoming researchers, they can help schools solve problems in teaching and learning and bridge the theory-practice gap. on the other hand, the author of tae tells readers what indonesia should do in order to solve problems in education system in indonesia. indonesia is assigned as actor which exercises its power to solve problems by providing adequate support systems for teachers so that they can teach well. from the comparison of the mental process used, both authors convey their message differently to the readers. for tar, the phenomenon in the examples are: global competence and teachers. they have the power to impinge on the consciousness of another participant. this ideologically tells the readers about how important the global competence and teachers are expected to be researcher as well. on the other hand, the author of tae use the word suffering to express her opinion regarding the problems in the profession of teaching which should be taken care by the government. from the comparison of the behavioural process used, the author of tar tells readers that by doing research, efficient pedagogical practices will happen. on the other hand, the author of tae asks the readers to realize the phenomenon, which is the fact that research is ika miranti/english education journal 6(1) (2016) 51 actually lacking in indonesia because of inadequate support systems for teachers. in verbal process, the assignment of teachers as sayer in the example of tar puts teachers in a powerful position because sayer exercises their power to act semiotically (haig, 2011). ideologically, this power can be achieved when teachers do research and publish papers. this persuades readers to agree to the idea of teacher as researcher. on the other hand, the verbal process used in tae puts students learning as the sayer. this means that students learning exercise power to act semiotically. in this case, students learning should inform what and how teachers teach. ideologically, this persuades readers to agree with the idea of teacher as educator. the relational process in tar is used to assign what teachers should possess for global competence and research is something to do to achieve such global competence. this persuades readers to support the idea of teacher as researcher. on the other hand, tae assigns teaching industry branding in indonesia as ineffective. this relational process is used to tell about the problems in education system in indonesia. in addition, the assignment of student learning as the end goal of all institutions of education identifies the importance of successful student learning. ideologically, this persuades readers to support the idea of teacher as educator. from the comparison of the existential process used, both authors convey their message differently to the readers. in tar, the existence of increasing demands for global competence is asserted. there is no power assigned to it but it can be used to tell readers that there is existence of some entity and that readers need to realize that. ideologically, this persuades readers to support the idea of teacher as researcher. on the other hand, tae tells the readers the existence of several claims in tar regarding the idea of teacher as researcher which may mislead or confuse. ideologically, this persuades readers to support the idea of teacher as educator. the sociocultural background of both authors is different. this leads to the differences in the way they convey their message to the readers through their texts. the author of tar is setiono sugiharto, an indonesian lecturer and researcher. he believes that conducting research and publishing papers are what teachers in indonesia should do to develop their competence. he believes that in order to produce successful learning and teaching process, teachers need to be classroom researchers as well. by also publishing papers, he believes that it will develop teachers‟ performance in global competence because teachers can then communicate across cultures and languages through their researches and papers. setiono‟s sociocultural background influences his language in the text which persuades the idea of teacher as researcher. the author of tae is rebekah nivala, an american graduate of the harvard graduate school of education. she believes that adequate support system is what is needed by the teachers in indonesia in order to produce successful students learning. her sociocultural background influences her language in the text which is against the idea of teacher as researcher. she believes that teachers should be good educators who concern more on students learning. conclusion the comparative critical discourse analysis of tar and tae clearly shows the opposing ideology of the authors which is realized in the lexical relation, grammatical relation, textual structures relation, and sociocultural relation. first, the lexical relations among the participants in the opposing articles can be seen from the vocabulary or lexical choices used by the authors. they are: the choice of words for assigning participants in the texts, rewording, euphemism, formality, and the negative and positive evaluation of the authors which are expressed in their lexical choices. second, the grammatical relations among the participants in the opposing articles can be seen from the grammatical features used by the authors. they are: the dominating process types ika miranti/english education journal 6(1) (2016) 52 used in the opposing texts, modes of sentence, the use of modal verbs, pronouns such as „i‟, „they‟ or „you‟, types of tenses used, and the logical connectors which are realized in coordination and subordination. third, the textual structures relations among the participants in the opposing articles can be seen from the elements that exist in the genre of both texts. both texts are argumentative ones because they are made to persuade the readers to agree or disagree to the idea of teacher as researcher. last, the sociocultural relations among the participants in the opposing articles can be seen from the comparison of the types of process and participants used in both texts which show authors‟ different social and cultural backgrounds that influence their standpoint of supporting or being against the idea of teacher as researcher. fairclough‟s cda framework is a useful tool for identifying the sociocultural differences of both texts studied in this thesis. the two representations of teacher are shown differently and completely opposed to each other. tar persuades the readers to agree to the idea of teacher as researcher in order to develop their performance in global competence. on the other hand, tae is opposed to tar, by being against the idea of teacher as researcher. it persuades the readers to disagree to that idea by arguing against points made in tar. these differences in representation of teacher are the products of contrasting ideologies of both authors: teacher as researcher versus teacher as educator. furthermore, the ideologies are the products of sociocultural differences of both authors. this leads to the differences in the way they convey their message to the readers through their texts. the author of tar is setiono sugiharto. his sociocultural background as a lecturer and researcher influences his language in the text which persuades the idea of teacher as researcher as a way to develop performance in global competence. whereas the author of tae is rebekah nivala. her sociocultural background in civil rights, social action, human rights, and education influences her language in the text which is against the idea of teacher as researcher. she believes that teachers should be provided with adequate support system and to be good educators who concern more on students learning. acknowledgements i would like to express my sincere thanks to pps unnes. thank you for all lecturers of the english language education at the master‟s degree program for the constant guidance given to me. i would also like to thank beasiswaunggulan program from the ministry of education for the financial help. references al-faki, i. m. 2014.political speeches of some african leaders from linguistic perspective.international journal of humanities and social science, 4 (3), 180198. almeciga, e. 2013. identity-forming 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creative industry. pesantren's literature is used as one of religious tourism attractions that brings the economic life towards a creative industry, and to create other economic activities beneficial for the grassroots' level. keywords: pesantren's literature, religious tourism, creative industry introduction pesantren (islamic boarding house)'s literature is an existing cultural treasure in indonesia. pesantren's enchantment can be viewed from many sides, either environmental, education, teaching, human, or even customs and arts. in pesantren, students are educated and taught various fields of religion, such as arabic syntax and morphology (nahwu-sharaf), islamic law (fiqih), the system of islamic jurisprudence (ushul fiqih), the messages of prophet muhammad (hadist), qur'anic exegesis (tafsir al qur'ari), islamic theology (tauhid), sufism / mysticism (tasawwuf), various texts on the history of islam (tarikh), rhetoric (balaghah) (see dhofier 1982:60, ziemek 1986:163), including knowledge of adab (literature or arudz, poetry). the books used as references are often referred as yellow books or kitab kuning (wahid 1984), because the classical books were generally written in arabic by eastern scholars on yellow papers as their masterpieces. in addition, the yellow books also contain history of the prophets, waliyullah (holy person), pious men, and poetry. besides, there are pesantrens teaching mysticism, wirid (passage of koran), salawatan (short prayers for prophet muhammad) and syi'iran (poetry) in javanese language to santri (students). therefore, everything relates to this literature is called pesantren's literature. on the other hand, most pesantren 104 also presents a wealth of historical religious event, which is often visited by people who wants to ngalap barokah (look for blessing) all the time. people flock to the sites of artifacts, manuscripts of philology or the results of other works left by pesantren's ancessors. unfortunately, it seems there is no institution responsible for managing this phenomenon as a marketable religious tourism industry. it is a creative industry that can develop the life of the society's economy. research method this research uses r&d approach (research and development). the general purpose of the research is to produce a model of potential management and development strategy of pesantren's literature to support the religious tourism as a creative industry. thus, this research seeks to produce a map of the potential and the model of development strategy of pesantren's literature to support the religious tourism as a creative industry through the development and validation. the study was conducted at several pesantrens in central java region, especially the northern coastal area (pantura). the research subjects were kyai (the leader of pesantren), santri (students), community leaders, local tourism agencies and stakeholders with the focus on the development of pesantren's literature to support religious tourism as a creative industry. thus, the locations and subjects of the study were purposively defined through considering the stages and special purposes of research. in the preliminary study, it was uncovered and described the needs analysis about the portrait and the meaning of pesantren's literature that support towards religious tourism industry in order to realize the creative industries. in the development stage, it was designed and implemented a development model (hypothesis) and strategy to support the pesantren's literature to support the religious tourism as a creative industry. then, in a limited scale, the model, accompanied by the impact group was designed and implemented to support the religious tourism as a creative industry. in the validation phase, the model and the impact were designed and implemented in the broader scope. the data collection in this study were grouped into three sections namely; preliminary study, development study and validation test. in the preliminary study, besides reviewing the literature, it was also used questionnaire techniques, observation, documentation, and fgd (focus group discussion). in general, the three techniques 105 (questionnaires, observation and documentation) were^ used simultaneously to complete each other. discussion pesantren was mentioned as a subculture providing a variety of expressions and creative works as a part of archipelago's culture. for the time being, the regional literature arose in parts. it was because of pesantren's participation in forming the islamic characters of this archipelago. islamic literature was considered to be an expression of beauty and purposed for worship, and it was usually developed through pesantren's education. then, this literature was known as pesantren's literature. anhari basuki (1989:29) defines that pesantren's literature is all literary works (written and oral), which was born and developed among pesantren, especially in the period after the birth of pesantren, and then developed in java island. the characteristics of pesantren literature are; (1) born in pesantren, (2) the literary work rooted in the qur'an, hadith, and sacred stories in islam, (3) the introduction was after the 1800s, (4) using a mixture (arabic and javanese), and the writing feature used arabic letters and equipped with punctuation (pegon) (basuki 1988:31). besides those, an existing arabic translation in javanese can also be used as the feature. among those literary works having the characteristics are syi'ir, mysticism, wirid, qasidah, manakib and so on (thohir 1999:271). ultimately, pesantren's literature can be classified based on the original terms of creation and the language use. those are universal and local literature. universal literature is a type of islamic literature which is not only known by the pesantren or islamic communities in indonesia, but also recognized by the moslem inhabitants of various regions and countries. the examples of this literature are (a) the form of prose which contains some stories / biographies of holy figures, such as the story of the companions of prophet muhammad, and manakib sheikh abdul kadir al jilani; (b) the form of poem (qasida), such as poems of maulid nabi (the birth of prophet muhammad) as set out in the book adz dziba, an nasar, and syaroful anam. whereas, the local one was born and introduced in certain pesantren or particular muslim communities, such as syi'ir, shalawatan, mysticism, and tembang (songs) which uses the local language (java) or mixed with arabic. the example of local literature are syi'ir laka ya robb by haji 106 zakaria, erangerang panjang by kyai sirat payaman magelang, and badrul bahi by sayyid abdurrahman ibnu ahmad (basuki: 1988). 1. kajen as the central portrait oipesantran's literature in java island kajen is an example of a unique and interesting portrait of the village. kajen is a village located in pati regency in central java, a village with no rice field area. however, kajen has a progressive education sector. there are 42 pesantrens, more than five (5) madrasah (islamic schools) and one islamic university. because of that, kajen is known as a "kampong santri (islamic students village)". it is very impressive for the record of a village. besides "kampong santri" and pilgrimage of muslims from various regions, a man as waliyullah once lived in this village, named k.h ahmad mutamakkin (mbah mutamakkin). he was the precursor of kajen village existence. currently, there are 42 islamic boarding schools (pesantren) and thousands of students studying in kajen. trading and selling services come into this promising business area. therefore, there are lots of small restaurants or food stalls and grocery stores around pesantren in kajen. because of having lots of customers, these food stalls and grocery stores develop rapidly. it is more than enough to support the daily needs of people around pesantren. the existence of pesantren as a center of islamic studies and dakwah (religious proselytizing) makes kajen wellknown or called "kampung santri". the uniqueness of village life can be seen every day, especially in the morning and afternoon. the students are busy walking along the roads of village to centers of education places. in the solemn evening, people read the holy qur'an well. on thursday night ( friday's eve), people and students come to read yasin (one of chapter in the qur'an) and tahlil. they pray to allah and say prayers at the grave yard of syech ahmad mutamakkin, a pioneer who was considered as a waliyullah by the village community. this ritual has not only religious and divine value, but also economic one. besides as the center of worship and religious activities for students and local communities, the existence of the grave yard also brings luck in the course of economic activities around it. it can be proved by the existence of permanent buildings that provide a variety of needs and souvenirs, foods and beverages, bookstores, and telecommunication facilities. this 107 development brings blessings to the people around kajen. they can get their daily needs by selling products to the pilgrims that come every day especially on thursday evenings. 2. the site of sheikh mutamakkin: a phenomenon of pesantren's literature sheikh ahmad mutamakkin was a local figure who became forerunner and ancestor for kajen people and surroundings. he motivated and inspired the people to establish pesantren which was later known as the typical of kajen. the society in pati regency believed that sheikh mutamakkin was a waliyulloh who had more capability in the field of spiritual (knowledge of islam ) and the supernatural (karomah). he was born in cebolek (a village which was located 10 km away from the town of tuban, east java), hence his name came to be called mbah bolek. almutamakkin was a name of title acquired after his education in the middle east, which means people who had courage or believed about his purity. historically, sheikh mutamakkin was a figure who had a controversial idea. at that time, there was a warm issue about different thought of islam (exoteric and esoteric thoughts). an exoteric islam was a thought which clang to the syariat islam , while esoteric islam was a thought which had a tendency to substantial values of islam through sufism. sheikh mutamakkin represented the second group in this case. sufism defined that the highest position was when a man could unity (became) one with his creator (allah swt). these thought had a place in most people's hearts at that time because they were carried by the culture and the old teachings (hindu-buddhist) that the doctrine identically accepted mystical things. serat (historic papers) of cebolek with haji akhmad mutamakin as the main character became special in the javanese literary works because it had successfully fused between teachings of islam and mystical in java. this compilation was written in serat dewa ruci. the manuscripts of serat cebolek was found in the authentic script part of the national library in jakarta and oriental manuscripts section at the library of leiden university, netherlands. this work was a work of kyai yasadipura i. he was a famous javanese poet in the early of surakarta who lived during the reign pakubuwono iii (17491788) until pakubuwono iv (1788-1820). kyai yasadipura was a court poet who wrote poetry and history. he was also a spiritual teacher of the king at that time. he was a great 108 poet who was well respected when he was still alive. serat cabolek was written in the form of new javanese poem with macapat type. it was presented by using javanese variety ngoko (wild speech level) except on certain parts of dialogue that required the characters to use a variety of javanese krama (polite speech level). overall serat cebolek was one of javanese literary works that could perpetuate the religious life of javanese people as a java community development in the beginning of the islamic religion in java. sheikh mutamakin taught ilmu tekad (determination spirit) which was contrasted with syara' (islamic law) of the javanese in mataram kingdom at that time. according to serat cebolek, syariat or syara' was a "container" to achieve perfection in life. while the core teachings of the true life itself manifested by the poet through the story of dewa ruci that previously had been known as dewa ruci song, a tale which told original javanese religiosity. in the treasure of javanese literature, serat cebolek was an important book that contained illustrations of religious syncretism in java. poerbatjaraka in javanese literature assumed that serat cebolek that came from surakarta era had helped to popularize serat dewa ruci to the javanese society. other researcher, pj zoetmulder, in his study of mysticism stated that serat cebolek was very relevant to be discussed as a part of javanese mysticism. besides him, rinkes took also serat cebolek as one of his references in writing about sunan panggung (a called name of waliyulloh). pigeaud in the javanese literature classified serat cebolek as a didactic narrative story and then placed it in a group with serat darmo gatholoco and darmo gandul. both of them discussed more about javanese mystical literature. he also stated that serat cebolek related with the story of nitik (panitik) which underlied the supernatural concept of sultan agung mataram, mangkubumi, and other javanese kings. haji ahmad mutamakkin lived in cabolek village, tubaneast java, in the age of sunan amangkurat iv (1719-1726) and pb ii (1726-1749). he brought and taught about ilmu hakekat (the essence of life) which was prohibited by most scholars in java at that time. it was because the doctrine of ilmu hakekat was considered as a contrary to the concept of syara'. the ulama (a man who has wide knowledge about islam) agreed to ask the king to punish haji ahmad mutamakin because his teaching had been disturbing religious life of islam in java, and it was very dangerous for ordinary people. finally, 109 ulama sent ketib anom kudus to the king. however, there was no decision from the king. the king amangkurat iv hurried died due to the illness. shiekh mutamakin's problem was delegated to paku buwana ii as the next king. the decision was overthrown after arguing opinion between shiekh mutamakin and ketib anom kudus. py admitting his guilt and will not spread the doctrine of ilmu hakekat, then haji ahmad mutamakin was excused by the king. i in his paper, syeikh mutamakkin used the teaching of serat dewa ruci to explain the concept of hakekat stage. knowledge of the divine in serat dewa ruci was a javanese people reflection of their sense of divine by using various sources and experiences of their religiosity. the "red" islam even had its own place in javanese society. it was caused by the common perception about the conduct of worship and hakekat ilahiyah (the godlike nature) of its adherents. the adherents were javanese people who had learned about dynamism and animism, hindu-buddhist, until islam which was brought by the pious men. presently in java, this belief still exist in the form of ways of belief in god the almighty. 3. the potential of religious tourism industry development in pesantren pesantren is an educational and social institution which is very interesting to be examined, especially its role and ability in the process of knowledge transformation. pesantren is also able to keep the history of its education development. in reality, pesantren can prove its existence, although there are bad impacts of global capitalism with all its complexities. in addition, pesantren can counter the culture and as an alternative value in the current of social movements which grow continuously with the value and unique culture and indigenousity. pesantren has high bargaining competitiveness in the battle of values and culture. pesantren has special theory and concept to face the modernism. it is mukhafadzatu ala al-khodimi al-salih wal-akhdzu bil-jadidi al-aslah. it means that we have to retain all the old values which are still relevant and good, and replace with something new, useful and brings benefits. through this concept and theory, pesantren undergoes the process of change naturally and wisely. this concept is taken and implemented by pesantren using spiral method, spinning and proceed slowly but sure towards better changes. besides, considering all aspects in 110 surrounding, duniawiyah (worldly) and ukhrowiyah (eschatological matters) is also important part in changing process. pesantren as a basis recruitment for moslems still has a special appeal because it is still consistent with the tasks and functions. those are guiding people continuously in case of amar ma 'ruf nahi munkar and saving humanity from the omission of existence and purpose of life that will avoid the error of the world and hereafter tortures. more than that, pesantren continues to make corrections, opens itself to review the classic texts, and reads the signs of recent times which is increasingly frenzied that tends to drown critical awareness of society. if it is viewed from the national angle, pesantren is one of indonesian assets which has local and indigenous characteristics. through these characteristics, pesantren has considerable potential to participate in the process of indonesia resurrection from the weakness. economically, pesantren is an independent institution that is able to finance itself without a long development process. moreover, in the certain case and stage, pesantren is able to participate actively in community development through various programs and concentration. in the political and social fields, everybody knows that pesantren took part in the founding of indonesia both physically and thoughts. thus, actually pesantren has concentration of sustainability science by observing and understanding the past to the present and future life with a religious zeal. the zeal is islam as religion rahmatan lil al-alamin obliged the whole, universal and inclusive. the maturity of a civilization as well as knowledge can be seen through awareness of the ancient heritage. the deeper sense will influence to all the more in the toughness and maturity. the potential of kajen as a "kampung santri" with various activities and dynamics of science education can be developed as a promising religious tourism area. if there are lots of participants to realize this stage, kajen will become an icon and barometer of pesantren education which has a bright future and tremendous potential as religious tourism industry area. 4. the development of religion tourism industry in pesantren kajen kajen has a great potential to be a profitable religious tourism area. it is supported by the existence of many pesantrens with various students. in addition, there is the grave 1 1 1 learning the history, most of tourists will appreciate the objects they visit. the excavation of local history and values or the meaning of history is to support the tourism sector. automatically, it requires a historical research. in this case, the historian can take part and contribute with his professionalism to do the work. the excavation can be done by applying standard methods of historical research with its history. this method consists of four stages: heuristic (collecting sources), criticism (assessment of resources), interpretation (connecting the historical facts) and historiography (the writing of history). variety of sources both oral history (history and oral traditions), written (contemporary sources and books), visual (photos and drawings), and objects (artifacts) can be used for that purposes (garraghan, 1957: 104-123). interviews about history and oral traditions occupy an important position in this research activity, because of local history is often confronted with the limitations of written sources. similarly, this research method can be applied to excavate the history and values of local history in the objects of pilgrimage tourism in kajen. kajen has a potential to be developed as a village of tourist pilgrimage. therefore, the history and values of local history of kajen needs to be excavated because it can support the tourism sector. the result of historical research can be used for writing a guidebook. below is an illustration of religious tourism development model of mutamakkin's grave as a creative industry center. 113 chart 1. religious tourism development model of mutamakkin's site as a creative industry center. the researcher concludes that the pesantren's literature is a cultural treasure in indonesia. pesantren has exotic angles that can be viewed from many sides; environmental, education, teaching, human, or customs and arts. optimizing potential and development of creator producer distributor mutamakkin in oral literacy religious tourism supports. 1 . culturalshows k e t o p r a k , h a d r o h , and wayang 2. souvenir kajen 3. learning package mutamakkin in creative perception outside kajen, are shown in: 1 . kethoprak 2. kentrung 3. wayang 4. etc. kajen as a kampung santri has an oral literary culture about mutamakkin's sites is potential to be developed because the site of mutamakkin is not only as a place of pilgrimage/ religious tourism, but also as a creative industry. one of the creative industries that can be developed is the publication of books (publishing industry) about the site of mutamakkin, tour guide, or pesantren's history in kajen. the development of 114 religious tourism in kajen also needs assistance from the umkm (small and medium enterprise), cinematography, and local governments. the people economy can be raised up by the development of pesantren's literature in supporting the religious tourism as a creative industry. bibliography. abdullah, muhammad. 1991/1992. "blantenan: kesenian tradisional islam di desa kutoharjo kaliwungui kendal" dalam lembaran sastra no. 15. semarang: fakultas sastra undip. basuki, anhari. 1988. sastra pesantren. semarang: fakultas sastra undip bazawie, zainul m. 2002. perlawanan kultural agama rakyat. yogyakarta: samha dhofier, zamahsari. 1982. tradisi pesantren. jakarta: lp3es. rokhman, fathur. 2001. sikap bahasa santri. semarang: kelompok studi mekar dan ford fondation sanusi ah. 1999. kisah perjuangan syekh kh. ahmad mutamakkin. kajen: hsam simatupang, togar m. 2007. "industri kreatif jawa barat". bahan masukan kepada dinas perindustrian dan perdagangan provinsi jawa barat thohir, mudjahirin. 1999. wacana masyarakat dan budaya pesisiran. semarang: bendera. undang-undang republik indonesia nomor 9 tahun 1990 tentang kepariwisataan. wahid, abdurrahman. 1984. islam dan seni: persepsi sebuah agama akan kehidupan idamannya dalam horison. no. 6 juni. zumar, dhorifi. 2008. "mengembangkan industri kreatif dalam http://ekonomila,eatif.blogspot.com/2008/ll/mengembangkan-industri-kreatif.html (diakses tanggal 11 januari 2009) 115 http://ekonomibahasa iggris.indb eej 3 (1) (2013) english education journal http://journal.unnes.ac.id/sju/index.php/eej enhancing students’ content and organization of written texts through cooperative learning activities fatona suraya , ahmad sofwan postgraduate program of semarang state university, indonesia abstrak siswa seringkali mengalami kesulitan dalam membuat karangan, khususnya dalam pengembangan isi dan sistematika penyusunan karangan. penelitian ini berusaha memecahkan isu tersebut dengan melibatkan siswa di dalam berbagai kegiatan pembelajaran kooperatif. dua siklus penelitian tindakan kelas telah diimplementasikan di ke kelas xi. dua tipe text yang diajarkan kepada 26 siswa yakni report dan narrative. data diperoleh dari jurnal harian guru, karangan sebelum siklus, dan karangan setelah siklus. data kedua diperoleh dari kumpulan karya anak. dengan menjelaskan data kualitatif dan kuantitatif, penelitian ini menjelaskan proses perubahan yang berkaitan dengan karangan. dalam dua siklus tersebut kemampuan menulis siswa meningkat. peningkatan di bidang isi ditunjukan dengan peningkatan nilai dari taraf buruk ke taraf memuaskan. isi tulisan siswa yang awalnya tidak tersusun dengan baik dan dengan ide terputus dapat berubah menjadi tulisan dengan ide yang jelas dilengkapi dengan informasi yang memadai. peningkatan di bidang organisasi karangan meningkat dari buruk ke sangat baik. awalnya karangan siswa tidak sistematis namun mereka berhasil meningkat ke karangan yang terstruktur dengan idea yang mengalir secara logis mengikuti pola karangan yang dianut. peningkatan di bidang isi adalah 3.43 sedangkan peningkatan dalam organisasi karangan adalah 3.46. abstract students often have problems in writing, especially in developing contents and organizing ideas to write. the present study attempted to improve my students’ contents and organization through engaging them in cooperative learning activities. two cycles of an action research were implemented to the eleventh grade students. two types of genre were taught: report and narrative. there were 26 students involved. the primary data were the teacher’s daily journal, the students’ pre-cycle writing, and the students’ post-test writing. the secondary data were the students’ artifacts. after two cycles of action research, the students gained improvement in their writing contents and organization. in the area of contents, the students improved from the level of fair to poor to excellent to very good. they were able to move from scratch and choppy writing to the level of writing with ideas clearly stated completed with knowledgeable information. in the area of organization, they were able to move from the level of fair to poor in which they were lacking of logical sequencing to the excellent level in which the were able to organize ideas in a logical order. the improvement in the area of content was 3.43 and the improvement in the area of text organization was 3.46. © 2013 universitas negeri semarang info artikel sejarah artikel: diterima april 2013 disetujui mei 2013 dipublikasikan juni 2013 keywords: writing; content; organization; cooperative learning  alamat korespondensi: kampus unnes bendan ngisor, semarang 50233 e-mail: jurnalpps@unnes.ac.id issn 2087-0108 fatona suraya / english education journal 3 (1) (2013) 2 introduction writing is one of the language skills that requires not only grammatical knowledge but also contents and organization of ideas in producing good writing. to achieve good writing competence, both students and teachers should work together because writing is a process rather than product. hedge (in mcdonough & shaw, 2003) argues that writing is recursive process, where we move from one stage to another several times, with a wide range of variation, and defines the process of writing into three categories: prewriting, drafting and redrafting, and editing the pre-final version. content involves any materials and ideas that are stated in the writing. it includes some knowledge about the topic, topic development, and details about the topic being written. in addition, with the writing organization, it commonly begins with a paragraph of introduction, followed by several paragraph explaining the details, and closed with a paragraph of conclusion. it should flow in sequence order. cooperative learning activities are defined as “a strategy in which small team, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject” (kagan, 1994: 2). the example of cooperative learning activities are jigsaw, thinkpair-share, two head at once, pair discussion, and peer review, etc. in cooperative learning, each member of a team is responsible not only for learning what is taught but also for helping teammates to learn. with a support system before, during, and after the drafting process hopefully students will gain more confidence in writing, get more ideas to write, and be more critical of their writing as well as their partner’s writing. johnson and johnson (2009) discuss five essential components of cooperative learning activities, those are: positive interdependence, individual accountability, promotive interaction, the appropriate use of social skill, and group processing. these five components will be beneficial to supports students learning process. positive interdependence means that an individual will depend on other individuals in order to complete the same task (johnson & johnson, 2009). storch (2005), based on his study about collaborative writing in which students composed an essay together and produced a single text, discussed the benefit of collaborative writing in providing students an opportunity to give feedback for each other, which is building a sense of boundaries interdependence. the second essential of cooperative learning is individual accountability. johnson and johnson (2009) explained that individual accountability exists when the existence of an individual is valued and the individual’s results are given back to the individual and group to compare against a standard of performance. in a cooperative learning activity, each individual plays an active role in the learning process and he/she gains personal experience during the learning process. the third essential component of cooperative learning activities is promotive interaction (johnson & johnson, 2009). it is defined as individual effort to encourage each group member to accomplish the group goals. in cooperative learning, the group goal is valued beyond individual goals. interaction may be promoted through giving encouragement to a partner in writing buddy project (hsu, 2009) and teaching knowledge to others, such as in a collaborative writing project (storch, 2005). another benefit of cooperative learning is providing the appropriate use of social skills for l2 learning (johnson & johnson, 2009). it promotes student-student interaction through sharing ideas, discussing problems, and negotiating meaning (storch, 2007; wigglesworth & storch, 2009). students will learn skills to interact in their social life by playing an active role in the group discussion.the last component discussed by johnson and johnson (2009) is group processing. in cooperative learning, it is important to keep the activities as student-centered activities with the teacher as the facilitator so the students will gain more experience in solving problems, managing conflicts, and making decisions. due to the various benefits of cooperative learning such as facilitating individual learning as well as group learning, this activity may be beneficial in helping students during the various stages in the writing process. in secondary school, cooperative learning activities have been applied to teach english as well as content (winarno & widayati, 2006). many teachers indicated positive support toward cooperative learning activities, but there are very limited studies that discuss the implementation of cooperative learning activities and the influence on student performance. this study is meant to describe the problems faced by the students in writing reports and narratives, to describe the implementation of cooperative learning activities in enhancing students’ content and organization in their writing, and to examine the improvement of the students’ content and organization in their writing through cooperative learning activities. 3 fatona suraya / english education journal 3 (1) (2013) methods this study adopted an action research design from kemmis and mctaggart (1988). there were two cycles with one genre for each cycle. results from the first cycle determined the design of the next cycles. there were two teachers in the classroom: the researcher and a collaborative teacher. the researcher taught the class and the collaborative teacher helped her control the class, observe, and gather the data. in addition, the collaborative teacher was also an english teacher. the pre-cycle was conducted a month before starting the cycle of action research, by doing classroom observation for two meetings in an english classes. in addition, two pre-cycle tests were given during the observation. furthermore, i have also analyzed the students’ pre-cycle writing. cycle 1 and ii consisted of planning, acting, observing, and, reflecting. the study was conducted in an english class in nasima high school during the first semester from july 29th, 2012 to october 22nd, 2012. there were twenty six grade 11 students. students were mixed between boys and girls and their english proficiency levels were diverse. the primary data was students’ pre-cycle writing, students’ post-tests, teacher’s daily journal, and interview data. the secondary data was the student artifacts, such as students’ drafts, mind maps, movie products, questionnaire, oral information from the video recording, and also the interpretation of the observation pictures. there were five methods in collecting the data : gathering student artifacts, writing teacher’s journal, video recording, gathering students test, interviewing the students. five method had been used to analyzed the data, those were : categorizing student artifacts, coding teacher’s journal, interpreting video recorder, coding the interview script, scoring student precycle writing and postwriting. results and discussion the data from the observation checklist, interview with the classroom english teacher, and the students’ writings in the pre-cycle writing show that the students had problems in content development and organization. based on these problems, in the cycle i activities, a report text was taught as the first genre for grade xi. a series of cooperative learning activities was given in teaching the report text. those were pair and group discussions, thinkpair-share activity (tps), jigsaw activity, peerreview, group mind-mapping, and group presentations. the activity was started with teacher-led class discussion about the report text. the activity was followed by filling out a kwl chart (know, want, and learn) in pairs. the next were the activity of pair discussions, writing the result of discussion, presenting the result in front of class, and asking for clarification were incorporated. the second activity started by dividing my students in some jigsaw groups. every group got a report text and was asked to present the definition, social function, generic structure, and language features of the report text that they got. in the next meeting, the students worked in pairs. using the sources they brought, the students conducted think-pair-share activities. after the sharing part, the students were assigned to choose one topic they were going to write. they were told to discuss and to create a mind map of the topic they agreed to write. afterwards, the students were told to develop their mind map into a report text by writing collaboratively with their partners. the students submitted their first draft to be evaluated in the next meeting. peer-review came last in the writing process. after the peer-review, each pair got their paper back and was asked to revise their paper according to the evaluation rubric got. the last meeting was used for a post-test. the students were given a prompt and told to work individually. their texts were submitted to be evaluated. in the second cycle, the cooperative learning began with a class discussion about narrative stories and types of narrative stories. the activity was followed by students watching a narrative movie. afterward, the students were grouped to analyze the definition, social function, language feature, and generic structure of the narrative movie that they had just watched. after all of the groups had completed the task, one of the groups presented their answer in front of the class. upon knowing the structure and function of the narrative text, the students got an individual assignment to watch any narrative movie at home and summarized the story. the next day in the class, the students were grouped according to the type of narrative story they summarized. the stories were shared in the groups and the best story was chosen by the group members. after choosing one story to be presented, each group got a project to create a narrative movie script of the story. the activity was followed by peer review. the movies were then to be presented in front of class. the presentations were followed by questions, critiques, and suggestions for each movie. the presenting group got input from the viewer groups, whereas fatona suraya / english education journal 3 (1) (2013) 4 the viewer groups were responsible to evaluate the performing group. the activity was closed by a post-test. the students were given sixty minutes to draft, edit, and complete a narrative story based on the given prompt. the students’ improvement from the precycle writing to the first cycle writing and the second cycle writing can be described as follows. the students content development in the precycle writing were categorized as fair to poor with the indicator ideas somehow stated, limited knowledge about the subject, and limited development of topic. in the first cycle, the student gained some improvement to the level of good to average: ideas are stated with some knowledge about the subject, limited development of topic, relevant with the topic but less detail. in the second cycle, the student improved from the level good to average to the level excellent to very good with the indicator ideas clearly stated, knowledgeable, full development of topic, and relevant to the topic. the students could demonstrate some improvement in the area of organization from precycle writing to cycle one writing and cycle two writing. in the pre-cycle writing the paper organization was in the level of fair to poor with the indicator lacks logical sequencing and development. in the cycle one writing the organization move to the level good to average with the indicator the students writing organization was logical but incomplete sequencing. finally, in the cycle two writing, the students’ organization improved to the level of excellent to very good with the indicator the organization is completed in logical order. conclusion the use of cooperative learning was implemented in two cycles of the action research. before the research, the students had problems in organizing ideas in their writing and contents of the reports and narratives. during the action research, students created a mind-map on what they were going to write. they developed their mind map into a report text. each students got a review rubric. each students review their partner’s paper. table1. the improvement process in the students’ content activity learning process students’ improvement pair discussions students have a discussion about the writing topic. students presenting the result in front of class followed by class discussion. students become involved in the process of finding knowledge. students got opportunity to gather ideas to write by writing the result of the discussion. thinkpair-share student got a moment of silent to think of any ideas they are going to write. students share their ideas with peers, listening to peers, and giving comments to each others. students share their ideas in front of the class. the students were able to practice stating their ideas and knowledge about the topic they were going to write. the students got new knowledge and ideas on what to write by listening to others. table 2. the improvement process in the students’ organization activity learning process students’ improvement mind mapping students create a mind-map on what they are going to write students develop their mind map into a report text the students were able to organized ideas and put it systematically in the mind map the students were able to transfer their mind map into a written text with a complete and sequence organization peer-review each students got a review rubric (see appendix 9) each students review their partner’s paper the students were able to analyze a paper and decide whether the organization is complete or not the students internalize the knowledge and strategy of reviewing paper, especially in term of paper organization and hopefully will use this strategy to review their paper 5 fatona suraya / english education journal 3 (1) (2013) through this mind mapping activities, they were able to organize ideas and put them systematically in the mind map. they were able to transfer their mind map into a written text with a complete and sequence organization. they were able to analyze a paper and decide whether the organization is complete or not. they internalize the knowledge and strategy of reviewing paper, especially in term of paper organization and hopefully will use this strategy to review their paper. in summary, the cooperative learning activities can improve the students’s ability in organizing texts and the quality of the contents of the report and narrative texts. references hedge, t. (1988). writing. oxford: oxford university press. hsu, c. (2009). writing partnerships. reading teacher, 63(2), 153-158. johnson, d., & johnson, r. (2009). an educational psychology success story: social interdependence theory and cooperative learning. educational researcher, 38(5), 365-379. kagan, s. (1994).cooperative learning. san clemente, ca: kagan. kemmis, s., & mctaggart, r. (1988). the action research planner. victoria, australia: deakin university. mcdonough, j., & shaw, c. (2003). materials and methods in elt. singapore: blackwel. wigglesworth, g., & storch, n. (2009). pair versus individual writing: effects on fluency, complexity and accuracy. language testing, 26(3), 445-466. winarno., & widayati, r. (2006).u.s. agency international development, managing basic education project. developing pakem. retrieved from: http://mbeproject.net/indexe.html . eej 9 (1) (2019) 93 97 english education journal http://journal.unnes.ac.id/sju/index.php/eej the correlation of attitudes, motivation and english learning strategies at senior high school level in indramayu city-wes java uju1, dwi rukmini2, dwi anggani linggar bharati2 1. smkn 1 losararang indramayu, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: recived 10 october 2018 accepted 31 december 2018 published 15 march 2019 ________________ keywords: attitudes, motivation, and english learning strategy. ____________________ abstract ___________________________________________________________________ this study focuses on exploring the correlation of attitudes, motivation and english learning strategies in an attempt to see wether 1) positive attitudes correlate with motivation, 2) negative attitudes correlate with motivation, 3) positive attitudes correlates with english learning strategies, 4) negative attitudes correlate with english learning strtegies, 5) high motivation correlates with english learning strategies and 6) low motivation correlates with english learning strategies which consequently may provide some pedagogical implications for teachers to benefit in classroom applications. a total of 308 sample were involved in this descriptive study. they were the second grade of senior high school in indramayu city – west java. the data were obtained through using two questionnaires; amtb (spss. 21) and sill (spss 21). the results of the two questionnires that for the item 1 (table 2) is about the awareness of the importance of english and the fact that it shows the good and the poor learners are more aware of this. subsequent items 2-7 (table 3 and 4) show the good and poor learners are more interested in learning english and expression of desire to learn english. next, items 8-10, (table 5) that they show the actual english interest and effort in learning and improving in an out of the classroom. (the good and poor learners’ positive attitudes correlate with their motivation). however, the first third items (11, 12, and 14), table 6, that the highest rank, the poor learners responses, (.251 **, .414 **, .357 **, agreements) are items related to the difficulty involved in learning english. moreover, items 5 to 7 (15, 16, 17) study the poor learners find learning english uninteresting and they really find learning english boring. finally, the low mean scores for items 10 (20), table 8, show that the poor learners do not think that learning english is a waste of time (the poor learners’ negative attitudes do not correlative with their motivation). furthermore, in line with the strategy, the good learners who have high motivation are more greater than the poor learners who have low motivation (table 15 and 16). it is highly likely influenced by extrinsic motivation. © 2019 universitas negeri semarang correspondence address: jalan raya pantura losarang, desa santing, kel. jumbleng, kec. losarang, santing, losarang, kabupaten indramayu, jawa barat 45253 , indonesia e-mail: uju.kdh@gmail.com p-issn 2087-0108 e-issn 2502-4566 uju, dwi rukmini, dwi anggani linggar bharati/ eej 9 (1) (2019) 93 97 94 introduction since the late 19th century, english has been referred to as a global lingua franca. moreover, english is the most widely used foreign language on the internet (80%) and for book publication with over 60 countries publish their tittles in english. books, magazines, and newspapers written in english are available in many countries around the world (graddol, 2000). crystal (2003: 86) adds that english is used in professional industry, in aerial and maritime communication, in an official language for the united states and many other international organizations, including the international olympic committee. and also english is by far the most widely spoken in the hospitality industry. furthermore, in the field of education, english is widely not only taught as a second language, such as in malaysia, singapore, india and it is also taught as a foreign language ( e.g,. in vietnam, thailand and burma). in indonesia, english is generally taught as a foreign language. this means that foreign language is a language that is not used as a means of communication in certain countries where the language is taught. in line with this point, saswandi, t. (20140), adds that the teachers have responsible to develop good principles, values creativity, constructivism, confidence, skills as well as critical thinking in a child’. language attitudes in the field of foreign language learning, it is fact that both motivation and attitudes have impact on students’ success in learning a foreign language. it is also claimed that attitudes have a strong connection to motivation. gardner (1985) also comments that attitudes toward the second language may affect the learners’ motivation to learn. in line with the attitude, erviana, l. (2016.p. 28) states that the attitude is always concerned with an object, and the attitude is accompanied by positive or negative. if a language learner has negative attitudes towards a language, they cannot be motivated. motivation and language learning a study conducted by semmar (2006) showed that both extrinsic and intrinsic orientations affected students’ motivation. semmar also found that tightly successful students demonstrated high levels of both extrinsic and intrinsic motivation. ardi. p. (2013.p.118) claims that in intrinsic motivation learners can be rewarded internally by being interested in learning the language itself and its activities, rather than external rewards. teaching and learning strategy many different models of learning strategies are appropriate to college education (mckeachie, pintrich, lin,smith & sharma,1990). strategies provide opportunity for students to explore their current knowledge and attitudes. interactive teaching and learning strategies are used to engage students in providing criticism and reflective thinking, research and evaluation skills that will help students take positive actions to improve their english skills. in this line of the point, teachers must refer to this strategy. they can manage to use evidence gathered from students’ responses to plan a program, to provide the needs of all students. moreover, teachers can also manage to select the suitable strategies to develop students’ interest. besides, teachers can manage to identify the right strategies to increase students’ interest and motivation as well in learning english effectively. objectives of the study this study focuses on exploring the correlation of attitudes, motivation and english learning strategies in an attempt to see wether: 1) positive attitudes correlate with motivation, 2) negative attitudes correlate with motivation, 3) positive attitudes correlate with english learning strategies, 4) negative attitudes correlate with english learning strategies, 5) high motivation correlates with english learning straegies and 6) low motivation correlates with english learning strategies, which consequently may provide some pedagogical implications for teachers to benefit in classroom applications. uju, dwi rukmini, dwi anggani linggar bharati/ eej 9 (1) (2019) 93 97 95 method subject of study this study was conducted in six high schools (sma) in the city of indramayu, namely: sma n 1 sindang indramayu, located in west indramayu city, sma n 1 indramayu in the north and sma n 2 indramayu in the south of indramayu city. moreover, sma pgri 1 and 2, both are in the northern and sma nu indramayu is in the southern of indramayu city. object of study the sample of this study consisted of 308 students thirty percent from 1029 of the second grade students of senior high school level in indramayu city. saleh (2012:46) states that the greater the number of samples the better, which meansthe higher degree of its representativeness. therefore, there is no maximum limit for a sample. for the, minimum limit you can use the following guideline: population = 501 to 1000, sample 20 – 30%. instruments the administered instruments in this study were document study and survey questionnaires. the document study was coducted to identify and to select the students category; good and poor learners. moverover, these questionnaires examined the attitudes, motivation and the english learning strategies. before carrying out and administering the questionnaires, i consulted them to the advisors. and it was made sure that participants have no objection to participate. the participants were also told that the questionnaires are part of a research into attitudes and motivation towards their language strategies. they were also informed that their responses would be kept strictly confidential without reference to their names, their school ids and they (their responses) would have no impact on their grades or accumulative scores. method of collecting data this study employed two kinds of data collection, which were attitudes motivationtest battery (amtb) questionnaire, developed by gardner (1985), spss 23 and english language version of strategy inventory for language learning (sill) questionnaire, developed by o’melly, j.m. and chamot, a.u. (1990), spss 23. method of analysing data in this study, the survey questionnaires data were collected and coded from the six schools, sma n 1 sindang indramayu, sma n 1 indramayu, sma n 2 indramayu, sma pgri 1 sindang indramayu , sma pgri 2 sindang indramayu and sma nu indramayu. moreover, the survey questionnaires data were analized according to their proportions, the first questionnaire measured the attitudes and motivation, then the second one measured the engliah learning strategies. results and discussion for the item 1 (table 2) is about the awareness of the importance of english and the fact that it shows the good and the poor learners are more aware of this. subsequent items 2-7 (table 3 and 4) show the good and poor learners are more interested in learning english and expression of desire to learn english. moreover, items 8-10, (table 5) that they show the actual english interest and effort in learning and improving in an out of the classroom. however, the first third items (11, 12, and 14), table 6, that the highest rank (.251 **, .414 **, .357 **, agreements) are items related to the difficulty involved in learning english. next, items 5 to 7 (15, 16, 17) study the poor learners find learning english uninteresting and they really find learning english boring. finally, the low mean scores for items 10 (20), table 8, show that the poor learners do not think that learning english is a waste of time. additionally, the findings with regard to the good learners’ intrinsic motivation on improving their english learning for self-development, and their language skills improvement are stronger than the poor learners (21 and 22). for items 23, 24, 25,and 26 further reveal that the good learners appear to be willing to learn english for social reasons, understand the literature and cultures of other people than the poor learners. besides these uju, dwi rukmini, dwi anggani linggar bharati/ eej 9 (1) (2019) 93 97 96 the poor learners’ intrinsic motivation on learning english indicate that they are lack of confidence and spending insufficient time on the learning english seem to be the major problems (items 27, 28, 29 and 30). for items 31 and 32 (table 18) further reveal that students desire to learn english for future career: good learners (.885**), poor learners (.589**). and to learn english is useful in getting a good job: good learners (.000), poor learners (.011). the findings with regard to the good learners’ extrinsic motivation on learning english because of their need to further their studies overseas. and to study english because of both the two learners’ needs to do well in their examination. moreover, their needs to learn english to make them more knowledgeable persons. furthermore, their needs to learn english in order to finish high school, (33-34, 36). and additionally, the good learners have strong desire to learn english for future career and educational purposes, whereas the poor language learners seem less influenced by external factors such as educational purposes, (37, 38, 39, 40). moreover, in line with the english learning strategies indicate that as previously explained (table 17 and 18 ) the good learners are more greater than the poor learners. it is highly likely, they are influenced by extrinsic motivation. conclusion the findings indicate that there is a relationship between positive good learners’ attitudes and the poor learners’ attitudes toward the awareness of the importance of english are more interested in learning english and expression of desire to learn english. besides they are interested in and effort in learning and improving english in an out of the classroom. however, in line with this point that there is no correlation between negative poor learners’ attitudes and thier motication. the poor learners have problems learning english and prefer learning another language (the first third items 11, 12, and 14). moreover, they find learning english uninteresting and they really find learning english boring. finally, the low mean scores for item10 (20) show that the poor learners do not think that learning english is a waste of time. moreover, the table 25 indicated the relationship between positive attitude and english learning straegies with the sig. (2 tailed) 0.001 <0.05, meaning that ha is accepted, meaning that there is a significant relationship between positive attitude and english learnig strategies. however, the relationship between negative attitude and english learning strategies with the value of sig. (2-tailed) 0,150> 0,05, means that ha is rejected, meaning there is no significant relationship between negative attitude and english learning strategies (table 26). furthermore, the correlation between the good and poor learners’ high motivations with their english learning strategies, they used the strategies accordance with their intensions. for example, the poor learners with their low motivation, they have just used cognitive processing strategies, form-focusing strategies, memorizing strategies, and meaning-focusing strategies. this means that the good learners showed greater use of these english strategies than the poor learners. it is highly likely they are infuenced by extrinsic motivation. references ardi. p. (2013). cognitive approach to motivation and its pedagogical implication in efl learning. 2nd eltlt international conference proceedings. 408-429.accessed on july20, 2018. ehrman, m. e., & oxford, r. (1995). cognition plus: correlate of language learningsuccess. modern language journal, 79(1), 67-89. accessed on august 2, 2018.erviana, l. (2016). effect of students’ learning interests, attitudes, and perception about teacher’s teaching technique toward math learning outcomes in class viii smp negeri in the district bulukumba. journal of mathematics education. 1(2). 26-31. accessed on july20, 2018. gan, z.,humphreys, g., & hamp-lyons, l.(2004). understanding successful and uju, dwi rukmini, dwi anggani linggar bharati/ eej 9 (1) (2019) 93 97 97 unsuccessful efl students in chinese universities. modern language journal, 88, 229-224. accessed on november 7, 2014. graddol, david.(2000). the future of english; a guide to forecasting the popularity of the english language ih the 21th century.the british council. gradner, r. (1985). 'attitude/motivation test battery: international amtb research project for english as a foreign language.' available:http://publish uwo.ca/~gardner/ [accessed 12 january 2012] accessed on november 7, 2014. saleh, m., ph.d. (2012). beginning research in english language teaching. widya karya, semarang. state university of semarang, faculty language and arts, saswandi, t. (20140. teaching style and students’ interest in learning english. jurnal penelitian universitas jambi seri humaniora. 17(1). 33-39 semmar, y. (2006). an exploratory study of motivational variables in a foreign language learning context. journal of language and learning, 5:1, 118-132. accessed on december 3, 2014. http://publish.uwo.ca/~gardner/ 42 eej 6 (1) (2016) english education journal http://journal.unnes.ac.id/sju/index.php/eej the compatibility of reading exercises with bloom’s revised taxonomy and 2013 curriculum (a case of english textbook entitled bahasainggrisfor grade xi published by department of national education 2014) zuhrian ivan arvianto& abdurrahman faridi english language education postgraduate program universitas negeri semarang, indonesia. article info ________________ article history: received 10 august 2016 accepted 15september 2016 published 20 november 2016 ________________ keywords: bloom revised taxonomy, reading, 2013 curriculum, textbook ____________________ abstract ___________________________________________________________________ this study is aimed at identifying the cognitive processes and knowledge dimension of the revised bloom taxonomy involved in the reading exercises; determining how the lower order thinking skills and higher order thinking skills are realized through the reading exercises; and determining how the reading exercisesin the textbook are compatible with 2013 curriculum. the english textbook being analysed is “bahasa inggris” for grade xi published by the department of national education 2014. the results concluded that (1) there are only three cognitive processes found: remember, understand and evaluate, indicate that the reading exercises are not in hierarchical order. (2) there are two knowledge dimensions found: factual knowledge and metacognitive knowledgeimplythat the knowledge dimension offered is not varied. (3) the reading materials promote more lower order thinking skills than higher order thinking skills. (4) the reading exercises in the textbook is less compatible with 2013 curriculum. each chapter presents only one reading text and it lacks of information on the generic structure and the linguistics features of the related text. a textbook should not only be compatible with the current curriculum, but also have a characteristic of cognitive development and critical thinking. © 2016 universitas negeri semarang  correspondence: e-mail: ryan_blue_skyline@yahoo.com kampus unnes bendan ngisor, semarang, 50233 p-issn 2087-0108 e-issn 2502-4566 zuhrian ivan arvianto&abdurrahman faridi/english education journal 6 (2) (2016) 43 introduction reading is categorized as an important skill that sustains other language skills (listening, speaking, writing) since the written words are the sources of knowledge for readers.richards and renandya (2002:273) affirm that reading receives a special focus since the written texts serve various pedagogical purposes in which comprehending the written texts can enhance the process of language acquisition. meanwhile, to get general objective of reading there are several things to develop essential reading process and abilities; they are word recognition, vocabulary development, text structures awareness and strategic reading (celce-murcia, 2001:188). such competencies can be developed through the reading materials presented in the textbook which is usually used in a second language classroom. the problem is whether the textbook has already provided enough materials which enables students to develop their reading skill. one of the taxonomies that can be used to evaluate the learning materials of a textbook is bloom’s taxonomy. it is a multitiered model of classifying thinking, according to six cognitive levels of complexity (forehand, 2005:2). the higher the level, the more complex of activities that are involved. moreover, materials and exercises provided in the textbook should be match with the current curriculum and learners’ needs. the uses of skills in communication become the main priority for 2013 curriculum in term of communicative purposes. students are encouraged to use english as often as possible with various theme, context, and topic so that they can use it in their daily activities. there are four statements of the problems raised in this study. they are: (1) whatthe cognitive processes are involved in the reading exercise given in the textbook. (2) what the knowledge dimensions are involved in the reading exercise given in the textbook. (3) how the higher order thinking skills (hots) and lower order thinking skills (lots) are realized in the reading exercises. (4) how the reading materials in the textbook are compatible with 2013 curriculum. the objectives of the study are describing the cognitive processes involved in the reading exercise given in the textbook, describing the knowledge dimensions involved in the reading exercise given in the textbook, explaining how the higher order thinking (hot) skills and lower order thinking (lot) skills are realized in the reading exercises of the textbook, and determining the compatibility between the reading materials in the textbook and 2013 curriculum. classroom teaching consists of three main elements: the teacher, the student and the textbook that presents the curriculum. the textbook is a synonym for curriculum and it is the student's guide which supplies him with information and enriches his mind with knowledge as saifsuggested in abdelrahman (2014:139). he also found that 90% of students depended on the textbook and spent the same percentage of time on studying it.richards in nahrkhalaji (2012:185) adds that without a textbook, a language program may lose its central core and students may lack a systematically developed syllabus. textbook provides a plan for learning, a visible outline of what is to be learned in the classroom, as a bank of resource materials and ideas. the aim of the textbook should also correspond as closely as possible to the aim of the teacher, as well as the educational goal as stated in the curriculum. therefore, textbook analyses and evaluation may help the teachers to improve them and zuhrian ivan arvianto&abdurrahman faridi/english education journal 6 (2) (2016) 44 help them to attain useful insights into the basis of material. a textbook should also have to be relevant to the existing curriculum, in this case is 2013 curriculum. in indonesia, the implementation of textbook and classroom teaching of english language are controlled with several considerations. government established bsnp (badanstandarnasionalpendidikan) along with puskurbuk(pusatkurikulumdanperbukuan) to deal with the development of textbook used in indonesia. badanstandarnasionalpendidikan (bsnp) itself has released an evaluation process in puskurbukin form of a rubric assessment to evaluate the properness and also the suitability of a textbook. the rubric assessment from bsnp is designed to qualitatively describe and assess any content related items and materials in a textbook then quantitatively coding it. the rubric assessment used in this study is limited to the feasibility of content. (http://www.puskurbuk.net/downloads/bro wse/btp/instrumen+penilaian+tahun+20 13/03+instrumen+peminatan+ilmu+buday a+dan+sastra/08+instrumen+bahasa+ingg ris/) feasibility of content. this feasibility of content is a group of assessment about the content of the textbook. the feasibility content includes three measurements which are compatibility of materials with (ki) and (kd), the accuracy of materials, and the last supporting materials. 1) the compatibility of materials with (ki) and (kd). in this criteria of feasibility of content which is compatible with ki and kd the criteria was divided into two sub criteria which is completeness and in-depth. a) completeness (kelengkapan materi) in completeness criteria, textbook is expected to expose students to understand and produce both interpersonal and interactional conversation whether in spoken or written to help them interact in contextual and themed situations along with many other characteristic, religious and aesthetic values included. b) in-depth (kedalaman materi) in this criteria, textbook are expected to fulfill several point of in-depth or (kedalamanmateri). the first is exposure or (pajanan) which means that the textbook are expected to expose student with as many kinds of text that relevant with students’ daily life in order to help them get used to any kinds of texts as possible. then, text retention (retensipembentukanteks) means that textbook should guide students in understanding the social function, structure of text, and linguistic features. the last is production (produksi) textbook which should be able to guide students in every step in producing both verbal and written text. 2) the accuracy of the materials. in this criteria of feasibility of content which is the accuracy of the materials, the criteria was divided into three sub criteria which is social function, generic structure and linguistic feature. a) social function (fungsi sosial) in this criterion, the text provided in the textbook or the exercises given from the textbook that have been done by the students are expectedto have values in social function in its relation with students daily life either in interpersonal or interactional. zuhrian ivan arvianto&abdurrahman faridi/english education journal 6 (2) (2016) 45 b) generic structure (unsur dan struktur makna) in this criteria, the text provided in the textbook or the exercises given from the textbook that have been done by the students are expected to give the students an insight and ideas to think systematically in doing exercise or producing it in daily life. c) linguistic feature (fitur linguistik) in this criteria, the text provided in the textbook or the exercises given from the textbook that have been done by the students are expected to be understandable and fulfill the norm and characteristic values of a good communications in students daily life. 3) supporting materials. in this criteria of feasibility of content which is supporting materials, the criteria was divided into three sub criteria which are up-to-datedness, development of life skills and development of diversity insight. a) up-to-datedness in this criteria, every item in supporting the materials and exercise provided within the textbook (tables, pictures, texts, references) should be taken from a relevance and newest sources available. b) development of life skills in this criterion, every text and communicative exercise and task available within textbook should motivate students toward a good personalities that concern about social, academic and vocational life. c) diversity insight in this criterion, every text and communicativeexercise and task available within textbook should motivate students toward a good citizen that concern, understand and appreciate the multicultural diversity. the revised bloom‘s taxonomy initially, bloom’s taxonomy was developed by benjamin bloom and his associates in 1956. it was intended to provide for classification of educational system goals, especially to help teachers, administrators, professional specialist, and research workers to discuss curricular and evaluation problems with greater precision (bloom as cited in amer, 2006:215). it was assumed that mastery of each simpler category was prerequisite to mastery of the next more complex one (krathwohl, 2002:213). in its development, the original of bloom’s taxonomy had been revised by anderson and krathwohl (2001). the differences between the original taxonomy (ot) and the revised version (rt) lie on the emphasis, terminology, and structure. that difference is summarized in the table figure: zuhrian ivan arvianto&abdurrahman faridi/english education journal 6 (2) (2016) 46 furthermore, the most notable change in the revised taxonomy is the move from one dimension to two dimensions. the revised taxonomy separates the noun and verb components of the original knowledge category into two separate dimensions, namely: (1) the knowledge dimension that constitutes noun aspect, and (2) the cognitive process domain, that constitutes the verb aspect (anderson and krathwohl, 2001:308). the move from one dimension to two dimensions in the revised taxonomy has led to another notable change in the structure of the taxonomy, i.e. the formation of the two-dimensional taxonomy table as shown in the following table: zuhrian ivan arvianto&abdurrahman faridi/english education journal 6 (2) (2016) 47 the table presented above is the analytical tool for the revised taxonomy. this table reflects a dual perspective on learning and cognition. having two dimensions to guide the process of stating objectives and planning and guiding instruction, leads to sharper, more clearly defined tasks and assessments. moreover, it also leads to a stronger connection between objectives and instructions given in each task or assessment. methodology this study belongs to qualitative research. with the help of document analysis in collecting the data from the textbook, the writer used descriptive qualitative method in analyzing, interpreting and reporting the data that is described in the english textbook. this kind of analysis is done with the help of words to describe any detailed conclusion or interpretation in a less biased and subjective manner. this method was found out to be suitable with the purpose of the research in examining the materials in a written and visual data provided in english textbook. the data was taken from the english textbook “bahasa inggris” published by the department of national education in 2014 used for the first semester of year xi senior high school. the data was collected by identifying the reading exercises found in textbook. the reading exercises are distributed in three sections: pre reading activity, while reading, and post reading activity. the data is then analyzed using bloom’s revised taxonomy and the rubric assessmentfor feasibility of contentissued by bsnp (badanstandarnasionalpendidikan). some grounded theories on textbook analysis are also used as a guideline in analyzing and interpreting data.to help presenting the data in forms of numbers, the following formula is used (sudjiono, 2005: 42) : results and discussion the result of the analysis reveals that not all the cognitive process dimension have been covered in the readingexercises. there are only 3 out of 6 cognitive processes are found, namely: remember, understand and evaluate meanwhile the three others – apply, analyse and create – are not covered. the overall finding can be seen in the following table: zuhrian ivan arvianto&abdurrahman faridi/english education journal 6 (2) (2016) 48 it can be seen that half of the reading exercises belongs to the cognitive level of remember, which is the initiate level of the taxonomy. activity in this level typically involves memorization and recall of information with no evidence of understanding. learners absorb, remember, recognize and recall information. the following cognitive level is understand. they are realized in 11 instructions. the reading activities related to this level requires students to interpret, explain and discuss material. some of them also require students to understand and predict consequences or effects from the problems presented in the material. meanwhile, the least number of instructions belongs to the cognitive level ofevaluate, which arerealized in 10 instructions. activities in this level usually involve the students to present and defend their opinions and personal reactions toward the problems presented in the reading material. the output of this activity can be in the form of critique, judgment, opinion, recommendation, report and self-evaluation. this is also shown that most of the reading exercises in the textbook belong to lower order thinking (lot). is is represented by the cognitive level of remember(50%) and understand (26%). meanwhile the higher order thinking (hot) skills is represented by the cognitive level of evaluate(24%). whereas, students at year 11 and 12 should be given more activities relate to higher order thinking (hots). this is in line with collins (2014) who argues that students should begin to practice higher-order thinking skills from primary school, but by the time they reach year 11 and 12 the bulk of class and assessment questions and discussion should be in the higher levels of the taxonomy. in terms of the knowledge dimensions of bloom revised taxonomy, it is recorded from the analysis that the factual knowledge is the most knowledge dimension found in the reading exercises. they are reflected in 24 instructions. the next knowledge of dimension that is recorded is metacognitive knowledgewhich is reflected in 18 instructions. the analysis on feasibility of content using the rubric assessment proposed by bsnp is summarized on the following table: zuhrian ivan arvianto&abdurrahman faridi/english education journal 6 (2) (2016) 49 to get into conclusion in how far the reading material in the english textbook of “bahasa inggris” for grade xii published by the department of national education 2014, the score for the very first item to the last item in the rubric is added. the analysis showed that the total score is 117, whereas the total score they are all got perfect score is 160. thus, we can calculate this result using the following formula: from all the descriptions and calculation above, it can be seen that the rubric assessment on feasibility of from bsnp are not entirely fulfilled, it is occupied only at 73,1%. the lowest score items are in generic structure and linguistic features item. most of the reading activities in the textbook content do not provide any explanation on these two items. it is recorded that only in chapter 5, the related information is given. conclusion and suggestion based on the analysis, it can be concluded that not all the cognitive process dimension on the revised bloom taxonomy have been covered in the textbook’s reading activity. the cognitive levels that are found are remember, understand and evaluate, while the three others – apply, analyse, and create – are not found. it means that only 3 out of 6 cognitive processes are already applied in the reading exercises. it indicates that the reading exercises in the textbook are not arranged in a hierarchical order, since three levels in between are missing. it also means that the textbook promotes more lower order thinking (lot) skill than higher order thinking (hot) skill. moreover, it is also recorded that there are two knowledge dimensions which are reflected in the reading exercises. they are factual knowledgeand metacognitive knowledge. meanwhile the otherstwo knowledge of dimensions conceptual and procedural knowledge -are not found at all in the reading exercises. it implies that the knowledge dimensions offered in the reading material are not varied. the result of the analysis using the rubric assessment of feasibility of content from bsnp showed that the reading materials in the textbook are not welldeveloped. the reading exercises presented in the textbook is not good enough to develop student’s reading skill. the reading section doesn’t give any information that the students need to identify or produce certain text. moreover, each chapter of the book provides only one text. it is regarded less sufficient, since students need to be exposed to many texts in order to enrich their knowledge on text types. every text type has its own communicative or social function. students need to know exactly which type that represents his/her intention, so that they can use the appropriate text, both spoken or written, in their daily communication. based on the findings, it is worth presenting some suggestions that can be considered as the contribution of the study to the teaching of english. in deciding which tetxbook that can be used in the classroom teaching, a teacher should consider whether the textbook is compatible with the current curriculum, and whether it provides various exercises and cover all the six cognitive levels of revised bloom taxonomy. the higher the class level, more exercises should be in the higher order thinking skill, so that they can always improve their cognitive skills from the previous ones. a teacher should not merely keep depending on textbook. teacher should zuhrian ivan arvianto&abdurrahman faridi/english education journal 6 (2) (2016) 50 always be creative in developing the materials on the textbook.it would be better if teacher also make use of the other sources and other authentic material, such as newspaper, magazine, etc. he/she can also use the revised bloom taxonomy to construct classroom instructions which can stimulate students’ cognitive skill. as for publisher, in creating and developing english textbook, years of study are needed in order to create what their students need and their dynamic ways of learning. therefore, they have to keep regenerating their ideas and move with the curriculums to evaluate the textbooks frameworks which are very crucial. also, they have to arrange exercises which are more varied and enable students to promote their cognitive thinking skill to a higher level. references abdelrahman, mahmoud. 2014. an analysis of the tenth grade english language textbooks questions in jordan based on the revised edition of bloom's taxonomy. in journal of education and practice vol.5, no.18, 2014. retrieved from www.iiste.org[accessed on december10th 2013 at 10:06 a.m] amer, ali. 2006. reflections on bloom’s revised taxonomy. in electronic journal of research in educational psychology no: 8vol: 4 pp. 213230.retrieved from: http://www.coe.uga.edu/epltt/bloo m.htm. 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approach.ininternational journal of humanities and social science vol. 2 no. 3 february 2012 pp. 184-191. retrieved from www.ijhssnet.com[accessed on oktober24th 2012 at 08:00 a.m] pengantarinstrumen 1 bahasainggris sma 2013.retrieved fromhttp://www.puskurbuk.net/dow nloads/browse/btp/instrumen+peni laian+tahun+2013/03+instrumen+p eminatan+ilmu+budaya+dan+sastra /08+instrumen+bahasa+inggris/[ac cessed on may 27th 2015 at 11:10 a.m] richards, j. c., and renandya, w. a. 2002. methodology in language teaching: ananthology of current practice. cambridge: cambridge university press. sudjiono, anas. 2005.pengantarstatistikpendidikan. jakarta : pt raja grafindopersada. http://www.ccsenet.org/elt zuhrian ivan arvianto&abdurrahman faridi/english education journal 6 (2) (2016) 52 1 eej 6 (2) (2016) english education journal http://journal.unnes.ac.id/sju/index.php/eej improving students’ motivation in speaking ability by using story retelling samsudin & alim sukrisno english language education postgraduate program universitas negeri semarang, indonesia. article info ________________ article history: received 10 august 2016 accepted 15september 2016 published 20 november 2016 ________________ keywords: cultural elements, english textbooks. ____________________ abstract ___________________________________________________________________ cultural understanding is the core of language acquisation. this study aimed at presenting the cultural elements and cultural types, describing the frequency of cultural elements and cultural types in englihs textbooks of 2013 currirulum and describing the level of the quality of english textbooks in terms of intercultural awareness. this study employed a qualitative research design. the data are the cultural elements and cultural types in english textbooks of 2013 curriculum grade x, xi and xii. the results show that english textbooks grade x, xi and xii contained 490 cultural elements consisting of 232 products, 75 practices, 11 perspectives and 172 persons. while cultural types contained 490 consisting of 127 source culture, 170 target culture, 64 international target culture and 130 culture free. from the results of the study, it can be concluded that the presentation of cultural elements and cultural types are balanced enough. and third english textbooks are equality to use in terms of basic cultural awareness. whereas, advanced cultural awareness and intercultural awareness level do not support students to have intercultural awareness. from the results above the authors of english textbooks should put the cultural information explicitly either source culture, target culture, international target culture or culture free as a comparison and contrast between them. © 2016 universitas negeri semarang  correspondence: e-mail: samsudinsyam18@yahoo.com kampus unnes bendan ngisor, semarang, 50233 p-issn 2087-0108 e-issn 2502-4566 samsudin & alim sukrisno/english education journal 6 (2) (2016) 2 introduction the fact that english has become a world language is a concept that cannot be denied. therefore, an enormous amount of intercultural sensitivity has risen in recent years. as a result, the need for developing intercultural awareness has gained tremendous attention. english also has been introduced from its culture, either source culture, target culture or international target culture. these cultures are naturally embedded in english, either in the form of habits, foods, norms, values, general beliefs, or life styles. these are often found when learners learn english through some media, such as television, newspaper, novel, book, or textbook. in general, learning a foreign language involves learning different aspects of the culture in which the language is used and sometimes also how other cultures are presented in that particular culture because language depicts culture of its own and other cultures too. in cortazzi and jin‟s classification (1999:240-5), efl materials load source culture, target culture, or international target culture. these three categories of culture suggest that efl materials that contain source culture mean that they present language learners‟ own culture, such as textbooks produced at national level. this type of materials are aimed at enabling learners to talk about their own culture to foreign visitors instead of preparing the students to encounter other cultures. besides containing information on source culture, target culture, and international target culture, efl materials also contain four elements of culture (yuen, 2011:462-4): products, persons, practices and perspectives. in the efl materials, products relating to entertaiment appear most frequently. for example, hollywood movies and television programmes (such as spider-man andsurvivor). other kinds of product include food (for example „fish and chips‟and „tom yum soup‟), merchandise (such as barbie and „sari‟), print (for example harry potter and time), and travel (places such as lotteworld and colosseum). in some cases, they appearmostly as a name mentioned in the text with some description, but in others, they are literary works such aspoems and stories, songs, news, or fashion whose original content is featured. some commonly known products of foreign cultures appear in both samples, for example, „pasta‟, „kimchi‟, superman, and universal studios. cultural understanding is the core of language acquisition. therefore, the consideration of material is greatly important in teaching english as a foreign language. the materials are usually presented in textbooks or course books, videos and audio materials, computer sofwares, and visual aids. among there materials, textbooks become the favored use among the teachers in indonesia. therefore, the process of textbook selection should be a careful and thorough process. english textbooks should not only be attractive in term of their visual presentation, but also should consider some other factors, such as their appropriateness to learners‟ socio-economic background and cultural background. otherwise, english textbooks will not be the good cultural agents which support intercultural awareness. when learners are not exposed to enough cross-cultural knowledge, they are prone to be misinterpreting other cultures or streotyping. thus, efl textbooks are expected to provide rich cultural exposure involving not only source culture, but also target culture and international target culture. based on the description above, textbook evaluation and cultural consideration are urgent to investigate because the intercultural understanding influences students‟ attitude, knowledge and skill. this study aims to describing the cultural elements and cultural types and presenting the quality of english textbook of 2013 curriculum in terms of intercultural awareness. culture culture is the characteristics of a particular group of people, defined as everything from samsudin & alim sukrisno/english education journal 6 (2) (2016) 3 languages, religions, cuisines, social habits, musics and arts. culture is what makes countries unique. each country has different cultural activities and cultural rituals. culture is more than just material goods, that is things the culture uses and produces. culture is also the beliefs and values of the people in that culture. it includes the way people think about and understand the world and their own lives. it can vary within a region, society or sub group. a workplace may have a specific culture that sets it apart from similar workplaces. a region of a country may have a different culture. wardhaugh (2006:221) says that culture is the „know-how‟ that a person must possess to get through the task of daily living; only for a new does it require a knowledge of some, or much, music, literature, and the arts. utley (2004:8) „culture, a system of beliefs and values shared by a particular group of people, is an abstraction which can be appreciated intellectually, but it is behavior, the principal manifestation and most significant consequence of culture, that we actually experience. to put it in another way; it is culture as encountered in behavior that we must learn to live with. some people say that language is the mirror of culture, in the sense that people can see a culture through its language. brown (2001:165) describes the relation of the two as follows: “a language is a part of a culture and a culture is a part of a language; the two are intricately interwoven so that one cannot separate the two without losing the significance of either language or culture.” in one word, culture and language are inseparable. cultural elements according to standards for foreign language learning (in yuen 2011) the different aspects of culture can be termed products, practices and perspectives. moran (2001:25) added „persons‟ as another factor to be considered. product product relating to entertainment appear most frequently, for example, hollywood movies and television program (such as spider-man and survivor), food (for example „fish and chips‟ and „tom yum soup‟), merchandise (such as barbie and „sari‟), print (for example harry potter and time), and travel (places such as lotte world and colosseum) and literary works (poems and stories whose original content is featured). practice practice refers to the real life activities which are inherited to a particular group of community and passed from generation to generation. it could be in the form of celebration or particular activities. it also refers to customs (such as thanksgiving and sapporo snow festival) and daily life (for example „america‟s national sport is baseball‟ and „an indian student plays street games‟). perspective perspective reflects the way a certain group of people see some aspects of life, like family relationship, friendship, concept about money, time, et cetera. it also refers to myth, fables or folktales and world views (for example malin kundang, grimm's fairy tales, the arabian nights, etc. person person refers to figures, publicists, and other famous people either real or fictitious which are included in the culture. it could be popular artists, movies actors, pop singers, characters in a movie, comedians, fictitious or unknown people and fictional characters in stories or movies (for example roma irama, barak obama, maher zain and etc). cultural types in terms of cultural classification, cortazzi & jin (1999) classified culture into three types: source culture, target culture, international target culture. silvia (2014) added new one else in her study namely culture free. samsudin & alim sukrisno/english education journal 6 (2) (2016) 4 source culture cortazzi and jin (1999) defined source culture as cultures reflect the leaners‟ own culture.for english foreign language (efl) learners in indonesia, their source culture is local culture or indonesian culture. e.g: stay,rendang, nasikunig, etc.those kinds of culture represents indonesian culture as the original culture of efl learners from indonesia. target culture cortazzi and jin (1999) defined target culture as the cultures of the countries where the target language (english) is spoken as a first language such united kingdom and united states. it can be found in daily life such as hollywood movie, thanksgiving day, free relationship, etc. international target culture cortazzi and jin (1999) definedinternational target culture as the cultures reflecting neither a source culture nor target culture. this kind of cultures are coming from english or non-english speaking countries that have unique and specific own culture. example: sapporo snow festival in japan, reading story for child before going to bed,etc. culture free silvia (2014) added in her study one cultural type else namely culture free which is meant culture that indicate does not belong to any types of culture in cortazzi and jin‟s (1999) theory.for example:shoe, television, laptop, etc. methodology in this study, the writer used qualitative design, particularly content analysis of textbooks. this study was describing the cultural elements and cultural types, presenting the frequency of cultural elements and cultural types in english textbook of 2013 curriculum. in gaining the data of cultural elements amd cultural types the writer looked for the texts and pictures containing the cultural elements and cultural types. the cultural elements were categorized based on product, practice, perpective and person as proposed by yuen (2011). then, the cultural elements were classified into cultural types. cultural types were categorized based on source culture, target culture, international target culture as proposed by cortazzi and jin (1999) and culture free as proposed by silvia (2014). findings and discussion cultural elements cultural elements in three english textbooks are presented by product, such as food (satte, rendang, fish, soup, and etc), literary works (emails, poems, and stories), electronicts (laptop, guitar, sound system), buildings (house, mall, amusement park), travels (bali beach and mahameru mountain), etc. practice is presented by games (chinese whisper and pnatomimi) and daily dialogue containing cultural elements. perspective is mostly presented by folktale, fables, myth and drama. person is mostly presented by the famous person (sukarno, b.j. habibie, cut nyakdien, r.a kartini, etc), artists (avgan, rossa and evan dimas), singers, poets and etc. then, the total frequency of cultural elements contained in three english textbooks is shown as follows: table 1: findings of cultural elements in three english textbooks grade cultural elements total prod pract persp persn x 101 44 3 30 178 xi 102 29 6 117 254 xii 29 2 2 25 58 total 232 75 11 172 490 % 47.34% 15.30% 2.24% 35.10% 100% related to cultural elements found in english textbooks as presented in table 1 above, it shows that there are 178 cultural elements in english textbook grade x consisting of 101 product, 44 practice, 3 perspective, and 30 person. english textbook grade xi contained 254 cultural elements consisting of 102 product, 29 practice, 6 perspective, and 117 person. and the last is english textbooks grade xii contained 58 cultural elements consisting of 29 product, 2 samsudin & alim sukrisno/english education journal 6 (2) (2016) 5 practice, 2 perspective, and 172 person.based on the table above that cultural elements in those textbooks are dominated by product mentioning 232 times (47.34%), followed by persons 172 times(35.10%), practices 75 times (15.30%) and perspective 11 times (2.24). cultural types the presentation of cultural types in english textbook grade x consists of source culture (travels, famous writers, singers, famous people, rendang, rawon, bunaken national marine park, etc), target culture (famous writer, stonehenge, wright brother airplane, archeologist mike parker pearson, etc), international target culture (famous singers, food, announcement about concert cancellation in singapore, etc) and culture free (visual illustration of persons who are playing chinese whisper, laptop, congratulation cards, visual illustration of spiderman, etc). then, the presentation of cultural types in english textbook grade x consists of source culture (postcard of indonesian market, famous people, food, etc), target culture (famous people, movies, stories, etc), international target culture (famous folklores, famous columnists, ferrari sport, biographers, etc) and culture free (invitation cards, pizza, orange juice, news, poster, etc). and the last is cultural elements in english textbook grade xii. the presentation of cultural types in english textbook grade x consists of source culture (lake toba, gadang terminal, jawapos, traditional baduy houses, antasari toll, etc ), target culture (bainbridge island, the pike place marker, sun juan island, boing factory, etc), international target culture (singers, swedish academic head, etc) and culture free (ferry ship, helmet, picture of apartment, etc). then, the total frequency of cultural types contained in three english textbooks is shown as follows: table 2.findings of cultural types in three english textbooks grade cultural types total sc tc itc cf x 64 30 12 72 178 xi 34 123 47 50 254 xii 29 17 5 8 59 total 127 170 64 130 490 % 26% 35% 13.0% 26.4% 100% table 2 above shows that there are 178 cultural types in english textbook grade x consisting of 64 source culture, 30 target culture, 12 international target culture and 72 culture free. then, in english textbook grade xi contained 254 cultural types consisting of 34 source culture, 123 target culture, 12 international target culture and 50 culture free. and the last is english textbook grade xii contained 59 cultural types consisting of 29 source culture, 17 target culture, 5 international target culture and 8 culture free.based on the table above that cultural types in those textbooks are dominated by target culture mentioning 170 times (35%), followed by culture free 130 times (26.4%), source culture 127 times (26%) and international target culture 64 times (13%). level of the quality of english textbook of 2013 curriculum in terms of intercultural awareness to describe whether the english textbooks of 2013 curriculum are quality or not to use and whether the english textbooks of 2013 curriculum raise students‟ intercultural awareness. the researcher used byram (in silvia 2014)‟s criterion on evaluating english textbooks in terms of cultural content. these criterion are used to know whether the english textbooks raise students‟ intercultural awareness or not. byram (in silvia 2014) developed the intercultural awareness criterion through some stages namely: basic cultural awareness, advanced cultural awareness and intercultural awareness. here are the intercultural awareness level mentioned in english textbooks grade x, xi and xii. table 3.the level of intercultural awareness of the textbooks criteria of basic cultural awareness (level status of the textbooks note samsudin & alim sukrisno/english education journal 6 (2) (2016) 6 1) under study culture as a set of shared behaviours, beliefs, and values; mentioned this is mentioned in the form of students activities (introduction activities) the role of culture and context play in any interpretation of meaning; mentioned there is infomation about aspect of life in source culture which is different from target culture or international target culture. our own culturally induced behaviour, values, and beliefs and the ability to articulate this; mentioned this is mentioned in the form of contextualized writing (writing a lette, email, invitation to other people) others‟ culturally induced behaviour, values, and beliefs and the ability to compare this with our own culturally induces behaviour, values, and beliefs mentioned this is mentionded in form of postages for comparison and contrast among cultures. criteria of advanced cultural awareness (level 2) status of the textbooks under study note the relative nature of cultural norms; not mentioned the role of culture and context play in any interpretation of meaning; not mentioned multiple voices or perpectives within any cultural grouping; not mentioned individual as members of many social groupings including cultural ones; not mentioned common ground between specific cultures as well as an awareness of not mentioned possibilities for mismatch and miscommunication between spesific cultures. criteria of intercultural awareness (level 3) status of the textbooks under study note culturally based frames of reference, forms, and communictive practices as being related both to specific cultures and also as emergent and hybrid in interultural communication; not mentioned initial interaction in intercultural cimmunication as possibly based on cultural streotypes or generalizations but an ability to move beyond these. not mentioned . a capacity to negotiate and mediate between different emergent socio-cultirally grounded communication modes and frmaes of reference based on the above undestanding of culture in intercultural communication. not mentioned table 3 above is the intercultural awareness level presented in english textbook grade x, xi and xii. in this table, the only basic cultural awareness (the lowest basic) is contained in three english textbooks of 2013 curriculum. they are an awareness of (1) culture as a set of shared behaviours, beliefs, and values;(2) the role of culture and context play in any interpretation of meaning; (3) our own culturally induced behaviour, values, and beliefs and the ability to articulate this; and (4) ability to compare other cultures with our cultures. meanwhile the advanced cultural awareness (level two) and intercultural awareness (level three) are not mentioned in those textbooks. the previous data indicated that the presentation of cultural elements is dominated by product and person. meanwhile, cultural types are presented balanced enough. however, samsudin & alim sukrisno/english education journal 6 (2) (2016) 7 the presentation of cultural elements and cultural types were not found the points of advanced cultural awareness and intercultural awareness in three english textbooks to make the learners communicate intercultural. byram (2002) state that the presentation of various levels of intercultural awareness enables students to have skill, knowledge and attitude to communicate with other different groups of people who have different background. and this is greatly important to learn in this modern era. the presentation of various cultural elements and cultural types in those textbooks should develop learners as intercultural speakers or mediatorswho are able to engage with complexity and multiple identities and to avoid the stereotyping which accompanies perceiving someone through a single identity. it is based on perceiving the interlocutor as an individual whose qualities are to be discovered, rather than as a representative of an externally ascribed identity. intercultural awareness is awareness on the basis of respect for individuals and equality of human rights as the democratic basis for social interaction. discussion yuen (2011) mentions that language can be considered an „artifact‟ or a system of code (products) used, to signify thoughts (perspectives), for communication (practices), by different people (persons). from four cultural elements, the three english textbooks show product dominating other cultural elements and followed by persons. practice and perspective also appear but in very small number. table 1 clearly point out that it is dominant almost the whole culture presentation in english textbook grade x is 101 (57%). while in textbook grade xi, it occupies 102 times (40.17%) of the whole cultural elements. and in textbook grade xii, it occupies 29 times (50%). this big percentage implies that culture is mainly shown by tangible object instead of intangible objects. products are shown by food (pizza, stay, rendang and rawon); landmark (borobudur, yogyakarta tugu, national monument and stonehenge); travels (kuta beach, toba lake, sameru mountain, niagara fall, batu city, etc); literary work (email, letter, song, poem, etc). practices are shown by daily activities (daily dialogues, hunting, etc). perspectives are shown by folktales and legend. and lastly, persons are shown by the famous people of source culture (bj. habibie, sukarno, ra. kartini, cut nyakdien, etc), target culture (william thomas, wright brothers, eric k. taylor,etc), international target culture (maher zain, george bernard shaw, sitinurhaliza, etc). this dominant presence of product element is in line with kramsch (1993)‟s survey showing that in many language classes, culture was frequently reduced to “the four fs”, which means “food, fairs, folklores and statistic facts”. similarly, it also support yuen (2011)‟s and silvia (2014)‟s study that products relating to entertaiment appear most frequently, followed by practice (celebration like halloween, thanksgiving, sapporo festival), perspectives (presented in myths, stories, folklores), and lastly persons (au sung kyii and stephen hawking). then, it also results that source culture is presented as frequently as the target culture. besides, international target culture is also quiet frequent as the source culture and target culture. the presence of various culture products in those textbooks is surely a good initiative for intercultural information. to this level, the textbooks support the learners to be aware of different cultures. textbooks, eventually, have a big role in facilitating the intercultural awareness of the learners. according to byram (2001) the three components of intercultural awareness are knowledge, skills and attitudes. having an intercultural attitude means being curious and open towards foreign cultures and being able to understand one‟s own attitudes. secondly, having intercultural knowledge includes knowing about how social groups and identities of the foreign culture (and one‟ own culture) function. thirdly, there are intercultural skills that should be taught to learners. these skills are e.g. comparing, interpreting and relating one‟s samsudin & alim sukrisno/english education journal 6 (2) (2016) 8 own culture as well as the foreign cultures. since the examined english textbooks do not contain description on the attitudes of foreign culture or international target culture explicitly, these textbooks cannot be categorized as the agent to promote successfully the learners‟ intercultural awareness. by looking at the table 3 of level of intercultural awareness are presented in the those textbooks, it can be concluded that the english textbooks support basic cultural awareness (the lowest level). though the writer decides that the basic cultural awareness (level one), the real presentation on cultural elements and cultural types do not comply all the criterion mentioned by byram‟ criterion. achieving all level of intercultural awareness seems a too high standard for indonesian context. besides the fact that english is taught as a foreign language, the available english textbooks in local market have not approved or examined for their intercultural aspects. therefore, basic cultural awareness is enough for analyzing english textbooks of 2013 curriculum published by the minister of education and culture. to achieving this intercultural awareness, textbook outhors ideally consider cultural aspects, such as cultural elements and cultural types to be presented in the textbooks. cultural types should vary from source culture, target culture, international target culture and culture free. the textbooks should include the descriptive text explaining cultural types (source culture, target culture, international target culture, culture free). by presenting them in a seperate section to be become as a contrast or comparison between them. in raising students‟ intercultural awareness, there are many descriptive texts about different celebration, social life, perspective, practice in indoneisa, united state, united kingdom, other countries in the wholeworld. then, the descptive texts about countries themselves should be placed in a seperate section like cultural note. later, the students should be stimulated to reflect the culture to their own culture. some questions after the cultural notes are provided, such as “what is similar between american school system and indonesia school system?”, “what is different from american school system?”, what can you learn from american students?”. conclusions culture in english in english textbook for senior high school of 2013 curriculum is mostly introduced by products, such as visual illustration, virtual pictures, songs, poems, letters, foods, congratulation cards, sympathy cards, emails, stories, buildings, and so on. then, followed by practices, such as shadow puppetry and games. next, perspective, such as folklore and legends. and the last is persons, such as famous singers, heroes, poets, writers, famous opinion columnists, presidents, etc. english textbooks of 2013 curriculum grade x, xi and xii have 490 cultural elements consisting of 232 products (47.34%), 75 practices (15.30%), 11 perspectives (2.24%) and 172 persons (3.46%). meanwhile, in cultural types, the result of analysis of the english textbooksgrade x, xi and xii have 490 cultural types consisting of 127 source culture (26%), 170 target culture (35%), 64 international target culture (13%) and 130 culture free (26.4%). related to byram (in silvia 2014)‟s criterion in evaluating intercultural awareness of english textbooks, it can be concluded that the presence of various products in the textbooks is surely a good initiative for intercultural information. to this level, the textbooks support the learners to be aware of different cultures around them and in the wholeworld. however, there is no explicit information regarding the behaviour, beliefs and values (practice and perspective elements); shared beliefs or values that certain culture hold, and how to articulate source culture values in the target language. recommendation english teachers who are the users of these textbooks would better provide additional materials when they teach english using these textbooks. the materials are to present, not only samsudin & alim sukrisno/english education journal 6 (2) (2016) 9 the product of culture (either indonesian culture, target culture or international target culture) but also the practices and the perspectives, either taken from another english textbook with richer cultural information or looking for authentic resources (magazines, newspapers, radio podcasts, videos, etc). the authors of english textbook should also consider to put these cultural information explicitly so that the learners easily notice them. making a “cultural note”, “cultural point”, “cross-cultural knowledge” sessions in the textbooks are a good idea. acknowledgment i would like to express my grateful appreciation to prof. dr. dwi rukmini, m.pd who has guided me in this study. references adaskou., d,britten&b.fahsi. 1990. design decisions on the cultural content of a secondary english course for moroco. elt journalvolume 44/1 january brown, h. d. 2001. principles of language learning and teaching. beijing: foreign language teaching and research press. byram, michael., adam nichols & david stevens. 2001. developing intercultural competence in practice. clevedon: multilanguage matters byram, michael, bella gribkova & hugh starkey. 2002. developing the intercultural dimension in language teaching: a practical introduction for teachers. strasbourg: council of europe. cortazzi, m. & jin, l. 1999. cultural mirrors: materials and methods in efl classroom. in e. hinkel, culture in second language teaching. (pp. 196-219). camridge: cambridge university press. kramsch, c. 1993. context and culture in language teaching. oxford: university press. silvia, arnisa. 2014. cultural content in english textbooks used at madrasah tsanawyahnegeri in dki jakarta.uinsyarifhidayatullah jakarta: unpublished thesis utley, derek. 2004. intercultural resources pack. cambridge: cambridge university press wardhaugh, ronal. 2006. an introduction to sociolinguistic. fifth edition. uk : blakwell yuen, ka-ming. 2011. the representation of foreign cultures in english textbooks. eltjournal 65/4 october. 6 eej 7 (1) (2017) english education journal http://journal.unnes.ac.id/sju/index.php/eej patterns of interaction in peer feedback provision to the students’ expository writings ali mufiz, sri wuli fitriati , alim sukrisno english language education postgraduate semarang state univesity, indonesia article info ________________ article history: recived 05 january 2017 accepted 12 april 2017 published 17 june 2017 ________________ keywords: patterns of interaction, peer feedback provision, students’ expository writings abstract ___________________________________________________________________ this study investigated students’ nature in pair interaction due to its vital role in learning. therefore this study was aimed to describe and to explain patterns of interaction in peer feedback, the aspects of writing the students were concerned within peer feedback, influences of pair interactions to the students’ writings, and the students’ perceptions and attitudes on peer feedback. this study mostly employed qualitative approach and a case study method. the result showed that five patterns emerged in pair interaction i.e. collaborative pairs, dominant/dominant pair, dominant/passive pairs, expert/novice pairs, and passive/passive pair. however, feedback provided by collaborative and expert learners contributed to the revision changes of their partner’s writings so that the development of writing aspects under these two patterns was better. besides, other factors which contributed to the students’ writings were confounding variables such as student’s proficiency, writing capability, and teacher feedback. thus these results endorsed the former studies e.g. storch’s (2002b) study, iris’ (2014) study, and roberson’s (2014) study. another result was that whole students had good perceptions and good attitudes on peer feedback provision. however, the bottom line of this study was that collaborative pairs and expert/novice pairs had better second writings. © 2017 semarang state university correspondence address: kampus pascasarjana unnes, jalan kelud utara iii semarang 50237 e-mail: alimufiz@gmail.com p-issn 2087-0108 e-issn 2502-4566 ali mufiz, et al. / english education journal 7 (1) (2017) 7 introduction writing is a skill that needs exceptional attention. it is generally taught and integrated with three other skills of language. it is considered to be a difficult activity because students must organize their ideas into the system of a language in order to be understood. in some cases, there are some students who are able to do that but they are sometimes up to their ears in completing or submitting many regular assignments. consequently, the results of the compositions are still not adequate enough to be published in board bulletin. to be published, their writings need to be revised. the revisions absolutely need audiences so that expectation of audiences can be fulfilled. concerning with the expectation of audiences, the student writers should accommodate audiences’ opinions so that audiences feel satisfied with their composition. the audiences expect that their suggestions are applied in their revised composition. in this case, the audiences are none other than the writers themselves, their peers, and their teacher. students as audience can be described as follows. as they have completed their first draft, they can go back and review the draft. before submitting the draft to second or third parties, they usually interact with their own writings in the process of proofreading or editing. they are serving as audience of their own writings. however, when the students do not have good writing ability, they can mislead themselves. they are unable to identify their own mistakes, let alone, improve their writings. in other words, reviewing their own writings is not effective because their writing competence is not enough to justify their writing product. therefore, the presence of their peers is required. their peers as the next audience are expected to have a significant contribution to the writing they review. some peers may significantly contribute to the development of their peer’s writings. when they interact with their peers’ writings, they may be able to identify mistakes. they may be capable of telling their peers what should be revised. they may provide appropriate feedback. however, there are many peers who do not give significant help for the improvement of their peer’s writings. this thing occurs because they have more or less the same writing proficiency as the writers have. in other words, due to inadequate capability, they do not know how to provide feedback to revise their peer’s composition. nevertheless, there are some advantages which can be taken from the interaction between students. by interacting with each other, they will learn together how to revise writing and they will have social skill. apart from these peer interactions, shortcoming of the students’ writings can be improved by getting feedback from teacher. teacher as the next audience will show them which part of their writings that should be revised. the teacher will provide feedback in the form of correction of mistakes or reinforcement. occasionally, teacher’s corrections are orally performed in front of class. there may be some students who feel less comfortable when receiving individual correction in front of their peers. as a result, they may also feel embarrased and awkward when their peers hear deficiency in speaking delivery. they will be considered incapable by other students. thus, interaction between teacher and students do not run well. in addition, the interaction between them will take much time if the teacher must provide feedback to each student. after all, interaction between student writers and peers as second audience, and interaction between student writers and teacher as third audience are valuable things to improve their writings. however, student-to-peer interaction is considered more valuable than teacher-to-student interaction because of their proximity and their equal capability. this circumstance is a brief observation in casual experience. this circumstance has either positive or negative effect relationship. to prove that interaction between students has positive and negative relationship, the research needs to be conducted. however, not entire problems occurring in pair interaction are discussed. this study only takes four main research problems i.e. patterns ali mufiz, et al. / english education journal 7 (1) (2017) 8 of interaction in peer feedback, aspects of writing the students are concerned within peer feedback, influences of pair interaction to the student’s writing, and the students’ perceptions and attitudes on peer feedback. therefore, this study is aimed to describe and to explain patterns of interaction in peer feedback, aspects of writing the students are concerned within peer feedback, influences of pair interaction to the student’s writing, and the students’ perceptions and attitudes on peer feedback. methods this study employed qualitative design which emphasized on cases in the course of peer feedback activity as well as in the students’ pre revised writings and revised writings. i brought this study to use qualitative case study. i qualitatively collected the data through observing the research site and qualitatively analyzed the data in phase one concerning with research objectives numbers one to three. although there were numerical statistics, they were used to be explained in order to give clear explanation to those cases. and, although i quantitatively collected the data through the instrument and quantitatively analyzed them in phase two regarding research objective number four, i attempted to explain and interpret them. in short, qualitative approach had larger portion. then to give me understanding about implementation of peer feedback in writing process, sma n 1 pecangaan was selected because the school used 2013 curriculum which suggested to apply peer feedback in teaching learning process especially in teaching expository writing. more specifically, twenty eleventh grade students of the language study program were selected. they were chosen because they learned much more language than those who came from other majors. in this study, their real names were replaced with pseudonyms because they felt being shy when they did not fluently speak english in their talks. some of them were also shy when their writings were under class average. accordingly, their names were replaced with pseudonyms to save such an embarrassment. afterwards, object of study or characteristics which adhered to subject of study was determined. the object of this study was the patterns of interaction the students exhibited in peer feedback provision. to collect the data, i used five techniques. they were observing classroom activities, recording pair talks, interviewing the students in pairs, distributing questionnaire, and documenting students’ writings. based on the techniques, i was an observer, an interviewer, and second rater. in analyzing the data, this study mainly employed storch’s (2002b) conceptual framework about patterns of interaction. it was used to accomplish the research objective number one. to accomplish other research objectives, i made record for each student in pair; i employed faigley’s and witte’s (1981) and brown’s (2003) points of views; and, i used spss program. to make data valid, i triangulated the data through comparing data of observation with archival data such as syllabus and lesson plans. i also compared data of audio-taped conversations, data of the students’ writing revisions, and data of interview. as well, data of questionnaire was linked to data of assessment of students’ writing. they supported each other. result and discussion based on the research objectives, there were four findings i.e. patterns of interaction in peer feedback provision, aspects of writing the students were concerned within peer feedback, the influences of pair interaction to the student’s writing, and the students’ perceptions and attitude on peer feedback. patterns of interaction in peer feedback provision four patterns of interaction classified by storch (2002b) were present in this current study. patterns which commonly emerged in pair interaction were collaborative pairs (30 % ali mufiz, et al. / english education journal 7 (1) (2017) 9 students or 3 pairs) and dominant/passive pairs (30 % students or 3 pairs). they were followed with expert/novice pairs (20% students or 2 pairs) and dominant/dominant pair (10% students or one pair). in addition, another pattern which had ever been identified by iris (2014) was encountered. the pattern was passive/passive pair (10% students or one pair). in case of collaborative pairs, the learners engaged each other to deliberate certain aspects of writing. their engagement was marked with the presence of corrective feedback, positive and negative feedback, provision of information, recasting, some requests, some repairs, reinforcement, and resolution. they contributed each other to writings they reviewed but their contributions were relatively equal. therefore, those who were under this pattern had characteristics whose interactions were high in equality and mutuality. in case of dominant/dominant pair, the learners contributed to writings they reviewed but their contributions were very little. there were few requests, few problem solving, and unwillingness to reach consensus. even, one dominant learner talked the partner down. therefore, interaction between the learners in this pattern was characterized with moderate-to high equality and moderate-to-low mutuality. in case of dominant/passive pairs, the dominant learners controlled the discussion throughout the session, contributed more in talk and obliged their intentions. meanwhile, the passive learners had little involvement in discussion. although the passive learners proposed some arguments, they did not help much the dominant learners’ writings. this case was still related to the next finding regarding characteristics of aspects of writing the students concerned. and, the dominant learners’ helps seemed hardly understood by the passive learners. accordingly, there was little assistance offered in this pattern. this thing caused interactions between learners under this pattern low in equality and low in mutuality. in case of expert/novice pairs, the expert learners controlled the discussion and they did not urge their intentions. they were respected by the novice learners because theyprovided feedback without humiliating the partners. even, they invited the novice learners to take a part in the discussion. their interactions therefore were characterized with high equality and mutuality. in case of passive/passive learners, they did not know how to provide appropriate feedback. it did not mean that they were just quiet in the course of peer feedback session. they just seemed reading the guidance of writing response and answering based on their written response without comprehending what the partner said. as occurred in dominant/passive pairs, interaction between passive learners was characterized with low equality and mutuality. aspects of writing the students were concerned within peer feedback in collaborative pairs, the aspects of writing the students were concerned within peer feedback were categorized as local ones (i.e. grammar, mechanic, and style of expression). besides, they mostly had characteristics of revision oriented. it meant that the students tended to revise those aspects. in dominant/dominant pair, the aspects of writing the students concerned were content and whole work. the amount of the aspects whose characteristics were revision oriented with those who were non-revision oriented was same. in dominant/passive pairs, the aspects the students concerned were aspects which were categorized as global ones (i.e. organization and development of ideas). the amount of the aspects whose characteristics were revision oriented was fewer. in expert/novice pairs, the aspects the students concerned were aspects which were categorized as global ones (i.e. organization and development of ideas). however, the amount of the aspects whose characteristics were revision oriented was more than non-revision oriented. in passive/passive pair, the aspects the students concerned had similar category and characteristics with the aspects the dominant/passive pairs concerned. ali mufiz, et al. / english education journal 7 (1) (2017) 10 the influences of pair interactions to the student’s writing the influences of pair interaction to the student’s writing included two terms that were sort of revisions and development of writing aspects. in the first term, feedback provided by collaborative learners and expert learners in pair interaction contributed to the revision changes of their partners’ writings. feedback provided by dominant learner had little contribution to revision changes of writing of another dominant learner. meanwhile, feedback provided by other learners who were under other patterns did not contribute to the revision changes of their partners’ writings. in the second term, collaborative pairs and expert/novice pairs had better revised writing than other pairs who were under other patterns. although the novice learners’ second writings were still under class average, this thing did not mean that the novice learners did not succeed to make a progress. in this case, their second writings showed significant progress if they were compared with their first writing. the students’ perceptions and attitudes on peer feedback the students’ perceptions on peer feedback were moderate and positive. this thing occurred because the indices of questionnaire datum were 64% up to 72 %. besides, peer feedback was useful. as evidence, for examples, item 3 of questionnaire datum (peer feedback was more useful in organizing content of writing) and item 7 (peer feedback provides information about errors or mistakes in spelling) were appreciated by 72% students. meanwhile, the students’ attitudes on feedback were low and moderate because the indices were 52% up to 72%. the item which showed low level, for example, was item 5 (i am willing to engage with my peer’s idea). it was in accordance with their interaction in which fifty per cent participants were not collaborative and expert/novice learners. and, the remaining (16 items) showed moderate level. however, one thing which was notable was that the students’ perceptions and attitudes did not significantly contribute to the students’ writings (r square of determination analysis = 0.04). they just influenced 4 % toward their writing scores. or, their variance explained 4% of the development of writing. the remaining (96%) were influenced or explained by other things. they might be, for example, proficiency, writing capability, teacher feedback, strategies used by the students and so on and on. discussion feedback provided by the collaborative and expert learners contributed to the revision changes of their partners’ writings. this thing indicated that feedback provision worked. with regard to storch’s (2011) study, those who were under these two patterns indeed transferred knowledge. in this case, they adequately transferred knowledge of writing aspects because the number of feedback used in their writings was greatest. this kind of transferability came about because they engaged each other’s ideas and they could reach consensus to the areas of comments given. the aspects of writing they were concerned within peer feedback were not only categorized as global ones ones but also belonged to local ones. specifically, both categories of writing aspects had characteristics of revision oriented. they suggested the students to revise either aspects e.g. organization and development of ideas or aspects e.g.grammar, mechanic, style of expression. furthermore, varied concerns in both kinds of patterns were often attached with provision of information. as vygotsky’s notions (in haywood and karpov, 1998) and storch’s (2002b) notion, the pairs in collaborative patterns could scaffold each other’s performance. likewise, the students who were novice could pool some resources provided by those who were experts. with regard to sort of revision, as one learner did not concern writing aspects which were categorized as local ones for his or her partner, the partner attempted to revise aspects of writing especially grammar and mechanic based on what he or she had known. in this case, self-feedback or self-proficiency acted as its ali mufiz, et al. / english education journal 7 (1) (2017) 11 roles. as a result, some learners (those who were generally dominants) succeeded to make surface changes, as well as, text-based changes. meanwhile, those who were collaborative and novice were assisted by their partners. as a result, the development of their writing aspects was better than other students’ writings which were under other patterns. dealing with the students’ perceptions and attitude, although whole students had different attitudes to their partners while they were interacting, they entirely had positive perceptions and good attitudes on peer feedback itself. the students’ perceptions and attitudes might directly or indirectly affect to the next peer feedback activity. conclusion most common patterns encountered in this study are collaborative pairs (3 pairs) and dominant/passive pairs (3 pairs). they are then followed with expert/novice pairs (2 pairs), a dominant/dominant pair and a passive/passive pair. collaborative pairs are extensively concerned within local aspects of writing (organization, generic structure and development of ideas) rather than global aspects of writing (grammar, mechanic, and style of expression). meanwhile, other pairs were broadly concerned with global aspects of writing rather than local ones. i also note that whole writings which are under all patterns were revised in term of surface changes. it means that all revised texts were focused on grammar, mechanic, adding some sentences, removing some words, substituting certain words with other ones, distributing and consolidating sentences. however, this should be remembered that collaborative pairs, dominant/dominant pair, and expert/novice pairs showed that their revision changes are better than revision changes from other patterns. apart from peer feedback, confounding variables e.g. student’s proficiency, writing ability, and teacher feedback, also influenced their writings. with regard to the students’ perceptions and attitude, peer feedback provision was useful. hence, it should be preserved in learning process. references brown, h. d. 2003. language assessment: principles and classroom practices. san fransisco: longman. brown, s. 2007. feedback & feed-forward. bulletin. 22 faigley, l. & witte, s. 1981. analyzing revision. college composition and communication, 32(4), 400–414. iris, m.n.l. 2014. adult efl pair-work pattern and learners’ perception in a university extention program. international journal of english and education, 3 (4), 273–283. rees, m., & brammer, c. 2007. peer review from the students’ perspective: invaluable or invalid. composition studies, 35(2), 71–85. roberson, a.p. 2014. patterns of interaction in peer response: the relationship between pair dynamics and revision outcomes. applied linguistics and english as second language. retrievedfromhttp://scholarworks.gsu.edu/al esl_diss/34 rollinson, p. 2005. using peer feedback in the esl writing class. elt journal, 59, 23–30. salih, a.r.a. 2013. peer response to l2 student writing: patterns and expectations. english language teaching, 6(3), 42–50. srichanyachon, n. 2012. an investigation of university efl students’ attitudes toward peer and teacher feedback. educational research and reviews, 7(26), 558–562. storch, n. 2002a. collaborative writing: product, process, and students’ reflections. journal of second language writing, 14, 153–173. storch, n. 2002b. patterns of interaction in esl pair work. language learning, 52(1), 119–158. storch, n. 2004. using activity theory to explain differences in patterns of dyadic interactions in an esl class. the canadian language revie, 60 (4), 457–480. storch, n. 2011. collaborative writing in l2 contexts: processes, outcomes, and future directions. annual review of applied linguistics, 31, 275– 288. wakabayashi, r. 2008. the effect of peer feedback on efl writing: focusing on japanese university students. cue journal, 2 (2), 92–110. this study investigated students’ nature in pair interaction due to its vital role in learning. therefore this study was aimed to describe and to explain patterns of interaction in peer feedback, the aspects of writing the students were concerned within peer feedback, influences of pair interactions to the students’ writings, and the students’ perceptions and attitudes on peer feedback. this study mostly employed qualitative approach and a case study method. the result showed that five patterns emerged in pair interaction i.e. collaborative pairs, dominant/dominant pair, dominant/passive pairs, expert/novice pairs, and passive/passive pair. however, feedback provided by collaborative and expert learners contributed to the revision changes of their partner’s writings so that the development of writing aspects under these two patterns was better. besides, other factors which contributed to the students’ writings were confounding variables such as student’s proficiency, writing capability, and teacher feedback. thus these results endorsed the former studies e.g. storch’s (2002b) study, iris’ (2014) study, and roberson’s (2014) study. another result was that whole students had good perceptions and good attitudes on peer feedback provision. however, the bottom line of this study was that collaborative pairs and expert/novice pairs had better second writings. introduction writing is a skill that needs exceptional attention. it is generally taught and integrated with three other skills of language. it is considered to be a difficult activity because students must organize their ideas into the system of a languag... concerning with the expectation of audiences, the student writers should accommodate audiences’ opinions so that audiences feel satisfied with their composition. the audiences expect that their suggestions are applied in their revised comp... students as audience can be described as follows. as they have completed their first draft, they can go back and review the draft. before submitting the draft to second or third parties, they usually interact with their own writings in the process of ... their peers as the next audience are expected to have a significant contribution to the writing they review. some peers may significantly contribute to the development of their peer’s writings. when they interact with their peers’ writings, th... apart from these peer interactions, shortcoming of the students’ writings can be improved by getting feedback from teacher. teacher as the next audience will show them which part of their writings that should be revised. the teacher will p... after all, interaction between student writers and peers as second audience, and interaction between student writers and teacher as third audience are valuable things to improve their writings. however, student-to-peer interaction is considere... however, not entire problems occurring in pair interaction are discussed. this study only takes four main research problems i.e. patterns of interaction in peer feedback, aspects of writing the students are concerned within peer feedback, in... methods this study employed qualitative design which emphasized on cases in the course of peer feedback activity as well as in the students’ prerevised writings and revised writings. i brought this study to use qualitative case study. i qualitatively colle... then to give me understanding about implementation of peer feedback in writing process, sma n 1 pecangaan was selected because the school used 2013 curriculum which suggested to apply peer feedback in teaching learning process especially in t... afterwards, object of study or characteristics which adhered to subject of study was determined. the object of this study was the patterns of interaction the students exhibited in peer feedback provision. to collect the data, i used five techniques. they were observing classroom activities, recording pair talks, interviewing the students in pairs, distributing questionnaire, and documenting students’ writings. based on the techniques, i was an obse... in analyzing the data, this study mainly employed storch’s (2002b) conceptual framework about patterns of interaction. it was used to accomplish the research objective number one. to accomplish other research objectives, i made record ... result and discussion based on the research objectives, there were four findings i.e. patterns of interaction in peer feedback provision, aspects of writing the students were concerned within peer feedback, the influences of pair interaction to the student’s writing, and t... patterns of interaction in peer feedback provision four patterns of interaction classified by storch (2002b) were present in this current study. patterns which commonly emerged in pair interaction were collaborative pairs (30 % students or 3 pairs) and dominant/passive pairs (30 % students ... aspects of writing the students were concerned within peer feedback in collaborative pairs, the aspects of writing the students were concerned within peer feedback were categorized as local ones (i.e. grammar, mechanic, and style of expression). besides, they mostly had characteristics of revision oriented. it mean... the influences of pair interactions to the student’s writing the influences of pair interaction to the student’s writing included two terms that were sort of revisions and development of writing aspects. in the first term, feedback provided by collaborative learners and expert learners in pair interaction contr... the students’ perceptions and attitudes on peer feedback the students’ perceptions on peer feedback were moderate and positive. this thing occurred because the indices of questionnaire datum were 64% up to 72 %. besides, peer feedback was useful. as evidence, for examples, item 3 of questionnaire dat... meanwhile, the students’ attitudes on feedback were low and moderate because the indices were 52% up to 72%. the item which showed low level, for example, was item 5 (i am willing to engage with my peer’s idea). it was in accordance with their ... however, one thing which was notable was that the students’ perceptions and attitudes did not significantly contribute to the students’ writings (r square of determination analysis = 0.04). they just influenced 4 % toward their writing scores. or,... discussion feedback provided by the collaborative and expert learners contributed to the revision changes of their partners’ writings. this thing indicated that feedback provision worked. with regard to storch’s (2011) study, those who were under these two patte... furthermore, varied concerns in both kinds of patterns were often attached with provision of information. as vygotsky’s notions (in haywood and karpov, 1998) and storch’s (2002b) notion, the pairs in collaborative patterns could scaf... with regard to sort of revision, as one learner did not concern writing aspects which were categorized as local ones for his or her partner, the partner attempted to revise aspects of writing especially grammar and mechanic based on what... dealing with the students’ perceptions and attitude, although whole students had different attitudes to their partners while they were interacting, they entirely had positive perceptions and good attitudes on peer feedback itself. the students’ p... conclusion most common patterns encountered in this study are collaborative pairs (3 pairs) and dominant/passive pairs (3 pairs). they are then followed with expert/novice pairs (2 pairs), a dominant/dominant pair and a passive/passive pair. collaborative ... references brown, h. d. 2003. language assessment: principles and classroom practices. san fransisco: longman. brown, s. 2007. feedback & feed-forward. bulletin. 22 faigley, l. & witte, s. 1981. analyzing revision. college composition and communication, 32(4), 400–414. iris, m.n.l. 2014. adult efl pair-work pattern and learners’ perception in a university extention program. international journal of english and education, 3 (4), 273–283. rees, m., & brammer, c. 2007. peer review from the students’ perspective: invaluable or invalid. composition studies, 35(2), 71–85. roberson, a.p. 2014. patterns of interaction in peer response: the relationship between pair dynamics and revision outcomes. applied linguistics and english as second language. retrievedfromhttp://scholarworks.gsu.edu/alesl_diss/34 rollinson, p. 2005. using peer feedback in the esl writing class. elt journal, 59, 23–30. salih, a.r.a. 2013. peer response to l2 student writing: patterns and expectations. english language teaching, 6(3), 42–50. srichanyachon, n. 2012. an investigation of university efl students’ attitudes toward peer and teacher feedback. educational research and reviews, 7(26), 558–562. storch, n. 2002a. collaborative writing: product, process, and students’ reflections. journal of second language writing, 14, 153–173. storch, n. 2002b. patterns of interaction in esl pair work. language learning, 52(1), 119–158. storch, n. 2004. using activity theory to explain differences in patterns of dyadic interactions in an esl class. the canadian language revie, 60 (4), 457–480. storch, n. 2011. collaborative writing in l2 contexts: processes, outcomes, and future directions. annual review of applied linguistics, 31, 275–288. wakabayashi, r. 2008. the effect of peer feedback on efl writing: focusing on japanese university students. cue journal, 2 (2), 92–110. 42 eej 7 (1) (2017) english education journal http://journal.unnes.ac.id/sju/index.php/eej the effectiveness of jigsaw listening and problem-solving techniques to teach listening comprehension using authentic materials with different levels of anxiety (a case at the tenth graders of sma n 11 kota ambon in the academic year 2015/2016) nurlaila tuanany1, dwi anggani linggar bharati2 1sman 11 kota ambon, indonesia 2english language education postgraduate semarang state univesity, indonesia info artikel ________________ sejarah artikel: recived 29 january 2017 accepted 13 may 2017 published 17 june 2017 ________________ keywords: jigsaw, problem-solving, students’ anxiety, listening comprehension ____________________ abstract ___________________________________________________________________ this study is an experimental research with a factorial design which aimed to find out the effectiveness of jigsaw listening and problem-solving techniques in teaching listening comprehension using authentic materials to the students with high and low anxiety. the samples of the study were tenth graders of sma n 11 kota ambon in the academic year of 2015/2016. there were two classes, experimental class i and experimental class ii which every class consisted of 20 students. jigsaw listening technique was used in the experimental class i, while problem-solving technique was used in experimental class ii. to answer research questions number one up to four, t-test was used. to answer research question number five and six, students’ mean scores in experimental class i and ii were compared. while two-ways anova with f-test at the 5% (0.05) level of significance was used to answer the seventh question. the result of this study showed that jigsaw listening and problem-solving techniques were effective to teach listening comprehension to the high and low anxious students. jigsaw listening was more effective in teaching listening to the low anxious students, while problem-solving technique was more effective in teaching listening to the high anxious students. there was no interaction among jigsaw listening, problem-solving techniques, listening comprehension, and students’ anxiety. . © 2017 universitas negeri semarang  alamat korespondensi: kampus pascasarjana unnes, jalan kelud utara iii semarang 50237 e-mail: pps@unnes.ac.id p-issn 2087-0108 e-issn 2502-4566 nurlaila tuanany & dwi anggani linggar bharati/ english education journal 7 (1) (2017) 43 introduction in this communication era, listening has become an object of growing attention (valette: 1977, p.76). it is, in fact, possible for two persons of different linguistic backgrounds to carry out a productive conversation with his or her own language while understanding what the other is saying in the second language. besides, in service occupation such as medicine, law enforcement, or social work, a person can become much more effective if he or she readily understands the language or languages of the local minority groups, even if that person’s speaking command is less developed than his or her listening comprehension. moreover, the first experience that students acquire by the time they were born was much influenced by listening. so, it is important for english teacher to help students to develop their listening skill in learning english. thus, helping students to develop their listening skill besides reading, writing, and speaking is one of the language teacher’s important duties. improving the listening skill has a significant part in curricula, it is a highly difficult process for teachers (dawes: 2008, p.90), because numerous variables need to be taken into account while trying to improve this skill. success in listening depends on numerous external factors such as the quality of messages received, visual behaviors of the message source and the way the communication instrument (voice) is used (ciftci: 2001, p.125), and students do not always encounter well-constructed talks in their everyday lives. students, who repeatedly fail in such situations, may eventually experience several negative feelings in their listening tasks. these negative feelings, which are generally referred to as anxiety, constitute yet another external factor that influence students’ success in listening (ozbay: 2010, p.98). especially problematic environments and tasks that stir up anxiety in students negatively influence the development of the listening skill. for example, teachers’ efforts to include students in the listening activity by imposing a strict discipline about remaining silent render the listening process ineffective, and at the same time, cause students to experience listening anxiety (umagan: 2007, p.94). it could therefore be suggested that not only should the education given in schools prepare students for real life listening situations but also it should help remove negative ideas and feelings that they have developed or may develop in the future such as listening anxiety. the curriculum justify the materials that can be used for teaching language skills; namely the material which is commonly chosen from the textbooks or published material, a type of material made for native speakers or english used in the classroom in a way similar to the one it was made for. the materials can be taken from radio, tv programs, or recording materials. since the curriculum suggested using authentic materials for teaching language skills, therefore, it is important for english teachers to explore the materials used in english classroom by applying authentic materials for teaching listening skill since listening is as much important as other language skills. larsen and freeman (1998) state that it is considered desirable to give students an opportunity to develop strategies for understanding language as it is actually used by native speakers. so, it is important for teachers to provide the teaching of listening with authentic listening materials, since they are real examples of thing that native speaker listen to. in reality, some english teachers at schools only provide non-authentic listening materials. most of materials used by the teachers are only short passages from school’s textbook, and the teacher does not vary the activities. the students are only asked to answer some questions related to the text being read by the teacher or rewrite the sentence after they heard it. it seemed the teaching learning activities become less effective, uninteresting, boring, and not enjoyable, and most of all it does not help the students to improve their ability to use the language communicatively. this is seen from the students’ response when they do not follow the teacher’s instruction seriously, and they feel bored. moreover, the students are not given the nurlaila tuanany & dwi anggani linggar bharati/ english education journal 7 (1) (2017) 44 chances to listen to spoken english. the students are required to pay more attention on reading activities since the english test that the students have at school are emphasized more on reading comprehension. assisting learners in the development of listening comprehension is a challenge for teacher. it demands both the teacher’s and learner’s attention because of the critical role that listening plays not only in communication but also in the acquisition of language. knowledge of the listening process and factors that affect listening enable teachers to select or create listening materials and activities that meet the needs of their learners. based on the explanation above, the writer would like to conduct a study to investigate the effectiveness of jigsaw listening technique and problem-solving technique using authentic materials to increase student’s listening comprehension in the tenth grade of senior high school students. it seems that authentic material is a rich source of planning and conducting teaching learning activities, and it can also help teacher to achieve the objective of enriching student’s experience in learning and using english, and adjusting them to the use of english in real life situation. however, the writer observed that some teachers hesitate to choose authentic materials for teaching listening skill. in this case the uncertainty of choosing suitable materials for listening has a direct effect on the students’ listening development. good and suitable listening materials can help the students to promote their listening comprehension development. besides, the appropriate techniques or strategies can increase the students’ listening comprehension. methods in line with the main aim of the study, quantitative method was used because the study needed a statistical analysis in analyzing the data. “experimental research is one of the most powerful research methodologies that researchers can use (fraenkel and wallen, 2005:267). there were three variables in this study namely independent variable, dependent variable, and moderator variable. the independent variables were jigsaw listening and problem-solving techniques. the dependent variable was listening comprehension, and the moderator variable was students’ anxiety. in this study, the researcher used factorial design since there were two independent variables in this study. according to gay (2011: 272), factorial design refers to a design that has more than one variable (or grouping variable), also known as a factor. the population of this research is the tenth graders of sma n 11 kota ambon. two classes were chosen as the samples. they werenautical x mia 1 and x mia 2. there were 40 students consisting of high and low anxious learners that were taken as the sample. in this study, jigsaw listening was used to teach listening comprehension in experimental class i and problem-solving was used to teach listening comprehension in experimental class ii. the instruments which were used to collect the data were questionnaire, observation, and test. then, the data were analyzed using independent sample t-test to answer the research questions number one up to four,then tha group statistic of spss were used to answer research question number five and six, while anova was used to answer research question number seven. results and discussions to answer the first until the fourth research problems, the researcher used t-test to see the significance difference between pre-test and post-test. based on the calculation of students’ pre test and post test score by using independent sample t-tes, it showed that the tcountis -2.396 while the t table with the df: 12 which was gotten from (n1+n2-2) = (7+7-2) = 12 is 2.179. because the t count (-2.396) < t table (2.179) and p value (0.036 < 0.05), so it could be concluded that ho was rejected and ha was accepted. it means, jigsaw listening was effective to use in teaching listening comprehension to the high anxious students. nurlaila tuanany & dwi anggani linggar bharati/ english education journal 7 (1) (2017) 45 in the second question, the mean score of low anxious students who were taught by using jigsaw listening in pre-test was 64.1 while the mean score of post-test was 74.8. the statistic calculation showed that the tcountis -2.663 while the t table with the df: 12 which was gotten from (n1+n2-2) = (7+7-2) = 12 is 2.179. because the t count (-2.663) < t table (2.179) and p value (0.021 < 0.05) so it could be concluded that ho was rejected and ha was accepted. in other words, jigsaw listening was significantly effective to use in teaching listening comprehension to the low anxious students. in the third question, the mean score of high anxious students who were taught by using problem-solving in the pre-test was 56.2 while the mean score of post-test was 67.2. based on the calculation above, it shows the tcountis 2.396 while the t table with the df: 12 which was gotten from (n1+n2-2) = (7+7-2) = 12 is 2.179. because the t count (-2.386) < t table (2.179) and p value (0.034 < 0.05) so it could be concluded that ho was rejected and ha was accepted. it means, problem-solving technique was significantly effective to use in teaching listening comprehension to the high anxious students. in answering research question number four; how is the effectiveness of problem-solving technique to teach listening comprehension to the low anxious students, the spss calculation in independent sample test showed that the tcountwas -2.603 while the t table with the df: 12 which was gotten from (n1+n2-2) = (7+7-2) = 12 was 2.179. because the t count (-2.603) < t table (2.179) and p value (0.023 < 0.05) so it could be concluded that ho was rejected and ha was accepted. it means, problem-solving was significantly effective to use in teaching listening comprehension to the low anxious students. the fifth research question was about the strategy that is more effective to teach reading comprehension to the high anxious students. the data of spss calculation showed that the mean scores between high anxious students who were taught using jigsaw listening and those who were taught using problem-solving technique were different. the table showed that the mean score of high anxious students who were taught using jigsaw listening was 71.29, while the mean of high anxious sudents who were taught by using problem-solving technique was 67.29. from the result, it can be concluded that ho was rejected and ha was accepted. it means jigsaw listening was more effective than problem-solving technique to use in teaching listening comprehension to the high anxious students. in the fifth question, the researcher used spss calculation to know which technique that is more effective to teach listening comprehension to the low anxious students. the data showed that the mean from the data score of low students who were taught by using jigsaw listening technique was 74.86, while the mean score of low anxious students who were taught by using problem-solving technique was 70.00. it means the low anxious students who were taught by using problem-solving technique got the higher score, so ho was accepted and ha was rejected. in other words, problem-solving technique was more effective than jigsaw listening technique to each listening comprehension to the low anxious students. in the sixth question, anova was used to analyze the interaction among jigsaw listening, problem-solving technique, listening achievement, and students’ anxiety. based on the statistc calculation f count was 1.172 while f table was 4.225 with df 1 was 1 and df 2 was 26. the testing criteria of hypotheses stated that ho would be accepted if f count< f table, while ho would be rejected if f count> f table. in the analysis above, it was found that f count was 1.172, while f table was 4.225. f table was gotten by seeing df 1=1 and df 2= 26. from the data invention above, it could be seen that f count< f table (1.172 < 4.225), so ho was accepted and ha was rejected. it could be concluded that there was no interaction among jigsaw listening and problem-solving techniques, students’ anxiety and listening comprehension. the interpretation of the data could be seen in chart below: nurlaila tuanany & dwi anggani linggar bharati/ english education journal 7 (1) (2017) 46 graphic 1. represents the interaction among three variables graphic above represents the interaction among three variables; jigsaw listening and problem-solving techniques, students’ anxiety, and teaching listening comprehension. the graphic shows that there is no interaction among those variables. the result was gotten from the post-test scores calculation of the high anxious and low anxious students of experimental class 1 and experimental class 2. conclusion based on the results that have been described above, it can be concluded that jigsaw listening was effective to teach listening comprehension to the high and low anxious students. it was also found that problem-solving technique was effective to teach listening comprehension to the high and low anxious students. by comparing the mean score, it was found that jigsaw listening was more effective to be used in teaching listening comprehension to low anxious students, while problem-solving was more effective to teach high anxious students. however, there was no interaction among jigsaw listening, problem-solving, students’ anxiety and listening comprehension. references ciftci, m. 2001. listening training and factors affecting listen. afyon kocatepe university journal of social science. 2 (2). dawes, l. 2008. the essential speaking and listening: talk for learning at key stage 2. new york: routledge. fraenkel, jack r. & wallen, norman e. 2005. how to design and evaluate research in education sixth edition. san francisco: mcgraww-hill. larsen-freeman, diana. 1998. getting the whole picture: language teaching methodologies. vermont: oxford university press. ozbay, m. 2010. turkish education neglected area: listening training. turkish language teaching articles. ankara: oncu book. umagan, s. 2007. listening. in: kirkkilic a & akyol h (eds.). turkish primary school teaching. ankara: pegama. ur, penny. 1996. teaching listening comprehension. london: cambridge university press valette, rebecca. m. 1977. modern language testing. new york: harcourt brace jovanovich publishers. wong, viola, peony kow and nancy choi, 1995.the use of authentic materials at tertiary level. elt journal. 25: 89-93 66 68 70 72 74 76 high anxiety low anxiety jigsaw listening problem -solving the effectiveness of jigsaw listening and problem-solving techniques to teach listening comprehension using authentic materials with different levels of anxiety (a case at the tenth graders of sma n 11 kota ambon in the academic year 2015/2016) this study is an experimental research with a factorial design which aimed to find out the effectiveness of jigsaw listening and problem-solving techniques in teaching listening comprehension using authentic materials to the students with high and low anxiety. the samples of the study were tenth graders of sma n 11 kota ambon in the academic year of 2015/2016. there were two classes, experimental class i and experimental class ii which every class consisted of 20 students. jigsaw listening technique was used in the experimental class i, while problem-solving technique was used in experimental class ii. to answer research questions number one up to four, t-test was used. to answer research question number five and six, students’ mean scores in experimental class i and ii were compared. while two-ways anova with f-test at the 5% (0.05) level of significance was used to answer the seventh question. the result of this study showed that jigsaw listening and problem-solving techniques were effective to teach listening comprehension to the high and low anxious students. jigsaw listening was more effective in teaching listening to the low anxious students, while problem-solving technique was more effective in teaching listening to the high anxious students. there was no interaction among jigsaw listening, problem-solving techniques, listening comprehension, and students’ anxiety. introduction in this communication era, listening has become an object of growing attention (valette: 1977, p.76). it is, in fact, possible for two persons of different linguistic backgrounds to carry out a productive conversation with his or her own language whil... moreover, the first experience that students acquire by the time they were born was much influenced by listening. so, it is important for english teacher to help students to develop their listening skill in learning english. thus, helping students to ... improving the listening skill has a significant part in curricula, it is a highly difficult process for teachers (dawes: 2008, p.90), because numerous variables need to be taken into account while trying to improve this skill. success in listening dep... the curriculum justify the materials that can be used for teaching language skills; namely the material which is commonly chosen from the textbooks or published material, a type of material made for native speakers or english used in the classroom in ... in reality, some english teachers at schools only provide non-authentic listening materials. most of materials used by the teachers are only short passages from school’s textbook, and the teacher does not vary the activities. the students are only ask... assisting learners in the development of listening comprehension is a challenge for teacher. it demands both the teacher’s and learner’s attention because of the critical role that listening plays not only in communication but also in the acquisition ... based on the explanation above, the writer would like to conduct a study to investigate the effectiveness of jigsaw listening technique and problem-solving technique using authentic materials to increase student’s listening comprehension in the tenth ... methods in line with the main aim of the study, quantitative method was used because the study needed a statistical analysis in analyzing the data. “experimental research is one of the most powerful research methodologies that researchers can use (fraenkel an... in this study, the researcher used factorial design since there were two independent variables in this study. according to gay (2011: 272), factorial design refers to a design that has more than one variable (or grouping variable), also known as a fac... the population of this research is the tenth graders of sma n 11 kota ambon. two classes were chosen as the samples. they werenautical x mia 1 and x mia 2. there were 40 students consisting of high and low anxious learners that were taken as the sampl... the instruments which were used to collect the data were questionnaire, observation, and test. then, the data were analyzed using independent sample t-test to answer the research questions number one up to four,then tha group statistic of spss were us... results and discussions to answer the first until the fourth research problems, the researcher used t-test to see the significance difference between pre-test and post-test. based on the calculation of students’ pre test and post test score by using independent sample t-tes,... in the second question, the mean score of low anxious students who were taught by using jigsaw listening in pre-test was 64.1 while the mean score of post-test was 74.8. the statistic calculation showed that the tcountis -2.663 while the t table with ... in the third question, the mean score of high anxious students who were taught by using problem-solving in the pre-test was 56.2 while the mean score of post-test was 67.2. based on the calculation above, it shows the tcountis -2.396 while the t table... in answering research question number four; how is the effectiveness of problem-solving technique to teach listening comprehension to the low anxious students, the spss calculation in independent sample test showed that the tcountwas -2.603 while the ... the fifth research question was about the strategy that is more effective to teach reading comprehension to the high anxious students. the data of spss calculation showed that the mean scores between high anxious students who were taught using jigsaw ... in the fifth question, the researcher used spss calculation to know which technique that is more effective to teach listening comprehension to the low anxious students. the data showed that the mean from the data score of low students who were taught... in the sixth question, anova was used to analyze the interaction among jigsaw listening, problem-solving technique, listening achievement, and students’ anxiety. based on the statistc calculation f count was 1.172 while f table was 4.225 with df 1 was... graphic 1. represents the interaction among three variables graphic above represents the interaction among three variables; jigsaw listening and problem-solving techniques, students’ anxiety, and teaching listening comprehension. the graphic shows that there is no interaction among those variables. the result ... conclusion based on the results that have been described above, it can be concluded that jigsaw listening was effective to teach listening comprehension to the high and low anxious students. it was also found that problem-solving technique was effective to teac... references ciftci, m. 2001. listening training and factors affecting listen. afyon kocatepe university journal of social science. 2 (2). dawes, l. 2008. the essential speaking and listening: talk for learning at key stage 2. new york: routledge. fraenkel, jack r. & wallen, norman e. 2005. how to design and evaluate research in education sixth edition. san francisco: mcgraww-hill. larsen-freeman, diana. 1998. getting the whole picture: language teaching methodologies. vermont: oxford university press. ozbay, m. 2010. turkish education neglected area: listening training. turkish language teaching articles. ankara: oncu book. umagan, s. 2007. listening. in: kirkkilic a & akyol h (eds.). turkish primary school teaching. ankara: pegama. ur, penny. 1996. teaching listening comprehension. london: cambridge university press valette, rebecca. m. 1977. modern language testing. new york: harcourt brace jovanovich publishers. wong, viola, peony kow and nancy choi, 1995.the use of authentic materials at tertiary level. elt journal. 25: 89-93 eej 8 (1) (2018) 87 95 english education journal http://journal.unnes.ac.id/sju/index.php/eej realization of speech acts of suggestion by efl learners of universitas negeri semarang muh imam shofwan1, januarius mujiyanto 2 1. madrasah tsanawiyyah nu banat, kudus, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: accepted 17 may 2017 approved 20 june 2017 published 15 march 2018 ________________ keywords: speech realization, speech act, suggestion, efl students ____________________ abstract ___________________________________________________________________ this research is a pragmatic study about realization of speech acts of suggestion by efl learners of universitas negeri semarang. the primary objectives are to explain how efl learners of universitas negeri semarang realize the speech acts of suggestion, their realization of direct strategy, conventionalized form, indirect and the use of mitigation devices to produce suggestions. to this end, the data were gathered through discourse completion task (dct) and roleplay. the data were analyzed using martinez-flor’s (2005) taxonomy. 20 undergraduate students of efl learners of universitas negeri semarang were the respondents. the result showed that students realized their suggestion using conventionalized form more frequently than other strategies. the direct strategy was performed using performative verb more often. conventionalized was form frequently realized by using modal should and need. indirect strategy was performed by using hints more than impersonal. moreover, the use of mitigating devices to redress the threatening toward the hearers’ face performed frequently by opener. it is expected that the findings of this study could encourage english language teachers particularly in teaching speech act of suggestion by using the most suitable approach. © 2018 universitas negeri semarang correspondence address : p-issn 2087-0108 e-issn 2502-4566 jl. khr asnawi no.30, damaran, kota kudus, kabupaten kudus, jawa tengah 59316 e-mail:imam3sgofwan@gmail.com muh imam shofwan & januarius mujiyanto / english education journal 8 (1) (2018) 87 95 88 introduction in communication, people actually do not only say something, but they also do something with words (austin, 1962). they usually do acts to deliver their thoughts, wants and wills to the listeners. speakers perform these acts when they are making utterances with their partners. these acts are typically called speech acts. the acts can be an act of apology, complaint, compliment, invitation, promise, refusal or suggestion (yule, 1996, p.47). suggestion particularly as one of crucial act in interaction is speech act which is regularly performed by people in daily communication. they perform and accept suggestions from other people. they sometime gain informal or individual suggestion from intimate relationship like family, close friends, boyfriends, girlfriends, relatives etc. for instance, a father suggests their children on how to walk safely along the street, a friend suggests us to use a specific trademark of computer, or a girlfriend suggests her boyfriend not to call them at night, etc. in addition, some time they also accept formal suggestions in any kinds of situations, such as from their boss, managers, teachers, doctors or professors. when giving suggestions, the speakers recommend the hearers about what should and must be done in the future or in other word they are intending an idea to be done by someone (farnia, 2014, p.48). those suggestions are intended to guide or direct what is better for the hearers or even for either hearers or speakers, so the hearers or speakers themselves will get the benefit of the suggestions given. it means that speakers understand the situations that could benefit to the hearers from knowing something and give this information to the hearers about that information (banerjee and carrel1, 1987, p.318). for instance, when a speaker sees the hearer is suffering from his or her toothache and says, “it’s better for you to see a doctor before it is getting worse “, from this sentence, the speaker seems giving an information to the hearer about visiting a doctor is better but the truly intention is to recommend the hearer to go to check up her/him toothache to a doctor. however, such utterance as in that situations is regarded as suggestion rather than declaration. although suggestion is regarded to have benefit to the hearer, brown and levison (1987) claimed that this speech act is considered as a face threatening act since the speaker is in some way imposing into the hearer’s world by performing an act that concerns what the hearer should do. it potentially threatens the negative face of the hearer (the claim to respect autonomy and rights to non-imposition) for the possibility of future action (liu and zao, 2007). therefore, when performing suggestions speakers must be cautious and utilize appropriate forms or strategies of communication to participate in a smooth conversation and to redress the threatening of the hearer’s authority (farnia, 2014). in delivering suggestions, speakers from any places in the world are varied in performances. they must consider several factors such as urgency of suggestion, degree of embarrassment in the situation, social distance and social power between speaker and hearer (barenjee and carrell, 1988, p. 319). they also think through either sociocultural or sociolinguistic. sociocultural is about when to perform a speech act and which one is appropriate in a given circumstance, while sociolinguistic denotes the actual linguistic realization of each speech act appropriate to the particular situation (jiang, 2004). therefore, to ovoid the intricacies of suggestion speech act, speaker should thoughtful while giving suggestions (pishghadam and sharafadini, 2011). for native language, performing suggestion could be very easy, appropriate and acceptable in any situations. however, for foreign language speakers, it can be very difficult to adjust the social and the culture of other countries. for example, many english foreign language (efl) learners ignore of socially and culturally about using appropriate forms which may cause the communication break-down or conflict (pishghadam & sharafadini, 2011). as a consequence, they perform different suggestions muh imam shofwan & januarius mujiyanto / english education journal 8 (1) (2018) 87 95 89 performance which may cause misunderstanding in communication. for efl learners and english native speakers, the different performance in giving suggestions is highly influenced by sociocultural. as a case in a point that people from high culture countries do not always perform english suggestions appropriately in any situations. their performances even are not acceptable for the hearer because english native speakers do not always accept any suggestions. further, nss prefer to present any solutions or choices in giving suggestion than being direct suggest the hearers. on the contrary, many scholars have proved that non-native speakers produced more direct strategies in realizing speech acts of suggestion (e.g. liu & zhao (2007); farnia (2014); pishghadam & sharafadini, (2011). moreover, what efl learns in the classroom and language text books learn about suggestion may have different implication in their real life. hence, there is no consistency between what students learn and the realization in their speech act performance (jiang, 2004). this, therefore, in this current study is intended mainly to investigate how indonesian efl learners especially universitas negeri semarang students realize speech acts of suggestions in their interactions, the realization of strategies as martinez’ flor (2005) had coded and the use of mitigation devices to redress threatening toward the hearers. methods in this section, the subjects selected, the instruments used, and the framework adopted is explained. the participants of this study were selected from under graduate students of universitas negeri semarang who were in their sixth and eighth semester. the data were collected by means of written discourse completion task and roleplay. the data were collected through a voluntary action outside classrooms. two instruments were used to collect the data: an open-ended questionnaire in the form of written discourse completion task and role-play as triangulation. the dct was comprised of twelve situations. a brief description of the data collection was presented to each participant. the twelve situations were given to each participant through google doc and asked them to respond the situations given. whereas, in role-play, they are asked to listen to the situation carefully, imagine themselves in that situation, and then say what they would say in the real situation. the oral dct was audio-taped and after the task was completed, their responses were recorded and transcribed. since the data were in the form of qualitative data, this study utilized the following methods in analyzing the data, i.e. transcribing, identifying, classifying, and interpreting. 1) transcribing deals with the process of transcribing the sound data from the role play activity. in this process, the researcher transcribed himself the recording data (audio data) into written text by listening to the audio data, and writing it down. 2) identifying deals to identify the suggestion expressions made by the participants in dct and odct. 3) classifying the data based on the suggestion taxonomy proposed by martinez-flor (2005). 4) classifying the data based on direct, conventionalized form and indirect strategy. 5) suggestion strategies were elicited from the respondents and mitigation devices used in the producing suggestions were also considered in this study. 6) interpreting phase, this is the lasts phase in which the researcher interprets the data. results and discussion the realization of speech acts of suggestions that had been gathered from both dct and role-play as triangulation was presented below. muh imam shofwan & januarius mujiyanto / english education journal 8 (1) (2018) 87 95 90 picture 1. all data were then transcribed and analyzed against martinez-flor (2005) taxonomy. the dct questionnaire result can be seen from the following table. tabel 1. the respondents used conventionalized forms more frequently than direct types or indirect types. the findings revealed that the respondents used conventionalized forms more frequently than direct types or indirect types. more in detail, in performing conventionalized forms, they used should strategy (29.17%), need strategy (18.75%), possibility/probability (5.83%) specific formulae (5.00%), and conditional (5.83%). whereas, in committing direct strategy, the findings indicated that the use of performative verb is (12.08%), noun of suggestion (1.25%), negative imperative (2.08%) and imperative type (5.00%). in addition, the indirect strategy was employed using hint strategy (14.17%) and impersonal (0.83%). besides, some students reminded silent and gave no suggestion toward situations given. however, all types of strategies were employed by speakers in producing their suggestion performances. on the other side, as data triangulation, the role-play revealed that the speakers also employed conventionalized forms more frequently than direct types or indirect types. in short, the data findings which was gathered either in dct or roleplay revealed the same outcome. in realizing direct strategy, the speakers committed performative verb more frequently than imperative, negative imperative or noun of suggestion. they performed performative verb using verb recommend more common than using verb suggest or advice. the performance can be observed as following: (1) sir i recommend you to check another bookstore. i saw discount for the same book on another bookstore. (2) sir, i suggest you to check in another book store, perhaps you can get a good book with a lower price, and so many options there. (3) i advise you to stop doing the activity. it has been very late in addition, considering imperative strategy, speakers performed directly using the word don’t, for example: (4) don’t eat too much potato chips. it is not good for you. the speakers also employed noun of suggestion using my suggestion in performing direct strategy. e.g. (5) excuse me, sir. i’m sorry, i happen to hear your problem. my suggestion is that you prepare it as early as possible, so your presentation would be optimal. dealing to the realization of conventionalized form, the speakers was very dominantly employed should than need. the other strategies such as probability/possibility, conditional and specific formulae were less used by the speakers. the speakers’ performances can be seen from the following example: type strategy frequency percentage direct performative verb 26 10.83% 21.25% noun of suggestion 3 1.25% imperative 14 5.83% negative imperative 8 3.33% conventionalised forms specific formulae 12 5.00% 64.58% possibility/probability 14 5.83% should 70 29.17% need 45 18.75% conditional 14 5.83% indirect impersonal 6 2.50% 12.50% hint 24 10.00% silent 1 0.42% 0.42% no suggestion 3 1% 1.25% total 240 100.00% 100.00% muh imam shofwan & januarius mujiyanto / english education journal 8 (1) (2018) 87 95 91 (6) you should start it earlier so you can focus on your work later, sir. (7) sorry, i think you need to see your blouse. (8) i think you may put your suitcases in the luggage carts. (9) it's a good idea if you clean it up from your desk before you start your work. (10) dad, how about going there tomorrow? the weather is very bad right now. the last speakers’ realization was indirect strategy. this strategy was commonly committed by using hints by presenting some clues which should be inferred by the hearer as a suggestion not to take the course for his/her own benefit. they performed (10.00%) more often than impersonal (2.50%) from the whole suggestion performances. the speakers’ indirect strategies performance can be seen from utterances below: (11) excuse me, sir. i've found this book at xxx store. it's cheaper than this one. the speaker expression showed that indirectly the speaker suggested the hearer to get the same book in another bookstore with lower prices. however, the speaker presented a hint in his utterance about his experience founding the same book in another bookstore. whereas, the speakers’ impersonal strategy performance can be seen rom the following expression: (12) excuse me, ma’am. yesterday i saw the same book in another bookstore, and it has lower price. i think it would be better to check and compare the price before buying it. through this expression, the speaker provide affirmation when the speaker said what he or she thought the hearer wanted to hear and bought the same book in another bookstore. dealing to the use of mitigation devices, the findings could be seen from the following table. tabel 1. the findings showed that the frequency pattern the findings showed that the frequency pattern in the use of mitigating devices are as follows: opener (29.58%), justification (20.83%), compliment (5.00%), awareness (0.00%), hedges (0.83%) and mocking (0.42%). speakers did not perform any non-verbal strategies in making suggestion to soften the suggestion performance. overall, the speakers prefer to choose verbal strategies than non-verbal strategies. the finding also indicates that speakers used tittle (16.70%) more frequently than other opener strategies, i.e. attention getter (10.42%) and interrogative (2.50%). moreover, the frequency of justification for should (9.58%) is higher than other justification or reasons given for need (4.58%), negative imperative (2.50%), imperative (1.67%), impersonal (1.67%) and conditional (1.25%) strategies. regarding to non-mitigation devices usage about (40.83%), the speakers show more directly in making suggestion and also perform indirect suggestion using other strategies such as maybe, i think and others softener expressing to redress the verbal opener title 40 16.7% 29.58% attention getter 25 10.42% interrogative form 6 2.50% justification/reason s imperative 3 1.25% 20.83% impersonal 4 0.00% negative imperative 7 2.92% conditional 6 2.50% should 23 9.58% need 11 4.58% hedges 2 0.83% 0.83% mocking 2 0.42% 0.42% awareness 6 2.50% 2.50% negative evaluation 0 0.00% 0.00% compliment 4 5.00% 5.00% nonverbal take measure 0 0.00% 0.00% opt out 0 0.00% 0.00% do not use mitigatio n device 98 40.83% 40.83% total 24 0 100.00 % 100.00% muh imam shofwan & januarius mujiyanto / english education journal 8 (1) (2018) 87 95 92 threatening to hearers’ face. in addition, there were also found respondent which ignored the situation by giving no suggestion. regarding the first goal of the study, the finding showed that conventionalized form was performed more frequently than other strategies types (i.e. direct and indirect strategies). this result supports to the previous study conducted by dzakiah (2016) who found that most often strategies in giving suggestions by indonesian students were conventionally indirect strategies. however, this opposes to farnia’s (2014) and pishghadam and sharafadhini’s (2011b) findings in which in iranian farsi with high-context culture like indonesia use more implicit strategies than explicit one, speakers produced suggestion strategy using direct strategy, i.e. imperative form more than other strategies. however, like previous studies, most of the speakers of this present study attempted to redress the threatening to the hearers’ face by employing mitigation devices (farnia, 2014). in addition, the finding revealed that the social parameters i.e. social distance, status dominance and rank of imposition influenced toward the speakers’ performance in employing strategies to commit suggestion over the hearers. regarding to those parameters, the speakers made an effort to redress the threatening by using conventionalized form more frequent than being direct. they used modals such as should, need, can, may more frequent as strategy to perform the speech acts of suggestion to be politer because modal can be used to perform variety of social functions, for example, expressing politeness or indirectness when making requests, giving advice (celce-murcia and larsen-freeman, 1999 as cited in jiang, 2004). also, this study support liu and zhao (2007) who considered modals as one of the most frequent strategies by efl learners. this, therefore, this study is also in line with hinkel (1994:8) who claimed that in indonesian culture, advice is given largely as expression of friendliness and/or concern. the use of conventionalized form indicated that students made some efforts to be polite by avoiding direct which was considered rude and impolite. this also reinforced to the notion stated by hinkle (1994) that indonesian society is highly stratified where the use of advice-giving speech acts depends directly on the social status of the speaker’s. in addition, the significant percentage of the speakers’ production in making suggestion using indirect strategies displayed that many speakers attempted to produced suggestions politely. moreover, the frequency of mitigation devices used in making a suggestion displays that the speakers tend to redress the face threat of the hearers and keep the speaker’s own face by avoiding stating a direct strategy. the results show that although the speakers tend to use conventionalized form more which is a facethreatening act, they tried to redress the facethreatening act of suggestion by using other strategies such as justifying the reason of using conventionalized form (i.e. should, need or conditional). the use of openers as a strategy to avoid jumping into offering a suggestion and as a result to threat the speakers’ face can also display the importance of face among interlocutors. considering to the second goal of the study, the finding shows how efl learners of universitas negeri semarang performed direct strategy by using performative verbs more frequent than other direct strategies i.e. imperative and noun of suggestion. the use of these performative verbs such as suggest, recommend and advise is considered very direct in making suggestions and may be too formal for most occasions, particularly among equal status speakers (jiang, 2006). however, the speakers in this study did not consider whether they performed performative verb in formal or in informal situation. this indicate that few speakers preferred to use more direct and explicit strategies in their communication. in addition, the directness choices were due to a perceived urgency about the situations potentially embarrassing and face-threatening situations (banerjee & carrel1, 1987). for the appropriateness, this formula is not widely employed in everyday life of native speaker since it is regarded as very direct and usually it is muh imam shofwan & januarius mujiyanto / english education journal 8 (1) (2018) 87 95 93 sometimes employed for formal situations. (wardhaugh 1985; koike 1994; tsui 1994; koester 2002 in marinez-flor 2005). therefore, the use of imperative is also regarded as the most direct and impolite forms of making a suggestion (edmonson and house 1981; koike 1994; hinkel 1997 in martinez-flor, 2005). with respect to the third research question, the findings indicate that students revealed conventionalized form using should and need more frequent than others form such as specific formulae, possibility/probability or conditional. this is in line with (pishghadam and sharafadini, 2011)’s study in which “modal” was the most common forms used by the students. the use of modalization signalized to argue about the probability or frequency of suggestion (mujiyanto, 2010, p.2). furthermore, culture and two main systemic factors, i.e. distance and status apparently influence toward leaners’ performance in giving suggestion. all situations given influenced and become judgment to the speakers’ performance in giving suggestion. this support toward previous research that social distance and status impacted toward speakers’ suggestion performance (smith-hefner 1988 as cited in hinkel, 1994). in addition, the use of speech acts of suggestion depends directly on the social status of the speaker's and the hearse’s, because indonesian society is highly stratified. therefore, the students’ performance may be caused from transferring l1 to l2 which is commonly seldom successful (blum-kulka1989; olshtain 1983, 1989; takahashi & beebe 1987; wolfson 1988 in hinkle, 1994). turning to the fourth question, indirect suggestions were very low in frequency: there were only 30 utterances or 12.50% suggestions of the whole students’ 240 utterances. this is in line with liu and zhao, 2007 and banerjee & carrel1, 1987 who confirmed that non-natives use of more direct strategies in comparison with those of natives. the finding clearly illustrates that few students utilized “hints” more often than “impersonal” strategy to perform indirect strategy. this shows that few students preferred to perform utterances which hearer should infer than giving alternative choices as a suggestion to do an act for his/her own benefit (martinezflor, 2005, p.176). moving to the fifth research question, the results of this study seem to strengthen the notion stated by brown and levinson (1987) that people cooperate in maintaining face in interactions. suggestions might be considered as face threatening. thus, efl learners of universitas negeri semarag employed different types mitigating patterns when making a suggestion. for example, tittle and attention getter were the most frequently used mitigating device. this strategy, according to pishghadam and sharafadini (2011), is an indirect suggestion strategy used by efl learners compared to more direct strategies used by native speakers of english. conclusion the conclusion concerning to the research problems can be drawn as follows: the speakers chose more conventionalized form than other strategy types (i.e. direct and indirect strategies). direct study is highly done by using performatives verb to explicitly force speakers’ ideas toward the hearers. the students performed performative verb without considering the formality of situation. whereas, making suggestions using direct strategy and may be too formal for most occasions, particularly among equal status speakers. those direct realizations indicate that few speakers preferred to use more direct and explicit strategies in their communication. the students’ performance of conventionalized form is dominated by performing modals should and need than other types of strategy. these modals function differently in terms of formality and also demonstrate different degrees of authority of the speaker and urgency of the message. therefore, culture and two main systemic factors, i.e. distance and status effected toward students’ performance in giving suggestion. the indirect strategy performance in this presents study is frequently low. only few muh imam shofwan & januarius mujiyanto / english education journal 8 (1) (2018) 87 95 94 students performed utterances which hearer should infer than giving alternative choices as a suggestion to do an act for his/her own benefit. therefore, students tried to redress the facethreatening act of suggestion by using mitigation devices such as justifying the reason of using direct strategies. they employed different types mitigating patterns such as tittle and attention getter more frequently than another mitigating device which shows that indonesian society is highly stratified. suggestion learning language does not only know about the meaning of target language but also able to identify and employ the pragmatic or the use of language in any situation and context. this pragmatic competence is very important to be successful in communication. efl learners also need to learn native cultures so that there will be no misinterpretation toward any utterances performed. therefore, based on the result of the study, it is hoped that to teach english language to the foreign language learners, the language instructors need to explain the use of language form and the use of the most appropriate strategies to perform any utterances particularly in giving suggestions. for the next researchers of suggestion speech acts, it is expected that there will be other researches that will study about suggestion more detail and naturally design to native speaker as the subject. hence, it will contribute to decrease the miscommunication and conversation conflict between the speakers. in addition, the researcher also expects that there will be other researches in accordance to suggestion speech acts by regarding to culture and other factors which may impact toward indonesian students’ performance in giving advices. references austin, j. (1962). how to do things with words. london: oxford university press. brown, p., & levinson, s. (1987). politeness: some universals in language usage. cambridge: cambridge university press. banerjee, j., & carrell, p.l. (1988). tuck in your shirt, you squid: suggestions in esl. language learning, 38, 313–364. celce-murcia, m., dörnyei, z., & thurrell, s. (1995). communicative competence: a pedagogically motivated model with content specifications, in issues in applied linguistics, 6, 5-35. farnia, m., sohrabie, a., & sattar, h.q.a. (2014). a pragmatic analysis of speech act of suggestion among iranian native speakers of farsi. journal of elt and applied linguistics (jeltal), 48-61. fernandez, g., a., & martinez-flor, a. (2005). is teaching how to suggest a good suggestion? an empirical study based on efl learners‟ accuracy and appropriateness when making suggestions. porta linguarum, 5, 91-108. hartono, r. (2014). translation analysis on utterances used in daily communication (a pragmatic view based on the english and indonesian cultural perspectives), arab world english journal, 5, 248-261. hinkel, e. (1997). appropriateness of advice: dct and multiple-choice data, applied linguistics, 18(1), 1-26. jiang, x. (2006). suggestions: what should esl students know? elsevier, 34(1), 36-54. liu, y., & zhao, j. (2007). suggestions in teacher-student conferences. arizona working papers in sla and teaching, 14, 59-74. martinez-flor, a. (2005). a theoretical review of the speech act of suggesting: towards taxonomy for its use in flt. revista alicantina de estudios ingleses, 18, 167-187. martinez-flor, a. (2006). task effects on efl learners‟ production of suggestions: a focus on elicited phone messages and emails. journal of english and american studies, 33, 47-64. martinez-flor,a., & alcon soler, e.(2004). developing pragmatic awareness of muh imam shofwan & januarius mujiyanto / english education journal 8 (1) (2018) 87 95 95 suggestions in the efl classroom. canadian journal of applied linguistics, 10 (1), 47-76. martinez-flor, a., & fukuya, y. j. (2005). the effects of instruction on learners‟ production of appropriate and accurate suggestions. system, 33(3), 463-480. retrieved from https://www.researchgate.net martinez-flor, a., & uso-juan, e. (2006). pragmatic development in a second or foreign language: some classroom techniques. greta, 50-56. mujiyanto, y. (2010). the transfer of modalization in the indonesian translation of english interpersonal clauses. language circle, 5(1), 71-86. pishghadam, r., & sharafadini, m. (2011a). delving into speech act of suggestion: a case of iranian efl learners. international journal of business and social science, 2(16), 152-160. pishghadam, r., & sharafadini, m. (2011b). a contrastive study into the realization of suggestion speech act: persian vs. english. canadian social science, 7(4), 230239. searle, j.r. 1969. speech acts: an essay in the philosophy of language. cambridge: cambridge university press. santos, d., & silva gláucia v. (2008). making suggestions in the workplace: insights from learner and native speaker discourses. hispania, 3 (91), 642–655. schmidt, r. w., & richards, j. c. (1980). speech acts and second language learning. applied linguistics, 1(2), 129-157. yule, g. (1996). pragmatics. london: oxford university press. 201 english education journal eej 7 (3) (2017) http://journal.unnes.ac.id/sju/index.php/eej the grammatical impact of efl arabic learners’ mother tongue in english writing of al-mergib university students abdelbaset mohamed wajej1, januariusmujiyanto2 1al-mergib university 2 universitas negeri semarang, indonesia article info article history: recived 10 august 2017 accepted27 october 2017 published01 december 2017 keywords: mother tongue, second language, interference, english writing abstract the process of second language learning has been influenced by so many factors, the mother tongue (l1) maybe the one of the greatest factors. when the rules of the two languages contact that is called „language transfer‟. two results might be caused when the second language learner tries to recall one of his/her mother tongue‟s items: positive transfer or negative transfer. in this study, the researcher focuses on the negative transfer or mother tongue interference in english writing. a big number of linguists have researched the influence and the relationship between l1 and l2 learning. many studies indicate that for efl students, there tends to be interference from their first language in the process of writing in english. this paper mainly focuses on some factors of the grammatical, namely subject-verb agreement, tenses, articles and prepositions, influence of l1 “arabic” in l2 “english” writing learning, and the l1 transfer to english writing. the participants of this study were 22 libyan third-year students of english department in al-mergib university. in the data collection period, the students were required to write an essay in english and to do fill-the-blanks test then the gathered data were analyzed qualitatively. the findings showed that the participants clearly recalled structures, thought and translated from their mother tongue in their english writing in all the studied items: subject-verb agreement, tenses, articles and prepositions. the students also showed other grammatical errors such as: missing verb to be, use of word order, wrong spelling and plurality case. teachers then should include more free and controlled writing exercises and should vary their teaching methods to improve students writing abilities. © 2017 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jalan kelud utara iii semarang 50237 e-mail: bassetmw@gmail.com p-issn 2087-0108 e-issn 2502-4566 abdelbaset mohamed wajej&januariusmujiyanto/eej 7 (3) (2017) 202 introduction many researchers believe that writing demands a great deal of skills and conventions such as writing readiness and grammatical rules for the students to become proficient and effective writers. however, there are factors that influence students to produce effective paragraph or composition in writing skills. language is systematically organized by its grammar, which is connected tightly or linked to meaning and communication, so it cannot make sense without shaping grammatical and linguistic structures. there are many factors that affect students‟ written english. one of the main factors that may many teachers neglect, which is students‟ native language (l1) interfering in english writing. (noor, h 2007), explained the influence of native language structures on students‟ performance and development in the target language. that happens when the rules of the two languages contact, it is likely for their own protecting functions to resist that is called language transfer. two results might be caused when one language rules try to conquer the ones of another language: first result is positive transfer or negative transfer when learners apply the knowledge and skills of their native to the second language; the second result is when the second language rules conquer the learners‟ native language, the linguistic proficiency of the second language learners‟ has enabled him/her to overcome the negative transfer. it is evident for the beginner to transfer their own language rules to the second language because the protecting function of their mother tongue has rooted in learners‟ mind. negative transfers usually known as „interference‟, when the experience in one language complicates the use of another language. interference is defined as errors in the learner‟s use of a foreign language, which can be traced back to the mother tongue (dulay& burt, 1977). language interference can be understood as a process when one language has an impact on another language and when individual is experiencing language transfer. on one hand, interference can effect in a positive as well as in a negative way. though the greater the difference between the two languages, the more negative effects of interference are expected to be. we should take into account that languages with more similar structures are more likely to be exposed to mutual interference than languages with fewer similar features. here it should be noted that more learning difficulties might be expected when l2 is more distant from l1, as the learner would find it difficult to learn and understand a completely new and different usage. as a result, the learner would resort l1 structures for help. the present research focuses on the effect of first language grammar on the learning of second language writing. the first language of this study is arabic language and the target language is english. in other words, this study focuses on libyan learners of english as a foreign language in terms of the principles of grammatical items transfer, particularly in the following grammar items: subjectverb agreement, tenses, articles and prepositions. l1 interference is a phenomenon that makes it more difficult for second language learner to master the target language. the hypothesis of language interference stems from the “overwhelming evidence that language transfer is indeed a real and central phenomenon that must be considered in any account of the second language acquisition process” (ellis, 1997). language interference, according to dulay et al (1982), is defined as the automatic transfer, due to habit, of the surface structure of the first language onto the surface of the target language. in other words, interference is defined, according to james, (2005), as errors in the learner‟s production of the target language which result from the influence of the mother tongue. that is, second language learners tend to rely on their native language (l1) structures to produce a response whenever writing the target language (l2). ellis (1997) suggests that the further apart the two languages are structurally, the higher the instances of errors made in l2 abdelbaset mohamed wajej&januariusmujiyanto/eej 7 (3) (2017) 203 which bear traces of l1 structures. thus, it is expected that there should be high influence of arabic language on arabic speaking learners of english language. the interference may result from a strategy on the part of the learner, which assumes or predicts equivalence, both formally and functionally, of two items or rules sharing either function or form (kupferberg, &olshtain, 1996). differences between l1 and l2 writing processes receive insufficient attention which resulted in the misunderstanding of the l2 writing aspects and hence, downgrading the writing skills of l2 writers. in the domain of l2 writing, one consistent and salient characteristic, which is fundamentally distinct from l1 writing processes, is that l2 writers, either “skilled” or “unskilled”, switch back and forth between their l1 and l2 in order to work through a particular problem that they are struggling with while composing in the l2. previous studies show that l2 writers use their l1 to plan their writing for text generation (cumming, 1989; jones &tetroe, 1987), transfer their l1 knowledge to l2 writing contexts (edelsky, 1982; friedlander, 1990; lay, 1982) and develop ideas and produce text content and organization (lay, 1982). in short, l2 writers always make use of their l1 first, while composing in the l2 before translating it to l2. this shows that l1 influence the l2 writer in their process of writing in l2 and the influences can be positive or negative. several researches have focused on the effects of l1 and then translating into the l2 (cohen & brooks-carson, 2001; kobayashi &rinnert, 1992). these researches have indicated that lower l2 proficiency writers benefited from composing in the l1 and then translating into the l2, a result that highlights the importance of using l1 composing strategies for lower l2 proficiency writers. similarly, woodall (2002) found that l1 use is determined by the learners‟ l2 proficiency level, which means that less proficient learners repeatedly switch to l1 while writing in an l2 when they face task difficulty. wang (2003) has also asserted that less proficient students frequently switch to l1 while writing in an l2 writing classes. writing in a second language is complex (bowen and mark, 1994, kroll, 1990, smith, 2001; hyland, 2003). khuwaileh (1995) found that arab students primarily translate ideas from their native language into english. drawn from this point was a sort of negative transfer. hussein and mohammad (2012) similarly contend that arab learners tended to compose words and sentences in their l1 and then translate them into the l2, which lead the students to make different errors in grammar aspects, such as subject-verb agreement, adjective order, omit articles, choosing inconvenient preposition, misuse of tenses, etc. similar to other efl writing learners, libyan students suffer from negative l1 transfer when they write in l2. errors found in written english are apparent among college students. arabic and english are almost different languages. the differences are found in morphology (e.g., verb, noun), lexis (e.g., word choice, pronoun,), syntax (e.g., sentence structure), mechanics (e.g., punctuation) as well as article and noun endings (e.g., plural/ possessive). these problems, however, are not particular to libyan students, but can be generalized to the majority of arabicspeaking learners of english (investigations carried out by kaplan 1966, dudley-evans and swales 1980, karma and hajjaj 1989, abisamra 2003, bennoudi 2007, badri 2009). such a situation is obvious when an arab student writing in english attempts to bring his knowledge of the first language to bear on the english writing mode. khuweileh (1995) found that arab students usually think to prepare their ideas in their native language and then translate them into english, which results in a negative transfer of unsatisfactorily written samples. more recently, ridha (2012) used an error analysis study to investigate the effect of efl learners‟ l1 on their written english. after describing and diagnosing the writing errors of iraqi efl college students, she found most of the errors could be attributed to l1 transfer, as can be seen abdelbaset mohamed wajej&januariusmujiyanto/eej 7 (3) (2017) 204 in the following example: “i cut a promise to help other people.” many of the learners relied on their mother tongue to express ideas. methods the participants of the study were libyan third-year students of english department of almergib university, and they all speak arabic as their first language. they were chosen purposively in order to develop an in-depth understanding related to the grammatical influence of the participants‟ l1 in their english writing. the study conducted at the third-year of english language department, so the participants in this study are expected to be english teachers. thus, they should aware the interference of mother tongue in their own writing, also to help their students to avoid transferring some grammar rules from their mother tongue in the future. the researcher prepared and administered a writing test in form of writing an essay test and fill-the-blanks test. the participants were given the freedom to choose any topic of their choice. then, they were asked to write an essay from 120 to150 words within one hour during their english period. each student chooses a topic to write an essay from some option topics that will be provided by the researcher, and all the students should answer the questions of fill-theblanks by choosing one right answer between brackets. these tasks given to the participants to test how far the l1 influences their writing skill. the students‟ compositions were read by the researcher in an attempt to analyze the errors committed by the subjects of the present study. result and discussion since the main objective of this research is to study the grammatical influence of the mother tongue in english writing and the study seeks further to identify the implications of the negative influence errors, which committed by first-year of english language department in almergib university when writing english essays. the results revealed that these students‟ essays contain many grammatical errors, caused by their l1, in the areas that the present study focus namely; subject-verb agreement, tenses forms, use of articles and use of prepositions. the results found out that there were other grammatical errors such as: missing verb to be, use of word order, wrong spelling and plurality case. these results concur with the previous results mentioned in the previous studies part since many researchers claim that the reason of committing writing errors among non-native speakers of english is the l1 interference. the reason for these results might be related to arabic interference and negative transfer of the mother tongue rules as well as the overgeneralization of rules. while discussing the influence of first language „arabic‟ over the second language „english‟, it is appropriate to mention what lado (1971) who had said that those elements that are similar to his native language will be simple for him and those elements that are different will be difficult. in this context, it is evident that the language teacher and language learners should ideally know the structures of both the mother tongue and the second languages. such knowledge can help the language teacher to identify the areas of influence of mother tongue on the second language and also to develop some teaching techniques to rectify the interference. the findings in the data showed that there was interference and negative influence of mother tongue in the writing of l2. the writing analysis clearly showed that majority of the sentences constructed in the writings were to the grammatical patterns of the mother tongue. conclusion as a result, a number of different grammatical errors were found in their english essays. these were limited to four major errors: tenses form, subject-verb agreement, prepositions and articles. after analyzing the errors, it has been found out that the students make grammatical errors due to two main reasons: inter-lingual reasons. abdelbaset mohamed wajej&januariusmujiyanto/eej 7 (3) (2017) 205 it can thus be concluded that al-mergib university students still have a long way to go in writing satisfactory english writing. the way they composed their writing clearly shows their weak grasp of the basic tenets of english grammar. it is the responsibility of both syllabus designers and teachers of english to cater for the students‟ writing skills. the teacher of the university should include more free and controlled writing exercises that would help improve students writing abilities. teachers should then be more aware of these types of errors that caused by l1 influence and provide the necessary follow up work to check the problem areas as discussed earlier. hence, it is needed to draw the students‟ attention on the difference between arabic and english in the areas where the errors due to negative transfer are recurrent. it implies that some of the participants‟ problems in english writing can be linked directly to arabic influence. however, this study dealt with a limited number of the linguistic aspects involved in writing due to the limitations of space and time. clearly, there is a great deal of work to be done in this area in the future. the researcher suggested that the teacher can overcome those grammatical l1 influence if the teacher considered the influence of the l1 language throughout the process of writing learning, by using some techniques and procedures. then the teacher will raise english writing proficiency among the libyan students of first-year of al-mergib university and train students in the classroom about how to think in the foreign language, in this case english, in order to minimize the influence of their mother tongue so as to improve their production in the target language and give students more activities to review grammar items. references albalawi, f. s. (2016). investigating the effect of grammatical differences between english (l2) and arabic (l1) on saudi female students' writing of english. european scientific journal, 12 (14). cohen, a. d., & brooks, c. a. (2001). research on direct versus translated writing: students' strategies and their results. the modern language journal, 85(2), 169-188. dulay, h., & burt, m. (1977). remarks on creativity in language acquisition. viewpoints on english as a second language, 2, 95-126. dulay, h. (1982). language two. new york: oxford university press. ellis, r. (1997). sla research and language teaching. new york: oxford university press. hassan, h. r., & halliday, m. (1976). cohesion in english. p20. khuwaileh, a. a. (1995). don‟t complicate, facilitate: eight ways which complicate esp students‟ process of learning‟. the especialist, 1, 55-68. kobayashi, h. &rinnert, c. (1992). effects of first language on second language writing: translation versus direct composition. language learning, 42(2), 183-209. kroll, b. (1990). second language writing (cambridge applied linguistics): research insights for the classroom. cambridge: cambridge university press. kupferborg, i., & olshtain, e. (1996). explicit contrastive instruction facilitates the acquisition of difficult l2 forms. language awareness, 5(3-4), 149-165. noor, h. h. (2007). the influence of l2 on the syntactic processing of l1 by arab efl learners. journal of literature, language and linguistics, 1(1), 1-18. wang, l. (2003). switching to first language among writers with differing second-language proficiency. journal of second language writing, 12(4), 347-375. woodall, b. r. (2002). language-switching: using the first language while writing in a second language. journal of second language writing, 11(1), 7-28. eej 8 (1) (2018) 35 42 english education journal http://journal.unnes.ac.id/sju/index.php/eej the effectiveness of vocabulary self-collection and word mapping strategies for teaching vocabulary to maritime cadets with high and low metacognitive awareness latifa ika sari, djoko sutopo universitas negeri semarang article info abstract article history: accepted 19 october 2017 approved 2 january 2018 published 15 march 2018 _______________________ key words: metacognitive vocabulary strategy maritime english ______________________ teaching maritime english vocabulary to cadets can be very challenging for an english teacher. cadets have daily tight schedules and physical activities that often consume their energy. it is important for the teachers to find out a strategy that is effective to be implemented in the classroom. this research was aimed to investigate the effectiveness of vocabulary self-collection strategy (vss) and word mapping strategy (wms) for teaching vocabulary to maritime cadets with high and low metacognitive awareness. this study employed a quasi-experimental design with a 2x2 factorial design.two experimental groups of the first year nautical cadetsof semarang merchant marine polytechnic were involved in this study. there were 36 participants. metacognitive awareness inventory and maritime english vocabulary assessment were used as the instrument for collecting the data. observation was also conducted to support the data findings. to analyze the data, paired sample t-test and two way anova were used.the research findings showed that both vss and wms are effective to be used in teaching maritime english vocabulary to cadets with high and low metacognitive awareness. however, when we compared the effectiveness of vss and wms, the findings revealed that vss was more effective to be used in both high and low metacognitively aware cadets.the statistical analysis showed that there is an interaction among vocabulary teaching strategies, metacognitive awareness and vocabulary mastery. © 2018 universitas negeri semarang correspondence address: p-issn 2087-0108 e-issn 2502-4566 kampus pascasarjana unnes, jalan kelud utara iii semarang 50237, indonesia email : latifa.ika@gmail.com latifa ika sari & djoko sutopo / english education journal 8 (1) 2018 35 42 36 introduction english is considered as an international language. it has a special role that is recognized in many countries (crystal, 2003). it is used widely in newspaper publishing, book publishing, international telecommunications, scientific publishing, international trade, mass entertainment, and diplomacy. in maritime industry, all safety procedures and publications are written and announced in english, all standardized safety communication are also conducted using english. therefore, english has a very significant role as a mean of communication especially those who work in the seafaring or maritime industry. maritime english is the international working language in the maritime industry. it is language for special purpose (lsp) used for communication at sea. in maritime schools and colleges, it is considered as one of important subject because communication has a great influence towards safety and security of a vessel. in maritime world, where the crew from different countries work together, english becomes the only way they can communicate correctly and effectively. since english become the standardized language for all procedures and publication, it is highly recommended for seafarers to master english well to avoid miscommunication which can endanger vessels. there are many accidents at sea happened because of miscommunication among the crew. the low proficiency level of english has become one of the causes. an accident can happen when a crew tries to convey information but he doesn‟t say it correctly so that his partner cannot understand well. this can result in misunderstanding. on the other hand, a crew may give information correctly but his partner cannot understand because of his limitation of vocabulary in english. this can cause misunderstanding too that can lead to accident. on the vessels, all safety procedures and instructions are written in english. difficulty in understanding those safety documents and safety instruction can put the crew in danger. ineffective or misunderstood communications in our personal lives may cause problems or embarrassment, but in maritime context, the results of misunderstandings may have much more serious results. in second or foreign language learning, vocabulary is considered as one of important factors. vocabulary acquisition is just as important as the acquisition of grammar; it is the heart of communication (amiryousefi&vahid, 2010). according to mcvey (2007), along with correct grammar, an extensive vocabulary will help esl students communicate effectively, both verbally and in writing. word knowledge is an essential component of communicative competence, and it is important for production and comprehension in a second language (coady&huckin, 1997). according to hastunar, bharati and sutopo (2014) in learning a foreign language, vocabulary plays an important role toconnect the four skills of speaking, listening reading and writing. vocabulary is considered as a base to develop those four skills in learning english as a foreign language. realizing the importance of vocabulary, many maritime english teachers believe that cadets of maritime colleges, who will soon become seafarers who work on board vessel after they graduate, have to be equipped with adequate vocabulary. as seafarers, they have to be able to understand instructions, manuals, publications, and they might have to give instructions to the lower-rank crew. it is important to ensure that cadets have an adequate vocabulary so that they are able to communicate correctly and effectively when they work on the vessels. however, a research conducted by navarro, garbin, agena, & garcia (2015) regarding maritime students‟ english proficiency revealed that maritime students are incompetent in vocabulary and reading comprehension and fairly incompetent in grammar. he investigated 586 respondents of filipinos maritime students (222 first year students, 189 second year students and 168 third year students) and concluded that the english proficiency level of maritime students should be improved particularly along vocabulary, grammar and reading comprehension. even though similar researches in indonesia have not latifa ika sari & djoko sutopo / english education journal 8 (1) 2018 35 42 37 been found, considering the similarities between philippine and indonesia in terms of archipelago country and the geographical position as the southeast asian country, the result of navarro‟s study can become a valuable resource of knowledge for the writer in conducting this research. in semarang merchant marine polytechnic, cadets have a tight schedule and physical activities that often consume their energy. therefore, it becomes a great challenge for maritime english teachers in conducting teaching and learning process for cadets to find an interesting and effective strategy in teaching maritime english, especially in teaching vocabulary. vocabulary self-collection strategy (vss) and word-mapping strategy (wms) are two strategies of teaching vocabulary which are expected to be able to promote vocabulary mastery of cadets. vss is an interactive-learning instructional strategy that promotes word consciousness, as students are actively engaged in identifying important words from their reading to share with members of their class (antonacci& o‟callaghan, 2012). while wms is a strategy aimed to promote the students‟ deeper understanding of words through depicting varying relationships between and among words. (antonacci& o‟callaghan, 2012). therefore, this study was aimed to investigate the effectiveness of those two teaching strategies. the great importance of vocabulary in language learning has become a topic of interest for many researchers. some of them investigate effectiveness of certain strategy, some others examine the correlation between factors which have effect on language teaching and learning. in fact, there are a lot of factors that have influence on the success of language teaching and learning process. recent studies found that non-cognitive skills play a significant role in determining students‟ performance. noncognitive skills are those attitudes, behaviours, and strategies which facilitate success in school and workplace, such as motivation, perseverance, and self-control. these factors are termed „non-cognitive‟ as they are considered to be distinct from the cognitive and academic skills usually measured by tests or teacher assessments (gutman&schoon, 2013). according to heckman, stixrud&urzua (2006) non-cognitive traits and behavior, however, might be as important as—or even more important than— cognitive skills in determining academic and employment outcomes. in a wide range of studies, many of non-cognitive attributes are shown to have a direct positive relationship to student‟s concurrent school performance as well as future academic outcomes (farrington, roderick, allensworth, 2012). one of non-cognitive attributes that has great influence on language teaching and learning process is metacognition. it has been defined in various ways by different researchers. flavell was the first who introduced the term „metacognition‟. he defined metacognition as “one‟s knowledge concerning one‟s own cognition process and products or anything related to them” (raoofi, mukundan, rasyid, 2014). flavell then redefined metacognition as individuals‟ information and awareness about their own cognition. what should be noted about the concept of metacognition is, it is composed of two underlying components: metacognitiveawareness and metacognitive strategies. metacognitive awareness is the learners‟ knowledge about their learning, while metacognitive strategies refer to learners‟ regulation and management of their learning which encompasses a wide range of activities: selecting the most useful strategies for a particular task; planning, monitoring, regulation and evaluation of learning (schraw in raoofi, mukundan, rasyid, 2014).metacognition is considered essential to successful learning because it enables individuals to manage their cognitive skills better and to determine weaknesses that can be corrected by constructing new cognitive skills.recent research indicates that metacognitively aware learners are more strategic and perform better than unaware learners. they are able to plan, sequence, and monitor their learning in a way that directly improves performance. therefore, metacognitive awareness was taken into account as moderate variable latifa ika sari & djoko sutopo / english education journal 8 (1) 2018 35 42 38 because it might have contribution or influence during teaching and learning process which can affect vocabulary mastery. methods this study employed a quasi experimental design with 2x2 factorial design. there were two experimental classes which were taught using different strategy: vss and wms. the population of this study was the first year cadets of semarang merchant marine polytechnic majoring in nautical study. two out of five classes were chosen randomly. one class was treated as the first experimental group, and the other class was treated as the second experimental group. the first experimental group was taught using vss, while the second one was taught using wms. there were eight meetings for each group, and each meeting was conducted for 80 minutes. cadets who were used as sample are those who got high score of metacognitive awareness and those who got low score of metacognitive awareness. cadets who were in the middle were not included in the analysis. there were two instruments used for collecting the data. the first was metacognitive awareness inventory (mai). it was a self-report scale consists of 42 items adopted from schraw& dennison (1994). the original inventory was written in english and it was translated into bahasa indonesia to suit the purpose of this study. the second instrument used in this study was maritime english vocabulary assessment consisting 45 items, which was administered before treatment as a pre-test and after treatment as a post-test. before being used for research, both of instruments were tested during try-out to examine the validity and reliability. the cronbach's alpha value for mai was 0.941 while the cronbach's alpha value for maritime english vocabulary assessment was 0.944. it shows that the instruments were reliable. observation form was also used to support the data findings. paired sample t-test was used to examine the effectiveness of vss and wms to be used in teaching maritime english vocabulary to cadets with high and low metacognitive awareness. twoway anova was used to compare the effectiveness of vss and wms and also to find out the interaction among variables: vocabulary teaching strategy, metacognitive awareness and vocabulary mastery. tukey‟s test was used as the post hoc test. results and discussions the findings revealed that both vss and wms were effective to be used for cadets with high and low metacognitive awareness. the result of paired sample t-test indicated there were significant differences between pre-test and posttest score. both experimental groups showed score improvement from pre-test to post-test.. the scores of the two experimental groups are presented in table 1 and table 2. table 1. pre-test and post-test score of experimental class i (vss) latifa ika sari & djoko sutopo / english education journal 8 (1) 2018 35 42 39 table 2. pre-test and post-test score of experimental class ii (wms) from table 1, it can be seen that the mean score of high metacognitively aware cadets who were taught using vss improved from 58.2 to 84.4. while the mean score of cadets with low metacognitive awareness who were taught using vss raised from 64.4 to 84.4. table 2 describes that the mean scores of high metacognitively aware cadets who were taught using wms improved from 49.54 to 77.28. while the mean score of cadets with low metacognitive awareness who were taught using wms raised from 56.54 to 68.14. vss and wms are vocabulary teaching strategies that have different focus. while vss promotes words consciousness of students by asking students to identify important words from their readings, wms promotes students‟ deeper understanding of words by depicting varying relationships between and among words (antonacci, 2012). both strategies were found to be effective to be implemented for cadets. vss is considered as interactive and interesting for students. it promotes word consciousness as the students are asked to select words that they consider as important or interesting. since students are asked to choose words that they like, their learning can be more meaningful. high metacognitively aware cadets have high ability to plan, monitor, and evaluate their learning. when they were taught using vss, they knew what words were important to be learned and what was the purpose of learning those words. they were more aware and conscious about new vocabularies that they had learned. on the other hand, vss also helped cadets with low metacognitive awareness to be more effective in learning by providing them a meaningful experience in learning. according to anderson (2015), people usually attend to and can remember more easily something that they consider to be meaningful or important. vss could make cadets more motivated and interested in learning new words. wms has the ability to promote students‟ deeper understanding of words. students can categorize and arrange words by using a word map. when working together to make a word map, cadets experienced more meaningful processing of study materials.according to anderson (2015), more meaningful processing of material can result in a better recall. when they were taught using wms, cadets did not only receive the materials but they also actively processed the materials in a meaningful way. high metacognitively aware cadets could understand better the purpose of making word map, how to organize the information they found and how to arrange it in a word map. therefore, wms is effective to be implemented for cadets who have high metacognitive awareness. wms also could help low metacognitively aware cadets to understand text and vocabulary more. by using a word map, cadets learned how to arrange information or words into a meaningful word map which was easier to be understood and remembered than a plain text. however, when we compared the effectiveness of both strategies, it was found that vss was more effective than wms to be implemented for cadets with high and low metacognitive awareness. the result of two-way anova also revealed that there was an interaction among variables: vocabulary teaching latifa ika sari & djoko sutopo / english education journal 8 (1) 2018 35 42 40 strategies, metacognitive awareness and vocabulary mastery. the interaction is illustrated in figure 1. figure 1. interaction among variables : vocabulary teaching strategies, cadets‟ metacognitive awareness and vocabulary mastery from figure 1, it can be seen that there are two non-parallel lines which indicate an interaction. the difference between vss and wms is described using different line colour. it shows the effect of different teaching strategies used in the experimental class i and experimental class ii. different strategies caused different result. from the graph, it can be seen that the mean score of vss is higher than wms. it can be concluded that vss, in general, is more effective to be used in teaching maritime english vocabulary to cadets with high and low metacognitive awareness. the effect of metacognitive awareness towards vocabulary mastery can also be identified from the graph. the difference in vocabulary mastery shows metacognitive awareness effect. different level of metacognitive awareness can result in different scores. however, in experimental class i (vss), there is no difference in the mean scores between cadets who have high metacognitive awareness and those who have low metacognitive awareness. it is different from what is found in experimental class ii (wms), where cadets with high metacognitive awareness have higher mean scores than those with low metacognitive awareness. it is concluded that the effect of metacognitive awareness towards mean score is greater in experimental class ii which used word mapping strategy in teaching vocabulary. wms, compared to vss requires a more complex process of thinking. while in vss cadets were only asked to choose words that they considered as important or interesting, elaborate the reasons and use the words in their own sentences, in wms cadets were required to arrange and organized the words into a word map. high metacognitively aware cadets could follow the steps better than low metacognitively aware cadets. they could organize information better and use their time more effectively. different from word mapping strategy which requires a more complex process of thinking, vocabulary self-collection strategy is actually simpler and easier to be completed by cadets. however, even though it is simpler and easier, apparently it is more effective to be implemented for cadets with high and low metacognitive awareness. cadets in maritime schools usually have a very hectic schedule. besides learning in the class, they have to do several physical activities which can consume their energy. sometimes they come to the class exhausted. therefore, they need a teaching strategy that is fun, 0,00 10,00 20,00 30,00 40,00 50,00 60,00 70,00 80,00 90,00 low metacognitive awareness high metacognitive awareness m e a n s co re s vocabulary selfcollection strategy word mapping strategy latifa ika sari & djoko sutopo / english education journal 8 (1) 2018 35 42 41 interesting, simple and meaningful. vss can accommodate those needs of cadets and therefore it is effective to be used to teach maritime english vocabulary to cadets with high and low metacognitive awareness. the result of observation seemed to support this finding. during teaching and learning process, there were several things that were noted. first, when cadets in experimental class ii (wms) were asked to work in a group to draw a word map, not every member of the group was actively involved in the discussion. in fact, only several cadets who really worked to complete their word map. it was different from cadets in experimental class i (vss) who were motivated and excited when they selected words that they liked. the second important thing is, on the sixth meeting, some cadets of experimental class ii (wms) said that they were bored with activity of making word maps. it was very contrast with cadets in experimental class i (vss) who showed motivation and interest until the end of the treatment. conclusion from the analysis, it can be concluded that vss and wms are effective to be used in teaching maritime english vocabulary to cadets with high and low metacognitive awareness. the analysis of pre-test and post-test scores proved that both groups showed improvement after vss and wms were implemented. however, when we compared the effectiveness of vss and wms, the findings indicated that vss was more effective to be used in both high and low metacognitively aware cadets. it was proven from the result of statistical analysis. the result of observation also showed that cadets considered vss as more interactive and interesting. they showed high motivation and interest during the teaching and learning process. vss involved simple tasks and provided a meaningful experience. therefore, it was more suitable to be implemented for cadets with high and low metacognitive awareness. the result of statistical analysis also revealed that there is an interaction among vocabulary teaching strategies, metacognitive awareness and vocabulary mastery. however, before conducting the teaching and learning process, it is important for teachers or lecturers to prepare the materials and to design the lesson plans well. it is important to note that providing cadets with various activities is essential. there is no strategy that works well in a very long term. cadets‟ daily activities and schedules that can be tiring and boring become a challenge for teachers to provide interactive and interesting activities in the classroom to make them motivated to learn. as final statement, we would like to extend our gratitude and appreciation to the director of semarang merchant marine polytechnic for giving us support and permission to conduct the research. references amiryousefi, m., &vahid, h.d. (2010). vocabulary: challenges and debates. english language teaching, 3(3), 89-94. anggrayani, melawati.,& sofwan, ahmad. (2015). improving students‟ organizing ideas in writing analytical exposition text with mind mapping technique. english education journal: eej 5 (1), 1-5. anderson, john r. (2015). cognitive psychology and its implications. worth publisher: new york. antonacci, patricia a & o‟callaghan, catherine m. (2012).promoting literacy development : 50 research-based strategies for k-8 learners. london : sage publication. coady, j., &huckin, t. (eds.). (1997). second language vocabulary acquisition: a rationale for pedagogy. united kingdom: cambridge university press. crystal, david. (2003). english as a global language.cambridge : cambridge university press. farrington, camille a, et al. (2015, december 9th). the role of noncognitive factors in shaping school performance: a critical literature review. retrieved fromhttps://consortium.uchicago.edu/sites /default/files/publications/ noncognitive%20 report.pdf. gutman, leslie morrison &schoon, ingrid. (2013). the impact of non-cognitive skills on latifa ika sari & djoko sutopo / english education journal 8 (1) 2018 35 42 42 outcomes for young people. london : institute of education university of london. hastunar, daniela elivas., bharati, dwi anggani linggar., sutopo, djoko. (2014). modifying a monopoly game for teaching written vocabulary for the seventh graders of terang bangsa junior high school. english education journal. eej 4 (2) : 122. heckman, j. j., stixrud, j., &urzua, s. (2006). the effects of cognitive and noncognitive abilities on labor market outcomes and social behavior. journal of labor economics, 24(3), 411482.http://dx.doi.org/10.1007/s11165-0053917-8. mcvey, d.c. (2007). helping esl students improve their vocabulary.esl magazine. (july/august), 20-21. navarro, jomarie d., garbin, zenaida z., agena, edwin m., garcia, olympio b. (2015). maritime students‟ english proficiency and their feedback on instructional materials.asia pacific journal of maritime education, 1 (1). raoofi, saeid.,mukundan, jayakaran., rashid, sabariah. (2014). metacognition and second/ foreign language learning.english language teaching:canadian center of science and education, 7 (1). schraw, g., & dennison, r. s. (1994).assessing metacognitive awareness.contemporary educational psychology, 19(4), 460-475. doi:10.1006/ceps.1994.1033. http://dx.doi.org/10.1007/s11165-005-3917-8 http://dx.doi.org/10.1007/s11165-005-3917-8 79 eej 7 (1) (2017) english education journal http://journal.unnes.ac.id/sju/index.php/eej the effect of theme-based insrtuction compared to competence-based language teaching to teach reading comprehension to students with idgh and low interest ulya rosyita, abdurrachman faridi english language education postgraduate semarang state univesity, indonesia article info ________________ article history: recived 13 january 2017 accepted 03 april 2017 published 17 june 2017 ________________ keywords: theme-based instruction, competence-based language teaching, reading comprehension, students' interest abstract ___________________________________________________________________ this study is an experimental research with a factorial design which aimed to find out the effect of theme-based instruction compared to competence-based language teaching in teaching reading comprehension to students with high and low interest. the samples of the study were tenth graders of ma mathali'ul falah kajen, pati in the academic year of 2016/2017. there were two classes, 30 students of xa as experimental class and 30 students of xe as control class. theme-based instruction was used for experimental class, while competencebased language teaching was used in control class. the data of this study were the score of reading comprehension test and interest questionnaire. the result of pretest and posttest were analysed by using t-test and anova the result of this study showed that theme-based instruction and competence-based language teaching to teach reading comprehension to high and low interest students. theme -based instruction was more effective than competence-based language teaching. there was no interaction among theme-based instruction, competence-based language teaching, reading comprehension and students' interest. © 2017 semarang state university correspondence address: kampus pascasarjana unnes, jalan kelud utara iii semarang 50237 e-mail: ulyarosyita@gmail.com p-issn 2087-0108 e-issn 2502-4566 ulya rosyita & abdurrachman faridi. / english education journal 7 (1) (2017) introduction madrasah aliyah mathali'ul falah is one of the integrated islamic schools in pati that has adopted the combination between public school and 'pesantren' islamic boarding school, now days, the students get the lesson like public school and in the evening and night, they have religion lesson. it is hoped that both types of lesson provided, help the students (santri} prepare their life and make them meaningful. there many reasons integrated islamic school apply boarding school 'pesantren' in running education. the history and benefit of pesantren give the contribution on birth of islamic boarding school. one thing that cannot be separated from the education world in indonesia that islamic boarding school is the first model and oldest educational system in indonesia. one of the issues in the language learning at senior high school is recently attached to reading. reading is a part of english competence skills which majorly implies both understanding and comprehending texts at the whole. according to nunan (2003: 68), reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning, and the goal of reading is comprehension. in fact, it is not easy for students to read materials in a foreign language. the students have to face new vocabularies and structures that are different from they have in their own language. it is hard for them to face long, difficult, boring, and uninteresting passages. furthermore, the students are not active during the teaching learning activities. from these reasons, the teacher should choose the appropriate technique to teach reading in class. the technique that teacher used in the classroom will decide students' succeed in learning. in this case, the teacher needs to recognize and know what things that can make students succeed in learning. the use of suitable technique becomes an important case in learning. the technique that is not suitable for the students or even makes them bored will effect to students' interest in learning especially in english. moreover, it is known that every class consists of students with low and high interest in english. the students that high interests in english usually not only have higher score than the lower ones, but also they also adapt easily to the new material and a new technique. the students that have low interest in english usually need more times and appropriate technique to learn english. theme-based instruction will help the students that have different interest in learning english as well as the effectiveness of teaching and learning. this teaching instruction will provide an alternative to what would otherwise be traditional language classes by structuring a course around themes or topics. this will help the students to overcome the problem they have in the english class. thematic instruction is based on the idea that people acquire knowledge best when learning in the context of a coherent whole and when they can connect what they are learning to the real world. by knowing this point of view it is assumed that students will get they need if the instruction is implemented. this experience of having the real world in the classroom will help them to understand the idea of the passage well, and they also able to express their idea properly. challenging topics engage the curiosity and increase motivation of students as the realize the material are the real-world matters which range from simple to complex and also will improve their linguistic skill (brown,2001:237). the other technique to teach english is competence based language teaching. competencybased language teaching (cblt) focuses on what learners are expected to do with the language (richards & rodgers, 2001:141). this especially applies to situations in which the learner has to fulfill a particular role with language skills which can be predicted or determined by the relevant context. competency-based language teaching (cblt) focuses on outcomes of learning. cblt addresses what the learners are expected to do rather than what they are expected to learn http://teflpedia.com/learners http://teflpedia.com/learners http://teflpedia.com/language ulya rosyita & abdurrachman faridi. / english education journal 7 (1) (2017) about. nunan (2007) adds that standards are important to cblt. competency-based language teaching lies within behavioral tradition and competencies have a strong resemblance to performance objectives in that it focuses on what learners should be able to do. however, one difference between competencies and performance objectives is the level of generality. based on the statement, i use this technique to teach the students' interest and english skill. those, i give the title of this research is the effect of theme-based instruction compare to competence based language teaching to teach reading comprehension of students with high and low interest in (an experimental research of the tenth-grade students of madrasah aliyah mathali'ul falah kajen pati in the academic year 2016/2017). methods this study was used experimental research design. the purpose of the experimental research was to determine causeand-effect relationships. the experimental research was to investigate the correlation between cause and effect and how far its correlation was by giving treatment to experimental group and control group as the comparison. in other words, in this research, the experimental research was to aim at observing whether there is an interaction between teaching techniques and reading skill viewed from the students' interest. the technique used in this experimental research was by comparing the experimental group using theme-based instruction (tbi) to control group using competencebased language teaching (cblt) as the teaching techniques to teach reading. each group was classified into two different levels of interest. they were high and low. moreover, in this research, there are one dependent variable and two independent variables. the dependent variable was reading comprehension and independent variables were teaching technique and students’ interest. the research design used in this research was factorial design. this research design allowed a researcher to research the interaction of an independent variable with one or more variables. this design was possible to assess the effect or interaction the minimum design is called a two by two (2 x 2) factorial design. the population of the research was all the tenth graders of ma mathali’ul falah kajen, pati in the academic year of 2016/2017. the sample was 60 students coming from the two classes (x-a and x-e) where each class consists of 30 students. one class was used as the experimental group and another as control group. the instruments which were used to collect the data were test and questionnaire was chosen to get the data. the questionnaire was used to get the data of students’ interest and the test is to get the data of students reading skill. then, the data were analyzed using ttest and anova. result and discussion the effectiveness of tbi to teach reading comperhension to students with high interest answering the first research question, the mean of posttest experiment high interested students (84.00) was higher than the pretest of experiment high interested students (72.26). from the output data, the data has a significant difference. the probably (sig. value experiment) was lower than 0.05 (0.00 < 0.05). the folloeing table was explained an about the paired samples test: table 1. paired samples t-test (exp-high) sig. std. std. error 95% confidence interval of the difference lower upper pair post t est experimen 1 high interest pre t est experimen high interest 11.73 3.45309 .89158 9.8211 13.6456 13.16 14 .000 from the table of paired samples t-test table, it could be seen that the significance level was 0.000. it indicated that 0.000 < ɑ = 5% ulya rosyita & abdurrachman faridi. / english education journal 7 (1) (2017) (0.05). tracing back to the hypothesis 1 was rejected since there was a significant result of using theme-based instruction to enhance reading comprehension to high interested students in the experimental class. the effectiveness of tbi to teach reading comprehension to students with low interest the second hypothesis of the research stated that there is no significant difference between students pretest and posttest reading comprehension with low interested students on experimental class (ho). the mean of posttest experiment low interested students (76.00) was higher than the pretest of experiment low interested students (67.20). from the output of data, the data has a significant difference. the probability (sig. value experiment) is lower than 0.05 (0.00 < 0.050).for the next table was explained about paired samples test: table 2. paired samples t-test (exp-low) paired differences std. deviatio n std error 95% confidence interval of the difference lower upper pair post test experimen 1 low interest pre test experimen low interest 8.80000 3.44757 .89016 6.891 10.709 9.886 14 .000 from the table of paired samples t-test table 4.13, it could be seen that the significance level was 0.000. it indicated that 0.000 < ɑ = 5% (0.05). it means that there as a significant result of using theme-based instruction to enhance reading comprehension to low interest students in the experimental class. the effectiveness of cblt to teach reading comprehension to students with high interest the third hypothesis of this research is there is no significant difference of between pretest and posttest of high interest students who were taught by competence-based language teaching (ho). the mean of posttest control high interested students (80.4) was higher than the pretest of control high interested students (74.24). table 3. paired samples t-test (ctrl-high) paired differences si std. std. error 95% confidence interval of the difference lower upper pair post test control high 1 interest pre test control high interest 5.33333 1.95180 .50395 4.252 6.41420 10.58 14 .000 from the table of paired t-test, it could be seen that the significance level was 0.000. it indicated that 0.000 < ɑ = 5% (0.05). further the table showed us tcount > ttable (0.05)(11) or 10.58 > 2.200. therefore, ho was rejected and hi was accepted. it means that there was a significant result of competence-based language teaching to enhance reading to high interest in control class. the effectiveness of cblt to teach reading comprehension to students with low interest the fourth hypothesis of research is there is no significant difference between students pretest and posttest reading comprehension with low interested students on control class (ho). the mean of posttest control low interested students (75.73) was higher than the pretest of experiment low interested students (69.33). from the output of data, the data had a significant difference. the probability was lower than 0.05 (0.00 < 0.050). for the next table was explained about paired samples test: table 4. paired samples t-test (ctrl-low) paired differences std. std. error 95% confidence interval of the differ ence lower upper pair post test control low 1 interest pre test control low interest 6.40000 2.52982 .65320 4.99903 7.801 9.798 14 .000 from the table of paired samples t-test table 4.20, it could be seen that the significance level was 0.000. it indicated that 0.000 < ɑ = 5% (0.05). it means that there was a significant result of using competence-based language teaching to enhance reading comprehension to low interest students in control class. ulya rosyita & abdurrachman faridi. / english education journal 7 (1) (2017) e st im at ed m ar gi na l eksperiments the significant difference between students with high and low interest the fifth hypothesis of the research is there is no significant difference between students’ experimental class and control class (ho). the mean of experiment class (81.40) was higher than control class (80.13). from the output data of the table, the data had a significant difference. the probability is lower than 0.020 (0.020 < 0.05). it indicated that 0.000 < ɑ = 5% (0.05). the result of hypothesis show that there was significant of students reading comprehension between students who taught by using theme-based instruction (experiment) and competence based language teaching (control). to find the clear understanding about the effectiveness of the strategy of high and low interested students, here is the chart: 86,000 84,000 82,000 80,000 78,000 76,000 74,000 72,000 70,000 chart 1. the mean score the mean score of high interested students in the experimental group is higher than the mean score of high interested students in control group. the mean score of low interested students in in experimental group is higher than the mean score of low interested students in control group. the significant interaction among reading comprehension, technique and students’ interest the last hypothesis of the research is there is no interaction among teaching technique, students' interest and reading comprehension. to calculate the interaction among the technique, interest and reading comprehension, anova (analysis of variance) was used to analyze the result of this study. below was the table of anova: table 5. anova (analysis of variance) dependent variable: result a. r squared = .554 (adjusted r squared = .530) from the calculation, the probability (0.40) is higher than the significant level (0.05). it means that there is no interaction between students' interest and technique in learning reading comprehension. the interaction can be clearly seen in the chart: 88.00 86.00 84.00 82.00 80.00 78.00 76.00 chart 2. the interaction as result, theme-based instruction is better than competence based language teaching and it depends on the level of interest. it means that theme-based instruction was better for high interest than competence based language teaching. in other words, the technique applied in the experimental group was better than technique applied in control group. for high interest students, theme-based instruction was better than competence based language teaching technique. conclusion based on the result, it can be concluded that themebased instruction was effective to teach reading comprehension to the high and low interest students. it was also found that competence-based language teaching was effective to teach reading comprehension to the high and low interest students. by comparing control ulya rosyita & abdurrachman faridi. / english education journal 7 (1) (2017) the mean score, it 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(2007). standard-based approaches to the evaluation of esl instruction. in. j. express, an international journal of multi disciplinary research. 1 (7) 2348-2052. available at: www.express-journal.com. accessed on 20/11/15. richards & rodgers. (2001). approaches and methods in language teaching. singapore: cambridge. http://tojde.anadolu.edu.tr/tojde23/pdf/article_12.pdf.%20accessed%20on%2020/11/15 http://tojde.anadolu.edu.tr/tojde23/pdf/article_12.pdf.%20accessed%20on%2020/11/15 http://tojde.anadolu.edu.tr/tojde23/pdf/article_12.pdf.%20accessed%20on%2020/11/15 http://tojde.anadolu.edu.tr/tojde23/pdf/article_12.pdf.%20accessed%20on%2020/11/15 http://arrow.dit.ie/ltcdis.%20accessed%20on%2017/11/15 http://arrow.dit.ie/ltcdis.%20accessed%20on%2017/11/15 http://arrow.dit.ie/ltcdis.%20accessed%20on%2017/11/15 http://www.express-journal.com/ http://www.express-journal.com/ this study is an experimental research with a factorial design which aimed to find out the effect of theme-based instruction compared to competence-based language teaching in teaching reading comprehension to students with high and low interest. the samples of the study were tenth graders of ma mathali'ul falah kajen, pati in the academic year of 2016/2017. there were two classes, 30 students of xa as experimental class and 30 students of xe as control class. theme-based instruction was used for experimental class, while competence-based language teaching was used in control class. the data of this study were the score of reading comprehension test and interest questionnaire. the result of pretest and posttest were analysed by using t-test and anova the result of this study showed that theme-based instruction and competence-based language teaching to teach reading comprehension to high and low interest students. theme -based instruction was more effective than competence-based language teaching. there was no interaction among theme-based instruction, competence-based language teaching, reading comprehension and students' interest. introduction madrasah aliyah mathali'ul falah is one of the integrated islamic schools in pati that has adopted the combination between public school and 'pesantren' islamic boarding school, now days, the students get the lesson like public school and in the e... there many reasons integrated islamic school apply boarding school 'pesantren' in running education. the history and benefit of pesantren give the contribution on birth of islamic boarding school. one thing that cannot be separated ... one of the issues in the language learning at senior high school is recently attached to reading. reading is a part of english competence skills which majorly implies both understanding and comprehending texts at the whole. according to nunan (2003: ... in fact, it is not easy for students to read materials in a foreign language. the students have to face new vocabularies and structures that are different from they have in their own language. it is hard for them to face long, difficult, ... the technique that teacher used in the classroom will decide students' succeed in learning. in this case, the teacher needs to recognize and know what things that can make students succeed in learning. the use of suitable technique becomes a... theme-based instruction will help the students that have different interest in learning english as well as the effectiveness of teaching and learning. this teaching instruction will provide an alternative to what would otherwise be traditional languag... thematic instruction is based on the idea that people acquire knowledge best when learning in the context of a coherent whole and when they can connect what they are learning to the real world. by knowing this point of view it is assumed that students... the other technique to teach english is competence based language teaching. competencybased language teaching (cblt) focuses on what learners are expected to do with the language (richards & rodgers, 2001:141). this especially... based on the statement, i use this technique to teach the students' interest and english skill. those, i give the title of this research is the effect of theme-based instruction compare to competence based language teaching to teach reading compre... methods this study was used experimental research design. the purpose of the experimental research was to determine cause-and-effect relationships. the experimental research was to investigate the correlation between cause and effect and how far its correl... reading skill viewed from the students' interest. the technique used in this experimental research was by comparing the experimental group using theme-based instruction (tbi) to control group using competencebased language teaching (cblt) as th... techniques to teach reading. each group was classified into two different levels of interest. they were high and low. moreover, in this research, there are one dependent variable and two independent variables. the dependent variable was reading com... the research design used in this research was factorial design. this research design allowed a researcher to research the interaction of an independent variable with one or more variables. this design was possible to assess the effect or interac... the population of the research was all the tenth graders of ma mathali’ul falah kajen, pati in the academic year of 2016/2017. the sample was 60 students coming from the two classes (x-a and x-e) where each class consists of 30 students. ... result and discussion the effectiveness of tbi to teach reading comperhension to students with high interest answering the first research question, the mean of posttest experiment high interested students (84.00) was higher than the pretest of experiment high interested students (72.26). from the output data, the data has a significant difference. the... table 1. paired samples t-test (exp-high) from the table of paired samples t-test table, it could be seen that the significance level was 0.000. it indicated that 0.000 < ɑ = 5% (0.05). tracing back to the hypothesis 1 was rejected since there was a significant result of using theme-based... the effectiveness of tbi to teach reading comprehension to students with low interest the second hypothesis of the research stated that there is no significant difference between students pretest and posttest reading comprehension with low interested students on experimental class (ho). the mean of posttest experiment low... table 2. paired samples t-test (exp-low) from the table of paired samples t-test table 4.13, it could be seen that the significance level was 0.000. it indicated that 0.000 < ɑ = 5% (0.05). it means that there as a significant result of using theme-based instruction to enhance read... the effectiveness of cblt to teach reading comprehension to students with high interest the third hypothesis of this research is there is no significant difference of between pre-test and posttest of high interest students who were taught by competence-based language teaching (ho). the mean of posttest control high interested stud... table 3. paired samples t-test (ctrl-high) from the table of paired t-test, it could be seen that the significance level was 0.000. it indicated that 0.000 < ɑ = 5% (0.05). further the table showed us tcount > ttable (0.05)(11) or 10.58 > 2.200. therefore, ho was rejected and hi wa... the effectiveness of cblt to teach reading comprehension to students with low interest the fourth hypothesis of research is there is no significant difference between students pretest and posttest reading comprehension with low interested students on control class (ho). the mean of posttest control low in... table 4. paired samples t-test (ctrl-low) from the table of paired samples t-test table 4.20, it could be seen that the significance level was 0.000. it indicated that 0.000 < ɑ = 5% (0.05). it means that there was a significant result of using competence-based language teaching to en... the significant difference between students with high and low interest the fifth hypothesis of the research is there is no significant difference between students’ experimental class and control class (ho). the mean of experiment class (81.40) was higher than control class (80.13). from the output data of the table... chart 1. the mean score the mean score of high interested students in the experimental group is higher than the mean score of high interested students in control group. the mean score of low interested students in in experimental group is higher than the mean score of... the significant interaction among reading comprehension, technique and students’ interest the last hypothesis of the research is there is no interaction among teaching technique, students' interest and reading comprehension. to calculate the interaction among the technique, interest and reading comprehension, anova (analysis... table 5. anova (analysis of variance) from the calculation, the probability (0.40) is higher than the significant level (0.05). it means that there is no interaction between students' interest and technique in learning reading comprehension. the interaction can be clearly seen in ... chart 2. the interaction as result, theme-based instruction is better than competence based language teaching and it depends on the level of interest. it means that theme-based instruction was better for high interest than competence based language teaching. in ... conclusion based on the result, it can be concluded that themebased instruction was effective to teach reading comprehension to the high and low interest students. it was also found that competence-based language teaching was effective to teach readi... references brown, h. (2001). teaching by principle: an interactive approach to language pedagogy (second edition). new york: addison wesley longman, inc. dilek, dursun. (2004). using a thematic approach based on pupil’s skill and interest in social studies teaching. turkish online journal of distance education-tojde,4(3). available at: http://tojde.anadolu.edu.tr/tojde23/pdf/article_... dermody, b. (2004). improving student learning through theme based curriculum design and team teaching: an action research study. dissertation. dublin institute of technology. available at: http://arrow.dit.ie/ltcdis. accessed on 17/11/15. marcellino, m. (2005). competency-based language instruction in speaking classes: its theory and implementation in indonesian contexts. indonesian journal of english language teaching, 1 (1). nunan, d. (2003). practical english language teaching. boston: mcgraw-hill. nunan, d. (2007). standard-based approaches to the evaluation of esl instruction. in. j. express, an international journal of multi disciplinary research. 1 (7) 2348-2052. available at: www.express-journal.com. accessed on 20/11/15. richards & rodgers. (2001). approaches and methods in language teaching. singapore: cambridge. 156 eej 7 (2) (2017) 156-163 english education journal http://journal.unnes.ac.id/sju/index.php/eej fta and politeness strategies in prospective students’ personal statements to apply for a master’s program abroad ratna widya iswara, mursid saleh english language education postgraduate universitas negeri semarang, indonesia article info ________________ article history: recived 29 december 2016 accepted 05 july 2017 published 01 august 2017 ________________ keywords: face threatening acts, master’s program abroad, personal statements, politeness strategies abstract ___________________________________________________________________ face threatening acts (ftas) are sometimes unavoidable in communication. thus, politeness strategies to soften the ftas are needed to mitigate the risk of face loss. this study was aimed to investigate ftas, politeness strategies and factors that influenced the choice of politeness strategies in prospective students’ personal statements to apply for a master’s program abroad. this research applied descriptive qualitative method. in collecting the data, the writer used documentary method to gather 11 personal statements from prospective master students. the data were analyzed based on politeness theory proposed by brown and levinson (1987). the results showed that all eleven successful personal statements contained both face threatening acts and politeness strategies. the total face threatening acts found were 147 including the acts that threatened both the positive and negative face. among all ftas, boasting became the highest occurrence. from four strategies in doing ftas, only positive politeness and negative politeness were used. the highest occurrence of positive politeness was being optimistic, and using hedge for negative politeness strategy. power, distance, rank of imposition, type of fta and gender became the factors that influenced the choice of politeness strategies. © 2017 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jalan kelud utara iii semarang 50237 e-mail: ratnawidyaiswara@gmail.com p-issn 2087-0108 e-issn 2502-4566 ratna widya iswara & mursid saleh. / eej 7 (2) 156-163 (2017) 157 introduction politeness is one of the important aspects of the language use in an interaction. when people interact, they use politeness strategies to soften the threat to each other’s face. the present study investigates face threatening acts, politeness strategies, and factors which influenced the choice of politeness strategies in prospective students’ personal statements to apply for a master’s program abroad. this study is motivated by the fact that many indonesian students decide to apply for continuing study abroad every year. studying abroad has numerous benefits not only in educational and academic domain, but also in intercultural, social and communicative skills. being an international student can broaden knowledge and deepen expertise in global educational settings. one of the requirements to apply for studying abroad is personal statement. filling out the application forms and working on the personal statements often becomes students’ real difficulty. the application is extremely important because it is the initial means of communication with the prospective universities or funding parties for scholarships. therefore, it must capture their attention. moreover, since the personal statement is in written text, the interlocutors are invisible. this can lead into a difficult and challenging situation, especially for foreign language learners. bhatia (1993) in ding (2006) states that personal statement or the graduate school application letter, as an academic promotional genre serves as one of the most important documents in the graduate school admission process. ideally, to gain admission, personal statements need to present the highlights of self introduction, academic and professional qualifications, study plan, interests and motivation in studying in the target field, future contribution,even strengths and weaknesses. however, they also need to avoid grossly excessive self-praise and elevation. it should be designed to show the high-profiled image but without sounding too boastful. despite its importance, face threatening acts and politeness strategies in personal statements have received very little attention. hence, this research aims to explore such writings within the framework of brown and levinson’s politeness theory (1987). moreover, since it is the pragmatic issue that has developed in this context, the students are non native english speakers, and have no cultural experience of living in english speaking countries, it is interesting to examine whether or not the students realized face threatening acts and politeness theory in writing the personal statements. on politeness and face goffman (1967:5) describes the concept of face as the positive social value a person effectively claims for himself by the line others assume he has taken during a particular contact. thomas (1995:168-169) stated that the term ‘face’ in the sense of ‘reputation’ and good name’ has been used widely in phrases such as ‘losing face’ and ‘saving face’. face includes two components, positive face and negative face. positive face is the need to be liked and to maintain a positive self-image. this is the want to be desired or accepted. negative face is the need for autonomy and for the freedom of thought or action. this is the want to be unimpeded by others (brown and levinson, 1987:61). face threatening acts face threatening acts (ftas) can be defined as any action or utterance that threatens positive or negative face. kedveš (2013:435) states that positive ftas threaten face by expressing the speaker’s negative evaluation of the hearer’s positive face, e.g., disapproval, insults, accusations, complaints, contradictions, disagreements. meanwhile, negative ftas can threaten to the hearer when they place pressure on the hearer to perform or not to perform a particular action; e.g. advice, suggestions, requests, orders, remindings, warning, promise, offers, or strong feeling such as anger, compliments, and admiration. ratna widya iswara & mursid saleh. / eej 7 (2) 156-163 (2017) 158 brown and levinson’s politeness strategies politeness strategies are developed in communication to avoid face-threatening acts in order to make the harmonious relationship between the interactants. figure 1. brown and levinson’s politeness strategies based on the figure above, there are five main choices of politeness strategies that can be applied in communication: (1) bald-on-record, (2) positive politeness, (3) negative politeness, (4) off-record, and (5) don’t do the fta. the choice of the strategies depends on the risk of face loss. the more an act threatens the speaker’s or the hearer’s face, the more it needs a higher-numbered politeness strategy. methods in this study, a descriptive qualitative research was used since the main purpose of the study was to analyze the face threatening acts, politeness strategies, and their factors in personal statements. face theory and politeness strategies proposed by brown and levinson (1987) was employed because this was the most appropriate design to analyze the face threatening acts and politeness strategies. the object of study was eleven successful personal statements written by indonesian students from many departments and universities in indonesia in applying for a master’s degree in several universities abroad in the united kingdom, the united states, the netherlands, japan, italy, and south korea. from eleven successful personal statements, eight of them were obtained personally by request since the writers had known the applicants, from the same almamater, semarang state university. meanwhile, the rest three of them were obtained from the internet where the applicants freely published them on their personal blogs after ensuring that the personal statements were successful to apply for a master’s degree. these data were gathered and identified by choosing the sentences which contain face threatening acts, politeness strategies, and how a form is used strategically in order to achieve the students’ goals. from selected sentences containing ftas and politeness strategies, classification was made to categorize the type of ftas, politeness strategies, and their factors. triangulation according to merriam (2002), there are some strategies which a qualitative researcher needs to be ethical and trustworthy. a technique to ensure the trustworthiness of data by employing something outside the data to investigate or to compare the data is called as triangulation. this study was triangulated by using theory triangulation. through this type, the researcher is going to use theoretical perspective to examine and interpret the data. the theoretical perspective is theory of face threatening acts and politeness strategies by brown and levinson (1987). furthermore, two supervisors as linguistic experts were involved to re-check and analyse the triangulation of data in this study. results and discussions the data were gathered and then were classified from the findings comprise pseudonym, gender, department, master university, and country as illustrated in table 1. the above table shows that the total number of participants was eleven and all of them were indonesian from many different educational background. there were five male students and six female students. all of them had finished undergraduate degree from many universities in indonesia. the participants’ first language of communication was indonesian, so english was not their mother tongue. all of their personal statements was written in english and ratna widya iswara & mursid saleh. / eej 7 (2) 156-163 (2017) 159 successfully accepted in good accredited master program at several universities abroad. table 1. general information about the respondents pseudonym gender department master university applicant 1 female english education kyushu university, japan applicant 2 female english education flta, usa applicant 3 male english education ohio state university, usa applicant 4 female english education ohio state university, usa applicant 5 male mathematics education university of nottingham, uk applicant 6 female english education university of birmingham, uk applicant 7 female english education ohio state university, usa applicant 8 male computer engineering kwangwoon university, south korea applicant 9 male english education ohio state university, usa applicant 10 female french university of bologna, italy applicant 11 male forest products technology wageningen university, netherlands face threatening acts this study highlighted the negative and positive ftas which damage the addressee’s face, as well as the applicant depending on the interaction. four different types of ftas were identified altogether. the following table shows the concrete numbers of ftas used by the applicants, divided into four types, negative to the addressee, negative to the applicant, positive to the addressee, and positive to the applicant. the exploration of personal statements resulted in a total of 147 detected ftas from all eleven personal statements, which indicated an average of 13,36 ftas per personal statement. the ftas were categorized into positive or negative and aimed towards the applicant or the addressee. the figure presented in table 4.2 revealed that positive ftas occurred more frequently than negative ftas, although negative ftas have more vast majority of type rather than positive fta. the positive ftas which posed a threat to the addressee is higher than positive ftas which threaten the applicant’s face. table 2. types of face threatening acts face threatening acts frequency percentage (%) negative 38 25.85 to the addressee offer 1 0.68 suggestion 3 2.04 promise 29 19.73 to the applicant expressing thanks 5 3.40 positive 109 74.66 to the addressee boasting 95 64.63 to the applicant emotion leakage 6 4.08 self humiliation 8 5.44 total 147 100 positive fta which was aimed to the addressee, in this case only boasting, got the highest number (64,63%) among all ftas. each student has boasting expression on their personal statements. on the other hand, positive ftas which aimed to the applicants occurred 14 times in total, including 6 statements of self humiliation and 8 statements of emotion leakage. the number of negative ftas was less than positive ftas. these personal statements only contained four types of negative ftas: negative fta to the addressee, which was promise, suggestion, offer; and negative fta to the applicant, which was expression of thanks. ratna widya iswara & mursid saleh. / eej 7 (2) 156-163 (2017) 160 promise in the negative fta, promise gets the highest number which occurred in 31 sentences. most of them occurred in the students’ promises when they plan to go to back to indonesia to give contribution after finishing the master program. one example of the data were described below. hopefully, after i finished studying in the united states, i will make some improvements in english teaching in my country and make a contribution to the development of the nation as well. in the datum, applicant 3 hoped and promised that after finishing his study in the united states, he will make better improvements for his nation, indonesia. this is very important since many funding parties presuppose their applicants to go back to their countries after finishing the program. expressing thanks expressing thanks is instrinsically face threatening because it can threaten the addresor’s negative face, i.e. freedom of action and freedom of imposition. the example of expressing thanks was found four times in the data of some applicant’s personal statements. one of them is detailed as follow. thank you for considering my candidacy for the master’s degree program in tefl in university of birmingham. some applicants expressed their thankful expressions to the admission committee of the university or funding parties once in their personal statement, as written by applicant 6 above. the expression of thanks implied that he was hopeful that the personal statements and the application would be considered to be accepted. boasting boasting becomes the highest fta might becaused that personal statements should give good first impression and self-image. all of the students boast on their personal statements. in 2012, for instance, i was the winner of scientific writing competition in central java, second winner of outstanding student competition in mathematics department and finalist of national essay competition in surakarta. boasting was mostly done by applicants in showing their activities which were relevant to their goals of study and working experience, their good gpa, strong motivation and life goal, and academic background and achievements such as aforementioned by applicant 5. all these expressions were used to show off their strength, skills, and desire to be accepted in the prospective universities or to be funded by scholarship. politeness strategies besides face threatening acts, this study also investigated the use of politeness strategies in the data. from 4 possible strategies in doing ftas as stated by brown and levinson (1987:69), only two of them were found in this study, i.e. positive politeness and negative politeness. the frequency of politeness strategies is shown on the table below. table 3. the frequency of politeness strategies no politeness strategy frequency percentage (%) 1 bald-on-record 0 0,00 2 positive politeness (1) exaggerate sympathy (2) intensify interest to the addressee (3) presuppose, raise, assert common ground (4) assume, assert reciprocity (5) be optimistic (6) give reason 148 2 44 26 3 62 11 80,87 1,17 25,73 15,20 1,75 36,26 6,43 3 negative politeness (1) use question, hedge (2) be pessimistic (3) give deference 35 29 1 5 19,13 16,96 0,58 2,92 4 off-record 0 0,00 total 183 100 from the table, there was no bald-onrecord either off-record strategies found in the personal statements, hence, this study focused only to the positive and negative politeness strategies. there were 183 sentences containing politeness strategies on the personal statements for total positive and negative politeness, 148 positive politeness and 35 negative politeness. ratna widya iswara & mursid saleh. / eej 7 (2) 156-163 (2017) 161 be optimistic be optimistic became the highest positive politeness among the other politeness strategies. it occurred in each personal statement since every student used it with the hope that their application would be accepted by the prospective universities and funding parties. i’m sure by participating in master cle erasmus mundus scholarship program i will earn more knowledge and valuable experience, and at the same time share it with other people for a better future of us all. the aforementioned datum was taken from applicant 10’s personal statement in being optimistic that her participation in the master program would be valuable knowledge and experience for better future. use question, hedge hedge means word or phrase that modifies the degree of membership of a predicate or noun phrase in a set of sentence. i think i have carefully planned my study program in japan. as shown in the above sentences written by the applicants, this group of pragmatic markers was oriented towards the addressee. by using the subjectivity markers, such i think, the applicant softened the content of the sentence and indicated that the message should be viewed by the addressee just as the applicant’s personal view. factors influencing the choice of politeness strategies brown and levinson (1987:228) argued there are three social determinants when choosing the politeness strategies to hinder the threat. they are power (p), distance (d) and rank of imposition (r). the combination of these three valueswill indicate the importance of the ftas, which in succession have an impact on the strategy which is employed. power it was clearly found that all applicants had lower level of power than the addressee. seeing from the power and the role-set in the relationship, the applicant had less power because the addressee was the one who would consider the status of the applicants, whether they would accept or reject them for a master’s program. dear dr. r (abbreviated) by giving deference with full academic honorific title, applicant 3 showed more polite way in writing their personal statements to the addressee. since the applicant essentially stood lower than the addressee in social and hierarchical position, it was expected that the applicants had reason to be more polite, and the addressee was less. one of the proof was by giving deference to the addressee, which meant that the addressee had higher social status than the applicants. distance between the applicants and addressee, it was found that the social distance (d) was high, because they were not closely related. even they were strangers. the applicants used formal language, which implied high distance between them and the addressee, because the applicants did not know the addressee well and mostly did not know him or her at all. rank of imposition furthermore, seeing from the ranking of imposition, the topic stated in the personal statements was complicated. therefore, the fta given to the addressees might be great, because the ranking of imposition was great since it was used to apply for a master’s program abroad and scholarship. the applicants imposed on the addressee much in order to be accepted in the prospective universities, so they used very polite strategies in uttering their meanings. since all the applicants implicitly requested to be accepted in the prospective universities or funding parties, the weight of the imposition was almost the same. type of fta besides power, distance and rank of imposition, it was found that there was another factor which could be added, i.e. type of fta. ratna widya iswara & mursid saleh. / eej 7 (2) 156-163 (2017) 162 type of fta also influenced the choice of politeness strategy. for example, in doing boasting, many applicants mostly combined it with two politeness strategies, intensify interest to the addressee and be optimistic. although there were other politeness strategies combined with this type of fta, both politeness strategies were mostly used. to get a clear picture of this matter, table 3 showed the most frequent combination for each fta in the data. table 4. combination between type of fta and politeness strategies fta politeness strategies frequency boasting be optimistic 19 emotion leakage be optimistic 2 self humiliation be optimistic 3 offer assume/assert reciprocity 1 suggestion presuppose, raise, assert common ground 2 promise be optimistic 17 expressing thanks be optimistic 4 combination of fta boasting and politeness strategy be optimistic occurred the most frequent compared to other combination. it happened in 19 combinations wrote by the applicants in their personal statements. one of the example was given by applicant 9 as shown in datum below. specifically,i do really hope that the presence of several international accepted professionals in the field of english language teaching offered by ohio state university can help me in pursuing the dream i have i hope this letter of intent supports my application to ohio state university and demonstrates that i am a passionate student who will learn at my fullestcapacity. in his first sentence, he showed his optimism by hoping that his prospective major offered by the university could help him in pursuing his dream. later, he followed it by being boasting in stating that he was a passionate student who would learn hard. gender lakoff (1975) agreed that women are generally more polite and women’s language as powerless. she listed a number of attributes of women’s language, including the politeness tokens hedges and tag questions.this present study looked at individual gender of each applicant inwriting to addressees whose gender were mostly unknown. figure2. politeness strategies use by gender the following figure shows that female in this study were more polite than male, 112 to 71 for the total of positive and negative politeness strategies. the total number of each gender participated in this study was different, 6 women and 5 men. however, this did not lead to miscalculation since the difference between them is relatively high. the result above is possibly supportive of lakoff’s claim that women are more polite than men. however, more work is needed to further test this possible trend since different languages realize their politeness systems differently (amundrud, 2012:185). conclusion all eleven successful personal statements contained both face threatening acts and politeness strategies as proposed by brown and levinson. the total face threatening acts found were 147 sentences including the acts which 0 5 10 15 20 25 30 35 40 politeness strategies use by gender male female ratna widya iswara & mursid saleh. / eej 7 (2) 156-163 (2017) 163 threatened both the positive and negative face. acts that threatened positive face were boasting, self-humiliation, and emotion leakage. meanwhile the acts that threatened negative face were in the form of offer, suggestion, promise, and expressing thanks. in mitigating the ftas, students also implemented some politeness strategies in the personal statements. from four strategies in doing ftas as proposed by brown and levinson, only two of them were used, positive politeness and negative politeness. meanwhile, both bald-on-record and off-record strategies were not found at all. there were 183 sentences containing politeness strategies on the personal statements. there were five factors which influenced the choice of politeness strategies: power, distance, rank of imposition, type of fta and gender. all applicants had lower level of power than the addressee, high social distance and rank of imposition type of fta was also considered in choosing politeness strategies, for example boasting and promise were combined with be optimistic. it also can be concluded that women are more polite than men for each politeness strategies. references amundrud, thomas. 2012. face-threatening acts (ftas) in advanced non-native english speaker (nnes) emails: a study of interlanguage pragmatics. bull. nara univ. educ., vol. 61, no. 1 (cult. & soc.). brown, penelope and stephen c. levinson. 1987. politeness: some universals in language usage. cambridge: cambridge university press. ding, huiling. 2006. genre analysis of personal statements: analysis of moves in application essays to medical and dental schools. english for specific purposes 26 (2007) 368–392. goffman, erving. 1967. interaction ritual: essay on face to face behavior. new york: anchor. kedveš, ana. 2013. face threatening acts and politeness strategies in summer school application calls. josip juraj strossmayer university. jezikoslovlje 14.2-3 (2013): 431-444 lakoff, robin t. 1975. language and a woman’s place. new york: harper and row. merriam, s. b. 2002. qualitative research and case study application in education. san fransisco: jossey-bass. thomas, jenny. 1995. meaning in interaction: an introduction to pragmatics. new york: longman. face threatening acts (ftas) are sometimes unavoidable in communication. thus, politeness strategies to soften the ftas are needed to mitigate the risk of face loss. this study was aimed to investigate ftas, politeness strategies and factors that influenced the choice of politeness strategies in prospective students’ personal statements to apply for a master’s program abroad. this research applied descriptive qualitative method. in collecting the data, the writer used documentary method to gather 11 personal statements from prospective master students. the data were analyzed based on politeness theory proposed by brown and levinson (1987). the results showed that all eleven successful personal statements contained both face threatening acts and politeness strategies. the total face threatening acts found were 147 including the acts that threatened both the positive and negative face. among all ftas, boasting became the highest occurrence. from four strategies in doing ftas, only positive politeness and negative politeness were used. the highest occurrence of positive politeness was being optimistic, and using hedge for negative politeness strategy. power, distance, rank of imposition, type of fta and gender became the factors that influenced the choice of politeness strategies. introduction politeness is one of the important aspects of the language use in an interaction. when people interact, they use politeness strategies to soften the threat to each other’s face. the present study investigates face threatening acts, politeness strategi... one of the requirements to apply for studying abroad is personal statement. filling out the application forms and working on the personal statements often becomes students’ real difficulty. the application is extremely important because it is the init... bhatia (1993) in ding (2006) states that personal statement or the graduate school application letter, as an academic promotional genre serves as one of the most important documents in the graduate school admission process. ideally, to gain admission,... despite its importance, face threatening acts and politeness strategies in personal statements have received very little attention. hence, this research aims to explore such writings within the framework of brown and levinson’s politeness theory (1987... on politeness and face goffman (1967:5) describes the concept of face as the positive social value a person effectively claims for himself by the line others assume he has taken during a particular contact. thomas (1995:168-169) stated that the term ‘face’ in the sense of ‘... face includes two components, positive face and negative face. positive face is the need to be liked and to maintain a positive self-image. this is the want to be desired or accepted. negative face is the need for autonomy and for the freedom of thoug... face threatening acts face threatening acts (ftas) can be defined as any action or utterance that threatens positive or negative face. kedveš (2013:435) states that positive ftas threaten face by expressing the speaker’s negative evaluation of the hearer’s positive face, e... brown and levinson’s politeness strategies politeness strategies are developed in communication to avoid face-threatening acts in order to make the harmonious relationship between the interactants. figure 1. brown and levinson’s politeness strategies based on the figure above, there are five main choices of politeness strategies that can be applied in communication: (1) bald-on-record, (2) positive politeness, (3) negative politeness, (4) off-record, and (5) don’t do the fta. the choice of the str... methods in this study, a descriptive qualitative research was used since the main purpose of the study was to analyze the face threatening acts, politeness strategies, and their factors in personal statements. face theory and politeness strategies proposed by... the object of study was eleven successful personal statements written by indonesian students from many departments and universities in indonesia in applying for a master’s degree in several universities abroad in the united kingdom, the united states,... from eleven successful personal statements, eight of them were obtained personally by request since the writers had known the applicants, from the same almamater, semarang state university. meanwhile, the rest three of them were obtained from the inte... these data were gathered and identified by choosing the sentences which contain face threatening acts, politeness strategies, and how a form is used strategically in order to achieve the students’ goals. from selected sentences containing ftas and pol... triangulation according to merriam (2002), there are some strategies which a qualitative researcher needs to be ethical and trustworthy. a technique to ensure the trustworthiness of data by employing something outside the data to investigate or to compare the data ... this study was triangulated by using theory triangulation. through this type, the researcher is going to use theoretical perspective to examine and interpret the data. the theoretical perspective is theory of face threatening acts and politeness strat... results and discussions the data were gathered and then were classified from the findings comprise pseudonym, gender, department, master university, and country as illustrated in table 1. the above table shows that the total number of participants was eleven and all of them were indonesian from many different educational background. there were five male students and six female students. all of them had finished undergraduate degree fr... table 1. general information about the respondents face threatening acts this study highlighted the negative and positive ftas which damage the addressee’s face, as well as the applicant depending on the interaction. four different types of ftas were identified altogether. the following table shows the concrete numbers of ... the exploration of personal statements resulted in a total of 147 detected ftas from all eleven personal statements, which indicated an average of 13,36 ftas per personal statement. the ftas were categorized into positive or negative and aimed towards... table 2. types of face threatening acts positive fta which was aimed to the addressee, in this case only boasting, got the highest number (64,63%) among all ftas. each student has boasting expression on their personal statements. on the other hand, positive ftas which aimed to the applicant... promise in the negative fta, promise gets the highest number which occurred in 31 sentences. most of them occurred in the students’ promises when they plan to go to back to indonesia to give contribution after finishing the master program. one example of the ... hopefully, after i finished studying in the united states, i will make some improvements in english teaching in my country and make a contribution to the development of the nation as well. in the datum, applicant 3 hoped and promised that after finishing his study in the united states, he will make better improvements for his nation, indonesia. this is very important since many funding parties presuppose their applicants to go back to t... expressing thanks expressing thanks is instrinsically face threatening because it can threaten the addresor’s negative face, i.e. freedom of action and freedom of imposition. the example of expressing thanks was found four times in the data of some applicant’s personal... thank you for considering my candidacy for the master’s degree program in tefl in university of birmingham. some applicants expressed their thankful expressions to the admission committee of the university or funding parties once in their personal statement, as written by applicant 6 above. the expression of thanks implied that he was hopeful that the perso... boasting boasting becomes the highest fta might becaused that personal statements should give good first impression and self-image. all of the students boast on their personal statements. in 2012, for instance, i was the winner of scientific writing competition in central java, second winner of outstanding student competition in mathematics department and finalist of national essay competition in surakarta. boasting was mostly done by applicants in showing their activities which were relevant to their goals of study and working experience, their good gpa, strong motivation and life goal, and academic background and achievements such as aforementioned by ... politeness strategies besides face threatening acts, this study also investigated the use of politeness strategies in the data. from 4 possible strategies in doing ftas as stated by brown and levinson (1987:69), only two of them were found in this study, i.e. positive poli... table 3. the frequency of politeness strategies from the table, there was no bald-on-record either off-record strategies found in the personal statements, hence, this study focused only to the positive and negative politeness strategies. there were 183 sentences containing politeness strategies on ... be optimistic be optimistic became the highest positive politeness among the other politeness strategies. it occurred in each personal statement since every student used it with the hope that their application would be accepted by the prospective universities and f... i’m sure by participating in master cle erasmus mundus scholarship program i will earn more knowledge and valuable experience, and at the same time share it with other people for a better future of us all. the aforementioned datum was taken from applicant 10’s personal statement in being optimistic that her participation in the master program would be valuable knowledge and experience for better future. use question, hedge hedge means word or phrase that modifies the degree of membership of a predicate or noun phrase in a set of sentence. i think i have carefully planned my study program in japan. as shown in the above sentences written by the applicants, this group of pragmatic markers was oriented towards the addressee. by using the subjectivity markers, such i think, the applicant softened the content of the sentence and indicated that the m... factors influencing the choice of politeness strategies brown and levinson (1987:228) argued there are three social determinants when choosing the politeness strategies to hinder the threat. they are power (p), distance (d) and rank of imposition (r). the combination of these three valueswill indicate the ... power it was clearly found that all applicants had lower level of power than the addressee. seeing from the power and the role-set in the relationship, the applicant had less power because the addressee was the one who would consider the status of the appli... dear dr. r (abbreviated) by giving deference with full academic honorific title, applicant 3 showed more polite way in writing their personal statements to the addressee. since the applicant essentially stood lower than the addressee in social and hierarchical position, it wa... distance between the applicants and addressee, it was found that the social distance (d) was high, because they were not closely related. even they were strangers. the applicants used formal language, which implied high distance between them and the addressee,... rank of imposition furthermore, seeing from the ranking of imposition, the topic stated in the personal statements was complicated. therefore, the fta given to the addressees might be great, because the ranking of imposition was great since it was used to apply for a ma... type of fta besides power, distance and rank of imposition, it was found that there was another factor which could be added, i.e. type of fta. type of fta also influenced the choice of politeness strategy. for example, in doing boasting, many applicants mostly co... table 4. combination between type of fta and politeness strategies combination of fta boasting and politeness strategy be optimistic occurred the most frequent compared to other combination. it happened in 19 combinations wrote by the applicants in their personal statements. one of the example was given by applicant ... specifically,i do really hope that the presence of several international accepted professionals in the field of english language teaching offered by ohio state university can help me in pursuing the dream i have i hope this letter of intent supports m... in his first sentence, he showed his optimism by hoping that his prospective major offered by the university could help him in pursuing his dream. later, he followed it by being boasting in stating that he was a passionate student who would learn hard. gender lakoff (1975) agreed that women are generally more polite and women’s language as powerless. she listed a number of attributes of women’s language, including the politeness tokens hedges and tag questions.this present study looked at individual gender... figure2. politeness strategies use by gender the following figure shows that female in this study were more polite than male, 112 to 71 for the total of positive and negative politeness strategies. the total number of each gender participated in this study was different, 6 women and 5 men. howev... conclusion all eleven successful personal statements contained both face threatening acts and politeness strategies as proposed by brown and levinson. the total face threatening acts found were 147 sentences including the acts which threatened both the positive ... in mitigating the ftas, students also implemented some politeness strategies in the personal statements. from four strategies in doing ftas as proposed by brown and levinson, only two of them were used, positive politeness and negative politeness. mea... there were five factors which influenced the choice of politeness strategies: power, distance, rank of imposition, type of fta and gender. all applicants had lower level of power than the addressee, high social distance and rank of imposition type of ... references amundrud, thomas. 2012. face-threatening acts (ftas) in advanced non-native english speaker (nnes) emails: a study of interlanguage pragmatics. bull. nara univ. educ., vol. 61, no. 1 (cult. & soc.). brown, penelope and stephen c. levinson. 1987. politeness: some universals in language usage. cambridge: cambridge university press. ding, huiling. 2006. genre analysis of personal statements: analysis of moves in application essays to medical and dental schools. english for specific purposes 26 (2007) 368–392. goffman, erving. 1967. interaction ritual: essay on face to face behavior. new york: anchor. kedveš, ana. 2013. face threatening acts and politeness strategies in summer school application calls. josip juraj strossmayer university. jezikoslovlje 14.2-3 (2013): 431-444 lakoff, robin t. 1975. language and a woman’s place. new york: harper and row. merriam, s. b. 2002. qualitative research and case study application in education. san fransisco: jossey-bass. thomas, jenny. 1995. meaning in interaction: an introduction to pragmatics. new york: longman. 1 eej 6 (1) (2016) english education journal http://journal.unnes.ac.id/sju/index.php/eej the performance of expressive speech acts as found on wayne rooney’s facebook ahmad tauchiddwi rukmini english language education postgraduate program universitas negeri semarang, indonesia article info _________________ received april2016 accepted may 2016 published june2016 ________________ keywords: awareness, realization, grice’s cooperative principle, implicature, conversation ____________________ abstract ___________________________________________________________________ people tended to show off their feelings in public. it meant that certain expressive acts were used. this study was to classify what types of expressive speech act were performed by wayne rooney on his facebook, to describe how the expressive speech acts were performed by wayne rooney on his facebook, and to describe how the effects of expressive speech acts performed by wayne rooney on the hearers. this study was using descriptive qualitative approach. the findings were that there were four types of expressive speech act on wayne rooney‟s facebook. they were congratulating, complimenting, thanking, and boasting. expressive speech act of boasting was the most dominant one, namely 46%. furthermore, each type was performed by wayne rooney either with direct expressive speech acts, or with the addition of preparatory acts, supportive acts, as well as the combination of both of them to modify the head acts as the main messages. expressive speech acts of congratulating tended to cause the hearers to respond the same as what the speaker intended, namely congratulating. meanwhile, expressive speech acts of complimenting, thanking, and boasting were most likely to cause the hearers to produce a large number of compliments as the responses. ©2016 universitas negeri semarang correspondence: e-mail: mr.ahmadtauchid@gmail.com kampus unnes bendan ngisor, semarang, 50233 p-issn 2087-0108 e-issn 2502-4566 ahmad tauchid/english education journal 6(1) (2016) 2 introduction when people are communicating with each other, they transfer certain meanings through the language. a branch of linguistics studying about meanings in communication is covered in what so-called pragmatics. it is concentrated on the dynamic aspects of meanings in context. one main interest of pragmatics is defining the principles for the determination of intended meaning. this meaning may be transmitted verbally or nonverbally. pragmatics studies language that is not directly spoken. instead, the speaker hints at or suggests a meaning, and the listener assumes the correct intention. in a sense, pragmatics is seen as an understanding between people to obey certain rules of interaction. in everyday language, the meanings of words and phrases are constantly implied and not explicitly stated. in certain situations, words can have a certain meaning. people might think that words always have a specifically defined meaning, but that is not always the case. the definition might be a bit confusing, so let us look at an example to clarify the role of pragmatics in our language. this example is one that you probably use in your own life every day. when our friend asks, 'how are you today?', do you immediately go into an in-depth account of your health issues, varying mood, relationship status, and everything else going on in your life? of course not! usually, you respond with something similar too, 'fine, how are you?' with the same expectation that our friend will not go into full detail of how he or she truly is. this interaction perfectly shows pragmatics at work. it is understood that this question does not really ask you to explain everything going on in your life. the implication relies on the context and situation. thus, to understand more about pragmatics in context and situation, it is much better to study about speech acts which become significant aspects to be discussed further. speech act theory attempts to explain how speakers use language to accomplish intended actions and how hearers infer intended meaning from what is said. this is obviously important to take account of speech acts into a deep analysis in conjunction with a large number of issues which potentially arise. just take a look at the following illustration. when the speakers utter something, then the hearers afford to catch the meanings produced by the speakers. it can even cause misunderstanding when the hearers fail to process the intended meanings from the speakers. furthermore, the speakers have something in their mind in which they expect the hearers to do so, but in some cases the speakers‟ expectation is not the same as what the hearers understand. speech acts try to discuss how any utterances are produced by speakers so that they have intended meanings which should be comprehended by hearers not only explicitly but also implicitly. furthermore, those intended meanings affect the hearers to react, act, and do something. in speech acts, the terms such as locutionary acts, illocutionary acts, and perlocutionary acts are familiar. locutionary act refers to the literal meaning of what is said. for example: „it is hot in here‟. illocutionary act is the social function of what is said. for example: „it is hot in here‟ could be an indirect request for someone to open the windows, an indirect refusal to close the window because someone is cold, or a complaint implying that someone should know better than to keep the windows closed (expressed emphatically). while perlocutionaty act is the effect of what is said. for example: „it is hot in here‟ could result in someone opening the windows. speech acts have a crucial role in pragmatics because they are not merely a matter of speeches and acts, but there is power or force behind the words which really need a deep analysis. the domain of speech acts is then focused on the intended meanings or illocutionary acts. the concept of an illocutionary act is central to the concept of a speech act. sometimes what is said is what is meant, but it is very often that what is said is not what is meant. in particular contexts, utterances are contrasted to meanings that want to be conveyed by speakers. when what is said is what is meant, hearers need not do interpretation complicatedly and it is easy to understand. meanwhile, when what is said is https://en.wikipedia.org/wiki/illocutionary_act ahmad tauchid/english education journal 6(1) (2016) 3 not what is meant, hearers endeavor hard to catch the meanings of the utterances. illocutionary acts have a force as an aspect of speaker meaning. it means that speakers, in producing utterances, have power to control someone else to do something in accordance with what they desire. for example, in a classroom situation when a lecturer utters „do this assignment and submit it tomorrow‟ to the students, then the students are most likely to obey what their lecturer instructs. though the students may possibly refuse the lecturer‟s instruction, they in fact do not do that. here it is obviously illustrated that an utterance produced by the lecturer is not a mere utterance, but there is power that forces the students to do a lecturer‟s instruction. pragmatics in learning any language, pragmatics has a significant role. pragmatics deals with the study of meanings in context, although the context is always an elusive and subjective composite that tries to shed a holistic, though partial, view on reality. trillo (2012:117) had identified two main traditions in the study of pragmatics: the first understands pragmatics as a dynamic subject in reality, for instance mey (1993:4): „pragmatics tells us it is all right to use language in various, unconventional ways, as long as we know, as language users, what we are doing‟. in other words, pragmatics in this tradition can be the driving force in the transmission of meaning relations in communication. the second tradition describes pragmatics as a static subject; cf. leech (1983:6), „the study of meaning in relation to speech situations‟. in other words, the dynamic tradition paves the way for the novelty of speech whereas the static tries to weave a univocal relationship between language and reality. the first would look for inventive relationships between language, reality and individuals, while the second would try to establish the link between words, meanings and situations. from the statements above, it is clear that pragmatics intends to identify the intentions with which utterances are pronounced and how they may help clarify the meaning behind some grammatical structures that do not render their transparent pragmatic force on the basis of their construction. pragmatics necessarily demands the use of acoustic analysis to identify the elements that are significant for meaning creation at the pragmatics level. it needs to differentiate between the useful features in the description of the individual speaker and those that knit the web of meaning contrasts at the language level. in order to address that general concern, pragmatics engages the scholar in a wide variety of topics. one major area is speech acts. speech act when we say something to someone, at the same time we also do something dealing with the arrangement of our utterances. our acts in using utterances in everyday communication are known as speech acts. the notion of a speech act is fairly well understood. searle (1969: 7) stated that “the theory of speech act starts with the assumption that the minimal unit of human communication is not a sentence or other expression, but rather the performance of certain kinds of acts, such as making statement, asking questions, giving orders, describing, explaining, apologizing, thanking, congratulating, etc.”in addition, bach (2003) notes that “a speech act is quintessentially pragmatics because it is created when speaker makes an utterance to hearer in context and must be interpreted as an aspect of social interaction.” in general, speech acts are acts of communications. moreover, to communicate is to express a certain attitude, and act defined as the units at the lowest rank of discourse (coulthard, 1977:8). as an act of communication, a speech act succeeds if the audience identities, in accordance with the speaker‟s intention, are expressed. “the first thing one should notice is that speech acts are actions happening in the world, that is, they bring about a change in the existing state of affairs” (mey, 1993:111). we can make requests, ask questions, give orders, make promises, give thanks, offer, apologies, and so on. a major task ahmad tauchid/english education journal 6(1) (2016) 4 for the theory of speech acts is to account for how speakers can succeed in what they do despite the various ways which linguistic meaning under determines use. furthermore, “almost any speech act is really the performance of several acts at once, distinguished by different aspects of the speaker‟s intention. speech acts might be seen as a prototypically pragmatics phenomenon in the sense that they challenge the notion that there is a one to one correspondence between a form and its function” (grundy, 1995:105). classifications of speech acts utterances perform three kinds of act. austin (1962:108) identifies three distinct levels of action beyond the act of utterance. he classifies the three levels of act began with the effect those words have on an audience. they are called locutionary act, illocutionary, and perlocutionary act. “locutionary act is the aspect of language which has been the traditional concern of linguistics” (stubbs, 1983:152). the locutionary act is the act of saying something: producing a series of sounds which means something. in other words, locutionary act is the act simply uttering a sentence from a language; it is a description of what the speaker says. it is the act of using a referring expressions and a predicating expression. it is the acts of saying something in which each word in the sentences is uttered exactly the same as its meaning in the ordinary. austin (1962:407) states that “the content of locutionary act (what is said) is not always determined by what is meant by the sentences being uttered.” illocutionary act is performed in saying something, and includes acts such as betting, promising, denying, stating, promising, apologizing, threatening, predicting, ordering and requesting, and ordering. some of the verbs used to label illocutionary acts can be used performatively. moreover, illocutionary act can be defined as what the speaker intends to do by uttering a sentence, (sari, 1988:15). in other words, it is the out in saying something using a certain intention. coulthard (1977:18) states that “basically an illocutionary act is a linguistic act performed in uttering a certain words in a given context.” the last act is the perlocutionary act produces some effect on the hearer of what the speaker says. therefore, perlocutionary act is hearer‟s behavioral response to the meaning of utterance. it can be a physical or verbal response, perhaps merely a mental or emotional response of some kind. as with illocutionary act the effect associated with a perlocutionary force of the utterance. although important to a complete understanding of speech act, perlocutionary act are fortunately, poorly understood at the present time. perlocutionary act would include such effects as persuading, embarrassing, intimidating, boring, irritating, or inspiring the hearer. for instance a bartender utters the words, „the bar will be closed in five minutes‟. perlocutionary acts are performed with the intention of producing a further effect. the bartender intends to be performing the perlocutionary acts of causing the patrons to believe that the bar is about to close and of getting them to want and to order one last drink. he is performing all these speech acts, at all three levels, just by uttering certain words. classifications of illocutionary acts speech acts are all the acts we perform through speaking and it is not just acts of producing certain sounds. speech acts always deal with our daily life. we tell people how things are, we try to get them to do things, we commit ourselves to doing things, we express our feelings and attitudes, and we bring about changes through our utterance. perhaps the most significant characteristic of speech acts is that after their performance, the world has changed into a new reality promised something. more dramatically, the world has changed significantly for a particular person after a sentence has been passed on him or her. searle posits the nation of “illocutionary point” which is the point or purpose of its being act of that type. searle (1969:34-8) as quoted by mey (1993:131) proceeds to a classification of illocutionary acts. there are five classes of acts. ahmad tauchid/english education journal 6(1) (2016) 5 they are representative, directive, commissive, expressive, and declarative. representative speech act or assertive speech act is a speech act that commits the speaker to the truth of the expressed proposition. it has a truth-value, show words – to world fit, and express speaker‟s belief toward something. directive speech act is attempted by the speaker to get the addressee to do something. the point of which is to direct the hearer towards doing something; which have a world – to – word direction of fit; in which a wish is expressed; in which the proposition is a future act done by the hearer. in other words, directives use language to try to get someone to do thing as in demanding, commanding, requesting, advising, suggesting, etc. similar to directives, commisive operates a change in the world by means of creating an obligation; in this case, the speaker creates the obligation. in other words, commisives are acts, which commit the speaker. the main point of expressive is that a certain psychological state is expressed. it is to express the speaker‟s inner state toward a certain thing. it has no direction of fit; in which the proposition ascribes a property or act to the speaker or the hearer. in other words, expressive uses language to express the feelings and attitudes, such as apologizing, thanking, condoling, congratulating, complaining, lamenting, protesting, deploring, boasting, complimenting, praising, greeting, and welcoming.declarative act is made by someone who is especially authorized to do so within some institutional framework. it is to bring something about in the world, which has both a world – to – world direction of fit; in which no psychological state is expressed; in which any proposition can occur. furthermore, petrus (2010:225) added that performances of a certain sort of actions, viz. as illocutionary acts are construed as communicative acts. a communicative act is an utterance or set of utterances (communicative act set), that we use to perform some sort of linguistic action or function in communication. a written communicative act has a role which is not only to pass on a message to the addressee, as typified in mainstream speech act theory and face-to-face interaction, but also to signal group status and esteem within the competitive political apparatus of the country. fetzer (2013:224) stated that written communicative acts, as opposed to oral or spoken acts, do not require immediate feedback, e.g. in the form of an illocutionary effect or a perlocutionary act; are open to different interpretations across time and cultures, and may be made up of several individual speech acts functioning together to realize the communicative intent of the communicative act.in expressing the speech act, speakers generally use modifiers to either mitigate or upgrade or aggravate the effect of their speech acts. trosborg in fetzer (2013:226) classified modifiers into preparatory acts and supportive acts. preparatory acts are other sentences or utterances that come before the head act (the main message), while supportive acts are other sentences or utterances that come after the head act. these modifiers and the head act work together to form a communicative act, i.e. a social speech event realizable in more than one complete syntactic structure. the modifiers could be different types of speech acts, for instance, for thanking to be realized appropriately, a compliment (an expressive speech act) could be used as a preparatory act. types of expressive speech acts when people express their psychological state, their expressions simultaneously carry out certain acts. these acts are what so-called expressive speech acts. the following utterances are the examples of expressive speech acts; “wow”, “excellent result!”, “that was stupid”, “he has damn well spent our money”, etc. then searle (1985:211) mentioned that expressive speech acts can be divided into apologizing, thanking, condoling, congratulating, complaining, lamenting, protesting, deploring, boasting, complimenting, greeting, and welcoming. the first classification of expressive speech act is apologizing. the point of apologizing is to express sorrow or regret for some state of affairs that the speaker is ahmad tauchid/english education journal 6(1) (2016) 6 responsible for. the preparatory condition is thus that the speaker must be responsible for the thing about which the sorrow is expected. for this reason most of the things one apologizes for are one‟s actions, but they need to be actions provided that the speaker assumes responsibility for them. and the second preparatory condition is that the proposition is true and the state of affairs represented by the propositional content is bad for the hearer. the secondis thanking. the point of thanking is to express gratitude. the preparatory conditions are that the thing in question benefits or is good for the speaker and the hearer is responsible for it. as with apologies, one normally thanks for the actions, but the propositional content need not necessarily represent an action provided that the hearer is responsible. it is important to note that one apologizes to the hearer and one thanks the hearer in each case for something about him and his relation to the state of affairs specified in the propositional content. it is important to notice that one apologizes to the hearer and one thanks the hearer in each case for something about him and his relation to the state of affairs specified in the propositional content. condoling is also a part of expressive speech act. the verb “condole” is obsolete and has been replaced by the use of the noun “condolence”. thus one sends one‟s condolences. when one condoles, one expresses sympathy and the preparatory condition is that the thing in question is bad for the hearer – usually some great misfortune. the next is congratulating. the opposite of “condoling” is “congratulating”. in congratulating one expresses pleasure with the preparatory condition that the thing in question is beneficial or good for the hearer. unlike thanking, and like condoling, congratulating need not involve an act or anything the hearer is responsible for. it may be simply some item or good fortune. the symmetry between condoling and congratulating is reflected in the fact that condoling is expressing sympathy for the misfortune or others; congratulating is expressing pleasure at the good fortune of others. in each case one condoles or congratulates only the person or persons whose fortune or misfortune is involved. complaining can be considered as expressive speech act. when one complains, one expresses discontent. the preparatory condition is that what one is expressing discontent about is bad, though this need not strictly be a presupposition since one can complain simply by saying that it is bad. there is no preparatory condition that the hearer must be in any way responsible for what one is complaining about. one can complain about the weather, inflation, or etc. this is why complaining can be either an assertive or an expressive. one can complain by asserting that something is bad or one can simply express one‟s discontent. one can say, for example, “that was a terrible thing to do” (assertive), or one can complain by saying “how awful” (expressive). lamenting, unlike complaining, need not be a speech act. one can simply feel sorrow for something and therefore be said to be lamenting it. there is, however, a use of the verb “to lament” in which it denotes strong public or overt expressions of sorrow. again, as with complaining, one need not be assigning any responsibility to the hearer for the thing lamented.lamenting is closely related to mourning for and grieving over, though mourning and grieving have closer connections with death and loss that does mere lamenting. one might reasonably be said to lament the passing of the glass milk bottle, but it would at best be ironic to say that one mourned for it or grieved over it. protesting, like complaining and lamenting, presupposes that what is represented by the propositional context is bad. however, protesting has some specific features of its own. first, the psychological state expressed is not mere sorrow or discontent, but rather disapproval and protesting is a formal expression of disapproval. secondly, though the hearer may not be directly responsible for the bad state of affairs, he must be able to change it and be responsible for it at least in the sense that he could change it and has not so far done so. for ahmad tauchid/english education journal 6(1) (2016) 7 example, one may protest to higher authorities about the behavior of their subordinates. thirdly, protesting is a demand for change. thus, for example, one protests to the authorities about some political or economic situation, but it would make no sense to protest about the weather; one would not know whom to protest to, though one can certainly complain about the weather. deploring, like lamenting, need not be overt speech act. one can simply bewail, bemoan, weep for, or feel outraged about something and thereby deplore it. however, deploring also has a use where it marks an overt speech act, strong expression of sorrow, or discontent, and, unlike lamenting, it seems to carry with it the implication that someone is responsible for the thing deplored. if i lament someone‟s death, i merely express feelings of sorrow about it. if i deplore his death, i am holding someone responsible for it, even though the person addressed in my deploring may not be the person i hold responsible. i might deplore the death of prisoners in south african jails, but it would make no sense for me to deplore the weather or the patter of the tides. boastingis one of the expressive speech acts as well. boasting is expressing pride with the presupposition that the thing one boasts about is good for the speaker (and therefore will be admired or envied by the hearer). boasting, like complaining, can be either assertive or expressive. one can for example boasts by saying that one did something good or that something good happened to one. as remarked earlier boasting does not and could not have a performative use. this is because boasting carries with it the suggestion that the speaker is trying to conceal the fact that he is boasting. similar remarks apply to brag. people very often compliment other in communication. to compliment is to express approval of the hearer for something. complimenting presupposes that the thing hearer is complimented for is good, though it need not necessarily be good for him. one might, for example, compliment him on his heroic and self-sacrificing behavior. complimenting, like boasting, can be either assertive or expressive. this kind of expressive speech acts is likely to happen in daily life. greeting is the only marginally an illocutionary act since it has not propositional content. when one greets someone, for example, by saying “hello”, one indicates recognition in a courteous fashion. so we might define greeting as a courteous indication of recognition, with presupposition that the speaker has just encountered the hearer. the last is welcoming. to welcome somebody is to receive him hospitably, and thus welcoming might be defined as an expression of pleasure or good feeling about the presence or arrival of someone. welcoming, like greeting, is essentially hearer-directed. methods the writer designed his study by using a qualitative approach. this was because he often made knowledge claims based primarily on constructivist perspectives (i.e., the multiple meanings of individual experiences, meanings socially and historically constructed, with an intent of developing a theory or pattern) or advocacy/participatory perspectives (i.e., political, issue-oriented, collaborative, or change oriented) or both. he also used strategies of inquiry such as narratives, phenomenology, ethnographies, grounded theory studies, or case studies. the writer collected open-ended, emerging data with the primary intent of developing themes from the data. furthermore, he intended to view perspectives of studies about complex meanings which were experienced individually, socially, and historically. a qualitative approach was usually implemented in the study in which statistical data were ignored. the writer had tendency to interpret the data in the form of words. the object of the study was expressive speech acts on wayne rooney‟s facebook because the writer saw that there were many expressions found on it. the data were taken from wayne rooney‟s facebook, starting from january 2012 to may 2016 and it was gained 91 ahmad tauchid/english education journal 6(1) (2016) 8 data as a whole.because research was a complex process involving the writer to collect data related in the study. in conducting the study, the writer played his role as the key instrument that collected and analyzed the data as well as interpreted the findings. the units of analysis in this study were in the form of utterances. this was because expressive speech acts were related to acts performed with utterances. the utterances could be in the simple or complex forms. the analysis took expressive speech acts such as apologizing, thanking, condoling, congratulating, complaining, lamenting, protesting, deploring, boasting, complimenting, greeting, and welcoming. the procedures of collecting data were determining the object, searching for wayne rooney‟s authentic facebook account, reading the status updated by wayne rooney accurately, and highlighting the data. the procedures of analyzing data were classifying the data, reducing the data, interpreting the data, and drawing an inference. the triangulation used was expert triangulation. analysis, results and discussions of the twelve types of expressive speech act classified by searle (apologizing, thanking, condoling, congratulating, complaining, lamenting, protesting, deploring, boasting, complimenting, greeting, and welcoming), the writer found four types of expressive speech act on wayne rooney‟s facebook. they were expressive speech acts of congratulating, complimenting, thanking, and boasting. most of the utterances were dominated by expressive speech acts of boasting as many as 42 utterances (46%), followed by expressive speech acts of congratulating as many as 22 utterances (24%), complimenting as many as 15 utterances (17%), and thanking as many as 12 utterances (13%). expressive speech acts of congratulating were performed either with direct speech acts as many as 7 utterances (32%), or with the addition of preparatory acts as many as 3 utterances (14%) and supportive acts as many as 12 utterances (54%). expressive speech acts of complimenting were performed either with direct speech acts as many as 5 utterances (33%), or with the addition of preparatory acts as many as 1 utterance (7%) and supportive acts as many as 9 utterances (60%). expressive speech acts of thanking were performed either with direct speech acts as many as 1 utterance (8%), or with the addition of preparatory acts as many as 2 utterances (17%), supportive acts as many as 5 utterances (42%), as well as the combination of preparatory acts and supportive acts as many as 4 utterances (33%). expressive speech acts of boasting were performed either with direct speech acts as many as 19 utterances (45%), or with the addition of preparatory acts as many as 2 utterances (5%), supportive acts as many as 20 utterances (48%), as well as the combination of preparatory acts and supportive acts as many as 1 utterance (2%). for expressive speech acts of complimenting, the effects on the hearers were expecting, congratulating, asserting, complimenting, criticizing, thanking, encouraging, suggesting, wondering, requesting, and greeting. of the whole expressive speech acts of complimenting, the most dominant effects were complimenting as many as 78 utterances, followed by asserting 42 utterances, encouraging 11 utterances, expecting 4 utterances, thanking 3 utterances, wondering 3 utterances, requesting 3 utterances, suggesting 2 utterances, greeting 2 utterances, congratulating 1 utterance, and criticizing 1 utterance. for expressive speech acts of thanking, the effects on the hearers were expecting, congratulating, complimenting, suggesting, encouraging, asserting, thanking, thanking back, greeting, feeling glad, wondering, criticizing, forbidding, and requesting. of the whole expressive speech acts of thanking, the most dominant effects were complimenting as many as 45 utterances, followed by asserting 37 utterances, congratulating 9 utterances, requesting 6 utterances, expecting 5 utterances, encouraging 3 utterances, thanking back 3 utterances, greeting 3 utterances, forbidding 3 ahmad tauchid/english education journal 6(1) (2016) 9 utterances, suggesting 2 utterances, thanking 1 utterance, feeling glad 1 utterance, wondering 1 utterance, and criticizing 1 utterance. for expressive speech acts of boasting, the effects on the hearers were expecting, encouraging, asserting, welcoming, feeling glad, feeling sad, feeling proud, complimenting, requesting, criticizing, wondering, suggesting, thanking, greeting, congratulating, forbidding, and condoling. of the whole expressive speech acts of boasting, the most dominant effects were complimenting as many as 180 utterances, followed by asserting 103 utterances, expecting 26 utterances, requesting 24 utterances, wondering 14 utterances, encouraging 12 utterances, welcoming 11 utterances, criticizing 10 utterances, greeting 10 utterances, congratulating 8 utterances, feeling glad 7 utterances, thanking 6 utterances, suggesting 3 utterances, feeling proud 2 utterances, condoling 2 utterances, feeling sad 1 utterance, and forbidding 1 utterance. conclusions this study contained four of twelve types of expressive speech act proposed by searle. they were expressive speech acts of congratulating, complimenting, thanking, and boasting. of the four types of expressive speech acts found on wayne rooney‟s facebook, expressive speech act of boasting was the most dominant one, as much as 46%. furthermore, each type was performed by wayne rooney either with direct expressive speech acts, or with the addition of preparatory acts, supportive acts, as well as the combination of both of them to modify the head acts as the main messages. it turned out what wayne rooney performed on his facebook had a lot of effects on the hearers which were realized in the form of comments. those comments came up variously in every status posted by wayne rooney. they included asserting, complimenting, condoling, congratulating, criticizing, encouraging, expecting, feeling glad, feeling proud, feeling sad, forbidding, greeting, requesting, suggesting, thanking, and even welcoming, as well as wondering. expressive speech acts of congratulating tended to cause the hearers to respond the same as what the speaker intended, namely congratulating. meanwhile, expressive speech acts of complimenting, thanking, and boasting were most likely to cause the hearers to produce a large number of compliments as the responses. references ainurrohmah, 2011.the use of illocutionary acts in stephenie meyer‟s new moon.thesis 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august 2017 accepted 02 october 2017 published 01 december 2017 keywords: observance, cialdini‟s principles, speech act of persuasion, presidential debates abstract persuasion is an important factor to politicians to show the power and influence the people. in the united states presidential election, debate is one of the tools to convey the candidates' message. most of the utterances used in debates aimed at affecting and convincing the audiences or the voters. persuasion according to searle (1979) is regarded as a directive speech act in which the speaker‟s intention is to make the hearers to commit him or herself to perform some form of action. most of the researchers conducted persuasive speech acts from the point of view of discourse. there is no study about natural data like debates. this study is a study about observance of cialdini‟s principles of speech acts of persuasion in 2016 us presidential debates. therefore, there are six principles that must be observed, namely consistency, authority, reciprocity, social-evidence, preference/ liking and rareness/ scarcity. it used descriptive qualitative method to get the findings. the findings of the study are proved that most of the presidential candidates observed cialdini‟s principles. they used several ways like asking the voter‟s need, making a promise, and disfiguring the interlocutors. finally, this thesis provides suggestion regarding to the findings. at this point, the first plan is to present some tested principles of persuasion in debate classes. next point is how you might use the principles to increase community interest in your topic, and to win people over, fairly and ethically, to the way of thinking. © 2017 universitas negeri semarang correspondence address: jl.hj.siti aminah no.10 dukuhturi bumiayu e-mail: kiasatinayenika@gmail.com p-issn 2087-0108 e-issn 2502-4566 yenika arisetiyani & issy yuliasry / eej 7 (3) (2017) 238 introduction the presidential election in the united states is a highly followed event. the whole world is watching with excitement who becomes the new president of the super power that america undoubtedly is. the most influential tool of this event is language. via language presidential candidates communicate with their future voters. via language they express their ideologies, their opinions. via language they get closer to the audience. their ability to express themselves is widely exercised in presidential debates. to understand language, pragmatics needs to be applied. leech (leech 1983) says that pragmatics can be defined as a study that deals with the use of language in a conversation. when people communicate, they perform utterances. the utterance is formed by the combination of words. the speaker convey message when they are talking to the hearer. every human speech has different meaning and intention. this phenomenon is known as speech act. actions performed via utterances are generally called speech acts (yule, 1996: 47). the speaker expects that his or her communicative intention will be recognized by the hearer. communication is the process of exchanging the information, ideas, thought, feelings, and emotion through conversation, speech, debate, signals and behavior. people use language to do an extraordinarily wide range of activities. it is used to convey information, request information, give orders, make requests, make threat, give warning, make bets, give advice, etc. all of the activities are done by the addressers to reach an understanding with their addressees through the use of different strategies. these include persuasion. according to diamond and cobb (1999), persuasion is an act of conversion, convincing others, changing their views, shifting their ideal points along the imagined line. it can be conclude that persuasion has the power in influencing people or making them embrace certain beliefs in order that they may either adopt new goals or abandon previous ones of higher value goals, as presented by the persuader. there is always an attempt to attract people to one side or another. thus, attempt to persuade people to change their opinions become a legitimate feature of political discourse. according to fairclough (2012) political discourse is as attached to political actorsindividuals (politicians, citizens), political institutions and organizations that engaged in a set of process and though rituals events with citizens who may participate in the process of government. therefore, language could be regarded as the vehicle of politics. in other words, the most activities performed by the politicians are done through language, such as speech, debate, inauguration, campaign, etc. referring to the description above, persuasion according to searle (1979), is regarded as a directive speech act in which the speaker‟s intention is to make the hearers to commit him or herself to perform some form of action; in other words, persuasion is an attempt of speaker to match the world with his/ her words (bu, 2010, cited in pisdigham & rasouli, 2011). another study, pishghadam and rasouli (2011b) investigated the similarities and discrepancies between english and persian native speakers in the employment of persuasive strategies. the aim of the study is to discover whether there is any significant difference between participants in the selection of persuasion strategies with respect to gender. the university students were the participants of this study. it uses a discourse completion test (dct) to get the data collection. the questionnaire consists of 6 items in different contexts close to real life persuasive situations. to analyze the data, he was used chi-square test. the participants‟ responses were analyzed, and the influences of gender and culture on the speech act of persuasion were discussed. from the result, it can be concluded that there are some differences and similarities between persian and english native speakers in the employment of yenika arisetiyani & issy yuliasry / eej 7 (3) (2017) 239 this speech act which provided some pedagogical solution to pragmatic difficulties of english language learners in classrooms and their miscommunications in general. this study only investigated the directness level of the speech act of persuading and did not consider internal modification and external modification parts of the cross cultural speech act realization project (ccsarp). there were several previous studies. jarraya (2013) investigated about persuasion in political discourse: tunisian president ben ali‟s last speech as a case study. the aim of this study was to check the illocutionary force of the sentences, investigate the persuasive dimension of the use deictic pronouns. the result of this study showed that the use of multiple speech acts found in the same utterance either with or without an explicit performative verb. some speech acts may be used as a medium to carry others. it also showed how the strategic use of deictic pronouns and agency with certain illocutionary forces helps construct otherness as well as the self. this process is enforced by the marked use of ethos, which is a crucial strategy of persuasion in political discourse. the research above is different, it uses persuasion from the view of political discourse but in my study i will use speech act of persuasion from pragmatics view. meanwhile altikriti (2016) observed persuasive speech acts of barack obama speech. this study examined three different speeches of obama. the analyses were based on the adopted model of bach and harnish taxonomy (1979). this study has shown that obama has directly and indirectly inclined the audience by using various speech acts dominated by the constative and assertive speech acts. ghasani and sofwan (2017) analyzed appraisal and speech structure of contestants‟ speeches in speech contest of esa week competition. she focused on discourse analysis in analyzing the data. she integrated the theories of appraisal (martin and white, 2005) and speech structure (sellnow, 2005). the findings map out the high use of appreciation of attitude, entertain of engagement, and focuse of graduation applied. those appraisal, moreover, were highly found in the body of the speech. the difference was this study used discourse studies view than the research focused on pragmatic study. rohmahwati and yuliasri (2017) observed the violation of politeness maxims in the television series. they used big bang theory in analyzing politeness maxim produced by the speakers. the study used descriptive qualitative method by using observation and documentation method. this research found all maxims are violated by the character in the conversation.the difference between this study and the research lied in the aim of the research. this study looked for the violation of politeness maxim but the research looked for observance of cialdini‟s principle in the presidential debate. mujiyanto (2016) observed the verbal politeness of interpersonal utterances resulted from back-translating indonesian texts into english. here he explored the politeness degrees of interpersonal utterances in the source language; there was also a positive correlation between the english utterances and their backtranslations. this study was from translation view whereas this research was from pragmatics view. the data was also different too. related to the utterances used by the candidates, it can be stated that the most of the utterances used in debates aimed at affecting and convincing the audiences or the voters. according to simons (2003), the notion of persuasion is to make manipulative acts, but it also leaves receivers with the perception of choice. it is like the candidates try to attract votes, or a student seeks permission to take a make-up exam. in other context it may be concluded to „persuasion” as an effect of producing messages, whether intended or not. in line with this concept, there are six principles of persuasion that should be completed by the persuader or candidates to convince the voters (cialdini, 2009). the six principles are consistency, authority, reciprocity, social-evidence, preference/ liking and rareness/ scarcity. yenika arisetiyani & issy yuliasry / eej 7 (3) (2017) 240 based on the phenomenon above, the researcher interested to conduct a research by using the six principles to see whether the candidates observe the principles or not in 2016 us presidential debates. in speech act theory was an important breakthrough in the field of language and philosophy. it came out as a result of the work of famous philosopher j.l austin who delivered a series of lectures on this topic 1955 that appeared in the shape of a book named „how to do things with words‟ in 1962. he defined speech act as an utterance made by a speaker in a particular context. similarly, yule (1996:47) defines speech acts as “actions performed via utterances.” when speaker utters something, he or she then expects that the hearer will be affected by his or her utterances. according to austin (1962 cited in cutting (2002:16) states that, the action performed when an utterance is produced can be analyzed on three different levels. those are locutionary acts, illocutionary acts and perlocutionary acts. locutionary act is semantic or literal meaning of sentence. austin said that the interpretation of locutionary act is concerned with meaning. briefly, locutionary act is the act of producing a meaningful linguistic expression. yule (1996:48) writes that “the illocutionary act is performed via the communicative face of an utterance” and it is an intended meaning of a speaker. moreover, yule (1996:49) states sometimes it is not easy to determine what kind of illocutionary act the speaker performs. the third of austin‟s categories of acts is perlocutionary act, which is a consequence or by-product of speaking, whether intended or not. as the name is designed to suggest, perlocutions are acts performed by speaking. according to austin, perlocutionary acts consist in the production of effects upon the thoughts or feelings. it would include such effects as; persuading, embarrassing, intimidating, boring, irritating, and inspiring the hearer. searle (1979, pp. 12-19) presented an alternative taxonomy of speech acts. they are representative, directive, commissive, expressive, and declarative. representative speech acts commit the speaker to something being the case or to the truth of an expressed proposition. the direction of fit of representatives is words to the world and the expressed psychological state is a belief. moreover, directive speech acts are attempts by the speaker to get the hearer do something. the direction of fit is world to the words and the sincerity condition is want or desire. commissive operates a change in the world by means of creating an obligation; in this case, the speaker creates the obligation. these acts commit the speaker to some future course of action. direction of fit is world to the words and the sincerity condition is intention. expressive speech acts express a psychological state about a state of affairs expressed in the propositional content. direction of fit is not required. the last is declarative speech acts. these acts bring about alternation in the status or condition of the referred object by virtue of the fact that the declaration has successfully been performed. successful performance guarantees that the propositional content corresponds to the world. perloff r.m (2003:8) defines persuasion as a symbolic process in which communicators try to convince other people to change their attitudes or behavior regarding an issue through the transmission of a message, in an atmosphere of free choice. according to keraf (2004:118) stated that persuasive is a verbal art that purposely convince someone to obey what the speaker‟s said in this moment or in the present time. it means that the purpose of persuasion is the speaker tries to persuade the listener to act something with no violence and coercion. a persuader should make their object believe that they are trusted agent. so, from that belief people will decide a right decision by their consciousness. therefore, searle (1979) regarded persuasion as a directive speech act in which the speaker intends to commit him or herself to perform some form of action. referring to the descriptions above, the forms of persuasive utterances can be identified with the theory of yenika arisetiyani & issy yuliasry / eej 7 (3) (2017) 241 speech acts argued by searle (1979), namely assertive, commissives, expressives, declarations, and directives. as the utterances of persuasion in campaign activities had the function of demand, request and convincing the audiences or the voters to elect the candidates, all of the utterance forms can be categorized into directives. in delivering the principles of persuasive, aristotle in keraf (1989:121) stated that there are three principles of persuasion. the basic concepts are explained below. speaker‟s character and credibility; controlling the audience‟s emotional; and evident in the speaker‟s character and credibility, communication will take place a speaker expectation, if the audience has recognized him or her as the one who has a good character. this is usually called with personal character. here, a good character can be determined through attitude, diction, and language style of the figure in presidential debate. the political party takes their own candidate through their quality. the second skill is a skill of speakers in controlling the audience‟s emotional. it means that the speaker has performance in debasing or extinguishes the audience‟s sentiment and emotion. the emotion may not be inspired extremely, so that the audience does not have a chance to think or appreciating the problem. the ability to control emotion defined as a power of inflaming viewer‟s enthusiasm, and gives them a chance to think and lets them realize the condition as what the speaker‟s advice and together reaching an agreement. so, the ability to control people‟s emotion is not the main purpose of persuasion. it is just the way to stimulate people, bring them into certain comfort condition where persuasion will be held. beside the important of control emotion, a speaker or persuader must able to provide some evident about their products. this evident is needed as a guarantee and to build a confident for conducting persuasion. so, by showing the evident and inflaming the people‟s emotion, persuader is easier to catch the purpose of persuasion. in this research, it used six persuasive principle argued by cialdini (2009). they are consistency principle, authority principle, reciprocity principle, social-evidence principle, preference principle, and rareness/scarcity principle. cialdini argues that human beings have a desire to be consistent and that we also value consistency in others. consistency is a powerful social influence which is highly valued by society. the principle of commitment/ consistency declares that we have a need to be seen as consistent and to honor our commitments. once someone‟s mind is made up about an issue, stubborn consistency means that person does not have to think hard about the issue anymore (cialdini, 2009). authority is a persuasive principle in which a persuader plays himself/ herself as if he/she were a powerful person. in this case, he/she was an american president candidate, for example, he/she must be able to convince the audiences or voters that he/she is a real president. he/she must be able to give a speech or solve the problems wisely, as if he/ she are a real president. cialdini‟s first principle states that humans are hardwired to want to return favors, pay back debts and to treat others as they have been treated. in essence, we prefer to say yes. according to cialdini, there is no human society that doesn‟t practice this rule of reciprocity. it is a cultural standard that obligates us to return favors, gifts and invitations. the reciprocity principle recognizes that people feel indebted to those who do something for them. this can lead us to feel obliged to offer concessions to others if they have been offered to us, in short to reciprocate, as we feel uncomfortable being indebted to others. if a colleague, for example, has offered help to you when you were under pressure to meet a deadline then you may feel obliged to support them when they need help. social-evidence influences peoples‟ decisions by informing them of that other individuals, maybe a role model, are or have observed this behavior. when people are yenika arisetiyani & issy yuliasry / eej 7 (3) (2017) 242 uncertain of how to behave, they look for the actions of others to guide their own actions. it is a principle in which group of society or a big number of people that is used as the evidence that the candidates are mostly preferred by the people. preference principle is applied by making a communication among the voters who have the same preferences or perception to the superiorities of the candidates. in line with this, the voters make a networking one another and give their supports to the candidates proposed by the persuaders. the rareness/ scarcity principle is extremely powerful and operates on the value or worth that people attach to things. in economic theory, scarcity relates to supply and demand. the less there is of something, the more valuable it can become, as more people want it. cialdini states that humans are challenged emotionally when freedoms are threatened and scarcity can limit free choice. this may cause people to want to try and possess the item more than ever. methods this study aimed to explain the observance of cialdini‟s principles of speech act of persuasion in the 2016 united states presidential debates and to explain the pedagogical contribution of the findings on debate classes. to achieve this aim, we used descriptive qualitative method. in this study, the subject was the utterance transcription performed by the candidates in 2016 us presidential debates. it would be taken from the official website of each party. in collecting the data, i performed some steps which were related to the focuses of the study. they were as follow: a. finding the data related to presidential debates 2016. in this part, the writer took transcripts and videos relates to the presidential debates from each party, democratic party and republican party. b. watching and matching the video and the transcript after find the transcripts and the videos of the data, the writer watched the video and matching the video with the transcripts. c. reading the transcript of the presidential debate repeatedly. after watching and matching, i read the transcripts several times to get the appropriate datum. d. identifying the utterances. the utterances were selected by classifying them based on the debate participant. e. selecting the utterances. the utterances were selected by classifying them into six persuasive principles, consistency, authority, reciprocity, social-evidence, preference/ liking, and rareness/ scarcity. in order to validate the data, we used triangulation as a tool of the study (meriam, 2002). denzin (1970) as cited in cohen et al (2005) distinguish triangulation into five, namely time triangulation, space triangulation, combined levels of triangulation, theoretical triangulation and investigator triangulation. in this study, we used investigator triangulation. the data of this thesis had been examined and judged by one of the lectures in local university in bumiayu as the expert of appraisal. we worked independenly in analyzing the data before we asked her to examine the findings. she gave us feedback and comments. result and discussion in this section, this research informs about the findings resulted from the utterances produced by the candidates of 2016 us presidential debates. human beings tend, or at least, strive to be consistent in their actions, feelings or stances. once he makes a decision, he will stick to his position even though he sometimes makes a mistake. that's the principle that underlies the principle of consistency. in the 2016 united states presidential debates, there was some consistency principle that the candidates made. the finding of consistency principle is summarized on the following table. in the 2016 united states presidential debates, there was some consistency principle that the candidates made. on the first yenika arisetiyani & issy yuliasry / eej 7 (3) (2017) 243 presidential debate, clinton applied 17 utterances that belong to consistency principle. whereas trump was less than her, only 16 items of consistency principles. most of the persuasive utterances used in the first presidential debates reflect on consistency principle. that principle happens because persuasive acts always need honesty of the speaker to make the hearer convinced of what he/ she said. from the second and third presidential debate, the candidates produced less in using consistency principles than in the first presidential debate. in the second presidential debate, clinton used 6 utterances while trump applied 3 utterances. moreover, in the third presidential debate, clinton produced only 1 and trump also did. the finding of consistency principle is summarized on the following table. table 1. consistency principle c a n d id a te s f ir st p re si d e n ti a l d e b a te s e c o n d p re si d e n ti a l d e b a te t h ir d p re si d e n ti a l d e b a te freq. % freq. % freq. % clinton 17 51 6 67 1 5 trump 16 49 3 33 17 95 total 33 100 9 100 18 100 in this way, both of the candidates used consistency principle by doing several things below: a. talking about their hopes in the future. b. asking the voters‟ need. c. consistence with the past experience. in observing authority principle, the utterances reflected in the imperatives or the shapes of directives speech acts. it means that if the candidates persuaded the voters/ audiences by saying instruction in directive ways. the finding of authority principle can be seen on the table below. table 2. the finding of authority principle c a n d id a te f ir st p re si d e n ti a l d e b a te s e c o n d p re si d e n ti a l d e b a te t h ir d p re si d e n ti a l d e b a te freq. % freq. % freq. % clinto n 7 50 4 36 8 67 trump 7 50 7 64 4 33 tota l 14 100 11 100 12 100 here, the presidential candidates were asking the hearers/ voters/ american people to do something important/ crucial for the country. they used their power of authority as if the candidate was the real president. the findings of reciprocity principle are summarized on the table below. table 3. reciprocity principle c a n d id a te s f ir st p re si d e n ti a l d e b a te s e c o n d p re si d e n ti a l d e b a te t h ir d p re si d e n ti a l d e b a te freq. % freq. % freq. % clinton 11 49 9 43 9 50 trump 12 51 12 57 9 50 total 23 100 21 100 18 100 in many social situations, reciprocity creates a feeling of obligation to repay someone in the future because of receiving something from others. by obligating the recipient to an act of future repayment, the rule of reciprocation allows one person to give something to another with the confidence that is not being lost. the mutually beneficial exchanges of our ancestors evolved into a sound interdependence among humans. as a result, people were trained from an early age to comply with the rule of reciprocity. there is an obligation to give, an obligation to receive and an obligation to repay (cialdini, 2009). although the obligation to repay constitutes the essence of the reciprocity rule, it is the obligation to receive that makes the rule so easy to exploit. they definitely observed the yenika arisetiyani & issy yuliasry / eej 7 (3) (2017) 244 reciprocity principle of cialdini in order to persuade the hearers or voters to be elected as the next president of united state. it proved by some data below: a. making a promise or pledge b. feeling obliged to give something in return social-evidence is a crucial thing in marketing, business or in the presidential debates. people will see, and then choose the candidate who is really impressing them. socialevidence influences peoples‟ decisions by informing them of that other individuals, maybe a role model, are or have observed this behavior. when people are uncertain of how to behave, they look for the actions of others to guide their own actions. it is a principle in which group of society or a big number of people that is used as the evidence that the candidates are mostly preferred by the people. the finding of the social-evidence principle can be seen on the table below. table 4. social-evidence principle c a n d id a te s first presidentia l debate second presidentia l debate third presidentia l debate freq. % freq. % freq. % clinton 12 57 9 100 9 69 trump 9 43 0 0 4 31 tota l 21 100 9 100 13 100 after analyzing the data, clinton used 12 utterances of social-evidence principle in the first presidential debate. clinton constantly produced the social-evidence principle on the second and third presidential debate. in other words, trump on his second presidential debate did not observe the social-evidence principle. the observance of this principle could be seen from the data below: a. giving the past general evidence of american condition. b. taking a model of the famous people/ state. preference is a principle that can create influence and compliance based on factors such as physical attractiveness or similarity. people like to say yes to people they like. the „halo effect‟ occurs when one positive characteristic dominates the way a person is viewed by others and is one of the oldest and most widely known psychological phenomenon (cialdini, 2009). this principle is applied by making a communication among the voters who have the same preferences or perception to the superiorities of the candidates. in line with this, the voters make a networking one another and give their supports to the candidates proposed by the persuaders. the finding of the preference/ liking principle could be seen on the table below. table 5. preference/ liking principle c a n d id a te s f ir st p re si d e n ti a l d e b a te s e c o n d p re si d e n ti a l d e b a te t h ir d p re si d e n ti a l d e b a te freq. % freq. % freq. % clinton 5 63 3 75 2 33 trump 3 37 1 25 4 67 total 8 100 4 100 6 100 in liking principle, the presidential candidates used similarity to observe the preference/ liking principle. they used the same liking to get the voters‟ attention. the finding of the rareness/ liking principle could be seen on the following table. table 6. rareness/ scarcity principle c a n d id a te s f ir st p re si d e n ti a l d e b a te s e c o n d p re si d e n ti a l d e b a te t h ir d p re si d e n ti a l d e b a te freq. % freq. % freq. % clinton 16 38 4 29 8 50 trump 26 62 10 71 8 50 total 42 100 14 100 16 100 to observe the rareness/ scarcity principle, they were doing several things such as: a. blaming and disfiguring the interlocutor b. proud of her/ himself yenika arisetiyani & issy yuliasry / eej 7 (3) (2017) 245 the important pedagogical suggestions attained from the findings for english debate classes is that in comparing the view of each candidate, providing some resources are really important to be concerned. from the findings, in giving social-evidence, the debater should be cleared and supported by a data or source of the evidence. moreover, the candidate also should apply good/ nice ethic in giving their speeches. disfiguring the interlocutor is not appropriate to do in debate. the candidate may use the other scarcity principle by doing something new which gets the hearer/ the voters‟ attention. the reason it pays off to learn more about persuasion in debate classes is that it will help the debater become more successful at achieving your goals. it's no more complicated than that. there's also an unstated assumption behind this reasoning: there are tested principles of persuasion that can be both learned and put to good use. conclusion this study mainly concerns with the observance of persuasive principles produced by the united states presidential candidates. having analyzed using the six principles of persuasive argued by cialdini (2009), namely: consistency, authority, reciprocal, socialevidence, preference/ liking and rareness/ scarcity, the persuasive utterances used by the presidential candidates also aimed as the acts which were done in the six principles above. after analyzing and discussing the result of the study above, it can be concluded that mostly the presidential candidate used those several principles. it was only found one principle that was not observed by trump on the second presidential debate, namely socialevidence principle. there were some ways observing the persuasive principles. the objective of this principle was only to get the votes of the hearer/ the voters. first, in consistency principle, the presidential candidates were talking about their hopes in the future, asking the voters' need, and consistence with the past experience. second, in observing the authority principle, the presidential candidate used their authority by asking american people to reach something crucial/ important to the country. third, from the findings are revealed that in observing the reciprocity principle the presidential candidates applied making a promise or pledge, feeling obliged to give something in return to attract the hearers/ the voters. moreover, in forth principle, giving the past general evidence of american condition and taking a model of the famous people/ state are the ways of the presidential candidates in observing the social-evidence principle. in this principle, trump did not observe the socialevidence principle on the second presidential debate because he did not apply his speech. fifth, the presidential candidates used similarity to observe the preference/liking principle. at last, in the sixth principle that is rareness/scarcity principle, they used blaming and disfiguring the interlocutor and also they were proud of her/him in getting the hearers/ voters attentions/votes. the reason in learning about persuasion in debate is that it will help the debater become successful at achieving the goals. the debaters should know about persuasion and how to persuade others. persuading and being persuaded is part of being a member of society. but, persuasion is also a learned skill and like any skill, one can improve with instruction and practice. it is important to note that there are many long-lived debates regarding the ethics of using principles of persuasion. references altikriti, s. 2016. persuasive speech acts in barack obama‟s inaugural speeches (2009, 2013) and the last state of the union address (2016). international journal 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efl learners. studies in literature and language, vol.3, no. 2, pp. 111-117. issn 1923-1563. quinn, simon. 2005. debating. brisbane, australia. rohmahwati, a. and yuliasri, i. 2017. violation of politeness maxims in the television series the big bang theory. english education journal 7 (1) (2017). searle, j. r. 1979. speech acts: an essay in the philosophy of language. california: cambridge university press. searle, j.r. 1999. mind, language and society: philosophy in the world. phoenix: guernsey press co. yule, george. 1996. pragmatics. oxford: oxford university press. eej 8 (2) (2018) 254 264 english education journal http://journal.unnes.ac.id/sju/index.php/eej translation techniques and grammatical equivalence in indonesian english translation of “central java visitor guide” iif nur afifah1, rudi hartono2, issy yuliasri3 1. smu n 1 weleri, indonesia 2. universitas negeri semarang, indonesia article info ______________ article history: accepted 2 january 2018 approved 01 april 2018 published 20 june2018 _____________ keywords: techniques, grammatical equivalence, central java visitor guide abstract ____________________________________________________ “central java visitor guide” is a media to promote tourism for international tourists. this study was intended to reveal the translation techniques used by the translator in translating the sentences and to see the resulted grammatical equivalence between the source text (st) and target text (tt). this study was done qualitatively. the findings of the research reveal that nine of 18 translation techniques proposed by molina & albir (2002) are chosen by the translator. they are : literal, borrowing, modulation, reduction, amplification, transposition, particularization, generalization, and description. literal translation (50.98 %) and borrowing (17.24 %) are the most dominant technique used. on the other hand, generalization and description are the lowest ones (0.73 %). it is also found out that the translator‟s choice of translation techniques has resulted in 223 used of voice equivalent (45.60 %), 203 used of tense equivalent (41.51 %), and 63 used of number equivalent (12.88 %). there is no certain techniques influence the equivalence on tense and number category. however, non-equivalent on the category of voice is caused by the use of modulation and transposition techniques. besides that, this study also analyses the common problems of non-equivalence. they are : culture specific term (75.67 %), tl lacks specific term (12.16 %), tl lacks superordinate (8.10 %), and the use of loan words in the st (4.05 %). therefore, it can be concluded that the high rate of grammatical equivalence shows the translator‟s success in translating the text. © 2018universitas negeri semarang  correspondence address: penyangkringan kec. weleri kab.kendal, indonesia e-mail: iifafifah72@gmail.com p-issn 2087-0108 e-issn 2502-4566 iif nur afifah, rudi hartono, issy yuliasri / eej 8 (2) 2018 254 264 255 introduction “central java visitor guide” is a booklet of tourist resort in central java which is published by central java provincial culture and tourism office semarang. it is written both in bahasa indonesia and english. due to the contents which also tells about the uniqueness of the cultural ceremony, food, and handicraft, this booklet has an aim to promote tourism in international sight. english as international language has been used in describing the tourist resorts with its uniqueness. but the problem is that the source language bahasa indonesia and the target language english has different charateristics and grammatical rule. therefore, translation is adjusted to its characteristics and grammatical rule. in translation, there are some theories developed time by time such as nida and taber (1969), brislin (1976), newmark (1988), bell (1991), and pym (1992). according to them, translation is an activity of transferring the messages or ideas from source text into the target text. besides transferring messages, translation also plays role in changing form. it is supported by larson (1984) and munday (2000). changing form is the process of adjusting grammatical pattern from source language into target language. here is the example : st kesenian ini memadukan antara tari dengan alat musik dari bilah-bilah kayu dan gamelan jawa yang biasa disebut „gambang‟. tt it is a combination between dance and musical instrument made of wood and javanese gamelan commonly called “gambang”. the translator changes a noun “combination” into “combines” as a verb in order to keep the naturalness in the translation. hence, translation is also influenced by culture. hartono (2009) explained that to produce a high quality of novel translation, translator should keep a basket of masteries of both source and target languages and cultures. he added that translating the text contains a cultural content and message is more difficult than translating an ordinary text that only has literal meanings. he gave an example that the term house does not always refers to rumah as in white house it is not translated into rumah putih but gedung putih. he added that a translator has to work hard to find cultural equivalents in accordance with the message stated in the source language. if not, there will be a diversion even misdirection. vermeer (baker 2001) and nida and taber (1982) also concluded that different culture may have different way in conveying the messages and producing the cultural terms. therefore, sometime translator find the way to keep the original word from the source text in order to preserve the meaning of the text, without changing it, even reduced or added. here is the example : st senerek,sup kacang merah dengan campuran wortel dan daging. tt senerek, is red bean soup with a mixture of carrots and meat. the translator takes the original word of “senerek” the traditional beverage which has no equivalent word in tt. it shows us that certain technique is used based on its necessity. as stated by yuliasri (2016) that in accomplishing the translation task, a translator can explore different translation techniques in his effort to tackle the arising problems and produce good quality translation. according to molina and albir (2002: 509), there are eighteen translation techniques namely adaptation amplification, borrowing, calque, compensation, description, discursive creation, established equivalent, generalization, linguistic amplification, linguistic compression, literal, modulation, particularization, reduction, substitution, transposition, variation. in achieving equivalent, mona baker in the book of in other words (1992) defines six types of equivalence: (1) equivalence at word level, (2) equivalence above the word level, (3) grammatical equivalence, (4) textual equivalence; thematic and iif nur afifah, rudi hartono, issy yuliasri / eej 8 (2) 2018 254 264 256 word order, (5) textual equivalence; cohesion, and (6) pragmatic equivalence. here, the writer focus to grammatical equivalent. gaining grammatical equivalent between the two languages is also important. hartmann and stork (bell 1991: 6) suggested that translation is “the replacement of a representation of a text in one language by a representation of an equivalent text in a second language.” here is the problem concerning to grammatical equivalent : st ada juga penari dan penyanyi. tt dancers and vocalists are also available. in st bahasa indonesia, plurality is marked by the use of sufffix parain front of noun, as for example para penari. seeing the example, the st belongs to singular. unfortunately, the st above is translated into plural by adding –s after its noun. therefore, this text is considered to be grammatically not equivalent. grammatical equivalence refers to the diversity of grammatical categories across languages. baker (1992) notes that grammatical rules may vary across languages and this may pose some problems in the terms of finding a direct correspondence in the target language which later may induce the translator either to add or to omit information in the target language because of the lack of particular grammatical devices in the target language itself (p. 82). it includes: number, gender, person, and tense/aspect. there have been some previous studies focusing to translation techniques, translation quality, and equivalence. analysing translation techniques is followed by translation quality. it has been done by several researchers. therefore, here the writer try to explore the relationship between translation techniques and grammatical equivalence since the st and tt has different grammatical rules. this study tries to reveal what translation techniques are used in translating sentences in “central java visitor guide” and how such use of techniques affect the grammatical equivalent. methods this study is descripitive qualitative research. it aims at explaining translation techniques, non-equivalent problems, and grammatical equivalence in indonesian english translation of “central java visitor guide”. the object of this study is a word, phrase, clause or sentence in “central java visitor guide”. the writer only takes three towns as the sample which totally consists of 464 sentences. the writer do some steps in collecting the data. first, the writer reads the original booklet of “central java visitor guide” and its translated version. then, the data are analyzed based on translation techniques, nonequivalence problems, and grammatical equivalence. after that, i find out the relation between translation techniques and grammatical equivalence. after collecting the data, the writer analyse the data by identifying the translation techniques, non-equivalence problems, and grammatical equivalence. next, it is followed by tabulating the percentage of the data result, interpreting the data analysis, and drawing conclusions. results and discussion results in this section, the writer presents : translation techniques, non-equivalence problems, grammatical equivalence, and relation between translation techniques and grammatical equivalence. translation techniques in this analysis, the writer found that there are only 9 techniques used by the translator. iif nur afifah, rudi hartono, issy yuliasri / eej 8 (2) 2018 254 264 257 table 1. list of translation techniques in “central java visitor guide” no techniques use of tehcnique total number percentage single doplets triplets fre q % fre q % fre q % 1 literal 147 76.56 52 32.5 8 14.81 207 50.98 2 borrowing 1 0.52 53 33.12 16 29.62 70 17.24 3 modulation 32 16.66 23 14.37 9 16.66 64 15.76 4 reduction 4 2.08 10 6.25 5 9.25 19 4.67 5 amplification 3 1.56 9 5.62 5 9.25 17 4.18 6 transposition 5 2.60 1 0.62 1 1.85 7 1.72 7 particularization 4 2.5 1 1.85 5 1.23 8 generalization 3 5.55 3 0.73 9 description 3 5.55 3 0.73 total of techniques 192 47.29 152 39.40 51 13.30 395 100 from the table above, the most dominant technique is literal translation, 207 times of usage (50.98 %). the next technique is borrowing, 70 times of usage (17.24 %). the lower percentage of the technique are generalization and description which is occured 3 times (0.73 %) translated based on this technique. literal literal translation is translating the text literally word per word. it was used 207 times (50.98 %). here is the example : st pada masa kasultanan demak, semarang berkembang pesat sebagai pelabuhan dagang tt during demak sultanate, semarang was growing rapidly as a trading port. the st “kasultanan demak” (demak sultanate) and “pelabuhan dagang” (trading port) is translated literally. there is no major addition or reduction which can change the message from the sl. the sentence arrangement in the st is similar to the tt. borrowing borrowing technique is taking a word or expression straight from another language. in this study, borrowing technique is used 70 times (17.24 %). here is the example : st makanan khas kota salatiga terkenal dan digemari banyak pengunjung seperti entig-enting gepuk, keripik paru, keripik usus, abon, dendeng sapi, ampyang,atau gula kacang, karak gendar dan karak dele. tt the typical food of salatiga is welknown and like by visitors such as enting-enting gepuk, lung chips, colon chips, shredded beef (abon), ampyang, sugar beans, karak gendar, karak dele. the translator keeps taking the original terms from another language because of cultural reason as in the words : ampyang, karak gendar dan karak dele. modulation this translation technique is to change the point of view, focus or cognitive category in relation to the st; it can be lexical or structural. this technique occured 64 times (15.76 %) here is the example : st pengunjung tidak dipungut biaya dan dibuka setiap hari senin – jumat dari jam 08.00 sampai 16.00 wib. tt it is free of charge and opened every day, monday to friday starts at 08.00 a.m. to 16.00 p.m. the st “pengunjung tidak dipungut biaya” means “it is free of charge” in tt. the translator tries to keep the common terms in tt. it is common in english language to use active voice instead of passive voice as in bahasa indonesia. reduction in this technique the translator reduces the sl text in the tl but the message is implied iif nur afifah, rudi hartono, issy yuliasri / eej 8 (2) 2018 254 264 258 in another part of the tl. this technique occured 19 times (4.67 %). here is the example : st adalah kebun binatang wonosari mangkang yang terletak di perbatasan jalan raya semarang kendal km 17 tt wonosari mangkang zoo is located at jl. raya semarang-kendal km17. the term “di perbatasan” (in the border of the city) is omitted. it is only stated that the location is in jl. raya semarang kendal. although it has changed the whole meaning of the text, but it is expected to have slightly similar meaning about the location. amplification amplification is applied to add more information in the text for those are not formulated in the source text. this technique occured 17 times (4.18 %) here is the example : st setelah wafat, kesultanan demak mengangkat pandan arang ii pada tanggal 2 mei 1547 tt after the death of ki ageng pandanaran, sultanate of demak appointed pandan arang ii in may 2, 1547. the name of ki ageng pandanaran is added as additional information of the st “setelah wafat” (after the death). it is being the subject of the sentence in order to make the text is easily be understood. transposition transposition is the technique in which the translator change the grammatical category such as some changes in form of verb, noun, even the position of subject, predicate, object, or complement. in this translation, this technique occured 7 times (1.72 %). here is the example : st ditempat ini juga dilengkapi hotel dengan fasilitas ac, tv dengan harga terjangkau. tt it also provides affordable price guesthouses equipped with air conditioning and tv. the st “dilengkapi” (is provided) as passive clause is translated into active clause “provides”. this does not change the meaning. this changes of verb is done to keep the naturalness in translation. particularization particularization is a technique using a more precise or concrete term. this technique occured 5 times (1.23 %) here is the example : st dibangun juga galeri pertokoan, ruang kantor yang disewakan, hotel dan toko cinderamata. tt besides, it also has gallery store, office rooms for rent, guest house, and souvenir shops. the translator choose the word “guest house” in translating “hotel” because this term is more concrete in the tt. generalization generalization technique is a technique in which the translator uses a more general or neutral term. this techniqe occured 3 times (0.73 %). here is the example : st dari sini kita bisa menikmati pemandangan kota bawah. terletak di jalan setiabudi, dibuka untuk umum dan setiap saat. tt from this site, we can enjoy the landscape view of the uptown. it is located in setiabudi street. open to the public at any time. the word “kota bawah” (downtown) is translated into “the city” as in bahasa indonesia there is no uptown and downtown. in this translation, the translator use neutral word in the tt in translating the downtown. description description is a technique to replace e term or expression with a description of its form or function. this technique is used 3 times (0.73 %). here is the example : st sebagai pusat informasi, promosi, dan sebagai media untuk melestarikan warisan budaya tradisional, tentang jamu yang berkhasiat dimana semua bahannya didapat dari air tanah kita sendiri tt as a center of information, promotion, and as a medium for preserving traditional cultural heritage, about which the nutritious herbal ingredients derived from local products. iif nur afifah, rudi hartono, issy yuliasri / eej 8 (2) 2018 254 264 259 there is no equivalent word for “jamu”, so the translator describes “jamu” as “the nutritious herbal ingredients”. it is done to give clear description about what is meant by the cultural word given. non-equivalence problems in this study, the writer only found five common problems. table 2. non equivalent problems in ”central java visitor guide” no non-equivalence problems number percentage 1 culture specific term 56 75.67 2 tl lacks specific term 9 12.16 3 tl lacks superordinate 6 8.10 4 the use of loan words 3 4.05 total 74 based on the data above, some common problems found in the booklet are : culture specific term occured 56 times (75.67 %), tl lacks specific term which is occured 9 times (12.16 %), tl lacks superordinate occured 6 times (8.10 %), and the use of loan words which occured only 3 times (4.05 %). culture-specific concepts the source-language word may have a term which is totally unknown in the target culture. those are influenced by many factors such as : religious belief, social custom, or even type of food. in this research, there are 56 sentences belong to culture specific concepts (75.67 %). here is the example : st senerek, sup kacang merah dengan campuran wortel dan daging. tt senerek, is red bean soup with a mixture of carrots and meat. the st senerek is the name of traditional cuisine which has no equivalent word in tt. tl lacks specific term languages tend to have general words (superordinates) but lack specific ones (hyponyms). in this analysis, tl lacks specific term occured 9 times (12.16 %). here is the example : st sebuah goa yang menjadi petilasan sunan kalijaga saat mencari kayu jati untuk membangun masjid agung demak. konon saat sunan kalijaga mencari kayu bertemu dengan sekawanan kera yang kemudian disuruh untuk menjaga kayu jati tersebut. tt a cave which become a site of sunan kalijga when he was looking for a teak wood to build the great mosque of demak. according to the legend, when sunan kalijaga was looking for the woods, he met a flock of monkeys who were asked to keep that timber. the word “konon” in the st has no equivalent word in the tt because the tl lacks of specific term. in st, what people say can be defined as “konon”. tl lacks superordinate the target language may have specific words (hyponyms) but no general words (superordinate) to head the semantic field. in this analysis, this problem occured 6 times (8.10 %). here is the example : st ketika kungkum mereka membawa telur dan botol kosong. tt while having a bath, they bring eggs and empty bottles. the word “kungkum” (the activity to soak the human body in the water) has no equivalent words in tt. the translator choose the term “having a bath” because it has slightly similar meaning with it. tl use of loan words in st the loan words are some words derives from another language and thus become familiar and accepted in the st. in this translation, this problem occured 3 times (4.05 %). here is the example : iif nur afifah, rudi hartono, issy yuliasri / eej 8 (2) 2018 254 264 260 st fungsi menara ini adalah tempat bilal/muadzin. tt the function of the tower is for bilal/muadzin place. the word “bilal” or “muadzin” is the loan word which derives from arabic language means someone who call for adzan. these words have been familiar for indonesian people since there are no equivalent words for them. grammatical equivalence in this analysis, the writer only found three types of grammatical equivalence ; number, tenses, and voice. table 3. grammatical equivalence in “central java visitor guide” no technique grammatical equivalence tense voice number yes % no % yes % no % yes % no % 1 single 148 72.90 15 65.21 168 75.33 40 61.53 46 73.001 28 53.19 2 doplets 39 19.21 6 26.08 47 21.07 17 26.15 14 22.22 14 29.78 3 triplets 16 7.88 2 8.69 8 3.58 8 12.30 3 4.76 5 10.63 total 203 41.51 23 17.03 223 45.60 65 48.15 63 12.88 47 34.81 according to table 4.3, it can be seen that there are found three grammatical equivalence. they are : voice which has 223 sentences (45.60 %), tense which has 203 sentences (41.51 %), and number in 63 sentences (12.88 %). voice voice is a grammatical category which defines the relationship between a verb and its subject. in active clauses, the subject is the agent responsible for performing the action. in passive clauses, the subject is the affected entity, and the agent may or may not be specified, depending on the structures available in each language. in this research, voice equivalence occured 223 times (45.60 %). here is the example : st salatiga letaknya sangat strategis, diantara kota semarang dan kota solo, dengan ketinggian 4520-800 meter diatas permukaan laut. tt the location of salatiga is very strategic between semarang and solo, in an altitude of 4520-800 meters above sea level. the st is active clause salatiga is located in strategic way. however it is translated into passive by changing the form of located (verb) into location (noun) as in tt salatiga has strategic location. tenses the form of the verb in languages usually indicates two main types of information: time relation and aspectual differences. in this research, tense equivalence occured 203 times (41.51 %). here is the example : st pada abad ke-16 portugis datang di semarang dan membangun pemukiman di sekitar sungai berok, dekat kawasan kota lama. tt in the 16th century, portugese came to semarang and built the settlement around berok river, near the old city area. time adverbial of 16th century caused the verb “datang” (come) to be translated into verb past came in tt. number the idea of countability is probably universal in the sense that it is readily accessible to all human beings and is expressed in the lexical structure of all languages. in this research, there are 63 number equivalence (12.88 %). here is the example : st simpang lima merupakan pusat perbelanjaan karena banyak mall, pertokoan, dan tempat akomodasi tt simpang lima is famous to the area of shopping center in semarang due to the fact that it has plenty of shopping centers, departement stores, accomodation places. the st use quantifier “banyak” (many) as the plurality of nouns. it is marked before nouns. iif nur afifah, rudi hartono, issy yuliasri / eej 8 (2) 2018 254 264 261 similarly, the tt also use quantifier “plenty of” which is marked before nouns. relation between translation techniques and grammatical equivalence tense equivalence the source language bahasa indonesia does not have tense, so the verb does not change in any situation. unlike the target language english which has tense rule so that the verb will change based on some situations. therefore in this language, the adverbial of time is needed as the marker of present tense, past tense, or future tense. here is the examples : st dalam batu tersebut tertulis:”srir astu swasti prajabhyah”artinya “semoga bahagia, selamatlah rakyat sekalian”. tt here is what is written in the stone:”srir astu swasti prajabhyah”, means “have a happy life, save the people”. the st has no time adverbial, it means that the sentence is simple present tense. however, the translator translates it into simple past tense by looking at the previous sentence which tells about incription. the word tertulis (is written) is translated into was written. therefore, grammatically it is not equivalent. based on those examples above, it can be concluded that tense equivalence is affected by the use of time adverbial. the sentence which has time adverbial, it is equivalent on its tense. on the contrary, the sentence which has no time adverbial can not achieve the tense equivalence. voice equivalence languages which have a category of voices do not always use the passive with the same frequency and occasionally have different meaning and function. to solve the problem posed by grammatical category of voice, the translators usually render a passive structure by an active structure, or conversely an active structure by a passive structure in order to avoid negative connotation. every language has different rules. take an example, english language does not often use passive voice as in other language. bahasa indonesia often use passive voice. here are the examples : modulation st di dalam rumah-rumah tersebut digelar hasil kerajinan dan industri yang diproduksi oleh masing-masing daerah tt in the pavilion of each house, visitors can see various crafts and industries produced by each districts. literally, the sentence in st is translated into lt “in each miniature was displayed” means that the products were displayed on the table so that the visitors could see it. unfortunately, the target language has another way to express it. in this sentence, the translator use the phrase “visitor can see” in form of active voice instead of “...was displayed handicrafts” in passive voice. this technique has changed the readers point of view. st jenis alat musik yang dipakai adalah gendang, boning, kempul, gong, suling, kecrek, gambang serta alat musik gesek. lt the musical instruments used including gendang, boning, kempul, gong, suling, kecrek, gambang and stringed instrument. tt gendang, boning, kempul, gong, flute, kecrek, gambang as well as stringed instrument are kinds of musical instruments used in this performance. the subject in st is “jenis alat musik” (musical instruments). however, the subject in st is the object in tt whereas the subject in tt is the object in st. this is done to keep the naturalness of translation. therefore, it is not equivalent grammatically. transposition st kesenian ini memadukan antara tari dengan alat musik dari bilah-bilah kayu dan gamelan jawa yang biasa disebut „gambang‟. tt it is a combination between dance and musical instrument made of wood and javanese gamelan commonly called “gambang”. the st “memadukan (combines)” is verb. however, to get the naturalness in the transaltion, the translator changes the word “combines (verb)” become “combination” (noun). this word changing cause the sentence to be not equivalent. literally, those sentence does not change the meaning. however, grammatically it is not equivalent. iif nur afifah, rudi hartono, issy yuliasri / eej 8 (2) 2018 254 264 262 the sentences from literal technique is equivalent because in this technique, it only translate words per words, so there is no changing position of subject or terms. on the contrary, in modulation and transposition technique, there are many sentences which are not equivalent. those are caused by some of the following things: a. the changing of the words (in transposition) b. the use of certain terms (in modulation technique) c. the changing of subject position (in modulation technique) non-equivalence of voice is caused by two techniques, they are : transposition and modulation. from those techniques, there are some changes in words, terms, or position of subject. this is done to keep the naturalness of the translation products. nevertheless, it is not equivalent grammatically. number equivalence in any languages, it has different way to explain numbers in which singularity or plurality. in st bahasa indonesia, singularity is showed by putting an article “sebuah” (a/an) in from of the noun. nevertheless, bahasa indonesia is not always put article before its noun. it is so different in tt english which always use an article. here are the examples : st dugderan adalah tradisi yang menandai bahwa bulan puasa telah tiba. t t dugderan is a tradition conducted to welcome the fasting month. based on some examples abbove, it can be concluded that in st there is no article “sebuah” (a/an) or “beberapa” (some) before its noun, so there is no distinction whether the sentence is singular or plural. however, the translator translates it by adding article “a” in front of the noun. it means singularity. therefore, grammatically this sentence is not equivalent. non-equivalence is also happened in plurality. in st bahasa indonesia is not common to put article before noun. another example is : st pengunjung juga dapat menaiki perahu untuk rekreasi ke tengah laut tt visitors can also rent boats for taking around to the sea. based on the sample above, the st “pengunjung” (visitor) has no article. so, it is singular. but in tt, the translator translates it by adding -s as the marker of plurality. therefore this sentence is not grammatically equivalent. from the examples above, it can be concluded that non-equivalence problems on number is caused by the use of article in st. article is important since it tells the number of singularity or plurality. the use of appropriate article will cause a good product in translation. discussion this present research relate to the previous research conducted by yuliasri (2016) which analyse translation techniques and pragmatic equivalence. it has resulted that translating humorous utterances in walt disney‟s donald duck comics from english into indonesian being pragmatically equivalent. however, only minor portion of the translated text is not pragmatically equivalent which is resulted by the use of discursive creation, reduction, adaptation, and modulation techniques. similar with it, this research reveals that certain techniques are able to influence the equivalence. it is resulted that non-equivalent on the category of voice is caused by the use of modulation and transposition techniques. however, there is no certain techniques influence the equivalence on tense and number category. in short, it can be concluded that certain techniques are able to influence the equivalence. conclusion & suggestion this study focuses on analyzing translation techniques and grammatical iif nur afifah, rudi hartono, issy yuliasri / eej 8 (2) 2018 254 264 263 equivalence in indonesian-english translation of “central java visitor guide”. based on the findings above, the analysis on translation technique shows that the translator did not only use one technique. two or three techniques in translating a sentence is done to find the equivalent meaning. there are nine translation techniques used in this translation. they are : literal (50.98%), borrowing (17.24%), modulation (15.76%), reduction (4.67%), amplification (4,18%), transposition (1.72%), particularization (1.23%), generalization (0.73%), and description (0.73%). literal translation is the most frequently technique used. on the other hand, the generalization and description are the lowest percentage of the technique. next, the analysis on grammatical equivalence reveals that there are three categories of equivalence. they are : voice (45.60%), tense (41.51%), and number (12.88%). thirdly, the analysis on non-equivalence problems shows that there are four nonequivalence problems found in this booklet. they are : culture specific term (75.67%), tl lacks specific term (12.16%), tl lacks superordinate (8.10%), and the use of loan words (4.05%). last but not least, the writer relate translation technique and grammatical equivalence. there is no certain techniques influence the equivalence on tense and number category. however, non-equivalent on the category of voice is caused by the use of modulation and transposition techniques. suggestion based on the findings in conducting the research, the researcher can give suggestions to readers, translators, and others. the readers are suggested to read more literary works such as tourism booklet, so that the readers will familiar with the cultural words. in addition, they are suggested to learn about translation in order to have better understanding upon translation in general. furthermore, the translator should pay more attention in translation. translation as the transfer of message could be done well by conveying what is meant on the source text, so there is no ambiguity or even misunderstanding. there should not be any deletion or addition causing the loosing of meaning from the source text and distortions of meaning in the translation. other researchers are suggested to explore the same area but in different point of view. they feel free to evaluate the study about translation. there are still many problems in translating the tourism booklet. they also can share more about the results of the study to the students or other researchers. references baker, m. 1992. in other words. a coursebook on translation. london: routledge. bell, roger, translation and translating: theory and practice harlow: longman, 1991. binh, tanh pham brislin,r.w. 1976. translation: application and research, new york: gardner press inc. hartono, rudi. 2009. translating a novel : problems and solutions (a holistically critique on novel translation). language circle, iii/2 : 33 – 41. hartono, rudi. 2013. cultural aspects in translation (a multicultural perspective based on english, indonesian, and local languages contexts). second eltlt, 440 449. larson mildred l. 1984. meaning – based translation: a guide to cross-language equivalence. lanham md: university press of america. ____________ 1998. meaning-based translation: a guide to cross-language equivalence. lanham: university press of america, inc. molina, lucia & albir, a. h. (2002). translation techniques revisited: a dynamic and functionalist approach. meta:translators’ journal, 47, 498-512. munday, jeremy. 2001. introducing translation studies : theories and applications. new york; routledge newmark, peter. (1988).a textbook of translation.london: prentice hall. nida, e. &taber,c. (1969/1982). the theory and practice of translation.leiden. : e. j. brill iif nur afifah, rudi hartono, issy yuliasri / eej 8 (2) 2018 254 264 264 pym, a. (2007). natural and directional equivalence in theories of translation. philadelphia: benjamins. yuliasri, issy. (2016). translation techniques and pragmatic equivalence in indonesian translation of humorous utterances in the walt disney‟s donald duck comic. international seminar prasasti iii, 409 – 414. eej 8 (2) (2018) 208 220 english education journal http://journal.unnes.ac.id/sju/index.php/eej translation strategies used by lingliana in translating taboo words in sylvia day’s bared to you hanhan lovihandrie, januarius mujiyanto, djoko sutopo universitas negeri semarang, indonesia article info ________________ article history: accepted 1 january 2018 approved 09 march 2018 published 20 june 2018 ________________ keywords: translation strategies, taboo words, sylvia day‟s bared to you novel ____________________ abstract ___________________________________________________________________ this study aimed at investigating the strategies which indonesian translators use for translating of taboo words in silvia day‟s novel entitled „bared to you’, to analyze the implementation, and to analyze the equivalence achieved in the translation. in this study, a descriptive qualitative research is applied. the data were clasified using batistella‟s taboo categorisation and the translation strategies were further identified using the elaboration frameworks proposed by davoodi, robinson, and brownlie. then, nida and taber‟s concept of equivalence was applied in determining the tendency of equivalence in the process of translating into target language. the results show that there are 555 taboo words found in the novel. vulgarity dominates with 303 data, profanity 128 data, obscenity with 99, and last is ephitet with 25 data. the analysis on translation strategies shows that there are six strategies used by the translator in translating taboo words they are omission, euphemism, taboo for taboo, substitution, borrowing, and translation by more general word. last, the analysis on the equivalence of translation shows that the translator tends to adopt more dynamic in translating taboo words into indonesian. © 2018 universitas negeri semarang correspondence address: kampus pascasarjana jl kelud utara iii,sampangan semarang, indonesia e-mail: hlovihandrie@ymail.com p-issn 2087-0108 e-issn 2502-4566 mailto:hlovihandrie@ymail.com hanhan lovihandrie, januarius mujiyanto, djoko sutopo/ eej 8 (2) 2018 208 220 209 introduction taboo is a unique phenomenon since its usage is considered inappropriate in daily communication. the term taboo refers to words that are unacceptable in society. this words usually used to show disgust, social norm violation, sexual connotation and anger. ghounane (2014), said that taboo means a certain behaviour, topics and term are banned. according to allan and burridge (2006, p. 2), taboo is considered prohibited when it is used for insulting other people, describing sex, and our bodies and their functions. similarly, natalie (2005) stated that taboo words and expression refer to body part, sex acts, bodily functions and products, racist terms, verbal taboos or insults directed at people and family religion, death and unlucky matters. meanwhile, yuliana & rosa (2013), point out that taboo words can be extremely negative aspects of social group. affini (2017) added that taboo words is the words that violate the norm or provision in a particular society. taboo is not universal since it is created by each culture and each language. according to fromkin, rodman, and hyams (2013) in khoshsaligheh & ameri (2014, p. 26), taboo has a strong cultural component representing particular customs and the way people view their society. thus, it is argued that taboo is inseparable from the culture and customs of particular society. language and culture are tightly linked together, and translation has played an important role in human communication because it involves transferring cultural element from one language to another. thriveni (2002) stated that translation is not simply a matter of seeking other words with similar meanings, but of finding appropriate ways of saying things in another language. thus, translation is not only a linguistic activity, but also a cultural one and their influences on each other (hashemian, mirzae, hosseini, 2014; rupiah & hartono, 2017; agustine, 2014; panou 2013). translating itself is the process to transfer or to put up something written or spoken in a different form from the source language (sl) into the target language (tl) in order to communicating the message to the target language readers (zoraya, sutopo, yuliati, 2017; akhiroh, 2013; jacob, 2002). karunarathna (2015), stated that the process of translation between two different written languages involves the changing of an original written text (st) into written text in the target text (tt). haditya (2014) and sari & yuliasri (2017) added that the translation process is needed to obtain a high quality of translation in target language or at least equal with the source language. translating taboo is challenging task for the translators since it is difficult to render exact meaning of taboo words from sl into tl (pratama, 2016). here, translators should consider about the various cultural differences between the source text (st) and target text (tt) that come during a translation process (bassnett, 1991; andriyanie, firman, wahyu, 2016; pelawi, 2016). similarly, (mujiyanto, 2011; behzad & salmani, 2013; al-masri, 2009; alqaryouti & sadeq, 2016) stated that the better translator should be aware of complexities of differences between cultures. similarly, mouallem (2015), yolanda & yuliasri (2016), yuliasri (2015) also stated that culture is one of the issues that create many problems for the translator, especially when the source text and the target text belong to different cultures. this also cited by setyaningsih (2011), bao (2014), nugroho & prasetyo (2015), permatahati & rosyidi (2017), purwanti & mujiyanto (2015), kuncoro & sutopo (2015) who said that another factor that makes translating a brain racking activity is the cultural factor. bassnett (1991, pp. 37-41) pointed out that to translate certain terms from the source culture into the target culture, the translator often feels constrained to add explanations. thus, the translator can replace it with another term that has the same or a similar function, or connotation, as the term to be translated if there is no real equivalent of the source term in the tl. remembering there are so many translation problems would be found in process of translating taboo words, the translation strategies are needed here, as stated by fuadi (2016) that translation strategies used hanhan lovihandrie, januarius mujiyanto, djoko sutopo/ eej 8 (2) 2018 208 220 210 depend on the translation process. mujiyanto (2010) added that the translator also need to use variety of translation techniques to deal with such problems in order to get good quality translation. novel as a broad and complete literary work is translated into many languages. translating it is not as easy as translating academic texts, because it contains unique and distinctive aspects (hartono, 2012, 2014; nduru, 2017). since there is a cultural differences between source language and target language, therefore, translating other country‟s literal works especially those which has terms taboo and consumed by adult people is quite difficult. to overcome the cultural differences some strategies involved in the translation process in order to achieve the equivalence of the translated works. sari & yuliasri (2017) stated that the translation process is needed to obtain a high quality of translation in target language or at least equal with the source language. yuliasri (2015) and mujiyanto (2010) added that the translator also need to use variety of translation techniques to deal with such problems in order to get good quality translation. meanwhile harris (2003) stated that choice of translation strategies is affected by some contextual factors such as translation commission, stylistic norms, policy of the text, the readership and the translator‟s own ideology. according to vinay and dalbernet (2000, p. 52), equivalence refers to a strategy that describes the same situation by using completely different stylistic or structural methods for producing equivalent texts. this basically means that the reader of the target language is given the same opportunity to interpret and understand the tt as is the reader of the st. thus, the translators should be able to find out the closest and most natural meaning of words for the target language readers (wijayanti & mirahayuni, 2014). as explained above in translating adult novel, the problem that may appear is when the translator faced sensual expression or taboo words in the original text and how it translated into target text. thus, the aims of this study is to investigate translation strategies used by the indonesian translator in translating taboo words, how those strategies are implemented and how the achievement of equivalence level of indonesian translated taboo words in bared to you novel. several previous researches observe about translation strategy and taboo words as the topic of their investigation. those studies above are used as the background of this study. budiana, sutopo, rukmini, (2017), analyzed the use of translation techniques in subtitling movie. ratnasari, yuliasri, hartono (2016), revealed the technique and ideology of vocative and proper names in the novel. lestiyanawati, hartono, sofwan (2014), analyzed the translation techniques in translating news item. alavi, karimnia, zadeh (2013), investigated the translation of taboos from english into persian. thawabteh, (2012) explores the translatability of arabic amelioration and pejoration in english subtitling, illustrated with a subtitled egyptian film. this paper examines the nature of euphemism and dysphemism. fonsecha, udayana, wandia (2017), investigated taboo words in the movies and their translation into indonesian. swear and anber (2016) investigated the sociocultural differences in translating euphemistic expressions from english into arabic. mujiyanto (2016), explained a number of ways in which endeavors to provide tentative supplies of terminologies through domestication strategy for scien-tech adoption. avilla-cabrera. j.j. (2015), this paper contains a descriptive analysis of the subtitling of offensive and taboo language, mainly from english into spanish, from a translational, linguistic and technical point of view. methods this study is a qualitative descriptive research. in specific, batistella‟s frameworks (2005) was to analyze the classification of taboo words, brownlie (2007), robinson (2006), and davoodi‟s framework (2004) were to analyze the translation strategies, and nida and taber‟s framework (2000) was to analyze the equivalence of translation. hanhan lovihandrie, januarius mujiyanto, djoko sutopo/ eej 8 (2) 2018 208 220 211 in this study, i analyzed the translation strategies used by the translator, the implementation of translation strategies and equivalence of sylvia day‟s bared to you novel. the book was bought both the original and indonesian version from the internet on the website www.bukalapak.com/. there were four steps used in analyzing the data in this study: (1) identifying and selecting the taboo words. (2) classifying the types of taboo words based on batistella‟s theory. (3) select the relevant data and (4) explaining the analysis of translation strategies used by the translator, the implementation of those strategie and how the equivalence achieved in indonesian translation. result and discussions the aims of this study are three. they are to explain the translation strategies used by the translator, to explain the implementation, and to explain the equivalency achieved in the indonesian translation. there were some data obtained from the utterances and statements in sylvia day‟s bared to you novel. these data are collected in order to use in analyzing the translation strategies used by the translator in translating taboo words in the novel. table 1. the total percentage of taboo words types of taboos frequency percentage profanity 128 23.06 obscenity 99 17.84 vulgarity 303 54.60 epithets 25 4.50 total 555 100 table 1 shows that the total of 555 instances of taboo words were found. all those words included into four classification of taboo words proposed by batistella (2005), which consist of obscenity, profanity, vulgarity, and ephitet. in this novel vulgarity is the most dominant type appears with 303 taboos, profanity with 128 data is in the second rank, obscenity with 99 data followed by ephitets with 25 data. translation strategies used by the translator in translating taboo words of sylvia day’s bared to you after identfying taboo words contained in the bared to you novel, then i analyzed to determine translation strategies used by the translator in translating taboo words. table 2. frequency of translation strategies strategies frequency percentage censorship/ omission 186 33.51 substitution 122 21.98 taboofor taboo 61 10.99 euphemism 126 22.70 borrowing 30 5.41 more general word 30 5.41 table 2 shows that there are six strategies employed to translate taboo expression in sylvia day‟s bared to you novel; they are omission, substitution, taboo for taboo, borrowing, translation by more general word, and euphemism. evidently, the strategies in translating taboos applied in this study not only the theory has been proposed by three experts above but also found other strategies proposed by baker (1992). they are translation by more general word and borrowing or loan word. the implementation of translation strategies in translating tboo words the strategies consisting of omission, substitution, euphemism, taboo for taboo, translation by more general word and borrowing are employed to translate taboo expression in sylvia day‟s bared to you novel and the implementation of each strategies can be described as follows: omission in this strategy, the translator deleted a certain part or parts of a source text while transferring it into target language. chesterman hanhan lovihandrie, januarius mujiyanto, djoko sutopo/ eej 8 (2) 2018 208 220 212 (2017) stated that in the translation of taboo expressions, omissions stands as a strategy where the translators may choose to eliminate the taboo nature of the source text by deleting taboo elements while transferring them into the target text. it could be because the translator tries to give same expectation of the readers in the target language or perhaps the words have too vulgar in the contexts of target language. the omitted data are mostly those words containing swearing such as the „f-word‟ and its derivations, that mostly function as emphasizer in an utterance and used to show strong emotion of the speaker which mostly employs reference to sexuality or the word related to private parts of the body. the words contain religious taboo like „the hell‟, „goddamned’, also deleted or generalized/neutralized because this word contains religious tendency and use the name of deity that holy by religion people, which might be negatively perceived by a certain religion yuliasri (2017). abbas (2015) stated that omission involve the complete deletion of the language unit, including religious taboo. example: „what the hell was he doing?‟ translated into „apa yang sedang dilakukannya?‟. the word „hell‟ is omitted in the translation above since it does not significantly contribute to the core meaning of the utterance (expressive only). therefore, st and tt have similar propositional meaning but st is more expressive since it contains more anger than tt. substitution the other way to translate a taboo term is by substituting the term with another term in l2, by replacing of a word, phrase, or larger lexical units in the source text. baker (1992, p. 31) defined substitution as “replacing a culturespecific item or expression with a target language item which does not have the same propositional meaning but is likely to have a similar impact on the target reader”. the substituted data are mostly those words containing swearing, insulting, and sluring such as the „f-word‟ and its derivations, „damn‟, bullshit, or word containing religious cursing such as „jesus christ‟, which show strong emotion of the speaker. toosheh (2017) stated that strategy, which can be used to translate the religious concepts, is „substitution‟. example: the word jesus is translated into ya, ampun in target language. here, the translator renders the proper interjection in the source text which is mostly less expressive and implicit than those in the source text. the words „jesus‟ is an expletive to express surprise which contains religious tendency. the translator render those words into a more convenient word „ya ampun’ and acceptable for the target reader. although both st and tt express surprise but „jesus‟, is more expressive than „ya ampun‟ since st employs taboo words while tt employs more neutral words. euphemism euphemism is the substitution of an agreeable or inoffensive expression to replace one that offends or suggests something unpleasant (al-shahwi, 2013). it also aims to protect the readers or audience from possible offence by toning down the strong language, offensive expression, vulgar description etc. hamidiyah (2013) and putrianti, nababan, tarjana (2017) stated that euphemism is softened utterance to be more polite and acceptable in its use. linfoot-ham (2005) stated that the function of euphemism is to protect the readers or audience from possible offence. it is also used to avoid impolite or insulting words (sinambela, 2010). the softened data are mostly the words refer to sexual activity or private parts of the body. thus, some of them resorted, renaming and repackaging the word to make it sound attractive (rakhmaniyah, 2013). example: the word fuck is translated into menidurimu in the target language. the word „fuck‟ is vulgar slang referring to „having sex with‟ and then translated using its less expressive word ‘meniduri’. therefore, st and tt have similar propositional meanings but their expressive meanings are different since „fuck‟ is more vulgar than „meniduri‟. hanhan lovihandrie, januarius mujiyanto, djoko sutopo/ eej 8 (2) 2018 208 220 213 taboo for taboo in this strategy, the translator changes the taboo expression in the source language, which is translated into taboo expression in the target language and has both the same expressive meaning and propositional meaning. taboo for taboo or what is called literal translation by vinay and darbelnet (2000) can only be applied with languages which are extremely close in cultural terms. it is acceptable only if the translated text retains the same syntax, the same meaning and the same style as the original text. example: the word a slut is translated into pelacur in the target language. here, the translator translated the word ‘slut’ into „pelacur’, since those words are taboo both in source and in target languages, because those words refer to a woman who has sexual relationship with a lot of men without any emotional involvement/a person considered to be sexually promiscuous/a woman prostitute/dirty woman. translation by more general word here, the translator renders the taboo expressions using the expression in the target text that can cover the meaning found in the source text. baker (1992, p. 26) stated that translation by a more general word (superordinate) is one of the commonest strategies dealing with many types of nonequivalence, particularly in the area of propositional meaning. example: the word cock is translated into tubuh in the target language. the word „cock‟ refers male sex organ, testicles. this word considered as taboo word. it is part of private body that should not to say and hear in front of public. here, the translator translated the word „cock‟ into „tubuh’ in tt. this translation still too general and it can cause the reader of tt will be confused which part is the author means, thus she should find for the equivalent of the word as close as possible to the original word. it could be replace by the word „kejantanan’, if it too vulgar to be translated literally. borrowing borrowing is the idea of taking the word where the source language maintaining the word and make less changing and just change spoken rules it in the target language. vinay and darbelnet (2000) stated that borrowing is a translation procedure that involves using the same word or expression in original text into target text. this strategy divided into two categories, pure and naturalized borrowing. example of pure borrowing is the word vibrator translated into the target language without change, it is still vibrator. the word „vibrator‟ according to oxford advanced learner‟s dictionary 7th edition means a device used for massage or sexual stimulation, while in kamus besar bahasa indonesia (kbbi) means perkakas yang dapat menimbulkan (menghasilkan) getaran, misalnya yang dipakai untuk memijat. the meaning of both st and tt are the same that is why the translator did not change the word or maintain the word “vibrator”. meanwhile, the example of naturalized borrowing is the word an orgasm translated into orgasme in the target language. the word „orgasm‟ according to oxford advanced learner‟s dictionary 7th edition means the climax of sexual excitement, characterized by intensely pleasurable feelings centred in the genitals and (in men) experienced as an accompaniment to ejaculation, while in kamus besar bahasa indonesia (kbbi) means puncak kenikmatan seksual, khususnya dialami pada akhir sanggama. there is no changing in the meaning except the addition of the letter – e in bahasa at the end of the word. the equivalence of indonesian translation dealing with the equivalence of translation, this study reveals that the translator adopted more dynamic in transferring taboo words into indonesian. it is realized by the use of euphemism, more general word, dysphemism, and substitution translation strategy that applied by the translator to transfer 229 taboo words data, while 128 taboo words data were formal or a word for word translation (mujiyanto, 2014), by using taboo for taboo and borrowing. it can be concluded that the translator tends to re hanhan lovihandrie, januarius mujiyanto, djoko sutopo/ eej 8 (2) 2018 208 220 214 create the word in sl and transforming it into a sentence in the tl that conveys the same meaning, but it does not always use the exact phrase or word of the original. this may be because the sentence or word would be confusing if it translated literally. comparing with some studies that have been carried out, some of them aimed to investigate the translation of taboos and to find out the equivalence which has been employed by the translator in the process of translating taboo words. those studies found that the most common strategy used for translating taboos by translators were omission or censorship, euphemism, and substitution. for example, in alvi, alavi, & zadeh (2013) who investigated the translation of taboos from english into persian in dramas from a skopos-based view and behzad & salmani (2013) who examined the translation strategies used by three translators in translating taboo words and expressions to find out the equivalence in the process of translating taboo words in the sentences of saramagoe‟s blindness. my study is in line with those studies, because both studies are investigating the strategies in translating taboo words and how the equivalency achieved in the translation. those studies come to the conclusion that the most common strategy used for translating taboos were omission or censorship, euphemism, and substitution. the differences with my study are those studies analyzed from english to persian translation, while the my study is from english to indonesian translation. those study also different in object of the study. my study analyze adult novel, meanwhile those study analyze dramas and novel. based on my findings and the results of the analysis, my study has expanded the previous studies in term of translation strategies used in translating taboo words. it could be stated that not only censorship or omission, euphemism, substitution, and taboo for taboo but also translation by more general word and borrowing which can be used to translate taboo words. this is what baker (1992) has confirmed in her framework when she offers strategies in translating non-equivalence words by using a loan word/borrowing or translation by more general word which can reflect the norm of translation used to render the meaning of taboo words. conclusion there are three conclusions that can be drawn in this study. firsly, the translator applied 6 techniques in translating 555 taboo words data within bared to you, there are omission/deletion, euphemism, substitution, taboo for taboo, borrowing and translation with more general word. secondly, it can be concluded that the implementation of translation strategies used by the translator to render taboo words in the novel „bared to you” are translation by omission. the omitted data are mostly those containing swearing words and other data that mostly function as emphasizer in an utterance. next euphemism. softened data usually related to private parts of the body, which will be too vulgar and unacceptable if translated literally into the target language, because of the norm and culture between sl and tl are different. meanwhile translation strategy taboo for taboo was used to maintain the taboo expression contained in the sl, thus the reader in tl not only understand the meaning of what is read, but also get the expressive impression of the word. the other way to translate a taboo term is substitution. this strategy is used by substituing the term with another term in l2, by replacing of a word, phrase, or larger lexical units in the source text. next strategy is translation by more general word. it means that the translator renders the taboo expressions using the expression in the target text that can cover the meaning found in the source text. last strategy is borrowing. it is used to take the word where the source language maintaining the word and make less changing and just change spoken rules it in the target language. thirdly, dealing with the equivalence of translation, this study reveals that the translator adopted more dynamic in transferring taboo words into indonesian. it can be concluded that hanhan lovihandrie, januarius mujiyanto, djoko sutopo/ eej 8 (2) 2018 208 220 215 the translator tends to re-create the word in sl and transforming it into a sentence in the tl that conveys the same meaning. references affini, l. n. 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(2017). the analysis of unit-shift in a subtitle of the hobbit third sequel. journal of english language teaching, 6(2), pp. 166-175. retrived from: http://journal.unnes.ac.id/sju/index.php /elt http://journal.unnes.ac.id/sju/index.php/eej http://journal.unnes.ac.id/sju/index.php/eej http://journal.unnes.ac.id/sju/index.php/elt http://journal.unnes.ac.id/sju/index.php/elt 279 english education journal eej 7 (3) (2017) http://journal.unnes.ac.id/sju/index.php/eej the flouting of grice’s cooperative principle by native and nonnative speakers of english riskisafitri,abdurrachmanfaridi universitas negeri semarang, indonesia article info article history: recived 10 august 2017 accepted 23 october 2017 published 01 december 2017 keywords: grice‟s cooperative principle, repair strategies, native speakers, non-native speakers, talk show abstract the application of cooperative principle and repair strategies in talk showdemonstrates their essential function in language use. this research was intended to explain the flouting maximd of grice‟s cooperative principle by native and non native speakers of english (guests) in insight with desi anwar talk show, the differences between them in flouting the maxims, how the host of the talk show used repair strategies to overcome the guests who flout the maxims, reasons of using the strategies, and the contribution of the findings to the teaching english as a foreign language. this research used descriptive qualitative method. the findings showed that native and non-native speakers in the talk show flouted all the maxims. there were no significant differences between the performances of the native and non-native speakers in flouting the maxims. the differences only in terms of the frequency of flouting the maxims and the way they flouted the quality maxim. there were three types of repair strategies used by the host. the findings of this study can be considered as the contribution of the study to the teaching english as a foreign language sincethe awareness of cooperative principle is important and repair strategies should be reinforced for classroom interaction. © 2017 universitas negeri semarang correspondence address: kampuspascasarjana unnes, jalan kelud utara iii semarang50237 e-mail: new.riski.safitri@gmail.com p-issn 2087-0108 e-issn 2502-4566 riski safitri & abdurrachman faridi/eej 7 (3) (2017) 280 introduction conversation is the primary form of human interaction, it pervades all the levels of communication, and it plays a major role in the activities performed in human activities. conversation is a turn taking activity in which every speaker will hopefully take the chance to speak; it will be very complicated to interpret the meaning conveyed if more than one speaker speak at turn (rukmini, 2010).in a conversation, a speaker and a hearer are supposed to each other in their turns and exchanges with the needed information that benefits both of them by giving the required information. people communicate for the purpose of conveying their meanings and intentions, but communication is not always smooth as there are various differences among speakers. misunderstandings occur due to various reasons. most of people are seldom aware of what causes such misunderstandings and if so, the cooperative principle (grice, 1975) can be observed in order to maintain the conversation harmoniously and smoothly and to reduce misunderstanding when people are in the process of communication. the principle consists of four maxims: quality, quantity, relevance, and manner. each maxim represents how people are anticipated in performing their conversation. the speaker and the hearer are said to have fulfilled the cooperative principle when they manage to achieve a successful conversation. in communication, participants are required to say the truth, be relevant and try to be as clear as possible (yule, 1996). grice says that speakers intend to be cooperative when they talk. however, people do not always observe these maxims in their social communication. grice (1975) in thomas (1995:74) stated that a participant in a talk exchange may fail to fulfill a maxim in various ways, which include the following: flouting the maxim, violating the maxim, infringing the maxim, opting out the maxim, and suspending the maxim.one major reason for flouting or violating the maxims is to make conversation easier. the other reasons are the speaker wants to mislead the hearer, that is, to lie, or the speaker does not provide the adequate amount of information, or the speaker does not want go on with the conversation. the application of cooperative principle in talk shows demonstrates their essential function in language use. among the various talk show programs in indonesia, insight with desi anwar is one of few talkshows that uses english language and create a new internationalstandard english program in indonesia. this taalk show presents how the english language is used by the indonesian-speaking host especially when interviewing guests in english. foreign language proficiency (english) is very required for a master of ceremony or a presenter, at least the proficiency of the terminology that is used in his or her program, since it is important to support his or her performance (faridi, 2009: 45). in this manner, it appears that english, as a global language, is fast becoming the living tool of communication for programme in indonesia. such shows can attract more viewers because there are also foreigners in indonesia, and learners in indonesia are also beginning to become exposed to the language. these shows provide the viewers an additional usage to learn how english is used as a tool of communication. english is a global language that is universally used as a tool for communication both in spoken and written forms by most people in the world. it is learnt by most of people because english has been an international language. the number of speakers of english is steadily increasing all over the world. therefore, it is rather obvious that a large part of interaction in english takes place among non-native speakers and even without the presence of a native speaker of english. a native speaker, if he or she was born in an english-speaking country and non-native, if the person was from a nonenglish-speaking country. cook (1999: 187) argues that native speakers are speakers who have acquired the language in their childhood. according to him, one can be native only in languages learned as a child, and all adult riski safitri & abdurrachman faridi/eej 7 (3) (2017) 281 foreign language learners are automatically nonnative speakers. in indonesia, english is learned as foreign language that is taught from elementary school, junior and senior high school, and university. in this study, insight with desi anwar talk show at cnn indonesia channel serves as the context for data collection. it is a daily talkshowprogramme, featuring in-depth interviews with public figures, newsmakers, celebrities and decision makers from indonesia and over the world. different culture in intercultural communication is inherent problematic because as individual speaker from different culture communities bring diferent values, assumptions, expectation, verbal and non-verbal habit in communication (sofwan, 2011). this talk show is hosted by a senior anchor and journalist, desi anwar. this study examines the flouting of grice‟s cooperative principle by native and non-native speakers of english in insight with desi anwar talk show. this study explains what are difference between native and non native speakers of english in flouting the maxims of grice‟s cooperative principle in the talk show. the four maxims are observed in order to see if they flout the maxim of quantity, the maxim ofquality, the maxim of relevance and the maxim of mannerduring their conversations. if so, how does the interviewer (host of the talk show) deal with the problem. due to this, the interviewer needs to use certain repair strategies (cho and larke, 2010) to make the conversations more effective and valid, as well as to build a good relationship with each other. simultaneously, this study enables the language learners who are non native english to learn how to use the english language appropriately in their communication skills. methods this study is a descriptive qualitative study which is aimed at explaining the flouting of grice‟s cooperative principle by native and non-native speakers of english in insight with desi anwar talk show and the differences between the native and non-native in flouting the maxims. additionally, this study is aimed at explaining the use of repair strategies to overcome the interlocutors who flout the maxims and the reasons for using the strategies, and the contribution of the findings to the teaching english as a foreign language. the researcher made an interpretation and description of the data. the approach applied was considered as a part of pragmatics. the subjects of the study were host of insight with desi anwar talk showand six guest stars of the talk show, comprising three native english speakers and three non-native english speakers. result and discussion flouting of grice’s cooperative principle by native and non-native speakers of english thomas (2013, p. 65) stated that flouting the maxims is situation in which aspeakerblantly fails to observe a maxim, not with any intention of deceiving or misleading, but because the speaker whises to prompt the hearer to look for a meaning which is different from, or in addition to, the expected meaning. the only reason was that the speaker wished the listener to understand the meaning of the speaker, either the literal expressed meaning or the hidden meaning. here, the speaker may convey different meanings from the literal meaning of the utterance. then, the speaker assumed that the listener would be able to infer the implicit meanings of the speaker. flouting maxim of quantity the flouting maxim of quantity means that the speakers of a conversation fail to fulfill the maxim of quantity in the cooperative principle. thomas (2013) stated that flouting quantity maxim occurs when a speaker a speaker blatantly give more or less information than the situation requires. from the research that has been done, the guests in insight with desi anwar talk show became less informative or more informative when they flouted maxim of quantity. riski safitri & abdurrachman faridi/eej 7 (3) (2017) 282 the conversation between desi anwar (da) and karen thaibsyah (kt) could be an example of this kind of maxim flouting: da: what are you doing? who are these guys? kt : oh, these is.. aaa are securities in a cooperate company that we areteaching martial arts. in the conversation, kt was flouting the maxim of quantity by giving less information that was required. here, da was expected to know what the activity that she did and who are the people beside her. but, kt gave less information to respond to da‟s question so she has flouted maxim of quantity because she did not give the required information. to flout maxim of quantity, a speaker may also be more informative. an example of being more informative in quantity maxim flouting is in the following conversation between desi anwar (da) and stephen shore (ss). da: and... i heard your first time injakarta? ss: yes, it is. it is the 41st country i have presented anautism. in this conversation, da asked a question, then should say yes or no, but here ss told about something that was not required. he intentionally gave more information to respond to da‟s utterance. he made his contribution more informative that was required. by giving more information, he intended to inform that there were many countries he has visited before indonesia. the flouting quantity maxim was the biggest occurrence in insight with desi anwar talk show. the native speakers of english flouted quantity maxim 19 times, while the non native speakers of english flouted the quantity maxim 14 times, so that the frequency of flouting quantity maxim was 33. from the data which consist of flouting maxim of quantity, they were tend to flout the quantity maxim by giving more or less information than the situation required. they assumed that the hearers can understand without providing the information required. flouting maxim of quality when a speaker flouts a maxim of quality, the speaker simply says something that does not represent what he or she actually thinks. according to cruse (2000), when flouting the quality maxim, people do not want their utterances to be taken literally, at the same time they do not want to mislead the hearers. an example of quality maxim flouting in insight with desi anwar talk show is in the following conversation. da: therefore we have seen it was unsaid in the leave... the “leave”campaign was painting in uk as... mm: sure.. but the brexit vote’s clearly aneconomic shocked. here, desi anwar (da) and moazzammalik(mm) talked about uk‟s economic after the brexit vote. by saying clearly an economic shocked, mm has been flouting maxim of quality. it is because he did not want his utterances to be taken literally. the literal meaning of his utterance is a bad impact to the economic development of his country after the brexit vote. the frequency of flouting maxim of quality was 4, this was the smallest occurance in insight with desi anwar talk show. it can be seen from the findings that they flout the quality maxim because they do not want their utterances to be taken literally, at the same time they do not want to mislead the hearers. and it was found that there was flouting the quality maxim by using something like figurative speech. flouting maxim of relation thomas (2013) stated that speakers flout the maxim of relation by making a response or obervation which is very obviously irrelevant to the topic in hand. this means that the speakers of a conversation fail tobe relevant in communicating. speakersare usually being irrelevant in flouting maxim of relevance.however, being irrelevant does not purely mean that the speakers do not want to be relevant. sometimes, speakers are being irrelevantbecause they want to hide something riski safitri & abdurrachman faridi/eej 7 (3) (2017) 283 or to say something to others indirectly. an example of relation maxim flouting in insight with desi anwar talk show is in the following conversation. da: (laughing) okay. and then…and then. what happened? what was it about pencak silat that really.. and after you started training and learning? what was about it that really appealto you? kt: hmmm.. i like the fact..aaa how we try to help people. pencak silat is indonesian culture, and i like the indonesian culture. in england, not many people know about indonesia. ya, we know about bali, because people like bali for honeymoon. in this conversation between desi anwar (da) and karen thaibsyah (kt), kt was being irrelevant.here, kt was expected to answer about what happened to her after learning pencaksilat and the appeal of pencaksilat to her. but, she stated an answer with a different topic like english people and bali. here, by being irrelevant, kt flouted maxim of relation. from the data which consist of flouting maxim of relation, it was found that flouting maxim of relation was 17 frequency. the result of this study showed that the tendency of flouting maxim of relation was to develop the meaning and avoid saying meaning directly. it contributed semantically irrelevant conversation or gave information that has no relationship with the topic discussion. flouting maxim of manner flouting maxim of manner occurs when someone responses another person‟s question or statement in extremely long winded and convoluted statement while she could simply reply directly (thomas, 2013: 71). an example of mannermaxim flouting is presented in the following conversation between desi anwar (da) and moazzam malik (mm). da: tell me what do you.. what do you feel about him? and especially he is asyour new… mm: (smiling) he is my new boss.. in this conversation, mm answered da‟s question ambiguously. instead of saying his feeling directly, he smiled and said “he is my new boss”. here, mm has flouted maxim of manner since he tried to keep a secret from his interlocutor. this unstated meaning took him flout maxim of manner. for flouting maxim of manner by native and non native english in insight with desi anwar talk show, the frequency was 30. this was the second biggest occurrence after flouting maxim of quantity. flouting maxim of manner happened because the speech has very complicated meaning. the focus of manner maxim is the wasto say something, no matter the content of the utterance. the differences between the native and nonnative english in flouting the maxims this research found out that there were no significant differences between the performances of the native speakers of english and non native speakers of english in flouting the maxims of grice‟s cooperative principle in insight with desi anwar talk show. the differences only in terms of the frequency of flouting the maxims and the way they flouted the quality maxim. in terms of the frequency, maxim which most flouted by native speakers was quantity maxim, while the maxim which most flouted by non native speakers was manner maxim. whereas, in terms of the way they flouted the quality maxim, the native speaker flouted the maxim of quality because he did not want his utterances to be taken literally, for example “but the brexit vote’s clearly an economic shocked”, while the non native speaker was flouting the maxim of quality by using personification, for example, “that big large eyes that aaa was flowing with humanity”. the use of repair strategies by interviewer (host of the talk show) to overcome the interlocutors (guests) who flout the maxims there were three types of repair strategies (cho and larke, 2010) used by her to overcome the interlocutors (guests) who flout the maxims. the types were partial repeat, understanding check and request for explanation. in partial riski safitri & abdurrachman faridi/eej 7 (3) (2017) 284 repeat, some of the trouble source turn is used again in the repair strategy by the interviewer, for example, „in 2 days?‟. in understanding check, the interviewer provides an alternation for understanding the trouble source, for example, “did it surprise you?” to check the meaning of prior turn. in request for explanation, the interviewer used „such as what’ in order to find out more information. reasons for using the repair strategies based on the result of this study, it can be clearly understood that the interviewer used repair strategies (cho and larke, 2010) as a communication strategy in order to maintain the conversations and passed comprehensible messages to her interlocutors. she gained the appropriate understanding to keep communication smooth and accurate. additionally, she used repair strategies in order to request for further information to make her better understand to what was being said earlier by the interlocutors. they were seen as typical behaviors implemented by speakers in order to review the communication before it broke down at some point of the process. in conclusion, these strategies were used for resolving miscommunication problems involving speaking, hearing and understanding. the analysis result of the contribution of the findings to the teaching english as a foreign language based on the findings, it worth presenting the pedagogical implication that can be considered as the contribution of the study to the teaching english as a foreign language. the characteristics of speech produced by native speakers of english should be considered when teachers teach speaking. the different speech styles needed to be observed when non native speakers of english communicate with foreigners or native speakers of english. next, the observance of grice‟s cooperative principle can minimize misunderstanding and miscommunication, the awareness of cooperative principle in order to maintain the good communication as one of the goals of language teaching. then, repair strategies should be reinforced for student-student or studentteacher classroom interaction because the realization of these strategies are natural in everyday conversation. conclusion after having done the analysis of the talk show “insight with desi anwar”, it can be concluded that the native and non native speakers of english (guests of the talk show) tend to flout all the maxims of cooperative principle, namely quantity maxim, quality maxim, relation maxim and manner maxim. when flouting a maxim, the speaker does not intend to mislead the hearers but wants the hearers to look for the conversational implicature, it is the task of the hearers to interpret. the hearers must infer that speakers are exploiting a maxim for communicative purposes. it was found that both the native and non native speakers flouted the four maxims. the researcher concludes that there are no significant differences between the performances of the native speakers of english and non native speakers of english in flouting the maxims of grice‟s cooperative principle in insight with desi anwar talk show. the differences only in terms of the frequency of flouting the maxims and the way they flouted the quality maxim. the analysis of repair strategies is intended to explain how the interviewer (host) of insight with desi anwar talk show uses these strategies to overcome the interlocutors (guests) who flout the four maxims of grice‟s cooperative principle. there are three types of repair strategies found in this research, partial repeat, understanding check and request for explanation. the reasons why the interviewer uses the repair strategies are to maintain the conversations with the interlocutors, pass comprehensible messages to her interlocutors, and request for further information to make her better understand to what was being said earlier by the interlocutors. overall, she uses repair riski safitri & abdurrachman faridi/eej 7 (3) (2017) 285 strategies to avoid a breakdown in the interactive communication. the findings of this study can be considered as the contribution of the study to the teaching english as a foreign language. the characteristics of speech produced by native speakers of english should be considered when teachers teach speaking. for the grice‟s cooperative principle, it can minimize misunderstanding and miscommunication, the awareness of cooperative principle in order to maintain the good communication as one of the goals of language teaching. and repair strategies should be reinforced for student-student or student-teacher classroom interaction because the realization of these strategies are natural in everyday conversation. references cho, e. h. &larke, p. j. (2010). repair strategies usage of primary elementary esl students: implications for esl teachers. the electronic journal for english as a second language, 14(3), 1-18. cook, v. (1999). going beyond the nativespeaker in language teaching.tesolquarterly, 33 (2), 185-209. cruse, a. (2000). meaning in language: an introduction to semantics and pragmatics. cambridge: cambridge university press. faridi, a. tata cara seminar rapatpidato mc dalambahasainggris. semarang: unnes press. grice, h. p. (1975). logic and conversation. in: syntax and semantics, vol. 3,speech acts, ed. by peter cole and jerry l. morgan. new york: academic press 1975, 41-58. rukmini, d. (2010). speaking model texts in textbooks for senior high school.jurnal bahasa dan seni. semarang: unnes press. sofwan, a. (2011). the realization of disagreement strategies by non native speakers of english. language circle journal of language and literature, 5. thomas, j. (1995). meaning in interaction: anintroduction to pragmatics. newyork: addison wesley longman publishing. thomas, j. (2013). meaning in interaction: an introduction to pragmatics. london and new york: oxford university press. yule, g. (1996). pragmatics. new york: oxford university press. eej 8 (3) (2018) 342 349 english education journal http://journal.unnes.ac.id/sju/index.php/eej the realization of spoken text features in a debate of indonesian students of world schools debating championship 2017 yeni ikawati universitas negeri semarang, indonesia article info ______________ article history: accepted 24 june 2018 approved 12 august 2018 published 15 september 2018 ______________ keywords: conversation analyis, spoken language, debate. __________________ abstract ____________________________________________________________________ conversation analysis is a methodology for naturally-occurring spoken interaction analysis. in this case, i use this methodology to understand how social action is accomplished. the objectives of the study are (1) to explain the spontaneity features realized in the debate, (2) to explain the interactivity features realized in the debate, (3) to explain the interpersonal features realized in the debate, and (4) to explain the coherence of the spoken text in the debate achieved. this study is a qualitative research. the data is a debate video performed by indonesian students in the world schools debating championships 2017. the result revealed four prominences: first, the spontaneity features realized in the debate are: filled pauses, repetition, false starts, tail-slot-filler, vagueness expression, and formulaic language (chunks); second, the interactivity features realized in that debate are: asking and answering of question, asking and answering their own rhetorical question, interruptions, and discourse markers; third, the interpersonality features realized in the debate are: hedges, vague, language, discourse markers, and evaluative language; fourth, the coherence of the spoken text in the debate achieved through the realization of the topic consistency, which includes lexical repetition, lexical chains, referring expressions, substitution, and linkers, and the macrostructure which comprises adjacency pairs and story structure. theoretically, this research contributes to other researchers as a block for its literature contribution in their review in the case of the sameness and the difference of the research. © 2018 universitas negeri semarang correspondence address: pascasarjana kampus kelud utara iii, semarang, 50237 e-mail: yeniikawatiunnes@gmail.com p-issn 2087-0108 e-issn 2502-4566 mailto:yeniikawatiunnes@gmail.com yeni ikawati / english education journal 8 (3) 2018 342 349 343 introduction to speak spontaneously is not easy. in fact, there are a number of obvious features of spoken language that are not less important to be learned by students and those are not usually present in written language, for example, like the spontaneity of the speakers, the interactivity among them, the interpersonal function realized, and the coherence of the text. that is why, to investigate the spoken text of the students, it is needed appropriate media. one of them is a debate. debate, according to wahidin (2017), is an appropriate medium in training students‟ negotiation and argumentation skills on an international scale. to do debate, students need to master global knowledge, analyze, make judgments, and convince the public. in doing so, students are faced with real problems being faced by the society or nation. thus, they should be able to position and convince the public that their opinion or argument is right and correct. to achieve excellence in debating and to promote international understanding, this study will be meaningful if the data is obtained from the most prestigious international english-language debating competition for high school level students in the world, which is known as world schools debating championships (wsdc). the realization of the spoken text features in a debate performed by indonesia students in world schools debating championships can be revealed through a methodology for naturally-occurring spoken interaction which is called conversation analysis (seedhouse, 2014). there have been numerous researches done in analyzing the features of the spoken text, like the studies about hedges which were conducted by mahanani (2013); kusumaningroem, rukmini, and yuliasri (2015); wahyuningsih and sofwan (2015); yuliarti and warsono (2016); asfina, kadarisman, and astuti (2018) which deals with hedges in the “opinion column” of the jakarta post, hedges used in the united states presidential speeches, hedges in thesis abstracts of graduate students of semarang state university, hedges in classroom speeches by english students in graduate program, and hedges used by indonesian elt students in written and spoken discourses. there have also been researches about adjacency pairs that were conducted by isgianto (2016); permatasari and listiyanti (2017); bintana, rukmini, and sofwan (2018). their studies concerned with the adjacency pairs on the „six minutes english‟ conversation script, the drama script “teen angel” by d.m larson, and the patterns of the adjacency pairs of trumps‟ victory interview in „60 minutes‟. most of the researches above were dealing about one of the features of the spoken text; yet, none of them which dealt with the realization of the spoken text features including its spontaneity, its interactivity, its interpersonality, and its coherence. besides, none of them also used the debate video as the data of the research. to fill the gap, this research offered a study of the realization of the spoken text features realized in a debate which purposes are described below: (1) how are the spontaneity features realized in the debate? (2) how are the interactivity features realized in the debate? (3) how are the interpersonal features realized in the debate? (4) how is the coherence of the spoken text in the debate achieved? theoretically, this research contributes to explicate the spoken text features which are demonstrated by speakers who are capable and accustomed to speak publicly even without preparation. practically, it can be used as one of the information source to help researchers get deep insight about spoken text features, so that the study which they are going to conduct is able to reach the reliability. and pedagogically, it helps teachers define to their students the spoken text features that do not exist in the written text, so that the students are able to give best response to the opposite speakers or the interlocutors. yeni ikawati / english education journal 8 (3) 2018 342 349 344 methods since the data were in the form of qualitative data, this study utilizes the following methods in collecting data: searching, selecting, and transcribing. the descriptions are like the following: 1. searching deals with hunting the english debate videos which speakers have well english speaking, clear accent and voice, good competence in delivering their ideas and arguments, and active to respond the opponent‟s argument in the debate, 2. selecting deals with choosing one debate video which is assumed to be the appropriate data to be used as the object of this study, 3. transcribing deals with the process of recording the sound data which is then it is poured to the written data through the text transcriber which is available on the youtube. after the data is collected, the following methods are utilized to analyze the data: copying, organizing, punctuating, segmenting, analyzing, describing, explaining, and making conclusions and suggestions. 1. copying deals with the process of moving the transcription result on the text transcriber column to ms. word in order to ease organizing the transcription result, 2. organizing deals with arranging the transcription result which has been copied to ms. word, like, deleting unused time frame, naming the turns and speakers to make the transcription result proper, readable, and understandable, 3. punctuating deals with the transcript notation. i punctuate the transcript notation proposed by j. m. atkinson and j. heritage (1999) and adapt it in accordance with the objectives of the research, 4. segmenting deals with classifying the subfeatures found in the transcription and putting into tables accord with the feature related, 5. analyzing deals with identifying the features of the spoken text which include its spontaneity, its interactivity, its interpersonality, and its coherence proposed by thornbury (2005), 6. describing deals with announcing the findings by giving an example and spelling out how or why the speakers were doing so, 7. explaining deals with clarifying or making interpretation of the findings with related theory and other studies supported, 8. making conclusions and suggestions deals with the summary of this study which is inline with the objective of the research and the advice or direction to which this research significantly contributes to. results and discussions this part gives the explanation and the interpretation of the findings related to the theory and other supported researches. the findings include four prominent results: spontaneity features realized in the debate, interactivity features realized in the debate, interpersonality features realized in the debate, and coherence features achieved in the debate. the result and discussion are on the following. spontaneity features realized in the debate this discussion provides the interpretation of the data from the finding to answer the first research question. in accord with the theory of thornbury (2005), most of yeni ikawati / english education journal 8 (3) 2018 342 349 345 speech is produced „online‟, that is to say in real time and with little or no time for planning. that is why; there must be characteristic features that make it different from the written. in this study, some of the characteristic features that have been found from the analysis to show the spontaneity of the indonesian students are six: filled pauses (49x), repetitions (11x), false starts (19x), tail-slot-filler (7x), vagueness expressions (2x), and formulaic language (52x). the example can be seen below. example: turn 54 speaker b whether they said that germany will get aa.. will be able to get aa.. mm to get their time.” the example above showed the realization of filled pauses aa and mm by speaker b in turn 54. in that matter, the speakers b accidentally post their argument by inserting some filler like aa and mm in order to give the opponent signal that their argument is still going on. it is in line with that of proposed by fraundorf (2014) and watson (2011) which argued that filled pauses could be produced within a statement or at the end of a statement. and their presence indicated that the speaker was actively searching for information, or was deciding how to continue. the example above also showed the realization of repetition in the debate. as weeda‟s point of view (2017) stated that falls start in speech might have meant someone started speaking before they were ready or quiet knew where they were going with a sentence. like in the example that has been presented, in turn 54, the speaker b started her speech with an out-of-turn point will get a.. will be able to get a.., and they forced to retract it, then she began with a new start that was actually became her point, yet it was still false. finally, she incidentally inserted a filler mm and she was able to get the appropriateness and deliver her opinion well. interactivity features realized in the debate this discussion provides the interpretation of the data from the finding to answer the second research question. as thornbury‟s perspective (2005), the conversation would be interactive if the speakers interacted by taking turns to speak, keeping silent when others are speaking, interrupting at times and signaling their argument or amusement by grunts, laughs and chuckles. from the findings, indonesian students realized interactivity features which include: asking and answering of question (5x), asking and answering their own rhetorical question (11x), interruptions (11x), and discourse markers (153x). the examples can be seen below. example 1: turn 25 turn 26 speaker c speaker a ...the germany's troops, can reach the russian border faster than the efp can? ladies and gentlemen. you need to understand, it takes 14 days, to deploy nato troops from its origin country, to entry, the border, ladies and gentlemen. well. only makes 36 hours for rusia to actually annex these baltic states,this time sensitivity is what we need to check in further,... the example above showed the realization of asking and answering of question by speaker c in turn 25 and speaker b in turn 26. in that excerpt, the speaker c confirmed to speaker a of what speaker a has been delivered. and speaker a responded the speaker c‟s question indirectly, by greeting first the audience to make them listen carefully and give attention to the speaker a‟s argument. then, she gave actual fact to ensure what she has been delivered. another example can be seen below. yeni ikawati / english education journal 8 (3) 2018 342 349 346 example 2: turn 8 speaker a what we mean by this is that obviously nato will be the one who will be conducting the tailored program, any way the example above is the evidence of the realization of asking and answering ones‟ own (rhetorical) question proposed by thornbury (2005). turn 8 showed that speaker a actually did not mean to ask a question to the opponent, yet she only made the point of what she is going to deliver. so her question did not need an answer from the opposition team. interpersonality features realized in the debate this discussion provides the interpretation of the data from the finding to answer the third research question. thornbury (2005) stated that conversation was not simply the exchange of information, but had a strong interpersonal function. that was, it served to establish and maintain group solidarity. casual conversation was often punctuated by laughter, or at least chuckles. from the findings, it resulted four features of interpersonality: hedges (26x), vague languages (2x), discourse markers (153x), and evaluative languages (14x). the examples can be seen below. example 1: turn 24 speaker a we don't think that point stand, to very end of the debate. but, before i go to the next argument. the example above is the evidence of the realization of hedges by speaker a in turn 24. thornbury‟s perspective (2005) stated that speakers used hedges, such as yeah but, in order to blunt the force of a disagreement. from the findings, the speaker a realized hedges we don't think that...but in order to make her argument not sound really strong when they do not disagree with the opponent‟s arguments. another example is about vague language. example: turn 12 speaker a and actually, congress any kind of diplomatic thought... the example above is the realization of vague language by speaker a in turn12. as proposed by thornbury (2005), speakers use vague language in order not to sound too assertive and opinionated. from the finding, in turn 12, speaker a used vague language any kind of ... in order to make her argument not to sound too assertive and opinionated when she minded or disagreed to the opponent‟s ideas. coherence features realized in the debate this discussion provides the interpretation of the data from the finding to answer the fourth research question. as thorbury (2005) stated that even when the spoken text were stripped of the characteristic features of spoken language, and the text made sense, that text was coherent. from the findings, it showed two broad categories of the coherence features realized in the debate. they are topic consistency and macrostructure. according to thornbury (2005), topic is a theme of the sentence or clause. it is typicallybut not alwaysrealized by a noun phrase (the grammatical subject of the sentence). topic is what you as reader or listener needs to pay attention to as given information. the realization of the topic consistency can be seen by the realization of sub-features, like lexical repetition, lexical chains, referring expressions, substitution, and linkers. the example can be seen below. example: putin russia president the example above is the realization of lexical chain which words are thematically related. the word putin has a chain with the word rusia. and the word russia has a chain with a word president. thus, in that text, thematically, the relation of that words form a meaning which is coherent; meaning, putin is the president of russia or putin is a russia president. yeni ikawati / english education journal 8 (3) 2018 342 349 347 thornbury (2005) stated that researchers had identified several organizational features of casual conversation that suggested that it did in fact have predictable macrostructures. one of those features was the regular occurrence of the story sequences, story being defined very generally as to include: a temporal location, specification of participants, a sequence of events, and evaluation. from the findings, the temporal location of the text is simple present. the specification of participants includes speaker a, b, c (as the proposing reply speakers), the speaker a, b, c (as the opposing reply speaker), and a chairperson (as a man who note the timing and informing who will take the next turn). the sequence of events begins with a motion. it is followed by the opposing reply speech. after the opposing reply speech, the proposing reply speech is following. then, it is closed by concluding speech from both the proposition and opposition team. at last, the evaluation includes the aim of the text, that is to persuade the audience that something should or not should do, false or right, and good or harm. conclusions and suggestion there are four conclusions that can be drawn after describing, and interpreting the data. those conclusions are made in accordance with the objectives of this study. the spontaneity features realized in the debate are: filled pauses, repetition, false starts, tail-slot-filler, vagueness expression, and formulaic language (chunks). in filled pauses, there are four varieties of filled pauses aa, mm, th, ff produced by indonesian students. and the functions which are found are as a signal of searching information or to decide how to continue. it is also as a signal of delay and followed by repair. in repetition, indonesian students realized repetition as a word search and as a word replacement. in false starts, the realization of them is valued as corrections which are made by indonesia students themselves. in tail-slot-filler, there are six tailslot-fillers which function is to announce the topic of the utterance that follows. the vagueness expressions realized by indonesian students reserved for some kind of comment on or qualification of what had been said by speakers. the formulaic language (chunks) realized by indonesian students are functioned to make their conversation „native like‟ and even easier. the interactivity features realized in that debate are: asking and answering of question, asking and answering their own rhetorical question, interruptions, and discourse markers. in asking and answering of question, indonesian students realized this feature as a confirmation-clarification to what has been presented before. in asking and answering ones‟ own rhetorical question, the indonesian students realized this in order to acknowledge the audience. the indonesian students realized interruption as an indicator for disagreement, agreement, and confirmation. lastly, the realization of the discourse markers is to signal the speaker‟s intentions to what have been stated by the opposition. they also are as a topic closure to what speaker‟s argument has delivered. furthermore, they are realized in order to show that the speaker has not finished delivering her ideas. in other words, she wants to show what she is going to say is connected to what she has delivered before. there interpersonality features realized in the debate are: hedges, vague language, discourse markers, and evaluative language. in hedges, the indonesian students realized them in order to make their argument not sound really strong when they do not disagree with the opponent‟s arguments. indonesian students also realized vague language to show their interpersonality in the debate. that is for some kind of comment on or qualification of what had been said by speakers. besides, discourse markers are also found to shoe their interpersonality in the debate. that is to signal the speaker‟s intentions to what have been stated by the opposition. and the evaluative languages are realized for flagging the speaker a‟s attitude to respond the argument which has been delivered by the opponent. yeni ikawati / english education journal 8 (3) 2018 342 349 348 the coherence features realized in the debate are: topic consistency and macrostructure. the realization of the topic consistency can be seen by the realization of its sub-features: lexical repetition, lexical chains, referring expressions, substitution, and linkers. the most repeated lexicon is russia, meaning that the debate is something about russia. the lexical chains include words which thematically related, words which shares common root, synonyms, and antonyms. the referring expressions found are i, you, it, we, they, his, my, their, us, and them. the substitution occurred only that and this. the linkers which are realized by indonesian students include and, but, because, even, although/though, then. the conjunct and and but are used to connect two parts of sentences which are similar in grammatical status. the linker and is for adding information. the linker but is for connecting ideas that contrast, are unexpected or have different information. the linker because is stated one‟s reason which underlies his or her argument. the linker even is for showing one‟s contrast which is stronger than the linker although/though is. the last is the linker then. it is used to connect one or more independent clauses which means „next‟. the realization of the macrostructure can be seen from the realization of the adjacency pairs and the story structure. in adjacency pairs, indonesian students realized two forms: request-reject accept adjacency pairs and questionunexpected answer adjacency pairs. the temporal location of this debate text is simple present. the specification of participants include speaker a, b, c (as the proposing reply speakers), the speaker a, b, c (as the opposing reply speaker), and a chairperson (as a man who note the timing and informing who will take the next turn). the sequence of events is begun with a motion. it is followed by the opposing reply speech. after the opposing reply speech, the proposing reply speech is following. then, it is closed by concluding speech from both the proposition and opposition team. at last, the evaluation includes the aim of the text. it is to persuade the audience that something should or not should do, false or right, and good or harm. based on the findings, i suggest further researchers to take an advance study by comparing the spoken text features performed by indonesian students with the spoken text features performed by usa team in the debate of world schools debating championship 2017. references asfina, r., kadarisman, a. e., & astuti, u. p. (2018). hedges used by indonesian elt students in written and spoken discourses. indonesian journal of applied linguistics,7(3), 650-658. doi: 10.17509/ijal.v7i3.9815 bintana, k., rukmini, d., & sofwan, a. (2018). the adjacency pairs patterns o f trumps‟ victory interview in „ 60 minutes‟. english education journal, 8(1),18-26. fraundorf, s. h., & watson, d. g. (2011). the disfluent discourse : effects of filled pauses on recall. journal of memory and language, 65(2), 161-175. https://doi.org/10.1016/ j.jml.2011.03.004 isgianto, l. (2016). the adjacency pairs analysis on „six minutes english‟ conversation script of bbc learning english: a study of discourse analysis. proceedings of the international seminar prasasti iii, surakarta, 437-441. j. m. atkinson & j. heritage (1999): transcript notation structures of social action: studies in conversation analysis, aphasiology, 243-249. kusumaningroem, i., rukmini, d., & yuliasri, i. (2015). hedges used in the united states presidential speeches. english education journal, 5( 1), 1-6. mahanani, w. (2013). hedges in the opinion column of the jakarta post. english education journal, 3( 1), 41-45. permatasari, i., & listiyanti. (2017). adjacency pairs in drama script “ teen angel ” by d https://doi.org/10.1016/ yeni ikawati / english education journal 8 (3) 2018 342 349 349 . m larson. ahmad dahlan journal of english studies, yogyakarta, 4(2), 13–20. seedhouse, p. (2014). conversation analysis and language learning. languange teaching. 38, 165-187. doi:10.1017/s0261444805003010 thornbury, s., (2005). beyond the sentence: introducing discourse analysis. oxford: macmillan education. wahyuningsih, s., & sofwan, a. (2014). hedges in thesis abstracts of graduate students of semarang state. english education journal, 4(2), 75-81. yuliarti, a., & warsono. (2016). hedges in classroom speeches by english students in graduate program. english education journal, 6(1), 11-19. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f098cc7209d • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why 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required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f091e132055 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f030db820cd • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare eej 8 (1) (2018) 66 75 english education journal http://journal.unnes.ac.id/sju/index.php/eej the effectiveness of coop-dis-q and literature circle strategies in teaching reading comprehension to students with different personalities i gede arga anggara , mursid saleh, ahmad sofwan universitas negeri semarang, indonesia article info ________________ article history: accepted 18 october 2017 approved 25january 2018 published 15 march 2018 ________________ keywords: coop-dis-q, literature circle, reading comprehension, personalities. ____________________ abstract ___________________________________________________________________ this study investigated the effectiveness of using coop-dis-q (cooperative-discussionquestioning) and literature circle strategies in teaching reading comprehension to extrovert and introvert students. 2x2 factorial design of experimental research was carried out to collect the data from 88 eighth grade students of smp n 1 kandeman, batang. two experimental groups, a and b, were given two different treatments: coopdis-q and literature circle strategies. the result shows that the ρ = 0.00 for both coopdis-q and literature circle strategies in teaching reading comprehension to extrovert and introvert students which verifies the effectiveness of both two strategies. it wa also found that coop-dis-q is more effective than literature circle strategy in teaching reading comprehension since the mean value of post test coop-dis-q shows higher score 27.18 and the value of ρ = 0.00. however, the result also shows that there is no difference between extrovert and introvert personalities in teaching reading comprehension since the value of ρ = 0.310. further, it was found that the ρ of strategy*type value is 0.638 so there is no interaction between teaching reading comprehension strategies and types of personality on the achievement of reading comprehension which proves that personality does not influence students’ reading comprehension achievement. © 2018 universitas negeri semarang correspondence address : p-issn 2087-0108 e-issn 2502-4566 kampus pascasarjana unnes, jalan kelud utara iii semarang 50237 e-mail: nizaribnus@ymail.com i gede arga anggara, mursid saleh, ahmad sofwan / english education journal 8 (1) (2018) 66 75 67 introduction among the other skills, students need more learning on reading in school for the reason that they can comprehend various printed words to do the tasks found in their daily life such as understanding the direction to use electronic equipment, the instruction label such as in the medicine bottle, and the road warning signs. in other words, reading has the important roles to enable people in finding out information from various texts, getting pleasure, getting job, and dealing with some study purposes. some roles mentioned before relate to sukarni, rukmini, sofwan, and hartono (2017) who argue reading as one of the skills critically needed to enhance new knowledge even to master innovative technology generally written in english. further, harmer (2007: 83) also adds that reading is not only helpful for careers, study and pleasure but also for language acquisition. this is in line with mikulecky and jeffries (2007:73) statement that the students’ general language skills can be developed through reading. they will get the progress in vocabulary, writing speaking skills, and finding the new ideas, facts, and experiences. however, a number of obstacles are founded while students struggle to comprehend the text in class. related to that, brown (2001:306) proposes five reasons for lack of reading comprehension; they are (1) failure to understand word, (2) failure to understand a sentence, (3) failure to understand how sentence are related to another, (4) failure to understand how the information fits in meaningful way or well-organized, and (5) lack of concentration. the same conditions as stated above also happened in eighth grade students of smp n 1 kandeman, batang. based on the preliminary study and the teacher informal interview on november-december 2016, the students had some difficulties in comprehending many kinds of english text. the difficulties consist of some students’ troubles in comprehending the text content, understanding the meaning of words found on the text, answering the comprehension questions related to the text, and expressing their thought. to overcome the lack of reading comprehension, the teacher is suggested to apply some teaching reading comprehension strategies during the class. in fact, not all those strategies were involved by teacher during the class. they usually used conventional strategies by giving lecture. it made the students just wait the material delivered by the teacher. although sometimes the teacher gave students the chance to participate in class, they felt reluctant to fully participate. they just waited other students to take the chance or their teacher further explanations. this situation showed that there was less interaction among teacher and students that will affect the goal of teaching and learning reading comprehension which made the students better in understanding the message included on the text. actually, there are some strategies of increasing the interaction between teacher and students that can be employed by teacher to teach reading comprehension during english class. the strategies employed here should be suitable to the students’ age and level. the junior high school students can be classified as teenagers. harmer (2007:83) states that the search of identity becomes the important points to give them challenge. as the result, teenagers are characterized as having big capacity to learn and create a passionate commitment of things. therefore, the teacher should consider in accommodating the teenagers’ need based on their characteristics mentioned formerly. there are some strategies of increasing the interaction between teacher and students that can be employed by teacher to teach reading comprehension during english class. these strategies also can be used to accommodate the teenagers’ need based on their characteristics. the first strategy is coop-disq strategy. it was a new strategy and concept introduced by gauthier in 2001. according to bender and larkin (2009:178), there are three elements of strategy worked together including cooperativei gede arga anggara, mursid saleh, ahmad sofwan / english education journal 8 (1) (2018) 66 75 68 discussion-questioning into coopdis-q strategy. each strategy mentioned before will aid and enhance the effect of each other in teaching reading comprehension. applying coop-dis-q strategy in class is suggested for teachers in improving students’ reading comprehension in class. in relation to that matter, gauthier (2001:217-218) in bender and larkin (2009:177180) also proposes some strength that can be consideration to apply this strategy in class. they are explained as follow (1) creating a synergetic instructional effect, (2) compelling students to get active role, (3) assuming students’ responsibility on decision maker, (4) realizing some students’ essential roles in authentic problem solved, (5) conveying a respect for the students’ thought and opinion, (6) increasing students’ participation during classroom activities, and (7) guiding students’ exploration for meaning. another strategy that can be used by teacher in teaching reading comprehension is literature circle. based on daniels (2006:11), the application of literature circle will make the students be able to interact and become more independent within in group related to the students’ interest of literature. further, bruner (2011:67) proposes some advantages of applying this strategy explained as follow (1) providing students choice reading material, (2) encouraging students’ initiated discussion, (3) engaging most students to participate, (3) encouraging active and purposeful learning, (4) being straightforward, and easy to explain and understand, (5) providing novelty, (6) becoming culminating activity or as a review for a more formal assessment, (7) making differentiation of content based on selection of reading material and sample discussion questions. in applying the coop-dis-q and literature circle as types of group discussion activity to teach reading comprehension in class, the teacher is also suggested to consider the students’ differences on extrovert and introvert personalities. boeree (2007) discusses personality in terms of the diverse characteristics of people which make the differences even the uniqueness compared to each other. meanwhile, mariani (1996) and listyani (2013) in listyani, saleh, sofwan, and mujiyanto (2017) describe personality as the very general basic of individual character structure. thus, it can be concluded that personality refers to the individual differences. further, ellis (1994:517) claims that these differences may influence the learners on the rate and successful in learning language. it is accordance to ehrman (1996) in zafar and meenakshi (2012). he suggests that there is a connection between personality and second language acquisition since this personality will identify the way or the situation on what people feel comfortable in learning language. later, zafar and meenakshi (2012) list five numbers of personality characteristics that may affect l2 learning. they consist of extroversion-introversion, self-esteem, inhibition, risk taking, and anxiety. among the five types of personality characteristics listed before, extroversion and introversion are considered as important part in learning language. domyei (2005) and ellis (2008) in altunel (2015) state that the extroversion and introversion become the most researched personality aspect in language studies. this extrovert personality is identified by cook (1994), swain (1985), frohilck, stern, tudesco (1978), summarized in suliman (2014) as sociable to be engaged into the group conversation inside-outside the classroom. thus, they will be considered becoming the successful language learner. meanwhile, the introvert people are described by naiman et al (1978) and mcdonough (1981) in omidvari, azizinia, and rezae (2016) as anxious learners which are less willing to take part in activities. however, razamjoo and shaban (2008) in sarani, abusaeedi, and ahmadian (2011) argue that this introvert people are interested on reading and writing activity. further, swain and burnbay (1976) in lestari, sada, and suhartono (2013) also emphasize that introvert learner as well organized and serious so that they are also seen i gede arga anggara, mursid saleh, ahmad sofwan / english education journal 8 (1) (2018) 66 75 69 as better language learner. these findings are supported by kaufmann (2016) who argues that both introverts and extroverts can learn a new language fluently. in relation to that, eharman and oxford (1995) and eharman (1993) in omidvari, azizinia, and rezae (2016) add that the identification of students’ personalities will make teacher better understand to provide students with the effective sensitive instruction. dealing with all explanation above, this research was carried to address the following research question: 1. is using coop-disq strategy effective in teaching reading comprehension to extrovert students at grade 8 of smp negeri 1 kandeman? 2. is using coop-dis-q strategy effective in teaching reading comprehension to introvert students at grade 8 of smp negeri 1 kandeman? 3. is using literature circle strategy effective in teaching reading comprehension to extrovert students at grade 8 of smp negeri 1 kandeman? 4. is using literature circle strategy effective in teaching reading comprehension to introvert students at grade 8 of smp negeri 1 kandeman? 5. which strategies are more effective between coop-dis-q and literature circle in teaching reading comprehension to extrovert and introvert students at grade 8 of smp negeri 1 kandeman? 6. which personality types are more influenced between extrovert and introvert in teaching reading comprehension through using coopdis-q and literature circle strategies at grade 8 of smp negeri 1 kandeman? 7. how is the interaction between teaching reading comprehension strategies and types of personalities on the achievement of reading comprehension? the objectives of this research are to investigate whether using coop-disq strategy is effective in teaching reading comprehension to extrovert students, whether using coop-dis-q strategy is effective in teaching reading comprehension to introvert student, whether using literature circle strategy is effective in teaching reading comprehension to extrovert students, whether using literature circle strategy is effective in teaching reading comprehension to introvert students, a strategy which is more effective in teaching reading comprehension to extrovert and introvert students, a type of personality which is more influenced in teaching reading comprehension, the interaction between teaching reading comprehension strategies, types of personalities on the achievement of reading comprehension. methods this research is categorized as an experimental research with factorial design 2x2 by technique of multifactor analysis of variance (anova) as the research design. the object of the study was to teach reading comprehension by using two strategies compared. they are coop-dis-q and literature circle strategies. the population of this research was the eighth grade students at smp n 1 kandeman, batang in the academic year of 2016/2017 (viiiabcdefghi). then, four classes (viiiabde) were chosen randomly to be the research samples. in this research, a non test instrument which consisted of questionnaire also observation checklists and test instrument which was reading test were used in collecting data in this study. to collect the data, the researcher came to smp n 1 kandeman to choose four classes from the population as sample. questionnaires were distributed before doing the pre test to determine extrovert and introvert students also to identify which classes belonged to experimental group 1 or experimental group 2. later, a pre test was conducted to both groups. after that the coop-dis-q strategy treatment was conducted to the two groups (extrovert and introvert students) in the experimental group 1 while literature circle i gede arga anggara, mursid saleh, ahmad sofwan / english education journal 8 (1) (2018) 66 75 70 strategy treatment was conducted to the two groups (extrovert and introvert students) in the experimental group 2. to analyze the quantitative data, the descriptive statistics and inferential statistic were involved. the descriptive statistics presented the mean and standard deviation of extrovert and introvert students’ reading comprehension achievement before the coop-dis-q and literature circle treatment in pre test and after the treatment in post test. further, the inferential statistics consisted of three kinds namely, (1) paired samples would identify whether or not there is an effect of using coop-dis-q and literature circle in teaching reading comprehension to extrovert and introvert students after giving treatment. (2) independent sample test would be employed to determine whether or not there is an effect of extrovert and introvert on student’s personality with reading comprehension achievement after teaching reading comprehension by using coopdis-q and literature circle strategies; to find out the relative effectiveness strategy. (3) anova would be identify whether or not there is an interaction among teaching reading comprehension strategies, types of personality, and the achievement in reading comprehension. result and discussions the first step in obtaining the data was distributing questionnaire to identify students’ dominant personality type whether they had extrovert or introvert personalities. students were required to fill in the personality questionnaire translated into bahasa. the result of personality questionnaire would determine also which classes belong to experimental group 1 and experimental group 2. the experimental group 1 would be taught using coop-dis-q (ab) while experimental group 2 (de) would be taught using literature circle. later, the pre test was conducted to both groups in finding out students’ reading comprehension achievement before treatment given. the test was in the form of 30 multiple choices. before giving treatment, the result of pre test would be analyzed their distribution and variance by using the normality and homogeneity test. the result showed that the first experimental class pre test (coop-dis-q) had sig. value 0.710 for extrovert students and 0.397 for introvert students. meanwhile, the second experimental class pre test (literature circle) had the sig. value were 0.328 for the extrovert students and 0.841 for the introvert students. since the sig. value of both experimental classes was more than 0.05, it could be concluded that the data of pre test from both experimental classes had normal distribution. further, the homogeneity test of pre test based on teaching strategies and personality types showed the value of sig. 0.635 and 0.930. it indicated that sig. value was higher than 0.05. it meant that the data of the pre test based on the teaching strategies and personality types were homogenous. the results of pre test requisite test confirmed that the pre test data had normal distribution and homogenous. hence, the treatment could be conducted to both experimental groups. during the treatment of coop-dis-q and literature circle, some narrative texts would be used as the material in teaching reading comprehension. in coop-dis-q and literature circle treatment, students would get some introduction to the narrative material followed by some pre reading comprehension activities at first. the differences might come to the next step of activity that involved group discussion activity. the students who treated by using coopdis-q would be arranged into group of six by their teacher. later, teacher would prepare a text with some related comprehension questions. they should divide the questions and their groups into triad to answer the questions. in addition, triads were suggested to add some questions which were not include on the questions. triad would answer the questions and presented their answer to other triad when rejoining as one group. this group would also present their answer in front of the class while i gede arga anggara, mursid saleh, ahmad sofwan / english education journal 8 (1) (2018) 66 75 71 other groups offered alternative response. further, some adding questions found by each groups in triad would be discussed further in the whole discussion class. meanwhile, the students who treated by using literature circle would be arranged based on their choice of texts. teacher would provide two kinds of text to be chosen. after selecting the text, teacher makes groups students based on their selection into group of six. the groups divided their roles in literature circle by using lottery. students should read and record their response by note taking some important points on text related to their roles. they shared their result related to their role in front of the class. after giving treatment, students on both experimental classes had their post test. the result of post test would be tested their normality and homogeneity before doing statistical calculation to test hypothesis. the result showed that the first experimental class post test (coopdis-q) had sig. value 0.705 for extrovert students and 0.428 for introvert students. on the contrary, the second experimental class post test (literature circle) had the sig. value were 0.141 for the extrovert students and 0.441 for the introvert students. since the sig. value of both experimental classes was more than 0.05, it could be concluded that the data of post test from both experimental classes had normal distribution. in addition, homogeneity test of post test based on teaching strategies and personality types showed the value of sig. 0.854 and 0.847. it meant that sig. value was higher than 0.05. it implied that the data of the post test based on the teaching strategies and personality types were homogenous. since the data of post test verified that they had normal distribution and homogenous, the statistical calculation could be involved to test some hypothesis on this study. to answer the first research question whether using coop-dis-q is effective in teaching reading comprehension to extrovert students, the pre test and post test extrovert students’ scores treated by coop-dis-q were calculated. the data shows that the mean score of pre test of extrovert students is 13.6818. meanwhile, the mean score of post test of extrovert students is 27.0455. the value of sig. is 0.858 that confirms that there is no correlation among the pre test and post test variables. further, the result of statistical also shows that the value of sig (2-tailed) is 0.000 which is lower than 0.05 meaning that h0 is rejected and h1 is accepted. it can be concluded that using coopdis-q strategy is effective to teach reading comprehension of extrovert students. this result is in accordance to yulia (2007). she tries to summarize the concept of guthrie’s coop-dis-q strategy as the strategy which aims to help aggressive readers in finding meaning on stories, novels, or text with their peers in a supportive environment. dealing with the second research question that seeks whether using coop-dis-q strategy is effective in teaching reading comprehension to introvert students, the pre test and post test introvert students’ scores treated by coop-dis-q are calculated. the data shows that the mean score of pre test of introvert students is 14.4091. meanwhile, the mean score of post test of introvert students is 27.3182. the value of sig. is 0.639 that proves that there is no correlation among the pre test and post test variables. in addition, the result of statistical also shows that the value of sig (2-tailed) is 0.000 which is lower than 0.05 meaning that h0 is rejected and h1 is accepted. it can be concluded that using coopdis-q strategy is effective to teach reading comprehension of introvert students. the result is consistent with gauthier (2001:217-218) in bender and larkin (2009:177-180). he proposes some strength of applying coop-dis-q in class like compelling students’ to take active role, assuming students’ responsibility for decision maker and increasing students’ full participation in classroom activities. to find the answer of third research question that searches for whether using literature circle strategy is effective in teaching reading comprehension to extrovert students, the pre test and post test extrovert students’ scores treated by literature circle are calculated. the i gede arga anggara, mursid saleh, ahmad sofwan / english education journal 8 (1) (2018) 66 75 72 data presents that the mean score of pre test of extrovert students is 16.5000. on the contrary, the mean score of post test of extrovert students is 24.7273. the value of sig. is 0.624 that demonstrates that there is no correlation among the pre test and post test variables. furthermore, the result of statistical also shows that the value of sig (2-tailed) is 0.000 which is lower than 0.05 meaning that h0 is rejected and h1 is accepted. hence, the conclusion could be drawn that using literature circle strategy is effective to teach reading comprehension of extrovert students. it is in line with research conducted by brigs (2010) who found that the application of literature circle in class can develop her students’ better comprehension skills while increasing social skills also that will lead them to enrich learning. related to the fourth research question that tries to find whether using literature circle strategy is effective in teaching reading comprehension to introvert students, the pre test and post test introvert students’ scores treated by literature circle are calculated. the data illustrates that the mean score of pre test of introvert students is 15.0909. in contrast, the mean score of post test of introvert students is 25.3636. the value of sig. is 0.278 that verifies that there is no correlation among the pre test and post test variables. besides, the result of statistical also shows that the value of sig (2tailed) is 0.000 which is lower than 0.05 meaning that h0 is rejected and h1 is accepted. it means that using literature circle strategy is effective to teach reading comprehension of introvert students. it is in pursuant to bruner (2011:67) who proposes some advantages of applying this strategy in class like engaging most students to participate, encouraging active purposeful learning, and encouraging student’ initiated discussion. the fifth research question of this study deals with the strategies gave better effect in teaching reading comprehension to extrovert and introvert students. the statistical result presents that the mean score of post test in experimental group 1 treated with coop-dis –q is 27.18. meanwhile, the mean score of post test in experimental group 2 treated with literature circle is 25.05. regarding to the result, it can be concluded that there is difference between the students’ achievement that are treated by using coop-dis-q and literature circle. however, the final conclusion is not only determined by the mean score of post test between two groups. to decide the effective teaching reading strategies, the criterion of mean score, standard deviation, and standard error should be analyzed. in relation to that, the independent sample test reveals that the value of sig. (2tailed) is 0.000. thus, the value of sig. (2-tailed) is lower than 0.05. related to that, the null hypothesis (h0) is rejected which verifies that there is difference of using coop-dis-q and literature circle strategies in teaching reading comprehension to extrovert and introvert students. after analyzing the whole analysis in terms of standard error, standard deviation, and mean score of post, the conclusion could be drawn that coop-dis-q is more effective than literature circle in teaching reading comprehension to extrovert and introvert students. this result is in line with gauthier (2001:217-218) in bender and larkin (2009:177180) who proposes some strength of applying coop-dis-q in class like creating a synergetic instructional effect and guiding students’ exploration for meaning. the sixth research question of this study deals with a type of personality which is more influenced in teaching reading comprehension through using coop-dis-q and literature circle strategies. the statistical result shows that the mean score of extrovert students post test treated by coop-dis-q and literature circle is 25.89 while the mean score of introvert students post test treated by coop-dis-q and literature circle is 26.34. the result presented above shows that there is difference between the students’ personality achievement that are treated by using coop-dis-q and literature circle. as stated in the previous, the final conclusion is not only determined by the mean score of post test i gede arga anggara, mursid saleh, ahmad sofwan / english education journal 8 (1) (2018) 66 75 73 between two personality groups. to conclude the more influenced personality on teaching reading comprehension strategies, the criterion of mean score, standard deviation, and standard error should be analyzed. related to that, the independent sample test shows that the value of sig. (2-tailed) is 0.310, the alternative hypothesis (h1) is rejected which confirms there is no difference of extrovert and introvert personalities influenced in teaching reading comprehension through using coop-dis-q and literature circle strategies. regarding to this result, it can be drawn a conclusion that both extrovert and introvert personalities have equal development as there is no difference of extrovert and introvert personalities influenced who are treated by coop-dis-q and literature circle. it is in pursuant to the research conducted by amari and nakhale (2015) who found that there was no significant difference between extrovert and introvert female in reading. the last research question of this study has to do with the interaction between teaching reading comprehension strategies and types of personalities on the achievement of reading comprehension. based on the statistical result, it presents that the significance value (p-value) of strategy*type is 0.638. related to that, the null hypothesis (h0) is accepted. it yields the fact that there is no interaction between teaching reading comprehension strategies and types of personality on the achievement of reading comprehension. in other words, the implementation of both coop-dis-q and literature circle is not affected by students’ types of personality. hence, the increasing of students’ scores in reading comprehension is influenced by the use of teaching reading comprehension strategies namely coop-dis-q and literature circle. this result is in consistent with utami (2013) who found the application of coop-dis-was beneficial to improve students’ reading comprehension and coccia (2015) who discovered the implementation of literature circle in her class was success to improve her students’ accuracy in decoding even comprehending the text. in relation to the observation checklist result, both extrovert and introvert students started to use both strategies in discussion actively and fully to take participation during the class. further, the result of the group discussion in both experimental group 1 and 2 also showed that both strategies helped extrovert and introvert students to fully comprehend the input text within the group discussion activity. conclusions based on the result of statistical analysis presented before, some conclusions could be drawn. first, the personality types which are extrovert and introvert does not influence in teaching reading comprehension through using coop-dis-q and literature circle strategies. second, both students’ score taught using both coop-dis-q and literature circle increases. since personality does not influence the achievement of students in reading comprehension, it could be concluded that the increasing of students’ scores in reading comprehension is influenced by the use of teaching reading comprehension strategies namely coop-dis-q and literature circle. references altunel, v. 2015. the impact of extroversion and introversion on language learning 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omidvari, a. azizinia, h., rezae, m. 2016. the impact of extroversion vs. introversion on intermediate efl learner’ reading comprehension. extensive journal of applied science, 2016, 4 (3), 90-96 .retrieved on 3rd march 2017, from, http://ejasj.com/wpcontent/uploads /2016/06/ejasj-2016-90-96.pdf sarani, a., abusaeedi, a. a. r. and ahmadian, m. v. 2011. vocabulary learning strategies used by extroverted and introverted iranian efl students. iranian journal of applied language studies, 2011, 8, 3, (2), 187-207. retrieved on 5th march 2017, from, http://www.sid.ir/en/ vewssid/j_pdf/125320110208.pdf sukarni, s., rukmini, d., sofwan, a. and hartono, r. 2017. the effectiveness of strategybased reading instruction (sbri) for teaching reading and the students’ perception toward the instruction. international journal of english and education, vol.6, (3), 213-218. retrieved on august 25th 2017 from http://ijee.org/yahoo_ site_admin/assets/docs/ 21_ semi. 16570114. pdf suliman, f.h.a. 2014. the role of extrovert and introvert personality in second language acquisition. proceedings of sociont 14 presented in international conference on social; science and humanities. retrieved on 5th march 2017, from, http://www.ocerint.org/socioint14_ebook/pap ers/xx01.pdf utami, a. t.2013.the effect of using cooperative-discussion-questioning (coop-disq) strategy toward students’ reading comprehension at senior high school; a study http://ejasj.com/wp-content/uploads http://ejasj.com/wp-content/uploads http://www.sid.ir/en/ http://ijee.org/yahoo_%20site_admin/assets/docs/%2021_%20semi.%2016570114 http://ijee.org/yahoo_%20site_admin/assets/docs/%2021_%20semi.%2016570114 http://www.ocerint.org/socioint14_ebook/papers/xx01.pdf http://www.ocerint.org/socioint14_ebook/papers/xx01.pdf i gede arga anggara, mursid saleh, ahmad sofwan / english education journal 8 (1) (2018) 66 75 75 at the eleventh grade students of social program sma n 16 padang in academic year 2013/2014. final project. english education. stkip pgri west sumatra. retrieved on december 25th 2016, from, http:// id. portalgaruda.org/?ref=browse&mod=viewarticl e&article=182 593 yulia, g.2007. reading comprehension strategies. retrieved on 17th december 2016, from, error! hyperlink reference not valid. zafar, s. and meenakshi, k. 2012. individual learner differences and second language acquisition; a review. journal of language teaching and research, 3, (4), 639-646. retrieved on 6th march 2017, from, http:// www. academypublication.com/issues/past/jltr/vol03 /04/07.pdf glorifying and deconstructing ob am a's speech in indonesia djoko sutopo semarang state university abstract by casting doubt on most previously held theories, deconstruction declares that a text has an almost infinite number of possible interpretations. and the interpretation themselves, declares some deconstructionists, are just as creative and important as the text being interpreted. this study is an attempt to explain how the interpretations on obama's speech make meanings in the way they do. apart from the realization of experiential, interpersonal and textual meanings as well as the field, tenor and mode and their context of culture, it is revealed that text 1 under this investigation illustrates the ideological claim that the personal appeal of an orator, appeals to the emotions of the audiences through the appropriate choice of themes and metaphors of the oration, and appeals to logic or reason should be possessed by a shrewd orator and politician, who is always able to put his audiences into his frame of mind everywhere he delivers his speeches. whereas text 2 illustrates the ideological claim that despite a personal power of persuasion you possess, one is tempted to ask how an official visit means anything. while it is true that you spent a considerable years in a city during your childhood, your statement should not be overly emphasized, analyzed nor treated as anything but political rhetoric aimed at further boosting the vivacious intellectual crowd. as readers of texts, we need to develop skills to be able to make explicit the ideological positions encoded key words: deconstruction, realization, experiential, interpersonal, textual, field, tenor, mode, ideology, ethos, pathos, logos, political rhetoric, national interest, contribution. introduction throughout the 1950s and 1960s, a variety of different forms of structuralism dominated european and american literary theory: the french structuralism of roland barthes, the 4 russian structuralist narrotology of vladimir propp, and jonathan culler's american brand of structuralist poetics, to name a few. the application of structuralist principles varies from one theoretician to another, but all believe that language is the primary means of signification (how we achieve meaning) and that language comprises its own rulegoverned system to achieve such meaning. in spite of the fact that language is the primary sign system, it is not the only one. fashion, sports, dining, and other activities all have their own "language" or codes whereby the participants know what is expected of them in a particular situation. when dining at a restaurant, for example, connoisseurs of fine dining know that it is inappropriate to drink from a finger bowl. similarly, football fans know that it is appropriate to shout, scream, and holler to support their team. from a structuralist perspective, such expectations highlight that all social and cultural practices are governed by rules and codes. the proper study of reality and meaning is the system behind such individual practices, not the individual practices themselves. the proper study of a text is an enquiry into the conditions surrounding the act of interpretation itself, not an investigation of the individual text. with the advent of deconstruction theory and practice in the late of 1960s, however, the structuralist assumption that a text's meaning can be discovered through an examination of its structural codes was challenged and therefore no definitive interpretation. rather than providing answers about the meaning of texts or a methodology for discovering how a text means, deconstruction asks a new set of questions, endeavoring to show that what a text claims it says and what it actually says are discernibly different. by casting doubt on most previously held theories, deconstruction declares that a text has an almost infinite number of possible interpretations. and the interpretation themselves, declares some deconstructionists, are just as creative and important as the text being interpreted. with the advent of deconstruction and its challenge to structuralism and other preexisting theories, a paradigmatic shift occurs in literary theory. before deconstruction, literary critics new critics, some reader-response theorists, structuralists, and others found meaning within the literary text or the codes of the various sign systems within the world of the text and the reader. the most innovative of these theorists, the structuralists, provided new and exciting ways to discover meaning, but nonetheless, these theorists 5 maintained that meaning could be found. underlying all of these predeconstructionist views of the world is a set of assumptions called modernism (pr the modern worldview) that provided the philosophical, ethical and scientific bases for humankind for about 300 years. with the coming of deconstruction, these long-held beliefs were challenged, creating poststructuralism, a new basis for understanding and guiding humanity (its name denotes that it historically comes after, or post, structuralism). often historians, anthropologists, literary theorists, and other scholars use the term postmodernism synonymously with deconstruction and poststructuralism, although the term postmodernism was coined in 1930s and has broader historical implications outside the realm of literary theory than do the term poststructuralism and deconstruction. to place in context the somewhat turbulent reception of the first of several poststructural schools of criticism deconstruction theory and practice a working understanding of modernism and postmodernism is necessary. a functional-semantic approach to language we need, however, principles and techniques in order that we may begin to analyze and explain how meanings are made in everyday linguistic interaction. the systemic functional approach is increasingly being recognized as providing a very useful descriptive and interpretive framework for viewing language as a strategic, meaningmaking resource. michael halliday, the linguist most responsible for the development of systemic linguistics, prefaces his 1985 systemic description of english grammar with an open-ended list of twenty-one possible application of systemic theory (halliday 1985a). while individual scholars naturally have different research emphases or application contexts, common to all the systemic linguists is an interest in how people use language with each other in accomplishing everyday social life. this interest leads systemic linguists to advance four main theoretical claims about language: that language use is functional; that the function is to make meanings; that these meanings are influenced by the social and cultural contexts in which they are exchanged; and that the process of using language is a semiotic process, a process of making meanings by choosing (eggins, 1994:2) 6 these four points, that language use is functional, semantic, contextual, and semiotic, can be summarized by describing the systemic approach as a functional-semantic approach to language. the systemic approach to language is functional in two main respects: (1) because it asks functional questions about language: systemic ask how do people use language?; (2) because it interprets the linguistic system functionally: systemicists ask how is language structured for use? answering the first question involves a focus on authentic, everyday social interaction. this analysis of text leads systemicists to suggest that people negotiate text (write or talk language) in order to make meanings with each other. in other words, the general function of language is semantic one. reinterpreting the functional questions semantically, then, systemic ask: (1) can we differentiate between types of meaning in language? i.e. how many different sorts of meanings do we use language to make?; (2) how are texts (and the other linguistics units which make them up, such as sentences or clauses) structured so that meanings can be made? i.e. how is language organized to make meaning? halliday (e.g. 1985a, 1985b) has argued that language is structured to make three main kinds of meanings simultaneously. this semantic complexity, which allows experiential, interpersonal, and textual meanings to be fused together in linguistic units, is possible because language is a semiotic system: a conventionalized coding system, organized as sets of choices. the distinctive feature of semiotic systems is that each choice in the system acquires its meanings against the background of the other choices which could have been made. this semiotic interpretation of the system of language allows us to consider the appropriacy or inappropriacy of different linguistic choices in relation to their contexts of use, and to view language as a resource which we use by choosing to make meanings in contexts. as soon as we ask functional questions such as "how do people use language?" (i.e." what do people do with language?"), we realize we have to look at real examples of language in use. intuition does not provide a sufficiently reliable source of data for doing 7 functional linguistics. thus, systemicists are interested in the authentic speech or writing of people interacting in naturally occurring social contexts. language and context our ability to deduce context from text is one way in which language and context are interrelated. our equally highly developed ability to predict language from context provides further evidence of the language/context relationship. in our ability to predict accurately what language will be appropriate in a specific context, we are seeing an extension of our intuitive understanding that language use is sensitive to context. final evidence which emphasizes the close link between context and language is that it is often simply not possible to tell how people are using language if you do not take into account the context of use. considered in its textual context (as a part of a complete linguistic even), a sentence clearly did have a function (to propose a possible solution). taken out of context, its purpose is obscured, with at least part of its meaning lost or unavailable. our ability to deduce context from text, to predict when and how language use will vary, and the ambiguity of language removed from its context, all provide evidence than in asking functional questions about language we must focus not just on language, but on language use in context. describing the impact of the context on text has involved systemicists in exploring both what dimensions, and in what ways, context influences language. questions such as "exactly what dimensions of context have an impact on language use" and which aspects of language use appear to be affected by particular dimensions of the context" are explored within systemics through genre and register theory. register theory describes then impact of dimensions of the immediate context of situation of a language event on the way language is used. three key dimensions of the situations are identified as having significant and predictable impacts on language use. these three dimensions, the register variables of mode (amount of feedback and role of language), tenor (role relations of power and solidarity) and field (topic or focus of the activity), are used to explain our intuitive understanding that we will not use language in the same way 8 to write as to speak (mode variation), to talk to our boss as to talk to our lover (tenor variation) and to talk about linguistics as to talk about jogging (field variation). the concept of genre is used to describe the impact of the context of culture on language, by exploring the staged, step-by-step structure cultures institutionalize as ways of achieving goals. a higher level of context to which increasing attention is being given within systemic linguistics is the level of ideology. whatever genre we are involved in, and whatever the register of the situation, our use of language will also be influenced by our ideological positions: the values we hold (consciously or unconsciously), the biases and perspectives we adopt. just as no text can be "free" of context (register or genre), so no text is free of ideology. in other words, to use language at all is to use it to encode particular positions, beliefs, biases, etc. however, for reasons which are themselves ideological, most language users have not been educated to identify ideology in text, but rather to "read" text as natural, inevitable representations of reality. the implication of identifying ideology in text is that as readers of texts, we need to develop skills to be able to make explicit the ideological positions encoded, perhaps in order to resist or challenge them. this means we need way of talking about how language is not just representing but actively constructing our view of the world. this semiotic approach to language explore more fully below. how is language structured for use? systemic linguistics does not only ask functional questions about how people are using language, but it also interprets the linguistic system itself from a functionalsemantic perspective. how language is used in authentic texts, how is language structured for use? language users do not interact in order to exchange sounds with each other, nor even exchange words or sentences. people interact in order to make meanings: to make sense of the world and of each other. the overall purposes of language, then, can be described as a semantic one, and each text we participate in is record of the meanings that have been made in a particular context. 9 the choice of the word "meaning" in the last sentence is a significant one, for systemic analysis seeks to demonstrate that linguistics texts are typically making not just one, but a number of meanings simultaneously. it is certainly the case that the text is making this kind of "real world" or experiential meaning. however, at the same time that it is making this strand of experiential meaning, the text is also making some other equally important meanings. the text is, for example, making interpersonal meaning. there is a §trand of meaning running throughout the text which expresses the writer's role relationship with the reader, and the writer's attitude towards the subject matter. finally, while expressing both experiential and interpersonal meaning, a text also makes what we describe as textual meaning. textual meaning refers to the way the text is organized as a piece of writing (or speech). this example demonstrates that a text can be seen to be expressing more than one meaning at a time. in fact, halliday claims that a text can make these different meanings because units of language (e.g. texts, sentences, clauses, etc.) are simultaneously making three kinds of meanings. these three types of meaning are expresse3d through language because these are the strands of meaning we need to make in order to make sense of each other and the world, i n t e r p r e t a t i o n s on o b a m a ' s speech in interpreting president barack obama's speech, setiono sugiharto (2010) suggests the fact that the speech he delivered at the university of indonesia amazed most indonesians is reminiscent of an aristotelean tradition of oratory, which emphasizes three modes of appeal: ethos, pathos and logos. text 1. 1. mass hysteria, created by 6,000 attendees during the recent speech delivered by us president barrack obama, can certainly be attributed to not only the president's charming, relaxed, and affable persona, but also to his listener-friendly speech. 2. known as a shrewd orator and politician, obama is always able to put his audiences into his frame of mind everywhere he delivers his speeches. 10 3. the fact that the speech he delivered at the university of indonesia amazed most indonesians is reminiscent of an aristotelean tradition of oratory, 4. which emphasizes three modes of appeal: ethos, pathos and logos. 5. ethos is simply the personal appeal of the orator. 6. pathos appeals to the emotions of the audiences through the appropriate choice of topoi (themes) and tropes (metaphors) of the oration, 7. and logos appeals to logic or reason. 8. highly personal in tone, substantive and dialogic in its content, relaxed and light in the choice of its dictions (coupled with a local argot), the speech reflects obama's character as an outstanding orator, who refrains from using stilted, ceremonial oratory styles with least understood political jargon. 9. what is more, obama's supple paralanguage (facial expressions, gestures, eye movements) mirrors his prowess in demonstrating the art of oratory. 10. his personal tone in the speech indicated by the frequent use of the personal pronoun "i" demonstrates the importance of voicing one's personal interests, biases, values and opinions essential parts of democracy. 11. and with plenty use of the inclusive "we" implies a dialogic nature to his speech, inviting the audience to ponder over the discussed issues such as the vital role of democracy and the maintenance of universal values upheld by the two countries. 12. the inclusive "we", in the context of the speech, is an effective linguistic sign used by obama as a christian to embrace the ideology of our muslim-dominated country to call for commitment to upholding what he calls "shared humanity". 13. the quote of his country's motto e pluribus unu, which he equalizes to indonesia's bhineka tunggal ika (unity in diversity) supports this assertions. 14. the mode of pathos lies, in fact, in the nostalgic opening part of the speech. 15. prior to mentioning the strategic partnership between indonesia and the us in the body of his speech, obama intelligently spoke about his nostalgic memories of four years of living in indonesia during his childhood 16. and fore grounded it as the topoi (themes) in the opening part of the speech, 17. initiated with a greeting in arabic and indonesian, and followed with an emotive utterance indonesia bagian dari soya (indonesia is part of me), obama further elaborated his narrative mainly relating to his childhood life as well as his own family life in jakarta. 18. by attaching such a theme as an introductory remark, obama put his audience into his frame of mind 19. before he proceeded to elucidate the partnership and the role of democracy in the two countries. 20. in doing so, he tried to engage with his audience by filling them with nostalgia for his childhood life in jakarta. 21. finally, appealing to logic or reason are clearly heard 22. when obama touched on areas such as development, democracy, and religious faith, 23. which are, as he argues, fundamental to human progress. 24. reasons for arguing and counter-arguing these issues are explicitly spelt out, 25. and proof to strengthen his arguments are made clear through real examples. 26. no less intriguing is the speech's epilogue, 27. which obama formulated in the form of a strong reminder for the country 28. whose practice of democracy is still in its infancy. 29. 11 still seeing the relevance of the country's pancasila ideology, obama reminded us that as a consequence of practicing democracy "islam flourishes, but so do other faiths". 30. this is, however, not simply lip service, 31. as obama has proven his commitment to respecting pluralism in the world by allowing the construction of a grand mosque near the ground zero location. 32. and more recently, despite his short stay in jakarta, his memorable visit to the grand istiqlal mosque further testifies his commitment to honouring other faiths. (setiono sugiharto, the jakarta post. 11/20/10: 7). on the contrary, dicky sofjan (2010) pointed out that despite his personal power of persuasion, one is tempted to ask how obama's 18.5 hour visit to his so-called kampong means anything. while it is true that obama spent a considerable four years in jakarta during his childhood, his statement before the homo academicus at the university of indonesia (ui) that "indonesia is a part of me" should not be overly emphasized, analyzed nor treated as anything but political rhetoric aimed at further boosting the vivacious intellectual crowd at depok. dicky said, most indonesia media celebrated obama's official visit as if the united states truly considered indonesia a strategic and equal partner. the truth of the matter is that obama views indonesia, notably its burgeoning "middle class" as simply "new markets for [american] goods". this was the bottom line, to which most indonesians did not pay attention. text 2. 1. nobody will ever doubt the american president barack obama's oratory skills, and his inborn talent for winning the hearts and minds of people around him. 2. being the first afro-american president, in a largely white population, of the most powerful state in the world is in itself a testament to obama's political charisma. 3. despite his personal power of persuasion, one is tempted to ask how obama's 18.5 hour visit to his so-called kampong means anything. 4. while it is true that obama spent a considerable four years in jakarta during his childhood, 5. his statement before the homo academicus at the university of indonesia (ui) that "indonesia is a part of me" should not be overly emphasized, analyzed nor treated as anything but political rhetoric aimed at further boosting the vivacious intellectual crowd at depok. 6. and yes, it is true that obama had an indonesian muslim stepfather, 7. who taught him a thing or two about religious tolerance and respect for all religions, 8. the question over the substance and significance of his "transit" from india to south korea still begs some answers. 12 9. not much is offered by the national media and the political pundits, 10. who merely provided their experts' views on obama's childhood memories and liking for bakso and sate. 11. others merely zeroed in on his supposed fluency in indonesian language and the number of times he deployed "assalamu alaykum" 12. most indonesia media celebrated obama's official visit 13. as if the united states truly considered indonesia a strategic and equal partner. 14. the truth of the matter is that obama views indonesia, notably its burgeoning "middle class" as simply "new markets for [american] goods". 15. this was the bottom line, 16. to which most indonesians did not pay attention. 16. since his presidency, the recovery of the american economy is not doing as well 17. as obama had earlier hoped. 18. the early november mid-term election debacle, which saw the republicans taking over the house of representative, also proved that obama's smooth talking style of leadership has not helped much in terms of reversing his growing unpopularity at home. 19. if obama can help the us improve its economic situation by way of profusely offering islamic greetings in all his speeches in jakarta, 20. and if it would take michelle obama to do the islamic scarf on the premises of istiqlal grand mosque, so be it. 21. it would still be in america's national interest, 22. and by all means not indonesia's. 23. the so-called comprehensive partnership, which was only mentioned in passing at ui, is also a curious subject 24. that needs to be scrutinized. 25. what's in it for indonesia? 26. while the us$165 million exchange scholarship and university partnership programs are a clear benefit for indonesians, 27. what is installed for indonesia on the environment, climate exchange and clean energy programs, amounting to $136 million? 28. what specific programs can the us offer to help indonesia mitigate these problems? 29. is obama aware of freeport in papua and its various negative spillover effects, resulting in environmental degradation and further disfranchisement among the local people here? 30. the recent agreement with respect to the us on science and technology cooperation and the overseas private investment corporation should also be factored in into our assessment on obama's recent official visit. 31. what about the current negotiations on the purchasing of f-16s by the indonesian air force and the resumption of military ties? 32. shouldn't these issues be looked at closely and critically as well? 33. as the saying goes, the devil is in the details. 34. unfortunately, indonesians are far too often unable to place clear demands, 34. let alone articulate their national interest. 35. obama's magic spell has worked wonders among indonesian journalists, diplomats and intellectuals. 36. if only we can focus more seriously on the detailed substances 37. can one then really cheer on obama and appreciate his contributions to indonesia. 13 38. otherwise, obama's "homecoming visit", as indonesian president susilo bambang yudhoyono referred to it, will bear no consequences, 39. and will only benefit the us politically and economically. 40. what is worst, the only forgettable memory the people of jakarta will ever have on obama's visit is the hours heavy traffic caused by the thousands of police and soldiers deployed to effectively block off all streets used by obama and his entourage. (dicky sofjan, u p 11/19.10:7) the texts above serve to illustrate a basic premise of systemic linguistics: that language use is purposeful behaviour. the writers of these texts did not just produce it to kill time, or to display their linguistic abilities. they wrote the texts because they wanted to use language to achieve a purpose: they had goals that they were using language to achieve. we could gloss the overall purpose of the texts above as being to "persuade readers that something is the case" and to "persuade readers that something should or should not be the case" although it will be suggested in a moment that this overall purpose implicates a number of distinct goals. any use of language is motivated by a purpose, whether that purpose be a clear, pragmatic one (such as needing to write a letter in order to apply for a job), or a less tangible, but equally important, interpersonal one (such as "needing" to have a chat with friends after a long day at work). there is little doubt that we would have decided that the people interacting in these texts are writers and its readers. among the clues we may have noted as indicating that between these people contact is probably very low, affective involvement is weak, and equal power operates might be equal. in other words, these texts illustrate many of the characteristics of a formal tenor. we see evidence that the context (in this case, the social role relations or tenor) have been realized in the language of the text. we see also setiono sugiharto and dicky sofjan assuming the role of columnists, as they produce an extended sequence of declarative clauses in illustrating obama's speech. these dimensions of the roles being played by the interactants can be made explicit, through a mood analysis of the clauses of the text. however, at the same time as indicating and clarifying their relationships with each other, the participants in this interaction are talking about something. their talk has content, it makes representational, or experiential meanings. we could summarize this 14 experiential dimension of the text by giving it a title which captures the main topic of talk: the ethos, pathos and logos of obama's speech and obama's forgettable visit to indonesia. thus we need to recognize that in order to take part in texts, participants must make not only interpersonal meanings but also experiential meanings. we must also recognize that these types of meaning are being made simultaneously. this simultaneous encoding of experiential and interpersonal meanings is achieved through the simultaneous structuring of the clauses which together are making up the text. we see evidence that the context (in this case, the dimension of topic or field: ethos, pathos and logos of obama's speech and the obama's forgettable visit to indonesia) have been realized in the language of the text. most clause constituents are playing two and often three different functional roles. each constituent is thus realizing a maximum of three types of meaning: a meaning about the interaction (an interpersonal meaning); a meaning about reality (an experiential meaning); and a meaning about message (a textual meaning). the textual metafunction, the third and the final strand of meaning made in the clause, is described by halliday (1974: 95, 97) as the "relevance" or the "enabling" metafunction. this is the level of organization of the clause which enables the clause to be packaged in ways which is effective given its purpose and its context. the textual strand of meaning, while not adding new reality nor altering interpersonal dimensions of the clause, is concerned with the potential the clause offers for its constituents to be organized differently, to achieve different purposes. textual meaning in english is expressed largely through the ordering of constituents. we can see in the text above what gets put first (and last) in each clause that realizes textual choice. other languages will express textual meanings differently. what does seem true, however, is that all languages will somehow encode textual meaning, since language users depend on signals which indicate the cohesive relations between the clause, its context, and its purpose. theme in an english clause contributes very significantly to the communicative effect of the message. the definition of theme as given by halliday (1985a: 39) is that it is the element which serves as "the starting-point for the message: it is what the clause is going 15 to be about". since we typically depart from places with which we are familiar, the theme typically contains familiar, or "given", information, i.e. information which has already been mentioned somewhere in the text, or is familiar from the context. the definition of the rheme is that it is the part of the clause in which the theme is developed. since we typically depart from the familiar to head towards the unfamiliar, the rheme typically contains unfamiliar, or "new" information. the identification criteria for the rheme are simple: everything that is not the theme is the rheme. thus, once you have identified the theme in a clause, you have also identified the rheme, which is just "everything else". the theme system contributes to the realization of meanings by offering us choices about what meanings to prioritise in a text, what to package as familiar and what as new, what to make contrastive, etc. the most striking contribution of thematic choices is to the internal cohesion of the text: skillful use of thematic selection results in a text which appears to "hang together and make sense". the claim is also that thematic patterns are controlled by the register variable of mode. we should therefore find that thematic choices will differ when the mode varies. since the key dimension to mode variation is the distinction between (interactive) spoken and (monologic) written language, we can expect to find that thematic choice varies according to these mode values. if a text is to have not only cohesion and coherence, we will find different textual choices being made according to the text's position along the two mode continue. the texts above are using monologic written language with simple grammar but lexically dense, and are used to explain our intuitive understanding that we will not use language in the same way to write as to speak (mode variation). the concept of genre is used to describe the impact of the context of culture on language, by exploring the staged, step-by-step structure cultures institutionalize as ways of achieving goals. while sometimes we can achieve our goals by just a short linguistic exchange, most linguistic interactions require many more moves than this. when we describe the staged, structured way in which people go about achieving goals using language we are describing genre. it is to genre theory that we turn in order to explain the organization of the text above as exposition, with the steps of thesis, arguments and recommendation. 16 a higher level of context to which increasing attention is being given within systemic linguistics is the level of ideology. whatever genre we are involved in, and whatever the register of the situation, our use of language will also be influenced by our ideological positions: the values we hold (consciously or unconsciously), the biases and perspectives we adopt. text 1 under this investigation above illustrate the ideological claim that the personal appeal of an orator, appeals to the emotions of the audiences through the appropriate choice of themes and metaphors of the oration, and appeals to logic or reason should be possessed by a shrewd orator and politician, who is always able to put his audiences into his frame of mind everywhere he delivers his speeches. whereas text 2 illustrates the ideological claim that despite a personal power of persuasion one possesses, one is tempted to ask how an official visit means anything. while it is true that he spent a considerable years in a city during his childhood, his statement should not be overly emphasized, analyzed nor treated as anything but political rhetoric aimed at further boosting the vivacious intellectual crowd. it should alert us, therefore, to the fact that just as no text can be "free" of context (register and genre), so no text is free of ideology. in other words, to use language at all is to use it to encode particular positions, beliefs, biases, etc. for reasons which are themselves ideological, most language users have not been educated to identify ideology in text, but rather "read" texts as natural, inevitable representations of reality. the implication of identifying ideology in text is that as readers of texts, we need to develop skills to be able to make explicit the ideological positions encoded, perhaps in order to challenge them. this means we need a way of talking about how language is not just representing but actively constructing our view of the world. conclusion the texts above serve to illustrate a basic premise of systemic linguistics: that language use is purposeful behaviour. we could gloss the overall purpose of the texts above as being to "persuade readers that something is the case" and to "persuade readers that something should or should not be the case". while an interpretation glorifies the ethos, pathos and logos of the speech, the other interpretation illustrates the ideological claim that despite a personal power of persuasion one possesses, one is tempted to ask how an 17 to be about". since we typically depart from places with which we are familiar, the theme typically contains familiar, or "given", information, i.e. information which has already been mentioned somewhere in the text, or is familiar from the context. the definition of the rheme is that it is the part of the clause in which the theme is developed. since we typically depart from the familiar to head towards the unfamiliar, the rheme typically contains unfamiliar, or "new" information. the identification criteria for the rheme are simple: everything that is not the theme is the rheme. thus, once you have identified the theme in a clause, you have also identified the rheme, which is just "everything else". the theme system contributes to the realization of meanings by offering us choices about what meanings to prioritise in a text, what to package as familiar and what as new, what to make contrastive, etc. the most striking contribution of thematic choices is to the internal cohesion of the text: skillful use of thematic selection results in a text which appears to "hang together and make sense". the claim is also that thematic patterns are controlled by the register variable of mode. we should therefore find that thematic choices will differ when the mode varies. since the key dimension to mode variation is the distinction between (interactive) spoken and (monologic) written language, we can expect to find that thematic choice varies according to these mode values. if a text is to have not only cohesion and coherence, we will find different textual choices being made according to the text's position along the two mode continue. the texts above are using monologic written language with simple grammar but lexically dense, and are used to explain our intuitive understanding that we will not use language in the same way to write as to speak (mode variation). the concept of genre is used to describe the impact of the context of culture on language, by exploring the staged, step-by-step structure cultures institutionalize as ways of achieving goals. while sometimes we can achieve our goals by just a short linguistic exchange, most linguistic interactions require many more moves than this. when we describe the staged, structured way in which people go about achieving goals using language we are describing genre. it is to genre theory that we turn in order to explain the organization of the text above as exposition, with the steps of thesis, arguments and recommendation. 16 official visit means anything. while it is true that he spent a considerable years in a city during his childhood, his statement should not be overly emphasized, analyzed nor treated as anything but political rhetoric aimed at further boosting the vivacious intellectual crowd. as readers of texts, we need to develop skills to be able to make explicit the ideological positions encoded references bressler, charles e. 1998. literary criticism: an introduction to theory and practice. prentice hall. new jersey. eggins, suzzane, 1994. an introduction to systemic functional linguistics. pinter publishers. london. fairclough norman, 1989. language and power. longman, london and new york. gerot, linda & peter wignell. 1995. making sense of functional grammar. gerd stabler. nsw. halliday, m.a.k. and christian matthiessen. 2004. an introduction to functional grammar. arnold. london. martin, j.r. and david rose. 2003. working with discourse.continuum, london and new york. schiffrin, deborah and deborah tannen & hamilton.2006. the handbook of discourse analysis. blackwell publishing ltd. oxford. sofjan, dicky. 2010. obama's forgettable visit to indonesia. the jakarta post 11/19. p.7. sugiharto, setiono. 2010. the ethos, pathos and logos of obama's speech. the jakarta post. 11/20. p. 7. 18 bahasa iggris.indb eej 3 (1) (2013) english education journal http://journal.unnes.ac.id/sju/index.php/eej grammar translation method through team game tournament to improve students’ reading skills moh. ilhami hakim , dwi anggani l.b., djoko sutopo postgraduate program of semarang state university, indonesia abstrak penelitian ini bertujuan untuk mengetahui pengaruh yang signifikan penggunaan metode grammar translation method (gtm) terhadap siswa berkepribadian introvert dan extrovert dalam pembelajaran membaca teks bahasa inggris. instrumen yang digunakan adalah tes awal dan tes akhir. kajiannya adalah penggunaan model grammar translation method dengan teknik team game tournament (pertandingan antar kelompok). karena penelitian ini bertujuan mengetahui efek signifikan, penelitian ini menggunakan desain eksperimen. metode yang digunakan adalah analisis desain faktorial 2 x 2. pengaruh signifikan didapat dari kelompok eksperimen dan kelompok kontrol. kelompok eksperimen diteliti dengan pertandingan empat pemain secara beregu sedangkan kelompok kontrol diteliti dengan tanpa pertandingan. siswa yang diambil sebagai populasi adalah kelas 7 mts ma’arif ketanggungan – kab. brebes yang terdiri dari dua kelas, masingmasing kelas terdiri dari 30 siswa sedangkan yang termasuk dalam sampel adalah 32 siswa. dalam penelitian ini menunjukan bahwa tes awal lebih rendah dari pada tes akhir yaitu 6.44 > 5.63 dalam alfa 0.005 %. ini berarti bahwa ada peningkatan terhadap kelas eksperimen dari pada kelas kontrol yaitu -0.667 < 0.510. abstract this study aims to find a significant effect of grammar translation method (gtm) on introvert and extrovert students in reading of english texts. the instrument was pre-test and post-test. the use of grammar translation method through team game tournament was observed. because this study was to determine the significant effects, an experimental design by using a factorial design analysis of 2 x 2 was used. the significant effect was found on the experimental and the control group. the experimental group was taught by using team game tournament with grammar translation method (gtm) while the control group was not taught by using team game tournament with grammar translation method (gtm). the subjects were 7th grade mts ma’arif ketanggungan kab. brebes consisting of two classes, each class consisting of 30 students. the sample was 32 students. team game tournamen (tgt) is a technique in forming a small group in order to make tournament, doing a test. the results of the study showed that pretest is lower than the posttest, 6:44> 5.63% in 0005 alpha, which means that there was an increase in the experimental class than the control class, -0667 <0510. © 2013 universitas negeri semarang info artikel sejarah artikel: diterima april 2013 disetujui mei 2013 dipublikasikan juni 2013 keywords: grammar translation method; introvert; extrovert team game tournament  alamat korespondensi: kampus unnes bendan ngisor, semarang 50233 e-mail: kiruhamu@yahoo.com issn 2087-0108 7 moh. ilhami hakim / english education journal 3 (1) (2013) introduction learning a language is a comprehensive process. in a hierarchy, it takes time from the easiest thing to the more complex one, from words recognition to organizing the sentence. it is also similar across the languages that listening, speaking, reading, and writing are the four basic language skills everyone should master for the purpose of communication. to have good mastery in reading, a reader should pronounce the words well and learn how to write them. he also learns not only the meaning of words but also the grammatical of a new language. english is taught as the first foreign language in indonesia. it becomes one of the compulsory subjects at schools. in addition, english is an international language. it is used all over the world, so that it is an important language, learning english becomes the need for the students. as the consequence, many parents send their children to a private course. they think that studying english at a private course is much better than studying at a school. as a foreign language, english is very important in our country. a learner of english can be considered a proficient learner when he or she has an adequacy of language competence. language competence refers to the mastery of the principles concerning the language behavior. in addition, he or she should be able to perform the competency on actual context. therefore, learners of english have to attempt to master the four language skills. alexander (1983:3) states that in learning english we have to learn the four language skills: (1) listening (2) speaking; (3) reading; and (4) writing. reading as one of the two receptive skills has an important role in the learning process (anderson, 1999). reading links the reader, the text, and the interaction between the reader and the text in forming meanings as information. through reading, students can get much information in or out of the classroom. as a set of skills that involves making sense and deriving meaning from the printed words , reading gives some advantages to reader. according to grabe and stoller (2002: 13) reading has seven purposes in general, i.e. “to search for simple information, to skim quickly, to learn from texts, to integrate information, to make a written text, to critique texts, and to get general comprehension. in the next level, reading helps teaching and learning process become more effective”. it is one of the most important skills in learning language beside listening, speaking, and writing. to indonesian students, this is a bridge to understanding text books in various disciplines. it means that the students may still come across a lot of difficulties in comprehending scientific books such as sociology, biology, chemistry, etc. no wonder, the students of university frequently ask a professional translator for help to translate their english assignment. as they lack knowledge of english they often encounter difficulties when reading their compulsory books written in that language. for the students’ native language and reading in a foreign language being learned is quite a different matter. reading in their own language is easier than that of the language learned because they have mastered the vocabulary and the structure of their own. reading in the target language is difficult for them. they are required to have an adequate knowledge of the language, which has a different system in terms of vocabulary and structure. reading techniques play an important role in understanding reading materials. they facilitate students who want to read efficiently. teachers should know some reading techniques that they need for their school work. there are some readings techniques that can be used in teaching reading; one of which is grammar translation method. from the above explanation, another factor that influences teaching and learning process is method. according to brown (2001:16), method is a generalized set of classroom specification for accomplishing linguistic objectives. method tends to be concerned primarily with teacher and student roles and behavior and secondarily with such features as linguistic and subject matter objectives, sequencing, and material. the methods of teaching is important in the goal of instruction, so every teacher should have it. because the successful teaching and learning process depends on how the teacher teaches. if students consider that the teacher is good in teaching, they will be diligent and enthusiastic in the lesson that teacher gives. total physical response (tpr), communicative language teaching (clt), and grammar translation method (gtm) are some examples from among many methods that used in teaching and learning english. for creating an effective teaching, a good method must be adopted by a teacher. a teacher has many options when choosing a style to teach. when deciding what teaching method to be used, a teacher will need to consider moh. ilhami hakim / english education journal 3 (1) (2013) 8 students’ background knowledge, environment, and learning goals. a variety of strategies and methods are used to ensure that all students have equal opportunities to learn. although english has been taught to students in elementary school, students still have difficulties in learning reading skill. as it was found from the result of the observation in the classroom and the discussion with english teachers, the most common problem in teaching and learning reading was when students feel difficult to read an english text because they did not understand the meaning of words in the text. the teacher did not give strategies that can make them easier to comprehend the text. conventionally, teachers only ask students to read texts and then answer questions based on the texts. actually as mentioned by brown (2001), teachers have important role in helping students optimize their reading skill in the classroom. moreover, he also points out that teachers have roles as: “controller – who creates or organizes good condition in the classroom to learn; director – who directs students in to the learning process effectively, manager – who manages the learning process, facilitator – who facilitates and helps students in learning process, and resource – who gives advice and counsel when students seek it”. from those roles, teachers can support students to improve their reading comprehension through the appropriate strategy. strategy or technique to comprehend the text is one of the three different elements which impact reading beside the student’s background knowledge and student’s linguistic knowledge of the target language. in the classroom, there are many students with different characteristics and abilities. sometimes, it can become problems for the teaching and learning process. those differences can make discrepancy among students. to face this reality, teachers have to know the best way to make the variances to be a precious thing in the classroom. they can use their differences to learn together and support each other. in line with the statement above, slavin (2008) introduces a learning strategy in language classroom which involves students to work together in small groups with different intellectual abilities. this kind of learning is called cooperative learning. cooperative learning is also assessed as an appropriate learning strategy to be conducted because it can make the whole class take part in the activities by giving chances to share and give information for every student. one of the methods containing cooperative learning substance is team-games-tournament (tgt) (slavin, 2008). tgt is a part of cooperative learning involved group from heterogenic students, group discussion, and tournament/game. in tgt, students are divided into 4-6 students from different level of competency, gender, and background. in this research heterogenic element is based on personal character, introvert and extrovert students. methods the study is intended for testing hypothesis about the effects of tgt learning model to introverts and extroverts students towards students’ reading improvement by gtm. this study uses a two by two factorial analysis. this design was used because the objective of the study is to find the significant value between the student’s english improvement of the experimental and control group with pre-test and post test to identify the treatment (suwanda, 2011: 212). a type of research design which include experimental and control groups with multi-stages random sampling. random sampling is a way to define a sample gradually in order to easily made (sudjana, 2009: 73). in this case, the researcher used questionnaires to know the students’ personal type towards the application of the strategy, gtm applied through tgt and gtm not applied through tgt, grouping, testing, scoring. in this analysis, the writer used an experiment method in three variables. there were two independent variables with two factors: gtm applied through tgt and gtm not applied through tgt. gtm applied through tgt as the one of cooperative learning models was used for the experiment group and gtm not applied through tgt was used for the control group. introvert and extrovert as the personal type were the moderator variables. the dependent variable was the students’ english achievement. experimental provides a method of hypothesis testing (hatch and lazaraton, 1991). after the researchers define a problem, they proposed a tentative answer or hypothesis. the hypotheses are null hypothesis and alternative hypothesis. the researchers test of the hypothesis, confirm or disconfirm them in the light of the controlled variable relationship that the experimenters observe. furthermore, hadi (1988) states it is important to note that the confirmation or rejection of hypothesis is stated in terms of probability rather than certainty. he argues that experimental method is a method for establishing activities to sack the result. the result is defined as somet9 moh. ilhami hakim / english education journal 3 (1) (2013) hing that will emphasize the existence of causal relationship between variables investigated in an issue. reuslts and discussion in this study, the researcher used a two-way anova of posttest to investigate the effect of tgt (team game tournament) learning model to introvert and extrovert students to improve their reading skill by gtm. this is an experimental study on the 7th grade student of mts ma’arif ketanggungan brebes in the academic year 2011/2012. the posttest was distributed to experimental group and control group. the posttest results of the two way anova in the following table presented by manually excel 2007 and spss.17.0. table 1 shows that the mean of post-test is higher than pre-test, 6.44 > 5.63 in α = 0.005. it means that gtm applied through tgt has significant result to the students. then as described by anova, it shows that f obt is higher than fα, 8.97 > 4.14, whoch means that gtm applied through tgt has significant result after it was applied to the students. then, there was no a significant result of gtm not applied through tgt and the contrary, the table shows that t is less than sig, that is, -0.667 < 0.510. the results of data from table 2 and 3 could be interpreted that if it was f > fα, it would be rejected ho. it was known that there was significance of the effect of gtm applied through tgt to the students. the hypotheses can be arranged as follows: ho : there is not a significant result by using gtm not applied through tgt. ha : there is a significant result by using gtm not applied through tgt. it is shown that there is a significant result of gtm applied through tgt to introvert. it was since the f > fα (8.97>4.14). there is not significant result if introvert students are not treated by using gtm not applied through tgt since the f<fa (0.005<4.14). there is not significant result if extrovert students are not treated by using gtm not applied through tgt since the f<fa (0.005<4.14). there is a significant result if the extrovert students are treated by using gtm applied through tgt. it is since the f > fα (8.97>4.14). from the above table, it can be concluded that there is not a significant result if all students are treated by using gtm not applied through tgt since the t is less than sig that is,-1.571 < 0.139. the seventh statement is there is no a significant result if all students are treated by using gtm not applied through tgt and gtm applied through tgt, the table shows that t is less than sig, that is, -0.667 < 0.510. table 1. comparison of means of all strategies: gtm not applied through tgt and gtm applied through tgt levene’s test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper all strategies equal variances assumed .188 .667 -.667 30 .510 -.281 .422 -1.143 .581 equal variances not assumed -.667 29.999 .510 -.281 .422 -1.143 .581 moh. ilhami hakim / english education journal 3 (1) (2013) 10 table 3. post test result analysis n experiment ekstrove 8 intro-ex 8 introver 8 control ekstrove 8 intro-ex 8 introver 8 table 2. post test result analysis experimental group control group gtm applied through tgt gtm not applied through tgt introvert extrovert introvert extrovert x1 (x1)2 x2 (x2)2 x3 (x3)2 x4 (x4)2 8 64 8 64 6 36 9 81 7.5 56.25 7.5 56.25 7 49 6 36 8 64 8 64 5 25 5.5 25.25 7 49 6 36 6 36 6 36 8 64 8.5 72.25 6 36 9 81 8 64 8 64 7 49 6 36 8 64 6.5 42.25 5 25 6.5 42.25 9 81 8.5 72.25 6 36 7 49 statistika total n 8 8 8 8 32σx 1-4 63.5 61 48 55 227.5σx2 1-4 506.25 471 292 386.5 1655.75 rata 8 8 6 6 28σx 2,4 61 55 116σx 1,3 63.5 48 111.5 sumber varian jumlah kuadrat d e r a jat bebas kuadrat rerata f hitung antar grup a 1553.76 1 1553.76 8.97 antar grup b 1.02 1 1.02 0.005 antar grup ab 1599.49 1 1599.49 9.24 residu 3115.91 18 173.12 total faα 0,05=4,414 11 moh. ilhami hakim / english education journal 3 (1) (2013) descriptive statistics dependent variable:post1 experiment control mean std. deviation n ekstrove ekstrove 7.62 .916 8 total 7.62 .916 8 intro-ex intro-ex 7.78 .687 8 total 7.78 .687 8 introver introver 7.94 .563 8 total 7.94 .563 8 total ekstrove 7.62 .916 8 intro-ex 7.78 .687 8 introver 7.94 .563 8 total 7.78 .716 24 tests of between-subjects effects dependent variable:post1 source type iii sum of squares df mean square f sig. corrected model .391a 2 .195 .360 .702 intercept 1453.148 1 1453.148 2677.219 .000 experiment 1553.76 1 1553.76 8.97 4.14 control 1.02 1 1.02 0.005 4.14 experiment * control 1599.49 1 1599.49 9.24 4.14 error 3115.91 21 173.12 total 1464.938 24 corrected total 11.789 23 a. r squared = .033 (adjusted r squared = -.059) conclusion based on the findings and discussion of the study, it can be concluded that gtm applied through tgt has a significant effect on the improvement of the reading skills of the students with introvert and extrovert personal style. however, when gtm not applied through tgt does not have a significant effect on the improvement of the reading skills of the students with introvert and extrovert personal style. it means that the teaching method is significant to improving the reading skills of the students, but the moderating variables of introvert and extrovert personality style does not have effect on the improvement of the reading skills. therefore, the teachers should be motivated to apply a suitable learning model and used to do research to improve their teaching and learning process. each student has personal difference typically. in english learning activities, teachers can effectively teach student by knowing students’ personality. references alderson, j. c. 2003. assessing reading. cambridge: cambridge university press. alexander, j. e. 1989. teaching reading. boston: scott, foresman and company. anderson, m. and k. anderson. 1999. text types in english. south melbourne: macmillan. brown, h. d. 2001. principles of language teaching and learning. london: pearson education longman. brown, d. h. 1994. teaching by principle. englewood moh. ilhami hakim / english education journal 3 (1) (2013) 12 cliffs: precentice-hall, inc. grabe, w. and stoller, f. l. 2002. teaching and researching reading. london: pearson education longman hadi, s. 1988. metodologi research. yogyakarta: fak. psikoloi ugm. slavin, r. e. 1995. cooperative learning: theory, research, and practice. englewood cliffs, nj: prentice hall. sudjana, 2009. statistika. bandung: tarsito. suwanda. 2011. desain eksperimen untuk penelitian ilmiah. bandung: alfabeta. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f0b8c3b2037 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 262 english education journal eej 7 (3) (2017) http://journal.unnes.ac.id/sju/index.php/eej the effectiveness of scrabble and wordsearch games to teach vocabulary to students with different interests yulianti1, dwi anggani linggar bharati2 1 smp negeri 1 bodeh 2 universitas negeri semarang, indonesia article info article history: recived 10 august 2017 accepted22 october 2017 published01 december 2017 keywords: teaching vocabulary,games ,interest, experimental research abstract many students feel difficult to memorize the vocabularies given by the teacher. students in my school like to act like learning while playing. in fact, the teacher almost never used media in teaching and learning process.the objective of the study is to find out the effectiveness of scrabble and word search games on teaching vocabulary.the researcher applied quantitative and qualitative methods to collect the data. quantitatively, the data were gathered through vocabulary test and questionnaire sheet. vocabulary test was used to examine students’ vocabulary achievement in the form of multiple choice and cloze test items. questionnaire was given to the students in order to know the students’ interest. qualitatively, the observation checklist used to know level of vocabulary competence before using games.then, i analysed the data from questionnaire and vocabulary test using t-test and anova.theresultsshowed that scrabble and wordsearch games were more effective to students. mean score of wordsearch strategy was higher than scrabble in vocabulary to high and low interest students. the last results indicated that there was no significant interaction among the teaching techniques (scrabble and word search games), interest, and students’ vocabulary achievement.it can be concluded that taught by using scrabble or wordsearch was effective to high and low students. mean score of the experimental and control class increased. there were significant both of games . © 2017universitas negeri semarang correspondence address: jl. raya ds. kebandaran, kec.bodeh, pemalang e-mail: yuliantiunnes@gmail.com p-issn 2087-0108 e-issn 2502-4566 yulianti & dwi anggani linggar bharati/eej 7 (3) (2017) 263 introduction the goal of learning english in junior high school is to develop students’ communication competence and improve their skills both in spoken and written. these language skills are supported by four language aspects such as grammar, vocabulary, spelling and pronunciation which are also learnt in english learning process. english is considered as difficulty subject for indonesian students, because english is completely different fromindonesia language being viewed from the system of structure, pronunciation, and vocabulary.thuy (2007) stated that vocabulary is at the heart of mastering a foreign language.although students may master the grammar, we cannot say that they master english if they have problems in vocabulary. brown (2000, p. 1) stated that teacher needs to find appropriate methods, techniques, and approaches that can lead children to obtain the goal of language learning. from the statement above, teacher can use media in english teaching vocabulary, for an example by using game. considering the importance of learning vocabulary, the researcher uses scrabbleand word search game to teach vocabulary. hopefully, they help students to have ability in vocabulary achievement through interesting way and want to know how the scrabble game or word search can help students’ vocabulary competence. vernon in fitriyulianti (2012, p.2) stated that using games allows you to revise large amounts of vocabulary quickly, so in every lesson make sure you include a mix of reversion and new themes. furthermore, fitriyulianti (2012, p.2) explained that english teachers need to build fun situation during the teaching and learning process. they may use media to connect teacher(s) and students create this circumstance being stable in order to reach the goal of learning process. moreover, in specific, media means graphic, photographic, or electronic tools to catch, process, and rearrange the verbal and visual information. in teaching process, teachers play more important role. they should be creative to select teaching media and techniques to get students’ interest in english learning. the teachers have to choose the appropriate ones to make class fresh and interesting for students. accordng to naz and akbar (2012), as cited in manikowati (2017, p. 86) stated that when media being used are designed properly. they produce some impacts. they can save time, increase interest, hold attention, clarify ideas, reinforce concepts, add tone, prove a point, and aid memory. in short by using such media, it is hoped that the students will get the impact to the students. unfortunately, learning process at smp negeri 1 bodeh by using game is a new thing. the teachers do not use a game in the class. the purpose of this study is to examine the effectiveness of scrabble and word search game as means of teaching vocabulary to the students with different levels of interest at seventh grade of smp n 1 bodeh in the academic year of2016/2017. methods in line with the main purpose of this study is to examine the effectiveness of scrabble and word search game as means of teaching vocabulary to the students with differentlevels of interest at seventh grade of smp n1 bodeh in the academic year of 2016/2017. the quantitative method was used because the study needed a statistical analysis in analyzing the data. gay (2011, p. 272), as cited in tuanany and bharati (2017, p. 44) defined that factorial design refers to a design that has more than on variable (or grouping variable), also known as a factor. similarly, an explanation of factorial design is stated by creswell (2009, p.159). he stated that this type of research design involves using two or more treatment variables to examine the independent and simultaneous effect of these treatment variables on an outcome. based on this kind of design, this study employed two independent variables; scrabble and word search games. there is one dependent variable, which has students’ achievements in yulianti & dwi anggani linggar bharati/eej 7 (3) (2017) 264 vocabulary. this present study attempted to compare between two independent variables; scrabble and word search, therefore, this study used two groups. the first experimental class was taught by scrabble game and the second control class was taught by word search game. i as the researcher and the teacher taught the students vocabulary, in eight meetings with different games for experimental and control class. their vocabulary achievement were compared at the end of this study and then analyzed to find if there was significant difference between the results of each group. she has used a 2x2 factorial design, a type of research design which included experimental and control group. there are two groups in each experimental and control classes. these two groups are the students with different levels of interest. the participants in this study were two classes, 7.7 and 7.8. the technique sampling used in this present study was cluster random sampling. the participants were cluster selected based on difference on english teacher in each class. thus, the researcher believes that they were representative. the researcher applied quantitative and qualitative methods to collect the data. quantitatively, the data were gathered through vocabulary test and questionnaire sheet. vocabulary test was used to examine students’ vocabulary achievement. in this test, students were given multiple choice and cloze test items. meanwhile, questionnaire was given to the students in order to know the students’ interests and its influences in vocabulary teaching. qualitatively, the observation checklist used to know the level of competency of vocabulary before using games and the difference between two groups.here, i conducted participant observation to find the students’ progress the developing of their vocabulary competence toward learning english in two meeting each class before treatment. further, to find the interaction between the strategies and interest, i used anova analysis. result and discussion the researcher made a questionnaire to the students to know how interest the students in learning english. in this section, the researcher presented about how the students classified into high and low interest through close-ended questionnaire sheet before giving the pretest and the treatments. firstly, i gave questionnaire sheets to the students in both classes to find out their interest towards learning english seeing from the responses.to determine high and low levels of interest, i compared the total score of the questionnaire of each student to the students’ average in questionnaire sheet, in which the average is 72 to the control group and 65 to the experimental group.those who got less than the average belonged to the low interest, while those who got the same or higher than were categorized into high interest.after the data from the instruments were gathered, i analyzed them. first, i analyzed the data from closed-ended questionnaire sheet. in this case, i calculated the students’ interest, then, compare the score to their mean score. the result showed that, there were 34 students in both classes who got score more than or same with mean score considered into the category of students with high level of interest, while the number of students who got score less than mean score were 32 students in both classes considered into the category of students with low level of interest. there were 17 students with high level of interest in both classes and there were 16 students with low level of interest in both classes. this classification was obtained from the data of questionnaire sheet. further, from the analysis of vocabulary pretest and posttest of both classes, the results could be seen in the following table. the effectiveness of scrabble games in teaching vocabulary tostudents with high interest in response to the research question about how effective are scrabble games in teaching vocabulary to the high interest students could be seen from the mean score of pretest was 68.82 yulianti & dwi anggani linggar bharati/eej 7 (3) (2017) 265 and after the treatment 85.59. it could be concluded that the students’ score of students with high level of interest who given scrabble strategy increased. it was 16.77 points.to know whether there was significant difference between pretest and posttest scores, therefore a paired sample test was conducted. based on the t-test result, it could be seen that the value of sig.was 0.000 which was less than 0.05. it means that there was a significant difference between pretest and posttest scores of the students with high level of interest in the experimental class who were given scrabble strategy. table 1. pretest and posttest score of experimental and control classes categ ory aspect s scrabble wordsearch pret est postt est pret est postt est high ∑ 1170 1455 1150 1470 mean 68,8 2 85,59 67,6 5 86,47 std deviati on 9,60 6 7,882 7,52 4 6,793 highes t score 85 95 80 95 lowest score 50 70 50 75 low ∑ 1045 1325 1065 1365 mean 65,3 1 82,81 66,5 6 85,31 std deviati on 10,5 62 11,54 2 9,25 9 6,700 highes t score 80 95 80 95 lowest score 45 55 50 75 the effectiveness of scrabble games in teaching vocabulary tostudents with low interest after finding the results of pretest and posttest of students with high level of interest in scrabble class, i presented the results of pretest and posttest of students with low level of interest. from the result showed that the mean score of pretest was 65.31 and after the treatment 82.81. it could be concluded that there was an increasing score of students with low interest who given scrabble strategy. it increased 17.5 points. the value of sig. was 0.000 which was less than 0.05. it means that there was a significant difference between pretest and posttest scores of the students with low interest in the experimental class who were given scrabble strategy. the result of hypothesis testingcould be seen that the value sig. was 0.424 which was more than 0.05.it could be calculated that the students with low interest increased 17.5 points. therefore, it could be concluded that scrabble strategy in experimental class was more effective to the students with low interest. theeffectiveness of wordsearchgames in teaching vocabulary to students with high interest to answer the research question,” how effective are wordsearch games in teaching vocabulary to students with high interest?,” i presented the results from pretest and posttest as follows; the mean score of pretest was 67.65 and after the treatment 86.47. it could be concluded that the students’ score of students with high interest who given wordsearch strategy increased. it achieved 18.82 points. to know whether there was significant difference pretest and posttest scores, therefore, a paired sample test conducted, the following was the result that the value of sig. was 0.000 which was less than 0.05. it means that there was a significant difference between pretest and posttest scores of the students with high interest in control class who were given wordsearch game strategy. the effectiveness of wordsearch games in teaching vocabulary tostudents with low interest the results of pretest and posttest of the students with low interest to answer how effective are wordsearch games in teaching vocabulary the results were described that the mean score of pretest was 66.56 and after the yulianti & dwi anggani linggar bharati/eej 7 (3) (2017) 266 treatment 85.31. it could be concluded that there was an increasing score of students with low interest who given wordsearch strategy. it was 18.75 points.to know whether there was significant difference between pretest and posttest scores, therefore, a paired samples test was conducted.based on the result, it could be seen that the value of sig.was 0.000 which was less than 0.05. it means that there was a significant difference between pretest and posttest of students with low interest in the control class who were given wordsearch strategy. the effectiveness of scrabble games compared to wordsearchgames in teaching vocabulary to students with high interest to find out the answer of the research question,” how effectiveness are scrabble compared to word search games to teach vocabulary to high students interest” the result could be seen that the mean score of students with high interest who were taught scrabble strategy achieved 85.59. meanwhile the students who were treated using wordsearch strategy got 86.47. therefore, i could conclude that scrabble strategy has lower mean score compared to wordsearch strategy for students with high interest.according to the statistical calculation, the value of sig. (2tailed) 0.729 was more than 0.05. it means that there was no significant difference between the students’ test score of the experimental class who was taught using scrabble strategy and the control class who had wordsearch strategy to high interest students. the posttest result showed that the mean score of students who had scrabble strategy was 85.59 and the students who had wordsearch strategy was 86.47. both strategies were effective to increase the students’ achievement in vocabulary,sincethere was score improvement from pretest to posttest 16.77 points in scrabble class and 18.82 in wordsearch class. however, the improvement between the two classes was not really much different. therefore, i could conclude that none was more effective between scrabble and wordsearch strategies to teach vocabulary with high interest. the effectiveness of scrabble compared to wordsearch games inteaching vocabulary to students with low interest in responding the reserach question, how effectiveness scrabble compared to word search games to teach vocabulary to low interest students could be seen that the mean score of students with low interest in the experimental class taught using scrabble strategy got 82.81. meanwhile, the students who were taught using wordsearch strategy got 85.31. it could be concluded that similar to the students with high interest wordsearch strategy hashigher test score compared to scrabble strategy to students with low interest in which the difference between the two strategies was higher than the students’ score with high interest (2.5 points). the value of sig was 0.460. comparing to the criteria of pvalue, this value was more than 0.05. it means that there was no a significant difference between the test score of the experimental class who got treatment using scrabble strategy and the control class who had wordsearch strategy to the students with low interest. the two strategies were effective to the low interest students. it was seen from the students’ test score improvement from pretest to posttest. the students’ score in scrabble class was increased 17.5 points, while wordsearch class increased 18.75points. the improvement was much different. therefore, i could conclude that wordsearch strategy was more effective than scrabble strategy to help students with low interest to deal with vocabulary. the interaction among strategies and students’ interest from the table above, it could be described that the data was divided into two strategies and two kinds of interest. the strategy was divided into scrabble strategy and wordsearch strategy. and the students’ interest was also divided into two classifications: high and low interest. there were 33 students in each class which has 34 students with high interest and 32 students with low interest. the tableshowed the result of dependent variable score from posttest in both of yulianti & dwi anggani linggar bharati/eej 7 (3) (2017) 267 experimental and control class. in scrabble strategy, the mean score of the students with high interest was 85.59 and the standard deviation was 7.882. meanwhile, the mean score of the students with low interest was 82.81and the standard deviation was 11.542 from the total of students with high and low interest taught scrabble strategy, the mean score was 84.24 and the standard deviation was 9.773 from 33 students. in wordsearch strategy, the mean score of students with high interest was 86.47 and the standard deviation was 6.793. meanwhile, the mean score of students with low interest was 85.31 and the standard deviation was 6.700. from the total of students with high and low interest taught by using wordsearch strategy, the mean score was 85.91 and the standard deviation was 8.343 from 33 students. in scrabble and wordsearch strategies, the mean score of students with high interest was 86.03 and the standard deviation was 7.259. meanwhile, the mean score of students with low interest was 84.06 and the standard deviation was 9.370. from the total of students with high and low interest treated by scrabble and wordsearch strategies, the mean score was 85.08 and the standard deviation was 8.343 from 66 students. to sum up the table above, the mean total of wordsearch strategy was higher than scrabble strategy. the mean total of the students with high interest was higher than the students with low interest. the table above showed the homogeneity of the dependent variables across groups. based on the result above, p value was 0.134. meaning that it was higher than 0.05. it showed that the dependent variables were equal across groups. in conclusion, it could be concluded that the data were homogeneous. according to the table above, it could be seen that the mean score of students were treated by using scrabble strategies was 84.200 and the mean score of students were treated by using wordsearch strategy was 85.892 . it means that both strategies gave a good effect to help the students in vocabulary learning. from the table above, it could be seen that the mean’ score of students according to the interest were much different. students with high interest got 86.029, while students with low interest got 84.063. the tableabove showed the mean score in strategies and interest in both experimental and control classes were different. in experimental class taught by using scrabble strategy, the mean score of students with high interest was 85.588 and the students with low interest was 82.813. on the other hand, in the control classes taught by using wordsearch strategy, the mean score of students with high interest was 86.471 and students with low interest was 85.313. based on the table above, f value was 0.664 and the sig. value was 0.418. since the sig. value was more than 0.05. it means that the result of the students learning achievement between scrabble and wordsearch strategies were not significant different. from the table, it could be seen that f value was 0.898 and sig. value was 0.347 since the sig. value was more than 0.05. it means that there was no significant difference in students’ test score between students with high and low interest. the interaction could be seen that f value was 0.152 and sig.value was 0.698 which was more than 0.05.itcould be concluded that there was nosignificant difference between strategies and student’ interest to teach vocabulary. however, the difference was 0.648 thus, it could be said that the significance was high. finally, from the whole result, this present study has proved that scrabble strategy could increase the students’ achievement in vocabulary pretest posttest for both students with high and low interest. comparing from the result of post test mean score the students with low interest who had taught by wordsearch strategy got (85.31) higher than to the students who had taught by scrabble strategy (82.81). in conclusion that, wordsearch strategy was more effective than scrabble to low interest students. a correlation analysis was utilized to investigate the relationship between strategy, yulianti & dwi anggani linggar bharati/eej 7 (3) (2017) 268 vocabulary and students’ interest on english. the result presented in the following graphic. graphic 1. represents the interraction among variables the graphic showed that there was no interraction among these variables. the result was taken from the post-test scores calculation of the high and low interest students of experimental and control class. conclusion the aim of this study was to find out the answers of seven formulated problems orresearch questions. from the result of the first research question indicated that there was significant difference in the students’ mean score between pretest and posttest to the students with high interest in the experimental class who had scrabble strategy. scrabble was more effective to students with high interest.based on the second research question indicated that there was significant difference in the students’ mean score between the pretest and posttest to the students with low interest in the control class who had scrabble strategy. scrabble was more effective to students with low interest. answering the third research question indicated that there was significant difference between the pretest and posttest mean score to the students’ vocabulary achievement with high interest taught by using the wordsearch game. it was more effective to students with high interest. the fourth result showed that there was significant difference between the pretest and posttest mean score to the students’ vocabulary achievement with low interest taught by using wordsearch game. it was more effective to students with low interest. the fifth result showed that there was significant difference of scrabble game compared to word search game to teach english vocabulary to high interest students. mean score achieved is higher. in conclusion that wordsearch strategy was more effective to teach vocabulary with high students’ interest. the sixth result showed that there was significant difference of scrabble game compared to word search game to teach english vocabulary to low interest students. mean score is higher. in conclusion that wordsearch game strategy also more effective to teach vocabulary with low students’ interest. the last results indicated that there was no significant interaction among the teaching techniques (scrabble and word search games), interest, and students’ vocabulary achievement. thus, it could be said that the significance was low. the mean score of the students who reached in the pre test were compared with those of the post test to show the development of students’ achievement in vocabulary to the both of experimental and control class. finally, from all of the result above, this present study has proved that scrabble and wordsearch strategies could help the students in increasing vocabulary achievement for both students with high and low interest. they also can use as a teaching method where students a chance to be more active. it has also been made clear that games help create diversity and that can be very helpful in sustaining interest among students in the school. references brown, h. d. (2001). teaching by participles an interactive approach to language pedagogy strategies of reading. longman: a person education company. yulianti & dwi anggani linggar bharati/eej 7 (3) (2017) 269 creswell j.w. (2009). research design: qualitative, quantitative, and mixed methods, approaches. los angeles: sage publications, inc. manikowati., & bharati,, d.a.l. (2017). the effectiveness of multimedia in teaching writing to students with different learning styles. english education journal, 7(1). thuy, n. n. (2007). the effects of semantic mapping on vocabulary memorizing. pp: 628-659 tuanany, n., & bharati, d.a.l. (2017). the effectiveness of jigsaw listening and problemsolving techniques to teach listening comprehension using authentic materials with different levels of anxiety (a case of the tenth graders of sma n 11 kota ambon in the academic year 2015/2016). english education journal 7(1). yulianti, f. (2012). teaching english vocabulary to elementary school aged children through a modified hop-scotch game named portek (portable engklek). english education journal, 2(2). 92 eej 7 (2) (2017) 92-102 english education journal http://journal.unnes.ac.id/sju/index.php/eej errors of spelling, capitalization, and punctuation marks in writing encountered by first year college students in al-merghib university libya abdusalam alhadi a shweba1, yan mujiyanto2 1 al-merghib university, libya 2 english language education postgraduate universitas negeri semarang, indonesia article info ________________ article history: recived 29 december 2016 accepted 05 july 2017 published 01 august 2017 ________________ keywords: writing skill, error analysis, capitalization, punctuation, and spelling. abstract ___________________________________________________________________ writing as the productive skill is considered to be more difficult than any other productive skill. students face difficulties and commit errors in many different writing skills, especially in mechanics (punctuation, capitalization, and spelling).the study examined the errors of writing skill that face first year english college students of almerghib university in related to the three mechanics. there were thirty participants of different genders in the study. they were thirteen males and seventeen females who studies in the first year of english college in al-meghib university. to achieve the objectives of the study, qualitative design was employed. the data was collected using two methods: 1) questionnaire to check the participants' knowledge about the punctuation, capitalization, and spelling usage and 2) a test to analyze these errors in the respondents' written language. to analyze the data, simple statistics description was used. the result of the study found that capitalization error was the most committed one, followed by the punctuation error, and spelling error was the least error committed by the first year english college students. it was concluded that most of the respondents committed some errors because of their lack of knowledge, lack of balance in the curriculum and the influence of mother tongue. writing classes must engage students with more practices than ask them to deliver lectures. also, this study provides some helpful suggestions to avoid the identified errors. the study can be used as an insight to the next other researchers and as a reference for similar topics about writing skills. teachers must pay deep attention to the use of all the punctuation marks, explain the conventions of capitalization, and clarify more about the spelling rules. students should be encouraged to do home written assignments as much as possible. © 2017 universitas negeri semarang correspondence address: asseraj area tripoli libya 6996 e-mail: abdo.hadi1993@gmail.com p-issn 2087-0108 e-issn 2502-4566 93 abdusalam alhadi a shweba & yan mujiyanto. / eej 7 (2) 92-102 (2017) introduction english is an international language that has an important role in communication by all people to have an interaction with another people in the world who have different languages. as an international language, english is always used direct communication, in almost whole world in a lot of countries. english is taught as a foreign language (efl), in which students are supposed to master the four language skills (listening, speaking, reading and writing). the skill of writing is one of the most challenging areas of language instruction and learning in efl context (aljarf, 2007). writing skill is assessed to be almost the confused one, however it is still the important skill for the english language students to be learnt. written language wants a reader and spoken language wants a listener, thus, this functions them as a medium of communication in the language. writing is a difficult skill for native speakers as well as non-native speakers, because professional writers should master different conventions of writing such as content, organization, purpose, audience, vocabulary, and mechanics such as capitalization, punctuation, spelling. writing skill is especially difficult for nonnative speakers because they are expected to create written products that demonstrate mastery of all the above elements in a new language. english is taught as a foreign language in arabic countries in general and libyan schools specifically. moreover, foreign language is the language that is not a native language in a country (richards, platt, & platt, 1992). acquiring the writing skill in english poses a lot of challenges for many libyan learners. acquiring the writing skill in english poses a lot of challenges for many libyan learners. in addition, some studies highlighted the technical difficulties in the english writing of arabic speaking students such as punctuation difficulties (mourtaga, 2004) & spelling difficulties (el-hibir& al-taha, 1992). also, macarthur (1999) supported the claim that students who find writing challenging often struggle with the basic transcription processes involved in writing, including handwriting or typing, spelling, capitalization and punctuation. therefore, the elements that make written language well are spelling, capitalization and punctuation marks. in order to fill this gap in research, this study attempted to investigate and identify the most common errors produced by the first year english college students of al-merghib university, libya, in their academic writing. it also investigated the relationship between the writing prompts and the number and frequency of these errors. in particular, the study is important for finding the errors of spelling, capitalization and punctuation marks in writing skill and measuring the frequency of these errors in first year english college students. the reviews of the related studies, raja & zahid (2013) found that capitalization, vocabulary, grammar and organization are the errors that showed in their study which encountered by undergraduate students. also, sawalmeh (2013) investigated that capitalization error is one of the most errors in 32 written essay in his study which conducted for preparatory students and these errors were because of the influence of the students' mother tongue. therefore, mahmoud (2014) classified the errors of saudi students' into many kinds: errors in grammar, punctuation, spelling, the use of vocabulary and coherence. there are some studies shed light on the spelling errors targeting arab students. one of these studies is aljarf (2010). he mentioned that the reason of his study about students' spelling errors was because of the teachers of efl did not give a great significant to student's spelling errors and how can they decrease these errors. in addition to that, fender (2008) identified that most of arabian pupils commit many spelling errors and as he classified the errors especially in spelling patterns, words and multi-syllabic words, so this proves that the students a weak proficiency in spelling. punctuation marks have been used to prevent miscomprehension of expressions and enable the full comprehension of the written 94 abdusalam alhadi a shweba & yan mujiyanto. / eej 7 (2) 92-102 (2017) language. in the study of eroğlu, &okur, (2014), they illustrated that punctuation marks are different in related to the use and formulation in term of the written language, so punctuation marks start to change since the 2nd century bc and they change from time to time in their use and shape. also they indicated that the significant of nowadays punctuation marks which used in different written language like, military, religious and literary language were to clarify the meanings of a written language and to prevent the misunderstanding that might occur from the audience to the written language. writing skills is difficult not only for the students but also for the teachers when they write in their own language or any target language, so sometimes they commit different errors in their writing especially in spelling, capitalization and punctuation marks. thus, these aspects, spelling, capitalization and punctuation marks, should every writer be skillful while he/she is writing a language and every writer must get a complete knowledge about the conventions and rules of writing skills. rice (2008) stated that since the days of harvard's english, mechanics has been an appropriate term for what pedagogues believed to be actually taking place in introductory writing courses. students with poor grammar and mechanical skills were sent to the writing clinics in order to have their errors "fixed". according to zemliansky (2000), 1965 roughly marks are the beginning point of a new attitude toward the value of mechanics in composition. standard english conventions were seen mechanics as the primary resource of meaning making and tended to equate mechanics with clear communication (zemliansky, 2000). explicit discussions of mechanical correctness started to dwindle. zemliansky explains that the mention of mechanics and grammar more commonly appeared in rhetorical contexts, such as the question of problem solving, self-expression, or audience persuasion. though, spelling, punctuation, and capitalization are classification of mechanics. thus english language learners misuse these mechanical writing skills, especially arab learners. thus, nazim and ahmad (2012) investigated the common writing problems of saudi students studying in preparatory year at najran university in order to provide some remedies and suggestions to develop their writing skills. they examined the teachers' opinion about the students' writing problems including conventions, punctuation, capitalization, spelling, and other problems related to language use. generally, the results indicated that the students had major problems in conventions, punctuations, capitalizations, spelling, and language use. in language learning, learners' error is one of the most common discussions among all other aspects of efl/esl environment. if we want to define the relation between learner and error then we will see that it has very close relation. there are different levels of learners who make different types of errors in their language learning process. many researchers have worked on learners' errors. according to the learners' level, they make different types of errors. commonly we can see that learners make error while they are developing their language skills. as we are dealing with efl learner, it is a vital issue to find out the relation between learner and error, where errors in academic writing are intolerable. in reality we can see that though efl students, they still face difficulties in writing. we can find the evidence through their production of comprehensive writing where we can discover some common existence of errors. sinha (1997) believes that making errors is inevitable in fl/sl language learning. but she also believes that analyzing a student's errors can be a very useful way of showing what students have learnt, and have not learnt. hence, instead of interpreting errors negatively as a sign of failure we can view them positively as an indication of what still needs to be learned. sinha (1997) also mentions that in many developed countries, errors are no longer considered 'crimes' but are analyzed carefully 95 abdusalam alhadi a shweba & yan mujiyanto. / eej 7 (2) 92-102 (2017) and sympathetically since they can play a major role in the success of a language teaching program. fahmida (2010), stated that common error in academic writing where relation between target learners' and their common errors is one of the major issue. in addition our learners' target language is english, which is considered as second language or foreign language. the study of errors is carried out by means of error analysis (ea). in 1970s ea became a recognized part of applied linguistics, a development that owed much to the work of corder. systematically analyzing errors made by language learners make it possible to determine areas that need reinforcement in teaching (corder, 1974). pit corder is the “father” of error analysis. ea took a new turn with his article entitled “the significance of learner errors” (1967). according to corder (1974), error analysis (ea) research consists of several steps. he suggests the following steps: collection of a sample of learner language, identification of errors, description of errors, explanation of errors, and evaluation of errors. despite the errors that efl libyan students encounter in writing, there has not been much research on efl writing in libya. javid et al. (2013) admitted that there has been a scarcity in the efl writing research. in particular, as javid et al. informed that there has been a great need for error analysis research in which students' common errors were identified and addressed. this type of research will be particularly beneficial to overcome the errors of first year english college students in al merghib university, libya, have while they are writing in english. methods this study used qualitative data; the qualitative data supported by simple quantification in a form of words of frequencies and percentages in order to prove the objectives of the study to present the finding of the study. both the questionnaire and the test analyzed qualitatively and supported by simple quantification. the main data was qualitative while simple quantification was only used as a supportive to the qualitative data. both data analyzed descriptively. the data was collected by two methods; a questionnaire, to check the participants' knowledge about the punctuation, capitalization, and spelling usage, and a test, to analyze these errors in the respondents' written language then the analysis were simple statistics description. the analysis of data focused on the writing errors done by the first year english college students. the participants in the study were thirty respondents, mixed with two genders, thirteen males and seventeen females, who study in first year english college students in al-meghib university. results and discussions from the samples, different types of errors were identified and categorized according to their types. we know that in error analysis, collection of sample of learners' language and then identification of errors are very important steps. the studyaimed to find out the first year english college students' errors in academic writing obtained through the identification, description, explanation and evaluation of the errors, which are the essential parts of error analysis. then the samples will be classified into different categories such as: errors in capitalization, errors in punctuation, and spelling errors. different types of errors will be classified following sinha’s (1997) classification of errors. the following error chart illustrates the different kinds of errors the students have committed. to give general idea about the students' different types of error, sinha's (1997) classification of errors has been followed here: 96 abdusalam alhadi a shweba & yan mujiyanto. / eej 7 (2) 92-102 (2017) table 1. the errors type source of errors overge neraliza tion errors to use some of punctuation marks in the wrong usage, to not capitalize some words which should be capitalized. interference errors to use some punctuation as it is used in l1, to misspell some words as it is pronounced in l1. errors by analogy misuse of some punctuation marks because similar to their use rules like (colon and semi colon). spelling errors 1. homonym; confuse a word with another word that has similar sound. 2. adding a letter because of wrong pronunciation. 3. deleting a letter because of wrong pronunciation. 4. substitute a letter that has a similar sound. the previous table showed the errors and the source of the errors found while analyzing the data. the findings of the questionnaire the questionnaire consisted of four sections and 23 items which divided into different types of errors that english first year college students encounter in their writing. therefore, section 1 analyzed how the respondents can differentiate between some similar punctuation, and it had 4 items. section 2 investigated how the respondents know the proper use of other punctuation marks, and it contained 5 items. section 3 conducted to know how the participants can use capitalization, and it had 7 items. section 4 examined how the respondents can know the patterns of their misspelled words, and it contained 7 items. all the sections have the four frequency choices: always, sometimes, rarely and never. each one of the four sections' results analyzed independently, so the first section which was how the participants can differentiate between the use of some similar punctuation marks and the major number of the participants answered frequency of the respondents was rarely, thus the students' response was rarely they do differentiate between the use of some similar punctuation marks. this means that the participants do encounter errors in their writing in related to some similar punctuation marks. the second section of the questionnaire revealed that more than quarter of the participants answered sometimes, so 28% of the students know the proper use of punctuation marks. in addition, the third section showed that the major number of the students responded negatively, they said that they never use capitalization correctly in their writing. the last section, exposed that very high number of students encounter spelling errors when they write in english, hence, the percentage of the participants who do misspelling in their writing. the following table llustrates the percentage of the capitalization, punctuation, and spelling errors for each frequency: table 2. students' average of responses no. field alw ays % somet imes % rarely % never % 1. capitalization 28 24 27 27 2. punctuation 28 25 18 28 3. spelling 18 17 28 35 the causes of committing such errors are: lack of knowledge, lack of balance in the curriculum, the influence of mother tongue, carelessness, lack of intensive practice and experience, overgeneralization of the rules and lack of exposure to the target language as it is used by its native speakers. the findings of the test 97 abdusalam alhadi a shweba & yan mujiyanto. / eej 7 (2) 92-102 (2017) the test of this research consisted of two sections which divided into different types of errors that first year english college students encounter in their writing. therefore, section 1 investigated the given text which is unpunctuated, not capitalized, and misspelled, and the respondents tried to correct these errors. all standard punctuation marks which missed are 20 marks, whereas all standard missed capitalization are 16 letters, and all standard misspelled words are 16 words. the following tables demonstrate each errors types separately: table 3. capitalization errors the pervious table 3. illustrated that 5 of the participants committed 8 errors in capitalization, so the percentage for that was 17%. the other 8 respondents committed 10 errors, and the percentage was 27%. another 33% of the errors resulted by 10 students who did 5 errors in capitalization, while only 1 participant committed 12 errors, and the percentage was just 3%. whereas, 20% of the errors committed by 6 respondents who wrote 7 errors in capitalization. the following table explains the errors of punctuation marks: table 4. punctuation errors score error frequency percentage 15 9 30 13 1 0 33 10 6 20 18 5 17 as shown in the table 4. above, the percentage 30% of the errors resulted by 9 students who did 15 errors in punctuation marks, while 10 of the participants committed 13 errors in punctuation, so the percentage for that was 33%. the other 6 respondents committed 10 errors, and the percentage was 20%. another 5 participant committed 18 errors, and the percentage was 17% in punctuation marks. the next table describes the errors of spieling: table 5. spelling errors score error frequency percentage 14 6 20 12 5 17 10 7 23 9 5 17 7 3 10 8 4 13 the pervious table 5. illustrated the errors of misspelling words in the given text, therefore, 6 of the participants committed 14 errors in spelling, so the percentage for that was 20%. the other 5 respondents committed 12 errors, and the percentage was 17%. another 23% of the errors resulted by 7 students who did 10 errors in spelling, whereas, 5 participants committed 9 misspelling words, and the percentage was 17%. here it is only 10% of the errors committed by just 3 respondents who wrote 7 errors in spelling, and 4 of the participants committed 8 errors in spelling, so the percentage for that was 13%. from the previous tables' percentages which mentioned above, there are errors in punctuation, capitalization, and spelling that encounter first year college students in their writing. the second section of the test investigated the participants' free writing text errors that focused on punctuation, capitalization, and spelling, so the respondents was given different topic and asked to choose and write freely about just one topic. the following chart will show and proof the most committed errors in the respondents' writing and their percentages. 98 abdusalam alhadi a shweba & yan mujiyanto. / eej 7 (2) 92-102 (2017) figure 1. students' writing errors in punctuation, capitalization, and spelling the chart above explains the participants' writing errors which focused on punctuation, capitalization, and spelling. the highest errors that found in the students writing were in capitalization, so in 30 students' writing were 179 capitalization errors. then punctuation marks errors were less than capitalization, 168 punctuation marks errors committed in the respondents' writing, whereas 157 spelling errors analyzed in the participants' writing. therefore, through conducting this questionnaire and test, findings have been revealed that the errors which face first year english college students in this research are capitalization, punctuation, and spelling. the reasons for those errors mainly because of the lack of knowledge, lack of balance in the curriculum, and the influence of mother tongue. the present investigator developed and administered the background questionnaire and english general proficiency test. it means that the questionnaire was mainly to know their background while the test was deeper since, it dealt with whether their background met the answers on the test or not. the errors of punctuation marks in students' writing punctuation is an essential part of language. peck and coyle (1999) referred punctuation as the signaling system of language. many students make awful mess of punctuation, which denotes that their performance in writing suffers. from the students' writing, the researcher has identified that most of the students encounter and commit punctuation errors. the findings in the current study revealed that the students were unable to differentiate between the uses of comma and full stop, colon and semi-colon, brackets and parenthesis, and hyphen and dash. for example, the students that stated sometimes could differentiate between the use of comma and full stop less than half. moreover, they do not know the proper use of: exclamation mark, quotation marks, apostrophe, question mark and ellipses. for instance: 40% said that they never know the use of ellipses. these findings are constituent with the findings of (fegerson & mickerson 1992) who stated "actually, the students are unable to write well in english. the reasons that make the students unable to write well were poor knowledge of punctuation and difficulty in grasping spelling". it has been discussed in literature review that an aspect of punctuation that usually confused people is the comma. from the students' writing in the test, the researcher has found error of punctuation. in many participants' writing, the researcher has found that students prefer to write long sentence without using a comma. as stated in fahmida (2010), the participants frequently used ‘and’ but left out the comma where it was needed. 99 abdusalam alhadi a shweba & yan mujiyanto. / eej 7 (2) 92-102 (2017) they did not use comma in their long sentences. those long sentences became over loaded sentences without proper punctuation. another common punctuation error instudents' writing is the full stop, where students write incomplete sentence and use full stop. these kinds of punctuation errors are very common in the participants' writing. from the written language of the respondents, the researcher can reveal that students have lack knowledge in using comma and full stop. most frequent punctuation errors the researcher has encountered from the students' writing are misuse of full stop. it indicates that students are unaware of the proper use of this punctuation mark at the end of the sentences which suffers their performance of the writing. this is in line with the finding of fahmida (2010). therefore, fahmida found that students committed errors in writing and the common errors were including punctuation marks especially misusing of comma and full stop. nazim, & ahmad (2012) foundthat the learners do punctuation errors in their writing and always struggle in the proper use of period, question mark, colon/semi colon and commas while they write. this area should be taken into consideration by the teachers especially when they are correcting the students' writing. one of the most errors that found while the researcher was analyzing the data is the carelessness of the students. as stated in darus & ching (2009), learners' carelessness and lack of concentration cause errors when learners are writing. in most cases, they don't care and are not even bothered to ensure that, for example, they end their sentences with a full stop. it is not something that they do not know, but it might be due to carelessness. in addition, as stated by (adas & bakir 2013), "several english language learners with arabic background struggle with punctuation since arabic has few limitations in the use of commas and periods than english. the semicolon and the exclamation marks are not very commonly used in students' writings". this research agrees with the result that found in kapolo (2013) study. typically the participants omitted punctuation marks in their writing. also, from the researcher's experience, different teachers also teach differently. some put more emphasis on punctuation marks and others do not. learners apply what they were taught, especially at the early stage of their learning. the errors of capitalization in respondents' writing as found in nazim& ahmad (2012), learners frequently miss or replace the capital/lower case letter at the start of the word/sentence. it seems that the students do not have enough input to differentiate the proper use of capitalization whether or not to use the capital or lower case letter of all proper nouns, title words/phrases and the first word of a sentence while they write. therefore, in this study, the most errors were regarded to capitalization are capitalizing the proper nouns, capitalizing the important words in title and the ability to use capital letters at the beginning of the sentence. an example for errors more than half of participants said that they rarely capitalize the titles used with the names of people. the result in category of capitalization corroborates the research of smith (2002) who highlighted malformation as a specific error in arab learners' writing. referring to capitalization errors in students' writing, it is evident that first year english college students commit errors in forming the letters such as (c, f, i, k, l, p, s, and w). during data analysis, the researcher found that the errors in forming the letters are due to unfamiliarity of distinctions between upper case and lower case. these errors have some similarity with the corresponding upper case such as (c, f, i, k, l, p, s, and w). similarly, this also agrees with what the researcher has stated previously that writing is a complicated activity as it requires students' abilities such as mastering capitalization, punctuation and spelling. this magnified by the fact that the errors of capitalization are interlingual as well interalingual. this comes to the agreement with siddiqui (2015) in her study. 100 abdusalam alhadi a shweba & yan mujiyanto. / eej 7 (2) 92-102 (2017) she stated that the errors of capitalization are interlingual because orthographic differences of english and arabic languages contribute negatively in the occurrences of errors. errors of capitalization are intralingual because libyan learners, first year english college students, do not transfer rules of capitalization from arabic language. mastery in the rules of capitalization maximizes or minimizes the scope of errors. learners generalize, overgeneralize and overextend in applying upper case and lower case against the established conventions of capitalization. as the errors that encountered by the students in misusing of capitalization, nunan (1991) states that writing successfully involves mastering and obeying conventions of mechanics of letter formation, spelling and punctuation. therefore, this will make the students' writings bad. to be successful writers, they have to do some steps, and each step involves using and obeying the rules of capitalization, spelling and punctuation that lead to a good written language. the errors of spelling respondents' writing spelling error is one of the common errors that students make. spelling errors has been categorized into different types according to the students' error. spelling errors has been categorized and grouped into 6. the categories are addition, deletion, substitution, transposition and homonym. the findings of this research found that the spelling errors are similar to the findings of subhi & yasin’s (2015) study, they have stated that after identifying and categorizing the spelling errors of 30 students writing composition, the total number of spelling errors found in student writing are 344 errors words. the students committed 182 omission spelling errors with a percentage 53% of the total followed by 84 insertion spelling errors with a percentage of 24%. there are 62 substitution spelling errors with a percentage of 18% of the total and only 16 transposition spelling errors with a percentage of 5% of the total. the majority of spelling errors are centralized in omission and insertion with 266 errors out of 344 that forms a percentage of 77% of all the errors committed by students. the findings of the research supported bythe findings of fender (2008)that showed that arab students have a lower level in spelling and they have difficulties in spelling patterns, words, and multi-syllabicwords.similarly,the researcher'sfindingsagree with what he suggested in the beginning said that says, "english language learners encounter many errors while learning to write in a second or foreign language beyond mastering capitalization, punctuation marks, and spelling rules". in contrast, khansir (2013) has claimed that the minimum number of errors recorded in writing in his study was "spelling". this constituted 14% of errors for spelling. it means that iranian students do not have many errors in spelling. however, first year english college students in al-merghib university, libya have lowproficiency in spelling and this perhaps due to lack of knowledge; moreover, english language in libya was not taught at the early stages (it is only taught at the 7th grade). in addition to these reasons, lack of balance in libyan english curriculum could be one more cause for those weaknesses. the findings of the current study was similar to kapolo (2013). the error of spelling is that students lack the skills of fitting phonemes (sounds) and graphemes (letters). respondents spelt the words based on the sound of the words and they could also not differentiate spelling of words with the same sound but different meanings and different spelling (homophones). over the years, spelling errors have been extensively researched in saudi arabia countries (khan & itoo, 2012; khan, 2013; alhaisoni, al zuoud, & gaudel, 2015). the results of this study lend support to the other researchers who found that saudi students commit errors in english spelling and particularly with vowels. therefore, teachers need to be cognizant of the vowel blindness phenomena when dealing with spelling errors in addition to the irregularity of the english orthographic system. raising the students' awareness to the 101 abdusalam alhadi a shweba & yan mujiyanto. / eej 7 (2) 92-102 (2017) differences between the arabic and english orthography might be helpful in this case. to conclude, the students' responses to the questionnaire and test, and after comparing the findings of the research with the previous studies and other findings, the researcher states that in spite the fact that the sample of this research are first year english college students, they still lack the ability to use correct capitalization, punctuation, and spelling while they are writing english. conclusion the conclusions are drawn from thefindings of the study. secondly, the findings of this study showed that capitalization errors are the most committed errors in students writing, and punctuation marks errors come second, then spelling errors are the less committed. even if the respondents proficiency in spelling was lower than the others, they still had difficulty in understanding the spelling rules. a big number of the respondents answered incorrectly to the test. this might be because of their lack of knowledge, lack of balance in the curriculum and the influence of mother tongue. in addition, the study presented a detailed analysis of errors in capitalization, punctuation, and spelling. it investigated their rules, interlingual and intralingual errors, understanding of orthographic differences in english and arabic languages, and the need of reinforcement of these mechanics at first year college levels. this study has highlighted the errors of capitalization, punctuation, and spelling as an exclusive field of study that needs to be investigated further. the study opens new directions of research with focused analysis of these three mechanic errors in different efl settings and can find new dimensions in efl/esl composition. based on the research findings, some recommendations are given below and these recommendations are expected to help the students in future to avoid committing these types of errors. writing classes must involve more practice than lectures. teachers must pay special attention to the uses of all the punctuation marks, explain the conventions of capitalization, and clarify more about the spelling rules. moreover, teachers must motivate and encourage the learners before actual writing, provide the language support on every single topic, act as a prompter to assist the student at times. teachers have to stop gradually using their mother tongue in the class. besides, they have to pay attention to the teaching strategy. students should be encouraged to do home written assignments as much as possible. students must go to look for further information not only depend on the teachers' explanation. in addition to that, the ministry of higher education in libyan has to make plans to develop english curriculum. references aljarf, (2010). spelling error corpora in efl.sinous english teaching, 7(1). aljarf, r. (2007) faulty strategies of efl freshman spellers. saudi arabia. corder, s. p. (1967). the significance of learners' errors. iral, 5, 161-170.eric document reproduction service. corder, s.p. (1974) error analysis in allen, j.l.p. and corder, s.p. (eds) techniques in applied linguistics. oxford: oxford university press. darus, s., & ching, k. h. (2009). common errors in written english essays of form one chinese students: a case study. european journal of social science. 10 (2). el-hibir, b., & al-taha, f. (1992). orthographic errors of saudi students learning. english' language learning journal,, 5(1). eroğlu, a., &okur, a. (2014). teacher candidates' attitudes towards spelling and punctuation used in social communication tools. procediasocial and behavioral sciences. fahmida, b. (2010). bangladeshi tertiary level students’ common errors in academic writing (doctoral dissertation, brac university). fender, m. (2008). spelling knowledge and reading development: insights from arab esllearners. reading in a foreign language, 20(1). 102 abdusalam alhadi a shweba & yan mujiyanto. / eej 7 (2) 92-102 (2017) javid, c. z., farooq, u., &umer, m. (2013). an investigation of saudi efl learners writing problems: a case study along gender-lines. kashmir journal of language research (1). kapolo, f. l. (2013). analysis of writing errorsmade by grade 11 macarthur, c. (1999). overcoming barriers to writing: computer support for basic writing skills. reading & writing quarterly, 15(2). mahmoud, m. m. a. (2014). the effectiveness of using the cooperative language learning approach to enhance efl writing skills among saudi university students. journal of language teaching and research, 5(3). mourtaga, k. (2004). investigating writing problems among palestinia students studying english as a foreign language. dissertation abstracts international, 66 (1). nazim, m., & ahmad, j. (2012). developing writing skills: a practical remedy of common writing problems among students of writing skills courses at preparatory year, najran university ksa. language in india, 12(3). peck, j., & coyle, m. (1999). the student’s guide to writing. grammar, punctuation and spelling. raja, z. b., & zahid, r. z. (2013). enhancing writing skills: an analytical study of obstacles in writing at ba level in najran university, ksa. studies in literature and language, 7(2), 1-7. rice, j. e. (2008). rhetoric's mechanics: retooling the equipment of writing production. college composition and communication. richards, j. c., platt, j. & platt, h. (1992).longman dictionary of language teaching andapplied linguistics (2nd ed.). harlow, essex: longman group uk limited. sawalmeh, m. h. m. (2013). error analysis of written english essays: the case of students of the preparatory year program in saudi arabia. english for specific purposes world, 40 (14). siddiqui, m. a. (2015). evaluating capitalization errors in saudi female students' efl writing at bisha university. arab world english journal, 6(1). sinha, b.s. (1997). learners’ errors, their significance in l2 learning and the role of correction. the dhaka university studies. vol. 54 (2). smith, b. (2002). arab speakers. in swan. m. & smith. b, learner english: a teacher's guide to interference and other problems. new york: cambridge university press zemliansky, pavel. "mechanical correct ness of student writing in ccc: a historical perspective and what it teaches us". writing as the productive skill is considered to be more difficult than any other productive skill. students face difficulties and commit errors in many different writing skills, especially in mechanics (punctuation, capitalization, and spelling).the study examined the errors of writing skill that face first year english college students of al-merghib university in related to the three mechanics. there were thirty participants of different genders in the study. they were thirteen males and seventeen females who studies in the first year of english college in al-meghib university. to achieve the objectives of the study, qualitative design was employed. the data was collected using two methods: 1) questionnaire to check the participants' knowledge about the punctuation, capitalization, and spelling usage and 2) a test to analyze these errors in the respondents' written language. to analyze the data, simple statistics description was used. the result of the study found that capitalization error was the most committed one, followed by the punctuation error, and spelling error was the least error committed by the first year english college students. it was concluded that most of the respondents committed some errors because of their lack of knowledge, lack of balance in the curriculum and the influence of mother tongue. writing classes must engage students with more practices than ask them to deliver lectures. also, this study provides some helpful suggestions to avoid the identified errors. the study can be used as an insight to the next other researchers and as a reference for similar topics about writing skills. teachers must pay deep attention to the use of all the punctuation marks, explain the conventions of capitalization, and clarify more about the spelling rules. students should be encouraged to do home written assignments as much as possible. introduction english is an international language that has an important role in communication by all people to have an interaction with another people in the world who have different languages. as an international language, english is always used direct co... writing is a difficult skill for native speakers as well as non-native speakers, because professional writers should master different conventions of writing such as content, organization, purpose, audience, vocabulary, and mechanics such as capitalization, punctuation, spelling. writing ski... english is taught as a foreign language in arabic countries in general and libyan schools specifically. moreover, foreign language is the language that is not a native language in a country (richards, platt, & platt, 1992). acquiring the writing skill... in addition, some studies highlighted the technical difficulties in the english writing of arabic speaking students such as punctuation difficulties (mourtaga, 2004) & spelling difficulties (el-hibir& al-taha, 1992). also, macarthur (1999) suppo... in order to fill this gap in research, this study attempted to investigate and identify the most common errors produced by the first year english college students of al-merghib university, libya, in their academic writing. it also investigated the rel... the reviews of the related studies, raja & zahid (2013) found that capitalization, vocabulary, grammar and organization are the errors that showed in their study which encountered by undergraduate students. also, sawalmeh (2013) investigated that capi... there are some studies shed light on the spelling errors targeting arab students. one of these studies is aljarf (2010). he mentioned that the reason of his study about students' spelling errors was because of the teachers of efl did not give a great ... punctuation marks have been used to prevent miscomprehension of expressions and enable the full comprehension of the written language. in the study of eroğlu, &okur, (2014), they illustrated that punctuation marks are different in related to the use a... writing skills is difficult not only for the students but also for the teachers when they write in their own language or any target language, so sometimes they commit different errors in their writing especially in spelling, capitalization ... explicit discussions of mechanical correctness started to dwindle. zemliansky explains that the mention of mechanics and grammar more commonly appeared in rhetorical contexts, such as the question of problem solving, self-expression, or audie... though, spelling, punctuation, and capitalization are classification of mechanics. thus english language learners misuse these mechanical writing skills, especially arab learners. thus, nazim and ahmad (2012) investigated the common wri... in language learning, learners' error is one of the most common discussions among all other aspects of efl/esl environment. if we want to define the relation between learner and error then we will see that it has very close relation. there are differe... commonly we can see that learners make error while they are developing their language skills. as we are dealing with efl learner, it is a vital issue to find out the relation between learner and error, where errors in academic writing are intoler... sinha (1997) believes that making errors is inevitable in fl/sl language learning. but she also believes that analyzing a student's errors can be a very useful way of showing what students have learnt, and have not learnt. hence, instead of interpreting errors negatively as a sign of fail... fahmida (2010), stated that common error in academic writing where relation between target learners' and their common errors is one of the major issue. in addition our learners' target language is english, which is considered as second lan... the study of errors is carried out by means of error analysis (ea). in 1970s ea became a recognized part of applied linguistics, a development that owed much to the work of corder. systematically analyzing errors made by language learners make it possible to determine areas that nee... ea took a new turn with his article entitled “the significance of learner errors” (1967). according to corder (1974), error analysis (ea) research consists of several steps. he suggests the following steps: collection of a sample of learner language, identification of errors, description of errors, explanation of errors, and evaluation of errors. despite the errors that efl libyan students encounter in writing, there has not been much research on efl writing in libya. javid et al. (2013) admitted that there has been a scarcity in the efl writing research. in particular, as javid et al. informed that there has been a great need ... methods this study used qualitative data; the qualitative data supported by simple quantification in a form of words of frequencies and percentages in order to prove the objectives of the study to present the finding of the study. both the questionnaire ... the participants in the study were thirty respondents, mixed with two genders, thirteen males and seventeen females, who study in first year english college students in al-meghib university. results and discussions from the samples, different types of errors were identified and categorized according to their types. we know that in error analysis, collection of sample of learners' language and then identification of errors are very important steps. the studyaime... the following error chart illustrates the different kinds of errors the students have committed. to give general idea about the students' different types of error, sinha's (1997) classification of errors has been followed here: table 1. the errors the previous table showed the errors and the source of the errors found while analyzing the data. the findings of the questionnaire the questionnaire consisted of four sections and 23 items which divided into different types of errors that english first year college students encounter in their writing. therefore, section 1 analyzed how the respondents can differentiate between som... all the sections have the four frequency choices: always, sometimes, rarely and never. each one of the four sections' results analyzed independently, so the first section which was how the participants can differentiate between the use of some similar... the second section of the questionnaire revealed that more than quarter of the participants answered sometimes, so 28% of the students know the proper use of punctuation marks. in addition, the third section showed that the major number of the students responded negatively, they said that they never use capitalization correctly in their writing. the last section, exposed that very high number of students encounter spelling errors when they write in english, hence, the percentage of the participants who do misspelling in their writing. the following table llustrates the percentage of the capitalization, punctuation, and spelling errors for each frequency: table 2. students' average of responses the causes of committing such errors are: lack of knowledge, lack of balance in the curriculum, the influence of mother tongue, carelessness, lack of intensive practice and experience, overgeneralization of the rules and lack of exposure to the target... the findings of the test the test of this research consisted of two sections which divided into different types of errors that first year english college students encounter in their writing. therefore, section 1 investigated the given text which is unpunctuated, not capitaliz... table 3. capitalization errors the pervious table 3. illustrated that 5 of the participants committed 8 errors in capitalization, so the percentage for that was 17%. the other 8 respondents committed 10 errors, and the percentage was 27%. another 33% of the errors resulted by 10 st... 12 errors, and the percentage was just 3%. whereas, 20% of the errors committed by 6 respondents who wrote 7 errors in capitalization. the following table explains the errors of punctuation marks: table 4. punctuation errors as shown in the table 4. above, the percentage 30% of the errors resulted by 9 students who did 15 errors in punctuation marks, while 10 of the participants committed 13 errors in punctuation, so the percentage for that was 33%. the other 6 respondent... table 5. spelling errors the pervious table 5. illustrated the errors of misspelling words in the given text, therefore, 6 of the participants committed 14 errors in spelling, so the percentage for that was 20%. the other 5 respondents committed 12 errors, and the percentage ... the second section of the test investigated the participants' free writing text errors that focused on punctuation, capitalization, and spelling, so the respondents was given different topic and asked to choose and write freely about just on... figure 1. students' writing errors in punctuation, capitalization, and spelling the chart above explains the participants' writing errors which focused on punctuation, capitalization, and spelling. the highest errors that found in the students writing were in capitalization, so in 30 students' writing were 179 capitalization erro... therefore, through conducting this questionnaire and test, findings have been revealed that the errors which face first year english college students in this research are capitalization, punctuation, and spelling. the reasons for those errors mainly... the present investigator developed and administered the background questionnaire and english general proficiency test. it means that the questionnaire was mainly to know their background while the test was deeper since, it dealt wi... the errors of punctuation marks in students' writing punctuation is an essential part of language. peck and coyle (1999) referred punctuation as the signaling system of language. many students make awful mess of punctuation, which denotes that their p... the findings in the current study revealed that the students were unable to differentiate between the uses of comma and full stop, colon and semi-colon, brackets and parenthesis, and hyphen and dash. for example, the students that stated sometimes cou... it has been discussed in literature review that an aspect of punctuation that usually confused people is the comma. from the students' writing in the test, the researcher has found error of punctuation. in many participants' writing, the research... they did not use comma in their long sentences. those long sentences became overloaded sentences without proper punctuation. another common punctuation error instudents' writing is the full stop, where students write incomplete sentence and use full stop. these kinds of punctuation errors are very common in the participants' writing. from the written language of the res... nazim, & ahmad (2012) foundthat the learners do punctuation errors in their writing and always struggle in the proper use of period, question mark, colon/semi colon and commas while they write. this area should be taken into consideration by the teachers especially when they are correcting the students' writing. one of the most errors that found while the researcher was analyzing the data is the carelessness of the students. as stated in darus & ching (2009), learners' carelessness and lack of concentration cause errors when learners are writing. in mos... in addition, as stated by (adas & bakir 2013), "several english language learners with arabic background struggle with punctuation since arabic has few limitations in the use of commas and periods than english. the semi-colon and the exclamation mar... this research agrees with the result that found in kapolo (2013) study. typically the participants omitted punctuation marks in their writing. also, from the researcher's experience, different teachers also teach differently. some put more emphasis ... the errors of capitalization in respondents' writing as found in nazim& ahmad (2012), learners frequently miss or replace the capital/lower case letter at the start of the word/sentence. it seems that the students do not have enough input to diff... the result in category of capitalization corroborates the research of smith (2002) who highlighted malformation as a specific error in arab learners' writing. referring to capitalization errors in students' writing, it is evident that first year ... similarly, this also agrees with what the researcher has stated previously that writing is a complicated activity as it requires students' abilities such as mastering capitalization, punctuation and spelling. this magnified by the fact that the errors... as the errors that encountered by the students in misusing of capitalization, nunan (1991) states that writing successfully involves mastering and obeying conventions of mechanics of letter formation, spelling and punctuation. therefore... the errors of spelling respondents' writing spelling error is one of the common errors that students make. spelling errors has been categorized into different types according to the students' error. spelling errors has been categorized and groupe... the findings of the research supported bythe findings of fender (2008)that showed that arab students have a lower level in spelling and they have difficulties in spelling patterns, words, and multi-syllabicwords.similarly,the researcher'sfindingsagree... in contrast, khansir (2013) has claimed that the minimum number of errors recorded in writing in his study was "spelling". this constituted 14% of errors for spelling. it means that iranian students do not have many errors in spelling. however... the findings of the current study was similar to kapolo (2013). the error of spelling is that students lack the skills of fitting phonemes (sounds) and graphemes (letters). respondents spelt the words based on the sound of the words and they coul... over the years, spelling errors have been extensively researched in saudi arabia countries (khan & itoo, 2012; khan, 2013; alhaisoni, alzuoud, & gaudel, 2015). the results of this study lend support to the other researchers who found that saudi stud... questionnaire and test, and after comparing the findings of the research with the previous studies and other findings, the researcher states that in spite the fact that the sample of this research are first year english college students, they still la... conclusion the conclusions are drawn from thefindings of the study. secondly, the findings of this study showed that capitalization errors are the most committed errors in students writing, and punctuation marks errors come second, then spelling errors... in addition, the study presented a detailed analysis of errors in capitalization, punctuation, and spelling. it investigated their rules, interlingual and intralingual errors, understanding of orthographic differences in english and arabic langua... based on the research findings, some recommendations are given below and these recommendations are expected to help the students in future to avoid committing these types of errors. writing classes must involve more practice than lectures. teachers must pay special attention to the uses of all the punctuation marks, explain the conventions of capitalization, and clarify more about the spelling rules. moreover, teachers mus... students should be encouraged to do home written assignments as much as possible. students must go to look for further information not only depend on the teachers' explanation. in addition to that, the ministry of higher education in libyan has to mak... references aljarf, (2010). spelling error corpora in efl.sinous english teaching, 7(1). aljarf, r. 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(2012). developing writing skills: a practical remedy of common writing problems among students of writing skills courses at preparatory year, najran university ksa. language in india, 12(3). peck, j., & coyle, m. (1999). the student’s guide to writing. grammar, punctuation and spelling. raja, z. b., & zahid, r. z. (2013). enhancing writing skills: an analytical study of obstacles in writing at ba level in najran university, ksa. studies in literature and language, 7(2), 1-7. rice, j. e. (2008). rhetoric's mechanics: retooling the equipment of writing production. college composition and communication. richards, j. c., platt, j. & platt, h. (1992).longman dictionary of language teaching andapplied linguistics (2nd ed.). harlow, essex: longman group uk limited. sawalmeh, m. h. m. (2013). error analysis of written english essays: the case of students of the preparatory year program in saudi arabia. english for specific purposes world, 40 (14). siddiqui, m. a. 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"mechanical correct ness of student writing in ccc: a historical perspective and what it teaches us". eej 8 (2) (2018) 272 278 english education journal http://journal.unnes.ac.id/sju/index.php/eej translation strategies used by donna widjajanto in rendering culture – specific items in diterlizzi’s the spiderwick chronicles kurnia ari setiawan1, djoko sutopo2 1. smp n 2 kejajar, wonosobo, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: accepted 24 march 2018 approved 12 mei 2018 published 20 june2018 ________________ keywords: translation, translation strategies, culture-specific items, equivalence, the spiderwick chronicles ____________________ abstract ___________________________________________________________________ this study aimed to know the implementation of translation strategies used by the translator and equivalence achievement. descriptive qualitative research approach is used as research design. the results of the study show that 10 translation strategies used by the translator in rendering 724 culture-specific items data. translation by repetition or pure borrowing is mostly used the translator as translation strategy containing ecology, concepts of belief and religion, and anthroponyms. the translator intended to source languageoriented in the implementation of translation strategies in translating culturespecific items in the spiderwick chronicles because the culture-specific items in tl did not have equal meaning in tl culture. dealing with equivalence of translation, the translator tends to avoid re-create the culture-specific items in sl. in order to achieve balance, the translator should reduce bringing the original words into target language and avoid the unfamiliar cultural terminologies. © 2018 universitas negeri semarang correspondence address: jl.dieng km.26 kejajar wonosobo, indonesia e-mail: kurnia051887@gmail.com p-issn 2087-0108 e-issn 2502-4566 kurnia ari setiawan, puji astuti, djoko sutopo/ eej 8 (2) 2018 272 278 273 introduction translation is the challenging task involving the exchange of meaning from the sl text into the tl text in process led by the translator engaging the two different cultures. hatim and munday (2004) define that translation as the process of transferring a written text from the source language text into the target language text conducted by a translator in a specific socio-cultural context. it engages the sl culture and tl culture. the culture gaps of both become the main issue. it is to be obstacles for the translator in translating culture-specific items. based on this problem, translation strategies are acquired to translate culture-specific items. the implementation of the translation strategies in rendering culturespecific items are interesting to analyze. this study aimed to explain the translation strategies used by the translator, the implementation of the translation strategies, and equivalence. several previous studies have become the background on this study. elnaili (2016), bawwaidhan (2016), yan. m (2016), ratnasari (2016), and budiana (2017) investigated to the translation strategies applied by the translator. whereas, shekoufeh daghoughi & mahmood hashemian (2016) and fahim & mazaheri, (2013) investigated translating culture-specific items in a novel. this study brings the elaboration of two translation strategies theories proposed by newmark (1988) and aixela (1996) as follow: transference, orthographic adaptation, naturalization, universalization, componential analysis, synonymy, through translation, linguistic translation, modulation, recognized translation, compensation, paraphrase, couplet, glosses, addition, and deletion. the culture-specific items are classified based on the elaboration of newmark (1988) and espindola (2005) culture-specific items classifications. the elaboration of those culturespecific items classifications are mentioned as follow: ecology, material culture, social culture, organization customs (include activities, procedures, concepts), gesture and habit, anthroponyms, and fictional character. related to the equivalence, i used formal equivalence and dynamic equivalence proposed by nida and taber (1969). methods this study used descriptive qualitative research approach. this study focuses on analyzing the translation strategies that are used by the translator in rendering culture-specific items based on aixela (1996) and newmark (1988) translation strategies, the implementation of those strategies, and equivalence. in classifying culture-specific items, i applied newmark (1988) and espindola (2005). resuls and discussions after analyzing, i found out the total of the data found is 724 culture-specific items in the spiderwick chronicles novel. the samples of analysis are presented in both source languages, english and in the target language, indonesian. the general description about the occurrences of culture-specific items in each of the five series books is shown in table 1. table 1. occurrences of culture-specific items found in the novel after identifying the occurrences of culture-specific items, i found 166 culturespecific items related to ecology that the percentage is 22.93%. 109 culture-specific items no book number of occurrence percentage (%) 1 book 1 69 9.53 2 book 2 122 16.85 3 book 3 158 21.82 4 book 4 99 13.67 5 book 5 276 38.12 total 724 kurnia ari setiawan, puji astuti, djoko sutopo/ eej 8 (2) 2018 272 278 274 are found related to anthroponyms that the percentage is 15.06%. 75 culture-specific items are found related to material culture that the percentage is 10.36%. 1 culture-specific word is related to gesture and habit that percentage is 0.14%. 25 culture-specific items are found related to social culture that the percentage is 3.45%. 344 culture-specific items are found related to organizations, customs, activities, procedures; concepts that the percentage is 47.51% and 4 culture-specific items are found related to fictional character that the percentage is 0.55%. translation strategies applied by the translator are used as a tool to analyze the translation of culture-specific items in the source language into target language. i found 10 translation strategies used by the translator in rendering 724 totals of culture-specific items. first, repetition is applied 508 times that the percentage is 70.17%. second, naturalization is applied 56 times that percentage is 7.74%. third, universalization is applied 26 times that the percentage is 3.59%. fourth, synonymy is applied 2 times that percentage is 0.28%. fifth, through translation is implemented 95 times that the percentage is 13.12%. sixth, linguistic translation is implemented 12 times that the percentage is 1.66%. seventh, compensation is applied 6 times that the percentage is 0.83%. eighth, couplet is 11 time that the percentage is 1.97%. ninth, gloss, note, and addition are applied 7 times that the percentage is 0.97%. the last, deletion is applied 1 times that percentage is 0.14%. based on this finding, the most translation strategy used by the translator is repetition that occurred 508 times. the percentage of it is 19.00 %. while the least translation strategies used by him is deletion that occurred 1 time. the percentage of it is 1.00%. for example, the results of the analysis can be seen as follow: repetition translation by repeating keeps as much as he can of the original reference. sl:“troll” he gasped. (book: 2, page: 54) tl:“troll” katanya dengan napas tertahan. (p. 71) the translator repeated the word “troll” from the original word. it means that he used repetition as translation strategy to repeat the word from the source language in rendering “troll”. here, they are categorized as the ecology in culture-specific items classification. naturalization naturalization brings the culture-specific items into the inter-textual corpus felt as specific by the target language culture. sl: the book was full of information about faeries. (book: 1, page: 57) tl: buku itu penuh informasi tentang makhlukmahkluk seperti peri. (p. 74) the translator naturalized the word “faeries” into “peri” in rendering the cultural word categorized to concepts of belief and religion in culture-specific items classification. universalization universalization is translation strategy by replacing the original word with a term that also belongs to the source culture but is closer to the target culture reader another cultural terms but less specific or chooses a neutral reference. sl: "here you must prove yourself or get nothing from this elf." (book 2, p. 23) tl: “sekarang kau harus membuktikan diri atau tidak mendapatkan apa-apa dari si peri.” (p. 39) the translator used universalization technique in rendering the word “elf” related to concept of religion and belief that is categorized into organization, customs, activities, procedures, concepts in culture-specific items classification. he translated “elf” into “peri” rather than “peri berbentuk seukuran manusia” because it would be too long description for the target reader. kurnia ari setiawan, puji astuti, djoko sutopo/ eej 8 (2) 2018 272 278 275 synonymy synonymy is translation strategy by using substitution the culture-specific words from source language to another word in the target language, which has equal meaning. sl: he whirled around to see a small nutbrown man dressed in a doll-size shirt and pants made from a dress sock. (book: 2, page: 9) tl: dia berbalik dan melihat pria kecil berkulit cokelat kacang, kaus seukuran boneka, dan celana yang terbuat dari kantong gaun. (p. 25) the word “dress sock” is culture-specific terms related to cloth that is categorized into material culture in culture-specific items classification. “dress” is translated into “gaun” using synonymy by the translator. he translated the word “dress” into “gaun” rather than the word “pakaian” because “gaun” is more formal rather than “pakaian”. through translation through translation is the process of translation by finding the literal translation of common collocations, names of organizations and components of compounds. in this translation strategy, the translator is demanded to translate the culture-specific words by word for word from source language to target language. sl: he would have said that his brother, simon, would be either be a veterinarian or a lion tamer. (book: 1, page: 1) tl: dia akan mengatakan saudara laki-lakinya, simon, akan menjadi dokter hewan atau penjinak singa. (p. 17) the word “lion tamer” is culture-specific term related to work that is categorized to social culture in culture-specific items classification. “lion tamer” is translated into “penjinak singa” using through translation technique by the translator. he literally translated it into “penjinak singa” rather than “pawang” because the word “pawang” would be unfamiliar term for the children reader. linguistic translation linguistic translation is translation strategy used by the translator that is a support of pre-established translation within the intertextual corpus of the target language. the use of linguistic transparency of the culture-specific items, the translator chooses a denotatively very close reference to the original text by offering a target language version, which still belongs to the cultural system of the source text. sl: “you’re going to tell us everything you know, or we’re going to spread ketchup on you and put you right back up on the roof,” said jared. (book 5, p. 24) tl: “kau harus menceritakan semua yang kau ketahui kepada kami, kalau tidak kami akan mengecapi kepalamu dan mengeluarkanmu keatap” kata jared. (p. 40) “ketchup” is translated into “mengecapi” using linguistic translation by the translator. he rendered linguistically the word “ketchup” as a noun in the original word to be “mengecapi” as a verb in the target language considering the grammatical structure differences. deletion deletion is a translation strategy when the translator considers the csi unacceptable ideologically or stylistically, or it is so irrelevant that the reader have difficulty to comprehend it or when it is too obscure and the translator do not want to use other procedures, he then decides to omit it in the target text. st: "a book in the attic. it's about faeries, real faeries. look, they're ugly." (book 1, p. 61) tt: “buku di loteng. tentang makhlukmakhluk seperti peri, yang sungguhan. lihat mereka jelek.” (p. 79) the word “faeries” is culture-specific terms related to concept of religion and belief that is categorized to organization, customs, activities, procedures, concepts in culture-specific items classification. the translator did not translate the underlined, bold, and italic word “faeries”. he kurnia ari setiawan, puji astuti, djoko sutopo/ eej 8 (2) 2018 272 278 276 omitted the word “faeries” to avoid the repeated word in one sentence. compensation compensation is a translation strategy occurs when loss of meaning in one part of a sentence is compensated in another part. in this translation strategy, the translator takes another part of sentence if he or she cannot find definition or meaning of source language words or terminology in the target language. sl: one of the faeries, clad only in a spiky, green seedpod, flew close and dropped a piece of fruit on the blanket near simon. (book 3, p. 39) tl: salah satu sprite, yang hanya mengenakan daun hijau bergerigi, terbang mendekat dan menjatuhkan sepotong buah di selimut dekat simon. (p. 55) the word “faeries” is culture-specific terms related to concept in culture-specific items classification. “faeries” is translated into “sprite” using compensation technique by the translator. he rendered the word “faeries” into “sprite” considering the equal meaning in the target language. the term is compensated to tl word because it is the same type of spirit of nature. couplet couplet is a translation strategy used by the translator that combines two translation procedures in order to deal a single problem. a combination of two translation procedures is particularly common for culture-specific terminologies. sl: but they still had the book and the eyepiece, simon was carrying a kitten the color of butterscotch toffee, and all of them were still alive. (book: 2, page: 104) tl: tapi mereka masih memiliki buku itu dan kacamatanya, simon masih menggendong anak kucing yang warnanya seperti permen butterscotch toffee, dan mereka semua masih hidup. (p. 119) the word “butterscotch toffee” is culturespecific terms related to food that is categorized to material culture in culture-specific items classification. the word “butterscotch toffee” is translated into “permen butterscotch” by using couplet. the translator rendered the word “butterscotch toffee” into “permen butterscotch” using naturalization to translate “ toffee” into “permen” and borrowing “butterscotch”. glosses glosses are the translation strategy used by the translator that is the process of translation by giving additional information in the target language. in additional information, a translator may have to add to his version. sl: "this arthur guy says it's a boggart. see, brownies are these helpful guys, but then if you make them mad, they go crazy. they start doing all these bad things and you can't stop them. then they become boggarts. that's what i think we have." (book: 1, p. 66) tl: “sir arthur ini bilang ini boggart – kurcaci yang jahat. lihat, brownie sangat suka menolong, tapi kalau kau membuat mereka marah, mereka bisa gila. mereka mulai melakukan berbagai kejahatan dan kau tidak bisa menghentikan mereka. mereka menjadi boggart kurasa itulah yang ada dirumah ini sekarang. (p. 84)” the word “boggart” is translated by using glosses in the translation. the translator put the description after the word “boggart”. he gave the additional information to the target text in the process of translation in order to help in understanding for the target reader. the realization of repetition, naturalization, and universalization translation strategies that frequently applied by the translator to translate 590 culture-specific items data. meanwhile 133 culture-specific items data were dynamic by using through translation, linguistic translation compensation, couplet, and glosses. it can be said that the translator tends to avoid re-create the word in sl and conserving it into a sentence in the tl that conveys the similar meaning. it always uses the exact phrase kurnia ari setiawan, puji astuti, djoko sutopo/ eej 8 (2) 2018 272 278 277 or word of original because the culture-specific items of the source language do not have equal meaning in the target language culture. this might be more alien because the sentence or word translated literally. this conservation procedures that deal with formal equivalence give the strangeness for the target readers because of cultural differences. conclusion i concluded that 10 translation strategies used by the translator. i found that repetition is applied 508 times (70.17%). translation by using repetition or pure borrowing is mostly used by the translator as translation strategy containing ecology, concepts of belief and religion, and anthroponyms. it is implemented while the culture-specific items in sl did not have equal meaning in tl. dealing with equivalence of translation, this study found out 590 culturespecific items data were adopted formal by the translator in rendering culture-specific items into indonesian. in order to give contribution to research development in the translation field, i mentioned the weakness of my study. the culture-specific items data were only taken in the form of words and phrases. the other data should necessarily had been taken in the form of sentences. the sentence level data were taken to complete the words, phrases, and sentences levels of data analysis and get the context. references aixela, f. j. (1996). culture-specific items in translation. in r. alvarez & m. c. vidal (eds). translation power, subversion (pp. 52-77). clevedon: multilingual matters. baawaidhan, a. g. (2016). applying foreignization and domestication in translating arabic dialectical expressions into english. international journal of linguistics, issn 1948-5425 2016, 8(4), pp. 197-217. doi: 10.5296/ijl.v8i4.9665. available at http://dx.doi.org/10.5296/ijl.v8i4.9665 budiana, a. a., sutopo, d., rukmini, d. (2017). the use of translation techniques in subtitling the dhaup ageng documentary movie. english education journal, 7(1), pp. 1-5. retrieved from http://journal.unnes.ac.id/sju/index.php /eej daghoughi, s., & hashemian, m. (2016). analysis of culture-specific items and translation strategies applied in translating jalal al-ahmad’s by the pen. english language teaching, issn 19164750, 9(4), pp. 171-185. doi: 10.5539/elt.v9n4p171. retrieved from http://dx.doi.org/10.5539/elt.v9n4p171 elnaili, s. (2016). investigating domestication and foreignization strategies in translating sinbad of the arabian nights. arab world english journal, issn: 22299327, (5), pp. 21-32. available at http://www.awej.org espindola, e., &vasconcellos, l. m. (2006). two facets in the subtitling process: foreignisation and/or domestication procedures in unequal cultural encounters. (30), pp. 43-66. universida federal retrieved from: http://www.periodicos.ufsc.br/index.ph p/fragmentos/article/.../7689 hatim, b., & munday, j. (2004). translation: an advanced resource book. psychology press. fahim, m., & mazaheri, z. (2013). a comparative study of translation strategies applied in dealing with culture-specific items of romance novels before and after the islamic revolution of iran. journal of advances in english language teaching, issn 180589572013, 1(3), pp. 64-75. retrieved from http://www.european-science.com/jaelt mujiyanto, y. (2016). the implementation of domestication strategy to maintain bahasa’s role in adopting novel terminologies for scien-tech undertaking. the 5th eltlt conference, pp. 720-727. retrieved from kurnia ari setiawan, puji astuti, djoko sutopo/ eej 8 (2) 2018 272 278 278 https://journal.unnes.ac.id/nju/index.ph p/lc/view/3708 newmark, p. (1988). a textbook of translation. london: prentice hall. nida, e. a., & taber, c. r. (1982). the theory and practice of translation 1. leiden: e.j brill. ratnasari, w., yuliasri, i., & hartono, r. (2016). technique and ideology of vocatives and proper names in the hobbit. language circle: journal of language and literature, 11(1), pp. 97-106. retrieved from http://journal.unnes.ac.id eej 8 (2) (2018) 148 161 english education journal http://journal.unnes.ac.id/sju/index.php/eej gender representation on reading texts, dialogues and pictures in “when english rings a bell” for grade vii junior high school nur laila hafidhoh1, abdurrahman faridi2 , mursid saleh2 1. lrc-kjham (legal recource center untuk keadilan jender dan hak asasi manusia) semarang, indonesia 2. universitas negeri semarang, indonesia article info ______________ article history: accepted 10 december 2017 approved 7 february 2018 published 20 june 2018 keywords: gender, reading text, dialogue, picture, textbook ______________ abstract _______________________________________________________ this study focuses on gender representation of reading texts, dialogues and pictures in a textbook ―when english rings a bell‖ for grade vii junior high school. it used a descriptive qualitative approach, and its objective was both to investigate gender representation in the reading texts, dialogues and pictures, and to describe the differences and similarities of each representation. the study revealed that female domination was found in the reading texts as seen from gender visibility, gender specific noun, and male domination was seen from gender stereotype. similarly, female domination was also found in the dialogues as seen from gender visibility and gender specific noun, while male domination was seen from gender stereotype. however, male domination was found in the pictures as seen from gender visibility and gender stereotype. hence, both the reading texts and the dialogues showed female domination as seen from gender visibility, gender neutral, and gender specific noun. they also presented gender stereotype showing male domination. on the other hand, the pictures showed male domination. in conclusion, the textbook was dominated by female representation in term of the reading texts and the dialogues, and by male representation in term of the pictures. it also contained gender stereotypes placing females less dominant than males. © 2018 universitas negeri semarang  correspondence address: jalan kauman raya no.61 a pedurungan, semarang, indonesia e-mail: layl86@yahoo.co.id p-issn 2087-0108 e-issn 2502-4566 nur laila hafidhoh, abdurrahman faridi , mursid saleh / eej 8 (2) (2018) 148 161 149 introduction background of the study gender is one of issues related to female or male life. it is in economy, social and culture, etc. it is a social and cultural construction. according to widyaningrum, a, saleh, m, & warsono (2013, p.51) it is one of the factors that shape identity or social and cultural roles. the word “gender” refers to the classification of nouns, adjective or pronouns as masculine, feminine or neuter. (hornby, 1995, p.450). it is the difference of female and male roles and responsibility constructed and learned from culture. (unesco, 2009, p.8). according to mansur fakih, it refers to male‘s or female‘s roles and responsibilities constructed by societies and cultures. then based on utomo and friends (2009), gender refers to female and male roles constructed by social. the roles always change and vary. they are closely related to time and place. arsal, t., basri, m., & tono s (2017, p. 136) cited from balasubramanian, haggblade & movahedi; also stated that ‗principally, the role of women and men are similar, except for reproduction function, which is the nature of women that cannot be replaced by men, such as being pregnant, giving birth and breastfeeding‘. based on those definitions, the roles always changes and are flexible between male and female. for example the domestic works like washing, cleaning the house and caring the child that usually constructed as female work, and public work like working at office, etc. are changeable. this construction had been long time. so it became a truth that men are masculine, strong, rational, working out of the house, etc, and women are feminine, weak, emotional, working as a house wife, etc. wrong understanding about gender can cause gender discrimination or gender inequality. if the women are considered to be feminine and only work in the house, so for the women who work outside the house can be considered as not good women. while in other situation, if the women are only housewives, they don‘t need to take a higher education. on the other side, men labelled masculine, strong, working outside the house, will be bullied if they can not do that. even the women usually get more suffers than men. it had been long time. sutopo (2016, p.160) said that ‗women have been the victims of exploitations since a long time in different fields in their life‘. based on fakih (2010), there are 4 (four) kinds of gender inequality. the first is marginalization. it happens from some situations like disaster, exploitation, etc. then it affects to poverty. second is, subordination. it is a value that considering other gender‘s role is lower. third is, stereotype. it is labelling or tagging someone into certain group. in this case, stereotype is labelling or tagging man or woman into certain characteristic. for example women are beautiful, feminine, weak, emotional, etc. while men are strong, masculine, rationale, etc. fourth is violence. it is an attack or assault against the physical and psychological integrity of a person's mental. in this case, what happen is gender based violence. this is because violence happened from gender inequality or different power between woman and man. then the violence changed into violence against women because most of the victims are women. the definition of violence againts women, based on international declaration on violence against women, is any action based on gender differences that affect women's misery or suffering physical, sexual or psychological, including threats of such acts, coercion or arbitrary deprivation of liberty, whether occurring in public or in private life. the fifth is double burden. it is the situation where a person should work out of the house (working to earn money) but also in domestic area like cooking, cleaning the house, washing etc. gender knowledge and understanding are not automaticly got. but it should be learned from the society and culture. in this case, education is important to take this role. how the people related to education system can learn gender equality. it is because the aim of education is to learn about moral and behaviour. as stated by faridi, a (2014, p.72) ‗education nur laila hafidhoh, abdurrahman faridi , mursid saleh / eej 8 (2) (2018) 148 161 150 does not only give cognitive thinking, but also develop more moral to be internalized in human being.‘ so education should contain non discrimination knowledge and content because it is part of educational goal to create a dignified civilization. as mentioned in law number 20 in 2003 that: ―national education serves to develop the ability and character development as well as dignified civilization in the context of the intellectual life of the nation..‖ to realize the goal of creating dignified civilization, there must be principle to respect each other, no discrimination based on race, religion, included gender difference. based on the law: “education is held in a democratic, fair and not discriminatory to uphold human rights, religious values, cultural values, and the diversity of the nation‖ from the statement of the law, it is clear that the principle of education is non discrimination based on race, culture, religion, gender difference, etc. then, in the world declaration on education for all 1990 (unesco, 2012, p.21), stated that education for all means educating both boys and girls and that treating both equally – and in the process narrowing gender gap that is a matter of justice and equality. one of the ways to ensure gender equality in education is ensuring the curriculum and learning materials contain gender equality. according to unesco concept (unesco, 2009, p.13), one of the tools for gender responsive educational environment is developing gender-responsive curriculum and teaching/ learning materials. then according to elsa (1999, p.21) that ensuring the textbooks and tests are gender-sensitive expressed in the language, images or examples. teaching/ learning materials can be found in a school textbook. as stated by mujiyanto and yonata (2017, pp.91-92) that gender inequality or gender bias can be manifested in many aspects of education including access, retention, success career choices, opportunities, and teaching and learning materials. specifically, the consciousness of political correctness about gender matters has been forced in teaching and learning aids and materials. from that statement, it can be understood that gender inequality may be found in teaching and learning materials, like textbook. ensuring gender equality in education especially for textbook is also a mandate from international convention on the ellimination of all forms of discrimination against women (cedaw). it was mentioned in article 2 of this convention. the convention also mentioned about gender equality in education like in curriculum or examination. ―states parties shall take all appropriate measures to eliminate discrimination against women in order to ensure to them equal rights with men in the field of education and in particular to ensure, on a basis of equality of men and women: ... the elimination of any stereotyped concept of the roles of men and women at all levels and in all forms of education by encouraging coeducation and other types of education which will help to achieve this aim and, in particular, by the revision of textbooks and school programmes and the adaptation of teaching methods;‖ the convention clearly mentioned about eliminating any stereotyped concept of gender roles in education by revising textbook, so evaluating and revising textbook with stereotyped content was state obligation. evaluating textbook from gender representation, according to nagatomo (2011, pp.54-55) as cited porecca, can be seen from 4 (four) aspects. they are gender visibility, gender firstness, gender neutral and gender specific noun, and gender stereotype. the first is gender visibility. it is a presence of female and male characters in text. the number of female or male characters can be name, title, family relationship and occupation. nur laila hafidhoh, abdurrahman faridi , mursid saleh / eej 8 (2) (2018) 148 161 151 (unesco). gender visibility for female is like mrs, siti, she, mother, housewife, etc. then gender visibility for male is like mr, ahmad, he, father, policeman etc. the second is gender firstness. it is the text which female or male appeared first. the third is gender neutral and gender specific nouns. gender neutral noun means nouns don‘t belong to female or male, like teacher, student, doctor, etc. gender specific noun means the nouns belong to female or male character. for example mother, father, sister, brother, etc. the fourth is gender stereotype. brannon, as cited in ayuningtyas (2015, p.76) defined gender stereotype as ‗beliefs about the psychological traits and characteristics of men or women‘. it is placing the women on certain characters and men for certain characters. for example, a female character is cooking, a male character is working on a car. laksmitarukmi, a (2017, p.24) stated ‗women are naturalized by referring them with the use of animal terms e.g bitch, chick etc. and nature is feminized when it is referred to as ‗feminine‘, ‗she‘ and ‗mother of universe‘. the statement was the example of gender stereotype. the word “textbook” refers to a book giving instruction in a subject, used especially in schools. (hornby, 1995, p.1234). according to klemencic, e & vogrincic c (2014, p.1) ―textbooks are core learning materials or documents within the field of education both in printed but also more and more in electronic form.‖ then arvianto, i.z & faridi, a (2016, p.43) also said ―textbook provides a plan for learning, a visible outline of what is to be learned in the classroom, as a bank of resource materials and ideas.‖ ghufron, ma., & saleh, m (2016, p.113) also stated that textbook is a printed instructional material. they are often used by teachers in teaching-learning process. as stated by sugiarto, r.b., sofwan. a., & sutopo, d (2015:3) that textbook is one of the essential constituents in the process of teaching and learning english used by the english teachers. rukmini, d (2009, p.181) also stated that ‗in the process of teaching, like in other countries, teachers of english in indonesia also make use of english textbooks which are usually written based on the current curriculum.‘ khan, q., sulthana, n., bughio, q., & naz, a (2014, p.56) said ―textbooks are not aimed at merely teaching students how to read and write but also to inculcate virtues valued by society, implied in the term ‗hidden curriculum‘‖. the textbooks contain many resources for learning processes used by teachers and students. from the textbooks, the teachers and the students learn many things. they provide listening, reading and other exercises, so they can learn to understand english from the exercises. from the textbook, they can also learn the message of social, culture or value like humanity, solidarity included gender equality. so the textbooks can influence their mindset, paradigm and ideology. there were some studies conducted to investigate gender representation in the textbook. utomo, s.d.i et al. (2009, p.5) evaluated the textbooks of four school subjects in indonesia. they were bahasa indonesia and english, islamic religion, science including biology, social sciences, and physical education (pendidikan kesegaran jasmani, olahraga dan kesehatan).the result of this study revealed that the textbooks from year 1 to year 12 are heavily gender biased even though simple messages on sexual harrasment and violence have been incorporated. the elementary textbook showed stereotypical gender roles where women and girls were responsible for domestic duties, while men and boys were responsible for public or non domestic duties. other study was conducted by fadhila yonata and yan mujiyanto (2017, p.91). the aim of the study was to describe the similarity and the difference of gender representation in textbook ―bahasa inggris‖ (henceforth b1) and aim high ( henceforth ah) used in some senior high schools in semarang, central java, indonesia. the result was that both b1 and ah were similar in female domination in the nur laila hafidhoh, abdurrahman faridi , mursid saleh / eej 8 (2) (2018) 148 161 152 exercise and the images. while the difference of both that b1 has male domination, and ah has female domination in the frequency and balanced in reading passage and conversation. while in this study was to describe gender representation of reading text, dialogues and pictures in an english textbook namely ―when english rings a bell‖ for grade vii junior high school (smp/ mts). it was aimed to answer questions (1) how is gender representation in the reading texts, dialogues and pictures of the textbook? and (2) how are the differences and similarities in the reading texts, dialogues and pictures of the textbook? methods the study used descriptive qualitative approach because it described gender representation of reading text, dialogue and picture of an english textbook. based on nunan (1992, pp.4-6) descriptive qualitative research is a research which method is not experimental research, the data is qualitative and the analysis is interpretative. the data was the reading texts, dialogues and pictures from an english textbook ―when english rings a bell‖. the book published by kementerian pendidikan dan kebudayaan republik indonesia. the data was collected through some steps. they are reading the textbook, identifying the reading texts, dialogues and pictures from the textbook, classifying the data then analyzing the data. in analyzing the data, based on cresswell (2014, pp.247-249), the following steps were taken. the first was organizing and preparing the data for analysis. they were the reading texts, dialogues and pictures had been collected. the second was reading or looking at all the data. in this step, the researcher read all the data, they were the reading texts, dialogues and pictures in each chapter of the textbook. the third was coding all of the data. in this step, the researcher took each word, sentence or paragraph of each reading texts, dialogues and pictures of the textbook into certain categories based on the theme of analysis then remarks or code them. the theme of analysis was from porecca‘s (1984) framework. they were gender visibility, gender firstness, gender neutral and gender specific nouns, and gender stereotypes. so in every single reading text or dialogues or pictures, the researcher used that theme to categorize. the fourth was using coding process to generate a description of the setting or people as well as categories or themes for analysis. this involved generating a description of categories of themes for analysis from the process of coding. for example in chapter i, the researcher described the gender visibility of dialogue in chapter i. the fifth was advancing how the description and theme was represented in the qualitative narrative. in this step, the researcher advanced the description and themes in to qualitative narrative that was represented. the last step was interpreting the data. it involved making an interpretation in qualitative research of the findings or results. in analyzing the data, using porecca‘s (1984) gender analysis. the analysis was that gender representation can be seen from 4 types. they were gender visibility, gender firstness, gender neutral and gender specific noun, gender stereotype. results and discussions there were 3 (three) contents of textbook researched. they were the reading texts, dialogues and pictures. gender representation in the reading texts gender representation in the reading texts was dominated by female from gender visibility and gender specific noun categories, but from gender stereotype category, it showed male domination. in gender visibility, there were female and male visibilities. the reading text with female visibility was more than reading text with male visibility. but the frequency of words belongs to nur laila hafidhoh, abdurrahman faridi , mursid saleh / eej 8 (2) (2018) 148 161 153 female visibility was 13 times. while male visibility was 12 times. in the reading text of the textbook, there was no gender firstness found. in the reading texts, gender neutral and gender specific noun found. there was only 1 reading text with gender neutral and gender specific noun. it was in chapter vii. but in this chapter, there was only gender specific noun. gender specific noun was devided into female and male specific nouns. the words appeared were ―she‖, ―lady‖ and ―mrs‖. the frequency of the words was 12 times. while the word appeared for male specific noun was only ―he‖. the frequency of the word was 10 times. gender stereotype in the reading text found from the sentence ―he is wearing a blue shirt‖ and ―she is carrying a pink purse‖. those sentences show that pink color belongs to female, not male. it had been taught about stereotype between female and male. females must be feminine. they must look pretty. all of their belongings should also look pretty, with shiny and pretty color such as pink. while males were taught to be masculine and strong. all of their belongings should also look masculine, such as black or blue colored. this situation was not only stereotyping one gender but also both. men or boys that have belonging with pink color usually will be bullied. starting from bullying will get impact in violence. so this is part of humanity problem in education. gender representation in the dialogues in gender visibility, there were female and male visibilities. female visibility in the dialogues was more than male visibility. the words appeared for female visibility in the dialogues were ―siti‖, ―mom‖, ―lina‖, ―mrs.‖, ―rita‖, ―ladies‖, ―grandma‖, ―she‖, ―ery‖, ―yuli‖, ―vina‖, ―ma‘am‖, ―hasnidah‖, ―mira‖, ―rani maharani‖, ―miss‖, ―mutia‖, ―housewife‖, ―sofia‖, ―girls‖, ―rina‖, ―herlina‖ and ―ladies‖. while the words appeared for male visibility were ―dad‖, ―beni, ―mr. ahmad‖, ―sir‖, ―udin‖, ―edo‖, ―adnan‖, ―smith‖, ―gentlemen‖, ―gunawan‖, ―max bae‖, ―father‖, ―son‖, ―farhan ramadhan‖ and ―simon‖, the frequency of female visibility was 168 times, while male visibility was 112 times. in terms of gender neutral and gender specific noun, 10 dialogues contained gender neutral and gender specific nouns were found. there were 20 dialogues contained female specific nouns and 21 dialogues contained male specific nouns. while the frequency of gender neutral was 14 times, gender specific nouns for female was 29 times and for male was 21 times. so, female specific noun was the most frequent in the dialogues. gender stereotypes also found in the dialogues. there are 3 (three) dialogues that contained gender stereotype. first was the dialogue between edo and beny. they talked about a new bike, and father was someone who bought that one, not mother. this dialogue made a father as someone who had more money to buy a bike. it meant that male had more power economically than female. this was also based on romaine (2003, p.104) said that the marketplace establishes the value of men in economic terms. second was the dialogue between mira and lisa. they talk about hair care. the dialogue showed that girls are closely connected to something beautiful. for example girls should look pretty with long and beautiful hair. because of that, many companies produce shampoo, moisturizer and other products to make the girls hair more beautiful. then more beautiful girls with long hair become a model of its advertisement. the stereotyped dialogues showed the contrast between the first and the second dialogue. the first dialogue showed male, masculinity and power, while the second dialogue showed female and femininity. gender representation in the pictures gender representation in the pictures of this textbook only can be seen from two sides; they are gender visibility and gender stereotype. nur laila hafidhoh, abdurrahman faridi , mursid saleh / eej 8 (2) (2018) 148 161 154 gender visibility in the pictures can be female visibility or male visibility. there were 156 pictures showed female visibility and 189 showed male visibility. while there are 13 pictures showed gender stereotype. 8 pictures showed masculinity and more powerfull for males, and the others showed about femininity and powerless for females. the pictures that show masculinity and power for male are: 1. picture 1 shows a police officer helped an old woman crossing the road, the police officer is a paid job. the picture showed that the paid job like police officer belonged to a man. as found by mineshima (2008, p.128), males seem associated with more paying and higher status job than females. 2. picture 2 shows two boys invited a boy to play soccer, but the boy can not go because he is sick. it showed that males are identically closer with playing outside the house. as utomo and team (2009, p.5) stated, since childhood, girl played not far from the house for example “play house” (main rumah-rumahan) or playing with kitchen tools. but boys may go out from the house, playing with friends like playing soccer, etc. 3. picture 3 shows 3 boys playing kite. according to rahmatullah (2014, p.377), playing kite is also known as a game for boys, although now girls also begin to play kite. 4. picture 4 shows 2 boys and a man riding bike to go to the park it showed gender stereotype that cycling was for males. cycling for males presented that males must be stronger and more athletic than females. it also presented that cycling can make men more independent and go more far out of the house than women. 5. picture 6 shows two boys repairing a tire. nur laila hafidhoh, abdurrahman faridi , mursid saleh / eej 8 (2) (2018) 148 161 155 the picture showed gender stereotype, because repairing the tire was known as men’s activity. this is because since child, boys played toys, like car, robot, while girls played doll, kitchen utensil, etc. then, when becoming adult, boys take study of machine or automotif, but girls are closely related to study of sewing or culinary art. 6. picture 9 shows two boys in the school field. it showed that sport was usually connected to boys or man. while girls or women are rarely connected to sport activity. this is because boys or men should be more athletic than women. 7. picture 10 shows a farmer in the ricefield. it looked that he was hoeing. that picture contains stereotype from the place where the farmer and the activity or occupation. from the picture, it shows that the male farmer is hoeing. it strengthens readers’ perception about the most “farmer” occupation belongs to male, because being farmer should be strong body and should go to rice field that is outside the house. 8. picture 13 shows a boy standing in front of a snake. it shows gender stereotype from the animal chosen for the boy, because boys or men known as strong and masculine. so the suitable animal is a wild animal, like a snake, not pretty or beautiful one like butterfly, etc. from those pictures, it was showed that the place was outside or far from the house. from 8 eight pictures, 6 of them are not in the house. they are on the road, in the field, on the way to go to park, in the workshop, in the school field and in the rice field. because boy or man can be outside of the house or far from the house. this was learned since childhood that boys play outside the nur laila hafidhoh, abdurrahman faridi , mursid saleh / eej 8 (2) (2018) 148 161 156 house, then when becoming adult, they will work outside the house or far from the house. so they must be strong. that is about masculinity. then, the pictures can be analyzed from the activity itself. from 8 pictures, 6 of them show masculine or powerful activity. picture 1 showed a police officer helping an old woman crossing the road, picture 2 showed two boys are going to play soccer, picture 3 shows playing kite, picture 4 showed they are riding bike, picture 5 showed two men repairing a tire, picture 7 showed the farmer is hoeing. helping a woman crossing the road, playing soccer, playing kite, riding bike, repairing a tire and hoeing are activities that closely connected to male activity because the activities need more power. the powerful and masculinity for male, can be analized from something around. it is like in picture 13 shows a boy with a snake. it is known that a snake is a wild animal. so it is closely related to male. the other pictures show femininity and powerless for female are: 1. picture 1 shows a police officer help an old woman crossing the road, the picture showed the woman was helped by the police officer. 2. picture 5 shows a girl in the bedroom the picture was stereotyping from the place and things around the girl. from the picture, it looks that she is in the bedroom. it is part of inside the house. it makes people understand that the place of a women are in the house not outside or far from the house. some equipments around her also guide the readers that they are closely related to girls’ or women’s. one special thing was on a mirror above the table; it strengthens the perception that a girl should look pretty. 3. picture 7 shows a girl in the kitchen. the picture above showed a girl in the kitchen. she is standing with a plate of food on the table. there are also a stove with a pan and a cupboard with a bowl. from the picture, it looks that she will eat after cooking. the picture is stereotyping the women. it strengthens people’s perception that kitchen is women’s place and cooking is also women’s activity. nur laila hafidhoh, abdurrahman faridi , mursid saleh / eej 8 (2) (2018) 148 161 157 4. picture 8 shows a woman in the bedroom the picture shows that a girl in the bedroom. it looks that she is standing beside a bed with untidy blanket. she is holding a bolster, it assumes that she is tidying a bedroom. the picture shows that women or girls is connected to house cleaning activity, and closed to some household equipment. this work is also known as unpaid work. it can also be informal work but worse payment. as mattu and hussein (2003, p.97) stated, it was acknowledged that women were closely related to poorly paid private domestic jobs like cooking, cleaning, washing, etc. 5. picture 11 shows a woman feeding a kid. it looked they are sitting in the dining room. this picture strengthens gender stereotype from the activity and the things around. the activity is feeding kid that the activity of caring. the activity is also done in the house, not outside or far from the house. the activity is also categorized as unpaid work. then the things around her are dining table and some plates of food. they are also the things in the house. it is as found by anahita (2012, p.41) that not many of women have job outside the house. most of them work in domestic area or in the house. some have job outside the house like teaching and nursing. 6. picture 12 shows a girl standing. it looked that she sees a pretty butterfly. the picture shows gender stereotype from the animal appears. that is butterfly. the animal that looks pretty and beautiful like butterfly is closely related to girls. while a wild animal is closely related to boys, because boys or men are considered to be strong. 7. picture 14 shows a girl with a bowl the picture of a girl with a bowl gives a message that a bowl was closely related to a female. the activity is done inside the house, such as in the kitchen or dining room. the pictures can be analyzed from the place, the activity and things around. looking nur laila hafidhoh, abdurrahman faridi , mursid saleh / eej 8 (2) (2018) 148 161 158 from the place, 4 pictures showed the activity in the house. they are in the bedroom, in the kitchen and in the diningroom. they can be analyzed from the activity. 4 pictures shows powerless and feminine activity. they are crossing road helped by a police officer, eating after cooking, tidying bedroom and feeding kid. the pictures are also looked from the things around. the pictures show things around female are kitchen utensil, bedroom, mirror, etc. most of them are something in the house. one special thing is mirror. the other one is an animal. the animal is around a girl is pretty animal, like butterfly, not wild animal like snake. the butterfly is closely related to female. from the pictures, it makes more stereotype that female should be in the house or not far from the house, doing some activity in the house like cooking, cleaning the house, feeding the kid, etc. eventhough, setyaningsih, s.i (2015, p.43) said that was still taboo for women to work in public or in political side. this is because there was stereptype that women were not cleverer, more intelegence than men. whereas they were equal. as stated by arbain, j, azizah, n & sari, n.i (2015, p.85) about ali asghar engineer‘s view that both women or men are equal. both have dream, intelegence, potension, worry, feeling, emotion, etc. females also play with the pretty animal like butterfly, not wild animal. it shows that female is feminine and powerless. the differences and the similarities of gender representation the differences found from each gender representation in the reading texts, the dialogues and pictures. first, gender visibility in the reading texts was dominated by female visibility, while in dialogues dominated by male visibility. second, gender neutral and gender specific noun in the reading text were dominated by reading text with male specific noun than female. while in the dialogues was dominated by the dialogues with female specific noun. the similarities found in gender representation of the reading texts, dialogues and pictures. first, gender visibility in the reading texts and dialogues was dominated by female visibility from the frequency of male and female characters. second, gender stereotype found in the reading texts, dialogues and pictures. from the explanation above, it is known that many stereotyped representations came from the pictures. this was because visualising something by image or pictures in good way and had good value was not easy. as stated by george, a.m (2013, p.148) that making visuals in designing textbooks was challenging, but the pictures or images could be something interesting to understand the materials. while gender representation in the pictures can be analyzed from gender visibility and gender stereotype. gender stereotype that found in the textbook makes people misunderstand about gender role. they will take the stereotypes become a truth. yasin (2012, p.154) stated that the message about gender manifested in the texts could affect their behaviour and their children as they used in the society. whereas prasojo, s., priyanti, e., & rosyidi, mi (2016, p.631) revealed that ‗women and men are equal. women and men should be treated equally, placed in same level of society.‘ conclusion after conducting the research, it is concluded that, first, the textbook is female dominated in the reading texts and dialogues. second, the textbook is male dominated in picture. from both side 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(2018), writing included the ability to express the students‟ opinions or taught clearly and effectively in written form. in writing a text, some students got difficulties in finding ideas, providing second ideas, finding a topic idea, and low of knowledge in grammar and vocabularies. moreover, the students‟ problem in writing was also caused by the difficulty of expressing ideas. it is a fact that teaching writing makes students uninterested because teachers do monotonous activities. on the other hand, the students need something interesting, enjoyable, and playful, including material. it is contradictory with the monotonous material that they have got thus far. and nowadays, teachers should be aware of this urgent case. the learning material must be selected and recreated into the fresh ones. from previous study kawase (2009) compared synchronious cmc and face-to-face interaction. the result showed the differences and similarities between them and in the classroom setting where it was conducted; synchronious cmc had indicated that teachers tend to spend less time engaged in teacher talk. it is a fact that information and communication technologies play very important role in today's education settings. yaworski and ibrahim (2001) also conducted an experimental study to prove the effectiveness of using direct instruction of vocabulary words via the computer to increase students‟ motivation and to create advantage for students. the technologies then are expected to change the nature of instruction and provide learners with cognitively challenging and attractive materials. through the use of internet and multimedia, learners can engage in individualized instruction where they can investigate and learn concepts and contents to meet their specific needs. educational researchers believe cognitive growth is informed by existing knowledge (lee, 2003, bransford, brown, & cocking, 2000). however, the existing of today's student technology is fundamentally different from past decades. there is a digital disconnection between how students use technology for their everyday communication and how the students use technology in the classroom. outside the school students communicate through instant messaging, cell phones and internet. these technologies are not just toys, rather essential for students to communicate with the world. nevertheless, schools are failing to recognize the digital world of students outside of schools. in order for teachers to tap into the everyday technology knowledge of students, teachers must believe these technologies can benefit classroom instruction. students are now heavily immersed in interactive multimedia-web 2.0 technologies (i.e. blogs, twitter, social network sites, virtual worlds, video sharing and photo sharing). they are crafting on-line lives that seamlessly meld with their off-line world. indeed, the internet is playing an increasingly important role in not only students' social life but also academic. according to munoz and towner (2009), educators are now turning to web 2.0 tools, drawing upon their ability to assist in creating, collaborating on and sharing content. social network sites are now quickly becoming ubiquitous online. it is in line with jarf (2007) online instruction had an effect on students‟ vocabulary acquisition development. with the boom in technology and the sigit sulistiyanto, abdurrachman faridi, mursid saleh / eej 8 (4) 2018 411 417 413 popularization of social networking among school students, many teachers and students are now utilizing this information sharing network opportunity for academic purposes. in the case of smpn 4 satu atap karangrayung, in which the writer conducted research, it was found that the students writing ability had not reached the basic competency stated in the curriculum, for there were still many under developed ideas, grammatical errors and lack of clarity or organization in their writings and students had less motivation to write. students‟ low motivation was caused by monotonous and limited teaching materials which were mainly taken from standard text books. mariana(2016) said that the students are interested in fiction story such as short story since they can feel that they are involved in the story, it seems that they are one the characters in the story. thus, the writer decided developed narrative text. based on the above problems, there was a need to develop an alternative media utilizing information and communication technology (ict) for teaching writing which could improve students‟ motivation and competency in writing. the need to utilize ict is mandated by the national education system act no. 20 year 2003 and the ministry of national education regulation no. 16 year 2007, which state that each teacher is required to familiarize him with ict and utilize it within their teaching. one way to utilize ict is by creating e-learning. teachers as the facilitators should use the interactive multimedia as the visual aid which will help them make their students easy to understand the given material. rohani (1997:4) describes the media of the process as educative instructional media. he says that educative instructional media are kinds of media in instructional processes (in teaching-learning activities) to make the progress of instructional purposes more effective and knowledgeable. they are applied through hardware and software. in this study, their applications will be used in the form of video compact disk (vcd) as hardware and web as software. for those reasons, the writer conducted his study on research and development (r & d) to develop the material of writing narrative text and interactive multimedia for year eight students of junior high school. interactive multimedia is chosen to be developed for the sake of facilitating students with an interesting multimedia and get students involve in the process of teaching and learning joyfully. moreover, the material developed based on local culture. in here, the writer used some stories from „grobogan‟. method the study used r & d approach, since the objectives of the study were to develop the narrative text writing materials through interactive multimedia based on local culture for year eight students of junior high school (a case was viiia which consisted of 26 students of smpn 4 satu atap karangrayung). according to borg and gall (1983:772) research and development (r & d) is one reseach design aimed at developing and validating educational products. the process involves identifying problems that need to be solved by educational products, like textbooks, syllabus, assessment instruments, etc, studying the principles of writing instructional media, developing the media based on the principles, field testing it in the setting where it will be used eventually, and revising it to correct the deficiences found in the field-testing stage. basically, the objective of r & d is managing and developing the effectiveness of products applied at schools. this is started from administering an observation that is valuable in deciding what materials will be developed and on what grade the materials will be consumed. the r & d process has been constructed in developing writing narrative text based on local culture materials through interactive multimedia for the year eight students of junior high school. it was held in this level by considering that the narrative text has basically been taught in semester 2 year 8. sigit sulistiyanto, abdurrachman faridi, mursid saleh / eej 8 (4) 2018 411 417 414 here, the writer used research and development (r & d) design developed by borg and gall (1983: 775). originally, there are ten steps in the design, such as: (1) research and information collecting; (2) planning; (3) developing preliminary form of products; (4) preliminary field testing; (5) main products revision; (6) main field testing; (7) operational products revision; (8) operational field testing; (9) final products revision; and (10) dissemination and implementation. however, according to borg and gall (1983: 792), the above r & d cycle can be highly unlikely to be conducted by graduate students for the cycle is very expensive to carry out. thus, borg and gall (1983: 792) suggest that graduate students “undertake a small-scale project that involves a limited amount of original instructional design” and “limit development to just a few steps of the r & d cycle”. therefore, based on the above suggestion, the writer used the following six r & d stages, which was half of the borg and gall s (1983: 775) stages. (1) stage 1 : students and teachers needs analysis; (2) stage 2 : developing preliminary form of products; (3) stage 3 : preliminary field testing by experts, and english teacher; (4) stage 4 : product revision; (5) stage 5 : main field testing; and (6) stage 6 : conclusion. results and discussions the teacher and students need analysis results were used as the basis for developing the interactive multimedia. the developed interactive multimedia was divided into several stages, such as: (1) standard of competence, (2) basic competence, (3) indicators, and (4) objectives. there are some steps in composing interactive multimedia. basically, the writer searched some information related to teaching english in the year eighth. it was done by going to the field directly and having some interviews both with the teacher and those students. the writer found the strength and the weaknesses of the teaching learning process especially on writing. after knowing the quality of the teaching learning process, the writer offered the idea of teaching using interactive multimedia. moreover, the writer also discussed with local people about story that would be developed into narrative text. the writer found an interesting story about „the legend of banyupahit‟. the discussion ended by an agreement to apply the interactive multimedia for teaching writing narrative. in composing this interactive multimedia, the writer discussed a lot with english teacher. here are the steps in composing this web interactive multimedia: first, the writer made a cover of the web. user will find the title that is about narrative text learning media and the name of the writer. narrative text learning media consists of four sections: narrative corner, grammar pitstop, writing section, and evaluation. narrative cornerin part of narrative corner, there are the standard of competence, the basic competence and narrative text. here is the explanation: the standard of competence 1.1 understanding the meaning in a simple short functional text and essay in the form of recount and narrative text to interact with the nearest surrounding. 1.2 expressing meaning in a simple short written functional text and essay in the form of recount and narrative text to interact with the nearest surrounding. the basic competence 12.1) expressing meanings in short simple functional written texts by applying accurate, fluent, and acceptable written language varieties to have interaction with environment, sigit sulistiyanto, abdurrachman faridi, mursid saleh / eej 8 (4) 2018 411 417 415 12.2 expressing the meaning and theoretical step in a simple short essay by using written language accurately, fluently, and acceptably relating to the nearest surrounding in the form of recount and narrative text. narrative textin here the users can find an example of narrative text, social function, and generic structure of narrative text. grammar pitstopin this menu, users can learn about pronoun, simple past, and punctuation. according to the menu, pronoun consists of personal, possessive, reflexive, and demonstrative pronouns with some examples. in simple past tense menu, there are nominal and verbal sentence supporting explanations and regular-irregular list words. moreover, the writer added a grammar exercise in grammar pitstop menu. this test is designed automatically. the users just click on the available button “start” and the test is begun. the exercise consists of ten items. the users just choose the answer and then click the button “next” to continue to the next numbers. the screen of the test shows us that the total number of question is10, full score is 100, passing rate is 60 %, passing score is 60, and time is 20 minutes. this program of test is automatically designed. after the users finish the test, this program will show them the result whether they fail or succeed in doing the test. here is the appearance of the screen. this program was made by using quiz creator application in the form of multiple choices. the step of composing this program was changing the text script into swf, and then copied the file of swf and put it into folder data by the following formula: <ahref="javascript:void(0);"onclick="win dow.open('../data/narrative1/player.swf','nama _window_pop_up','size=800,height=800,scrollb ars=yes,resizeable=no')">|test of grammar| </a> after studying pronouns and simple past, users in pairs can explore punctuation section which also has explanation, examples, and exercise. this test is designed automatically, too. the users just click on the available button “start” and the test is begun. the exercise consists of ten items. the users have to type text with suitable punctuation. the screen of the test shows us that the total number of question is just 1, full score is 100, passing rate is 80 %, passing score is 80, and time is 30 minutes. this program of test is automatically designed. after the users finish the test, this program will show them the result whetwher they fail or succeed in doing the test. writing sectionthe writer discussed about main idea; specific participant, action verb, conjunction, and writing exercises. there are three parts of writing sections: cloze passage, rearrange words, and rearrange sentences. then each sections were completed by interactive quizes. evaluationthe writer prepared some sequences of picture series as a writing exercise. the story is about the legend of banyupahit. there is also a direction to do writing exercise. the users just click the button picture and it will appear automatically. conclusion the result of the student questionnaire showed that all the students are familiar with the computer use. it means that computer has already been known by all students. dealing with their opinon about the narrative text materials there are 26 students (76%) who said that such materials is difficult. source of learning narrative is only from their teacher and the text books and through the teacher. in try out the result of grammar pretest showed that the passing grade of the students reached only 45.5% and the writing pretest reached 43.8%. it means the result of those students tests failed to sigit sulistiyanto, abdurrachman faridi, mursid saleh / eej 8 (4) 2018 411 417 416 fulfill the standard requirement of class passing grade that is 60%. after being taught by using the developed materials through interactive multimedia, the total average of students‟ achievement on grammar competence was 73% rose from the pre test which was only 45.5%. the average on writing pretest was 43.8% increased up to 70.3% on the post test. moreover, the students passing grade reached 60 %. the students revealed this improvement after applying interactive multimedia based on local culture for teaching writing narrative text. therefore, the developed materials through interactive multimediabased on local cultureis appropriate for teaching students writing narrative text in this level. the materials development brings an improvement not only on the students‟ scores but also on their interest in writing. in addition, the use of the multimedia approch in learning narrative text based on local culture triggers students to be more active and feel comfortable to understand the text without feeling anxious of making mistakes. it is due to the practicality of interactive multimedia that makes the studentsable to learn easily, freely and interactively. therefore, i suggest that the product of this study is practical as one of groundwork in developing teaching-learning materials by using available school facilities. generally, teachers who apply the product should try it first before conducting teaching-learning process. specifically, further writers are able to develop materials throughother interactive multimedia and other approches for teaching writing narrative text for other language skills, grades or any other text-types since this materials development focuses only on one language skill, one 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(2012). improving narrative text writing skill through dictation towards auditory and visual learners. english education journal, 2(2), 112-118. yaworski, j. and ibrahim, n. 2001. how to teach 1000 vocabulary words using the internet.retrieved [02/0210] from http://findarticles.com/p/articles/mi_hb 3247/is_2_31/ai_n28843731 https://jurnal.uns.ac.id/ 3 2 4 79 eej 6 (2) (2016) english education journal http://journal.unnes.ac.id/sju/index.php/eej representative speech acts performedby the debaters in an english debate competition karlinda orin yuliasri issy english language education, graduate program, semarang state university, indonesia. article info ________________ accepted 3 august 2016 approved 25august 2016 published 20 november 2016 _____________ keywords:speech acts, representative speech acts, debate competition, debaters, a speech act analysis to discourse ____________________ abstract ___________________________________________________________________ this study aims to analyze the types of representative speech acts performed by the debaters, the opponents’ responses to representative speech acts in debate and the contribution of the representative speech acts to the development of argument in debate.this study used spoken discourse analysis especially speech act theory proposed by schifrin (1994) for data analysis. the object of this study is english debate performed by the debaters. the result of this study shows that there are twelve types of representative speech acts in the debate (searle and vanderveken, 1985). the analysis on the opponents’ response result shows that the highest opponents respond is “arguing” acts than other acts. it meant that the debaters try to embrace and persuade the hearers so the hearers can comprehend and believe speakers’ feelings. the last, the representative speech acts to the development of argument in debate shows that the highest frequency distribution of representative speech acts is explaining 46.1 %. it is followed by exemplifying 19.4% and tie-back 18.1%. the small frequency distribution of representative speech acts in arguments’ structure is labeling 16.3%. thus, the speaker of the affirmative team successfully exploits the favorable contexts of their speech to persuade the hearers. © 2016 universitasnegeri semarang correspondence: kampusunnesbendanngisor, semarang, 50233 e-mail:karlindaorin@yahoo.com p-issn 2087-0108 e-issn 2502-4566  karlinda orin & yuliasri issy / english education journal 6 (2) (2016) 80 introduction naturally, people use language to communicate. it indicates that the primary function of language is for communication. by using language, the aims of communication will be easy to achieve. every human speech contains different meaning and intention, some people speak only to inform something, and some want the hearer to agree with the speech and some also intimidate another with speech. this phenomenon is known as speech acts. according bach (2003) “a speech act is quintessentially pragmatics because it is created when speaker makes an utterance to hearer in context and must be interpreted as an aspect of social interaction.” owens (2000:57) gives a statement relates to speech acts. he states that “a speech act is a unit of linguistic communication expressed according to linguistic rules that convey a speaker‟s conceptual representations and intentions.” searle (1968) as quoted by mey (1993:131) proceeds to a classification of speech acts. there are five classes of acts are representative, directive, commissive, expressive, and declarative. representative speech acts is a kind of speech acts that states what the speaker believes to be true or false. in jary, mark (2010:9) representative speech acts is called assertive speech acts. in addition, o‟keeffe, anne et al (2011:97) gives statement that the indicator of representative acts is term of attitude it expresses: belief, as opposed to desire, intention, gratitude, sorrow, etc. it means that in analyzing representative, it relates to the belief of speaker. paradigmatic cases include asserting, claiming, reporting, stating, reminding, disclaiming, predicting, criticizing, admitting, arguing, informing, suggesting, rebutting, complaining (searle and vanderveken, 1985: 182-192). there have been a number of researches concerning with the phenomena of speech acts. one of the studies is conducted by josiah and johnson (2012). their research was about pragmatic analyses of president goodluck jonathan‟s and president barack obama‟s inaugural addresses. the result shows that the speeches are relatively alike because each speaker speaks for his entire nation, regardless of his political party, and both speeches show a preponderance of „representatives‟ and „commissives‟. another study is conducted by oladimeji & esther (2012) about contextual acts in president goodluck jonathan‟s declaration of presidential candidacy under the people‟s democratic party.from the president‟s utterances, key illocutionary acts which are direct and indirect, in the categories of assertives, commissives, expressives, directives and verdictives are noticed. about (50%) of the acts were commissive acts while the assertive acts constitute thirty (30%). the declarative and expressive acts record ten percent (10%) each while the vindictive record zero percent (0%). however, this current study is different from those other previous studies of representative speech acts. the current study identifies representative speech acts performed by the debaters in grand final of indonesian varsity english debate /ived 2014 and it is also identify the kinds of representative speech acts in detail and analyze the relationships between utterances, actions, and conditions. they are: asserting, claiming, stating, arguing, rebutting, informing, reminding, predicting, suggesting, admitting, criticizing, reporting,disclaiming, and complaining (searle and vanderveken, 1985). debate has relationship with speech act theory because debate contains the act of arguing. the occurrence of argumentation is not restricted to the category of statements it may appear in response to any speech act (jackson and jacobs in rytel, jolanta: 2014) and there are more parts of speech acts those contain in debate like rebutting, arguing, claiming, suggestion and etc. based on the theories and the explanation above, the writer is interested to conduct the study on representative speech acts performed by 81 the debaters in an english debate competition (grand final indonesian varsities english debate/ived 2014 performed by gajah mada university and university of indonesia). thus, according to those explanation, the writer is interested to (1) identify the types of representative speech acts performed by the debaters in grand final ived 2014, (2) to explain the opponents respond to representative speech acts in a debate competition, (3) explain the contribution of representative speech acts to the development of argument in debate competition. methodology in this study, the writer used qualitative method to study the problem. the writer chose a speech acts analysis to discourse (schiffrin, deborah, 1994: 88) because this is the most appropriate design to analyze the relationships between utterances and actions. the object of this study is the utterances of english debate competition performed by the debaters in grand final indonesian varsity english debate/ived 2014. the data is taken from www.youtube.com. this debate‟s length is one hour five minutes forty seconds and the topic “this house believes that developing nations that receive aid & have uneven levels of development (such as india & china) should not be providing developmental aid to other countries”. the steps used in collecting the data of the study are as follows: first, the writer searched for the video of the grand final of indonesian varsity english debate/ived 2014, and then the writer chose the video of grand final of ived 2014 performed by gajah mada university and university of indonesia. next, the writer watched the video of grand final of ived 2014 performed by gajah mada university and university of indonesia. last, the writer conducted the analysis of representative speech acts performed by the debaters in an english debate competition. the steps used in analyzing the data are as follows: (1) transcribing, (2) identifying (the writer identified to representative speech acts which performed by the debaters) (3) classifying (the representative speech acts which had been identified were classified based on the types of representative speech acts (searle and vanderveken, 1985). and (4) comparing (this comparing started with calculating all the representative speech acts produced by debaters). next, (5) interpreting (in this process, the interpretation was done in order to explain and describe the problems of this study). the last, drawing conclusion (this drawing conclusion process was the last process of overall data analysis process in this study). in this study, the writer used the triangulation of theory/perspective. in this type of triangulation, the witer used some theoretical perspectives to examine and interpret the data. those theoretical perspectives are: theory of type‟s representative speech acts searle & vanderveken (1985) and o‟keeffe, anne et al (2011), a speech acts analysis to discourse by deborah (1994), debate proposed by and quinn (2005) and d‟cruz (2003). findings and discussions to analyze the types of representative speech acts by the debaters, this study applied searle and vanderveken (1985). there are twelve types of representative speech acts that performed by the debaters in grand final indonesia varsities english debate (ived) 2014. they are: asserting, arguing, informing, claiming, predicting, suggesting, stating, criticizing, rebutting, reminding, admitting, and complaining. the table below presents the finding of types representative speech acts are performed by debaters in ived 2014. 82 table 1. the types of representative speech acts performed by the debaters based on the table above, it can be seen that arguing acts held the highest frequency of occurrence or the most frequently used by the debaters in grand final ived 2014. the debaters used 34% out of the total number of the utterances in debate. there is no disclaiming and reporting act used by the debaters in grand final indonesian varsities english debate/ived 2014. arguing is to argue something with essential some reasons to support it (searle and vanderveken, 1985). arguing is a kind of representative used to express an opposite opinion. arguing is also used to give reasons for or against something especially with the aim of persuading somebody to share one‟s own opinion. for example: (23) the first speaker of the affirmative team mr. romario because first of all, even though the aid has its image, it only covers certain sector; it is not cover all the sectors. the negative utterance, “it is not cover all the sectors”, produced by mr. romario is also the indication of arguing something. mr. romario‟s utterances indicate that he has an opposite opinion with negative team. mr. romario performs representative act by arguing what he believes that the aid just for image and cannot cover all sectors. for all arguing acts can be seen in appendix 2 the types of representative speech acts performed by the debaters in the grand final of ived 2014. the opponents’ responses to representative speech acts in grand final ived 2014 in this debate, there are three speakers each on each team. the writer focused on the opponents‟ respond to representative speech acts in grand final ived 2014. based on the data analysis, the highest opponents respond to representative speech acts in grand final ived 2014 is arguing act 37 data performed by the third speaker of affirmative team miss indriani which is contained 91 number of data or 23%. for example: (54) first speaker of negative team miss. elvia no kinds of representative speech acts frequency percentage (%) asserting 18 4.7 arguing 131 34 informing 23 6 claiming 2 0.5 predicting 45 11.2 suggesting 73 19 stating 65 17 criticizing 14 3.6 rebutting 11 2.9 reminding 3 0.7 admitting 1 0.2 complaining 1 0.2 disclaiming 0 0 reporting 0 0 total 386 100 83 table 2. the opponents‟ respond to representative speech acts in grand final ived 2014. we agree right now is the top of the most perfect mission that is always progress toward better in the future. in this utterance miss elvia expressed that her team agree with mr. romario as the first speaker of affirmative team. the word of “agree” is categorized as agreeing and it is indicated that miss elvia gave the agreeing expression directly. it is realized miss. elvia lose facing to the opposite team. the second highest opponents respond to representative speech acts is predicting 16 data produced by the third speaker of affirmative team miss indriani. the third highest opponents‟ respond to representative speech acts is stating 11 data performed by the third speaker of affirmative team miss indriani. the lowest percentage opponents respond to representative speech acts are admitting and complaining. the contribution of the representative speech acts to the development of argument in debate based on freely & steinberg (2008:6) debate provides reasoned arguments for and against a proposition. in this style, there are two teams. each team uses two basic types of argument to support for its side of the topic. first, there are substantive arguments. these are prepared arguments in favor of a team‟s side of the topic. second, there is rebuttal. rebuttal is your attack on your opposition‟s arguments. the difference between substantive arguments and rebuttal is the distinction between showing why your team is right and showing why your opposition is wrong. structuring a speech by using arguments is a great start. ideally, each argument itself needs structure. according to quinn (2005: 68) describes four points of structure arguments to provide good and valid argument. they are: label, explanation, example, and tie-back. this following table speakers the opponents‟ response to representative speech acts total ass inf sta arg cla pre sug cri rem reb com adm the first speaker of affirmative 3 3 8 27 1 5 3 3 0 0 0 0 50 (13%) the first speaker of negative 2 1 3 17 0 4 0 3 1 3 0 0 39 (10%) the second speaker of affirmative 2 4 10 37 16 7 8 0 1 0 1 91 (23%) the second speaker of negative 2 4 10 29 0 8 2 0 0 1 1 0 57 (14.9%) the third speaker of affirmative 2 6 11 16 0 4 0 2 1 0 0 0 44 (11.4%) the third speaker of negative 1 1 7 30 0 5 2 0 1 0 0 0 46 (12%) the replay speaker of affirmative 2 2 3 8 0 8 6 0 0 0 0 0 16 (4.1%) the replay speaker of negative 0 1 3 12 0 2 0 1 0 1 0 0 33 (8.7%) 84 presents the representative speech acts contribute to develop of arguments. table 3. distribution of representative speech acts in arguments‟ structure. based on table below, the first highest distribution of representative speech acts in arguments‟ structure is explaining 29 % that performed by second speaker of affirmative team which is used arguing acts 30% in table 4.1.2.1.2 and 178 out of total number of data. the second highest that performed by third speaker of affirmative team is exemplifying 18.7 % and the second dominant representative speech acts contribute to develop of arguments is suggesting 18%. the third highest argument‟s structure is tie-backing and the third dominant representative speech acts contribute to develop of arguments is stating 14%. the lowest argument‟s structure is labelling 63 out of total number of data. the next dominant representative speech acts contribute to develop of arguments is suggesting 7%. the lowest frequency representative speech acts contribute to develop of arguments are admitting and complaining (0.2%). mr. revaldi as the third speaker of the negative team spent 8 minutes 25 seconds. here, the third speaker of negative team criticize the lacking points of the opponents and provide a better analysis. for example: (291) so what we argue in the first is the money is not enough to irrigate property. based on the number of data 291, mr. revaldi convinced the affirmative team or audience that her argument is correct. he produced the argumentation in number of data n3.286 n3.332. to know how the representative speech acts contribute to the develop arguments the writer used structure of argument. there are four points: label, reasoning/explanation, evident/examples, tieback. in number of data n3.326 – n3.332, the speakers arguments‟ structure in debate competition labelling explaining exemplifying tiebacking f p/% f p/% f p/% f p/ % first speaker of affirmative (a1) 10 16 20 11.4 13 17.4 8 11. 2 first speaker of negative (n1) 8 13.4 18 10.9 10 14 8 11. 2 second speaker of affirmative (a2) 14 23.4 51 29 12 16 14 20 second speaker of negative (n2) 9 15 29 17 9 12 6 8.6 third speaker of affirmative (a3) 6 10 10 6 14 18.7 11 15. 8 third speaker of negative team (n3) 7 11.7 16 9 11 14.7 13 18. 7 reply speaker of negative (rn) 1 1.6 13 7.8 1 1.4 1 1.5 reply speaker of affirmative (ra) 5 8 14 8 5 6.8 9 13 total 63 100% 178 100% 75 100% 70 100 % 85 speaker does not deliver tie-back to the develop arguments in debate. miss indriani as the reply speaker of the affirmative team spent 4 minutes 20 seconds. the job of reply speaker of the affirmative team must deliver case enhancement. case enhancement can be in a form of analogy or a comparison between the strengths of their team and the weaknesses of their opponent team. for example: (358) actually is unconsistent because they say the third speaker say that you this it double to... is too small whether the second and first speaker agree that is a big. in data 358, the speaker described about the weaknesses of negative team. the reply of affirmative team miss. indriani produced argumentation in number of data ra. 349 ra.382. each her argument delivered the four points of structure argument, such as, label, explanation, example and tie-back. it means those structures can be valid. conclusions the representative speech acts performed by thedebaters in competition debate tend to be mainly twelve types of representative speech acts proposed by searle and vanderveken (1985) through the act of asserting, arguing, informing, claiming, predicting, suggesting, stating, criticizing, rebutting, reminding, admitting, and complaining. the writer could not found “disclaiming” act and “reporting” act. it can be seen from the way of the speakers‟ respond. the finding of the data indicates that the arguing acts are the most frequent performed by the debaters in grand final of indonesian varsity english debate/ived 2014. the next conclusion is the opponents‟ responses to representative speech acts in debate competition. the most dominant opponents‟ respond to representative speech acts in grand final of indonesian varsity english debate/ived 2014 is “arguing acts” performed by the third speaker of affirmative team miss indriani. this means that miss indriani as the third speaker of affirmative team not only attacked the opponents‟ argument. she also rebutted these arguments from a different perspective and adding more examples in her own rebuttals. so, miss indriani dominates than others. the most frequently distribution representative speech acts in arguments‟ structure is explaining performed by second speaker of affirmative team which used “arguing” acts 30%. here, the second speaker of affirmative team evaluates the overall stance taken by the negative team and provide critique on the general approach taken by the opponents. acknowledgement i would like to express my grateful appreciation to drs. ahmad sofwan, ma, ph.d who has guided me patiently, encouragement since the beginning until the end of this thesis and suggestions. bibliography bach, k. 2003. routledge encyclopedia of philosophy entry.in http://online,sfsu,edu/~kbach/spchacts. html. [accessed on october 2010]. denzin, n. k. 1978. the research act: a theoretical introduction to sociological methods. new york: mcgraw-hill. d„cruz, ray. 2003. the australia-asia debating guide. north melbourne: australian debating federation. jary, mark. 2010. assertion. england: palgrave macmmillan josiah, u.e. & johson, s.e. 2012. pragmatic analysis of president goodluck jonathan‟s and president barack obama‟s inaugural addresses. international journal of humanities and social science vol. 2, no. 1, pp 261-278. leongkamchorn suporn. 2010. speech act analysis of british and american poetry. master of arts, national institute of development administration (nida). 86 mey, j.l. 1993. pragmatics: an introduction. oxford: blackwell. o‟keeffe, anne, clancy, brian, and adolphs, svenja. 2011. introducing pragmatics in use. canada: routledge oladimeji, olaniyi k.. 2008. a pragmatic analysis of president umar yar adua‟s inaugural speech of 29th may, 2007. journal of the nigeria english studies association (jnesa) 13:2. owens, jr. robert e. 2000. language development: an introduction. fifth edition. new york: state university of new york genesco. quinn, simon. 2005. debating. australia: brisbane queensland rytel, jolanta. 2014. the nature and development of argumentative skills in children: current research. jounal vol. 1, no. 1. inhttp://creativecommons.org/licenses/ by/3.0/pl/. [accessed on july 2015]. schiffrin, deborah. 1994. approaches to discourse. oxford: blackwell publishing searle, j. 1968. speech act. london: cambridge university press searle, j. r. 1969. speech acts: an essay in the philosophy of language. california: cambridge university press. searle, j. r. & vanderveken, daniel. 1985. foundations of illocutionary logic. newyork: cambridge university press. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f0668cca613 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 25 eej 6 (2) (2016) english education journal http://journal.unnes.ac.id/sju/index.php/eej speech act and grice’s maxims non observancein her world magazine advertisements r ririn riyanti& ahmad sofwan english language education postgraduate program universitas negeri semarang, indonesia. article info ________________ article history: received 10 august 2016 accepted 15 september 2016 published 20 november 2016 ________________ keywords:speech act, non observance of grice’s maxims, perlocutionary act, advertisement ____________________ abstract ___________________________________________________________________ this research is aimed to analyze the implied meaning inside the elements of advertisement based on austin‟s speech act theory and non-observance of grice‟s maxims, and their effects to the readers. the sample of the research are 12 advertisements of „her world‟ magazine singapore in edition of december 2013 and 22 participants of the perlocutionary act survey. the analysis results of the advertisements based on speech act and non observance of grice‟s maxims were used to arrange survey questionnaires. surveys for perlocutionary act were conducted using sets of questionnaire to seek for reader‟s perception towards the advertiser's intentions and the degree of interest of the participants would be in buying the products. the result summary of q1 of the survey shows that the participant‟s recognition towards the literal meaning of the advertisement is bigger than that of the implied meaning. this is relevant with the result of q2, the degree of the participants‟ interest would be in buying the products, since somewhat interested is the biggest answer. the relationship among q1 and q2 explains how perlocutionary act of the advertisements help english ads successfully achieve effect among participants. © 2016 universitas negeri semarang correspondence : e-mail:rririnriyanti@gmail.com kampus unnes bendan ngisor, semarang, 50233 p-issn 2087-0108 e-issn 2502-4566                    r ririn riyanti & ahmad sofwan/english education journal 6 (2) (2016) 3 2 4 2 introduction as one method of international trade communication, advertisements quoted in english magazine play an important role. it will influence the readers‟ way of life in many countries around the world. sometimes the content of advertising is irrelevant with the reality. deceptive ads, advertisements which are showing misleads, untrue and exaggerates, may show only brighter side of the product and not tell the side-effects and weaknesses. it might happens because people do not always say what they mean. thomas as cited dornerus (2005: 1) said that speakers frequently mean much more than their words actually said. in this research the writer used two theories in analysing the implied meaning inside the advertisements. they are speech act and non observance of grice‟s maxims. austin as cited cutting (2002: 16) defined speech act as the actions performed in saying something. speech act theory said that the action performed when an utterance is produced can be analysed on three different level. the first level is locution, the actual words uttered. the second is illocution, the intention behind the words. the third level is perlocution, the effect of the illocution on the hearer. the other way to analyze the implied meanings is non observance of grice‟s maxims. grice in thomas (2013: 64) stated that there are very many occasions when people fail to observe the maxims, that is well known as „non observance of maxims‟. some previous studies have been taken on grice cooperative principles and speech act. dornerus, emma (2006) investigates how frequently non-observances of maxims occurred in the tv shows. the investigation had shown that non-observances of maxims are important for scriptwriters in order to create humorous and dramatic situations in verbal interaction. pham, dinh trong (2010) investigated how native speakers of vietnamese observed grice‟s maxims. the results implicated that understanding different ways of speaking in different cultures was a crucial point in intercultural communication and (foreign) language teaching and learning. abari, afsaneh foroughi (2013) investigated the role of cultureas an extralinguistic factor on the observance or infringing of grice‟s quantity maxim when writing in first and second language. simon, simona and daniel dejicacartisa (2014) conducted a quantitative analysis on a corpus of eighty-four written advertisements which is selected from various newspapers and magazines. the results of their analysis have shown the advertisers‟ preference for some microand macro-speech acts over the others. innocent chiluwa (2007) investigated adverts of soft drinks as a discourse type which in the context of the nigerian advertising industry performs actions. the research shows that the directive and representative acts proposed by john searle (1975) are mostly applied in the adverts. however, this study is different from the previous ones. instead of analyzing the elements of advertisements based on non observance of grice‟s maxims only, the researcher combined the research analysing with austin‟s speech act theory namely locution, illocution and perlocution. finally she compared the result of the study with the result of reader response questionnaire on perlocutionary act. the questionaire was arranged to measure participant‟s ability in understanding what beyond the surface level or the meaning implied and what their reactions will be to the advertisements. based on the background informations above, this study is aimed: (1) to find out the generic structure of the advertisements of december 2013. (2) to explain how non observance of grice‟s maxims occurs in the advertisements.(3) to explain how the locution occurs in the advertisements. (a) to explain how direct speech act occurs in the advertisements. (b) to explain how indirect speech act occurs in the advertisements.(4) to explain illocutionary act and illocutionary force occured in the advertisements. (5) to explain how perlocutionary act helps english advertisements successfully achieve effects among readers.   http://www.essays.se/about/emma+dornerus/ r ririn riyanti & ahmad sofwan/english education journal 6 (2) (2016) 27 methodology the researcher used descriptive analysis method of qualitative research in this study, and type of data analysis used by the researcher is content analysis.data source of this research are: 12 (twelve) samples of advertisements quoted in “her world” magazine edition of december 2013 and the survey result of perlocutionary act of the advertisement to the readers. the analysis was focused on locution, illocution, direct speech act, indirect speechact, the non observance of grice‟s maxims occur in „her world‟ magazine, and theresult of questionnaire item#1 (q1) and questionnaire item#2 (q2) of the perlocutionary act of the advertisements to the readers. cohen, manion, and morrison (2007: 165) said that there are eight main styles of educational research. two of them, survey and internet-based research, are used by the researcher on this study. the researcher conducted the survey about perlocutionary act of the 12 advertisements of „her world‟ magazine in edition of december 2013 to the readers on march 1, 2016 up to march 13, 2016. the researcher used internet to conduct the survey. she applied qualtrics, a free internet survey program, for locating research material (questionnaire items). pawar (2004: 17) stated there are 6(six) kinds of data collecting methods. two of them, observation and questionnaire, are employed by the researcher on this study. in this research the researcher used structure observation. according to pawar (2004: 17) structured observation requires systematic planning and clearly defined observation categorised. type of questionnaire items used by the researcher are open questions and 2 (two) types of closed questions, they are multiple answer mode of multiple choice questions (for q1) and rating scales (for q2). q1 is the variable to investigate reader‟s perception toward the advertisement (the headline, subhead and bodycopy). the answer items of q1 are arranged based on theory of the deductive process of grice‟s plausible interpretation. it distincts what a speaker‟s words means and what they imply through the process of reasoning from one or more statements (premises) to reach a logically certain conclusion. the participant of the survey is guided to choose two or three of the answers,depends on the numbers of implied meaning presented on the answer list. q2 is the variableto investigate reader‟s interest would be in buying the product (purchase intention). the instruments of data collection used by the researcher in this research are checklists and tables. in collecting the data, the researcher did the following steps: (1) collecting “her world” magazine in edition of december 2013. (2) taking and collecting the samples of advertisements and put them in a bundle. this process was done to facilitate the writer in doing her observation. (3) conducting observation to the advertisements: reading, identifying and classifying the advertiser, product item, the elements of advertisements, kinds of nonobservance of grice‟s maxims of cooperative principle, locution, illocution, illocutionary force, direct & indirect speech act, and, and jotting them down on the checklist. (4) planning and distributing the questionnaireto the target samples through whatapps, blackberry messenger and facebook messenger. in doing the analysis of the study, the researcher divided the steps into 5 (five) categories: (1) the steps of doing the analysis on what kind of headlines and body-copies are presented in the advertisements ofdecember 2013 edition of her world magazine. (2) the steps of doing the analysis on how nonobservance of maxims occurs in the advertisements. (3) the steps of doing the analysis of locution: (a) the steps of doing the analysis on how direct speech act occursin the advertisements(b) the steps of doing the analysis on how indirect speech act occursin the advertisements. (4) the steps of doing the analysis on how illocutionary act and illocutionary force occurs in the advertisements. (5) the steps of doing the analysis on how r ririn riyanti & ahmad sofwan/english education journal 6 (2) (2016) 28 headline 9 47.37% 0 0.00% 2 50.00% 1 50.00% subhead 2 10.53% 0 0.00% 0 0.00% 0 0.00% bodycopy 8 42.11% 1 100.00% 2 50.00% 1 50.00% t otal 19 73.08% 1 3.85% 4 15.38% 2 7.69% grand t otal 26 violating maxims of quality manner non observance of grice's maxims flouting maxims of quality violating maxims of quantity violating maxims of „perlocutionary act‟ help english ads successfully achieve effect among readers. triangulation is the concept of using a multi approach method in collecting data, information or evidence (wellington, 2015). the researcher used three types of them, theory triangulation, investigator triangulation, and methodological triangulation. through theory triangulation, the researcher applied non observance of grice‟s maxim and speech act theory in analyzing the advertisements. the researcher employeed observation and questionnaire for collecting the data in “between method” of methodological triangulation. investigator triangulation requires more than one person examines the same situation for the reability of the method. the collaborator who reanalyzed the data of this research is the lecturer majoring research and development and having taught at the faculty for several years and had many experiences in teaching english. findings and discussion the researcher found out these findings after she analyzed 12 samples of advertisements of her world magazine in edition of december 2013: the first finding is: generic structure of the advertisements consist of 3 (three) elements: headline, subhead and bodycopy. summary of kinds of headline as shown on the above table, there are 5(five) kinds of headline occurs in the advertisements. the biggest frequency is news/information headline. the advertisers tend to use news/information headline because of its unique characteristic, that is it includes many of how-to headlines as well as headlines that seek to gain identification for their sponsors by announcing some news or providing some promise of information. summary of kinds of bodycopy the above table shows that straight-line copy is the biggest occurrence of bodycopy inside the advertisements. the advertisers tend to use straight-line copy because of the strength of its characteristic. in straight-line copy, the text immediately explains or develops the headline and visual in a straighforward attempt to sell the product. the straight-line approach emphasizes the reason the consumer should buy something. the second finding is: there are 26 occurrences and 4 kinds of non observance of grice‟s maxims occured in the advertisements. summary of non observance of grice’s maxims flouting maxims of quality is the biggest occurrence of non observance of grice‟s maxims in headline, subhead and bodycopy. flouting maxims of quality is applied mostly in the advertisements. it is because flouting quality maxim involves generating a conversational implicature by means something like figure of speech. the using of figure of speech in advertisements is relevant with what thomas (2013: 67) stated that flouting quality maxim occurs when the speakers not really say what they thought, but the speakers know that the hearer understand what they meant. there are 5 kinds of figure of speech which is used by the advertisers. hyperbole is used by the advertiser as an exaggeration of ideas for the sake of emphasis, making the figure of speech critical. metaphors is used as a means of perceiving and expressing something in a radically different benefit provocative news/infrm question command headline headline headline headline headline 3 1 5 0 3 12 25.00% 8.33% 41.67% 0.00% 25.00% 100.00% total straight-line narrative institusional dia/monopict-caption gimmick copy copy copy logue copy copy copy 11 0 1 0 0 0 12 91.67% 0.00% 8.33% 0.00% 0.00% 0.00% 100.00% total r ririn riyanti & ahmad sofwan/english education journal 6 (2) (2016) 29 way. banter, as a special form of irony is used to expresses a negative sentiment and implies a positive one (cutting, 2002:38). personification is used as a method of describing something so that others can understand, yet it can be used to emphasize a point. the third finding is: there are 33 speech act occurrences inside the advertisements. the amount of direct-indirect speech act occurrences are same with locution‟s. it can be happened because the analyzing of direct indirect speech act is based on locution occurrences. the summary of direct-indirect speech act vs locution the occurrence frequencies of declarative mood that has function as statement are same with direct speech act‟s. according to huddleston and pullum (2012: 853) declarative‟s function is to make statements. and because there is a relationship between the mood and its function, the declarative mood that has function as statement is direct speech act. the analysing of direct speech act is aimed to revealed the literal or surface meaning of the advertisements. therefore, the occurrence frequencies of imperative mood that has function as suggestion are same with indirect speech act‟s as well. collins and hollo (2010: 110) stated thatthe imperative mood is mainly used to act upon others (by ordering them, requesting them, and the like). their statement is relevant with what downing (2015: 114) said that imperative mood grammaticalises our acting on others to get things done (issuing a directive) by requesting, prohibiting, instructing, ordering and commanding. and because there is no relationship between the mood and its function, the imperative mood that has function as suggestion is indirect speech act. the analysing of indirect speech act is aimed to revealed the implied meaning of the advertisements. the fourth finding is: there are 43 occurrences of illocution, 6 kinds of illocutionary act and 3 kinds of illocutionary force inside the advertisements. the summary of illocution t can be seen from the above table that the biggest occurrence of illocutionary act is suggesting. it means that suggesting plays an important role in headline and bodycopy. the advertisers know that by applying suggesting in headline, the advertisements will attract readers‟ attention easily. it is relevant with what bovée and arens (1992: 292) as cited krčmářová (2008: 27) stated that headline is the words that will be read first or that are positioned to draw the most attention because it is the words in the leading position of the advertisement. it is a good benefit also for advertisers applied suggesting in bodycopy, because bodycopy, as a logical continuation of the headlines, tells the complete sales story (bovee and arens (1992: 292) as cited krčmářová (2008: 30)). meanwhile, the biggest occurrence of illocutionary force is representatives. it is because representatives contains of 4(four) illocutionary act. it is a good reason for advertisers in applying representatives (asserting, describing, stating, claiming) because according to searle (1976) as cited levinson (1983: 240) as cited cutting (2002: 16-17) representatives is the kind of illocutionary force in which the words state what the speaker believes to be the case headline 4 21.05% 5 35.71% 4 21.05% 5 35.71% subhead 3 15.79% 0 0.00% 3 15.79% 0 0.00% bodycopy 12 63.16% 9 64.29% 12 63.16% 9 64.29% t otal 19 57.58% 14 42.42% 19 57.58% 14 42.42% grand t otal 33 direct & indirect speech act declarative statement imperative suggestion 33 mood function direct speech act indirect speech act directives commisives suggesting promising asserting describing stating claiming total headline 5 1 3 1 2 2 14 subhead 0 3 1 0 1 0 5 bodycopy 9 5 3 2 2 3 24 total 14 9 7 3 5 5 43 32.56% 20.93% 16.28% 6.98% 11.63% 11.63% 100% illocutionary act illocutionary force representatives r ririn riyanti & ahmad sofwan/english education journal 6 (2) (2016) 30 (the speakers expresses his/her belief about the truth of a proposition). the advertisers uses representatives to assert, describe, state and claim the product‟s advantages so that the readers may compare them with other products. initially, by using representatives, the advertisers inculcate the feature of the products that have been advertised in the mind of the readers. the fifth finding is: the result summary of q1-q2 of the survey of perlocutionary act of the advertisements to the readers. the result summary of q1-q2 the above table shows that: the participant‟s recognition towards the literal meaning of the advertisement is bigger than that of the implied meaning. recognition of literal meaning has 297 (52.57%) answers. somewhat interested is the biggest answer of the participants‟ interest would be in buying the products. it has 105 (39.77%) answers. it can be concluded from these explanations that there is a correlation between q1-q2 of the survey result. the degree of recognition of literal meaning of the participants influenced the participants‟ interest would be in buying the products. this correlation explains how perlocutionary act helps english advertisements successfully achieve effect among readers. conclusion from the result of the research that has done, the researcher conclude that there are relationships between what are implied inside the element of advertising, austin speech act‟s theory of locution, illocution, direct and indirect speech act, non observance of grice‟s maxims of the cooperative principles, and the survey result of reader‟s perlocutionary act. suggestion based on the findings, discussions and conclusion above, the researcher wants to give suggestion to the readers. firstly for students of linguistic. although there have been many research about speech act and grice‟s maxims that has done, these two elements of pragmatics is still attractive and widely opened for advanced research. the research about advertisements is one of the easiest way, because advertisement as a method of communication has many medium, such as print advertisement, broadcast advertisement, outdoor advertisement, direct mail advertisement, and the newest is internet based advertisement. english as an international widely used language plays an important role in this new era of communication. english is the bridge in communication between english speaking country and non english speaking country in diplomatic circle, politics, education, business, and trade. so, the combination of research in english, pragmatics and communication is a crutial things. the writer realized that the analysis of the perlocutionary act of the advertisements toward the readers needs deeper research analysis. so the writer suggest that the next researchers may expand this research on quantitative research besides qualitative research only. secondly for copywriters. by applying the austin speech act‟s theory of locution and illocution and non observance of grice‟s maxims of the cooperative principles on their advertisements, the target of advertisement that is to sell service or product will be reached. it is because by applying those elements of pragmatics, the advertisements will be more attractive dan right toward the target, that is the consumer of the product. for the readers of advertisements in general, this research will show them about the implied message hiding in advertisements. the of literal of implied extremely somewhat not not very meaning meaning interested interested sure interested 1 estee lauder resilience lift 28 29 1 12 1 3 6 2 sk-ii lxp creme 24 32 2 7 2 4 7 3 maybelline lip polish by colorsensational 31 15 3 5 1 5 8 4 geox new generation breathing sole 13 25 2 9 3 4 4 5 philipstein philipstein watch 22 20 2 11 2 4 2 6 changi changi retail stores 19 20 4 10 1 3 4 7 bering bering ceramic watch 26 14 2 9 5 5 1 8 fancl facial washing powder 33 21 2 9 3 4 4 9 covermark flawless fit creme 19 21 2 10 0 6 4 10 nv-ii amino fish collagen 18 22 1 9 2 5 5 11 jean yip super silk rebonding 26 30 0 8 1 6 7 12 dbs bank dbs woman's master card 38 19 2 6 3 5 6 total 297 268 23 105 24 54 58 percentage 52.57% 47.43% 8.71% 39.77% 9.09% 20.45% 21.97% grand total 565 264 number of respond not interested at all no. advertisement q1 result q2 result number of perception r ririn riyanti & ahmad sofwan/english education journal 6 (2) (2016) 31 researcher hopes that the readers as the target audience will become selective in choosing particular product. a good product is not only raise the advertiser‟s profits but also will benefit to consumers. acknowledgement during the completion of this thesis, there is a number of people whom i owe a lot for helping me in so many ways. first, i would like to express my deepest gratitude dr. abdurrahman faridi, m.pd for their patience, caring guidance, valuable advice, criticism and suggestion from the very beginning of this thesis. references bovee, courtland l. and william f. arens. 2002. contemporary advertising. illinois: irwin. cohen, manion, and morrison. 2007. research methods in education – sixth edition. new york: routledge. collins, peter and carmella hollo. 2010. english grammar, an introduction, second edition. new york: palgrave macmillan. cutting, joan. 2008. pragmatics and discourse, second edition. new york: routledge. downing, angela. 2015. english grammar: a university course, third edition. new york: routledge. fontaine, lise. 2013. analysing english grammar: a systemic functional introduction. new york: cambridge university press. huddleston, rodney and jeoffrey k. pullum. 2012. the cambridge grammar of the english language. new york: cambridge university press. merriam, s.b. 2009. qualitative research: a guide to design and implementation. san francisco, california: jossey-bass publihers. mullin, roddy. 2002. direct marketing: a step by step guide to effective planning and targetting. london: kogan page. pawar, manohar. 2004. data collecting methods and experiences: a guide for social researchers. new delhi: new dawn press. thomas, jenny. 2013. meaning in interaction: an introduction to pragmatics. london and new york: routledge. tyson, lois. 2015. critical theory today: a user-friendly guide. new york: routledge. internet searching: abari, afsaneh foroughi. 2013. the gricean maxim of quantity in academic texts: a study of english and persian journal articles written by both native and nonnative speakers. islamic azad university, iran. from: http://www.isicenter.org/fulltext/paper1 97.pdf. accessed on march 5, 2014 at 21.18 calmorin, laurentina paler and melchor a. calmorin. 2008. research methods and thesis writing, second edition. manila: rex bookstore inc. from: https://books.google.co.id/books?id=nq l35agp6q. accessed on aug 2, 2016 at 16.02 chiluwa, innocent. 2007. a speech act analysis of written adverts of soft drinks in nigeria (2000-2006). covenant university ota ogun state – nigeria. from:file:///c:/users/hp/downloads/ a%20speech%20act%20analysis%20of%2 0written%20adverts.pdf. accessed on april 3, 2016 at 22.22 dornerus, emma. 2005. breaking maxims in conversation; a comparative study of how scriptwriters break maxims in desperate housewives and that 70‟s show. university of karlstads – sweden. from: http://www.essays.se/about/non+obser vance+of+implicature+maxim/.... accessed on march 5, 2014 at 19.42 greenall, ann jorid klungervik. 2001. “towards a sociocognitive account of flouting and flout-based meaning”. from: http://www. ntnu.diva r ririn riyanti & ahmad sofwan/english education journal 6 (2) (2016) 32 portal.org/smash/get/diva2:121592/fu lltext01. accessed on february 12 at 01.47 am krčmářová, kateřina. 2008. linguistic and non linguistic communication in advertising, masaryk university brno, czech republic. from: https://is.muni.cz/th/74732/ff_m/krcm arova.katerina.mgr.dipl.prace.pdf. accessed on april 20, 2016 at 09.46 kostková, pavla. 2008. advertising of food products, masaryk university brno, czech republic. from: https://is.muni.cz/th/104550/pedf_m/d p_hotovo.pdf. accessed on april 20, 2016 at 11.31 pham, dinh trong. 2010. the cooperative principle: does grice‟s framework fit vietnamese language culture? university of regensburg – germany. from: http://linguisticsandlanguageteaching.blo gspot.com/2010/07/cooperativeprinciple-doesgrices.html. accessed on march 5, 2914 at 19.57 poghosyan, mariam. indirect speech act in english. from: http://www.academia.edu/5048335/indi rect_speech_acts_in_english. accessed on on june 15 2016 at 12.08 searle, john r. 2014. a classification of illocutionary acts. cambridge university press collaborating with jstor.from:http://sites.duke.edu/conv ersions/files/2014/09/searle_illocutiona ryacts.pdf. accessed on april 6, 2016 at 14.03 simon, simona and daniel dejica-cartisa. 2014. speech acts in written advertisements: identification, classification and analysis. politehnica university timisoara – romania. from: http://www.sciencedirect.com/science/a rticle/pii/s1877042815035041. accessed on april 3, at 21.40. wellington, jerry. 2015. educational research, contemporary issues and practical approaches, second edition. london: bloomsbury academic. from:https://books.google.co.id/books?id=sh yebqaaqbaj. accessed on: august 4, 2016 at 09.52 the problems of writing recount encountered by students of the state junior high school 2 purworejo in the academic year 2009/2010 umiyatun abstract writing is a skill for the students to express their ideas in written form that involves the mastery of all elements in the target language: as grammar, content, organization, vocabulary, punctuation, spelling and mechanics. it needs a complex process. consequently, the students may have difficulties to do so.the objectives of my study are to find out how the communicative purpose of a recount text written by the students is achieved, how recount texts written in terms of functional stages, the features of lexico grammatical problems, and to explain why the students write recount text in the way they do. the problems of the study are therefore: how is the communicative purpose of recount texts written by the students of "smp n "2 purworejo?; how are recount texts written in terms of functional stages?; what are the features of lexico grammatical problems faced by the students?; and, why do the students write recount texts in the way they do? the approach used in this study is qualitative.this study primarily deals with the communicative purpose, functional stages and grammatical problems on writing recount made by the students of "smp n "2 purworejo. the analysis result proved that the communicative purpose is to retell their past experience and they could write the functional stages on writing recount well. based on the data and the interview, i conclude that the 8th graders of "smp n "2 purworejo in the academic year 2009/2010 had lexico-grammatical problems in writing recount. those problems occurred because most of them made overgeneralization errors and they had limited vocabulary. keywords: recount, writing, lexico-grammatical, functional stages i. introduction 1 english is used as an international language which many people use. they also use it as a means of communication either in written or spoken. moreover, it has a very important role in politics, international trade and industry, commerce, science and technology, education, the media and information technology. 19 because of english importance in many areas as stated above and to face the globalization today, english is taught in junior and senior high school as a compulsory subject in indonesia. the 1989 law, chapter ix, section 39, verse 3, gives english a place as the first foreign language and makes it one of compulsory subjects to be taught at the secondary levels. it is also supported by government regulation (peraturan pemerintah ),number 28, 1990,which states that english is to be taught from the first year of junior high school. now teaching english in junior high school applies school based curriculum or "kurikilum tingkat satuan pendidikan" (ktsp) 2006. this curriculum is an operational curriculum that the school arranges and applies based on the situation and condition of the school itself. it consists of the school education goal and the contents of school curriculum, the academic calendar and the syllabus. the students of junior high school not only develop the knowledge of language structure, grammar, and pronunciation but also how to use the language. besides, they are expected to be successful in learning english through mastering both language skills and language components which should be in line with text based curriculum .it means that now they learn english through texts. one of the ways to learn them is by creating kinds of texts which are important to be analyzed what problems faced by the students. considering my experience during teaching and learning process in "smp n " 2 purworejo in the academic year 2009/2010, the students still have problems in creating a good text like recount text . it is difficult for them to write recount text especially in matters such as vocabulary, spelling, grammar, and punctuation although they have learned it for two semesters. dealing with the problems above, therefore, the objectives of my study are to find out how communicative purpose of recount text is achieved, how recount texts are written in terms of functional stages, the features of lexico-grammatical problems faced by the students, and to explain why the eighth graders of "smp n " 2 purworejo wr recount texts in the way they do. il method of research in this research, i used descriptive qualitative approach. this approach is used since the data of the research are the students' recount writings of the eight graders of smp n 2 20 purworejo which used as population in my research. and, the sampling of the research was one class. i took the students' writing randomly. i just chose thirty six texts. in conducting the research, the source of data is the sentences used in students' recount writing of the eighth graders of "smp n " 2 purworejo in the academic year 2009/2010. those texts can represent how the students write the schematic structure and lexico-grammatical pattern in recount writing gathering the data is the most important thing in doing a research. first, i asked the students to write a recount text dealing with their past experience. then, i took the students' writing randomly. i just chose thirty six texts (one class). another technique i used to collect data was by interviewing the thirty-six students of "smp n"2 purworejo. the purpose of the interview was to elicit information about the reasons why the students face the problems in recount writing, to find out the efforts to face them and to explain why the students write recount texts in the way they do. in my study i focus on the functional stages written in recount text and lexico grammatical problems faced by the eighth graders of "smp n 2" purworejo in the academic year 2009/2010. lexico grammatical problem included six elements : specific participant, verbs, tense, adverb, conjunction and adjective. in conducting this study, i used two kinds of instruments, the schematic/generic structure of the students' recount writing and lexico-grammar. to support valid data, i also interviewed all students in one class. hopefully, i got more valid information what problems the students faced and how they improve recount writing. to analyze data, the steps were identifying the students' recount writing in terms of communicative purpose functional stages of recount text. then, the theory of jeremy harmer (2004) is used to analyze lexico-grammatical problems. in this study, i use symbols to analyze the features of lexico-grammatical problems made by the eighth graders of smp n 2 purworejo in their recount writing. based on the theories above the functional stages or generic structure and lexicogrammatical problems ( specific participants, past tense, action verbs, adjectives, circumstances of time and place, and conjunctions ) will be analyzed; the results will be described and interpreted .at last conclusion from the analysis will be drawn. 21 in this research, interview is used to get more information the reasons why the students face the problem and explain why they write their recount writing in the way they do. from the result of interview, i described and explained them. at last i drew the conclusion. that is the method i used to analyze the lexico-grammatical problem in recount writing faced by the eighth graders of "smp n " 2 purworejo the academic year 2009/2010. iii. result and discussion 3.1 the communicative purpose analysis of recount texts the communicative purpose of recount is to retell events for the purposes of informing or entertaining. in order to achieve this communicative purpose, some purposes are employed, i. e 1) to orient the readers in respect to place, time and people in the text, 2) to present a series of events about given field. in this study, all recount texts belong to personal recount texts which the purposes are to retell events that the writer has been personally involved in. from 36 recount texts, the students could write personal recounts texts of which their communicative purposes are to retell their past experience about health. 3.2 functional stage analysis to find the second objective of my study, i analyzed the functional stages from 36 students5 works. here, i analyzed whether the students wrote functional stages completely or not. the functional stages analysis could be seen in this table below: table 1 functional stages analysis no texts orientation number of events re-orientation 1 t e x t i 2 2 text 2 6 3 text 3 4 4 text 4 1 1 5 text 5 4 6 text 6 3 7 text 7 5 8 text 8 9 i 9 text 9 >/ 7 1 0 text 1 0 8 1 1 text 1 1 4 1 2 text 1 2 9 1 3 text 1 3 7 22 1 4 text 1 4 4 1 5 text 1 5 9 1 6 text 1 6 v 3 1 7 text 1 7 8 1 8 text 1 8 3 1 9 text 1 9 6 2 0 text 2 0 3 2 1 text 2 1 9 2 2 text 2 2 i 7 2 3 text 2 3 5 2 4 text 2 4 9 2 5 text 2 5 6 2 6 text 2 6 6 2 7 text 2 7 7 2 8 text 2 8 3 2 9 text 2 9 4 3 0 text 3 0 4 3 1 text 3 1 6 3 2 text 3 2 5 3 3 text 3 3 7 3 4 text 3 4 6 3 5 text 3 5 1 0 3 6 text 3 6 1 0 t o t a l i t y 3 6 3 6 3 6 p e r c e n t a g e 1 0 0 % 1 0 0 % 1 0 0 % 1) interpretation of orientation analysis based on the result table above, the orientation analysis result of students' works on recount writing was 100%. it means that they know that at the beginning of a recount they should provide an introduction by introducing the participants and setting of the past experience. the implication is that the students could achieve to write one of the stages successfully. it was effective because it could convey ideas well. it can be seen from the example below: "4 years ago, i and my parents went to hospital we went there because i was sick. we went to hospital by motorcycle."{ text 10). these sentences refer to a background of information about who, what, when, and where the past experiences happened. the "who" is clearly written in this sentence that "i and my parents or we". it tells about was involved in the text. then, the words "went there because i was sick" tell about what the text is. the word "4 years ago" tells about when it happened. and the last the word "to hospital" tells about where it happened. 2) . interpretation of events analysis based on the result table above, the records of events result was 100%. it means that 36 recount writing texts made by the students have series of events. they could 2 3 achieve the second functional stage successfully and could retell series of events which happened in the past .the students' works have at least 2 events. it refers to the one of language features of recount in which the use of words that showed order in which the events in the text happened. so, it could convey the ideas of meanings in the texts. i provide some examples below: " after arrived, i waited in waiting room. then, the nurse called me. i entered the doctor's room with my mother. there, the doctor checked me with stethoscope and he gave me prescription. after that, we came out and walked to the pharmacy. then, my father bought medicine to me "(text 10). in the first sentence there are two events told; arriving and waiting. the conjunction after is used appropriately since arriving happened previously before waiting. in the second sentence there is only one event showed by the word called which belongs to action verb and is indicated by temporal conjunction then. in sentence 3 there are also two events told checking and giving. to combine those events, the student could use the appropriate conjunction and .then, in the fourth sentence series of events are referred to the action verbs came out and walked. the last event is my father bought medicine to me .the bold typed means that the last event happened in the text. 3) interpretation of re-orientation analysis the last functional stage is re-orientation. reorientation analysis results of the students' recount texts was 100%. it means that all students used reorientation. they could use it to make their writing texts better and could achieve all functional stages completely. although it is an optional stage which the student may not use it in their recount writing. from 36 texts, i provide some examples of reorientation taken from some texts as follows: 1. " at night, i felt nice. i was very happy but i must stay in home " . (text26) 2. " was very happy because i already healthy again ".(text 8) the examples above, there are some sentences written to show reorientation which is used like conclusion that might include a personal comment or closure of events, but it was optional not always necessary. 3.3 lexico-grammatical problem analysis 24 in this step, i analyzed lexico-grammatical problems which were made by the students on recount texts. the result of lexico-grammatical analysis was based on six elements, they are: specific participants, action verbs, past tense, conjunction, adverb of time and place, and adjective. we can see the result and average in this table below. table 2 no texts sp wac wt cm atp wa 1 t e x t i 0 1 8 1 3 2 2 text 2 6 0 1 0 0 1 3 text 3 1 3 2 0 0 1 4 text 4 1 5 0 0 1 1 5 text 5 0 3 8 0 0 1 6 text 6 0 2 4 0 2 2 7 text 7 0 0 0 0 0 0 8 text 8 0 0 5 0 0 2 9 text 9 1 4 6 0 1 1 10 text 10 0 2 3 0 0 0 11 text 11 1 1 4 0 0 1 12 text 12 0 8 8 0 2 0 13 text 13 1 0 2 0 2 1 14 text 14 0 1 7 0 1 2 15 text 15 0 1 3 0 0 1 16 text 16 0 1 2 0 1 0 17 text 17 0 6 2 0 0 1 18 text 18 0 2 5 1 1 2 19 text 19 2 4 5 4 1 1 20 text 20 7 2 6 1 1 1 21 text 21 1 5 5 0 1 2 22 text 22 0 1 1 0 2 1 23 text 23 0 1 1 0 1 0 24 text 24 0 5 3 0 0 0 25 text 25 1 3 4 0 2 3 26 text 26 1 1 3 0 0 0 27 text 27 0 3 1 0 0 0 28 text 28 0 2 6 0 2 0 29 text 29 0 0 1 0 7 1 30 text 30 4 1 0 0 2 1 31 text 31 0 1 3 0 1 0 32 text 32 0 2 2 1 2 2 33 text 33 0 1 2 0 1 1 34 text 34 1 2 4 2 2 1 35 text 35 0 1 3 0 0 0 36 text 36 0 0 4 0 0 0 totality 31 77 124 4 40 38 percentage 6.10% 15.16% 24.41% 0.79% 7.87% 7.48% sp : specific participant cm : conjunction mistake 2 5 wac : wrong action verbs wt : wrong tense/past tense atp w a : adverb of time and place mistake : wrong adjective from table above, i explained them as follows: a) specific participant problems the first element of lexico-grammatical analysis was specific participant. here, i analyzed it based on the quantity of the specific participant problems made by the students. from table above, it was found that 31 problems made by the students. firstly, the specific participant problem made by the students was the use of pronoun i. they forgot writing pronoun i with the capital letter, for instances: " then my parents and i went to the hospital there the doctor examined me and told that i got thypus after eating, i drank medicine and took a rest. i had to take a rest for a week. i got better and healty again after one week. i was very happy because, i could play with my friends again. (taken from text 2) all the pronouns i are written with small letter. they should have written it with the capital letter. the students assumed that if pronouns i were written in the middle of sentence like "after eating, i drank medicine and took a rest "she always wrote them with small letter. on the other hand, she wrote them well if they were used in the early sentence like / had to take a rest for a week, i was very happy, etc. so, the sentences should have been: " then my parents and i went to the hospital there the doctor examined me and told that i got thypus after eating,! drank medicine and took a rest. i had to take a rest for a week.l got better and healty again after one week. i was very happy because, i could play with my friends again." b) action verb problems based on the table above, the problems of action verbs made by the students was 77 verbs. it means that they still made errors in constructing recount texts using action verbs. because they didn't understand how to use action verbs well such as irregular verbs, regular, diction, etc. action verbs refer to series of events which happened in the text. when the students wrote action verbs, they failed to recognize irregular verbs well, for instances: 26 1. then, i payed and took medicine in pharmacy (text 35 ). 2. the doctor give me medicine ( t e x t 30). from the first example above, the students could not identify whether the verb pay is irregular verb or not because it was not easy for them to remember many verbs without opening a dictionary. they assumed that verb pay was only added "ed". the one should be written without adding ed". then, in sentences 2 the students failed to figure out the past forms. they should be in the form of past tense (s + verb2 + o). they didn't have a clear understanding about it. so, from the explanation above, the sentences should have been 1. then, i paid and took medicine in pharmacy. 2. the doctor gave me medicine. c) past tense the third element was past tense which had 124 problems. it means that it had 24.41 % problems. the problem in this case was related to the use of to be, was /were, auxiliary verbs, regular, irregular verbs, etc. the following examples of past tense problem are the ones in bold typed taken from some texts, for instances: 1. and doctor said my temperature is very high but i felt cold( text 6). 2 . 1 was very happy because / already healthy again. (text 8 ). all sentences above, the students failed to recognize the use of to be in their sentences they should have used 'was' after subject because they should have been used the form of s+ to be + adjective like i have explained above. furthermore, in the second sentence the student was confused to differ from to be present tense and past tense .so, the sentences should have been: 1. and doctor said my temperature was very high but i felt cold 2 . 1 was very happy because / was already healthy again. d) conjunction problems conjunctions are used to connect words. they connect not only words, but also phrases and clauses. based on the result table above, the problem of conjunction was 4 words or 0, 79 %. it means that they only had the fewest problems among the other grammatical features. in this case they failed to recognize the spelling such as: 27 1. than, she went to hospital for checking her body, (taken text 18). j2. finnaly, 1 was very happy because 1 was health, (taken from text 32) in the sentences above, they were confused to write the right spelling of conjunctions. they wrote 'than' which has very different meaning with 'then'. in sentence 2, the conjunction finally should not have added n .so, the sentences should have been: 1. then, she went to hospital for checking her body. 2. finally, 1 was very happy because 1 was health. e) adverbs of time and place the quantity result of adverbs of time and place problems was 40 adverbs. it means that they had problems 7.87 %. it was found that the students still used wrong preposition when they wrote adverbs of place, for examples; 1.1 went to school at monday, (text 6) 2. in the home, my mother saw me in the pale condition, (text 23) in writing recount texts the students were often confused to differ in, on and at .in the first sentence it is not appropriate preposition .the student should have used preposition on. then in sentence 2 the student should have used preposition at. the sentences should have been: 1.1 went to school on monday. 2. at home, my mother saw me in the pale condition. f) adjective/noun problem the last element is adjective words. in this element, i not only analyzed the adjective problems but also noun problem because it was related to noun phrase which involved adjective to arrange it. from the table above, the quantity result of adjective problem was 38 words. it means they still found problems with adjective 7.48 %. the adjective problems in the text can be seen from the following examples: 1.1 was very hapy (text 21). 2 . 1 got better and healty again in two sentences above, they didn't write the right spelling in those words. they still had limited vocabulary and they often found problem when they wrote certain words if they didn't open their dictionary. the sentences should have been: 1.1 was very happy. 28 2 . 1 got better and healthy again. 4.4. the causes of the students' recount writing problems to explain the reasons why the students write recount text in the way they do, i analyzed the error sources. furthermore, i described and explained them based on rod ellis' theory (1994: 56). the following table is the result of analysis. table 3 error analysis no category number percentage 1 omissions 34 6.69 % 2 additions 24 4.72% 3 misinformations 200 39.37% 4 misorderings 5 0.98% from table above, i described them as follows: 1) omissions based on the table above, the problem of omissions made by the students was 34 errors. it means that they still made 6.69 % errors in constructing recount texts which they omitted items that must appear in a sentence such as:" my head very sick "(text 5).in this sentence, the students omitted to be was which should be written after subject my head. the other examples can be seen in the previous part. 2) additions the second category is additions which the students made 24 errors or 4.72%. it means that they added an item which the presence of that must not appear in a sentence, for instance:" when i will took a bath i felt my head was dizzy" (text 27).in that sentence, the student added modal will where in english allows "when i took a bath". 3) misinformation in this case, the students made 199 errors. it means that they made 39.17% errors in the incorrect placement of morpheme or group of morphemes in a sentence such as:" three years ago, i was cough and headache "(text 35). in the sentence, the student wrote to be was after subject which should have been changed into the verb had. 4) misordering the last category is misordering which the students made 6 errors or 1.18%. it means they didn't order the words in appropriate sentences such as: " / often late to ate". 29 (text 3).in that sentence, the verb ate is not written in the last sentence but it should have been written after adverb often and the word to is omitted. after describing four types of errors above, i explained some causes of errors made by the students. in my study, i only focused on three causes of errors; transfer, lexical and overgeneralization errors. the following table is the result of analysis. table 4 the causes of errors no causes of errors number percentage 1 transfer errors 65 12.60% 2 lexical errors 46 9.06% 3 overgenralization errors 161 31.89% i explained them as follows: 1) transfer errors transfer errors are the errors caused by the interference of the learner's mother tongue. the students made 65 transfer errors or 12.60%, for example; "she in hospital for 7 days, (text 18).from the example, it is clear that the way indonesian sentences formed is different from the english way. indonesian does not have tenses like english. in the first above, the students omitted to be was after subject because they assumed that after s is not necessary to use was. 2) lexical errors the second cause of error is lexical error. the students made 46 lexical errors or 9.06%.it means that the students failed to recognize the correct spelling of the words written. the following example is the one which the students didn't write the correct form of the verb such as:" after that i toke a nap". ( t e x t 33).according to the level of language, those errors are called lexical errors because they occur when the students do not understand those words lexically .in that sentence, the verb toke should have been changed into took 3) overgeneralization errors the last cause of error is overgeneralization which included 161 errors or 31.89%. those errors arise when the students create a deviant structure on the basis of other structures in the target language. it involves the creations of one deviant structure in place of two target language structures, for examples: 1. after five days in hospital, i can came back to home, (text 21) 30 2 . 1 can went to school, (text 6) the causes of those errors occur because the students generalize the use of modal can into simple past tense. in sentence 1 and 2, the students added modal can where in english the use of modal can is used as auxiliary verb in future tense. those errors are called overgeneralization errors. it means that the errors arise when the students create a deviant structure on the basis of their experience of other structures in the target language. 3.5 interview result to find the last objective of my study, i also did interview. when i made interview nine group in one class, the students said that they could answer questions which were related to kinds of text. they could mention four texts that were learnt such as descriptive, procedure, narrative and recount text. besides, they had good understanding about functional stages of recount texts. they could mention three functional stages of recount text; orientation, events and reorientation. iv. conclusion and suggestion 4.1 conclusion based on the finding of the analysis, i conclude that the communicative purpose on writing recount texts of the eighth graders of 'smp n '2 purworejo in the academic year 2009/2010 is to retell their past experience. besides, they could write functional stages on writing recount well. it can be seen from the average percentage of each stage based on the data and the interview, i also conclude that the 8th graders of "smp n "2 purworejo in the academic year 2009/2010 had lexico-grammatical problems on writing recount .they write recount texts in the way they do because they made errors in omissions, additions, misinformations and misorderings. those errors occurred because they made transfer, lexical and overgeneralization errors. besides, they were confused in making appropriate grammatical sentences and they had limited vocabulary. at least that is what they said in the interview 4.2 suggestion the suggestions for the readers and the english teachers are as follows: 1) in teaching english related to its grammar, the teacher should give understandable explanation to make the students more interested in learning english. 31 2) the teacher teaches the grammar elements through the texts adequately. finally, i expect that this article brings new views for all the readers, especially for english teachers because a good teacher should not only understand the students' problem faced but also should understand how to face them and how to solve them so the students can create texts well. references arikunto, s. 2002. prosedur penelitian. suatu pendekatan praktek. (5th ed). jakarta: rineka cipta. arifin, zainal. 1991. evaluasi instruksional. prinsip-teknik-prosedur. bandung: remaja rosdakarya. best, j. w. 1981. research in education. new jerset: prentice hall. brown, douglas. 1980. principles language learning and teaching. new jersey: prentice hall. .2001. language assessment : principles and classroom practices.sm fransisco.longman .2001. teaching by principles:an interactive approach to language pedagogy. (2nd ed).san fransisco.longman. cohen,louis.at.all.2007. research method in education, new york : routledge depdikbud. 1994. kurikulum pendidikan dasar garis-garis besar program pengajaran. jakarta: depdikbud, direktorat jendral pendidikan dasar dan menengah. eggins, suzanne. 1994. an introduction to systemic functional linguistics. london: pinter publisher ltd. harmer, jeremy. 2001. the practice of english language teaching. new york:: longman. . 2004. how to teach writing. essex: longman. hyland, ken. 2004. genre and second language writing. usa: the university of michigan press. richards, jack c. 1987. the context of language teaching. cambridge: cambridge university press. —2006. communicating language teaching today. cambridge: cambridge university press. saleh, m, 2001. pengantar penelitian pengajaran bahasa. semarang: ikip semarang press. swalesh, john m.1990. genre analysis. cambridge: cambridge university press. tuckman, b.w. 1978. conducting educational research. london: harcourt brace jacobovitz. thompson,geoff. 1996. introducing functional grammar. new york : arnold 32 attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f070dbc20b5 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare eej 8 (3) (2018) 317 323 english education journal http://journal.unnes.ac.id/sju/index.php/eej the ideational meaning of text and image relation in bahasa inggris for tenth graders sekar ranis anggita pahlevi, warsono universitas negeri semarang article info ________________ article history: accepted 24 february 2018 approved 12 july 2018 published 15 september 2018 ________________ keywords: ideational meaning, image-text relations, textbook ____________________ abstract ____________________________________________________________ the main objective of the study was to explain the realization of ideational meaning both in written text and visual image. also to explain the realization of written text and visual image relations. this study was chosen because english textbook plays important roles in teaching efl classroom, where the students‟ understanding of texts in english textbook can be supported by images according to some studies on multimodality approach. this study was a qualitative study which the data were taken from english textbook entitled bahasa inggris published by the ministry of education and culture. the data were gathered through observation sheet and analyzed using the teory of metalanguage and image-text relation. the result in the texts, however, material process has the highest percentage (60%) among the others.the findings also show that narrative processin the ideational meaning of image was higher use than conceptual process.the image-text relation analysis shows that most of the texts have elaborating relationship with the images because they gave detail information about text so this is could help the students to expand their critical thinking and strengthen their capacity in constructing and interpreting multimodal texts and also the benefit of this study is to improve teacher awareness of the importance of different making-meaning resources in the textbook. © 2018 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jl. kelud utara iii semarang 5023, indonesia e-mail: sekarrap92@gmail.com p-issn 2087-0108 e-issn 2502-4566 sekar ranis anggita pahlevi, warsono/ eej 8 (3) (2018) 317 323 318 introduction today both language and images are complete each other. as well as making meanings separately, language and images combine to make meanings in new ways in contemporary texts. a functional semiotic theory of the ways images and language interact to make meanings can provide a metalanguage for literacy education that takes into account the multimodal forms of contemporary texts. based on kress in 2005, multimodality is the perspective that forms such an important part of our methodologyextends beyond questions of classroom layout. most classrooms containone form or another of visual display. relates to this opinion, kress (2001, p.42) stated that semiotics takes the sign as its basicunit of meaning. a speaker or writer would encode meanings fully and adequately, and a hearer or reader who was similarly competent wouldbe able to decode the message perfectly. an english textbook has an important role in english as foreign language (efl) classrooms. the use of english textbooks has benefits for both teachers and students. there are some textbooks which is used in the classroom is inappropriate. may some textbook has different material with the syllabus, the textbook use difficult sentences in the textsor the pictures in the book has different meaning with the given information. wu (2014) in his research said that picture book is a highly aesthetic genre, which weaves words and pictures together to tell a story. meanings in picture books are inextricably created by art and text. story books could be understood without reference to them.in arslan (2016), he found that the dialogues in the textbook may not seem realistic because the interlocutors speaktarget language accent. it could be better if some interlocutors pronounced target language with their l1 accents inorder to get an idea about their accents. previously, ajayi (2012) focus on semiotics to argue that multimodal textbooks encode specific knowledge that offers teachers and learners new possibilities for the design of teaching and learning of english language. peled-elhanan (2009) conducted a study in the representation of the palestinian–israeli conflict in some history textbooks used in israeli schools. other researchers also conducted a study in multimodal research but in different part of analysis. sugiarto, sofwan, and sutopo (2015) and fortunasari et,al (2017) evaluated english textbook which is used in indonesia. other studies about multimodality in the english classroom, liu & qu, (2014) explored the multimodality of two efl textbook series for chinese students, their visual and verbal language modes were compared. through multimodal discourse analysis in the classroom, theaims of the study to shed some light on how to develop high-quality multimodal efl textbooks.the conclusion of these previous studies are that some researcher investigated image-text relation in the magazines and advertisements or posters. the other conducted a research in classroom activities used multimodality approaches and multimodal tools in the english classroom and other study conduct a study in logico-semantic in multimodal text. here, i conducted a study to know how the realization of image-text relation in the textbook because some textbook which is used in the classroom is inappropriate. some textbooks which is used provide text and image but the image has not relation with the text. that is why the researcher gives the solution to analyze the textbook whether the textbook is good or not and the writer can write the best book for students in indonesia. the aim of this study was to expand the students‟ interpretive repertoires and strengthen their capacity in constructing and interpreting multimodal texts. textbook as a resource for the students plays important roles in the process of teaching and learning. teachers should be able to find the good and authentic book for students which will help their teaching and learning process. by analyzing written texts and visual images in english textbook, we know that textbook which is used by the teacher or school is good or not for their students to support teaching learning process. besides, analyzing text and images relations is important to improve teacher sekar ranis anggita pahlevi, warsono/ eej 8 (3) (2018) 317 323 319 awareness of the importance of different making-meaning resources in the textbook, so the teacher will carefully use textbooks for their students. method this study was a qualitative study which the data were taken from the english textbook entitled bahasa inggris published by the ministry of education and culture based on 2013 curriculum. it has 229 pages with 15 chapters for one year study period. further, it consists of colored materials anf template in order to achieve joyful learning. the data were gathered through observations sheets. after the data collected in observation sheet, i continued to analyze the data. there are some step as follow: (1) identifying, after all the data retype in the observation sheet, i identified the data which is indicated to writen text and visual language, (2) classifying, i continued categorize or classify the data into three observation sheet. there are written text, visual images and text-image relation, (3) reducing, next was continued to reduce or simplify the data in order to make the reader easy to undertand the data, (4) interpreting, i continuedto interpret the data, (5) inferring, after the whole data of this study were interpreted then i continued to last steps in analyzing data that is inferring results and discussion after conducting the analysis of the ideational meaning of written text in bahasa inggris for tenth graders, some findings are found about the ideational meaning, there are material process, mental process, relation process, verbal process, behavioural process, existence process and meteorogical process. there are some ideational meaning in each text that vary in numbers depending on the length of the text. in text number 12 has the highest number of total clauses in the text. the text entitled issumboshi is belong to narrative text has 65 (65%) of material process, 17 (17%) of verbal process, 7 (7%) of mental process, 4 (4%) of relational process, 4 (4%) of existential process, 2 (2%) of behavioural process and 1 (1%) of meteorogical process. the least total number of processes is in the text number 2, it belongs to short functional text (memo). it only has 2 clauses, there was mental processes. it also found that among the seven of process in transitivity, material processes highest percentage in all the text compared with other processes. material processes dominated the percentage of the total ideational meaning and meteorogical process has the lowest percentage. material process which has 60%, mental process has 8%, verbal process has 8%, behavioural process has 2%, relational process 17%, existential process 4%, meteorogical process 1%. below are the detailed explanation and the examples of realization of ideational meaning which is consist of material process, mental process, verbal process, behavioural process, relational process, existential process, meteorogical processes. here were the examlple of each processes of ideational meaning in the texts. material process text3 :my sister bought it for me last month. (material process) as stated by gerot and wignel (1940), material processes express the notion that some entity physically does something which may be done to some other entity. from the example above, the word bought here express of doing something, my sister as the actor and me as the goal. sekar ranis anggita pahlevi, warsono/ eej 8 (3) (2018) 317 323 320 mental process text3 :i‟m feeling great today. (mental process) mental processes are ones of sensing: feeling, thinking, perceiving. these processes differ from material ones in as much as the latter are physical, moving, overt doings. mental processes are mental, covert kinds of goings-on. and the participant involved in mental processes is not much acting or acting upon in a doing sense, as sensing, having feelings, perceiving or thinking. the participant roles in mental processes are senser and phenomenon. the process of mental is feeling which indicate that the senser (i) was having feeling (affect) great. the word today is indicate circumstance of time. verbal process “do you want me to stab your eyes, too?” issumboshi asked. (verbal process) in verbal process, process realized by processes of saying, or more accurately, of symbolically signaling. very often these are realized by two distinct clauses: projecting clause encodes a signal source (sayer) and a signaling (verbal process) and the other (projected clauses) realizes what was said. in text entitle issumboshi, found several processes of verbal which indicate with the word asked as the verbal and issumboshi as sayer. behavioural process he smiled (behavioural process) behavioural processes are processes of physiological and psychological behavior, like breathing, dreaming, snoring, smiling, hiccupping, looking, watching, listening, and pondering. there is one obligatory participant, the behaver. like a senser, the behaver a conscious being. but the process is one of doing, not sensing. range specifies the range or scope of the processes, defining its coordinator domain. in the example above, he as behaver and smiled as behavioural prosess, as stated above, smile is process of psychological behavior. relational process the second charm is maid of the mist boat tour. (relational process) relational processes involve states of being (including having). they can be classified according to whether they are being used to identify something or to assign a quality to something. processes which establish an identity are called identifying processes and processes which assign a quality are called attribute processes. maid of the mist boat tour here is a part of second charm, so the second charm as the carrier, is as attribute (intensive) and maid of the mist boat tour as the attribute. existential process it is a real jungle, (existential process) existential processes are processes of existence. existential processes are expressed by verbs of existing: „be‟, „exist‟, „arise‟ and the existence can be a phenomenon of any kind. the existent here is the real jungle and the existential is the word is. meteorogical process at daytime, when the sky is bright and clear, (meteorogical process) meteorological process has no representational function but does provide a subject. meteorogical process showed the natural phenomena in the world. this the bahasa inggris, there were found a few process of meteorogical. the process of meteorogical in the sentence indicate from the words the sky is bright and clear. the realization of the texts in bahasa inggris was dominated by material process. sekar ranis anggita pahlevi, warsono/ eej 8 (3) (2018) 317 323 321 different with the findings of the previous study by anggraeni (2017), her result showed that the realization of ideational meaning in students‟ self introduction was dominated by relational process. it means that the types of the texts affect the result of ideational meaning of the texts. in this current study, also found that most of ideational meaning in the visual images is narrative process. the total of the images are 13 images, but 12 of them are narrative process and only one of them is conceptual processes. narrative process presents the development of actions and events. in the narrative process there is aprecense of a vector. in a some cases, a quite strong diagonal lines can be shaped by bodies, limbs or tools while in abstract pictures by abstract graphic elements. the actor is the represented particpant which emanates the vector, while the goal is the represented participant at which the vector is aimed. picture 1. conversation text in the image number 1 presents narrative process because there is a vector in the picture. here, there are two young man who are standing near each other. there is interaction between them through communication. in this case, when the vector is formed by the eyeline of the represented participants, this process is reactional process (kress & van leeuwen 1996: 64). in the picture, there are two young men as represented participants communicate friendly with no body contact but at the same time, when they are communicate, they are looking each other. their eye line forms a vector which creates a reactional process, in which the two represented participants both serve as the reactors and the phenomena interchangeably. in this picture, there is speech and mental process which is shown through dialogue balloons. here the represented participants who emanates the dialogue ballons called speaker. here, most of the pictures have a vector. but in one text, there is conceptual process. in the classificational proces, the represented participants are related to each other in terms of taxonomy, among which several participants play the part of subordinates while at least one other acts as the superordinate. picture 2. taman national tanjung puting different with other pictures, in the picture 2 is archetype of covert taxonomy in classicational of conceptual process. in the realization of covert taxonomy, a symmetrical process is crucial in usually realzing the proposed equalivalence between the subordinates. in the picture, there are three pictures which arranged in one frame. first is a sekar ranis anggita pahlevi, warsono/ eej 8 (3) (2018) 317 323 322 picture of zoo‟s name sign, it says ‘taman national tanjung puting’ , ‘lokasi rehabilitasi orang utan’, and „camp leakey‟. second and third picures are the picture of money and orang utan.it means that those animal (monkey and orang utan) is a part of taman nasional tanjung puting. both of money and orang utan have same size and positioned at symmetrical composition with equal distance from each other. therefore, in his covert taxonomy, the subordinate is actually indicated by the tagline at the top of the picture. salbego, heberle, and balen (2015) said that visual analysis of the images show that the interpretation of the pictures may help students to understand the text and do the activities proposed in the textbook. the current study focuses on the revealing relation of images and the texts including elaboration, extension, enhancement and projection. the findings show that that most of the texts have elaborating relationship with the images because they give detail information about text. there are alsoone projecting relation in text 1, one extending in text 5, and enhancement in text 11. in text 1 which was conversation text, main ideas of the text were coversation between edo and slamet, edo come from raja ampat and slamet come from jepara and ukir jepara is a spesific carving pattern created in jepara. visual image of the text were two man (elemen) standing near each other, they talk friendly, edo wears purple shirt (parts of element) and slamet wears carved shirt with colors (parts of element). the image-text relation in text number 1 is projection. in this text there are speech bubbles. projection of wording and meaning in comic strips is straight forward because there aredeveloped conventions for doing so – locutions are enclosed in speechbubbles and ideas in thought bubbles. the advantages of the findings is that we can conclude that thw written texts and images in the textbook is has relation. it elaborates each other so the reader can catch the meaning of the the information in the text or picture. on findings are line with those of wu (2014), his findings showed that the image-text relation was dominated by elaborating processes. in his study, visual structure in the picture book is not same as the grammar of language in interpretation of experience and forms of social interaction. image demonstrates its meaning in terms of color, shape, line, pattern, angle and etc. visual and verbal elements in picture books express the same topic in different ways. conclusion this study answered the problems that the realization of ideational meaning in the written text is dominated with material processes, it means that in the text, used most of material process which is shows a process of doing something. in the narrative process of visual image, most of the picture have an existence of the vector and the last is image-text relation, the result showed that elaborating process was dominated the texts-images relations. the findings show that most of the texts have elaboratinng relationship with the images because they give detail information about text. it means that the textbook is a good book as the tool or media in english classrooom because the texts and the visual image were elaborate and complete each other to make the students get the information easily. references ajayi, l. 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(2015). mood realization of the learning activities in the grade vii english textbook published by the ministry of education and culture.english education journal. retrieved from: https://journal.unnes.ac.id wu, s. (2014). a multimodal analysis of image-text relations in picture books. theory and practice in language studies, 4(7), 1415–1420. retrieved from: https://doi.org/10.4304/tpls.4.7.14151420 https://doi.org/10.1016/j.sbspro.2016.10.049 https://doi.org/10.1016/j.sbspro.2016.10.049 bahasa iggris.indb eej 3 (1) (2013) english education journal http://journal.unnes.ac.id/sju/index.php/eej spoken language features generated by play-based instructions pasca kalisa  postgraduate program of semarang state university, indonesia abstrak studi ini membahas tentang fitur bahasa inggris lisan yang digunakan oleh guru dan siswa melalui instruksi berbasis bermain, dan mengkaji tentang frekuensi penggunaannya. peserta studi meliputi lima guru bahasa inggris dan sebelas anak tk di sebuah sekolah imersi. bahasa lisan guru dan siswa diperiksa melalui rekaman audio dan video untuk menangkap data yang terjadi secara alami. hasil penelitian menunjukkan bahwa para peserta menggunakan lima fitur; bundel leksikal, frasa yang mengandung idiom, kombinasi bebas antara kata kerja dan partikel, frasa binomial, dan ekspresi formula lainnya. ucapan-ucapan yang dihasilkan guru adalah eksposur bagi siswa untuk belajar bahasa inggris, dimana siswa dapat belajar dengan cara meniru dan memodifikasi apa yang mereka pelajari sesuai dengan kreativitas mereka dalam memproduksi ujaran. para peserta juga menunjukkan produktifitas yang lebih besar pada bundel leksikal dan ekspresi formula lainnya, menunjukkan bahwa fitur yang paling sering digunakan mungkin adalah fitur yang paling mudah diperoleh melalui pembelajaran berbasis bermain. abstract this study examines spoken english features used by teachers and students through playbased instructions; it examines frequency of occurrence displayed by teachers and students. the participants were five nonnative teachers of english and eleven kindergarteners in an immersion school. the teachers and students’ spoken language was examined through audio and video recordings to capture naturally occurring data. results show that the participants use five features; lexical bundles, idiomatic phrases, free combinations of verb + particle, coordinated binomial phrases, and other formulaic expressions. the utterances produced by teachers are exposures for the students to learn english, which the students could learn by imitating and modifying what they are exposed to based on their creativity in producing spoken language utterances. the participants also show greater productivity on lexical bundles and other formulaic expressions, indicating that the most frequent features, which occur, may be the most easily acquired features through play-based learning. © 2013 universitas negeri semarang info artikel sejarah artikel: diterima april 2013 disetujui mei 2013 dipublikasikan juni 2013 keywords: immersion; lexical bundles; play-based instructions; spoken language; young learners  alamat korespondensi: kampus unnes bendan ngisor, semarang 50233 e-mail: jurnalpps@unnes.ac.id issn 2087-0108 21 s / english education journal 3 (1) (2013) introduction the notion of early childhood education to carrying out immersion program where english is used as a medium of instruction in an efl (english as a foreign language) context, has been received worldwide attention towards children’s language development that is more meaningful (freeman & freeman, 2004; johnson & swain, 1997; resnick, 2006). this is supported by the idea of “critical period hypothesis” proposed by lenneberg in 1967 (as cited in pinter, 2006) that the period of early years is considered as the critical period where children will acquire language to native level as they are exposed to the language-speaking environment. this idea suggests that although age is influential to second language acquisition, the environment where the target language is frequently used should also be there. in the purpose of helping children towards their second language acquisition, teachers need to give tasks, which stimulate them to cooperate and help each other (read, 1998). moreover, children need supported and meaningful activities where there is lots of exposure to language use (read, 1998). therefore, play-based learning has been applied recently in kindergarten curriculum based on vygotsky’s theory of learning, emphasizing on the role of social interaction to acquire language (johnson, 2004). it is suggested that language is effectively acquired through the engagement in social interaction where “language is as a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals” (richard & rodgers, 2001: 21). here, language is directly used to establish communication when the situation demands. earlier studies have been conducted to investigate how play contributes to children’s development. some studies show that play could provide a chance for children towards not only their social development (broadhead, 2006; frost, 1992; walsh et al., 2010), but also their language development (bodrova & leong, 2005; frost, 1992; gupta, 2009). in addition, it is also suggested that the engagement of play allows children to explore their imagination (vygotsky, 1978) and creativity that supports their language learning process (kim & kellog, 2006). griva and sivropoulou (2009) pointed out that when children are engaged in play, they tend to have opportunities to communicate using simple phrases in meaningful interaction. the production of these phrases in this context is mostly as a whole chunk that characterize natural spoken english based on the teachers’ input received (cameron, 2001; pinter, 2006) rather than putting sentences together word by word. for instance, when a teacher asks her student and then the student responds it by saying, “i don’t want to do it” (refusal) and “i can’t do it” (incapability), the production of these phrases is as a whole unit since “language acquisition is the process of learning these simple chunks and their associated functions in context” (taguchi, 2007: 433). here, teachers play an important role to develop their students’ natural spoken language since they are in charge in delivering instructions. however, few studies have been conducted on teachers and even young learners’ spoken language features. most of the studies mainly focused on adult learners (biber et al., 1999; nekrasova, 2009). the present study tries to focus on both teachers and young learners. in the context of the present study, the teachers are nonnative speakers of english who have no cultural experiences of living in english-speaking countries. however, nonnative language teachers have an adequate language proficiency to perform in academic seetings (llurda, 2004). moreover, play-based learning is the center of kindergarten curriculum. since it is the spoken language that has developed in this context, it is interesting to examine whether the teachers and students use spoken language containing spoken english language features through play-based instructions. therefore, the research questions are addressed below: (1) what spoken language features are used by teachers through play-based instructions? (2) what spoken language features are used by students as a result of play-based instructions? (3) what is the frequency of occurrence in spoken language features displayed by teachers and students? this study was conducted using a case study approach to capture naturally occurring data in a natural classroom setting. the participants were five nonnative teachers of english and eleven young language learners at mondial school, an immersion school in indonesia most of the students are native indonesians and chinese-indonesian who speak indonesian as their first language and many of them speak javanese (local language). they ranged from five to six years old. these eleven children belonged to the same class with different teachers each day depending on the skills developed; dramatic play center, language and math center, constructive play center, and science and exploration. since play is at the core of the kindergarten curriculum, the students were engaged in play-based activities in every session. the participants met two and a half hours s / english education journal 3 (1) (2013) 22 each day. moreover, the students were only engaged in one center of learning each day. the data collected were the naturally occurring data in the form of verbal interactions; teacher-students interaction and student-student interaction. audio and video recordings were carried out at capturing the spoken language produced. in addition, observation was done by providing observation sheets to take notes of whatever was going on in the classroom such as kinds of activities used during the teaching and learning process. moreover, interviewing teachers were also done to gather information related to students’ background that might influence the production of spoken language features. after getting data from audio and video recordings, observation, and interview, the data were analyzed. transcribed speech data were coded and then classified based on each feature of spoken language; lexical bundles, idiomatic phrases, free combinations of verb and particle, coordinated binomial phrases, question tags, and other formulaic expressions. results and discussion based on data analysis, table 1 displays teachers and students’ production of spoken language features that are categorized feature by feature, involving lexical bundles, idiomatic phrases, free combinations of verb + particle, coordinated binomial phrases, question tags, and other formulaic expressions. lexical bundles from table 1, it shows that the teachers and students mostly use lexical bundles such as “i want you to …” (personal pronoun + lexical verb phrase), “do you know what …” (yes-no question fragments). the numbers indicate that lexical bundles ranked the first most frequently feature in teachers’ production, followed by other formulaic expressions however, the students tend to use formulaic expressions including apologizing, showing gratitude, and greeting the most compared to lexical bundles. the high frequency of lexical bundles and other formulaic expressions produced more than 75% of utterances reveal that the students tend to communicate using chunks, of which they mostly hear from the teachers; one possible cause could be sufficient amount of practice in the school. this finding lends support to a claim (cameron, 2001) that in an immersion context, the production of some phrases as a whole chunk is triggered by the input they receive. table 1. frequency of teachers and students’ occurrence occurrence of teachers’ production occurrenceof students’ production lexical bundles personal pronoun + lvp pronoun/np + be + vp with active verb yes-no question fragments wh-question fragments lexical bundles with wh-clauses lexical bundles with to-clauses v + that-clause fragments adverbial clause fragments noun phrase expressions prepositional phrase expressions quantifier expressions other expressions meaningless sound bundles 515 63 29 31 185 151 2 20 1 8 4 10 0 0 11 199 46 36 32 17 28 2 14 5 2 2 2 0 8 5 idiomatic phrases idiomatic phrases across registers v + np combinations with have, make, and take 1 0 1 2 0 2 free combinations of verb + particle 49 8 coordinated binomial phrases noun and/or noun adjective and/or adjective 8 2 6 4 4 0 question tags 0 0 other formulaic expressions 381 218 notes: lvp = lexical verb phrase. np = noun phrase. vp = verb phrase. v = verb. 23 s / english education journal 3 (1) (2013) the findings and the claim show that immersion program could provide valuable opportunities for the teachers and students to use the language naturally in spoken interactions. as proved in the previous study (resnick, 2006), immersion promotes children to interact with the teachers and other students as much as possible to gain adequate language exposure. it shows that children in early ages are able to use the language frequently since english in this context, is used as a vehicle of communication. on average, the children in the present study are around five to six years old although there are few children nearly reaching five years old. in addition, the length they are engaged in this immersion school ranges from three weeks to two and a half years. although they are at very early ages, they are able to produce spoken english language features usually used by native speakers of english. possibly, this is so because they manage to have sufficient exposure of language use, which leads them to develop their spoken language. they need a language to communicate with their peers when they complete the tasks given that have to do with the production of spoken language. this corresponds to a claim (read, 1998) that children need supported and meaningful activities where there is lots of exposure to language and language is used to conduct activities. language is used effectively to accompany their actions when they interact each other. during this period, spoken language features are naturally and gradually developed which are considered sufficient to facilitate their learning activities. lexical bundles containing wh-question fragments used (example 1) when the students are engaged in the role-play, shows that there is a transactional conversation between the waiter and the customers about beverages in a restaurant setting. example 1 kevin : may i try? gina :oh no! who want juice strawberry or apple? haga : me. gina : oh no! where is the apple? who want juice strawberry? who want juice strawberry? betty : me. gina : come here. oh, sit sit sit! oh, not sit here, sit over there! the conversation shows that role-play based on the story helps the student to have sufficient amount of language use in a real situation to interact with their friends. as suggested in the previous literature (taeschner, as cited in edelenbos et al., 2006), teaching young learners using a structured story allows them to produce the target language spontaneously. being engaged in a roleplay and a story gives students opportunity to develop the language more naturally in a specified setting. this lends a support to a claim that play could give a chance for children towards their language development (bodrova & leong, 2005; frost, 1992; gupta, 2009). apart from that, the teachers are able to produce lexical bundle with “to-clauses” containing phrasal verb “want to”. on the third day, when miss raisa, a teacher in the constructive play center, wants to check a student’s work by saying “gina, i want to see your robot”. another example can be found when miss yelly, a teacher in the role-play center, wants to tell the students a story for the role-play they need to do by saying, “i want to tell you …”. the dominance of the phrasal verb “want to” seems similar to the students’ production. most of the bundles are produced on the second day when farhan and rama try to make a horse and a racket from some colorful bars such as “i want to make it short” and “you want to change the color”. it is likely that the learners show greater productivity in producing lexical bundle with toclause using the phrasal verb “want to” to express preference because this is what they usually heard from their teachers. moreover, they are similar because the students have learned from the teachers who give them the utterances as the model. on the other hand, the differences of utterances are the result of students’ creativity in producing their own utterances inspired by the utterances produced by the teachers. it can be concluded that the bundles used by the students are based on the teachers’ input received. as demonstrated in the previous literature (pinter, 2006) that children use chunks as a result of learning from the teachers’ input. based on the teachers’ input received, the students could imitate the utterances from what they hear from the teachers and modify the utterances based on their creativity. moreover, the use of verb-that clause fragments could be seen in the following conversation between gina and farhan when they are working together to make a living room from the blocks. based on the conversation, farhan tends to use the bundles with the main verb “think”. the use of the bundles containing the main verb “think” is mainly for the purpose of giving his opinion to discuss with gina on how the living room should be. s / english education journal 3 (1) (2013) 24 example 2 gina : what is this? in here. farhan : yes right. i think we no need this. gina : waaa. farhan : i think just we get back. gina : like this. the bundles with the verb “think” in this context are usually used to negotiate for the task with partners. in other words, the bundles are commonly used to express agreement and disagreement with one’s opinion. the cooperation between farhan and gina when they are playing blocks shows that play-based learning provides a chance for the students to cooperate with their peers in completing a task. play leads the students to promote their interpersonal relation due to adequate amount of interaction. it lends a support to the previous studies on play-based learning (broadhead, 2006; frost, 1992; walsh et al., 2010) that engaging the students in play could enhance their social development. idiomatic phrases table 1 indicates that this category is only used once by the teachers and two times by the students. the three time-occurrences of these phrases in either teachers or students are all a combination with the verb “take” which is daily used. the following conversation shows the production of idiomatic expressions. example 3 miss raisa: what’s your mouth used for? (pointing her own mouth) students : talk. miss raisa: to talk? students : and eat. miss raisa: yes, to eat. what else? students : to drink. haga : to take a bath. miss raisa: oh… do you use your mouth to take a bath? students : no. the conversation shows that the idiomatic expression combined with the verb “take” is a three-word phrases dealing with daily life. the phrases “take a bath” as first produced by haga show what he usually does every day realizing that this expression is commonly used for daily life. apart from that, when miss raisa wants to ask about “mouth”, she tries to point her own mouth to help children attain the meaning of the word. this is the way the teacher makes l2 easier to understand for the learners by providing a concrete object and gesture. this lends a support to the previous studies (curtain, as cited in nikolov & curtain, 2000; hoorn et al., 2010) that scaffolding such as gestures and realia could be used to support children’s understanding. in this case, children need a concrete experience in order for them to make meanings of l2 compared to adults. free combinations of verb and particle most of the teachers frequently use these phrases when they teach young children due to the need to have simple instructions for the children to do. the phrases that are mostly used are move back, put np on, and start with. these combinations occur for various purposes. for example, the combination between “move” and “back” is usually used to manage the students’ formation of sitting. example 4 shows the use of free combination of verb and particle when the teacher manages the classroom. based on the conversation, miss ratih uses free combinations “move back” very often in order to organize her students in sitting before conducting main activities. then, the students respond to the instruction by directly taking action without responding it verbally since the instruction itself requires an action they need to do. another free combination, example 4 miss ratih :put your hands up and down, up and down. can you cross your legs please, kevin? kevin :yes. miss ratih :thank you. gina, can you move here please? and then betty, move back please. move back, please. gina, move here please. farhan, move back please! which has a pattern of “put + noun phrase + up” (put your hands up) shows that the teacher is trying to ensure that the students are ready to follow the teaching and learning process. in order to have their readiness, she encourages them to move part of body. it can be concluded that most of the free combinations are in the form of commands, which consist of two, or three-word phrases. coordinated binomial phrases coordinated binomial phrase is another feature in the spoken language, which occurs less 25 s / english education journal 3 (1) (2013) frequently. this feature consists of two words from the same part of speech such as “black” (adjective) and “white” (adjective). in line with its production, the teachers use the phrases in the form of noun and/or noun two times, and adjective and/or adjective six times within all meetings. the use of coordinated binomial phrases of adjectives could be seen in example 5. the production of coordinated binomial phrases in the conversation is mostly aimed at giving a choice among two options provided. in this case, the students are asked to identify whether their friends come from the same or different sexuality or gender that is divided by two; male and female. moreover, the students need to answer only one, either example 5 miss raisa: ok. i have gina and rama. gina is a girl and rama is a boy. are they same or different? students : different. miss raisa: different. how about gina and betty? students : same. miss raisa: betty is a girl and gina is a girl. are they same or different? students : same. miss raisa: same. how about kevin and haga? are they same or different? “same” or “different”. making an option for young children is usually used to give a clue for the answer instead of having open-ended question that have many possibilities to answer. in other words, the students will easily determine the answer based on the coordinated binomial phrases used. other formulaic expressions formulaic expressions can be classified into a different category in spoken language features in addition to lexical bundles, idiomatic phrases, free combination of verb + particle, coordinated binomial phrases, and question tags. although some idiomatic phrases are formulaic expressions, the category “formulaic expression” is separated to “idiomatic phrase” since it encompasses other expressions that are usually used in conversation. from the recordings, the use of formulaic expressions occurs 381 times in teachers’ production and 218 times in students’ production. these expressions are used for various purposes. some expressions such as “thank you” and “thanks” are used to show gratitude. moreover, expression such as “good morning” is aimed at expressing greetings. in addition, some one-word expressions such as “yes” and “no” are used to show agreement and disagreement. another example of formulaic expressions can be seen in the following conversation that shows how formulaic expressions are used in conversation when haga and his partner, keina, play with the water (filling the water into the bottle) together. example 6 keina: let’s go! haga: wait for me. based on the conversation, it shows that both keina and haga produce the imperative clauses such as “let’s go!” and “wait for me” as a whole unit that cannot be easily derived from the individual parts. in addition, they tend to produce these pre-fabricated expressions spontaneously. it also shows that they tend to produce simple expressions to communicate with their peers while they are playing. it resembles the previous study (griva and sivropoulou, 2009) that play offers young learners to be engaged in meaningful interaction using simple phrases. conclusion first, the teachers are seen to use five features of spoken english; lexical bundles, idiomatic phrases, free combination of verb + particle, coordinated binomial phrases, and other formulaic expressions within eight days. these utterances produced by the teachers are exposures for the students to learn english. therefore, the students could learn by imitating the utterances used by the teachers and by modifying or adapting or even expanding what they are exposed to based on their creativity in producing spoken language utterances. second, it indicates that the students also produce the five features of spoken english. it can be seen that play-based instructions in immersion context are seen to be effective to engage children to get sufficient exposures of language use in order to lead them to yield spoken language features. these utterances seem to be useful and meaningful since these are used to accompany their actions for various functions such as exchanging goods and services, asking for preference, attracting one’s attention, giving commands, expressing agreement and disagreement, negotiating tasks, and providing suggestions. third, both the teachers and students show greater productivity on two features of spoken english; lexical bundles and other formulaic expressions. with regard to other features, the teachers s / english education journal 3 (1) (2013) 26 and students produce idiomatic phrases, free combination of verb + particle, and coordinated binomial phrases within all sessions although these features occur only a couple of times. in conclusion, the most frequent features may be the most easily acquired features through play-based learning. this study is limited to a small number of kindergarteners since it is conducted in one classroom setting that involves only eleven children. it could not represent a wide variety of students in the school. in addition, this study is limited to a short period of time which intensively takes only eight days (two weeks) to collect data. it could not capture the development of spoken language production. therefore, future research should extend the number of participants and duration on data collection in order to obtain the richness of spoken language production and generalize the present findings. acknowledgement i would like to thank my first advisor in semarang state university, dr. helena, for the guidance to this writing. my gratitude also goes to dr. moore, my academic advisor at the ohio state university for all of the supports from the beginning. references biber, d., johansson, s., leech, g., conrad, s., & finegan, e. 1999. longman grammar of spoken and written english. london, england: longman. bodrova, e. & leong, d. j. 2005. uniquely preschool: what research tells us about the ways young children learn. educational leadership, 63(1), 44-47. broadhead, p. 2006. developing an understanding of young children’s learning through play: the place of observation, interaction, and reflection. british educational research journal, 32(2), 191-207. cameron, l. 2001. teaching language to young learners. cambridge, england: cambridge university press. edelenbos, p., johnstone, r., & kubanek, a. 2006. the main pedagogical principles underlying the teaching of languages to very young learners. european commision. freeman, d. e., & freeman, y. s. 2004. essential linguistics. portsmouth, nh: heinemann. frost, j. l. 1992. play and playscapes. new york, ny: delmar publisher inc. griva, e., & sivropoulou, r. 2009. implementation and evaluation of an early foreign language learning project in kindergarten. early childhood education journal, 37(1), 79-87. gupta a. 2009. vygotskian perspectives on using dramatic play to enhance children’s development and balance creativity with structure in the early childhood classroom. early child development and care, 179(8), 1041-1054. hoorn, j. v., nourot, p., scales, b., & alward, k. 2011. play at the center of the curriculum (5th ed.). upper saddle river, nj: pearson. johnson, m. 2004. a philosophy of second language acquisition. new haven, england: yale university press. johnson, r. k., & swain, m. (eds.). 1997. immersion education: international perspectives. cambridge: cambridge university press. kim, y., & kellogg, d. 2006. task and play in the words and minds of children. journal of applied linguistics, 3(1), 25-47. llurda, e. 2004. non-native-speaker teachers and english as an international language. international journal of applied linguistics, 14(3), 314-323. nekrasova, t. m. 2009. english l1 and l2 speakers’ knowledge of lexical bundles. language learning, 59(3), 647-686. nikolov, m., & curtain, h. (eds.). 2000. an early start: young learners and modern languages in europe and beyond. strasbourg, france: council of europe publishing. pinter, a. 2006. teaching young language learners. oxford, england: oxford university press. read, c. 1998. the challenge of teaching children. english teaching professional, 7: 8-10. retrieved on december 12, 2012 from http://www.etprofessional.com/ articles/challenge.pdf resnick, l. b. (ed.). 2006. foreign language instruction: implementing the best teaching methods. research points, 4(1), 1-4. richard, j. c., & rodgers, t. s. 2001. approaches and methods in language teaching. cambridge: cambridge university press. taguchi, n. 2007. chunk learning and the development of spoken discourse in a japanese as a foreign language classroom. language teaching research, 11(4), 433-457. vygotsky, l. s. 1978. mind in society: the development of higher psychological processes. harvard, ma: harvard university press. walsh, g. m., mcguinness, c., sproule, l., & trew, k. 2010. implementing a play-based and developmentally appropriate curriculum in northern ireland primary schools: what lessons have we learned? early years, 30(1), 53-66. eej 8 (1) 2018 115 122 english education journal http://journal.unnes.ac.id/sju/index.php/eej the effectiveness of murder techniques to teach reading comprehension to students with different self-esteem ivvon septina bella, januariusmujiyanto, abdurrachman faridi universitas negeri semarang, indonesia article info ________________ article history: accepted 10 october 2017 approved 10 january 2018 published 15 march 2018 keywords: murder; kwl; selfesteem; reading comprehension ____________________ abstract ___________________________________________________________________ this research was an experimental research which aimed to investigate the effectiveness of murder and kwl techniques to teach reading comprehension to students with different self-esteem. the research conducted at junior high school kesatrian 2 semarang. there were two classes, they were class viii.a and viii.b. murder technique was used in class viii.a as the first experimental class, and kwl technique was used in class viii.b as the second experimental class. to obtain the data, this research used quantitative method by employing 2x2 factorial design. the data collection was taken by administering self-esteem questionnaire, conducting pre-test and post-test, and observation checklist. the data were analyzed by using t-test and anova. the result of the research showed that (1) murder and kwl techniques are effective to teach reading comprehension to the students with high and low selfesteem; (2) there is no significance different between the use of murder and kwl technique to teach reading comprehension to students with high selfesteem; (3) there is a significance different between the use of murder and kwl technique to teach reading comprehension to students with low selfesteem; and (4) there is an interaction among murder, kwl, students’ selfesteem, and reading comprehension. © 2018 semarang state university  correspondence address: kampus pascasarjana unnes, jl. kelud utara iii semarang 50237, indonesia e-mail: ivvonseptinabella93@gmail.com p-issn 2087-0108 e-issn 2502-4566 ivvon septina bella, januariusmujiyanto, abdurrachman faridi / english education journal 8 (1) (2018) 115 122 116 introduction teaching english becomes an important issue in the world since english is an international language. it is one of important language in the world. in indonesia, english has become the first foreign language that learned at school (passaung in faridi and bahri, 2016). english is not first or second language. it is a foreign language. it means that people do not use english in daily activities, so it hard for indonesian people to master it. english is taught as a compulsory subject in indonesia from the first year of junior high school up to the third year of senior high school. according to unit level education curriculum, in indonesia there are four skill that are supposed to be acquired by the students, they are speaking, listening, reading, and writing skill (pribadi, wahyuni, yuliati, 2017). speaking, listening, reading, and writing skill are the objectives of teaching and learning process of english subject as a foreign language in indonesia. english is also an important subject because it is one of the subjects that would be tested in national examination. in national examination, there are two skills that tested, they are reading and writing skill. reading skill takes more than 50% part in national examination. based on the curriculum for junior high school, the students should master reading exactly to comprehend meaning in short essay in such genre as narrative and recount text to interact with society. in general reading means a process to convey the message or information. by reading, the readers take the messages or information that comes from the author and it can be understood and comprehended easily. according to murcia (2001, 187), reading is the most important academic language skill for second language student. in academic setting reading is assumed to be central means for learning new information and gaining access to alternative explanation and interpretation. reading is a skill which is acquired through reading such as comprehension skill. however, skill is also used to refer to the parts of acts that are primarily intellectual as involved in comprehension or thinking. comprehension is the process of constructing meaning by connecting what has been read to what the reader already knows and thinks about all of this information until it is understood (kirmizi, 2010). meanwhile, rosari and mujiyanto (2016) stated reading comprehension is a process acquiring the comprehension to what the reader read. reading comprehension also refers to the ability beyond the words; understand the ideas and the relationship between the ideas that deliver through the text. hence, in dealing with reading comprehension, the students must be able to understand the words, sentences, and the whole text to get the main idea of the text. furthermore younnis (2013: 2) stated that reading comprehension is the process of constructing meaning from the text. the goal of all reading instructions is ultimately targeted at helping a reader to comprehend a given text. it can be concluded that reading comprehension is the activity to understand the meaning. reading skill appears to have the significance role for human life in both academic and common society. reading ability is also the ability to read “the main foundation skills for all school-based learning (ruedel & mistrett in faridi and bahri, 2016). it can be stated that reading ability has a big role in human life. after conducting early observation in junior high school kesatrian 2 semarang, some of eighth grade students do not reach the minimum standard score. that problem cause by several thing such as the students are not active in reading class, they were seen to be passive in the teaching and learning process. most of the students have no motivation of reading. the students are lack of reading skill and their reading comprehension is very low. further, the students’ perception, feeling, and reaction are low toward learning english. these kinds of problems would influence students’ selfesteem. the students’ self-esteem would also influence the result of teaching and learning ivvon septina bella, januariusmujiyanto, abdurrachman faridi / english education journal 8 (1) (2018) 115 122 117 process of reading skill especially reading comprehension. according to powell (2006, 8) self-esteem is how we think and feel about ourselves. it refers to how we think about the way we look to our abilities, our relationship with other, and our hopes for the future. furthermore selfesteem is the experience that appropriate to our life and to the requirements of life. more specifically, self-esteem is the confidence in our ability to think and to cope with the challenges of life (branden, 1992, p. 8). in short, selfesteem is the way we place our self and believe to our self. if we believe to our self, it would make us feel positive to ourselves and vice versa. self-esteem can be either positive (high self-esteem) or negative (low self-esteem). high self-esteem is partly the result of good performance. people with high self-esteem claim to be more likable and attractive, to have better relationships, and to make better impressions on others than people with low self-esteem. powell (2006, 12) stated that having high self-esteem means that we feel positive to ourselves as individual in comparison with other. it means that people with high self-esteem will feel confident with themselves. meanwhile, according to plummer (2005,19), the people with low self-esteem will invariably have problems in forming close attachment because it difficult for them to believe themselves worthy of a fulfilling relationship with another person. in simple words, people with high self-esteem will feel confident with their self because they fell positive toward their self. people with high self-esteem also have high aspirations, great efforts, believe themselves to be capable, successful, worthy, and more persistence. meanwhile, the people that having low selfesteem has low aspiration, bad effort, they do not believe themselves to be capable, less persistence that will cause the unsuccessful. based on that problem, the teacher especially english teacher have to motivate the students in reading skill especially in reading comprehension by using various alternative and innovative teaching technique. according to trihandayani and sofwan (2016), the teachers are given the freedom to utilize a variety of methods, media, and techniques that can improve the interest, attention, and the creativity of the students. the teacher also acts as a facilitator who is expected to select the alternative and effective methods, media, and technique which is used in teaching and learning process. in english teaching and learning process teachers should be able to create a student-centered atmosphere with different teaching and learning techniques so that the learning is fun and interesting. additionally, bharati (2016) stated that english teachers need to apply some kinds of fun activities to create the enjoyable atmosphere to make the students enthusiastic and enhance their motivation to learn english. this research proposed two effective techniques to teach reading skill especially reading comprehension. they are mood, understanding, recalling, detecting, elaborating, and reviewing (murder) technique. hythecker (1988, 24) stated murder is a cooperative learning that requires each pair member to read a passage and one pair member then serves as re-caller and attempts to orally summarize from memory what has been learned. the other member serves as the listener or facilitator and attempt to correct errors in the recall (metacognitive activities) and to further facilitate the organization and storage of the material. murder technique is compared to know, want, and learned (kwl) technique. kwl is one of teaching and learning technique that use mainly for information. it help the students as the readers to elicit prior knowledge of the topic of the text, set a purpose for reading, monitor their comprehension to the text, assess their comprehension of the text, and expand ideas beyond the text (hana, warsono, & faridi, 2015). meanwhile, carr and ogle (in fritz, 2002: 1) stated that kwl technique is a technique to teach students to read actively by engaging previous knowledge, asking questions, ivvon septina bella, januariusmujiyanto, abdurrachman faridi / english education journal 8 (1) (2018) 115 122 118 and recalling important information in the text to enhance students’ comprehension. based on the background of the research, the researcher formulates the statements of the problem as follows: (1) how effective is murder technique to teach reading comprehension of students with high selfesteem? (2) how effective is murder technique to teach reading comprehension of students with low self-esteem? (3) how effective is kwl technique to teach reading comprehension of students with high selfesteem? (4) how effective kwl technique to teach reading comprehension of students with low self-esteem? (5) how significant is the difference between the use of murder and kwl technique to teach reading comprehension of students with high selfesteem? (6) how significant is the difference between the use of murder and kwl technique to teach reading comprehension of students with low self-esteem? (7) how is the interaction among murder, kwl, reading comprehension, and students’ self-esteem? methods this research used experimental research that can be classified to one of quantitative research. according to nunan (1992, p. 24) experimental research is carried out and explores the strength of the relation between variables. in this research there are three variables namely independent variable, dependent variable, and moderator variable. the independent variables are murder and kwl technique. the dependent variable is reading comprehension achievement, and moderator variable is self-esteem that divided into high and low. this research used 2 x 2 factorial design because this research employed two independent variable that consist of murder and kwl technique. factorial design is a design that has more than one variable (or grouping variable), also known as a factor. furthermore, according to cohen et al. (2007, p. 281) state that factorial design also should consider the interaction of the independent variables. the population of this research was eighth graders of junior high school kesatrian 2 semarang. two classes were chosen as the sample of the research. they were class viii.a and viii.b. class viii.a consisted of 37 students, while class viii.b consisted of 36 students. the researcher took 30 students as the sample to make the number of students equal in the case of their level of self-esteem. each of group class consisted 15 students with high selfesteem and 15 students with low self-esteem. thus, the total sample for two classes was 60 students. the first experimental class was taught by using murder technique, meanwhile the second experimental class was taught by using kwl technique. there were three instruments that used in this research. the first instrument was the questionnaire for students’ self esteem inventory (esi) which was adapted from coopersmith (1967). the questionnaire consisted of 40 items. the second instrument was reading comprehension test that divided into pre-test and post-test. the aim of reading comprehension test was to know the students’ ability in comprehend the text. the third instrument was observation checklist. observation checklist is a list of things that used to observe the teaching and learning process. observation checklist was used to record the activities during the teaching and learning process. in collecting the data, there were five main steps which conducted. the first step wasto find out the students’ self-esteem. all of the students of class viii.a and viii.b were given self-esteem questionnaire to know their level of self-esteem, whether they were categorized as high or low self-esteem. the second step was conducting pre-test in order to know the students’ reading comprehension ability before receiving treatment. the third step was conducting treatment for both classes. the next step is administering observation checklist ivvon septina bella, januariusmujiyanto, abdurrachman faridi / english education journal 8 (1) (2018) 115 122 119 to know the process of teaching and learning activities of both classes. the last step was conducting post-test. the aim of post-test was to measure the students’ reading comprehension achievement after receiving the treatment. results and discussion the aim of this research was to find out the effectiveness of murder and kwl techniques to teach reading comprehension of students with high and low self-esteem. this research was conducted in two classes. the first experimental class was implemented murder technique, while the second experimental class was implemented kwl technique. concerning to the students’ self-esteem, the students should answer the questionnaire in order to know their level of self-esteem. the result of questionnaire of first experimental research showed there were 20 students that categorized as students with high self-esteem and 17 students that categorized as students with low self-esteem. while, in the second experimental class there were 21 students that categorized as students with high self-esteem and 15 students categorized as students with low self-esteem. therefore, the researcher took 15 students with high self-esteem and 15 students with low self-esteem to make an equal number of the students for both of the classes. next, the researcher gave the pre-test to the students in order to know the students’ reading comprehension ability before receiving the treatment from the certain techniques. the treatment was conducted in the implementing of murder technique for the first experimental class and kwl technique for the second experimental class. it was conducted ten times for both experimental classes. after conducting treatment, the researcher conducted post-test in order to know the students’ reading comprehension achievement after receiving treatment. dealing with the effectiveness of murder and kwl techniques to teach reading comprehension to students with high and low self-esteem, there were seven data that being analyzed. the findings are as follows: the first research question addresses on the effectiveness of murder technique to teach reading to students with high self-esteem. the statistical analysis showed that there is an improvement of students’ reading comprehension achievement after receiving some treatments. it showed from the mean score of pre-test and post-test. the mean score of pretest of students with high self-esteem that taught by murder technique was 71.93. meanwhile, the mean score of post-test of students with high self-esteem was 88.07. from the result of the pre-test and post-test, it can be concluded that there is an improvement of students’ reading achievement. moreover, the paired samples statistic revealed that the value of sig. (2-tailed) was 0.000 which was lower than the level of significance (α) = 0.05. it means ho was rejected which means the result proven that there was a significance effect of the use of murder technique to teach reading comprehension to the students with high self-esteem. in other words, murder technique is effective to teach reading comprehension to the students with high self-esteem. the second research question deals with the use of the murder technique to teach reading comprehension to students with low self-esteem. the result of pre-test and post-test shows there is a different achievement on students’ reading comprehension. the means score of pre-test of students with low self-esteem was 81.93, whereas the means score of post-test of students with low self-esteem was 91.40. the outcome of pre-test and post-test also can be stated that there is an improvement. furthermore, the value of sig. (2-tailed) was 0.000 which was lower than the level of significance (α) = 0.05. thus, ho was rejected and ha was accepted. it means that there is a significant effect of using murder technique to teach reading comprehension to the students with low self-esteem. so, murder technique ivvon septina bella, januariusmujiyanto, abdurrachman faridi / english education journal 8 (1) (2018) 115 122 120 is effective to teach reading comprehension to the students with low self-esteem. the third research concernedto the use of kwl technique to teach reading comprehension to students with high selfesteem. the statistical analysis shows that it was a different in terms of reading comprehension achievement before and after receiving the treatment. it showed from the mean score of pre-test and post-test. the mean score of pre-test of students with high self-esteem that taught by kwl technique was 61.60. meanwhile, the mean score of post-test of students with high self-esteem was 84.87. from the result of the pre-test and post-test, it can be concluded that there is an improvement of students’ reading comprehension achievement. moreover, the paired samples statistic revealed that the value of sig. (2-tailed) was 0.000 which was lower than the level of significance (α) = 0.05. it means ho was rejected and ha was accepted. the result proven that there was a significance effect of the use of kwl technique to teach reading comprehension to the students with high self-esteem and it proved that kwl technique is effective to teach reading comprehension to the students with high selfesteem. the fourth research question concerned to the use of kwl technique to teach reading comprehension to students with low self-esteem. the result of pre-test and post-test shows there is a different achievement on students’ reading comprehension. the means score of pre-test of students with low self-esteem was 65.33, whereas the means score of the post-test of students with low self-esteem was 82.87. additionally, the value of sig. (2-tailed) was 0.000 which was lower than the level of significance (α) = 0.05. thus, ho was rejected and ha was accepted. it means that there is a significant effect of using kwl technique to teach reading comprehension to the students with low self-esteem and it proved that kwl technique is effective to teach reading comprehension to the students with low selfesteem. the fifth research question concerned to the significant different between two technique which were murder and kwl techniques to teach reading comprehension to the students with high self-esteem. the statistical result showed that the mean score of post-test of the students of high self-esteem which was taught by using murder technique was 88.07, while the mean score of the students with high self-esteem which was taught through kwl technique was 84.87. based on the statistical result, murder technique has a better effect to the teaching reading comprehension to the students with high self-esteem compared to kwl technique. furthermore, both of the technique, murder and kwl techniques gave better result for the students with high self-esteem. the independent sample test revealed that the value of sig. (2-tailed) was 0.053. therefore, ho was accepted because it was higher than the level of significance (α) = 0.05. it proved that there is no significant different on the effect ofmurder and kwl techniques toward reading comprehension achievement of students with high self-esteem. it caused because the result of post-test score of students with high self-esteem of both experimental group that taught by using murder and kwl techniques has a quite similar result. the range score of the students with high self-esteem in the first experimental group was 80-90, as well as the second experimental research. that’s why there is no significance different between murder and kwl techniques to teach reading to students with high self-esteem because they got a quite similar score. meanwhile, research question number six concerned to the significant different between two techniques which are murder and kwl techniques to teach reading comprehension to the students with low self-esteem. the statistical result showed that the mean score of post-test of the students with low self-esteem that taught by using murder was 91.40, while the mean score of post-test ofthe students with low self ivvon septina bella, januariusmujiyanto, abdurrachman faridi / english education journal 8 (1) (2018) 115 122 121 esteem which was taught through kwl was 82.87. based on the result of post-test score, murder technique also has a better effect to the teaching reading comprehension to the students with low self-esteem compared to kwl technique. furthermore, both of the technique murder and kwl techniques gave better result for the students with low selfesteem. the value of sig. (2-tailed) of equal variance assumed was 0.000. ho was rejected because it was lower than the level of significance (α) = 0.05. therefore, it proved that there is the significant different on the effect of murder and kwl techniques toward reading comprehension achievement of students with low self-esteem. the result of research question number six was different with the result of previous research question, because the range score of the students with low self-esteem in the first and second experimental was different. the range score of the students with low self-esteem in the first experimental was group was 83-97, whereas the second experimental research was 80-87. that’s why it showed that there is significance different between murder and kwl techniques to teach reading to students with low self-esteem. furthermore, the last research question of this research deals with the interaction among teaching techniques that covered murder and kwl technique and students’ self-esteem to increase students’ reading comprehension achievement. the statistical analysis the significance value (p value) of both techniques was 0.000, where it lower than the level of significance (α) = 0.05. it means that ho was rejected and ha was accepted. it can be stated that there is a significant difference between the result of post-test between murder and kwl techniques. meanwhile, the statistical analysis of the significance value (p value) of students’ selfesteem was 0.529 and it higher than the level of significance (α) = 0.05. it means that ho was accepted and ha was rejected. it proven that there is no significant difference between students with high and low self-esteem on the result of post-test. additionally, the statistical statistic result showed the significance value of students’ selfesteem and both of the techniques was 0.014. it means that ho was rejected and ha was accepted becauseit was lower than the level of significance (α) = 0.05. therefore, it proven that there is an effective interaction between murder and kwl techniques and students’ self-esteem. it can be concluded that there is an effective interaction among techniques and students’ self-esteem, and reading comprehension achievement. conclusion this reserach has explained the result of the implementation of two techniques to teach reading comprehension. both of the techniques are effective to the students with high and low self-esteem. however, based on statistical analysis showed that there is no significant different on the effect of murder and kwl techniques toward reading comprehension achievement of students with high self-esteem. in addition, there is the significant different on the effect of murder and kwl techniques toward reading comprehension achievement of students with low self-esteem. furthermore, this research also showed there is an effective interaction between murder and kwl techniques and students’ self-esteem. it can be concluded that there is an effective interaction among techniques and students’ self-esteem to increase the students’ reading comprehension achievement. references bharati, d. a. l. 2016. developing procedure text material containing fun activities to strengthen the students’ characters.the 5th eltlt international conference proceedings.october. ivvon septina bella, januariusmujiyanto, abdurrachman faridi / english education journal 8 (1) (2018) 115 122 122 http://proceedings.id/index.php/eltlt/ar ticle/view/31/30 branden, n.ph. d. 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(mater’s thesis). retrieve from https://www.google.com.pdf http://proceedings.id/index.php/eltlt/article/view/31/30 http://proceedings.id/index.php/eltlt/article/view/31/30 http://dx.doi.org/10.1080/10790195.2002.10850298 http://dx.doi.org/10.1080/10790195.2002.10850298 https://journal.unnes.ac.id/sju/index.php/eej/article/view/9803 https://journal.unnes.ac.id/sju/index.php/eej/article/view/9803 http://dx.doi.org/10.1080/03004270903514320 http://dx.doi.org/10.1080/03004270903514320 http://journal.unnes.ac.id/ https://journal.unnes.ac.id/sju/index.php/eej/article/view/13055 https://journal.unnes.ac.id/sju/index.php/eej/article/view/13055 https://journal.unnes.ac.id/sju/index.php/elt/article/view/11231 https://journal.unnes.ac.id/sju/index.php/elt/article/view/11231 https://www.google.com.pdf/ attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to 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i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f08a9a3206d • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare eej 8 (2) (2018) 186 194 english education journal http://journal.unnes.ac.id/sju/index.php/eej the effectiveness of whole brain teaching and reciprocal teaching in reading to visual and auditory students nanda lahita, januarius mujiyanto, djoko sutopo universitas negeri semarang, indonesia article info ________________ article history: accepted 15 february 2018 approved 21 april 2018 published 20 june 2018 ________________ keywords: whole brain teaching, reciprocal teaching, reading comprehension, learning styles abstract ___________________________________________________________________ this study aimed to analyze the effectiveness of whole brain teaching and reciprocal teaching to teach reading comprehension to visual and auditory students in mts qodiriyah. the subject was eight graders. class viii a was the experiment class 1 and class viii c was experiment class two. every class consisted of 15 visual and 15 auditory students. this study was experimental research by using 2x2 factorial designs. the data collection was done by giving visual auditory kinesthetic (vak) and reading comprehension tests. the data were analyzed by using anova. the study revealed results. first, whole brain teaching was effective to teach reading comprehension to visual and auditory students. second, reciprocal teaching was effective to teach reading comprehension to visual and auditory students. third, reciprocal teaching was more effective than whole brain teaching in teaching reading comprehension to visual and auditory students. the last, there was no interaction between teaching techniques, students’ reading comprehension, and learning styles. in conclusion, whole brain teaching and reciprocal teaching were effective applied in teaching reading comprehension to visual and auditory students. although there was no interaction between three variables, the fact showed students’ reading comprehension achievement was influenced by teaching techniques not students’ learning styles. © 2018 semarang state university correspondence address: kampus pascasarjana jl kelud utara iii,sampangan semarang, indonesia e-mail: nanda.lahita05@gmail.com p-issn 2087-0108 e-issn 2502-4566 nanda lahita, januarius mujiyanto, djoko sutopo/ eej 8 (2) (2018) 186 194 187 introduction language has an important role in communication and interaction. wardrough (2006, p. 1) says that a language is what the members of particular society speak. from the statement, it can be said that everyday people need to express or deliver something to others because they belong to social creatures that always need somebody else to live and do interaction. a related language, english is an international language which has important role because it is learned in every country of the world. it can be seen in our country, indonesia which english is given from elementary school until university even some kindergartens learn it too. beside that, we can see that many courses open english course based on their level. it is caused to create a better young generation that ready to face globalization era. from this phenomenon, we can see that english has important role in our live. alexander (1983, p. 3) cited in hakim et al (2013, p. 7) stated that in learning engish we have to learn the four language skills including (1) listening (2) speaking (3) reading, and (4) writing. all of them must be mastered by students because they have an important role in students’ teaching and learning process. according to anderson (1999) cited in hakim et al (2013: p. 7) stated that reading as one of the two receptive skills has an important role in the learning process. reading connects the reader, the text, and the interaction between the reader and text in forming meanings as the information. as much as students read, they will get much information so that their knowledge increases. according to grabe & stroller (2013) cited in sukarni et al (2017, p. 213) reading has many purposes including reading for searching information, reading to learn from text and reading for general comprehension. these are reason why people read. beside that it has important role in national examination which the question of reading section is more than the other skills. so it is very important to the students to master it. according to urquhart &weir cited in hedgcock & ferris (2009, p. 15) reading means dealing with language message in written or printed form. it means that the reader must be able to understand the meaning of the message and interpret appropriately in written or printed form. so our comprehension is very needed in understanding information in the text. it is not easy for the students because in mastering reading skill, students are not only read once but also must habituate them to read continually to comprehend the reading content to find a message. according to irwin (1991, p. 7) cited in klingner, sharon and alison (2007, p. 12) comprehension is an active process to which the reader brings his or her individual attitudes, interest and expectation. woolley (2011, p. 5) cited in rosari, l & mujiyanto, y (2016, p. 34) stated that reading comprehension is the process of making meaning from text. it means after reading, the reader can be said actually comprehend the text if they know what the text contents about. this problem also faced by class viii in mts qodiriyah. based on the english teacher explanation, the students are still difficult in comprehending text well. it is looked from them when they are asked to answer the question related a text. they are still difficult because their reading comprehension is low so they cannot understand the text well. we as the teacher must help the students to comprehend reading content and to increase their reading comprehension. our task to find the reading technique that can be implemented in teaching and learning reading comprehension. the technique making students understand and comprehend text easily and enjoy reading learning process in the classroom. because of the students have different learning styles, automatically they have different style in studying especially in understanding the lesson. talking about learning styles, lepke (1977) cited in alharbi (2015, p. 1259) maintained that when learners were taught according to their preferred learning style, their performance becomes better. moreover hamdani (2015) cited in mulyadi, d., rukmini, d., & yuliasri, i (2017, p. 1201) asserted that knowing and recognizing students’ learning style can promote the education nanda lahita, januarius mujiyanto, djoko sutopo/ eej 8 (2) (2018) 186 194 188 quality and make it more appropriate for the individual learner. from these statements, it means that by knowing the students’ learning style, it is same with help them to reach their successful in learning because they find the best way or style to learn something easily. so it will be better to the teacher if he or she pays attention to their learning style while teaching and learning process in the classroom. she or he can give the best way learning them based on their style. it will make them more easy understand and comprehending the information in the content of the text. to help them in comprehending the text, the english teacher can apply too teaching technique that will make them easy comprehend the text. the two of the techniques that can be implemented in teaching reading include whole brain teaching and reciprocal teaching techniques. according to biffle (2013, p. 178) cited in kusumaningrum (2015, p. 4) proposes that whole brain teaching is a set of strategies that combines the best attributes of direct instruction and cooperative learning to create engaging and enjoying classroom environment to enjoyable for students and teacher. from this statement, we can see that this technique is interesting enough to attract to the students, it is expected can help the students to improve their attention and concentration especially in reading comprehension. meanwhile reciprocal teaching technique is technique that used to improve the students’ reading comprehension which this technique is developed first time by palincsar in 1984. it can be seen from the statement proposed by pearson and fielding (1991) cited in pilten (2016, p. 233) that stated reciprocal teaching was especially effective in developing comprehension among readers with low comprehension levels. there were several studies that concern on the implementation of whole brain teaching. sixth, astuti (2015) conducted study entitle the use of whole brain teaching method to improve the students’ writing skill on descriptive text. the result showed that whole brain teaching could improve the students’ writing skill on descriptive text and class condition became more interesting. kusumayati (2014) in her study entitled the use of whole brain teaching (wbt) to improve students’ speaking”. the result showed that the use of whole brain teaching could improve students’ speaking ability, beside that it could make class interesting and make students more active and brave to express their feeling. ghorbani; gangeraj; and alavi (2013) conducted study about reciprocal teaching of comprehension strategies improves efl learners’ writing ability”. the result showed that reciprocal teaching is effective comprehension strategy in improving the learners’ writing ability, beside that the students will get motivation to read more if they realize the importance of reading in improving their writing performance. gilakjani & branch (2012) conducted study entitle visual, auditory, kinesthetic learning styles and their impacts on english language teaching. the result showed that visual students had greatest academic achievement in their educational major. based on the explanation above, i formulated the problems statements as follow: 1. how effective is the use of whole brain teaching technique and reciprocal teaching in teaching reading comprehension to visual learners? 2. how effective is the use of whole brain teaching technique and reciprocal teaching in teaching reading comprehension to auditory learners? 3. how effective is whole brain teaching technique compared with reciprocal teaching technique in teaching reading comprehension to visual learners? 4. how effective is whole brain teaching technique compared with reciprocal teaching technique in teaching reading comprehension to auditory learners? 5. how significant is the difference of visual and auditory learners before and after taught by using whole brain teaching technique in teaching reading comprehension? 6. how significant is the difference of visual and auditory learners before and after taught by using reciprocal teaching technique in teaching reading comprehension? nanda lahita, januarius mujiyanto, djoko sutopo/ eej 8 (2) (2018) 186 194 189 7. how significant is the interaction among reading comprehension, techniques, and learning styles? based on the explanation above, this study focuses on the use of whole brain teaching and reciprocal teaching in reading comprehension. i want to know whether there is difference between visual and auditory students by using whole brain teaching technique and reciprocal teaching technique in reading comprehension at eight grade students of mts qodiriyah or not. in other word, i also want to know these techniques are effective or not if they are implemented in teaching and learning process especially in reading comprehension. methods the type of this research is experimental research. according to sukmadinata (2012, p. 194) the experimental research is the approach of quantitative research, it means that the approach fills all of the rules to examine the relations of cause effect. this study also uses factorial design 2 x 2 with anova analysis. it is chosen because the study employs more than one independent variables (whole brain teaching and reciprocal teaching), and one dependent variable (reading comprehension). there is also moderator variable (visual and auditory students). this research was be hold at mts qodiriyah. it was located at dempet, demak, west java. the population of this study was eight graders of mts qodiriyah in the academic year 2017/2018. class viii consisted of 3 classes (a, b, and c). every class consisted of 36 students. the samples were class viii a as the experiment class one and viii c as the experiment class two. this research used purposive sampling to get the sample. the distribution of the sample could be seen in the table 1 below: table 1. the distribution of the subject group class treatment students number experimenl 1 viii a whole brain teaching 35 experimental 2 viii b reciprocal teaching 35 there were three instruments. first, learning style criterion questionnaire was used to determine students’ learning style. this test was created by chislett and chapman (2005) which consists of 30 questions. it could be seen from the most answers chosen by them. this vak learning styles test was be tested to both experiment class one and experiment class two. if their most answers is a, they included visual learning style. if their most answers was b, they included auditory learning style, and the last if their most answers was c, they included kinaesthetic learning style. the second instrument was test. according to arikunto (2005, p. 53) test is a tool or procedure that is used to know or measure something in the atmosphere by the rules that is established. in this research, there were three tests including try-out, pre-test, and post-test. try out test here was be used by the writer as the researcher to make sure that the reading test that would be tested to learners of the experimental group was valid and reliable. the try out was reading test in multiple choices form. the test was made and arranged based on the syllabus eight graders of mts qodiriyah. the multiple choices consist of sixty questions of reading comprehension test item that would be selected from the learner’s textbook. i chose class viii b to be given try-out. this class consisted of 33 students. the try out was made by making outlines based on the eighth graders syllabus of mts qodiriyah. try out itself was consisted of 60 items of reading comprehension. this try out was used to test the validity and reliability of the instrument. it was meant to know whether the items had qualifications to be used in the research or not. according to singarimbun and sofian (2011, p. 122) validity shows how far a tool nanda lahita, januarius mujiyanto, djoko sutopo/ eej 8 (2) (2018) 186 194 190 measures what’s want to measure. here the writer used pearson correlation as the validity of the reading test try-out. the item was said valid if rcount ≥ rtable or it can be said valid if rcount < 0.05. according to the table r (pearson product moment) with significant standard of 0.05 in 2-tailed, the rtable with 33 samples was gotten 0.344. so the item could be said valid if rcount ≥ 0.344 or rcount < 0.05. the result of validity was below: table 2. the result of validity no item question number 1 valid 1, 2, 7, 10, 11, 12, 14, 16, 19, 20, 23, 24, 25, 26, 27, 29, 30, 33, 34, 35, 41, 44, 45, 46, 48, 49, 51, 53, 55, 57, 58, 59, 2 invalid 3, 4, 5, 6, 8, 9, 13, 15, 17, 18, 21, 22, 28, 31, 32, 36, 37, 38, 39, 40, 42, 43, 47, 50, 52, 54, 56, 60 based on table 2, there are 33 items were valid and 27 items were invalid. from this result, i would choose 30 items would be used as the pre-test and post-test in both of groups. according to singarimbun & sofian (2011, p. 140) reliability is index that shows how’s far the measuring tool can be believed or be relied on. a test can be reliable but not valid, whereas a test cannot be valid yet unreliable. in addition the writer would count the reliability of try-out of reading test by spss too. it was used to determine the level of consistency of the reading test by the writer so that the reading test can be reliable. the result of reliability could be seen in the table 3 below: table 3. reliability of try-out cronbach's alpha n of items .749 60 from the data above, the reliability score could be seen in the cronbach’s alpha column which the score was 0.749. the test is reliable if the reliability score of the test is reliable. the criterion of reliability could be seen in the table 4 below: table 4. the criterion of correlation coefficient interval category 0.800 ≤ r ≤ 1 very high 0.600 ≤ r ≤ 0.800 high 0.400 ≤ r ≤ 0.600 enough 0.200 ≤ r ≤ 0.400 low 0.00≤ r ≤ 0.200 very low based on the criterion of reliability in the table 4 above, it could be seen that the reliability score was in high category. it meant that the tryout tested to class viii b was reliable so that it could be used to pre-test and post-test in class viii a and class viii c. the second test was pre-test. the researcher gave the pre-test to both of the groups, experiment class one and experiment class two. the test was multiple choice of reading comprehension consisted of 30 questions. the test form given to the both of the groups was same. the pre-test was done to know the students’ mastery in reading before the treatments given. the last test was post-test. this test was same with pre-test given to the students in both of experiment class one and experiment class two. this post-test was given after the treatment. the purpose of this post-test was to know the effect of using whole brain teaching and reciprocal teaching to teach reading comprehension if these techniques were effective or not. the last instrument in this study was observation checklist which consisted of some steps of teaching and learning process in the class including opening activities, main activities, and closing activities. it was used to to monitor the activities during treatment happened in both of the experimental group in teaching reading comprehension. it was used too to know if the english teacher in teaching reading by applying the techniques (whole brain teaching and reciprocal teaching) had been appropriate or not. in collecting the data, there were some steps. first, determine students’ learning styles by testing vak questionnaire test. second the students in both of classes would be given reading test as the pre-test. after that they nanda lahita, januarius mujiyanto, djoko sutopo/ eej 8 (2) (2018) 186 194 191 would be given the treatment by using of the techniques which whole brain teaching technique would be applied to the class viii a as the experimental class one and reciprocal teaching technique would be applied to the class viii c as the experiment class two. the last step, the students in both of the classes would be given the post-test (reading test). to know the effectiveness of the techniques, the writer used independent sample t-test to test. further, to find the interaction among, teaching technique, students’ reading comprehension and learning styles, the writer used anova analysis. results and discussions dealing with the effectiveness of whole brain teaching and reciprocal teaching to teach reading to visual and auditory students, there were seven data being analyzed. before they were discussed, first of all, the writer would show the result of the vak test. the result of it could be seen below: table 5. the vak test result class learninng style class viii a class viii c visual 16 15 auditory 15 17 kinesthetic 4 3 from this result, i decided to take 15 students in each visual and auditory in both of the class as the sample of this research. it was done because the smallest score of the learning styles was 15 so i used this as the base to take the sample based on the learning style. the primary data of this research were pre-test and post-test scores of reading comprehension from both of experimental class 1 and experimental class 2. to count the data, i used spss version 16.0. the result of pretest and post-test in both the experimental class 1 and experimental class 2 could be seen in the table 5 and table 6 below: table 6. pre-test score of experimental class 1 (ec1) and experimental class 2 (ec2) n min max mean std. deviation ec1_visual 15 43.00 63.00 52.4667 6.36808 ec1_auditory 15 43.00 67.00 57.3333 8.02377 ec2_visual 15 43.00 80.00 61.8000 11.98928 ec2_auditory 15 60.00 80.00 71.7333 6.12334 valid n (listwise) 15 table 7. post-test score of experimental class 1 (ec1) and experimental class 2 (ec2) n min max mean std. deviation ec1_visual 15 70.00 87.00 76.8667 5.18055 ec1_auditory 15 70.00 87.00 77.2667 5.13346 ec2_visual 15 70.00 87.00 79.6000 6.24271 ec2_auditory 15 73.00 90.00 82.9333 5.07749 valid n (listwise) 15 from the table of pre-test and post-test score in both experiment class 1 and experiment class 2, the mean score of post-test score in both experiment class 1 and experiment class 2 either visual or auditory was higher than the mean score of pre-test in both of them. it meant that both whole brain teaching and reciprocal teaching techniques were effective applied to visual and auditory students in reading comprehension according the statement of the problems of this study, there are seven questions. the result of the seven questions of the research being analyzed would be explained clearly in the paragraph below: first, whole brain teaching was effective to teach reading comprehension to visual learners. the result showed that whole brain teaching was effective to use in reading comprehension to visual learners because the mean score of post-test in the experiment class one with visual students (76.866) was higher than mean score of pre-test in the experiment class one with visual student (52.466). the nanda lahita, januarius mujiyanto, djoko sutopo/ eej 8 (2) (2018) 186 194 192 significant value (0.000) was lower than 0.05. so h1 was accepted that meant there was significant different from using whole brain teaching to teach reading comprehension to visual learners. the second, whole brain teaching was effective to teach reading comprehension to auditory learners. based on the result, whole brain teaching was also effective to use in teaching reading comprehension to auditory. it could be seen from the mean score of post-test (77.266) that was higher than the mean score of pre-test (57.333) in the experiment class one to auditory learners. from the table of paired samples test, the significant value was 0.000 which it is lower than 0.05 so h1 was accepted. therefore it indicated that there was a significant difference of using whole brain teaching to teach reading comprehension to auditory learners in experiment class one. the third, reciprocal teaching was effective to teach reading comprehension to visual learners. the result showed that reciprocal teaching was effective to visual learners in experiment class two. it could be seen from the improvement score in pre-test to the post-test which the mean score of post-test (79.600) was higher than the mean score of pretest (61.800) in experiment class two to visual learners. the significant value was 0.000 which it is lower than 0.05. it meant and h1 was accepted. so it indicated there was significant difference of using reciprocal teaching to visual learners in experiment class two. the fourth, reciprocal teaching was effective to teach reading comprehension to auditory learners. the result showed that the mean score of post-test (82.933) was higher than the mean score of pre-test (71.733) to auditory learners in experiment class two. so reciprocal teaching was effective to auditory learners in experiment class two. meanwhile the significant value was 0.000 which it was lower than 0.05 so h1 was accepted. it meant that there was significant different of using reciprocal teaching in teaching reading to auditory learners in experiment class two. the fifth was there was significance difference of using whole brain teaching and reciprocal teaching techniques to teach reading comprehension for visual learners. the result showed that reciprocal teaching was more effective than whole brain teaching in teaching reading to visual learners. it was proven from the mean score of post-test in experiment class two (79.600) was higher than the mean score of post-test in experiment class one (76.866). the significant (2-tailed) value was 0.203 which it was higher than 0.05. it meant that h0 was accepted. so it could be concluded that there was no significant difference of using whole brain teaching and reciprocal teaching techniques to teach reading comprehension for visual learners. the sixth was there was significance difference of using whole brain teaching and reciprocal teaching techniques to teach reading comprehension for auditory learners. the mean score of post-test in experiment class two (82.933) was higher than the mean score of post-test in experiment class one (77.266) for auditory learners. from this result it could be concluded that reciprocal teaching was more effective than whole brain teaching in teaching reading for auditory learners because reciprocal teaching was a technique that used as long as treatment in the experiment class two. moreover the significant (2-tailed) was 0.005, it was lower than 0.05. h1 was accepted. it meant there was significance difference of using whole brain teaching and reciprocal teaching techniques to teach reading comprehension for auditory learners. the last, there was interaction among techniques, students’ learning styles, and reading comprehension. to calculate the interaction among techniques, students’ learning styles, and reading comprehension, the writer used anova. based on the result, the significant value of teaching techniques was 0.004. it was lower than 0.05 so that h1 was accepted. therefore there was significant difference between whole brain teaching and reciprocal teaching techniques. while the significant value of learning styles was 0.188. it was higher than 0.05. it meant h0 was accepted. it indicated that there was no significant difference between visual and auditory students. the last, the significant value of techniques * leaning styles was 0.300 .it was nanda lahita, januarius mujiyanto, djoko sutopo/ eej 8 (2) (2018) 186 194 193 higher than 0.05. so that h0 was accepted. therefore it indicated there is no interaction between techniques used in this research and the students’ different learning styles. the interaction among three variables could be seen in the figure below: figure 1. interaction among techniques, students’ learning styles, and reading comprehension. according to figure above, although there was significant difference of both whole brain teaching and reciprocal teaching in reading comprehension, it did not depend to the students learning styles especially visual and auditory learning styles. in other word, the improvement of students’ reading comprehension was influenced by the use of teaching techniques namely whole brain teaching and reciprocal teaching. in other word, whole brain teaching and reciprocal teaching were effective to teach reading comprehension to students with different learning styles. conclusion this study has explained the result of the implementation of whole brain teaching and reciprocal teaching techniques in teaching reading comprehension. those techniques are effective for both visual and auditory students in reading comprehension. however based on the result, reciprocal teaching is more effective than whole brain teaching in teaching reading comprehension to both visual and auditory students. the result also shows that there is no effective interaction among techniques, students’ learning styles, and 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(2006). in introduction to sociolinguistics. uk: blackwell http://ejurnal.unisri.ac.id/index.php/widyawacana/article/view/946/798 http://ejurnal.unisri.ac.id/index.php/widyawacana/article/view/946/798 https://doi.org/10.11114/jets.v4i10.1791 https://doi.org/10.11114/jets.v4i10.1791 https://journal.unnes.ac.id/sju/index.php/eej/article/view/13055 https://journal.unnes.ac.id/sju/index.php/eej/article/view/13055 eej 8 (3) (2018) 359 – 369 english education journal http://journal.unnes.ac.id/sju/index.php/eej students’ speaking assessment used by english teachers based on the 2013 curriculum waritsatul jannah1, rudi hartono2 1. ma darul mujahadah prupuk, tegal, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: accepted 2 june 2018 approved 16 august 2018 published 15 september 2018 ________________ keywords: speaking, assessment, curriculum, perception, 2013 curriculum ___________________ abstract ___________________________________________________________________ the present study was focused on the speaking assessment used by some english teachers in margasari sub-district. the objectives of this study are to explain; 1) the implementation of speaking assessment based on 2013 curriculum, 2) the types of speaking assessment used by english teachers, 3) teachers’ perception on speaking assessment based on 2013 curriculum, and 4) teachers’ perception of speaking assessment based on 2013 compared to school based curriculum. this research was qualitative. the data were collected by implementing interview and questionnaires, observation, and document analysis. the samples of this study were eight english teachers who taught seventh grade in some schools in margasari sub-district by using purposive sampling technique. the data of this study were classified and analyzed qualitatively. the result of the study showed that; 1) the english teachers of some junior high schools in margasari subdistrict have implemented the speaking assessment, yet it was not properly conducted and did not fulfil the standard 2) the usage of performance based assessment was used in assessing the students’ speaking skill with role play as its most frequently implemented assessing activity, 3) the teachers’ perception towards the speaking assessment was very good, considered the problems that could be addressed and the solutions to overcome them, and 4) most of teachers’ perceived that speaking assessment based on 2013 curriculum and school based curriculum is different from several points of view yet the same on the activity of speaking test. © 2018 universitas negeri semarang correspondence address: jl. pesantren no. 01 prupuk utara margasari tegal 52463 e-mail: ncha.el07@gmail.com p-issn 2087-0108 e-issn 2502-4566 waritsatul jannah, rudi hartono/ eej 8 (3) 2018 359 369 360 introduction it is well known that language ability was viewed as knowledge of a set of certain elements such as grammar, vocabulary, and pronunciation, which are then realized as four skills, namely: listening, speaking, reading and writing. among those four skills speaking is considered to be a complex skill and most important part of teaching and learning second language (bachman& palmer, 2009). among those four skills, speaking skill plays an important role of an efl course (knight, 1992, as cited in aghdam & farahani, 2012). it is an important part of the curriculum in language teaching, and it makes speaking an important object of assessment as well. in the second language learning and teaching, zaremba (2006) argues that “speaking seems to be the most important skill required for communication” (as cited in al eiadeh, al.sobh, al-zoubi & al-khasawneh, 2016). the goal of teaching speaking is improving students’ communicative skill in interacting with others. when learners acquire language, they do not only learn how to compose and comprehend correct sentences as isolated linguistic units of random occurrence; the learners also learn how to use sentences appropriately to achieve a communicative purpose. syakur (1987) states that speaking competency is a complex skill because it deals with crucial components, such as: accuracy which consists of grammar and vocabulary, pronunciation, comprehension and fluency (as cited in widiastuti, 2007). since speaking is considered as a complex skill in learning and teaching a second language, the teacher then should apply the appropriate method for the students to gain more understanding. in any learning process, evaluation is needed to assess or measure the students’ understanding and the ability of learners to absorb the lessons. the evaluation can be realized in a test or assessment form. assessment can be used to enhance learning, help students take control of their own learning and to provide a measurable barometer for the students’ progress. that is more likely to be accomplished when assessment is authentic and tied to the instructional goals of the program. assessment in language learning process, of course, always pertains to prevailing curriculum in the local environment. recently, indonesian government, especially the minister of education and culture officially launched the new curriculum called 2013 curriculum in 2014. the application of 2013 curriculum is fostered by current global challenges, required competencies, and current negative phenomena especially among young people and discouraging perceptions among indonesians regarding education. it is assumed that by shifting to the newest curriculum, indonesian education will lead to a brighter future in facing the tighter competition in globalization era. this newest curriculum utilizes scientific approach in the learning process. it is expected that the students have skill, knowledge and good manners. also in 2013 curriculum, teachers have to change paradigm to work in classroom, strengthening attitude toward skills and knowledge which are integrated with scientific approach. the 2013 curriculum recommends practices of authentic assessment. it emphasizes the practical application of tasks in real-world settings (fook & sidhu, 2010, as cited in wangid, mustadi, senen & herianingtyas, 2017). the authentic assessment approach requires teachers to assess students’ attitude, knowledge and skills based on the learning process and learning results. due to the process of learning, assessment and other matters which are considered to be more complex than previous curriculum, some teachers still have some problems in its implementation. since speaking is categorized into skill, therefore the researcher uses the concept of authentic assessment of 2013 curriculum in assessing the speaking. waritsatul jannah, rudi hartono/ eej 8 (3) 2018 359 369 361 the studies about implementation of authentic assessment of speaking and its types were previously conducted by hidayah (2017), idayani and rugaiyah (2017), rukmini and saputri (2017), and sahyoni and zaim (2017). hidayah (2017) did the research on the lecturers. rukmini and saputri (2017), idayani and rugaiyah (2017) and sahroni and zaim (2017) investigated the assessment in junior high school. all of their researches were aimed to describe the implementation of the assessment of learners’ speaking skill with other elements. their research showed similar to others which found that generally, teachers implement some strategies in conducting the speaking assessment. they implemented performance assessment in the form of types of speaking tasks. however, the implementation has not been conducted properly yet (rukmini & saputri, 2017). those researches above are similar to the writer’s, which discussed the implementation of speaking assessment and the types of speaking assessment used. yet the writer’s research also investigated the teachers perception towards the speaking assessment based on 2013 curriculum and the difference of the implementation of speaking assessment compared to the previous curriculum. other studies discussed the implementation of general assessment in classroom, conducted by saefurrohman and balinas (2016) and noormaliah (2016). saefurrohman and balinas (2016) and noormaliah (2016) conducted the research on the english teachers. their studies aimed to explore how the teachers practice their classroom assessment, whereas noormaliah (2016) did it specifically related to 2013 curriculum. saefurrohman and balinas’ (2016) study revealed that internet and published textbooks became the source of filipino and indonesian junior high school english teachers in making the assessments. verbal feedback and conference with students were two most popular methods used in giving feedback for both filipino and indonesian english teachers. furthermore, noormaliah’s (2016) study showed that the english teachers at seventh grade of smp muhammadiyah banjarbaru have applied observation assessment for attitude competence, written assessment and project assessment for knowledge competence, and product assessment for skill assessment. here, the study did not find any implementation of speaking assessment for skill assessment. it also revealed that the teachers encountered some problems which came from internal and external problems. all of the above considerations forced the writer to arrange the purpose of the study. the main purposes of this study are, firstly, to investigate the implementation of speaking assessment in applying the of 2013 curriculum. secondly, this study investigates the types of speaking assessment used by english teachers in applying the 2013 curriculum. thirdly, this study attempts to describe english teachers’ perceptions of speaking assessment in applying the 2013 curriculum by considering the problems and the solutions. finally, this study is aimed to investigate the implementation differences of speaking assessment used by english teachers in the application of 2013 curriculum compared to school based curriculum. this research is hopefully support the concept of speaking assessment. it is also can be beneficial for educators as additional knowledge in developing their technique of assessment. it also may improve their ability in assessing students’ speaking appropriately. methods in this study, the researcher used descriptive qualitative approach. qualitative research is the collection, analysis and interpretation of comprehensive narrative and non-numerical data to gain insights into a particular phenomenon of interest (gay, mills, & airasian, 2011). sukmadinata (2011) stated that the goal of descriptive research is to describe or illustrate the existing phenomenon, either natural or human engineering (p.72). waritsatul jannah, rudi hartono/ eej 8 (3) 2018 359 369 362 the researcher chose the subjects by using purposive sampling method in which she used her judgment to select sample for a specific purpose (fraenkel & wallen, 2009). the subjects of this study were eight teachers who taught english at the seventh grade of junior high school in some schools in margasari sub-district. in collecting the data, this study implemented interview, questionnaire, classroom observation, and document analysis as the instruments of this study. in this study, the writer distributed the questionnaire to the teachers. the questionnaire used in this research was an open ended questionnaire and close ended questionnaire. it was used to elicit in depth about teachers’ views and opinions regarding their perceptions of speaking assessment. in this research, the writer conducted eight individual interviews and the questions were scheduled in bahasa indonesia in order to get clear understanding of the content. the purpose of doing interview was to enhance the teachers’ answers about their perspective of speaking assessment and complete their explanation after doing the questionnaires. the documents analysis covered anything that supported the questions asked. in this case, the researcher used the teachers’ documents including the syllabus, the lesson plans, and the scoring rubrics as her data collection of the participants’ assessment practices. the classroom observation involved observing and recording through the use of notes, and teachers’ behavior in the observation place. in this research, the writer did the classroom observation when the process of speaking assessment was in progress. it was conducted in order to gain descriptions of teachers’ practices of speaking assessment. results and discusssion results the interview result revealed that the implementation of speaking assessment was conducted by teachers by asking the students to perform speaking in front of the class in the form of monolog, dialog, role play, short question and answer, and discussion. they implemented those assessments depending on the learning material. it is inferred that the most frequent assessment technique used is dialog, then role play. the implementation of dialog and role play in assessing the students is not done spontaneously. the teacher first gave the example of dialog which is taken from the text book and then asked the students to make another dialog as the example, after that they memorized it. the role play is done in the same way as dialog, which is done through memorization. the teachers assumed that although the memorization technique is not allowed in the learning process, they kept implementing it the way that they used to do it. it happened because of the condition of input of learning. as what teacher 3 said that if the students don’t memorize the dialog or vocabularies, they will not be able to produce sentence, they won’t be able to speak up. it is the reality that happened in the rural school area. in addition, the researcher did the observation to the teachers while they were assessing the students’ speaking skill. the result of teacher’s checklist on implementation of speaking assessment can be shown at the table below. waritsatul jannah, rudi hartono/ eej 8 (3) 2018 359 369 363 table 1. checklist on teacher’s implementation of speaking assessment based on 2013 curriculum n o. criteria t 1 t 2 t 3 t 4 t 5 t 6 t 7 t 8 1 teacher prepares the scoring instrument √ √ √ √ √ 2 teacher delivers the criteria of assessment √ √ √ √ √ √ √ 3 teacher applies the assessment as it is stated in the lesson plan √ 4 teacher delivers the clear instruction s on the assessment √ √ √ √ √ √ √ √ 5 teacher assesses the students during the learning process √ √ √ √ √ √ √ √ 6 teacher assesses the students at the end of material process √ √ √ √ √ √ √ √ 7 teacher reviews the assessment /giving feedback √ √ √ √ √ √ the table above indicates that the criteria of “teacher applies the assessment as it is stated in the lesson plan” were checked for t1 since in his lesson plan he mentioned the speaking assessment task and he practiced it. in addition, the data from document analysis which include lesson plan and syllabus, indicated that all teachers have their own syllabus and lesson plan. they also have their scoring books of the assessment which is shown in the following table. the next finding is the types of speaking task used by teachers. in this case, the researcher found it from the questionnaire; all of the teachers utilized the performance-based assessment techniques which were done in several types of the speaking assessment test as presented in the table below. table 2. the types of speaking assessment used by english teachers. n o. types of assessmen t t 1 t 2 t 3 t 4 t 5 t 6 t 7 t 8 word repetition task √ √ read aloud task √ sentence/ completio n task √ picture cued task √ question and answer task √ √ √ √ √ √ √ √ giving direction/i nstruction √ role play √ √ √ √ √ discussion √ √ √ conversati on √ √ √ table 2 indicates that the most frequently used technique in assessing students’ speaking is question and answer task, meanwhile only some teachers implemented others types of assessment. the question and waritsatul jannah, rudi hartono/ eej 8 (3) 2018 359 369 364 answer task is used by teachers to assess the students within the process of learning. the next frequently used technique is role play which implemented post the leaning material. the other types of speaking assessment which used by teachers are shown in the table below. the next finding is about the teachers’ views concerning the speaking assessment. based on the interview with all participants, it could be inferred that all teachers have the same perception about the definition of authentic assessment implemented in 2013 curriculum. they stated that authentic assessment is the assessment which requires authentic instruction and authentic learning. it is the process of collecting information of students’ achievement about their learning outcomes in attitude, knowledge and skill competence. the assessment process cannot be separated from the learning process; it is done systematically during and after the learning process. the teachers also agreed that the assessment used for speaking is good since it does not only see the students’ result of assessment, but it also assessed the whole process of assessment during the learning activity. although it is good, they argued that the assessment is complicated to be conducted. as teacher 2 said that assessing speaking is difficult since it has many scoring criteria to be assessed and the teachers must be intense in paying attention to students’ performance. besides, there are many other assessments to be done. in assessing the students’ speaking ability, teachers faced many problems, such as: difficulty in gaining the students responses, the lack of students’ ability, repeating mistakes, low motivation, shy, afraid of making mistakes, feeling anxious and lack of vocabulary mastery. to overcome those problems, teachers tried many ways to solve them. some of them admitted that they still implemented memorization in their teaching and learning process. moreover, they always motivated the students and the use of dictionary is compulsory in english class. the last finding is about the teachers’ views about the comparison of speaking assessment in 2013 curriculum and that in school based curriculum. in this phase, the data were gained from questionnaires. it was inferred that two out of eight sample teachers viewed that the implementation of speaking assessment in 2013 curriculum has no difference from the speaking assessment in school based curriculum. meanwhile six out of eight sample teachers viewed that the speaking assessment in 2013 curriculum is different from the school based curriculum from several points of view. discussion curriculum is one of the significant aspects in education. it is an instrument to point any kind of educational activities to achieve the goals of education. the goals of education will not be achieved maximally if the curriculum arranged is not implemented well. curriculum 2013 requires the use of authentic assessment. in the paradigmatic, authentic assessment requires an authentic instruction and authentic learning. it is believed that authentic assessment is able to provide information about the ability of learners holistically and validly. basically, the assessment mentioned in the document of the 2013 curriculum is formal assessment (jamilah, 2013), since formative assessment is done in the process of forming students’ competence and skills with the goal of helping them to continue that growth process (brown, 2004). learning assessment that was conducted in some junior high schools of margasari sub-district includes knowledge, attitudes, and skills competence. in 2013 curriculum, there are many assessments that have to be conducted because they should cover all aspects of the individual learner. waritsatul jannah, rudi hartono/ eej 8 (3) 2018 359 369 365 the 2013 curriculum has been implemented in the four schools in margasari sub-district since the beginning of the curriculum change. but it has a pause since they still have some problems of understanding it at that time. then all schools implemented it again since the revised 2013 curriculum became obligatory for all schools. the result of this study is in line with rukmini and saputri (2017) which revealed that all of the teachers had implemented the authentic speaking assessment to assess the students’ skill. they did it based on 2013 curriculum guidance which depends on the learning materials. it could occur during the learning process or at the end of learning process after finishing the learning materials. basically, there are two steps that have been done by teachers before conducting the assessment process. they are: a. planning before conducting the assessment, the teacher is required to make a good planning. it can be from the syllabus, considering the indicators of learning material. in planning the assessment, teachers made the instrument of assessment; including the kind of task that should be performed by students and the scoring rubrics. the assessment task must be relevant and in accordance with the competence that will be measured. b. implementation in assessing the students, the teachers first explained to the students that they were going to do some tasks for their english speaking skill competence score. it was done to maintain a good communication between teacher and students and to ease them in the assessing process. although the teachers conducted the assessment process, in assessing students’ speaking skill based on 2013 curriculum, only some participant teachers fully implemented it appropriately in accordance with the regulation of 2013 curriculum. the classroom observation and lesson plan analysis showed that the rubric made by teacher 1 and teacher 2, did not fulfill the standard of rubric. before doing the assessment, teacher 1 did not prepare the scoring instrument in details. the teacher only provided the general scoring instrument. besides, teacher 2 also did not mention the criteria before conducting the speaking assessment to students after the learning process. the rubric of performance assessment should involve indicators to assess the basic skill competence (kunandar: 2013), so the rubric can measure the ability to be measured. the teachers then should make appropriate rubric in scoring the students’ speaking assessment. the rubric that is suitable to assess the performance of learners is analytic scoring rubrics, which consists of several aspects to be measured. it is more advantageous since it provides more insight for students and teachers about areas of strength and weakness, as it is argued by mukminatien (2000), metruk (2018) and ulker (2017). despite the incomplete implementation, another finding showed that after assessing the students, the teachers gave direct positive feedback (mufanti, 2016) which consists of the error indication and corresponding the correct form (rahmawati, 2017). askew (2004) stated that feedback is like a gift from teachers to the students (as cited in dewi, 2015). they evaluated, reviewed the students’ assessment and corrected their mistakes. the systemic feedback included evaluation as an important element in the process of teaching (rahman, babu & ashrafuzzaman, 2011). assessment and feedback help teachers to check the current status of their students’ language competence. moreover, feedback also gives chances to students to participate in modifying or re-planning the upcoming classes (bachman & palmer, 2009). furthermore, han (2004) “claims that the absence of corrective feedback is one putative causal factor of fossilization among foreign language learners” (as cited in liskinasih, 2016, p.60). the process of speaking assessment in some schools in margasari sub-district particularly implement the performance based assessment. it is used because it is related to speech producing skill. waritsatul jannah, rudi hartono/ eej 8 (3) 2018 359 369 366 related to the types of assessment used by teachers, the finding of this study is similar to hidayah (2017), idayani and rugaiyah (2017), and sahyoni and zaim (2017). it showed that there are many kinds of assessment activities of performance based assessment used by teachers; such as: word repetition task, read aloud task, sentence/completion task, picture cued task, question and answer task, giving direction/instruction, role play, discussion, and conversation. it showed that all teachers implemented different types of assessment test activities. those activities occurred during the learning process or at the end of learning process. most of them tended to apply the role play in assessing the students’ speaking skill at the end of learning material. they argued it was the easiest technique of speaking assessment because the students’ played the role as if they experienced it in the real life. moreover, it can reduce time of assessment process since it is done in pair of two students or more. according to revell (1994) and ur p (1981), role play is supposed to be conducted spontaneously by giving students a suitable topic without scripting the dialog (as cited in milchatun et al., 2015), although the general idea about what they are going to say is prepared. but the reality showed that the implementation of role play, or even any other types of speaking assessment; mostly the teachers still did it through the memorization of script to make a good score and fulfill the needs of passing grade because of the problems experienced by students. basically, there are many benefits of implementing role play to assess the students’ speaking. livingstone (1983) & ments (1992) argue that role play can “increase students’ motivation and involvement in the learning process” (as cited in insani, 2014, p.2). samsibar and naro (2018) added that role play “gave students an opportunity to practice communicating in different social contexts and in different social roles. it also allows students to be creative and to put themselves in another person’s place for a while” (p.108). in conclusion, it must be able to develop the students’ communication skill and apply their english skill creatively. hence the implementation of role play in this case is far from the expectation. in perceiving the assessment, the teachers argued that the 2013 curriculum assessment is very good, because it covers all aspects of students, including attitude, knowledge and skill. since it is authentic, it could not be separated from the other elements of learning. the 2013 curriculum english assessment has already met the purpose of learning which uses english to communicate based on the real life, not just practicing the foreign language. it is in line with nurgiyantoro (2010), which stated that in assessing the students, they are not only demanded to speak english, but also to consider the content of conversation which reflected the daily life communication (as cited in rahmawati & fatimah, 2014). in practicing the assessment, some teachers admitted that they still got some difficulties. they thought that the assessment is one of the standards of national education which is very complicated. furthermore, the interview revealed that some of them also got the difficulties since they still did not get enough understanding of 2013 curriculum. they admitted they only got one workshop of implementation of this new curriculum. the workshop itself provided the limited information of the implementation of 2013 curriculum. it did not give the clear understanding of each element in the 2013 curriculum and the workshop was also held generally for all subjects at one time. moreover, there is a common problem that occurred while assessing the students. all teachers stated that they got the difficulty of gaining the students’ responses. in the process of learning, the students were likely to suffer from the lack of motivation. the results of students’ assessment depend on their motivation since it is the second factor in building speaking english competence waritsatul jannah, rudi hartono/ eej 8 (3) 2018 359 369 367 (apriliyanti, 2018). therefore, the students must at least have a good intention in learning the lesson. teachers have tried to encourage students’ to speak, but they still show low motivation in speaking. the students do not put much effort into their speaking tests, as it is what has been experienced by putri (2016). the teachers also stated that the students had poor vocabulary mastery. in language learning, the mastery of vocabulary determines the quality of someone’s language skill (tarigan, 2008, as cited in uzer, 2017). thus, teachers should improve their effort in teaching english and make the students employ many words. besides, some teachers said that their students were shy, worried and afraid of making mistakes. they were unable to express themselves with confidence. as some characteristics mentioned, those problems indicate that some of the participants’ students had low self-esteem (brown, 2000, as cited in gustaman, 2015). some teachers also conveyed that the students kept repeating the same mistakes over and over especially on their pronunciations and grammar, although the teachers had already reminded and corrected them. it is caused by the fossilization experienced by the students (khunaifi, 2015). therefore, to overcome the situations, teachers applied some strategies; such as making the learning process as interesting as possible, using any kind of supporting learning media, presenting the material so the students can be more interested in learning english and the assessment process will occur comprehensively. relating to teachers’ views of the difference between the assessment of 2013 curriculum and that of school based curriculum, all teachers particularly viewed that the assessment of 2013 curriculum was very good to measure students’ ability. however, there are two teachers who viewed that 2013 curriculum is just the same as school based curriculum. the other six teachers thought that it is different from the previous curriculum. but in the practice of speaking assessment itself, the teachers were implementing the similar technique as the one used in the previous curriculum. in the 2013 curriculum, all of the subjects have the skills aspect as a continuation of knowledge aspects which the students have to master. so that, there are significant changes in the 2013 curriculum; in ktsp curriculum psychomotor domain was emphasized on certain subjects, such as physical education and health sports, arts and culture and some of the subjects, but in 2013 curriculum all of the subjects accommodates psychomotor domain which is an integral part of the cognitive aspect. in the previous curriculum, english subject used to be divided into four competences: listening, reading, speaking and writing. but in this newest curriculum, speaking and writing are integrated into the skill competence. one of the participants stated that the difference in assessment between the two curricula is that in creating the assessment based on 2013 curriculum the teachers are free to create any kind of assessment appropriate to the syllabus, they are also free to explore more about the assessment. conclusion this study arrives at the conclusion that the activities of implementing the speaking assessment by teachers were not fully appropriate with the assessment standard of 2013 curriculum assessment which is the authentic assessment. the speaking assessment is conducted by teachers during and at the end of learning process. meanwhile not all teachers implemented the regulation of assessment based on 2013 curriculum for the whole process. moreover, there are several assessment techniques used by the teachers to assess the students’ speaking. according to the regulation of 2013 curriculum, the use of performance based assessment is needed to assess the students’ skill. the type of performance based waritsatul jannah, rudi hartono/ eej 8 (3) 2018 359 369 368 activities which is mostly used to test the speaking is role play. they thought that role play is the easiest and could minimize the time of assessment. this study also revealed that the teachers’ perception towards speaking assessment was very good, since it is integrated and inseparable from the process of learning. however, the fact indicated that several problems were identified as the teachers’ challenges. their problem mainly involved the participants of learning, yet they tried hard to overcome the situation. in addition, two of the participant teachers admitted that they still suffered from the insufficient understanding related to the 2013 curriculum. besides, the teachers got the difficulties in applying the assessment thoroughly because there are many assessment tasks to be done. finally this study revealed that the teachers’ perception of speaking assessment based on 2013 curriculum and the school based curriculum are different from several points 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(2007). teaching speaking through dialogue to the eleventh years student: a case study at smk muhammadiyah 1 jatinom. thesis. surakarta: muhammadiyah university of surakarta. eej 8 (2) (2018) 169 177 english education journal http://journal.unnes.ac.id/sju/index.php/eej integrating collaborative strategic reading with learning logs: an alternative method to develop reading comprehension nuna mustikawati dewi1,warsono2, abdurrahman faridi2 1 uin walisongo semarang, indonesia 2.universitas negeri semarang, indonesia article info ________________ article history: accepted 10 january 2018 approved 09 february 2018 published 20 june 2018 ________________ keywords: reading comprehension collaborative strategic reading, learning logs ___________________ abstract ___________________________________________________________________ the present study was the implementation of collaborative strategic reading (csr) collaborated with learning logs in reading comprehension teaching and learning process. it was used as another method to help students, cooperatively in small group discussion, and was completed with individual learning logs as a reflection. there were four objectives guiding this study; 1) to explain the way csr collaborated with learning logs is constructed in reading comprehension teaching and learning process, 2) to explain the csr collaborated with learning logs enhances students’ reading comprehension, 3) to explain the effectiveness of csr collaborated with learning logs to improve reading comprehension teaching and learning process, and 4) to describe the students’ perceptions of using csr collaborate with learning logs in reading comprehension teaching and learning process. this study used action research as a research design. the data were collected by implementing observation, test, and questionnaire. the participants of this study were 39 fitk uin walisongo students consisting of 30 female students and 9 male students as the informants, and one college as an observer. the data of this study were classified and analyzed qualitatively and quantitatively. the result of the study showed that there were a significant difference in the result of pre-test and post test. the average achievement in pre-test was 68, 30 (fair category) while in post-test was 75.69 (good category). the implementation of this strategy was positive as it was shown in the students’ perception related to the students’ observation sheets and the teacher’s observation sheet. therefore, it can be concluded that this strategy, collaborated csr with learning logs is a wonderful and beneficial alternative method in reading comprehension. © 2018 semarang state university correspondence address: jl. walisongo no. 3-5, tambakaji, ngaliyan, tambakaji, ngaliyan, kota semarang, jawa tengah 50185 e-mail: rianapermatasari0305@gmail.com p-issn 2087-0108 e-issn 2502-4566 mailto:rianapermatasari0305@gmail.com nuna mustikawati, warsono, abdurrahman faridi eej 8 (2) (2018) 169 177 170 introduction reading is an extraordinary achievement when one considers the number of levels and components that must be mastered (mcnamara, 2007, pp. 3-4). comprehending a text means to understand it through many components such as, words, sentences, and noun referents. then, by using prior knowledge, someone distinguishes the new information in the text with his previous knowledge. it means that he or she needs to use a certain strategy of reading as it stated that a successful reader implements deliberate, conscious, effortful, time-consuming strategies to repair or circumvent a reading component that is not intact. however, there are many problems in reading comprehension. klinger, vaughn & boardman (1999, pp. 3-4) presents instructional techniques and activities of the instructional practices suggested for poor readers from how to assess reading comprehension to teaching students, and how to flexibly and effectively use multiple comprehension strategies. in addition, teaching content must be along with those strategies. charmot & o’malley (1994) mention four reasons of teaching reading comprehension in the content area rather than in isolation because content provides students with an opportunity to develop important knowledge in different subject are; students are able to practice the language functions and skills needed to understand, discuss, read about, and write about the concept developed; many students are more highly motivated to learn when they are learning content rather than isolated language skills; content provides meaningful context for teaching learning strategies. based on the categories and content area in learning reading comprehension, collaborative strategic reading (csr) may be one of the strategies to be applied in the area related to the writing about the concept, learning logs. csr is a collaborative comprehension strategy instruction proposed by klingner (1998, pp.3). the principles of small group peer-led discussions and comprehension strategy instruction is primarily demanded, especially reciprocal teaching. in reciprocal teaching all of the participants is hold in prominent place to participate actively since it is a scaffold discussion technique used four strategies in reading comprehension, those are predicting, questioning, clarifying and summarizing (palinsar & brown 1984 in oczkus (2010, pp.2). by using csr it is highly expected that each students will participate actively in their group. with csr, students learn to use comprehension strategies that support their understanding of expository text (klingner, vaughn, dimino, schumm, & bryant, 2001; klingner & vaughn, 1999). in csr the teacher presents the strategies to the whole class using modelling, role playing, and teacher thinks-aloud before asking them to cooperative in their small learning groups (johnson & johnson, 1989; kagan, 1991; klinger, vaughn & boardman, 2007 ). each student has to perform a defined role, hence, all students are actively involved, and everyone has the opportunity to contribute as group members learn from and understand the text. csr has been mixed with other instructional strategies such as cooperative learning (klingner &vaughn, 1999; bremmer, vaughn & kim, 2002) and others. that is why it helps students to develop their reading comprehension (palincsar & brown, 1984; yen chi fan, 2009). as stated above, csr may be combined with other strategies or media. to foster the students’ abilities in getting knowledge from the text they have read, it is advisable to use a reflection such as writing a journal or learning logs that can be used to develop their deeper understanding of the text. as one of journal’s types, learning logs is considered as a good way to activate the learners to make their personal sense of their experience as well as to build connection between what they have known and new ideas they encountered. this statement was also stated by beth hurst(2005) that learning logs, or reading response logs, nuna mustikawati, warsono, abdurrahman faridi eej 8 (2) (2018) 169 177 171 have long been established as an effective reading strategy that helps students learn from text. furthermore, the goals of csr are to improve reading comprehension and increase conceptual learning in ways that maximize students’ involvement (klinger & vaughn, 1998, pp. 37). in this study, csr collaborated with learning logs can be used as an alternative method to improve students’ reading comprehension in teaching and learning process. csr collaborated with learning logs are an alternative method in enhancing learners’ reading comprehension to motivate them developing their competence in reading comprehension. it is a kind a reading strategy which activates students’ involvement in classroom activity and as a reflection for both learners and teacher. this study focused on the implementation of csr in reading comprehension by using different assigned roles for students (preview, click and clunk, get the gist and wrap-up). learning logs, then, can be used as a reflection for students to think about what they have read. csr collaborated with learning logs as reflective activities can improve learning in a number of ways, such as helping students to identify what they have learned and the areas in which they need to improve; allowing students to see learning patterns and preferences; documenting students reflections on their progress, problems encountered and ways that they might resolve them; documenting students’ activities so that notes can be readily accessed for future study; requiring students to organize their learning; enabling students to write down questions for their teachers, and allow students to communicate their responses in ways that they feel comfortable (richard, 1994). furthermore, to support the reading comprehension achievement, there are many studies relate with reading comprehension strategy, csr, learning logs, and reflective teaching such as followed: safitri & faridi (2017), studied about the cooperative teaching and learning english as a foreign language since for the reason that the awareness its principle is important to repair strategies as reinforcement in classroom interaction. setiananingrum & saleh (2016) stated the using the interaction analysis, the patterns of classroom interaction can be observed that the teacher would know the classroom atmosphere and develop his teaching skill and method to create an effective teaching and learning process is. faridi (2010) also stated that it is important for teachers to design a model and evaluating it in teaching and learning process. it implies that it is necessary for teacher to understand the students’ perception, and also their achievement (riyadh & faridi, 2017). to support the implementation of the strategy used in class, the implementation of cooperative learning can be used as a learning technique (yuliasri, 2012). mujiyanto (2015, 2016) also promoted the using of reading texts used in teaching and learning process by comparing the readability levels with the reasons for such existences and well as levels of equivalence. all of the above considerations forced the writer to arrange the purpose of the study. the main purposes of this study are, firstly, to investigate the way of implementing csr collaborated with learning logs in reading comprehension teaching and learning process as an alternative method in a uin walisongo semarang as university context. secondly, this study focused not only on its effectiveness in regard to reading comprehension in higher education but also on the process of how learners help each other to comprehend the ongoing text. thirdly, this study attempts to provide in-depth insights into students’ perceptions to investigate possible strengths and problems with its implementation in an efl university context. methods this study used action research as a research design. it was used a plan, structure and strategy of investigation so conceived as to obtain answers to research questions or nuna mustikawati, warsono, abdurrahman faridi eej 8 (2) (2018) 169 177 172 problems (kumar, 2001, p.109). the action research, a classroom-based research, was used to reflect upon and evolve the researcher in the teaching and learning process as stated by chamot, et al (2011, p.1) that the researcher can be as a teacher who teaches the students in the class. there are four steps in classroom action research, they are planning (identify the problems), acting (collect the data), observing (analyze and interpret data), reflecting (develop an action). this research was conducted to use self-reflective enquiry which was written in a learning logs, and to find out to rationality and justification of better educational practices for the reason to make better teaching and learning practices of a social situation with the view to improving the quality of the action in it (elliott, 1991, p.69). due to the implementation of teaching and learning strategies in reading comprehension class, and the writer is as lecturer and a researcher, collaborates this research with some english lecturers. the subject of the study as the participant of the research is the students who take english 2, reading comprehension. there are 39 students as the subjects of the research. the participants are the students of uin walisongo semarang which have different social and knowledge backgrounds which spread in the five different characteristic faculties. the five faculties in uin walisongo are faculty education and teacher training; faculty of islamic theology and humanities; faculty of islamic law; faculty of islamic economy and banking; and faculty of islamic dakwah. the methods to collect the data are documentation, observation, test and questionnaire. documentation is a searching the data in the form of note, book, news paper, magazine, etc. this method is used to obtain data related to this research. those documents included students’ name and documentation of teaching and learning process of classroom action research. observation is used to collect the data about teaching and learning process before applying and in the applying the intended strategies (csr and learning logs). in this classroom observation the objects of observation are students’ activities in learning reading comprehension using csr followed by learning log and teacher’s activities in applying csr. the teacher’s and students’ observation check list are employed to get the information about the implementation of csr strategy collaborated with learning logs. there are two kinds of tests, pre-test and post-test. pre-test is used to know the students’ achievement before applying the intended strategies (csr and learning logs). both pre-test and post-test are in the form of objective reading comprehension test. questionnaire sheet is given to the students to know their perceptions about the implementation of csr collaborated with learning logs. the information is about the students general perceptions of csr collaborated with learning logs, the student’s perceptions of the implementation procedures of csr collaborated with learning logs, and the impact of csr collaborated with learning logs in learning english. in analyzing the data, data of pretest, post-test and questionnaire are analyzed using quantitative analysis. quantitative data could be found through conducting test. the researcher analyzed data by using statistical analysis to know whether the students’ ability in reading comprehension is increased or not. it is stressed on students’ reading comprehension after being taught csr strategies and students’ learning logs to find out that the using of learning logs is significant or not. after collecting the data, the researcher analyzed it. in scoring of the dictation test, the researcher used mean formula. resuts and discusssion the pre-test was conducted after the 3th meeting as reading comprehension daily assessment. if there the average of the students score is below the criteria of the success and the journal reflection indicates the low motivation and participation actively in class it shows a problem, that by using the previous nuna mustikawati, warsono, abdurrahman faridi eej 8 (2) (2018) 169 177 173 strategies used by the lecturer, the students need a length of time in understanding the reading text. the average score of students is 68, 30 (fair category). it is still fat from the parameter of success that is on good category (interval score 70-89) is 75 of average. from the interval score, it can be seen that there are 6 of students get the good category or 15.4 % and, there are 33 students who got the fair category or 84.6%. and based on the parameter of success, the students who got the good score should be in 95 %. it can be described that the individual ability on reading comprehension is fairly good, but the researcher has a confidence that there would be an improvement in reading comprehension ability if they got a special treatment by applying a certain strategy that is implementing csr collaborated with learning logs. the reflective teaching journals, it can be assumed that there were some students who still stood out from the materials given by the teacher for the reasons that they had low motivations in learning english. some of the students tried hard to concentrate with the lesson, but they were disturbed by the others who did not pay any attention to the lesson. this situation has made the researcher strengthen her intention to introduce that strategy to improve their reading comprehension ability. cycle 1 cycle 1 was the preliminary action of reading comprehension strategy which was terminated by learning logs. it was used as one of the alternative methods to enhance reading comprehension activities in class. this cycle was done to improve and to solve the problems in the process of reading comprehension activity shown by the test and nontest. the cycle was begun by planning the activity. the plan was arranged based on the result of the pre-test and the journal reflection. to know whether the strategy run well or not it was arranged the table of observation to figure out the students’ activities in the reading class. the test instrument was also prepared to measure their achievement. beside that a lesson plan and learning logs’ sheet were prepared for conducting the class that make the teacher easy to apply the strategy to students. since the classes was taught by the teachers themselves, the researcher introduced the way how to implement the reading comprehension class using csr collaborated with learning logs. in acting stage, the teacher employed certain strategy; collaborative strategic reading collaborated with learning logs, to find out the intensive and conducive process reading activity process. in the last step of the process, learning logs was used as an alternative method in reading comprehension teaching and learning to find out the intensive and conducive process of writing learning logs. observing stage is to find out the development of the process of csr and learning logs. all of the steps was applied , and the results of the students’ learning process after using csr collaborated with learning logs are as followed: 1) the intensive process of collaborative strategic reading to motivate them in reading activity has a frequency of 30 or 76.9 %, 2) the conducive process of students’ discussions in the reading activity to find out the correct answers has a frequency 25 or 64,1%, 3) the intensive writing process of learning logs after the reading activity has a frequency 27 or 69. 2%, 4) the conducive process of writing learning logs after the reading activity has a frequency 25 or 64.1%, and 5) the reflective establishment after the reading activity to find out students’ weaknesses has a frequency 28 or 71.7%. on the other hand, the results of the students’ behaviours after the reading process using csr collaborated with learning logs are as followed: 6) students’ actively participations has a frequency 30 or 76.9%, 7) students’ enthusiastic in participating the reading process has a frequency 25 or 64.1%, 8) students’ confidence in communication has a frequency 27 or 69.2%, 9) students’ enthusiastic in participating learning logs 25 or 64.1%, and 10) students confidence in developing their reading comprehension skills is 28 or 71.7%. from the teacher observation sheets, it can be described that the teacher completeness in implementing scr collaborated with learning logs is fairly good in nuna mustikawati, warsono, abdurrahman faridi eej 8 (2) (2018) 169 177 174 before reading (preview), during reading (click and clunk, and get the gist) , and after reading (wrap-up and writing learning logs). then to know process of the strategy, it is observed in the teacher behaviour in applying csr collaborated with learning logs such as in planning and organizing class and material mastery were good. but in active teaching and learning strategy, media, and evaluation were fairly good, and follow up conducting learning logs was good. from the illustration in acting which described in observing of how csr was implemented followed by writing learning logs by students, it can be concluded that there was an improvement of students’ reading comprehension ability which was shown by the test. based on the criteria of success, however, the result of the cycle 1 score is far from satisfactory that the average of the score is 71.28 and the interval score in 70-89 is 84.6%. . from the students’ observation sheets, it can be described that most of them tried to participate actively in the learning process and have positive perception in the strategy. in reflecting, as the last stage, teacher made reflection in the form of teacher diary. it is shown that the discussion process conducted by students to comprehend the text given using csr strategy in their small group discussion did not run smoothly in the first meeting of the first cycle since it was the new one, but for the next meeting it ran well that most of the students participated in discussion process. they also tried hard to present the result of discussing guided by csr steps. there were good communication among students and between teacher and students in the reflection process in before the closing meeting. they wrote their learning logs a minute before the lesson finished enthusiastically. cycle 2 cycle 2 was done to improve the students’ ability in reading comprehension as stated in the criteria of success as shown in the reflection cycle 1. the plan was arranged as in the previous cycle. student’s observation sheet, teacher observation sheet, reading comprehension test, journal reflection, a lesson plan and learning logs’ sheet were prepared for conducting the class in cycle 2 that make the teacher easy to apply the strategy. in acting stage, it was conducted by using csr collaborated with learning logs, to find out the intensive and conducive process reading activity process and the improvement of students’ ability in reading comprehension. a few minutes before the class finished, learning logs was used as an alternative method in reading comprehension teaching and learning to find out the intensive and conducive process of writing learning logs. furthermore the students should have different duties in their small group discussion as they have done in the two previous meetings. then to find out the development of the process of csr and learning logs in cycle 2 there is an observation. in this cycle, the results of the students’ learning process after using csr collaborated with learning logs are as followed: 1) the intensive process of collaborative strategic reading to motivate them in reading activity has a frequency of 35 or 89.7%, 2) the conducive process of students’ discussions in the reading activity to find out the correct answers has a frequency 30or 76.9 %, 3) the intensive writing process of learning logs after the reading activity has a frequency 32 or 82.2%, 4) the conducive process of writing learning logs after the reading activity has a frequency 30 or 76.9 %, and 5) the reflective establishment after the reading activity to find out students’ weaknesses has a frequency 35 or 89.7 %. the results of the students’ behaviours after the reading process using csr collaborated with learning logs are as followed: 6) students’ actively participations has a frequency 39 or 100 %, 7) students’ enthusiastic in participating the reading process has a frequency 35 or 89.7 %, 8) students’ confidence in communication has a frequency 35 or 89.7 %, 9) students’ enthusiastic in participating learning logs 35 or 89.7 %, and 10) students confidence in developing their reading comprehension skills is 35 or 89.7 %. from the teacher observation sheets, it can be described that the teacher completeness in implementing scr collaborated with learning logs is fairly good in before reading (preview), during reading (click and clunk, and get the gist) , and after reading (wrap-up and writing learning logs). then to know process of the nuna mustikawati, warsono, abdurrahman faridi eej 8 (2) (2018) 169 177 175 strategy, it is observed in the teacher behaviour in applying csr collaborated with learning logs such as in planning and organizing class and material mastery were good. but in active teaching and learning strategy, media, and evaluation were fairly good, and follow up conducting learning logs was good. from the illustration in acting which described in observing of how csr was implemented followed by writing learning logs by students, it can be concluded that there was an improvement of students’ reading comprehension ability which was shown by the test. based on the criteria of success, however, the result of the cycle 2 score is satisfactory enough that the average of the score is 72. 82 and the interval score in 70-89 is 100 %. from the students’ observation sheets, it can be described that most of them tried to participate actively in the learning process and have positive perception in the strategy. the questionnaire given to the students after cycle 2 gives information that shown in frequency and percentage of each item that the students general perception of csr collaborated with learning logs, students’ perception in implementation of the strategy and the impact of the strategy in learning english is more than 80 % . the teacher reflection in this cycle is shown that the discussion process conducted by students to comprehend the text given using csr strategy in their small group discussion ran smoothly that most of the students participated in discussion process. they had been familiar with the strategy. the circumstances in the learning process was better than the previous one that they tried hard to present the result of discussing guided by csr steps, good communications among students and between teacher and students in the reflection process in before the closing meeting. they either wrote their learning logs a minute before the lesson finished enthusiastically. the last test which was given to the students was the post-test to find out the effectiveness of this strategy compared with the result of pre-test. based on the criteria of success, the result of the cycle 1 score is satisfactory that the average of the score is 75.69 and the interval score in 70-89 is 100 %. . some of the students got a that it can be implied that most of them had a better motivation than before in learning english texts. from the students’ observation sheets, it can be described that most of them tried to participate actively in the learning process and have positive perception in the strategy. the questionnaire given after the research describes that the students’ perceptions of the using of csr collaborated with learning logs in reading comprehension teaching and learning process are better than before. in general perception, most of them tell that this strategy makes them to be actively participating in class, and motivate them to find out the new things. it also helps them to do the reading assignment that the impact of this strategy is useful to motivate them learning english. the result of analysing the data from teacher’s diary, students’ learning logs, questionnaire, and students’ reading comprehension tests it is found that csr collaborated with learning logs can help and motivate students to activate their prior knowledge and force them to participate actively in their small group discussions. the questionnaire enables the teacher to describe that the using of csr in the teaching and learning process make them comprehend in details about the text. conclusion this study has explained in details the findings and discussions of the research with the conclusion that the using of collaborative strategic reading (csr) could develop reading comprehension skill. based on the data analysis from teacher’ diary, students’ learning logs, and students’ reading comprehension tests that csr helped students to activate their knowledge and force them to be actively participate in the small group discussion. furthermore, there were questionnaires and semi-structured interview that enabled the lecturer to describe that the using of csr in the teaching and learning process made students to comprehend in details about the text. it also nuna mustikawati, warsono, abdurrahman faridi eej 8 (2) (2018) 169 177 176 gave a chance for students to change their habits in learning english from traditional method to be the modern ones using csr. this study was done and managed to as well to overcome students’ difficulties in reading comprehension, but the dual role as a teacher and as a researcher implies the weaknesses of this study such as the time and energy consuming, objectivity, and students declined to teachers in the process of this research. however, because of the busy situation in observing, monitoring the group work, answering questions and providing assistance when it was necessary, the researcher did not managed to write down the reflection in details occurring at the research site. but she has tried to minimize it by doing it as fairly as possible. that is why the recalling of any particular issues or specific behaviours noticed during csr group work was not able to be done. due to the single measure of reading comprehension to determine the improvement of reading ability seems not to be sufficient. therefore, a wider range of assessment methods would be better for the investigation of students’ reading abilities to make this study be more valid. references bahri,s., & faridi, a. 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(2012). applicability of cooperative learning techniques in different classroom context. eltl conference proceedings, 44-53 . 206 english education journal eej 7 (3) (2017) http://journal.unnes.ac.id/sju/index.php/eej gallery walk and think-pair-share techniques for teaching writing descriptive text to students with high and low motivation arsiantidewikilassinarnurani,dwirukmini universitas negeri semarang, indonesia article info article history: recived 10 august 2017 accepted19 october 2017 published01 december 2017 keywords: gallery walk technique, think-pair-share technique, descriptive writing abstract this study investigates the effectiveness of gallery walk and think-pair-share techniques to teach writing descriptive text to students with high and low motivation. a quantitative approach is used in this study by applying 2x2 factorial design in the form of pre-test and post-test. 72 students from the tenth grade of state senior high school 1 simoboyolali who take english subject in the academic year of 2016/2017 are participated in this study. the motivational questionnaire and writing test are used as the instruments of the study. this study reveals several findings: gallery walk technique is effective to teach writing descriptive text to students with high and low motivation, thinkpair-share technique is effective to teach writing descriptive text to students with high and low motivation, there is no significant difference on the effect of gallery walk technique and think par-share technique towards writing descriptive text achievement of students with high and low motivation, gallery walk technique is more effective to be used to teach writing descriptive text to students with high and low motivation compared to think-pair-share technique, the anova test reveals that there is no effective interaction among students’ motivation, teaching technique, and students’ writing achievement. to conclude, gallery walk technique is more effective compared to think-pair-share technique for teaching writing descriptive text to students with high and low motivation, and there is no effective interaction among students’ motivation, teaching technique and students’ writing achievement. in sum, it can be said that students’ writing achievement is not influenced by motivation; it is influenced by the implementation of teaching techniques. © 2017 universitas negeri semarang correspondence address: kampuspascasarjana unnes, jalan kelud utara iii semarang50237 e-mail: arsiantid@gmail.com p-issn 2087-0108 e-issn 2502-4566 arsianti dewi kilas sinar nurani & dwi rukmini/eej 7 (3) (2017) 207 introduction the most important purpose in learning language is using it as a means of communication (brown, 2000). through language, people can communicate with others. mastering a language means mastering all of the language skills including listening, speaking, reading, and writing. all of those skills are important. however, writing skill is considered as the most important yet it is difficult to learn. the importance of writing raises the awareness of improving students’ writing skill. as the highest skill to be achieved in learning a language, writing deals with several stages to accomplish such as planning, editing (reflecting and revising), and final revision or draft (harmer, 2004). bruning and horn also argue that to be successful in writing, a complex and effortful activity is needed (as cited in lam & law, 2007). moreover, to be able to acquire writing skill, students need to develop knowledge of writing process and genre (harris et al., 2013). due to the complexity and effortful activity in writing, it can be concluded that writing is a difficult skill to acquire. in some cases, students tend to be regarded as reluctant writers when they are not motivated in writing activities. pierce et al. (1997) argue that there are several causes of reluctant writers dealing with writing mechanism, lack of motivation and confidence. thus, lack of motivation and problems that underlie students’ reason for becoming reluctant writers might influence their writing achievement. in addition, the dimension of students’ motivation can influence their writing achievement. therefore, it is likely that motivation is related to students’ writing. the notion that motivation relates to learning should be taken into consideration regarding the teaching and learning process in the classroom. slavin (1996) argues that motivation serves as an important factor in driving cognitive and learning process. moreover, sweet and guthrie (1996) suggest that motivational climates and teaching instruction should be matched. several approaches and methods have been established to support the implementation of teaching and learning process in the classroom. one of the approaches in teaching that involves various activities is called the cooperative learning. “cooperative learning is an approach to teaching that makes maximum use of cooperative activities involving pairs and small groups of learners in the classroom” (richards & rodgers, 2001, p. 192). based richards and rodgers’ (2001) definition of cooperative learning, it can be concluded that cooperative learning promotes the activities that enables students to build good interaction and communication with others during their learning process in the classroom. therefore, based on the complexity of writing, the nature of english learners, the importance of motivation in learning especially writing and the characteristic of the teaching techniques in cooperative learning approach, i am interested in conducting this study. this study is aimed to explain the effectiveness of two techinues namely gallery walk and think-pair-share techiques to teach writing descriptive text to students with high and low motivation. teaching writing in efl context teaching writing is challenging since it is a staged process. writing is more than only putting ideas in the right order (hyland, 2003). it also relates to several aspects such as grammar, spelling, punctuation, content, organization, and flow of the ideas. thus, writing deals much with steps and stages. probably, this is the reason that makes writing seems very difficult. writing is difficult for english as foreign language learners (thuy, 2009; huy, 2015, zhang&guo, 2013). writing in second language is different from writing in first language (hinkel, 2004). thus, the nature of teaching writing and instructions given for students in native language setting, second, and first language setting will be different. assessing students’ writing is one of the stages in determining students’ learning outcome. teachers should not solely regard arsianti dewi kilas sinar nurani & dwi rukmini/eej 7 (3) (2017) 208 students’ writing as the final products to be judged, but as the sequence of revision processes to get the final writing completed (zamel, 1985). besides, butturff and summers also claim that teacher’s response towards students writing in l1 and l2 are different (as cited in zamel, 1985). thus, teachers should be wise enough in assessing their students’ writing since students’ writing in l1 and l2 is different in nature. considering the facts that teaching and learning writing is complex, especially in english as a foreign language context, several approaches are introduced as alternatives to teach writing. one of the approaches proposed by richards and rodgers (2001) is cooperative learning approach which involves the use of pairs and groups activity. under the umbrella of an approach, there is a method, and technique. technique is the smallest part which defines as the classroom activity (celce-murcia, 2001). the use of certain techniques in teaching depends on language skill to be learned and students’ need. motivation as people deal with activities with various reasons and interest, there will be motivations as the rationale for those activities. between one person and another, there will be different motivations in doing something. given the definition of motivation as reasons for doing something and relation with certain types of activities, it leads to the differentiation of motivation’s types. as for some people, reason and interest might come from inside and outside. thus, there are two types of motivation namely intrinsic and extrinsic. intrinsic motivation relates to personal interest and feeling in doing something has to do with several reasons underlying the activity such as involvement, challenge, curiosity, and social interaction (sweet & guthrie, 1996). the positive thing related intrinsic motivation is that intrinsic motivation contributes to long-term literacy learning and support sustained thinking (sweet & guthrie, 1996). as the intrinsic motivation comes from students’ internal interest, the impacts are quite positive and last long. compared to intrinsic motivation, the extrinsic one tends to be more conditional. it relates to interest that comes from the outside aspect. . thus, extrinsic motivation in writing seems like the motivation that lead students write in order to achieve certain goals. in other words, it can be stated that student who write in order to get good grade, get praise from the teacher, impress their friends, and even pass the exam can be considered having the extrinsic motivation in writing. gallery walk technique as one of the teaching techniques in cooperative learning approach, gallery walk has its characteristics. hammontree (2005) claims that gallery walk engages students with the opportunity of showing their project. in this case, gallery walk deals with showing students’ product. in line with hammontree’s claim, kolodner (2002) argues that gallery walk deals with product publicly. therefore, gallery walk relates to an activity that provides opportunity for students to show their product. the unique implementation of gallery walk in classroom promotes students’ engagement and participation. it is worth noting that gallery walk has several positive impacts for students’ learning. it is an engaging activity especially for writing and drawing since students will have opportunity to take a look at their friends’ work and give comments (townsend, 2009). the implementation of gallery walk in writing encourages students to deal with writing a piece of text and tape it on the classroom wall (bowman, 2015). therefore, students will have the opportunity to get into the activity and walk around the classroom. think-pair-share technique this technique consists of three stages namely thinking, pairing, and sharing (nuraini, 2013). each stage has its own characteristic and purpose. in the thinking stage, students are given questions and they have to think to find out the answer to form their ideas. this stage requires students to think and construct their ideas about arsianti dewi kilas sinar nurani & dwi rukmini/eej 7 (3) (2017) 209 the topic or answer from the questions given by the teacher. then in the pairing stage, students are assigned to pair. in pairing activity, they discuss their ideas and thoughts. finally, in the third stage, namely sharing, students share their ideas and thoughts to the whole group in class (nuraini, 2013). think-pair-share technique is heavily related to pairing activity in which students will work in pairs. thus, this technique promotes active teaching and learning atmosphere. methods the study uses a quantitative approach in the form of an experimental design. furthermore, a factorial design is used in this study since this study deals with two independent variables and investigates the effect of these variables upon a single dependent variable. there are three variables in this study. those are independent, dependent, and moderator variable. the independent variable is the variable that is manipulated. therefore, it is likely that the independent variables in this study are teaching techniques namely gallery walk technique and think-pair-share technique. the second variable is the dependent variable, which is affected by the independent variable. the dependent variable in this study is students’ writing achievement. meanwhile, the moderator variable is the variable that is resulted from the interaction of independent and dependent variables. the moderator variable in this study is motivation which is divided into high and low level. the population of this study is the tenth grade students of state senior high school 1 simo, boyolali who are taking english subject in the academic year of 2016/2017. students in tenth grade are divided into science and social programs. the population in this study consists of eight classes from both programs. there are 4 classes for each program. meanwhile, each classroom consists of 36 students. since there are two groups involve in this study, sampling technique is important to be used to select the samples for this study. one of the techniques in sampling namely cluster sampling is used in this study to choose the sample. in cluster sampling, the population is divided into groups. then some groups are selected as the samples for the research. two classes are chosen as the experimental group i and ii. the samples are 36 students from x science 1 as the experimental group ii and 36 students from x science 2 as the experimental group i. motivational questionnaire and writing test are used in this study. motivational questionnaire is administered to determine students’ motivation level into high and low category. meanwhile, the writing test is used to measure students’ writing achievement before and after the treatments. the try-out test is administered to ensure the validity and reliability of the questionnaire and writing test. result and discussion after analyzing the results of motivational questionnaire from both experimental groups, it can be stated that there are 18 students with high motivation and 18 students with low motivation for both groups. students’ writing achievement of pre-test and post-test in both experimental groups are also analyzed. the following table presents detailed scores for pre-tests and posttests for both groups. table 1.descriptive statistics of pre-test and post-test on gallery walk n mi ni mu m ma xi mu m mean std. devia tion pre_gw_ low 18 43.00 70.00 56.8333 6.15725 post_gw _low 18 60.00 77.00 70.1111 4.35064 pre_gw_ high 18 45.00 70.00 59.2222 6.34828 post_gw _high 18 60.00 85.00 71.2778 6.44256 valid n (listwise) 18 arsianti dewi kilas sinar nurani & dwi rukmini/eej 7 (3) (2017) 210 based on the above table, the mean score of the pre-test of students with low motivation is 56.8333. meanwhile the mean score of the pretest of students with high motivation is 59.2222. students’ scores in pre-test are ranged from 43.00 to 70.00. based on the statistical calculation, the mean score of the post-test of students with low motivation is 70.1111. moreover, the mean score of the post-test of students with high motivation is 71.2778. additionally, students’ score in post-test are ranged from 60.00 to 85.00. students’ writing achievement is increased after receiving the treatment. table 2.descriptive statistics of pre-test and post-test on think-pair-share n mi ni mu m ma xi mu m mean std. devia tion pre_tps _low 18 45.00 65.00 57.7222 5.52859 post_tp s_low 18 62.00 73.00 66.7222 3.06413 pre_tps _high 18 51.00 70.00 59.7222 4.07006 post_tp s_high 18 60.00 80.00 69.1667 4.73100 valid n (listwise) 18 the above table shows that the mean score of the pre-test of students with low motivation is 57.7222. then, the mean score of the pre-test of students with high motivation is 59.7222. students’ pre-test scores are ranged from 45.00 to 70.00. . students’ post-test scores for both high and low motivation are ranged from 60.00 to 80.00. the post-test mean score of students with low motivation is 66.7222. meanwhile, the post-test mean score of students with high motivation is 69.1667. the effectiveness of gallery walk technique to teach writing descriptive text to students with high motivation and low motivation based on the data analysis, the mean score of the pre-test of students with high motivation who are taught with gallery walk is 59.2222. meanwhile, the mean score of the posttest of students with high motivation who are taught with gallery walk is 71.2778. from the result of the pre-test and post-test, it can be seen that there is an improvement in terms of students’ writing achievement. moreover, the paired samples test shows that the value of sig. (2-tailed) is lower than 0.05. thus, h0 is rejected. it proves that there is a significant effect of the use of gallery walk technique to teach writing descriptive text to students with high motivation. in other words, gallery walk technique is effective to teach writing descriptive text to students with high motivation. furthermore, the result of data analysis also shows that the mean score of the pre-test of students with low motivation who are taught with gallery walk is 56.8333. meanwhile, the mean score of the pre-test of students with low motivation who are taught with gallery walk is 70.1111. the paired sample test reveals that the value of sig. (2-tailed) is 0.000. the value of sig. (2-tailed) is lower than 0.05. therefore, h0 is rejected; it indicates that there is a significant effect of the use of gallery walk technique to teach writing descriptive text to students with low motivation. this result reveals that gallery walk technique is effective to teach writing descriptive text to students with low motivation. the effectiveness of think-pair-share technique to teach writing descriptive text to students with high motivation from the writing pre-test and post-test analysis, the mean score of the pre-test of students with high motivation who are taught with think-pair-share is 59.7222. meanwhile, the mean score of the post-test of students with high motivation who are taught with think-pair-share is 69.1667. the paired samples test reveals that the value of sig. (2-tailed) is 0.000. the value of sig. (2-tailed) is lower than 0.05. therefore, h0 is rejected. it shows that there is a significant effect of the use of think-pair-share technique in which it is effective to be used for teaching writing descriptive text to students with high motivation. meanwhile, the mean score of the pre-test of students with low motivation who are taught with think-pair-share is 57.7222. meanwhile, the arsianti dewi kilas sinar nurani & dwi rukmini/eej 7 (3) (2017) 211 mean score of the pre-test of students with low motivation who are taught with gallery walk is 66.7222. table 4.17 shows that the value of sig. (2-tailed) is 0.000. the value of sig. (2-tailed) is lower than 0.05. hence, h0 is rejected; it proves that there is a significant effect of the use of think-pair-share technique to teach writing descriptive text to students with low motivation. therefore, think-pair-share technique is effective for teaching writing descriptive text to students with low motivation. the effectiveness of gallery walk technique and think-pair-share techniques toward writing descriptive text achievement of students with high and low motivation based on the data analysis, the mean score of the post-test of students with low motivation who are taught with both gallery walk and think-pair-share is 68.4167. meanwhile, the mean score of the post-test of students with high motivation who are taught with both gallery walk and think-pair-share is 70.2222. the independent samples test reveals that the value of sig. (2-tailed) is 0.126. the value of sig.(2-tailed) is higher than 0.05. thus, h0 is accepted. it indicates that there is no significant difference on the effect of gallery walk technique and think pair-share technique towards writing descriptive text achievement of students with high and low motivation. the effectiveness of gallery walk and thinkpair-share techniques to teach writing descriptive text to students with high and low motivation in this study, the experimental group i is treated with gallery walk and the mean score of the post-test is 70.6944. on the contrary, the experimental group ii that is treated with thinkpair-share gets 67.9444 as the mean score of the post-test. the independent samples test shows that the value of sig. (2-tailed) is 0.018. the value of sig. (2-tailed) is lower than 0.05. h0 is rejected. therefore, it indicates that there is a significant difference in writing achievement between students with high and low motivation taught with gallery walk and think-pair-share techniques. the mean score of the post-test of students who are taught with gallery walk is 70.6944 and students’ post-test score who are taught with think-pair-share is 67.9444. the criterion of determining the significant difference is not only based on the mean score but also the standard deviation and standard error. in other words, gallery walk technique gives better effect on students’ writing achievement compared to think-pair-share technique. the effective interaction among students’ motivation, teaching technique, and students’ writing the statistical result of two way anova shows that the significance value (p value) of teaching technique is 0.018. this is lower than the level of significance (α) = 0.05. therefore, it can be stated that there is a significance difference on the post-test result between gallery walk and think-pair-share techniques. the result also demonstrates that the significance value (p value) of motivation and technique is 0.574. this is higher than the level of significance (α) = 0.05.therefore, h0 is accepted. it shows that there is no effective interaction between motivation and technique. finally, it can be concluded that there is no effective interaction among motivation, teaching technique and students’ writing. in other words, motivation does not influence students’ writing achievement. it is the teaching technique that plays important roles in students’ writing achievement. conclusion this study deals with several research questions. the hypotheses testing have been conducted to find out the answer of those research questions. firstly, gallery walk technique is effective and has significant effect when it is used to teach writing descriptive text to students with high motivation and low motivation. secondly, the use of think-pairshare technique to teach writing descriptive text to students with high and low motivation is effective. thirdly, there is no significant arsianti dewi kilas sinar nurani & dwi rukmini/eej 7 (3) (2017) 212 difference on the effect of gallery walk technique and think par-share technique towards writing descriptive text achievement of students with high and low motivation. fourthly, there is a significant effect of both gallery walk technique and think-pair-share technique when it is used to teach writing descriptive text to students with high and low motivation but the gallery walk gives better effect on students’ writing achievement compared to think-pair-share. fifthly, the findings reveal that there is no effective interaction among students’ motivation, teaching technique, and students’ writing achievement. to conclude, this study has portrayed the result of the implementation of two techniques in teaching descriptive text writing. those two techniques are effective to teach writing descriptive text to both students with high and low motivation. however, based on the findings, gallery walk technique seems to be more effective compared to think-pair-share technique. moreover, there is no effective interaction among students’ motivation, teaching technique, and writing achievement. thus, it can be stated that motivation does not directly influence students’ writing achievement. students’ writing achievement is influenced by the implementation of the teaching techniques. references bowman, s. (2015, february, 20). the gallery walk : an opening, closing, and review activity. brown, h.d. (2000). principles of language learning and teaching (4 th e.d.) new york: pearson education. celce-murcia, m. (2001).teaching english as a second or foreign language (3 rd ed). united states: thomas learning. hammontree, k. (2005). the great invention adventure.science scope, 28(8), 18-23. harmer.(2004). how to teach writing. london: pearson educated ltd. harris, k.r. et al. (2013). bring powerful writing strategies into your classroom. the reading teacher, 66(7), 538-542. hinkel, e. (2004). teaching academic esl writing. new jersey: lawrence erlbaum associates. hyland, k. (2003). second language writing.cambridge: cambridge university press. kolodner, j. l. (2002). facilitating the learning of design practices: lessons learned from an inquiry into science education. journal of industrial teacher education, 39(3), 9-40. lam, s., & law, y. (2007). the roles of instructional practices and motivation in writing performance. nuraini, e. (2013). the effectiveness of think-pair-share to teach narrative texts writing (master’s thesis).walisongo state institute for islamic studies, semarang. pierce et al. (1997).motivating reluctant writers.master’s thesis. illinois: saint fxavier university. process, and performance. learning and instruction, 22(3), 171-184. richards, j.c., & rodgers, t.s. (2001).approaches and method in language teaching (2 nd ed). new york: cambridge university press. slavin, r. e. (1996). research on cooperative learning and achievement: what we know, what we need to know. contemporary educational psychology, 21(1), 43-69. sweet, a. p., guthrie, j. t. (1996). how children's motivations relate to literacy development and instruction (national reading research center).reading teacher, 49(8), 660-62. townsend, d. (2009). building academic vocabulary in after-school settings: games for growth with middle school english-language learners.journal of adolescent & adult literacy, 53(3), 242-251 thuy, n, h,h. (2009). teaching efl writing in vietnam: problmes and solutions – a discussion from the outlook of applied linguistics. vnu journal of science, foreign languages, 25, 61-66. zamel, v. (1985). responding to student writing. tesolquarterly, 19(1), 79-101. zhang, y., &guo, h. (2013).a study of english writing and domain-specific motivation and self-efficacy of chinese efl learners.panpacific association of applied linguistics,16(2), 103-123. 31 eej6 (1) (2016) english education journal http://journal.unnes.ac.id/sju/index.php/eej the junior high school english teachers’ fulfillment of the four competencies evi febrianaabdurrachman faridi english language education postgraduate program universitas negerisemarang, indonesia. article info ________________ received april2016 accepted may 2016 published june 2016 ________________ keywords: competence, education minister regulation number 16 year 2007. ____________________ abstract ___________________________________________________________________ this thesis is a study of how the english teachers fulfill the four competencies as stated in the regulation of education minister number 16 year 2007. the study used qualitative method in which purposive sampling technique was employed. fifteen english teachers from some private and state schools were chosen as the sample of this study. the data of teachers' competence was obtained from interviews and classroom observations. based on the analysis, the teachers’ fulfillment in pedagogical, professional, personal and social competencies had different results. based on the teachers’ perceptions, the english teachers’ fulfillment in pedagogical competence was good while the students assumed that the teachers’ fulfillment was fair. then, concerning professional competence, based on the teachers’ perception, the fulfillment was fair but the students agreed that the fulfillment was fair. in terms of personal and social competence, the teachers agreed that their fulfillment was excellent but the students assumed that the fulfillment was good. © 2016 universitas negeri semarang correspondence: e-mail: evi_febriana13@yahoo.com kampusunnesbendanngisor, semarang, 50233 p-issn 2087-0108 e-issn 2502-4566 evi febriana/english education journal 6(1) (2016) 32 introduction in today’s international world, english is the most significant language. the importance of english cannot be denied because english is the most common language spoken everywhere. english is used in many fields, for example in the world of international education, technology and engineering. education must always follow the development of science and technology. the development of science and technology has made the world into a single unit as if eliminating boundaries between countries. therefore, language of international communication has become a necessity to communicate globally. david (2000:1) states, "english is a global language". this means english is main language used in global nations. if a person is not able to communicate globally, it will be outdated from other nations. english is a tool for oral and written communication. someone can communicate, express information, thoughts, feelings, and develop science, technology, and culture to the other people in other countries by using english. the statement is also mentioned in indonesia department of education and culture regulation that english is a tool to communicate in oral and written. communication in english is intended to understand and express information, thought, feeling, and develop science, technology, and culture by using the language. the ability to communicate in a full understanding is the ability of discourse (depdiknas, 2003:14). based on the regulation, it can be concluded that the teacher’s role is a professional with a primary duty of educating, teaching, guiding, directing, training, assessing and evaluating students, not only focus on the way of transferring knowledge to the students in the formal education. however, english education in indonesia still needs a lot of improvement. feryyal (2010: 2) stated that a competent teacher should have the ability to organize and teach in interesting and flexible ways, using good teaching methods. however, in reality, the government creates new rules that english is no longer compulsory subject in elementary school so that it is the problem that english can not be taught earlier for the students. in this case, english in junior high school is the first level for the students to get english lesson. therefore, the english teacher in junior high school as a key person in the class should have good interaction and competencies which potentially support and help the students to improve their skills in learning english. senge in comensoli (2014:3) that teacher is an expert who is capable of imparting knowledge that will help learners to build, identify and acquire skills that will be used to face the challenges in life. celce-murcia suggests that the english teachers need good competencies to make the effective english teaching and learning in the classroom so that they can gain the good achievement for the students. moreover, the english teachers have to develop their competencies to have sophisticated teaching for students. according to rockoff (2004: 247), teachers have a fundamental role in their learners’ academic achievement and their quality can highly influence student outcomes. for this reason, increasing the competencies must be conducted by the teachers because they have significant influence in forming the students’ intelligent and personality. the success of education depended on the teachers’ quality. english teacher is an important element in education. broch (2006: 28) found the desirable characteristics of an effective language teacher are having knowledge and command of the target language; able to organize, explain, and clarify, as well as to arouse and sustain interest and motivation among students. she or he is a core role in the success of english language teaching contexts through out the world especially in developing city like semarang to treat as the same as the developed city. it is also a proof that in this global era, english is the excellent language for communication and it is needed in the learning and teaching process in the developing areas such as semarang. due to the importance of competencies for the teachers’ quality, this study was conducted on the way of junior high evi febriana/english education journal 6(1) (2016) 33 school english teachers in semarang fulfilled the pedagogic, professional, personal and social competencies based on minister of education as stated in regulation number16 year2007. method of investigation the research study was conducted by using the qualitative method through the survey research. there are some definitions of qualitative research. according to parkinson and drislane (2011: 8), one of the purposes of qualitative studies are to understand the participants’ point of view of the events, situations, and actions that they are involved with and of the explanations that they give about their lives and experience. taking the definition into consideration, the researcher decided that the qualitative study was used because the study was intended to explain the quality of junior high school english teachers’ competence in semarang and whether it met the competencies stated by the education minister regulation number 16 year 2007 or not. the four competencies are pedagogical, professional, personal and social competence. to get valuable data, the researcher administered a questionnaire and did interview to teachers as well as the students. it was intended to reveal the conditions of teaching and learning process in the school. then, the researcher carried out classroom observations. here, the researcher discussed how the english teachers fulfill the four competencies as stated on education minister regulation number 16 year 2007. this study was conducted at fifteen junior high schools in semarang. fifteen junior high school were chosen to be the samples of the study to represent all the junior high school in semarang. this study observed the junior high school english teachers in semarang. role of the researcher in this study was as participant observer. it meant to collect the data, the researcher only observed the classroom activity in doing teaching and learning process as well as conducting some interviews to the teacher and students without interfering to the teaching and learning process. the procedure of collecting the data in this study involved several steps. the data collection steps involved the setting the boundaries for study, collecting information through observations, interviews, documents, visual material and establishing the protocol for recording information. then the collected data would be analyzed by using miles and huberman’s model of analysis. the steps of miles and huberman’s were data collection, data reduction, data display and conclusion. furthermore, the average score was calculated by using the triage theory. results and discussion the data of this study were obtained through interview and classroom observation to english teachers who teach at fifteen junior high schools in semarang as mentioned in the previous chapter. they taught in different schools which consist of state and private schools in semarang. here is the result of teachers’ competencies: evi febriana/english education journal 6(1) (2016) 34 build upon the above the data, the english teachers in semarang have different competencies. the english teachers' fulfillment to the four competencies emerged in different values. the values based on teachers, students and researcher's perceptions of the competencies achieved by the teacher. according to education minister regulation number 16 year 2007, pedagogical competence is the ability of teachers to manage learning. there are some aspects in pedagogical competence which included on teachers' competence in understanding the students’ characteristics, managing the class, developing the students’ material, managing the material, developing teaching materials, developing teaching and learning activity, delivering the material, conducted evaluation and communicating with the students. some aspects were examined and the results of these observations were found that the average score of teachers’ competence in pedagogical competence was 86%. this score based on the english teachers’ perceptions while the students thought that the fulfillment of teachers was 80%. these results were obtained from the questionnaire from teacher and students on the teachers' performance. then the results were analyzed by using triage theory that showed the average of the pedagogical competence of teachers was different. based on the teachers’ perceptions, the fulfillment of pedagogical competence was good while the students thought that the teachers’ competence was fair. as the statement of campbell (2001: 451) that teachers also have a fundamental role in their learners’ academic achievement and their quality can highly influence student outcomes. on the whole, there was a difference in the results of an assessment of teachers' competence in fulfilling pedagogical competence. in a result, the teachers argued that they had fulfilled the pedagogical competence in their daily teaching and learning activity. for the correction, it was apparent that the teachers felt that they had already had good competence in the pedagogical aspect, but in reality the implementation of teachers’ pedagogical teacher competencies pedagogical professional personal social t s t s t s t s teacher 1 94% 83% 91% 84% 98% 91% 100% 91% teacher 2 92% 81% 83% 80% 100% 90% 100% 89% teacher 3 80% 81% 76% 76% 100% 87% 100% 88% teacher 4 86% 83% 94% 88% 100% 93% 100% 93% teacher 5 89% 82% 79% 89% 100% 91% 100% 85% teacher 6 89% 74% 89% 74% 100% 87% 100% 84% teacher 7 88% 81% 79% 74% 100% 58% 100% 91% teacher 8 82% 78% 71% 80% 100% 84% 100% 86% teacher 9 70% 76% 64% 69% 100% 78% 100% 76% teacher 10 92% 83% 80% 90% 100% 93% 100% 94% teacher 11 91% 84% 84% 84% 100% 93% 100% 92% teacher 12 91% 80% 87% 81% 100% 84% 100% 83% teacher13 87% 74% 91% 78% 100% 84% 100% 86% teacher 14 81% 79% 79% 68% 100% 87% 100% 87% teacher 15 83% 82% 69% 67% 100% 91% 100% 92% average 86% 80% 81% 79% 100% 86% 100% 88% evi febriana/english education journal 6(1) (2016) 35 competencies in teaching and learning process had not implemented maximally. in doing their duty, some points had been done perfectly whereas there were some points that had not been conducted by the teachers in doing teaching and learning process. based on the data of interview and classroom observation, the researcher found that all teachers created learning devices that consisted of syllabus and lesson plan. they were used as guidance in determining what would be taught in the classroom. accordingly, what was taught to students based on the curriculum of the education minister. after creating lesson plan, teachers also created other devices like syllabus and time allocation to manage the learning time. therefore, what should be taught matched with the learning time. teachers needed to have professional competence that is constantly improving and developing qualifications and academic competence on an ongoing basis in line with the development of science, technology and art. here, professional competence was also assessed by conducting the classroom observation and interviews. based on the questionnaire, the professional competence of english teachers in fulfilling professional competence was 81%. this result based on the teachers’ perception while the students agreed that the fulfillment of english teachers’ professional competence was 79%. then, the results were processed using the triage theory and got the result that the teachers’ competence was fair. teacher professionalism was analyzed on how teachers master the learning materials provided. when the researcher held observation, the teachers looked to learn the materials before entering the classroom. they prepared all needed to deliver the materials. everything was prepared as the development of materials and media. as previously point mentioned, the developments of materials were emphasized in the four skills, they are listening, reading, speaking and writing. those skills were explained one by one so that the students acquired the material achievement maximally. however, mostly skills learned were reading and writing. in developing the material in four skills, teachers applied the internet and book learning. some teacher did it, they looked for some information from the book and internet. unfortunately, teachers did not use books from native speakers in the development of learning materials. it would be better if the teacher used a book from native speakers as the supporting material. moreover, teachers carried out the development of the material in the internet such as applying video, pictures and games. this was believed to make learning more interesting and the students could get better understanding to the material given. to be able to create innovative and fun learning, the teacher must have qualified skills, such as not only having good skills in delivering the material but also having good pronunciation. teachers needed to improve their skills so that they could teach the material properly. to realize it, the teachers should also increase their ability to participate in seminars and discussions known as the teachers' association (mgmp). through these activities, the teacher could obtain a lot of information as well as exchanged ideas on techniques and media in delivering the material. personal competence aspect was one of the significant aspects in teachers’ competence. teachers’ personality is an important factor for the success for their students learning. furthermore, the personal competence aspect was observing by doing classroom observations. here, the researcher observed on how far the readiness of teachers in teaching english. based on the teachers’ perceptions to the fulfillment of personal competence, the average score was 100%. the students, on the other hand, thought that the teachers’ fulfillment of personal competence is 86%. in triage theory, the result of teachers’ perception in the fulfillment of personal competence was excellent however the students’ perception showed that the fulfillment of english teachers was good. given that point, there was a difference between teacher and researcher's perception. it could be concluded evi febriana/english education journal 6(1) (2016) 36 that the teachers’ statement in interview and questionnaire did not match with the real condition in the classroom. teachers thought that they had fulfilled the personal competence but in fact in doing their job, there were still some shortcomings occurred. in this competence, the researcher observed how the attitudes of teachers in giving the good models for the students while the english teacher were doing teaching and learning process. the observation points included the way of teachers’ improve the quality of the profession, firmness, spirit and attitude as good models for the students in doing the teaching and learning process. in carrying out the teaching activity, the teacher should have the attitude of responsibility. as i said before, the sense of responsibility was apparent on the sense of discipline in teaching. by coming to class on time, the teachers showed the disciplinary and responsibility to the learning process. not only that, the responsibility of teachers was apparent while the teachers were giving the score to the students based on the students’ knowledge and skills. in addition, teachers should have a confident attitude. it was apparent that the teacher was proud of herself, for example the teachers delivered the material in a clear voice. it showed that teachers had confidence in teaching. not only disciplinary, english teachers should keep their motivation. by showing high motivation, the teachers suggested that they have the steady and stable personality. the teachers were able to make themselves always motivated in teaching in various conditions. it was expected that the teachers' motivation could be felt by the students. so that students would be also motivated in carrying out the learning. motivation could be shown by developing the quality of their profession. joining seminars and studying several sources such as the internet and books were some of the ways to create the good quality of teachers. what they got in seminars and information from the books and internet could be delivered in teaching and learning process. besides the development of teachers’ knowledge and skills, the firmness of teachers in implementing the rules at school was really important. here, the teacher should implement a system of reward and punishment. the teachers used the reward to increase the student's motivation to learn and punishment to make the students follow the rules of learning. it meant the teachers should reprimand the students if they did wrong attitudes. moreover, in the social aspect, to get the data, english teachers were observed by the researcher by collecting the data from students' interviews about how teachers socialized with principals, teachers and other students. by carrying out the activities of classroom observation, the social competence of teachers in schools could be identified. in social competence, the researcher observed the attitudes of teachers in developing school programs and caring to the students. based on the observation of fifteen english teachers from different schools in semarang, it could be calculated that the average of teachers’ personal competence was 100%. this result based on the teachers’ perception about their fulfillment of social competence. this number indicated that the teachers in semarang had excellent competence in social aspect. while, the students agreed that their english teachers fulfilled the social competence was 88%. this result showed that the teachers’ fulfillment of social competence was good the evaluation of this aspects included on how teachers participated in encouraging the school program, treating and caring the students as well as communicating with the headmaster, fellow teachers and students’ parents. by conducting classroom observations, the researcher could analyzed how the teachers took a part in the success of the school programs. additionally, the result of classroom observation showed that the teachers had a good attitude in social competence. it looked that the teachers with pleasure participated the school program, cared the students well in the class and outside the class and acted fairly in giving value regardless of gender or background of students. evi febriana/english education journal 6(1) (2016) 37 conclusion and suggestion in the study, the researcher carried out observations to check the teachers’ competencies. the competencies observed were pedagogical, professional, personal and social competencies. the first competence was pedagogical competence. the data showed that the average teachers had sufficient competence. based on the english teachers’ opinion, the fulfillment of pedagogical competence was 86%. according to triage theory, this result indicated that the teachers’ pedagogical competence was good. however, the students thought that their teachers’ fulfillment in pedagogical competence was only 80%. by using triage theory, it could be explained that teachers pedagogical competence was fair. according to the students, 13 english teachers had fair competence and two teachers failed in fulfilling pedagogical competence. furthermore, in mastering professional competence, the teachers’ fulfillment was 81%. it was considered that the teachers’ professional competence was fair. however, the students agreed that their teachers’ fulfillment in professional competence was 79%. according to triage theory, teachers’ professional competence mastery was fair. based on the students’ perception, there were only six teachers who had fair competence, three teachers had good competence and six teachers failed in mastering professional competence. the next competence that would be discussed is personal competence, the average score of teachers personal competence based on the teachers’ perception was 100%. the result indicated that the teachers had excellent competence in fulfilling personal competence. while the students thought that the teachers’ fulfillment was only 86% that indicated the good competence. based on the students’ perceptions from fifteen teachers observed, ten teachers had good competence, four teachers had fair competence and one teachers considered a failure because their value were below the standard. another competency that was equally important was social competence. based on observation, the average score of social competence achieved by the teacher as 100%. this result based on the teachers’ perception that indicated the fulfillment of teacher was excellent. while the students’ perception was only 88% that indicated good competence. the same as the previous competence, the researcher then processed the data using the triage theory based on the students’ perception, the results were among 15 teachers, 12 teachers had good competence and three teachers had fair competence. from the portrait of observation and interview result, there are some suggestions for teachers to apply the ideal competence in pedagogical, professional, personal and social. pedagogical competence is the basic of the ability of a teacher who covers how teachers organize learning, develop learning materials and activities. based on the research, there are still some teachers who lack of pedagogical competence. it is apparent from the way teachers in teaching learning materials which are less than the maximum. ideally, a teacher must develop a material taught by using several media such as powerpoint, lcd and other teaching aids so that the students will gain an easy understanding. not only the media that can be used to deliver learning materials. moreover, the teachers can apply some learning techniques like singing and playing games. references broch. 2006. perceived characteristics of an effective language teacher. new york: foreign language annals. campbell, r. j., kyriakides, l., muijsc, r. d. &robinsona, w. 2004. effective teaching and values: someimplications for research and teacher appraisal. oxford review of education, 30(4), 451 465.available on http:// www.oxford review.php/tap/article/view/728/674. retrieved on january15th2014. evi febriana/english education journal 6(1) (2016) 38 comensoli, j. 2014. development of prototype management system for purpose in improving teacherpedagogy. efl english journal. available on https://www.google.co.id/url?sa=t&rct= j&q=&esrc=s&source=web&cd=2&cad= rja&uact=8&ved=retrieved on january3rd 2016. david, c. 2003. teachers of gifted students in hong kong: competencies and characteristics. the asia-pacific education researcher 17: 2, pages 143156,http://www.philjol.info/philjol/inde x.php/taper/article/view/728/674. retrieved on january, 15, 2014. departemenpendidikannasional. 2003. standarkompetensi: mata pelajaranbahasainggris. jakarta: pusatkurikulum, balitbang dept. peraturanmenteripendidikannasional ri nomor 11 tahun 2011 tentang guru dandosen. peraturanpemerintahrepublik indonesia nomor 74 tahun 2008 tentang guru. peraturan pemerintah republik indonesia no 16 tahun 2007 tentang guru rockoff, j. e. 2004. the impact of individual teachers on student achievement: evidence from panel data. theamerican economic review, 94(2), 247-252. available on http://www.nuis.ac.jp.retrieved on january, 25th, 2014. parkinson, r. drislane. 2011. qualitative research. research in education. available in http://bitbucket.icaap.org/dict.pl http://www.google.co.id/url?sa=t&rct=j http://www.google.co.id/url?sa=t&rct=j http://www.nuis.ac.jp/ http://bitbucket.icaap.org/dict.pl 220 english education journal eej 7 (3) (2017) http://journal.unnes.ac.id/sju/index.php/eej employing self and peer editing techniques to teach writing recount texts for students with high and low motivation evitaardyprabasiwi1,warsono2 1 mondial education 2 universitas negeri semarang, indonesia article info article history: recived 10 august 2017 accepted18 october 2017 published01 december 2017 keywords: professional competence development, efforts, and esp teachers abstract this current study aims at exploring the effect of self-editing technique and peer editing technique for teaching recount text writing to students with high and low motivation and explaining whether there is significant interaction among teaching technique, writing skill, and students’ motivation. this study is an experimental research with a 2 x 2 factorial design. respectively, the results of the present study have revealed that firstly, there is no significant difference between pretest and posttest result of students with high motivation students that are treated with self-editing technique. secondly, there is significant difference of pretest and posttest scores of low-motivated students who are treated by self-editing technique. thirdly, it is described that peer editing technique has significant effect to be treated to students with high motivation in improving the writing skill of recount text. fourthly, peer editing technique is not effective to be applied for low-motivated students because there is no significant difference between pretest and posttest scores of low-motivated students treated by peer editing technique. fifthly, there is no difference in the improvement between students with high and low motivation in writing recount texts through peer and self-editing technique. the summary of the analysis shows that both techniques, peer and self-editing techniques are applicable to treat high and low-motivated students in teaching recount texts writing. © 2017 universitas negeri semarang correspondence address: grahacandi golf no.2, semarang e-mail: evitasiwi@gmail.com p-issn 2087-0108 e-issn 2502-4566 evita ardy prabasiwi & warsono/ eej 7 (3) (2017) 221 introduction teaching writing is such a complex task that we need a wide array of tools, techniques, and approaches to accomplish the goals (hill, 2011). dealing with writing techniques, there have been a lot of researchers who conducted research on finding applicable techniques to improve students’ writing skill. peer editing technique is considered as one of the steps in the writing process that help students evaluate and improve the quality of their written work in many ways (hastuti, 2014: 2). in this technique, the students are encouraged to be critical as they have to check their peer’s work. mangelsdorf (1992) as cited by hastuti (2014) states that peer reviews achieve the following: provide students with an authentic audience; increase students’ motivation for writing. recount text is a specific genre to teach because of its social function and its familiarity to students’ life. recount text as one of the genres has appeared in both written and oral. it also can be a central medium in dealing with others by giving and sharing experience. futhermore, marta and gandes (2005:10) have proposed the social function of recount text that is to retell past events for the purpose of informing or entertaining. they also state that recount text has its characteristics. this study was carried out to determine the comparison between self-editing and peer editing technique in improving students’ writing skill of personal recount text. the researcher examined whether there was or not the significant differences in applying the techniques in order to improve students’ writing skill. mondial primary school is a national primary school which is located in semarang. to improve their english proficiency, since the first grade, the students have been guided to write their experience in the form of weekly journal (see appendix 1). they have to write what they did and had on their weekends. the teachers help them to correct their writing assessment by giving the written feed backs. this kind of feedback is expected in helping the students to correct their works for the next assignment. this activity has several purposes. besides enhancing students’ writing skill, this activity also helps students to enrich their vocabulary mastery. the students do this assignment as a take-home assignment. their parents may help them to arrange the assignment. however, in classes, the teachers will guide the students to work independently finishing their assignments. the students’ writing works will be checked and responded by the teacher. it is hoped that the students would be helped to enhance their writing skill by the teachers’ responds and comments. in grade 5, the students start to learn about how to write a complete personal recount with its generic structure and language features. they are hoped to be able to write a correct recount text with less grammar errors, spelling, and punctuation mistakes. however, the problem that is mostly faced by the teacher of grade 5 is that the grammar errors, spelling, and punctuation mistakes. in their weekly journal, it seems that the teachers’ feedback does not really help the students to be aware to the mistakes that they have made in the previous journal. in this research, the writer would show how self-editing and peer editing technique helped the students to enhance their writing skill, especially in writing recount texts. in this research, the writer gave the students the scope that they had to correct and edit. the scopes were grammar error, spelling and punctuation mistakes. also, the students were guided to write the generic structure of the recount text. this treatment are hoped to help the students to write a recount text better. methods in this study, the writer used quantitative research, specificallyexperimental study, as the research design to explore and describes the issue based on the data collection. this study is describing and explaining the effect of using selfediting technique and peer editing technique in teaching writing recount text of students with high and low motivation. this study describes evita ardy prabasiwi & warsono/ eej 7 (3) (2017) 222 the case of grade 5 students of mondial primary school academic year 2015/2016. the study involved 28 students which were grouped into two, experimental group 1 and experimental group 2. result and discussion this study aims at finding out the effectiveness of self-editing and peer editing techniques in teaching writing recount texts at mondial primary school, semarang. there are two groups in this research. the first experimental group namely 5a was treated by self-editing technique and the second experimental group namely 5b was treated by using peer editing technique. there was try out activity before doing the research. the try out questions were in the form of writing test. the instruction in the try out was reliable. the valid and reliable instruction was used in the pretest and posttest. motivation questionnaire distribution was conducted in the first meeting of the research. it was used to classify students with high and low motivation. pretest was conducted in the next meeting. it was used to compare the result of students with high and low motivation before they were treated by using peer editing and selfediting techniques with the result of posttest after they were treated by using peer editing and self-editing techniques. the form of pretest was in the form of writing test. the researcher, as the teacher, implemented self-editing technique for teaching written recount texts in the first experimental group. the curriculum used in teaching process was school-based curriculum. there were three meetings for teaching the class. in the first meeting, the researcher introduced the technique implemented to the students. then, the researcher explained the definition of recount text. after that, the researcher gave students the text of a recount text. the teacher asked the students about the generic structure of the text and also the language features used in the recount text. in the second meeting, the researcher explained the elements of recount texts, ti.e., the use of past tense. the researcher, as the teacher, recalled their memory about the use of past tense. after that, the researcher gave the students some sentences using past tense. then, the researcher explained about it. after the students got taught about the use of past tense, the students were asked to make 10 sentences using past tense. the researcher guided the students when they were working. after they were done, they were asked to check their work by themselves. then, the researcher and students discussed it together. in the third meeting, the researcher gave the students another text of a recount text. the students were guided to analyze the generic structure of the text and also the language features of the text. the researcher then explained them about the chronological connection used in the text, such as, then, after, next, etc. after that, the students were asked to make their own recount text based on their experience. after they were done, the researcher asked them to recheck their works. the researcher asked them to correct the mistakes that they found in their works. the researcher guided and helped them to work. after that, the researcher discussed their works together with the students. the researcher, as the teacher, implemented peer-editing technique for teaching writing recount text in the second experimental group. the curriculum used in teaching process was school-based curriculum. there were four meetings for teaching the class. in the first meeting, the researcher introduced the technique implemented to the students. then, the researcher explained the definition of recount text. after that, the researcher gave students the text of a recount text. the teacher asked the students about the generic structure of the text and also the language features used in the recount text. in the second meeting, the researcher explained the elements of recount texts, that was the use of past tense. the researcher, as the teacher, recalled their memory about the use of evita ardy prabasiwi & warsono/ eej 7 (3) (2017) 223 pasttense. after that, the researcher gave the students some sentences using past tense. then, the researcher explained about it. after that, the students had to make some sentences using past tense. after that, they had to ask their partner to check and give comments towards what the sentences they constructed. as soon as they were done correcting their friends’ works, they had to check their own works which had been checked and responded by their friends. then, the researcher and students discussed it together. in the third meeting, the researcher gave the students another text of a recount text. the students were guided to analyze the generic structure of the text and also the language features of the text. the researcher then explained them about the chronological connection used in the text, such as, then, after, next, etc. after that, the students were asked to make their own recount text based on their experience. after they were done, the researcher asked them to recheck their works. the researcher asked them to correct the mistakes that they found in their works. the researcher guided and helped them to work. after that, the researcher discussed their works together with the students. the sample of the research was taken purposively for statistical test. it was used to see mean, median, standard deviation, minimum score, and maximum score. the data of normality test of pretest and posttest were analyzed by using kolmogorovsmirnov test for one sample by spss 18.0. for the normality of pretest, it shows that p values of the first experimental group pretest are 0.879 and 0.973 which are higher than α 0.05. meanwhile, p values of the second experimental group pretest are 0.997 and 0.930 which are higher than α 0.05. it can be concluded that the data of the first and second experimental group pretest have normal distribution. for the normality of posttest, it shows that p values of the first experimental group posttest are 0.942 and 0.904 which are higher than α 0.05. meanwhile, p values of the second experimental group posttest are 0.673 and 0.925 which are higher than α 0.05. it can be concluded that the data of the first and second experimental group posttest have normal distribution. the data of pretest and posttest in both of experimental groups have normal distribution. it indicates that the data are appropriate to be given to the students. the data of homogeneity test of pretest and posttest were analyzed by using levene’s test for homogeneity of variance. for the homogeneity test of pretest, it shows that p value is 0.346. it indicates that p value is higher than α 0.05 meaning that h0 is accepted and ha is rejected. it can be concluded that the data of pretest are homogeneous. for the homogeneity test of posttest, it shows that p value is 0.169. it indicates that p value is higher than α 0.05 meaning that h0 is accepted and ha is rejected. it can be concluded that the data of posttest are homogeneous. the data of pretest and posttest in both of experimental groups are homogeneous. it indicates that the data are appropriate to be given to the students. according to the first research question, the mean score of pretest ofself-editing technique to students with high motivation is 88,14 and the mean score of posttest of self-editing technique to students with high and low critical thinking is 90,29. meanwhile, the value of sig (2-tailed) in the pretest and posttest result of self-editing technique to students with highmotivation is 0.78 meaning that h0 is accepted and ha is rejected. so, there is no significant difference between pretest and posttest result of students with high motivation students that were treated with self-editing technique in teaching written recount text. dealing with the result of the first question, it could be concluded that self-editing technique was not an effective technique to be implemented in teaching written recount text for high motivated students. related to the second research question, the mean score of pretest of self-editing technique to students with low motivated students is 80,57 and the mean score of posttest evita ardy prabasiwi & warsono/ eej 7 (3) (2017) 224 of self-editing technique to students with lowmotivated student is 84, 29. meanwhile, the value of sig (2-tailed) in pretest and posttest result of self-editing technique to students with low motivation student is 0.040 meaning that h0 is rejected and ha is accepted. so, there is significant difference between pretest and posttest scores of lowmotivated students who were treated by selfediting technique. dealing with the second research question, due to the significant difference between pretest and posttest scores,it can be concluded that self-editing technique was effective to be applied in teaching written recount text for students with low motivation. in relation with the third research question, the mean score of pretest of peer editing technique to students with high motivation is 88,43 and the mean score of posttest of peer editing technique to students with high motivation is 94,14. meanwhile, the value of sig (2-tailed) in pretest and posttest scores of peer editing technique to students with high motivation is 0.24 meaning that h0 is rejected and ha is accepted. so, there is significant difference between pretest and posttest scores of peer editing technique to students with high motivation student. to sum up the third research question, peer editing technique has good effect for the students with high motivation because the mean score of posttest is higher than the pretest score or before the technique had been applied. in accordance with the fourth research question, the mean score of pretest of lowmotivated students treated by peer editing technique is 77,71and the mean score of posttest of students with low-motivated students treated by peer editing technique is81,71. meanwhile, the value of sig (2-tailed) in pretest and posttest result of students with low motivation treated by using peer editing technique is 0. 21 meaning that h0 is rejected and ha is accepted. so, there is significant difference between students the scores of pretest and posttest of the students with low motivation treated by peer editing technique.to summarize the fourth research question, the students with low motivation has better affect to be treated by peer editing technique. according to the fifth research question, the mean score of pretest of students with high and low motivation treated by peer editing technique is 87,93 and the mean score of posttest of students with high and low motivation treated by self-editing technique is 87,29. meanwhile, the value of sig (2-tailed) in posttest result of students with high and low motivation treated by peer editing and selfediting technique is 0.824 meaning that h0 is accepted and ha is rejected. so, there is no significant difference between students with high and low motivation treated by peer editing and self-editing technique. to sum up the fifth research question, the two techniques applied to students with high and low motivation has equal result. it means that self-editing technique has good effect as well as peer editing technique to be applied in teaching written recount text. related to the sixth research question, p value of teaching techniques is 0. 0,773. it is higher than α 0.05 meaning that h0 is accepted and ha is rejected. it indicates that there is no significant difference between self-editing technique and peer editing technique on the result of posttest. the p value of motivation is 0.000. it is lower than α 0.05 meaning that h0 is rejected and ha is accepted. it indicates that there is significant difference between students with high and low motivation on the result of posttest. the p value of teaching techniques*motivation is 0,258. it is higher than α 0.05 meaning that h0 is accepted and ha is rejected. it indicates that there is no interaction between teaching techniques and motivation. from whole result, it can be concluded that there is no interaction among teaching techniques, writing skill, and students’ motivation in teaching writing recount texts to students with high and low motivation. from the research conducted, it can be concluded that there are several changes in the evita ardy prabasiwi & warsono/ eej 7 (3) (2017) 225 characteristics of students. they can enhance their writing skill through self-editing and peer editing technique. they also have bigger spirit in their learning process. they are encouraged to work in pairs and also improve their focus through implementation of their editing in their learning process. conclusion this study investigated whether peer editing technique can be employed effectively to improve high and low motivated students’ skill in writing personal recount texts and how students who used peer editing technique differ from those who employed self-editing technique. concerning the theories, findings and discussion explored in the previous chapters, some conclusions can be drawn as follows: the first result based on the data analysis shows that self-editing technique is not an effective way to be implemented to improve high-motivated students in writing personal recount texts.. it was shown from the result of anova test that the (ho) is accepted and the (h1) is rejected. it means that there is no significant difference between pre-test and posttest score of high motivation students. it is not effective to students with higher motivation in writing recount texts. the second conclusion of low motivated students who were taught by using the same method shows that the (ho) is rejected and (h1) is accepted. it means there is a significant difference between pre-test and posttest or there is positive effect. it can be concluded that self-editing technique is effective to be applied in teaching written recount text for students with low motivation. the third conclusion shows that the statistical calculation of the students who have high motivation taught by using peer editing technique shows a significant difference. the output of calculation proved that h0 is rejected and h1 is accepted. it means there were significant differences between the pretest and post test scores of the students with high motivation who were taught using peer editing technique. the fourth conclusion from the data analysis shows that the (h0) is accepted and h1 is rejected. there was no significant difference between the pre and post test scores of the students with low motivation who were treated by peer editing technique. it means peer editing technique is not effective to teach recount text students with lower motivation. the fifth, the summary of the two statistical data show that the two techniques, peer and self-editing technique are applicable to treat high and lowmotivated students to teach recount texts writing. the last finding of the research uncovers the fact that there is no interaction among teaching techniques, student motivation, and writing skill. it shows that both techniques can be employed to teach writing personal recount text. students with low-motivation treated with self-motivation achieved better than highmotivated students. meanwhile, the students with high-motivation students who were treated with peer-editing techniques showed higher scores than low-motivated students. it is concluded that both techniques were applicable to be applied to teach writing recount text. in this case, the role of the teachers is very important in leading students’ intention and attention in learning. the teacher should guide the students in applying the two techniques. in order to get great willingness of the students to write, the teacher must provide interesting themes for students to write. in this research, the two techniques have proven that they could help students to write a recount text. references berg, c. e. (1999). the effects of trained peer response on esl students’revision types and writing quality.journal of second languagewriting, 8, 215– 237. brandet, c. (2008). integrating feedback and reflection in teacher preparation. elt journal, 62, 37-46. cohen, et al. (2007).research methods in education.routledge. london new york. evita ardy prabasiwi & warsono/ eej 7 (3) (2017) 226 diab, n. m. (2010). effects of peer-versus selfediting on students' revision of language errors in revised drafts. system, 38, 85-95. ferris, d. r. (2006). does error feedback help student writer? new evidence on the short and long-termeffects of written error correction. in k. hyland & f. hyland (eds.), feedback in second language writing: contexts and issues. (pp. 81-104). cambridge: cambridge university press. gall, m. d., gall, j. p., & borg, w. r. (2007). educational research: an introduction.(8 thedition). boston: pearson/allyn & bacon . galvis. (2009). peer editing: a strategic source in efl students’ writingprocess. colombian applied linguistics journal number, 12. lundstrom, k., & baker, w. (2009). to give is better than to receive: the benefits of peer review to thereviewer's own writing. journal of second language writing, 18, 3043. mangelsdorf, k. (1992). peer reviews in the esl composition classroom: what do the students think? elt journal, 46, 274–284. the speech functions in the conversations between the fourth semester english department students of muria kudus university and some foreigners titis sulistyowati abstract the fourth semester students of the english department of muria kudus university are suggested to take academic field trip in order to provide the students some experiences outside of their campus. by observing the english department students' interactions with english speakers from other countries, i expect that i can gain clear illustrations on their abilities in maintaining good conversation by applying appropriate speech functions in the conversation. the main purposes of the study are describing the speech functions chosen by the students and the foreigners, explaining the role relation enactment among them, and also describing the contribution of speech functions in language education. the data of this study are transcriptions of the students and the foreigner's oral communication. i classify the speech functions produced by the participants into the speech functions classes introduced by eggins and slade. the results of the study over the four conversations show that the opening speech functions are produced mostly by the students; it indicates that the students play as the initiators. the foreigners show their respect and appreciation to the students as they respond to the student initiations by producing more responding and continuing moves. the number of turns and moves produced by the students and foreigners are quite similar; it indicates that both of the participants get the same chance to take their roles. the foreigners as tourists show they interest to some tourism objects by describing to the students some objects they have visited and by comparing to their own country. learning language cannot be separated from its culture, therefore speech functions and cultural understanding should be taught in the classroom as part of language discourse. key words: speech function, role relation enactment, conversation, foreigner introduction in the nature of conversation, simultaneously a message is organized and delivered among the speakers. this organization of message is carried out in the act of speaking conducted by the participants in the conversation. messages in conversation, explained by halliday (1994: 68) can be recognized as speech role. the messages are conveyed in 70 just two terms; giving and demanding. either the speaker is giving something to the listener of he is demanding something from him. to communicate effectively, we should organize the messages that we want to convey through conversation clearly. the organization of messages involves giving and demanding and this exchange might be more complicated than it seems. if we are demanding something, it means we are inviting to give, and if we are giving something, it means we are inviting to receive. in the english education department of muria kudus university, english is given as a foreign language. here, the students are trained to become professional english teachers. to give them sufficient knowledge, the department has designed the curriculum which enables them to possess the language skills, such as listening, writing, speaking and reading. as foreign language learners, the students have limitation in speaking ability. instead of understanding other aspects in studying foreign language, such as cultural differences, social interactions, and the politeness norms, they also find other difficulties on discourse, lexis and grammar, and phonology/pronunciation, and also vocabulary. by observing the english department students' interaction in communicating with english speakers from other countries, i expect that i can gain clear illustrations on their abilities in constructing conversational structure. one of aspects in conversational structure is realized through the speech function choices in the conversation moves used by both students and foreigners. through this observation i expect that i can observe their capabilities in applying their grammar knowledge from their speaking class into real social roles, such as negotiating the relationship of solidarity and intimacy in participating in the oral communication. the major problem i want to solve in this study is how the speech function is used in casual conversations between the english students of muria kudus university and the foreigners, which is elaborated in terms of speech function choices and the role enactment pattern. speech function classes 71 eggins and slade (1997: 192) describe the speech functions and their sub classes in a speech function network. the speech functions are opening speech function and sustaining speech function. there are two kinds of opening speech functions; attending and initiating. sustaining speech functions can be elaborated in to continuing speech function and reacting speech function. there are two kind of reacting speech functions, they are reacting speech function; responding and reacting speech function; rejoinder. figure 2.3 speech function network — open move continue sustain respond react rejoinder source : based on eggins and slade: 1997 opening speech function there are two main opening moves; attending move and initiating move. attending move intents to search attention from the other interactant in the conversation, while initiating move deals with giving and demanding, exchanging goods, services or information as the commodities of the conversation. opening moves are not elliptically 72 dependent on prior moves, they are usually cohesive in other non structural ways, such as through lexical or referential cohesion. (eggins and slade, 1997: 192-193) eggins and slade state that attending moves include salutation, greeting and calls, all of which function to prepare the ground for interaction by securing the attention of the intended interactant. (eggins and slade, 1997: 193) eggins and slade describe that initiating moves deal with the basic opposition between giving and demanding, goods and services and information. grammatically, these moves deal with statement and question which then differentiated into fact and opinion. the different between fact and opinion is usually expressed lexically; with opinions containing either expression of modality, or appraisal lexis. fact and opinion usually lead to different types of exchanges and genres. opinion exchanges argument, while fact exchanges often remain brief or develop into story telling. (eggins and slade, 1997: 193-194) table 2.5 speech function labels for opening moves speech function example attending hey, david! offer would you like some more wind? command look statement: fact you met his sister statement: opinion this conversation needs allenby. question: open: fact what's allenby doing these days? question: closed: fact is allenby living in london? question: open: opinion what do we need here? question: closed: opinion do we need allenby in this conversation? source* eggins and slade, 1997: 194 sustaining speech function sustaining moves keep negotiating the same proposition. sustaining talk maybe achieved by the speaker who has just been talking (continuing speech functions) or by other speakers taking a turn as he react to the first one (reacting speech function). (eggins and slade, 1997:195) 73 sustaining: continuing speech functions continuing speech functions keep negotiating the same proposition produced by the same speaker who has just been talking. continuing speech functions have two main options; to monitor, to prolong, and to append. (eggins and slade, 1997: 195) in monitoring moves, the speaker focus on the state of the interactive situation, for example by checking that the audience is following, or by inviting another speaker to take the turn, in this case the invited response is set up as a supporting response. (eggin and slade, 1997: 195) prolonging moves refer to those where a continuing speaker adds to their contribution by providing further information. the prolonging option is divided into elaboration, extension, and enhancement (based on logico-semantic relations by halliday). (eggins and slade, 1997: 196-197) in eggins and slade (1997:199), it is mentioned that appending move is mid-way between a continuing: prolonging speech function and a reacting developing move. appending moves occur when a speaker make one move, loses the turn, bur then as soon as they regain the turn they produce a move which represents a logic expansion of their prior move. table2.6 summary of continuing speech function speech function example continue: monitor you know? right? prolog: elaborate at least he's doing well-at least he is doing well in london. he's cleaning them up prolog: extend well, we've got a whole lot of garbage tins that's good. but you have got to fill them up before everyone else does prolog: enhance maybe it's easy. then if you have a story .... you can speak append: elaborate st: what is the different between yogya and others? 74 f: what is the different between yogya and the others? st: yogya with others ... surabaya and umm ... append: extend f: prambanan ramayana? do you know? st: no, it's new f: maybe we are going to kaliurang append: enhance f: for me this time is for business st: umm... business? t: so, that's why i'm going to different places of java. source: eggins and slade, 1997:201 reacting speech functions: responding there are two types of reacting moves: responses and rejoinder. responses are reactions which move the exchange toward completion, while rejoinders are reactions which in some way prolong the exchange. responding reactions negotiate a proposition or proposal set up by the previous speaker. there are two options of responding; supporting and confronting. supporting move require response while confronting moves are dispreferred or discretionary responses. supporting moves are subdivided into developing, engaging, registering, and replying, while confronting are disengaging and replying. table 2.7 summary of sustaining responding speech function speech function example engage hi-hi nickyea register that's our claning lady -oh, the cleaning lady comply can you pass me the salt please? -here [pass it] accept have another? -thanks [take one] agree jill's very bright actually. she is extremely bright. 75 acknowledge d' you remember? -oh, yea answer where's allenby? -in london affirm have you heard from him lately? -yes, i have disagree is he in london now? -no non-comply could you pass me the salt, please? -no, sorry/can' reach withhold when is he due back? -i've no idea disavow did he? -/ didn 't know that contradict you know? -no source: eggins and slade, 1997: 208 reacting speech functions: rejoinder eggins and slade (1997: 207) simply state that rejoinder moves are moves to set underway sequence of talk that interrupt, postpone, abort, or suspend the initial speech function sequence. the moves do not only negotiate what is already on the talk but also give further understanding and details. rejoinder is not only negotiate what is already on the table but it query it (demanding further details) or reject it (offering alternative explanation) tracking moves involve checking, confirming, clarifying, or probing the prior move. these are realized through interrogative and/or rising intonation. eggins and slade (1997: 2009) mention there are four main types of tracking moves. checking moves check on content of the prior move which has been missed or misheard. confirming moves look for verification of what the speaker indicates they have heard. clarifying 76 moves look for additional information in order to understand a prior move. probing moves offer further details or purpose implication for confirmation by the initial speaker. challenging moves confront prior move by actively rejecting negotiation or by querying the veracity of what has been said or the sayer's right to say it. based on eggins and slade (1997: 211-212) opinion, there are three main types of challenging moves. detaching moves seek to terminate the interaction, to avoid any further discussion. rebounding moves send the interaction back to the first speaker, by questioning the relevance, legitimacy or veracity of prior move. countering moves express confrontation by offering an alternative, counter position or counter interpretation of a situation raised by prior speaker. table 2.8 summary or sustaining rejoinder speech function speech function example check ... and straight into the mandiesstraight into the what? confirm well he rang roman-he rang roman a week ago-did he? clarify well he rang roman-he rang roman a week ago what he rang denning road, did he? probe [nods] because roman lives in denning road also? resolve what's her name? it's stefanie, i think. detach what, before bridge? -so huh [non verbal] rebound this conversation needs allenbyoh he's in london so what can we do? counter you know?no, you don't understandnick-you? refute i-no no-i always put out the garbage. re-challenge well he rang romanhe rang roman a week ago. source: eggins and slide, 1997: 213 77 the nature of conversation halliday says (1985: 76) that 'there is a tradition regarding to spoken language as formless and featureless'. but he then explains that spoken language has its own characteristic which it might not be found in written language. in speech, there are some possibilities in making some mistakes; but it was not formless. the term formless in speech is an artifact of the transcription. the formality of the spoken language that we used in conversation will depend on the context and situation when we are conducting conversations. based on its orientations, eggins & slade (1997: 18-20) differentiate the nature of conversation in to pragmatically oriented and casual conversation. pragmatic conversation refers to pragmatically oriented interaction, it is conducted in serious tone and companied by various expressions of politeness (e.g. would that be....? thanks very much, just a moment). while casual conversation is not motivated by a clear pragmatic purpose, which display informality and humor. it also sometimes includes informal characteristics such as colloquial expressions of agreement (e.g. yeah, yep). method of investigation the subjects in this study were students and foreigners. the students were the third semester students of the english education department at muria kudus university, central java, indonesia, while the foreigners were the tourists from several countries who spent their vacations at yogyakarta, central java, indonesia. data and data sources the data of this study was transcription derived from the students and the foreigner's oral communication. the conversations were recorded in video cd. after selecting process, finally i decide four conversations as the source of the data. units of analysis in this research, i classified the units of analysis into turns and moves as the discourse analysis. one turn consisted of several moves. moves were realized through clauses. turns were all the talks produced by one speaker before the other speaker got in. 78 in one turn. move were units after which speakers changes could occur without turns transfer. clauses were the largest grammatical units. a clause consisted of subject + finite, plus a predicator, and combination of complements and adjuncts with some elements possibly ellipse. data analysis the data gathered were then analyzed through these following procedures: (1) identifying the turn of each speaker. (2) identifying the number of clause. (3) identifying the moves. (4) coding speech function. (5) interpretation; (i) synoptically, by quantifying overall turns, moves and speech function choices of each speaker; (ii) dynamically, by tracing through the speech function choices as the conversation exchange unfolds (eggins & slade, 1997: 215). findings after the speech functions are analyzed and summarized through the conversation one by one, in this section i will summarize the whole finding from the four conversations. due to the analysis of the role relation enactment pattern between students and foreigners, i ignore the moves from other participant (e.g. lecturer and tourist guide). table 4.13 students and foreigners' number of speech function choices, moves and turns speech function students f(%) foreigners f(%) opening -conversation i 12 100% 0% -conversation ii 11 57.9% 8 42.1% -conversation iii 9 90% 1 10% -conversation iv 7 100% 0% total 39 81.25% 9 18.75% continuing 79 -conversation i 11 33.3% 22 66.7% -conversation ii 6 24% 19 76% -conversation iii 5 29.4% 12 70.6% -conversation iv 2 8.3% 22 91.7% total 24 24.2% 75 75.8% react: responding -conversation i 17 43.6% 22 56.4% -conversation ii 15 51.7% 14 48.3% -conversation ie 14 33.3% 28 61.7% -conversation iv 1 10% 9 90% total 47 39% 73 61% react: rejoinder -conversation i 15 58.3% 10 41.7% -conversation ii 10 56% 8 44% -conversation iii 7 43.8% 9 56.2% -conversation iv 5 38% 8 62% total 36 50.7% 35 49.3% moves conversation i 55 50.46% 54 49.54% conversation ii 42 46.15% 49 53.85% conversation iii 35 44% 50 59% conversation iv 14 27.8% 39 72.2% total moves 146 43.2% 192 56.8% turns conversation i 44 55.70% 35 44.30% conversation ii 34 50.75% 33 49.25% conversation iii 28 47.8% 39 58.2% conversation iv 13 50% 13 50% total turns 119 49.8% 120 50.2% 80 in term of the number of turns and moves from whole conversation, the information is served in table 4.13. the table describes the number of moves and turns in each conversation. the number of turns produced by the students and foreigners in each conversation as noted in table 4.13, cite that turns produced by both participants are quite similarity in their number. in overall production of turns from the whole conversation the students produce 49.8% turns, while the foreigners produce 50.2%. this suggests that in this casual conversation the participants take equal turns. it means that participants are considered having the equal relation, as casual conversation is the interaction among equal. the number of moves produced by both students and foreigners are also quite similar, realizing again that they are equal in position. however the proportion of the number moves changes when i compare to the production of turn between participants. the students produce 43.2% moves, while the foreigners produce 56.8% from the whole moves production. compare to the production of moves, the percentage of the foreigners moves are higher than the foreigners' number of turns, so i suggest that the foreigners produce more moves in one turn. role relation enactment in the conversations between the english department students of umk and some foreigners the opening moves are dominated by questions. the questions can be either fact or opinion. this is in case of that the students usually initiate the talk by exploring the foreigners' country or about their experience in yogyakarta or indonesia. the question of opinion moves are produced by the students when they intend to figure out the foreigners' feelings or opinion about visiting yogyakarta indonesia. in those conversations, the students play their role as the local community which shows their hospitality by trying to communicate and interact with the foreigners. the students here try to figure out some aspects which might attract the tourist while they are visiting yogyakarta. the aspects can be the tourist destination in yogyakarta, like the ancient borobudur and prambanan as the part of national heritage, or the beauty of gunung merapi and kaliurang as the part of natural wonder. the foreigners also search for something different or unique for example 81 handicraft. the students also introduce batik as one of indonesian traditional handicraft which has already famous worldwide. the foreigners, who play as tourists, produce moves as the reaction of the students' opening moves. their moves are dependent to the students' moves. they produce more reacting moves based on the information demanded by the students. they usually produce information about their countries, the reason why they visit yogyakarta, or the interesting part in yogyakarta. as the dominant initiator the students get the power to control the commodities exchange through the interaction. the foreigners on the other hand, their moves are dependent on the students' prior move. the assumption is that the students as the local community, firstly they want to find the information from the foreigner about their countries and what is so specific about them compared to indonesia. secondly, they also need to know whether the foreigner enjoy visiting yogyakarta. thirdly they need to introduce some local values like tourism objects or traditional crafts so that they can show the interesting parts of indonesia and hopefully the tourist will visit indonesia on the other occasion. the low opening moves which are produced by the foreigner doesn't means that there is not enough interaction between the participants. as the result of the opening moves produced by the students, the foreigners produce many continuing moves and reacting: responding moves. from the whole conversation the foreigners dominate continuing moves by producing 75.8% from the whole production and they also produce high number of responding moves (61%). (table 4.13) the number of continuing moves and responding moves produced by the foreigners indicate the foreigners' respect and enthusiasm in interacting with the students. it is proved by the way they respond to every initiation produced by the students. they provide the information demanded by the students not only in one moves but in sequence of continuing moves either by prolonging or appending. although the students and the foreigners have recently met, but tracing to the number of moves production produced by them, i can conclude that their interaction is quite intimate. 82 from the number of turns and moves produced by the foreigners (192 moves and 120 turns) and the students (146 moves and 119), i can conclude that the foreigners produce more moves in one turn. it means that the foreigners dominate the conversation by producing more moves. this domination explains that the foreigners are good in negotiation. on the other hand the students produce few moves in one turns. it indicates that the flow of the exchanges is depended on the foreigners' moves. most of the opening moves produced by the students are dominated by interrogative, this suggest that the students as the initiators focus their negotiation on demanding information from the foreigners. the foreigners react to the initiation by providing more statements, as they provide the demanded information. those mood choices determine the conversational achievements. the achievements in these conversations focus on exchanging information and give less attention on the interpersonal negotiation or exploring the interpersonal relation among speakers. therefore rather than conducting interpersonal conversation, the students tends to conduct transactional conversation. contribution to language education this research reveals the semantic pattern used by the interactants. this pattern refers to the choice of lexical items and words used by the interactants. from the choice of those items indicates the directness of expressive meaning in talk. the students use wh-interrogative to ask some questions and directly mention the commodity that they intent to exchange. the foreigners provide the information demanded in quite direct way by continuing prolonging or appending in form of clause complexes base on logico-semantic relation (extending, elaborating, enhancing). to initiate talks, people can use various mood choices, not only by using interrogative. we can use statement, command, or offer to initiate talk. the use of statement indicates that we are not showing our inferior role to our opponent. even when we actually demanded something from our opponent, we can use statement as the initiation. when someone says "i heard that your mother's in hospital", he/she 83 actually implies that he/she clarifies whether the information is correct and indicates further information from the hearer. besides introducing the speech function to the students, the teacher can also introduce about mood system and the function of the mood. it is because the production of speech functions and moods determine the role relation and the power among speakers. these terms can be introduced through functional grammar or discourse study. based on the result of my investigation into the students' interaction i have explained previously, there are some aspects that should be evaluated either by the students or the teachers. these aspects are related to the language education, theoretically or practically. theoretically, the students shall be introduced to some theories related to the strategy of how to conduct a conversation successfully. practically, as language learners, the students should master all the language skills well. the skills include reading, speaking, listening and writing. to communicate orally, the students shall be able to speak fluently and clearly. learning english is not only able to use the language correctly, but the students should also be able to use appropriate utterances based on the right context. the context include, to whom we speak to and what kind or relation we want to develop, what topics are exchange and the achievement of the transaction, and also the mode whether it is done spoken or written. conclusion from the interaction between students and foreigners in the four conversations, most of the openings are produced by the students. the students domination is proved by their production of opening moves, from the whole texts, they dominate 81.25% of all the opening moves. it means that the students are good in initiating sequential of talk or they play as the initiators. as the result of the opening moves produced by the students, the foreigners produce many continuing moves and reacting: responding moves. from the whole conversation the foreigners dominate continuing moves by producing 75.8% from the 84 whole production and they also produce high number of responding moves (61%). it indicates the foreigners respect and enthusiast in interacting with the students. from the finding, i can conclude that participants have equal relation. the role is that the students as the local community, firstly they want to find the information from the foreigner about their countries and what is so specific about them compared to indonesia. secondly, they also need to know whether the foreigner enjoy visiting yogyakarta. thirdly they need to introduce some local values like tourism objects or traditional crafts so that they can show the interesting parts of indonesia and hopefully the tourist will visit indonesia on the other occasion. to have good conversation, the students should also understand about speech functions and the strategy of how to take turns. to initiate talks, people can use not only questions, but also statement, command, or offer to initiate talk. if we want to get involved in an interaction, we cannot directly interrupt and create new initiation, but we have to wait to be selected by the current speaker or to find the perfect moment to self select without changing the topic being discussed. suggestion theoretically, speech functions need to be introduced to the students in order to give them more knowledge on how to maintain successful conversation. successful conversation can be realized through the choice of speech function produced by the speaker. the choice of speech function of one speaker will effect on the other speaker speech function choice as respond, and the sequence of exchanges in conversation reveals the relation among speakers. to give the students knowledge about the use of speech function, the teacher or lecturer should also include speech function aspect in their teaching material, especially in discourse or functional linguistics subject. practically, as students of english education department, the students should be able to communicate by using appropriate english in written or spoken. in spoken communication, their english should be understandable, both by local community or foreigners. it is because people learn english in order to communicate with people all over the world. to speak english well means to master all the criteria, like using the right grammar, pronunciation, vocabulary, and fluency. except all those linguistics aspect that 85 should be maintained by the students from their classroom, they should also be able to communicate in real context out of their academics environment. references allwright, d. & k.m. bailey. 1991. focus on the language classroom. cambridge: cup cohen d, crabtree b. 2006. qualitative research guidelines project. http://www.qualres.org/homewhat~3513.html assessed at august, 15, 2009 cohen, louis., manion, lawrence. & morrison, keith. 2007. research method in education. new york: routledge communicate better blog spot. the advantages and disadvantages of written and spoken communication. http://communicatebetter.blogspot.com/2008/ll/advatages-and-disadvantages-ofwritten.html assessed at 6th february 2010 eggins, s. 1994. an introduction to systemic functional linguistics. london: printer publisher ltd. eggins, s. 2004. an introduction to systemic functional linguistics (2 edition). london: continuum international publishing group eggins, suzzane and slade, diana. 1997. analysing casual conversation. london: cassel ellis, rod. 2003. second language acquisition. oxford: oxford university press. shttp://books.google.co.id/books?id=wwdb7p0cg5ac&printsec=frontcover&dq =second+language+acquisition&source=bl&ots=es8euqgjo&sig=5xjr23gymdriprzru4ypf9t9imm&hl=:id&ei=rof2tmxkh ywvaq76lvlbg&sa=x&oi=book result&ct=result&resnum=7&ved=0ceao6a ewb g#v=onepage&q&f=false assessed at 26th august 2010 fairclough, norman. 1989. languge and power. new york: longman fasold, ralph. 1990. the sociolinguistics of language. cambridge: basil blackwell inc. gerrot, linda. and wignell, peter. 1994. making sense of functional grammar. cammeray: antipodean educational enterpses. 86 http://www.qualres.org/homewhat~3513.html http://communicatebetter.blogspot.com/2008/ll/advatages-and-disadvantages-ofhttp://books.google.co.id/books?id=wwdb7p0cg5ac&printsec=frontcover&dq halliday, m. a. k. 1985. spoken and written language. victoria: deakin university press halliday, m. a. k. and hassan, ruqaiya. 1985. language, context, and text: aspects of language in a social-semiotics perspective. victoria: deakin university halliday, m. a. k. 1994. an introduction to functional grammar, 2nd edn. london: edward arnold. halliday, m. a. k. 1978. language as social semiotic: the social interpretation of language and meaning. london: edward arnold haslett, beth. 1987. communication, strategic action in context. hillsdale: lawrence elbaum assosiates. http.7/books. google.co.id/books?id=lwotmnec vqec&pg=pa 125&lpg=pa 125& dq=%22communication,+st^ xo5slze&sig=rry5zlvqhfj2eeu6ctqvgce99-o&hl=id. assessed at july, 24, 2009 hudson, r. a. 1980. sociolinguistics. london: cambridge university press kamisi, sibel and dod'an§ay-aktuna, seran. (2007) wiley interscience: effects of social power on language use across speech communities. international journal of applied linguistics: vol. 6 issued 2 (pg 199-222) http://www3.interscience.wilev.eom/iournal/l 19954894/abstract?cretry= 1 & sretry=0 assessed at 20th may 2010 levinson, stephen c. 1983. pragmatics. new york: cambridge university press martin, j. r. 1992. english text: system and structure. amsterdam: john benjamins publishing co. mathiesen, c. 1995. lexico grammatical carthography: english system. tokyo: international language science publisher. nunan, david. 1992. research method in language learning. new york: cambridge university press ospi state of washington. communication. http://www.kl 2. wa.us/cum^ assessed at 6th february 2010 87 http://http.7/books http://www3.interscience.wilev.eom/iournal/l http://www.kl eej 8 (3) (2018) 301 307 english education journal http://journal.unnes.ac.id/sju/index.php/eej developing hot project-based-speaking assessment to stimulate the students’ critical thinking and creativity anjar setiawan, dwi anggani linggar bharati universitas negeri semarang, indonesia article info ________________ article history: accepted 24 april 2018 approved 09 july 2018 published 15 september 2018 __________________ keywords: assessment, projectbased-speaking, critical thinking, creativity, high order thinking (hot) ____________________ abstract ___________________________________________________________________ most of english teachers do not comprehend how to construct items and develop high order thinking (hot) project-based-speaking assessment to stimulate the students’ critical thinking and creativity. therefore, this study is conducted to develop project-based-speaking assessment to stimulate the students’ critical thinking and creativity in english learning. this study uses research and development (r & d) at x ipa 1 of sma n 15 semarang. the data are gathered through interview, questionnaire, and observation which are aimed to know the existing of the implementation of hot project assessment. meanwhile, the data from pre-test and post-test are mini-drama performance to measure the students’ learning achievement. during the implementation of assessment, the students prepare the concept and perform mini-drama performance. the results indicate that the implementation of project-basedspeaking assessment successfully stimulate the students’ critical thinking and creativity in english learning. further, the results also show the students’ scores improvement of pre-test and post-test where the speaking skill is 70.11 to 82.11, the critical thinking is 60.69 to 87.50, and the creativity is 62.08 to 85.83. moreover, the students participate in the process of teaching and learning actively. they are able to work in a group discussion to write the drama script and arrange the concept of drama cooperatively. finally, they can perform the drama performance successfully. in conclusion, the hot projectbased-speaking assessment is applicable to stimulate the students’ critical thinking and creativity in english learning. © 2018 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jl. kelud utara iii semarang 5023, indonesia e-mail: anjar17office@gmail.com p-issn 2087-0108 e-issn 2502-4566 anjar setiawan, dwi anggani l. bharati/ eej 8 (3) 2018 301 307 301 introduction learning and assessment of learning outcomes are the essential components in the implementation of 2013 curriculum. thus, the success of learning can be known through assessment, and assessment results are also used to perfect learning. hence, to implement the authentic assessment, the substance of 2013 curriculum encourages the teachers to successful develop high order thinking (hot) assessment in the teaching and learning process. hot requires the thoughtful consideration of current instructional techniques and the commitment for active student-centered teaching learning environment (mainali, 2012). based on the results of monitoring and evaluation that had been done by the researcher about the implementation of 2013 curriculum at the senior high school level, it showed that most educators lacked understanding on formulating indicators and construct items for hot speaking assessments combined with high-level thinking skills and students’ critical thinking and creativity. they had not fully understood how to arrange instruments and rubric skills assessment. another difficulty that faced by them was related to the developing project-based-speaking assessment which was the demand for assessment in the 2013 curriculum. they also claimed that they had not been able to design, develop the instruments, implement, process, report, and utilize the results of the assessment properly. thus, this study focuses on developing project-based-speaking assessment to stimulate the students’ critical thinking and creativity in english learning. project-based learning demands students to develop conceptual knowledge and creative thinking skills, according to the lifelong learning principle refers to the four pillars of education universal, that is learning to know (learning to know), learning with doing (learning to do), learning to live in togetherness (learning to live together) and learn to be yourself (learning to be) (lidya, 2016). therefore, the project based learning approach is aimed at improving the quality of student learning. related to the assessment, the following studies show the realization of assessment to teach english in addressing the learning of hot skills and evaluating of thinking skills. in conducting the study, the researchers implemented inquiry-based learning situated in real-world phenomena, as it was aimed at creating the study actively for students. the results indicated that assessment really connected between teaching and learning, and it could have an influence on the way teachers’ teaching and students’ learning (adkins, 2017; annuuru, 2017; elshawa, 2016; fitriani, 2017). thus, the assessment is also able to be applied in teaching english of speaking skill. to achieve the communicative competence of speaking skill, learners requires the possession of knowledge about how to produce not only linguistically correct, but also pragmatically appropriate utterances (irawati, 2016). it means that speaking is an interactive process of constructing meaning that involves producing and receiving and processing information. further, the speaking activity should be applied in a project based in order to improve the students’ learning achievement, and this study brought the students to explore their speaking ability into mini drama performance. the implementation of drama is able to improve the students’ self confidence in expressing the experience and reflection as roles (amri, 2016; milchatun, dwi anggani lb, 2015; sukrisno, 2016). moreover, previous research studies show that the implemention of drama performance have successfully courage the students to express their idea freely, have a good attention in speaking class, increathe their creative thinking during the group discussion, and they feel confident in solving problem (amri, 2016; ganiron, 2014; wahyuni, 2013). thus, by engaging the students into a group discussion, it was aimed at improving the students’ activeness and contribution to the learning is being realized anjar setiawan, dwi anggani l. bharati/ eej 8 (3) 2018 301 307 302 through their performance or presentation (astuti & lammers, 2017). further, a discussion is a means of thoughtful consideration of the relationship involved in the topic or problem under study. furthermore, in a group discussion, it gave chance to learners to exchange of information, opinion, and ideas. thus, a further characteristic of a successful discussion is the apparent motivation of the participants: their attention to the speakers their expression that they were reacting to the humor, seriousness, or difficulty of the ideas being expressed (astuti, 2018; wiwiet purwitawati sholihah, 2017). hence, the implementation of group discussion was also in line with the use of project-based learning to stimulate the students’ activeness. therefore, the aim of project-basedspeaking assessment in this study is to stimulate the students’ critical thinking and creativity in english learning. critical thinking is the ability to think clearly and rationally about what to do or what to believe (iskandar, 2015). further, critical thinking as the ability to analyze facts, generate and organize ideas, defend opinions, make comparisons, draw inferences, evaluate arguments and solve problems (alidmat & ayassrah, 2017). meanwhile, creativity is the capacity of a person to produce compositions, products or ideas which are essentially new or novel and previously unknown to the producer (gupta, 2015). furthermore, the project-based-speaking assessment was not only conducted to learn speaking skill, but it also covered the activities to learn english for skills of listening, reading, and writing. there, during the implementation of assessment, the students did listening to the recording related to the material and watching video, which it was aimed to build up the students learning excitement. the students also did reading activity of narrartive text provided on the book and given by teacher (faridi, 2016). they analyzed the text based on the social function, language features, and generic structure. moreover, they writing of drama script in which they considered the concept of drama performance. lastly, they did speaking activity by doing mini drama performance. those activities were conducted to stimulate the students’ critical thinking and creativity. therefore, the objective of this study is to develop hot project-based-speaking assessment to stimulate the students’ critical thinking and creativity in english learning. method this study used research and development (r & d) which was conducted at x ipa 1 consisted of 36 students of sma n 15 semarang. the steps of this study were the observation and information collection, the needs analysis, the preliminary product, the product design, the preliminary test, the main product revision, the field test, the operational product revision, and the final product. the result product of this study was a set of assessment (module) to develop project-basedspeaking assessment to stimulate the students’ critical thinking and creativity in english learning. furthermore, the speaking project was mini drama performance. the data were gathered through observation, interview, and questionnaire were aimed to know the existing of the implementation of hot project assessment. meanwhile, the data from pre-test and post-test of drama performance were to measure the students’ learning achievement. the qualitative data in this study were collected from interview, questionnaire, observation checklist, and treatments. meanwhile, the analysis of quantitative data gathered from pre-test and post-test. results and discussion this presented and discussed the results of all data and the interpretation of data analysis on the developing hot project-based-speaking assessment to stimulate the students’ critical thinking and creativity in english learning. anjar setiawan, dwi anggani l. bharati/ eej 8 (3) 2018 301 307 303 observation and information collection the step of observation and information collection included the teaching and learning process, the interview and questionnaire to english teacher and the students. the results of observation showed that the teacher never gave any projects to students. she only explained the materials and then gave time for students to do the tasks. lastly, she did checking the students’ works, and she used the scores as the daily score. the results of interview with english teacher indicated that she never gave projectbased-speaking assessment to students but she had a desire to develop it. likewise, the results of interview with all students at x ipa 1, they never did any projects during the learning. moreover, the results of questionnaire sheet from english teacher showed that she got difficulties in developing hot assessment project to students. likewise, the results from students, they got boredom in learning activities, so they were excited to do project-basedspeaking assessment. needs analysis this was the further step based on the results of observation and information collection. here, the the documents collected were the lesson plan, the assessment, and the students’ work book. the results indicated that the teacher prepared the lesson plan before she conducted the teaching, but she did not make a learning concept to develop hot project assessment or project-based-speaking assessment to students. further, the students only used the worksheet (lks) as the source in learning english. during the process of teaching and learning, they rarely did writing a text, arranging sentences, and speaking in english. they were used to listen to the teacher’s explanation, read some texts on lks and then do the assignment. thus, the students never developed projectbased-speaking assessment. preliminary product afterwards, the researcher did preliminary product by making drafts related to the needs on developing project-based-speaking assessments. the drafts consisted of the concept on developing the assessment included developing hypotheses (the teacher together with the students made the concept of drama and the scenes of drama script on the whiteboard included the narration and dialogue), planning the project design (the teacher divided the students into four groups where each group consisted of nine to ten students, and then they did the discussion to have one title of story and determine the roles for each member), and developing new products (the students developing the new product of drama performance). product design the next step was designing the product of assessment, and the researcher with the teacher did collaboration in developing projectbased-speaking assessment. we arranged the assessment by referring to the characters of 2013 curriculum. there, we made the lesson plan based on the syllabus and the training module published by the government. thus, the following figure was the concept of implementing the assessment as stated in training module of the implementation of 2013 curriculum. figure 1. the stages of implementation the assessment high order thinking skill (hots) project assessment developing projectbasedspeaking assessment developing hypotheses planning the project design developing new product anjar setiawan, dwi anggani l. bharati/ eej 8 (3) 2018 301 307 304 in figure 1, the first was the stage of developing hypotheses, and it was meant to stimulate the students’ creativity and critical thinking for analyzing the example of narrative text and making the drama script. here, the teacher together with the students made a scene of drama script on the whiteboard included the narration and dialogue. secondly, we did planning the project design of mini drama performance. in this stage, the teacher divided the students into four groups where each group consisted of nine to ten students. all groups did the discussion to have one title of story and determine the roles for each member. lastly, the teacher controlled the students in developing new product of speaking project of mini drama performance. after that, teacher prepared the scoring sheets of speaking skill, critical thinking, and creativity to assess the students’ performance. expert judgment after that, we did expert judgment where the assessment was evaluated by three experts in english language teaching who actively involved into the implementation of 2013 curriculum. the first expert encouraged the teacher to assure that the students were able to understand the indicators of scoring in order they fulfilled the requirements to pass the test successfully. the second expert suggested the assessment to provide some learning activities of writing, listening, and reading. here, the project speaking assessment had covered all the english learning activities. meanwhile, the third expert gave suggestion that the teacher’s duty was not only to teach english, but also give caring to students. it was considering that every student had their own character and personality. lastly, they gave criticism to the language appropriateness of this assessment. furthermore, from the inputs above, the structure of this assessment was redesigned to perfectly complete the needs of implementation of the assessment. firstly, the part that needed to be revised was the using of teaching aids and media. here, the teacher added more media which related to the lesson, and it was to support the teaching and learning process. afterwards, another part was the language appropriateness of the assessment. it was meant to provide the clear explanation for each step of the assessment in order the teacher or practitioner could apply the assessment successfully. from the results of evaluation, we went to the next step, it was main product revision.we did revision in the part of meetings for implementing the assessment, in which it should besufficient to stimulate the students’ critical thinking and creativity in english learning. we also added some media to support the process of teaching and learning. it was aimed at building up the students’ learning motivation. field test (try out) after the assessment had already been developed completely, then it was implemented in the experimental class of x ipa 1. there, the teacher had seven meetings for pre-test, treatments, and post-test. in conducting pre-test, the teacher applied mini-drama performance to students. thus, the following table was the result of students’ pretest which showed the mean score for each aspect. table 1. students’ mean score of pre-test aspects mean scores speaking skill 70.11 critical thinking 60.69 creativity 62.08 according to the table above, it could be concluded that the students’ speaking skill needed to be improved regarding in terms of grammar, vocabulary, pronunciation, comprehension, and fluency. further, they still did not have good self-confidence when conveying their dialogues to their partners during the drama performance. they were really confused what should be said, so sometimes they did pauses. in addition, the students did not know how to arrange the sentences correctly. they were afraid if they spoke inappropriate anjar setiawan, dwi anggani l. bharati/ eej 8 (3) 2018 301 307 305 dialogue to express the characters, and their pronunciation was not clear enough, so their partner had difficulties to respond. it could be said that the cooperation was not achieved. thus, it was meant that the teacher needed to implement the assessment of project-basedspeaking in order to stimulate their critical thinking and creativity in english learning. based on the result of pre-test, the teacher continued to conduct the treatments for five meetings, and one meeting for post-test. those meetings were conducted based on the assessment which aimed to stimulate the students’ critical thinking and creativity in english learning. in the process of teaching and learning, the students participated in every single meeting well. first, they did watching the short movie of narrative text. after that, they read and analyze narrative text. they also did the task of narrative text on their worksheet. furthermore, they watched video of mini drama performance, and they were excited to have the drama performance. therefore, the teacher gave the example of mini drama script, and taught them to understand the concept of drama. moreover, the students were enthusiastic when the teacher explained the procedure to arrange the drama script. they had fully understood to prepare the concept of of mini drama performance. after that, theystarted to make a group discussion consisted of nine members, and one of them became the leader. the leader of each group managed the members to have one title of drama story. afterwards, they discussed to determine the roles for each member. they continued to prepare the needs of drama performance such as drama script, equipments, and properties. in preparing the drama script, most of students were able to arrange the script systematically. they could analyze the story and generate their ideas in the group discussion. there, the teacher did controlling and checking on the students’ working. finally, the students performed their mini drama performance successfully and they could improve their score. the following table was the result of students’ post-test which showed the mean score for each aspect. table 2. students’ mean score of post-test aspects mean scores speaking skill 82.11 critical thinking 87.50 creativity 85.83 from the table above, it showed that the students were able to explore their ability in the teaching and learning process. first, their speaking skill was improved by performing mini drama. they could speak in english well and fulfilled the speaking aspects included grammar, vocabulary, pronunciation, comprehension, and fluency. second, the assessment of project speaking was able to stimulate the students’ critical thinking. it looked when the teacher did observation during the process of working in group discussion for preparing the drama. the students could arrange the drama script and explore the story, so they performed the drama attractively. further, the students also had improved their creativity during the implementation of assessment. they were able to discuss the topic of drama story, give suggestions, and solve the problems. moreover, they prepared the properties to support the drama performance, so they expressed the role characters in the story well. operational product revision this step was the last revision of the assessment. the inputs were obtained from the results of field test during the implementation process of project-based-speaking assessment. there were some minor changes in the part of media and teaching and learning aids. there, the teacher needed to provide more media to support the process of implementing the assessment. the availability of media, it influenced to the students’ activeness in participating the learning process, especially in preparing the concept of drama performance.s anjar setiawan, dwi anggani l. bharati/ eej 8 (3) 2018 301 307 306 final product after the assessment had been lastly revised, it was meant that the assessment had completely developed. the result product of this research was a set of assessment (module) to develop hot project-based-speaking to stimulate the students’ critical thinking and creativity in english learning. the assessment module consisted of several chapters as follows: (1) chapter i was the introduction. in this part, it covered the background of the assessment, objectives of the assessment, and the significance of the assessment, (2) chapter ii was the reviews of theoretical studies. it covered the authentic assessment in 2013 curriculum, the definition of speaking, the project-based learning for teaching speaking, the definition of high order thinking (hot) skill, the definition of critical thinking, and the definition of creativity, (3) chapter iii was the designing of the assessment. it discussed the steps and concept of group discussion and mini drama performance, assessing the students’ learning achievement on speaking skill, critical thinking, and creativity, (4) chapter iv was the developing of the assessment. it discussed the concept of assessment, the instruments development, and the steps of teaching and learning process, (5) chapter v was the processing and utilization the results of assessment. it showed the scoring indicator and rubrics, and the reporting the results of assessment, (6) chapter vi was the appendices. it consisted of the example of narrative text and pictures, materials, the example of drama script, the example of video of drama performance, the lesson plan, and the results of implementation of assessment in sma n 15 semarang. conclusion and suggestion from the results and discussion, the researcher can conclude that the english teacher never gives and develops project-based-speaking assessment to students. likewise, the students also never do any speaking projects during the teaching and learning process, whereas they are excited to have project-based-speaking assessment. second, the results indicate the fulfillment of developing project-based-speaking assessment. there, the needs of assessment have been fulfilled by considering the characters of 2013 curriculum. third, the results show that the process of developing project-based-speaking assessment is based on the implementation of 2013 curriculum. moreover, the process of developing assessment is by referring the syllabus of which the needs of the lesson for implementing the assessment in the teaching and learning process in english learning. therefore, the assessment is included to the arrangement of lesson plan. fourth, the project-based-speaking assessment effectively stimulates the students’ critical thinking and creativity in english learning. it shows during the implementation of project speaking of mini drama performance. the students are able to explore their critical thinking, creativity, and speaking skill during both learning process and drama performance. however, the english teacher needs to develop any projects in the process of teaching and learning, especially project-based-speaking assessment to students. the project should be referred to the needs of lesson material in syllabus. further, the teacher should be able to provide teaching’s aids and media to support the learning process. the availability of the media is not only for aesthetic purpose, but it also helps the students to receive the input and improve their participation in learning. references adkins, m. m. 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(2017). volume 12, nomor 1, juni 2013. jassi_anakku, 18(1), 1–7. eej 8 (3) (2018) 378 – 386 english education journal http://journal.unnes.ac.id/sju/index.php/eej developing discovery-based reading assessment to stimulate students’ critical thinking and creativity in english learning yenni desnia waluyo universitas negeri semarang, indonesia article info ________________ article history: accepted 24 june 2018 approved 20 august 2018 published 15 september 2018 ________________ keywords: discovery learning, reading assessment, critical thinking, creativity ____________________ abstract ___________________________________________________________________ education in indonesia needs the activities to build students’ thinking skill and creativity. therefore, this study is conducted to develop discovery-basedreading assessment to stimulate the students’ critical thinking and creativity in english learning. this study uses research and development (r & d) at x ips 2 of sma n 15 semarang. the data are gathered through interview, questionnaire, and observation which are aimed to know the existing of the implementation of hot discovery learning assessment. meanwhile, the data from pre-test and post-test are gotten by answering questions to measure the students’ learning achievement. during the implementation of assessment, the teacher provides some problems and then the students mobilize their whole thinking and skill to solve the problems. the results indicate that the implementation of discovery-based-reading assessment successfully stimulate the students’ critical thinking and creativity in english learning. further, the results also show the students’ scores improvement of pre-test and post-test where the reading skill is 67.00 to 88.38. moreover, the students participate in the process of teaching and learning actively. they are able to work in a group discussion to solve the problems and answer the queestions correctly. finally, their cognitive ability can be acute. in conclusion, the hot discoverybased-reading assessment is applicable to stimulate the students’ critical thinking and creativity in english learning. © 2018 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jl. kelud utara iii semarang 5023, indonesia e-mail: desniayenni@gmail.com p-issn 2087-0108 e-issn 2502-4566 yenni desnia waluyo/ eej 8 (3) 2018 378 386 379 introduction education is one of the key vehicles for the intellectual and professional development of our people and plays an increasingly important role in supporting a stronger and more globally competitive indonesia. however, education in indonesia still has several problems related to quality and access as well as the even distribution of well-trained teachers. nowadays, teaching is crucial activity to build attitude of children. they learn many things in school which will influence their future. teaching is not only teaching, but also the teacher has to assign them character building, spiritual, and creativity. therefore, it needs the good skills to be teacher because they are required to equip the students. innovation in education still held in every year to improve quality of learning activity. improvement of learning quality purposed to solve all problems that faced, include english learning problems. one of innovation in education that had been done by government is evaluation of curriculum. in 2013, indonesian government decide new curriculum named 2013 curriculum for elementary and secondary school. implementation of that curriculum can be seen in learning process in the classroom. learning process of schools held in interactive, inspiring, interesting, challenging, and motivated students to be active and give opportunities for their innovation, creativity, independence through their talent, interest, physically and psychology . paradigm that used in learning process is constructivism. so that learning models that used in learning process based on constructivism paradigm. implementation of 2013 curriculum still has many problems. most of teachers in indonesia have difficulties in implementation 2013 curriculum. the big problem that face is the lack of teacher understanding about the new curriculum. on the other hand, learning quality in the classroom effects in improvement of student’s thinking skill. teacher as a designer must provide learning atmosphere that can be support improvement of students’ thinking skill. ideally, all students are provided high-quality instruction that offer the opportunity to learn the knowledge and skill. in constructivist class, a teacher does not teach how to answer the questions, but presented problem and encouraging students to find out their strategy in solve the problems. according to vygotsky (1978), learning material should be used as a tool to train student’s thinking skill, not as a purpose. beside that, learning not only as rehearsing information and formulas/equation, but also how to use that information and knowledge to sharp the thinking skill. the learning environment should encourage students to engage in higher-order thinking activities. teachers need to move away from an overemphasis on content mastery and adopt pedagogies that enable the development of thinking processes. to foster student’s higherlevel thinking, teachers must possess not only in-depth subject matter knowledge in the field they are specializing in, but also good pedagogical knowledge on how to develop student’s higher-order thinking – both in the context of the subject matter they are dealing with and as a general skill. pedagogical knowledge include learning models based on the purpose in curriculum. one of learning activity that recommended in implementation of 2013 curriculum is high order thinking. it includes critical, reflective, logical, metacognitive, and creative thinking. higher-order thinking, known as high order thinking skills (hots), is a concept of education reform based on learning taxonomies (such as bloom's taxonomy). meanwhile, discovery learning is a teaching strategy in which students are given a problem situation, for which they find an answer by making a hypothesis, testing a hypothesis, recording and analyzing their results, and coming up with a conclusion. the idea is that some types of learning require more cognitive processing than others, but also have more generalized benefits. king in his study said that “higher order thinking skills include critical, logical, reflective, metacognitive, and creative yenni desnia waluyo/ eej 8 (3) 2018 378 386 380 thinking.” student’s activities can help them to build their thinking skills and problem solving. effort to encourage student’s higherorder thinking skill that have positive effect in increasing motivation and achievement. in short, in learning process it can help students to construct their knowledge and find out the concept through problem solving process. education in indonesia needs the excellent activities to build their creativity. nowadays, they are asked to be able to compete and create something new in global era. however, in other side, the system and methods that are applied in this country did not support. therefore, we need the changes to face the challenges in global era. in the globalization era that is filled by challenges and competitions are super tight, everyone is demanded not only have a high level of education, but also required to have a special capability, commonly called skill. moreover, several previous studies have become the background on this study. there were many researchers that conducted research concerning with assessment. there were 17 studies which have relation to assessment in education. hariono (2017), ivone (2005), madya (2002) and rini (2012) had the analysis about fullfillment of assessment in education. it draws on the literature reviews in this field and is also based on personal reflections and experiences of the writer. those have similarity that the article critically highlights the teaching of english vocabulary in indonesian schools and universities. it has difference in dealing with curriculum, teaching techniques, instructional media, and vocabulary assessment. in evaluation, fullfillment of assessment in education should be developed to equip their knowledge in requirements curriculum nowadays. in addition, mambu (2015), fang (2017), isnawati (2017), and munadlir (2015) thought that character education assessment rubrics are developed from the cases reported here, in light of: the indonesian government’s guidelines for assessing character education, critical elt; and celce-murcia’s model of communicative competence. those have similarity that assessment rubrics are tool to measure the object. however, it has difference like the rubric that they have used is different. so, whatever rubric that they used, it has to be accurate and suitable for topic. differently, riagustrianingsih (2015), sumekto (2015), zaida (2015), and khunaivi (2015) described the factors considered in grading decision making are achievement factors in the forms of scores from formal and informal assessment and non achievement factors involving students’ effort and behavior, curriculum and school policy. those have similarity that they used formal assessment to equip students. however, it has difference like kind of assessment that they used is different. so, whatever kind assessment that they used, it has to be suitable for topic. in addition, mussawy (2009), lundin (2007), tamara (2015), syafei (2010) and nakamura (2017) had another perspective about realization assessment in education. those have similarity that it investigates and considers how students and teachers realize school science activities. students’ questions and accounts of their experiences as they become part of an established science content form the focus of this work. its purpose is to provide an understanding of how two agendas –one, based on students’ participation and the other, based on the already established science content – are orchestrated so that both are accounted for. however, it has difference like the activities that they used is different. so, whatever activities that they used, it has to be suitable for topic and students can enjoy the class. another study was also conducted concerning with discovery learning. there were 8 studies which have relation for this topic. makoolati (2012), khabibah (2017), sofeny (2017), jokiranta (2014), yuliana (2017), brown (2006), singravelu (2012), febriana (2017), cohen (2008) and prawerti (2014) had conducted the research in relation to effectiveness of discovery learning in education. not only english which is using it, but also in nursing program, science skill also using discovery learning to measure the effectiveness. yenni desnia waluyo/ eej 8 (3) 2018 378 386 381 those have similarity that it was using quantitative approach and using statistical analysis. they assumed that discovery learning is effective learning method to increase their critical thinking and creativity.. another previous studies related to discovery learning is in’am and hajar (2017). they stated that discovery learning in scientific approach was good to improve the ability of the students in learning geometry. they said that teachers should create lesson that is appropriate to the situation, condition and delivered material. to reach the objectives of learning, teacher needed to prepare his learning activity carefully and appropriately. regarding to in’am and hajar (2017), there is suggestion for the next researcher that they should check first the materials that will be given to the learners so that the result will be good. besides, there should be any improvement done to keep the quality of the developing discovery-based reading assessment. taking into consideration the research gap discussed earlier, the writer did research that focused on the development of the assessments. this research is to develop discovery-based reading assessment to stimulate students’ critical thinking and creativity. the writer developed assessments that were able to stimulate students’ creativity and critical thinking. the assessments are the form of discovery-based reading assessment. methods in this study, she uses the research and development. it means that it will use qualitative and quantitative approach. r and d is combination of descriptive, evaluation, and experiment study. there are many instructional design models in developing products. the researcher applies the process of this design stated borg and gall (2003) asserts seven stages of developing the product. they are as follows: (1) research and information collecting, (2) need analysis, (3) preliminary product/ plan, (4) product design, (5) validating by the experts, (6) main product revision, (7) field test, (8) operational product revision, (9) final product, (10) the effectiveness. the researcher did analysis and determined what material was going to develop. having got some information from preliminary observation and did their needs analysis, the researcher planned and developed the intended product also she design the form. afterward, english teacher and experts validated the product in order to know product’s feasibility. furthermore, the researcher did revision based experts’ suggestions. then, she did trying out the product. next, she did second revision before going to final product. lastly, she measured the effectiveness of discovery-based reading assessment to stimulate students’ creativity and critical thinking by conducting the quasi experimental approach. results and discussions in this part, the researcher presents the results of the implementation of developing discovery-based reading assessments to stimulate students’ critical thinking and creativity. development of discovery-based reading assessment in english learning after the writer do planning and designing fulfillment discovery-based reading assessment, she started to develop it. she has to revise the form, after that she has to do trying out before it is applied. and then, after the writer do trying out the form, she also has to revise it. below are the explanation of it. there were three steps of revisions that had been done by the expert. the researcher also made three times of revisions based on the experts’ suggestions, ideas, critics, and judgements. the revisions dealt with the content of students’ book. the following suggestions were given by the expert in the first revision with regard to lesson plan, the writer should revise lesson plan. she had to mention how much time needed in each teaching learning process, there were too many basic competences in each lesson yenni desnia waluyo/ eej 8 (3) 2018 378 386 382 plan, so the writer must delete some of them, the writer should explore and mention many indicators in each lesson plan, the writer should revise the learning goal which related with standard and basic competence, the instructions in each activity should be clear enough, the writer should divide the lesson plan into 4 meetings. each meeting had one lesson plan. in addition, with regard to research instruments, the writer should change the list of questions for interviewing the english teacher into more detail interview questions. finally, in students assessment, the followings suggestions are the instruction must be clear and assessment should fix it to be more relevance with standard of competence and basic competence.. these were the teacher’s suggestions on students’ assessment. they are the writer should correct some misspelled words, some activities were needed to be recognized to keep the students in a positive learning atmosphere, and student and teacher’s books were needed an attractive cover. after getting the validation form returned by the expert and teacher, the writer revised her product. there were four meetings to develop discovery-based reading assessment. the first meeting was held on 1st april 2018. the writer did pretest to know how far the knowledge of the students about the material. after getting the data from the pre-test, the teacher explained the listening model to students. in this activity, the standard competence is to understand a very simple instructions in the school context, while basic competence is to respond a very simple instruction verbally. the students showed their enthusiasm in teaching learning activity because in explaining the material she used discovery learning relating the topic. after that, the writer did second revisions based on the trying out. it was on april 18th, 2018. the writer analyzed and revised the form and there were improvement based on the considerations of the writer. application of discovery-based reading assessment in english learning the next is application of discovery-based reading assessment. it was presented after being validated by revised experts and teacher based on judgements and suggestions from them. the product were the ability to think critical and creativity. it based on requirements of 2013 curriculum and also requirements of mea nowadays. in the last part of developing discovery-based-assessment, the writer used media in order to generate the final product. the final product by using discovery-basedassessment was students could improve their critical thinking and creativity by doing activities of finding implicit meaning of the text. effectiveness discovery-based reading assessment in english learning the writer also involved quasi experimental to measure the effectiveness discovery-based reading assessment. it is simple form of research design. there was one group of learners observed. the writer did not hold control group because it had been held by teacher. in this research, the result of score of students in post-test were better than in pre-test. the analysis provided the writer about information of the effectiveness discovery-based reading assessment by comparing pre-test and post-test within the class. the average of pre-test is 67 and post-test is 88.38. based on the result above, the writer found there were more different result between pre-test and post-test. the writer could see improvement of students’ achievement. there were three steps of revisions that had been done by the expert. the researcher also made two times of revisions based on the experts’ suggestions, ideas, critics, and judgements. the goals of expert judgments were to determine the relevance of the assessments toward the material, exercise, curriculum, and the need of the students and teacher. in’am and hajar (2017) stated that to reach the objectives yenni desnia waluyo/ eej 8 (3) 2018 378 386 383 of learning, teacher needed to prepare their learning activity carefully and appropriately. they said that teachers had to create lesson that was appropriate to the situation, condition and delivered material. after getting the validation form returned by the expert and teacher, the writer revised her product. the revision dealth with assessment and teaching strategy. the writer will revise points which is not suitable for students because assessment here is crucial element in education to equip stuents’ achievement. having revised the product after conducting trying out, the writer starts to repair the lakness of the form. the writer also added some pictures and videos to illustrate the text. these pictures and videos were expected to lead learners comprehend the text. as we know that students of senior high school like to learn by involving interesting and colorful media because they have emotional intelligence. the next is application of discovery-based reading assessment. it was presented after being validated by revised experts and teacher based on judgements and suggestions from them. the product were the ability to think critical and ceativity. it based on requirements of 2013 curriculum and also requirements of mea nowadays. zaida and sofwan (2015) said that “critical thinking is logical thinking based on inference and giving reflective judgments.” furthermore, it focuses on evaluating incidents, issuing judgments and giving justifications for what individuals believe or are absolutely sure of. in this study, the writer wants the students to have critical thinking based on requirements of 2013 curriculum. in the last stage, the writer measures the effectiveness of discovery-based reading assessment. the writer wants to know how well discovery-based reading assessment for tenth grade students. this study uses a quasi – experimental design. to know the significance, researcher used average. when result of post-test is bigger than (>) the pre-test, it means that it is significant. after researcher analyzed, it could be concluded that there was a significance difference between pre-test and post-test so the developed discovery-based reading assessment was effective and it could be used as reading assessment in the process of teaching and learning in the class. the critical thinking of the students was seen through their ability to synthesize ideas, evaluate ideas, and draw the conclusion. the creativity of the students was seen through their ability to synthesize ideas, use different point of views, generate and select alternative. the result also showed that students were interested in doing the activities during the treatment. the activities could help the students to be creative and critical in english text. the results of critical thinking and creativity of the reading, students were line with goreyshi, & noohi (2013), they found that creativity and critical thinking could be improved. related to discovery learning, bajah, & asim (2002) also found that discovery learning was more effective than conventional learning and it improved the ability of student. in conclusion, developing discovery based writing assessments was effective to stimulate students’ creativity and critical thinking. conclusions and suggestions this study focuses on developing discovery based writing assessments to stimulate students’ critical thinking and creativity. the result indicated that the english lesson was given 2 hours a week as a local content. in learning english, the tenth grade of sma n 15 semarang needed interesting assessment to equip their achievement. the result of questionnaire showed that students had some difficulties in learning english. most of students were passive in teaching learning process. some of them felt bored and did not pay attention because the material which presented by teacher was less attractive. teacher-centered learning was also dominantly applied in classroom activity. it was proven that all activities were handled by teacher. to give assessment, the teacher usually used traditional assessment. sometimes it made her students got bored. yenni desnia waluyo/ eej 8 (3) 2018 378 386 384 the writer noted some important point that students need an interesting assessment because of requirements of 2013 curriculum and mea nowadays. the teacher also had difficulty in developing teaching materials for her classes because she had so many classes to be handled. the teacher had no idea to teach english using other interactive assessment, because she was too busy to teach many classes. the use of discovery-based reading assessment gives some positive influences for the students in the teaching and learning process. based on the result of observations, questionnaire, pre-test, post-test, the writer assumed that dicovery-based reading assessment can be applied to improve the critical thinking and creativity in tenth gradeof sma n 15 semarang. moreover, the test of effectiveness in quasi experimental design reported that there was significant improvement from the result of pre-test to post-test. it means that all the result of collected data agrees that discovery-based reading assessment can be implemented for improving the learners’ competence in learning english. discovery-based reading assessment had been tried out was giving the significant progress. the assessment also increased the motivation of the students in learning english,and helped the students to catch the material easier. beside that, the assessment helped the teacher to teach creatively. it was proven by the result of study showed the significan based on the data analysis in chapter iv and the conclusion above, the writer would like to present some suggestions. they are for the students of semarang state university who will conduct the next research related to the developing discovery-based reading assessment, they should check first the materials that will be given to the learners so that the result will be good. besides, there should be any improvement done to keep the quality of the developing discovery-based reading assessment. secondly, for all english teachers, developing discovery-based reading assessment is a kind of alternative technique that can be used in teaching learning process and also can be used to all grades. therefore, it will be better for the teachers to know how to manage the schema activation strategy, make a good discovery-based reading assessment to answer the students’ need, and do any evaluations which are useful to improve the discovery-based reading assessment quality. references bajah, s.t & asim, a.e. 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( 2010). compare and contrast inductive and deductive research approaches. university of manitoba. sugiyono. (2008). metode penelitian kuantitatif, kualitatif dan r and d.bandung: alfabeta. file:///c:/users/yenni/desktop/,%20http:/iteslj.org/techniques/kabilan yenni desnia waluyo/ eej 8 (3) 2018 378 386 386 sumekto, d. r., saleh, m., retmono., & sofwan, a. (2015). pre-service english teacher’s perception on collaborative genre-based writing. the journal of educational development, 3 (2), 125-132. sutarsyah, c. (2008). vocabulary constraint on reading texts. teflin journal, 19 (2), 127-140. vygotsky, l. s. (1978). mind in society: the development of higher psychological processes. cambridge, ma: harvard university press. yuliana., tasari., & wijayanti, s. (2017). the effectiveness of guided discovery learning to teach integral calculus for the mathematics students of mathematics education widya dharma university. journal of mathematics education, 6 (1), 110. zaida, n., & sofwan, a. (2015). incorporating critical thinking skills into an english textbook for junior high school students of semarang city. the journal of educational development, 3 (2), 148-157. http://ouleft.org/wp-content/uploads/vygotsky-mind-in-society.pdf http://ouleft.org/wp-content/uploads/vygotsky-mind-in-society.pdf eej 9 (1) (2019) 56 61 english education journal http://journal.unnes.ac.id/sju/index.php/eej english teachers’ perception on strategies in teaching reading comprehension to motivate the students toto nugroho 1, dwi anggani, l. b. 2, rudi hartono 2 1 sma negeri 1 comal, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: recived 15 september 2018 accepted 12 december 2018 published 15 march 2019 ________________ keywords: perception, strategy, reading comprehension, motivation ___________________ abstract _______________________________________________________________ a teacher should have good perception of teaching and strategies to deal with some difficulties that can be aroused in the process of reading. however, the teachers’ background of state senior high school of pemalang regency are various. this condition make different perception when they performed in their teaching english in their classroom. the present study sought to explore english teachers’ perception of learning second language. motivation is one of the important factors which impacts greatly on language learning. one of the most important factors which receives the special focus in foreign language teaching is reading motivation. more recently, studies on reading motivation have also gained much interest. this review paper is going to consider the impact of reading motivation on reading comprehension. in this paper, the researcher explains the terms of strategies, motivation, reading comprehension, and different models of reading comprehension. the review of this study showed that teachers’ strategies on teaching reading comprehension had a considerably positive effect on reading comprehension activities. © 2019 universitas negeri semarang correspondence address: jl. a yani no.77 comal, indonesia e-mail: totonugroho20@gmail.com p-issn 2087-0108 e-issn 2502-4566 toto nugroho, dwi anggani, l. b. , rudi hartono/ eej 9 (1) (2019) 56 61 56 introduction english is one of the international languages which are used by people all around the world to communicate with each other. it is very important since it is required as a bridge of communication. it is used in many countries all over the world. the importance of english as the international language, requires students to master english in this globalization era. it is one of the foreign languages for indonesian students that must be mastered. to master the english language, the learner must have motivation to learn the language and a good teacher to bear their motivation in learning english. teacher is one of the important factors that affect the students’ motivation in learning english. the way their english teacher teaches, it will have a great impact on students’ motivation in learning english. reading is one of language skills noted as a part of important ability in broadening readers’ perspectives, giving them a chance to see the world. the ability to read empowers the readers to take control of their own knowledge and further to decide future. having reading skill will ease one understanding information and knowledge. this skill will also be useful mean to gain successful in academic. reading skill is one of the four english language skills in addition to listening, speaking, and writting. reading is not simply a matter of interpreting words, but also an important activity in language class and means of consolidating and extending knowledge of the language. theories according to robbins (1993), he defined perception as a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment. additionally wortman, loftus, and marshal (1988) process of interpreting the sensations and giving them order, meaning, and interpretations in the brain is called as perception. robbins (1993) stated that the preceiver, the target being perceived, and the context of the situation in which the perception is made are some of factors that may influence someone’s perception. among the most relevant personal characteristics affecting perception ate attitudes, motivates, interest, past experience, and expectations. following figure summarizes the factors influencing perception. figure 1. factors influencing perception (robbins, 1993) reading is one of the four basic skills which learners are required to master if they want to learn a foreign language. english reading can improve reader’s perception so as to give a lot of help to improve listening, speaking and writing. there are two kinds of reading; extensive reading and intensive reading. the following description will describe those two kinds of reading. extensive reading one of extensive reading purposes is reading for pleasure. this purposes can be easily covered when the readers read the sources outside the classroom. this kind of purpose is close to an extensive reading. harmer (2007) classified the extensive reading as reading which students do often (but not exclusively) away from the classroom. students may read novels, web pages, newspapers, magazines or any other reference outside the class. perception factors in the perceiver: attitudes motives experience s expectatio ns factors in the situations:  time  work setting  social setting factors in the target:  novelty  motion  sounds  size  backgro und toto nugroho, dwi anggani, l. b. , rudi hartono/ eej 9 (1) (2019) 56 61 57 however, extensive reading purpose is not merely reading for pleasure; it may also benefits quality of language use, language knowledge and general academic performance. this happens as it allows learners to learn at their level and to follow their interest (nation, 2001). as a result, when the english learners learn to read any sources outside of the class, it will give them positive effect. intensive reading nation (2009) described some focuses on intensive reading. they are: comprehension, sound-spelling, vocabulary, grammar and cohesion, information content, and genre. based on that focuses, nation explained that the students may uses some strategies on comprehension focus, the learner may predict the answer from the text. on the other hand, on the grammar focus, the learner may type the grammatical features and determine the topic of the text. for the further explanation are stated in the following table. table 1. focuses in intensive reading focus items strategies comprehension sound-spelling vocabulary grammar and cohesion information content genre question type question form regular sound spelling correspondence high frequency vocabulary underlying meanings of words high frequency grammatical features topic type constituent features that typify this type of text predicting standardized reading spelling rules free/checked vowel guessing noting and learning on cards word parts dictionary use dealing with sources of difficulty topic type generalize to writing the understanding of learners can be seen from how well do they answer or do exercises. to make it clear, nation also stated some features of good intensive reading exercises. the exercises should directs to the learners’ attention to features of the text, directs the learners’ attention to the reading text, provides the teacher and the learners with useful information on the learners’ performance on the exercise. harmer (2007) also argued that intensive reading refers to the detailed focus on the construction of reading texts which takes place usually in the classroom. on the other hand, nation(2009) defined it as a means of increasing learners’ knowledge of language features and their control of reading strategies in which also can improve their comprehension skill. based on those two definitions, the intensive reading focuses on the comprehension of the text. translation method can be applied to check whether the l2 learners understand the text or not. intensive reading also determines what language features will get attention in the course. dealing with predicting the genre of the text, harmer added that the teacher may ask students to look at many genres surround the students. the exact choice of genre and topics may be determined by the specific purposes that student are studying for (2007b). based on the features and focuses on intensive reading above, the process of teaching and learning english in the foreign language classroom especially for the senior high students are focused more on intensive reading activity. as application of reading are more concern with vocabularies, language features, and genre. reading comprehension is the ability to read the text, process it and understand its meaning. an individual’s ability to comprehend text is influenced by their traits and skills, one of whch is the ability to make inferences. if word recognition is difficult, students use too much of their processing capacity to read individual words, which interferer with their ability to comprehend what is read. comprehension is recharged of meaning by anticipating message contents (nunan, 1993). reading (comprehending) is a result of the toto nugroho, dwi anggani, l. b. , rudi hartono/ eej 9 (1) (2019) 56 61 58 interaction between the perception of graphic symbols that represent language and the readers. language skills and knowledge of the world in this process, the reader tries to recreate the meaning intended by the writer. while, pearson et al. (1978) in burn and roe (1984) state that reading comprehension involves relating textual information to pre-existing knowledge, structure, or schema. from the definitions above, it can be said that reading comprehension is a process of ecognizing and comprehending the written symbols in a text to get the ideas of both explicit and implicit messages. motivation is one of the most important factors that influence the success in language learning process. the term of motivation is frequently used to describe why a person does something. johnstone (1999) considers motivation as a stimulant for achieving a specific target. cole and chan (1994) define that motivation is concerned with personal energy directed towards the achievement of particular goals. brown (1987) defines motivation as an inner drive, impulse, emotion or desire that moves one to particular action. thus, a motivated learner is the learner who wants to achieve a goal and who is willing o invest time and effort in reaching that goal. radio (2002) stated that motivation is the type of movement that penetrates boundaries, stimulates interplay between internal and external elements and , thereby, initiates and perpetuates mutual impact and interaction between the individual and environment. brown (2004) says that there are two kinds of motivation which are influencing students in learning english: first, intrinsic motivation which aimed at bringing about certain internally rewarding consequence, namely feeling of competence and selfdetermination. the other one is extrinsic motivation which is carried out to anticipate of reward from outside and beyond their selves. motivation has been defined as a process that includes specific directive and stimulating properties. a student who does not have a feeling or inspiration to act is categorized as unmotivated on their hand the one who has inspiration to do an action is considered as the motivated one. to be motivated means to be moved to do something. from the definitions above, it can be said that motivation is the energy which supports students in achieving their goals in learning language. it involves the biological, emotional, social and cognitive forces that active behavior. method in order to get information of the teachers’ perception of teaching reading comprehension to the students the writer try to choose the school as his subject to investigate the english teachers in that school. there are eleven of state senior high schools in pemalang. administratively, they are devided into three coordinative areas. they are southern area as the first coordinative area consists of four state senior high schools. western area as second coordinative area, it consist of three state senior high schools, and the last, eastern area as third coordinative area, there are four state senior high schools in it. to compile this study, the writer choose the third coordinative area as the sample of the study as it consist of four state senior high schools. they are state senior high school 1 petarukan, state senior high school 1 comal, state senior high school 1 bodeh, and state senior high school 1 ulujami. in investigating the english teachers’ perception of teaching reading comprehension to the students the writer applied questionnaires. dornyei and taguchi (2010) argued that questionnaires can yield 3 types of data about the respondent; factual, behavioral, and attitudinal questions. moreover, there are several general features of questionnaire. according to borg and gall (2003),”questionnaire are documents that ask the same questions off all individuals in the sample. based on sugiono (2009), there are two kinds of question in the questionnaires, they are : (1) opened question and (2) closed question. toto nugroho, dwi anggani, l. b. , rudi hartono/ eej 9 (1) (2019) 56 61 59 opened question is a question which is hoped the respondent write their answers in the forms of essay about something. while closed question is questionnaire which is the answers are provided by researcher. there were certain techniques to analyze the questionnaire items. the writer used likert scale to make the analysis the data. the writer grading score for the answer of the questionnaire. sugiono (2009) stated that “likert scale was used to measure the attitude, opinion and the perception of person or group about the social pheomena”. cresswell (1994) noted for basic types of data collection procedures in qualitative research. they are searching, collecting, classifying, and analyzing. in searching the data, the writer compiles the name of state senior high schools in pemalang regency especially here the schools in eastern area as the sample of this study. after compiling the name of the schools, the writer collected the data by giving the questionnaires to the english teachers. after compiling the teachers’ responses, the writer classified them based on each questions and the teachers’ background in order to answer the four questions of this study. teachers’ responses of the essay questions were retyped into three parts; their reasons of the perceptions, difficulties, and strategies. all teachers’ responses were classified into the perceptions, difficulties, strategies and also classified into each variable of each teachers’ backgrounds. on the last step, the writer analyzed their responses from each variables of teachers’ background. after collecting the data, the writer analyzed the data in some steps as follows: 1) identified the teachers’ responses. 2) classified the responses into the teachers’ perceptions, the difficulties and the strategies. additionally, the responses were classified based on the teachers’ background. in classifying the responses, the writer broke down each point of five-likert type response into numbering data. 3) analyzed the perceptions, the difficulties, and the strategies from each teachers’ background. in analyzing the data, the writer used the charts to break down each respond. 4) interpreted the teachers’ responses from theories used in this study. finding reseach regarded to the third research questions about the state senior high school teachers’ perceptions on teaching reading strategies, the writer figured out their responses using likert five-scale of frequency below. 0 5 10 15 20 q u e st io n 1 q u e st io n 2 q u e st io n 3 q u e st io n 4 q u e st io n 5 q u e st io n 6 q u e st io n 7 q u e st io n 8 always often sometimes rarely never figure 2. the state senior high school teachers’ perception on the strategies of teaching reading comprehension from the overall responses on the fivepoint scale above, individual statements were ranging from always, often, sometimes, and rarely. it indicated the teachers’ frequency of using some strategies stated in the questionnaires. look at the table below. toto nugroho, dwi anggani, l. b. , rudi hartono/ eej 9 (1) (2019) 56 61 60 table 2. the state senior high school teachers’ perception on the strategies of teaching reading comprehension the use of questioning students deal with the title of the text during the pre-reading stage was used the first strategy in teaching reading (question number 1). 26,08% of english teachers always did the strategy and 43,47% of english teachers of state senior high school in eastern pemalang regency often used this strategy. it showed that during pre-reading, questioning students deal with the topic were used to give them prior knowledge. second, question number 3 connected to explaining the goal of reading before discussing the topic. mostly, the english teachers of state senior high school in eastern pemalang always explained the reason of reading the text. this strategy was helpful for teachers in developing students’ enthusiasm of certain topic written in the text. 19 teachers responded always used the strategy. for question number 4, the 13 teachers or 56,52% responded always used this question. from this description, it can be stated that asking students to identify the generis structure and language features while reading a text became one of the english teachers’ strategy. in addition, the used of dictionary became a significant stategy along teaching reading process. this was fiured with the english teachers’ responses of question number 5. 19 teachers always asked their students to find out the difficult meaning of the words. this strategy bacame very popular among teachers as english were not their mother tongue. so, dictionary became a useful aid to find difficult words found in the text. besides that, the teachers also help them to give them question in english and directly translated into indonesian (question number 6). however, only some of the teachers used summary writing and applied visual aids for teaching reading. (question number 7 and 8) conclusion after conducting this study and analyzing the teachers’ responses on their perceptions, the writer can draw some conclusions as follows. the conclusions are develop on the basis of research questions and its findings. first, the english teachers of state senior high school in eastern pemalang regency perceived that there were some concepts in teaching reading comprehension. they perceived that teaching reading was not only interpreting the meaning of written words, read aloud the sentences correctly, but also connecting background knowledge to the text, and also applying scanning and skimming in order to gain the students understanding of the text. question number statements 1. during the pre-reading stage, i ask questions based on the title of the text. 2. i ask students to find the main idea of each paragraph before reading the whole text. 3. i explain the goal of reading before discussing the topic. 4. i ask students to identify the generic structures and language features while reading a text. 5. i ask students to use dictionary in looking for difficult words on the text and write them down on their note books. 6. i give lots of questions and translate them into bahasa indonesia to help my students to answer the questions. 7. i help to increase the students’ understanding of meaning of the text through summary writing and check their grammar. 8. i use lots of visuals such as pictures and video to increase students’ interest in a text and aid their understanding. toto nugroho, dwi anggani, l. b. , rudi hartono/ eej 9 (1) (2019) 56 61 61 second, the teachers applied some effective strategies to tackle their difficulties. dealing with prior knowledge, they tried to construct the students’ prior knowledge before reading a text through sequence of questions dealing with the topic, asking their students to identify the main idea of each paragraph, the features and structure of the text. in order to gain the students mastery of english vocabulary, they asked their students to look up certain meaning of difficult word in the dictionary and they directly translated questions into indonesian. regarding the students’ interest and motivation, they applied some audio-visual aid to make their class more fun and interesting. it also enlarged students’ understanding of certain text. in order to reach the goal of effective teaching reading comprehension to the students with high motivation and low motivations in state senior high school, some implications for the english teachers are suggested. firstly, the teachers should present their best performance in front of their students. he or she should be the tutor, the controller and also the assistant for their students. on the other word, that as a teacher he or she shoud be ready in every condition which the students wanted. secondly, with regard to the teachers’ different perceptions on students’ grammar difficulties in understanding a text, the accuracy in grammar is important in identifying the genre of the text. based on that, the writer suggests that the teacher should not neglect students’ grammatical competence in understanding a text. the last suggestion is that the english teacher should improve their capacity and knowledge, as his perception in the process of teaching is the product of presentation of their knowledge coupled with belief and expectation. so that, their perceptions may influence their expectations on the teaching and learning process. references brown, h. d. 2007. principles of language learning and teaching. fifth edition. new york: pearson education, inc. brown, h. d. 2004. language assessment: principles and classroom practices. new york: longman brown, h. d. 1987. principles of language learning and teaching. (2nd ed). englewood cliffs, new jersey: prentice hall bum, a. and roe. 1984. development reading skils. london: macmillan publishing company bum, p. c., roe, b. d. , and ross, e. p. (1984). teaching reading in todays’ elementary school. boston: houghton mifflin company cole, g. p. and chan, l. 1994. teaching principle and practice. sydney: prentice hall dornyei, z. and taguchi, t. 2010. questionnaires in second language research: construction, administration,, and processing: second edition. new york. routledge harmer, j. 2007(a). how to teach english. edinburg: longman harmer, j. 2001. the practice of english language teaching. edinburg: longman harris, k. 1980. reading in context areas: strategies for reading to learn, semantic maps. virginia : university of virginia harrys, j. a. and edward, r. s. 1975. how to increase reading ability. new york: longman nation, i. s. p. 2009. teaching esl/efl reading and writting. new york: routledge nunan, d. (ed) 2003. practical english language teaching. first edition. new york: mc. graw hill. sugiyono. 2009. metode penelitian kuantitatif, kualitatif dan r and d. bandung: alfabeta eej 8 (1) (2018) 27 34 english education journal http://journal.unnes.ac.id/sju/index.php/eej realizations of promising speech act by students of english as a foreign language of semarang state university ahmad mubais, ahmad sofwan universitas negeri semarang article info ________________ article history: accepted 19 october 2017 approved 2 january 2018 published 15march 2018 ________________ keywords: speech act theory, promise, realization, strategy, efl students ____________________ abstract ___________________________________________________________________ to communicate with others requires the ability of communicative competence. the communicative competence covers discourse competence, linguistic competence, pragmatic competence, socio cultural competence and lastly actional competence. pragmatic competence is such a communicative competence which is important to study in order to fill the gap among the speakers, especially students of english as a foreign language. the gap among the speakers of different languages can be decreased by the study of speech act in various languages and perspectives. the focus of this study is the analysis of pragmatic study that focuses on promising speech act delivered by students of english as a foreign language of universitas negeri semarang. the objectives of his study are concentration on analysing the realization of promising speech act by the students, the probable factors that influence the students in realizing promising speech act, how those factors influence students to realize a promise and what dominant strategy used by the students. this research is qualitative descriptive research. the source data of this research is document. in order to collect the data, there are two methods used in this research; dct and role play methods. the types in analysing the data are transcribing, coding, classifying and interpreting. the subjects of the research are 20 students of english as a foreign language of universitas negeri semarang at sixth and eighth semester. there are 480 utterances of promising speech act produced by the students from the dct and role play data elicited. based on the analysis, the study reveals that the students applied future action, promise-to-act and predictive assertion strategy to realize the promise. the probable factors that influence students to realize the promise are distance, dominance and imposition. actually, those factors (distance, dominance and imposition) are not primary factors that impose the students in realizing the promise. some situations with different combination of social parameters deliver different strategy. the different combination of the three factors in situation given and interference of students’ native language and pragmatic transfer in the language learning process also affects the respondents in realizing a promise strategy. the dominant strategy used by the students is future action strategy. © 2018universitas negeri semarang correspondence address: kampus pascasarjana unnes, jalan kelud utara iii semarang 50237, indonesia e-mail: amoeba_its@yahoo.co.id p-issn 2087-0108 e-issn 2502-4566 mailto:rianapermatasari0305@gmail.com ahmad mubais & ahmad sofwan/english education journal 8 (1) 2018 27 34 28 introduction language is a way that is used as a communication device among human beings in this world. it uses systematic patterns in many forms and it may not be stable by the era. the forms of languages evolve to what are now called spoken and written language. language is a system of arbitrary conventionalized vocal, written or gestural symbols that enable members of a given community to communicate intelligibly with one another (brown, 2000, p.5). through the language people express their ideas, wants, thoughts, knowledge, and feelings. one of major functions of language is the expression of personal identity (crystal, 2003). students have many problems in learning english as a foreign language. a finding from sofwan (2015) revealed that many students have not had the opportunity to learn how to express thinking skills in english because they are continually exposed to curriculum that focuses on basic skills in english. in order to be able to know each other in communication, people have to understand the language itself that is integrated on four skills of language; listening, speaking, reading and writing. how well we can communicate to others depends on how we master all language skills. the necessity to be able to understand each other in a worldwide range is what brings people to use english as the international language.warsono (2017) stated that understand the context of situation in a text, particularly spoken, students are exposed to conversation texts that mostly focus on the use of functional expressions. ellis (1994; 13) stated that communicative competence includes knowledge the speakerhearer has of what constitutes appropriate as well as correct language behaviour in relation to particular communicative goals. in a case of asking questions, for example, the speaker must know how to set a question correctly and to whom the question is addressed. we may say that different interlocutor requires different way. it is what ellis means that the purpose of communicative goals influenced the way we use language to communicate. asking a question to a professor or a lecturer in a classroom requires different strategy from asking a question to a new one that we meet on some places. moreover, the same situation happens not only in asking a question, but also in answering a question, inviting someone, making a request and offering something, promising and many others. promise is one of the speech acts that deals with something that may happen in the future and commitment of the speaker. mey (1993), quoting searle says that a promise should not be about things that are going to happen, or should happen anyway. this clear thing up that someone cannot promise that the sun will rise tomorrow because it does not deal with commitment of the speaker, or in this case we call the speaker as promiser. in pragmatics, according to austin (1962), promise belongs to performative act which cannot be judged as true or false; they would rather be considered as felicitous or infelicitous. performative act of promise is under the speech act theory which is defined by lyon (1977) as an act performed in saying something. in daily life, some people are very familiar with making promises. sometimes, promises are made with no intention of keeping them. for example, when people say i’ll call you later, and i’ll be there in ten minutes, they make promises. however, often those promises are not kept. how could promises be made without intention to keep them? it is due to the fact that not all promises are felicitous. in making promises, some people may be felicitous that they intend to keep the promises, but some others may not. there are some felicity conditions to determine whether a certain promise is felicitous or infelicitous. based on these conditions, we are able to discover whether a promise is made as a merely lip service or a real felicitous promise. furthermore, pragmatic competence is one of communicative competences that has important role in determining the language purpose to use appropriately in order to achieve the goals of communication. to communicate with others requires the ability of communicative competence. the ahmad mubais & ahmad sofwan/english education journal 8 (1) 2018 27 34 29 communicative competence covers discourse competence, linguistic competence, pragmatic competence, socio cultural competence and lastly actional competence. pragmatic competence is such a communicative competence which is important to study in order to fill the gap among the speakers, especially students of english as a foreign language. communicative competence among the speakers is important because the second language students have the problem with the interference of their native language. as stated by mujiyanto (2017) that learning a second language, learners cannot totally disconnect themselves from their cultural context where they rely on the knowledge source constructed from their home society.for long time and many years, exploring the relationships between cultural identity and language development has existed in second language acquisition researches.the gap among the speakers of different languages can be decreased by the study of speech act in various languages and perspectives. the focus of this research is the analysis of pragmatic study that focuses on promising speech act delivered by students of english as a foreign language of universita negeri semarang. the objectives of the study are concentrates on analysing the realization of promising speech act by the students, the probable factors that influence the students in realizing promising speech act, what dominant strategy used by the students and how those factors influence students to realize a promise. theoretically, the research is expected to enrich the previous theories of speech act of promising since this research will give description of how english department students produce promises. practically, it is hoped that the research will give contributions to students who study english and english teachers or researchers to develop further research related to speech act of promising strategies. pedagogically, the research can be used as supplementary information for both efl teachers and learners related to speech act of promising strategies. hopefully, this study can be used by teachers to interpret and criticize the lesson of the promise expressions appropriately. in line with the previous statement, the finding will give a contribution to the readers to enrich the knowledge about speech acts especially promising speech act. it also can be useful in cultural understanding in learning english based on the native speaker’s intention in expressing speech act of a promise and develop the awareness of language varieties which may result in better understanding of others’ utterances. several previous studies about promising speech acts have been done by the researchers. saeidi et al (2014) conducted a research on speech act of promising. the research compared speech act of promising produced and recognized by native speakers and iranian efl learners. the research was based on communicative competence gap among speakers. the study was aimed to investigate the strategies used in expressing promises in different situations. the data were not only expression of promising in english but also promising expressions in farsi, the iranian language. an open-ended data collection technique was employed for studying participants’ responses and verbal reactions to different situations. the result suggested that the two groups vary in using strategies and types of promising. it was found that iranian efl learners’ sensitivity to their first language made them use inappropriate expressions and strategies in their english responses. bernicot and laval (2004) conducted a research on children about promising speech act. their study has two objectives. the first was to gain an accurate understanding of the role of the preparatory condition in the comprehension of promises. the second objective was to test linguistic forms which do not contain the verb promise but which, according to the speech acts classification (searle and vandeveken, 1985; vanderveken 1990a; 1990b) are specifically commissive, i.e., they contain verbs in the future tense (active or passive voice). this current research differs from benicot and laval’s research in terms of the subject of the research ahmad mubais & ahmad sofwan/english education journal 8 (1) 2018 27 34 30 research. the subject of the previous study is children, and the current research is efl learners of universitas negeri semarang. suwigno (2011) studied the interlanguage pragmatics of agreement strategies by non-native speakers. the research took two groups of indonesian respondents who are college students in the sixth semester who were given questionnaire in the form of dct. it showed that disagreement is realized through contradiction, counterclaim, irrelevancy claim, contradiction and counterclaim, and challenges to personal/non-personal issues in different social status. even though, both suwigno’s research and this current research used dct, the bias is avoided in this current research by using two methods of collecting the data. those methods are the role play and dct. schauer&adolphs (2006) explored the similarities and the differences between a discourse completion tasks (dct), corpus data and discussed potential implications for using the two in pedagogic context. they did the study by contrasting native speakers’ expressions of gratitude elicited by dct with those found in a five million word corpus of spoken english. they also examined the advantages and disadvantages of the both data sets with regard to the language-teaching context. the result suggested that a combined use of both instruments might aid the teaching of formulaic sequences in the classroom. this particular study compared the dct result with corpus data. meanwhile, this current research used both dct and role play to avoid the bias and to produce a balance result. karyono (2015) studied about the promising speech act used by teacher of vocational school in pacitan that focused on pragmatic analysis of the speech act of promising used by pacitan vocational english teacher and the aimed of the study is to fulfil the gap of the dissimilar languages and culture with interethnic communication difficulties. the study concentrated on the analysis of the strategies of promising and what dominant strategy used by pacitan vocational english teachers. the data of his study is documents. the documents are taken from vocational english teachers which consist of 10 males and 15 females and the level of english proficiency was middle to advance. the data were collected from the responses of dct produced by the teachers. he found that the respondents applied performative and non-performative verb in stating the promises. the dominant promising strategy used by the teachers is promising nonperformative verb strategy. all of the previous studies have the similarities and differences to this current study. the similarity is that all of the previous studies and this research analyze the promising speech acts utterances. furthermore, there are also differences between each research. some of the differences of each research have been explained above. almost all of the previous studies compared the use of speech act by native speakers of english or english as a second language. most of the previous studies also only analyse realization and strategies of promising speech act. in this current research, the researcher will examine the realization and the strategies of promising speech act and also the factors that affect the strategies of promising speech act by students of english as foreign language of universitas negeri semarang. methods this research belongs to descriptive qualitative research. the subjects of this research were the students of english as a foreign language of universitas negeri semarang that consists of 20 students. they were chosen by the assumption that they used english as a means of communication. the object of the study was utterances of promising speech act produced by these students. the data source of this study is document. the documents are taken from students of english as a foreign language of universitas negeri semarang. the research deals with expressions of promises produced by student of english as foreign language of state university of semarang consists of six male and fourteen ahmad mubais & ahmad sofwan/english education journal 8 (1) 2018 27 34 31 female students. ten students are in the sixth semester and the other ten of students are in the eight semester. the data was taken from responses of dct and role play produced by the students. there are two instruments that are used in this research to collect the data; dct (discourse completion task) and role play. dct has been commonly applied as one of the methods to collect the data with second language learners as the contributors. dct is the most effective research instrument (seran&sibel, 1997). the data in this study were collected through a controlled elicitation method called open questionnaire which is a modified version of dct. dct includes a brief description of the situation and a one participant dialogue. each situation consists of a brief description of the addressee’s characteristics important to this study, namely, social distance (the relative degree of the social power of the interlocutors over each other), and finally the offence being committed (afghari&kafiani, 2005). the second instrument to collect the data is role play method. kasper & rose (2002, p. 86) defined role play as a social or human activity in which participants take on and act out specified roles often within a predefined social network or situational blueprint. there are several types i used in the method of analyzing the data since the data are in the form of qualitative data. those are transcribing, coding, classifying and interpreting. firstly, transcribing deals with the process of transcribing the sound data from the role play activity. in this process i transcribed the recording data (audio data) into written text by listening to the audio data, and writing it down. since i used the dct data, role play data and awareness test to support each other, the data that needs transcribing is only from the role play. a coding is giving code to the speech act of promising, based on the data i gathered. the next step, classifying is the process to classify the data based on the promise strategies proposed by bernicot and laval (2004). these two steps are done at the same time since i give codes (which are in the forms of numbers) and put them in different columns in the tables in order to classify them. the next classification is based on the probable factors of promising strategies. in this step, each factor has different situations they are suited to the purpose. the coding and classification tables will be in the appendix. finally, in the interpreting phase, i interpreted the data which can be seen and explained in the following chapter. results and discussion based on the results of the research explained in the previous chapter, students of english as a foreign language of universitas negeri semarang realize a promise by utilizing three types of strategies. those three strategies are future action, promise-to-act and predictive assertion strategies. future-action strategy is a strategy of promise, which applies the verb conjugated in the future tense. the verb ‘promise’ does not appear, and the grammatical subject of the sentence is the person making the promise. the social act intentionally posed by the speaker is a commitment, but not a firm one. promise-to-act strategy is a strategy, which explicitly contains the verb ‘promise’ followed by a verb in the infinitive form. the grammatical subject of the sentence is the person making the promise. the social act intentionally posed by the speaker is a firm commitment, while the predictive assertion strategy is a strategy in which the verb is in the passive voice and future tense. the verb ‘promise’ does not appear and the grammatical subject of the sentence is not the person making the promise. in this case, there is no commitment on the part of the speaker. it is a prediction of something that will happen in the future related to what the speaker says to promise. there are 480 utterances of promise produced by student as the respondents in all situations both dct and role play data elicited. here are the figuring results of promise realization from the highest strategy to the lowest one; 1. future action strategy is 64.8% or 311 out of 480 realization of promise strategies. ahmad mubais & ahmad sofwan/english education journal 8 (1) 2018 27 34 32 2. promise-to-act strategy is 30.4% or 146 out of 480 realizations or occurrences of promise strategies. 3. predictive assertion strategy is 4.79% or 23 out of 480 realization of promise strategies. the strategy most frequently used by the respondents is future action strategy. it is most frequently used by the respondents because they are indonesians’ students, especially javanese people. they tend to express a promise implicitly without using the word ‘promise’ itself. although, there are some situations that have the same combination of social parameters both in dct and role play, the data elicited from the respondents have different dominant strategy as explained in the discussion. the percentage and frequency of all the data gathered from dct and role play are provided in the appendices. there are many factors that influence the respondents in realizing strategies promise using those three strategies. those factors are the combination of social parameter, student’s ability in understanding a promise, the interference of students’ native language, and pragmatic transfer in the language learning process. the combination of social parameters such as distance, dominance and imposition in each situation given determine to the respondents in using what strategy that will be utilized, though not of all respondents use the same strategy in the same condition or situation given. almost respondents employed promiseto-act strategy in the situation that designed contains hearer dominant, but they employed the other strategy when the combinations of social parameters turn with the different social parameters. it also happened in the situations that has the social parameter of high imposition and the others. the combinations of each social parameter determine respondents to use the strategy to produce a promise. the ability of student’s awareness about promise also takes part in students’ realization of promise. how respondents understand what is a promise related to the commitment obviously lead the respondent to utter or state a promise correctly by using the right strategy. some students or respondents delivering promise with actually a prediction rather than commitment of promise, or they are also delivering in grammatical error. the interference of students’ native language and pragmatic transfer in the language learning process also affects the respondents in uttering a promise. it cause the students employed the grammatical errors in structuring or uttering a promise. students realized a promise initially used their native language and then translated to target language when uttering a promise. it makes the utterances produced are not as english native speaker produced. students’ ability in learning english determine to produce utterances of promise correctly. that is to say, the strategy they employed different to each other. conclusion the conclusion concerning to the research problems can be drawn as follows: first, students of english as a foreign language of state university of semarang employed a promise by using three types of strategies; future action, promise-to-act, and predictive assertion strategy. second, the most frequently used strategy by students to realize a promise is the same strategy called future action strategy. the least frequently used strategy is predictive assertion strategy. the interference of students’ native language and pragmatic transfer in the language learning process also affects the respondents in uttering a promise. it cause the students employed the grammatical errors in structuring or uttering a promise. students realized a promise initially used their native language and then translated to target language when uttering a promise. it makes the utterances produced are not as english native speaker produced. students’ ability in learning english determine to produce utterances of promise correctly. that is to say, the strategy they employed different to each other. ahmad mubais & ahmad sofwan/english education journal 8 (1) 2018 27 34 33 suggestion to students of indonesian which have different culture from the english native speaker, it is important to understand and aware about english culture. the ability to deliver the right promise speech act is influenced by to what extent we know the target language is used and the ability of communicative competence in english culture. and, also many respondents in realizing utterances of a promise are influenced by the negative interference, so that they have many grammatically error made. by avoiding negative 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(1996). pragmatics. london: oxford university press. https://doi.org/10.1075/prag.20.2.05bla 119 eej 7 (2) (2017) 119-129 english education journal http://journal.unnes.ac.id/sju/index.php/eej the realization of interpersonal meanings of conversation texts in developing english competencies and interlanguage for grade x abdul khalim , warsono english language education postgraduate universitas negeri semarang, indonesia article info ________________ article history: recived 29 december 2016 accepted 05 july 2017 published 01 august 2017 ________________ keywords: context of situation, tenor, appraisal system abstract ___________________________________________________________________ this research examined interpersonal meaning in conversation texts in grade x english textbooks “developing english competencies and interlanguage. this study was a qualitative research employing a descriptive comparative method. the data were taken from the printed versions of an electronic english textbooks “developing english competencies” by ahmda dody et al 2008 and “interlanguage” by joko priyono et al 2008. four conversation texts of each english textbook were selected from the whole texts that have the same topics based on the basic competence of the school based curiculum. thus, the total data were eight conversation texts. this research resulted several findings. the first finding is the realization and similarities and differences of interpersonal meaning in both texts consisting status, affect and contact and the appraisal system consisting affect, judgment and appreciatiation. there were similarities between conversation texts of two english textbooks. the similarities were found between texts a1 and b1, a2 and b2 and a3 and b3 their status was equal and their social distance was frequent contact and high affective involvement. second, the differeences were found between a4 and b4. from the appraisal system of attitude (affect, judgment and appreciation), texts from textbook a and those from textbook b showed good attitudes, which can be proof by the fact that the conversation texts in both conversation textbooks mostly use positive clauses more than negative one in realizing the interpersonal meaning (tenor). © 2017 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jalan kelud utara iii semarang 50237 e-mail: abim.azzahra@yahoo.com p-issn 2087-0108 e-issn 2502-4566 abdul khalim & warsono. / eej 7 (2) 119-129 (2017) 120 introduction people in the world communicate with others by means of language. language is a tool for communication. furthermore it is a tool for construing an experience to be a meaning so that it can be communicated. people also could share information and communicate their experience by language. their interaction can be direct and indirect. if people say something indirectly, it means that they imply something. to do this they may use one or both language forms: spoken and written to communicate their expereiences. they try to achieve mutual understanding in their communities. as eggins and slade (1994:11) said that communication is not just a process of taking turn in producing sounds and words but it is a semantic activity, a process of making meaning. many aspects are needed in learning english language, such as focusing on the teacher’s skills, the student’s ability, and the facilities including the textbooks, multimedia or language laboratory. as stated by thomson (2000: 175), “the textbook is a stimulus or instrument for teaching and learning”. riazi (2003: 52) also states that textbooks play a very crucial role in the realm of language teaching and learning and are considered the next important factor (element) in the second/ foreign language classroom after the teacher. concurrent with this, communicative language teaching must be applied to the learners that focuses on communicative competence. as stated by larsen and freeman (2008: 121), “communicative language teaching aims broadly to apply the theoretical perspective of the communicative approach by making communicative competence as the goal of language teaching and by acknowledging the interdepndence of language and communication”. it becomes clear that being able to communicate requires more than linguistic competence. it requires communicative competence. therefore, students should be supplied with good materials model texts, which enable them to produce texts to realize meanings in english. these texts should consider the appropriacy of language use. the materials can be authentic materials, for example from newspaper, magazine, recipe or textbook. according to dana ferris and john s. hedgcock (2005: 125), “textbooks are so pervasive in educational systems throughout the world. indeed, textbooks provide the backbone for the courses many educators teach”. it means that the materials in the textbook should help the teacher in conducting teaching and learning process, so it is important for the teacher to select and to analyze the contents of the textbook. to understand the context of situation in a text, particularly spoken, students are exposed to conversation texts that mostly focus on the use of functional expressions. systemic functional grammar underlines context of situation in categories. they are field, tenor and mode. corresponding to these, halliday (1970) analyses language into three metafunctions: experiential (ideational), interpersonal and textual metafunctions. each of the metafunctions expresses different modes of meaning of clauses in different aspects of the world. in interpersonal metafunction analysis which is my concern in this study, sentence is considered as a piece of interaction between the speaker and listener (halliday & hasan 1985: 8). here, language is considered as a way of reflecting. according to butt, et al (1995:13) “the interpersonal metafunction uses language to encode interaction and to show how defensible or binding we find our proposition or proposal.” in interpersonal analysis, meaning is considered from the point of view of its function in the process of social interaction. in the interpersonal metafunction, a clause is analyzed into mood and residue, with the mood element further analyzed into subject and finite. the subject and complement are typically realized by nominal groups. the finite is realized by the tensed element of the verb. the predicator is realized by the non-tensed (or nonfinite) element or elements of the verbal group. the adjunct is abdul khalim & warsono. / eej 7 (2) 119-129 (2017) 121 realized by an adverbial group or prepositional phrase. according to matthiensen (1995:17) the interpersonal metafunction is a resource for enacting social roles and relationships between speaker/writer and listener/reader. this study is therefore expected to examine how relationships are established and maintained in the conversation texts. welimited the analysis by focusing on interpersonal meaning (tenor) of the conversation texts in order to know the relationships and power of interpersonal meaning (tenor) including equal or unequal, high or low affective involvement presented through the conversation texts based on the textbook. tenor is the role of relationship between the interactants. poynton, (in eggin, 1994: 64) states that tenor can be broken down into three different continua: power, affective involvement, and contact. power is a matter of equal and unequal power of the roles of the interactants in communication, contact deals with frequency of communication between the interactants. it is whether they have frequent or infrequent interaction. affective involvement describes the emotional relationship between the interactants in a particular situation. the affective involvement is either high or low. tenor is the projection of interpersonal meaning and realized through the interpersonal metafunction in language (martin, 1992 : 523-525). in this study, we chose the textbooks entitled “developping english competencies” and “interlanguage grade x”. these textbooks consist of some functional expressions and those functional expressions are listed and graded from more formal to less formal situations. in fact, those expressions would mean nothing without context. consequently, the study on tenor as one of the elements of context of situation becomes important. by analyzing tenor, the meaning constructed to build the relationship between the interactants in conversation text can be interpreted. interpersonal meaning is the meaning that is used to enact social relationship between the participants in discourse. the enactment of this type of meaning, as well as the other two types of meaning, is conducted through the clauses they produce during the social interaction. in discourse, interpersonal meaning is mainly realized through the mood and modality part of a clause. following martin, matthiessen and painter (1997: 57), making an utterance in an interactive event inherently involving a speaker or a writer and an addressee (listener or reader). in uttering a clause, a speaker selects a speech role for him or herself, and, simultaneously and thereby, allocates a speech role to the addressee. the role taken by a speaker may be giving goods or services (offering) or information (stating, declaring), or demanding goods or services (demanding) or information (questioning, asking). modality, realized through mood adjuncts and modal operators is used to express attitudes and judgments and the degree of certainty of the speaker. in spoken language, the selection of role taken by the participants of an interaction is mostly signaled by the intonation of an utterance. by means of intonation, a participant can assign himself as an information seeker, for example, and, at the same time, allocate a speech role to the addressee. within any context of culture, there are different situations. these different situations determine how the language system will be used to communicate meaning. the different situations will differentiate the use of language. for instance, the language used by news broadcaster in radio will be different from the language used by news broadcaster in television. systemic functional linguists refer to these three aspects or parameters of context of situation as field, tenor and mode of discourse (butt 1996:12). when we use language in a particular context of situation, there are three main factors which influence the language choices that we make such as field, tenor and mode. hammond and burns (1992: 2) define field as the social activity taking place, tenor as the relationship between participants and mode as the channel of linguistic communication. field, tenor and mode are the components of context of situation. abdul khalim & warsono. / eej 7 (2) 119-129 (2017) 122 appraisal system, as stated by martin and rose (2003: 22), is a system of interpersonal meanings. appraisal is concerned with evaluation: the kinds of attitude that are negotiated in a text, strength of the feelings involved and the way in which values are sourced and readers aligned. there are three aspects in appraisal they are affect, judgment and appreciation. furthermore anderson (2006: p532) states the subsystem of affect concerns linguistic resources speakers utilize for expressing their feelings in terms of their emotional states and/or responses to some emotional trigger. it does can be conclude affect is kinds of a part how people express their feeling directly or implied in positive or negative feelings. martin and rose (2003:28) also defines the judgment as with affect, judgments of people’s character can be positive or negative, and they may judge explicitly or implicitly. the term “judgment” is closely related to the evaluation of attitudes in which human behavior is assessed by reference to some set of social norms. appreciation deals with how people appreciate and feel about things, not about people’s behavior in discourse (martin and rose 2003: 32) as martin points out, as with affect and judgment, things can be appreciated positively and negatively. moreover, appreciation shares with judgment the property of being oriented towards the `appraised' rather than the subjective `appraiser'. values of appreciation are properties, which attach to the phenomenon under evaluation rather than the human subject doing the evaluation (white, 2001). this is how a writer appreciates things and construes his appreciation in his writings to know how people feel about people and the way they behave. methods in this study, the writers used qualitative employing a descriptive comparative method. it is called qualitative since it is a type of research which does not include any calculation or enumeration (moleong, 1990: 2). moreover, subroto (1992: 6-7) states that a qualitative research is a kind of research which is not designed to use the statistic procedures. maxwell (1996: 17) also state that “the strength as qualitative research derives primarily from its inductive approach, its focus on specific situation or people, and its emphasis on words rather the numbers”. it means that the data in this study is analyzed in the form of description and identification or analysis of the texts. it is called descriptive since it describes phenomena in which a research conclusion can be drawn. arikunto (2006: 111) states that descriptive research is commonly used to describe certain phenomena, based on the data collected, to get conclusion. in addition, the research also employs comparative method. according to miles and huberman (1992: 237), comparative method is implemented by making comparison between two sets of things, persons and roles of activities. the comparative method compares conversation texts found in two english textbooks entitled “interlanguage” and “developing english competencies” to find their similarities and differences in realizing interpersonal meaning (tenor). results and discussions the findings of this study comprise the elements of the interpersonal meaning (tenor) in each conversation based on two textbooks, as shown by table 1 and 2. table 1. the outcome of mood analysis based on textbook a mood types frequency text a1 text a2 text a3 text a4 declarative 18 13 5 7 interrogativ e 6 2 5 4 imperative 3 2 exclamativ e 1 1 total 28 17 11 11 total frequency 67 abdul khalim & warsono. / eej 7 (2) 119-129 (2017) 123 table 2. the outcome of mood analysis based on textbook b mood types frequency text a1 text a2 text a3 text a4 declarative 8 14 8 2 interrogative 3 4 3 3 imperative exclamative 4 total 11 22 11 5 total frequency 49 the above tablesshow that declarative clauses were dominantly found in the texts of both english textbooks. it indicates that almost all conversation texts focused on giving information rather than demanding information. it was then followed by interrogative, which meant the conversation texts focused on demanding information. furthermore, followed by imperative and exclamative that just appeared in particular texts. based on the analysis of conversation texts of interlanguage textbooks, we categorized four conversation texts (text a1, a4, a3 and a4). first, in text a1, we found that the societal roles held by the speaker was friend and friend, and their status was equal and their social distance was frequent contact, informal and high affective involvement. second, the conversation of text a2 found that the societal roles held by the speakers are between family members. there is equal status between the participants involving mother, father and daughter. and their status was equal and their social distance was frequent contact, informal and high affective involvement. third, in this text, the societal roles held by the speakers are between friends. there is equal status between the participants, and their social distance was frequent contact, informal, high affective involvement. fourt, in this text, the societal roles held by the speakers are between mrs. sugiarto and receptionist. there is unequal status between the participants involving mrs. sugiarto and receptionist and their social distance was infrequent contact, formal, low affective involvement. we divided conversations found in developing english competencies book into four (texts b1, b2, b3 and b4). first, in this text b1, the societal roles held by the speakers are between student and student. there is equal status between the participants involving adib, arnys and retno. and their status was equal and their social distance was frequent contact, informal and high affective involvement. second, in this text b2, the societal roles held by the speakers are between student and student. there is equal status between the participants involving adib and ruben. and their status was equal and their social distance was frequent contact, informal and high affective involvement. third, in this text b3, the societal roles held by the speakers are between friend and friend. there is equal status between the participants involving anita, ruben and adib. and their status was equal and their social distance was frequent contact, informal and high affective involvement. four, in this text b4, the societal roles held by the speakers are between friend and friend. there is equal status between the participants involving marcell and arnys, and their status was equal and their social distance was frequent contact, informal and high affective involvement. in addition, we found some similarities and differences in the two textbooks. firts, the similarities were found between text a1 and b1 were friend and friend, and their status was equal and their social distance was frequent contact and high affective involvement. while a2 and b2 was between father, retno and mother, their status was equal and their social distance was frequent contact and high affective involvement.while a3 and b3 was between student and student, their status was equal and their social distance was frequent contact and high affective involvement. second, the differences were found between a4 and b4. the difeerences between texts a4 found from the social role of the text a4 was between receptionist and mrs. sugiarto. while in text b4 between friend and friend (marcell and arnys), then the status of text a4 was unequal and in text b4 it was equal. whereas the social distance of text a4 was infrequent contact, low affective involvement, and in text b4 it was frequent contact and high affective involvement. abdul khalim & warsono. / eej 7 (2) 119-129 (2017) 124 the result of tenor analysis in text a1 showed that the relationship between speakers (friend and friend) is of equal status it can be considered as appropriate. it can be proven through imperative clause, for example in clause 2 “let me introduce myself,” which indicates that the speakers also have the same status or equal status. the used of declarative clause in the text above is fully appropriate to introduce his name “ali” to his friend in polite condition. the use of declarative as found in clause 34 “we should go to the palace to meet the president of indonesia. declarative with modulation indicates that the speaker gives advice to his friend in polite condition. text a2 established through retno, father and her mother how equal power relationship. text a2 showed that the relationship among the speakers is that among family members and considered appropriate. it can be proven through the use of interrogative clause by retno such as in clause 16 “dad, where is mom?” retno demands information from her father about her mother’s location by using a vocative “dad”. the appropriate status also can be seen through the use of imperative clauses such as in “come on”, “go tell your daddy”. those clauses were meant by the mother to give support to her daughter. in addition, text a3 showed that the relationship between speakers is friends that have equal status. based on the conversation text, text a3 was considered appropriate as evidenced by the use of interrogative modulated clauses, such as in clause 7 “say, would you like to go out tonight?”. it indicates that the speaker requests information in a polite manner, and also in the clause “well, would you like to go to a concert?” the use of interrogative clause with modulation indicates that the speaker gives an invitation in polite condition. text a4 was established through receptionist and mrs. sugiarto. there was unequal status in text a4 and is considered appropriate status. it can be proven by modulated interrogative found in clause 2 “can i help you?” the finite “can” means an offer to mrs. sugairto in polite. clause 6 “but you have to come to the clinic” uses the finite “have to” to show declarative with modulation indicates that the receptionist has authoritative position while mrs. sugiarto was obliged to comply with the commands. meanwhile, the result of tenor analysis in textbook “interlanguage” showed that the relationship between speakers in text b1 was considered appropriate and they have equal status. it can be proven through the use of vocative “adib”, “arnys” and “retno” such as in clauses 6, 7 and 8 as a familiar way of addressing a friend by his name. the use adjunct “by the way” in clause 4 “by the way, are you a new student, too?” indicates that each speaker was free to exchange information. the equal status of speakers in texts b2, b3 and b4 was considered appropriate. the status was equal since they have relationship between friends and there was no indication from each speaker to dominate interaction, mostly the conversation was constructed in interrogative clauses such as in text b3 clause 7 “yeah, tonight we’re going to have a small welcome party. would you like to come?”. the finite “would” has meant to ask in polite manner, whether the hearer is come or not. in text b4 clause 1 “do you have a recipe book of making tempura?” the use of auxiliary verb “do” has meant to ask the hearer in polite condition. in text b4, the use of vocative such as in clause 1 “hi, ruben” indicates that the speakers know each other very well, there is no indication that one of them has more authority; the conversation seems free to take a long time to exchange information. this subchapter discusses the general interpretation based on the previous studies with the result of the interpersonal meaning (tenor) we found. in line with the result from the previous studies on interpersonal meaning and appraisal system, similar patterns are discussed and described as follows: in terms of mood system (table 4.1 and table 4.2), the texts of both english textbooks were dominated by declarative. the conversation texts of english textbook “developing english competencies” were abdul khalim & warsono. / eej 7 (2) 119-129 (2017) 125 mostly declarative, followed by interrogative, imperative, and exclamative. it was proven through the analyses of text a1 until the text a4 in that they were dominated by declarative. on the contrary, imperative and exclamative were less found in the texts of this english textbook. they just appeared in particular texts. imperative and exclamative just appeared in texts a1 and a2, which meant that the mood in the models of the conversation texts tended to give information rather than demand information or demand goods and services. the conversation textss in english textbook “interlanguage” were also mostly declarative then followed by interrogative, imperative and exclamative. it was proven through the analyses of text b1 until text b4 that they were dominated by declarative. on the contrary, imperative and exclamative were rarely found in the texts of this english textbook. they just appeared in particular texts. there is no imperative found in text b, and the exclamative just appeared in text b2, and this meant that the mood in the models of the conversation texts tended to give information rather than demand information or demand good and services. from the description above, it can be seen that declarative clauses were most dominantly found in the texts of both english textbooks. it indicates that almost all conversation texts focused on giving information rather than demanding information. interrogative was then followed, which meant the conversation texts focused on demanding information. lastly, imperative and exclamative appeared only in particular texts. viewed from modality, the texts of english textbook “developing english competencies” employed dominant modulation of ability. it can be seen through text a1, text a3, and text a4 then followed by modulation of inclination as shown by texts a2 and a4. the presence of modulation in the whole texts of book a as sample showing low modality in text a1 was found in the clause 27 “i can spend my whole day for cooking”. the finite “can” in the clause has meaning of ability, while modulation of medium in text a1 was shown in clause 34 “we should go to the palace to meet the president of indonesia. the finite “should” in the clause has meaning of advice. furthermore, modulation of inclination in text a2 was proven in clause 19 “yes, i will. the finite “will” in the clause has the meaning of inclination. on the other hand, text a3 employed modulation of ability and inclination. it was shown in clause 8 “sorry, i can't. the finite “can’t” in the clause has the meaning of inability, while in the clause 19 “well, would you like to go to a concert?” the finite “would” in the clause has the meaning of inclination. in text a4 i found modulation in clause 8 “when should i come?”. the finite “should” has the meaning of obligation, medium modulation and in clause 13 also there is a medium modulation like “can i have your name please?”. the finite “can” in the clause has the meaning of ability. meanwhile, the texts of english textbook “interlanguage” employed dominant modulation of inclination and obligation as shown in text b1 “shall we go to the canteen?”. the finite “shall” indicates that the modal was high modulation and has the meaning of obligation and text b3 only has medium modulation as found in clause 15 “he’ll be home tonight”. the finite “will” in the clause has median modality and has the meaning of inclination and clause 8 “would you like to come?” also shows that the finite “would” has the meaning of inclination in low form. then, followed by medium modality indicating ability and willingness as shown in text b4 in clause 7 “can i see you at 10 a.m. tomorrow? the finite “can” has the meaning of ability in medium modulation and in the clause 9 “i’ll be waiting for you”, the finite “will” has the meaning of willingness in medium form. on the contrary, modulation or modalization was not found in text b2. based on the data description above, it can be seen that both of english textbooks have various kinds of societal roles. firstly, societal roles of the texts found in english textbook “developing english competencies” labelled as textbook a can be described as follows: text a1 abdul khalim & warsono. / eej 7 (2) 119-129 (2017) 126 was between student and student, text a2 was between mother, father and daughter, text a3 was between friend and friend, text a4 was between receptionist and mrs. sugiarto. secondly, societal roles of the texts found in english textbook “interlanguage” which is symbolized as textbook b can be described as follows: text b1 was between student and student, text b2 was between friend and friend, text b3 was between friend and friend, text b4 was between friend and friend. based on the data description above, it was found that the texts of english textbook entitled “developing english competencies” has two equal and two unequal powers. the texts that have equal power were texts a1 and a3, while the two others were unequal powers; they were texts a2 and a4. the employment of modality reflected the unequal power, as shown by text a2 and a4 that use modulations showing obligation and ability. text a2 shows the societal role held by the speakers among father, mother and daughter. there was unequal status between the participants involving father, mother and daughter. that was proven through modulated declarative giving information in clause 14 “i am going to work” and clause 19 “yes, i will”. the clauses indicate that the daughter has low position and also it can be seen from the polarity adjunct “yes” to show actions that the speaker has complied with the command so that the power status was unequal. text a4 shows the societal role between the receptionist and mrs. sugiarto. there was unequal status between the participants involving receptionist and mrs. sugiarto. that was proven through modulated declarative, for example: “have to” in clause 6 “but you have to come to the clinic”, “will” in clause 12 “i'ii be there” a declarative with modulation that indicates that the receptionist has authoritative position while mrs. sugiarto was obliged to subject to command. furthermore, the mood system in the text also reflected equal power. it was shown by texts a1 and a3 which have societal role between friend and friend, which can be seen from a1 among asep, denias and sri and a3 between ari and ira. there was equal status between them. it was proven by imperative clause in text a1 such as in clause 10, “let's go to the crowd”, in clause 32 “let's talk about cooking later”, and in clause 35 “let's go”. from text a3, we can see the equal status from the use of vocative and as can be seen in clause 2 “hi ira!” that indicates that the speakers have the same age or the same status. meanwhile, all four texts taken from english textbook “interlanguage” shows equal power. the employment of vocative, informality and the modality can be considered as a kind of equal power. the equal power was shown by the whole texts b including text b1 in which the societal role held by the speakers was among students (adib, arnys and retno). there was equal status between the participants involving adib, arnys and retno. the presence of vocative in clause 6 “my name is adib” and in clause 7 “i’m arnys” showed that the relationship between the speakers was friends and they have a role as students. therefore, the status was equal. the use of vocative was also shown by text b2 in which the societal roles held by the speakers were between friends adib and ruben. the relationship between the speakers was between friends. there was equal status between the participants involving adib and ruben. it was proven by the use of vocative adjunct like in clause 1 “hi, ruben” and in clause 3 “oh, hi adib” as a familiar way of addressing a friend by his name. texts b3 and b4 also show equal power. text b3 shows the societal role among the speakers consisting of anita, ruben and adib. the relationship between the speakers is that of friend and friend. there was equal status among the participants involving anita, ruben and adib. it was proven by the use of informal conversation form; it can be seen in clause 7 “yeah, tonight we’re going to have a small welcome party” and in clause 16 “well, i think i have to go now”. text b4 also has equal power that can be seen from the societal role held by the speakers comprising marcell and arnys. the abdul khalim & warsono. / eej 7 (2) 119-129 (2017) 127 relationship between them is friend and friend. it can be seen from the modulation in the conversation, there was no high modulation as in clause 7 “can i see you at 10 a.m. tomorrow?”. the finite “can” has a medium modulation and has meaning of ability, and like in clause 9 “i’ll be waiting for you”, the finite “will” also has medium modulation and has meaning of willingness. based on the data description, it can be seen that both english textbooks have various kinds of social distance found in them. english textbook “developing english competencies” can be described as follows: text a1: frequent contact, formal, high affective involvement. it can be proven by the use of modality as in clause 34 “we should go to the palace to meet the president of indonesia”. the employment of modal finite “should” expresses meaning of obligation as a kind of advice. text a2 shows that the speakers have frequent contact, high affective involvement. frequent contact and low affective involvement can be proven through vocative adjunct in clause 7 “mom, you know” and circumstantial in clause 18 “go tell your father. it indicated that the relationship between mother, father and daughter seemed so close. in addition, the use of imperative such as found in clause 17 “come on”, and in clause 18 “go tell your daddy” both of which were uttered by the mother support the fact that there was unequal power between mom and retno. thus, it indicated that the relationship between mother and retno unequal. text a3 also shows that the speakers have frequent contact, formal, high affective involvement. it can be proven by the use of vocative as in clause 3 “hi, ira!”, it indicates that the contact is frequent. in addition, the speakers between ira and ari has high affective involvement, which can be seen from the conversation which indicates that each speaker was free to exchange information as in clause 7 using modality of willingness “say, would you like to go out tonight?”. the finite “would” indicates that the question was to demand information by exchanging information. text a4 indicates that the speakers have infrequent contact, formal, low affective involvement. it was evidenced by the use of high modality that means obligation, which can be seen in clause 7 “you have to come to the clinic”. this clause indicates that the contact between the speakers was infrequent and also the conversation between them seemed distant, so that the social distant has low contact and low affective involvement. meanwhile, the social distances found in english textbook “interlanguage” were as follows: text b1 consists of speakers who have high contact and high affective involvement. each speaker is free to demand information and give information about their names, as the example in clause 6 “my name is adib”. they indicate their self to exchange information, and clause 7 “i’m arnys” it’s indicates that the speaker has high affective involvement. text b2 also shows that the speakers have frequent contact, high affective involvement. it shows that both speakers easily exchange information instead of demanding information and giving information during their conversation. the conversation was going on brief and free. it was proven by clause 12 that demands information “how was it?” and clause 13 “it was a nice gathering,” which seems that both speakers have frequent and high affective involvement. text b3 is similar to text b2 in that the speakers also seem to have frequent contact, high affective involvement. it can be seen through the polarity adjunct “yes” as shown in clause 3. in addition, it can be seen in clause 17 and 18 “see you” also shows that they can meet anytime they want because they are friends. at last text b4 also shows high contact and high affective involvement between the speakers. it can be seen through clause 7 “can i see you at 10 a.m. tomorrow?” in which the finite “can” have the meaning of ability and is used to demand information. in addition, the use of modality “will” in clause 9 “i’ll be waiting for abdul khalim & warsono. / eej 7 (2) 119-129 (2017) 128 you” also is meant to give information to his friend. it indicates that both speakers have high frequent and high affective involvement. from the ideological perspectives, texts from both of the textbooks (text a and text b) have the same characteristics, which can be seen from the result of analysis using the appraisal of attitude (affect, judgment and appreciation). texts from textbook a and those from textbook b showed good attitudes as evidenced by the fact that the conversation texts in both conversation textbooks mostly use positive clauses more than negative one in realizing the interpersonal meaning (tenor). the findings of this study have implications for pedagogy, theory, and further research. conclusion based on the discussion of the lexicogrammatical analysis and contextual description of conversation texts found in “developing english competencies” and “interlanguage” textbooks, some conclusions can be drawn as follows: firts, there were similarities between conversation texts of two english textbooks. the similarities were found between text a1 and b1, a2 and b2, a3 and b3. their status was equal and the social distance was frequent contact and high affective involvement. second, the differences were found between a4 and b4. it can be seen from the status of text a4 was unequal and in text b4 it was equal. whereas the social distance of text a4 was infrequent contact, low affective involvement. in text b4, it was frequent contact and high affective involvement. from ideological perspective, texts from both textbooks (text a and text b) have the same characteristics, which can be seen from the result of analysis using the appraisal of attitude (affect, judgment and appreciation). texts from textbook a and those from textbook b showed good attitudes as evidencedby the fact that the conversation texts in both conversation textbooks mostly use positive clauses more than negative one in realizing the interpersonal meaning (tenor). hence, both of the textbooks a and b entitled “developing english competencies” and “interlanguage” show a good attitude, which can be seen from the result of analysis that the writers mostly used positive clauses than negative clauses and also used more direct in giving clear explanation to the readers and not implicit. references arikunto, suharsimi. 2006. prosedur penelitian suatu pendekatan praktik. jakarta: pt. asdi mahasatya. butt, david. 1996. using functional grammar : an explorer’s guide. sydney: macquarie university. butt, d., r. fahey, s. spinks & c. yallop. 1995. using functional grammar: an explorer’s guide. sydney: macquarie university. eggins, suzanne. 1994. an introduction to systemic functional linguistics. london: printer publisher. eggins and slade. 1997. analysing casual conversation in advances in spoken discourse analysis. malcolm coulthard (ed). london : routledge. dana ferris and john s. 2005. hedgcock, teaching esl composition: purpose, process and practice, london: laurence erlbaum associates. halliday, m. a. k. 1970. language structure and language function. harmondsworth: penguin halliday, m.a.k. and r. hassan. 1985. language, context and text, aspect of language in a social semiotic perspective. cambridge: deakin university press hammond, and burns. 1992. english for social purposes: a handbook for teachers. sydney: macquarie university. martin, j. r., matthiessen, c. m. i. m. and painter, c. 1997. working with functional grammar. new york: arnold. martin, j. r. 1992. english text, system and structure. philadelphia and amsterdam: john benjamins publishing company. martin, j. r., & rose, d. 2003. working with discourse: meaning beyond the clause. london: continuum. matthiessen, c. m. i. m. 1995. lexicogrammatical cartography: english system. tokyo: international language science series. maxwell, alex joseph. 1996. qualitative research design. london: sage publication. abdul khalim & warsono. / eej 7 (2) 119-129 (2017) 129 miles, b.b., and a.m. huberman, 1992, analisa data kualitatif,. jakarta: ui press. moleong, l. j. 1990. metodologi penelitian kualitatif. bandung: remaja rosdakarya. riazi, a.m. 2003. what textbook evaluation schemes tell us? a stusy of textbook evaluation schemes of three decades. in w.a.renada. (ed), methodology and materials design in language teaching. p. 52-68 seameo regional centre. singapore. (retrived on november, 10th 2015 s. eggins & d. slade 1997. analyzing casual conversation. london: cassell subroto, e. 1992. pengantar metode penelitian linguistik struktural. surakarta: sebelas maret university press. thomson. heinle 2000. designing language courses : a guide for teachers. canada: kathleen graves. white, pr. 2001. appraisal: an overview. (downloaded on 4 october 2015) this research examined interpersonal meaning in conversation texts in grade x english textbooks “developing english competencies and interlanguage. this study was a qualitative research employing a descriptive comparative method. the data were taken from the printed versions of an electronic english textbooks “developing english competencies” by ahmda dody et al 2008 and “interlanguage” by joko priyono et al 2008. four conversation texts of each english textbook were selected from the whole texts that have the same topics based on the basic competence of the school based curiculum. thus, the total data were eight conversation texts. this research resulted several findings. the first finding is the realization and similarities and differences of interpersonal meaning in both texts consisting status, affect and contact and the appraisal system consisting affect, judgment and appreciatiation. there were similarities between conversation texts of two english textbooks. the similarities were found between texts a1 and b1, a2 and b2 and a3 and b3 their status was equal and their social distance was frequent contact and high affective involvement. second, the differeences were found between a4 and b4. from the appraisal system of attitude (affect, judgment and appreciation), texts from textbook a and those from textbook b showed good attitudes, which can be proof by the fact that the conversation texts in both conversation textbooks mostly use positive clauses more than negative one in realizing the interpersonal meaning (tenor). introduction people in the world communicate with others by means of language. language is a tool for communication. furthermore it is a tool for construing an experience to be a meaning so that it can be communicated. people also could share information and comm... many aspects are needed in learning english language, such as focusing on the teacher’s skills, the student’s ability, and the facilities including the textbooks, multimedia or language laboratory. as stated by thomson (2000: 175), “the textbook is a ... concurrent with this, communicative language teaching must be applied to the learners that focuses on communicative competence. as stated by larsen and freeman (2008: 121), “communicative language teaching aims broadly to apply the theoretical perspec... therefore, students should be supplied with good materials model texts, which enable them to produce texts to realize meanings in english. these texts should consider the appropriacy of language use. the materials can be authentic materials, for example from newspaper, magazine, recipe or textbook. according to dana ferris and john s. hedgcock (2005: 125), “textbooks are so pervasive in educational systems throughout the world. indeed, textbooks p... to understand the context of situation in a text, particularly spoken, students are exposed to conversation texts that mostly focus on the use of functional expressions. systemic functional grammar underlines context of situation in categories. they a... in interpersonal metafunction analysis which is my concern in this study, sentence is considered as a piece of interaction between the speaker and listener (halliday & hasan 1985: 8). here, language is considered as a way of reflecting. according to b... according to matthiensen (1995:17) the interpersonal metafunction is a resource for enacting social roles and relationships between speaker/writer and listener/reader. this study is therefore expected to examine how relationships are established and m... tenor is the role of relationship between the interactants. poynton, (in eggin, 1994: 64) states that tenor can be broken down into three different continua: power, affective involvement, and contact. power is a matter of equal and unequal power of th... in this study, we chose the textbooks entitled “developping english competencies” and “interlanguage grade x”. these textbooks consist of some functional expressions and those functional expressions are listed and graded from more formal to less form... interpersonal meaning is the meaning that is used to enact social relationship between the participants in discourse. the enactment of this type of meaning, as well as the other two types of meaning, is conducted through the clauses they produce durin... within any context of culture, there are different situations. these different situations determine how the language system will be used to communicate meaning. the different situations will differentiate the use of language. for instance, t... appraisal system, as stated by martin and rose (2003: 22), is a system of interpersonal meanings. appraisal is concerned with evaluation: the kinds of attitude that are negotiated in a text, strength of the feelings involved and the way in which value... martin and rose (2003:28) also defines the judgment as with affect, judgments of people’s character can be positive or negative, and they may judge explicitly or implicitly. the term “judgment” is closely related to the evaluation of attitudes in whic... appreciation deals with how people appreciate and feel about things, not about people’s behavior in discourse (martin and rose 2003: 32) as martin points out, as with affect and judgment, things can be appreciated positively and negatively. moreover, ... methods in this study, the writers used qualitative employing a descriptive comparative method. it is called qualitative since it is a type of research which does not include any calculation or enumeration (moleong, 1990: 2). moreover, subroto (1992: 6-7) sta... it is called descriptive since it describes phenomena in which a research conclusion can be drawn. arikunto (2006: 111) states that descriptive research is commonly used to describe certain phenomena, based on the data collected, to get conclusion. in... the comparative method compares conversation texts found in two english textbooks entitled “interlanguage” and “developing english competencies” to find their similarities and differences in realizing interpersonal meaning (tenor). results and discussions the findings of this study comprise the elements of the interpersonal meaning (tenor) in each conversation based on two textbooks, as shown by table 1 and 2. table 1. the outcome of mood analysis based on textbook a table 2. the outcome of mood analysis based on textbook b the above tablesshow that declarative clauses were dominantly found in the texts of both english textbooks. it indicates that almost all conversation texts focused on giving information rather than demanding information. it was then followed by interr... based on the analysis of conversation texts of interlanguage textbooks, we categorized four conversation texts (text a1, a4, a3 and a4). first, in text a1, we found that the societal roles held by the speaker was friend and friend, and their status wa... we divided conversations found in developing english competencies book into four (texts b1, b2, b3 and b4). first, in this text b1, the societal roles held by the speakers are between student and student. there is equal status between the participants... second, in this text b2, the societal roles held by the speakers are between student and student. there is equal status between the participants involving adib and ruben. and their status was equal and their social distance was frequent contact, infor... in addition, we found some similarities and differences in the two textbooks. firts, the similarities were found between text a1 and b1 were friend and friend, and their status was equal and their social distance was frequent contact and high affectiv... the result of tenor analysis in text a1 showed that the relationship between speakers (friend and friend) is of equal status it can be considered as appropriate. it can be proven through imperative clause, for example in clause 2 “let me introduce mys... text a2 established through retno, father and her mother how equal power relationship. text a2 showed that the relationship among the speakers is that among family members and considered appropriate. it can be proven through the use of interrogative c... in addition, text a3 showed that the relationship between speakers is friends that have equal status. based on the conversation text, text a3 was considered appropriate as evidenced by the use of interrogative modulated clauses, such as in clause 7 “... text a4 was established through receptionist and mrs. sugiarto. there was unequal status in text a4 and is considered appropriate status. it can be proven by modulated interrogative found in clause 2 “can i help you?” the finite “can” means an offer t... meanwhile, the result of tenor analysis in textbook “interlanguage” showed that the relationship between speakers in text b1 was considered appropriate and they have equal status. it can be proven through the use of vocative “adib”, “arnys” and “retno... the equal status of speakers in texts b2, b3 and b4 was considered appropriate. the status was equal since they have relationship between friends and there was no indication from each speaker to dominate interaction, mostly the conversation was constr... this subchapter discusses the general interpretation based on the previous studies with the result of the interpersonal meaning (tenor) we found. in line with the result from the previous studies on interpersonal meaning and appraisal system, similar ... in terms of mood system (table 4.1 and table 4.2), the texts of both english textbooks were dominated by declarative. the conversation texts of english textbook “developing english competencies” were mostly declarative, followed by interrogative, impe... the conversation textss in english textbook “interlanguage” were also mostly declarative then followed by interrogative, imperative and exclamative. it was proven through the analyses of text b1 until text b4 that they were dominated by declarative. o... from the description above, it can be seen that declarative clauses were most dominantly found in the texts of both english textbooks. it indicates that almost all conversation texts focused on giving information rather than demanding information. int... viewed from modality, the texts of english textbook “developing english competencies” employed dominant modulation of ability. it can be seen through text a1, text a3, and text a4 then followed by modulation of inclination as shown by texts a2 and a4. the presence of modulation in the whole texts of book a as sample showing low modality in text a1 was found in the clause 27 “i can spend my whole day for cooking”. the finite “can” in the clause has meaning of ability, while modulation of medium in t... meanwhile, the texts of english textbook “interlanguage” employed dominant modulation of inclination and obligation as shown in text b1 “shall we go to the canteen?”. the finite “shall” indicates that the modal was high modulation and has the meaning ... based on the data description above, it can be seen that both of english textbooks have various kinds of societal roles. firstly, societal roles of the texts found in english textbook “developing english competencies” labelled as textbook a can be des... secondly, societal roles of the texts found in english textbook “interlanguage” which is symbolized as textbook b can be described as follows: text b1 was between student and student, text b2 was between friend and friend, text b3 was between friend ... based on the data description above, it was found that the texts of english textbook entitled “developing english competencies” has two equal and two unequal powers. the texts that have equal power were texts a1 and a3, while the two others were unequ... the employment of modality reflected the unequal power, as shown by text a2 and a4 that use modulations showing obligation and ability. text a2 shows the societal role held by the speakers among father, mother and daughter. there was unequal status be... text a4 shows the societal role between the receptionist and mrs. sugiarto. there was unequal status between the participants involving receptionist and mrs. sugiarto. that was proven through modulated declarative, for example: “have to” in clause 6 “... furthermore, the mood system in the text also reflected equal power. it was shown by texts a1 and a3 which have societal role between friend and friend, which can be seen from a1 among asep, denias and sri and a3 between ari and ira. there was equal s... meanwhile, all four texts taken from english textbook “interlanguage” shows equal power. the employment of vocative, informality and the modality can be considered as a kind of equal power. the equal power was shown by the whole texts b including text... the use of vocative was also shown by text b2 in which the societal roles held by the speakers were between friends adib and ruben. the relationship between the speakers was between friends. there was equal status between the participants involving ad... texts b3 and b4 also show equal power. text b3 shows the societal role among the speakers consisting of anita, ruben and adib. the relationship between the speakers is that of friend and friend. there was equal status among the participants involving ... based on the data description, it can be seen that both english textbooks have various kinds of social distance found in them. english textbook “developing english competencies” can be described as follows: text a1: frequent contact, formal, high affective involvement. it can be proven by the use of modality as in clause 34 “we should go to the palace to meet the president of indonesia”. the employment of modal finite “should” expresses meaning of obliga... text a2 shows that the speakers have frequent contact, high affective involvement. frequent contact and low affective involvement can be proven through vocative adjunct in clause 7 “mom, you know” and circumstantial in clause 18 “go tell your father. ... text a3 also shows that the speakers have frequent contact, formal, high affective involvement. it can be proven by the use of vocative as in clause 3 “hi, ira!”, it indicates that the contact is frequent. in addition, the speakers between ira and ari... text a4 indicates that the speakers have infrequent contact, formal, low affective involvement. it was evidenced by the use of high modality that means obligation, which can be seen in clause 7 “you have to come to the clinic”. this clause indicates t... meanwhile, the social distances found in english textbook “interlanguage” were as follows: text b1 consists of speakers who have high contact and high affective involvement. each speaker is free to demand information and give information about their names, as the example in clause 6 “my name is adib”. they indicate their self to exchange in... text b2 also shows that the speakers have frequent contact, high affective involvement. it shows that both speakers easily exchange information instead of demanding information and giving information during their conversation. the conversation was goi... text b3 is similar to text b2 in that the speakers also seem to have frequent contact, high affective involvement. it can be seen through the polarity adjunct “yes” as shown in clause 3. in addition, it can be seen in clause 17 and 18 “see you” also s... from the ideological perspectives, texts from both of the textbooks (text a and text b) have the same characteristics, which can be seen from the result of analysis using the appraisal of attitude (affect, judgment and appreciation). texts from textbo... conclusion based on the discussion of the lexicogrammatical analysis and contextual description of conversation texts found in “developing english competencies” and “interlanguage” textbooks, some conclusions can be drawn as follows: firts, there were similarities between conversation texts of two english textbooks. the similarities were found between text a1 and b1, a2 and b2, a3 and b3. their status was equal and the social distance was frequent contact and high affective involv... references arikunto, suharsimi. 2006. prosedur penelitian suatu pendekatan praktik. jakarta: pt. asdi mahasatya. butt, david. 1996. using functional grammar : an explorer’s guide. sydney: macquarie university. butt, d., r. fahey, s. spinks & c. yallop. 1995. using functional grammar: an explorer’s guide. sydney: macquarie university. eggins, suzanne. 1994. an introduction to systemic functional linguistics. london: printer publisher. eggins and slade. 1997. analysing casual conversation in advances in spoken discourse analysis. malcolm coulthard (ed). london : routledge. dana ferris and john s. 2005. hedgcock, teaching esl composition: purpose, process and practice, london: laurence erlbaum associates. halliday, m. a. k. 1970. language structure and language function. harmondsworth: penguin halliday, m.a.k. and r. hassan. 1985. language, context 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(downloaded on 4 october 2015) eej 8 (3) (2018) 350 358 english education journal http://journal.unnes.ac.id/sju/index.php/eej developing discovery-based writing assessments to stimulate students’ critical thinking and creativity nurwachid sekolah menengah atas al mas’udiyyah bandungan, semarang, indonesia article info ________________ article history: accepted 24 may 2018 approved 12 august 2018 published 15 september 2018 ________________ keywords: critical thinking, creativity, writing assessments ____________________ abstract ___________________________________________________________________ the implementation of 2013 curriculum demanded english teacher to be able to use and develop assessments that is able to make students critical and creative. however, most of them did not develop the assessments that were able to stimulate students’ critical thinking and creativity. this study aimed to explain the development of discovery-based writing assessments to stimulate students’ critical thinking and creativity. it was conducted at the tenth graders of ma manbaul quran. the method used in this research was research and development (r&d). to get the data, researcher used observation, questionnaire, interview and test. the results of the study showed that developing discovery based writing assessments were effective to make students critical and creative in writing english text. it also showed that the students’ score of post-test was higher than pre-test. the mean score of pre test was 56,85 and the mean score of post test was 74,05. the critical thinking of the students was seen through their ability to synthesize ideas, evaluate ideas, and draw the conclusion. the creativity of the students was seen through their ability to synthesize ideas, use different point of views, generate and select alternative. the result also showed that students were interested in doing the activities during the treatment. the activities could help the students to be creative and critical in writing english text. in conclusion, developing discovery-based writing assessments was effective to stimulate students’ creativity and critical thinking. © 2018 universitas negeri semarang correspondence address: jl.pasar sayur jimbaran km 1,kab semarang, indonesia e-mail: onenuwa@gmail.com p-issn 2087-0108 e-issn 2502-4566 nurwachid/ eej 8 (3) (2018) 350 358 351 introduction nowadays, the ministry of education in indonesia proposes new curriculum, it is called 2013 curriculum. it is used to change and complete the previous curriculum; kurikulum tingkat satuan pendidikan. 2013 curriculum is different from the previous curriculums in indonesia. students have the opportunity to develop their critical and logical thinking. it supports the activity that helps the learners to create their own product. in english lesson, learners have a lot of opportunity to make their own product such as letter, announcement etc. besides creating their own product, learners also have chance to practice their english in their daily life. to measure the success of the lessons that are based on the curriculum, the government asks teachers to make assessments that rely on the standard that are made by the ministry of education. in every education level, assessments are significant to know the progress of the students during and after the lesson. according to spiller (2009), assessment is used by the teacher to evaluate and measure students’ performance and may be influenced by beliefs about power, authority and relationships in the classroom. assessment can be formal and informal, summative and formative. those kinds of assessments are important to measure the success of teaching and learning. composing good assessment is difficult; it requires a lot of consideration. assessments should reflect the teaching and learning. assessments are not only tools to help teachers measure students’ progress but also avail the students to know their level of competencies. students also can measure their own progress of learning english. they can understand their own work quality so they can get motivation to learn more in english. assessments are used to test or measure some skills or sub skills in english such as reading, writing, listening and speaking skill. one of the skills that must be assessed is writing skill. writing is necessary for learning english. writing is as the reflection of ideas of the students that are in the form of written material. according to broughton et.al (2003), if the goal of the english teacher is to enable students to produce fluent, accurate and appropriate written english, there are a number of aspects which need to be considered. these are: mechanical problems with the script of english; problems of accuracy of english grammar and lexis; problems of relating the style of writing to the demands of a particular situation; problems of developing ease and comfort in expressing what needs to be said. to make students ready in writing english text, teachers need to prepare good activities. one of the technique to make students creative and critical is discovery learning activities. discovery learning refers to a form of curriculum in which students are exposed to particular questions and experiences in such a way that they discover for themselves the intended concepts (hammer, 1997). before asking students to do the writing task, it is important to the teachers to make sure that their assessments are composed to make their students critical and creative in writing a text. to write english text, some of the students apparently got some difficulties. the difficulties of writing english text had been mentioned in some previous studies. several previous studies have become the background on this study. according to anggrayani, sofwan & saleh (2015, also see wuzaro: 2012, mubarok: 2012, suraya & sofwan 2013, detapratiwi: 2013, aininna: 2014, noor, saleh, & rukmini: 2014, anggraeni, hartono, & warsono: 2015, arifiana: 2015, hermasari & mujiyanto: 2015, kurniyasari: 2016, amilia & sisbiyanto: 2016, shweeba & mujiyanto: 2017, ernidawati &sutopo: 2017, wulandari: 2017, wachyu & rukmini; 2015, ardianti & bharati; 2016), writing included the ability to express the students’ opinions or taught clearly and effectively in written form. to write a text, some students got difficulties in finding ideas, providing second ideas, finding a topic idea, and low of knowledge in grammar and vocabulary. the students’ problem in writing was also caused by the difficulty of expressing ideas in writing. it was caused by nurwachid/ eej 8 (3) (2018) 350 358 352 their insufficient knowledge of language components such as vocabulary and grammar. writing was a complicated skill since the students needed to share their ideas into the words in which they had to write a certain topic by considering context of situation in the students’ writing. another previous studies related to discovery learning. in’am and hajar (2017) stated that discovery learning in scientific approach was good to improve the ability of the students in learning geometry. they said that teachers should create lesson that is appropriate to the situation, condition and delivered material. to reach the objectives of learning, teacher needed to prepare his learning activity carefully and appropriately. furtheremore, discovery learning is more effective than conventional learning and it improves the ability of students (bajah & asim, 2002; afendi: 2012). the last previous study related to critical thinking and creativity. kargar, ajilchi, goreyshi, & noohi (2013) observed that learning thinking skills could significantly improve creative and critical thinking skills. they also found that creativity and critical thinking are possible to be improved. most of the previous studies that related to writing focused on improving students ability to write english text, and others focused on the students’ errors in writing english text. for the previous studies that discussed discovery learning, those studies focused on the implementation of discovery learning to explain the effectiveness of this method for teaching students in the class. from those previous studies, the researcher did not find that the studies told about the development of discoverybased writing assessments to stimulate students’ critical thinking and creativity. taking into consideration the research gap discussed earlier, the writer did research that focused on the development of the assessments. this research is to develop discovery based writing assessment to stimulate students’ critical thinking and creativity. the writer developed assessments that were able to stimulate students’ creativity and critical thinking. the assessments are the form of discovery-based writing assessment. methods this study used research and development (r & d). based on borg and gall (1983: 775) design, the researcher adopted and adjusted the steps of research and development based on the research’s need. actually, there are 10 steps to conduct rand d, but the researcher adjusted the steps into 8 stages: collecting information, need analysis, developing preliminary form of writing assessment, expert validation, main product revision, try out (field testing), doing second revision, producing final product. to get the data, researcher used questionnaires, interview, observation, and tests. the data were divide into two data, qualitative and quantitative data. the qualitative data was gathered trhough observation, interview, and questionnaire. meanwhile, for the quantitative data was gathered through tests. results and discussions in this part, researcher presented the result of the implementation of developing discovery-based writing assessments to stimulate students’ critical thinking and creativity. collecting information the first way to get the data of need analysis was by observing some elements that related to english teaching in ma manbaul quran. the observation showed the common activity in the class, the method used in the class, the existing writing assessment, and all of the teacher’s preparation before coming to the class. firstly, before researcher came into the class to watch classroom activities, researcher observed the existing documents that were made by the teacher. when the researcher asked the documents from the teacher, she just gave the researcher a compact disc that covered the core competencies and basic competencies, lesson plan, syllabus, and media for teaching and learning. honestly, the teacher said that she nurwachid/ eej 8 (3) (2018) 350 358 353 copied the documents from an instructor of 2013 curriculum after she joined curriculum training. the documents showed that the teacher had planned to use discovery learning activities in her most activities in the class. there were six stages of discovery learning that were written in the compact disc. those stages were stimulation, problem statement, data collection, processing the data, verification and generalisation. beside of making lesson plan the teacher also had developed the syllabus using her own observation, experience and knowledge. to support the process of teaching and learning, she also used some media such as pictures and video. after observing the documents, researcher observed classroom activities. from his observation, researcher found some useful information. it showed that the english teacher had used discovery learning to teach the students. the teacher apparently had implemented discovery learning but she got difficulty to help the students infer the knowledge from the activity during the class. the teacher used discovery learning but she did not help students to do the steps of discovery learning. the researcher saw that the teacher also gave writing assessment for the students. it was separated from the activity in the class, it was given after discovery learning activity. she gave writing assessments conventionally by ordering the students to make text or short essay, she did not use any treatment to help the students write their text or essay. to support the data from the observation, researcher held interview and gave questionnaire toward english teacher and students of ma manbaul quran. the result of the interview and giving questionnaire showed that the teacher had known higer order thinking skills. the teacher had implemented the concept of hots in the writing assessments. she said that using hots in writing assessments helped students to be critical and creative in devoting their ideas. however, when i asked her to give me examples of hots questions, she just gave me the examples of low order thinking questions. she also said that she had implemented discovery learning activities during the class. from her implementation of discovery learning activities, she found that it had some strengths and weaknesses. the strength of discovery learning was able to make students critical and creative in writing a text whereas the weakness of discovery learning was the difficulty to infer the conclusion. although she knew the strength and weakness of discovery learning, she did not implement discovery learning appropriately. when she wanted to give writing assessments, she just gave the instruction to make an essay or a text without any previous activities that would help students to devote their ideas. after having interview and sharing the questionnaire, the researcher knew that the students got difficulties to devote their ideas in english. it was in accordance with the previous study that was conducted by anggrayani, sofwan, &saleh (2015), they also found that students got difficulties in organizing ideas in writing english text. further, students seemed to be confused to translate the text into english. as a result, they were just busy with translating and scary to devote their ideas into a good writing. beside of getting difficulties to translate the text, students also got difficulty to arrange, elaborate, and make a story. finally, their result of writing assessments did not reflect creativity and critical thinking. need analysis in this stage, researcher analyzed the need of the students after researcher collected the information from the first stage. the information gathered by the researcher was important to support him in making and developing the product. after having interview and sharing the questionnaire, the researcher knew that the students got difficulties to devote their ideas in english. they seemed to be confused to translate the text into english. as a result, they were just busy with translating and scary to devote their ideas into a good writing. beside of getting difficulties to translate the text, students also got difficulty to arrange, elaborate, and make a story. finally, their result of writing nurwachid/ eej 8 (3) (2018) 350 358 354 assessments did not reflect creativity and critical thinking. based on the analysis, researcher assumed that to make students critical and creative in writing, they needed some activities that would help them ready to write english text. below was the list of the activities that were needed by the students to prepare them in writing: 1) students needed to learn how to identify and understand the purpose, generic structures and the linguistic features of a text. 2) students needed to learn, understand and explain english tenses such as simple past tense. 3) students needed to understand, identify and elaborate main ideas into a good text. 4) students needed to differentiate and use the purpose, generic structures and the linguistic features of english text. 5) students needed to have exercise in writing simple past tense. 6) students needed to have practice in writing paragraph. 7) students needed to have practice in arranging english text. 8) students needed to have practice in revising english text. 9) students needed to learn the mechanic of writing in english text. 10) students needed to have practice in writing simple english text. the result of need analysis was in accordance to shweba and mujiyanto (2017), sometimes students made errors in spelling, punctuation marks, and capitalization in writing english text. it meant that teacher had to teach writing mechanic for the students during the process of teaching and learning. furthermore, the need analysis also showed that teachers had to teach the content and organization of english text. suraya and sofwan (2013) also stated the importance of teaching content and organization of english text. it was important because through learning content and organization, students had opportunity to prepare the draft for writing english text. developing preliminary form of writing assessment after conducting need analysis, the researcher continued to the next step, developing preliminary form of writing assessments. in this stage, researcher helped the english teacher of ma manbaul quran to develop discovery-based writing assessments. developing discoverybased writing assessment was hoped to stimulate students’ critical thinking and creativity. the use of discovery learning was in line with in’am and hajar’ study (2017), they stated that discovery learning in scientific approach was good to improve the ability of the students in learning.. to reach the objectives of learning, teacher needed to prepare his learning activity carefully and appropriately. as mentioned in the need analysis that students got some difficulties such as difficult to translate indonesia into english, difficult to write simple past tense and as a result they were not able to be critical and creative. then, the researcher developed writing assessments. the assessments included pre-test, post-test and treatment. in the traetment, researcher divided the meetings into five. the first meeting was for teaching the purpose, generic structures, and linguistic features of narrative text. the second meeting was for teaching diiferentiate some of the linguistic features of narrative text. the third meeting was for teaching simple past tense, the fourth meeting was for teaching mechanic of writing, and the last was for teaching writing narrative text. all of the writing assessments and the supported documents for treatment were arranged by the researcher in the form of english discovery-based writing assessments module. expert judgment the goals of expert judgments were to determine the relevance of the assessments toward the material, exercise, curriculum, and the need of the students and teacher. in’am and hajar (2017) stated that to reach the objectives of learning, teacher needed to prepare their learning activity carefully and appropriately. nurwachid/ eej 8 (3) (2018) 350 358 355 they said that teachers had to create lesson that was appropriate to the situation, condition and delivered material. there were two experts that validated the data. the validators came from different level of education, one was a lecturer and another was a teacher. firstly, the first expert told me to make more questions that required implicit answers. it was to measure and train students’ critical thinking and creativity. the answer had not to be found easily in the text. secondly, she also explained that researcher had to teach how to develop main idea into a good paragraph and text. teaching main idea helped students to be ready in doing post-test. thirdly, it was better for the students to have a writing activity that demanded students to collect information around their environments. it meant that the assessments were more authentic. fourthly, she told the researcher that the text type for both pre-test and post-test had to be same. they saw that the text type for both pre-test and post-test that were arranged by researcher and teacher were different. the last it was better for the researcher to add some indicators to achieve the goal of writing assessments. the second expert said that researcher had to be able to show which part of pre-test and post-test indicated critical thinking and creativity. it was important because the topic related to both critical thinking and creativity. secondly, he said that the sequences of activities in the process of teaching and learning had to be clear. he added that the sequences of activities during the treatment had to show disovery learning. thirdly, he commented on the scoring rubric for writing assessments. he said that researcher had to make sure that the scoring rubric that was arranged by the researcher had been modified suitably to the students and school condition. through suitable writing assessments, it could help students to maximize their writing product. main product revision after the assessments were checked and validated by the experts, researcher and the teacher adjusted some of the elements related to the writing assessments. firstly, researcher and teacher added some questions that asked answers out of the text, so the students had chance to build and practice their critical thinking and creativity. secondly, in the learning activities during the treatment, researcher helped teacher to arrange activity for teaching main idea in order to make students ready when they had writing assessments. the second activity was in line with anggrayani, sofwan, & saleh (2015). they also found that teacher had to teach main idea in order to help students organize ideas in writing english text. thirdly, researcher and teacher arranged activity that was suitable for searching information from surrounding environments. fourthly, researcher helped teacher to add more indicators from the basic competence in order to achieve the goal of writing assessments. the last revision was related to the genre of pre-test and post-test. before pre-test and post-test were validated by the experts, the teacher and researcher planned to use narrative as pre-test and recount as posttest. however, after the teacher and researcher got feedback from the experts they agreed to use narrative as pre-test and post-test. the experts explained that the text type for both pre-test and post-test should be the same. the experts also said that the level of difficulties should be considered to be the same. one thing that could be different was only on the content during the treatment. the try out after the developed discovery based writing assessments had revision, the researcher was ready to help teacher of ma manbaul quran applying the developed materials; pretest, post-test and treatment (activity during the class). the researcher tried out the assessments in ma manbaul quran pringapus. the school was chosen because it has been implementing 2013 curriculum for some years. it meant that the school has adequate capacity to implement 2013 curriculum and the researcher believed that the teacher understood the way to achieve the goals of 2013 curriculum. the try out was done in the tenth grade class, the subject of the class nurwachid/ eej 8 (3) (2018) 350 358 356 was religion. the class consisted of 20 students. the try out process was divided into three parts, one part for pre-test, teaching in the class using developed discovery based writing assessments, and post-test. firstly, researcher asked teacher of ma manbaul quran to give pre-test in order to measure students initial score before the developed assessments implemented. then, she implemented discovery based writing assessments in five meetings. and the last, the teacher gave post-test. table 1. students’ mean score of pre-test mean pre-test mean post test 56.85 74.05 the result of pre-test showed that the mean score of 20 students was 56,85 and. on the other hand, the result of post-test showed that the mean score was 74,05 and the standard. to know the significance, researcher used t-test. when t-test is bigger than (>) the t value, it means that it is significant. after researcher analyzed t-test, it could be concluded that there was a significance difference between pre-test and post-test so the developed discovery based writing assessment was effective and it could be used as writing assessment in the process of teaching and learning in the class. the critical thinking of the students was seen through their ability to synthesize ideas, evaluate ideas, and draw the conclusion. the creativity of the students was seen through their ability to synthesize ideas, use different point of views, generate and select alternative. the result also showed that students were interested in doing the activities during the treatment. the activities could help the students to be creative and critical in writing english text. the results of critical thinking and creativity of the students were line with goreyshi, & noohi (2013), they found that creativity and critical thinking could be improved. related to discovery learning, bajah, & asim (2002) also found that discovery learning was more effective than conventional learning and it improved the ability of student. in conclusion, developing discovery based writing assessments was effective to stimulate students’ creativity and critical thinking. the last revision after the tried out was done, the researcher revised some parts of the developed discovery based writing assessments. the researcher changed the conditional sentence type i into type ii for question number 8 in pre-test. in the try out, researcher revised the group distribution to make all students interact to the process of teaching and learning. producing final product the last stage in the research and development was producing final product. this stage was done after researcher tried out all of the instruments. after researcher tried out the instruments, he revised some important part in the instrument that required revision. the final product of discovery based writing assessments consisted of pre-test, post-test, and the treatment. the treatment consisted of sequenced activities and exercise that guided the students to be ready to have post-test. conclusion and suggestion this study focuses on developing discovery based writing assessments to stimulate students’ critical thinking and creativity. the result indicated that the english teacher of ma manbaul quran used discovery learning activity to teach the students. although the teacher used discovery learning, she was not able to stimulate students critical thinking and creativity because she was not able to guide the students inferring the conclusion from the activities in the class. the result also showed the fulfillment of the students’ need to stimulate their critical thinking and creativity. based on the results of observation and need analysis, the needs of the assessments had been fulfilled. the researcher helped teacher to develop discovery based writing assessments. to be critical and creative, students were given discovery based writing assessments. it indicated that students needed nurwachid/ eej 8 (3) (2018) 350 358 357 more activities to stimulate their critical thinking. the activities were doing discovery learning, elaborating main idea and paragraph, arranging and revising english text and making english texts. to develop the assessmnets, researcher and teacher used 2013 curriculum. firstly, the researcher and teacher looked at the main competence and basic competence. then, they developed the indicators for the achievements of the competencies. after that, they made lesson plans, exercises and assessments. the last result showed the effectiveness of discovery based writing assessments to stimulate students’ critical thinking and creativity. the critical thinking of the students was seen through their ability to analyze and synthesize the information. students also showed that they were able to collect the data and evaluate the data. beside of evaluating, students also demonstrated that they were able to draw conclusion from the sequenced activities of discovery based writing assessments. the creativity of the students was seen through their ability to synthesize some ideas into a good written material. furthermore, they could think in various ways, it was known when they were asked to elaborate english texts. they also could use different points of view that support their written product. beside of using different points of view, they were also able to generate alternative to elaborate the text. finally, from the whole results and discussion, this present study had proven that developing discovery based writing assessments successfully stimulated the students’ critical thinking and creativity in english learning. references afendi, a (2012). efektivitas metode pembelajaran penemuan terhadap hasil belajar kelas x smk diponegoro (the effectiveness of discovery learning method on the learning results of class x smk diponegoro), skripsi, yogyakarta. aininna, n. 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(2012). improving narrative text writing skill through dictation towards auditory and visual learners. english education journal, 2(2), 112-118. 139 eej 7 (2) (2017) 139-148 english education journal http://journal.unnes.ac.id/sju/index.php/eej the students’ perception and achievement of english reading comprehension using cognitive language learning strategy riyadh ahsanul arifin , abdurrahman faridi english language education postgraduate universitas negeri semarang, indonesia article info ________________ article history: recived 29 december 2016 accepted 05 july 2017 published 01 august 2017 ________________ keywords: achievement, cognitive language learning strategy, learning reading abstract ___________________________________________________________________ this study aimedto analyze: (1) the application of “clls” in learning english reading comprehension among the students of year 8 ofthe mts. ma’arif malangbong, (2) their perception toward the application of “clls”, (3) their achievement on reading comprehension using “clls”, (4) their problems in using “clls”, and (5) the solutions to improve their knowledge and skill of using “clls”. the analysis reveals that: (1) the application of “clls” in learning english reading comprehension among the students of year 8 of the mts. ma’arif malangbong has run well, (2) the perception of students of year 8 of the mts. ma’arif malangbong toward the application of “clls” was generally positive, only some students who show negative perception, (3) students’ achievement on reading comprehension using “clls” has generally increased moderately from 69,78 in 2013 to 72,20 in 2014 and to 74,60 that is in 2015, but this research also found that there were three students who had high achievement with negative perception on the application of the “clls”, (4) students’ problems in using “clls” involve: unstable emotion, lack of interaction, poor students' understanding, bad perception, the surroundings, lack of vocabulary mastery, lack of grammar knowledge, and lack of media used by teachers, and (5) the solutions to improve students’ knowledge and skill of using “clls” are: encouraging students to talk to teachers, and friends, (b) suggest students to have more often working in group outside of the schoolhours, (c) give enough explanation of the importance of english lessons, (d) explain that english is not a hard and difficult, (e) motivate students to continuously make serious effort in practicing english by creating better surroundings,(f) guide them to diligently read, (g) provide basic patterns that will be used, and (h) explain something through the media they have. © 2017 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jalan kelud utara iii semarang 50237 e-mail: riyadharifin91@gmail.com p-issn 2087-0108 e-issn 2502-4566 riyadh ahsanul arifin & abdurrahman faridi. / eej 7 (2) 139-148 (2017) 140 introduction language learning strategies are among the main factors that help determine how and how well our students learn a second or foreign language. since 2014 when the communi-cative language teaching (clt) and task-based language teaching are gaining more and more popularity in indonesia, english teachers of mts. ma’arif malangbong, garutbegan to introduce cognitive language learning strategy (clls) to their students and asked them to apply it on their english learning process. today, more and more efl classroom teachers manage to achieve a balance between formfocused and communication-focused instruction. learning strategy is defined as “specific actions, behaviors, steps, or techniques ---such as seeking out conversation partners, or giving oneself encouragement to tackle a difficultlanguage task ---used by students to enhance their own learning” (scarcella & oxford, 1992: 63). when the learner consciously chooses strategies that fit his or her learning style and the foreign language task at hand, these strategies become a useful toolkit for active, conscious, and purposeful selfregulation of learning. learning strategies can be classified into six groups: cognitive, metacognitive, memory-related, compensatory, affective, and social. the application of these all strategies have been found in many countries in which english is a second language ---especially clls--to have positive influene to the students achievement (adiguzel and gurses, 2013; serri, 2012; shi, 2011; takallou, 2011; stephen and xavier, 2010; oze and civelek, 2006). the students’ achievement in learning english is in separable from in influential factors within, either internal or external of the learners. in this case, sudjanaand ibrahim (2004: 39) asserted that “the result of learning attained by the students are influenced by two factors, they are internal factor of the students and the factor out of the students themselves or environmental factors”. although the orientation of student’s achievement in english consists of: (1) listening; (2) writing; (3) speaking; and (4) reading abilities, the writer in this study focuses only on reading ability among the students of year 8 of the mts. ma’arif malangbong. referring to the achievement theory, the writer assumes that the learning result is influenced by many factors and involved all domains that one relates to each other, more importantly teaching and learning strategy. based upon the statement about learning intensity and achievement, the writer comprehends that the learning intensities take different role, but they are dominant factors in determining the learning result. as an effort to give a larger explanation of each variable, the writer analyses the student achievement in reading comprehension skill. cognitive language learning strategy (clls) is the aspect of english teachinglearning “strategy” from psychology of language approachment. it is a technical of teachinglearning in which teacher gives the students strategy to transform the language learning. they are resourcing, repetition, grouping, deduction, imagery, auditory representation, keyword method, elaboration, transfer, inferencing, note taking, recombination, and translation (liu, 2010: 101). michael (1997) identifies that motivation and learning stratgies are the most important aspect to build attitude and behaviour in improving their language learning strategy. the writers believes that since the application of clls, the students of year 8 of the mts. ma’arif malangbong as students in other years have better motivation to learn english as foreign language (efl) that could build the english classroom atmosphere and achievement much better, but it has not been studied yet as other schools in various countries. thus, based on explanation, the writer is interested to (1) to find out the application of “clls” in learning english reading comprehension among the studentsof year 8 of the mts. ma’arif malangbong, (2) to find out their perception toward the application of “clls” in learning english reading comprehension among them, (3) to view their achievement on reading comprehension using “clls”, (4) to identifytheir problems in using “clls” in learning reading, and (5) to describe riyadh ahsanul arifin & abdurrahman faridi. / eej 7 (2) 139-148 (2017) 141 some solutions to improve their knowledge and skill of using “clls” in learning reading. methods the research design propossed by the writer of this study is that efl students can achieve english reading comprehension ability more easily if english instruction is based on their perceptions. some scholars advocate that the role of student perceptionsis of great importance in language teaching practice (mccaslin & good, 1996; norris-holt, 2002; savignon& wang, 2003). as efl teachers understand more about students’ attitudes and perceptions, they are in a better position to prepare and implement an efl curriculum and to adopt appropriate teaching approaches which are learner-based (richards &nunan, 1990; richards & lockhart, 1994). furthermore, efl teachers are in a better position to foresee potential inconsistence and mismatches between instructional approaches and students’ needs and preferences so that they are well prepared to narrow the gaps to help students achieve expected learning outcomes. this research design will be proved by using descriptive method. the nature of this method is that it can be applied to explore such a dependent system (as class activities, proccess, or even individual) based on a wide data collecting. descriptive method involves investigation that can be defined as an entity or a limited study object, or separately for a research in term of time, place, or physical borders (stacey, 2011). the main data is needed in this research qualitative naturalistic, it shows that the implementation of this research is happened naturally in normal situation and not manipulated of condition and situation, it focuses on description naturally. the researcher will use naturalistic sampling method; it based on informational, not statistical consideration. its purpose is to maximise information, not to facilitate generalization. the population of this study consist of 185 students of year 8 of the mts. ma’arif malangbong, garut, west java who are organized in 5 classes. this study takes 70 students from two classes, a and e classes. this means the writer takes 38 % of population as sample in this study. this percentage is good enough, since taking more than 20 % sample from population will generate good generalization which means that 38 % sample the writer takes in this study is representative for its population. the instruments used in this study were observation, interview, and questionnaires. the questionnaire for the students was used to elicit students’ perceptions on the implementation of cognitive language learning strategy. data is analysed using descriptive qualitative data analysis techniques. qualitative data analysis involves the identification, examination, and interpretation of patterns and themes in textual or verbal data and determines how these patterns and themes help answer the research questions the writer proposed. simple quantification analysis, on the other hand, is helpful in describing positive impact of the application of clls in learning english reading, because it provides quantifiable and easy to understand results. results and discussions the application of “clls” in learning english reading comprehension the questionnaire items in this part were directed to find out how good the application of the “clls” in their english class. the results of the questionnaire are as follows. first, the availability of dictionary and textbook of english at the school was very complete (100 %). second, the exercise of repeating word pronunciation and its meaning which has significant impact on student ability in reading comprehension was “very often” as claimed by 85 % respondents. third, playing a short dialogue in pairs also was done consistently “very often” as told by 86 % of respondents. fourth, the exercise of making a summary of a text was given to students frequently as most of them (86 %) claimed “very often”. fifth, making sentence procedure in which the respondents (83 riyadh ahsanul arifin & abdurrahman faridi. / eej 7 (2) 139-148 (2017) 142 %) claim that the teacher “sometimes” gives this kind of exercise. sixth, to repeat every word in a different speed and volume which is very powerful technique in increasing student ability in reading was “very often” applied as recognized by the majority (82 %) of the respondents. seventh, practicing of guessing technique is “very often” practiced by students as claimed by 71 % of respondents. eighth, explaining of some objects such the artists, the teacher as claimed by most of students (78 %) “often” gives this exercise to the students. ninth, changing the word form of the present tense to the past tense or vice versa was done “very often” as indicated by (76 %) of respondents.tenth, taking a conclusion of a text is “very often” conducted by students as indicated by (73 %) students involved on this study. eleventh, taking a note of any words that are considered difficult or unknown meaning is also done “very often” as told by the majority of students (78 %). twelfth, rearranging words in a sentence that has confounded was also found to be done “very often” as told by (79 %) of respondents. thirteenth, translating a text reading is done “very often” as indicated by (91 %) of students. yesim ozek from yeditepe university, turkey and muharrem civelek from dicle university, turkey (2006) classified the component of the “clls” into two group, components that are used effectively and those are used not effectively. the “clls” component that are used effectively include: (1) relating the title to the text content, (2) using the dictionary parsimoniously, (3) guessing the meaning of a word from the context, (4) skipping some unknown words, (5) reading without translating word-for-word, (6) thinking aloud during reading, (7) reading over the text, and (8) assimilating the text with background knowledge. those components found used effectively by yesim ozekand muharrem civelek (2006) are more relevant for students of english education department. the finding of this study supports the previous research undertaken in the same topic as one done by yesim ozekand muharrem civelek (2006). they found that “54.6% of the 1st year subjects chose “always” and “usually” and 60.8% of the 4thyear subjects “usually” and “sometimes” looking up every unknown word in the dictionary” (yesim ozekand muharrem civelek, 2006: 7). rebecca l. oxford (2003), a.d. cohen (1998), and j.m o'malley & a.u. chamot (1990) found the same thing and she suggested using the dictionary to look up difficult words when reading the english text. these findings have several implications for teaching and practice. the application of all components of the “clls” by teachers needs strong effort, work hard, patient, since it is not easy to be applied among the students of mts. ma’arif. from the students side, the practice of the “clls” at the mts. ma’arif malangbong needs extra support from teachers, parents, and the environment, because the application of this strategy consume much time both during at school and at home. in addition, parents in particular, need to give more facilities related to the application of this strategy. the students’ perception toward the application of “clls” in learning english reading comprehension data indicate that generally the studentsof year 8 of the mts. ma’arif malangbong’s perception toward the application of “clls” in learning english reading comprehension among them are positive. thirteen questions self reported on this and strengthened by the researcher observation supported the generalization. positive perception here means that students, in general agree and accept the application of the “clls” in all limited condition. nevertheless, students have strong and good will in following the english lesson that applies the “clls” on learning english reading. all questions related to perception were answered at the area or at the level of positive perception. the questionnaires in this part focused on students’ perception of the application of thirteen components of the “clls” in learning reading english. results of the questionnaire can briefly summarized as follows. first, the riyadh ahsanul arifin & abdurrahman faridi. / eej 7 (2) 139-148 (2017) 143 majority of students (89 %) stated “really like” when their teacher instruct them for bringing dictionary and textbookin every time of english class. this means there is no negative feeling among students related to this instruction which also means supporting the application of the “clls”. second, students’ opinion on teacher’s instruction for repeating word pronunciation and its meaning was very positive where most of the respondents (88 %) stated “strongly agree”. third, students’opinion on teacher’s instruction for playing short dialogues in pairs receive positive response from the majority (84 %) of respondents in which they stated “agree”. fourth, the majority of students (87 %) feel “like” to receive instruction for making a summary of a text from their teachers. fifth, students’ opinion on teacher’s instruction for making a sentence procedure also was not bad since the majority (85 % of respondents (85 %) stated “ordinary”. sixth, students’ opinion on teacher’s instruction for repeating every word in a different speed and volume was good enough because the majoority of the respondents (83 %) feel “very happy” to receive this kind of exercise. seventh, students’ feeling on teacher’s instruction for guessing the meaning of words to fill in the items sentence with considering keywords before or afterwards is positive, because 72 % of respondents feel “very happy” to do so. eighth, the majority of students (85 %) have positive feeling to run teacher’s instruction for explaining about the artist, the news on television or symbols in sms, describe and explain in english gives this exercise to the students as can be seen from their statement, “ordinary”. ninth, most of respondents (78 %) stated “strongly agree” on teacher’s instruction for changing the word form from the present tense to the past tense or vice versa. tenth, most of students by (75 %) feel “really like” on teacher’s instruction for taking a conclusion of a text. eleventh, the majority of students (79 %) feel “really like” on teacher’s instruction for taking a note of any words that are considered difficult or unknown meaning.twelfth, 81 % of students feel “really like” on teacher’s instruction for rearranging words in a sentence that has confounded.thirteenth, the majority of students (90 %) feel “really like” on teacher’s instruction for translating a text reading as indicated by of students. students perception on the content of lesson, or teaching methodology, or teaching strategy are important to study for making the results better. this is the main reason why the researchers find out the students perception on the application of the “clls” among the students of mts. ma’arif malangbong. the application of the “clls” has changed the focus of english lesson. before the application of “clls” in teaching english at the mts. ma’arif malangbong in 2014, teachers have been placing a high value on teaching grammar. even today whenthe communicative language teaching (clt) and task-based language teaching are gaining more and more popularity in indonesia, grammar teaching still dominates english classes to some extent. of course, more and more efl classroom teachers manage to achieve a balance between form-focused and communicationfocused instruction. nevertheless, one phenomenon existing in indonesia context, especially in rural areas, is that very often it is classroom teachers that decide what and how to teach. students’ perceptions regarding strategy in teaching english do not receive enough attention. therefore, there exists a mismatch or inconsistence between students’ perceptions and teachers’ choice. in fact, classroom teachers, sometimes, do not really know whether students are interested in the teaching approaches and methods as well as lesson materials. some researchers advocate that the role of student perceptionsis of great importance in language teaching practice (griego-jones, 1994; horwitz, 1989; mccaslin & good, 1996; norris-holt, 2002; savignon & wang, 2003; tse, 2000; walker, 1976). if teachers understand more about students’ perceptions on the application of clls, they are in a better position to prepare and implement clls itself (nunan,1988; richards & nunan,1990; richards & lockhart, 1994). in addition, in our opinion, , by knowing that students have good perception on the riyadh ahsanul arifin & abdurrahman faridi. / eej 7 (2) 139-148 (2017) 144 application of the “clls”, both teachers and will be more comfortable in applying them. it needs to say here that these findings have several implications for teaching and practice. the english teachers or even teachers in any subjects should find out their students perception on what they teach, what they use, and what they do. what they teach related to the content or material of the subject; what they use or apply related to methodology or strategy, or approach, or even technique they use; while what they do related to certain activities during class activities or outside of the class activities as giving group or individual assignments. the application of all components of the “clls” by teachers needs strong effort, work hard, patient, since it is not easy to be applied among the students of mts. ma’arif. from the students side, the practice of the “clls” at the mts. ma’arif malangbong needs extra support from teachers, parents, and the environment, because the application of this strategy consume much time both during at school and at home. in addition, parents in particular, need to give more facilities related to the application of this strategy. the students’ achievement on reading comprehension using “clls” data presented at the table 1 indicate significant increase in term of achievement on reading comprehension since using the “clls”. by comparing the mean of students’ achievement which is based on the final test result before the application of the “clls” (2012 and 2013), at the beginning of the application of the “clls” (2014), and one year after the application of the “clls” (2015), the increase is clearly visible. the mean has increased from 69,78 in 2013 (one year before the application of the “clls” to 72,20 in 2014 (at the beginning of the application of the “clls”, and in the next year it has increased again to 74,60 that is in 2015 (one after the application of the “clls”). reading skill is the most important skill to have by any students for their future especially for those who will continue their education to university. since english is the first international language in which most academic materials written in english, reading english proficiency becomes a very important requirement for the students. the students are expected to understand what they read regardless of the subject matter they study. as a result, reading skills are of significant importance in such environments as in indonesia in which english is not the first language. however, reading is seen as an extremely complex activity involving a combination of perceptual, linguistic and cognitive abilities (brumfit, 1980: 3). the same claim offered by carrell (1998: 1) that “second language learners cannot perform at proficiency levels they must so as to succeed without solid proficiency.” but goodman (1998: 2) defines proficient readers as “efficient and effective” because he believes that they can construct a meaning by means of assimilation, accommodation, and they do not make much effort to achieve effectiveness. furthermore, he describes reading as a psycholinguistic guessing game in which the reader reconstructs based on his/her ability, knowledge, experience, and strategy. the english teachers at the mts. ma’arif malangbong since they applied the “clls”, they got appreciation from the head master of the school due to the increase of students achievement. in addition, the application of the “clls” has changed students’ mentality in learning english reading comprehension. cognitive strategies as claimed by williams and burden (1997: 148) are seen as “mental processes directly concerned with the processing of information in order to learn, that is for obtaining, storage, retrieval or use of information”. they are, according to brown (1994: 115) more limited to specific learning tasks and involve more direct application of the learning material itself. the students’ problems in using “clls” in learning reading this research beside found some advantages of the application of the “clls” in riyadh ahsanul arifin & abdurrahman faridi. / eej 7 (2) 139-148 (2017) 145 learning reading, also underlined some problems occurred during its application. however, the problems found here, do not decrease the positive value of the application of the strategy. otherwise, it is hoped that through this research the solution for those problems can be found. table 1. students of year 8 of the mts. ma’arif malangbong achievement on english reading comprehension before and after the application of the “clls” year and semester n the lowest score mean the highest score pre-test the application of the “clls” 2012/1st 74 64,0 70,04 84,0 2013/1st 72 63,0 69,78 80,0 post-test the application of the “clls” 2014/1st 68 66,0 72,20 87,0 2015/1st 75 66,0 72,80 90,0 2016/1st 70 68,0 74,60 93,0 source: calculated from data base on first semester result of final test, 2012, 2013, 2014, and 2015 to discuss those problems and their solution easily, it is important to summary them here. there are eight main problems found on the application of the “clls” at the mts. ma’arif malangbong. the first problem is emotional problem, that is, a situation in which a student or a group of student cannot control their emotion during the application of “clls” in english class. the second problem is lack of interaction with their friends who are needed for practicing english. this is because the students of mts. ma’arif malangbong do not stay together at a dormitory; they stay with their family individually. the third problem is poor of students' understanding of english lesson. the fourth problem is students’ perception of english lesson as a hard and difficult lesson. the fifth problem is the surroundings were less supportive of students to use english. the sixth problem is lack of vocabulary mastery. the seventh problem is lack of grammar knowledge. the eighth problem is lack of media used by teachers. the solutions to improve students’ knowledge and skill of using “clls” in learning reading before discussing the solutions to make the students’ knowledge and skill of using “clls” in learning reading, the researchers would like to resume the solution offered in the previous subsection. solutions for the eight problems can be summarized as follows. first, solution for emotional problem are giving suggestion for talking to teachers, friends, or parents, or even to religious leaders; using religious approaches as based on the qur’anic verses and the saying of the prophet muhammad (pbuh), and even the thought of moslem scholars. second, solutions for lack of interaction are teachers suggested students to have more often working in group outside of the schoolhours, doing exercise and homework together with other students who are living close each other. third, solution for poor of students' understanding of english lesson is teachers give enough explanation of the importance of english lessons, both for everyday life and to face the future which are evolving rapidly and becoming more sophisticated, if we do not learn english seriously, we will be left behind because of our ignorance. fourth, solution for students’ perception of english lesson as a hard and difficult lesson is teachers always explain that english is not a hard and difficult. if students riyadh ahsanul arifin & abdurrahman faridi. / eej 7 (2) 139-148 (2017) 146 want to learn seriously, practice it regularly, do all assignment carefully, then naturally they will be familiar with the questions that are given, ranging from easy to difficult, and naturally they will understand the english language. fifth, solutions for the surroundings which were less supportive of students to use english was that teachers have tried to motivate students to continuously make serious effort in practicing english by creating better surroundings, ranging from the simplest form to a rather complex form, such as creating small group for practicing english. sixth, solution for lack of vocabulary mastery was teachers guide them to diligently read. reading english text should be a part of their regular activity. seventh, solution for lack of grammar knowledge was teachers provide basic patterns that will be used, either form of simple present, past tense, or the future. through the mastery of those three basic forms, students will ease in developing the other forms. eighth, solution forlack of media used by teachers was the english teachers at the mts. ma’arif malangbong have tried to explain something through the media they have, though in the simplest form such as an image or real objects and proposed some funding to the head master of the mts. ma’arif for provaiding media needed. conclusion first, the application of clls in learning english reading comprehension among the students of year 8 of the mts. ma’arif malangbong has run well though it is now in the second year of its application. students’ response to the application of thirteen components of clls vary from 71 % to 100 %. the type of response which use lykert scale vary from the highest (with score of 5) to the moderate (with score of 3). the components include: (1) resourcing or using target language reference materials, (2) repetition or imitating the language model including over practice and silent rehearsal, (3) grouping or reordering or reclassifying, and perhaps labeling, the material to be learned based on common attributes, (4) deduction, or conciously applying rules to produce or understand the second language, (5) imagery or relate new information to visual concepts in memory and familiar, easily retrievable visualization, (6) auditory representation, that is retention of the sound or a similar sound for word, phrase, or longer language sequence, (7) keyword method, that is, remembering a new word in the second language by (a) identifying a familiar word in the first language that sound like or otherwise resembles the new word and (b) generating easily recalled images of some relationship between the new word and the familiar word,(8) elaboration which means relating new information to other concepts in memory, (9) transfer, that is, using previous acquired linguistic and or conceptualknowledge to facilitate a new language learning task,(10) inferencing, that is, using available information to guess meaning of new items, predict outcomes,or fill in missing information,(11) note taking that means writing down the main idea, important points, outline, or summary of information presented orally or in writing, (12) recombination, that is, constructing a meningful sentence or larger language sequence by combining known elements in a new way, and (13) translation which means using the first language as a base for understading and/or producing the second language. students’ evaluation second, students’ perception of the application of thirteen components of the “clls” in learning reading english was very positive. to measure students’ perception was applied lykert scale: “sangat suka” (5), “suka” (4), “biasabiasa” (3), “tidak suka” (2), “sangat tidak suka” (1). their response to the application of thirteen components of clls was very high vary from 72 % to 90 %. results of the questionnaire are as follows. first, the majority of students (89 %) stated “really like” when their teacher instruct them for bringing dictionary and textbookin every time of english class. this means there is no negative feeling among students related to this instruction, which indicates support to the application of the “clls”. second, students’ riyadh ahsanul arifin & abdurrahman faridi. / eej 7 (2) 139-148 (2017) 147 opinion on teacher’s instruction for repeatingword pronunciation and its meaning was very positive where most of the respondents (88 %) stated “strongly agree”. third,students’opinion on teacher’s instruction for playing a short dialogues in pairsget positive response from the majority (84 %) of respondents in which they stated “agree”. fourth, the majority of students (87 %) feel “like” to receive instruction for making a summary of a textfrom their teachers. fifth, students’ opinion on teacher’s instruction formaking a sentence procedure also was not badsince the majority (85 % of respondents (85 %) stated “ordinary”. sixth, students’ opinion on teacher’s instruction for repeating every word in a different speed and volume was good enough because the majoority of the rspondents (83 %) feel “very happy” to receive this kind of exercise. seventh, students’ feeling on teacher’s instruction for guessing the meaning of words to fill in the items sentence with considering keywords before or afterwards is positive, because 72 % of respondents feel “very happy” to do so. eighth, the majority of students (85 %) have positive feeling to run teacher’s instruction for explaining about the artist, the news on television or symbols in sms, describe and explain in english gives this exercise to the students as can be seen from their statement, “ordinary”. ninth, most of respondents (78 %) stated “strongly agree” on teacher’s instruction for changing the word form from the present tense to the past tense or vice versa. tenth, most of students by (75 %) feel “really like” on teacher’s instruction for taking a conclusion of a text. eleventh, the majority of students (79 %) feel “really like” on teacher’s instruction for taking a note of any words that are considered difficult or unknown meaning. twelfth, 81 % of students feel “really like” on teacher’s instruction for rearranging words in a sentence that has confounded.thirteenth, the majority of students (90 %) feel “really like” on teacher’s instruction for translating a text reading as indicated by of students. third, there has been significant increase in term of achievement on reading comprehension since using the “clls”. the increase can easily known by comparing the mean of students’ achievement which is based on the final test result before the application of the “clls” (2012 and 2013), at the beginning of the application of the “clls” (2014), and one year after the application of the “clls” (2015), the increase is clearly visible. the mean has increased from 69,78 in 2013 (one year before the application of the “clls” to 72,20 in 2014 (at the beginning of the application of the “clls”, and in the next year it has increased again to 74,60 that is in 2015 (one after the application of the “clls”). fourth, there are eight problems found in the application of the “clls” in learning english reading comprehension among the studentsof year 8 of the mts. ma’arif malangbong. they are the problem of emotion, lack of interaction with their friends who are needed for practicing english, poor of students' understanding of english lesson, students’ perception of english lesson as a hard and difficult lesson, the surroundings were less supportive of students to use english, lack of vocabulary mastery, lack of grammar knowledge, and lack of media used by teachers. fifth, the solutions for the eight problems are as follows. first, solution for emotional problem are giving suggestion for talking to teachers, friends, or parents, or even to religious leaders. second, solutions for lack of interaction are teachers suggested students to have more often working in group outside of the schoolhours, doing exercise and homework together with other students who are living close each other. third, solution for poor of students' understanding of english lesson is teachers give enough explanation of the importance of english lessons, both for everyday life and to face the future. fourth, solution for students’ perception of english lesson as a hard and difficult lesson is teachers always explain that english is not a hard and difficult and give tips practice. fifth, solutions for the surroundings which were less supportive of students to use english was that teachers motivate students to continuously make serious effort in practicing english by creating riyadh ahsanul arifin & abdurrahman faridi. / eej 7 (2) 139-148 (2017) 148 better surroundings, ranging from the simplest form to a rather complex form. sixth, solution for lack of vocabulary mastery was teachers guide them to diligently read. eighth, solution for lack of media used by teachers was that the english teachers at the mts. ma’arif malangbong tried to explain something through the media they have, though in the simplest form and proposed some funding to the head master of the mts. ma’arif to equive media needed. references adiguzel, oktay cem and meral ozkan gurses. 2013. students’ opinion regardng reading strategies instruction based on cognitive academic language learning approach. turkish online journalof qualitative inquiry, 4 (3): 1-14. brown, h. doughlas. 1994. teaching by principles. new jersey, prentice hall regents: englewood cliffs. carrell, p.l. 1998. “introduction”. in p.l. carrell, j. devine & d.e. heskey (eds.), interactive approaches to second language reading. cambridge: cambridge university press: 1-5. carrell, p. l., gajdusek, l., & wise, t. 1998. “metacognition and efl/esl reading”. instructional science, 26, 97-112. retrieved december 28, 2015, from http:// www.springerlink.com/content/q3522p75337 22313/fulltext.pdf. cohen, a.d. 1998. strategies in learning and using a foreign language. london: longman. goodman, k. 1998. “the reading process”. in p.l. carrell, j. devine & d.e. heskey (eds.), interactive approaches to second language reading. cambridge: cambridge university press: 11-21. griego-jones, t. 1994. “assessing students’ perceptions of biliteracy in two way bilingual classrooms”. the journal of educational issues of language minority students, 13: 79-93. horwitz, e. k. 1989. “facing the blackboard: student perceptions of language learning and the language classroom”. adfl bulletin, 20 (3), 61-64. accessed december 24, 2015 from http:// dx.doi.org/ 10.1632/adfl.20.3.61. liu, jing. 2010. language learning strategies and its training model. international education studies, 3 (3): 100-104. nunan, d. 1988. the learner-centered curriculum. cambridge. england: cambridge university press. accessed december 22, 2015 from ttp://dx.doi.org/10.1017/cbo978113952450 6. oxford, rebcca l. 2003. “language learning styles and strategies: an overview”.learning styles and strategies. oxford: gala: 1-25. ozek,yesim k. and muharrem civelek. 2006. “a study on the use of cognitive reading strategies by elt students”. asian efl journal, august 2006: 1-26. richards, jack. c., & lockhart, c. 1994. reflective teaching in second language classrooms. cambridge, england: cambridge university press.http://dx.doi.org/10.1017/cbo978051 1667169, accessed december 15, 2025. richards,jack. c., & nunan, d. (eds.). 1990. second language teacher education. cambridge, england: cambridge university press. savignon, s. j., & wang, c. 2003. “communicative language teaching in efl contexts: learner attitudes and perceptions”. iral,41 (3), 22349. http://dx.doi.org/10.1515/iral.accessed, december15, 2015. serri, fateme. 2012. “cognitive, metacognitive, and social/ affective strategies in learning comprehension and their relationships with individual differences”. theory and practice in language studies, 2 (4): 843-849. shi, changju. 2011. “a study of the relationship between cognitive styles and learning strategies”, higher education studies, 1 (1): 2026. stephen, stanley mohandoss & xavier pradheep singh. 2010. “learning grammar autonomously through metacognitive strategies: an experiment”. journal of nelta, 15 (1-2): 146-150. tse, l. 2000. “student perceptions of language study: a qualitative analysis of foreign language autobiographies”. the modern language journal, 84 (1): 69-84. accessed december 24, 2015 from http://dx.doi.org/10.1111/00267902.00053. the students’ perception and achievement of english reading comprehension using cognitive language learning strategy this study aimedto analyze: (1) the application of “clls” in learning english reading comprehension among the students of year 8 ofthe mts. ma’arif malangbong, (2) their perception toward the application of “clls”, (3) their achievement on reading comprehension using “clls”, (4) their problems in using “clls”, and (5) the solutions to improve their knowledge and skill of using “clls”. the analysis reveals that: (1) the application of “clls” in learning english reading comprehension among the students of year 8 of the mts. ma’arif malangbong has run well, (2) the perception of students of year 8 of the mts. ma’arif malangbong toward the application of “clls” was generally positive, only some students who show negative perception, (3) students’ achievement on reading comprehension using “clls” has generally increased moderately from 69,78 in 2013 to 72,20 in 2014 and to 74,60 that is in 2015, but this research also found that there were three students who had high achievement with negative perception on the application of the “clls”, (4) students’ problems in using “clls” involve: unstable emotion, lack of interaction, poor students' understanding, bad perception, the surroundings, lack of vocabulary mastery, lack of grammar knowledge, and lack of media used by teachers, and (5) the solutions to improve students’ knowledge and skill of using “clls” are: encouraging students to talk to teachers, and friends, (b) suggest students to have more often working in group outside of the schoolhours, (c) give enough explanation of the importance of english lessons, (d) explain that english is not a hard and difficult, (e) motivate students to continuously make serious effort in practicing english by creating better surroundings,(f) guide them to diligently read, (g) provide basic patterns that will be used, and (h) explain something through the media they have. introduction language learning strategies are among the main factors that help determine how and how well our students learn a second or foreign language. since 2014 when the communi-cative language teaching (clt) and task-based language teaching are gaining more ... the students’ achievement in learning english is in separable from in influential factors within, either internal or external of the learners. in this case, sudjanaand ibrahim (2004: 39) asserted that “the result of learning attained by the students a... cognitive language learning strategy (clls) is the aspect of english teaching-learning “strategy” from psychology of language approachment. it is a technical of teaching-learning in which teacher gives the students strategy to transform the language... michael (1997) identifies that motivation and learning stratgies are the most important aspect to build attitude and behaviour in improving their language learning strategy. the writers believes that since the application of clls, the students of year... thus, based on explanation, the writer is interested to (1) to find out the application of “clls” in learning english reading comprehension among the studentsof year 8 of the mts. ma’arif malangbong, (2) to find out their perception toward the applica... methods the research design propossed by the writer of this study is that efl students can achieve english reading comprehension ability more easily if english instruction is based on their perceptions. some scholars advocate that the role of student percepti... this research design will be proved by using descriptive method. the nature of this method is that it can be applied to explore such a dependent system (as class activities, proccess, or even individual) based on a wide data collecting. descriptive me... the population of this study consist of 185 students of year 8 of the mts. ma’arif malangbong, garut, west java who are organized in 5 classes. this study takes 70 students from two classes, a and e classes. this means the writer takes 38 % of populat... the instruments used in this study were observation, interview, and questionnaires. the questionnaire for the students was used to elicit students’ perceptions on the implementation of cognitive language learning strategy. data is analysed using descriptive qualitative data analysis techniques. qualitative data analysis involves the identification, examination, and interpretation of patterns and themes in textual or verbal data and determines how these patterns and them... results and discussions the application of “clls” in learning english reading comprehension the questionnaire items in this part were directed to find out how good the application of the “clls” in their english class. the results of the questionnaire are as follows. first, the availability of dictionary and textbook of english at the school ... yesim ozek from yeditepe university, turkey and muharrem civelek from dicle university, turkey (2006) classified the component of the “clls” into two group, components that are used effectively and those are used not effectively. the “clls” component ... the finding of this study supports the previous research undertaken in the same topic as one done by yesim ozekand muharrem civelek (2006). they found that “54.6% of the 1st year subjects chose “always” and “usually” and 60.8% of the 4thyear subjects ... these findings have several implications for teaching and practice. the application of all components of the “clls” by teachers needs strong effort, work hard, patient, since it is not easy to be applied among the students of mts. ma’arif. from the st... the students’ perception toward the application of “clls” in learning english reading comprehension data indicate that generally the studentsof year 8 of the mts. ma’arif malangbong’s perception toward the application of “clls” in learning english reading comprehension among them are positive. thirteen questions self reported on this and strengthene... the questionnaires in this part focused on students’ perception of the application of thirteen components of the “clls” in learning reading english. results of the questionnaire can briefly summarized as follows. first, the majority of students (89 %)... students perception on the content of lesson, or teaching methodology, or teaching strategy are important to study for making the results better. this is the main reason why the researchers find out the students perception on the application of the “c... it needs to say here that these findings have several implications for teaching and practice. the english teachers or even teachers in any subjects should find out their students perception on what they teach, what they use, and what they do. what the... the students’ achievement on reading comprehension using “clls” data presented at the table 1 indicate significant increase in term of achievement on reading comprehension since using the “clls”. by comparing the mean of students’ achievement which is based on the final test result before the application of the “... reading skill is the most important skill to have by any students for their future especially for those who will continue their education to university. since english is the first international language in which most academic materials written in engl... the english teachers at the mts. ma’arif malangbong since they applied the “clls”, they got appreciation from the head master of the school due to the increase of students achievement. in addition, the application of the “clls” has changed students’ m... the students’ problems in using “clls” in learning reading this research beside found some advantages of the application of the “clls” in learning reading, also underlined some problems occurred during its application. however, the problems found here, do not decrease the positive value of the application of ... table 1. students of year 8 of the mts. ma’arif malangbong achievement on english reading comprehension before and after the application of the “clls” source: calculated from data base on first semester result of final test, 2012, 2013, 2014, and 2015 to discuss those problems and their solution easily, it is important to summary them here. there are eight main problems found on the application of the “clls” at the mts. ma’arif malangbong. the first problem is emotional problem, that is, a situatio... the solutions to improve students’ knowledge and skill of using “clls” in learning reading before discussing the solutions to make the students’ knowledge and skill of using “clls” in learning reading, the researchers would like to resume the solution offered in the previous subsection. solutions for the eight problems can be summarized as ... conclusion first, the application of clls in learning english reading comprehension among the students of year 8 of the mts. ma’arif malangbong has run well though it is now in the second year of its application. students’ response to the application of thirteen... second, students’ perception of the application of thirteen components of the “clls” in learning reading english was very positive. to measure students’ perception was applied lykert scale: “sangat suka” (5), “suka” (4), “biasa-biasa” (3), “tidak suka... third, there has been significant increase in term of achievement on reading comprehension since using the “clls”. the increase can easily known by comparing the mean of students’ achievement which is based on the final test result before the applicat... fourth, there are eight problems found in the application of the “clls” in learning english reading comprehension among the studentsof year 8 of the mts. ma’arif malangbong. they are the problem of emotion, lack of interaction with their friends who a... fifth, the solutions for the eight problems are as follows. first, solution for emotional problem are giving suggestion for talking to teachers, friends, or parents, or even to religious leaders. second, solutions for lack of interaction are teachers ... references adiguzel, oktay cem and meral ozkan gurses. 2013. students’ opinion regardng reading strategies instruction based on cognitive academic language learning approach. turkish online journalof qualitative inquiry, 4 (3): 1-14. brown, h. doughlas. 1994. teaching by principles. new jersey, prentice hall regents: englewood cliffs. carrell, p.l. 1998. “introduction”. in p.l. carrell, j. devine & d.e. heskey (eds.), interactive approaches to second language reading. cambridge: cambridge university press: 1-5. carrell, p. l., gajdusek, l., & wise, t. 1998. “metacognition and efl/esl reading”. instructional science, 26, 97-112. retrieved december 28, 2015, from http:// www.springerlink.com/content/q3522p7533722313/fulltext.pdf. cohen, a.d. 1998. strategies in learning and using a foreign language. london: longman. goodman, k. 1998. “the reading process”. in p.l. carrell, j. devine & d.e. heskey (eds.), interactive approaches to second language reading. cambridge: cambridge university press: 11-21. griego-jones, t. 1994. “assessing students’ perceptions of biliteracy in two way bilingual classrooms”. the journal of educational issues of language minority students, 13: 79-93. horwitz, e. k. 1989. “facing the blackboard: student perceptions of language learning and the language classroom”. adfl bulletin, 20 (3), 61-64. accessed december 24, 2015 from http:// dx.doi.org/ 10.1632/adfl.20.3.61. liu, jing. 2010. language learning strategies and its training model. international education studies, 3 (3): 100-104. nunan, d. 1988. the learner-centered curriculum. cambridge. england: cambridge university press. accessed december 22, 2015 from ttp://dx.doi.org/10.1017/cbo9781139524506. oxford, rebcca l. 2003. “language learning styles and strategies: an overview”.learning styles and strategies. oxford: gala: 1-25. ozek,yesim k. and muharrem civelek. 2006. “a study on the use of cognitive reading strategies by elt students”. asian efl journal, august 2006: 1-26. richards, jack. c., & lockhart, c. 1994. reflective teaching in second language classrooms. cambridge, england: cambridge university press.http://dx.doi.org/10.1017/cbo9780511667169, accessed december 15, 2025. richards,jack. c., & nunan, d. (eds.). 1990. second language teacher education. cambridge, england: cambridge university press. savignon, s. j., & wang, c. 2003. “communicative language teaching in efl contexts: learner attitudes and perceptions”. iral,41 (3), 223-49. http://dx.doi.org/10.1515/iral.accessed, december15, 2015. serri, fateme. 2012. “cognitive, metacognitive, and social/ affective strategies in learning comprehension and their relationships with individual differences”. theory and practice in language studies, 2 (4): 843-849. shi, changju. 2011. “a study of the relationship between cognitive styles and learning strategies”, higher education studies, 1 (1): 20-26. stephen, stanley mohandoss & xavier pradheep singh. 2010. “learning grammar autonomously through metacognitive strategies: an experiment”. journal of nelta, 15 (1-2): 146-150. tse, l. 2000. “student perceptions of language study: a qualitative analysis of foreign language autobiographies”. the modern language journal, 84 (1): 69-84. accessed december 24, 2015 from http://dx.doi.org/10.1111/0026-7902.00053. 52 eej 6 (2) (2016) english education journal http://journal.unnes.ac.id/sju/index.php/eej physical and psycho-social environments strategies inmanaging english classes for young learners ubaedillahrudi hartono english language education postgraduate program universitas negeri semarang, indonesia. article info ________________ article history: received 10 august 2016 accepted 15september 2016 published 20 november 2016 ________________ keywords: classroom management; physical and psycho-social environment; managing english classes; young learners ____________________ abstract ___________________________________________________________________ one of the biggest challenges faced by teachers of young learners is classroom management. the major reasons of the challenges were negative student attitudes and discipline (wragg, 2001; linse, 2005). this study describes physical and psycho-social environments in managing english classes for young learners” (a case study at pelitabangsa elementary school in cirebon year 2016). objectives of this study are exploring the implementation of physical and psychosocialenvironments in managing english classes for young learners. this is a case study which involved an english teacher and 30 students from 2 classes at pelitabangsa elementary school in cirebon. the data were gained from classroom observations, questionnaires, and interviews. this study used observational design. the approach used in this research was the qualitative one supported by simple statistic calculation (percentage) in order to support the findings.based on the data collection, the study revealed five findings. first, the implementation of of physical environment in managing english classes for young learners was determined depending on the learning activities. second, psycho-social environmentwas implemented based on the students’ need. third, there were relations between physical and psycho-social environmentsin managing english classes for young learners. fourth, students’ perception about teacher’s classroom management can be categorized in strong category. fifth, generally, the major reasons for applying those classroom managements were concluded into two, which include: (1) because physical and psycho-social environments were essential to control students’ behavior in the classroom, and (2) because bothof classroom management were beneficial to facilitate students in learning english. © 2016 universitas negeri semarang  correspondence: e-mail: ubaedillah2@gmail.com kampus unnes bendan ngisor, semarang, 50233 p-issn 2087-0108 e-issn 2502-4566 ubaedillah & rudi hartono/english education journal 6 (2) (2016) 53 introduction in this globalization era, there is a growing trend for using english as a world languageineveryaspectoflife. thisleads the introduction of english to many children all over the world. likewise in indonesia, english is introduced since elementary schools and even kindergartens. teachers are the most important factor as they are the ones who manage the classroom. they plan, organize, implement and evaluate the teaching.they try to lead students to obtain learning objective by becoming an effective teacher who is able to bring about intended learning outcomes. in other words, the teacher ability to organize classroom and manage the behavior of their students are critical to positive educationaloutcomes (oliver&reschly, 2007:7). one of the biggest challenges faced by teachers of young learners is classroom management. the major reasons of the challenges were negative student attitudes and discipline (wragg, 2001; linse, 2005). classroom management is one of the most important factors concerning young learner english teaching because children’s selfcontrol ability is very poor and teaching children is quite different from teaching middle school students and adults. in a great sense, it can be said that the effective classroom management on teaching english to young learner means successful teaching and learning activities (qinglanet al., 2004:2). according to evertson (2006); wragg (2001) and brewster et al. (2003) which are supported by scott &ytreberg (1990); gebhard (2006); haddad (2006); jones (2007); jacobsen (2009) and as well as some supporting theories about managing young learner, classroom management strategies are categorized into three main dimensions: physical environment, psycho-social environment, and classroom activity management strategies. the physical environment covers the teacher's competence in arranging the students' seats to help the students concentrate on the activity during the teaching learning process. in addition, the psycho-social environment deals with the teacher's capability in managing the students' behavior by establishing appropriate rules, giving rewards and feedback. this area is to create a positive atmosphere in the classroom. in young learner classes, each pupil has different behavior that may vary from each level of development stages. in relation with students’ class, teachers of english language should be aware about this issue and understand students’ behavior in order to help teachers in deciding the strategies in managing the children classes (wragg, 2001; brewster, 2003; qinglanet al., 2004). englishisnotfrequently learned as a tool for understanding and teaching usorbritish cultural values. however, english has become a tool for international communication in transportation, commerce, banking, tourism, technology, diplomacy, and scientific research. based on the fact, it was appropriate that english was included in the local contentof school-based curriculum in elementary school.therefore, itwas necessary to think system of teaching and learning of english to young learners (elementary school students) to gain an optimal result. (brown, 2001:118) pelitabangsa elementary school used “kurikulumtingkatsatuanpendidikan (ktsp) or school based curriculum (sbc)” and international standard quality education for student by using cambridge international curriculum. the ktsp is designed in order that every school can develop the teaching and learning process according to the student’s character and the students’ situation of school. as a result, the teacher can develop his methods and techniques in the teaching and learning process and ubaedillah & rudi hartono/english education journal 6 (2) (2016) 54 increase the students’ competencies too. the successful of the implementation of ktsp may rely on some factors. these factors include a complete readiness of the teacher’s teaching, and the teacher’s language proficiency, the teacher’s language teaching in the teaching and learning process. if those factors are fulfilled, the main goal of the implementation of ktsp which is to develop students’ competencies will be achieved. (bsnp, 2006) generally, those ideas indicated that physical and psycho-socialenvironment played an important role in managing english classes for young learners. considering the significance of physical and psycho-social environments in managing english classes for young learners, this study was attempted to investigate physical and psycho-social environments in the process of teaching and learning english for young learners. therefore, this study aims to investigate the strategies applied by a teacher in managing the young learner’s classes during teaching and learning process and the teachers’ reasons for applying physical and psycho-social environments strategies as well as the students’ perception about the teacher’s strategies in managing english classes for young learners at pelitabangsa elementary school in cirebon. there were four previous studies conducted by the researchers relating to the topic about classroom management strategies in many aspects. this research was different from the previous study. in addition, the involvement of those inquiry studies is helpful a guideline in conducting this research. one of them is the study by saricoban&bariskan(2005), the setting of the study was located at the preparatoryschool of balkent university. the subjects of this study were the teachers and the students of the preparatory school. in order to obtain data, 40 teachers were given questionnaire, containing graded and open-ended questions, which were designed by the researchers. it aimed that the classroom management skills are implemented adequately in the classroom and the program is generally found effective. the results indicated that most of the teachers at baskent university are aware of the classroom management principles taught during the teacher training program. the other study related to semiotic is done by petra (2013), the setting of the study was located at brno faculty of education. the main aim of this bachelor thesis is to show a range of methodological skills and abilities that teachers have to learn and adopt in order to be able to create a successful class despite of young learners’ disruptive behavior. the result showed some improvement in managing discipline problems when random positive attention was implemented in the class. the other study related to the verbal and visual expression is done by açıkgöz (2005), the present study administered a questionnaire in the turkish mono-lingual setting and was done as an extension of earlier studies to provide feedback to turkish teachers. a total of 8 9, 10, 11 grade students attending four different state schools answered a questionnaire and three openended questions aimed at assessing their attitude toward their perceptions of teacher characteristics (professional, pedagogical, and personal), as well as learning. the results might illuminate the ways of reaching at a better learning atmosphere through selfassured and self-esteemed students. hytham in 2015conducted the study at the department of professional diploma in teaching faculty of education, humanities and social sciences al ain university of science and technology. all students enrolled in the professional diploma in teaching program at al ain university of science and technology formed the subjects of the study. this paper investigated to what ubaedillah & rudi hartono/english education journal 6 (2) (2016) 55 extent academic staffs at al ain university of science and technology implement psychosocial classroom environtment elements from the perspective of the professional diploma program students. the results showed that the scale items got positive perception from all the students and who believed that their instructors at the program displayed good implementation of the psychosocial classroom environment elements. while the student’s gender did not have a significant influence on their responses, the branch of study at high school affected students’ responses. from those four of previous studies, the researcher can conclude that there are some similarities and differences between those five previous studies and the current study. but there is different with the object and so on. so, my research focuses on the implementation of physical and psychosocial environments in managing english classes for young learners. the major theory was derived from evertson (2006); wragg (2001) and brewster (2003) which are supported by scott &ytreberg (1990); gebhard (2006); haddad (2006); jones (2007); jacobsen (2009) and as well as some supporting theories about managing young learner. the strategies cover managing learning and behavior during the teaching between the teacher, students and class environment. there are seven terms of classroom management which includes: seating arrangement, establishing rules, giving reward, providing feedback, managing time individual, pair, and group work, and monitoring activities, and managing time for classroom activities. those terms are categorized into three main dimensions of classroom management: physical environment, psycho-social environment, and classroom activity management. but the researcher only focused on physical and psycho-social environments. the physical environment covers the teacher's competence in arranging the students' seats to help the students concentrate on the activity during the teaching learning process. in addition, the psycho-social environment deals with the teacher's capability in managing the students' behaviour by establishing appropriate rules, giving rewards and feedback. this area is to create a positive atmosphere in the classroom. physical and psycho-social environments are in the explanation below physical environment according to donald (2000), the physical environment influences students’ learning, participation, and involvement in class activities. spend some time deciding how to best organize the environment to accommodate the various classroom activities. bohlinet al. (2009:240) state that arranging desks and furnishing is often a compromise between what teacher would like and what is possible. the physical environment of a classroom is managed as the teacher prepares the classroom for the students. there are some factors to be considered to make the most of physical environment. 1) visibility: the room must be arranged in such a way that all students can see the chalkboard, overhead projector or other displays 2) accessibility: the room should be designed in such a way that access to high traffic areas, such as the pencil sharpener and places students put papers, are keep clear and separated from each other. 3) distractibility: desk should be arranged in such a way that potential distractions such as movements that are visible through doors and windows are minimized. seating arrangements become part of making pleasant environment for children ubaedillah & rudi hartono/english education journal 6 (2) (2016) 56 (gebhard, 2006). “a good classroom seating arrangement is the cheapest form of classroom management, its discipline for free”. many experienced teachers recommend assigned seating for students to facilitate discipline and instruction. they argue that students left to their own devices will always choose a seat that places the teacher at the greatest disadvantage. best practices suggest a few common-sense rules to guide classroom arrangements, (1) students should be seated where their attention is directed toward the teacher. (2) high traffic areas should be free from congestion. (3) students should be able to clearly see chalk board, screens, and teacher. (4) students should be seated facing the front of the room and away from the windows. (5) classroom arrangements should be flexible to accommodate a variety of teaching activities. (dunbar, 2004:3) changing the room’s physical lay out may make the classroom a more attractive place to study since it may also make cooperative work easier, revitalize fatigued students, reduce stress within the classroomand facilitate learning (petra, 2013). the classroom should be pleasant place and conducive for learning. the room allows different seating arrangements which accommodate different leaning activities (evertson, 2000; emmer & everson, 2006). logical arrangements of furniture and equipment can conserve class time and reduce interruption and delays.a teacher must build a climate that encourages learning. this involves the physical facilities and organization of the classroom (lang and evans, 2006). a classroom climate is the atmosphere in which students and teacher work and interaction between the teacher and students occur (brown, 2001; lang and evans, 2006). in designing seating arrangement in the classroom, teacher should consider some factor such as visibility, accessibility (evertson as cited in jacobsen, 2009), in considering seating arrangement, factors such as students feeling that they belong to the class are important. belonging is a basic need; a physical arrangement that promotes a sense of belonging increases feelings of well-being and helps prevent management problems. again, when considering the physical arrangement of your classroom, consider management and academic objectives. it consider to the type of learning students’ interaction in classroom, and spaces for individual and group work. further, it is believed that promoting various seating arrangements will aid students to absorb the material. therefore, the seating types are classified into three types namely: orderly rows, circle and horseshoes, and separate table or cluster (harmer, 2007). the following discussion will explain each of seating arrangement type. the first type is orderly rows. this kind of seating arrangement works for individual and whole class work, and teacher can easily do pair work if half the class turn their backs to the teacher, or if half the students move their chairs over their backs to the teacher. this arrangement does encourage natural communication since students can only see the back of the heads of the students in front of them. the second type is circle and horseshoes, circle and horseshoes is useful for class discussion, games and independent seatwork. it is suitable for presentation or demonstration because students would inevitably face the teacher's back (harmer, 2007). according to scott &ytreberg (1990), this arrangement lets students do pair work easily and leaves a space in middle of the classroom for more general activities. it gives space to play games, tell stories, act out dialogues, etc. ubaedillah & rudi hartono/english education journal 6 (2) (2016) 57 the third type is separate table or cluster. this type is useful for group discussion or cooperative learning. in addition, it is more beneficial so be used in mixed-ability classes where different groups of students can benefit from concentrating on different tasks. in summary, seating arrangement in classroom is quite important. in an ideal world the classroom would have an area of easily moveable desks and chairs. a good tables and chairs organization will be effective for young learners. consequently, it can provide the students with pleasant and conducive environment to learn english in the classroom. psycho-social environment in terms of psycho-social environment, it is very important to create a sense of community that has a positive communication between the teacher and the students in the classroom. emmer and evertson (2006) state that this can motivate the students to learn, get them involved, and help them to learn. the ability of teachers to organize classroom and manage the students’ behaviors in the classroom is critical in order to achieve positive educational outcomes, instead of establishing the psycho-social environment that makes good instruction possible (emmer &stough, 2001). the psycho-social environment covers establishing rules and giving rewards and feedback (oliver, 2007).). thereare some strategies that can be developed increating psycho-social environment in education such as establishing rules, giving reward and providing feedback. a. establishing rules rule is defined as general expectations of acceptable and unacceptable behaviors that will cover situation, such as expecting students to be quite when teacher is talking (waring cited by nicholls, 2000). it is intended to prevent minor disruption during the teaching learning process as well as to control the students' behavior and lesson activity so that a positive interaction can be reached. teacher should be careful in establishing the rules. students have a tendency to recommend a laundry list of rules. however, teachers should provide limited structural input so that rules are direct, clear, consistent, and encourage positive behavior. in addition, teachers must make sure that rules are designed to support a concept of consequences for inappropriate behavior rather than punishment as it is suggested by dunbar (2004). referring to this point, consequences are viewed as an end result of a child's inappropriate act. a consequence should make sense, be a logical ending for an action. it should be the effect of behaving inappropriately. to sum up, effective management requires proactive teachers to define their expectations for their students. therefore, the teachers should communicate her/his social and academic expectations at the beginning of the school year. finally, it is necessary for teachers to establish a list of rules that classifies their expectations from student behaviours. b. giving rewards nothing works better for students than a decent amount of praise. when it comes to students however feel free to praise them all the time for the smallest things they do or say properly. they might be able to understand “good”, “very good”, "great" or "excellent" but they will surely get “bravo,” "super", or "perfect”. thumbs up, clapping hands and a huge smile on a teacher's face will definitely help the students realize that they did a great job and made the teacher pleased (brewster, 2003). some researches take rewards as managing the students' behavior which can arouse the students' motivation. in particular, emmer and evertson (2006) propose that effective rewards encourage ubaedillah & rudi hartono/english education journal 6 (2) (2016) 58 engagement via a facilitating effect on students' positive emotion and on task behavior without side effects. emmer and evertson (2006) also believe that rewards have effects which have been termed as "the hidden costs of rewards”. first, rewards can reduce intrinsic motivation for the target behavior or activity, it occurs when extrinsic rewards are offered in the following way "if you turn in your homework, you get one point". second, expected tangible and contingent rewards interfere with process and the quality of learning. it means the learners' oriented shift from the learning material toward de extrinsic rewards. third, rewards undermine students' ability to autonomously selfregulate. in particular, they add that verbal praise has been found to both increase and decrease intrinsic motivation, depending on how and in what context it was delivered. furthermore, praise is only given meaningfully-for real effort and good work rather than for just completing a task. to sum up, reward is given by teacher as one of corrective approaches in classroom especially for the students who can give a contribution to the learning process. the teacher can take many forms of reward strategies, such as: spoken praise, a few comments; extra grade points or individual or group award. reward can quickly establish good relationships with the students by praising good behavior, commenting on good work, making helpful suggestions and encouraging students' efforts. c. providing feedback feedback considered as positive approach when the teacher gives a correction or clarification of students' error. the teacher should frequently check for students understanding so that they can provide correction and explanation needed as it was suggested by emmer and evertson (2006). they also add that feedback should be managed as an information rather than evaluation for the students. in addition, although students perform better and are more engaged in classrooms in which they receive frequent feedback about their performance, teachers may not always used feedback appropriately. in general, hattie and timperley (2007) mention four types of feedback, as follows: (1) feedback about task or produce, (2) feedback about progress, (3) feedback at self-regulation level, and (4) feedback to the “self”. then, the following explanation will discuss on each types. in summary, feedback is considered as positive approach when the teacher gives a correction or clarification of students' error. the importance of feedback for students is giving students information about the accuracy or appropriateness of a response in promoting learning. feedback gives learners information about the accuracy of their understanding, and it is also important for student motivation because it helps them to know how they are progressing in learning language. young learners young learners are usually considered to be children between six to ten or eleven years of age. since there are marked differences in the abilities of children aged five and ten, scott and ytreberg (1990) suggest dividing young learners into two groups. the first suggested group is from five to seven, and the second group is from eight to ten or eleven. young learners “generally display an enthusiasm for learning and a curiosity about the world around them” (harmer, 2007:82). they are imaginative, keen, outspoken and inquisitive. young learners enjoy repetition of routines and activities and they love to be creative. they are less inhibited than other age groups but their self-control is very poor. since they have a lot of physical energy, ubaedillah & rudi hartono/english education journal 6 (2) (2016) 59 physical movement should be an essential part of their learning. however, these children are not only interested in the physical, but also the tangible. they learn from everything around them and “their understanding comes through eyes and ears and through hands”. young learners learn by example and the most important role for a teacher is to be their living example (harmer, 2007:82-83). these children also have a positive attitude to learning and learning new things is an adventure for them (“motivating learning in young children”, 2007). methodology this study employed a qualitative approach since focused on the investigation of physical and psycho-social environments, the teacher's reasons for applying the applied in managing english classes for young learners as well as the students’ perception about teacher’s classroom managements in managing english classes for young learners. this study deals with a social phenomenon english language with teaching classroom situation, which is appropriate to be applied in this study.this research used observational design. the approach used in this research was the qualitative one supported by simple statistic calculation (percentage) in order to support the findings, where as the analysis model used wa the inductive type which started from the data or facts obtained in the field for abstraction and drawing the conclusion. specifically, a case study was used as the method of the study because it was intended to explore a phenomenon limited by time and activity. creswell (2014) define a case study as exploration of a single entity or phenomenon (the "case”) bounded by time and activity, such as a program, event, process, institution, or social group. a case study may focus on either examination to a single aspect of an individual's life or assessment to the social of an individual and his or her behavior in society, experiences, roles, motivations that affect his or her behavior in society (berg, 2007) this was related to what was being investigated in the study. findings and discussions findings and discussion of data analysis of the study were organized based on the statement of the problems that underpin of the study. the implementation and the relation between physical and psycho-social environments in managing english classes for young learners,the students’ perception of the teacher’s classroom managements in managing english classes as well as the teacher’s reasons for applying physical and psychosocial environments in managing english classes for young learners.the data were obtained from observation, questionnaire, and interview. therefore, the data were elaborated and analyzed to answer the research questions. the implementation of physical environment in managing english classes for young learners this research conducted in six meetings at fourth and fifth grades students of pelitabangsa elementary school in cirebon. one of the findings in this study is exploring the implementation of physical environment in each classes. each meeting was observed in 60 minutes length. the participants consisted of 30 students of fourth and fitfh grade et pelita bangsa elementary school.the data collectionbased on the observation can be seen in the following figures. ubaedillah & rudi hartono/english education journal 6 (2) (2016) 60 figure 4.1horseshoes the seating arrangementwas found in almost six times of observation. the teacher applied seating arrangement in each class differently.based on the observations in each class, the teacher used two types of seating arrangement, namely horseshoes and orderly rows types. the teacher used horseshoes type in c#4a and orderly rows in c#5a. figure 4.1 was the seating arrangement that used by the teacher namely horseshoes type in c#4a. the teacher used horseshoes when she taught english class by using games. she determined the seating arrangement depending on the learning activities, when doing games she will changes the seating arrangement into horseshoes. because she argued that the seating arrangement should be appropriate with the material. so, she can see and monitor the students easily. the teacher also argued that it will make the students more focus to learn. see the translated interview below. seating arrangement is determined depending on the learning activities, if it needs coordination between the children with their friends such as play games and discussion; the seating is arranged into horseshoes. in term of seating arrangement, i think that horseshoes pattern is the most appropriate to any learning activities because i am able to see and monitor students. as a result, students become more focus to learn. (ir#1b) (ir#1b) figure 4.2 orderly rows this statement indicates that learning activity affected teacher's decision in arranging seating for students in the classroom during learning english. however, the teacher tends to believe that her decision to use horseshoes seating pattern is applicable for many learning activities such as play games and discussion. figure 4.2 was the seating arrangement that used by the teacher namely orderly rows type in c#5a. the teacher in managing physical environment, the teacher tended to use orderly row (traditional) seating arrangement. only sometime did the seating arrangement change for group or in pair exercises. it was indicated in the result of observation, the field note and interviews. when observation was done, the students sat in orderly row seating arrangement in grade fifth classrooms, each student sat in 4 to 5 rows consisting 4 or 5 students with their own chair and table. mostly the students faced the teacher and whiteboard. additionally, based on the interviews, the teacher stated that they frequently arrange the students’ seats in orderly row because they have their own table and chair. she occasionally asks the students to sit in pair. being asked whether she always ubaedillah & rudi hartono/english education journal 6 (2) (2016) 61 arranged the students’ seat to be horseshoes or circle or separate table, she answered scarcely because the students have their own seat and table. she told that she only arranged their seat especially for practical lesson or games. in english lesson, she said, because the students used their own textbook, she sometimes only replaced one student’ seat with another. see the translated interview transcript below. scarcely. because students have their own seat and table. sometimes i change the seat arrangement if we have practical lesson or games. because, we use textbook much. but i sometimes move change one student’s seat with another. (ir#1b) the implementation of psycho-social environment in managing english classes for young learners the discussion of the first research question in this study focused on exploring psycho-social environment strategy applied by the teacher in managing english classes for young learners. psycho-social environment strategywas the classification of classroom management strategies based on the theory proposed in chapter 2. the psycho-social environment focuses on three areas establishing rules, giving rewards, and giving feedback. thay were found in almost six times of observation. the teacher applied those strategies in each class differently. therefore, the discussion was presented orderly as it was explained below. in terms of establishing ruleswas implemented in managing english classes at fourth and fifth grades students of pelita bangsa elementary school in cirebon. based on the observation and interview, teacher used reward and warning boardin all classes as the rules.she argued that the rules were established as a tool to control students' behavior. further, the rules were given in the beginning of the session. the reward board was used to give extra points for students who have good behavior in classroom and who participate actively in learning english. meanwhile, the warning board was used to control students' misbehavior in classroom. the control of behavior was applied to keep students to be discipline. in addition, the teacher also informed students about the consequence of breaking the rules. the consequence of breaking the rules until three times was time out. in terms of giving rewards, it was implemented in managing english classes at fourth and fifth grades students of pelita bangsa elementary school in cirebon. based on the observation and interview, the teacher gave rewards by using verbal praise and giving extra points to the students. this strategy was applied similarly in all classes. the praise was delivered verbally by saying "good”, “good job”, “very good, honey”, “excellent", “that’s right”, “yeah, you're right”. in terms of providing feedback, it was implemented in managing english classes at fourth and fifth grades students of pelita bangsa elementary school in cirebon. based on the observation and interview,the teacher mostly gave feedback of product in the teaching learning activity. she delivered feedback of product in form of correction in students' spelling error, mispronunciation and misconception of the information. based on the observation, the teacher managed the feedback spelling error, misconception, and mispronunciation directly when students answered questions or wrote the answer in english. this correction was given to student individually. students’ perception about the teacher’s strategies in managing english classes the discussion of this section focused on revealing the students’ perception of the teacher’s strategies in managing english classes.overall, the data showed that the teacher used two strategies of classroom ubaedillah & rudi hartono/english education journal 6 (2) (2016) 62 management in her teaching activity. therefore, the students had perceptions of each the classroom management strategies used by the teacher. theresearcher asked 30 respondents from 4th and 5th grade students of pelitabangsa elementary school in cirebon to fill up the questionnaire of students’ perception about teacher’s strategies in managing english classes. the questionnaire consisted of 15 statements and measured with the positive statement. then,the results of the data were analyzed by using likert scale. the following explanation discussed on the students’ perception of the teacher’s strategies in managing english classes. (see appendix 10). the result showed that the students’ perception about teacher’s strategies in form of percentages. it can be seen in the following table. table 1. result of students’ perception categories no items results % 1 58 2 59.33 3 71.33 4 64 5 69.33 6 62.67 7 71.33 8 66.67 9 72.67 10 66 11 72 12 72.67 13 62 14 63.33 15 48 explanation: score interpretation criteria 0% 20% = very weak 21% 40% = weak 41% 60% = enough 61% 80% = strong 81% 100% = very strong in summary, students’ perception about giving feedback used by the teacher got positive response from the students. based on the result of the questionnaires that answered by the 4th and 5th grade students of pelitabangsa elementary school in cirebon. students agreed if the teacher usually helped the students to give the correct answer when they can’t answer the questions correctly, or in the other words, the teacher helps the students to answer the questions correctly, teacher tells the material by other method if students do not understand with the material, teacher checks the students’ understanding by asking questions to some of them. emmer and evertson (2006) suggest that teacher should frequently check for student understanding so that they provide correction and explanation as needed. the teacher's reasons for applying physical and psycho-social environments in managing english classesfor young learners the discussion of this section focused on revealing the teacher's reasons for physical and psychosocialenvironmentsstrategies overall, the data showed that the teacher used four strategies of classroom management in her teaching activity. therefore, the teacher had reasons applying each of the classroom management strategies. the following explanation discussed on the teacher's reasons for using each of the classroom management strategy. physical environment physical environment was concerned to the seating arrangement. in terms of seating arrangements, the teacher had some specific reasons related to the strategy of arranging students' seating. it can be seen through the following excerpt: i used the strategy of seating arrangements because i want to create a ubaedillah & rudi hartono/english education journal 6 (2) (2016) 63 conducive atmosphere in english teaching and learning activities.(ir#1c) the data from interview reveals that the reason of using seating arrangement was to create a conducive atmosphere in teaching learning process. it is in line with the study proposed by gelhard (2006) who states that seating arrangement is one of the parts of making environment for children in learning language. the teacher said that the seating arrangement men pattern has been set up in the beginning of the semester by the homeroom teacher in each class. but, it can be changed in time during english teaching learning activity because the teacher believed that the seating arrangement was set depend on the learning activity. this finding is supported by evertson as cited in jacobsen et al, (2009) who states that when teachers decide the seating arrangement of the classroom, teachers must consider to the type of learning, students' interaction in classroom, and spaces for individual and group work. further, the teacher explained her reason for using the seating arrangement. it can be seen in the following data: seating arrangement is conducted to create conducive learning. conducive learning is successfully established when student focus in learning and the lesson given is well-understand by students. besides, the stating arrangement makes me easier monitor the students.(ir#1c) based on the interviews, it showed that the seating arrangement affected not only to the students' learning but also to the teacher's teaching. in particular, the students did the task appropriately while the teacher monitors students' task easily. this finding is in line with emmer and evertson (2006) who state that the teacher should have competence in managing the seating arrangement which affects to the teaching learning process. further, the teacher also asserted that a conducive atmosphere refers to the condition in which students can be focus to learn english in the classroom. in addition, it also intended to accommodate teacher in teaching the lesson. this finding is supported by gebhard (2006) and harmer (2007) who state that the classroom should be conducive for learning. this condition can be reflected by the use of seating arrangement because it is believed that promoting various seating arrangement will aid students to absorb the material. psycho-social environment the psycho-social environment strategy focuses on three areas; establishing rules, giving rewards and providing feedback. establishing rules in terms of establishing rules, the teacher stated that she used rules so manage students' misbehavior. the rules were applied because it could help the teacher to manage students' discipline in the classroom. this condition helped teacher to manage the class during leaching and learning activity. as a result, it was clear that classroom rules establish standards for students' behavior. this finding is supported by wragg (2004) and jacobsen et al. (2009) who believe that classroom rules are essential for effective management. further, the rules which are clearly stated and consistently monitored can do much to prevent management problems in the classroom. further, the teacher explained the reason for establishing the rules in the classroom. it can be seen through the data from the interview stated below: the reason for establishing rules is to control the students. the students' behavior sometimes cannot be controlled. consequently, i established rules in order to make the teaching process run in a good way. in establishing the rules, i applied reward and warning board. when the students get reward, they become motivated. ubaedillah & rudi hartono/english education journal 6 (2) (2016) 64 however, when they got warning, they will pay attention to the rules, overall, the classroom rules is applied to control students’ misbehavior in the classroom during teaching and learning english.(ir#2c) the teacher's statement revealed that the reason for using the rules was to control the students’ misbehavior. it also inferred that the classroom rules were established since the students have low control ability for their misbehavior in the classroom. in addition, the teacher also made a clear classroom rules so that students are able to understand and follow the rules. this finding is in line with wragg (2001), qinglanet al. (2004) and jones (2007) who state that children's self control ability is very poor so that classroom rules is used to guide and limit the students' misbehavior to occur. then, the rules should be established and be enforces in reasonable and clearly way in order be understood by students. in addition, the teacher was consistent in applying the rules of warning and reward. she asserted that the consistency of applying the rule helped her in minimizing students' misbehavior and increasing students' motivation to be wellbehaved in the classroom. it is in line with wragg (2001) who states that teachers who are consistent seem to have fewer difficulties than those who are inconsistent in running the rules. giving rewards this classroom management was applied by the teacher because teacher intended to encourage and increase students' motivation. the teacher gave reward in form of praise and extra points. the teacher gave reward in form of praises because she believed that praises can increase student' motivation in learning english. she asserted that praises can be used as a form of award when students act in good behavior and attempt to answer teacher questions during learning english. meanwhile, the reward in form of extra points is employed to record the students' achievement in learning. the extra points were accumulated to see each student's achievement. further, the extra points were used as a motivation booster for students to collect "the stars” from teacher. this strategy was used by the teacher since she had observed that her students are glad to compete with each other to collect the reward in learning english. however, she admitted that not all students are having a good motivation in learning english. consequently, the strategy of giving reward is applied as an attempt to overcome this condition. the finding is in line with wragg (2001) and brewster et al. (2003) who assert that becomes one of strategies in classroom especially for the students who can give a contribution to the learning process, in specific, they state that the teacher can take many forms of reward strategies, such spoken praise, a few comments, extra grade points or individual or group award. moreover, praises can quickly establish good relationships with the students by praising good behavior, commenting on good work, making helpful suggestions and encouraging students' efforts. in addition, the teacher asserted that the reward was also collected by the students to decrease the points of warming. as a result, it encouraged students to have a positive behavior. this finding is supported by jacobsen et al. (2009) who assert that classroom reward can be an effective ways encourage students' positive behavior. students like everyone, alter their actions based on short-term anticipated consequences. when trying to foster a new behavior, it is important to reward a student consistently each time he or she does the desired behavior. once the behavior has become an establish habit, rewards can be ubaedillah & rudi hartono/english education journal 6 (2) (2016) 65 given every now and then to encourage the child to maintain preferred behavior. providing feedback this strategy appeared in all classes during the times of observations. the questionnaires showed that the teacher's reason for giving feedback to the students was because she wanted to give evaluation and reinforcement to the students regarding the lessons taught by the teacher. this finding is supported by waring (2001) who asserts that feedback gives information about students' progress, which allows the teacher to evaluate how effective their teaching is, by assessing how well learning outcomes have been achieved. in addition, feedback can also be used as reinforcement for the students' understanding on the lesson given by the teacher. further, the teacher explained her reasons for giving feedback through the interviews. the reasons are stated in the following excerpt: the reason of providing feedback to the child is to correct language errors produced by students in using english, to evaluate the students’ work, and to measure the progress of learning achievement of each student. besides, feedback also gives information to students about their progress in learning english.(ir#4d) it indicated that teacher gave feedback to students in all classes for three reasons. the first reason is because feedback was used to revise students' error in using english. second, it was used as an evaluation for students' work. last, it was employed to see the progress of students' achievement. it is in line with clifford as cited in jacobsen et al. (2009) who argues that feedback can be used by teachers because it gives students information about the accuracy of their understanding. conclusions the study revealed that teacher used physical and psycho-social environments in each class. this study also revealed the similarities and differences among those classroom managements which are applied in each class. the differences were revealed across classes in terms of seating arrangements only. meanwhile, in terms of establishing rules, giving rewards, providing feedback and also seating arrangement were almost applied similarly in each class.students’ perception about physical environment used by the teacher got positive response from the students and it can be categorized in enough categories. because, students feel comfortable with chairs and tables that occupy in the class. however, they did not get exited if teacher always changed seating arrangement during teaching and learning process and they also need more teachers’ variety methodology in teaching english. in terms of establishing rules, students felt comfortable with the whole rules in the classroom. meanwhile, students agreed if the teacher tells about what students have to do during the teaching and learning process before start the lesson. some of them also agreed if the teacher makes sure whether the students have ready to learn or not before start the lesson. in terms of giving rewards, students felt excited when they got good score or answered the question correctly, and teacher gave them praise. meanwhile, students need praise from the teacher to motivate them in learning english. in other side, in terms of providing feedback students’ perception about providing feedback used by the teacher got positive response from the students. students agreed if the teacher usually helped the students to give the correct answer when they can’t answer the questions correctly. the teacher’s reason for applying physical ubaedillah & rudi hartono/english education journal 6 (2) (2016) 66 and psycho-social environments in young learner classes, the researcher comes up into the conclusion that the teacher applied those classroom managements for two major reason which include: (1) because the classroom managements were essential to control students’ behavior in the classroom and (2) because the classroom managements were beneficial to facilitate students in learning english. anknowledgement i would like to express my sincere thanks to pps unnes. i would also like to express my grateful appreciation to dr. abdurrachman faridi, m.pd for encouragement and suggestions. references allen, kathleen p. 2010. classroom management, bullying, and teacher practices. university of rochester. international journal of humanities and social science. the reading matrix volume 34, no. 1 spring. açıkgözerciyes, firat.2005. a study on teacher characteristics and their effects on students attitudes. international journal of humanities and social science. the reading matrix vol. 5, no. 2, september. brewsteret al. 2003.the primary english teacher’s guide. england: pearson education. badan standar nasional pendidikan. 2006. panduan penyusunan kurikulum satuan pendidikan jenjang pendidikan dasar dan menengah. jakarta: bsnp. brendon, b. 2012.characteristic of young learners. retrieved january 20 [online] http://brendabrendon.blogspot.cz/20 12/12/characteristic-of-younglearners.html. 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[online]. available at: http//4kids.ag.org/library/characteris tics/how-children-learnbest.pdf.[access 16/11/ 2015] saricoban & bariskan. 2005. the effectiveness of pre-service teacher training in classroom management skills. turkist: balkent university. scott &ytreberg. 1990. teaching english to children. london: longman unesco.2006. psychosocial support to learners. paris: eugene delacroix: international institute for educational planning. wragg, e. c. 2001.classroom management in the primary school. london: routledge. ubaedillah & rudi hartono/english education journal 6 (2) (2016) 68 attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f071ecd206d • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare bahasa iggris.indb eej 3 (1) (2013) english education journal http://journal.unnes.ac.id/sju/index.php/eej hedges in the opinion column of the jakarta post widiarsih mahanani  postgraduate program of semarang state university, indonesia abstrak hedges dapat diartikan sebagai ungkapan keraguan dan ketidakyakinan seperti might, can, could, seem, generally, act. penelitian ini bertujuan untuk mengidentifikasi jenis-jenis hedges dan menjelaskan bagaimana fungsi hedges pada kolom opini surat kabar jakarta post. penelitian ini bersifat deskriptif dan kualitatif. data diambil dari kolom opini surat kabar jakarta post tanggal 13-18 pebruari 2012. data yang mengandung hedges dianalisa dengan memberi kode, diidentifikasi, dikelompokkan, dianalisa, dijelaskan dan disimpulkan. hasil penelitian menunjukkan bahwa jenis hedges yang banyak digunakan adalah approximators yang sama jumlahnya dengan modal auxiliary verb. hal tersebut menunjukkan bahwa penulis bisa menghindari pernyataan yang absolut atau klaim. fungsi hedges yang paling banyak digunakan adalah reliability hedges. hal tersebut mengindikasikan bahwa kepercayaan penulis pada kebenaran masalah. .alasan mengapa penulis menggunakan hedges untuk memenuhi gaya penulisan dan menunjukkan strategi kesopanan pendapat mereka abstract hedges can be defined as the expressions of doubt and uncertainty such as may, might, can, could, seem, generally, act. this study is aimed at identifying the types of hedges and explaining how hedges function in the “opinion column” of jakarta post. this study is descriptive qualitative. the data were taken from “opinion column” of the jakarta post issued february, 13th -18th 2012. data which contained hedges were analyzed by coding, identifying, classifying, analyzing, describing, and concluding. the results show that the types of hedges mostly used approximators are as many as modal auxiliary verbs. it is assumed that the authors could avoid the absolutes statement or claim. the authors mostly used reliability hedges. it indicated that the authors’ confidence in the truth of a proposition. the reasons why the authors used those hedges are to meet the style of writing and to show politeness strategies in their opinion © 2013 universitas negeri semarang info artikel sejarah artikel: diterima april 2013 disetujui mei 2013 dipublikasikan juni 2013 keywords: hedges; opinion column; approximators  alamat korespondensi: kampus unnes bendan ngisor, semarang 50233 e-mail: jurnalpps@unnes.ac.id issn 2087-0108 widiarsih mahanani / english education journal 3 (1) (2013) 42 introduction language as a means of communication is essential in human interaction. we use language to communicate with others. by communication, people provide information, ideas, requests, commands, express feeling, etc. in expressing idea, people may use hedges, but people often do not realize that their statement contains hedges. the term hedging is not as popular as greeting, thanking, or leave-taking. this does not mean they hedge less often than they greet, thank or apologies. in fact, people hedge very frequently in their ordinary, everyday talk. hedging can also be found in newspapers, magazine, books, even science textbooks and research reports, which many people think, hedge should give exact and accurate information (nugroho, 2002: 17) meanwhile, hyland (1996) reveals that most of efl writer lacked their capabilities in using hedges to make claims. they got obstacles in conveying commitments and detachment from their propositions in academic writings. furthermore, he states that incapability to hedge claim effectively is a hindrance for the efl writers get in into academic atmosphere using english as the main language. hidayati (2006) also shows that the inability of using hedges often lead the production of poorly written academic works. this might result in a potential declining trend in academic works published internationally. according to hyland (1998), hedging is the means by which writers can present a proposition as an opinion rather than a fact: items are only hedges in their epistemic sense, and only when they mark uncertainty. hedges can be either lexical (e. g, assume, may, possible) or structural (e.g. passive form) devices through which writers can show their uncertainty towards the proposition. bonano was quoted by nugroho (2002: 17), in simple words, hedging means the way people express their uncertainty about something or state something uncertain, and “hedges” are words or phrase which carries the speaker’s uncertainty. the researcher uses the theory based on salager-meyer classification (1997: 109-110) called taxonomy of hedges. he points out that hedges are mostly found in the following linguistics items; modal auxiliaries, modal lexical verbs, adjectival, adverbial and nominal modal phrases (probability adjectives, nouns, adverbs), approximators of degree, quantity, frequency and time, introductory phrases, certain “if ” clauses, compound hedges. each type of the hedges will be explained below as follow. modal auxiliary verbs are the most straightforward and widely used means of expressing modality in english academic writing, the most tentative ones being: may, might, can, could, would, should. modal lexical verbs are used to perform act such as doubting and evaluating rather than they merely describing of varying degree of illocutionary force : to seem, to appear (epistemic verbs), to believe, to assume, to suggest, to estimate, to tend, to think, to argue, to indicate, to propose, to speculate. adjectival, adverbial, and nominal modal phrases include probability adjectives: e.g. possible, probable, un/likely, nouns: e.g. assumption, claim, possibility, estimate, suggestion, and adverbs (which could be considered as non-verbal nouns): e.g. perhaps, possibly, probably, practically, likely, presumably, virtually, apparently. approximates of degree, quantity, frequency and time can be realized through for example: approximately, roughly, about, often, occasionally, generally, usually, somewhat, somehow, a lot of, and always. while introductory phrases can be realized through phrases such as: i believe, to our knowledge, it is our view that, we feel that, which express the author’s personal doubt and direct involvement. if clauses this is usually realized through the use of the following phrases: if true, if anything and compound hedges are phrases made up of several hedges, the commonest forms being: a modal auxiliary combined with a lexical verb with a hedging content (e.g.: it seems reasonable/ probable). such compound hedges can be double hedges (it may suggest that: it seems likely that; it would indicate that: this probably indicates); treble hedges (it seem reasonable to assume that); quadruple hedges (it would seem somewhat unlikely that, it may appear somewhat speculative that), and so on. the function of hedges analysis in this study refers to hyland’s in (1998: 156). they are content oriented hedges and reader oriented hedges. the content oriented hedges are divided into accuracy oriented hedges and writer oriented hedges. meanwhile, the accuracy oriented hedges are divided into attribute hedges and reliability hedges. the use of attribute hedges allows deviations between idealized models of nature and instances of actual behavior to be less accurately expressed. they enable writers to restructure categories, to define entities, and to conceptuali43 widiarsih mahanani / english education journal 3 (1) (2013) ze processes less exactly in order to distinguish how far results approximate to an idealized state by specifying less precisely the attributes of the phenomena described. reliability hedges indicate the writer’s confidence in the truth of a proposition. they acknowledge subjectivity and are motivated by the writer’s desire to explicitly convey an assessment of the reliability of propositional validity. writer-oriented hedges according to hyland (1998) are writer –focused and aimed to protect the writer from the possible consequences of negotiability by limiting personal commitment” (hyland, 1998). writer oriented hedges limit the writers’ commitment to statements. reader – oriented hedges mostly deal with the interpersonal interaction between readers and writers. hyland (1998) argued that it is not appropriate to ignore the readers; otherwise it will display the writer as unacceptable deviant persona. hyland considered personal attribution and reference marked by pronouns such as i, we, my, our as the main indicator of reader-oriented hedges. through using these markers, writers show that the propositions stated are their “personal opinion, allowing the readers to choose the more persuasive explanation” and have their own judgment (hyland, 1998, p.182). methods this research is descriptive qualitative because it is intended to describe types of hedges found in “opinion column” of the jakarta post. the unit of analysis of this research is every sentence found in “opinion column” of jakarta post containing hedges. the method used in collecting data is documentation one. the data were taken from “opinion column” of the jakarta post dated february 13th – 18th, 2012 which consist of 20 texts. after collecting all the sentences containing hedges from the “opinion column” of jakarta post, the researcher started analyzing the data by using some steps based on manion, morrison and cohen, (2007 : 470-480). those steps are coding, identifying, and classifying. the steps to analyze the data were based on the framework given by salager-meyer (1994; 1997), those are finding the hedges, classifying the types of hedges, and describing the reasons why the writers of the letters used those hedges. the writer used hyland’s hedges function (1998: 156) to evaluate the functions of hedges produced in “opinion column” of the jakarta post. results and discussion types of hedges the types of hedges analysis in this study refer to the seven types of hedges composed by salager-meyer (1997). those seven categories are called strategic stereotypes or hedges taxonomy. the terminology symbolizes the sequence of those categories based on how frequent they mostly used. the results shows that the types of hedges found in “opinion column” of jakarta post are 693. the authors used modal auxiliary verbs and approximates of degree, quantity and time with the frequency 236 (34.05%). the next considerable type of hedges found in this column is the category of modal lexical verbs, which appear 64 (9. 24%) and others share quite similar number in the column, that is 60 (8. 66 %). the fifth type is if clause 39 (5.63%) and the adjectival, adverbial and nominal modal phrase is 26 (3.75%). on the other hand, the authors of “opinion column” of jakarta post seem to reluctantly use compound hedges since it appears 21 (3.03%). there are a number of examples on types of hedges written by the authors as follows. 1. if the poverty line was set at $2 per day as suggested by the adb, the statistic for the number of poor here would further increase to reach at least 117 million, or about 50.57 percent of the population. the use of would in sentence (1) does not reduce the writer commitment but softens categorical assertions and thereby avoids forcing the reader to comply with a forthright insistence of a claim. 2. when the state seems to be powerless against vigilantes, people will move to protect their dignity. the use seems in sentence (2) denotes the writer’s claim about the state. the writer thinks that the state does not really have power against vigilantes. 3. observing poverty through income alone is extremely inadequate the writer shows in sentence (3) to indicate an extreme condition that he was very sure that poverty has already inadequate through income. 4. in fact, eradicating poverty is more difficult for areas that have limited access to government’s widiarsih mahanani / english education journal 3 (1) (2013) 44 facilities and services the writer indicates that he does not tend to give the precise degree of difficulty for areas to government’s facilities and services 5. according to the un, poverty is a condition resulting from severe deprivation of basic human needs such as food, shelter, safe drinking water, sanitation, health, education and information. the writer uses the sentence (5) to express the writer’s personal doubt and direct involvement. 6. if this continues, it will create unpredictable progress in terms of the country’s prosperity in the future the writer gives supposition in her statement in order to show her doubt 7. nowadays, malaysia and singapore are focusing on the quality of papers or on the citation of the papers in sentence (7) indicate a standpoint where the writer judges the truth of the claim. he does not give an absolute claim or statement in the proposition. if there is another idea opposing the claim, the writer protects by the existence of hedges in the statement. he states the claim by focusing on the quality of papers. 8. the child of a poor mother will generally be more vulnerable to diseases and other health problems due to poverty the sentence (8) is treble hedges which are combined modal auxiliary (will, approximate of degree, quantity (generally, more). the writer thinks that the child of a poor mother has many problems of his health. function of hedges according to the polypragmatic model of hedges developed by hyland (1998) hedging devices in terms of the functions they may perform can be divided into content-oriented hedges and reader-oriented hedges. content-oriented hedges “serve to mitigate the relationship between propositional content and a non-linguistic mental representation of reality : they hedge the correspondence between what the writer says about the world and what the world is thought to be like” (hyland,1998:162). content-oriented hedges are further subdivided into accuracy-oriented hedges and writer-oriented hedges. accuracy-oriented hedges refer to “writer’s desire to express proposition with greater precision” which are further divided into attribute and reliability hedges. attribute hedges help writers to specify more accurately “how far their results approximate to an idealized state” (hyland, 1998:164). reliability hedges indicate the amount of writer’s certainty or uncertainty in a proposition. writer-oriented hedges are “writer focused and aim to protect the writer from possible consequences of error by limiting personal commitment” (hyland, 1998:170). this type of hedges is typically expressed by modal auxiliary verbs, epistemic adverbs, adjectives and nouns, epistemic lexical verbs, a gentles passives, impersonal passive, attribution to the source, use of “abstract rectors”. these are by no means a comprehensive taxonomy, but the most common examples. the last functional category of hedges is readeroriented type, which makes the readers involved on a dialogue, thus monitoring the interaction process. this type of hedges may be realized by using different pragmatic markers, such as asking questions, taking personal responsibility, addressing readers directly. the results show that reliability hedges are the most prominent category of hedges used in the “opinion column” of jakarta post, which the frequency is 44%. the second frequency distribution of hedging devices according to their function is attribute hedges which is 32%. the third mostly used hedges function is readeroriented hedges 14% and the last is writer-oriented hedges 10%. the “opinion column” of jakarta post mostly used hedges which function as reliability hedges. the hedges used by the writers were employed to minimize mistake upon statement in the proposition. the writers might show less absolute statement. it can open the readers’ interpretation because there is a room to negotiate about the proposition or there is a change of reality. in this function, most of the writers conveyed their arguments or statements speculatively. there are some examples the function of hedges are used by the authors of the “opinion column” of the jakarta post. 9. extra production may come online as several medium-scale mining firms and mining permit holders enter the production phase. reliability hedges specify the actual state of knowledge. it may because a certain stance of the writer which deals with the degree of strength of the relation between observed and assumed events as presented in sentence (9). hedge (may) in sentence (9) is used to express the writer’s assessment of the certainty of the truth of proposition. the writer decreases his confidence in delivering his view about the suggestion because it 45 widiarsih mahanani / english education journal 3 (1) (2013) deals the readers directly. 10. some islands have different poverty percentages. the attribute hedge in sentence (10) is some. the writer uses some as attribute hedge which function as rounder and reduces generalization. 11. i firmly believe that they can take the initiatives on themselves. the writer acknowledges personal responsibility for the validity of propositional content or reader involvement. moreover, personal attribution is also employed to soften claims. the writer is very sure that they can do it. 12. what needs to be considered given such a transformation is that the new terrorists grew out of vigilantism, as exemplified in the case of ahmad syarip, the suicide bomber of a mosque in cirebon (iv/154) sentence (12) reflects the author’s attempt to diminish his own role in order to be protected from consequences of being wrong. the writer used (to be considered) impersonal constructions and passive voice are some means to do that. conclusion based on the data sources of this research which consists of 20 texts of opinion column of the jakarta post which consist of 693 hedges, the frequency of the types of hedges are modal auxiliary verbs (34.05%); modal lexical verbs (9.24%); adjectival, adverbial and nominal modal phrase (3.75%); approximators of degree, frequency, quantity, and time (34.05%); if clauses (5.63%) others (8.66%), introductory phrases (1.59%), and compound hedges (3.03%). from that analysis it could be seen that modal auxiliary verbs and approximates of degree, quantity, frequency and time are the most commonly used hedges type in the data, while the most rarely used of hedges is introductory phrases. the authors used approximators to minimize a mistake in stating confirmation in the proposition. they might make the readers understand and interpret the statement, especially the approximators of time. the use of approximators can anticipate possibility of negative consequences if the authors find wrong in stating information in the sentence. it deals with avoidance of exact point by limiting the personal commitment to the things he claims as his knowledge. modal auxiliary verbs are also most frequently used in the data. the authors used this type to indicate uncertainty and understatement, to reflect unforceful and polite statement. the researcher assumes that the authors could avoid the absolute statement or claim. the authors rarely used introductory phrases which express the author’s personal doubt and direct involvement. with regards to the second research question, the results of data analysis revealed that among four pragmatic functions of hedges, namely reliability, attribute, writer-oriented, and reader-oriented functions, the authors of “opinion column” of jakarta post mostly used hedges as reliability hedges, 44%. it indicates the authors’ confidence in the truth of a proposition. however, they rarely used writer oriented hedges (10%). it might show the authors were employed to minimize mistake upon statement in the proposition and less absolute statement. it could open the readers’ interpretation because there is a room to negotiate about the proposition or there is a change of reality. references hyland, k. 1996. hedging in scientific research article. philadelphia: john benyamin publishing hyland, k. 1998. hedging in scientific research articles. amsterdam/philadelphia: john benjamin publishing company. hidayati, f. 2006. the use of hedging in academic writing: a linguistic analysis of the use of hedging in introduction sections of the theses of s1 and s2 nonnative graduates. thesis indonesia university of education. manion, marrison. and cohen,2007. research methods in education. new york: routledge. nugroho a. 2002. the contradiction of certainty and uncertainty in hedging and its implication to language teaching. a biannual publication on the study of language and literature. vol. 4, p 17-22 salager-meyer. 1994. hedges and textual communicative function in medical english written discourse. english for specific purposes 13/2: 149-70. salager-meyer, 1997, “ i think that you should : a study of hedges in written scientific discourse”. in miller. pp. 105-118. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f04fd1ba631 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare eej 8 (2) (2018) 130 – 8 english education journal http://journal.unnes.ac.id/sju/index.php/eej the effectiveness of roundtable and one stay two strays techniques to teach speaking skill to students with high and low selfconfidence nova rifqi farista , dwi anggani linggar bharati2, sri wuli fitriati2 1. sma n 1 jekulo, kudus, indonesia 2. universitas negeri semarang, semarang, indonesia article info abstract article history: received 1 november 2017 accepted 7 february 2018 published 20 june 2018 _____________________ key words: speaking skill cooperative learning techniques self-confidence _____________________ the aim of this current research is to investigate how effective was one stay two stray technique to teach speaking to students with high and low self-confidence, how effective was the roundtable technique to teach speaking to students with high and low self-confidence, how effective was the one stay two stray technique compared with roundtable technique to teach speaking to students with high self-confidence, how effective was the one stay two stray technique compared with roundtable technique to teach speaking to students with low self-confidence and how significant was the interaction among technique in teaching speaking skills and students’ self-confidence. the research design was a quasi experimental design with 2x2 factorial design conducted in sma n 1 jekulo kudus. there were two experimental groups involved. the students’ different selfconfidence to be a factor that influence the techniques. three instruments used in this research, namely: observation checklist, questionnaire, and oral test. the data was analysed using anova to answer the hypothesizes. the research findings indicated that roundtable were more effective than one stay two stray for teaching student with high and low self-confidence. based on the analysis of anova there were no significant among techniques and self-confidence. it was proven by the value of the sig in the table of analysis. in general, the techniques were effective to teach speaking skills without self-confidence. © 2018 universitas negeri semarang correspondence address: p-issn 2087-0108 e-issn 2502-4566 jalan kampus umk dersalam rt 3 rw 4 bae kudus 59321, indonesia email : nova.rifqi2@gmail.com http://journal.unnes.ac.id/sju/index.php/eej nova rifqi farista, dwi anggani linggar bharati, sri wuli fitriati / eej 8 (2) (2018) 130-137 131 introduction communication is an essential need for human beings. language as a means of communication has an important role to reveal intentions of people. since language is important for communication, it is not enough for students to learn words, phrases, and grammatical features if they want to produce language in their daily communication or to interact with others in english. therefore, the most important thing that should be noticed in teaching speaking is how to activate all of language elements, such as vocabulary, grammar, and pronunciation, which students have to possess to communicate. it means that the goal for students learning speaking english is that they are able to use language to communicate effectively and appropriately for life’s requirements, both social and academic. as the necessity of the international language, english has become an important language in the world. looking at this importance in this global era, speaking skills becomes one of the most important skills to be developed and enhanced as means of effective communication worldwide. in our country, english plays an important role in international communication and in the development of education, economic, science, and technology. as an international language, english has been used as foreign language in indonesia. it plays an important role in the development of technology and science. in fact, the government has forced that english should be taught as the necessary subject in school starting from junior high school. and also, as part of the global community, we cannot deny that the speaking skills is important to the educational development. in indonesia, english is taught from the basic level to the advance level. in fact, in classroom activity, some of the students are able to speak fluently but mostly are at low level. at school students have to learn four skills of english: listening, speaking, reading, and writing, but out of the four skills, speaking seems intuitively the most important. speaking is a process to convey and share ideas and feelings. speaking involves some elements such as accuracy, appropriateness, fluency and vocabulary building. all of those elements need to be mastered by the students. harmer (2001: 269) states that the ability to speak fluently emphasizes not only on the knowledge of language features but also on the ability to process information on the spot. when the learners are engaged in discussions, the purpose of speaking here may be to express opinions, to persuade someone about something or clarify information. in some situations, speaking is used to give instructions or to get things done, for example, to describe things or someone, to complain about people’s behavior, asking and giving services and others. according to wati & bharati (2014), speaking english fluently and accurately cannot be measured by one text only because when the students face english in real life situation, they find different kind of texts to deal with. in the teaching and learning process, the teachers give less attention to speaking. therefore, if students do not learn how to speak or do not get any opportunities to speak in the language classroom, they may soon lose their interest in learning. students, who do not develop strong oral skills during this time, will find it difficult to keep pace with their peers in following years. harmer (2007) stated that speaking is a skill, it is need to be practiced and developed independently of the grammar curriculum. hughes (2002) stated that there are five skills of speaking, they are; speaking is not discrete skill, teaching speaking is not easily, teaching speaking versus using speaking to teach, insight from speech corpora, and bringing the facets of speaking together. from the statement that harmer (2007) and hughes (2002) can be concluded that speaking is a complicated skill to developed. according to fitriati (2017:413), the ability in speaking english for instructional purposes in teaching efl must be obtained by teacher. so, the teacher needs a plan to make the student running as teacher want to. if the lesson does not run as the teachers are planning, they always find a problem. according to peraturan menteri pendidikan nasional republik indonesia nova rifqi farista, dwi anggani linggar bharati, sri wuli fitriati / eej 8 (2) (2018) 130-137 132 (permendikbud) nomor 23 tahun 2016, the aim of speaking in the curriculum is to make students able to express meanings in transactional and interpersonal languages in the daily life context. they are also expected to be able to express meanings of short functional texts and monologues in many kinds of texts like recount, descriptive and narrative text, either formally or informally. sma 1 jekulo applies two curriculums for each grade. in the first and second grade, the school applies the kurikulum 2013 revisi (k13) and the third grade, the school applies the kuriculum tingkat satuan pendidikan stand for ktsp. kurikulum 2013 revised is a curriculum that developed by government. ktsp can be defined the operational that arranged and implemented for each educational unit. according to bnsp (2017) ktsp is developed by educational unit that controlled and supervised by educational department. curriculum 2013 demands that teachers are expected to be able to use varieties of teaching method and approach. therefore, teachers can apply methods and approach freely in the teaching process. the english instruction in some senior high schools does not demonstrate a satisfactory result. it has been identified based on the preliminary research conducted by the researcher. many students fail to reach the goal of the english teaching. they are not able to communicate with the language either orally or in a written form although they have learned english for many years. the learners in a speaking class are reluctant speakers. this reluctance is partly due to their prior learning experience. many of them are educated in a large class in schools situated in noisy neighborhoods where opportunities to speak are severely limited. others are taught in schools where speaking is simply not encouraged. this failure is caused by many problems during the instructional process. the problems of english teaching seem to be of particular importance. teachers should design various teaching activities in class to make students not feel bored to learn vocabulary (fakhrudin & yuliasri, 2013). they have become interesting topics to discuss and analyze, especially for those who are directly involved with the teaching of english. however, the most important thing is that we as the future english teachers who are directly involved with the instructional activities must try to look for the best solution to overcome the problems in order to reach the target of the teaching of english. in this case, the target is the students are able to speak english. one of the communicative teaching methods is cooperative learning. “cooperative learning can be defined as learning based on a small group approach in teaching and learning process that holds students accountable for both individual and group achievement” (orlich, 2007:273). in fact, by using small group can make student comfortable to study faridi (2012) also state, students work together in groups to get knowledge. each member of group has a specific role to complete when the task is given. so, based on orlich (2007) and faridi (2012) can be state that the students feel comfort and they can work together. this research will concern on the two techniques of cooperative learning. they are one stay two stray and roundtable. based on the problem above, the researcher wants to find out the effectiveness of the techniques with high and low self-confidence. methods this study employed a quasi experimental design with 2x2 factorial design. there were two experimental classes which were taught using different techniques: roundtable and one stay two stray. the population of this study was the eleventh grade of sma n 1 jekulo kudus in academic years 2017/2018. two out of five classes was chosen randomly. one class was treated as the first experimental group, and the other class was treated as the second experimental group. the first experimental group was taught using roundtable, while the second one was taught using one stay two stray. there were six meetings for each group, and each meeting was conducted for 45 minutes. there were three instrument that use in this research. first was observation checklist. it was used to observe the students’ behavior aspect during the activity. the second instrument is questionnaire. it was used to define the high and low level of self-confidence. the last instrument was oral test. it was used to measure the students’ speaking ability. nova rifqi farista, dwi anggani linggar bharati, sri wuli fitriati / eej 8 (2) (2018) 130-137 133 paired sample t-test was used to examine the effectiveness of roundtable and one stay two stray to be used in teaching speaking skill with high and low self-confidence. two-way anova was used to compare the effectiveness of roundtable and one stay two stray and also to find out the interaction among variables: the techniques and high and low self-confidence. tukey’s test was used as the post hoc test. results and discussion this part explains the result and interpretation of data analysis of the implementation of roundtable technique compared to one stay two stray technique in teaching speaking with high and low self-confidence discussed. there were two class in this research, they are experimental class one, and experimental class two. the experimental class one was taught by roundtable technique and the experimental class two was taught by one stay two stay technique.the main goal of this research was the effectiveness of roundtable technique and one stay two stray techniques in teaching speaking skill to the students with high and low selfconfidence in sma n 1 jekulo kudus. table 1. the statistic of pretest experimental class one and experimental class two. descriptive statistics n minimum maximum mean std. deviation pretest experimental class one high self confidence 32 49.50 67.50 54.5469 3.85286 pretest experimental class two high self confidence 27 56.00 66.50 60.9444 2.83635 pretest experimental class one low self confidence 4 53.50 55.50 54.7500 .95743 pretest experimental class two low self confidence 9 59.50 64.50 61.6667 2.13600 valid n (listwise) 4 nova rifqi farista, dwi anggani linggar bharati, sri wuli fitriati / eej 8 (2) (2018) 130-137 134 comparing the both of the table the experimental class one was taught by roundtable technique and the experimental class two was taught by one stay two stray technique. the table showed that the differences of the pre-test score and the post-test score. from the data above, we can see that the score of the pre-test in experimental class one and experimental class two with high and low self-confidence range from 50 to 62. the pre-test was used to measure the speaking skills of the students before the treatment is applied. after the pre-test done, the researcher gave the students a treatment to both of class with difference technique. the experimental class one was taught by roundtable technique, and the experimental class two was taught by one stay two stray technique. after the treatment had been presented, the final step was conducted the post-test. t showed how the effect how effective both of the techniques work to the learning activity. based on the table that showed, it can be seen that there were increasing in the mean score. the post-test table show that there were increasing score. the range of score from 60 to 75 from the experimental class one and experimental class two. the pre-test score of the experimental class on of the student with high self-confident was 54,55. whereas, the student in low selfconfidence was 54,75. the experimental class two, the pre-test score in high self-confidence was 73, 48. while, the students with low selfconfidence was 68, 81. after the technique roundtable had been applied, there were increment of the mean each class. the result of the post-test in the experimental class one in high self-confidence was 73,48. the score gained 18.93, while the student in low self-confidence gained 14.06. the pre-test score of the experimental class one of the students with high selfconfidence was 60.99 while the students with low confidence was 61.66. after the treatment with the one stay two stray technique had been applied, there were increment of the score. but the score was not increase as high as experimental class one. the increment of the student with high self-confidence was 70,51 and for low self-confidence was 67,28. in conclusion, the post-test of experimental class one was higher than the posttest of experimental two. it is mean that the technique that applied in the experiment class one more effective that the experimental class two. according to the results of this research, all hypotheses of the research questions were answered. by using spss, the researcher analysed the data collection in statistical analysis. the data was derived from the result of questionnaire of self-confidence, pre-test score and post-test score. by giving the questionnaire, it was to classified the level of the selfconfidence. it was done in the both of experimental classes; roundtable and one stay two stray. after finding the level of the participant, the researcher gave the pre-test in order to get the basis score. then, the researcher gave the treatment to both experimental classes in six meeting each class. then, the next activity after the treatment was giving the post-test to get the final score that are used to test the five hypotheses. the first hypothesis is the effectiveness of roundtable technique to teach speaking skills to table 2. the statistic of posttest experimental class one and experimental class two descriptive statistics n minimum maximum mean std. deviation posttest experimental class one high self confidence 32 69.38 82.13 73.4734 2.45732 posttest experimental class two high self confidence 29 66.00 74.00 70.5172 1.51471 posttest experimental class one low self confidence 4 67.80 69.50 68.8063 .71774 posttest experimental class two low self confidence 9 65.50 68.50 67.2778 1.09291 valid n (listwise) 4 nova rifqi farista, dwi anggani linggar bharati, sri wuli fitriati / eej 8 (2) (2018) 130-137 135 students with high and low self-confidence. the research tells the roundtable is effective to teach speaking skill with high and low self-confidence. it was showed from the mean score of the pretest in the experiment class one with high selfconfidence (54.55) is lower than post-test of the experimental class one (73.47). the table of paired samples of t-test can be seen that the sig. value was 0.000. it means the sig. value is lower than α (0.05). and also, the technique in the experimental class one with low self-confidence is effective. it was also proved from the pre-test score (55.25) that was lower than post-test score (69.00) and the sig. value was 0.000. it is also the technique is effective to taught speaking skills with low self-confidence. so, the result of the test is the technique can improve the students’ speaking skill with high and low self-confidence significantly. the second hypothesis is the effectiveness of one stay two stray technique to teach speaking skills to students with high and low self-confidence. the research reveals the one stay two stray is effective to teach speaking skill with high and low self-confidence. it was proved from the mean score of the pre-test in the experiment class two with high self-confidence (60.95) is lower than post-test of the experimental class two (70.49). the table of paired samples of t-test can be seen that the sig. value was 0.000. it means the sig. value is lower than α (0.05). besides that, the technique in the experimental class two with low self-confidence is effective. it was also proved from the pre-test score (61.67) that was lower than post-test score (67.28) and the sig. value was 0.000. it is also the technique is effective to taught speaking skills with low self-confidence. so, the result of the test is the technique can improve the students’ speaking skill with high and low self-confidence significantly. the third the effectiveness of one stay two stray technique, compared with roundtable technique to teach speaking skills to students with high self-confidence. the effectiveness of both techniques can be seen by looking for the comparison of the mean score of post-test. the post-test of experimental class one is 73.26. while, the post-test in the experimental class two score is 70.51. based on the comparison of the post-test, we can see that the experimental class one is higher than the experimental class two. it can be concluded that the techniques are effective to teach speaking skills. but, the class that taught by roundtable technique has the higher score than the second class. the next is paired sample test. it measures the effectiveness of the data that showed by tcount and sig. value (2-tailed). the t-count of the first class is higher than class one. the mean of the score influential the t count. t count in the first class is 30.479 and the second class is 16.485. the sig. value (2-tailed) for both of classes were 0.00. it is mean both of the t count is higher than the t table and the sig. value is less then α (0.05), so the sig value was significance. so, both techniques are effective for taught the speaking skills with high self-confidence. the fourth the effectiveness of one stay two stray technique, compared with roundtable technique to teach speaking skills to students with low self-confidence. the effectiveness of both techniques can be seen by looking for the comparison of the mean score of post-test. the post-test of experimental class one is 68.80. while, the post-test in the experimental class two score is 67.27. based on the comparison of the post-test, we can see that the experimental class one is higher than the experimental class two. it can be concluded that the techniques are effective to teach speaking skills. but, the class that taught by roundtable technique has the higher score than the second class. the next is paired sample test. it measures the effectiveness of the data that showed by tcount and sig. value (2-tailed). the t-count of the first class is higher than class one. the mean of the score influential the t count. t count in the first class is 68.319 and the second class is 7.735. the sig. value (2-tailed) for both of classes were 0.00. it is mean both of the t count is higher than the t table and the sig. value is less then α (0.05), so the sig value was significance. so, both techniques are effective for taught the speaking skills with low self-confidence. the last is the significant interaction among techniques and students’ self-confidence in teaching speaking skills. for the last research question, f value was 39.295 and the sig. value of self-confidence was 0.000. since the sig. value was less than 0.05, it indicated that there was significant effect difference on the students speaking skill between the first experimental class treated by roundtable and the second experimental class treated by one stay two stray. the f value of techniques were 11.835 and sig. value was 0.001. since the sig. value was less than 0.05, it means that there was significant difference in students’ test score between one stay two stray and roundtable. the value of sig. of techniques and selfconfidence was 0.300. it means that this sig. value was higher than 0.05. therefore, it could be concluded that there was no significant nova rifqi farista, dwi anggani linggar bharati, sri wuli fitriati / eej 8 (2) (2018) 130-137 136 difference among techniques and students’ selfconfidence to teach speaking skills. conclusion the first result is the effectiveness of roundtable technique to teach speaking skills to students with high and low self-confidence. the research tells the roundtable is effective to teach speaking skill with high and low self-confidence. it is also the technique is effective to taught speaking skills with low self-confidence. so, the result of the test is the technique can improve the students’ speaking skill with high and low selfconfidence significantly. the second result is the effectiveness of one stay two stray technique to teach speaking skills to students with high and low selfconfidence. the research reveals the one stay two stray is effective to teach speaking skill with high and low self-confidence. it was proved from the mean score of the pre-test in the experiment class two with high self-confidence is lower than post-test of the experimental class two. besides that, the technique in the experimental class two with low self-confidence is effective. it was also proved from the pre-test score that was lower than post-test score and the sig. value was 0.000. it is also the technique is effective to taught speaking skills with low self-confidence. so, the result of the test is the technique can improve the students’ speaking skill with high and low selfconfidence significantly. the third result is the effectiveness of one stay two stray technique, compared with roundtable technique to teach speaking skills to students with high self-confidence. based on the comparison of the post-test, we can see that the experimental class one is higher than the experimental class two. the class that taught by roundtable technique has the higher score than the second class. so, both techniques are effective for taught the speaking skills with high self-confidence. the fourth result the effectiveness of one stay two stray technique, compared with roundtable technique to teach speaking skills to students with low self-confidence. based on the post-test, we can see that the experimental class one is higher than the experimental class two. it can be concluded that the techniques are effective to teach speaking skills. but, the class that taught by roundtable technique has the higher score than the second class. so, both techniques are effective for taught the speaking skills with low self-confidence. the last result was about the significant interaction among techniques and students’ selfconfidence in teaching speaking skills. the value of sig. of techniques and self-confidence was 0.300. it means that this sig. value was higher than 0.05. therefore, it could be concluded that there was no significant difference among techniques and students’ self-confidence to teach speaking skills. it was mean that the techniques were effective to taught the students’ speaking skills without attending the self-confidence factor. references depdiknas (2006). standar isi untuk satuan pendidikan dasar dan menengah: peraturan menteri pendidikan nasional no. 22 tahun 2006. jakarta: direktorat pendidikan dasar dan menengah. fakhrudin, a., yuliasri, i., & bharati, d.a.l. (2013). the effect of jigsaw and pair switch partner present on the high and low motivated students’ vocabulary mastery. english education journal, 3 (2). 52-59. retrieved from https://journal.unnes.ac.id/sju/index.ph p/eej/article/view/2707 faridi, a. (2012). language teaching theories. semarang: unnes press. fitriati, s. w. (2017). case study into questioning skills of pre-service english language teachers at ppg program. proceeding of unnes-teflin national seminar 2017 (404-415). semarang: unnes. harmer, j. (2007). how to teach english. edinburgh gate: pearson education limited. higgins, e. (1996). the self-digest: self knowledge serving selfregularity functions. journal of personality and social psychology, 30, 1-46. retrieved from https://www.researchgate.net/publicatio n/14229340_the_self_digest_selfknowledge_serving_selfregulatory_functions hughes, r. (2002). teaching and researching speaking. london: longman. kagan, s., & kagan, m. (2009). kagan cooperative learning. san clemente: kagan publishing. nova rifqi farista, dwi anggani linggar bharati, sri wuli fitriati / eej 8 (2) (2018) 130-137 137 orlich, d. c. (2007). teaching strategis. new york: houghton mifflin company. wati, a., bharati, d.a.l., hartono, r. (2014). the scientific approach in teaching speaking for various texts (the case of three teacher candidates of wiralodra university indramayu in the academic year 2013/2014. english education journal, 4 (2). 146-150. retrieved from https://journal.unnes.ac.id/sju/index.ph p/eej/article/view/6672 179 eej 7 (2) (2017) 179-193 english education journal http://journal.unnes.ac.id/sju/index.php/eej the effectiveness of using songs and dialogues to teach students’ pronunciation ummul izzah1, alim sukrisno2 1 smp n 17 pekalongan, indonesia 2 english language education postgraduate universitas negeri semarang, indonesia article info ________________ article history: recived 29 december 2016 accepted 05 july 2017 published 01 august 2017 ________________ keywords: songs, dialogues, the english pronunciation abstract ___________________________________________________________________ this research was conducted to observe fourty eight seven graders of smp n 17 pekalongan’s pronunciation ability in pronouncing the simple phrases. the participants were divided equally into two groups for the experimental research. the first group used songs in teaching and learning the pronounciation and another group used dialogues. the data of this study were taken from the recorded voice that we transcribed and the teacher’s notes. based on the transcription we gave the score based on the score rubrics we made before. the analysis was observed quantitively from the recordings, transcription, scores based on the score rubrics from the pre-test and the posttest, and the teacher’s notes which were taken during and after the lesson. we analyze and describe the result based on the data and used spss and t-table to analyze the post-test. the result showed that in general, the group used songs produced better result than the group used dialogues. the participants that used songs tended to attend the pronunciation class more willingly and showed more enthusiasm in conducting the activities. meanwhile the participants that used dialogues were distracted after hearing the songs sung in the group that used songs. it is suggested that teachers must know how to control the situation and to keep the students from disturbing other classes because sometimes singing songs make the students over enthusiastic. © 2017 universitas negeri semarang correspondence address: jl. jendral sudirman no. 26, kota pekalongan, jawa tengah e-mail: ummulizzah@ymail.com p-issn 2087-0108 e-issn 2502-4566 ummul izzah & alim sukrisno. / eej 7 (2) 179-193 (2017) 180 introduction most people think that mastering a language can be proved when a person can speak the language using the correct pronunciation. wrong or improper pronunciation in a word can make different interpretation of meaning. using correct pronunciation in english makes us easier to communicate and to be understood by others especially by the native speakers. in real life when you talk to people, the first thing they notice during a conversation is your pronunciation. you usually do not have to use many complicated words, so your limited vocabulary is not a big issue since you can use more simple words to express the word that you do not know in your everyday communication. in fact, the person that you talk with will notice right away if your pronunciation is good or bad only from the first few simple words. they will think of you as a bad english speaker when you have a poor pronunciation with very strong foreign accent, and your good vocabulary and grammar cannot help you. with your strong foreign accent, you are making difficult for people who listen to you. your strong foreign accent is irritating for other people if they have to keep asking you to repeat, but they still cannot figure out what you are saying. consequently, people will avoid communicating with you as much as they want if it takes a lot of efforts to understand your english. in contrast, when you have a pleasant accent that is easy for them to hear and to understand you, they will enjoy talking to you. one of the most difficult problems facing by the english non-native speakers is pronunciation. english non-native speakers usually find obstacles to overcome when trying to achieve fluency. due to their inability to pronounce the sounds of words properly, many non-native speakers have studied grammar for many years but are unable to speak like native speakers. improper pronunciation can lead to negative impression, misunderstanding and ineffective communication. therefore, pronunciation is very important and needs to be taught in english language teaching as early as possible. unfortunately, pronunciation in english language teaching is not specifically discussed in the junior high school curriculum. it is integrated in reading and speaking materials. based on the kurikulum tingkat satuan pendidikan (ktsp) or school based curriculum (sbc) the english teaching and learning have to improve four language skills; they are listening, speaking, reading, and writing. however, in a real education world the english teacher not only conveys the four skills but the teacher also needs to convey other aspects of language mainly vocabulary, structure, and pronunciation. these vocabulary, structure, and pronunciation are very important to support the four english skills. it means that all english teachers have to master vocabulary, structure, and pronunciation in order to support the teaching of the four skills. with regard to pronunciation, in smp n 17 pekalongan, most of the students would say that they were javanese and could not speak or pronounce english words when they were asked to read or to speak in english. therefore, they had got very bad pronunciation in reading aloud. they felt very reluctant to speak in english. if they did, they read english just like the way they read in indonesian. when the first author taught them, she could see that some of them loved singing during the lesson accompanied by musical sounds or by beating the table or chair. the facts inspired the first author to use songs in teaching english pronunciation. we can use songs as the materials in english language teaching. songs in the classroom can encourage someone who still learns a new language. the use of songs in the classroom also can comfort, amuse, entertain students in a new activity, and also unite between the world of leisure and the world of learning. salcedo (2002) points out that “songs as amelioration of memory of text and may be an effective way to provoke language acquisition. they also strengthen the grammatical structures ummul izzah & alim sukrisno. / eej 7 (2) 179-193 (2017) 181 learned in class”. not only for the adult, the use of songs will also be more effective in teaching the new language to young learners, as lynch (2005) perceives “all children can undergo different types of accents”. we can figure it out that there are many benefits that we can find in using songs in english language teaching and learning. songs can improve students’ four language skills, linguistic knowledge, pronunciation, and cultural consciousness. there are additional benefits of using songs mentioned by el-nashar (2003: p. 5). elnashar says that songs will help students to develop physical coordination. el-nashar also indicates the efficiency of using songs in english learning teaching process. moreover, according to schoepp (2001), “songs can create a relaxing, entertaining and non-threatening classroom atmosphere in which the anxiety filter of learners will be made and they will be more open to learning in this regard”. in addition, nation (1990) once said: “songs allow learners to repeat and to memorize chunks of language. this contributes to vocabulary learning too; repetition is needed to help learners remember words”. theoretically, friedrich nietzsche says that “without music, life would be a mistake” (1889: p. 33). therefore, the reason why the efl (english as a foreign language) teachers overlook the power of such handy instrument in classes from time to time is because “songs, combinations of music and lyrics, possess many intrinsic merits which render a valuable source for language learning and teaching” (shen, 2009). “as song lyrics have many repetitive verses, their use can help l2 learners’ skills by exposing them to forms, syntax, lexical items, segments and suprasegmentals” (abbott, 2002). medina (1993) perceives “a wide variety of useful vocabulary items can be acquired through popular songs”. “using students' favourite songs to teach vocabulary creates endless opportunities for revision which is fundamental for storing the information in long term memory” (murphey, 1992). besides, “murphey believes that music may help learners to overcome the problem of retaining vocabularies since it has the quality of sticking in one's head” (zhang and wu, 2011b). murphey calls this ability "the song stuck in my head phenomenon" which stands for "the echoing in our minds of the last song we heard" (p.7). another indispensable element of songs besides music is lyric. lyric serves as a direct genuine source of teaching materials in foreign language classes. therefore, teachers should not overlook songs because there have been abundant researches as an authentic teaching resource in language teaching abroad using songs (maley, 1997; eken, 1996; gaston, 1968; and geoff, 2003). the works of gardner's "multiple intelligence model" (1993) proved the importance of song and music in language learning. this model proposes the view of natural human talents. gardner (1993) claims that his view of intelligence avoids the conceptual narrowness and culture free. there are many diverse ways of how to teach, and learn a language. in this study, the researchers examinedthe result of using songs to teach english pronunciation and the functions of songs in an english classroom. songs and the english language learning songs can be used to facilitate learning different aspects of language. they had been indicated in several studies. ayotte (2004); fischler (2006); fisher (2001); ransdell and gilroy (2001); schon et al. (2008); sloboda, (1990), cited in alipour et al. (2012); and lopera (2003) believed that “including social contexts, the interaction with students’ moods and feelings, and enhancing the availability of authentic texts in english are important reasons for incorporating songs into teaching contexts”. ottilie (2010) stresses that “for many people whose first language is not english or they do not learn english as a second language in school like in some european countries for instance belgium and moldova”. in indonesia, the first exposure of most indonesian to english may probably be through popular songs. lynch (2005) had the same point of view as ottilie. he ummul izzah & alim sukrisno. / eej 7 (2) 179-193 (2017) 182 points out in his article that “language teachers should use songs as part of their english language teaching”. songs contain natural language. they are easily obtainable, and are natural and funs are among the reasons given in his/her article. he/she also stated that the cultural aspects and even different types of english accents in a song could introduce a variety of new vocabulary. a teacher could select the songs to suit the needs and interests of his/her students. moreover, the teacher also could use the lyrics of songs in relating to situations of the world around the students. overall, lynch concluded that an enjoyable speaking, listening, vocabulary and language practice could be offered in songs. in addition, orlova (2003) stated that “for the last two decades, english as a foreign language (efl) methodology has been actively considering the possibility of using music and songs in class”. she/he claimed the use of songs in language classes puts the participants at ease and makes them more attentive. the use of songs can also increase their desire to learn a language based on the 10-year experience of incorporating songs in the language teaching. a versatile way to look at the language can be offered by the music in the songs. music also can be used to reinforce and improve speaking, listening comprehension, vocabulary and phrasing. beare (2010) also supported orlova’s opinion in her/his article on using music for the esl (english as a second language) classroom. she/he reported that the participants of the research would know what the lesson would be about by using music in the beginning of a lesson. using music for the esl classroom was a great way to introduce new vocabularies to participants. by using music for the esl, a teacher could lead her/his students thinking in the right direction. the fresh impetus following advances in brain imaging methods in the early 1990s had been received by the relation between music and language as the subject of research in a wide interdisciplinary field (cf. besson and friederici, 2005: p. 57). neuroscientific studies (cf. e.g. besson, et al. 1998; besson and schön, 2003; bigand, et al. 2001; bonnel, et al. 2001; groussard, et al. 2010; kolinsky, et al. 2009; patel, 2008 & 2012; peretz, 2006 & 2012; peretz and coltheart, 2003; poulin-charonnat, et al. 2005; racette and peretz, 2007; schön et al. 2005; and schön, et al. 2010) had helped to shed light on the question of whether and to what extent music and language are integrated cognitively in the human brain. however, a brief discussion of why music should be studied in relation to language and language learning will be provided before outlining the results. in addition, other studies like rauscher, et al. (1993) have shown more specific benefits of music for language learning while investigating the so-called ‘mozart effect’, i.e. beliefs that music may have beneficial side-effects on general cognitive skills (cf. e.g. schellenberg, 2006). however, many adults have experienced that a well-known melody from childhood can immediately bring the corresponding lyrics to mind and not only does music facilitate comprehension, it also promotes long-term retention in the memory; an experience for which wallace (1994), mcelhinney and annett (1996) and rainey and larsen (2002) all found experimental support. wallace (1994) and mcelhinney and annett (1996) showed that lyrics were retained better in immediate and delayed post-tests if participants were presented with the songs rather than spoken versions of the lyrics. even they conducted studies with previously unknown songs. music and songs may aid language learning because they facilitate verbal comprehension and help to store texts in longterm memory. moreover, they have great motivational value in the language classroom and provide conversational language input in relatively simple and repetitive structures. there are some neuroscientific evidences that music and language are at least partially integrated in song processing and song memory, a fact that was exploited in the study. (cf. e.g. murphey, 1990; abbott, 2002; ludke, 2009). lo and li (1998) offered similar suggestions. they believed that songs provide ummul izzah & alim sukrisno. / eej 7 (2) 179-193 (2017) 183 enjoyment and develop language skills. it is also noted by several authors as stated before. they suggested that songs provide a break from the normal class routine and that learning english through songs develops a non-threatening classroom atmosphere in which the four language skills can be enhanced. songs in the classroom ratnasari (2007: p. 11) defines “songs as a kind of art work that are intended to be sung either with or without instrumental accompaniments”. simms (1993: p. 29) defines a song as "a short of piece in one concise movement for the medium of solo voice and piano." in other words we can say that song is a musical composition. songs which are commonly accompanied by other musical instruments contain a vocal part that is performed with the human voice and generally features words (lyrics). song is also a work of art which can be enjoyed by anyone. agustina and puspawati (2008) shared their experience of using song worksheets containing pre-listening, while-listening and post-listening phases to evoke students’ listening skills. in brief, they had made an effort to change the idea that listening activities are passive ones which should be done in language laboratories. moreover, segura and villalba (2005: p. 70) also wisely mentioned that using songs in classes can help efl learners engage willingly in the listening activities. however, the interest of the students and the level of the class should be considered in choosing lyrics with appropriate complexity (cited in neisa, 2008). in mentioning the type of songs, kaliani (2007: p. 134-136) also said that there were three kinds of songs. they are language song, communication song, and action song. language song is a song where one structure or a lot of lexis is repeated over and over again. communication songs are songs with a language that closely approximate normal speech styles. the last type is an action song. it is a song which requires actions or some sort of mime to be performed while singing it. any kinds of songs are made by the combination of music and language. being a combination of music and language, songs have innumerable virtues that deserve our attention. an impeccable tool for language teaching can be made by song’s richness in culture and themes, song’s richness in idiomatic and poetic expressions, song’s richness in therapeutic functions and so on. themes and expressions which are abundant in songs will echo in the learner’s heart as it is mentioned by bolitho and friends in their research. “acquisition of automatic language skills depends on rich, meaningful, repeated exposure to comprehensible input without awareness.” (bolitho, et al., 2003: p. 253). songs are highly expressive. some songs convey love and emotions; some tell a memorable and moving story; some embody one’s dreams and ideals; and some reminisce about the golden past. in addition, gaston (1968) has pointed out that “music has several therapeutic functions, such as promoting self-esteem through increased self-satisfaction in musical performance and using the unique potential of rhythm to energize and bring order”. therefore, we can say the foremost function of songs is to provide relaxation and recreation. when people are tired, it is quite common that they will sit back and listen to a piece of music or they may hang out with friends to sing in karaoke, clubs or bars. music has the power to soothe people’s emotions, refresh their minds and to unlock their creativity. students beyond puberty are more apt to be affected by anxiety in learning a foreign language. therefore, successful language learning becomes crucial to minimize the amount of anxiety in foreign language learners. “anxiety, associated with negative feelings, such as upset, tension, frustration, self-doubt and fear, would impede language learning” (larsenfreeman, 2000). an affective learning is also an effective learning. an affective engagement with language can “stimulate a fuller use of the resources of the brain”, rekindle “neural paths between areas of ummul izzah & alim sukrisno. / eej 7 (2) 179-193 (2017) 184 brain” and deepen the multidimensional processing of language in the light of psycholinguistics (bolitho, et al., 2003: p. 256). the learner’s capacity for learning will be expanded and whereby unexpected results will be produced through affective learning. therefore, we can use songs in language classes. listening to english songs will prepare efl learners to genuine english language they are to face with. teachers can devise special exercises to assist students in improving their listening comprehension. a gap-fill task can be used to help students notice and absorb the phonetic reality in native english speakers’ speech. songs can also be used to teach natural pronunciation efficiently. we can easily find songs sung by either american, british, canadian or australian singers and let learners choose which pronunciation they would like to imitate. native singers’ pronunciation provides a model for efl learners. by repeatedly listening to and learning these songs, students will gradually correct their errors and achieve more native like pronunciation. moreover, efl learners also will get familiar with and internalize songs through repetition and imitation. for that reason, to sing an english song well demands familiarity with a number of phonological rules. for instance, liaisons, loss of explosion, assimilation, voicing, deletion, insertion and so on are the most common phenomena that occur nearly in every english song. to describe these phonological rules in linguistic terminologies could be an abstract and delicate task, but english songs serve as a medium through which these rules can be made concrete and accessible. one of the songs in the famous disney cartoon “lion king” can you feel the love tonight always rings in learners’ ears who watch the film. most learners are eager to take a further step to understand the song. they try to understand what the singer’s expression and then sing the song by themselves. learners will feel surprised. they can remember all the words that appear in the lyrics, even the difficult ones with such a motivation. another example, lemon tree a very familiar pop song provides ample opportunities for students to focus on the study of the present progressive tense in english grammar. the nature of songs is fairly repetitive and consistent. after listening to this song, students will easily memorize these simple sentences, tend to use them in their own conversation and even correctly produce their own sentences of the present progressive tense. the lyrics are “i’m sitting here in a boring room”, “i’m wasting my time”, “i’m hanging around, i’m waiting for you”, “i’m driving around in my car. i’m driving too fast, i’m driving too far”, “i’m turning my head up and down, i’m turning turning turning turning turning around”, “i’m stepping around in a desert of joy” and so forth. songs can also be used in a writing class. in a writing class, advanced writing may bore efl learners. most students will get confused starting the first line of the writing. even the teacher has given them the topic, especially the beginners. teachers need to make writing fun in their classes by inventing something new. writing lyrics by imitation might be an effectual way of digging out efl learners’ creativity in language. the right song will arouse their empathy, stimulate their inspiration and lighten their passion to express their experiences and emotions. besides writing lyrics by imitation we can also use creative writing of songs. students are encouraged to create their own lyrics by following the same tune and imitating the format of the lyrical lines of the original song in creative writing of songs. we conclude that there are many procedures that we can use by using songs as the media or as the techniques in an english language leaning in improving the four skills and other language aspects, like pronunciation, grammar, or vocabulary. we can find in our english class that most students will be eager to take a further step to sing the songs. teachers will feel surprised that the students can remember all the words that appear in the lyrics, even difficult ones. ummul izzah & alim sukrisno. / eej 7 (2) 179-193 (2017) 185 dialogues in the classroom we highlight the definitions of dialogues by pat pigg and pilleux before we talk about how to use dialogues in class. pat pigg (1976) mentioned that “dialogues are meaningful natural excerpts of conversation focused on one point of english usage and capable of stimulating further conversation”. and according to pilleux (1969) “a dialogue in foreign language teaching, as we usually understand it, is a natural conversation to be presented either orally or in writing, practiced, and drilled in class”. pat piggs and pilleux have the same idea in determining the definition of dialogues as conversations which can be used in class. there are many things to do with dialogues in class. we can make our own dialogues or use the dialogue from course books. if you use course book dialogues or similar conversations as a starting point, you can give students confidence and reinforcement. it can also give you a useful source of material in an emergency if you use a dialogue and then do something fun with it. and it is going to be a useful filler activity if you run out of ideas or suitable material. connected with the idea in using dialogues in class, clare lavery mentioned five ways; the first is ‘chop them up’. in ‘chop them up” the first thing we do, we can mix up 2 short conversations and ask students to unscramble them. students then choose one to perform. then we put pieces of a dialogue on 5-8 slips of paper. each student in the group reads their slip of paper without showing it to anyone. we ask students to decide if they might have a reply to a question, for example. after that we can either place students in groups to pool their knowledge and write the dialogue. it doesn't have to be word perfect, just the meaning needs to come across or ask students to practice saying their "piece" with the tone they think appropriate (can cause laughter!). then we ask students to circulate and to say their bits. if they meet a person who seems to have a part of their sequence they can form a couple. we set a time limit and walk around listening. we decide when to stop the game and then put students in pairs, small groups or just do the task as a whole class: reconstruct what you think the dialogue is about. this can lead to different interpretations and lots of creative thinking to fill in gaps. we remind them that there is no right answer! the second is ‘damage them’. the steps are first, we can create artificial raindrops/coffee spills or smudges in dialogues. it works best if you use a bigger print size than usual (18-20). we must always have a top copy and a damaged one for you. then we can half blanked out words (like a slight tear down the side of the dialogue) encourages learners to guess from the context what is missing. finally, we can miss out key items in the dialogue which students need extra practice on, such as prepositions, auxiliaries etc. we ask students to insert the missing bits. we can increase the level of difficulty by removing the spaces so they have to identify what and where items are missing. the third is way is ‘dictate them’. in ‘dictate them’ we can ask the students take notes of key words or key verbs the split classes into 2 with one half making notes on a specific aspect of the conversation and the other half noting down expressions or key words. we put students in pairs or small groups to reconstruct the dialogue and act it out. then we ask them to read one side of the conversation and give them time to make notes of possible replies or words by the other person in the conversation. we emphasize that it is up to their imagination and there is no one correct answer. then we put students in pairs to work out a dialogue using their pooled notes. then the fourth way is ‘add nonsense’. how to do ‘add nonsense’? first we take out key words. we mix them up and put them back in the wrong places. students will have fun making sense of it all. we challenge pairs or groups with a time limit. the last we misspell 5 items. can students spot the mistakes? we give a time limit and focus on key items you want to revise. finally, the fifth is ‘ask them to create their own conversations’. in ask them to create their own conversations’ we can use a short story, a song, a video or a photo story. based on ummul izzah & alim sukrisno. / eej 7 (2) 179-193 (2017) 186 a short story they read with you, we can ask them to imagine a key conversation between characters in a specific part of the story. this gives them a framework. based on a song that the singer is singing to a specific person, we can ask them to imagine the conversation they have following the song. from an advert on video, we can show a sound off video of an advert and ask students to brainstorm a dialogue and write the script in small groups. we can compare their script to the original. from a photo story (see teen magazines also in your host country), we can blank out the speech in the bubbles and ask them to be story writers for the lesson. the group with the best story wins. they can also pass around their versions and read each others. besides clare lavery, we have got kenneth beare. kenneth beare in his article ‘how to use dialogue in class’ in http://esl.about.com/od/es leflteachingtechnique/a/brainmusic.html, stated that “dialogues are useful for a wide range of purposes in class”. there are some activities that use dialogues in class. we can use dialogues to practice stress and intonation, base impromptu skits on dialogues, extend dialogues to full blown productions, and paraphrase dialogues. in using dialogues to practice stress and intonation, dialogues can come in handy when working on stress and intonation. students move beyond focusing on single phonemic pronunciation issues and concentrate on bringing the right intonation and stress to larger structures. students can play with meaning through stress by creating dialogues that focus on stressing individual words to clarify meaning. in basing impromptu skits on dialogues, we can use shorter language function dialogues (i.e. shopping, ordering in a restaurant, etc.) for lower levels. the shorter language function can be used to extend the activity by first practicing dialogues, and then asking students to act out dialogues without any help. in having students pick their target situation out of a hat, you can practice a number of dialogues and then you can add the element of target situation. in extending dialogues to full blown productions some situational dialogues just call out for full blow production values. for example, practicing modal verbs of deduction using a dialogue to make suppositions about what might have happened makes a perfect scenario for practice. students can begin with a dialogue to get the gist, and then let their imaginations take over. finally, paraphrasing dialogues can help students focus on related structures. a teacher can begin slowly by asking students to substitute or paraphrase shorter forms. he/she can end it with more extended dialogues. another source that was taken from eslgold.com also mentioned the activities using dialogues in class. the first activity is called ‘modeling’. the purpose of the modeling is to develop students' listening skills and prepare them for the new phrases and vocabulary they might encounter. the dialogue can be performed by two native speakers. the second activity is ‘practicing for pronunciation’. this requires that students repeat the dialogue (in phrases) after the teacher/tape/cd. the teacher can listen and ask students individually or as a group to focus on particular sounds they need work extra. then the third activity is ‘using variety in teaching pronunciation’. it is important that pronunciation does not become monotonous and boring. if students are having problems with a particular sound, the teacher can suggest that they work on it outside of class. for variety, the teacher can try to focus periodically on other aspects of pronunciation such as stress, intonation, and reduction. as the fourth activity is ‘pairing practice’. by allowing students to practice the dialogue in pairs makes them incorporate new words and phrases with the give-and-take of conversation. the last activity is ‘reading, looking up and saying’. this involves three parts. the first is having students simply read the dialogue aloud with a partner, the second is having students read the dialogue silently, pausing to look up and say each line in turn without referring to the written text, and the last having students turn papers over and repeat the dialogue as best they can from memory by http://esl.about.com/od/es%20leflteachingtechnique/a/brainmusic.html http://esl.about.com/od/es%20leflteachingtechnique/a/brainmusic.html http://esl.about.com/od/speakingenglish/a/a_stressinto.htm http://esl.about.com/od/grammarstructures/a/f_contrast.htm http://esl.about.com/od/popularculturelessons/a/creating-a-soap-opera.htm http://esl.about.com/od/popularculturelessons/a/creating-a-soap-opera.htm http://esl.about.com/od/writinginenglish/fl/sentence-rewriting-for-esl-efl-tesol-english-students.htm http://esl.about.com/od/writinginenglish/fl/sentence-rewriting-for-esl-efl-tesol-english-students.htm http://www.eslgold.com/speaking/teaching_with_dialogues.html ummul izzah & alim sukrisno. / eej 7 (2) 179-193 (2017) 187 encouraging them to remember; the concepts rather than memorizing the lines. from the information above we can conclude that we can use dialogues as the media or the technique in classrooms. in the english classrooms, such a dialogue occurs in a variety of settings, including whole class work and group talk in group work contexts. we can choose the activities based on our needs in the classroom. what we need to do is to be more creative in using the activity in order to make variation in the classroom and moreover to make the students not get bored. methods this study was conducted in smp n 17 pekalongan. the students in smp n 17 pekalongan had been equally divided in term of capability into five classes since the first time they enrolled to the school based on their primary school certificates. we chose class 7d and 7e as the participants of the study. some of the students in class 7d and 7e have learnt english in their primary school, but some of them had not gotten english lesson in their primary school. for the students who had the english lesson in their primary school, some of them got the lesson on their fourth grade and some of them only got the lesson on their sixth grade. we concluded that most of them had not gotten enough english lesson material for starting the english material in the secondary school (smp n 17 pekalongan). the participants, who attended this study, were 48 english students in two classes. each class consisted of 24 students. they were grade 7 students with the average age of 12 to 14 years old. their home language or mother tongue is javanese language. they were divided into the experimental group (7d) and the control group (7e). in the experimental group, we gave the pre-test and record the students’ pronunciation on the first meeting. from the recordings, we wrote the phonetic symbol of my students’ pronunciation, and made scores on them. then we taught english pronunciation to the students using two songs in the second up to the ninth meetings. we made notes after the teaching sessions. in the tenth meeting we tested the students’ pronunciation and recorded their voice again. from the recordings, we wrote the phonetic symbol of my students’ pronunciation, and made scores on them. we used teacher’s note, and the test (pretest and post-test) for the instrument of the research. there were ten simple phrases taken from the songs (“ipsey wipsey spider” and “hokey pokey”) and the dialogues (“beautiful spider” and “i lost my pen”) that pronounced by the students on the pre-test and post-test. the students had to be able to pronounce the word with correct pronunciation. on the first meeting we recorded the students’ voice and wrote the phonetic symbol of their pronunciation based on the recordings. based on the recordings and the phonetic symbol that we wrote based on my students’ pronunciation, we gave them score. after getting the result of the pre-test score, we gave the treatments to the students based on the lesson plan we had made before. in the experimental group, we gave two songs. in the control group gave two dialogues. we made some notes after the lesson of both groups. finally, on the tenth meeting we recorded the students’ voice and transcribed their pronunciation based on the recordings. the test used in the post-test was the same as the test used in the pre test. based on the recordings and the transcription that we wrote based on my students’ pronunciation, we gave them score. the score rubric used in the post-test was also the same as the score rubric used in the pre-test. we used an experimental method by doing three activities. they were a pre-test, a treatment, and a post-test. on the first meeting we conducted the pre-test of the experimental group and the control group by recording the participants’ voices. for the next eight meetings, both classes were given different treatment. we gave songs for the experimental group and dialogues for the control group. we wrote the http://oer.educ.cam.ac.uk/wiki/teaching_approaches/whole_class http://oer.educ.cam.ac.uk/wiki/teaching_approaches/group_talk http://oer.educ.cam.ac.uk/wiki/teaching_approaches/group_work ummul izzah & alim sukrisno. / eej 7 (2) 179-193 (2017) 188 teacher’s note by put a tick on the class situation table during the lesson and wrote the specific teacher’s note after the class. on the tenth meeting we gave a post test to measure their achievement in pronouncing the simple phrase by recording the participants’ voices. we used an experimental method by doing three activities. they were a pre-test, a treatment, and a post-test. on the first meeting we conducted the pre-test of the experimental group and the control group by recording the participants’ voices. for the next eight meetings, both classes were given different treatment. we gave songs for the experimental group and dialogues for the control group. we wrote the teacher’s note by put a tick on the class situation table during the lesson and wrote the specific teacher’s note after the class. on the tenth meeting we gave a post test to measure their achievement in pronouncing the simple phrase by recording the participants’ voices. after collection of the data, we analyzed the data by transcribing the recording, tabulating the data, scoring, explaining the teacher’s note, and using spss. we used t-table to analyse the post-test. in analyzing the data, we recorded the participants’ voice one by one and transcribe their voice one by one based on cambridge advanced learner’s dictionary (2008). based on my transcription we scored the participants pronunciation based on the score rubric. we set the four score criteria in the score rubric of the research. we gave score ‘1’ if the participants moved their lips or pronounced the phrase in low voice and we could not catch the full words. we gave ‘2’ if the participants pronounced the word clearly but incorrectly in words and the linking word or the space between words. and for score ‘3’ we would gave it to the participants who could pronounce the word clearly and correctly in words but incorrectly in the linking word or the space between words, or vice versa. for the perfect score, that is ‘4’, we gave it to the participants who could pronounce the words, the linking word or the space between words clearly and correctly. the total score for the correct pronunciation was ‘40’. we used it on the pre-test and the post-test. besides the recordings and the score rubric, we used teacher’s notes which described the class situation on the each treatment. there were two kinds of teacher’s notes, the first is the class situation. the class situation notes divided into three parts, they were opening, the main activities, and closing. the each part of class situations were divided again, on the opening there were checking the attendance list and organising the class. on the main activities there were starting the lesson, explaining and giving the examples, and practice. and there were making a conclusion and ending the class on the closing. it means that there were seven items needed to be check (√) on the each meeting. the second note was the specific teacher’s note which was made after the each treatment. based on the class situation notes we tried to remember the things happened on the class in simple sentences and we explained the notes on chapter four to make the situations clearer for the readers in this thesis. this study used the triangulation of data sources, i.e. the data is collected from several data sources including the data from the recorded voice of the participants and the transcriptions, the score rubrics, and the teacher’s notes. to crosscheck the data we collected from teacher’s notes, the recorded voice of the participants, transcriptions, and score rubrics, we used teacher’s notes which described the class situation on the each treatment. we also used recorded voice of the participant to make the score based on the score rubrics which described the participants’ ability in pronouncing the simple phrases before and after the treatments. then, the analysis was reconfirmed with some previous studies. in analyzing the data, this study also used the triangulation of theories. ummul izzah & alim sukrisno. / eej 7 (2) 179-193 (2017) 189 results and discussions we divided the presentation of the results of the study into four different sections according to the research questions. those were (1) the way the participants in the classroom using songs pronounce the simple phrases, (2) the way the participants in the classroom using dialogues pronounce the simple phrases, (3) differences of teaching pronunciation using songs and teaching pronunciation using dialogues, (4) the effectiveness of teaching pronunciation using songs, (5) the effectiveness of teaching pronunciation using dialogues and (6) the strength and the weaknesses of teaching pronunciation using songs and teaching pronunciation using dialogues. the result of the data in this research shows that based on the pre-test pronunciation transcription of the experimental group that most of them did not know how to pronounce the ten phrases correctly. just only one participant in the experimental group who could pronounce the sixth phrase ‘your right’ /jͻraɪt/ or /jʊraɪt/ correctly, and the rest of them could not pronounce the phrases well. and based on the post-test pronunciation transcription of the experimental group we can conclude that some of them had already known how to pronounce the most of phrases correctly. there were six participants in the experimental group who could pronounce the second phrase ‘the spout’ /ðǝspaʊt/ correctly and eighteen participants who could not. there were eleven participants who could pronounce the third phrase ‘the rain’ /ðǝreɪn/ correctly and thirteen participants who could not. there were three participants who could pronounce the fourth phrase ‘the sunshine’ /ðǝsʌnʃaɪn/ correctly and twenty one participants who could not. there was one participant who could pronounce the sixth phrase ‘your right’ /jͻraɪt/ or /jʊraɪt/ correctly and twenty three participants who could not. there were fifteen participants who could pronounce the seventh phrase ‘hand in’ /hӕndɪn/ correctly and nine participants who could not. there were seven participants who could pronounce the eighth phrase ‘your left’ /jʊr left/ correctly and seventeen participants who could not. there were twelve participants who could pronounce the ninth phrase ‘hand out’ /hӕndaʊt/ correctly and twelve participants who could not. there were four participants who could pronounce the tenth phrase ‘shake it’ /ʃeɪkɪt/ correctly and twenty participants who could not. just only on the first phrase ‘climbing up’ /klaɪmɪŋʌp/ and the fifth phrase ‘dried up’ /draɪdʌp/ which had no participants who could pronounce the phrase correctly, the participants still did not pronounced the phrases with the linking words. based on the pre-test of the control group one participant in the control group who could pronounce the eighth phrase ‘your left’ /jʊr left/ correctly, and the rest of them could not pronounce the phrases well and based on the post-test pronunciation transcription of the control group, some of them had already known how to pronounce the most of phrases correctly. there were three participants in the control who could pronounce the first phrase ‘climbing up’ /klaɪmɪŋʌp/ correctly and twenty one participants who could not. there were three participants who could pronounce the second phrase ‘the spout’ /ðǝspaʊt/ correctly and twenty participants who could not. there were eight participants who could pronounce the third phrase ‘the rain’ /ðǝreɪn/ correctly and sixteen participants who could not. there were one participant who could pronounce the fourth phrase ‘the sunshine’ /ðǝsʌnʃaɪn/ correctly and twenty three participants who could not. there was one participant who could pronounce the sixth phrase ‘your right’ /jͻraɪt/ or /jʊraɪt/ correctly and twenty three participants who could not. on the fifth phrase ‘dried up’ /draɪdʌp/, the seventh phrase ‘hand in’ /hӕndɪn/, the eighth phrase ‘your left’ /jʊr left/, the ninth phrase ‘hand out’ /hӕndaʊt/, and the tenth phrase ‘shake it’ /ʃeɪkɪt/ which had no participants who could pronounce the phrase correctly, the participants still did not pronounce the phrases with the correct linking words. there were one participant who got 23 as the highest score; there were nineteen ummul izzah & alim sukrisno. / eej 7 (2) 179-193 (2017) 190 participants who got 22, and four participants who got the lowest score, 21 in the experimental group. the total score for the pronunciation pretest of the experimental group was 525 and the average score for the pronunciation pre-test of the experimental group was 21.875. the highest score for the post-test of experimental group is 35 and only one student who got the highest score. the lowest score for the post-test of experimental group is 25 and three students who got the lowest score. the total score for the pronunciation post-test of the experimental group is 695 and the average score for the pronunciation post-test of the experimental group is 28.958. there were one participant who got the highest score (23), there were twenty participants who got 22, there were two participants who got 21, and only one participant who got the lowest score (20). the total score for the pronunciation pre-test of the control group is 525 and the average score for the pronunciation pre-test of the control group is 21.875. the highest score for the post-test of control group is 31 and only one student who got the highest score. the lowest score for the post-test of control group is 21 and only one students who got the lowest score. the total score for the pronunciation posttest of the control group is 627 and the average score for the pronunciation post-test of the control group is 26.125. the differences of teaching pronunciation using songs and teaching pronunciation using dialogues are the using of teaching and learning techniques. we used the songs ‘ipsey wipsey spider’ and ‘hokey pokey’ in the experimental group and i used the dialogues ‘beautiful spider’ and ‘i lost my pen’ in the control group. the strength of using songs are (1) based on the class situation observation sheet, the class situation on the experimental group mostly run smoothly, (2) participants of the experimental group could recall the lyrics of the song without knowing the meaning of the lyrics, (3) participants could pronounce the words and the phrases confidently, (4) the participants of the experimental group were having fun in learning the english pronunciation, and (5) it took less time to make the participants remember the song’s lyrics. the strengths of using dialogue are (1) a few participants in the control group knew the meaning of the dialogue, and (2) the participants could work in pairs well. the weaknesses of using song are (1) there were still some participants who could sing the song but still got trouble in pronouncing the phrases correctly, and (2) most participants did not know the meaning of the song. and the weaknesses of using dialogue are (1) most participants got trouble in pronouncing the phrases correctly, (2) based on the class situation observation sheet, the class situation on the control group mostly got a little trouble, (3) participants of the experimental group could not recall the dialogue without knowing the meaning of the dialogue, (4) participants could not pronounce the words and the phrases confidently, (5) the participants of the control group seemed not having fun in learning the english pronunciation, and (6) it took more time to make the participants remember the dialogue. conclusion pronouncing simple phrases are among the most difficult ones in english as a foreign language context, students are usually complaining that they cannot catch the words spoken by native speakers and are generally reluctant to imitate the way the native speakers pronounce the words. using english songs in english as a foreign language classes, however, can bring about enjoyment and authenticity to the classroom atmosphere. students in the experimental group tended to attend the pronunciation class more willingly and showed more enthusiasm in doing the activities. meanwhile the students in the control group were distracted after hearing the songs sung in the experimental group. as the result of the data analysis shows, the impact of english songs seems to be significant in students’ improvement. therefore, it can be inferred that such activities can bring new insight into english as a foreign language ummul izzah & alim sukrisno. / eej 7 (2) 179-193 (2017) 191 classes using good techniques and available instruments for educational purposes. english songs seem to be an easy fun way of practicing different aspects of english. it is easy to make the students get enthusiastic in learning a new language and sometimes singing songs make the students over enthusiastic. therefore, the teacher must know how to control the situation to keep the students not disturbing other classes. a song also has a significant effect on enhancing students’ ability to pronounce the english phrases. in our modern world in which everybody has access to songs easily, teachers can use this opportunity in order to improve their classes and to have more attentive and more successful learners. in english as a foreign language environments songs along with some worksheets can be prepared and applied so that learners can have access to authentic material which is on the other hand an interesting and enjoyable way of practicing english. syllabus designers can include some songs in text books to improve the academic quality of the books as well as adding more flavour to the material learners study. there is still room for further research in this regard. for instance the impact of songs on listening or on other skills 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(1996). “pattern of efficacy of a musical mnemonic on recall of familiar words over several presentations”. perceptual and motor skills 82(2), 395–400. medina, s. l. (1993). the effect of music on second language vocabulary acquisition. national network for early language learning, 6 (3), 1-11. murphey, t. (1990). song and music in language learning: an analysis of pop song lyrics and the use of song and music in teaching english to speakers of other languages. bern: peter lang. murphey, t. (1992) music and song. oxford: oxford university press. nation, i. s. p. (1990) teaching and learning vocabulary. boston: heinle & heinle. al-quds open university .(1995).eltmethodology(1). amman. neisa, c. m. (2008). using rock music as a teaching-learning tool. profile issues in teacher's proffesional developement , 163-180. nietzsche, f. (1889). twilight of idols. (d. large, trans.) oxford, the uk: oxford world classics. orlova, n. f. (2003). helping prospective efl teachers learn how to use songs in conversation classroom. the internet tesl journal, 9.3. orlova, n. f. (1997) developing speech habits with the help of songs. ottilie (2010) is english compulsory course in your country? patel, a. d. (2008). music, language, and the brain. oxford: oxford university press. patel, a. d. (2012). “language, music, and the brain: a resource-sharing framework”. in rebuschat, patrick; rohmeier, martin; hawkins, john a. (eds.). language and music as cognitive systems. oxford: oxford university press, 204-223. peretz, i. (2006). “the nature of music from a biological perspective”. cognition 100(1), 1–32. peretz, i. (2012). “music, language and modularity in action”. in rebuschat, patrick; rohmeier, martin; hawkins, john a. (eds.). language and music as cognitive systems. oxford: oxford university press, 254-268. peretz, i; and coltheart, m. (2003). “modularity of music processing”. nature neuroscience 6(7), 688-691. peretz, i; radeau, m; and arguin, m. (2004). “twoway interactions between music and language: evidence from priming recognition of tune and lyrics in familiar songs”. memory & cognition 32(1), 142-152. pigg, d. (1976). "choosing and using dialogues" in tesol vol.10. september,1976. charleston latin 21,06,06, 10;34 pilleux, m. the dialogue:”a useful tool in language teaching”. tesol quarterly, vol 3. no3. pp 203-206 ummul izzah & alim sukrisno. / eej 7 (2) 179-193 (2017) 193 racette, a. and peretz, i. (2007). “learning lyrics: to sing or not to sing?”. memory & cognition 35(2), 242-253. rainey, d. w. and larsen, j. d. (2002). “the effect of familiar melodies on initial learning and long-term memory for unconnected text”. music perception 20(2), 173-186. ransdell, s. e., and gilroy, l. (2001). the effects of background music on word processing writing. computers in human behavior, 17(2001), 141-148. ratnasari, h. (2007). songs to improve the students achievement in pronunciation english words. final project. english educational program. bachelor's, degree , semarang state university. rauscher, f. h.; shaw, g. l.; and ky, c. n. (1993). “music and spatial task performance”. nature 365(6447), 611. salcedo, c. s. (2002). the effects of songs in the foreign language classroom on text recall and involuntary mental rehearsal. dissertation abstracts international, a: the humanities and social sciences, 63(11), 3890-a. schellenberg, g. e. (2006). “exposure to music: the truth about the consequences”. in mcpherson, gary e. (ed.). the child as musician. a handbook of musical development. oxford: oxford university press, 111-134. schoepp, k. (2001) reasons for using songs in the esl/efl classroom. schon, d.; magne, c.; and besson, m. (2004). the music of speech: music training facilitates pitch processing in both, music and language. psychology, 41 (2004), 341-349. schön, d.; boyer, m.; moreno, s.; besson, m.; peretz, i.; and kolinsky, r. (2008). “songs as an aid for language acquisition. brief article”. cognition 106, 975–983. schön, d.; gordon, r. l.; and besson, m. (2005). “musical and linguistic processing in song perception”. annuals of the new york academy of science 1060(1), 71-81. schön, d.; gordon, r. l.; campagne, a.; magne, c.; astésano, c.; anton, j-l.; and besson, m. (2010). “similar cerebral networks in language, music and song perception”. neuroimage 51(1), 450-461. segura, c., & villalba, v. (2005). las canciones en inglés como medio para promover el pensamiento crítico en estudiantes de octavo grado. trabajo de grado. bogotá: universidad nacional de colombia. shen, c. (2009). using english songs: an enjoyable and effective approach to elt. english language teaching , 2, 8894. simms, r. b. (1993). the art of music. an introduction. usa: harper collins college publishers. zhang, y. and wu, l. (2011 b). a novel algorithm for apsp problem via a simplified delay pulse coupled neural network. journal of computational information systems, 7 (3), pp. 737-744. this research was conducted to observe fourty eight seven graders of smp n 17 pekalongan’s pronunciation ability in pronouncing the simple phrases. the participants were divided equally into two groups for the experimental research. the first group used songs in teaching and learning the pronounciation and another group used dialogues. the data of this study were taken from the recorded voice that we transcribed and the teacher’s notes. based on the transcription we gave the score based on the score rubrics we made before. the analysis was observed quantitively from the recordings, transcription, scores based on the score rubrics from the pre-test and the post-test, and the teacher’s notes which were taken during and after the lesson. we analyze and describe the result based on the data and used spss and t-table to analyze the post-test. the result showed that in general, the group used songs produced better result than the group used dialogues. the participants that used songs tended to attend the pronunciation class more willingly and showed more enthusiasm in conducting the activities. meanwhile the participants that used dialogues were distracted after hearing the songs sung in the group that used songs. it is suggested that teachers must know how to control the situation and to keep the students from disturbing other classes because sometimes singing songs make the students over enthusiastic. introduction most people think that mastering a language can be proved when a person can speak the language using the correct pronunciation. wrong or improper pronunciation in a word can make different interpretation of meaning. using correct pronunciation in engl... in real life when you talk to people, the first thing they notice during a conversation is your pronunciation. you usually do not have to use many complicated words, so your limited vocabulary is not a big issue since you can use more simple words to ... with your strong foreign accent, you are making difficult for people who listen to you. your strong foreign accent is irritating for other people if they have to keep asking you to repeat, but they still cannot figure out what you are saying. conseque... one of the most difficult problems facing by the english non-native speakers is pronunciation. english non-native speakers usually find obstacles to overcome when trying to achieve fluency. due to their inability to pronounce the sounds of words prope... unfortunately, pronunciation in english language teaching is not specifically discussed in the junior high school curriculum. it is integrated in reading and speaking materials. based on the kurikulum tingkat satuan pendidikan (ktsp) or school based c... with regard to pronunciation, in smp n 17 pekalongan, most of the students would say that they were javanese and could not speak or pronounce english words when they were asked to read or to speak in english. therefore, they had got very bad pronuncia... we can use songs as the materials in english language teaching. songs in the classroom can encourage someone who still learns a new language. the use of songs in the classroom also can comfort, amuse, entertain students in a new activity, and also uni... salcedo (2002) points out that “songs as amelioration of memory of text and may be an effective way to provoke language acquisition. they also strengthen the grammatical structures learned in class”. not only for the adult, the use of songs will also ... we can figure it out that there are many benefits that we can find in using songs in english language teaching and learning. songs can improve students’ four language skills, linguistic knowledge, pronunciation, and cultural consciousness. there are additional benefits of using songs mentioned by el-nashar (2003: p. 5). el-nashar says that songs will help students to develop physical coordination. el-nashar also indicates the efficiency of using songs in english learning teaching process. moreover, according to schoepp (2001), “songs can create a relaxing, entertaining and non-threatening classroom atmosphere in which the anxiety filter of learners will be made and they will be more open to learning in this regard”. in addition, nation... theoretically, friedrich nietzsche says that “without music, life would be a mistake” (1889: p. 33). therefore, the reason why the efl (english as a foreign language) teachers overlook the power of such handy instrument in classes from time to time is... medina (1993) perceives “a wide variety of useful vocabulary items can be acquired through popular songs”. “using students' favourite songs to teach vocabulary creates endless opportunities for revision which is fundamental for storing the information... another indispensable element of songs besides music is lyric. lyric serves as a direct genuine source of teaching materials in foreign language classes. therefore, teachers should not overlook songs because there have been abundant researches as an a... the works of gardner's "multiple intelligence model" (1993) proved the importance of song and music in language learning. this model proposes the view of natural human talents. gardner (1993) claims that his view of intelligence avoids the conceptual ... there are many diverse ways of how to teach, and learn a language. in this study, the researchers examinedthe result of using songs to teach english pronunciation and the functions of songs in an english classroom. songs and the english language learning songs can be used to facilitate learning different aspects of language. they had been indicated in several studies. ayotte (2004); fischler (2006); fisher (2001); ransdell and gilroy (2001); schon et al. (2008); sloboda, (1990), cited in alipour et al... ottilie (2010) stresses that “for many people whose first language is not english or they do not learn english as a second language in school like in some european countries for instance belgium and moldova”. in indonesia, the first exposure of most ... in addition, orlova (2003) stated that “for the last two decades, english as a foreign language (efl) methodology has been actively considering the possibility of using music and songs in class”. she/he claimed the use of songs in language classes put... the fresh impetus following advances in brain imaging methods in the early 1990s had been received by the relation between music and language as the subject of research in a wide interdisciplinary field (cf. besson and friederici, 2005: p. 57). neuros... in addition, other studies like rauscher, et al. (1993) have shown more specific benefits of music for language learning while investigating the so-called ‘mozart effect’, i.e. beliefs that music may have beneficial side-effects on general cognitive s... however, many adults have experienced that a well-known melody from childhood can immediately bring the corresponding lyrics to mind and not only does music facilitate comprehension, it also promotes long-term retention in the memory; an experience f... music and songs may aid language learning because they facilitate verbal comprehension and help to store texts in long-term memory. moreover, they have great motivational value in the language classroom and provide conversational language input in rel... lo and li (1998) offered similar suggestions. they believed that songs provide enjoyment and develop language skills. it is also noted by several authors as stated before. they suggested that songs provide a break from the normal class routine and tha... songs in the classroom ratnasari (2007: p. 11) defines “songs as a kind of art work that are intended to be sung either with or without instrumental accompaniments”. simms (1993: p. 29) defines a song as "a short of piece in one concise movement for the medium of solo voice... agustina and puspawati (2008) shared their experience of using song worksheets containing pre-listening, while-listening and post-listening phases to evoke students’ listening skills. in brief, they had made an effort to change the idea that listening... in mentioning the type of songs, kaliani (2007: p. 134-136) also said that there were three kinds of songs. they are language song, communication song, and action song. language song is a song where one structure or a lot of lexis is repeated over and... any kinds of songs are made by the combination of music and language. being a combination of music and language, songs have innumerable virtues that deserve our attention. an impeccable tool for language teaching can be made by song’s richness in cult... themes and expressions which are abundant in songs will echo in the learner’s heart as it is mentioned by bolitho and friends in their research. “acquisition of automatic language skills depends on rich, meaningful, repeated exposure to comprehensible... in addition, gaston (1968) has pointed out that “music has several therapeutic functions, such as promoting self-esteem through increased self-satisfaction in musical performance and using the unique potential of rhythm to energize and bring order”. t... students beyond puberty are more apt to be affected by anxiety in learning a foreign language. therefore, successful language learning becomes crucial to minimize the amount of anxiety in foreign language learners. “anxiety, associated with negative f... an affective learning is also an effective learning. an affective engagement with language can “stimulate a fuller use of the resources of the brain”, rekindle “neural paths between areas of brain” and deepen the multidimensional processing of languag... songs can also be used to teach natural pronunciation efficiently. we can easily find songs sung by either american, british, canadian or australian singers and let learners choose which pronunciation they would like to imitate. native singers’ pronun... moreover, efl learners also will get familiar with and internalize songs through repetition and imitation. for that reason, to sing an english song well demands familiarity with a number of phonological rules. for instance, liaisons, loss of explosion... one of the songs in the famous disney cartoon “lion king” can you feel the love tonight always rings in learners’ ears who watch the film. most learners are eager to take a further step to understand the song. they try to understand what the singer’s ... another example, lemon tree a very familiar pop song provides ample opportunities for students to focus on the study of the present progressive tense in english grammar. the nature of songs is fairly repetitive and consistent. after listening to this ... songs can also be used in a writing class. in a writing class, advanced writing may bore efl learners. most students will get confused starting the first line of the writing. even the teacher has given them the topic, especially the beginners. teacher... we conclude that there are many procedures that we can use by using songs as the media or as the techniques in an english language leaning in improving the four skills and other language aspects, like pronunciation, grammar, or vocabulary. we can find... dialogues in the classroom we highlight the definitions of dialogues by pat pigg and pilleux before we talk about how to use dialogues in class. pat pigg (1976) mentioned that “dialogues are meaningful natural excerpts of conversation focused on one point of english usage and c... there are many things to do with dialogues in class. we can make our own dialogues or use the dialogue from course books. if you use course book dialogues or similar conversations as a starting point, you can give students confidence and reinforcement... connected with the idea in using dialogues in class, clare lavery mentioned five ways; the first is ‘chop them up’. in ‘chop them up” the first thing we do, we can mix up 2 short conversations and ask students to unscramble them. students then choose ... the second is ‘damage them’. the steps are first, we can create artificial raindrops/coffee spills or smudges in dialogues. it works best if you use a bigger print size than usual (18-20). we must always have a top copy and a damaged one for you. then... the third is way is ‘dictate them’. in ‘dictate them’ we can ask the students take notes of key words or key verbs the split classes into 2 with one half making notes on a specific aspect of the conversation and the other half noting down expressions ... then the fourth way is ‘add nonsense’. how to do ‘add nonsense’? first we take out key words. we mix them up and put them back in the wrong places. students will have fun making sense of it all. we challenge pairs or groups with a time limit. the last... finally, the fifth is ‘ask them to create their own conversations’. in ask them to create their own conversations’ we can use a short story, a song, a video or a photo story. based on a short story they read with you, we can ask them to imagine a key ... besides clare lavery, we have got kenneth beare. kenneth beare in his article ‘how to use dialogue in class’ in http://esl.about.com/od/es leflteachingtechnique/a/brainmusic.html, stated that “dialogues are useful for a wide range of purposes in class... another source that was taken from eslgold.com also mentioned the activities using dialogues in class. the first activity is called ‘modeling’. the purpose of the modeling is to develop students' listening skills and prepare them for the new phrases a... the second activity is ‘practicing for pronunciation’. this requires that students repeat the dialogue (in phrases) after the teacher/tape/cd. the teacher can listen and ask students individually or as a group to focus on particular sounds they need w... then the third activity is ‘using variety in teaching pronunciation’. it is important that pronunciation does not become monotonous and boring. if students are having problems with a particular sound, the teacher can suggest that they work on it outsi... as the fourth activity is ‘pairing practice’. by allowing students to practice the dialogue in pairs makes them incorporate new words and phrases with the give-and-take of conversation. the last activity is ‘reading, looking up and saying’. this involves three parts. the first is having students simply read the dialogue aloud with a partner, the second is having students read the dialogue silently, pausing to look up and say each lin... from the information above we can conclude that we can use dialogues as the media or the technique in classrooms. in the english classrooms, such a dialogue occurs in a variety of settings, including whole class work and group talk in group work conte... methods this study was conducted in smp n 17 pekalongan. the students in smp n 17 pekalongan had been equally divided in term of capability into five classes since the first time they enrolled to the school based on their primary school certificates. we chose class 7d and 7e as the participants of the study. some of the students in class 7d and 7e have learnt english in their primary school, but some of them had not gotten english lesson in their primary school. for the students who had the englis... the participants, who attended this study, were 48 english students in two classes. each class consisted of 24 students. they were grade 7 students with the average age of 12 to 14 years old. their home language or mother tongue is javanese language. ... in the experimental group, we gave the pre-test and record the students’ pronunciation on the first meeting. from the recordings, we wrote the phonetic symbol of my students’ pronunciation, and made scores on them. then we taught english pronunciation... we used teacher’s note, and the test (pre-test and post-test) for the instrument of the research. there were ten simple phrases taken from the songs (“ipsey wipsey spider” and “hokey pokey”) and the dialogues (“beautiful spider” and “i lost my pen”) t... on the first meeting we recorded the students’ voice and wrote the phonetic symbol of their pronunciation based on the recordings. based on the recordings and the phonetic symbol that we wrote based on my students’ pronunciation, we gave them score. a... finally, on the tenth meeting we recorded the students’ voice and transcribed their pronunciation based on the recordings. the test used in the post-test was the same as the test used in the pre test. based on the recordings and the transcription that we wrote based on my students’ pronunciation, we gave them score. the score rubric used in the post-test was also the same as the score rubric used in the pre-test. we used an experimental method by doing three activities. they were a pre-test, a treatment, and a post-test. on the first meeting we conducted the pre-test of the experimental group and the control group by recording the participants’ voices. for the... we used an experimental method by doing three activities. they were a pre-test, a treatment, and a post-test. on the first meeting we conducted the pre-test of the experimental group and the control group by recording the participants’ voices. for th... after collection of the data, we analyzed the data by transcribing the recording, tabulating the data, scoring, explaining the teacher’s note, and using spss. we used t-table to analyse the post-test. in analyzing the data, we recorded the participants’ voice one by one and transcribe their voice one by one based on cambridge advanced learner’s dictionary (2008). based on my transcription we scored the participants pronunciation based on the score ... besides the recordings and the score rubric, we used teacher’s notes which described the class situation on the each treatment. there were two kinds of teacher’s notes, the first is the class situation. the class situation notes divided into three par... this study used the triangulation of data sources, i.e. the data is collected from several data sources including the data from the recorded voice of the participants and the transcriptions, the score rubrics, and the teacher’s notes. to crosscheck th... results and discussions we divided the presentation of the results of the study into four different sections according to the research questions. those were (1) the way the participants in the classroom using songs pronounce the simple phrases, (2) the way the participants i... the result of the data in this research shows that based on the pre-test pronunciation transcription of the experimental group that most of them did not know how to pronounce the ten phrases correctly. just only one participant in the experimental gro... based on the pre-test of the control group one participant in the control group who could pronounce the eighth phrase ‘your left’ /jʊr left/ correctly, and the rest of them could not pronounce the phrases well and based on the post-test pronunciation ... there were one participant who got 23 as the highest score; there were nineteen participants who got 22, and four participants who got the lowest score, 21 in the experimental group. the total score for the pronunciation pre-test of the experimental g... there were one participant who got the highest score (23), there were twenty participants who got 22, there were two participants who got 21, and only one participant who got the lowest score (20). the total score for the pronunciation pre-test of the... the differences of teaching pronunciation using songs and teaching pronunciation using dialogues are the using of teaching and learning techniques. we used the songs ‘ipsey wipsey spider’ and ‘hokey pokey’ in the experimental group and i used the dial... the strength of using songs are (1) based on the class situation observation sheet, the class situation on the experimental group mostly run smoothly, (2) participants of the experimental group could recall the lyrics of the song without knowing the m... the weaknesses of using song are (1) there were still some participants who could sing the song but still got trouble in pronouncing the phrases correctly, and (2) most participants did not know the meaning of the song. and the weaknesses of using dia... conclusion pronouncing simple phrases are among the most difficult ones in english as a foreign language context, students are usually complaining that they cannot catch the words spoken by native speakers and are generally reluctant to imitate the way the nativ... using english songs in english as a foreign language classes, however, can bring about enjoyment and authenticity to the classroom atmosphere. students in the experimental group tended to attend the pronunciation class more willingly and showed more e... as the result of the data analysis shows, the impact of english songs seems to be significant in students’ improvement. therefore, it can be inferred that such activities can bring new insight into english as a foreign language classes using good tech... english songs seem to be an easy fun way of practicing different aspects of english. it is easy to make the students get enthusiastic in learning a new language and sometimes singing songs make the students over enthusiastic. therefore, the teacher mu... a song also has a significant effect on enhancing students’ ability to pronounce the english phrases. in our modern world in which everybody has access to songs easily, teachers can use this opportunity in order to improve their classes and to have mo... there is still room for further research in this regard. for instance the impact of songs on listening or on other skills such as speaking can be investigated. another area of investigation could be the relationship between the learner’s favourite gen... references abbott, m. 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(2011 b). a novel algorithm for apsp problem via a simplified delay pulse coupled neural network. journal of computational information systems, 7 (3), pp. 737-744. 80 eej 6 (1) (2016) english education journal http://journal.unnes.ac.id/sju/index.php/eej improving students’ motivation in speaking ability by using story retelling pamujo effa kusdianangdwi anggani linggar bharati english language education postgraduate program universitas negeri semarang, indonesia. artikel info ________________ received april 2016 accepted may2016 published june 2016 ________________ keywords: motivation, speaking, story retelling ____________________ abstract ___________________________________________________________________ this study investigated story retelling in relation to students‟ motivation in speaking ability of narrative story. the objectives of the study were to find out: (1) problems faced by the students of the grade xi of sma n jatitujuh in teaching learning process of speaking, (2) how story retelling was implemented in speaking class, (3) how story retelling improved students‟ speaking ability in speaking class, (4) how story retelling improved students‟ motivation in speaking class. the design of this research was three cycles of classroom action research. the participants of the research were 30 students of eleventh graders of sman jatitujuh, majalengka. the study used questionnaire, observation and test as the instruments. the data of the research were collected through questionnaire, observation and test. the results of the study were firstly, the students got bored and tended to be passive, they were lack of grammar, vocabularies, fluency and correct pronunciation. secondly, story retelling was implemented by using group discussion, students experienced to retell the story both in group and in front of the class. thirdly, the result of students‟ speaking skill showed some improvements as follows; from pre-cycle to cycle 1 increased 6%. from cycle 1 to cycle 2 increased 9.92 % and from cycle 2 to cycle 3 increased 7.31 %. fourthly, based on the observation, the students who have high motivation increase from 37% in the precycle to 40 % in the first cycle then become 70 % in cycle 2 and finally 90 % in cycle 3. the result of students‟ motivation based on the questionnaire from pre-cycle to cycle 1 increased 9.29 %. from cycle 1 to cycle 2 increased 10.97% and from cycle 2 to cycle 3 increased 4.74%. based on the findings, story retelling could improve students‟ motivation in speaking ability of the second semester students of sman jatitujuh majalengka academic year 2014/2015. © 2016 universitas negeri semarang  correspondence: e-mail: joe_pbg@yahoo.co.id kampus unnes bendan ngisor, semarang, 50233 p-issn 2087-0108 e-issn 2502-4566 pamujo effa kusdianang/english education journal 6(1) (2016) 81 introduction english is an international language. it is very essential for people to master it, especially in spoken form. people communicate in english when they go abroad. accordingly, they must prepare it well, especially students for their future. speaking is one of skills which students must master. the skill is related to the implementation of curriculum 2006 in comprehending the english materials. mastering english speaking gives direct effects to the learner to enjoy the language. they can directly get the benefit when they have capability to speak english. in the need to determine the classroom problems of xi a class of sma n jatitujuh, researcher did some early actions. those actions included evaluating the teacher and the students. then researcher concluded that the main problem of the class was that the students completely lacked of motivation and lacked in speaking skill. the questionnaire in pre study also had shown if students were lack of motivation. considering to the reason above, finally, the teaching technique used in the research would be story retelling to improve students‟ motivation in speaking ability.according to farrel (1991:8) story retelling give many benefits for learner include reading motivation, active listening comprehension, a modeling of oral language, bonding, providing a safe environment for oral and written language sharing. tanner (1991: 55) said that story retelling is an act of sharing, often as important to the storyteller as to the listener. it was good opportunity for students to improve their motivation in order to get better english speaking skill. the previous research conducted by kartika (2013). this research described how script paired learning improve students‟ confidence in speaking english. this technique have successfully done to gain students confidence in speaking class. the research was conducted in two cycles. the findings showed that there were improvements in students‟ speaking skill and also attitude. in the final cycle or cycle two, students‟ motivation increased around 28.01% while the speaking skill improve to 30%. the researcher was curious whether story retelling still effective to improve students‟ motivation in speaking class. the next study was conducted by mar‟ah hidayati (2013). this research described how role-play technique improved students‟ motivation in speaking class. this study was conducted in classroom action research. the research was conducted in the eight graders at the state junior high school 1 brebes in the academic year of 2012/2013. the findings showed that the implementation of the role playing technique could improve the students‟ motivation in the aspects of interest, concentration, diligence and satisfaction. based on the questionnaire data, the students‟ motivation improved from the average scale of 3.34 at the first cycle to the scale of 4.41 at the second cycle. it means that at the first cycle, the students motivation was on good level, whether at the second cycle, students‟ motivation reached very good level. related to the researcher‟s study, the researcher would like to use different approachto improve students‟ motivation in speaking class. while hidayati used role play technique, the researcher would like to used story retelling to improve students‟ motivation in speaking class. the research would be done in three cycles. the next study was done by asniatih (2009). this thesis discussed about the process of teaching speaking through storytelling in english class in man kendari. the purposes of the study are: (1) describing how speaking is taught through storytelling; and (2) elaborating the kinds of oral production that the students carried out during the process. the results of this study showed that teaching speaking through storytelling was conducted integrated with other skills, such as listening, reading, and writing skills. related to the researcher‟s study, the researcher would like to adopt the story retelling to improve the students‟ speaking skill and also students‟ motivation. the main focus of the pamujo effa kusdianang/english education journal 6(1) (2016) 82 researcher‟s study would be the improvement of students‟ motivation. while asniatih (2009) tried to improved students‟ speaking skill in her research, the researcher would like to improve motivation as the main focus and speaking ability as the supported result. motivation harmer (2001: 51) says that motivation is some kind of internal drive which pushes someone to do things in order to achieve something. motivation is one of the important factors that influence individual levels of success in any activities.motivation could be defined as a power that involves desire, effort, and enjoyment which gives someone energy to do something or move toward an end or goal. nowadays, motivation plays important role for students to achieve their goal in learning. speaking skill speaking skill is very important to have for people particularly students. people can share information through speaking. speaking is productive skill. it is vital skill to master when we learn new language. because basically, when we learn a new language, the main goal is to have capability to use it in daily communication, in the form of speaking. therefore it plays important role in communication. mastering english speaking gives direct effects to the learner to enjoy the language. they can directly get the benefit when they have capability to speak english. brown (1994) cited in florez (1999) defines speaking as an interactive process of constructing meaning that involves producing andreceiving and processing information. speaking is to communicate thoughts, oppinion, or feeling by uttering with the voice story retelling tanner (1991: 55) said that story retelling is an act of sharing, often as important to the storyteller as to the listener. story retelling could come from imagination or from stories heard or read. students would feel as they experienced the story by themselves. it created a link with the oral tradition and with literature. story retellingis a part of speaking activities in the classroom, an effective teaching tool that enables students to focus on the story. story retelling provided procedures enable students to play a large role in reconstructing stories. it underlines both social and academic development. when they tell astory, they use language for an extended period of time. they construct the story. this activity increases their language development. the objectives of the study were to find out: (1) the problems were faced by the students of the grade xi of sma n jatitujuh in teaching learning process of speaking; (2) how story retelling be implemented in speaking class; (3) how story retelling improved students‟ speaking ability in speaking class; and (4) how story retelling improved students‟ motivation in speaking class. methodology the research is carried out in classroom action research (car). classroom action research is an action research conducted in classroom, which action research aims to contribute both to the practical concerns of people in an immediate problematic situation simultaneously (o'brien, 2001). there were two main reasons why this research will be done in classroom action research. firstly, it tries to find out the problems existing in teaching learning process. secondly, it tries to find out the solution of the problems and alsoto implement the solution. the subject of the study is xi science 1 class of sma n jatitujuh that was located in bojong danu, jatitujuh subdistrict, majalengka west java. there are 30 students consisting of 11 male and 19 female. the writer follows kemmis and mctaggart‟s classroom action research design. his design consists of several cycles, which in each cycle has several actions. his design consists of several cycles, which in each cycle has several actions. it can allow those who use it to assume that: “the general idea should be allowed to shift. „reconnaissance‟ should involve analysis as well as fact-finding and should constantly recur in the spiral of pamujo effa kusdianang/english education journal 6(1) (2016) 83 activities, rather than occur only at thebeginning. „implementation‟ of an action-step is not always easy and one should not proceed to evaluate the effects of an action until one has monitored the extent to which it has been implemented” (elliot in hopkins, 1999: 50). it means that if a cycle has been implemented, there should be a reflection process and replanning process. then the re-planning result should be done in a new cycle format. one cycle is followed by other cycles and hence forth until there are changes as goals, which was planned. there are two kinds of data collected during the research: qualitative and quantitative data. the data collected in pre-test and post test of each cycle. the qualitative data were collected through observation during the activity, while quantitative data were collected through questionnaire and speaking test. three motivation criteria are used, in the research. they are enthusiasm in listening to lesson, interest in responding to lesson and question and commitment to work with colleagues. each criterion has four levels: inadequate, adequate, good and very good. while to sharpen the data about motivation, questionnaire are also used. they are 25 questions to analyze students‟ motivation during the speaking class. speaking test in the form of monologue of story retelling was used to evaluate students‟ improvement in speaking ability. results and discussion to show the students‟ motivation and speaking ability in three cycles, there were summaries of the development of the students‟ motivation and speaking ability were presented in the following chart. chart 1: development of the students‟ motivation and speaking ability we could see in the chart that there were motivation 1 and motivation 2. motivation 1 was the result from observation process in the speaking class while motivation 2 was the result from questionnaire in every post of the cycle. based on the finding of this study, from observation analysis, the students who have high motivation increase from 37% in the pre-cycle to 40 % in the first cycle then become 70 % in cycle 2 and finally 90 % in cycle 3. it means that there were significant improvements of students‟ motivation in speaking class during the implementation of story retelling. the result of students‟ motivation based on the questionnaire from pre-cycle to cycle 1 increased 9.29 %. from cycle 1 to cycle 2 increased 10.97% and from cycle 2 to cycle 3 increased 4.74%. it means that there were significant improvements of students‟ motivation in speaking class during the implementation of story retelling. the result of students‟ speaking skill also showed some improvements as follow; from precycle to cycle 1 increased 6%. from cycle 1 to cycle 2 increased 9.92 % and from cycle 2 to cycle 3 increased 7.31 %. it means that story 0 10 20 30 40 50 60 70 80 90 100 pre cycle cycle 1 cycle 2 cycle 3 motivation 1 motivation 2 speaking ability2 pamujo effa kusdianang/english education journal 6(1) (2016) 84 retelling could improve students speaking ability. the research had been done and there were some weaknesses of the result and process. this could be caused by the instrument used and the time used in the research. motivation can be influenced by some factors. in this research, the researcher limited and focused the factors into story retelling. the improvements of students‟ motivation during the implementation of story retelling were significant. the improvement of students‟ speaking ability also improved significantly. they were presented in every cycle, from cycle 1 to cycle 2, cycle 2 to cycle 3. conclusion the first question in the statement of the problems of the research asked about the problems faced by students of the grade xi of sma n jatitujuh in teaching learning process of speaking. there were several problems faced by students in joining speaking class. the first one was that the situation in the speaking class was boring and students tend to be passive. they just watched and spoke in minimum words. they did not show enough effort to speak in english. they were looked confused with the lesson they faced. students tend to be passive. it indicated if they had low motivation. the second one was that most of students had problem in the most aspects of speaking. they pronounced the words incorrect; they still pronounced the words as in indonesian. their grammar was also still incorrect. most of them still had problem in differentiate verb 1 and verb 2. they were also lack of vocabularies. sometime they mixed the words with bahasa. their fluency was also weak. the students‟ comprehensions were also poor. it indicated that most of students had problem in most aspects of speaking skill. they felt boring with the technique they got in the speaking class before. hence, the researcher tried to implement a new way to stimulate students‟ interest and motivation by using story retelling. the second question of the research was about how the implementation of story retelling in speaking class. story retelling be implemented in speaking class in three cycles of classroom action research. the first cycle was that teacher gave examples of story retelling of narrative in front of students. then teacher divided the class into some groups. teacher also gave title and some key words to help and guide students construct their story. students were asked to construct their story based on the title given by teacher. they prepared their narrative story in group of four. the stories were legends. then they were asked to retell the story in group then in front of their friends in the class. the result was still poor. most students still have problems with their story. the first problem related to the pronunciation, vocabularies and grammar. the researcher then decided to add spelling in every key word given in each group and reminded students of how past tense was used in narrative story. the second problem related with students attitude in joining the group in speaking class. the researcher emphasizes them to be more active and creative in doing the task. in the second cycle, teacher did the same steps as the first cycle. teacher explained more of past tense and gave more pronunciation to the key words given. the result was better than before. they showed improvement in the aspects of speaking. they showed better improvement in pronunciation, vocabularies and grammar. they also used past tense better in narrative story. students were more active and creative in doing the task. in the third cycle, teacher also did the same steps as the second. the result was better than before. they showed improvement in the aspects of speaking. they showed better improvement in pronunciation, vocabularies and grammar. they also used past tense better in narrative story. students were more active and creative in doing the task. the third question of the research was how story retelling improved students‟ speaking ability in speaking class. story retelling had improved students‟ speaking ability in speaking class. the result of students‟ speaking skill also showed some improvements as follows; from pre-cycle to cycle 1 increased 6%. from cycle 1 pamujo effa kusdianang/english education journal 6(1) (2016) 85 to cycle 2 increased 9.92 % and from cycle 2 to cycle 3 increased 7.31 %. when students‟ motivation improved, it gave effect to their speaking skill. students were more relax in joining the class and it improved their comprehension of the material. the process of speaking ability improvement were done step by step. the final question of the research was how story retelling improved students‟ motivation in speaking class. story retelling had also improved students‟ motivation in speaking class. story retelling had given new atmosphere and brought new experience in the speaking class. students were more active, they looked enjoyed their speaking class. based on the finding of this study, from observation analysis, the students who have high motivation increase from 37% in the pre-cycle to 40 % in the first cycle then become 70 % in cycle 2 and finally 90 % in cycle 3. it means that there were significant improvements of students‟ motivation in speaking class during the implementation of story retelling. the result of students‟ motivation based on the questionnaire from pre-cycle to cycle 1 increased 9.29 %. from cycle 1 to cycle 2 increased 10.97% and from cycle 2 to cycle 3 increased 4.74%. it means that there were significant improvements of students‟ motivation in speaking class during the implementation of story retelling. references asniatih, 2009. teaching english through story telling. thesis. language education post graduate program indonesian educational university bandung. brown, d. 1982. language assesment: principles and classroom practices. longman. brown. 2000.principles of language learning. new york: addision 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and deci, e.l 2000. intrinsic and extrinsic motivation: classic definition and new direction. contemporary educational psychology 25, 54-67 (2000). doi: 10.1006/ceps.1999.1020, http://www.idealibrary.com retrieved on july 2nd ,2014. syakur. 1987. language testing & evaluation. surakarta: sebelas maret university press. thornburry,s. 2005. how to teach speaking. hartow: pearson education ltd. http://www.idealibrary.com/ 10 eej 6 (2) (2016) english education journal http://journal.unnes.ac.id/sju/index.php/eej classroom interaction patterns in higher education dini setiananingrum& mursid saleh english language education postgraduate program universitas negeri semarang, indonesia. article info ________________ article history: received 10 august 2016 accepted 15september 2016 published 20 november 2016 ________________ keywords: classroom interaction pattern, flanders’ interaction analysis categories system, interaction analysis ____________________ abstract ___________________________________________________________________ this study was a classroom interaction analysis in english classes at politeknik sttt bandung. the classroom interaction was analyzed to find the patterns of classroom interaction. it is an observational research of teknologidanbisnisgarmen students (s) and english teachers (t) in the 1st semester of academic year 2014/2015. the data were collected quantitatively with the flanders‟ interaction analysis categories system. then, the data findings were analyzed by interpreting them in order to find the patterns of classroom interaction. as the finding of this study, there were four basicpatterns of classroom interaction found in english classes at politeknik sttt bandung. they were (1) teacher-students (t – s), (2) teacher-student-teacher (t – s – t), (3) teacherstudent-student (t – s – s), and (4) student-teacher (s – t) pattern. by using the interaction analysis, the writer could observe the patterns of classroom interaction, so the teacher would know the classroom atmosphere and develop his teaching skill and method. it was done in order to create the teaching and learning process more effective. © 2016 universitas negeri semarang  correspondence: e-mail: dsetiananingrum@yahoo.com kampus unnes bendan ngisor, semarang, 50233 p-issn 2087-0108 e-issn 2502-4566 dini setiananingrum & mursid saleh/english education journal 6(2) (2016) 11 introduction higher education has become part of a global shift to a new way of creating and using knowledge. the higher education level has the way of considerations in choosing what kind of education units in which they will attend. the new way is focused on solving problems and sensitive to customer needs. being competitive on world markets means we must invest in higher education. one of the higher education units is polytechnic. the polytechnic usually refers to a education unit which is focused on the vocational education. it aims to prepare students to become members of the community who have the professional ability in implementing, developing and spreading science and technology as well as strive to use it. to achieve this purpose, the polytechnic provide a learning experience and adequate training to form a professional capability in the field of science and technology. therefore, a process of teaching and learning happens specifically. it is the same with the other schoollevels, the process of teaching and learning in a higher education involves three phases, namely the planning process, the implementing process and the evaluating process. in other words, the teacher plans, implements the plans, and finally evaluates the success of the learning activity. these phases are a cyclical procedure in every classroom to make an effective classroom teaching. by this account, the teacher is steered by some repetitive activities. therefore, one thing that should be in every teacher‟s hand is a lesson plan. one component of the lesson plan is the account of the learning activities that will be done by the teacher and the students in the classroom. basically, during english language lesson, the teacher is only involved with three phases: presenting, practicingand testing a new material. lessons should be planned and executed so that new language material is soundly integrated with the old. like a stream, a good lesson flows more rapidly over the shallower sections and more slowly over the deeper. (broughton, et al., 1980: 46) when we are talking about the english classroom, we deal with the process of the second language acquisition. the input will be a language exposure and the output is knowledge of language gained. during its process, the teacher and student will be involved in the interaction process in the classroom. according to cole and chan in babelan and kia (2010: 55), „interaction in teaching is a basic element and it has the fundamental role in efficient teaching and in principal, recognition between being weak or strong in teaching lies behind the way teacher interacts with the student‟. the interaction has been defined as an essential part of teaching learning process whereby two or more people engaged in reciprocal actions. this action may be verbal or nonverbal. these repetitive activities will create patterns classroom interaction. the pattern occurs in the classroom means the repetitive activities done by both teacher and students. these activities reflect on the interaction between the teacher and the students inside the classroom. one of the ways of finding out the patterns of interaction is an interaction analysis. flanders (1960s) designed a method of analyzing classroom interaction namely flanders interaction analysis categories system (fiacs). this system is a widely used coding system to analyze and improve the teaching process. the coding system is designed to categorize the type and quantity of verbal dialogue in the classroom on a matrix so that it could be analyzed. the data produced are in the form of quantitative data. by these data,they can be interpreted qualitatively and given a picture classroom interaction patterns. bailey (1974) carried out a research to determine whether interaction patterns demonstrated during student teaching changed or were modified significantly after two years of independent classroom experience. the observational tools were the interaction analysis system and the nebraska skill analysis system. the findings were significantly changing of the interaction patterns of the nine teachers. after two years of classroom experience, the teachers dini setiananingrum & mursid saleh/english education journal 6(2) (2016) 12 revealed significant increases in positive reinforcement, accepting and using student ideas, questioning and direction giving. teacher lecture or information giving exhibited a significant decrease in frequency. inamullah (2005) observed the pattern of classroom interaction at different educational levels, the secondary and tertiary levels in the north frontier province of pakistan using flanders interaction analysis system. the finding was the two-third rules of classroom talking time happened in the classes. in 2010, nurmasitah conducted a research that focused on the classroom interactions of immersion class. the observation used three instruments to analyze the data: flanders interaction analysis (fia) to identify the classroom interactions, teaching effectiveness elements based on the walberg‟s theory, and likert scale to measure the students‟ opinion that results from questionnaire. the results of the analysis showed that the most dominant characteristic in immersion classroom interaction was the content cross. it reflected that most of the teaching-learning time was devoted to questions and lectures by the teacher. the core of interaction between teacher and student is liveliness in the classroom. it may not occur if only one active participant who is active both verbal and non-verbal attitude. there are various kinds of teaching and learning activities. one of them is activity that is dominated by the teacher, such as lecturing, giving instruction, asking question, and so on. also, it is the activity that is carried out independently by the students, such as, answering teacher‟s question, following instruction, doing tasks, and so on. there are five basic patterns of interaction in the learning process carried out between teachers and students, such as: (1) teacher to students pattern, (2) teacher-students-teacher pattern, (3) teacher-student-student pattern (4) multidirectional pattern, (5) circular pattern. they refer to directional pattern when teacher and student are interacting with each other. gurney (2007: 91) suggests that there are five key factors that provide a good teaching. first, it is teacher knowledge, enthusiasm and responsibility for learning. second, it is classroom activities that encourage learning. next are assessment activities that encourage learning through experience. then, it is the effective feedback that establishes the learning processes in the classroom. the last but the most important is effective interaction between the teacher and the students, creating an environment that respects, encourages and stimulates learning through experience. the effective teacher will be one who engages with the students in the class in a way that highlights mutual respect acknowledgement of the learning process. the engagement between the teacher and the student is closely related with their role in the classroom. this study is aimed at the classroom interaction of the teknologidanbisnisgarmen students and english teachers in the 1st semester of academic year 2014/2015 at politeknik sttt bandung. methodology the study identified the patterns of classroom interaction by exploratory-quantitativeinterpretive study. it means it was nonexperimental research so it only involves the process of observing the situation.politeknik sttt bandung is located in jl. jakarta no 31 bandung. it is one of the higher education schools under the ministry of industry. four of fourteen meetings in that semester were used to collect the data. then, the data yielded by the research is quantitative. it has to do with the flanders‟ interaction analysis categories system (table 1). it included categorizing the interaction and putting them into matrix. it is interpretive in analyzing the data. it is used to give an interpretation about the patterns of the interaction. dini setiananingrum & mursid saleh/english education journal 6(2) (2016) 13 table 1.flanders‟ categories of interaction analysis the data were in the form of transcriptions of the classroom interaction. there were five data sheets for each class. so, totally twenty five data sheets were analyzed in order to identify the patterns of classroom interaction. the transcriptions were analyzed by using fiacs procedures. first step is classifying the data. this process involved coding the classroom interaction based on the categorization in table 1 and plotting the coded data into a 10 x 10 matrix. then, they were interpreted in order to find what patterns of classroom interaction found in the english classes for teknologidan bisnis garmen students of politeknik sttt bandung in the 1st semester of academic year 2014/2015. the identification of the classroom interaction patterns used the five basic interaction patterns. also, it was open for other pattern if it is found in the observed classroom interaction. result and discussion the finding of the classroom interaction patterns begin with applying the procedure of the flanders‟ interaction categories system in four classroom interactions. first is classifying the data by giving the code for each transcription. the complete transcriptions of the interactions are enclosed in appendices. from the data collection, this research recorded four meetings of classroom interactions. each meeting was observed in 5 minutes length. the coded transcriptions were plotted the coded data into a 10x10 matrix. the coding results of class interactions were tabulated in the 10 x 10 matrix below: table 2.the 10 x 10 matrix it can be seen in the matrices above that there are 420 data points distributed to ten categories. the data points imply that there are 105 pairs of interaction happened in each class. the pairs of interaction were used to indicate the patterns of interaction. so that, the patterns of classroom interaction were identified through an interpretation of the category pairs found by flanders‟ interaction analysis categories system. the patterns identification was done by presenting the process of classifying each category. each category is explained and given some interaction extracts from four classes. after getting the pairs patterns, they are intepreted into the classroom interaction patterns in which recognized by the speakers of the interaction. the first pattern of classroom interactions found in the english classes at politeknik sttt bandung is t – s pattern is also reflected through the pairs of interaction, 4-8, 6-8 and 7-8. the teacher asks the student and the student gives response by answering the question. then, it may also be found when the teacher gives the direction; the students make the response by answering the direction or directly doing as mentioned by the teacher. when the teacher criticizes/justifies authority, the students make the response, too. the other interaction pairs that show this pattern are 4-10, 6-10 and 7-10. when the teacher asks question or gives directions or criticizes/justifies authority to which a student is expected to answer, the student kept silence. the second pattern found is teacherstudent-teacher (t – s – t) pattern. this pattern dini setiananingrum & mursid saleh/english education journal 6(2) (2016) 14 involves two ways communication between the teacher and students. there is response from the students but no interaction among students. this interaction pattern is usually happened in the question and answer session.in this pattern, the teacher‟s position as a source of knowledge is not absolute. he is not just feeding the material to the students but also directing the student to explore the material themselves. also, he provides actions that stimulate student to conduct reaction. so, the students are able to communicate and raise the initiative responses to solve the problem. there is a reciprocal relationship between teacher and students. the reciprocal relationship is expressed by 4-8-2, 4-83, 4-8-7, 4-10-2,5-9-3, 6-8-2, 6-8-3, 6-8-7 and 7-83 in which after the teacher‟s initiation, the student gave response, it is continued with the teacher‟s praising/encouraging the student, accepting student‟s idea and criticizing/justifying authority. the next pattern is teacher-studentstudent (t – s – s) pattern that involves three ways communication, namely the teacher to the student, the student to the teacher and the student to the student. it means that there is not only the interaction between teacher and student, but also the interaction among students. the interaction pairs that show this pattern are 6-8-8. this interaction pattern happened when the teacher ordered the students to work in pair and assigned them to make a conversation. student-teacher (s–t) pattern are divided into two kinds of pattern that happened as the students‟ initiation and actuallyas the continuation response of the teacher‟s initiation.the students‟ initiation indicated that they express their own ideas and initiate a new topic in 9-1 and 9-7. while the continuation response of the teacher‟s initiation, they express their responses in 8-2, 8-3, 8-7, 8-8, and 8-7-2. this study focused on the relation between the patterns of classroom interaction and the review of teaching and learning english as a foreign language in the higher education. when we are talking about the english classroom, we deal with the process of the foreign language acquisition. by operating in a foreign language, then, we face the world from slightly different standpoint and structure it in slightly difference conceptual patterns. the boarder aims behind foreign language teaching are rarely something of which the learner is aware and fashionable demands for learnerselected goals are not without danger to the fundamental processes of education. those intentions are then expressed through the interaction between the teacher and the students in the classroom. the interaction of the teacher and the student in the classroom is a reciprocal activity. both of them should be active in playing their roles in the classroom interaction. the identified classroom interaction patterns were used to portray the process of teaching and learning whether it was effective or not. by knowing the effectiveness, the teacher himself could evaluate his way of teaching. since it is a higher education level, the teacher should evoke thought about past experiences in the students‟ life to help them build new knowledge upon those experiences and apply them to benefit the students in their journey of learning. he might also evoke feelings or motivation from the students to bring them to appoint where they see subject as important to know more about. he must also facilitate the learning, and then encourage verbally or sometimes even physically along the way. the example is praising the student when they have demonstrated excellent work. also by encouraging, the teacher will help them know if they have an excellent manner or correct answer. conclusion and suggestions there are four basicpatterns of classroom interaction found in english classes at politeknik sttt bandung. they are (1) teacher-students (t – s), (2) teacher-student-teacher (t – s – t), (3) teacher-student-student (t – s – s), (4) student-teacher (s – t) pattern. the t – s and s – t pattern refers to a one-way communication between teacher and student. a teacher talk as initiation is followed by the student‟s response in the former pattern, and a student‟s initiation is dini setiananingrum & mursid saleh/english education journal 6(2) (2016) 15 followed by the teacher talk in the latter. there is no further feedback or response from them. the t – s – t and t – s – s pattern are defined as two-ways communication between the teacher and students. after a teacher talk as initiation that is followed by the students‟ response, there is a teacher‟s feedback in the former and another student‟s response in the latter. however, as the result of the interaction mapping, it is found that there are four teacher talks considered as the most talk stimulation. they are asking question, lecturing, giving direction and criticizing/justifying authority. then, the student‟s response may vary from the specific student response to silence response. furthermore, there are other teacher talks found that are reckoned as the teacher‟s feedback, namely, praising/encouraging the students and accepting/using the student‟s ideas. the kinds of the interaction patterns that are used are definitely related with the variation of the teaching and learning process. the more patterns used will create the more viable teaching and learning process. after identifying the classroom interaction patterns, some activities can be recommended in order to create more effective teaching and learning process. both the teacher and the students create a comfortable classroom situation so the students can initiate an interaction using english. the teacher needs to be more frequent using english in class. the teachers‟ encouragement to the students‟ progress need to be improved. the encouragement can motivate the students to be more active in learning.politeknik sttt bandung, as a higher education, is expected to be more developed in their way of teaching and learning process. the requirements of teaching and learning process should be fulfilled as a system of interaction. the teaching and learning goal is clearly formulated; the teaching and learning material is selected and adapted to conditions of students‟ ability; the teaching and learning method is effectively used to achieve the intended goal and the teaching and learning tools are used to help the teacher deliver the teaching material.as the only one higher education which conducted a vocational course, textile technology, politeknik sttt bandung isexpected to create the graduate who mastering the textile technology. by this expectation, the teaching and learning goal has to be formulated that it must involve the textile technology mastery. also, it includes english course to fulfill the working world need. the teaching and learning material should be selected and adapted to the conditions of students‟ ability. as a higher education, it is expected that the students already have basic knowledge of english. therefore, it should be adjusted based on the students‟ general ability or gave the repetition or review of the basic english lesson. politeknik sttt bandung chooses to give repetition or review of the basic english in order to strengthen the students‟ mastery in english.the teacher-students interaction is a well-prepared interaction with specific goal and material, active students and facilitating teacher, discipline by time and ended by the evaluation.use of the various kinds of activities and interactions must be carried out by the teacher in order to liven up the class and get rid of boredom for the sake of success in achieving educational goals. theuse of teaching and learning tool, such as, board, graph, picture, is considered in order to achieve learning objectives. references allwright, d. 2014. observation in the language classroom. new york: routledge. babelan, a. z. and kia, m. m. 2010. “study of teacher-students interaction in teaching process and its relation with students' achievement in primary schools”. the social sciences.volume 5.issue 1. page 55-59. bailey, g.d. 1974. “a study of classroom interaction patterns from student teaching to independent classroom teaching”. a research report. association for supervision and curriculum development. dini setiananingrum & mursid saleh/english education journal 6(2) (2016) 16 broughton, g., at al. 1980. teaching english as a foreign language. new york: the taylor and francis e-library. inamullah, h.m., naseeruddin, m., hussain, i. 2008.“teacher-student verbal interaction patterns at the tertiary level of education”.contemporary issues in education research. volume1. number 1. page 45-50. inamullah, at al. 2008.“teacher-students verbal interaction at the secondary level”. journal of college teaching and learning. volume 5. number 9. page 4144. inamullah, m. 2005. “patterns of classroom interaction at different educational levels in the light of flander‟s interaction analysis”. a thesis. rawalpindi: university of arid agriculture. nurmasitah, s. 2010. “a study of classroom interaction characteristics in a geography class conducted in english: the case at year ten of an immersion class in sma n 2 semarang.” a thesis. semarang: universitas diponegoro. 47 eej 7 (1) (2017) english education journal http://journal.unnes.ac.id/sju/index.php/eej the effectiveness of student team achievement division (stad) and group investigation (gi) techniquesto teach reading comprehension to students with high and low motivation nor chotimah ,dwi rukmini english language education postgraduate semarang state univesity, indonesia article info ________________ article history: recived 30 january 2017 accepted 22 april 2017 published 17 june 2017 ________________ keywords: cooperative learning, reading comprehension, narrative text, motivation. ____________________ abstract ___________________________________________________________________ this study aims to describe the significant difference between stad and gi techniques to teach reading comprehension to students with high motivation, to describe the significant difference between stad and gi techniques to teach reading comprehension to students with low motivation, to explain which one is more effective between stad and gi techniques to teach reading comprehension to students with high and low motivation and to describe whether there is interaction among the teachniques, motivation, and teaching reading comprehension in this study.this study wass a quasiexperimental study. there were 26 students in the experimental and control group. they were divided into students with high and low motivation in each group. test, questionnaire, and observation were used as the instruments of this study. the findings of this study are: there is significant difference between stad and gi techniques to teach reading comprehension to students with high motivation, student team achievement division (stad) technique is effective to teach reading comprehension to students with high and low motivation than group investigation (gi) technique, and there is no interaction among the techniques, motivation, and teaching reading comprehension. in conclusion, teaching reading comprehension of narrative text with student team achievement divivsion (stad) technique is effective for students with high and low motivation. thus, it is recommended that stad technique be implemented in teaching reading comprehension. © 2017semarang state university correspondence address: kampus pascasarjana unnes, jalan kelud utara iii semarang 50237 e-mail: chotimahnor@gmail.com p-issn 2087-0108 e-issn 2502-4566 norchotimah & dwi rukmini/ english education journal 7 (1) (2017) 48 introduction according to school based curriculum (ktsp 2006), reading is an essential basic skill which needs to be learnt by junior high school students in indonesia. however, students seem to often meet difficulties in comprehending the text given. it indicates that their reading comprehension needs to be improved. dealing with that statement, it can be said that it is significant to make junior high school students accustomed to reading english texts. in view of this, it is necessary for the teacher to choose the appropriate methods that can be used for teaching english at secondary school in order to improve students’ reading ability. snow (2003) stated that reading is an activity to get the written information.it has many advantages such as broading the knowledge and finding the solution to a problem. it is one of the language skills that should be acquired by the learners. it plays an important role in learning english. by reading the students can understand the material well. on the other hand, it is not easy to comprehend the content of english reading texts. whereas, most of the students got difficulties in comprehending english reading text, especially in narrative text. a narrative text is the text to amuse, entertain and to deal with factual or various experience in different ways. moreover, he states that the schematic structure of narrative textis orientation, evaluation, complication, resolution and re-orientation (p.xiii). regarding with those problems, it needs a solution to overcome the problem. one of the solutions is by implementing an appropriate teaching method or technique. this can develop students’ interest and motivation in learning language especially in mastering reading skill. furthermore, it can improve students reading skill achievement. that is way the teacher should implement cooperative learning technique. jacobs, et al (1995) said that all cooperative learning methods share the idea that the students work together to learn and are responsible for their teammates’ learning as well as their own. in addition to the idea of cooperative work, student team learning methods emphasize the use of team goals and team success, which can be achieved only if all members of the team learn the objectives being taught (p.16). among the cooperative learning techniques, all of them can give the advantages for the teachers if they are appropriated with the materials and skills. kagan (2009) states that literally hundreds of studies demonstrate cooperative learning boosts achievement more than traditional methods. cooperative learning outperforms competitive and individualistic. a lot of researchers on some studies have applied cooperative learning to enhance students’ achievement (p.32). beside improving the students reading skill, cooperative learning is also one of the important things in inspiring the students’ motivation in language learning. students’ motivation is dealing with their psychological attitude toward something (they want or they do not want to do). motivation involves the attitudes and affective states that influence the degree of effort that learners make to learn. students’ motivation becomes teachers’ problem influencing the achievement of the teaching and learning process. enhancing the students’ motivation in reading is not an easy task for the teachers as their need to know the best way on how to tackle the students’ interest especially for the foreign language class. considering the benefits of two teachniques, student team achievement division (stad) and group investigation (gi) and the characteristics of the students above, this research attempts to shed light on the effectiveness of stad and gi to teach reading comprehension to students with high and low motivation. reading comprehension many experts have given their definition about what reading really means. according to nunan (2003), reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning (p.68). mikulecky (1996) states that norchotimah & dwi rukmini/ english education journal 7 (1) (2017) 49 reading is a complex conscious and unconscious mental process in which the reader uses a variety of strategies to reconstruct the meaning that the author is assumed to have intended, based on data from the text and from the reader’s prior knowledge (p.5). reading is an interactive and a thinking process of transferring printed letters into meaning in order to communicate certain message between the writer and the reader. reading also process to knowing the information from the text and to understanding the meaning of the text. in comprehending a topic, a reader should have knowledge about understanding the topic. the reader interacts with the text relates to the questioning of the text to prior experiences of construct meaning which can be found in the text. skimming and scanning are two very useful techniques that will help the reader to catch the meaning, getting information, or messages effectively from the reading texts. to overcome the students problem in comprehending a text, it is advisable that the teacher changes their technique the teaching process and should consider the most effective and creative language teaching technique in teaching reading skill. a teacher is one the most influencing factor in obtaining the success of learning english. an appropriate pproach would be the solution to improve the teaching process. approach is a correlative assumptions dealing with the nature of language teaching and learning. in doing their profession as an educator a teacher always gives the best for their student. teaching reading as a foreign language for students, especially junior high school students, the role of teaching strategies or teaching techniques are very important. there are many techniques can be used to teach reading. the two of them is student team achievement division (stad) and group investigation (gi) techniques. cooperative learning using stad type consists of four steps cycle: teach, team study, test, and recognition. the teaching phase begins with presentation of materials, students should be told what it is they are going to learn and why it is important. in the team study, group members work cooperatively with teacher providing worksheet and answer sheet. next, each student individually takes a quiz. furthermore, group investigation (gi) is an organizational approach that allows a class to work actively and collaboratively in small groups and enables students to take an active role in determining their own learning goals and processes. group investigation method requires the students to form small groups, plan and implement their investigation, synthesize the group members’ findings, and make a presentation to the entire class. adopting these two techniques, the writer is expected to be able to run the teaching learning process effectively, especially teaching of reading. they will work in groups by explaining given materials. thus, when teacher put the students in groups he or she has to ensure that the students whose levels are different are put together. the activity offered in group investigation is interesting so that the students will feel the new atmosphere in classroom and are interested in learning reading. as gadner (1985) points out that a simple definition of motivation is not possible. he also explains his socio-educational model of second language acquisition and some characteristics of motivated individuals. however a simple definition of the concept is not provided. gadner (1985) refers to keller’s ( 1983), motivation refers to the choices people make as to what experiences or goals they will approach or avoid and the degree of effort they will exert in this respect. nevertheless this definition is not accurate, since it does not identify all the elements that characterize motivation (p.193). cooperative learning cooperative learning is a teaching method that facilitates pupils to work together in team to assist each other in experiencing learning activities. there are some techniques which have been developed based on these methods. the two of the techniques in this teaching model is norchotimah & dwi rukmini/ english education journal 7 (1) (2017) 50 student teams-achievement divisions (stad) and group investigation (gi). in stad technique, wichadee (2006) states that students are assigned to four or five members learning teams that are mixed in performance level, gender, and ethnicity. in addition, according to slavin (1995), stad has five major components, which include: (1) class presentations, (2) teams, (3) quizzes, (4) individual improvement scores, and (5) team recognition.in planning a lesson, teacher designs lesson plan by using stad technique. the lesson plan refers to standard competence and basic competence of ktsp curriculum for junior high school. besides, teacher uses some media which suitable for the materials, such as recount texts, pictures, and worksheet. group investigation (gi) is an organizational approach that allows a class to work actively and collaboratively in small groups and enables students to take an active role in determining their own learning goals and processes. group investigation method requires the students to form small groups, plan and implement their investigation, synthesize the group members’ findings, and make a presentation to the entire class. in the context of teaching english, mcgroarty (1989, cited in olsen and kagan, 1992) presents six primary benefits of cl for learners acquiring english, as follows: 1. possibility for developing the first language in ways that support cognitive development and increased second language skills; 2. the opportunities to integrate language with content-based instruction; 3. the opportunities to include a variety of curricular materials to stimulate language as well as concept learning; and 4. the opportunities for students to perform as resources for each other, thus assuming a more active role in their learning. moreover, eric (2000) says that cl encourages pupils to perform better than in individualistic competitive environments. further, he states some advantages for students, as follows: 1. cl helps the pupils in improving better performance. 2. cl helps high and low-achieving learners achieve their academic goals more effectively. 3. cl has positive effects on self-esteem, social skills, attitude and confidence of students who work in a cooperative learning environment. 4. cl improves peer skills without feel peer pressure. in addition to social advantages, cl results in greater academic achievement when compared with formal teaching-learning activities. furthermore, slavin (1995) implies three benefits in implementing cooperative learning: stad technique and gi technique in the class, as follows: 1. motivate students to learn, 2. gain confidence while learning as a result of peer support, 3. improve student achievement. in line with the statements proposed by some experts above, slavin (1995) believes that the benefits of cooperative learning can have important effects on the learning of all students. motivation gadner (2010) refers to keller’s ( 1983), motivation refers to the choices people make as to what experiences or goals they will approach or avoid and the degree of effort they will exert in this respect. motivation makes students give the reason why they decide to do something or not to do something. next, they will also decide how long they will do it. in learning process, students may have highly and lowly motivation depends on their desire or attitude toward something that students norchotimah & dwi rukmini/ english education journal 7 (1) (2017) 51 like or dislike. gass and selinker (2008:426) stated that effort consists of a number of factors, including an inherent need to achieve, good study habits, and the desire to please a teacher or parent. methods this study is a quasi experimental research which uses purposive sampling technique and factorial design (2 by 2 factorial design) since it uses more than one independent variable (cooperative learning methods and motivation). there are three variables in this research. they are; the independent variable, it is the use of teaching techniques (stad and gi tecniques) in teaching reading comprehension; the dependent variable, it is reading skill of grade viii students of junior high school, the data was gain from pre-test and post-test score; the moderator variable, it is the motivation of the students in reading comprehension. the population of the research was grade viii at diponegoro private junior high school. the researcher used two classes of grade viii. one class was for experimental group and one class was for control group. in deciding the two classes for the research, the researcher chose the classes which were parallely-balance by having normality and homogeneity test of the last test. the two classes were considered for the similar characteristics or homogeny. in each group, there were students with high and low motivation. the first type of data was collected by applying two testing sessions, pre-test and post test. they were conducted by the researcher in both classes; experimental group, and control group. they were in the form of multiple choice test. it was conducted to measure the students’ ability in reading before and after the treatment. it was done to experimental and control groups. to categorize the students into students with high and low motivation, the research applied a questionnaire of motivation before doing the experiment. the questionnaire was distributed to experimental and control group. the questionnaire was adapted from wigfield and guthrie (1997). the researcher only took 10 questions from 53 questions because only the ten question were suitable to the concept of reading for junior high school students and related to the study (pp. 420-432). observation was done by the researcher to observe the activities of teaching and learning process. the observation was for teacher whether she had done the stad and gi techniques or not done during the teaching and learning process. generally, the researcher had preobservation, preparing instruments, doing the experiment. the procedure of experiments was conducted as follows: choosing two classes of the research considering the same characteristics both of them, choosing the students with high and low motivation through the questionnaire, conducting the experiment, conducting the posttest, and analyzing the data. to answer the research questions, the researcher used anova (analysis of variance). the steps of analyzing data are in the following explanation. the first is conducting normality test of the pre-test and post test of the experimental group and control group, normality analysis was to find out that the data were distributed normally. this research used kolmogorov-smirnov analysis. the significance level is 0.05. if the significance value is higher than 0.05 means the data are distributed normally. the next is conducting homogeneity test of the pre-test and post-test of the experimental group and control group. homogeneity test was for measuring the similarity variants of the data. the significance value is 0.05. if the significance value is higher than 0.05, means the variants of the data is homogeny. the differences mean score of the pre-test and the post-test is also calculated.the differences mean score of the pre-test and the post-test is to compare the result of the mean of the score. if the significance value is lower than 0.05 means the data has significance difference. the last was analyzing the data by using anova to calculate the interaction among the cooperative learning techniques, motivation, and teaching reading comprehension. if the norchotimah & dwi rukmini/ english education journal 7 (1) (2017) 52 significance value is higher than 0.05 means there is no interaction among the cooperative learning techniques, motivation, and teaching reading comprehension. results and discussion the researcher conducted pre-test to know the students’ ability before treatment. the mean score of experimental group is 54.23 and control group is 51.35. after the pre-test, the researcher conducted normality and homogeneity test to decide the experimental group and control group have the similar characteristics or homogeny. next, the experimental research was done by the researcher. the teaching activities was done by other teacher with the lesson plan had designed. students’ motivation refers to the choices to make as to what experiences or goals they will approach or avoid and the degree of effort they will exert in this respect, is part of psychological attitude of a human. in learning process, students may have high and low motivation. gass and selinker (2008: 426) stated that effort consists of a number of factors, including an inherent need to achieve, good study habits, and the desire to please a teacher or parent. to classify the students into highly and lowly motivated students, the researcher distributed a questionnaire of reading motivation. the questionnaire was distributed in english, spoken translated into indonesian, and gave the example as well. the validity, the reliability and the practicality of the questionnaire were tested. the result, there are 13 students of experimental group categorizing as highly motivated students. there are 13 students of experimental group categorizing as lowly motivated students. there are 13 students of control group categorizing as highly motivated students. there are 13 students of control group categorizing as lowly motivated students. the researcher observed the activities of teaching and learning in the classroom. by using an observation list, the researcher observes whether the classroom activity based on the lesson plan or not. the experimental group was taught by using stad technique and control group was taught by using gi technique. mainly, the activities of understand the concept of reading narrative text was the same. after finishing the experiment, the researcher conducted the post-test to the experimental and control group. the post-test was in the form of multiple choice test. the aim of conducting the post-test was to compare the students’ ability in reading narrative text between experimental group which was taught by stad technique and control group which was taught by gi technique. the post-test mean score of experimental group (viiic) is 77.88 and the control group (viiia) is 67.12. moreover, the normality test of the post-test showed that the data normally distributed. to know the significant difference between stad and gi techniques of students with high motivation, the researcher compared the post test scores of students with high motivation in experimental and control group. the mean score of students with high motivation in experimental group is 86.54 and in control group, it is 70.38. it means that the mean score of students with high motivation in experimental group is higher than in control group. from the output data, the data has significant difference. the probability (sig. value) is lower than 0.05 (0.000 < 0.050). meaning that applying stad technique to students with high motivation is better than applying gi technique. the researcher compared the post test scores of students with low motivation in experimental and control group to know the significant difference between stad and gi techniques. the mean score of students with low motivation in experimental group is 69.23 and in control group, it is 63.85. it means that the mean score of experimental in experimental group is higher than in control group. the significant probability is 0.011. the probability is lower than 0.05 (0.018 < 0.050). it means that the data has significant differences. meaning that applying stad technique to students with low motivation is better than gi technique norchotimah & dwi rukmini/ english education journal 7 (1) (2017) 53 finding which one is more effective between stad and gi techniques for students with high and low motivation becomes the next question in research questions. based on the finding in analyzing the data, stad technique is more effective than gi technique. the mean score of post-test of experimental group is 77.88 and the mean score of post-test of control group is 67.12. it also has significant difference since the probability is lower than 0.05 (0.06 < 0.050). furthermore, the mean score of students with high motivation of experimental group is 86.54 and the mean score of students with low motivation of experimental group is 70.38. the mean score of students with high motivation of control group is 69.23 and the mean score of students with low motivation of control group is 63.85. it means that the mean score of post test of students with high motivation in experimental group is higher than control group and the mean score of post test of students with low motivation in experimental group is also higher than control group. it means that applying stad technique is better than applying gi technique especially for grade viii at the diponegoro private junior high school sleman. to calculate the interaction among the cooperative learning techniques, motivation, and teaching reading comprehension, the researcher used anova (analysis of variance). from the calculation the probability (0.240) is higher than the significant level (0.05). it means that there is no interaction between motivation and technique in teaching reading comprehension.as result, stad technique is better than gi technique, and it does not depend on the level of motivation. it means that the stad technique is better for both groups; students with high and low motivation than gi technique. in other words, the technique applied in experimental group is better than technique applied in control group. conclusion the conclusions of the research are as follow: there is significant difference between stad and gi techniques to teach reading comprehension to students with high motivation, there is significant difference between stad and gi techniques to teach reading comprehension to students with low motivation, student team achievement divivion (stad) technique is more effective than group investigation (gi) technique, and there is no interaction between motivation and technique in teachingreading comprehension in narrative text. references eric. (2000). cooperative learning.[online].available:http://www.sciale rt.net.html. gardner, r. c. (1985). social psycology and second language learning: the role of attitude and motivation. london: edward arnold. jacobs, m.g., lee, s.g., and ball, jessica. (1995). learning cooperative learning via cooperativelearning. singapore: seameo language centre. kagan, spencer. (2009). cooperative learning.san clemente: kagan publishing. slavin, r. e. (1995). cooperative learning: theory, research, and practice. massachusetts: allyn and bacon. mikulecky, b. s. and jeffries, l. (1996).more reading power : reading for pleasure, comprehension skills, thinking skills, reading faster. boston: addison-wesley publishing company. inc. nunan, d. (2003). practical english language teaching. new york: mcgraw-hill. slavin, r.e. (1995). cooperative learning : theory, research and practice. massachussets: a simon and schuster company needham heights snow, c. (2003). reading for understanding : toward in r&d program in reading comprehension. santa monica, ca: rand wichadee, s. 2006. the effects of cooperative learning on english reading skills and attitudes of the first-year students at bangkok university.journal of educational research. wigfield, a. & guthrie, j. t. (1997).relations of children's motivation for reading to the amount and breadth of their reading.journal of educational psychology. this study aims to describe the significant difference between stad and gi techniques to teach reading comprehension to students with high motivation, to describe the significant difference between stad and gi techniques to teach reading comprehension to students with low motivation, to explain which one is more effective between stad and gi techniques to teach reading comprehension to students with high and low motivation and to describe whether there is interaction among the teachniques, motivation, and teaching reading comprehension in this study.this study wass a quasi-experimental study. there were 26 students in the experimental and control group. they were divided into students with high and low motivation in each group. test, questionnaire, and observation were used as the instruments of this study. the findings of this study are: there is significant difference between stad and gi techniques to teach reading comprehension to students with high motivation, student team achievement division (stad) technique is effective to teach reading comprehension to students with high and low motivation than group investigation (gi) technique, and there is no interaction among the techniques, motivation, and teaching reading comprehension. in conclusion, teaching reading comprehension of narrative text with student team achievement divivsion (stad) technique is effective for students with high and low motivation. thus, it is recommended that stad technique be implemented in teaching reading comprehension. introduction according to school based curriculum (ktsp 2006), reading is an essential basic skill which needs to be learnt by junior high school students in indonesia. however, students seem to often meet difficulties in comprehending the text given. it indicates... snow (2003) stated that reading is an activity to get the written information.it has many advantages such as broading the knowledge and finding the solution to a problem. it is one of the language skills that should be acquired by the learners. it pla... regarding with those problems, it needs a solution to overcome the problem. one of the solutions is by implementing an appropriate teaching method or technique. this can develop students’ interest and motivation in learning language especially in mast... among the cooperative learning techniques, all of them can give the advantages for the teachers if they are appropriated with the materials and skills. kagan (2009) states that literally hundreds of studies demonstrate cooperative learning boosts achi... beside improving the students reading skill, cooperative learning is also one of the important things in inspiring the students’ motivation in language learning. students’ motivation is dealing with their psychological attitude toward something (they ... considering the benefits of two teachniques, student team achievement division (stad) and group investigation (gi) and the characteristics of the students above, this research attempts to shed light on the effectiveness of stad and gi to teach reading... reading comprehension many experts have given their definition about what reading really means. according to nunan (2003), reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning (p.68). mikulecky (1996) ... reading is an interactive and a thinking process of transferring printed letters into meaning in order to communicate certain message between the writer and the reader. reading also process to knowing the information from the text and to understanding... to overcome the students problem in comprehending a text, it is advisable that the teacher changes their technique the teaching process and should consider the most effective and creative language teaching technique in teaching reading skill. a teache... teaching reading as a foreign language for students, especially junior high school students, the role of teaching strategies or teaching techniques are very important. there are many techniques can be used to teach reading. the two of them is student ... cooperative learning using stad type consists of four steps cycle: teach, team study, test, and recognition. the teaching phase begins with presentation of materials, students should be told what it is they are going to learn and why it is important. ... adopting these two techniques, the writer is expected to be able to run the teaching learning process effectively, especially teaching of reading. they will work in groups by explaining given materials. thus, when teacher put the students in groups he... as gadner (1985) points out that a simple definition of motivation is not possible. he also explains his socio-educational model of second language acquisition and some characteristics of motivated individuals. however a simple definition of the conce... cooperative learning cooperative learning is a teaching method that facilitates pupils to work together in team to assist each other in experiencing learning activities. there are some techniques which have been developed based on these methods. the two of the techniques ... in stad technique, wichadee (2006) states that students are assigned to four or five members learning teams that are mixed in performance level, gender, and ethnicity. in addition, according to slavin (1995), stad has five major components, which incl... group investigation (gi) is an organizational approach that allows a class to work actively and collaboratively in small groups and enables students to take an active role in determining their own learning goals and processes. group investigation meth... in the context of teaching english, mcgroarty (1989, cited in olsen and kagan, 1992) presents six primary benefits of cl for learners acquiring english, as follows: moreover, eric (2000) says that cl encourages pupils to perform better than in individualistic competitive environments. further, he states some advantages for students, as follows: in addition to social advantages, cl results in greater academic achievement when compared with formal teaching-learning activities. furthermore, slavin (1995) implies three benefits in implementing cooperative learning: stad technique and gi techniqu... in line with the statements proposed by some experts above, slavin (1995) believes that the benefits of cooperative learning can have important effects on the learning of all students. motivation gadner (2010) refers to keller’s ( 1983), motivation refers to the choices people make as to what experiences or goals they will approach or avoid and the degree of effort they will exert in this respect. motivation makes students give the reason why... in learning process, students may have highly and lowly motivation depends on their desire or attitude toward something that students like or dislike. gass and selinker (2008:426) stated that effort consists of a number of factors, including an inher... methods this study is a quasi experimental research which uses purposive sampling technique and factorial design (2 by 2 factorial design) since it uses more than one independent variable (cooperative learning methods and motivation). there are three variable... the population of the research was grade viii at diponegoro private junior high school. the researcher used two classes of grade viii. one class was for experimental group and one class was for control group. in deciding the two classes for the resear... the first type of data was collected by applying two testing sessions, pre-test and post test. they were conducted by the researcher in both classes; experimental group, and control group. they were in the form of multiple choice test. it was conducte... to categorize the students into students with high and low motivation, the research applied a questionnaire of motivation before doing the experiment. the questionnaire was distributed to experimental and control group. the questionnaire was adapted f... observation was done by the researcher to observe the activities of teaching and learning process. the observation was for teacher whether she had done the stad and gi techniques or not done during the teaching and learning process. generally, the researcher had pre-observation, preparing instruments, doing the experiment. the procedure of experiments was conducted as follows: choosing two classes of the research considering the same characteristics both of them, choosing the stu... to answer the research questions, the researcher used anova (analysis of variance). the steps of analyzing data are in the following explanation. the first is conducting normality test of the pre-test and post test of the experimental group and contro... results and discussion the researcher conducted pre-test to know the students’ ability before treatment. the mean score of experimental group is 54.23 and control group is 51.35. after the pre-test, the researcher conducted normality and homogeneity test to decide the exper... students’ motivation refers to the choices to make as to what experiences or goals they will approach or avoid and the degree of effort they will exert in this respect, is part of psychological attitude of a human. in learning process, students may ... to classify the students into highly and lowly motivated students, the researcher distributed a questionnaire of reading motivation. the questionnaire was distributed in english, spoken translated into indonesian, and gave the example as well. the val... the researcher observed the activities of teaching and learning in the classroom. by using an observation list, the researcher observes whether the classroom activity based on the lesson plan or not. the experimental group was taught by using stad tec... to know the significant difference between stad and gi techniques of students with high motivation, the researcher compared the post test scores of students with high motivation in experimental and control group. the mean score of students with high m... the researcher compared the post test scores of students with low motivation in experimental and control group to know the significant difference between stad and gi techniques. the mean score of students with low motivation in experimental group is 6... finding which one is more effective between stad and gi techniques for students with high and low motivation becomes the next question in research questions. based on the finding in analyzing the data, stad technique is more effective than gi techniqu... to calculate the interaction among the cooperative learning techniques, motivation, and teaching reading comprehension, the researcher used anova (analysis of variance). from the calculation the probability (0.240) is higher than the significant leve... conclusion the conclusions of the research are as follow: there is significant difference between stad and gi techniques to teach reading comprehension to students with high motivation, there is significant difference between stad and gi techniques to teach read... references eric. (2000). cooperative learning.[online].available:http://www.scialert.net.html. gardner, r. c. (1985). social psycology and second language learning: the role of attitude and motivation. london: edward arnold. jacobs, m.g., lee, s.g., and ball, jessica. (1995). learning cooperative learning via cooperativelearning. singapore: seameo language centre. kagan, spencer. (2009). cooperative learning.san clemente: kagan publishing. slavin, r. e. (1995). cooperative learning: theory, research, and practice. massachusetts: allyn and bacon. mikulecky, b. s. and jeffries, l. (1996).more reading power : reading for pleasure, comprehension skills, thinking skills, reading faster. boston: addison-wesley publishing company. inc. nunan, d. (2003). practical english language teaching. new york: mcgraw-hill. slavin, r.e. (1995). cooperative learning : theory, research and practice. massachussets: a simon and schuster company needham heights snow, c. (2003). reading for understanding : toward in r&d program in reading comprehension. santa monica, ca: rand wichadee, s. 2006. the effects of cooperative learning on english reading skills and attitudes of the first-year students at bangkok university.journal of educational research. wigfield, a. & guthrie, j. t. (1997).relations of children's motivation for reading to the amount and breadth of their reading.journal of educational psychology. eej 8 (1) (2018) 43 50 english education journal http://journal.unnes.ac.id/sju/index.php/eej comparison of thematic structure and progression between english and indonesian exposition texts written by undergraduate students of upi (rhetorical study) dwi undayasari, mursid saleh universitas negeri semarang, indonesia article info ______________ article history: accepted 20 july 2017 approved 15 october 2017 published 15 march 2018 ________________ keywords: thematic structure, thematic progression, exposition text ______________ abstract _______________________________________________________ the research aimed to analyze the realization of thematic structure and progression in english and indonesian exposition texts and explain the contribution of thematic structure and progression to the cohesion and coherence in english and indonesian exposition texts. the research also aimed toexplain the differences and similarities between english and indonesian in terms of coherence and schematic structure of the exposition text. descriptive-qualitative design was used in this research considering of the objectives of the research. the sample of the research was taken from collecting english and indonesian exposition texts written by undergraduate students of upi. this study used the theory of theme system developed by halliday (1994), eggins (1994; 2004), the theory of thematic progression proposed by eggins (1994; 2004 as the framework to analyze the data) and the theory of coherence analysis proposed by thornbury (2005). to figure out the differences and similarities between english and indonesian exposition texts, it can be seen from the level of coherence (level of clause, sentence, and paragraph) and schematic structure of text. in level of clause, it can be seen from thematic structure and progression analysis. the result showed that the students write effectively orient the reader to what their texts are about either in english or indonesian texts. students used reiteration as much as zigzag pattern in their english in order to maintain the focus and reinforced the arguments in their texts but in indonesian texts, students more reinforced the argument than maintain the focus to the arguments in their indonesian texts. in level of sentence, the finding showed that english texts tended to use deductive style rather than inductive and mix style. while in indonesian text, the use of inductive and mix types of paragraphs in indonesian texts were more than in english texts. in level of paragraph, multiple paragraphs were dominant in students‟ english texts but some indonesian texts were managed unwell. concerning in term of schematic structure, most of english texts consisted of the three generic structures of exposition texts but there were some indonesian texts that was not given the reiteration or conclusion at the last paragraph. © 2018 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jalan kelud utara iii semarang 50237 e-mail: dwiundayasari@gmail.com p-issn 2087-0108 e-issn 2502-4566 dwi undayasari & mursid saleh/ english education journal 8 (1) (2018) 43 50 44 introduction written language is one of the ways for conveying ideas. people can not only get information but also share or convey ideas through writing. there are many media that can be used, such as newspaper, magazine, advertisement, books, including research paper. research paper is the last students‟ project as requirement for achieving their degree. even though their final paper or project is not full of their own ideas, they get difficulty to convey systematically the ideas into writing form. there are some aspects that must be considered. one of the important aspects is coherence. halliday (1994, p. 309) defines coherence in writing as “the internal [resource] for structuring the clause as a message”. to help the students organize information within clause to make their writing coherent, the use of theme and thematic progression is determining (halliday & hasan, 1976; belmonte & mccabe, 1998). theme system and thematic progression can make the text coherent. halliday (1985) stated that the textual function of the clause is that of constructing a message and the theme and rheme structure is the basic form of the organization of the clause as message. so, this is the reason that students need to learn theme and thematic progression for making good writing and they can convey the ideas smoothly and accurately for the readers. theme system assists the students “to specify the place in the reader network of meaning where the meaning is to be incorporated as relevant” (halliday & matthiessen, 2004, p. 19). furthermore, theme is the “point of departure for the message” (halliday, 1994, p. 37; eggins, 2004, p. 296) which determines the concern of a clause; what a clause is about. the theme then becomes the prominent element for standing as the “grammatical system that organizes the clause in such a way that it helps to construct the environment” (emilia, 2014, p. 225) and for providing the environment for the remainder of the message, which is known as the rheme, in the theme-rheme organization (halliday, 1994). through this study, it is expected for the teacher having knowledge how to exploit a text. according to sutopo (2014), they should have a better idea of what text is, how to categorize and describe in terms of their genre, function organization and style. they need to encourage their students to cope with texts and make sense of them as well as produce them. systemic functional grammar can be applied not only in english but also in indonesian. but, not all meta-functions can be applied in indonesian clauses. there are two kinds of meta-functions that can be applied: clause as message (textual meta-function) and clause as representation (ideational metafunction). the clause as exchange (interpersonal meta-function) could not be applied to indonesian clauses since indonesian has no finite concept. the present writer found the word „there‟ in english is equivalent to the word „ada‟ in indonesian. both of the words have no representational function; they are required because of the need for a subject in english. this research figured out applying theme and thematic progression in indonesian clauses. indonesian is official language in indonesia and it is one of austronesia languages that it is spoken by about 230 million people. indonesian also becomes first language (l1) that refers to the language a person learns from birth or it is used for the language that a person learnt at home (usually from his parents). there are two types of clauses in indonesian: verbal and nonverbal clauses. predicate in indonesian can be verbal and non-verbal. and english is as second language (l2) that is a language which is not normally used for communication in a particular society. this term is used to refer to a language which is not a mother tongue but which is used for certain communicative functions in a society. it is learned after the first language (l1) or mother tongue. this research also found out the differences and similarities of discourse patterns, particularly coherence in terms of thematic structure and progression, deductive-inductive paragraph and schematic structure (generic structure) between texts written in different languages by the same native-language speakers. dwi undayasari & mursid saleh/ english education journal 8 (1) (2018) 43 50 45 contrastive rhetorical study proposed by kaplan (1966) is used to analyze the differences and similarities of text linguistics between indonesian and english that is influenced by cultural background of the language. there is a limitation of this research. since all the participants of the research are native speaker of indonesian so it only could see the influence of indonesian culture toward writing of english texts. methods since this study aimed to analyze and describe data to recognize how the thematic structure and progression between english and indonesian exposition texts written by the undergraduate students of upi, so this study used descriptive-qualitative design. the participants were divided into two groups. each group consisted of ten to fifteen students to write exposition text in english and another one was asked to write exposition text in indonesian. all the students were native speakers of indonesian and they were asked to write in different language (english and indonesian texts). unit of analysis in this research is clauses of exposition texts. they were divided into clauses and analyzed each clause to recognize the use of thematic structure and progression. besides, analysis of each paragraph was needed in order to compare the generic structure between english and indonesian exposition texts. results and discussions the thematic structure realized in english and indonesian exposition texts from the analysis, it was found that the students applied the thematic structure by realizing all three types of themes in their texts; they are the topical, interpersonal, and textual themes. there are ten english texts and ten indonesian texts which were purposively selected to be analyzed. the data showed that total number of clause are 311 clauses in ten english exposition texts and 417 clauses in ten indonesian exposition texts. the topical themes appears 270 times or 87% in english exposition texts and 364 times or 87% in indonesian exposition texts. either in english or in indonesian texts is the highest number than all of themes. the high number of occurrences of topical themes in english and indonesian exposition texts indicate that the students write effectively orient the reader to what their texts are about. this findings meet bloor and bloor‟s theory, that “all clauses in english incorporate what is known as a topical theme” (2004; 72). there are two types of topical theme; unmarked and marked topical themes. based on the data above, in english texts, the unmarked theme occurs 243 times or 78% and in indonesian texts, it occurs 312 times or 75%. it means that most of theme used by the students are subject as theme. in other words, the students put the subject in initial position in each clause. the finding is in line with damayanti (2012) in both st and tt, the topical theme is mostly dominated by participant grammatical function due to the process it owns. while marked theme occurs 27 times as equal with 9% in english texts and 52 times as equal with 12% in indonesian texts. it means that the students use adverbial, prepositional phrase or complement as theme. in other words, the students did not put subjects in initial position. the students seem to be aware that in their exposition texts they have to focus on generalized participants and the participants are realized by the topical themes. the second type of theme written by the students in their english and indonesian exposition texts are interpersonal themes. there are14 clauses out of 311 or 5% in english texts while there are 17 times or 4% in indonesian texts. the rarity of interpersonal theme is expected, as the use of interpersonal metafunction is only needed to foreground the writer‟s position/judgment. in this case, the students put either vocative, modal adjunct or mood adjunct in initial position. the students put them as theme. this confirm butt et al.‟s statement that the interpersonal theme are more dwi undayasari & mursid saleh/ english education journal 8 (1) (2018) 43 50 46 often found in spoken texts for students to join and sustain their interaction (2000, p.152). the last types of theme written by the students in their english and indonesian exposition texts is textual themes. the tables show that all of the students apply textual themes in a quite high frequency in their text. compares to the interpersonal theme (discussed in the previous subchapter), the number of occurrences of textual themes is much higher in each of the texts. there are 176 clauses out of 311 or 57% in english texts and there are 204 times or 49% in indonesian texts. the use of textual theme indicates that students have the ability to develop the text to be coherent and cohesive. the students used either continuative, conjunction or conjunctive adjunct in initial position in 176 clauses in english texts and 204 clauses in indonesian texts. the elements come before interpersonal or topical theme. especially in exposition texts in which the students are expected to use „conjunction and text connectives to extend and enhance meanings” (joyce & feez, 2012, p. 92). the thematic progression patterns realized in english and indonesian exposition texts analysis on thematic progression was intended to answer the second research question about the thematic progression pattern realized in english and indonesian exposition texts. this included the analysis of the topical theme in every clause in the students‟ texts as the basis for identification and classification of the thematic progression and then the dominant thematic progression occurred was identified. from the data analysis, it was found that all of thematic progression patterns were applied in english and indonesian exposition texts, namely the theme reiteration pattern (the theme of one clause is repeated and becomes the theme of the next clause), zigzag pattern (a constituent of a rheme of a clause becomes the theme in the following clause), and multiple theme pattern (a rheme includes several constituents and then they are reintroduced one by one in the following clauses as themes). the data revealed that the texts applied all types of thematic progression pattern. from the total number of clauses, theme reiteration pattern, „as the one which also characterized scientific texts” (sugiarto, 2010, p. 70), occurs 64 times or 21% in english texts and 81 times or 19% in indonesian texts. this finding suggest that the students start their texts star with the quite similar expression as the point of departure of clause as message. in english texts, zigzag pattern appeared as many as reiteration theme pattern, it is 64 times or 21%. but in indonesian texts, zigzag pattern is slightly higher than reiteration pattern. it occurs 83 times or 20%. and from the table above, it could be seen also that the students also employed multiple theme pattern in their english and indonesian texts but they are in lest frequency compared to the other patterns. the occurrence of multiple theme patterns is only 13 times or 4% out of 311 clauses in english exposition texts while it is only 9 times or 2% out of 417 clauses in indonesian texts. the rarity of multiple theme pattern in common english texts is confirmed by nwogu & bloor (1991, p. 379) who argues that this pattern is commonly less frequent than the other types of thematic progression patterns. contribution of the thematic structure and progression to the nature of exposition texts there are four aspects that was analyzed in relation to the nature of exposition texts i.e. the theme choice, topical theme, theme markedness, and thematic progression. theme choice and the nature of the texts in terms of theme choice, there are three types of thematic structure that applied in students‟ english and indonesian exposition texts. they are topical theme, interpersonal theme, and textual theme. each type has different contribution to the nature of exposition texts. the high number of occurrences of topical themes in students‟ english and indonesian exposition texts indicate that the students effectively orients the reader to what their texts is about (eggins, 2004). this also shows that in dwi undayasari & mursid saleh/ english education journal 8 (1) (2018) 43 50 47 the text constructed, she seems to focus on generalized participants, and the participants are realized by the topical themes. regarding the interpersonal themes, the use of this theme in the text aims at presenting the student‟s perspective in the text. in expository genre, students need to express their point of view or comment. the rarity occurrence of this theme in the students‟ texts is in line with the nature of academic text which avoids involving too much interaction between speakers or writer and the position they are taking. it indicates also that the students are aware the use of interpersonal theme in exposition texts as position of their belief because most of them are full of certainty like facts or evidences to support their beliefs. in term of textual themes, it has high proportion in students‟ english and indonesian texts. the high occurrence of this theme in students‟ texts is expected because they link logical steps of arguments in the whole texts. it helps the students build the cohesion and coherence in their texts. eggins (2004, p. 281) states the textual themes are useful to provide a cohesive tie that links the clauses to its context. topical theme and the nature of the texts there are two kinds of participants involved in students‟ texts i.e. human and nonhuman participants. there are some categories of participants also applied in their texts i.e. nominal group and pronouns then called unmarked theme, and adverbial and prepositional groups then called marked theme. nominal group can be in form human or nonhuman participants in students‟ texts. both of them can be found in students‟ english and indonesian texts. the use of nominalization in the text shows that the students have ability to writtenlike text. the employment of nominalization is very critical in argumentative texts (including exposition) in order to make a condensed text. the large number of pronouns found in students‟ both english and indonesian texts is expected because it brings the nature of endophoric references which makes an effective referencing. the employment of pronouns also causes the efficiency of writing, as the word which they refer to does not have to be repeated for times. the existence of adverbial groups in the students‟ texts indicates that the students have the ability to use an alternative way of starting their clause other than merely by using nominal groups or pronouns. the presence of adverbial groups in students‟ texts also signals the emphasis of circumstances (time, location, manner, etc.) to strengthen the students‟ arguments in their writing. the use of prepositional groups in students‟ texts is another option for students to develop their texts, and also to enhance the students‟ arguments through the emphasis of circumstances by putting them as theme in the first place in the clause. theme markedness and the nature of the texts there are two types of topical theme i.e. unmarked topical theme and marked topical theme. concerning the unmarked topical theme, the use of personal pronoun provides the text with clear focus. moreover, the student‟s text attains the degree of cohesion through the use of reiterated proper noun. the reiterated proper noun was used by the student in order to maintain the focus of the text. the high number of occurrence of the marked theme indicates the students‟ ability in strengthen their arguments by emphasizing the meaning to influence the reader. in addition, the existence of marked topical theme also proposes another indication. the use of marked themes help the cohesion of the texts by giving an impact of undelaying ideas. concerning this, the marked theme structures can serve “the effect of natural cohesion, symmetrical structure and sequential information flow” (qi, 2012, p. 200) of texts. dwi undayasari & mursid saleh/ english education journal 8 (1) (2018) 43 50 48 thematic progressions and the nature of the texts in term of thematic progression, there are three types of thematic structure applied in students‟ english and indonesian exposition texts. all the three patterns proposed by eggins (2004) are reiteration pattern, zigzag pattern, and multiple pattern. based on the analysis of thematic progression, theme reiteration pattern helps students maintain the focus of the arguments. students use this pattern in the text to elaborate different ideas of one participant in a range of clauses. in addition, the high number of occurrence of zigzag pattern means that this pattern can give an impact to the development of information in argumentative writings where arguments are arranged in a meaningful way to achieve its purpose (nwogu &bloor, 1991). the use of zigzag pattern can reinforce the arguments in students‟ writings, particularly in the relation of causality. in this case, multiple pattern plays a significant role in developing the ideas. by applying this pattern, it helps students to build the text easily and present their series of arguments in students‟ texts. the differences and similarities between english and indonesian in terms of coherence and schematic structure of the exposition text. this section aims to answer the fourth research question dealing with the differences and similarities between english and indonesian in terms of coherence and schematic structure of exposition texts. contrastive rhetoric studies the differences and similarities in the use of coherence and cohesion devices and schematic structure between different languages from the sociocultural viewpoint (kobayashi: 2003). it means that in contrastive rhetoric, it is assumed that the differences can be found regarding the concept of coherence and schematic structure in different culture. coherence there are three aspects that were analyzed to find out the differences and similarities between english and indonesian exposition texts in term of coherence i.e. development of clause (theme-rheme pattern), development of sentence (deductive-inductive), and the development of paragraph. based on rustipa, badid, and rukmini (1980), the flow of ideas of a discourse is classified into linear and non-linear development pattern. the criteria for linear development are as follows: organizing one central idea; having direct, clear, unified, logical, top-down flow of ideas. non-linear pattern can be classified into circular, parallel/ zig-zag, digress patterns. the result of data analysis showed that english and indonesian texts have similar frequency of theme. in addition, thematic progression supports the coherence of the text. the data means that students use reiteration as much as zigzag pattern in their english in order to maintain the focus and reinforce the arguments in their texts but in indonesian texts, students more reinforce the argument than maintain the focus to the arguments in their indonesian texts. besides the coherence can be analyzed through thematic structure and progression analysis (the ties between clause to clause), it can be indicated by wider unit. in other words, the ties between sentences to sentences in one paragraph. there are three types of paragraph i.e. deductive style, inductive style, and mix style. the data mean that students prefer to put the main idea or topic at the first sentence in a paragraph and it is supported by the following sentences. it can be said the students manage their sentence from general to specific. only one inductive and mix style of paragraph were used in english texts. it indicates that most of english texts use deductive rather than inductive or mix type of paragraph. in contrast, in indonesian texts, even the most frequency of paragraph type is deductive similar with english texts, but the use of inductive and mix types of paragraph in dwi undayasari & mursid saleh/ english education journal 8 (1) (2018) 43 50 49 indonesian texts are more than in english texts. in other words, students realized the use of both inductive and mix style in their indonesian texts. schematic structure this section presents the analysis of genre in order to find out the differences and similarities of schematic structure between english and indonesian texts. based on the data analysis, most of english texts consist of the three generic structure of exposition texts. the every student applied a thesis in their first paragraph which introduced the topic and the main arguments. it was developed by giving supporting arguments at the second paragraph. then the last paragraph, it restated the writer‟s opinion as conclusion. this results shows that the students have already known the acknowledgment of schematic structure of english text so they could manage the english text systematically. indonesian texts consist of the three schematic structure as similar as in english text i.e. thesis, arguments, and reiteration. according to the data analysis, there are some indonesian texts that is not give the reiteration or conclusion at the last paragraph. the texts only consist of thesis and arguments even the number of paragraph are more than english texts. as rahman & sofwan (2012) in their article said that both english and indonesian article introductions make use of typical linguistic features which are generally similar but differ to a certain extent. it confirms the theory of kaplan (1994) that english is direct language and asian language is oriented language. every languages are effected by the culture even they have the same purpose and schematic structure of paragraph. conclusion as conclusion, both english and indonesian texts, students applied three theme patterns; topical, interpersonal, and textual theme. the frequency of occurrence for each theme in english texts is the same with in indonesian texts. it is different from thematic progression, students used more zigzag pattern in indonesian texts than used reiteration pattern. either thematic structure or progression has signifant contribution to the nature of exposition text both english and indonesian. there were several differences and similarities found in students‟ exposition texts. it can be seen from the coherence and schematic structure used in their english and indonesian texts. based on rahman&sofwan (2012), regarding the cultural variation in the schematic structures, exposing the differences is crucial to sensitize efl students therefore the pattern they apply and the realization they perform can match the international standard as english is increasingly becoming global academic lingua franca. references bloor, t. & bloor, m. (2004). the functional analysis of english: a hallidayan approach. (2nd ed). london: arnold. butt, d., fahey, r., feez, s., & yallop, c. 2000. using functional grammar: an explorer‟s guide (2nd ed). sydney: national centre for english teaching and research. macquarie university. damayanti, y. (2012). theme equivalence and theme shift found in indonesian-english translation of thesis abstracts. language circle journal of language and literature, 7(1). eggins, s. (1994). an introduction to systemic functional linguistics. london: printer publishers. eggins, s. (2004). an introduction to systemic functional linguistics (2nd ed). new york: continuum. halliday, m. a. k., & hasan, r. 1976. cohesion in english. london: longman. halliday, m. a. k. & hasan, r. (2004). an introduction to functional grammar (3rd ed). london: arnold. halliday, m. a. k., & hasan, r. (2014). halliday‟s introduction to functional grammar. oxon: routledge. halliday, m. a. k. (1985). an introduction to functional grammar. london: arnold. dwi undayasari & mursid saleh/ english education journal 8 (1) (2018) 43 50 50 halliday, m. a. k. (1994). an introduction to functional grammar (2nd ed). china: foreign language teaching and research press. joyce, de silva, h., & feez, s. (2012). textbased language literacy education: programming and methodology. putney, nsw: phoenix education. kaplan, r. b. 1966. cultural thought patterns in inter-cultural education. language learning, 16 (1), 1-20. kobayashi, h. 1984. rhetorical patterns in english and japanese. tesol quarterly, 18 (4), 737-738. nwogu, k. n. & bloor, t. 1991. thematic progression in professional and popular medical texts. in eija ventola. (ed). trends in liguistics: functional and systemic linguistics (approaches and use). berlin: mouton de gruyter. qi, w. 2012. systematic functional perspective: functions of marked theme in english. international conference on education technology and management engineering. lecture notes in international technology. 16. pp. 198-2-2 rahman & sofwan, a. (2012). the schematic structure of english and indonesian research article introductions. language circle journal of language and literature, 7(1). rustipa, b., & rukmini, d. (1980). the ideas development of argumentative discourses of indonesian writers found in the opinion forum of the jakarta post. humanika journal ilmiah kajian humaniora, 15(9). sugiarto. 2010. thematic progression in students‟ explanatory texts: a systemic functional linguistic perspective. a thesis submitted to english education department postgraduate school universitas pendidikan indonesia. unpublished material. sutopo, d. (2014). sofia the first: what makes a text make sense. language circle journal of language and literature 9(1). thornbury, scott. 2005. beyond the sentence. oxford: macmillan publisher. 12 eej 7 (1) (2017) english education journal http://journal.unnes.ac.id/sju/index.php/eej politeness strategies in official facebook accounts of cnn, twsj and nbc on obama visiting hiroshima ima fitriana rosyidah, ahmad sofwan english language education postgraduate semarang state univesity, indonesia article info ________________ article history: recived 23 january 2017 accepted 10 may 2017 published 17 june 2017 ________________ keywords: politeness strategy, politeness scale, facebook comment. abstract ___________________________________________________________________ the purpose of this study was to identify and to count the percentage of the politeness strategies used in the comments of official facebook account of cnn, the wall street journal, and nbc on obama’s visit to hiroshima. then, it tried to find the politeness scale in the utterances of people toward obama as the president of the united states at that time. besides, it also tried to compare the politeness strategy that is often used in those three facebook accounts. in this study, the data analysis reveals research findings as follows: (1) there were positive politeness strategies used in the comments with the highest data was performed by the strategy 7 (presuppose) 26.7%; and the lowest was performed by the strategy 3 (intensify interest) 0.9%. meanwhile, in the negative politeness strategy the highest data was performed by the strategy 7 (impersonalise speaker and hearer) 55.7%; and the lowest was performed by the strategy 5 (give deference/humble oneself) 0.7%, (2) the scale of politeness were determined by politeness factors, and the highest level was performed by the ranking of imposition, and (3) the politeness strategies and politeness scale mostly appeared in the nbc’s official facebook account. © 2017 semarang state university correspondence address: kampus pascasarjana unnes, jalan kelud utara iii semarang 50237 e-mail: imafitriyana@gmail.com p-issn 2087-0108 e-issn 2502-4566 ima fitriana rosyidah & ahmad sofwan. / english education journal 7 (1) (2017) 13 introduction language is the most important device in communication which helps people to express their ideas, feelings, and emotions. according to holmes (2001: 317) language is what is produced by the member of society to determine what people notice, to show their belief, perception and behaviour. language that people express can be delivered in the spoken and written form. both spoken and written language can produce communication between people to share their thought. the use of language shows people’s relationship and attitude toward others. to deliver their ideas, feeling, and emotions on written text, people may use many media, such as newspapers, magazines, and books. nowadays, they may also write their thought on the online media, such as blog, twitter, instagram, and facebook, and people are getting braver in expressing their thought, particularly in social media such as facebook. power is one of politeness factors which strongly influences people in performing politeness. as it has been known that obama is the former president of the united states, he certainly had power toward his people and people around the world when he was on duty as a president. meanwhile, it has been known that not all of the societies support him and his leadership. it seems that nowadays people are lack of respect for his leadership. by analyzing the politeness strategies from the comments of official facebook accounts of cnn, the wall street journal, and nbc, one can show the scale of facebook user politeness in doing communication with society. methods in this study, the researcher used qualitative method to study the problem. the interpretation, explanation, and description were used to identify the subject matters, and supported by mathematical calculation to find the result. it is a library research which has an aim to collect the data and some information by any sources at library such as books, documents, magazines, notes, and the others. to analyze this study, several steps were followed, such as: coding, identifying, classifying, comparing, leveling, interpretation, and drawing conclusion. result and discussion politeness strategies the politeness strategies in netizen utterances are briefly analyzed using brown and levinson’s (2000) theories of negative politeness strategy and positive politeness strategy. in this study, the data are analyzed by positive politeness strategy and negative politeness strategy. the analysis of politeness strategies reveals there are some sub-strategies performed in the utterances of the comments of official cnn, the wall street journal, and nbc facebook account about obama’s visit to hiroshima. as it is already known that cnn and nbc have a pro-democrate bias (humphrys, 2012) and the wall street journal has a pro-republican bias (black, 2014), it definitely influences the political orietation of those media. from the data, there are 14 positive politeness sub-strategies appeared in the comments of official cnn, the wall street journal, and nbc facebook account about obama’s visit to hiroshima, as it is shownin the following table. tabel 1. distribution of positive politeness strategy ima fitriana rosyidah & ahmad sofwan. / english education journal 7 (1) (2017) 14 based on the table,the highest precentage of positive politeness strategy useis commonly performed by strategy 7 which is presuppose/ raise/ assert common ground. on the other hand, the smallest number of positive politeness strategy use is performed by strategy 3 which is intensify interest. meanwhile, strategy 14 which is assume/assert reciprocity is not performed because there is no cooperation between writer and readers in communication. then, the performance of positive politeness strategies is shown in the following table. moreover, the data also shows the highest precentage of negative politeness strategy use that is commonly performed by strategy 7 which is impersonalise speaker and hearer. in contrast, the smallest number of negative politeness strategy use is performed by strategy 5 which is give deference/humble oneself.meanwhile, strategy 4 which is minimise imposition and strategy 9 which is nominalise were not performed in the data. strategy 4 was not occured because it was only happen in verbal communication, and strategy 9 was not occured because the researcher can not found any utterance which show the nominalize of informal to formal language.then, the performance of negative politeness strategies is shown in the following table. tabel 2. distribution of negative politeness strategy politeness scale according to brown and levinson (2000), there are three factors in classifying politeness scale: relative power, the social distance, and the ranking of the imposition. the first is relative power, it relates to the negative politeness because it expresses difference status to an addressee, demands others’ respect and avoids interferences holmes (2001). in this factor, people who have the lower to the higher power tend to use formal language in conversation. in this study, the amount of relative power appearance is the lowest because the netizens’ position are under obama, the president of the united states at that time. it means that netizens actually have the lower power against obama. second, social distance relates to the positive politeness. because the positive politeness is solidarity oriented, each speaker may determine how he/she shows and shares friendly attitudes and respects to others holmes (2001). in this study, the amount of this factor is higher than relative power and lower than the rank of the imposition. it is happened because in the social media like facebook, netizens are mostly in the same level no matter what they are. it causes they can share their though each other without need to worry. third, the ranking of the imposition relates to the concept of ‘face’ positive face and negative face wardhaugh (2006). in this study, the scale of ranking of the imposition is the highest of all. it is realized by the fta that were threatening to hearer’s negative face-want. negative face shows the need to have freedom of action and freedom from imposition. therefore in the utterances netizens shows that they are free to share their opinion, their thought, and their feeling toward others, especially to obama as the former president of the united states. indeed, they have the right to share all of them to people by using any media. nevertheless, they should remember that there are norms in society that have to be obeyed. then, the performance of face threatening act is shown in the following table. tabel 3. distribution of face threatening act ima fitriana rosyidah & ahmad sofwan. / english education journal 7 (1) (2017) 15 the difference of politeness between comments of official facebook accounts of cnn, the wall street journal, and nbc the difference of politeness strategies’ application appeared between comments of official facebook accounts of cnn, the wall street journal, and nbc about obama’s visit to hiroshima. the performance of those differences is shown in the following table. tabel 4. summary of positive politeness strategies application based on the table, it can be concluded that the use of positive politeness strategy was commonly performed by the strategy 7 which was presuppose/ raise/ assert common ground, with the appearance 26.9% for cnn, 25% for the wall street journal, and 28.7% for nbc. therefore, the highest number of positive politeness strategy was realized in the official facebook account of nbc. furthermore, the use of negative politeness strategy was commonly performed by the strategy 7 which was impersonalise speaker and hearer (pronominally/ passive voice/ indefinites/ reference terms/point of view distancing), with the appearance 55.6% for cnn, 40.6% for the wall street journal, and 63.5% for nbc. therefore, the highest number of negative politeness also performed in the official facebook account of nbc. besides, there were also found the difference of fta’s application appeared between comments of official facebook accounts of cnn, the wall street journal, and nbc about obama’s visit to hiroshima. the performance of those differences is shown in the following table. tabel 5. summary of face threatening act based on the table, it can be concluded that the highest amount of face threatening act usage was performed in the official facebook account of nbc followed by cnn, and then the lowest amount is performed by the wall street journal. most of them showed high number of the fta that were threatening to hearer’s negative face-want and low number of the fta that were threatening to speaker’s positive facewant. discussions this research had purposes to identify the politeness strategies and to find the scale of politeness that was performed in the utterances. the research was conducted to 368 utterances in the comment of official facebook accounts of cnn, the wall street journal and nbc on obama visiting hiroshima. the finding of data analysis showed the percentage of positive politeness sub strategies. the findings are p+1: 3.1%,p+2: 2.6%,p+3: 0.9%, p+4: 17.5%,p+5: 6.6%,p+6: 10.1%,p+7: ima fitriana rosyidah & ahmad sofwan. / english education journal 7 (1) (2017) 16 27.2%,p+8: 8.3%,p+9: 3.5%, p+10: 3.9%, p+11: 5.7%, p+12: 1.8%,p+13: 3.1%, and p+15: 5.7%. from the result, it can be seen that the highest percentage was performed by strategy 7 (p+7). it was happened because the communication was not directly happen between netizens and obama. it caused netizens can not directly talk and confirm the purpose of obama’s visit to hirosima. therefore, netizens had their own presuppose about obama’s agenda to hiroshima. then, the lowest percentage is performed by strategy 3 (p+3). this strategy included story that supported utterances of netizens who interested in obama. in this research, some of netizens share their though without made any story. besides, the finding of data analysis also shows the percentage of negative politeness sub strategies. the findings are p-1: 2.9%,p-2: 18.6 %,p-3: 12.1%,p-5: 0.7%,p-6: 2.1%,p-7: 55.7%,p8: 2.9%, and p-10: 5%. from the result, it can be seen that the highest percentage is performed by strategy 7 (p-7). it was happened because the conversation occured in facebook as social media where people cannot talk each other directly. therefore, they had no close relationship. it caused they uttered their language in general to impersonalise both writer and readers. they commonly involved both writer and readers in utterance by using pronouns ‘we, one, someone, everyone, somebody’ rather than ‘you’. then, the lowest percentage is performed by strategy 5 (p-5). it was happened because most of netizens were not calling the other by their title to treat readers as superior. meanwhile, the utterances produced by netizens in the comments of official facebook accounts of cnn, the wall street journal and nbc on obama visiting hiroshima is determined by politeness factors, which are relative power, the social distance, and the ranking of the imposition. relative power relates to the negative politeness; and social distance relates to the positive politeness. first, the data showed that number of positive politeness strategy was 228 utterances. in this study, the amount of relative power appearance was the lowest because the netizens’ position were not higher than obama, the president of the united states at that time. it meant that netizens actually had the lower power against obama. second, the amount of relative power was higher from the social distance that was only 140 utterances. it was and lower than the rank of the imposition. it was happened because in the social media like facebook, netizens were mostly in the same level no matter what they are. it caused they can share their thought each other without need to worry. third, the data also showed that number of ranking of the imposition was 234 utterances. therefore, the level of ranking of the imposition is highest than the level of relative power and social distance. from the data analysis of ranking of the imposition, the finding showed the percentage of face threatening acts. the findings are threaten h’s (-) face: 64%, threaten h’s (+) face: 30.1%, threaten s’s (-) face: 3.8%, and threaten s’s (+) face: 2.1%. from the result, it can be seen that the highest presentage is performed by the fta that were threaten hearer’s negative face want and the lowest presentage is performed by the fta that were threaten speaker’s positive face want. it was happened because negative face showed the need to have freedom of action and freedom from imposition. therefore in the utterances netizens showed that they were free to share their opinion, their thought, and their feeling toward others, especially to obama as the former president of the united states. furthermore, it was found that there were differences of politeness between comments of official facebook accounts of cnn, the wall street journal and nbc on obama visiting hiroshima. the finding of data analysis showed the amount of positive politeness strategies. the findings are cnn: 78 utterances, the wall street journal: 56 utterances, and nbc: 94 utterances. all of them were represented by the usage of strategy 7 which was presuppose/ raise/ assert common ground, and it was shown the most by nbc’s official facebook account. ima fitriana rosyidah & ahmad sofwan. / english education journal 7 (1) (2017) 17 the findings of data analysis also showed the amount of negative politeness strategies. the findings are: cnn: 45 utterances, the wall street journal: 32 utterances, and nbc: 63 utterances. from the result, it can be seen that the highest amount is performed by nbc’s official facebook account. moreover, all of those facebook accounts were mostly performed strategy 7 which was impersonalise speaker and hearer (pronominally/ passive voice/ indefinites/ reference terms/point of view distancing). besides, there were also found the difference of fta’s application. the findings are cnn: 86 utterances, the wall street journal: 51 utterances, and nbc: 94 utterances. from the result, it can be seen that the highest amount is performed by nbc’s official facebook account. it was happened because nbs is a broadcasting company that prefer to support the democrates party rather than the republicans party. furthermore, the most fta’s application in those three facebook accounts was performed by the fta that were threaten hearer’s negative face want. moreover, the differences of politeness between official facebook accounts of cnn, the wall street journal, and nbc can be seen on the following diagram. diagram 1. the difference of politeness between comments of official facebook accounts of cnn, the wall street journal, and nbc conclusion based on the data analysis, there were fourteen positive politeness strategies and eight negative politeness strategies performed in the utterances. therefore, there were twenty two strategies of politeness performed in the comments of official cnn, the wall street journal and nbc facebook accounts on obama visiting hiroshima. based on the data analysis the data of positive politeness strategy showed the highest amount is strategy 7 (presuppose/ raise/ assert common ground) with a precentage of 27.2%.it was happened because the communication is not directly happen between netizens and obama. therefore, it caused netizens can not directly talk and confirm the purpose of obama’s visit to hirosima and ledthem to have their own presuppose about it. then, the lowest amount was the strategy 3 (intensify interest) with a precentage of 0.9%. this strategy includes story that supports utterances of netizens who were interested inobama. the data of negative politeness strategy showed the highest amount was strategy 7 (impersonalise speaker and hearer) with a precentage of 55.7%. it was happened because people did an indirectly communication in facebook. most of them were not in close relationship and it caused they utter in general.then, the lowest amount was strategy 5 (give deference/ humble oneself) with a precentage of 0.7%. it was happened because there was only one netizen who called obama by ‘mr. president’ before the she shared her feeling to treat obama as superior. besides, the data showed that number of positive politeness strategy was 228 utterances. it was higher from negative politeness strategy that was only 140 utterances. furthermore, the data also shows that number of ranking of the imposition was 234 utterances. therefore, it can be concluded that the scale of ranking of the imposition was the highest. it was realized by the fta that were threatening to hearer’s negative face-want that needed to have freedom of action and freedom from imposition. moreover, the data showed that the highest amount of positive politeness strategy was performed by nbc’s official facebook account that was presuppose/ raise/ assert common ground strategy. then, the highest amount of negative politeness strategy was also performed by nbc’c official facebook account which was impersonalise speaker and hearer strategy. also, the data shows the highest ima fitriana rosyidah & ahmad sofwan. / english education journal 7 (1) (2017) 18 amount of fta’s application performed by nbc’s facebook account shown by the fta was threatening hearer’s negative face want. references black, aaron. 2014. ranking the media from liberal to conservative, based on their audiences.(retrieved from: https://www.washingtonpost.com/news/t he-fix/wp/2014/10/21/lets-rank-themedia-from-liberal-to-conservative-basedon-theiraudiences/?utm_term=377bf6720251). brown, penelope and stephen c. levinson.2000. politeness: some universals in language usage. cambridge: cambridge university press. holmes, janet. 2001. an introduction to sociolinguistics second edition. new york: longman inc. humphrys, mark. 2012. the media bias for obama. (retrieved from: http://markhumphrys.com/media.obama. html). https://www.google.co.id/search?hl=id&tbo=p&tbm=bks&q=inauthor:%22penelope+brown%22 https://www.google.co.id/search?hl=id&tbo=p&tbm=bks&q=inauthor:%22stephen+c.+levinson%22 https://www.google.co.id/search?hl=id&tbo=p&tbm=bks&q=inauthor:%22stephen+c.+levinson%22 http://markhumphrys.com/media.obama.html http://markhumphrys.com/media.obama.html the purpose of this study was to identify and to count the percentage of the politeness strategies used in the comments of official facebook account of cnn, the wall street journal, and nbc on obama’s visit to hiroshima. then, it tried to find the politeness scale in the utterances of people toward obama as the president of the united states at that time. besides, it also tried to compare the politeness strategy that is often used in those three facebook accounts. in this study, the data analysis reveals research findings as follows: (1) there were positive politeness strategies used in the comments with the highest data was performed by the strategy 7 (presuppose) 26.7%; and the lowest was performed by the strategy 3 (intensify interest) 0.9%. meanwhile, in the negative politeness strategy the highest data was performed by the strategy 7 (impersonalise speaker and hearer) 55.7%; and the lowest was performed by the strategy 5 (give deference/humble oneself) 0.7%, (2) the scale of politeness were determined by politeness factors, and the highest level was performed by the ranking of imposition, and (3) the politeness strategies and politeness scale mostly appeared in the nbc’s official facebook account. introduction language is the most important device in communication which helps people to express their ideas, feelings, and emotions. according to holmes (2001: 317) language is what is produced by the member of society to determine what people notice, to show th... the use of language shows people’s relationship and attitude toward others. to deliver their ideas, feeling, and emotions on written text, people may use many media, such as newspapers, magazines, and books. nowadays, they may also write their thought... power is one of politeness factors which strongly influences people in performing politeness. as it has been known that obama is the former president of the united states, he certainly had power toward his people and people around the world when he wa... methods in this study, the researcher used qualitative method to study the problem. the interpretation, explanation, and description were used to identify the subject matters, and supported by mathematical calculation to find the result. it is a library resea... result and discussion politeness strategies the politeness strategies in netizen utterances are briefly analyzed using brown and levinson’s (2000) theories of negative politeness strategy and positive politeness strategy. in this study, the data are analyzed by positive politeness strategy and ... from the data, there are 14 positive politeness sub-strategies appeared in the comments of official cnn, the wall street journal, and nbc facebook account about obama’s visit to hiroshima, as it is shownin the following table. tabel 1. distribution of positive politeness strategy based on the table,the highest precentage of positive politeness strategy useis commonly performed by strategy 7 which is presuppose/ raise/ assert common ground. on the other hand, the smallest number of positive politeness strategy use is performed ... moreover, the data also shows the highest precentage of negative politeness strategy use that is commonly performed by strategy 7 which is impersonalise speaker and hearer. in contrast, the smallest number of negative politeness strategy use is perfor... tabel 2. distribution of negative politeness strategy politeness scale according to brown and levinson (2000), there are three factors in classifying politeness scale: relative power, the social distance, and the ranking of the imposition. the first is relative power, it relates to the negative politeness because it expr... second, social distance relates to the positive politeness. because the positive politeness is solidarity oriented, each speaker may determine how he/she shows and shares friendly attitudes and respects to others holmes (2001). in this study, the amou... third, the ranking of the imposition relates to the concept of ‘face’ positive face and negative face wardhaugh (2006). in this study, the scale of ranking of the imposition is the highest of all. it is realized by the fta that were threatening to h... tabel 3. distribution of face threatening act the difference of politeness between comments of official facebook accounts of cnn, the wall street journal, and nbc the difference of politeness strategies’ application appeared between comments of official facebook accounts of cnn, the wall street journal, and nbc about obama’s visit to hiroshima. the performance of those differences is shown in the following table. tabel 4. summary of positive politeness strategies application based on the table, it can be concluded that the use of positive politeness strategy was commonly performed by the strategy 7 which was presuppose/ raise/ assert common ground, with the appearance 26.9% for cnn, 25% for the wall street journal, and 28... furthermore, the use of negative politeness strategy was commonly performed by the strategy 7 which was impersonalise speaker and hearer (pronominally/ passive voice/ indefinites/ reference terms/point of view distancing), with the appearance 55.6% fo... besides, there were also found the difference of fta’s application appeared between comments of official facebook accounts of cnn, the wall street journal, and nbc about obama’s visit to hiroshima. the performance of those differences is shown in the ... tabel 5. summary of face threatening act based on the table, it can be concluded that the highest amount of face threatening act usage was performed in the official facebook account of nbc followed by cnn, and then the lowest amount is performed by the wall street journal. most of them showe... this research had purposes to identify the politeness strategies and to find the scale of politeness that was performed in the utterances. the research was conducted to 368 utterances in the comment of official facebook accounts of cnn, the wall stree... the finding of data analysis showed the percentage of positive politeness sub strategies. the findings are p+1: 3.1%,p+2: 2.6%,p+3: 0.9%, p+4: 17.5%,p+5: 6.6%,p+6: 10.1%,p+7: 27.2%,p+8: 8.3%,p+9: 3.5%, p+10: 3.9%, p+11: 5.7%, p+12: 1.8%,p+13: 3.1%, an... besides, the finding of data analysis also shows the percentage of negative politeness sub strategies. the findings are p-1: 2.9%,p-2: 18.6 %,p-3: 12.1%,p-5: 0.7%,p-6: 2.1%,p-7: 55.7%,p-8: 2.9%, and p-10: 5%. from the result, it can be seen that the h... meanwhile, the utterances produced by netizens in the comments of official facebook accounts of cnn, the wall street journal and nbc on obama visiting hiroshima is determined by politeness factors, which are relative power, the social distance, and th... relative power relates to the negative politeness; and social distance relates to the positive politeness. first, the data showed that number of positive politeness strategy was 228 utterances. in this study, the amount of relative power appearance w... second, the amount of relative power was higher from the social distance that was only 140 utterances. it was and lower than the rank of the imposition. it was happened because in the social media like facebook, netizens were mostly in the same level ... third, the data also showed that number of ranking of the imposition was 234 utterances. therefore, the level of ranking of the imposition is highest than the level of relative power and social distance. from the data analysis of ranking of the imposi... furthermore, it was found that there were differences of politeness between comments of official facebook accounts of cnn, the wall street journal and nbc on obama visiting hiroshima. the finding of data analysis showed the amount of positive politene... the findings of data analysis also showed the amount of negative politeness strategies. the findings are: cnn: 45 utterances, the wall street journal: 32 utterances, and nbc: 63 utterances. from the result, it can be seen that the highest amount is pe... besides, there were also found the difference of fta’s application. the findings are cnn: 86 utterances, the wall street journal: 51 utterances, and nbc: 94 utterances. from the result, it can be seen that the highest amount is performed by nbc’s offi... diagram 1. the difference of politeness between comments of official facebook accounts of cnn, the wall street journal, and nbc conclusion based on the data analysis, there were fourteen positive politeness strategies and eight negative politeness strategies performed in the utterances. therefore, there were twenty two strategies of politeness performed in the comments of official cnn, t... the data of negative politeness strategy showed the highest amount was strategy 7 (impersonalise speaker and hearer) with a precentage of 55.7%. it was happened because people did an indirectly communication in facebook. most of them were not in close... besides, the data showed that number of positive politeness strategy was 228 utterances. it was higher from negative politeness strategy that was only 140 utterances. furthermore, the data also shows that number of ranking of the imposition was 234 ut... moreover, the data showed that the highest amount of positive politeness strategy was performed by nbc’s official facebook account that was presuppose/ raise/ assert common ground strategy. then, the highest amount of negative politeness strategy was ... references eej 8 (1) (2018) 96 106 english education journal http://journal.unnes.ac.id/sju/index.php/eej the host’s politeness strategies in ellen degeneres reality talk show rajif alif ruansyah, dwi rukmini universitas negeri semarang, indonesia article info ________________ article history: accepted 20 august 2017 approved 15 december 2017 published 15 march 2018 ________________ keywords: politeness strategies, host, realization, ellen show ____________________ abstract ___________________________________________________________________ language has a significant role in communication. as social being, almost everyday people use language to communicate with others such as communication over the telephone or a direct conversation. in conversation there was a certain rule wich has to be learned to avoid misunderstanding. it was called politeness. talk show was television program that amuse poeple because of the conversation and joke in it. in this study the writer focused on ellen show inform the usafor the following reasons. first, it was one favorite talk show in usa. second, there are few people talking about politeness. politeness can make relationship better with the other. hence, the writer examined it in the talk show. the last, related to the data, the writer found the contribution of impoliteness used by the host to elt.there were two data collection methods used in this research: the video of the talkshow and the transcription of the interview. based on the analysis, the reseacher found kind of politeness strategies used by the host. there are four types of politeness strategies employed by ellen degeneres in the ellen show when having conversations with the guest star. they are bald-on record, positive politeness, negative politeness, and off-record strategy. the politeness strategies contribute to make the realitationship between people closer and make all learn how to appreciate others. © 2018 semarang state university correspondence address: kampus pascasarjana unnes, jalan kelud utara iii semarang 50237, indonesia e-mail: jajiez_tara@yahoo.co.id p-issn 2087-0108 e-issn 2502-4566 mailto:%20jajiez_tara@yahoo.co.id rajif alif ruansyah & dwi rukmini / english education journal 8 (1) (2018) 96 106 97 introduction in daily life, language has a significant role in communication. as social being, almost everyday people use language to communicate with others such as communication over the telephone or a direct conversation. in conversation there is a certain rule wich has to be learned to avoid misunderstanding. it is called politeness. goffman state that politeness, face is a representation of a self image that want to be approved as a social attribute in order to show a good impression shared to others as in both religious and profesion (1967, p.5). thus, it can be concluded that politness has an important role in communication because it is highly associated with someones‟s behaviour in interaction. so far, the use of polite behaviour is really neededin producing social interaction and it is an importand thing that must be considered because a good behaviour will produce a good communication. the politeness was not only for one group society, but also it was for everyone in all conditions that using language as their tools in daily conversation in order to make a good social interaction with other people in their life. thomas (1995, p.150) stated that “politeness was a real-world goal (politeness interpreted as a real desire to be pleasant to others or as the underlying motivation for an individual‟s linguistic behavior)”. using politeness made listeners could give a good response to speaker‟s question or request. according to yule (1996, p.60), politeness was showing awareness of another person‟s face; it was related to social distance or closeness. politeness referred to the emotional and social sense of self that everyone else to recognize. in this case, politeness was really needed to build a good relationship and to have a good social interaction with other people. in other word, politeness was the expression of the speakers‟ intention to mitigate face threats carried by certain face threatening acts toward another. according to brown and levinson (1987, p.62) members of a given society treat face, not as norms or values which members of that society subscribe, but as basic wants which every member of a society knows every other member desires, and which in general are in the interests of every member to partially satisfy. they also admit that face can be, and routinely is, ignored in cases of urgent co-operation, in the interests of efficiency and in cases of social breakdown (1987, p.62). furthermore, as thomas points out face is, „damaged, maintained or enhanced through interaction with others‟ (thomas 1995, p.169). within their approach, brown and levinson, like leech, suggest that certain illocutionary acts inherently threaten either aspect of the face of another person (1987, p.60). in their terminology, such acts are called „face threatening acts‟, or ftas. they propose four superstrategies for mitigating ftas and for the next we call politeness strategies it must be noted at this point that brown and levinson‟s approach is clearly a theory interested in the creation and maintenance of social harmony and social cooperation. nowadays, politeness we can find in programs or television. there are a lot of programs on television ranging of music show, soap opera until talk-variety show. talk-variety show offers fresh air to people who are busy working all day long. one of the talk-variety shows is ellen degeneres show in lifetime tv.ellen degeneres show packed with a relaxed, light, playful, funny, and not focusing on sensation, gossip, or the meltdown of the guest star. it becomes more specials and different from other talk-variety show because ellen degeneres show is the one talk-variety show in america hosted by a comedian; ellen degeneres. moreover, ellen degeneres show also discusses current issues and hard news with the guest stars in a fun way. ellen degeneres itself is a famous comedian in america. she is able to make ellen degeneres show different from other talk-variety show because his ability in comedy. ellen able to deliver monologues which proved amusing and entertaining. language used in ellen rajif alif ruansyah & dwi rukmini / english education journal 8 (1) (2018) 96 106 98 degeneres show is also perfectly suitable for ellen's character that‟s playful, funny, naughty, and forthright. for some people (viewers), ellen‟s speaking style was considered impolite because it was too straightforward and frontal. she does not hesitate to use politeness strategies when interacting with guest stars for example insulting, mocking, using taboo language etc, in order to reflect and foster social intimacy. thus, this paper aims to discover the politeness strategies performed by ellen degeneres and to know the responses of the guest stars to politeness. this paper is also to find the contribution of politeness strategies to english languge teaching (elt). the researcher applying bronw and levinsons‟ politeness theory. the previous studies will be summarized and written in this article. it is chosen based on the similarity of research area and taken from different countries. the first previous study conducted by lidiawati siadari entitled politenessstrategies of the host‟s utterance in hitamputih talk show, september 13th, 2013. in this research, she uses the politeness theory (brown and levinson, 1978) socialfactors theory (holmes, 1992) and also speech act theory (yule, 1996). the aims ofthis research are to explain the kind of politeness strategies used by the host of hitamputih, to figure out the most frequent use of politeness strategies by the host, and toexplain the reason of using politeness strategies. the result of this research is that thewriter finds 2 utterances of bald on record, 3 utterances of negative politenessstrategy, 11 utterances of positive politeness strategy, and 1 utterance of off recordstrategy. the most frequent use strategy is positive politeness. the reason for using bald on record is that s wants to perform fta with maximum efficiency andemphasizes his intention as clear as possible. the reason for using negative politeness is that s concerns with people‟s negative face. the reason for choosing positive politeness strategy is that s recognizes that h has desire to be appreciated and respected in order to make h relax in the conversation and show their solidarity. then, the reason for using off record strategy is that s wants to do fta, but he wants to avoid the responsibility of doing it. moreover, “a study into politeness strategies and politeness markers in advertisements as persuasive tools” by reza pishghadam and safooranavari (2012) from ferdowsi university of mashhad, iran, is also used as the reference of this research. this study aims at comparing and contrasting the linguistic politeness strategies which are employed by iranian and english advertisers in their print advertisements. it employs the theory of politeness strategies proposed by brown and levinson. the third reseach conducted by i made suwartama (2017) entitled “the socio-cultural constraints in the implementation of politeness strategies in the interactions among english language education students,” this study aimed to investigated sociocultural constraints in the implementation of politeness strategies in the interaction among english graduate students. the findings showed the cultural aspect constraints appeared more frequently than social aspect constraints. positive politeness strategies appeared more frequently than negative politeness strategies. the last research focusing on politeness was conducted by intan permana sukma (2009) entitled “politeness strategy in intercultural communication reflected in edward zwick‟s the last samurai.” it has three findings: 1) the characters in thelast samurai applied four strategies of politeness when they have intercultural communication in which there are different tendencies of each cultures– americans tend to use negative politeness, japanese and british people tend to use positive politeness; 2) among the six politeness maxims underlying those politeness strategies, approbation maxim is mostly used by all cultures involved in; 3) the most frequently emerged socio-cultural factors influencing the preference of each character of the last samurai in applying certain politeness strategy in intercultural communication are divided into two main factors– social factors (social elements and social dimension) and rajif alif ruansyah & dwi rukmini / english education journal 8 (1) (2018) 96 106 99 cultural factors (cultural elements and cultural dimension). the persent study is entitled the host‟ politeness startegies in ellen degeneres reality talk show and its contribution to elt. the aims of this research are to describe the types of politeness strategies addressed to the host in ellen degeneres talk show, to explain the realizations of the impoliteness strategies addressed to the host in ellen degeneres talk show, and to describe the guest star responses to the impoliteness strategies addressed to him in ellen degeneres talk show. there are differences between the previous research and the present study. first, the two previous research describe the types of impoliteness strategies. meanwhile, the researcher does not only try to describe the types of impoliteness strategies but also try to describe the realizations of the impoliteness strategies and the responses to the impoliteness strategies. third, the previous researchexamined politeness strategies while the present studyanalyzed the contribution of politeness strategies to elt. methods this study is carried out with some assumptions. the first is there are politeness strategies proposed by brown and levinson which a performed by the host in the talk show. the second assumption was there would be the realitation of politeness strategies used by the host to get the responses of the guest. the last assumption are there the responses by the gueststar to politeness and there are the contribution to elt. the subject of this study is conversation between the host and the guest in ellen degeneres talkshow. and for the object of the study, the writer take the hosts‟ utterances. the data taken from the transcript that has the writer make. research is a kind of complex process done by the researcher from the beginningof the research up to the end. by doing the study, the writer give him role as dataanalyzer. the writer try to analyze and describe politeness strategies used by ellen in her talkshow. the kinds of politeness are implemented through the host‟s utterances in the talkshow. and then the writer give his description about the guest‟s reaction of those utterances. the last is the writer will look for the contribution of politeness strategies to elt. the data will take from the episodes ellen degenerestalkshow. the data are in form of words, phrase, and sentences taken from the talkshow. they are also in form of description and identification of utterances in the conversation among the character that used kinds of politeness strategies based on brown and levinson theory. by analysingthe characters‟ utterances, the writer tried to find the effect of politeness to the addressee. the unit of analysis is the politeness utterances used in the conversation in ellen show. the conversation is observed to find out the politeness strategies. then, the reason for employing politeness strategies are explained. not only the strategies but also the responses of politeness and the contribution to elt explained in this research. collecting the data is the significant step in this study. in collecting the data the writer did not need a lot of instruments, because the writer did his research without involving students as the objects of the study. therefore, he just needed the utterances that have transcript before as the object of the study. the technique of gathering the data applied in this study is by using several steps: (1)watch the video the first step the writer did in collecting the data was watching the video that has taken from youtube in several times in order to understand the content. (2) transcript the conversation while watch the video the writer make transcript of the conversation because the object of the study is the utterances of the host. this is a qualitative research data in the form of utterances. in this study, thewriter describes the use of politeness in the character, which are found. after the data are found, the writer analyzes the data based on politeness strategies based on brown and levinson‟ rajif alif ruansyah & dwi rukmini / english education journal 8 (1) (2018) 96 106 100 theories. hence, it is elaborated below the steps of analyzing data. (1) identifying the data after watch the video and make the transcript several times, the writer made some notes on the pages that might contain the required data (utterances, sentences, and lines containing politeness strategies ). the notes were in the form of underlining or bracketing the sentences or utterances in the utterances. (2) classifying after the writer get all the data from the transcript, he then classified the data. table 1. draft of politeness strategies used by the host. no utterances politeness strategies br pp np or note : br : bald on record pp : positive politeness np : negative politeness or : off record (3) interpreting: in here the writer interpreting the data contained politeness strategies. (4) conclusion and suggestion the ultimate step in this study is drawing conclusion and suggestion. thewriter make it from the result of the study. result and discussion politeness is one of the central concepts in pragmatics. politeness strategy includes someone‟s basic knowledge about norms and beliefs he/she learns from his/her culture. different cultures have different ways of expressing consideration for other. thus, every culture has its own ways or strategies of showing politeness to others. in this research, the researcher also applies her own perspective and basic knowledge to judge the politeness strategies employed by the host‟s ellen show when having conversation with the gueststar and the way those strategies are realized and also the responses of the gueststar to the host‟s politeness. this research attempts to describe those strategies and in the findings section, the researcher shows the results of the data analysis. then the frequency of occurrence of those strategies is described in table 2 politeness strategies and its realization employed by the host in ellen show tabel 2. politeness strategies and its realization employed by the host in ellen no . politene ss strategy the realization frequen cy 1. bald-on record showing disagreement 7 giving suggestion/advice 4 requesting 5 warning/threaten ing 7 using imperative form 1 sub-total 24 2. positive politene ss claiming common ground 34 conveying that s & h are cooperators 18 fulfilling h‟s wants for somex 5 sub-total 57 3. negativ e politene ss being indirect 0 not presuming/assumi ng 5 not coercing h 3 communicating s‟s want to not impinge on h 3 redressing other wants of h‟s 2 3 sub-total 14 rajif alif ruansyah & dwi rukmini / english education journal 8 (1) (2018) 96 106 101 4 offrecord inviting conversational implicature 8 being vague/ambiguous 4 sub-total 12 total 107 the table presents the occurrences of politeness strategies and the way those strategies are realized by ellen degeneres as the host in ellen show. from the table, there are 107 occurrences of politeness in the dialogues performed the host. among the four strategies, positive politeness strategy has the most occurrences. it shows that the host prefer employing positive politeness strategy to other strategies in their utterances. as it is seen, positive politeness is applied in as many as 57 times by the host. it is followed by bald-on-record strategy which is applied in as many as 24 times and negative politeness strategy which is applied in as many as 14 times out of 107. on the other hand, off-record strategy is the least strategy applied by the host. it occurs 10 times out of 107. further, as it is illustrated in the previous explanation that the positive politeness is the most applied by the host, the occurrences of its substrategies also have the largest rank. claiming common ground, which is the substrategy of positive politeness, is in the first position with 34 times out of 107 total occurrences. the second place is still the sub-strategy of positive politeness. conveying that s & h are cooperators occurs 18 times out of the whole occurrences. as the next level, there is the sub-strategy of bald-on-record, warning/ threatening, with 7 occurrences out of 104 total data. they are followed by the other sub-strategies which are applied in less-than 10 times. there are inviting conversational implicature, the sub-strategy of off record, which has 8 times of occurrence; using imperative form, the sub-strategy of bald-on-record, which occurs 1 time; and, showing disagreement, the sub-strategy of baldon-record as well, which appears 7 times occurrences out of 107. then, giving suggestion and requesting (the sub-strategies of bald-onrecord),fulfilling h‟s want for some x (the sub-strategy of positive politeness), not coercing h and communicating s‟s want to not impinge on h (the sub-strategies of negative politeness), and being vague/ambiguous have the same occurrences. they are applied as many as 4 times from the whole occurrences. and the last are the least occurrences. they are being indirect, not presuming/assuming, and redressing other wants of h‟s in which all of them are the sub-strategies of negative politeness. not presuming/assuming occurs 3 times out of 107 total occurrences. while being indirect and redressing other wants of h‟s have only 3 occurrences from the whole data. bald-on record bald-on record strategy is commonly found in people who know each other very well and very comfortable in their environment, such as between close friends and families. in ellen show almost all the guest stars are entertainer and the host very know well all the guest stars. this type of strategy is performed directly, clearly and unambiguously. the dialogue in extract 1 contains the example of this strategy employed by the host ellen. extract 1 ellen degeneres : why don‟t you move here, and then you‟d have a bigger place? do you like it here? amy schumer : but–[sighs] i mean, i don‟t fit in here– just straight up body type. like, in l.a., my arms register as legs. they‟re just like– [laughter] [laughter] they‟re like, “why is that octopus on sunset?” “is that–” [laughter] it‟s not– it‟s not for me out here rajif alif ruansyah & dwi rukmini / english education journal 8 (1) (2018) 96 106 102 the situation happens in when the guest star amy schumer get sit down. ellen want to know deeply about amy schumer but she sit very far from ellen. so ellen requesting to amy to get more close to her. the requesting utterance one kind of bold of record. for that reason, she performs his fta directly and clearly when amy didn‟t sit next ellen. in the next example, ellen expresses about her disagreement. the dialogue happens between amy schumer and her. ellen comes to her to ask for move beside her. but amy refuse the suggestion from ellen and she answer with out of conversation. amy said “but–[sighs] i mean, i don‟t fit in here– just straight up body type. like, in l.a., my arms register as legs. they‟re just like– [laughter] [laughter] they‟re like, “why is that octopus on sunset?” “is that– ” [laughter] it‟s not– it‟s not for me out here” amy said that she not far from ellen.. however, ellen disagrees with amy statement. she does not attempt to soften the threat to his face. then, ellen clearly conveys her disagreement by saying “no” which is in contrast with simon‟s “it‟s not for me out here.” this is illustrated in extract 2. extract 2 ellen degeneres : why don‟t you move here, and then you‟d have a bigger place? do you like it here? amy schumer : but–[sighs] i mean, i don‟t fit in here– just straight up body type. like, in l.a., my arms register as legs. they‟re just like–[laughter] [laughter] they‟re like, “why is that octopus on sunset?” “is that–” [laughter] it‟s not– it‟s not for me out here ellen degeneres : no? positive politeness like bald-on record strategy, positive politeness is also usually seen in the groups of people in which they, in social situation, know each other fairly well. it tends to show solidarity between the speaker and the hearer. positive politeness is the most frequent type among all strategies. it means that ellen prefer to apply positive politeness when having communication with the guest stars. the preference in applying this strategy is closely related to the relationship among the host and guest stars. as it is seen in ellen show which happens in the context of family discourse, the host and the guest stars have close and friendly relationship. the example is shown in the dialogue in extract 3 the utterance between ellen and katty perry. it happen when ellen call the ketty to come to her studio. extract 3 ellen degeneres : alright, after having the biggest song of the summer, it was no surprise that our next guest cd debuted at number 1, she was nominated for two vma‟s tonight, please welcome the lovely katy perry. ellen degeneres : hi, katy perry. katy perry : i feel like this is one of those drunken tattoo type dresses that you will regret in this dialogue, she tries to minimize the distance between katty perry and her. she expresses her solid attention to katty‟s need of calling her name. he wants to ask him for something. and she knows that he wants his call is responded by her. so to show her deep attention to him, she gives him good understanding by say “lovely” . it means that she likes a lot to katty. negative politeness negative politeness focuses on minimizing the imposition to the hearer. someone may use several ways in applying negative politeness to the others, such as being rajif alif ruansyah & dwi rukmini / english education journal 8 (1) (2018) 96 106 103 pessimistic and apologizing. like what ellen applies in the excerpt in extract 4. this dialogue happens between ellen and david. ellen begins to ask to her guest star about the factual condition of david. ellen ask about david‟s tour. but ellen didn‟t need david‟s answer and ellen ask another topic.she ask about the david‟s family but she pessimistic about the answer because david has more activity. ellen tries to minimize the imposition to david by showing his pessimism in her utterance “i want to talk about you and your beautiful wife, because now you're in a new campaign for...,” in which the phrase because now you're “ illustrates her pessimism. then she also asks for apology to david because her question. “i don't want to say the wrong...” in this utterance ellen asks for apology. extract 4 ellen degeneres : yeah, how's the tour going? but no, first i want to talk about you and your beautiful wife, because now you're in a new campaign for... ellen degeneres : i don't want to say the wrong...who are you doing this for? off-record off record is simply described as indirect utterance. based on brown and levinson (1978:211-227), off record might violate the whole maxim of grice (1975). there are two ways to represent off record strategy. the first is to invite conversational implicature. the second is to be vague or ambiguous. the result of this research presents that off-record strategy has the lowest frequency. it happens since, in this research, the collected data are only the utterances employed by the host. off-record strategy employs indirect uses of language which has more than one interpretation. it signifies that when the speaker tends to use this type of strategy, he/she can do it indirectly and leaves up his/her utterance to how the hearer decides to interpret it. and having conversation will be much better if the host apply clear and unambiguous way in delivering their intention. it makes the guest star easily understand what they want to convey. so, the miscommunication of their conversation will be avoided. lthough it is the least strategy which appears, the host employ it in some of their dialogues with the the guest star. it is employed as many as 12 times out of the whole data. extract 5 ellen degeneres : you go too far, ken. you must not explain more...” kanye west : “i didn't.” ellen degeneres : well, it‟s not daytime television anymore. we‟re going to take a break and we are going to come back, we‟re going to play 5 second rule, which should be very fun with kanye. the phenomenon in extract 5. ellen asks kanye many things to clarify who kim is. she feels cornered by his statments. then she asks him to stop tell indirectly. she gives a hint to kanye by saying you go too far which implies that he does not want to be hear again. he prefers to say you go too far instead of don‟t explain again! it means that he wants to get off the pressure to kanye. however, she also emphasizes his hint by saying his real intention. the interaction in the classroom is still largely dominated by the teacher such as giving instruction, giving explanation, showing appreciation, encouraging, motivating, and answering students‟ questions. the students performed mainly in responding to teacher‟s instruction, questions and encouragement. because of the limitation of the linguistic ability, the students tend to use some interpersonal function markers, such as cooperation, agreement, disagreement, response, reaction, and confirmation, and use non-verbal expressions. the linguistic expressions in verbal interaction of both teachers and students are addressing, thanking, apologizing, encouraging, rajif alif ruansyah & dwi rukmini / english education journal 8 (1) (2018) 96 106 104 and leave–taking. in the classroom interaction, the social distance created by age difference and institutional setting is still strong. the politeness strategies employed are positive politeness, negative politeness, and bold on-record strategies. the positive politeness strategy is performed mainly by reducing the threat of face using group identity markers and expressions of sympathy, showing respect and establishing a close relationship, and friendly and enthusiastic facial expressions. to reduce power, the teacherstry to give weight to the students' participation on giving opinions, feelings andideas. they also use indirect speech acts and solidarity makers to soften the illocutionary force of their speech acts. the negative politeness strategies are applied in making imperative expressions, softening the direct expressions with the conventionally polite expression „please‟, lessening the imposition and thepower of the message, using the affirmative form to satisfy a request, and creatingan impression of options. these strategies include hedging and presenting disagreements as opinions. while bald on record strategy is mainly employed by the teachers in giving commands and instructions, and making requests. this strategy is applied by using direct speech acts, not trying to minimize the threat to the students‟ face, and imposing and creating pressure on the students. the results of the study should be an indispensable tool to examine politeness, which is an important aspect of student character building in classroom interaction. politeness is an initial step to develop positive personal and social attitudes. through discreet use of politeness, one can soften the language behaviourin any speech events in turn. in fact, in elt classrooms, the english language becomes an object of learning, rather than a tool of communication during the lesson. it focuses on its linguistic and semantic features rather than on pragmatics. teacher never conveys pragmatics issues of language use to his/her students‟ attention. in other words, it is necessary to think again the nature of interaction in elt classrooms. it is suggested that further studies examine and dwell on the opportunities to learn pragmatic skills together with language skills, and the opportunities to develop elt pragmatic ability in language classrooms and student‟s pragmatic awareness. conclusion based on the findings and discussion, the results of the research can be concluded as follows.there are four types of politeness strategies employed by ellen degeneres in ellen show when having conversations with the guest star. they are bald-on record, positive politeness, negative politeness, and off-record strategy. since the speaker claims „common ground‟ with the hearer by indicating that both of them belong to the same set of persons, who share specific wants including goals and values, claiming common ground has the highest frequency among the fifteen sub-strategies. it means that ellen show have preferences in the need of sharing common ground. there are two main reasons for choosing the strategies. firstly, the host considers the payoffs of each strategy such as avoiding misunderstanding by using bald on record, showing interest, appreciation, and approval by using positive politeness, minimizing the imposition by using negative politeness, and seems not toforce the guest by using off record. however, the host only uses off record in interviewing entertainer because they have many shared knowledge and same context. secondly, the host considers the circumstance among him and the guests inthe talk show. then, he can estimate the weightiness of the fta given by seeing thedistance, power and ranking of imposition so that he can choose the most appropriatestrategy to use. then, he uses more positive politeness to the entertainer due to theirlow distance. on the other hand, he uses some negative politeness strategies to indicate his respect and reluctance due to their great distance. rajif alif ruansyah & dwi rukmini / english education journal 8 (1) (2018) 96 106 105 suggestion this study can be a reference of politeness strategies in the interaction among the adults and the children. however, the adults must be having some factors which influence them in choosing the preferred strategies. those factors lead to the much deeper analysis concerned with the functions of applying the preferred strategies. thus, the researcher suggests the students of linguistics to figure out these factors and functions in order to achieve much better understanding in the realizations of those politeness strategies. to the readers in general, after they understand about the strategies, the researcher hopes that they can apply those strategies in an appropriate way and appropriate context when having interaction with others. however, this study only presents a little part of applying politeness in human‟s daily life reflected in the talk show. thus, the researcher also recommends the readers to find out some more important values of politeness in the other resources. references brown, p. & levinson. 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(2012). a pragmatic analysis of politeness features in revolutionary road.a thesis. yogyakarta: english language and literature study program, languages and arts faculty of yogyakarta state university. 55 eej 6 (1) (2016) english education journal http://journal.unnes.ac.id/sju/index.php/eej the relation between verbal and visual expressions in sanders and demicco’s “the croods 1” muhammad ari saputradjoko sutopo english language education postgraduate program universita negeri semarang, indonesia. article info ________________ received february2016 accepted march2016 published june 2016 ________________ keywords: verbal, visual expression, movie ____________________ abstract ___________________________________________________________________ communication is generally defined as having both a verbal and nonverbal component. verbal communication often refers to the words we use in communication whereas nonverbal communication refers to communication that is produced by some means other than words (eye contact, body language, or vocal cues) (knapp & hall, 2009:5). this study describes the relation between verbal and visual expression in “the croods 1”. the aims of this study are to describe how verbal relate to visual expression in “the croods 1”. there are six of facial expressions relate to visual expression and language features relate to verbal expression. the facial blueprints of the major emotions-how surprise, fear, disgust, anger, happiness and sadness are registered by changes in the forehead, eyebrows, eyelids, cheeks, nose, lips, and chin. this research used descriptive method with qualitative approach. the object of this research was “the croods 1”. there are 30 data of facial expression were identified in the movie. they are 5 data in surprise expression, 6 data in fear expression, 3 data in disgust expression, 6 data in anger expression, 7 data in happiness expression and 3 data in sadness.hence, there are relations between verbal and visual expression in “the croods 1”. the researcher would like to give some suggestions about the analysis of dialogs in a film using semiotic approach such as used ferdinand approach, barthes approach, and eco approach and so on. © 2016 universitas negeri semarang  correspondence: e-mail: muhammad.arhys@gmail.com kampus unnes bendan ngisor, semarang, 50233 p-issn 2087-0108 e-issn 2502-4566 muhammad ari saputra/english education journal 6(1) (2016) 56 introduction communication can be defined as the process of transmitting information and common understanding from one person to another (keyton, 2011:1). communication is semiotic work. work changes things: the tools, the worker and that which is worked on. semiotic work is no exception: it works in the domain of the social; changes produced by social-semiotic work are meaningful. meaning is made in communication, whatever its form (kress, 2010:32). communication is generally defined as having both a verbal and nonverbal component. verbal communication often refers to the words we use in communication whereas nonverbal communication refers to communication that is produced by some means other than words (eye contact, body language, or vocal cues) (knapp & hall, 2009:5). there is a relationship between verbal and visual expression, according to doumont (2002:219), verbal relates to a text and visual connects to pictures or expression. verbal refers to languages, with the symbolic arbitrariness of their semantics and the sequential logics of their syntax. visual refers to the coding, as processed by the brain, not to the channel, as perceived by the senses. the face provides more than one kinds of signal to convey more than one kind of message. in trying to follow the emotion messages, you may look at the wrong signal. or perhaps you do not clearly differentiate the emotion messages from the other messages conveyed by the face (ekman, 2003:10). according to ekman (2003:1), the facial blueprints of the major emotions-how surprise, fear, anger, disgust, sadness, and happiness are registered by changes in the forehead, eyebrows, eyelids, cheeks, nose, lips, and chin. it is has relation with semiotic study which focuses on concept of face to analyze movie.hence, verbal expression relates to the utterance or conversation of movie and visual expression relates to picture of movie or expression in that movie. a movie is being essential as a means of entertainment. it is the illusion of the reality in visual media. film presents the audience images in illusory motion, which is represented on the screen, acted by the stars, has its own style, genre, and certain events. the study of movie cannot be separated from the society as stated by allen and gomery, however movies are social representations. that is, they derive from images and sounds, themes, and stories ultimately from the social environment. in functional film, characters are given attitudes, gesture, statements, motivations and appearance that are in part at least, based on social roles, and on general motions about how debutante, mother or husband is „supposed‟ to be (allen and gomery, 1993:46). taking the above ideas into consideration, the researcher is interested to analyzing a movie. film produced by dreamworks animation have been told located in the primeval time tells the story of a family of early human species homo neanderthal types who calls himself the croods. the croods family consists of 6 homo of neanderthal namely grug (father), ugga (mother/wife grug), gran (grandmother/ mother ugga), eep (first child female), thunk (second child male) and sandy (the third child baby). the researcher assumes there are many found the using of facial expression relate to verbal expression. the researcher is encouraged to entitle the research as follows: the relation between verbal and visual expression in “the croods movie”. we know that in daily life when the students want to produce the verbal expression, it should relate to visual expression. the verbal expressions connect to facial expression such as surprise, fear, disgust, anger, happiness and sadness. in addition to this, there are the verbal expression that students can practice producing such as wow, eww, yikes, argh, yes and huhh. lastly, when learning this study the teacher can know the expression and emotion of the students. this is important in the process of teaching and learning in the classroom. some experts have already conducted the studies of semiotics study. one of them is the study by bouzida (2014) which aims at analysis semiology analysis in media studies “roland muhammad ari saputra/english education journal 6(1) (2016) 57 barthes approach”. the evaluation should be pointed out from this study is about the analysis process. this study used barthes‟s theory to analysis poster of movie those are denotation, connotation and myths. therefore, the researcher do not analyze used another expert theories such as ferdinand or charles and so on. in practice, roland barthes approach is highly applied in media studies that concentrate upon semiological analysis of such varied media domains as advertising, cinema, films, video clips, and caricature. in summary, this paper with the application of semiology in media studies according to barthes approach, in the way that emphasizes the non verbal communication /the visual image /the photograph as a sign system. the other study related to semiotic is done by rahmasari (2014). she research entitled “a semiotic analysis on the help movie posters”. this research investigated about movie posters; normally contain many kinds of verbal and visual signs. in analyzing the data, the researcher used barthes theory (1972) to build the meaning through denotation and connotation theory and how it is then bringing them into a myth that people believed as racism issues in the help movie posters. in summary, the denotative signs found in this research are from the representation of visual and verbal elements in the posters such as the title, tagline, and the image of women, gestures, and facial expression, the image of bench, pigeon, ravens, cage, cartoon, and also colours. while connotation is used to build the meaning behind each of denotative signs found in the movie posters such as the way the citizens of america face the racism issues based on the skin colour differences. the myth built in the movie posters consider white people as the best race between others is pictured in the fifth of the help movie posters. the other study related to the verbal and visual expression is done by merlina, et al (2013). this research focuses to analyze emotions on kaskus and classifying some of emotions in kaskus. this research investigates the types of emoticons which occurred on kaskus. the researcher takes the data from kaskus, therefore it is aforum in the internet which has grown to be one of the most popular websites inindonesia. from the discussions, there are verbal and nonverbal sign inthe emoticons that appear on kaskus. the meaning of verbal sign and nonverbal signin emoticon “marah” represents anger emotion. emoticon “ngakak” and “thumbup”represent enjoyable emotion. emoticon “sorry” and “cool” represent sadness emotion. the different point between this research and the study above is the object of the study. tao in the year of 2014 studies to evaluating the concept of „face‟ (mentsu) in japanese verbal communication.this paper reports on a study which aimed to collect data by which the conceptualization of „face‟ (mentsu) by japanese young people could be evaluated. the results objectively verify the awareness of face among younger japanese people, proving that most japanese university students regard saving face very highly and think that saving face is most important. the data show that more respondents agree with the statement “japanese people regard saving face very highly” than with the statement “saving face is most important.” from those four of previous studies, the researcher can conclude that there are some similarities and differences between those five previous studies and the current study. but there is different with the object and so on.my research focuses on the relation between verbal and visual expression in the croods movie. multimodality multimodal literacy (jewitt& kress, 2003:61) is about understanding the different ways of knowledge representations and meaning-making, such as on advertisements, posters, web-pages and films. multimodal literacy focuses on the design of discourse by investigating the contributions of specific semiotic resources, (e.g. language, gesture, images). muhammad ari saputra/english education journal 6(1) (2016) 58 semiotics as the study of sign based on chandler (2002:1) the shortest definition of semiotics is the study of signs. semiotics itself is very close to the signs as the subject of the study. in other definition, eco (1979:7) argued that semiotics is concerned with everything that can be taken as a sign. visual expression visual refers here to the coding, as processed by the brain, not to the channel, as perceived by the senses. in this sense, so-called “visual aids” (slides) used by speakers to “illustrate” their presentations are seldom visual: if they display nothing but text, they are clearly verbal. often, they are absorbed nonverbally: when asked later what was on them, audience members find themselves at a loss for words and start making gestures, often redrawing the illustration in the air (doumont, 2002:219).hence, visual expression relates to picture of movie or expression in that movie. facial expression the face is one of the most expressive channels of communication, particularly for expressing emotions. emotional expression occurs primarily through changes in the mouth, eyebrows, cheek and eye muscles, pupil dilation, and the amount and direction of gaze. specific facial expression for specific emotions has been observed in a variety of different cultures, suggesting that facial expression of emotion may be universal. facial expression of happiness, anger, disgust, sadness, and combined fear and surprise are readily communicated across cultures (ekman, 2003:25). the complexity of the face is apparent when we consider its sending capacity, the information it may convey, and its role in social life. although there are only a few words to describe different facial behaviors (smile, frown, furrow, squint, etc.), man's facial muscles are sufficiently complex to allow more than a thousand different facial appearances; and the action of these muscles is so rapid, that these could all be shown in less than a few hours' time (ekman, 1972:1). according to ekman (2003:1), the facial blueprints of the major emotions-how surprise, fear, anger, disgust, sadness, and happiness are registered by changes in the forehead, eyebrows, eyelids, cheeks, nose, lips, and chin. facial expression can be useful for psychotherapists, ministers, physicians and nurses, trial lawyers, personnel managers, salesmen, teachers, actors and so on (ekman, 2003:3). the teacher needs to know whether or not the students understand what he is saying. interest, concentration, and perplexity are shown on the face.therefore, learning of facial expression has benefit in daily life. understanding emotional experience applies not just to our relationships with others but also to all relationship. it can help you understand the most private, personal, unique part of our self. this is a part of our self which has enormous power over our life. our work, our life, and even our death can be determined by our feelings. surprise surprise is the briefest emotion. it is sudden in its onset. if you have time to think about the event and consider whether or not you are surprised, then you are not. you can never be surprised for long, unless the surprising event unfolds new surprising elements. it doesn't linger. when you cease being surprised, its disappearance is often as sudden as was it onset (ekman, 2003:34). the characteristic of surprise expression is the brows are raised, so that they are curved and high. the skin below the brow is stretched. horizontal wrinkles go across the forehead. the eyelids are opened; the upper lid is raised and the lower lid drawn down; the white of the eye-the sclera-shows above the iris, and often below as well. the jaw drops open so that the lips and teeth are parted, but there is no tension or stretching of the mouth. fear fear is so often experienced in advance of harm-you are so successful in spotting danger before pain hits-that it is possible to forget that you can be caught unawares. thinking, planning, evaluating, and anticipating do not muhammad ari saputra/english education journal 6(1) (2016) 59 always protect or even warn you. sometimes you are harmed without notice, and when that happens you feel fear without much, if any, prior thought about what is happening (ekman, 2003:47). the characteristic of fear expression is the brows are raised and drawn together. the wrinkles in the forehead are in the center, not across the entire forehead. the upper eyelid is raised, exposing sclera, and the lower eyelid is tensed and drawn up. the mouth is open and the lips are either tensed slightly and drawn back or stretched and drawn back. disgust according to ekman (2003:66), disgust is a feeling of aversion. the taste of something you want to spit out, even the thought of eating something distasteful can make you disgusted. a smell that you want to block out of your nasal passage, or move away from, calls forth disgust. and again, even the thought of how something repulsive might smell can bring out strong disgust. the sight of something you think might be offensive to taste or smell can make you disgusted. sounds might also make you disgusted, if they are related to an abhorrent event. and touch, the feel of something offensive, such as a slimy object, can make you disgusted. the characteristic of disgust expression is when the upper lip is raised. the lower lip is also raised and pushed up to the upper lip, or is lowered and slightly protruding. the nose is wrinkled. the cheeks are raised. lines show below the lower lid, and the lid is pushed up but not tense. the brow is lowered, lowering the upper lid. anger anger is probably the most dangerous emotion. when angry, you are most likely to hurt others purposefully. if you know that someone is angry, if you comprehend what made him angry, then his attack is understandable even if you condemn his failure to control himself. it is the person who attacks without known provocation-who doesn't seem to have been angry whom you judge as bizarre or crazy (ekman, 2003:78). the characteristic of are the brows are lowered and drawn together. vertical links appear between the brows. the lower lid is tensed and may or may not be raised. the upper lid is tense and may or may not be lowered by the action of the brow. the eyes have a hard stare and may have a bulging appearance. the lips are in either of two basic positions: pressed firmly together, with the corners straight or down; or open, tensed in a squarish shape as if shouting. happiness according to ekman (2003:99), happiness is the emotion most people want to experience. you like being happy. it feels good. you choose situations, if you can, in which you will experience happiness. you may organize your life in order to increase your happy experiences. happiness is a positive emotion. the characteristic of happiness expression are corners of lips are drawn back and up. the mouth may or may not be parted, with teeth exposed or not. a wrinkle (the naso-labial fold) runs down from the nose to the outer edge beyond the lip corners. the cheeks are raised. the lower eyelid shows wrinkles below it, and may be raised but not tense. crow's-feet wrinkles go outward from the outer corners of the eyes. sadness in sadness your suffering is muted. you do not cry aloud but more silently endure your distress. anything can make you sad, but most often you are sad about losses. loss is through death or rejection by a loved one. loss is an opportunity or reward through your own mistaken effort, or circumstance, or another's disregard. loss of your health or some part of your body through illness or accident (ekman, 2003:114).the characteristic of sadness expression are the inner corners of the eyebrows are drawn up. the skin below the eyebrow is triangulated, with the inner corner up. the upper eyelid inner comer is raised. the corners of the lips are down or the lip is trembling. verbal expressions muhammad ari saputra/english education journal 6(1) (2016) 60 more frequently, technical communicators simply distinguish between verbal and nonverbal processes. verbal, here, refers to languages, with the symbolic arbitrariness of their semantics and the sequential logics of their syntax (doumont, 2002:220). a language function refers to language as they engage with content and interact with others. functions represent the active use of language for a specific purpose. the use of language functions in order to express ideas, communicate with others, and show understanding of content in an academic setting. the first is personal it refers to ourselves, our emotions and our ideas (clarifying or arranging one‟s ideas; expressing one‟s thoughts or feelings): love, joy, pleasure, happiness, surprise, likes, dislikes, satisfaction, disappointment, distress, pain, anger, anguish, fear, anxiety, sorrow, frustration, annoyance at missed opportunities, moral, intellectual, and social concerns; and the everyday feelings of hunger, thirst, fatigue, sleepiness, cold, or warmth. hence, this is category refers to verbal expression of this study focuses on surprise, fear, disgust, anger, happiness and sadness. methodology this research used descriptive method with qualitative approach. the source of the data in this study is “the croods movie”. according to (creswell: 2002,181) stated that qualitative research taken place in natural setting. the qualitative researcher often goes to the site (home, office) of the participant to conduct the research. this enables the researcher to develop a level of detail about the individual or place and to be highly involved in actual experiences of the participants. furthermore this is research; this type of study is done by collecting the data, classifying the data, analyzing the data, and then drawing the conclusion. the source of the data is facial expression and the dialogs in the croods movie. and the last the object of this research was “the croods 1”. findings and discussion there are 30 data of facial expression were identified in the movie. they are 5 data in surprise expression, 6 data in fear expression, 3 data in disgust expression, 6 data in anger expression, 7 data in happiness expression and 3 data in sadness. the data are presented in verbal and visual expression in the croods movie. expression of surprise no verbal visual 5 guy: whoa! i did not see that coming. twist ending. my stories never end like that. thunk :yes! two stories in one night! the croods leave grug and gather around guy. count: 45:55 the picture shows that expressions of surprise indicated by brows are raised, so that they are curved and high. the skin below the brow is stretched. horizontal wrinkles go across the forehead. the eyelids are opened; the upper lid is raised and the lower lid drawn down; the white of the eye-the sclera-shows above the iris, and often below as well. the jaw drops open so that the lips and teeth are parted, but there is no tension or stretching of the mouth. the conversation above shows that thunk employs surprise expression. thunk was very surprise because he got two stories in one night. guy said “whoa! i did not see that coming. twist ending. my stories never end like that”. thunkresponse “yes! two stories in one night!” muhammad ari saputra/english education journal 6(1) (2016) 61 and then the croods leave grug and gather around guy. guy is uncharacteristically dumbstruck. from the explanation above, thunk claims „common ground‟ to grug by indicating that he belong to some set persons who share some specific wants. he has fulfilled grug‟s surprise face. he respects him when ugga reminds grug to telling a story. in this case, the verbal expression indicated surprise because the utterance is “yes! two stories in one night!”. and visual expression indicated surprise as facial expression. it can happen because thunk is surprise when in one night has two stories which firstly narrated by grug and then guy. expression of fear no verbal visual 17 grug :why don‟t you know? stop looking for things. fear keeps us alive eep. never not be afraid. eep:what‟s the point of all this? grug :hmmm? what was that? eep :i mean, why are we here? what are we doing this for? count: 11:41 the picture shows that fear expression indicated by brows are raised and drawn together. the wrinkles in the forehead are in the center, not across the entire forehead. the upper eyelid is raised, exposing sclera, and the lower eyelid is tensed and drawn up. the mouth is open and the lips are either tensed slightly and drawn back or stretched and drawn back. in this case, the verbal expression indicated fear expression. and visual expression indicated fear as facial expression. it can happen because eep as a daughter feels fear with grud‟s statement. when grug gives instruction to his daughter and then eep feels fear. the relation between verbal and visual expression in this data are fear. the situation when the croods entering the cave, eep disagree with grug instruction to live in the cave. eep said i mean, why are we here? what are we doing this for?. based on that utterance eep disagree with grug instruction to live in the cave.it is thus clear that eep expression is fear and his expression utterance is fear, too. expression of disgust no verbal visual 18 grug :ok. can i borrow that? thank you. eep! your old favorite? eep :i haven’t played with that thing in years. grug :tonight we‟ll hear the story of krispy bear. count :12:28 the picture shows that disgust expression indicated by the upper lip is raised. the lower lip is also raised and pushed up to the upper lip, or is lowered and slightly protruding. the nose is wrinkled. the cheeks are raised. lines show below the lower lid, and the lid is pushed up but not tense. the brow is lowered, lowering the upper lid. in this case, the verbal expression indicated disgust verbal expression. and visual expression indicated disgust as facial expression. the relation between verbal and visual expression in this data are disgust. the situation when the croods entering the cave, eep disagree with grug instruction to live in the cave. and then grug given a old toy belong to eep, but she dislike with his old toy. eep said i haven‟t played with that thing in years. based on that utterance eep disagree with grug instruction to live in the cave. and then grug given a old toy belong to eep, but she dislike with his old toy. therefore, eep expression is disgust and his expression utterance disgust too. muhammad ari saputra/english education journal 6(1) (2016) 62 expression of anger no verbal visual 9 ugga :the moon is full. bath night.you too, mom. gran :run for your life. gran :i don’t want to lose my protective layer. count: 09:28 the picture shows that anger is expressed by the brows being lowered and drawn together. vertical lines appear between the brows. the lower lid is tensed and may or may not be raised. the upper lid is tense and may or may not be lowered by the action of the brow. the eyes have a hard stare and may have a bulging appearance. the lips are in either of two basic positions: pressed firmly together, with the corners straight or down; or open, tensed in a squarish shape as if shouting. the conversation above shows that gran employs anger expression. the situation is when the croods enter the cave and uggaorder to bath. ugga picks up a heavy stick off the floor. but eep clinging to the side of the sheer rock face above croodcave.ugga said the moon is full. bath night. (grumbling, gran tries to run away) you too, mom. gran responses run for your life. ugga pulls gran back. i don’t want to lose my protective layer. ugga said again mom, you‟ve got ants. based on that utterance gran doesn‟t want to bath. so the expression of face is anger and the utterance indicated anger too. it can happen because gran as a mother of ugga was very unhappy with ugga when she tells to gran to bath. when ugga gives instruction to gran, she feels anger. this conversation indicated passive anger because a person internalizes the expression of anger when he or she avoids dealing with the situation that contributed to feelings of anger. expression of happiness no verbal visual 3 ugga :how about a story? eep loves those. grug :that‟s a good idea ... how about a story, huh? thunk :oh yeah, tell us a story. count: 12:20 the picture shows that happiness expressions indicated by corners of lips are drawn back and up. the mouth may or may not be parted, with teeth exposed or not. a wrinkle (the naso-labial fold) runs down from the nose to the outer edge beyond the lip corners. the cheeks are raised. the lower eyelid shows wrinkles below it, and may be raised but not tense. crow's-feet wrinkles go outward from the outer corners of the eyes. the relation between verbal and visual expression in this data are happiness expression. the situation when ugga tell greg to storytelling to make atmosphere feeling well. the sentence is ugga: how about a story? eep loves those. and then grug give a response, grug: that’s a good idea ... how about a story, huh. thunk likes when grug wants to telling a story, thunk: oh yeah, tell us a story. based on that utterance thunk surprise when his father telling to him can get own stick. so the expression of face is surprise and the utterance indicated surprise too. in this case, the verbal expression indicated happiness expression. and visual expression indicated happiness as facial expression. it can happen because thunk as a son was very happy with grug‟s story. so, when grug is telling a story, thunkfeels happiness. expression of sadness no verbal visual 2 grug: here you go, thunk. drink up. thunk: sorry, dad. ugga: looks like fast food tonight! grug: that’s alright. i ate last week. count: 09:04 muhammad ari saputra/english education journal 6(1) (2016) 63 the picture shows that sadness expressions indicated by the inner corners of the eyebrows are drawn up. the skin below the eyebrow is triangulated, with the inner corner up. the upper eyelid inner comer is raised. the corners of the lips are down or the lip is trembling. the relation between verbal and visual expression in this data are when the croods get a food. after getting a meal, they start to eat alternately. the last turn is grug, actually the meal already finish. grug said that‟s alright. i ate last week. grug expression is sadness and his expression utterance is sadness too. in this case, the verbal expression indicated positive politeness in strategy 1 namely notice, and attend to the hearer‟s need. and visual expression indicated sadness as facial expression. it can happen when eating time grug get the lastturn, and the food has run out.therefore, grug feels sadness. conclusions there are found 30 of the relation between verbal and visual expression in the croods movie. they are surprise, fear, disgust, anger, happiness and sadness. the face is one of the most expressive channels of communication, particularly for expressing emotions. emotional expression occurs primarily through changes in the mouth, eyebrows, cheek and eye muscles, pupil dilation, and the amount and direction of gaze. facial expression of happiness, anger, disgust, sadness, and combined fear and surprise are readily communicated across cultures. there are relations between verbal and visual expression in the croods movie. the researcher would like to give some suggestions to pay intention in combining those semiotic studies above with other issues, for example the analysis of poster or advertisement by used semiotic approach. and the last the teachers can implication the facial expression produce by the students in teaching and learning process to know what the students feel in the classroom. therefore the teacher needs to know whether or not the students understand what he is saying. interest, concentration, and perplexity are shown on the face. acknowledgement i would like to express my sincere thanks to dr. rudi hartono who has guided me. thank you for all lecturers of the english language education at the master‟s degree program for the constant guidance given to me. references bouzida, feyrouz. 2014. the semiology analysis in media studies “rolandbarthes approach”. 8-10 september 2014 istanbul, turkey proceedings of socioint14international conference on social sciences and humanities chandler, d. 2002. semiotics: the basic. ottawa: routledge. creswell, john. w. 2002. research design qualitative, quantitative, and mixed methods approaches 2nd edition. california: sage publication, inc. doumont, jean-luc. 2002. verbal versus visual: a word is worth thousand pictures, too. technical communication, volume 49, number 2, may 2002. 219-224 eco, u. 1976. a theory of semiotics. bloomington: indiana university press. ekman, p. & friesen, w.p. 2003.unmasking the face. new jersey: prentice-hall. ekman, p. friesen. w. ellsworth. p. 1972.emotion in the human face. new york: pergamon press inc. jewitt, c. & kress, g. (eds). 2003. multimodal literacy. new york: peter lang. keyton, j. (2011). communication and organizational culture: a key to understanding work experience. thousand oaks, ca: sage kress, gunther. 2010. multimodality a social semiotic approach to contemporary communication. new york: routledge muhammad ari saputra/english education journal 6(1) (2016) 64 knapp, m. l., & hall, j. a. 2009.nonverbal communication in human interaction. crawfordsville, in: thomson learning. merlina, tina. maulia, lia.amalia, rosaria. 2013. verbal and visual expression of emotions on kaskus: a semiotic study. mimbar, vol. 29, no. 1 (juni, 2013): 85-91. „terakreditasi‟ sk dikti no.64a/dikti/kep/2010, berlaku 1-112010 s.d. 1-11-2013 85 rahmasari,indah. 2014.a semiotic analysis on the help movie posters. thesis. study program of english. department of languages and literature. faculty of cultural studies. universitasbrawijaya tao, lin. 2014. evaluating the concept of „face‟ (mentsu) in japanese verbal communication.intercultural communication studies xxiii: 1. kanazawa university, japan. developing materials for teaching descriptive texts through facebook for year seven students of junior high school agustina prihatiningsih abstract with the boom in technology and the popularization of facebook among school students, many teachers and students are now utilizing this information sharing network opportunity for academic purposes. in line with the newest curriculum, school based curriculum (ktsp), which allow schools to develop the curriculum, this research and development (r&d) has inspired me in developing descriptive text material through facebook. the material is preferred for its importance to be taught in year seven junior high school. in the process of developing the material, this study addresses three problems: (1) what is the initial condition of students before using the descriptive texts material developed through facebook? (2) how is the material in facebook developed for teaching descriptive text? (3) what is the influence of using the descriptive texts material developed through facebook to the students' achievement on writing competence? the scope of the study is developing material through facebook for teaching descriptive text for year seven students of junior high school so that they are able to create a simple short descriptive text or modify the text by using their experiences. in developing the descriptive text material through facebook, the method, research and development (r & d) was adapted and simplified from the development stages of borg and gall. the process started from doing a survey. then, it was followed by developing material through facebook, experts and teachers validation, doing first revision, trying out the material, doing second revision, and ended by producing the final product. the developed product is the material of descriptive text through facebook entitled "let's describe it" addressed on letsdecribeit.co.ee. whereas the content of the developed material was language features, generic structures, sentence based writing and genre based writing. the real time in trying out the material was 270 minutes (excluding students' final writing). as indicated by the students' final writing and the teacher's opinion in questionnaires, also the result of the study, the material in "let's describe it" facebook is appropiate for teaching descriptive text for year seven students of junior high school. hopefully, teachers are able to develop the descriptive text material for other language skills, grades or any other text-types. key words: material development, descriptive text, facebook 33 http://letsdecribeit.co.ee introduction it is inevitable that information and communication technologies play very important role in today's education settings. the technologies then expected to charge the nature of instruction and provide learners with cognitively challenging and attractive materials. through the use of internet and multimedia, learners can engage in individualized instruction where they can investigate and learn concepts and contents to meet their specific needs. educational researchers believe cognitive growth is informed by existing knowledge (lee, 2003, bransford, brown, & cocking, 1999). however, the existing of today's student technology is fundamentally different from past decades. there is a digital disconnection between how students use technology for their everyday communication and how the students use technology in the classroom. outside the school students communicate through instant messaging, cell phones and internet. these technologies are not just toys, rather essential for students to communicate with the world. nevertheless, schools are failing to recognize the digital world of students outside of schools. in order for teachers to tap into the everyday technology knowledge of students, teachers must believe these technologies can benefit classroom instruction. students are now heavily immersed in web 2.0 technologies (i.e. blogs, twitter, social network sites, virtual worlds, video sharing and photo sharing). they are crafting on-line lives that seamlessly meld with their off-line world. according to munoz and towner (2009), educators are now turning to web 2.0 tools, drawing upon their ability to assist in creating, collaborating on and sharing content. social network sites are now quickly becoming ubiquitous online. with the boom in technology and the popularization of social networking among school students, many teachers and students are now utilizing this information sharing network opportunity for academic purposes. according to the latest data (march 2010) of ebizmba.com there are more than 20 social network sites available today with the most popular one is facebook. created in 2004 by mark zuckerberg, facebook now has 722.434.829 users and most of them are students. 34 http://ebizmba.com facebook in indonesia placed in the first rank of top ten popular social network sites surveyed by axela.com in march 2010. the number of users then bring our country as the third biggest user of facebook in the world after usa and turkey (mbzes.com). in addition, in line with other countries, students contribute the biggest number of facebook users in indonesia. they typically spend an average of five or more per week on facebook and have an average of 800 "friends" (people connected to them on the website) most of them are other students. since facebook is the world's largest online student information sharing network, facebook is the ideal platform to spread academic information, course work, study material, and more in an inexpenssive and highly efficient way and in an environment that their students are most comfortable with. hence, the study is intended to bring and develop material through facebook in the classroom where both students and teacher can use it as tools of knowledge. the researcher conducted a study on research and development (r & d) to develop materials for teaching descriptive text through facebook for year vii students of junior high school. the product is "let's describe it" facebook. since the time for conducting try out, that is sheduled in may 2010 is in the material of descriptive text, so, descriptive is chosen to be material that will be developed in this study. problem statements according to the above background, there are 3 proposed questions: 1) what is the initial condition of students before using the descriptive texts material developed through facebook? 2) how is the material in facebook developed for teaching descriptive text? 3) what is the influence of using the descriptive texts material developed through facebook to the students' achievement on writing competence? objectives of the study the objectives of the study are: 1) to examine the initial condition of students before using the descriptive texts materials developed through facebook. 35 http://axela.com http://mbzes.com 2) to develop the material of decsriptive text through facebook for teaching descriptive text. 3) to examine the the influence of using the descriptive texts materials developed through facebook to the students' achievement on writing competence. significance of the study the findings of this study will be assumed to be as follows: 1) theoretically, a language competence (such as generic structures and language features) is essential to be explained in teaching descriptive text, especially in writing skills. 2) practically, the materials developed through facebook is expected to be applied in students daily activities and hopefully, the students are able to develop and modify the materials through their own experiences. 3) pedagogically, further studies should be conducted to develop materials through other social network sites and other approaches for teaching other language skills, grades or any other text-types. the general concept of writing in the classroom, there is a combination of two kinds of writing. brown (2001:340) argues that another way to look at the authenticity issue in classroom writing is to distinguish between real writing and display writing. moreover, he said that real writing is writing when the reader doesn't know the answer and genuinely wants informations. in classroom setting, the students are more likely to be given the opportunity to convey genuine information on topics of intrinsic interest on the other hand, display writing gets the students to perform well in order to learn skills that will help them succeed in further academic pursuits. both the use of real and display writing are considered by the ages and levels of the study. for beginners, real writing is prefered than display one. based on the limited vocabulary and the mastery of grammar that the students in this level have, it is easier for them to practice writing using a model from teachers. in order to create the model, the 36 teachers are able to do display writing by using any tools or facilitations available at school. here, they sometime have to combine between spoken and written language. hyland (2004:111) points out that any language course needs a way of sequencing learning by integrating written and spoken genres. in the real world texts, the sequencing is by using families of genres. for constructing a descriptive text, it needs steps to achieve a goal as the main feature. material development according to borg and gall (1983:772) research and development (r & d) is one reseach design aimed at developing and validating educational products, the process involves identifying problems that need to be solved by educational products, like textbooks, syllabus, assessment instruments, etc., studying the principles of writing instructional media, developing the media based on the principles, field testing it in the setting where it will be used eventually, and revising it to correct the deficiences found in the field-testing stage. teaching and learning descriptive text in teaching and learning activities, there are a group of steps that is applied in each meeting. feez and joyce (2002:28) state five stages of teaching and learning activities. they are represented in figure 1 below. 37 figure 1. stages of teaching / learning cycle, adapted from feez and joyce (2002:28) in the classroom (as stated by 2004 curriculum), two cycles of genre approach spoken and written cycles consist of four stages for each. the four stages are building knowledge of the field, modeling, joint construction, and independent construction of the text. method of the material development the study used r & d approach, since the objectives of the study are to develop and innovate the descriptive text materials through facebook for year seven students of junior high school. according to borg and gall (1983:772) research and development (r & d) is one reseach design aimed at developing and validating educational products. the process involves identifying problems that need to be solved by educational products, like textbooks, syllabus, assessment instruments, etc, studying the principles of writing instructional media, developing the media based on the principles, field testing it in the setting where it will be used eventually, and revising it to correct the deficiences found in the field-testing stage. the r & d process has been constructed in developing written descriptive text materials in facebook for the year seven students of junior high school. it was held in this level by considering on the descriptive text that has basically taught in semester 2 year 7. the process of the materials development involves seven stages which is scaled down from the original r&d cycles by borg and gall. the stages are: (1) stage 1: mapping the materials that was developed consistent with the content standard for year seven of junior high school of 2009/2010 academic year, has already been decided to be implemented in second semester. the specification of the materials was made based on the integration of four language skills. it was represented in mapping result. mapping here means a plan or format of the integrations. content standard's mapping consists of standard of competences, basic competences, language skills, text38 types, and number of meetings. likewise, mapping is also used to recognize the situation and condition during teaching-learning process combined with educational calender. after the mapping refered to the content standard, the writer made the syllabus and lesson plan based on the standard of competences and basic competences. the syllabus, as mentioned before, was based on the content standard. in addition, in this stage, in order to obtain data about the initial conditions of students before being taught by the materials developed through facebook, i employ questionnaire and pre test writing which are given to year vii students of smp negeri 8 semarang. they are aimed at examining the students' initial conditions and whether they are familiar or even have a facebook account. while smp negeri 8 semarang is chosen for its heterogenous achievements of the students, the latest rank from "departemen pendidikan nasional semarang" in 2009 is eight. moreover, the school is facilitated with library and language laboratory which is equipped with some computers and internet access which can be used by the students freely. before the questionnaire is distributed to students and teachers, its validity will first be tested by experts. (2) stage 2: develop preliminary form of product in this stage, i developed the materials of my facebook based on the result of the mapping. i put my attention on developing the materials of descriptive text through facebook for teaching descriptive texts for year vii students of junior high school. the product is descriptive text materials in facebook. the facebook enclosed photos and tables. the writer applied microsoft word 2007 in making the written materials and adobe photoshop cs3 and microsoft office onenote 2007 in presenting both table and pictures in the facebook. moreover, the materials developed in facebook was presented in "notes" feature. (3) stage 3: experts and teachers validation before the materials in facebook is used in the real classroom setting, they need to be tested by english lecturers, and english teachers in order to gain some valuable suggestions dealing with the effectiveness of the facebook. all the experts will be given 39 numerical scoring instrument sheet containing indicators, scores and some spaces for additional suggestion. all of the mapping, syllabus, lesson plan, developing materials (the facebook) were validated by experts and teachers. the forms of experts and teachers validation were altered and taken from byrd (2000) in murcia (2001:425), richard (2002:274), and depdiknas (2004) since the three resources overlapped each other. the viewpoint of the forms were subject matter, language (vocabulary and structure), exercises, suit to the curriculum, suit to the students and teachers for legalizing student book, and suit to the teachers for legalizing the facebook. the evaluation scores were 4 (excellent), 3 (good), 2 (adequate), 1 (poor), and 0 (zero). the teachers who do the validations were english teachers who have at least five years experience in teaching. the experts as well as the teachers may give any suggestions for the materials' improvements. (4) stage 4: first product revision in line with the checklist of validation forms and suggestions from the experts and teachers, the writer intended to do some revisions. she consulted the revised materials development to her advisors before doing a tryout. when they were sure about the validity, she was able to move on the next step. (5) stage 5: first main field testing there was a school where the writer would tried out her materials development in one class. here, she would observe some data about the school. (6) stage 6: second product revision the criteria employed for the validity of the tryout in sorting out the materials development are suitability with the curriculum. the level of difficulty, the attractiveness, the effectiveness, the practicality, the clarity of the length, the content, the speed of delivery, and the style of delivery. they are stated in questionnaire (questionnaire for the teacher). at this activity, the questionnaire might be responded by the teacher as the tryout completely done. when 80% of them estimate the criteria as at least fair, the materials did not need to be revised. 40 the materials development is catagorized to be successful if the frequency of the students' scores attain at least 72 (the minimum standard score of passing grade of smp n 8 semarang which can be dissimilar in each school) from 80% of the students. (7) stage 7: producing final product finally, the writer should do the editing and revising the materials in order to generate better products. the final descriptive text materials was written and finalized with some illustrations related to the theme 'superman". then, the fixed materials development was ready to be published to public through the internet. findings and discussion in order to know the initial conditions of students before being taught with the descriptive text materials developed through facebook, the writer employed both questionnaire and pre test writing. the activity was started from february to march 2010. the questionnaire consits of eleven questions that asking whether students have already been familiar with facebook, whether they have a facebook account, their common activity on facebook, their opinion about descriptive text materials and the sources of learning descriptive text and their willingness to accept the idea of teaching descriptive text through facebook. the result of the students questionnaire showed that all the students are familiar with facebook and there are 32 students have facebook account (from total 36 students). it means that facebook has already known by the students. dealing with their opinon obout the descriptive text materials there are 28 students (64%) said that such materials is difficult. moreover, the source of learning descriptive text are only from their teacher and the text book. though the teacher sometimes using computer and lcd as the media to teach, but the teacher did not present the materials through those media but pictures and films. hence, all the students answered yes for the last question which asking their willingness in accepting the idea of learning descriptive text with the developed materials through facebook. after distributing questionnaire, the writer conducted a pre test writing that asking the students to write a short descriptive text about their favourite stuff or figure. 41 considering the scoring rubric of writing, the result of pretest showed that the passing grade of the students reached only 22,2%. it means the result of the students writing failed to fulfill the standard requirement of class passing grade that is 80%. thus, after knowing the initial conditions of the students, the writer then doing a curriculum mapping. in line with the curriculum framework and the graduated competence standard, the mapping of the basic english in content standard for year seven, semester 2 of junior high school consists of four language skills (listening, speaking, reading, writing), four text-types (transactional & interpersonal, short functional, procedure, and descriptive texts), and 36 numbers of meetings. the actualization of content standard in teaching learning process in a school based curriculum is based on standard of competences and basic competences. by doing a survey through the mapping of content standard and collaborating with official educational calender, this study of developing descriptive text materials through facebook was presented notably for only writing skill. it was contributed in 4 meetings being aligned with the school based curriculum development principles to equalize between national and local needs under the coordination and supervision of "dinas pendidikan provinsi". afterwards, the mapping process was persisted by formulating the syllabus and lesson plan based on the standard of competences and basic competences. the syllabus which was centred on the content standard was compiled on the standard of competences and basic competences, instructional materialss, learning activities, indicators, evaluations, time allotment, and sources. developing materials of descriptive text in facebook materials was developed into a product of descriptive materials in facebook. the texts were adapted/ modified from people around the students that were suitable with their environment. the contents come from many authentic books,magazines and internet. while the photos were taken and edited from a digital camera or adopted photoshops. both illustrations of the pictures and photos were rearranged by applying symbols, shapes, images, from office 2007. 42 after the drafts of materials development were gathered, they were systematically arranged based on writing activities. the writing sections were presented in stages (building knowledge of the field (bkof), modelling of the text (mot), joint construction of the text ( jcot), and independent construction of the text (icot)). moreover, the materialss presented in facebook are divided into 15 activities. each activity followed by some instruction for students. the instruction then directs the students to follow the materials, a. experts and teachers validation in developing written procedure text materials, there were three experts and two english teachers who did validations. the experts are: 1) dr. abdurrachman faridi, m.pd, an english lecturer of semarang state university, a tutor and a text book writer and reviewer. 2) ahmad sofwan, p.hd an english lecturer of semarang state university, and the head of english department of semarang state university. the english teachers are: 1) nur zaida, s.pd, m.pd, an english teacher and a junior high school text book writer. 2) budi hartanto, s.pd, an english teacher of smp n 8 semarang. the result of the experts and teachers validation the average of the validation product experts teachers average 1 2 1 2 "letsdescribeit" materials 3,30 2,96 3,48 3,70 3,36 "letsdescribeit" facebook 3,57 2,86 3,61 3,57 3,40 the table above shows that the average of the experts and the teachers' validation on "letsdescribeit" materials and "letsdescribeit" facebook were between 3.36 and 3.40. it means that the product is appropriate with the criteria of the materials standard. the judgments and the suggestions from the experts and the teachers were applied to revise the product. b. doing first revision 43 in accordance with the experts' comments, judgments, and suggestions, the first expert viewed the language used in the descriptive materials. they should be better written in the simple sentences (not more than 7 words for each sentence) and the choices answer for the particular questions should not be bias. another expert commented on the contents, it needed to be more developed. the first activity was suggested to be in the form of question not command, in addition, some activities should be answered in the comment box, not just orally, the instructions given for each activity should be clearer. besides, one english teacher pointed out two matters that should be revised. first was still about instructions in each activity. they should be simplified so that students did not have misunderstandings. second, the address of the facebook which first regarded too long to remember, cthe tryout the tryout was conducted in two weeks (every wednesday and saturday). on wednesday, the meeting took three periods (3 x 40 minutes), while on saturday the meeting took only two periods (2 x 40 minutes). all the materials development was saved as a draft in the notes box. it was the writer who was responsible to publish few minutes before class begins. hence, when the class begins, the teacher just followed the activities published in facebook. moreover, all the students activities were recorded in comment box of each activity. d. doing second revision in revising the materials development that is comprised into 'suitability with the curriculum, the level of difficulty, the attractiveness, the effectiveness, the practicality, the clarity of the length, the content, the speed of delivery, and the style of delivery criteria', the writer did not only refer to the first revision and the result of the tryout but also the teacher's questionnaires. the first revision showed that most of the experts and teachers estimated more than adequate on the materials. as the result, in this second revision, the materials did not need to be revised. the suggestions of the teacher about adding some interesting picture had been completed. e. producing the final product 44 in the last part of developing materials, the writer did editing and revising in order to generate a better product. thus, she add the label of bkof, mot, icot and jcot in each activity in order to help teachers follow the teaching stages. the final descriptive text materials was published with the picture of superman put in the wall and use the slogan of superman (it's not a bird, it's not a plane, it's superman ) to get the wall more attractive to both students and teacher. the influence of using the developed materials through facebook to the students' achievement on writing competence here, the teacher and the writer collaborated checking students' scores fir writing descriptive. the writer gave the teacher scoring rubric of how to assess writing. the scoring was done by both teacher and the writer. the teacher gave a score for each criteria of the students writing and the writer counted the final score they got. as indicated by the students' answers and the teacher's opinions in questionnaires, and the result of the study, the letsdescribeit materials through facebook is appropriate to grade seven students of junior high school. according to the agreement of the school stake holder, the minimum standard score of passing grade of this school at least reaches 72 from 80% of its students. in this materials development, the writer used the same. it meant that a student was categorized having achieved the individual learning mastery, if he/she got at least 72 score. along with the students' final writing results above, most of the students were categorized having achieved the individual learning mastery. the highest score for writing descriptive is 92 and the lowest score is 67. the passing grade of students writing reach 80,56 %, means that it has fulfilled the school standard. furthermore, though the effectiveness of an instructional product can not be measured only by considering their final achievement the letsdescribeit materials has successfully in getting the students excitement and triggering their curiosity to learn. from the personal interviewed conducted after the tryout, the students revealed that after applying letsdescribeit for teaching descriptive text, they became understand the use of descriptive, when the need to use it and how to construct a descriptive text. 45 the teacher's opinion on the materials fortunately, the teacher is not only teaching english but also ict (information communication technology), so he was very excited to apply letsdescribeit materialss through facebook in his english class. thus, made the writer not to spend much time to explain how to use this materials. during this study, he remarked the practicality (the ease of preparing & implementing the materials development) and efficiency of applying this facebook for teaching descriptive (the function of using the materials development in teaching-learning process). he added using facebook for mediating the communication during the teaching and learning process is brilliant idea, since facebook is becoming ubiquitous online among the students, brought it to the classroom will be very attractive. moreover, in order to support the conclusions of the study, the teacher was invited to give any responses related to the materials development by filling a questionnaire. they could whether the contents were suitable for them and the time allotments were agreeable. conclusion the action of the materials development through and the result of this study are summarized as follows: a) the result of the students questionnaire showed that all the students are familiar with facebook and there are 32 students have facebook account (from total 36 students). it means that facebook has already known by all students. dealing with their opinon obout the descriptive text materials there are 28 students (64%) said that such materials is difficult. the source of learning descriptive are only from their teacher and the text book and though the teacher sometimes using computer and lcd as the media to teach, but the teacher did not present the materials through those media rather pictures and films. the result of pretest showed that the passing grade of the students reached only 22,2%. it means the result of the students writing failed to fulfill the standard requirement of class passing grade that is 80%. 46 b) developing materials, was combined by some activities. the activity was started by adapting some texts from existing materials/ text books and articles in the internet. the next process is competent experts and teachers validation on the developed draft product (the mapping, syllabus, lesson plan and letsdescribeit materials through facebook) as the result in developing the materials. by referring to the validation forms of the experts and teachers, the writer did a revision. the next stage is trying out upon the developed product. in the tryout of the materials, there were teaching and evaluation activities. after trying out, the writer did second revision and produced the final product. c) after being taught by using the developed materials through facebook, the total average of students' achievement writing competence (based the average of students' writing test) was 77 raised from the pre test which only reach 63. moreover, the students passing grade reach 80 %. the students revealed that after applying letsdescribeit for teaching descriptive text, they became understand the use of descriptive, when the need to use it and how to construct a descriptive text. recommendations in line with the conclusions of this study, the recommendations presented below may be proposed into a similar study as well as english teachers who are going to apply this materials development in their classrooms. a) the product of this study is practical 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universitas islam sultan agung, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: accepted 24 mei 2018 approved 12 july 2018 published 15 september 2018 __________________ keywords: teaching reading, cognitive strategy, structure-propositionevaluation strategy, students‟ motivation ____________________ abstract ___________________________________________________________________ the present study investigated the effectiveness of cognitive and structure-propositionevaluation strategies in teaching toefl reading comprehension to high and low motivated students. an experimental research with factorial design 2x2 was used in this research. the first group was treated by using cognitive strategy and the other was treated by using spe strategy. the motivational questionnaire was conducted for classifying the students upon the high and low motivation. the data were analyzed by applying two-way anova. the result reveals that (1) cognitive strategy had a significant effect for teaching toefl reading comprehension among students with high and low motivated students, (2) spe strategy had a significant effect for teaching toefl reading comprehension among high and low motivated students, (3) there was no significant difference between the students‟ achievement after the implementation of cognitive and spe strategies for teaching toefl reading comprehension among high and low motivated students, (4) there was no significant difference of students‟ motivation in reading comprehension when they are taught by using cognitive and spe strategies for high and low motivated students, (5) there was no interaction among teaching strategies (cognitive and structure-proposition-evaluation strategies), motivation (high and low motivated students), and students‟ reading comprehension. © 2018 universitas negeri semarang correspondence address: jalan kaligawe raya km.4, terboyo kulon, genuk, semarang, jawa tengah 50112 e-mail: lulululicious@gmail.com p-issn 2087-0108 e-issn 2502-4566 mailto:lulululicious@gmail.com lulu‟ ekadini, dwi rukmini / eej 8 (3) 2018 308 316 309 introduction one of the fundamental factors in gaining success in the academic field is mastering the reading skill. it can be said that reading is one of the essential language skills that must be acquired by a person in modern era. grabe in takallou (2011, 275) mentions that reading is probably the most important skill for second language learners in academic context. it has always been related to knowledge, maturation of thoughts, innovation, advancement, modernization and so forth. reading is so prevalent in language use and the primary means of language learning for students. reading is also considered an interactive and a thinking process of transferring printed letters into meaning in order to communicate certain message between the writer and the reader (chotimah & rukmini, 2017). because of the increasing of direct communication in foreign language, the development of reading comprehension as a skill and a channel for language input has become the object of attention in education that needs to be researched. sukarni, rukmini, sofwan, and hartono (2017) also argued that reading as one of the skills critically needed to enhance new knowledge even to master innovative technology generally written in english. funchs (2007) said that students who enjoy reading do it more often and they tend to become skilled at it. poor readers, by contrast, often display low motivation to read. one possible explanation of this is that reading skill and reading motivation influence each other. 15 studies were reviewed addressing the relationship between students‟ reading and competency belief or goal orientations. results indicate that reading skills and motivation correlate, and support the possibility of a bidirectional relationship between the two. mujiyanto (2015, 2016) promoted reading texts used in teaching and learning process by comparing the readability levels with the reasons for such existences and well as levels of equivalence. the ability to read is primarily to be improved to enable students to get information. actually reading is not an easy process because it involves the work, eye and brain almost to get information or message from the text. nunan (2003, p. 68) stated in rosyita & faridi (2017, p.80) that reading is a fluent process of readers combining information from atext and their own background knowledge to build meaning, and the goal of reading is comprehension. meanwhile, comprehension refers to the ability to go beyond the words, to understandthe ideas and the relationships between ideas conveyed in a text (rosari & mujiyanto, 2016, p. 1). the students should be able to comprehend the text quickly and comprehensively. there are many learning language strategies that are well connected with all the four language skills, they are speaking, reading, listening, and writing. indonesian students need to apply the appropriate strategies in order to be able to have and acquire the skills above. theoretically, rebecca (1990, 8) believes that certain methods must be applied for effective reading comprehension to occur. in this case, it means that reading methods can help students maximize their comprehension and identify relevant and nonrelevant information. in reading, there are many reading methods to facilitate comprehension and to make their reading more effective such 'as speed reading, critical reading, proof reading, sq4r (survey, question, read, recite, write and review), and spe (structure, proposition, evaluation) teaching reading methods (vandergrift, 1996, 65). by using those teaching reading methods can help students build up independence and control their reading the explanation above implies that reading ability requires the students to be able to read the text effectively and efficiently. not only are they reading rapidly but also comprehensively. therefore, the students should master the way of good reading to read effectively and efficiently, as such that they do not need to spend much time to read they can understand their text completely. faridi (2010) stated that it is important for teachers to design a model and evaluating it in teaching and learning process. lulu‟ ekadini, dwi rukmini / eej 8 (3) 2018 308 316 310 the teaching learning process will be creative if the teacher gives students opportunities to participate. when the students„ english achievement is low, this is assumed because they do not participate in the teaching learning process. sometimes, the teacher is communicating with the students while he is only sitting on the chair all the time. (faridi, 2012, 55) in academic issue, most people have heard about toefl test or even done it, even toefl has become very popular in the world. educational testing service (ets) announced toefl as the most widely-used and internationally recognized test to evaluate nonnative english speakers‟ language proficiency. the statement from educational testing service gives a reality that toefl is used in all over the world to test english proficiency of people who live in non-english speaking countries. because of widely used and internationally recognized test, toefl is used all over the world included in indonesia. according to chelsea (2002), toefl exam does not only test the english language mastery, but also test-taking skill. in this case, toefl is useful for the students who want to master english as well as possible. besides, it is also useful to improve their skills of answering the questions of toefl test. in this part, the researcher wants to research toefl reading section. from preliminary research, it is found that the students have some problems in the reading section of toefl test. they are they get the difficulties to understand the sentences, they get bored while reading the text, they cannot manage the time as well as possible, and they are also unfamiliar with the words that have been read. it implies that it is necessary for teacher to understand the students‟ perception, and also their achievement (riyadh & faridi, 2017). therefore, they need some strategies to solve those problems. it is reading skill-based strategies for toefl. according to guthrie (2000, 408), motivation is an important element in reading engagement; motivational processes are the foundation for coordinating cognitive goals and strategies in reading. for example, if a person is intrinsically motivated to read and believes she is a capable reader, the person will persist in reading difficult texts and exert effort to resolve conflicts and integrate text with prior knowledge. a learner with high motivation will seek books known to provide satisfaction. learning language strategies can also be classified into six groups: cognitive, metacognitive, memory-related, compensatory, affective, and social. the application of these all strategies have been found in many countries in which english is a second language to have positive influence to the students achievement (adiguzel and gurses, 2013; serri, 2012; shi, 2011; takallou, 2011; stephen and xavier, 2010; oze and civelek, 2006). in this research, cognitive and spe (structure, proposition, evaluation) strategies are chosen as reading methods, which will be trained in order to help students become successful reader. both of methods are considered as the strategy that provide detail steps and more comprehensive reading strategy. cognitive strategy is used to help students achieve a particular goal (e.g., understanding a text). the students interact with the material to be learned by manipulating it mentally (as in making mental images or relating new information to previously acquired concepts or skills) or physically (as in grouping items to be learned in meaningful categories or taking notes on or making summaries of important information to be remembered). spe strategy is also significant for students because this method involves the way of reader to analyze the matter and the problem from the material of reading text. the readers do not only extract the topic from the text, but also can do material judgment or evaluation to the reading text. so, the readers will be involved in deeper function in reading comprehension activity. so far, there has been no other research doing this kind of research and realizing the fact happened in the field that students who learnt english in indonesia face some difficulties in reading comprehension, there were some previous researchers have already done the lulu‟ ekadini, dwi rukmini / eej 8 (3) 2018 308 316 311 discussion in reading comprehension. however, this study is primarily concerned with cognitive strategy and spe (structure, proposition, evaluation) strategy as the reading strategies and motivation level on students achievement in reading comprehension. method this study was carried out by applying a quantitative approach with an experimental design with two times two factorial designs. there are three kinds of variables in this research, they are: independent variables: cognitive and structure-proposition-evaluation (spe) teaching reading strategies, moderator variable: motivation (high motivated students and low motivated students) and dependent variable: students‟ reading comprehension. there were two classes which were chosen as the sample of this study by using a purposive sampling technique. the writer took those sample because most of students of civil engineering got the lower score on toefl test than others. moreover, the writer selected civil engineering students of a and b classes because both have the same amount students namely 24 students. the class a was treated by using cognitive strategy and the class b was treated by using spe strategy. the instruments in this study were toefl reading comprehension test and motivation questionnaire. the reading comprehension test is a toefl reading test and it is used to measure the students‟ achievement in reading comprehension. the test of the students reading comprehension is in form of objective test with five optional based on teaching materials contained in toefl program. the questionnaire used in this study was adapted from motivated strategies for learning questionnaire (mlsq) developed by pintrich & groot in 1990. the result of the questionnaires is used to classify the students into two group levels of motivation. the type of the questionaire in this research is likert-scale. in testing hypothesis, two ways anova 2x2 (analysis of variance) technique with paired samples test at the level of significance 5% or 0.05 is used. before two ways anova is done, the normality of the test by using kolmogorov-smirnov test and homogeneity test uses levene statistic test. then, to analyze the interaction between both independent variables toward dependent variable, test of betweensubjects-effects is used as the formula. result and discussion the pimary purpose of this study was to find out the effectiveness of cognitive and spe strategies in teaching toefl reading comprehension among the students with high and low motivation at sultan agung islamic university. this study is limited in teaching reading for toefl preparation test. there are two experimental groups in this study. the first group is civil engineering class a treated by using cognitive strategy. the second group is civil engineering class b treated by using spe strategy. the results of the research answered the seven reserach questions that were connected to seven hypotheses of this study. the first research procedure was collecting the data from questionnaire. the students were assigned to complete the questionnaire to measure their motivation level. based on the results of the students‟ questionnaire, the students were classified into high and low motivated students. therefore, during the reserach, the students were classified as high and low motivated students. each group consisted of 11, 12, 13 students. the first research procedure was collecting the data from questionnaire. the students were assigned to complete the questionnaire to measure their motivation level. based on the results of the students‟ questionnaire, the students were classified into high and low motivated students. therefore, during the reserach, the students were classified as high and low motivated students. each group consisted of 11, 12, 13 students. the toefl tests have been reviewed according to ets and toefl program procedures to ensure that all possible tests are lulu‟ ekadini, dwi rukmini / eej 8 (3) 2018 308 316 312 free of cultural bias. the use of reading comprehension section from paper-based longman toefl was valid to determine the efl learners‟ reading comprehension achievement in english since the reading section from longman toefl provided the understanding on the test takers‟ english language reading skill for their academic success. the test was also reliable because the toefl test produces consistent result on repeated trials and that the test scores will have the same meaning and interpretation across the time. test specifications, test questions, and test forms are strictly reviewed, following the ets standards for fairness and quality (ets, 2011). in conclusion, it can be said that longman toefl itp test 2006 was reliable for efl learners. furthermore, the following step was conducting the research procedures to the sample of this study. the students were provided some research procedures such as pre-test, treatments, and post-test. the first step was the pre-test. pre-test was administered to the first and second experimental groups. the aim of the pre-test was to provide evidence that the two groups had relatively equal competence in reading comprehension. the pre-test was conducted to the first and second experimental groups to the students with high and low motivation levels. after the pre-test was treatment. the treatment implemented cognitive strategy and structureproposition-evaluation strategy. the treatment for the first experimental group was using cognitive strategies. there were three main procedures for cognitive strategies. they were the first reading activities that consist of reading activity, making annotation, and discussion. then, the next was the second reading activity. it cosisted of re-reading activity, identifying the author‟s affirmation, providing supporting detail tothe author‟s affirmation, analyzing the connection of the author‟s affirmation, and discussion. the last was the third reading activity. it consisted of re-reading activity, answering text-dependent questions, providing the evidence from the text to confirm the questions, and discussion. the treatment for the second experimental group was structure-propositionevaluation strategy. there were three main procedures for structure-proposition-evaluation. the first step was to make prediction and connection to the reading text. afterwards, the students were assigned to read and analyze the reading. the last activity was reviewing and answering the questions to ensure the comprehension level. after the treatment, the students were assigned to have post-test to measure the students‟ toefl reading competence after treatments. finally, after collecting the data, the analysis and interpretation were conducted. the analyses were supposed to answer the seven research questions of this study. to answer the research questions, there were seven hypotheses that implemented null hypotheses (h0). the first statistical analysis was the normality and homogeneity tests. the sig. value for the pre-test in the first experimental group were 0.592 (the students with high motivation level) and 0.441 (the students with low motivation level). the significant level of α = 0.05. the data for the pre-test in the second experimental group were 0.986 (the students with high motivation level) and 0.995 (the students with low motivation level). it means that the significance of both groups (0.592, 0.441, 0.986, and 0.995) were higher than the significant level of α = 0.05. therefore, the data showed that the pre-test data of the first and second experimental groups interpreted as a normal distributional data. after elaborating the pre-test data, the next analysis explained the data from the post-test. in terms of data from post-test, the value of sig. for the post-test in the first experimental group were 0.930 (the students with high motivation level) and 0.609 (the students with low motivation level). the data for the post-test in the second experimental group were 0.860 (the students with high motivation level) and 0.875 (the students with low motivation level). the sig. value of both groups (0.930, 0.609, 0.860, and 0.875) were higher than the significant level of α = 0.05. therefore, lulu‟ ekadini, dwi rukmini / eej 8 (3) 2018 308 316 313 the data showed that the post-test data of the first and second experimental groups were interpreted as a normal distributional data. the next analysis was to investigate the homogeneity test. it implemented levene statistic test. in terms of the pre-test data for both the first and second experimental group, the sig. score was 0.206, in which it was higher than α = 0.05. therefore, the pre-test data for both first and second experimental groups were homogeneous. then, the pre-test data based on motivation, the sig. score was 0.888 in which it was higher α = 0.05. therefore, the pre-test data based on motivation were homogeneous. the following analysis dealt with the post-test data of both first and second experimental group. the sig. score was 0.238. it means that it was higher than α = 0.05, so that the post-test data for both first and second experimental groups were homogeneous. the last was the post-test data for motivation. the sig. score was 0.208 in which it was higher than α = 0.05. therefore, the posttest data based on motivation were homogeneous. the following elaboration analyzes the answer for the seven research questions of this study. the first question was to examine the effectiveness of cognitive strategy used in teaching toefl reading comprehension to the students with high motivation. based on paired samples statistic, the mean score of pre-test was 26.67, while the mean score of post-test for the first experimental group was 42.50. the sig. (2 – tailed) value was 0.000 in which it was lower than α = 0.05. based on the data, it means that cognitive strategy was effective used for teaching toefl reading comprehension to the high motivated students. therefore, the first null hypothesis was rejected in which it was concluded that there was a significant different between the value of pre-test and post-test of cognitive strategy used in teaching toefl reading comprehension to the students with high motivation. the second research question was to examine the effectiveness of cognitive strategy used in teaching toefl reading comprehension to the students with low motivation. from the data, the mean score of the pre-test was 24.00 while the mean score of the post-test was 32.00. the data shows that there is an improvement before and after giving the treatments by using cognitive strategy for the students with low motivation. meanwhile, the sig. (2 – tailed) value from the paired samples test was 0.004. it has meaning that the sig. (2 – tailed) was lower than α = 0.05. based on the data, it indicates that cognitive strategy was effective used for teaching toefl reading comprehension to the low motivated students. therefore, the second null hypothesis was rejected in which it was concluded that there was a significant difference between the value of pre-test and post-test of cognitive strategy used in teaching toefl reading comprehension to the students with low motivation. the third research question of this study is about examining the significant effect of spe strategy used for teaching toefl reading comprehension to the students with high motivation. the mean score of the pre-test was 28.00 while the mean score of the post-test was 45.07. meanwhile, the sig. (2 – tailed) value from the paired samples test was 0.001 in which it was lower than α = 0.05. it means that the null hypothesis is rejected. based on the data, it can be concluded that there is a significant effect of spe strategy for teaching toefl reading comprehension among the students with high motivation. in relation with fourth research question, the mean score of the pre-test was 26.36 while the mean score of the post-test of the group treated by using spe strategy for the students with low motivation was 42.00. the mean score of the post-test is higher than the mean score of the pre-test which means that there is an improvement after giving treatments for the students with low motivation. meanwhile, the sig. (2 – tailed) value of the experimental group which was treated by using spe strategy for the students with low motivation was 0.000. because the sig. value was lower than α = 0.05, then the null hypothesis is rejected. in other words, the spe strategy had given a significant effect in teaching lulu‟ ekadini, dwi rukmini / eej 8 (3) 2018 308 316 314 toefl reading comprehension to the students with low motivation. dealing with the fifth research question, the mean score of the mean score of the post-test of the first experimental group was 37.25 while the mean score of the post-test of the second experimental group was 43.67. the sig. (2 – tailed) value of this study was 0,076 meaning that the null hypothesis was accepted. by doing so, there was no significant difference between two strategies when they are used for teaching toefl reading comprehension to students with high and low motivation. it means that the implementation of cognitive and spe strategy had the same results to the students with high and low motivation because the students data from the post-test did not provide a significant difference. related to the sixth research question of the study, the mean score of the post-test of the students with high motivation was 43.84. on the other side, the mean score of the post-test of the students with low motivation was 36.78. moreover, the sig. (2 – tailed) value of the students‟ motivation was 0,0502 meaning that it was higher than α = 0.05. it can be concluded that the null hypothesis (ho) was accepted. to sum up, there was no significant difference between the students with high and low motivation after treated by using those two strategies. it means that the stduents with high and low motivation showed the same results in which the students‟ achievement data from posttest did not provide a significant difference. both students with high and low motivation levels who were taught by cognitive strategy did not make a significant increase in terms of their reading comprehension. it also happened the same thing when the students with high and low motivation taught by spe strategy. the findings showed that there was no significant difference between before and after the treatment. therefore, the difference of the motivation levels did not show any significance. the last purpose of the study was to find out the interaction between two strategies (cognitive and spe strategies) and the students‟ motivation (high and low motivation), and students‟ reading comprehension. it was computed through the implementation of tests of between-subjects effects. based on the tests between-subject effects, the sig. value of the test was 0.284 in which it was higher than α = 0.05. so, the null hypothesis (ho) was accepted. in conclusion, referring the null hypothesis of the study, it was concluded that there was no significant interaction among teaching strategies, students‟ motivation, and students‟ reading comprehension. according to the research, the researcher concludes that cognitive and spe strategies can be used to teach toefl reading comprehension. there is an improvement after the students were treated by using those two strategies. as stated from the study that was conducted by mansoor fahim, marzieh bagherkazemi, and minoo alemi (2010), the findings indicated a statistically significant advantage for those with greater motivation. both strategies are good to be used in teaching toefl reading comprehension among the students with high and low motivation in order to enhance students‟ achievement. beside, cognitive and spe strategies can encourage the students‟ motivation in learning reading. moreover, the students become more confident on their toefl reading skill. conclusion this study focuses on comparing cognitive strategy and structure-propositionevaluation strategy used for teaching reading comprehension among the students with high and low motivation. the data was taken from the civil engineering students of sultan agung islamic university. the first experimental group is the students of civil engineering class a treated by using cognitive strategy. another one is the stduents of civil engineering class b as the second experimental group which was treated by using structure-propositionevaluation strategy. according to the findings, this experimental study has shown the effectiveness of cognitive and structure-propositionlulu‟ ekadini, dwi rukmini / eej 8 (3) 2018 308 316 315 evaluation strategies used for teaching toefl reading comprehension among students with high and low motivation. then, the mean of pretest and post-test show that there is a significant improvement happened to the students with high and low motivation after treated by using those two strategies. based on the previous elaboration, both cognitive and structureproposition-evaluation strategies are good to be used in teaching toefl reading comprehension among students with high and low motivation. however, this study did not show the interaction between the two strategies and students‟ motivation. in the other side, the writer agrees that those strategies can be a good choice to be applied in teaching toefl reading comprehension. the students interest to the strategies which they never get before. beside, the strategies can encourage their confidence in their reading skill. moreover, it can help them in conducting reading comprehension especially in toefl test. overall, based on the data, both cognitive and structure-proposition-evaluation reading strategies did not provide a significant difference to teach reading comprehension to high and low motivated students. although, at a glance, some students‟ scores for post-test in the first and second experimental group showed an improvement after treatment; but after conducting a further data analysis towards the students‟ score, the final data computation ended at the results that there was no significant difference of the effectiveness of cognitive and structure-proposition-evaluation reading strategies. references adiguzel, oktay cem and meral ozkan gurses. 2013. students‟ opinion regardng reading strategies instruction based on cognitive academic language learning approach. turkish online journalof qualitative inquiry, 4 (3): 1-14. chotimah, n. & rukmini, d. 2017. the effectiveness of student team achievement division (stad) and group investigation (gi) technique to teach reading comprehension to students with high and low motivation. english education journal, 7(1). faridi, a. 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(2011). the effect of metacognitive strategy instruction on efl learners‟ reading comprehension performance and metacognitive awareness. asian efl journal. 164 eej 7 (2) (2017) 164-168 english education journal http://journal.unnes.ac.id/sju/index.php/eej mind mapping and brainstorming strategies in students’ writing with high and low interest ernidawati1, djoko sutopo2 1 smk kesehatan darussalam semarang, indonesia 2 english language education postgraduate universitas negeri semarang, indonesia article info ________________ article history: recived 29 december 2016 accepted 05 july 2017 published 01 august 2017 ________________ keywords: writing, mind mapping, brainstorming, interest abstract ___________________________________________________________________ this research was aimed to analyze the effectiveness of mind mapping and brainstorming strategies in teaching writing hortatory exposition text to students with high and low interest. the subject of the study were the eleventh graders of smk kesehatan darussalam semarang in the academic year of 2016/2017. two of nine classes in the school were chosen as the samples of the study. this study used experimental research design with factorial design 2x2. the researcher collected and analyzed the data by using questionnaire and writing test. the finding of this research indicates that mind mapping and brainstorming strategies are effective in teaching writing to the students with high and low interest. the result showed that the score of mind mapping strategy was higher than brainstorming strategy. it can be concluded that mind mapping strategy was more effective than brainstorming strategy and there was no interaction among the strategies, writing skill, and interest. it is hoped that the students and the teacher can use those strategies in teaching and learning process. © 2017 universitas negeri semarang correspondence address: gebugan, bergas, semarang, jawa tengah 50552 e-mail: ernidanindya@yahoo.com p-issn 2087-0108 e-issn 2502-4566 ernidawati & djoko sutopo. / eej 7 (2) 164-168 (2017) 165 introduction english is one of the languages which is used by people to communicate with another. although english is not the language with the largest number of native language speakers, it becomes a lingua franca. harmer (2001:16) defines a lingua franca as a language widely adopted for communication between two speakers whose native language are different from each other’s and where one or both speakers are using it as a second language. english is used in many aspects such as economics, entertainment, law, medicine, education, and so on. however english has become the most studied foreign language today. there are four basic skills taught in teaching and learning process of english. they are speaking, listening, reading, and writing. writing is one of the basic skills that has to be learned by the students. harmer (1998:79) says that “by far the most important reason for teaching writing, of course, is that it is a basic language skill, just as important as speaking, listening, and reading”. it means that writing is one of basic language skills which is important to be learned by the students. writing is a difficult skill for second language learners to master. based on richards & renandya (2002:313), “the difficulty lies not only in generating and organizing ideas but also in translating these ideas into readable text.” therefore, the writers should pay attention to higher level skills of planning and organizing as well as lower level skills of spelling, punctuation, word choice, and so on. based on the observation, only some of them passed the minimum score (kkm = kriteria ketuntasan minimal) for english lesson which is 70. it is because of some problems which can be divided into two. first is writing skill: (1) writing ungrammatical sentence, (2) incorrect vocabulary in a sentence, (3) incomplete content, and (4) inappropriate order of paragraph. the second is class condition: (1) unmotivated students. it means that students have low motivation in learning english. it can be seen when the teacher gave some explanation about the material, they looked like bored and then (2) less participation during a learning process. the students were busy with their own business like playing their mobile phone or chatting with their friends. based on the problems above, applying the appropriate strategies in language learning becomes very needed. those ways will lead the students to feel free to express their ideas and thoughts in written form. teaching strategy may well stand for the plans, means and specific way especially devised and employed by the teachers for guiding, directing and showing the path to the learners for the realization of the set instructional or teaching learning objectives. based on the background of the study above, this study attempted to address the following research problems: 1. how effective is mind mapping strategy to teach writing to the students with high interest? 2. how effective is mind mapping strategy to teach writing to the students with low interest? 3. how effective is brainstorming strategy to teach writing to the students with high interest? 4. how effective is brainstorming strategy to teach writing to the students with low interest? 5. how significant is the difference between mind mapping and brainstorming strategies to teach writing to the students with high interest? 6. how significant is the difference between mind mapping and brainstorming strategies to teach writing to the students with the low interest? 7. how are the interactions among mind mapping, brainstorming strategies and students interest to teach writing to the students? the objectives of the study are to show the effectiveness of mind mapping strategy to teach to the students with high interest, to show the effectiveness of mind mapping strategy to teach writing to the students with low interest, to describe the effectiveness of brainstorming to ernidawati & djoko sutopo. / eej 7 (2) 164-168 (2017) 166 teach writing to the students with high interest, to describe the effectiveness of brainstorming to teach writing to the students with low interest, to explain the significant difference in effectiveness between mind mapping and brainstorming strategies to teach writing to the students with high, to explain the significant difference in effectiveness between mind mapping and brainstorming strategies to teach writing to the students with low interest, to explain the interactions among mind mapping, brainstorming strategies and students interest to teach writing to the students. according to buzan (in riswanto and putra, 2012:62), mind mapping is a graphic representation of ideas ( usually generated via a brainstorming session). it shows the ideas which are generated around a central theme and how they are interlinked. it is a tool primarily used for stimulating thought. he realized that the education system primarily focused on the left and brain strength, which include the use of language, logic, numbers, sequence, looks at detail, linear, symbolic representation and judgemental characteristics. it is hoped that mind mapping strategy can be implemented in teaching and learning writing by the students and the teacher. methods the research design of this research uses experimental research design with a factorial design in which there is one dependent variable, two independent variables, and moderator variable. two independent variables are mind mapping strategy and brainstorming strategy. while dependent variable is writing skill and the moderate variable is students’ interest. according to brown (2001:94), an experiment is a process or study that result in the collection of the data. the result of experiments is not known in advance. usually, statistical experiments are conducted in situations in which researcher can manipulate the conditions of the experiment and control the factors. the subject of the study is the students of smk kesehatan darussalam, while the object of the study is the students’ writing skill. in this research, the researcher uses observation checklist, test, and questionnaire to collect the data. observation checklist was used in order to observe the condition of teaching and learning process in the class. the test was used in order to get the data of writing. while the questionnaire was used in order to get the data about students’ interest. the method of collecting data in this research, the researcher used written test. the test was used to collect data of students’ writing skill and to know the students’achievement. the method of analyzing the data in this research were descriptive analysis and inferential analysis. the researchers used multifactor analysis of variance (anova). anova test was used to find out whether the difference between them was significant or not. it was calculated by using spss version 22. results and discussions after dividing the class into two groups, experiment class one and experiment class two, the students did the pre-test, which was used to determine whether the writing ability of both classes was the same. the students should also answer the questionnaire in order to know their level of interest in learning english. then, the pre-test was given to experiment class one and experiment class two. it was used to know whether their ability in writing was the same level or not. after that, the score of pre-test was calculated by using the statistical calculation in order to know the homogeneity and the normality. the data showed that the significant value of pre-test score in experimental class one was higher than 0.05(1.000 and 0.846 > 0.05). in experiment class two the significant value was also higher than 0.05 (0.496 and 0.140). hence, it can be concluded that all the data was distributed normally. from the post-test, it can be seen that the significant value of experiment class one was higher than 0.05(0.965 and 0.916 > 0.05). in experiment class two, the significant value is also higher than 0.05 (0.998 and 0.835 > 0.05). it means that the data was normally distributed. ernidawati & djoko sutopo. / eej 7 (2) 164-168 (2017) 167 the levene statistic value of pretest was 2.746 and the significant value was 0.105. the significant value was more than 0.05 (0.105>0.05). it means that the data in the pretest is homogeny. while in the post-test, the levene value was 0.611, and the significant value was 0.263 (0.263 > 0.05). it can be concluded that the data is homogeny. from the levene statistic value of pretest and posttest, the variance of the data showed that the characteristics were homogeny. the p-value from both pretest and posttest were > 0.05. therefore, it can be concluded that the variance of the classes was homogeny. because all the data was normal and homogeneous, so the instruments were appropriate to be given to the students. the research results revealed that the mind mapping strategy was effective to use in teaching writing to high-interest students. the results also showed the mean score of post test in the experiment class one with high interest (81.00) was higher than the pretest of the experiment class one with high interest (65.41). from the table of paired samples t-test, it can be seen that the significant value was 0.000. it was < α (0.05). it means that it was significantly different from using mind mapping to teach writing with a high interest in the experiment class one. based on the results, mind mapping strategy was also effective to use in teaching writing to students with low interest. the score of pretest in experiment class one of the students with low interest (55.26) was lower than the score of post test (71.50). it means that there was an improvement from the pretest score to posttest score. therefore, it can be concluded that there was a significant result of using mind mapping strategy in teaching writing to lowinterest students in experiment class one. the mean of post-test of students with high-interest by using brainstorming strategy was (77.61). it was higher than that of the pretest. the significant value was 0.000. it was < α. it means that there was a significant result of using brainstorming strategy to teach writing to the students with high interest. the mean score of pre-test of students with low interest by using brainstorming strategy was (55.57). it was lower than that of posttest. the significant value was less than α (0.000 < 0.05). it means that there was a significant result of using brainstorming strategy to teach writing to the students with low interest. the mean score of experiment class one of the students with the high-interest (80.83) was higher than the mean score of experiment class two of students with high-interest (77.33). it means that mind mapping strategy was more effective to use in teaching writing to the students with high interest. the mean score of experiment class one of the students with low interest (71.23) was also higher than that of experiment class two of students with low interest (69.30). it means that mind mapping strategy was more effective than brainstorming to use in teaching writing to the students with low interest. chart 1. the mean score of high and lowinterest students in experiment class one and experiment class two there is no interaction among the strategies, students’ interest, and writing skill. the researchers used anova to analyze the result of the interaction among the strategies, students’ interest, and writing skill. from the calculation, the significant value was higher than 0.05 (0.612 > 0.05). it means that there was no interaction among the strategies, students’ interest, and writing skill. mind mapping strategy was more effective than brainstorming strategy to both of high and low-interest ernidawati & djoko sutopo. / eej 7 (2) 164-168 (2017) 168 students, but it did not depend on the level of interest. conclusion based on the results above, some conclusions were drawn as follows: the first result indicated that there was a significant difference in the mean score between pre-test and post-test of high-interest students taught by mind mapping strategy. we found that mind mapping strategy was effective to use in teaching writing to the students with high interest. the second result indicated that there was a significant difference in the mean score between the pre-test of experiment class one with low interest and the post test of experiment class one with low interest. it means that mind mapping strategy was effective to use in teaching writing to the students with low interest the third result showed that there was a significant difference in the mean score between the pre-test of experiment class two of students with high interest and that of the post-test. it means that brainstorming strategy was effective to use in teaching writing to the students with high interest. the fourth result explained that there was a significant difference in the mean score between the pre-test of the experiment class two of students with low interest and that of the posttest. it means that the brainstorming was effective to use in teaching writing to the students with low interest. answering the fifth question, there was a significant difference in the effectiveness of mind mapping strategy and brainstorming strategy to teach writing to the students with high interest. it can be seen from the mean score of the students in experiment class one with high interest which was higher than that experiment class two. it means that mind mapping was more effective than brainstorming strategy to use in teaching writing to the students with high interest. the sixth result explained that there was a significant difference in effectiveness between mind mapping strategy and brainstorming strategy to teach writing to the students with low interest. the mean score of experiment class one of the students with low interest was higher than that of experiment class two. it means that mind mapping was also more effective than brainstorming strategy in teaching writing to the students with low interest. the last result showed that there was no interaction among the strategies, students’ interest and the writing skill. mind mapping strategy was better for both of high and lowinterest students. it means that mind mapping strategy was more effective than brainstorming strategy, but it did not depend on the level of students’ interest. from the whole results, this research proved that mind mapping strategy and brainstorming strategy can help the students in writing skill for both students with high and low interest. references brown, h. (2001). teaching by principles. longman: pearson education limited. harmer, j.(1998). how to teach english (an introduction to the practice of english language teaching. longman: pearson education limited. harmer, j. (2001). the practice of english language teaching. longman: pearson education limited. richards, j., & renandya, w. (2002). methodology in language teaching (an anthology of current practice). new york: cambridge university press. this research was aimed to analyze the effectiveness of mind mapping and brainstorming strategies in teaching writing hortatory exposition text to students with high and low interest. the subject of the study were the eleventh graders of smk kesehatan darussalam semarang in the academic year of 2016/2017. two of nine classes in the school were chosen as the samples of the study. this study used experimental research design with factorial design 2x2. the researcher collected and analyzed the data by using questionnaire and writing test. the finding of this research indicates that mind mapping and brainstorming strategies are effective in teaching writing to the students with high and low interest. the result showed that the score of mind mapping strategy was higher than brainstorming strategy. it can be concluded that mind mapping strategy was more effective than brainstorming strategy and there was no interaction among the strategies, writing skill, and interest. it is hoped that the students and the teacher can use those strategies in teaching and learning process. introduction english is one of the languages which is used by people to communicate with another. although english is not the language with the largest number of native language speakers, it becomes a lingua franca. harmer (2001:16) defines a lingua franca as a la... there are four basic skills taught in teaching and learning process of english. they are speaking, listening, reading, and writing. writing is one of the basic skills that has to be learned by the students. harmer (1998:79) says that “by far the most ... writing is a difficult skill for second language learners to master. based on richards & renandya (2002:313), “the difficulty lies not only in generating and organizing ideas but also in translating these ideas into readable text.” therefore, the wri... based on the observation, only some of them passed the minimum score (kkm = kriteria ketuntasan minimal) for english lesson which is 70. it is because of some problems which can be divided into two. first is writing skill: (1) writing ungrammatical se... based on the problems above, applying the appropriate strategies in language learning becomes very needed. those ways will lead the students to feel free to express their ideas and thoughts in written form. teaching strategy may well stand for the pla... 1. how effective is mind mapping strategy to teach writing to the students with high interest? 2. how effective is mind mapping strategy to teach writing to the students with low interest? 3. how effective is brainstorming strategy to teach writing to the students with high interest? 4. how effective is brainstorming strategy to teach writing to the students with low interest? 5. how significant is the difference between mind mapping and brainstorming strategies to teach writing to the students with high interest? 6. how significant is the difference between mind mapping and brainstorming strategies to teach writing to the students with the low interest? 7. how are the interactions among mind mapping, brainstorming strategies and students interest to teach writing to the students? the objectives of the study are to show the effectiveness of mind mapping strategy to teach to the students with high interest, to show the effectiveness of mind mapping strategy to teach writing to the students with low interest, to describe the eff... according to buzan (in riswanto and putra, 2012:62), mind mapping is a graphic representation of ideas ( usually generated via a brainstorming session). it shows the ideas which are generated around a central theme and how they are interlinked. it is... methods the research design of this research uses experimental research design with a factorial design in which there is one dependent variable, two independent variables, and moderator variable. two independent variables are mind mapping strategy and brains... according to brown (2001:94), an experiment is a process or study that result in the collection of the data. the result of experiments is not known in advance. usually, statistical experiments are conducted in situations in which researcher can manipu... results and discussions after dividing the class into two groups, experiment class one and experiment class two, the students did the pre-test, which was used to determine whether the writing ability of both classes was the same. the students should also answer the questionn... the levene statistic value of pretest was 2.746 and the significant value was 0.105. the significant value was more than 0.05 (0.105>0.05). it means that the data in the pre-test is homogeny. while in the post-test, the levene value was 0.611, and the... the research results revealed that the mind mapping strategy was effective to use in teaching writing to high-interest students. the results also showed the mean score of post test in the experiment class one with high interest (81.00) was higher than... based on the results, mind mapping strategy was also effective to use in teaching writing to students with low interest. the score of pretest in experiment class one of the students with low interest (55.26) was lower than the score of post test (71.5... the mean of post-test of students with high-interest by using brainstorming strategy was (77.61). it was higher than that of the pre-test. the significant value was 0.000. it was < α. it means that there was a significant result of using brainstorming... the mean score of pre-test of students with low interest by using brainstorming strategy was (55.57). it was lower than that of posttest. the significant value was less than α (0.000 < 0.05). it means that there was a significant result of using brain... the mean score of experiment class one of the students with the high-interest (80.83) was higher than the mean score of experiment class two of students with high-interest (77.33). it means that mind mapping strategy was more effective to use in teach... the mean score of experiment class one of the students with low interest (71.23) was also higher than that of experiment class two of students with low interest (69.30). it means that mind mapping strategy was more effective than brainstorming to use ... chart 1. the mean score of high and low-interest students in experiment class one and experiment class two there is no interaction among the strategies, students’ interest, and writing skill. the researchers used anova to analyze the result of the interaction among the strategies, students’ interest, and writing skill. from the calculation, the significant... conclusion based on the results above, some conclusions were drawn as follows: the first result indicated that there was a significant difference in the mean score between pre-test and post-test of high-interest students taught by mind mapping strategy. we found that mind mapping strategy was effective to use in teaching writing... the second result indicated that there was a significant difference in the mean score between the pre-test of experiment class one with low interest and the post test of experiment class one with low interest. it means that mind mapping strategy was e... the third result showed that there was a significant difference in the mean score between the pre-test of experiment class two of students with high interest and that of the post-test. it means that brainstorming strategy was effective to use in teach... the fourth result explained that there was a significant difference in the mean score between the pre-test of the experiment class two of students with low interest and that of the post-test. it means that the brainstorming was effective to use in tea... answering the fifth question, there was a significant difference in the effectiveness of mind mapping strategy and brainstorming strategy to teach writing to the students with high interest. it can be seen from the mean score of the students in experi... the sixth result explained that there was a significant difference in effectiveness between mind mapping strategy and brainstorming strategy to teach writing to the students with low interest. the mean score of experiment class one of the students wit... the last result showed that there was no interaction among the strategies, students’ interest and the writing skill. mind mapping strategy was better for both of high and low-interest students. it means that mind mapping strategy was more effective th... from the whole results, this research proved that mind mapping strategy and brainstorming strategy can help the students in writing skill for both students with high and low interest. references brown, h. (2001). teaching by principles. longman: pearson education limited. harmer, j.(1998). how to teach english (an introduction to the practice of english language teaching. longman: pearson education limited. harmer, j. (2001). the practice of english language teaching. longman: pearson education limited. richards, j., & renandya, w. (2002). methodology in language teaching (an anthology of current practice). new york: cambridge university press. eej 8 (2) (2018) 229 240 english education journal http://journal.unnes.ac.id/sju/index.php/eej the linguistic factors that affect poor reading comprehension among libyan students abdulhakim alowalid 1, januarius mujiyanto 2 , dwi anggani linggar bharati 2 1. al khawarizmi secondry school, libya 2. universitas negeri semarang, indonesia article info ________________ article history: accepted 20 january 2018 approved 01 march 2018 published 20 june 2018 ________________ keywords: linguistic factors, reading comprehension ____________________ abstract ___________________________________________________________________ reading may be one of the most important skills a person may have. the national reading panel has stated that there are five specific practices teachers should use when teaching children to read or while helping them improve their reading skills. reading comprehension requires readers to really know and understand what they read. this research used quantitative research. instrument for collecting data in this study is test instruments. it will use test items with numerical data. the data used on improving students' reading comprehension were obtained by observing to libyan’s students in semarang. the worksheet was spread to libyan students and they did the worksheet. the data about reading comprehension and worksheet will be in the form of numerical data. data analysis in this study used descriptive analysis techniques, which serves to provide an overview of the data of the study variables. based on these results, the answer that often appears on all items of reading comprehension can be interpreted that respondents usually try to understand the text being read. factor that affects reading comprehension ability is spelling. the three linguistic factors studied, the most influential factor on reading comprehension is spelling. © 2018 semarang state university  correspondence address: libya,zliten khadous, libya e-mail: abdulhakimf755@gmail.com p-issn 2087-0108 e-issn 2502-4566 abdulhakim alowalid , januarius mujiyanto , dwi anggani linggar bharati /eej 8 (2) 2018 229 240 230 introduction reading may be one of the most important skills a person may have. the national reading panel has stated that there are five specific practices teachers should use when teaching children to read or while helping them improve their reading skills. these practices are phonemic awareness, teaching in phonetics, guided oral reading practice with feedback, vocabulary instruction, and understanding strategy instruction (prado & plourde, 2005). of these five practices, the most important is reading comprehension. reading comprehension requires readers to really know and understand what they read. if people have a good decoding ability, but do not fully understand what they are reading, it means they only speak with words and do not actually read. it is easy to see why the ability to read in a second language or a foreign language can be regarded as one of the most important skills for people in an international environment. reading is probably the most studied language skill (bachman, 2000); that is, research on reading in a second or foreign language situation is mainly started in 1970 with the main article written by goodman (1967) entitled reading: the game of psycholinguistic guessing. since then many studies have been conducted that lead to a number of findings (brown, 2000). reading experts such as anderson and pearson (1984) and aebersold and field (1997) argue that the best way to teach reading is through a bottom-up methodology where readings take place by matching sounds and letters. students are taught to focus on the language knowledge, vocabulary, and structure of a passage while reading. ferhan (1999) states that the topdown process is more effective (now known as the psycholinguistic theory of learning where prior knowledge of the reader is considered very important). however, other experts such as kintsch (2005), eskey and grabe (1988), and grabe and stoller (2002) propose an interactive approach to reading that involves bottom-up and top-down processing. proponents of this approach believe that based on the situation, the reader determines which approach is more favorable. more specifically, if the required background knowledge about the text is available to readers, they will benefit from a topdown approach. conversely, if they lack the specific knowledge of this field necessary to understand this section, then the bottom-up approach will be more helpful (hedge, 2008; harmer, 2001; brown, 2000; dubin & bycina, 1991). later, however, the teaching-learning approach focuses on the importance of acquiring strategies that help students become strategic readers while addressing difficult passages (alderson, 2005). researchers have found that successful l2 learners use more learning strategies and use them more often than their less successful classmates; the use of this strategy has been shown to occur before, during, and after the l2 assignment (grabe & stoller, 2001; kaplan, 2002; oxford, cho, leung, & kim, 2004). kaplan (2002) asserted that one of the most important reading features is a strategy, that is, when reading, the reader assesses whether he or she has achieved the goal of reading or not. if not, he or she should adjust the different monitoring activities, which are typical of a good reader. however, it is important to emphasize that inputs are different from the improperly taught intake and strategy that the student will use. in addition to teaching strategies, teachers should help them pay attention to what they do (robinson, 2005). since reading comprehension is not an observable phenomenon, assessing the understanding and development of one's skills through the use of strategies that describe understanding seems important (brown, 2000). therefore, teacher responsibilities also change and are not enough just to teach strategy, but also practice and use it in every lesson continuously to influence achievement. in fact, the main purpose is to develop strategic readers who can use this strategy automatically to improve their performance in comprehension abdulhakim alowalid , januarius mujiyanto , dwi anggani linggar bharati /eej 8 (2) 2018 229 240 231 and recall tests (farrel, 2001; grabe & stoller, 2001). current reading research suggests that some key factors hinder students' reading comprehension (national reading panel, 2000; torgeson, 2002). one of the most important is phonemic awareness, the ability to process the sound of each letter, which is required for word recognition. for example, when a reader hears the word "bug", he must distinguish three different phonemes in the word. the reader then combines sounds to decode words. phonemic abilities and undeveloped phonemic abilities, as well as poor working memory, interfere with students' ability to read words fluently (ie, with automaticity), associated with reading comprehension deficits (national reading panel, 2000; torgeson, 2002). during the first years of school, reading teaching focuses on decoding and fluency, requiring strong phonemic and phonetic skills in accordance with the 2000 national reading panel (nrp) report. further adding to this reading problem, the emphasis on reading instructions shifts away from phonetic teaching up to reading comprehension around the third grade. few studies, however, focus on the secondary reading instruction included by the nrp because the main research focus centers on early identification of students at risk of reading failure, evidence-based instruction, and the teacher's role in reading teaching. it should be noted that since its launch in 2000, this report has garnered criticisms of how the effect size is calculated and subsequent recommendations made by the panel based on this effect size (almasi, garas-york, & shanahan, 2006; garan, 2001). many cognitive processes are used when reading the understanding of the aid. strong vocabulary skills are needed to help students read proficiently (taylor et al., 2009). unfortunately, as students struggle to read, they often avoid reading. according to cain and oakhill (2011), reading affects vocabulary development; however, when students do not read fluently or regularly, their vocabulary skills are affected. in addition, caccamise and snyder (2005) report that vocabulary knowledge positively affects reading comprehension and academic performance. during reading, students constantly process words to create meaning, and without a solid vocabulary base, students will struggle to understand what they have read. other factors related to reading difficulties are the low prior knowledge (ie, poor general knowledge) and the lack of vocabulary as in english as the second language. previous knowledge is directly related to reading comprehension and is a strong predictor of reading ability (elbro & buch-iversen, 2013). when a student has no prior knowledge of a topic, reading comprehension will be affected (kintsch, 2013, tarchi, 2010). students who have a basic understanding of what they read can connect new information with what they already know. prior knowledge is formed through experience, by reading or hearing a topic, or through family habits. the general cognitive abilities of a student are also contributors of prior knowledge. a student who reads, or who has read, can access this knowledge when reading related topics, which can improve understanding. however, currently unknown, are there any intermediate factors (eg, work memory, motivation, decoding) that may hamper prior knowledge and understanding impact readings. when students struggle to read, reading becomes motivation and students avoid reading. understanding of reading is hampered when students lose interest and separation of reading (guthrie, 2008). many students start not liking to read because they struggle to get meaning from what they read. while research supports a strong correlation between reading engagement and reading ability, students often do not read well because they do not spend time reading. an apathetic reading cycle begins, which makes it more challenging to support the struggling readers (bohn-gettler & rapp, 2011; katzir, lesaux, & kim, 2009). abdulhakim alowalid , januarius mujiyanto , dwi anggani linggar bharati /eej 8 (2) 2018 229 240 232 methodos this research uses experimental research as a form of quantitative research to determine the linguistic factors that affect the low reading comprehension in libyan students. in this research, the researcher will not choose the subjects. research subjects in this research are libyan students studying in semarang. data in this research will be obtained from worksheet. worksheets were used to check errors and weak areas of reading comprehension. the instrument used in this study are: questionnaire about reading comprehension, worksheet about grammatical test, vocabulary test, spelling error test and reading test. questionnaire is about reading comprehension about how the student tries to make reading comprehension. the worksheet about grammatical, vocabulary, spelling errors and reading test consist of 20 items. the data used on improving students' reading comprehension were obtained by observing to libyan student in semarang. the questionnaire and worksheet will be spread to libyan students and they will do the worksheet and questionnaire. the data about reading comprehension and worksheet will be in the form of numerical data. data analysis in this study used descriptive analysis techniques, which serves to provide an overview of the data of the study variables. descriptive analysis includes the average (mean), the middle value (median), a figure that often appears (mode), standard deviation. there are several factors that affect the reading comprehension; therefore, to determine the extent to which independent variables affect the dependent variable is used multiple regression analysis. multiple regression analysis is an analysis to see how far the influence of linguistic factors and reading comprehension. the data obtained processed using computer data processing program spss 21 on the production value of the coefficient of determination more accurate. result and discussion reading comprehension table 1 is the result of the description of the reading comprehension test. based on these results, the answer that often appears on all items of reading comprehension statement is code 4 where the code can be interpreted that respondents usually try to understand the text being read. from these results, it can be obtained the description of reading comprehension, that is, some respondents usually try to understand the reading they read, although there are still some respondents who said rarely or never tried to understand the text reading that appears from the minimum score for each statement that shows sometimes, rarely and never. table 1. descriptive reading comprehension test n minimum maximum mean y1 8 3.00 5.00 4.1250 y2 8 2.00 5.00 3.3750 y3 8 4.00 5.00 4.3750 y4 8 3.00 5.00 4.2500 y5 8 2.00 5.00 3.8750 y6 8 2.00 5.00 3.7500 y7 8 1.00 5.00 2.8750 y8 8 1.00 5.00 3.7500 y9 8 1.00 5.00 3.1250 y10 8 3.00 5.00 4.0000 y11 8 1.00 5.00 4.0000 y12 8 1.00 5.00 3.0000 y13 8 1.00 4.00 2.6250 valid n (listwise) 8 linguistic factors linguistic factors are the factors that influence the language. table 2 is a table that presents scores for grammatical tests, vocabulary, spelling errors and reading tests. based on the table below, it can be seen that the respondent has a low score below the average of the maximum value of 10 and the minimum value 0. abdulhakim alowalid , januarius mujiyanto , dwi anggani linggar bharati /eej 8 (2) 2018 229 240 233 grammatical test results are known that of all respondents have an average score of 4.68 with a maximum value of 8 and a minimum value of 3.5. it is concluded that for the ability of grammatical respondents are still below the average. vocabulary test results are known that of all respondents have an average score of 5.06 with a maximum value of 7 and a minimum value of 2. it is concluded that for the ability of vocabulary respondents are still in the average class. the results of spelling error test known that of all respondents have an average score of 5.81 with a maximum value of 8.5 and a minimum value of 3. it is concluded that for the ability of spelling error respondents are above the average, although only a little. the results of the reading test is known that of all respondents have an average score of 5.13 with a maximum value of 9.5 and a minimum value of 1.5. it is concluded that for the vocabulary ability of respondents are still in the average class. table 2. descriptive linguistic factors test score mean mode minimum maximum grammatical test 4.6875 3.50a 3.50 8.00 vocabulary test 5.0625 6.50 2.00 7.00 spelling error test 5.8125 5.00a 3.00 8.50 reading test 5.1250 1.50 1.50 9.50 the influence of linguistic factors to reading comprehension table 3 is the result analysis influence linguistic factor on reading comprehension ability of libyan students. in the table it can be seen that factor that affects reading comprehension ability is spelling. however, of the three most influential factors of reading comprehension is the spelling error with the largest beta value of 0.919. table 3. influence of linguistic factors to reading comprehension coefficientsa model unstandardiz ed coefficients standardize d coefficients t sig. b std. error beta 1 (constant) -2.488 2.498 -.996 .37 6 grammatic al test -.806 .554 -.376 1.45 4 .22 0 vocabulary test .737 .425 .399 1.73 6 .15 8 spelling error test 1.318 .338 .919 3.90 4 .01 7 a. dependent variable: reading test discussion reading comprehension can be defined as the ability to understand the information in the text and interpret it appropriately. grabe and stoller (2002) define reading comprehension according to a series of necessary processes. the last but not least process is reading comprehension as a linguistic process. the role of grammar in reading l2 has not received much attention from researchers (nassaji, 2007; shiotsu & weir, 2007). on the one hand, this may be due to the nature of reading as a receptive language skill to understanding text messages. thus, knowledge of structures is considered to have little to do with textual understanding rather than other component levels such as vocabulary, background knowledge, and reading strategies. on the other hand, the dominance of communicative language teaching for 30 years that gives almost exclusive emphasis on macrolanguage skills and communicative functions has decreased a little need to address the problem of grammatical roles in l2 readings (urquhart & weir, 1998; han & d'angelo, 2009 ). this is in accordance with the results of this study which states that grammatical does not affect reading comprehension. abdulhakim alowalid , januarius mujiyanto , dwi anggani linggar bharati /eej 8 (2) 2018 229 240 234 there are pros and cons as far as the role of grammar in reading comprehension is concerned. the structural hypothesis deficit (sdh) links the difficulty in obtaining readings of syntactic processing deficiencies (stein, cairns & zurif, 1984). sdh claims that the absence of grammatical knowledge or lack of processing ability interferes with higher level text understanding. it also believes that syntactic awareness helps the reader in completing the task of understanding their readings effectively. koda (2005) shows that all the difficulties experienced by l2 readers are caused by inadequate linguistic knowledge. however, this is not universally accepted and the vote argues that l2 readers do not require grammatical knowledge for effective reading has also been heard (alderson, 2000). bernhardt (2000) reviews the study of adult literacy of the adult language and one of the conclusions he gets is that the understanding of second language text can not always be predicted by the syntactic complexity of the text. there are some fundamental issues that cause a real contradiction in the research findings. first, grammar is a thorny issue primarily because of the overlap between grammatical knowledge and vocabulary (perfetti, 1999). thus, a clear grammatical operationalization is essential to isolate the contribution made by grammar from vocabulary, if possible. secondly, the findings reported by the study have confirmed that various test formats measure different aspects of language skills (kobayashi, 2002). in a study by shiotsu and weir (2007), examiner test scores on each of the vocabulary and subliminal tests of the toefl correlated with the value of their reading comprehension. the results show that grammar produces a greater variety of reading comprehension than vocabulary knowledge. regarding the format available to test reading comprehension, koda (2005) emphasizes that increasingly asserting the complexity of the construct of reading comprehension, there are various ways to conceptualize how it can be measured. therefore, user testing should respect the basic assumptions underlying alternative assessment techniques. third, it is widely believed that because less-successful readers pay immediate attention to the words and structures of the passage while more successful readers focus on global meaning and background knowledge, the former must perform well, if not better than those last, in shape discrete-point grammatical activity (gascoigne, 2005). kobayashi (2002) argues that a certain degree of ability is required to underlie the overall understanding of the text which, in turn, can confirm the concept of linguistic threshold. so far, the extent of grammatical knowledge required by good l2 readers remains uncertain in current research. as said by shiotsu and weir (2007), syntactic knowledge remains one of the decisive factors in the performance of reading comprehension of text especially for learners to some degree. fourth, different weights are given to the role of grammar in reading comprehension, depending on the researcher's perspective. for example, kobayashi (2002) considers that surface-level features such as syntactic or lexical elements are very important although they can affect reading ability. shiotsu and weir (2007) also confirm the relative contribution of knowledge about syntax and vocabulary knowledge to l2 readings in two pilot studies in different contexts. there are also studies comparing the importance of grammar with other l2 reading components, such as background knowledge and vocabulary (shiotsu & weir, 2007). the barnett (1986) study explores that relative position is made by grammar and vocabulary for l2 readings. grammatical knowledge is shown to have a comparable effect on the understanding of l2 on vocabulary knowledge. a number of studies have been conducted to test the reading process in second-language students. much of this thinking focuses on the competence and strategy of the reader, commonly associated with early and middle school students. less common, however, has become an empirical study of the role of linguistic knowledge that helps the understanding of reading l2 and even in an abdulhakim alowalid , januarius mujiyanto , dwi anggani linggar bharati /eej 8 (2) 2018 229 240 235 academic context. much of the research that discusses the role of grammar in l2 readings explores this issue by measuring the correlation between participants' grammatical knowledge and their l2 readings. the ability to grasp while this research examines the role of grammatical science directly in the process of reading comprehension. to control the role of vocabulary and background knowledge to some extent, academic english texts related to the field of study of learners are used for classroom reading. based on the findings, it can be said that grammatical knowledge has no effect on better understanding and can not be used as an indicator of success in reading. explicit knowledge should help them to realize the relationship between sentences (alavi and kaivanpanah, 2007). to read better and understand more quickly, it is advisable to increase grammatical knowledge through various ways such as focus on form and explicit instruction. interactive programs to teach grammar and improve reading comprehension are suggested to generate significant reading comprehension improvements. in general, teaching materials consisting of readings are substantially developed taking into account the syntactic complexity. the process of reading comprehension focuses more on the literal meaning of reading, ie reading and translating written material and making many attempts to increase the size of their vocabulary. this reading comprehension sometimes requires choosing a tense verb but does not invite to go further and create its own sentence. there is little recycling of grammatical points learned and practiced so that a grammatical point so emphasized in a reading is forgotten. ultimately, the grammar is considered as a set of rules used to perform grammatical exercises and does not know the role of grammar in developing reading comprehension. in this study, grammar is not used as a tool to develop and facilitate reading comprehension. learn the grammar as memorizing set of rules and patterns. the results of this study do not indicate the importance of grammar in helping understand the text in the reading process. grammar is just as important, if not more than, as a vocabulary for them. the findings of this study are not in line with sinclair (1991) and hunston & francis (1998). they consider lexis and grammar inseparable in nature and fully interdependent. just as willis (1993) notes that grammars and lexica are two ways to describe the same linguistic goals. that is, lexis consists of word-meaning patterns, while grammar consists of structure, and categorizes words according to the structure. he considered language learners to work together with grammars and lexicon. as granger (2009), argues that in an applied perspective, it is better to see language as grammatical linguistics and lexical grammar. vocabulary knowledge and its role in reading comprehension has been one of the main areas of focus in second language research over the past twenty years. both vocabulary knowledge and reading comprehension are closely related, and this relationship is not oneway, because vocabulary knowledge can help learners to understand texts and written reading may contribute to the growth of vocabulary (maher salah, 2008). of the three major components of language, spelling, grammar, and vocabulary, the knowledge of words, because the building blocks of language have a very important role. actually, without acknowledging the meaning of the words, it is impossible to produce or understand the language. although sometimes the reader managed to solve code and read fluently, knowing the meaning of words contained in the text is very important for reading comprehension (mehrpour, et al., 2011) .the second language research (l2) has highlighted the importance of vocabulary knowledge. some researchers suggest that vocabulary is the most important factor in reading comprehension. cooper (1984) describes vocabulary as a key ingredient for successful readings while other researchers argue that no textual understanding is possible, either in a person's or a foreign language's mother tongue, without understanding the vocabulary of the text abdulhakim alowalid , januarius mujiyanto , dwi anggani linggar bharati /eej 8 (2) 2018 229 240 236 (maher salah, 2008). they maintain that when the percentage of unknown vocabulary in a particular text increases, it is likely to understand the text decreasing (maher salah, 2008). laufer (1989), claims that readers whose vocabulary is insufficient to cover at least 95% of words in a passage will not guarantee understanding. this is different from the results in this study where the vocabulary has no effect on reading comprehension. it is possible that the reader himself considers the science of vocabulary to be the main obstacle to reading second language reading. yorio (1971) surveyed second-language students, stating that vocabulary was their most important problem in reading comprehension. many researchers emphasize the crucial effect of vocabulary knowledge on reading comprehension. over the past ten to fifteen years, vocabulary has been considered a component of language skills, both in l1 and l2. knowledge of words is now regarded as the most important factor in language proficiency and school success, in part because of its close relationship to textual understanding (bernhardt, 2005; wang, 2009). reading comprehension is very important in reading, the reader must be able to spell accurately so that the spelling does not negatively affect their fluency and understanding. the relationship between spelling development and reading comprehension has been shown to exist in individuals, beginning at a young age and in adulthood (robinson, 1990). the correlation between spelling and reading comprehension is higher than the correlation between decoding speed and reading comprehension (katzir, et al., 2006). this is in accordance with the results of this study that spelling effect on reading comprehension. the relationship between spelling and reading is so close that researchers believe that learning about spelling tends to improve students' reading ability. learning about spelling contributes to the development of reading, including the child's ability to pronounce words correctly and decode unknown words (adams, 1990). spelling contributes to the development of reading by shaping the child's knowledge of phonemic awareness, strengthening their understanding of the alphabetic principles, and making visionary words more memorable (ehri, 1989). spelling is an important component of reading. spelling is an important and complex skill that involves many components, including visual memory, awareness of phonemes, as well as orthographic and morphophonemic knowledge (van hell, bosman, & bartelings, 2003; alber & walshe, 2004). the perception of spelling practice is uninteresting, creating a potentially critical situation in the classroom, because learning difficulties in spelling performance can affect (a) clarity in writing, (b) verb morphology, (c) fluency of writing, (d) initial reading of development, e) perceptions of writing ability, and (f) written expression (alber & walshe, 2004; boynton hauerwas & walker, 2003; graham, harris; & fink-chorzempa, 2003). conclusion based on the results of the above research, it can be concluded that the highest score is 5, where respondents always try to understand the reading. the results of linguistic factors are grammar that does not affect reading comprehension. then, vocabulary has no effect on reading comprehension and spelling has an effect on reading comprehension. of the three linguistic factors studied, the most influential factor on reading comprehension is spelling. important linguistic factors in reading comprehension especially the factors are studied in this study. to read better and understand more quickly, it is advisable to increase grammatical knowledge through various means such as focus on form and explicit instruction. vocabulary knowledge and reading comprehension are closely related, and this relationship is not one-way, because vocabulary knowledge can help learners to understand texts and written reading can contribute to the growth of vocabulary. the relationship between spelling and reading is so close that researchers believe abdulhakim alowalid , januarius mujiyanto , dwi anggani linggar bharati /eej 8 (2) 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(1971). some sources of reading problems for foreign language learners. language learning, 21, 107-115. 66 eej 7 (1) (2017) english education journal http://journal.unnes.ac.id/sju/index.php/eej violation of politeness maxims in the television series the big bang theory agus rohmahwati, issy yuliasri english language education postgraduate semarang state univesity, indonesia article info ________________ article history: recived 04 february 2017 accepted 18 may 2017 published 17 june 2017 ________________ keywords: politeness, politeness maxims, violation abstract ___________________________________________________________________ the aims of this research were to analyze the type of politeness maxims were violated by the speakers, to analyze the purposes of violation, and to evaluate the effects of politeness maxims in the conversation. the data of this research were taken from the television series situation comedy entitled the big bang theory. this research used descriptive qualitative method. it was done by using observation and documentation method. this research found all maxims are violated by the character in the conversation. they are tact maxim, generosity maxim, approbation maxim, modesty maxim, agreement maxim, sympathy maxim, consideration maxim, and patience maxim. furthermore,this research found 12 kinds of purposes of violation made by the speakers. they are warning, advising, admonishing, requesting, suggesting, urging, offering, insisting, alleging, boasting, refusing, and condoling. as the effects of the politeness maxims, the researcher analyzed based on two types the effects of the politeness maxims: violation of politeness maxims and following the politeness maxims. from the analysis, it can be concluded that the use of utterances manner in the conversation is very important to reach the major purpose of politeness principle and the goal of communication can be adhered. © 2017 semarang state university correspondence address: kampus pascasarjana unnes, jalan kelud utara iii semarang 50237 e-mail: agusrahmawati1708@gmail.com p-issn 2087-0108 e-issn 2502-4566 agus rohmahwati & issy yuliasri. / english education journal 7 (1) (2017) 67 introduction as the part of society, peopledo communication.. they use their own style in having communication, such as verbal or non verbal. using non-verbal they can convey their message through gesture and expression. for example, when someone feels excited about something, he/ she may uses gesture by raising their thumb in order to show their feeling. otherwise, we can know that someone is angry by seeing their face expression. meanwhile using verbal they can convey their message through written and spoken form. one of the examples of spoken form is utterance. according to bakhtin in akhutina states as social event, the utterance entails, first of all, active interaction between the speaker and the listener (the speaker’s activity entails and presupposes the activity of the listener). in addition, there is an internally dialogic when it responds the previous context and anticipates the listener’s response. it can happen when the first person as the speaker speaks; the hearer listens to what the speaker’s said. afterwards, when the hearer gives the response to what the speaker’s utterance, in turn, the speaker gives the response to the previous context.politeness is one of the important things in communication. without politeness, communication will be risky because it may hurt other’s feeling. meanwhile, politeness also helps to maintain the social relationship since in order to preserve a goal relationship; the message should be delivered in an appropriate way or polite way. opposite, when the message is not delivered in appropriate way, it may make the hearer is humiliated by the speaker. politeness principle is not only used in social life. it can be reflected in human’s creation, such as movies, drama, books, plays, or advertisements. one of the examples of drama is situation comedy. according to butsch (2005:35), situation comedy is “built around a humorous ‘situation’ in which tension develops and is resolved during the half hour which is in each episode the situation is re-created”. in addition, it can be defined as a form of television series which have the fixed actors and similar daily scenes. one of the examples of research which studied about politeness principle in the television series is the research which was done by deng and zhou (2013). they studied the realization of leech’s politeness maxims in the television series desperate housewife. in this study, the result was in coincidence with leech’s opinion which states that some maxims will be used more and some will be used less. here, they found tact maxim was the most useful maxim but modesty maxim was the least maxim, which nearly none. it can be concluded, in order to show politeness, people tend to produce tact maxim and approbation maxim. however, this current study is different from those other previous studies of violation of leech’s politeness maxims. the current study identifies the purposes of violation made by the speakers in the conversation of the big bang theory and the effect of politeness maxims in the conversation of the big bang theory.thus, according to those explanations, the writer is interested: (1) to analyze the politeness maxims violated by the speakers in the conversation of the big bang theory; (2) to analyzethe purposes of violation made by the speakers in the conversation under study; (3) to evaluatethe effects of politeness maxims in the conversation under study. methods this research used descriptive qualitative method and focused to employ the leech’s politeness principle (1983) which got the additional type from cruse (2000) and cutting (2002) in order to analyze the data obtained. the object of the data of this research was excerpts which contained violation of politeness maxims in the character’s utterance. there were some steps in doing this study. they were mentioned below. firstly, identifying a topic of research to define the topic of the research. secondly, reviewing the literature related to this study. the researcher reviewed the previous studies and literature agus rohmahwati & issy yuliasri. / english education journal 7 (1) (2017) 68 related to this study. thirdly, specifying the purpose and research questions. fourthly, the researcher collected the data then analyzing and interpreting the data. the last step was reporting the research. the researcher wrote and composed the research report. the steps used in collecting the data of the study are as follows: first, choosing adequate episodes that containing the aspects of politeness maxims in its utterances. next, the researcher watched the adequate episodes of “the big bang theory” for several times in order to understand the whole story. then, transcribing the data from the utterances in the big bang theory situation comedy into the form of dialogues list. last, identifying the listed dialogues that contain the violation of politeness maxims carried out by each character. the steps used in analyzing the data are as follows: (1) classifying the violation of politeness maxims in the character’s utterance by using the leech’s politeness principle and the additional of politeness maxims by cruse and cutting, (2) describing the purposes made by the speakers to the violation of politeness maxims in any type of utterances based on the bach’s theory which added by the speech act produced the involved speakers, and context of situation in the interaction, (3) analyzing and interpreting the effects of the politeness maxims in the conversation of the big bang theory, (4) the last, drawing conclusion (this drawing conclusion process was the last process of overall data analysis process in this study). result and discussion to analyze the types of violation of politeness maxims made by the speakers, this study applied the leech’s politeness principle (1983) which got the additional type from cruse (2000) and cutting (2002). this research found that there were 100 utterances which were violated by the speakers in the conversation of the big bang theory.they were tact maxim, generosity maxim, approbation maxim, modesty maxim, agreement maxim, sympathy maxim, consideration maxim, and patience maxim. the table below presents the finding of types of violation politeness maxims made by the speakers in the conversation of the big bang theory. table 1. summary of the violation politeness maxims the table of summary shows that the total numbers of politeness maxims which were violated by the speakers in the television series the big bang theory were 100. they comprised 17 violations of tact maxim, 1 violation of generosity maxim, 43 violations of approbation maxim, 12 violations of modesty maxim, 15 violations of agreement maxim, 5 violations of sympathy maxim, 5 violations of consideration maxim, and 2 violations of patience maxim. approbation maxim is the most violation which made by the speakers in the conversation of the big bang theory. this maxim concerns maximizing praise and minimizing dispraise to other. therefore, if the character employs the violation of approbation maxim, it means the character maximizes praise and minimizes dispraise to other. for example: type of violation of politeness maxims seaso n 8 episo de 2 seaso n 9 episo de 1 seaso n 9 episo de 4 seaso n 9 episo de 12 total of each violati on tact maxim 5 6 5 1 17 generosity maxim 1 1 approbatio n maxim 9 12 12 10 43 modesty maxim 5 4 3 12 agreement maxim 2 8 5 15 sympathy maxim 5 5 considerati on maxim 5 5 patience maxim 2 2 total 21 43 22 14 100 agus rohmahwati & issy yuliasri. / english education journal 7 (1) (2017) 69 (19) leonard: “why not? “ sheldon: “some important new information has come to light. women are the worst.” the conversation took place in the situation when leonard and penny were getting married in las vegas. in the middle of the wedding process, leonard got a phone call from sheldon. he wanted to tell leonard for not getting married because of some reasons. he explained that his heart was hurt because amy had broken up with him. he felt sad because of it. therefore, he said, “some important new information has come to light. women are the worst.” from the conversation above, it can be seen that in delivering an utterance, sheldon employed violation of approbation maxim since he maximized dispraise to other by giving a request to leonard for not doing the wedding since he thought all women were worst. according to leech’s politeness theory, an utterance can be said polite if it gives a positive result to the addressee, it can support the addressee to do something better in the following times. it also will make a good relationship and a harmonious atmosphere between the participants. in fact, sheldon’s utterance gave a negative effect which made leonard felt annoyed by preventing him to marry since sheldon thought that all women were worst. here, sheldon’s utterance is identified as an impolite utterance since it implicates the cost toward the addressee. consequently, it will also disturb the relationship and harmonious atmosphere between the participants. in this case is the relationship between sheldon and leonard. the purposes of violation politeness maxims there were 12 kinds of found 12 kinds of purposes of violation made by the speakers in the conversation from the television series the big bang theory. they were warning, advising, admonishing, requesting, suggesting, urging, offering, insisting, alleging, boasting, refusing, and condoling. the summary of the purposes of the violation of politeness maxims made by the speakers in conversation of the television series the big bang theory is showed in the table below. table 2. the purposes of violation politeness maxims based on the data analysis above, the highest purpose of violation made by the speakers in the conversation of the big bang is alleging. for example: (60) howard: “you reported me to human resources?” sheldon: “you violated the sanctity of my mouth.” relating to the context of situation, howard felt annoyed because of sheldon’s action. sheldon tried to prevent him to take sheldon’s class. he wanted to prove that nobody was smarter than he is. then howard reminded him if he wanted to be a crappy teacher than howard would be a crappy student. but sheldon kept ignoring. howard could not handle his feeling, and then he shot the spit ball into type of violatio n of politenes s maxims seas on 9 epis ode 1 seas on 9 epis ode 4 seas on 9 epis ode 2 seas on 8 epis ode 2 total of each violat ion warning 3 2 2 7 advising 1 2 3 admonis hing 1 3 1 7 12 requesti ng 3 3 suggesti ng 1 1 2 urging 3 1 4 offering 1 1 insisting 3 3 6 alleging 10 6 9 2 27 boasting 6 1 3 4 14 refusing 6 5 3 14 condolli ng 7 7 total 44 21 14 21 100 agus rohmahwati & issy yuliasri. / english education journal 7 (1) (2017) 70 sheldon’s mouth. because of howard’s action, sheldon reported him to the human resources. according to bach’s speech act, the speaker proposes alleging since it required the intension that the speaker wants to tell the hearer an opinion about something without proof. in this case, sheldon said that howard was a person who was responsible for his suffering since he thought howard violated the sanctity of his mouth. here, he delivered an utterance to the hearer about something without proof and did not consider whether the utterance was appropriate with the fact or not. the effects of politeness maxims based on the result that was mentioned above, this research analyzed the effects of the politeness maxims in the conversation. it can be seen that mostly the effects of politeness maxims which made by the speakers can disturb the relationship and harmonious atmosphere between the participants on the interaction if the speaker did the violation. opposite, if the speakers tried to avoid the conflict by following the politeness maxims then the communication will run smoothly and the goal of communication can be adhered. for example: (28) sheldon: “yeah. i know. turns out, being sweet isn't enough to keep a girl thesedays.i blame madonna.” penny: “i'm sorry to hear about you and amy.” sheldon: “well, i'm sorry about leonard.” based on the context of situation, amy thought her relationship with sheldon moved too slowly. she felt her friends had make a progress toward their relationship, such as howard and bernadette who had married, then leonard and penny who made a plan for getting married. meanwhile, she and sheldon still the same since they decided to have a date. it happened because sheldon was too busy with his research when his girlfriend needed him. in addition, sheldon said that he blamed madonna for his relationship. in this case, he thought madonna had inspired the girl to do something through her song. one of madonna’s songs entitled a good girl gone wild told about a good girl who became wild. the word wild means misbehave. in order to keep the situation harmonious, penny delivered an utterance by following the sympathy maxim. she said that she felt sorry about the relationship between amy and sheldon. from the example above it can be concluded that the use of utterances manners in a very important conversation. leech (1983) stated the major purpose of politeness principle is to establish and maintain the feelings of community in the social group. therefore, to create a comfortable atmosphere in the conversation both of the speaker and the hearer tried to avoid the conflict by following the politeness maxims so that both the speaker and the hearer no one feels offended or misunderstanding in communications. furthermore, the goal of communicating can be adhered. in this case, penny felt sorry because of sheldon’s relationship. it can be seen from penny’s utterance. here, penny delivered an utterance which made sheldon felt comfortable. it is indicated that penny’s utterance seemed polite. moreover, the utterance which was uttered by the speaker gave a positive effect to the addressee by following the politeness maxim. based on leech’s politeness principle if one of the participants feels comfortable in conversation, it can be conclude that the goal of communication can be adhered. (39) raj :“no, no. i'm just evolving as a musician. you're the one who's stuck in the past.” howard :the past was lunch! you know what's really happening here? your girlfriend is breaking up our band. relating to the context of situation, after hearing emily’s opinion about the song, raj came to howard’s apartment. he said to howard about his opinion toward the song. howard felt annoyed because of it. he thought that the band just wrote the song which we could think through it. then, howard realized that raj’s utterance appeared because of emily’s opinion. then, he said that in his opinion raj was such a wimp. he was a person who did not agus rohmahwati & issy yuliasri. / english education journal 7 (1) (2017) 71 have a principle. he would say yes if his girlfriend said yes. opposite, he would say no if his girlfriend said no but raj disagreed with it by saying that he was just an evolving musician. the utterance indicated raj was just a musician who needed to change in order to follow the development of the music. then raj said that howard was the person who was stuck in the past. in this case, raj’s utterance meant howard was a musician who did not want to change by accepting other’s opinion to get the better change. the arguing kept going. howard defended thatthe past was lunch. then he blamed emily as a person who took responsibility for the situation. according to leech’s politeness principle, the polite utterance is uttered by the speaker to make the addressee feels glad. leech (1983) stated the major purpose of politeness principle is to establish and maintain the feelings of community in the social group. therefore, to create a comfortable atmosphere in the conversation both of the speaker and the hearer tried to avoid the conflict by following the politeness maxims so that both the speaker and the hearer no one feels offended or misunderstanding in communications. furthermore, the goal of communicating can be adhered. in this case, raj felt annoyed because of howard’s utterance. it can be seen from raj’s utterance. here, raj delivered an utterance which made howard felt annoyed. it is indicated that howard’s utterance seemed impolite. moreover, the utterance which was uttered by the speaker had a negative effect to the addressee which can disturb the relationship and harmonious atmosphere between the participants. based on leech’s politeness principle if one of the participants feels annoyed in conversation, it can be concluded that the goal of communication can not be adhered. in addition, both of the hearer or the speaker can not create a comfortable atmosphere in conversation. conclusion having communication, it could be better if the speaker try to be relevant between what his said with the situation. in the conversation, in order to reach the goal of communication both the hearer and the speaker have to use the method. in this case, they can use politeness maxims. based on this explanation, this research found the important role of politeness maxims in the conversation. if the participants created the politeness maxim in the conversation; it made a good relationship each other. furthermore, both the speaker and the hearer no one felt offended or misunderstanding in the conversation. in fact, this research also found the violation of politeness maxims in the conversation. the violation might occur because of the desire of someone to give intension which implied in utterance, so the communication would not run smoothly since there would be some problem occurred because of violation, such as misunderstanding. finally, this study has proven that a humor usually happens in the conversation by violating the politeness maxims. the speakers did the violation of politeness maxims to the addressee in order to create it. as the effects, sometimes it might hurt the addressee‘s feeling. in addition, from the analysis, it can be concluded that the use of utterances manner in the conversation is very important. it is because to reach the major purpose of politeness principle both of the speaker and the hearer have to be able to create the comfortable atmosphere so there will be no misunderstanding and the goal of communication can be adhered. agus rohmahwati & issy yuliasri. / english education journal 7 (1) (2017) 72 references akhutina, t.v. 2003. the theory of verbal communication in the works of m.m. bakhtin and l.s. vygotsky. journal of russian and east european psychology, 41(3:96–114). bach, k. 2006. the blackwell guide to the philosophy of language: speech acts and pragmatics. oxford: blackwell. bach, k.& harnish, r.m. 1979. linguistics communication and speech acts. cambridge: mit press. cruse, a. d. 2000. meaning in language: an introduction to semanticsand pragmatics.oxford:oxforduniversity press. cutting, j. 2002. pragmatics and discourse.london:routledge. deng, j. & zhou, x. 2013. a corpus study of politeness principle in desperate house wife. theory and practice in language studies, 3 (11:1969 1974). leech, g. 1983. principles of pragmatics.london: longman. levinson, s. c. 1995. pragmatics. cambridge: cambridge university press. mey, j. 2001. pragmatics: an introduction (second ed.). london: blackwell. the big bang theory, the 2003 approximation, season 9 episode 4. 2015. available at http://www.springfieldspringf ield.co.uk/view episode scripts.php?tv show=big bangtheory&episode=s09e04. accessed on 24/12/15. the big bang theory, the matrimonialmomentum, season 9 episode 1. 2015. available at http://www.springfieldspringf ield.co.uk/view episode scripts.php?tv show=big bang theory&episode=s09e01. accessed on 24/12/15. the big bang theory, the sales call sublimation, season 9 episode 12. 2015. available at http://www.springfieldspringf ield.co.uk/view episode scripts.php?tvshow=big bangtheory&episode=s09e12. accessed on 24/12/15. the big bang theory, the junior professor solution, season 8 episode 2. 2015. available at http://www.springfieldspringf ield.co.uk/view episode scripts.php?tv-show=big bang theory&episode=s08e02. accessed on 24/12/15. the aims of this research were to analyze the type of politeness maxims were violated by the speakers, to analyze the purposes of violation, and to evaluate the effects of politeness maxims in the conversation. the data of this research were taken from the television series situation comedy entitled the big bang theory. this research used descriptive qualitative method. it was done by using observation and documentation method. this research found all maxims are violated by the character in the conversation. they are tact maxim, generosity maxim, approbation maxim, modesty maxim, agreement maxim, sympathy maxim, consideration maxim, and patience maxim. furthermore,this research found 12 kinds of purposes of violation made by the speakers. they are warning, advising, admonishing, requesting, suggesting, urging, offering, insisting, alleging, boasting, refusing, and condoling. as the effects of the politeness maxims, the researcher analyzed based on two types the effects of the politeness maxims: violation of politeness maxims and following the politeness maxims. from the analysis, it can be concluded that the use of utterances manner in the conversation is very important to reach the major purpose of politeness principle and the goal of communication can be adhered. introduction as the part of society, peopledo communication.. they use their own style in having communication, such as verbal or non verbal. using non-verbal they can convey their message through gesture and expression. for example, when someone feels excited abo... form. one of the examples of spoken form is utterance. according to bakhtin in akhutina states as social event, the utterance entails, first of all, active interaction between the speaker and the listener (the speaker’s activity entails and presuppose... politeness principle is not only used in social life. it can be reflected in human’s creation, such as movies, drama, books, plays, or advertisements. one of the examples of drama is situation comedy. according to butsch (2005:35), situation comedy i... one of the examples of research which studied about politeness principle in the television series is the research which was done by deng and zhou (2013). they studied the realization of leech’s politeness maxims in the television series desperate hou... however, this current study is different from those other previous studies of violation of leech’s politeness maxims. the current study identifies the purposes of violation made by the speakers in the conversation of the big bang theory and the effec... methods this research used descriptive qualitative method and focused to employ the leech’s politeness principle (1983) which got the additional type from cruse (2000) and cutting (2002) in order to analyze the data obtained. the object of the data of this re... there were some steps in doing this study. they were mentioned below. firstly, identifying a topic of research to define the topic of the research. secondly, reviewing the literature related to this study. the researcher reviewed the previous studies... the steps used in collecting the data of the study are as follows: first, choosing adequate episodes that containing the aspects of politeness maxims in its utterances. next, the researcher watched the adequate episodes of “the big bang theory” for s... the steps used in analyzing the data are as follows: (1) classifying the violation of politeness maxims in the character’s utterance by using the leech’s politeness principle and the additional of politeness maxims by cruse and cutting, (2) describin... result and discussion to analyze the types of violation of politeness maxims made by the speakers, this study applied the leech’s politeness principle (1983) which got the additional type from cruse (2000) and cutting (2002). this research found that there were 100 utteran... table 1. summary of the violation politeness maxims the table of summary shows that the total numbers of politeness maxims which were violated by the speakers in the television series the big bang theory were 100. they comprised 17 violations of tact maxim, 1 violation of generosity maxim, 43 violatio... approbation maxim is the most violation which made by the speakers in the conversation of the big bang theory. this maxim concerns maximizing praise and minimizing dispraise to other. therefore, if the character employs the violation of approbation ma... the conversation took place in the situation when leonard and penny were getting married in las vegas. in the middle of the wedding process, leonard got a phone call from sheldon. he wanted to tell leonard for not getting married because of some reaso... from the conversation above, it can be seen that in delivering an utterance, sheldon employed violation of approbation maxim since he maximized dispraise to other by giving a request to leonard for not doing the wedding since he thought all women were... according to leech’s politeness theory, an utterance can be said polite if it gives a positive result to the addressee, it can support the addressee to do something better in the following times. it also will make a good relationship and a harmonious ... the purposes of violation politeness maxims there were 12 kinds of found 12 kinds of purposes of violation made by the speakers in the conversation from the television series the big bang theory. they were warning, advising, admonishing, requesting, suggesting, urging, offering, insisting, alle... table 2. the purposes of violation politeness maxims based on the data analysis above, the highest purpose of violation made by the speakers in the conversation of the big bang is alleging. for example: relating to the context of situation, howard felt annoyed because of sheldon’s action. sheldon tried to prevent him to take sheldon’s class. he wanted to prove that nobody was smarter than he is. then howard reminded him if he wanted to be a crappy te... according to bach’s speech act, the speaker proposes alleging since it required the intension that the speaker wants to tell the hearer an opinion about something without proof. in this case, sheldon said that howard was a person who was responsible ... the effects of politeness maxims based on the result that was mentioned above, this research analyzed the effects of the politeness maxims in the conversation. it can be seen that mostly the effects of politeness maxims which made by the speakers can disturb the relationship and harm... based on the context of situation, amy thought her relationship with sheldon moved too slowly. she felt her friends had make a progress toward their relationship, such as howard and bernadette who had married, then leonard and penny who made a plan fo... in addition, sheldon said that he blamed madonna for his relationship. in this case, he thought madonna had inspired the girl to do something through her song. one of madonna’s songs entitled a good girl gone wild told about a good girl who became wil... from the example above it can be concluded that the use of utterances manners in a very important conversation. leech (1983) stated the major purpose of politeness principle is to establish and maintain the feelings of community in the social group. ... relating to the context of situation, after hearing emily’s opinion about the song, raj came to howard’s apartment. he said to howard about his opinion toward the song. howard felt annoyed because of it. he thought that the band just wrote the song wh... according to leech’s politeness principle, the polite utterance is uttered by the speaker to make the addressee feels glad. leech (1983) stated the major purpose of politeness principle is to establish and maintain the feelings of community in the so... in this case, raj felt annoyed because of howard’s utterance. it can be seen from raj’s utterance. here, raj delivered an utterance which made howard felt annoyed. it is indicated that howard’s utterance seemed impolite. moreover, the utterance which... conclusion having communication, it could be better if the speaker try to be relevant between what his said with the situation. in the conversation, in order to reach the goal of communication both the hearer and the speaker have to use the method. in this case,... finally, this study has proven that a humor usually happens in the conversation by violating the politeness maxims. the speakers did the violation of politeness maxims to the addressee in order to create it. as the effects, sometimes it might hurt th... references akhutina, t.v. 2003. the theory of verbal communication in the works of m.m. bakhtin and l.s. vygotsky. journal of russian and east european psychology, 41(3:96–114). bach, k. 2006. the blackwell guide to the philosophy of language: speech acts and pragmatics. oxford: blackwell. bach, k.& harnish, r.m. 1979. linguistics communication and speech acts. cambridge: mit press. cruse, a. d. 2000. meaning in language: an introduction to semanticsand pragmatics.oxford:oxforduniversity press. cutting, j. 2002. pragmatics and discourse.london:routledge. deng, j. & zhou, x. 2013. a corpus study of politeness principle in desperate house wife. theory and practice in language studies, 3 (11:19691974). leech, g. 1983. principles of pragmatics.london: longman. levinson, s. c. 1995. pragmatics. cambridge: cambridge university press. mey, j. 2001. pragmatics: an introduction (second ed.). london: blackwell. the big bang theory, the 2003 approximation, season 9 episode 4. 2015. available at http://www.springfieldspringf ield.co.uk/view episode scripts.php?tv show=big bangtheory&episode=s09e04. accessed on 24/12/15. the big bang theory, the matrimonialmomentum, season 9 episode 1. 2015. available at http://www.springfieldspringf ield.co.uk/view episode scripts.php?tv show=big bang theory&episode=s09e01. accessed on 24/12/15. the big bang theory, the sales call sublimation, season 9 episode 12. 2015. available at http://www.springfieldspringf ield.co.uk/view episode scripts.php?tvshow=big bangtheory&episode=s09e12. accessed on 24/12/15. the big bang theory, the junior professor solution, season 8 episode 2. 2015. available at http://www.springfieldspringf ield.co.uk/view episode scripts.php?tv-show=big bang theory&episode=s08e02. accessed on 24/12/15. eej 8 (1) (2018) 1 9 english education journal http://journal.unnes.ac.id/sju/index.php/eej the effectiveness of close and explicit reading instructions to enhance reading comprehension to highy and lowly motivated students windhariyati dyah kusumawanti1, dwi anggani linggar bharati2 1. institut agama islam negeri purwokerto, indonesia 2. universitasnegeri semarang, indonesia article info ________________ article history: accepted 15 december 2017 approved 21 january2018 published 15 march 2018 keywords: close reading, explicit reading, reading comprehension, motivation ____________________ abstract this study was a quasi-experimental study aimed to find out theeffectiveness of close reading and explicit reading instructions to enhance the students’ reading comprehension to students with high and low motivation. the samples of this research were the second semester students of islamic business and economics faculty at public islamic institute of purwokerto in the academic year of 2016/2017. there were nine classes that belonged to islamic business and economics faculty. for the purpose of this study, there were only two classes selected to be the samples. the first group was the first experimental group in which it was taught by close reading instruction and the other one was the second experimental group taught by explicit reading instruction. the result of this study showed that close reading instruction was not effective to enhance the students’ reading comprehension to students with high and low motivation. in addition, explicit reading instruction was also not effective to enhance the students’ reading comprehension to students with high and low motivation. therefore, there was no interaction among teaching techniques (close and explicit reading instructions), motivation (students with high and low motivation), and reading comprehension. to sum up, close reading and explicit reading instructions did not contribute a significant difference to enhance reading comprehension to the students with high and low motivation © 2018 semarang state university correspondence address: jl. a. yani no.40-a, purwanegara, purwokerto tim., kabupaten banyumas, indonesia e-mail: windhariyanti21@gmail.com p-issn 2087-0108 e-issn 2502-4566 windhariyati dyah kusumawanti & dwi anggani linggar bharati/ english education journal 8 (1) (2018) 1 9 2 introduction in 2013, indonesia’s ministry of education and culture announced the implementation of the 2013 curriculum that guided teaching and learning practices (ministry of education and culture or kementrian pendidikandan kebudayaan, 2013, p.2). bharati (2010, p.91) explains that the government has been trying to improve indonesian educational quality. therefore, the government made a shift on the curriculum. the 2013 curriculum was the eleventh time for indonesian curriculum to change. previously, the last change of the curriculum was in 2006. at that time, the curriculum was considered as a competencebased curriculum; then, it was replaced by unit level of education-based curriculum in 2006. after seven years of unit level of educationbased curriculum implementation, the government constructed the curriculum to meet the growing needs of indonesian cultural preservation. therefore, in 2013, indonesian ministry of education and culture mandated a 2013 curriculum as the extension of unit level of education-based curriculum. however, in 2013 curriculum, there are some reductions for time allocation for certain subjects; one of them is english subject. it causes the late preparation of english proficiency due to the reduction in 2013 curriculum. consequently, it creates some drawbacks for the students, especially for indonesian students who do not have enough exposure of english. as a matter of fact, english has the role as a foreign language in indonesia. it means that there is not enough exposure of english for indonesian students who learn english. the students only can get the access to english in certain places that provide english services. therefore, they need more environments that can support their english acquisition. for examples, educational institutions, non-formal educational sites, and certain public places that provide english services. the lateness of english preparation can make the students face difficulties to acquire english proficiencies consisting of listening, speaking, reading, and writing skills. furthermore, the assessment approach based on 2013 curriculum is expected to be authentic assessment in which it is a comprehensive assessment to measure various competences (aliningsih and sofwan, 2015, p.19). in this case, among english proficiencies, reading skill has the most important role for students’ learning success since overall activities of learning are started and developed by the activity of reading. through reading process, students can build and broaden the students’ perspective. when students’ opportunity of english exposure is reduced, it can cause some problems related to the late preparation of english. the first is that the late preparation of english can be a weakness for the students to deal with the job opportunities in global economic era. the second is related to the career world. when the students are not well-prepared of english, their career opportunities can be slower than the persons who acquire english well. the third is when the students only have little exposure of english reading comprehension; it can make them get difficulties to access information that is presented in english. therefore, based on those three difficulties above, it is very crucial to prepare the students in order to build their english reading comprehension after the reduction of time allocation for english subject in 2013 curriculum. in line with the importance of english, horiba and fukaya (2015, p.22) explain that reading is an activity that has purposes or goaloriented intention. there are various purposes of reading. the most common purpose of reading is to get certain information or to entertain oneself. according to mcdonough and shaw (1993), as cited in medina (2012, p.81), reading is the most important skill because it has the role of a library language in which it is the most widely used skill to obtain the knowledge. lipka and siegel’s (2012, p.1874) claim that reading comprehension predicts the success of the school, and that vice versa; the failure of reading windhariyati dyah kusumawanti & dwi anggani linggar bharati/ english education journal 8 (1) (2018) 1 9 3 comprehension can hinder the students to succeed the school. lipka and siegel’s (2012) claim is also supported by shiraz and larsari (2014). based on shiraz and larsari (2014, p.41), learning to read prepares the students to be ready for better educational future in which the reading skill contributes to the students’ learning process and achievement. furthermore, ceron (2014, p.85) explains that reading in a different language involves more demanding tasks. there are some aspects that relate to reading comprehension for english language learners. those aspects are decoding (jeon and yamashita, 2014, p.162), content knowledge (lee, 2015, p.72), vocabulary knowledge, metacognitive awareness (guo and roehrig, 2011, p.45), and grammar knowledge (zhang, 2012, p.558). among those aspects, regarding second language acquisition, there is a growing interest of metacognitive awareness to gain reading comprehension (guo and roehrig, 2011, p.45). the role of metacognitive awareness has the relationship with content knowledge. the content knowledge that relates to the prior and relevant knowledge can help the students comprehend better. metacognitive awareness also relates to the students’ affective knowledge. the students can share their motivation to read in order to build the same metacognitive awareness through the sharing motivational activity. to enhance indonesian students’ reading comprehension, english teachers in indonesia are supposed to understand the essence of comprehension development and the strategy to foster students’ comprehension effectively (medina, 2012, p.80). in this case, mclaughlin (2012, p.434) emphasizes the teachers’ responsibilities to achieve the reading objectives. the teachers need to keep updating their teaching instruction especially to deal with reading comprehension. they have a responsibility to administer and arrange the teaching and learning process that addresses the reading instruction. when the teachers are aware to utilize instructional strategy dealing with reading instruction effectively, the teaching process can be more efficient so that both indonesian teachers and students can achieve the teaching objectives regarding reading comprehension successfully. in terms of teaching instruction, it is not easy to decide what the best teaching instruction that can fit best to enhance students’ comprehension is. this condition refers to the fact that every classroom in indonesian environment has different characteristics. for example, some classrooms have high and low proficiency level; some classrooms consist of active and less active students; and some classrooms have sophisticated and traditional learning media. therefore, teachers’ teaching instructions have a very influential role to deal with the classroom setting in indonesia. to foster the students’ reading comprehension, the teachers are supposed to help them during the learning process by implementing structured teaching instructions. with respect to english teaching-learning in indonesia, this study proposes two instructions to improve students’ reading comprehension. those instructions are close reading and explicit reading instructions. dakin (2013, p.4) states that close reading encourages the students to explore the different elements of the text to find the comprehensive understanding toward the text. it allows the students to build knowledge so that they can broaden their perspectives after they read the text closely. the other structured teaching instruction is explicit reading instruction. blouin (2014, p.2) mentions that by implementing explicit reading, the teachers provide modelling and practices from teachers’ guided instruction. explicit reading allows the students to focus on certain elements of the text with guided practice from the teachers. thus, the two reading instructions of close reading and explicit reading have potential strengths to foster the students’ reading comprehension in indonesian classroom setting. in terms of students’ reading comprehension, the aspect to gain comprehension level is not only related to teacher’s instruction but also their motivation in windhariyati dyah kusumawanti & dwi anggani linggar bharati/ english education journal 8 (1) (2018) 1 9 4 the process of reading comprehension. to maintain active and fluent reading process, the students are supposed to be persistent in their motivation. motivation has an essential role to dedicate some efforts in order to achieve reading comprehension. with proper motivation, the students do their efforts in understanding the reading. however, when the students do not have appropriate motivation, it will be difficult for the students to do efforts to achieve reading comprehension. by acknowledging the dilemmas faced by the teachers and the students since 2013 curriculum implementation, it is crucial to find out the solution to help the teachers and the students as well. overall, there are three main aspects that have been elaborated in the previous part of this study. they are reading comprehension, teaching instruction, and students’ motivation. to address those three elements, the aim of this research is to investigate the effectiveness of close reading and explicit reading instructions to enhance reading comprehension to highly and lowly motivated students. therefore, to answer the challenges presented above, this research implements two teaching instructions focusing on reading comprehension. they are close reading and explicit reading instructions. by applying the two instructions, it is important to examine which instruction that achieves more significant result. therefore, this study investigates the effectiveness of close reading and explicit reading instructions to enhance reading comprehension to highly and lowly motivated students. the research is conducted at public islamic institute of purwokerto (iain purwokerto) by involving the second semester students of islamic business and economics faculty in the academic year of 2016/2017. methods to address the research objectives explained previously, the research design applied a quasi-experimental study. it employed the first experimental group and the second experimental group. the quantitative computation was used to provide the evidence of the effectiveness of close reading and explicit reading instructions to enhance students’ reading comprehension to highly and lowly motivated students. the first experimental group was taught by close reading instruction and the second experimental group was taught by explicit reading instruction. to collect the data, this study used pre-test, treatment, and post-test. to support the data analysis, this study also employed questionnaire to examine the students’ motivation. this study used a factorial design to investigate the relationship among the variables. factorial design related to a statistical method called as analysis of variance or anova. the use of anova was to compare the finding of the first experimental group and the second experimental group on some quantitative measurement. in addition, t-test was also applied to prove the differences or similarities of the effectiveness of close reading and explicit reading instructions to highly and lowly motivated students. furthermore, the statistical computation of this research was administered by using statistical program available in the computer in the form of excel and spss programs. results and discussions the objective of this research was to investigate the effectiveness of close reading and explicit reading instructions to enhance reading comprehension to the students with high and low motivation. the research was conducted in two experimental groups. the results of the research showed seven important points that were connected to the overall effectiveness of close reading and explicit reading instructions to enhance reading comprehension to the students with high and low motivation. first of all, the research procedure was begun by collecting the data form the questionnaire. the students were assigned to complete the questionnaire to measure their windhariyati dyah kusumawanti & dwi anggani linggar bharati/ english education journal 8 (1) (2018) 1 9 5 motivation level. based on the results of students’ questionnaire, the students were classified into highly and lowly motivated students. therefore, during the research, the students were classified as highly and lowly motivated students. each group consisted of 12 students. before conducting the research, try out was administered to ensure the validity and the reliability of the research instrument. then, after collecting and analyzing the data from the try out, the research instruments were examined in terms of the validity and the reliability. furthermore, the following step was conducting the research procedures to the samples of this study. the students were provided some research procedures such as pretest, treatments, and posttest. the pretest was administered to the first experimental group and the second experimental group. the aim of pre-test was to provide evidence that the two groups have relatively equal competence in reading comprehension. after the pre-test, the students were provided the treatment. the treatment implemented close reading and explicit reading instructions. during the treatment, observation sheet was also employed to ensure the warrants of the activities during the treatment. the treatment for the first experimental group was close reading instruction. there were three main procedures for close reading instruction. they were the first reading activities that consisted of reading activity, making annotation, and discussion. then, the next was the second reading activity. it consisted of rereading activity, identifying the author’s affirmation, provide supporting detail to the author’s affirmation, analyzing the connection of the author’s affirmation, and discussion. the last was the third reading activity. it consisted of re-reading activity, answering text-dependent questions, providing the evidence from the text to confirm the questions, and discussion. then, the treatment for the second experimental group was explicit reading instruction. there were three main procedures for explicit reading instruction. the first step was to make prediction and connection to the reading text. afterwards, the students were assigned to read and analyze the reading. the last activity was reviewing and answering the questions to ensure the comprehension level. after the treatment, the students were assigned to have posttest to measure the students’ reading competence after the treatments. finally, after collecting the data, the analysis and interpretation were conducted. the analyses were supposed to answer the seven research questions of this study. to answer the research questions, there were also seven hypotheses that belonged to null hypotheses (h0) employed in this study. statistical analysis the first statistical analysis was the normality and homogeneity tests. normality test of the pretest implemented one-sample kolmogorov-smirnov test. the sig. value for the pretest in the first experimental group were 0.827 (the students with high motivation level) and 0.468 (the students with low motivation level). the significant level of α is 0.05. the data for the pretest in the second experimental group were 0.872 (the students with high motivation level) and 0.993 (the students with low motivation level). it means that the sig.value of both groups (0.827, 0.468, 0.872, and 0.993) were higher than the significant level of α = 0.05. therefore, the data showed that the pretest data of the first and second experimental groups were interpreted as a normal distributional data. after elaborating the pretest data, the following section explains the data form the posttest. in terms of the data from the posttest, the value of sig. for the posttest in the first experimental group were 0.935 (the students with high motivation level) and 0.894 (the students with low motivation level). the data for the posttest in the second experimental group were 0.944 (the students with high motivation level) and 0.352 (the students with low motivation level). the sig. value of both groups (0.935, 0.894, 0.944, and 0.352) were higher than the significant level of α = 0.05. therefore, windhariyati dyah kusumawanti & dwi anggani linggar bharati/ english education journal 8 (1) (2018) 1 9 6 the data showed that the posttest data of the first and second experimental groups were interpreted as a normal distributional data. the next analysis was to investigate the homogeneity test. it implemented levene statistic test. in terms of the pretest data for both the first experimental group, the sig. score was 0.126. in which it was higher than α = 0.05. therefore, the pretest data for both the first experimental groups were homogenous. then, the pretest data for based on motivation, the sig. score was 0.136 in which it was higher than α = 0.05. therefore, the pretest data based on motivation were homogenous. the following part deals with the posttest data based on experimental group. the sig. score was 0.058. it means that it was higher than α = 0.05,the posttest data for based on experimental group were homogenous. the last was the posttest data for motivation. the sig. score was 0.594 in which it was higher than α = 0.05. therefore, the posttest data for based on motivation were homogenous. hypotheses testing the following elaboration analyzes the answer for the effectiveness of close reading and explicit reading instructions. the first analysis was to examine the effectiveness of close reading instruction to enhance the students’ reading comprehension to students with high motivation. by using paired samples test, the mean was 1.412 and the t-value was 0.605. furthermore, the value of df was 11. finally, sig. value (0.558) was higher than α = 0.05. based on the data, close reading instruction was not effective to help the highly motivated students improve their reading comprehension. therefore, the first null hypothesis was accepted in which it was concluded that there was no significant difference between the value of pretest and posttest of close reading instruction to enhance the students’ reading comprehension to students with high motivation. the second point was to examine the effectiveness of close reading instruction to enhance the students’ reading comprehension to students with low motivation. by using paired samples test, the mean was -3.00. the t-value was -0.984. furthermore, the value of df was 11. finally, sig. value (0.346) was higher than α = 0.05. based on the data, close reading instruction was not effective to help the lowly motivated students improve their reading comprehension. therefore, the second null hypothesis was accepted in which it was concluded that there was no significant difference between the value of pretest and posttest of close reading instruction to enhance the students’ reading comprehension to students with low motivation. the third data were to examine the effectiveness explicit reading instruction to enhance the students’ reading comprehension to students with high motivation. by using paired samples test, the mean was -5.67. the t-value was -1.914. furthermore, the value of df was 11. finally, sig. value (0.082) was higher than α = 0.05. based on the data, explicit reading instruction was not effective to help the highly motivated students improve their reading comprehension. therefore, the third null hypothesis was accepted in which it was concluded that there was no significant difference between the value of pretest and posttest of explicit reading instruction to enhance the students’ reading comprehension to students with high motivation. the fourth computation was to examine the effectiveness explicit reading instruction to enhance the students’ reading comprehension to students with low motivation. by using paired samples test, the mean was -4.00. the t-value was -1.867. furthermore, the value of df was 11. finally, sig. value (0.082) was higher than α = 0.05. based on the data, explicit reading instruction was not effective to help the lowly motivated students improve their reading comprehension. therefore, the third null hypothesis was accepted in which it was concluded that there was no significant difference between the value of pretest and posttest of explicit reading instruction to windhariyati dyah kusumawanti & dwi anggani linggar bharati/ english education journal 8 (1) (2018) 1 9 7 enhance the students’ reading comprehension to students with low motivation. the fifth measurement was to examine the significant difference between close and explicit reading instruction to enhance reading comprehension to the students with high and low motivation. by using independent samples test, the value of sig. (0.780) was higher than α = 0.05. the data showed that the null hypothesis was accepted. therefore, there was no significant difference between the students’ achievement after the implementation of close and explicit reading instruction to enhance reading comprehension to the students with high and low motivation. the sixth calculation was to examine influence of students’ motivation in reading comprehension when they were taught by using close and explicit reading instruction. it was analyzed through the implementation of levene's test for equality of variances. the value of sig. was 0.072 in which it was higher than 0.05. therefore, the null hypothesis was accepted that the students with high or low motivation showed the same results in which the students’ achievement data from the posttest did not provide a significant difference. there was no significant influence of students’ motivation in reading comprehension whether they are taught by using close and explicit reading instruction for the students who had high or low motivation. the last point was to investigate the interaction among teaching techniques (close and explicit reading instructions), motivation (students with high and low motivation), and students’ reading comprehension. it was computed through the implementation of tests of between-subjects effects. the value of sig. was 0.78 in which it was higher than α = 0.05. it was concluded that there was no a significant interaction among teaching techniques (close and explicit reading instructions), motivation (students with high and low motivation), and students’ reading comprehension. triangulation in order to strengthen the confidence of the research findings and interpretation, this research implemented triangulation. the triangulation was conducted through methodological triangulation. the data from the quantitative analysis were supported with the qualitative analysis through the methodological triangulation. therefore, the data combination was expected to create a comprehensive understanding towards the phenomena occurring during the research. based on the observation in the first experimental group, the treatment was close reading instruction. it was their first experience to have close reading instruction. the first activity for the close reading was making annotation. during this activity, only a few students that could provide a clear annotation that was appropriate with the nature of close reading instruction. most of the students still provided annotation that might not have significant relevance to their reading. in fact, the explanation had been provided clearly to the students. however, since it was their first time to do close reading instruction, so they found some difficulties started from the first activity of close reading. then, the second step of the close reading was re-reading and identifying the author’s affirmation in the text. at this point, they started to have a good understanding towards the purpose of this step. unfortunately, still, only some of the students that could provide a proper identification in line with close reading procedures. the last step was doing the final reading and answering text-dependent questions. because the students had the difficulties since the first step of close reading, so when they were supposed to answer the questions, they tended to start re-reading the text. it means that the students could not take the benefits of the activity in close reading. therefore, close reading instruction did not provide a significant contribution to enhance the students’ reading comprehension. in the second experimental group, it was provided explicit reading instruction. the first windhariyati dyah kusumawanti & dwi anggani linggar bharati/ english education journal 8 (1) (2018) 1 9 8 step was prediction and connection. at this point, the students were assigned to do prediction of the text from the information of the title, author, and other information. during the first step, the students could manage the activity well since they were more familiar with such activity, especially when they were at schools. the second activity was reading and analyzing. the students were assigned to identify the main ideas and the supporting details. during the second step, most of the students could provide appropriate identification for each paragraph. finally, the last step was reviewing and answering questions. at this point, the students still needed to re-reading the text to make sure the appropriate answer for each question. it means that they could not accomplish the second activity at explicit reading instruction optimally. although the students could follow the first activity of explicit reading instruction; but, in the last step, they could not take significant benefits from the explicit reading. therefore, it can be concluded that explicit reading instruction did not provide significant difference to help the students enhance their reading comprehension. conclusions the results of this study showed that the implementation of close reading and explicit reading instructions did not provide a significant effect to enhance reading comprehension to the students with high and low motivation. based on the students’ posttest, there were some students who gained better achievement of the reading comprehension for both close reading and explicit reading instructions for the students with high and low motivation. however, there were also some students who got lower score for their posttest after experiencing the instructions of close reading and explicit reading instructions. the observation of this study showed that the students did not have the familiarity with the instructions of close reading and explicit reading instructions. therefore, the students found difficulties during the implementation of the two instructions. consequesntly, when they got the posttest, they needed more effort to implement close reading adn explicit reading instructions individually. overall, based on the data, both close reading and explicit reading instructions did not provide a significant difference to enhance the students’ reading comprehension to highly and lowly motivated students. although, at a glance, some students’ scores for post-test in the first and second experimental group showed an improvement after the treatment; but after conducting the further data analysis towards the students’ score, the final data computation ended at the results that there was no significant difference of the effectiveness of close reading and explicit reading instructions. suggestions although close reading and explicit reading instructions during this study did not provide a significant effect to enhance the students’ reading comprehension; according to the expectation of the values on close reading and explicit reading instructions from the literature reviews, the english teachers can adapt and adopt the reading procedures in close reading and explicit reading instruction as the additional references on improving the students’ reading comprehension. furthermore, it is important for the students to carefully follow the reading instructions provided by the teachers. therefore, when the students have some difficulties during the reading process, they are supposed to be active in making clarification or confirmation to the teachers in order to achieve better reading comprehension. overall, the potency of close reading and explicit reading instruction to enhance the students’ reading comprehension can be very precious for other researchers to conduct further investigation on the effectiveness of close reading and explicit reading instruction. therefore, the results of this study can be used as references for other researchers to investigate further research. windhariyati dyah kusumawanti & dwi anggani linggar bharati/ english education journal 8 (1) (2018) 1 9 9 acknowledgement i would like to express my profound gratitude for my advisor drs. ahmad sofwan, m.a., ph.d. for spending his valuable time to provide his remarkable guidance and support to me in writing this study. in addition, i would like to deliver my gratitude to all lectures in universitas negeri semarang who dedicate their efforts to give valuable knowledge during my study. references aliningsih, f., & sofwan, a. 2015. english teachers’ perceptions and practices of authentic assessment. journal of language and literature, 10(1), 19-27. bharati, d.a.l. 2010.teachers’ professional development through an observation in immersion classes based on the documents and teaching and learning processes. language circle journal of language and literature. 4(2), 91-101. blouin, e. 2014.the effect of close reading on reading comprehension scores of fifth grade students with specific learning disabilities (master’s thesis). submitted in partial fulfilment of the requirements for the degree of master education at goucher college. ceron, c.n. 2014.the effect of story read-aloud on children’s foreign language development. gist education and learning research journal, 8, 83-98. dakin, c. 2013. the effects of comprehension through close reading (master’s thesis). submitted in partial fulfilment of the requirements for the degree m.s. literacy education at st. john fisher college. guo, y. and roehrig, a.d. 2011. roles of general versus second language (l2) knowledge in l2 reading comprehension.reading in a foreign language, 23 (1), 42-64. horiba, y. and fukaya, k. 2015. reading and learning from l2 text: effects of reading goal, topic familiarity, and language proficiency. reading in a foreign language, 27(1), 22-46. jeon, e.h. and yamashita, j. 2014. l2 reading comprehension and its correlates: a metaanalysis. language learning, 64 (1), 160212. kementerian pendidikan dan kebudayaan. 2013. materi pelatihan guru: implementasi kurikulum 2013. jakarta: badan pengembangan sumberdaya manusia pendidikan dan kebudayaan dan penjaminan mutu pendidikan. lee, j.y. 2015.language learner strategy by chinese-speaking efl readers when comprehending familiar and unfamiliar texts.reading in a foreign language, 27 (1), 71–95. lipka, o. and siegel, l.s. 2012. the development of reading comprehension skills in children learning english as a second language.reading and writing, 25, 1873-1898. mclaughlin, m. 2012. reading comprehension: what every teacher needs to know. the reading teacher, 65(7), 432-440. medina, s.l. 2012.effects of strategy instruction in an efl reading comprehension course: a case study. profile issues in teachers’ professional development, 14 (1), 79-89. shiraz, m.p. and larsari, e.e. 2014. the effect of project-based activities on intermediate efl students' reading comprehension ability.the journal of effective teaching, 14 (3), 38-54. zhang, d. 2012. vocabulary and grammar knowledge in second language reading comprehension: a structural equation modelling study. the modern language journal, 96 (4), 558-575. 247 english education journal eej 7 (3) (2017) http://journal.unnes.ac.id/sju/index.php/eej the relationship between depth of vocabulary knowledge, home literacy, and english reading comprehension achievement kiki nuriska denhas, dwi anggani linggar bharati universitas negeri semarang, indonesia article info article history: recived 10 august 2017 accepted04 october 2017 published01 december 2017 keywords: depth of vocabulary knowledge, home literacy, reading comprehension abstract this study aimed at describing the correlation and contribution between learners’ depth of vocabulary, home literacy, and english reading comprehension achievement. this study was significant due to the lack of empirical research conducted in this topic in indonesian context. the participants in this study were first-year mechanical engineering department efl learners at diponegoro university, central java, indonesia (n=77). the data were gathered by using word association test (wat), home literacy questionnaire (hlq), and reading comprehension test (rct). the findings revealed that: (1) learners’ depth of vocabulary knowledge significantly correlated to english reading comprehension achievement (r=0.662), (2) learners’ depth of vocabulary knowledge contributed 43.9% to their english reading comprehension achievement, (3) learners’ home literacy significantly correlated to english reading comprehension achievement (r=0.610), (4) learners’ home literacy accounted for 37.3% to their english reading comprehension achievement, (5) learners’ depth of vocabulary knowledge and home literacy significantly correlated to their english reading comprehension achievement (r=0.749), and (6) learners’ depth of vocabulary knowledge and home literacy contributed 56.1% to their english reading comprehension achievement. the findings added the body of literature that the higher the adult efl learners’ score on depth of vocabulary knowledge and home literacy, the higher their score on english reading comprehension achievement. © 2017universitas negeri semarang correspondence address: kampuspascasarjana unnes, jalan kelud utara iii semarang50237 e-mail: kiki.2010.denhas@gmail.com p-issn 2087-0108 e-issn 2502-4566 kiki nuriska denhas & dwi anggani linggar bharati/ eej 7 (3) (2017) 248 introduction over the years, it has been widely believed that reading comprehension both in first and second language is affected by the knowledge of vocabulary in a text as well as textually relevant background knowledge and the application of general reading strategies. however, research findings in reading comprehension have proven that vocabulary knowledge has been regarded as the most important dimension in learners’ reading comprehension achievement. alongside this, researchers commonly distinguish between breadth and depth of vocabulary knowledge. however, dealing with the important role of depth of vocabulary knowledge, scholars in vocabulary knowledge field have noted the complexity and multidimensionality of world knowledge and have suggested that measuring examining aspects of depth of vocabulary knowledge make a stronger contribution to reading performance (nassaji, 2004). in addition to this, exposure to literacy sources (i.e. books) and participation in literate or literacy-related interactions with parents, caretakers, family members, and experienced others are seen as one of important points in preparing learners for instruction in reading at their formal stage of education. (leseman& de jong, 1998). there are, however, large differences in the home literacy activities and environment. these variations of home literacy practices consequently influence the preparation of learners for school learning. regarding the urgency of home literacy practices in learners’ literacy success, several programs have been implemented to promote home literacy in families starting at early stage of learning in english as a first, second, and foreign language context. for instance in indonesia context, the implementation of home or family literacy programs are hoped to specifically foster indonesian learners’ literacy achievement at school and generally improve the learners’ knowledge (ministry of national education, 2011). in relation with the implementation of home literacy program, empirical evidences have shown that learners’ home literacy is strongly correlated with their literacy success. due to its importance, there has been much attention given to the study of depth of vocabulary knowledge and reading comprehension as well as home literacy and reading comprehension outcomes (such as farahani, 2006; mortazavi, 2006). unfortunately, there have been surprisingly few studies examining the relathionship between the depth of vocabulary knowledge, home literacy and english reading comprehension achievement in efl adult learners in indonesian context. therefore, the present study aimmed at describing the relationship between the efl adult learners’ depth of vocabulary knowledge, home literacy and english reading comprehensiona achievement in indonesia. methods correlational research design was used to address the goals in the present study. the participants were first-year mechanical engineering students at diponegoro university, central java indonesia (n=77). to gather the data, participants were asked to complete word association test (wat), home literacy questionnaire (hlq), and reading comprehension test (rct). pearson correlation and regression analysis were administered to analyze the data. result and discussion the relationship between depth of vocabulary knowlede and english reading comprehension achievement in indonesian efl adult learners as shown in the table 1, the coefficient correlation (r) between wat and rct is 0.662. this finding showed that there was a possitive correlation between the scores of participants’ wat and rct. the statistical calculation also revealed that the learners’ depth of vocabulary kiki nuriska denhas & dwi anggani linggar bharati/ eej 7 (3) (2017) 249 knowledge significantly correlated to their english reading comprehension achievement. table 1. x1 y x1 pearson correlation 1 0.662 ** sig. (2-tailed) 0.000 n 57 57 y pearson correlation 0.662 ** 1 sig. (2-tailed) 0.000 n 57 57 table 2 presents values of r2 of the correlation coefficients. according to the findings, 0.439 provides an estimate of the proportion of overlapping variance between variable x1 (wat) and y (rct) scores. the regression coefficient x1 that was 0.439 accounts for 43% of the variance in the reading comprehension achievement. table 2. model r r square adjusted r square std. error of the estimate 1 0.662 a 0.439 0.429 8.88667 a. predictors: (constant), x1 b. dependent variable: y further, the value of linear regression equation between x1 and y was calculated. according to the findings, the equation of linear regression was ̂ . the value of 16.841 means that if the value of x1 is 0, the value of y is 16.841. on the other words, 1 unit additional value of x1, the value of y will increase as much as 0.389. the relationship between home literacy and english reading comprehension achievement in indonesian efl adult learnersas the table 3 shows, the coefficient correlation between learners’ hlq and rct score positive. the result also showed that the correaltion between hlq and rct was significant (r=0.61). furthermore, the regression coefficient r2 of learners’ hlq and rct score was 0.373 as presented in table 4. this further indicates that hlq accounts for 37% of the variance in the criterion variable which is reading comprehension achievement. table 3. x2 y x2 pearson correlation 1 0.610 ** sig. (2-tailed) 0.000 n 57 57 y pearson correlation 0.610 ** 1 sig. (2-tailed) 0.000 n 57 57 table 4. mod el r r square adjusted r square std. error of the estimate 1 0.610 a 0.373 0.361 9.39692 a. predictors: (constant), x2 b. dependent variable: y alongside the previous findings, value of linear regression equation between x2 and y. according to the findings above, the equation of linear regression was ̂ . the value of 29.167 means that if the value of x2 is 0, the value of y is 29.167. on the other words, 1 unit additional value of x2, the value of y will increase as much as 0.673. the relationship between depth of vocabulary knowledge and home literacy to english reading comprehension achievement in indonesian efl adult learnersfrom table 5, it can be seen that the coefficient correlation between wat. hlq, and rct was 0.749. this further means that the correlation of learners’ word association test and home literacy questionnaire score was positive and significant to their english reading comprehension achievement test score. the data also showed that the r2 of wat and hlq to rct was 0.561. this further means that learners’ word association test and home literacy questionnaire scores contributed 56.1% to the learners’ reading comprehension test score. the rest of 43.9% was contributed kiki nuriska denhas & dwi anggani linggar bharati/ eej 7 (3) (2017) 250 and affected by other factors. expanding from these findings, another statistical analysis was done to find out which variables contributed greater to the learners’ reading comprehension achievement. table 5. further analysis was conducted to find out the the value of linear regression equation. based on the findings, the equation of linear regression was ̂ . the value of 2.975 means that if the value of x1 and x2 are 0, the value of y is 2.975. the regression coefficient x1 is 0,286 means that every 1 unit additional value of x1, the value of y will increase as much as 0.286. in line with this, the regression coefficient of x2 is 0.432 means that every 1 unit additional values of x2, the value of y will increase as much as 0.432. the first objective of the present study was to explain the correlation between depth of vocabulary knowledge and learners’ english reading comprehension achievement. regarding this objective, previous studies in the context of english as a first, second and foreign language have been done and reported that depth of vocabulary knowledge was significant to the learners’ reading comprehension outcomes. expanding upon this research result, a pearson correlation analysis was conducted in the present study to find out the relationship between depth of vocabulary knowledge and english reading comprehension achievement in efl adult learners in indonesian context. given the fact that there was a strong correlation between depth of vocabulary knowledge and english reading comprehension achievement as reported in the previous studies, it might have to be expected that the depth of vocabulary knowledge and english reading comprehension achievement in efl adult learners in indonesian context to be closely related. based on the statistical analysis administered in the present study, the finding confirmed the previous research results that the depth of vocabulary knowledge and english reading comprehension achievement in efl adult learners in indonesian context was significantly associated (r=0.662). this finding indicated that the adult efl learners’ depth of vocabulary knowledge plays important role in their english reading comprehension achievement. alongside this, the finding in the present study has also proven that having sufficient knowledge on depth of vocabulary is a critical issue in comprehending the english text. this further fits into the theoretical background used in the present study that a large extent of vocabulary knowledge is important in order to be able to comprehend a certain text (laufer, 1989). on the other words, while adequate depth of vocabulary knowledge promoted the adult learners’ reading comprehension achievement, the vocabulary difficulty might impede the learners’ english reading comprehension achievement. referring back to the second question in the present study: how does the depth of vocabulary knowledge knowledge contribute to the learners’ english reading comrehension?, a single regression analysis was performed to address the issue. the findings of the statistical analysis showed that the regression coefficient (r2) of learners’ depth of vocabulary knowledge and reading comprehension achievement was 0.439. this finding indicated that the learners’ depth of vocabulary knowledge accounted for about 43% of the variance in reading comprehension achievement while the other 57% was influenced by other potential factors such as background knowledge, inferencing strategy, and so on. based on the findings on the contribution of learners’ depth of vocabulary knowledge and english reading comprehension achievement in adult efl learners in indonesian context, it is important to note that the findings were in accordance with the previous research results kiki nuriska denhas & dwi anggani linggar bharati/ eej 7 (3) (2017) 251 (richek, 2005; bromley, 2004) in that the researcher in the field put emphasis on depth of vocabulary knowledge as one of the predictors of reading achievement. they are also consistent with the theoretical view that the ability to be successful in reading comprehension depends, to a large extent, on having an adequate vocabulary knowledge (laufer, 1989; nation, 1993). the next research question addressed in the present study was: how does the learners’ home literacy correlate to their reading comprehension achievement? the finding on learners‘ home literacy and their english reading comprehension achievement revealed a positive and significant correlation (r=0.662). this finding implied that a higher the adult efl learners’ score on home literacy, the higher their english reading comprehension achievement result. furthermore, this finding also indicated that the home literacy practices were empirically proven as a crucial factor in the adult efl learners’ english reading comprehension outcomes. given the fact that home literacy played important role on the learners’ english reading comprehension achievement in the context of adult efl learners in indonesia, this finding confirmed that experienced others and learners’ environment are considered as critical prerequisites in the learners’ literacy success including their reading comprehension not only in young learners but also in adult learners. put it in other words, this finding provides important pathway through which the home literacy practices in efl learners’ in university level in indonesian context exert their influence on learners’ literacy outcomes, primarily reading comprehension. drawing upon the finding above, the opportunities provided for participation in literacy practices in the home environment are closely related to parents or care takers or experienced other’s own literacy use at home. the use of literacy at home by parents or care takers or experienced others are believed to depend on their education, jobs, social networks, associated traditions, and their community involvement. in the context of young learners, the way in which parent-child literacy-related interactions are arranged and the kind of apprenticeships that are provided are dependent upon the models or examples of literacy use and on the behavioral roles for the participants, offered in the diverse context of literacy use in which parents are involved (leseman& de jong, 1998). by considering the possibility that learners may leave apart from their or parents, in the context of older learners (for instance college students) the literacy-related interactions are argued to also involve not only parents but also their housemates. the significant correlation between home literacy and literacy success particularly reading comprehension achievement in efl adult learners fit the constructivist theoretical framework. this theory asserted that the process of appropriation of knowledge, skills, and values involved in these practices can be promoted by experienced others, for instance by parents (rogoff, 1990). while previous studies on home literacy and reading comprehension outcomes have been conducted mainly in young ell learners, the finding of the present study has proven that experienced others also play important roles in the literacy outcomes on adult learners. majority of previous studies in home literacy have focused on young learners. dealing with this, the findings of the previous studies provided the empirical evidences that young learners’ home literacy was linked to their literacy outcome, prmarily reading comprehension. in line with the results of the previous studies, the findings of this present study has reported that adult efl learners’ home literacy accounted for 37% to their english reading comprehension achievement. this result is considered as a noteworthy finding in the present study for it added the body of literature in this field that home literacy in efl adult learners did contribute to their english reading comprehension outcomes. in addition, this finding highlights the importance to promote home literacy in english language to foster the kiki nuriska denhas & dwi anggani linggar bharati/ eej 7 (3) (2017) 252 adult learners’ english reading comprehension success. furthermore, according to the statistical analysis performed in the present study, the finding reported that the relationship between learners’ depth of vocabulary knowledge and home literacy was positive and significant to the learners’ reading comprehension achievement (r=0.749). this further indicated that the higher the adult efl learners’ score on depth of vocabulary knowledge and home literacy, the higher their score on english reading comprehension achievement. this research finding has clearly proven that the efl learners’ depth of english vocabulary knowledge and home english literacy were important factors to their english reading comprehension outcomes. moreover, the findings provided an important extension to the literature by empirically proving that in the context of adult learners in indonesia, english depth of vocabulary knowledge and english home literacy are highly linked to their english reading comprehension success. therefore, paying careful attention on enriching depth of vocabulary knowledge and promoting home literacy practices in english language would be important in supporting the efl adult learners’ reading comprehension achievement. given the fact that there was positive and significant correlation between learners’ depth of vocabulary knowledge and home literacy to their reading comprehension achievement, it is urgent to explain the contribution of the measure to other measures. regarding this issue, multiple regression analysis was performed to find out the contribution of learners’ depth of vocabulary knowledge and home literacy to their reading comprehension achievement. according to the data, the contribution of learners vocabulary knowledge and home literacy to reading comprehension achievent accounts for 56%. this finding further means that the other 43% were influenced and contributed by other factors. in line with the previous paragraph, further analysis was conducted to find out the the value of linear regression equation between efl adult learners’ depth of vocabulary knowledge and hme literacy to english reading comprehension achievement. the results revealed that if the learners’ score on depth of vocabulary knoweledge is 0, their score on english reading comprehension test would be 2.975. in addition, the findings reported that the regression coefficient of depth of vocabulary knoweldge was 0,286. this further means that every 1 unit additional additional score on efl adult learners’ depth of vocabulary knowledge, their english reading comprehension score would increase 0.286 point. based on the statistical analysis performed in the present study, the finding has shown that the regression coefficient of the efl adult learners’ home literacy was 0.432 which means that every 1 unit additional score on learners’ home literacy score would add 0.432 point to their english reading comprehension outcomes. in terms of exploring the contribution of learners’ depth of vocabulary knowledge and home literacy to their reading comprehension achievement, additional analysis was performed to find out the most contributed measure to reading cmprehension achievement. in line with this issue, the statistical analysis reported that learners’ depth of vocabulary knowledge contributed a bigger amount of precentage to reading comprehension achievement compared to home literacy. conclusion results in this present study reported that depth of vocabulary knowledge significantly correlated to the efl adult learners’ english reading comprehension. the findings also revealed that depth of vocabulary knowledge accounted for 43.9% of the efl adult learners’ english reading comprehension achievement. based on these findings, it is important to note that: (1) those who had stronger depth of vocabulary knowledge had better score on english reading comprehension achievement, (2) depth of vocabulary knowledge in adult efl learners played important role in their english reading comprehension achievement. these findings add to and confirm the literature in kiki nuriska denhas & dwi anggani linggar bharati/ eej 7 (3) (2017) 253 english as a first, second, and foreign language learning concerning the important role of depth of vocabulary knowledge in reading comprehension outcomes (de bot et al., 1997). furthermore, the above findings are in accordance with the previous research results (richek, 2005; bromley, 2004) in that they put emphasis on depth of vocabulary knowledge as one of the predictors of reading achievement. they are also consistent with the theoretical view that the ability to be successful in reading comprehension depends, to a large extent, on having an adequate vocabulary knowledge (laufer, 1989; nation, 1993) furthermore, the findings of the present study nudge us into accepting the notion that learners’ home literacy contributes to their reading comprehension achievement. from the statistical analysis results, the findings in the present study showed that there was a positive and significant correlation between home literacy and reading comprehension outcomes (r=0.61). moreover, evidence in this present study showed that the learners’ home literacy contributed 37.7% to their reading comprehension achievement. this finding fit into the theoretical framework used in this present study, in which the interactions between learners and more advanced peers directly or indirectly have a positive influence on the learners’ learning process, particularly the learners’ literacy development (vygotsky, 1978; rogoff, 1990). this finding also added to the existing literature that exposure to literacy material in english is beneficial to the efl learners’ literacy achievement in indonesian university context and situations. lastly, the findings of the present study showed that there was a positive and significantly strong correlation between learners’ depth of vocabulary knowledge and home literacy to the learners’ reading comprehension achievement (r=.749). alongside this, learners’ depth of vocabulary knowledge and home literacy contributed 56% to the learners’ english reading comprehension achievement. to sum up, it has been empirically proven that depth of vocabulary knowledge and home literacy strongly correlated and considered as a powerful predictor to efl adult learners’ english reading comprehension achievement in indonesian context. references bromley, k. (2004). rethinking vocabulary instruction.the learning and literacy spectrum, 14, 3-12. de bot, k., paribakht, t. s., & wesche, m. b. (1997). toward a lexical processing model for the study of second language vocabulary acquisition: evidence from esl reading.studies in second language ac quisition, 19, 309–329 farahani, f. (2006).the relationship between depth of vocabulary knowledge and efl learners' lexical inferencing strategy use and success (unpublished master’s thesis).shiraz azad university. laufer, b. (1989). what percentage of text-lexis is essential for comprehension? in c. lauren & l. nordman (eds.), special language: from humans thinking to thinking machines (pp. 316-326). clevedon, uk: multilingual matters. leseman& de jong. (1998). home literacy: opportunity, instruction, cooperation and social-emotional quality predicting early reading achievement. reading research quarterly, 22(3), 294-318. ministry of national education.(2011). indonesia educational statistics in brief 2005/2006. jakarta: ministry of national education. mortazavi, f. (2006).the relationship between vocabulary learning strategies and vocabulary size of iranian efl learners (unpublished master’s thesis).shiraz azad university. nassaji, h. (2004). the relationship between depth of vocabulary knowledge and l2 learners, lexical inferencing strategy use and success.the canadian modern language review, 61(1), 107-134. nation, i. s. p. (1993).vocabulary size, growth, and use. in r. schreuder& b. weltens (eds.), the bilingual lexicon (pp. 115–134). amsterdam: john benjamins. kiki nuriska denhas & dwi anggani linggar bharati/ eej 7 (3) (2017) 254 richek, m. (2005). words are wonderful: interactive, time-efficient strategies to teach meaning vocabulary. the reading teacher, 58(5), 414-423. rogoff, (1990).apprenticeship in thinking: cognitive development in social context. new york: oxford university press. vygotsky, l. s. (1978). the development of psychological processes.cambridge, ma: harvard university press. eej 8 (1) (2018) 76 86 english education journal http://journal.unnes.ac.id/sju/index.php/eej the comparison of politeness components between new headway intermediate student’s book and bahasa inggris sma/ma/smk/mak kelas x nizar ibnus, yan mujiyanto universitas negeri semarang, indonesia article info ________________ article history: accepted 18 may 2017 approved 25june 2017 published 15 march 2018 ________________ keywords: politeness, textbook, pragmatics ____________________ abstract ___________________________________________________________________ politeness plays an essential role in communication. politeness is presumably realized differently in textbooks written by native speakers and in textbooks written by non native speakers as they come from different cultural background.this study aims at investigating the difference of politeness realization in a textbook written by native speakers and a textbook by non native speakers.the subjects of the study were new headway intermediate student’s book and bahasainggris sma/ma/smk/mak kelas x. apart from the data taken from the textbooks, interview to two teachers who used the both textbooks were also conducted. the functional texts and model conversations displayed in the textbooks were analyzed using brown and levinson’s (1987) politeness strategies and leech’s (1983) politeness principles.the findings reveal that the both textbooks employ all politeness strategies with equal percentages. in headway, positive politeness is realized for 68%, bald-on record 24%, negative politeness 7%, and off record 2%. in bahasainggris, positive politeness is realized for 71%, bald-on record 14%, negative politeness 11%, and off record 3%. positive politeness are dominant in the both textbooks. besides, the teachersreport they usually teach students explicitly and implicitly about the difference of politeness form one culture to another. © 2018 universitas negeri semarang correspondence address : p-issn 2087-0108 e-issn 2502-4566 kampus pascasarjana unnes, jalan kelud utara iii semarang 50237 e-mail: nizaribnus@ymail.com nizar ibnus &yan mujiyanto / english education journal 8 (1) (2018) 76 86 77 introduction politeness holds an important role in the success of communication. politeness makes conversation run pleasantly by the act of showing awareness of another person’s face. the desire of people to be unimpeded or being independent from others is called negative face, while the want to be desired by others is defined as positive face. both speaker and hearer should avoid acts that potentially threaten another person’s face or called face threatening act (fta) by utilizing appropriate politeness strategies (brown and levinson, 1987). the strategies including positive politeness (addressing other people’s positive face), negative politeness (addressing other people’s negative face), bald-on record (going without reddress), and off record (going indirectly). leech (1983) views politeness as a strategy to avoid conflict which can be measured in terms of effort to avoid conflict and maintain comity. leech also proposes politeness principles which purpose is to maintain social equilibrium and friendly relations which create an assumption that the interlocutors are cooperative. the politeness principles are tact maxim (minimize cost to other and maximize benefit to other), generosity maxim (minimize benefit to self and maximize cost to self), approbation maxim (minimize praise of self and maximize dispraise of self), modesty maxim (minimize praise of self and maximize dispraise of self), agreement maxim (minimize disagreement between self and other and maximize agreement between self and other), and sympathy maxim (minimize antipathy between self and other and maximize sympathy between self and other). lakoff (1990) defines politeness as a system to facilitate interaction by reducing the potential for conflict and confrontation in existing in human interchange. politeness acts as a set of norms for cooperative behavior. furthermore, lakoff suggests that a speech act can be considered polite if it (a) does not contain any speaker’s coercion, (b) gives option to speakers to do something, (c) provides comfort or is friendly to hearer. moreover, lakoffalso explains that culture has strong influence on the realization of politeness. culture affects strategy on (1) social distance characterized by impersonality, (2) deference characterized by respect and (3) camaraderie characterized by assertiveness. this is concluded by watts (2003) by stating that politeness is culturally specific. politeness is different from culture to culture, language to language, and dialect to dialect. textbooks as the most fruitful and frequently used learning source have an essential role to build students’ communicative competence. a good textbook ideally provides adequate linguistic input as well as pragmatic input.in fact, many textbooks reportedly lack of this pragmatic input. alemi and razzaghi (2012)investigate the politeness markers based on house and kasper’s (1981) politeness structure taxonomy in the spoken discourse of the esp textbook entitled business result in order to find a pattern of these politeness markers in business conversations. the findings reveal that there are inadequate inclusion of politeness markers in the textbooks. that this limited amount of pragmatic input can lead to inappropriateness of the development of the business students’ communicative competence which may bring about more serious financial or economic losses in the future. inadequacy of pragmatic input is also found in nozawa’s (2014)study takes place in japanese context. the findings show that the proportion of polite request forms in englishin mindfor upper-intermediate learners and message 3for lower secondary learners aiming at taking learners to an intermediate level is 11%, and thus not necessarily sufficient and some of the contexts are also different from those of japanese learners’ in l1 communication. besides lacking of pragmatic input, the both textbooks are not able to explain the cultural differences between english speaking countries and their native countries.ideally students are taught english within their target situation. this nizar ibnus &yan mujiyanto / english education journal 8 (1) (2018) 76 86 78 results might not successfully enhance learners’ pragmatic development. hahn (2010) investigated the pragmatic features used in textbook-relied classroom activities in korean schools. hanh presupposes that english classroom interactions in korean schools depend heavily on textbooks in which the conversations provided are unnatural. the study attempts to find out kinds of politeness strategies used in the classrooms as well as how speech acts are realized. four speech acts are identified as recurring across different kinds of textbooks including responses, questions, advice, and suggestions. responding is the most frequent act and belongs to positive politeness in a way that it keeps conversations going on to satisfy the addressee’s connection and solidarity. the study also recommends teachers or language instructors to consider natural communication style to maintain verbal interaction in the classroom. previous studies inform us that textbooks especially in efl context sometimes contain inadequate pragmatic input and unnatural communicaiton style. this situation frequenlty happens as a result of difference cultural background of the author. a textbook published internationally is not able to portray contexts related students daily situation who lives in a particular area. therefore, this study is made to reveal that phenomenon. this study attempts to explain the differences and the similarities of politeness realization between the textbooks written by native speakers and non native speakers. methods this study is descriptive qualitative in nature attempting to gather clearer picture and deeper understanding on the realization of politeness components innew headway intermediate student’s book and bahasainggris sma/ma/smk/mak kelas x. the functional texts and model conversations in both textbooks are analyzed by brown and levinson’ (1987) politeness strategies and leech’s (1983) politeness principles. an interview to teachers as the textbook users were also carried out to investigate their perspectives on how to teach students about politeness difference from those textbooks. results and discussion the politeness realization in headway and bahasa inggris both headway and bahasainggris use politeness strategies in the identical amount. from the highest to the lowest percentage it can be ordered this way: positive politeness, bald-on record, negative politeness, and off-record. in general, positive politeness dominates the use of politeness strategy with the total percentage 70%, thereby outnumbers other strategies including bald-on record with 19%, negative politeness with 9%, and off-record with 2%. the gaps among strategies are huge and this may implicate the tendency of the authors in providing pragmatic input. table 1.the appearance of politeness strategies in headway and bahasainggris politeness headway bahasa inggris total f % f % f % offrecord 1 2 2 3 3 2 bald-on record 14 24 10 14 24 19 positive politeness 40 68 50 71 90 70 negative politeness 4 7 8 11 12 9 total 59 100 70 100 258 100 in general, the choice of politeness strategies depends on social distance, power, and ranking of imposition (brown and levinson, 1987). in other words, the context of situation plays significant role in deciding how someone procudes an utterance. in textbooks, however, author are the ones who create the context nizar ibnus &yan mujiyanto / english education journal 8 (1) (2018) 76 86 79 unless they take the authentic materials like form newspapers, fliers, and actual daily conversations. they may can freely to choose what context to apply but they have to provide the utterance or sentence accordingly. therefore, the distribution of politeness strategies is actually a result of the context that the authors have made. positive politeness in headway, positive politeness is utilized 68% in average, 65% in functional texts, and 77% in model conversations. this percentage becomes the highest of all. this positive politeness is realized through interaction between two or more parties with presumably have quite close relationship. many of them are represented as students with their friends, relatives, and parents. this politeness strategy is also represented by advertisements which are intended to minimize distance with the readers. various strategies are employed to achieve positive politeness. meanwhile, positive politeness also claims its domination in bahasainggris. this textbook averagely uses positive politeness 71%, 59% in functional texts, and 79% in model conversation. the total percentage is even higher than that of headway. positive politeness most frequently appears in model conversations involving interaction among parties with close relations, such as between friends or acquaintances. the findings about the domination of positive politeness usage is in accordance with other studies’ results. this finding reflect the actual usage of this politeness strategy. suwartama and fitriati (2017) reports that in actual conversation english graduate students of a public university in semarang mostly used positive politeness. this is because they tried to minimize threat to other people’s face and avoid conflict in convesations. table 2. distribution of the strategies in the realization of positive politeness strategy headwa y bahasa inggris f % f % give gift to hearer 0 0 3 3 61 use in-groupidentity markers 9 27 1 2 22 promise 2 6 2 4 exaggerate 4 12 3 6 intensifyinterestto hearer 2 6 1 2 presupposecommon ground 1 3 1 2 be optimistic 1 2 36 0 0 presupposespeaker’sconcer n 1 3 0 0 seekagreement 2 6 2 4 offer 0 0 4 7 total 3 3 10 0 5 6 10 0 positive politeness is realized through several strategies. the strategy that is always frequent in both textbooks is in-group identity markers, 27% in headway and 22% in bahasa inggris. it seems this strategy becomes the most popular strategy to show cooperation and satisfy hearer’s positive face in both texts. the writers have exemplified the way to satisfy others’ positive faces and maintain good relationship with them by calling others with friendly names. it can give students a good lesson that closeness has something to do with politeness. close distant relationship allows people to talk more conveniently and can minimize threat to other people’s face. both textbook writers are in favor of exploring contextual learning which relies on students’ closest context. interactions mostly involve students and their daily situations (johnson, 2002). such contextual learning is argued to be effective because students can relate themselves to the lessons, and thereby enhances learning(satriani, et al., 2012). nizar ibnus &yan mujiyanto / english education journal 8 (1) (2018) 76 86 80 bald-on record bald-on record is the second most frequent politeness strategy used in both headway and bahasainggrisas 19% in total. in average, headway employs 24% bald-on record, 24% in functional texts and 23% in model conversations. this number is a little bit higher than that of bahasainggris. bald-on record is realized through farewell, task-oriented interaction, and offer. task-oriented interaction claims its domination especially in interaction between participants who have unequal power or close relation. bahasainggristextbook contains less baldon record. it is averagely utilized only 14%, 15% in functional texts and 14% in model conversations. strategies implemented are farewell, task-oriented interaction, advice, and welcoming. advice and welcoming strategies are only found in bahasainggris. they appear in verbal communication in which immediate response is necessary. table 3. distribution of the strategies in the realization of bald-on record strategy headway bahasa inggris f % f % welcoming 0 0 1 10 advice 0 0 2 20 offer 5 45 0 0 taskorientation 4 36 6 60 farewell 2 18 1 10 total 11 100 10 100 as the most straight forward politeness, bald-on record conveys clear message. it occurs when reddressive action is not necessary. interactions among people in higher social position to the lower social position and people with very close relation usually involve this. besides, in some cases bald-on record can also address someone’s positive face indicating cooperation, such as in welcoming and farewell. even though indirectness has always been associated with politeness and vice versa, bald-on record strategy is still needed in giving pragmatic input to students through textbooks. the bald-on record strategy is realized in the both textbooks through farewell, and taskoriented interaction. offer is only used in headway, while advice and welcoming appear only in bahasainggris. negative politeness negative politeness is subtly found in headway 7% in average. all of them are in functional texts. meanwhile, bahasainggris consists of a bit more negative politeness as 11% in average, 19% in functional texts and 7% in model conversations. apology is the most frequent strategy of all. it is able to minimize speaker’s superiority immediately and satisfy hearer’s negative face at the same time. apology lowers down someone’s ego to admit mistakes he or she made. apology and other strategies to accomplish negative politeness are illustrated below. table 4. distribution of the strategies in the realization of negative politeness strategy headway bahasa inggris f % f % apologize 1 25 4 57 state fta as general rule 1 25 0 0 give deference 1 25 0 0 conventionally indirect 1 25 0 0 impersonalize 0 0 1 14 question 0 0 2 29 total 4 100 7 100 as opposed to positive politeness, negative politeness is intended to fulfill interlocutor’s negative face wants. little assumption about hearer’s wants or needs is made in this politeness. by having this politeness in the textbooks the author provide learners input about how to respect people as it is important to keep away from the fence. moving away beyond this limitation may be considered rude. nizar ibnus &yan mujiyanto / english education journal 8 (1) (2018) 76 86 81 off record off record is the least freqent of all. it is subtly found 2% in headway and 3% in bahasainggris. it is realized through hints, metaphor, and rhetorical question. in headway, off record is shown by giving hints (100%), while bahasainggris uses metaphor (50%) and rhetorical question (50%). off record is considered as the most indirect strategy and it leaves hearer to guess its real meaning. table 5. distribution of the strategies in the realization of off record strategy headway bahasa inggris f % f % give hints 1 100 0 0 metaphor 0 0 1 50 rhetoricalquestion 0 0 1 50 total 1 100 2 100 off record is the most indirect and ambiguous politeness. it hardly appears in the textbooks as probably the writers assume it is not yet appropriate to provide learners with sentences containing implicit meanings. students, especially in intermediate level who become the target readers of these textbooks, are not ready yet to understand pragmatic elements as they still have problems with linguistic elements. in some conversations, even though students were able to acquire main features of conversational structure, they still reportedly used patterns influenced from their native language (sofwan, 2015). when negative transfer from the native language happens, it indicates they still lack of linguistic competence. how to bridge the gap between the politeness in headway and bahasainggris firstly, it is found that teacher a and teacher b use the textbooks in their classes. their opinions about the role of textbook in language teaching corroborate previous researcher’ views. textbooks also function as a learning tool (graves in nunan, 2003), a principle (ur, 1996), and a staple (garinger, 2001). as a learning tool, textbooks facilitate learning. as a principle, textbooks become a guide to organize learning systematically. as a staple, textbooks become the important part of english language teaching even they have become compulsory in several cases. these significant roles of textbook make it important for teachers to choose textbooks to be applied. headway and bahasainggris as the subject of the study hold the same role as they are also implemented in a lot of schools. teacher a does not consider whether the textbook is written by native or non native speakers. as long as the textbook is in line with curriculum, provides the material needed, and develops students’ critical thinking and creativity it is suitable for the class. meanwhile, teacher b suggests the same point with teacher a in terms of content. further she adds that reputation of the publisher and the writers is also important. a good reputation can be a guarantee that the content will be also good. it can help teachers and other teaching practitioners to select a textbook by only looking at the name of the publisher. in indonesia there have been several publishers which are reviewed good and the books are frequently used in many schools. teacher b, however, she does not consider whether an appropriate and good textbook should be written by native or non native speakers. in fact, a reputable textbook publisher and writer can be native or non native speakers. the teachers’ opinions on how a textbook should be corroborates richards’ (2001) idea on the advantages of textbooks stating that textbooks provide structure and syllabus for a program, help standardize instruction, maintain quality, provide a variety of learning resources, are efficient, can provide effective language models and input, can train teachers, and are visual appealing. both teachers recognize the difference between textbooks written by native and non native speakers. they agree on the different culture which makes them differ to each other. the non-existence of some cultural events and habits in students’ culture which thereby brings unfamiliar words in a textbook may become nizar ibnus &yan mujiyanto / english education journal 8 (1) (2018) 76 86 82 advantage and disadvantages. if it leads to new knowledge, it will be advantage for students. otherwise, if students misunderstand the context believing that every western culture is relevant to their culture, it will be a drawback. therefore, it is reasonable for teacher a to afraid that western culture and habit can give negative influence for students if it is not explained properly. further, this culture difference leads to different politeness standard as politeness is actually culturally specific or culture-dependent. politeness is different from culture to culture, language to language, and dialect to dialect. therefore, it is essential for anyone to use not only appropriate politeness strategies but also to understand the context of situation (watts, 2003). it can be implied from teacher b’s response that a global published textbook does not represent students’ local contextsand thereby fails to accommodate student’s interests and needs adaptation(cunningsworth, 1995). teacher in this case hold an important role to make an adjustement or explanation when necessary. this could be the drawback of a global marketed textbook. responding to the previous question about the cultural difference, it is found that teacher a and teacher have conflicting opinions. teacher a believes that both english speaking country’s culture and our culture should be included in a textbook. using other country’s context can be new knowledge for students, but it should not be more dominant than context related to students’ lives. the importance of multicultural contents in a textbooks have been proved effective in enhancing elementary school students’ reading ability. students’ reading scores in multicultural reading materials is higher 82.85 which is higher than their scores in reading materials without multicultural contents as 65.17 (salimudin, 2015). besides, the combination of multicultural contents in textbook may improve students’ intercultural comunicative competence(icc). icc final goal in english language teaching is not only to help students gain the competence of a native speaker, but also to understand language and behaviour of target language community (corbett 2003). teacher b argues that context outside students’ lives should not be presented, while students related context should be exposed in the textbooks. in a country where english has been considered as foreign language (sutopo and mahardhika, 2016) to provide familiar context for learning is importantbecause it can give students prior knowledge, and help them to find the gist. that kind of textbook can promote contextual teaching and learning (clt). clt, according to johnson (2002), lets teachers and students relate the real world situation with the subject matter. moreover, students are expected to learn the subject matter through experiencing not memorizing (satriani, et al., 2012). meanwhile as responseto another question, both teacher a and teacher b suggest that students need to be taught explicitlyand implicitly about the politeness difference.teacher a believes that it is important to involve students in a discussion about context inside or outside our country which might awaken their awareness of the politeness difference. by doing so, students’ critical thinking is trained. teacher, however, plays essential role to facilitate discussion and to make sure students do not get wrong conclusions. the identical teaching strategy has been applied in higher education level in english departmen of semarang state university.the lecturers have reportedly explicitly and implicitly embedded the aspect of intercultural communication in a form of politeness through explanation, practice, and degree of formality displayed in textbook (saraswati, 2017). meanwhile, teacher b adds by giving an example of how a word can be understood differently when it is put in different context. it is implied that pragmatic input, particularly politeness, has been considered important by the teachers as politeness acts as a vital element in social interaction. it is able to avoid conflict and maintain comity (leech, 1983) as well as promote rapport (hill, 1986). student should aware in what context they speak so that they can mitigate any threatening act by suitable nizar ibnus &yan mujiyanto / english education journal 8 (1) (2018) 76 86 83 politeness strategy. therefore, knowledge about cultural background is necessary. conclusion based on the results and discussions of the findings, some conclusions of this study can be drawn. first, regarding the first research question, the study reveals that headway and bahasainggris implement all the politeness strategies of brown and levinson. the percentages of each strategy are also identical. in headway, positive politeness is realized for 68%, bald-on record 24%, negative politeness 7%, and off record 2%. in bahasainggris, positive politeness is realized for 71%, bald-on record 14%, negative politeness 11%, and off record 3%. this results show how positive politeness dominates in both textbooks and leaves a huge gap to off record as the least politeness strategy. this happen as both textbooks use similar contexts. many conversations and functional texts especially letters in both textbooks involve participants who maintain close relationship, such as between friends, and parent to children. this choice is reasonable as learners need contexts which are close to their lives in order to promote contextual learning. in addition, baldon record position as the second most used politeness in both textbooks is also influenced by the choice of contexts. interaction among people who maintain close relationship and utterance by people with higher power and social status to others in lower social level does not usually need redressive action. on the contrary, negative politeness and off record are found appear mostly when speaker talks to someone who is more respectful or older and when speaker wants to be humble and raise the interlocutor. second, it is regarding the politeness realization difference. the differences are found in how each politeness is realized in each textbook. positive politeness in headway is realized by various strategies including give gifts to hearer, use in-groups identity markers, promise, exaggerate, intensify interest to hearer, presuppose common ground, be optimistic, presuppose speaker’s concern, and seek agreement. positive politeness in bahasainggrisis realized through the same strategies except be optimistic and presuppose speaker’s concern. giving gift to hearer becomes the only strategy that appears in great number in both of the textbooks. as for bald-on record, bahasainggris uses more strategies than headway does. they are farewell, task-oriented interaction, advice, and welcoming. headway uses farewell, task-oriented interaction, and offer. meanwhile, negative politeness is achieved through apologize, state fta as general rule, give deference, conventionally indirect, and impersonalize. bahasainggris only uses apologize and question. lastly, off record as the least one is realized only through hints in headway, and metaphor and rhetorical question in bahasainggris. these results about the way politeness is realized reflects choice made by authors in what manner an interaction should be learned by students. last, interview results show how teachers teach students about the difference of the politeness realization. at the beginning of the interview, the teachers admit that they recognize the difference. the difference in politeness derives from the different context used. western and indonesian people share different concept of politeness. when teacher uses headway which contains western context to students’ lives, teacher needs adjustment using discussion and explanation. teacher invites students to discuss which kind of speech that is polite and not polite in their culture and in western culture. it is important because it can improve students’ socio-cultural competence as a part of communicative competences. suggestions considering the above mentioned conclusions, some recommendations are proposed. the first recommendation goes to teachers especially who involve textbooks as one of sources of their teaching. determining good contents in a textbook is one thing, but considering the pragmatic input for the text is also necessary. teacher should be able to nizar ibnus &yan mujiyanto / english education journal 8 (1) (2018) 76 86 84 explain to students how to use politeness properly to particular people and in particular situation. therefore, selecting language input from a textbook should involve pragmatic consideration. second, this study leaves many things unrevealed. further research can be done not only in terms of politeness but also others pragmatic elements such as speech acts, and appraisal in the textbooks in order to give a comprehensive understanding. the findings might be beneficial to contribute to the textbooks evaluation. references acklam, r. 1994. the role of the coursebook.practical english teaching, 14 (3), 12-14. alemi, m. &razzaghi, s. 2013. politeness markers in english for business purposes textbook.international journal of research studies in language learning, 2(4): 109123. barron, a. 2016. developing pragmatic competence using efl textbooks: focus onrequests. literacy information and computer education journal, 7(1): 2173-2179. brown, p. & levinson, s. c. 1987.politeness some universals in language usage.cambridge: cambridge university press. cambridge university press. 2008. 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interactions among englishlanguage education students.english education journal, 7(1): 19-25. ur, p. 1996. a course in language teaching: practice and theory. cambridge: cambridge university press. watts. r. j. 2003. politeness. cambridge: cambridge university press. yuka, a. 2009.positive politeness strategies in oral communication i textbooks.the economic journal of takasaki city university of economics, 52(1): 59-70. yule, g. 1996. pragmatics.oxford: oxford university press. zheng, s. 2015. a study of politeness strategies in persuasive english business letters from the perspective of londo’s aida nizar ibnus &yan mujiyanto / english education journal 8 (1) (2018) 76 86 86 formula. theory and practice in language studies, 5(7): 1467-1475. 87 eej 6 (2) (2016) english education journal http://journal.unnes.ac.id/sju/index.php/eej learning strategies used by learners with different speaking performance for developing speaking ability m. ubaidillah karomi safari& sri wuli fitriati english language education postgraduate program universitas negeri semarang, indonesia. article info ________________ article history: received 10 august 2016 accepted 15september 2016 published 20 november 2016 ________________ keywords: learning strategies, speaking performance, speaking ability. ____________________ abstract ___________________________________________________________________ this study describes learning strategies used by english language learners with different speaking performance. the aims of this study were (1) describing learning strategies used by learners with high and low speaking performance in improving their speaking abilities, (2) describingthe difference of learning strategies used by learners with high and low speaking performance, (3) describing factors are influencing the use of learning strategies by learners, (4) describing problems encountered by learners with low speaking.this study was a qualitative case study on 20 learners of speaking classes. those learners were taken from two classes at two english courses. the data were collected by using classroom observations, questionnaires, interviews, and the data of learners‟ achievement given by teachers. those were analyzed in descriptive qualitative method.the finding reveals five results: (1) learners wih high speaking performance used all kinds of strategies in learning speaking. they employed those stretegies in the aqual degree of frequency. (2) learners with low speaking performance usually used cognitive, metacogntitive and social strategies. they also did not apply those strategies in aqual degree of frequency. (3) learners with high speaking performance used strategies more dominantly and actively than those with low speaking performers. (4) learners with high speaking performance seemed to have higher motivation than low speaking performance. this case influences the application of those strategies. (5) problems encountered by learners with low speaking performance were in the application of strategies. the lowest percentages of variance were explained by memory, compensatory, and affective strategies. © 2016 universitas negeri semarang  correspondence: e-mail: ubaidillahsafari@gmail.com kampus unnes bendan ngisor, semarang, 50233 p-issn 2087-0108 e-issn 2502-4566 m. ubaidillah karomi safari& sri wulifitriati/english education journal 6 (2) (2016) 88 introduction in this age of globalization, english has increasingly become the medium in every domain of communication, both in local and global contexts. as a result,there is a demand for speakers who can use english effectively in every country. english is called the international language and is also the second language of many countries in the world. in indonesia, english is considered a foreign language, for it is a language studied in an environment where it is not the primary means for daily interaction and the use of the language is restricted. even though english is said to be difficult to learn and to use, it keeps attracting people to learn it. among the four key language skills, speaking is deemed to be the most important skill that must be mastered well in learning a new language. for most people mastering speaking skills is the single most important aspect of learning a foreignl anguage, and success is measured in terms of the ability to carry on a conversation in that language (noonan,1991, p.39). inaddition, patel and jain (2008, p.29) state that the primary functions of language are communication, self-expression, and thinking. hence, it is obvious that language is a means of communication. for a learner to master a language well, she/he must be able to speak thatl anguage. speaking skill clearly indicates that the learner knows how to use that language. however,speaking a foreign language is not an easy skill to bemastered by learners. they are considering speaking as the most difficult skill since it needs great courageas well as preparation to speak well in the new language. regarding this, brown (2004, p.172) says speaking has five components namely: grammar, vocabulary, comprehension, fluency and pronunciation. students have to be aware of these components.before they speak, they should know what they will say; therefore, they need to have many ideas in their mind about what they will say. in addition, learners must be able to use correct pronunciation; otherwise it will be difficult for listeners to understand them. moreover, in order to be able to speak fluently and correctly, they must have sufficient vocabulary and must be able to arrange their sentences so that they can be understood. if all these things are done well, the learners surely will be able to speak well and their listeners will get the message easily. the are many kinds of strategies in learning that might be used by the students to make their speaking more fluent, such as by listening to english song, watching english movies, practicing with their friends, etc. successful in studying speaking is apparently caused by the strategies used by learners. this is proved by the study conducted by jundiai, m., et.al (2014) who investigated strategies of learning speaking skill by senior high school efl learners in indonesia. the study revealed that the two groups of students reported using all of eleven strategy categories at significantly different levels of intensity with the successful learners reporting higher intensity of use. the students can choose some strategies based on their need. the strategies use by students in learning is intended to help them, especially in learning speaking. in the last few decades, there has been a considerable body of studies highlighting the potential role of learning strategies, most of which confirmed that the use of learning strategies greatly brings positive effects on the students‟ mastery of english (cohen, 2000; mister, 2011; oxford, 1990; noonan, 1992). thus, brown (2007) points out that success in second or foreign language learning “will be due to a large extent to a learner‟s own personal „investment‟ of time, effort, and attention to the second language in the form of an individualized battery m. ubaidillah karomi safari& sri wulifitriati/english education journal 6 (2) (2016) 89 ofstrategies for comprehending and producing the language” (p. 69). in this regard, oxford (1990) develops a questionnaire called strategy inventory for language learning (sill), which has been used in a large number of studies around the world. it is used to find out kinds of strategies used by learners in improving speaking ability. moreover, the nature of learning strategies has been defined by some experts. oxford (1990:1) defines learning strategies as steps used by learners to improve their own learning. besides, noonan (1999:171) defines learning strategies as the mental and communicative procedures learners use in order to learn and use language. then, there are also some experts who admit learning strategies give significant effect in learning. as stated by wended and rubin (cited in pineda 2010: 96) language learning strategies are plans, routines, and operations that are used by learners in facilitating the obtaining, storage, retrieval, and use of information. language learning needs some effective strategies in learning process, especially in learning speaking. regarding to this, there are some learning strategies that can apply by learners in improving their speaking ability. these strategies had been proposed by oxford in 1990. she mentions that there are six strategies should be applied by learners in learning language, such as; memory, cognitive, compensation, metacognitive, affective, and social strategy. those included with many activities which facilitated the learners to be more active in learning. by using those strategies, enable the learners to improve their speaking abilities. moreover, there are many problems facing by efl learners when learning speaking. they have to lead their selves into real english which has different cultural between they and native english. speaking problems become a phenomenal among the efl learners. these relate to how able the learners mastering the aspects of speaking such as vocabulary, grammar, pronunciation, comprehension. i found some of them are still trouble in mastering those aspects. learning strategies may become central factors that influencing the learners‟ performance. they may become high or low speaking performance caused by their strategies chooses and apply. besides, there are many learners failed in learning speaking even they have taken many time to study speaking. these phenomenons relate to what i found in field. there are many learners succeeded but some others failed. moreover, speaking becomes important because it is a skill that can make people easily understand to what things explained. in high education, learners‟ speaking ability is expected to be good because they have learn english since some years before and they will have many performance related to oral skill in universities. but in fact, their speaking ability is still low. it is difficult to them to fulfil some aspects of speaking performance. in this study, i investigated the learning strategies used by efl learners in improving their speaking abilities from two different english courses in pare. these strategies relate to how the strategies used by learners in improving speaking abilities. pare is a small area in the district of pare, where over a hundred businesses offering various english courses are clustered. it is called as english village (kampung inggris) because mostly people use english language as a means of communication in that place. it is a famous place to study english in indonesia. the learners who came there would be able to speak english faster. they come from all over places in indonesia. besides, there are also some learners who come from overseas such as thailand, jordan, yemen, and etc. people are commonly used english to speak with others rather than indonesian or javanese language for the sake of practice. m. ubaidillah karomi safari& sri wulifitriati/english education journal 6 (2) (2016) 90 however, people commonly think that someone has capability in english measured from his/her speaking abilities. this happened since speaking is the most used among skills in english. relate to people who study english in pare. they inclined to learn speaking than other skills. this is proved from the majority of english courses which providing speaking class for learners. thus, refer to the fact above; i decided to conduct a study in pare. the considerations came from some factors. first, i could find many english courses with variety of learners. second, pare has a good environment to study english. third, people or learners who come there mostly have higher motivation. finally, i made a conclusion that pare is one of the interesting places to study english in indonesia. it has many over pluses than others. there many things that we can investigate there such as speaking, writing, reading and listening. even toefl and ielts are also available in there. however, i was interested and motivated to conduct a study. thus, i decided to formulate the interesting issues entitled “learning strategies used by learners with different speaking performance for developing speaking ability in pare (kampung inggris) kediri, east java”. language learning strategies language learning strategies is dealing with process of manner how students learn english speaking. these are become a central aspect of gaining language. all language learners use language learning strategies in their learning process. there are many kinds of learning strategies that can be found among efl learners when learning language. learning strategies are commonly defined as the operations or processes which are consciously or unconsciously selected and employed by the learner to learn the target language or facilitate a language task. as stated by chamot (1987, cited in macaro, 2001: 17) he defines learning strategies as techniques, approaches or deliberate actions that students take in order to facilitate the learning and recall of both linguistic and content area information. from many different strategies, there are many options from which learners consciously select in order to optimize their chances of success in achieving their goals in learning and using the language. learners employ language learning strategies consciously when processing new information and performing tasks. these strategies help them to comprehend better and quicker. therefore, language learning strategies are fundamental to success in learning a new language. however, the definitions of language learning strategies are a broader terms. these focus on the individual and any strategy that the individual uses for producing the target language as called a production strategy. beside, for communicating in the target language as called a communication strategy, and for processing input in the target language as called a learning strategy. the definitions differ in term of whether they include thoughts or mental processes and whether they include the element of consciousness as a factor in strategy use. learning strategies needed to apply by learners in learning speaking in order to have an effective learning. they have to train all strategies during learning speaking especially concept of learning strategy proposed by oxford in 1990. oxford’s classification of learning strategy this study uses oxford‟s theory of learning strategies. in her book entitled “learning strategy: what every teacher should know” in 1990. she explains more about learning strategies. according to oxford (1990) learning strategies are divided into six strategy groups, those are direct strategy which are further devided into;memory m. ubaidillah karomi safari& sri wulifitriati/english education journal 6 (2) (2016) 91 strategies, cognitive strategies, comprehension strategies, and indirectstrategy which are further devided into social strategies, affective strategies and metacognitive. direct strategy direct strategies are contributed directly to language learning. these involve mental processing of the language such as clarification monitoring, guessing. meanwhile, indirect strategies which did not contribute directly but involved in language learning, such as creating opportunities for practicing. direct strategies are dealing with the actual real life actions from the learners by practicing their english. these are classified into three groups: firstly, memory strategy. this strategy relates to how students remember language. secondly, cognitive strategy. this strategy relates to how students think about their learning. thirdly, compensation strategy. this strategy enables students to make up for limited knowledge when practicing speaking. memory strategies are techniques that facilitate the process of recalling new input. these strategies help the learners store new information and skills in memory so as to retrieve them later whenever they are needed. according to oxford (1990) memory strategies comprise four sets of learning strategies such as; creating mental linkages, applying images and sounds, revriewing well, and employing action. these strategies involve using physical responses or sensation and using mechanical techniques. using physical responses or sensation relate to students listen to a command then physically act it out. using mechanical techniques relate to utilize the media such as flashcards to remember new word. cognitive strategies are typically found to be the most popular strategies with language learners. strategies for practicing are among the most important cognitive strategies. besides, these involve manipulation and transformation of the language in some direct ways for processing language input and preparing for language output. according to oxford (1990) cognitive strategies are built up of four sets of learning strategies such as; practicing, receiving and sending messages, analyzing and reasoning, and creating structure for input and output. these strategies are necessary for both comprehension and production in the new language. these cover taking notes, summarizing, and highlighting. compensation strategies are behaviors that help learners overcome any gaps in knowledge of the target language. these help the learners to use the language despite large gaps in knowledge. these strategies are intended to make up for a lack of knowledge in the areas of grammar and vocabulary. by implementing these strategies allow the learners to use certain skills to compensate their lack of other skills for the purpose of being able to comprehend the input or to express ideas. language learners, for instance, may make use of their syntactic knowledge to compensate for their phonological knowledge.according to oxford (1990) compensation strategies are classified into the strategies of guessing intelligently depending on different types of clues like the linguistic ones and overcoming limitations in speaking and writing. guessing intelligently is essential for listening and reading. learners need not recognize every single word before they can comprehend the overall meaning. these strategies have two types of clues such as using linguistic clues and using other clues. overcoming limitations in speaking and writing refer to all compensation strategies for speaking and writing contribute to learning by allowing learners to stay in conversations or keep writing long enough to get sustained practice which including switching to the mother tongue, getting help m. ubaidillah karomi safari& sri wulifitriati/english education journal 6 (2) (2016) 92 from others, using mime or gestures, avoiding communication partially or wholly, selecting the topic, adjusting or approximating the message, coining words, and using a circumlocution or synonym. these strategies are commonly manipulated for the skills of listening comprehension, reading comprehension, speaking and writing activities and vocabulary learning. based on the explanation above, compensation strategies aid learners in overcoming knowledge gaps and continuing to communicate authentically. these strategies are very needed by the learners as the techniques in developing their english vocabularies as well as keeping conversation running smoothly. indirect strategy indirect strategy refers to support and management of language learning without directly involving the target language. this involves management processing of the language. for example; set up the plan of learning, controlling feeling, involve learning by interacting with others. indirect strategies are dealing with the actual management for their learning. these are classified into three groups; firstly, metacognitive strategies. these strategies relate to how students manage their own learning. secondly, affective strategies. these stategies relate to students‟ feeling. finally, social strategies. these strategies involve learning by interacting with others. metacognitive strategies means beyond, beside, or with the cognitive. these strategies go beyond purely cognitive devices and provide the learners with a way to coordinate their learning process which include planning for cognition, obtaining and using resources for cognition, and evaluating process.according to oxford (1990) metacognitive strategies are divided into three set of strategies such as centering the learning, arranging and planning the learning and evaluating the learning. centering strategies comprise three subsets of strategies that deal with behaviors which focus the learners' attention on the materials that they are going to learn and the ones they have learned. these help the learners to converge their attention and energies on certain language tasks, activities, skills, or materials. affective strategies refer to emotions, attitudes, motivation and values. the affective side of the learners is probably one of the biggest influences on language learning success or failure. these set three of causes such as lowering our anxiety, encouraging ourselves, and taking our emotional temperature.according to oxford (1990) there are three groups of learning strategies are included under the label affective language learning strategies. they are; lowering anxiety strategies, which implicate following certain ways for making the learning process to be in a relaxed situation and conditions such as practicing relaxation exercises, taking deep breath, listening to music, etc. encouraging strategies, which lead the learners to be more confident and risks in language learning so that they would not be afraid of making mistakes and taking emotional temperature strategies that help the learners discern negatives attitudes and emotions. social strategies implicate engaging in interactions the learner with other people in the language learning process. those people can be learners, efl teachers, or native speakers of the target language. social strategies are based on the principle that learning is a social event, and this is largely applicable to learning language.according to oxford (1990) social strategies cover three sets of learning strategies such as asking question, cooperating and empathizing with others. asking question strategies are very useful to learners to clarify the materials that they do not understand or to verify the m. ubaidillah karomi safari& sri wulifitriati/english education journal 6 (2) (2016) 93 materials for checking their correctness. cooperative strategies, on their part, facilitate language learning process in peers or groups cooperatively through which each learners is held accountable for his/her own learning and is motivated to reinforce the principle of learning with others. lastly, empathizing strategies aid learners to increase their ability to empathize by developing cultural understanding and becoming aware of the others' thoughts and feelings. according to oxford (1990), language learning strategy is categorized into two major groups: direct and indirect strategies. direct strategies deal with the activities which directly effect on learning process. it consist of memory, cognitive and compensation strategies. those may help learners achieve the target language in communication gaps. while, indirect strategies deal with the activities which indirectly influence of learning process, but it can give any positive effect to learners. it consists of metacognitive, affective, and social strategies. direct indirect figure 1. process of learning strategies applied by learners (oxford, 1990). theories of speaking there are some theories of speaking that proposed by experts which have the same point of that. as human being we need speaking as communication tool in our daily life. speaking is an ability to orally express opinions, thoughts, facts and feelings to other people, animals and even to oneself. it is become a way to deliver messages through oral activity. to be good learners in learning speaking, they need involve some techniques to acquire easily. however, there are some concepts of speaking that have been explained such as nunan (2003: 48) (cited in mart, 2012: 91) speaking is a productive oral skill which consists of constructing systematic verbal utterances to convey meaning. besides, according to bailey (2000) speaking is a process of interaction where speakers intend to build meaning through producing, receiving and processing information. in a slightly different statement, brown (2004: 140) points out that “speaking is an interactive process of constructing meaning that involves producing and receiving and processing information”. in speaking, the students learn how to organize ideas, arrange sentences, and express language in spoken form with good pronunciation and comprehensible language. they must also learn about how to deliver the meaning of learning strategy cogn itive compe nsation metaco gnitive affecti ve social learners with high and low speaking performance metaco gnitive learning strategy m. ubaidillah karomi safari& sri wulifitriati/english education journal 6 (2) (2016) 94 the language according to the context they are speaking. in addition, speaking is the ability to produce words in language practice. it is expressing thought a loud using the voice or talk. it means that, when someone interacts with other by using a language as a mean, certainly, they want to convey something important in uttering their feeling and thought. it is strongly impossible for someone to make a communication with other without having any purpose. as people communicate, there must be speaker and interlocutor. therefore, communication involves at least two people; sender and receiver. they need communication to exchange information, ideas, opinion, view or feeling. speaking a language is especially difficult for foreign language learners because effective oral communication requires the ability to use the language appropriately in social interactions. according to richards and willy a. renandya (2003) speaking is one of the elements of communication. where communication is the output modality and learning is the input modality of language acquisition. as a human being, we always need communication to express our idea to do everything; what‟s more as a students or learners they have to speak with their teacher as long as in learning process to express their idea.therefore, in formal environment between teachers and students have to always interact to make communication. in fact, most of our daily communication remains interactional. it can interact in language is essential. therefore, language instructors should provide learners with opportunities for meaningful communicative behavior about relevant topic by using interaction as the key to teach language for communication because communication derives essentially from interaction. methodology table 1. method of data collection data collection types instruments of the study purposes observations 1) video recorder 2) field note to record information as it occurred in order to investigate the learners‟ performance during learning speaking. questionnaires questionnaire for students to know the learnerss‟ strategies in improving their speaking abilities. interviews guided interview for learners to gatherdeeper information and clarification from the learners about their strategies used in improving their speaking abilities. documents learners‟ score after given speaking test. to give supporting data to answer research problems and to ensure the validity of participants of the study. this study focused on the learning strategies used by efl learners with different speaking performance in improving their speaking abilities in pare, kediri, east java. the learners were divided into two levels of groups; learners with high and low speaking m. ubaidillah karomi safari& sri wulifitriati/english education journal 6 (2) (2016) 95 performance. all classes were conducted in 54 hours divided into 26 meetings. total program ran for one month. each meeting lasted for 2 hours and there were five meetings in a week. it was a descriptive qualitative study on those 20 learners from speaking classes. the data were collected by using classroom observations, students‟ questionnaire, interview, and the learners‟ achievements. those were analysed in descriptive qualitative method, though there was simple quantitative analysis on students‟ questionnaire. findings and discussions question 1: what categories of strategies used by learners with high and low speaking performance in improving speaking abilities? based on the findings from questionnaire and interviews showed that almost all kinds of strategies were used by learners with high speaking performance such memory, cogntitive, compensation, metacognitive, affective, and social strategies.they implemented those strategies almost in the same degree of frequency. while, learners with low speaking performance seemed to be low in using kinds of strategies. they usually used three of them such as memory, cognitive, and social strategies. even all strategies were also applied in certain moment, but also did not apply those strategies in the same degree of frequency. table 1.intensity of using strategies by learners with high speaking performance. these numbers showed that the learners with high speaking performance usually and always used all the learning strategies mentioned in sill. the table above illustrated the results and averages of the learners‟ language learning strategies in developing speaking abilities. these numbers showed that the learners with low speaking performance sometime used all the learning strategies mentioned in sill. the table above illustrated the results and averages of the learners‟ language learning strategies in developing speaking abilities. question 2: how are the differences learning strategies used by learners with high and low speaking performance? learners with high speaking performance tended to select strategies that work well together in a highly orchestrated way, tailored to the requirements of the language task. these learners can easily explain the strategies they use and why they parts of learning strategies highspeakingperformance average frequency of use interpretation memory cognitive compensatory metacognitive affective social 4.3 4.7 3.4 4.5 3.0 4.0 moderate high moderate high moderate moderate usually used always used sometime used always used sometime used usually used m. ubaidillah karomi safari& sri wulifitriati/english education journal 6 (2) (2016) 96 employ them. these phenomenon could not be found among learners with low speaking performance. additionally, learners with low speaking performance were usually used cognitive, metacognitive and social strategies. they seemed trouble in employed memory, compensation and affective strategies. while, learners with high speaking performance had a better balance in the learning strategies they employed. they used all kinds of strategies in the same degree of frequency. the differences were not only in using strategies but also in the degree of frequency in applying those strategies. question 3: what factors are influencing the use of strategies by learnersin improving speaking abiltities? factors influencing the use of strategies were mainly caused by motivation. learners with high speaking performance have different motivation with low speaking performance learners. the high speaking performers have highest motivation than low speaking performers. besides, cultural background and attitudes and belief, gender, and age and l2 stagewere foundas factors affected both of groups in choosing and applying strategies as well as likewise affected the degree of frequency in applying. however, motivation is always being distinguishes among them. the learners with low speaking performance seem to have the lowest motivation, then caused there were not balanced in using those strategies. question 4: what problems are encountered by learners with low speaking performance? there were three of strategy categories as the problems to the learners with low speaking performance. firstly, in memory strategies, they tended to use classic way such as memorized the list of vocabularies as much as possible then practiced those with their friends and in some particular activities.this contradicted with strategies mention by oxford (1990). secondly, in compensation strategies, the learners with low speaking performance were lack in mastering words and phrases, thus they could not to express another words when they forgot the words that commonly used. they also still speak like a death fish. it means that they did not used gestures in emphasing certain meaning when speaking. additionally, they seemed to be comfused to guess certain meaning during conversation. they utilized the media such as electric vocabulary, youtube, video without asking for advising by native or teacher directly. thirdly, in affective strategies the learners with low speaking performance seemed trouble in controlling their felling such as when they tell a story and make a conversation even in classroom and dormitory. they seemed to be unconfident, more afraid, and uncomfortable. m. ubaidillah karomi safari& sri wulifitriati/english education journal 6 (2) (2016) 97 table 2.intensity of using strategies by learners with low speaking performance. discussion learning strategies can be defined based on context of learners. according to oxford (1990b) foreign or second language (l2) learning strategies are specific actions, behaviours, steps, or techniques students use often consciously to improve their progress in apprehending, internalizing, and using the l2. based on the findings of this study, the findings indicate that high speaking performance students seem to be more aware of their language needs.thus, they tended to utilize strategies that would help them master the target language through practicing, reasoning and analysing, as well as strategies that allow them to control their own learning through planning strategies and evaluating results. moreover, these learners spent a great deal of time exercising to get control over their emotions and attitudes through increasing their motivation levels. the findings of the study are in line with gharbavi and mousavi (2012) and peishi (2012) which showed that the higher the level that learners are at, the greater the number of strategies they will apply. oxford (1990) also claims that all language learners‟ use learning strategies, but more successful learners use them more consciously, more appropriately, more purposefully and more frequently.there were also other present studies which had similarity and disparity result with my study such as a study from sofyan a, dian fajrina, and rizaidy (2015) showed that the learners with low speaking performance most often used compensation and social strategies. meanwhile, memory, cognitive, metacognitive and affective strategies were not so often used. on the other hand, learners with high speaking performance had the same balance in using strategies. this study had different in low speaking performance learners used with my study. but it has the same result in high speaking performers used. there are some factors influencing the choice of strategies that had been proposed by oxford (1990a). she synthesized existing research on how the following factors influence the choice of strategies used among students learning a second language and students learning a foreign language such as motivation, gender,cultural background, certain other cultural, attitudes and beliefs, type of task, age and l2 stage, learning style, and tolerance of ambiguity. in this study i found that some factors which influencing the use of strategies such as motivation, cultural backgroud, attitudes and beliefs, and gender. researcher mentioned some solutions to problem encountered by learners with low speaking performance. they should increase their cognitive and social strategies. this suggestion also mention by (brown, 2007). additionally, using the appropriate language learning strategies often results in improved proficiency or achievement overall or in parts of learning strategies low speaking performance average frequency of use interpretation memory cognitive compensatory metacognitive affective social 3.0 3.5 2.9 3.2 3.0 3.2 moderate moderate moderate moderate moderate moderate sometime used usually used sometime used sometime used sometime used sometime used m. ubaidillah karomi safari& sri wulifitriati/english education journal 6 (2) (2016) 98 specific skill areas, oxford et al, (1993). learners with low speaking performance have to use those strategies in the same degree of frequency. thus, learners with low speaking performance must have strong motivation and cover all kinds of strategies in learning speaking as mention by oxford. however, good learners are categorized have some aspect such as willing and accurate guessers, have a strong drive to communicate, willing to make mistakes, focus on form by looking for patterns and analysing, take advantage of all practice opportunities, monitor their speech as well as that of others, and pay attention to meaning. this can be guideline to learners with low speaking performance. conclusions based on the analysis of data, some conclusions can be drawn. firstly, the learners with high speaking performance used six strategies as proposed by oxford (1990), namely memory, cognitive, compensation, metacognitive, affective, and social strategies. while, learners with low speaking performance usually used three of them such as memory, cogntitive, and social strategies. moreover, they also used others strategies such as compensation, metacognitive, and affective but in rare time of frequency.secondly, learners with high speaking performance tended to select strategies that work well together in a highly orchestrated way, tailored to the requirements of the language task. these learners can easily explain the strategies they use and why they employ them. these phenonmenon could not be found among learners with low speaking performance. thirdly, factors influencing the use of strategies were mainly caused by learners‟ motivation, cultural background and attitudes and belief, gender, and age and l2 stage. moreover, i did not find all factors as mention by oxford in 1990. finally, there were three of strategy categories as the problems to the learners with low speaking performance such as; memory strategies, compensation strategies, and affective strategies. teachers have a big role to make difference in students‟ live. they are agent of change in their own classroom. they should always analyze students‟ knowledge background and need for classifying students‟ class and employing appropriate instructional strategies which could develop their students‟ skills. ielts teachers should enhance their active participation in not only becoming teachers but also teachers-learnerresearcher to improve their teaching practices. acknowledgement i would like to express my sincere thanks the principal of bec and access english course in pare for their kindness and incomparable trust in giving me opportunities to conduct research at their institution. references abid, r., daghir, s.,& ridha, n. 2010. “investigating the relationship between learner‟s gender, proficiency and language learning strategies: the case study of efl iraqi learners”. journal of the college of arts. university of basrah. 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(eds). 1987. learners strategies in language learning. englewood cliffs, nj: prentice hall. welty, d. a & welty d. r. 1976. the teacher aids in the intruction team. new york: mc. graw hill. zafar, s., & meenakshi, k. 2012. “individual learner differences and second language acquisition: a review”. finland: academy publisher 3(4): 639-646. zare, p. 2012.” language learning strategies among efl/esl learners: a review of literature”. international journal of humanities and social science 2 (3): 162-169. m. ubaidillah karomi safari& sri wulifitriati/english education journal 6 (2) (2016) 101 33 eej 6 (2) (2016) english education journal http://journal.unnes.ac.id/sju/index.php/eej the effectiveness of know-want-learned and collaborative strategic reading strategies to teach reading comprehension to students with positive and negative attitudes lia rosari  & yan mujiyanto english language education postgraduate program universitas negeri semarang, indonesia. artikel info ________________ received 10 august 2016 accepted 15september 2016 published 20 november 2016 ________________ keywords: classroom interaction pattern, flanders’ interaction analysis categories system, interaction analysis ____________________ abstract ___________________________________________________________________ this study was an experimental research aimed at examining the effectiveness of know-wantlearned and collaborative strategic reading strategies to teach reading comprehension to the eleventh grade students with positive and negative attitudes in sman 2 mranggen, demak. i used closed-ended questionnaire, observation checklist, and interview to categorize the students‟ attitudes into positive and negative. meanwhile, i used reading comprehension test to test the students‟ ability in reading comprehension. the study revealed five results. first, kwl was more effective to students with positive attitudes. second, csr was more effective to students with positive attitudes. third, none was more effective between kwl and csr strategies to students with positive attitude. fourth, csr was more effective than kwl to students with negative attitudes. the last, there was no significant interaction between the strategies and attitudes to teach reading comprehension. however, it could be said that the significance was low. in conclusion, this study has proven that kwl and csr could help the students in reading comprehension for both students with positive and negative attitudes. © 2016 universitas negeri semarang  correspondence: e-mail: liaocharie1790@gmail.com kampus unnes bendan ngisor, semarang, 50233 p-issn 2087-0108 e-issn 2502-4566 lia rosari & yan mujiyanto / english education journal 6 (2) (2016) 34 introduction in reading, there must be a process socalled comprehending; it is the aim of reading that learners should acquire the comprehension of what they read. this kind of reading is called reading comprehension. there are some definitions of reading comprehension. one of them comes from woolley (2011: 5), stating that reading comprehension is the process of making meaning from text. the other definition is stated by snow (2002:37). she explains that reading comprehension is a process where a reader concurrently extracts and constructs meaning through interaction and involvement with written language. according to those definitions, it can be said that comprehension refers to the ability to go beyond the words, to understand the ideas and the relationships between ideas conveyed in a text. therefore, in dealing with reading comprehension, students must be able to understand the words, sentences, and the whole text relating to the context to get the gist of the text. several studies in indonesian education investigated the students‟ abilities in reading comprehension (rinaepi. 2014; sembodo, 2015; and rozak, ngadiso, and asib, 2012). they investigated that in dealing with reading comprehension on text, students encounter many problems. students often encounter difficulties in pre-reading, during reading, and post reading activities. pre-reading activities seek to improve a child's comprehension of a text by activating prior knowledge, and by providing time to pre-teach concepts or vocabulary students will encounter in a text. in this case, students are lack of activating prior knowledge. while during reading activities, they might face problems in monitoring their understanding during reading, they do not know when to use fix-up strategy and what strategy should be used when they realize their failure to understand text. furthermore, they are also difficult in getting the main idea of the text. in post reading activities, students undergo some problems such as generating questions and reviewing important ideas in the text they have read. in comprehending texts, they needed to employ some strategies such as cognitive and metacognitive strategies. therefore, a package of reading comprehension strategies was suggested such as collaborative strategic reading (csr) and know-wantlearned (kwl). there were several studies that concern on the implementation of kwl strategy in reading comprehension in different level and context (youniss, 2013; hamdan, 2014; and sembodo, 2015). their studies revealed that kwl was effective and able to improve the reading abilities of the experimental group. there were also several studies related to csr strategy (klingner, vaughn, and schumm, 1998; chi fan, 2009; and zoghi, mustapha, and maasum, 2010; and mccown, 2013). the results showed that csr gave greater significant effect on students‟ reading comprehension rather than conventional learning strategy (klingner, vaughn, and schumm, 1998; and chi fan, 2009). conversely, the result from zoghi, mustapha, and maasum (2010) showed that the significance of csr was low. it happened due to failing to address the language proficiency level of students before conducting the study. considering that students‟ attitudes plays important role in learning, i used attitudes as the moderator variable in this study. there were several studies that concerned on investigating students‟ attitudes towards learning english (kök, 2010; abidin, mohammadi, and alzwari, 2012; zafarghandi and jodai, 2012; and samadani and ibnian, 2015). the most significant finding related to this study was from samadani and ibnian (2015). the result indicated that there was a strong positive correlation between saudi efl students' attitudes towards learning english and their gpas. lia rosari & yan mujiyanto / english education journal 6 (2) (2016) 36 based on the considerations above, this study attempted to compare the effectiveness between kwl and csr strategies to improve students‟ reading comprehension to students with positive and negative attitudes. after comparing both strategies, hopefully, this study could find the more effective strategy which was able to help students in improving their reading comprehension on texts. the setting of this study was at mranggen state senior high school 2 (sman 2 maranggen). considering that every student had different attitudes in learning english, therefore, i used their attitudes as the moderator variable in this research. this was not the main variables, but could influence the students result in learning. reading comprehension anastasiou and griva (2009: 283) define reading comprehension as a complex cognitive ability which requires the capacity in integrating text information with the prior knowledge of the reader and resulting in the elaboration of a mental representation. in this research, reading comprehension is defined as an ability to comprehend the massage and information about writing material using cognitive and metacognitive abilities. the indicators of reading comprehension test in this study are according to the characteristic of the two reading strategies used, kwl and csr. they are recognizing the topic, recognizing main idea, finding detailed information, vocabulary (guessing meaning from the context), drawing inference, identifying the exception, and referring to the passage. know-want-learned strategy according to ogle (1986) the pioneer of know-want-learned (kwl) strategy in shelly (1997), it is discussed that k-w-l is an instructional reading strategy which is used to guide students through a text. similarly, youniss (2013: 39) defines k.w.l strategy as an instructional reading comprehension strategy that can be used to assist teachers in activating students‟ prior or background knowledge of a subject or topic. the acronym of kwl is “know-want-learned”. webster‟s new world college dictionary (1996: 748) provides a simple definition of the word „know‟: “know means having a clear understanding or perception of something”. in this study students begin by brainstorming about what they know about the topic. want means have a desire (hornby, 2010: 1672). students write the information they want to know from the text. learned means to gain knowledge or skills by studying, from experience, from being taught (hornby, 2010: 845). students write what they have learned from the text. these three activities are recorded in kwl charts. it will aid teachers in activating students‟ prior knowledge of students about the topic and encourage in acquisition, active reading. collaborative strategic reading bremer et al. (2002: 1) states that csr is a reading comprehension strategy which is originally developed by klingner & vaughn in 1996 through a number of research trials, combines two instructional elements: modified reciprocal teaching and cooperative learning. the combination between these two elements can be delivered by students and teacher or among students. in reciprocal teaching, they work together in dealing with a text by comprehending it through summarizing, questioning, clarifying, and predicting. the texts used in klingner & vaughn‟ research are informational text. thus, it can be concluded that csr is a multiple strategy program which is designed to teach reading comprehension with informational text. there are four steps in csr: preview (activating prior knowledge and analyzing text structure before reading), click and clunk (self-monitoring during reading), get the gist (finding the main idea during reading), and wrap up (generate questions and review after reading). those steps are the combination of four metacognitive and cognitive strategies. in this study, students will work in groups to conduct the four stages of csr (preview, clink and clunk, get the gist, and wrap up). the group lia rosari & yan mujiyanto / english education journal 6 (2) (2016) 37 will consist of four students in which, first, one of them will be the leader that tells the group what to read next and what strategy to use next. then, the other will be clunk expert which uses clunk cards to remind the group of the steps to follow when trying to figure out the meaning of their clunk(s). the next will be gist expert: guides the group toward getting the gist and determines that the gist contains the most important ideas but no unnecessary details. the last study will be announcer which calls on group members to read a passage or share an idea. these roles can be done in turns for all students in the group. attitude attitude can be viewed as a response towards a certain thing, person, and idea. the response in this case can be in form of opinion, feeling or behavior. eagly and chaiken (1993) in albarracin, johnson, and zanna (2005:22) add that attitude is a predisposition to like or dislike of an object, presumably with approach or avoidance consequences. similarly, hall (1983: 583), also state that every person has an attraction or aversion towards an object. the attraction and aversion are the cognitive components which show interest of feeling dislike to the object. samadani and ibnian (2015: 94) states that an attitude has a degree of positive or negative reactions towards an object. it means that a person can show his or her attitude towards a certain object though their cognitiv, affective, and behavior responses positively or negatively. according to samadani and ibnian (2015: 93), students with positive attitudes will show positive perspective and pleasant feeling about english. they also show favorable reactions towards learning english. meanwhile, students with negative attitudes will show negative responses. methodology this research was kind of quasiexperimental study with 2 x 2 factorial design. an explanation of factorial design is stated by mitchell and jolley (2013: 456). they state that this type of research design focuses on the effect of two or more independent variables or factors on at least one dependent variable. similarly, cohen et al. (2007: 281) state that factorial design also should consider the interaction of the independent variables. based on this kind of design, this study employed two independent variables: kwl and csr strategies. there was one dependent variable, which was students‟ ability in reading comprehension. since this study attempted to compare between two independent variables: kwl and csr, therefore, this study used two experimental groups. the first experimental class was taught by kwl strategy and the second experimental class was taught by csr strategy. i as the researcher and the teacher taught the students analytical exposition text, in six meetings with different strategies for each experimental class. their reading comprehension were compared at the end of this study and then analysed to find if there was significant difference between the results of each group. since i used 2 x 2 factorial design, therefore, there were two groups in each experimental class. these two groups were students with positive attitudes and students with negative attitudes. the participants in this study were two classes of science 2 and 3. the technique sampling used in this present study was purposive random sampling. the participants were purposively selected based on the teacher‟s consideration on students‟ ability in english subject. thus, i believed that they were representative. from the whole classes, these two classes had mean scores in english subject in the first semester examination in which xi ipa 2 was 74 and xi ipa 3 was 75.15 therefore, they were chosen as the sample of this study. the total participants took part were 72 students in which 36 in kwl experimental class and 36 in csr experimental class. i employed quantitative and qualitative methods to collect the data. quantitatively, the data were gathered through reading test and questionnaire sheet. reading test was used to examine students‟ reading comprehension ability. in this test, students were given twenty lia rosari & yan mujiyanto / english education journal 6 (2) (2016) 38 questions for kwl strategy and twenty questions for csr strategy. meanwhile, questionnaire sheet were given to students in order to know the students‟ attitudes and its influence in reading comprehension from cognitive and affective aspects. due to attitudes include behavioral aspect, therefore, i need qualitative method to collect the data. i directly observed the students‟ attitudes from my point of view. i recorded the students‟ responses in observation checklists for two meetings. moreover, i used interview to gather some data from the english teacher‟s standpoint on students‟ attitudes in english class to support the data from questionnaire and observation. to know the effectiveness of the strategies, i used independent sample t-test to test. further, to find the interaction between the strategies and attitudes, i used anova analysis. results and discussion by comparing the data from questionnaire, observation, and the interview with the english teacher. it revealed that there were 23 students with positive attitudes in both classes and there were 13 students with negative attitudes in both classes. further, from the analysis of reading comprhension pretest and posttes of both classes, the results could be seen in the following table. table 1. pretest and posttest score of first experimental and second experimental classes category aspects kwl strategy csr strategy pretest posttest pretest posttest positive attitude ∑ 1510 1880 1490 1910 mean 65.65 81.74 64.78 83.04 std. deviation 6.624 7.168 6.120 5.788 highest score 75 95 75 95 lowest score 50 70 50 70 negative attitude ∑ 725 775 755 865 mean 55.77 59.62 58.08 66.54 std. deviation 5.341 7.206 5.220 5.158 highest score 65 70 65 75 lowest score 45 50 50 60 the effectiveness of kwl to students with positive and negative attitudes based on the t-test result, it revealed that the value of sig. was 0.000 which was less than 0.05. it means that there was a significant difference the students with positive and negative attitudes in the first experimental class who were given kwl strategy. in addition, the mean score between the two groups were much different. the students with positive attitude got 81.74, while the students with negative attitude got 59.62. as the pretest result that was mentioned before, the students with positive attitude gained 65.65 and the negative group gained 55.77. it could be calculated that the students with positive attitude raised 16.09 points and the negative group raised 3.85 points. therefore, it could be conclude that kwl strategy in the first experimental class was more effective to the students with positive attitude. the effectiveness of csr to students with positive and negative attitudes the hypothesis testing was answered by comparing the value of sig. 0.000 that was less than 0.005. it could be concluded that ho was rejected and ha was accepted. it means that there was a significant difference the students with positive and negative attitudes in the second experimental class who were taught using csr strategy. according to mean score, the students with positive attitudes got 83.04, while the students with negative attitudes got 66.54. comparing to the pretest result that was lia rosari & yan mujiyanto / english education journal 6 (2) (2016) 39 mentioned before, the students with positive attitude gained 64.78 and the negative group gained 58.08. it could be calculated that the students with positive attitudes raised 18.26 points and the negative group raised 8.46 points. therefore, it could be conclude that csr strategy in the second experimental class was more effective to the students with positive attitudes. the effectiveness of kwl compared to csr to students with positive attitudes according to the statistical calculation, the value of sig. (2-tailed) 0.466 > 0.05. it could be concluded that ho was accepted and ha was rejected. it means that there was no significant difference between the students‟ test score of the first experimental class who was taught using kwl strategy and the second experimental class who had csr strategy to students with positive attitude. the posttest result showed that the mean score of students who had kwl strategy was 81.74 and the students who had csr strategy was 83.18. both strategies were effective to increase the students‟ achievement in reading comprehension, since there was score improvement from pretest to posttest 16.09 points in kwl class and 18.26 in csr class. however, the improvement between the two classes was not really much different. therefore, i could conclude that none was more effective between kwl and csr strategies to teach reading comprehension with positive attitudes. the effectiveness of kwl compared to csr to students with negative attitudes based on the result, the value of sig was 0.010. comparing to the criteria of p-value, this value was less than 0.05. therefore, i could conclude the ho was rejected and ha was accepted. it means that there was a significant difference between the test score of the first experimental class who got treatment using kwl strategy and the second experimental class who had csr strategy to students with negative attitudes. the two strategies were effective to students with negative attitudes. it was seen from the students‟ test score improvement from pretest to posttest. the students‟ score in kwl class increased 3.83 point, while csr class increased 8.46. the improvement was much different. therefore, i could conclude that csr strategy was more effective than kwl strategy to help the students with negative attitudes to deal with reading comprehension. the interaction among strategies and attitudes the interaction could be seen by comparing the sig. value which was 0.079 or higher than 0.05. therefore, ho was accepted and ha was rejected. it means that there was no significant difference between strategies and students‟ attitudes to teach reading comprehension. however, the difference was only 0.029. thus, it could be said that the significance was low. conclusion the first result indicated that there was significant difference in the students‟ score between the students with positive and negative attitudes in the first experimental class who had kwl strategy. kwl was more effective to students with positive attitudes. the second result indicated that there was significant difference in the students‟ score between the students with positive and negative attitudes in the second experimental class who had csr strategy. csr was more effective to students with positive attitudes. answering the third research question, the first result indicated that there was no significant difference between the students‟ test score treated by kwl strategy in the first experimental class and csr strategy in the second experimental class to students with positive attitudes. in conclusion, none was more effective between kwl and csr strategies to teach reading comprehension with positive attitude since the students‟ score improvement between the two classes was not much different. the fourth result showed that there was significant difference between the students‟ test score taught by kwl strategy in the first experimental class csr strategy in the second lia rosari & yan mujiyanto / english education journal 6 (2) (2016) 40 experimental class to students with negative attitudes. in conclusion, csr strategy was more effective to teach reading comprehension with negative attitudes. the last results indicated that there was no significant interaction among the strategies and attitudes in teach reading comprehension. however, the difference between the sig. values was not much. thus, it could be said that the significance was low. finally, from the whole results, this present study has proven 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reading with university efl learners. journal of college reading and learning, 41 (1). eej 8 (3) (2018) 331341 english education journal http://journal.unnes.ac.id/sju/index.php/eej the realization of conversational features in massively multiplayer online game chat entitled ‘mafia city’ wanda giovani, sri wuli fitriati universitas negeri semarang, indonesia article info ________________ article history: accepted 24 june 2018 approved 12 august 2018 published 15 september 2018 ______________ keywords: conversation analysis, massively multiplayer online game chat, conversational features ____________________ abstract ___________________________________________________________________ the aim of this study is to describe and to explain the realization of conversational features in massively multiplayer online game chat entitled mafia city. this study used a conversation analysis approach with a qualitative design. the focus of this study is the gamers‟ interactions through the game chat. the instrument of the research is i myself as the participant observer. tables of specifications are the secondary instrument in the observation. the results of the study show that in mafia city, the use of conversational features such as turntakings, adjacency pairs, and repairs is possible. even so, the realization of those features was not exactly similar compared to those in face-to-face conversation. the main problem was the disrupted turn-takings and adjacency pairs. for repairs, the most common type that appeared in the chat was self-initiated selfrepair, while the most common pattern that occurred was replacement. their occurrences were in consequence of the nature of online chat which is visually decontextualized. for jargons, the chatters are creative enough to create acronyms, contractions, and abbreviations freely. for the realization of extralinguistic features, the chatters used emoticons as the result of the chatters‟ creativity in dealing with the lack of prosodic features. these findings can be beneficial for the development of discourse study, especially in internet-based communication. © 2018 universitas negeri semarang correspondence address: pascasarjana kampus kelud utara iii, semarang, 50237 e-mail: wandotwandot@gmail.com p-issn 2087-0108 e-issn 2502-4566 http://journal.unnes.ac.id/sju/index.php/eej wanda giovani, sri wuli fitriati/eej 8 (3) 2018 331 341 332 introduction conversation analysis can be defined as the study of talk. it investigates the communication between two people or more who interact in a certain circumstance. according to schegloff and sacks (1973, p.289), conversation analysis is a „naturalistic observational discipline dealing with the details of social action rigorously, empirically and formally‟. it aims to „describe, analyze, and understand talk as a basic and constitutive feature of human social life. there have been a large number of studies on conversation analysis, yet almost all of them are on oral conversations which occur on real life setting, whereas, nowadays people also talk via internet. as the effect of technology, today‟s communication has been changed. conversation is no longer in form of face-to-face talk, or just via telephones. at present, there is internet that allows anyone to get involved into multi-party conversations which are mostly on online chatting. online chatting is not in oral form, yet it is not exactly in written form either (in which grammatical rules are applied and well organized). it is like a written spoken interaction through internet. it is also a form of social interaction, because it follows the rules that govern social interaction among the speakers/chatters. thus it can be analyzed by using conversation analysis. there are some aspects of conversation analysis according to paltridge (2006), they are; turn taking, adjacency pairs, preference organization, feedback and conversational repair. three of the aspects mentioned will be the focus of this present study; turn taking, adjacency pairs, and repair. it is because these aspects are the major fundamental organizations of conversation. turn-taking is a type of organization in a conversation where the participants speak one at a time in alternating turns. further, turn taking can be defined as a cyclical process which begins with one person speaking, and continues as the speaker gives up control to the next person. the second speaker now has the conversational floor. when the speaker is finished, they give control back to another speaker (in this case, the beginning speaker), thus creating a cycle. the turn taking cycle stops when there is nothing left to say (woodburn, arnott, newell, and procter 5). in addition, c. e. ford (2012) states that turn taking refers to a system through which interlocutors manage transfer of speakership, with each next turn in sequence displaying how that speaker has interpreted previous talk and the action so far. cameron (2001) believes that there is an ordered set of rules for the allocation of the next turn. these rules are: (1) the current speaker selects the next speaker. if this mechanism does not operate, then (2) the next speaker self-selects. if this mechanism does not operate, then (3) the current speaker may continue. on the other hand, herring (2001) claims that turn-taking rules and assumptions in spoken conversation described above do not hold on online chatting. in addition, liddicoat (2007) states that the interpretation of turntaking focus on how individuals know how to take turns. individuals, if asked, often maintain pauses represent cues they use to know when to take turns. adjacency pairs refer to two turns, which are usually consecutive and uttered by different speakers. a question followed by an answer is one example of an adjacency pair. "hello" followed by "hi" is another adjacency pair. these pairs typically correspond to a specific order& for example, a question always precedes an answer. indeed, some facets of conversation are intended to initiate a specific range of actions by the other person, called first pair parts (moss, 2016). that is why, adjacency pairs also known as the concept of nextness in which the second utterance is functionally dependent on the first, as exhibited in conventional greetings, invitations, and requests (nordquist, 2015). furthermore, psathas (1997) summarizes eight major dimensions of the adjacency pair structure, which are; (1) there are at least two turns in length, (2) they have at least two parts, (3) the first part is produced by one speaker, (4) the second part is produced by another speaker, (5) the sequences are in immediate next turns, wanda giovani, sri wuli fitriati/eej 8 (3) 2018 331 341 333 (6) the two parts are relatively ordered so that the first belongs to the class of first pair parts, and the second to the class of second pair parts, (7) the two are discriminately related in that the pair type, the first of which is member, is relevant to the selection among second pair parts, and (8) the two parts are in relation of conditional relevance; the first sets up what may occur as second, and the second depends on what occurred as first. repairs include any attempts to redress errors and difficulties in the conversation. for example, when individuals cannot retrieve the correct word, they often elongate a previous syllable--as a means to demonstrate they need more time-or deploy non-lexical pertubations such as “um” or “uh”. similarly, after they complete their turn, but recognize an error, they might interject with phrases that begin with "i mean". on other occasions, the other person might highlight an error, perhaps by emphasizing a word. one person might refer to their desire to lend a book and the other person might repeat this phrase, but emphasize the word lend, to imply that borrow might be the correct term (moss, 2016). yule (2006: 211) states that jargon is a special technical vocabulary associated with a particular area of work or interest. in social terms, jargon helps to create and maintain connections among those who see themselves as „insiders‟ in some way and to exclude „outsiders‟. moreover, crystal (2003) defines jargon as the technical vocabulary or idiom of special activity or group. the reality is that everyone uses jargon; it is an essential part of the network or occupation and pursuits which make up a society. halligan (2004) elaborates four kinds of jargon. they consist of acronym, abbreviation, word, and phrase. it is supported by chaika‟s theory (1982) telling that jargon appears in two ways. firstly, it is shaped in the form of new words. secondly, it appears in the form of existed words as common people know. thus, jargons include any kind of slang which appears in online chatting; they are acronyms, abbreviations, and contractions that become the signature feature of internet language style. the extra linguistic features of online conversation are signs, smiley and emoticons. these features replace the absence of physical movements as can be found in oral and face-toface conversation. the problems in different principles of conversation analysis in on line chat is to some extant related to lack of extra linguistic features such as gestures, hand movements, eye contact, pitch and intonation. absence of these features cause confusion, overlaps, ignorance, ambiguity, and irrelevant responses (zaferanieh, 2012, p. 7). to compensate the absence of these cues, keyboard characters have been designed. they are called smileys or emoticons. they are emotional graphic-visual ways for expressing the way one feels when the words alone are not enough (nuckolls, 2005: 66). furthermore, puterman (cited in abdulla, 2005:51) believes that the use of emoticons is a way for keeping a conversation going and she refers to them as „icons used for expressing emotions‟ thus, this research is conducted to investigate turn taking, adjacency pairs, repair, jargons and extra linguistic feature in online conversation. the setting that is taken is the chat room of an online game named “mafia city”. this game is a kind of massively multiplayer online game (mmog) brought by anansi mobile. it is played from smart phones, like android and windows phone by many people from different countries. the main language used in the chats is english. “mafia city” has at least three different chat rooms for a new player; global chat, flight chat, and newbie chat. yet, this research focuses on observing the other chat, it is the family chat. the family chat can only be accessed by players who reached level 15 and have a family. the reason of choosing family chat is because it is more alive than the other chat rooms. players are more talkative in their family chat, because there they talk with their family members. they can freely talk about strategies of the game, share their feelings and thoughts, or even talk gossip about other players from different families. wanda giovani, sri wuli fitriati/eej 8 (3) 2018 331 341 334 method the focus of this study is the gamers‟ interactions through the game chat of mafia city mmog. the data were taken from korrupt family chat room. the unit of analysis is the features of the conversation itself: turn takings, adjacency pairs, repairs, jargons, and the extralinguistic features. this research is a qualitative design; the instrument is thus i myself as the participant observer in the game as well as the writer of this study itself. moreover, for the secondary instruments, there are some tables that were used to note important information of the data taken from the observation about the five conversational aspects which are the focus of this research. the instruments for each aspects can be seen as follows: instrument of turn-takings and adjacency pairs figure 1. schematic representation of turntaking in an online chat sample (adapted from herring, 1999) this schematic representation has been adopted for obtaining the data about turntakings and adjacency pairs in this research. even so, the transcription in this research was adjusted into a quiet different form. it is done in order to make the identification become easier. thus, the transcription of mafia city game chat thread consists of three parts, which are; the number of turns, the participants, and the messages. for identifying the turn-takings i read the whole chat thread and connect the related chat turns manually (by using curly brackets). it is also done for the adjacency-pairs identification. one curly bracket represents an adjacency-pair, which is the sign of a related turn-taking. the length of the curly bracket signs the number of unrelated turns which appear between two conversing turns. if the curly bracket is long, it means there are a lot of unrelated turns separate one turn to its response. instrument of repairs for the instrument of repairs, i use the mechanisms of repairs in conversation adopted from liddicoat (2007) as the lead theory to determine the patterns and the types of repairs in order to construct the table of specification of repairs in mafia city game chat. the repairs found are classified according to the patterns of repair such as; replacement, modification, elaboration, etc. the patterns are then classified again into the types of repair which consist of self-initiated self-repair, self-initiated otherrepair, other-initiated self-repair, and otherinitiated other-repair. instrument of jargons halligan‟s kinds of jargon (2004) is the lead theory for the instrument of jargons in this research. this theory is used to determine the form of jargons in mafia city game chat which consists of contractions, acronyms, and abbreviations. the meanings of the jargons are also included in the table of specification. they are determined according to the context of the chat lines. the jargons are taken from the chat transcription. after being highlighted and their meanings being understood, the jargons are then transferred into table of specification. instrument of emoticons the extra-linguistic features of mafia city game chat are in form of emoticons. the lead theory for the identification of emoticons in this research uses ruan‟s classification of emoticons (2011). the data of emoticons are taken from the chat transcription which then highlighted with three different colors based on their kinds. it is done to avoid confusion in the data input process. the emoticons put in the table are wanda giovani, sri wuli fitriati/eej 8 (3) 2018 331 341 335 exactly the same with what have found in the original chat threads. the meanings of the emoticons are also included in the table of specification. after being highlighted and interpreted the emoticons are then classified into the table of specification. the procedures of data analysis are: (1) fragmenting the conversation according to its topic. in other words, the collected data were simplified onto the important points, such as; turn-takings, adjacency pairs, repairs, jargons, and extra-linguistic features of online conversation. (2) classifying the data in relation to the focus of the research, or the conversational aspects that previously mentioned. classification was done by identifying the minor data from each of the five fragmented major data. (3) interpreting the features of conversation in the chat room according to brian paltridge‟s theory of ca (2006). the data reporting covers three stages, such as; discussing, concluding, and giving suggestion. there are two techniques to report the data, they are the formal and the informal technique. in this research, i used the informal technique for my data report. the trustworthiness of this research was gained by doing triangulation. this study used an investigator triangulation. through investigator triangulation, i asked an expert who is an english lecturer majoring linguistics in universitas negeri tanjungpura, pontianak. in addition, in the data analysis, there are numerous adequate theories from various sources about conversation analysis and its features that i used as my theoretical framework. results and discussion turn-taking is about what a says before b and conversely. in spoken conversation, mostly, the turn-taking system is well organized. the conversation runs precisely, where the timing of transition of an utterance to its response has no significance gap. the speakers know how to construct and allocate turns. the turns appear together as adjacency pairs or as the initiationresponse-follow up of an exchange. contradictory, the turn-taking system in mafia city game chat is in disorganized form. there are many utterances appeared randomly with no coordination to the previous turns. the response of the initial turn often appeared after one or two or even more new turns which are not its pairs. the following excerpts are the examples of chat lines in mafia city which are in „disrupted turn adjacency‟ forms: excerpt 1 1. mama bear im not a gold buy n took me ages to collect gold for 1 wheel lol rather collect something to aim for :) 2. fallen im waiting double gold to buy 50 :”) 3. zayed someone is loaded 4. khaleesi anybody home? 5. khaleesi im watchin fast and furious 6. queen double gold already started though right? excerpt 2 7. zayed if mcgregor loses u will pay up 8. lua zzzz 9. chris ^ :* 10. chris mcgregor doesnt lose though 11. lua ^<33 12. lua lmao” you made me angry, bye” 13. chris meu amorrrrr *--------* 14. chris mt dlc :* 15. lua meu amoooor gostoooosooo <3 16. zayed well hes a fighter not a boxer wanda giovani, sri wuli fitriati/eej 8 (3) 2018 331 341 336 excerpt 3 17. chris i will try to call tomorrow lu :* 18. chris mcgregor #1 19. young_ vezzo and no zay it wont be interesting lmao its going to ve very lopsided and more than likely not very entertaining which is why im not going to pay to watch it 20. aslan reset 51? 21. zayed his fight with pacquaio wasn‟t entertaining either 22. zayed i don‟t follow box. just read the news xd 23. young_ vezzo exactly and that‟s top lvl boxer 24. young_ vezzo im a big fan of both i used to box 25. young_ vezzo i have a lot of the old ufc‟s on dvd 26. lua okay amor <3 as can be seen in the excerpt 1, queen responded to mamabear and fallen in an hour later after zayed‟s turn, even after khaleesi‟s made a new topic of conversation. meanwhile in the excerpt 2, the conversation between zayed and chris was disrupted by lua who made gaps between zayed and chris‟s lines. also in excerpt 3, the conversation between chris and lua was separated by several lines from other participants who had no relation to chris‟ and lua‟s messages. the reason of this happened is that the fact that mafia city chat is like the other chat where the line of an utterance is typed, appeared and saved on a screen, and it can last for a long period of time. in mafia city a chat line can last for 15 days. as long as players scroll-up the screen, they can read any lines in various topics of conversation until 15 days ago. they might choose any line they want to response, although it was appeared several minutes of even several hours ago. unlike in spoken conversation, once an utterance said, it cannot be listened by other speakers who are not in the same place with the first speaker. it is impossible for them to response to the first speaker even after they are finally in the same place with him/her five minutes later. because the utterance said is already gone. that is why; the turn taking system in spoken conversation is more organized than the mafia city online chat which is full of overlaps and delays. similar to the turn-taking principle which is seemed to be violated most of the times, the realization of adjacency pair in mafia city game chat is also disorganized. there were cases where one statement had several responses which make some respondents being ignored. as can be seen in the following excerpt, when mamabear asked about the price of security box pieces, it was only zayed‟s answer that he responded back. excerpt 4 27. mama bear how much security box pieces worth? 28. fallen idk 29. zayed 50-70k a piece 30. zayed is a long process to collect all pieces,better buy the whole box with 2k gold 31. green day 69k lol but i can give u one for free. u want? 32. mama bear thanks i was told that price b4 just wanted to double check someone asking for 16mil for 160 pieces.. there are also cases when chatters asked questions and their questioned being ignored. this thing happens because of the absence of the eye contact in an online chat like mafia city. thus the addressing of the message delivered is unclear. this problem is usually happen to a new member who has no close friend in the chat room. he/she might be confused or shy to deliver their message to specific persons by calling their names. also the old players are seemed to be more attentive towards the old players who are known as regular chatters. the wanda giovani, sri wuli fitriati/eej 8 (3) 2018 331 341 337 example below shows that queen which is a new player asked questions and she was ignored. excerpt 5 33. khaleesi im watchin fast and furious 34. queen double gold already started though right? 35. fallen deve tau ma merda, pra ta no jogo 36. queen u watching fast and furious 8? 37. brenda kk fallen. xd 38. fallen xd brenda 39. chris i haven‟t even seen 7 yet xd similarly, in the excerpt 6 below, it can be seen how chatter requested something and nobody paid attention towards his request. excerpt 6 40. splashy hmmm anyone got 12 fragments 41. zayed freaks 40 mine 42. zayed if mcgregor loses u will pay up 43. lua zzzz 44. chris ^ :* not only for question-answer, there was also other kind of adjacency pair like greetinggreeting also failed. this is still caused by the unpopularity of chatter since she/ he is a new member. the following example shows a new member named diana ! said hello, and nobody response to her. excerpt 7 45. zayed done robbing eggs, gn 46. binx ty zay 47. diana! hola fam ^-^ 48. chris how many eggs? 49. zayed 300. not bad there are two types of repairs that mostly appear in mafia city game chat, they are selfinitiated self-repairs and other-initiated otherrepairs. from the data of chat, self-initiated selfrepairs appeared 58 times, other-initiated otherrepairs appeared 24 times, and followed by other-initiated self-repair 17 times, and the most rarely one to appear was self-initiated otherrepair that appeared 7 times. the reason that causes self-initiated self repair becomes the type of repair that mostly appear is that the nature of online game chat which is typified or visually decontextualized. it has no physical contacts as in face-to-face interaction. it takes longer time to read than to hear. it results on delays of feedback by other participants. that is why when chatter thinks that he/she just made a mistake on their utterances; they may initiate to repair the mistake as soon as they aware of it. on the other hand, there are also some other participants who become as active chat readers. they may interrupt the other chatters who make mistakes as soon as they read their lines, moreover if the chatters who become the trouble sources have not realized their mistakes yet. that is why, other-initiated other-repairs becomes the second type of repairs that mostly occur in the data. meanwhile, the patterns of repairs that occur most are replacement with 26 occurrences, followed by other patterns which are rewording (16 times), specification (15 times), modification (15 times), elaboration (15 times), clarification (5 times), exemplification (3 times), repetition (2 times), and reorganization (1 time). replacement pattern is often used by the chatters to replace words with another that is considered more appropriate or precise by the repair initiator. the following excerpts are the examples of replacements occurred in korrupt family chat. wanda giovani, sri wuli fitriati/eej 8 (3) 2018 331 341 338 excerpt 8 50. zayed fate and furious opening today here too 51. yellow fate? is a new movie? 52. fallen lmao yellow don‟t be rude 53. zayed fast and furious yes 54. brenda :) excerpt 9 55. zayed u will get the medal at 750k stats i think. u didn‟t doubt me 56. zayed *dodge excerpt 10 57. vanda two hours ago? the chat been so quiet 58. succubus siiis *-* 59. vimay anybody have barman license?? 60. vanda hello cubus *-* 61. succubus < sist nalu here xd missed u linda in the excerpt 8, replacement occurs as other-initiated self repairs. it can be seen that brenda tried to repair zayed‟s utterance by questioning the word “fate”, and then after that zayed replaced the word “fate” became “fast”. whereas, in the excerpt 9, replacement occurs as self-initiated self-repair where zayed replaced the word “doubt” became “dodge”. and in the excerpt 10, the type of replacement is otherinitiated other-repair. as can be seen there, succubus which is nalu‟s alternative account initiated to replace vanda‟s utterance “cubus” with “sist nalu” as she revealed herself to vanda. nalu and vanda are close friends in the game, vanda usually calls nalu as “sist nalu”. however, in the case, vanda had not known yet that succubus is nalu. jargons are special terms which are only understood by the members of a specific group or community. in mafia city there are various special terms which become the signature words of the game. these words appear almost everyday in the game chat room where each of them has different purpose. the players often type them in form of contractions, acronyms, or abbreviations. from the data taken, there are 101 kinds of jargons which consist of 36 contractions, 36 acronyms, and 29 abbreviations commonly appear in mafia city chat. their occurrences number in total is 774 times taken from 1.230 chat lines. the following examples are the data which show some kinds of jargons that commonly appear in mafia city game chat. excerpt 11 62. lucifer:) buying super eggs. mm 63. lucifer:) zay you there? in the example above, it can be seen a player named lucifer:) used acronym “mm” which stands for “mail me”. this acronym is very common in mafia city game chat, not only in korrupt family chat room, but also in the other chat rooms. it is used as a request, an order, or invitation to make a deal for something (commonly for trading) via private mail. there are also other similar acronyms which stand for subject+predicate, or as a predicate only, such as “idk” (i don‟t know), “idc” (i don‟t care), “nvm” (never mind), np (no problem), etc. moreover, there are also acronyms used for showing expression of amusement such “lol” and “lmao”. excerpt 12 64. lucifer:) don‟t tell others, lol, you can have your share 65. zayed got it the acronym “lol” stands for “laughing out loud”. this kind of acronym is very popular to use among the chatters. in the example, lucifer:) used it as the response of zayed‟s joke in the previous line. the other similar acronyms which represent laughing are wanda giovani, sri wuli fitriati/eej 8 (3) 2018 331 341 339 “lmao” (laughing my a** off). this jargon gives stronger expression of laughing than “lol”. if “lmao” is used in the chat line, it means that the chatter found something very funny to response. as can be seen in the example below, a player named fallen gave “lmao” to response yellow‟s satire towards zayed‟s mistake for typing the word “fast”. excerpt 13 (the example is taken from excerpt 8) zayed fate and furious opening today here too yellow(33) fate? is a new movie? fallen lmao yellow don‟t be rude zayed fast and furious yes besides as actions and expressions, the acronyms in mafia city game chat are also as nouns. they are mostly stand for the things which can be only found in mafia city mmog, like “ss” (sky-scrapper), “bg” (body-guard), “wc” (wild city), “ib” (ignos blade) and so on. these terms might be also found outside mafia city, yet it is not in the same context and also rarely found in form of acronyms. the main problem of analyzing online conversation is the lack of prosodic features, such as gestures, hand movements, eye contact, pitch and intonation. it can result on overlaps, ambiguities, and confusions among the chatters. as the solution, there are emoticons and smileys which resemble to the prosodic features in spoken conversation. their functions are as devices and signs to show chatters‟ expressions, or feelings, to make the utterances which are typed on the chat become more understandable. in mafia city game chat; there is no smiley button which serves a various kinds of expressions that can choose just by one click, as in messengers, or social media. as the consequence, the players create their own emoticons and smileys by combining various letters and punctuation marks on the game keyboard. the common emoticons in mafia city game chat are those that represent facial expressions, actions, and objects (people, animals, and others). whereas emoticons that show tones and appearances are seldom found, thus, any emoticon which resembles human face is classified into facial expressions too. the following examples show how the players use emoticons in their utterances. excerpt 14 66. chris im making another champion belt so i can be like connor mcgregor :) in the excerpt 14 above, chris put an emoticon as one of the facial expressions, which is a happy face. he seems to be a fan of connor mcgregor (an mma famous athlete) that he showed his excitement to make another champion belt (a kind of armor in the game) so that he can be like mcgregor who in the real life owns two champion belts. moreover, the two following examples are excerpts of the data which show the other form of facial expression emoticons. excerpt 15 67. cha red i think i need to clean my alt again for ss >_< excerpt 16 68. brenda kk fallen. xd 69. fallen xd brenda 70. chris i haven‟t even seen 7 yet xd there are two facial expressions in the excerpts above, which are >_< and xd. the first expression is the expression of a grinning face, and the second one is the expression of amused face. these emoticons are very popular to be used in mafia city game chat. there are also ^-^ which means a happy face, o.o as the representation of a shocked face, : / as the image of a doubtful face, -.-“ as the illustration of a tired face, *-* as the expression of an amazed face, :”) as the sign of an affected face, and : ( for showing a sad face. these emoticons do not only help the chatters to make their utterances wanda giovani, sri wuli fitriati/eej 8 (3) 2018 331 341 340 become more expressive, but also make the chat lines look more attractive as can be seen in the following excerpts below. excerpt 17 71. diana! hola fam ^-^ excerpt 18 72. yellow fck u fallen, im not rude 73. binx o.o conclusion based on the analysis it was found that in mafia city game chat, the use of conversational features such as turn-takings, adjacency pairs, and repairs is possible. in the other words, some features of spoken conversation can be also applied in an online field, as in mafia city game chat. even so, the realization of those features was not exactly similar as can be found in spoken or face-to-face conversation. the main problem was the randomness of chat lines which resulted on the disrupted turn-takings and adjacency pairs. besides, the realization of repairs in mafia city was also different to those that realize in face-to-face or real life conversation. the replacements, modifications, specifications, elaborations, and rewordings that found in the study did not realize similarly with those that are used in spoken interaction. the participants of the chat often used * for repairing the incorrect words from their own utterances, and they also initiated repair on other chatters‟ error by joking and questioning the words. also, the absence of autocorrect and edit feature in the game keyboard resulted on high number of typos; some of them were just being read without any repair. furthermore, the jargons and the extralinguistic features in mafia city were even more different, not only with those that realized in face-to-face interaction, but also compared to those that are used in common social media such as whatsapp, facebook, intsagram, etc. there might be found some general chatting jargons like lol, lmao, and ty, yet there were also other various jargons such as ib, alts, dks etc. which only common to use in mafia city. also, there is no rule for creating the jargons. the acronyms and abbreviations found in the field were mostly in lowercase form, and the contractions were mostly lack of apostrophes. lastly, the absence of chat features in the game keyboard also differentiated the extra-linguistic features used in mafia city. when other common social media users can use smiley, stickers, gif images and emoticons instantly, the mafia city chatters can only use emoticons that they must create firstly by combining certain letters and punctuation marks. references abdulla, a. 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(2012). conversation analysis of online chat. tehran: islamic azad university. retrieved from https://s3.amazonaws.com/academia.ed u.documents/37034237/conversation_an alysis_of_online_chat.pdf?awsaccesske yid=akiaiwowyygz2y53ul3a&e xpires=1528194289&signature=nntbbge xdtp7nrl1hd5o8dhawd4%3d&respons e-contentdisposition=inline%3b%20filename%3d conversation_analysis_of_online_chat. pdf http://www.sicotests.com/psyarticle.asp?id=214 http://www.sicotests.com/psyarticle.asp?id=214 https://www.thoughtco.com/adjacency-pair-conversation-analysis-1688970 https://www.thoughtco.com/adjacency-pair-conversation-analysis-1688970 https://www.google.co.id/search?hl=id&tbo=p&tbm=bks&q=bibliogroup:%22bloomsbury+discourse%22&source=gbs_metadata_r&cad=6 https://www.google.co.id/search?hl=id&tbo=p&tbm=bks&q=bibliogroup:%22continuum+discourse+series%22&source=gbs_metadata_r&cad=6 https://doi.org/10.1515/semi.1973.8.4.289 https://doi.org/10.1515/semi.1973.8.4.289 eej 8 (1) 2018 123 129 english education journal http://journal.unnes.ac.id/sju/index.php/eej perceptions and the implementation of continuing professional development through publication among english teachers teguh kasprabowo1, ahmad sofwan2, dwi anggani linggar bharati2 1. universitas stikubank, semarang, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: accepted 20 november 2017 approved 15 january 2018 published 15 march 2018 keywords: perceptions; continuing professional development (cpd); implementation of cpd scheme ____________________ abstract ___________________________________________________________________ this article is part of bigger study aiming to investigate junior high school english teachers’ perceptions of continuing professional development (cpd) and its scheme implementation through self-development, publication and innovation. this article highlights the implementation of cpd through publication. the study employed qualitative method the data was first obtained from the questionnaire distributed to 13 english teachers. the result of the data was presented in simple percentage. later, to get deeper understanding 7 english teachers were selected conveniently out of the 13 teachers to be interviewed. data analysis of cpd implementation of the teachers is used as the evidence of the practice. the findings showed that english teachers in this study had positive perceptions towards cpd scheme implementation through publication. in practice, however, only few teachers wrote or published their works. this condition was caused by the limited time of the teachers to write, the lack of training on writing and other responsibilities besides teaching they had to bear. to help teachers publish their works, assistant in the form of training by experts is needed. teachers’ active participation in teachers’ forums helping them to write should also be encouraged. © 2018 semarang state university  correspondence address: universitas stikubank, jl. tri lomba juang no. 1 semarang, 50241, indonesia e-mail: teguhkas@gmail.com p-issn 2087-0108 e-issn 2502-4566 teguh kasprabowo, ahmad sofwan, dwi anggani linggar b/ english education journal 8 (1) (2018) 123 129 124 introduction english teachers’ continuing professional development (cpd) is one of the keys to the success of english as a foreign language (efl) learning in indonesia. it is generally believed that the improvement of english teachers’ quality will be followed by the improvement of students’ learning. broko and putnam cited by villegas-reimers, (2003) argued that cpd played an important role in changing teachers’ teaching methods, and that these changes has positive impact on students’ learning. they also argued that experienced teachers’ pedagogical content knowledge and pedagogical content beliefs can be affected by professionaldevelopment program and that such changes are associated with changes in their classroom instruction and student achievement. the main goal of cpd is therefore not only to improve teachers’ quality but also mainly to improve students’ learning. in indonesian context, cpd has been the focus of teachers’ quality improvement. a nation-wide program namely teachers certification had been started and various attempts are being developed to refine the program. conducted under the umbrella of law no. 14/2005 on teachers and lecturers (known as teacher law), the certification program is believed to be the suitable way to improve teachers’ quality. teacher certification program that is still being developed during its implementation is somehow able to frame new movement of teachers cpd in indonesia. the awareness of indonesian teachers of the importance of cpd is also improving. teachers now have to conduct several steps prior to receiving certification. based on the regulation of the minister of education no. 29/2016, teachers have to participate actively in plpg. first, they have to be registered in the data base, fulfilling all the administrative requirements and having minimum teacher competency exam score of 55. second, they have to conduct pre-conditioning activity for three months. in this phase the teachers independently learn the materials of the plpg. next, they have to make a report of their progress. in the next phase, they have to join in the trainings, teaching practice, and final examination. when they passed the exam they have to go on taking teacher competency examination. if failed, they can retake the test. if passed they receive teacher certificate. teacher certification should not be considered the final step of teacher professional development. after gaining the certificate, teachers should not stop continuing their professional development. teachers should consider cpd as any activities that help them develop. day (1999) explained that cpd consists of all natural learning experiences and those conscious and planned activities which are intended to be of direct or indirect benefit to the individual, group or school, which constitute, through these, to the quality of education in the classroom. this definition implies that cpd involves learning activities which were planned and aimed to help those related to the teachers can take advantage from such activities. cpd should also be considered as a longterm process of development. teachers have to keep planning, conducting and evaluating their developmental processes. villegas-reimers (2003) stated that only in the past few years has the professional development of teachers been considered a long-term process that includes regular opportunities and experiences planned systematically to promote growth and development in the profession. this shift has been so dramatic that many have referred to it as a ‘new image’ of teacher learning, a ‘new model’ of teacher education, a ‘revolution’ in education, and even a ‘new paradigm’ of cpd (walling and lewis, 2000). cpd can be conducted in many forms. it can seen generally as any attempt to increase teachers’ professional knowledge both during and after the initial preparatory stages (johnson & golombek, 2011).it can be done in the form of face-to-face training or even remote training via online courses such as using coursera online courses as a platform for english teachers’ professional development (silvia, 2015). cpd should entail skills development, continuous teguh kasprabowo, ahmad sofwan, dwi anggani linggar b/ english education journal 8 (1) (2018) 123 129 125 learning, keeping up to date, learning for interest, and professional revitalization (alibakhsi and dehvari, 2015). it should be seen as a learning activity, a challenge to think creatively and critically as a learner and as a teacher, and learning with and from their colleagues (al-asmari, 2016). there are at least fifty activities of cpd could be done by teachers (wong, 2011). study by bailey, curtis, and nunan (1998) showed that cpd could be done independently. cpd did not have to be done institutionally or based on government regulation. they focused on what they called self-directed professional development. this form of cpd stressed on reflective practice in which teachers observed their own teaching and learning activities and reflect those activities. in line with the idea harley (1989) argued that the most effective form of professional development for teachers was that which involved then actively over an extended period of time in examining issues central to their teaching in the context of their own classroom. the main reasons of cpd should be aimed at improving teachers’ quality and students’ learning. it involves not only teachers but also the schools, authorities, parents and students. a study by langer (200) showed that professional excellence involved collaborative efforts of some parties, teachers’ active participation in professional communities, well structured plans for activities and embracing of lifelong learning. in line with the above study, it is true that cpd should involve not only teachers but also related parties. karimi (2011) suggested educational policy makers should consider launching quality professional development programs aimed specifically at raising teachers’ operational knowledge and content standards which in turn boosts the teachers’ efficacy. it is believed that by having such higher efficacy scores teachers had more confident to face challenges in teaching and implement their teaching strategies they believed. al-bidawi (2015) also suggested a sound design of cpd to help teachers that once become the transmitter of knowledge to makers of knowledge. teachers’ active involvement in cpd is also the key to the success of their attempt to pursue to the quality improvement. without it, any cpd programs launched by the government will not be successful. lee (2011) stated that teachers’ active involvement was increasingly recognized as a crucial component of their cpd. further she explained that in many efl contexts cpd is still largely built on the premise of knowledge transmission and knowledge consumption. besides the above common assumption of cpd, challenges in conducting cpd also include school management problems, limited learning facilities and discouraging traditions of self improvement (simegn, 2014). those challenges oftentimes hinder teachers’ implementation of cpd activities. in indonesian context, in-service teachers, including english teachers, that have gained teacher certificate may continue their professional development as the scheme is already available. the regulation of ministry of empowerment of state apparatus and beaurocracy reform no 16, 2009, stated that teachers can conduct cpd through selfdevelopment activities, publication, and innovation. it is imperative for the teachers to have those four competencies. teachers should be able to put in practice those four competencies. not only having good content knowledge, professional teachers nowadays, for example, should also be able to integrate character values in their teaching documents such as lesson plan (linggar bharati, 2011). according to the regulation the activities of self-development include participating in inservice training, workshop, seminars, discussions or any other collaborative activities with other teachers. publication requires teachers to write and publish their work. it can be in the form of becoming presenter in seminars or workshops. it can also be in the form of writing and publishing books, journals, textbooks, modules, etc. while, innovation teguh kasprabowo, ahmad sofwan, dwi anggani linggar b/ english education journal 8 (1) (2018) 123 129 126 demands the teachers to make or develop technologies used in teaching and learning, creating arts, making/developing teaching media etc. this article focuses on investigating publication activities as one of the ways of cpd of english teachers. it is commonly believed that through writing teachers can gain teachers’ knowledge and skills. publication is often commonly referred to academic publication in the form of academic journals or research report. a study conducted by miranti and mujiyanto (2016) explaining sociocultural relations among participants in articles on teacher as researcher and teacher as educator revealed different sociocultural background resulted in the opposing ideologies. in this paper, however, the perceptions will be taken directly from the teachers’ opinion. this paper investigates how the teachers perceive publication as one of the recommended cpd activities and whether they conduct such activity. methods this study employed qualitative method. qualitative data was taken in the field where participants experience the issue under study (creswell, 2013). this article aims to explain teachers’ perceptions and implementation of cpd through publication. to achieve the objective, the researcher used questionnaire and interview as the instrument of the study. according to brown cited in dornyei (2010) questionnaires are any written instruments that presents respondents with a series of questions or statements to which they are to react either by writing out their answer or selecting from existing answers. through the questionnaire, the respondents were required to respond to a simple closed ended yes-no option. it asked them whether they publish their works. after that the respondents had to answer an openended question requiring them to provide opinion related to publication. later, the interview questions related to publications were used to get deeper information. document analysis is also employed to support the data. the documents are the evidence of teachers’ implementation of the publication activity. there were 13 teachers involved in this study. they all responded to the questionnaire. semi-structured interview was later conducted. edwards and holland (2013) explained in a typical semi-structured interview the researcher has a list of questions or series of topics they want to cover in the interview, in interview guide, but there is flexibility in how and when the questions are put and how the interviewee can respond. the interview involved 7 teachers selected conveniently. they were english teachers from the schools within the same sub-district in ungaran. the respondents were labeled r#, the short form of respondent’s number. data from the questionnaire was reported in the form of simple percentage. it was followed by respondents’ responses to the open-ended questions. meanwhile, the interview was audiotaped and transcribed in the form of writing. the data was later interpreted by the researcher. results and discussions closed-ended question was first given to the respondents of this study. they had to respond to the question whether they wrote for publication or not. the data showed that most respondents (76.9%) did not write for publication as an attempt to develop their professionalism. only 23.1% of the respondents stated that they wrote and published their work. despite their negative responds to the above question, the data from the open-ended question from the questionnaire showed that the teachers in this study basically perceived publication as helpful for their professional development. they were aware the importance of writing and publication to help them improve their knowledge and skills. writing and publication also helped them see their own strength and weaknesses. the following was the answer of one of the respondents: teguh kasprabowo, ahmad sofwan, dwi anggani linggar b/ english education journal 8 (1) (2018) 123 129 127 r#7 : cpd activities help teachers to develop themselves, to write their ideas and to develop writing skills. r#10 : helping to see his/her own abilities. sharing to other teachers. developing teachers’ performance. r#12 : teacher will get motivated through cpd activities by publishing writing. to prove whether the respondents conduct publication as one of the cpd scheme implementation, the researcher interviewed them. the respondents were again asked whether they wrote and published their works. the data from the interview showed that most of the respondents did not write for publication. they did not even write for any of their classroom action research report. they stated that they started to write the proposal but failed to display their works when required by the researcher of this study. being busy with other duties as a teacher or as a housewife, feeling too old to write and lack of trainings were among the reasons why they did not write. the following were their answers: r#4 : no, sir. not yet. i have not got the chance, too. i have not participated in activities about it, too. yes. online training is only about the proposal. so i have not made classroom action research completely. i have so many things to do, sir. taking care of my children. taking care of my family, too. (laughter) r#5 : yes. a proposal. i have. i used to teach in a vocational school. the students were different from the ones in high schools. then i chose a very easy title about how to describe, sorry, someone using pictures. it is because you know vocational students are different. yes. i actually want to continue until finish. r#11 : that is i once participated. i once participated. where was it? in satya wacana i think. but then it was not continued. well, i am too old, sir. the one like me for writing, it is too difficult. perhaps it is for young teachers. r#13 : yes. basically it is good for active and creative teachers. for me personally i have started to write but i stopped in data collection. err.. i participated in the program, i did… even i did not need to pay i could freely access the program. they supplied us with snack and everything. it was different from the paid ones and the other. so, so, i was happy with that. it is bad there is no outcome. well, it depends on our own will. yes. when it collides with the teaching time… those who focus on the writing will get problem with their classes.. one of the respondents (r#1) stated that she started to write together with her teacher colleagues. they formed a teacher forum as a place to share and discuss their works. although she herself had not published her work, she stated that some of her friends did. the following was her answer: r#1 : yes. because err..publication .. now… i just participated in tengaran. it’s called forum guru serasi. it is a group of teachers. ,a forum, sir. it helps teachers to write classroom action research. it is expected that they can make a classroom action research and then disseminate it. last friday there was one that was disseminated, later on… friday, next friday the second dissemination. there will be three slots. so, then this forum guru serasi will make their own journal. it is expected that those who have disseminated their publication will be able to publish the car report easily. so far, we find it difficult to publish our work. after interviewing most of the respondents, the researcher found only one respondent (r#2) that successfully published her work. although she did not publish academic articles in academic journals, she successfully wrote articles related to education. her works were published by a local newspaper. besides that, she was actively involved as an editor in educational magazine issued by local board of education. she also wrote some articles related to education in the magazine. the following was her explanation: teguh kasprabowo, ahmad sofwan, dwi anggani linggar b/ english education journal 8 (1) (2018) 123 129 128 r#2 : he ehm.. before i took my master degree program, i wrote in suara merdeka two times, if i’m not mistaked. two or three times. and then in bulletin pustaka…yes perhaps that. then the one i wrote for bulletin pustaka in ungaran,if i am not mistaken.. once. then i become the board of editor in mahardika magazine in semarang regency… board of education..the board of education of semarang regency has mahardika magazine that was issued thirteen times then. because the editor members are quite busy, now only six issues a month. there was a time when they only issued once a year. somehow, we have made seventh edition. as an editor i wrote the main report, of course. it is on the last page.. the one with my name.. it around two or three. i am not always in every edition. but the main report i always write it. the above data revealed that most teachers did not really write for publication. some attempts, however, had been made. the formation of new teacher forum to help them write is one of the evidence although they have not produced any works yet. it somehow showed that opportunity for the teachers to write and publish their works is widely open. conclusion the conclusion that can be drawn from the study is that despite positive opinions about the positive effect of writing towards the development of the teachers, the activity of writing for publication was not conducted by the teachers. the lack of time among their duties in teaching becomes the main reason why they do not write or publish their works. another reason is the lack of trainings related to writing and publication. this study, therefore, suggests that the teachers plan their activities including writing so that they have time to do it. they should also take the benefit of the existing teacher forums to help them write and publish their work. the government should also provide trainings and education programs that suit the teachers’ need concerning writing and publication. references al-bidawi, sultanah abdulmoslah. 2015. efl faculty members’ professional development: beliefs and suggestions. journal of modern education review 5 (10): 970-977. alibakhshi, goudarz and dehvari, najibeh. 2015. efl teachers’ perceptions of continuing professional development: a case of iranian high school teachers. profile 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english teachers’ meaningful and vibrant professional development. teflin journal 26 (2): 228-246. simegn, birhanu. 2014. efl teachers’ selfinitiated professional development: perceptions and practices. educational research and reviews 9 (21): 1109-1114 villegas-reimers, elleonora. 2003. teacher professional development: an international review of the literature. international institute for educational planning. paris. wong, mary shepard. 2011. fifty ways to develop professionally: what language educators need to succeed. language education in asia 2(1):142-155. . attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f028fcda619 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare bahasa iggris.indb eej 3 (1) (2013) english education journal http://journal.unnes.ac.id/sju/index.php/eej the kindergarten children’s speech functions acquired through learning experience (a case study at mondial education) steffie mega mahardhika  postgraduate program of semarang state university, indonesia abstrak penelitian ini mengenai fungsi tuturan bahasa inggris yang dikuasai oleh anakanak taman kanak-kanak mondial education semarang tahan ajaran 2012. peneletian ini bertujuan mengungkap fungsi tuturan apa yang dikembangkan anakanak tersebut melalui pengalaman belajar mereka dan bagaimana tuturan tersebut dihasilkan. data penelitian ini dikumpulkan dengan mengamati dan merekam fungsi tuturan yang dihasilkan anak-anak melalui sejumlah kegiatan belajar mereka. data yang direkam kemudian ditranskripsi berdasar giliran bicara untuk mengidentifikasi pengalaman belajar mereka dan mengkategori ujaran mereka berdasar model kompetensi tindak tutur celce murcia (1995). interpretasi temuan dilakukan dengan merujuk pada teori akuisisi bahasa kedua, teori pelajar bahasa usia dini dan teori-teori lain yang relevan. hasil penelitian menunjukkan, anakanak terlibat dalam sejumlah kegiatan belajar seperti drama, pusat matematika, pusat alam dan blok-blok permainan. pengalaman belajar tersebut mendorong anak melahirkan ujaran-ujaran fungsi bahasa inggris meliputi tujuh ranah kunci yakni pertukaran interpersonal, informasi, opini, perasaan, suasi, masalah dan skenarion masa mendatang. abstract this study is concerned with the speech functions acquired by kindergarten children through their learning experiences. the object of the study is the children of kindergarten level of mondial education semarang in 2012 academic year. the goal of the study is to find out what speech functions are developed by the children through their learning experiences and how their utterances are generated. the data were collected by observing and recording the children’s production of language functions in a number of activities of their learning experience. the recorded data were then transcribed based on turn to identify the learning experience and categorize the children utterances based on celce-murcia’s (1995) proposed model of actional competence. the interpretation on the findings is conducted in the light of second language acquisition, young learners and other relevant theories. the findings of this study show that the children were involved in a number of activities such as dramatic play, mathematic center, nature center and playing blocks. those learning experiences have encouraged the children to produce utterances of language functions which cover seven key areas namely interpersonal exchange, information, opinions, feelings, suasion, problems and future scenarios. © 2013 universitas negeri semarang info artikel sejarah artikel: diterima april 2013 disetujui mei 2013 dipublikasikan juni 2013 keywords: speech functions; competence; bilingualism; meta-linguistic awareness; code-switching; zone of proximal development (zpd)  alamat korespondensi: kampus unnes bendan ngisor, semarang 50233 e-mail: jurnalpps@unnes.ac.id issn 2087-0108 s / english education journal 3 (1) (2013) 28 introduction amids the growing concern on poor quality education nationwide including the poor english proficiency of the people, there has been a quite interesting phenomenon in indonesia lately where parents send their children to school earlier than ever before. until two decades ago educated parents believed that four years old was the earliest age for children to go to school, but nowadays they might think it is too late. for this reason, probably, parents today send their two-years old children to school as early childhood education is offered nationwide. some institutions offering early childhood education even implement immersion program where english is used as a medium of instruction. this study is trying to critically perceive a phenomenon that parents wish their children master english as a foreign language in indonesia. to make the dream come true, however, public schools nationwide do not support it due to the limited resources available. early childhood education with immersion program introduced just recently in indonesia seems to be an alternative option to address the issue. it is likely that parents choose immersion schools as an alternative education to support their children to learn english since immersion environment has a beneficial factor of not only providing students with opportunities to reach academic achievement but also encouraging them to speak english from younger age. teachers in immersion program deliver the same content of the subjects as other public school teachers do, but it is carried out in a different way in that they use english as a medium of instruction. given the background of the study above and the reasons for choosing this topic, the research questions of this study are: (1) what speech functions are developed by the kindergarten children of mondial education through their learning experiences? (2) how are their utterances generated in their learning experiences? methods the study approach used in this research is a case study. following this approach, it is decided to use observation on the children’s learning experiences to collect the data. the participants of the study involve four to five year-old kindergarten students of mondial education semarang, indonesia. observations in this study were conducted over four weeks, three days a week and three hours a day, during the children’s entire kindergarten stay. field notes have been taken in the form of running records, using pen and paper. the children and all the things that affected them in their environment were noted, including other people, objects, language, events and activities. i aimed to see how the children manage individual learning activities and how they play with others. in order to describe the findings of this study the recorded data were transcribed based on turn. the description of the findings has been based on the suggested components of actional competence proposed by celce-murcia (1995). the interpretation of the findings is conducted in the light of second language acquisition, young learners and other relevant theories. in the light of second language acquisition young learners and other relevant theories the interpretation of the findings is conducted. they include language acquisition models and theories, language environment and the individual, language acquisition and society. results and discussion the findings suggest that the four to five year old kindergarten students of mondial education acquired the knowledge of language functions categorized in seven key areas namely the interpersonal exchange, information, opinions, feelings, suasion, problems, and future scenarios which emerged in the learning process the children experienced during the observation conducted in this study. the key area of interpersonal exchange includes greeting, making introduction and identifying oneself, extending, accepting and declining invitations and offers, making engagements, expressing and acknowledging gratitude, complimenting and congratulating, reacting to the interlocutor’s speech, showing attention, interest, surprise, sympathy, happiness, disbelief and disappointment. in the key area of information the children utterances include asking for and giving information, reporting (describing and narrating), remembering, explaining and discussing. the children produced utterances in the key area of opinions such as expressing and finding out about the opinions and attitudes, agreeing and disagreeing, approving and disapproving, showing satisfaction and dissatisfaction. in a number of activities the children produced utterances categorized in the key area of feelings including expressing and findings out about feelings of love, happiness, pleasure, an29 s / english education journal 3 (1) (2013) noyance and surprise. in the key area of suasion the children managed to produce utterances such suggesting, requesting and instructing, giving orders, advising and warning, persuading, encouraging, asking for, granting and withholding permission. the children succeeded in producing utterances categorized in problems including complaining and criticizing, blaming and accusing, admitting and denying, regretting, apologizing and forgiving. the future scenarios as one of the seven categorized key areas of knowledge of language functions have been performed by the children by expressing and finding out about wishes, hopes, and desires, expressing and eliciting plans, goals, and intentions, promising, predicting and speculating, discussing possibilities and capabilities of doing something. each of the seven key areas above is represented by an example as follows: interpersonal exchange in terms of greeting, the children learned how to say hello to somebody or welcome them. they expressed it in a simple way as it is shown in example 1. example 1 t: good morning children? s: good morning, teacher. the children in the example above expressed greeting as a respond to their teacher. they needed to be stimulated by their teacher before their responding on such a greeting. the greeting expression “good morning, teacher” made by the children took place in a context where their class was about to begin. at this initial stage the activities was under the control of the teacher. as the activities were becoming a routine the children involved themselves in the conversation. in this case, the teachers have helped the children learn the english language in the way that what they asked them to do is social as evidenced by the effort to give the children opportunities to choose what to say. in addition, the teachers have also helped the children learn the language by getting them to reflect on their learning. this initial process of learning english for children at this age is important since several studies have demonstrated that high-quality kindergarten programs have long-lasting positive effects on academic achievement. kindergarten is a critical year for all children. it is a year of transition from preschool programs or home to formal schooling. most children of kindergarten have curiosity, wonder, and enthusiasm to learn about themselves, others, and the world. the teacher’s role and responsibility is therefore to nourish this hunger for knowledge, and to motivate and challenge the students, as well as to protect and nurture them. the children were assisted to move beyond what they have shown they can do in everyday activities by having their learning scaffolded, using cultural tools, playing ‘as if ’ they were someone or something else and in doing that they were adopting roles to match the rules they have generated. it is relevant to vygotsky’s theory of zpd. information facts or details about something have also been the points of interest for children. example 2 demonstrated how the children ask for and give information. the children here were capable of exchanging information. example 2 ki : its okay. the sun shine is a girls. what is the colour of sunshine? ka : yellow ra : what is this, miss? fa : rabbit (letter r) at : what is this, faren? fa : this is space. haidar this is the space or not? we will need it. referring to the way of asking for and giving information about facts or details about something in the examples above, it can be observed that the children tried to involve morphological aspect of language form. morphology can be seen as connecting semantics and syntax. an important part of morphological development is understanding suffix ‘s’ to indicate plural form and understanding how it can change the meaning and the grammatical function of a word. through these activities, the teacher helped the children learn language as what she implicitly asked them to do is asking questions appropriately. this approach seems to have emphasized on full of practice by visuals, realia, mime, gestures and body language. there was a lot of exposure to language in this context. what the teacher asked the children do was supported as there was constant repetition and recycling in different ways and in different contexts. in this context, the children were likely brought up and learned things about the world in a contributive social and linguistic environment for their english language development. as goh & silver (2004) have pointed out, s / english education journal 3 (1) (2013) 30 the third component of language acquisition that needs to be considered is the contribution of environment, both social and linguistical. social environment refers to the circumstances in which children are brought up and learn things about the world. within this social environment, there is also the linguistic environment in which children interact with other people using language, receiving input, and getting explicit and implicit feedback on their language use. opinions we should not underestimate children’s ability of expressing their feelings or thoughts about something or somebody, rather than a fact and the way that they think and feel about somebody or something; or the way that they behave towards somebody or something that shows how they think and feel. example 3 shows how they make it happen. the children here were involved in exchanging information. example 3 gab : a fish. woo it’s salty. not so bad.. so much better now. ais :(cutting some fruits) t :what is this chef ? what do you want to cook gaby? f : wow this is so easy. i always go to kumon. i already make like this. i can’t make butterfly like this. it is so easy. i am done. a : i am not done yet the above example shows that children also learn more about semantic relationship throughout preschool years. in example 3, they managed to relate semantically the word ‘fish’ with the word ‘salty’. the children’s understanding of how words relate to each other begins to change. this process is known as the syntagmatic-paradigmatic shift. the young children learn a word with one specific meaning and tend to see that word within a simple syntactic relationship. the children most likely do not know terminology like ‘noun’ or ‘verb’ or ‘adjective,’ but they do know that some words are for people, places or things, that some words are for actions and that some words describe opinions and attitudes. in this context the teacher used an approach by getting the children to reflect on their learning. eliciting children’s utterances and opinions can be a challenging activity. it was likely working, however, since it was not too challenging and the children were given a chance to work things out from what they know. the activity has sparked interest and attention. it has led to success in expressing opinions and aroused curiosity. the children seemed to feel that the classroom activity was shared experiences and events. to this point, it is likely that the children increased in the length of utterances which is relevant to their language complexity. as goh & silver (2004) have noted, there are two key questions to answer when we are discussing the children’s language form development. first is how we gauge increasing language complexity in young children’s speech production. second, what are the main characteristics of morphological, syntactic and phonological development of english bilingual children by age 5. researchers examine the increase in the length of the children’s utterances to estimate language complexity of young english-speaking children. mean length of utterance (mlu) is a method that can be used for charting the growing complexity in a child’s language. the mean length of utterance is defined as average utterance length of english speaking preschoolers, measured in morphemes. an utterance is a unit of language separated from other units by a pause or a change in the pitch of the voice. feelings children also experience the feeling of being slightly angry that they need to express as it is shown in example 4. the children here were involved in exchanging information and services. example 4 ber :come on! miss, rafa don’t want to stand up. t :you dont want to tell the picture. ok you see first. ber : i have so many. kay : like me this one is right. ki : miss, berlin erased that. i don’t like her. in spite of the fact that forms for negation and contradiction have emerged in the development of the children’s language, the appropriateness of the subject and finite has not been taken into consideration. instead of “miss, rafa doesn’t want to stand up” the child said “miss, rafa don’t want stand up.” however, the message is still clear enough that the teacher could respond it by suggesting that rafa should see first. the children do not only need opportunities to try out and experiment with language but also feedback to confirm or modify their hypothesis. the child was trying to explain what was 31 s / english education journal 3 (1) (2013) happening on the white-board, where the teacher was concerned for the children to get the expression right. the children used complete phrases of language they have picked up from someone else, e.g. come on!, i don’t like her. these are sometimes called chunks of language because they are learned and used in speech as whole phrases. these ready-made bits of language help them to communicate when they have very little language. the teachers seemed to provide young children with the language learning sources that enable them to interact with people and with expressive learning materials. as the previous study conducted by guo (2011), getting involved in some activities was the most crucial point. the child under guo’s investigation substantiated his interests and took responsibility for his own learning. most of the time, he ended up completing a task himself without communicating with others. the child responded to the teachers’ queries and acted enthusiastically in teacher-organized activities. every time a teacher made an attempt to interact with him, he responded in some form of language. the child seemed much more reactive to the teachers than to his english-speaking peers. suasion putting forward an idea or a plan for other people to think about has been acquired by children ranging from four to five years old in spite of simple expressions they make as they show in example 5. the children here were involved in exchanging goods and information. example 5 hai : i want orange juice key : hey you should be a vegetable seller. miss raihan atala should be vegetable seller. t : it is okay you can buy something, the vegetable seller is hungry. gab : you should go to school ! rai : i want this. i, i am first. ha : that’s the people. referring to the above examples, it is reasonable to argue that language acquisition goes beyond just learning about grammar and vocabulary. in spite of their failure to construct grammatically perfect sentences the children in those examples learn to use the correct words and sentence forms to communicate a range of meanings in their interaction. in example 5, they use language to express suggestions by saying ‘you should speaking english’ instead of ‘you should speak english’. in addition, they need to interpret other people’s message. they perform their ability to use language effectively to fulfill functions and goals. they acquire pragmatic competence in the social contexts they participate in. the use of modality “should” by the children indicates that their pragmatics competence is developing. to some extent, they managed to suggest or request someone else to do something politely. the children were likely to engage in an interesting activity as they talked their heads off happily. it means that the children got plenty of practice in using the language. this may be the reason why the children seemed to do better than adults. they have strong desire to communicate. they immediately try to use the new language and so get more practice, whereas adults usually want to study it formally in classroom first. it seemed that the way the children approached the learning of english as a foreign language and their ability to interact with others is different from one to another due to social, aptitude, psychological, and environmental factors, as the previous study conducted by clarke & milne (1996) which show that a number of factors make a difference to the way children approach the learning of a second language and their ability to interact with others. these factors include: (1) social factors – some children are more outgoing and are risk takers (2) aptitude factors – some children have more ability as second language learners; (3) psychological factors – some children are more motivated to learn the second language or their personality affects the way they approach the task; (4) environmental factors – the way the environment is set up and managed, the inclusive nature of the program, the range of resources available, the way staff support children to interact with others. problems to say that you are annoyed, unhappy or not satisfied about somebody or something proves to be the necessity of children their communication. they realize it in a way as it is shown in example 6. the children here were involved in exchanging information and services. example 6 ber :come on! miss, rafa don’t want to stand up t :you dont want to tell the picture. ok you see first. ki : miss berlin erased that. i don’t like her. ber & kay: i am sorry kirana. s / english education journal 3 (1) (2013) 32 ga : like this? ka : you play with me. miss, rafi don’t want play with me. t : why? ka : i don’t know the conversations above show that the children learn important skills such as turn-taking through shared action sequences known as ‘joint action’ from young age. the conversation took place in familiar contexts and it is therefore providing them with important support for language acquisition. their language acquisition has gone beyond just learning about grammar and vocabulary. they have used language to criticize and to make complain. setting up the conditions which enable children to learn is important and a teacher has an important role in creating these conditions and then managing what goes on. in this context, it is likely that there was positive teacher-students relationships and learning environment. the children and the resources were organized effectively. the communication between the teacher and the children was effective. there was also appropriate support for children’s language learning. the learning materials and resources were interesting and stimulating. it seemed that the children know that the world is governed by rules to be obeyed despite that they do not always understand the rules. it is in line with the remark made by scott & ytreberg (2006) that young language learners know that the world is governed by rules. they may not always understand the rules, but they know that they are there to be obeyed, and the rules help nurture a feeling of security. future scenarios expressing a desire of a feeling that you want to do something or have something and expressing a belief that something you want will happen as well as expressing a strong wish to have or do something requires high nature of imagination. the children have taken the risks of realizing it as it is shown in example 7. the children here were involved in exchanging information and goods. example 7 fa : my robot is bigger ga : this one! fa : can you get me two more, gany? ga : this is for here. i think i have here. fa : we gonna make ...(robot name). one hundred meters ga : ohhh no! what is that fa : we gonna make more bigger. make many. ga : sorry. fa : see! be carefull. it is not strong. i don’t give this one. example 7 shows that the child has overgeneralized the english grammar. instead of saying “we gonna make a bigger one” the child expressed his intention by saying “we gonna make more bigger.” this generalization could be deemed as a hallmark of linguistic rule learning rather than the child’s regressing in his language acquisition. it seemed that the teacher in this context was conscious that the children learn most effectively when they were involved and the way she took was organizing language learning which built on the children’s interests through topic work. topic work here refers to a way of organizing children’s learning and language learning around topics or themes of interest to the children. in this context the topic work is making robots. the children were very quick to know how they have been labeled or assessed by their teachers. as moon (2000:29) has argued, teachers are likely to have views and prejudices about what children should be like as pupils. teachers also have views about how individual children will perform in class because of what they know about their backgrounds or previous experience. if they think a child is clever, they will ask more challenging questions. if they think a child is weak, they will tend to give him/her more support in answering. the children then begin to behave as their teacher expects them to, and so they end up becoming successful or failing according to the teacher’s expectations. this in turn affects their self-image or concept that is how they feel about themselves. conclusion the speech functions acquired by the kindergarten children of mondial education through their learning experiences include the knowledge of language functions categorized in seven key areas namely interpersonal exchange, information, opinions, feelings, suasion, problems, and future scenarios. the utterances produced by the children were generated by questions and comments made by their teachers as the children participated in their very purposeful play and learning tasks. as their language developed, however, the children were given a chance to work things out from 33 s / english education journal 3 (1) (2013) what they know. the children were encouraged to co-operate, respect and help each other. the classroom activities were then felt as shared experiences and events. references bruner, j s 1983, child’s talk: learning to use language, new jersey: norton inc. buchanan, rebecca j. 2011. implementing the alert program(r) into a kindergarten curriculum using the response to intervention (rti) method. http://hdl.handle.net/10342/3722 [accessed on april 9, 2012] celce-murcia et.al. 1995. communicative competence: a pedagogically motivated model with content specifications. issues in applied linguistics. volume 6 number 2. clarke, p 1992, english as a 2nd language in early childhood, free kindergarten association, multicultural resource centre, richmond, victoria clarke, p 1999, ‘early literacy’, in clearing house: journal of the free kindergarten association, issue no. 35, no vember, free kindergarten association, richmond, victoria. clarke, p 2005, ‘second language development and language disorder’, talking diversity, free kindergarten asso ciation, children’s services, richmond, victoria. clarke, p and milne, r 1996, ‘maintaining the first language and learning english as a second language’, talking di versity, free kindergarten association, children’s services, richmond, victoria. fiske, john, 1990, introduction to communication studies, new york: routledge. goh, christine cm and rita elaine silver. 2004. language acquisition and development singapore: longman. guo, karen. 2011. developing in a new languagespeaking setting. http://findarticles.com/p/ ar ticles/mi_hb6418/is_3_30/ai_n31676664/ pg_5/?tag=content; col1 [accessed on may 2, 2012] kallery, m & d. psillos. 2011. science in kindergarten: the classroom reality of teachers’ curriculum implementation activities. athena: school of education, aristotle university of thessaloniki. liddicoat, a.j. 2012. an introduction to conversation analysis. quarterly journal. volume 14 issue: december 2012. linse, caroline t. 2006. practical english language teaching: young learners. new york: mcgrawhill. moon, yayne. 2000. children learning english. london: macmillan publisher limited. saeedi, masoud & shirin rahimi kazerooni. 2012. task design and efl learners’ oral production: investigating combined effects of information grounding and task structure. asia tefl journal. volume 9 number 4, winter 2012, pages 1-189. scott, windy a. and lisbeth h. ytreberg. 2011. teaching english to children. longman, new york. vygotsky, l. s. 1978. mind in society: the development of higher psychological processes. harvard, ma: harvard university press. 270 english education journal eej 7 (3) (2017) http://journal.unnes.ac.id/sju/index.php/eej the consistency of the use of inflectional and derivational affixes for word formation in students’ writing arif arga kusuma1, mursid saleh2 1 smk nu 06 muallimin weleri 2 universitas negeri semarang, indonesia article info article history: recived 10 august 2017 accepted06 october 2017 published01 december 2017 keywords: inflection, derivation, students‟ writing, case study abstract to master writing skill, students must use grammatical function correctly in writing, especially the use of inflectional and derivational affixes. unfortunately, in the real situation, they have errors while trying to use inflectional and derivational affixes in word formation in writing process. it means that there is no consistency in using them. then, it was needed to conduct a study to investigate the case widely to prove the truth and to find out the difficulties. the objects of the study are: 1) to explore the teacher's preparation of teaching writing dealing with the use of inflectional and derivational affixes for word formation; 2) to investigate the process of how the teaching writing runs in occasion of using inflectional and derivational affixes; 3) to analyze the procedures and the result of the students' way of using inflectional affixes for word formation in writing a text; 4) to analyze the procedures and the result of the students' way of using derivational affixes for word formation in writing a text; 5) to analyze the comparison between the students' performance of inflection usage and the use of derivation; 6) to investigate the difficulties faced by students in using inflectional and derivational affixes in writing text. the study was conducted using qualitative case study. the instruments were teacher interviews, documents observation, classroom observations, and student interviews. the subject of the study was the eleventh graders of sma nu 03 mualliminweleri. the results showed that there were errors in the students' use of inflectional and derivational affixes in writing texts. © 2017 universitas negeri semarang correspondence address: jl. balai desa penaruban weleri kendal e-mail: wiseboy04@gmail.com p-issn 2087-0108 e-issn 2502-4566 arif arga kusuma & mursid saleh/ eej 7 (3) (2017) 271 introduction writing becomes a challenging task to do for senior high school because they have to expand their mind to find ideas. it means that students should be more active joining the learning. for instance, bharati (2016) says that school curriculum (ktsp) aimed to encourage students–centered learning, so that the classroom activities motivate students to explore their ideas. besides posing strong ideas, perfect grammar is also necessary for constructing sentences. for that, the lexical knowledge is an important thing to be a foundation to express their ideas. somehow, students at senior high school level must have the competence to write a text, in writing they have to be skillful in using language features of english, especially in grammar such as inflectional and derivational affixes. theoretically, both of them are important parts of grammatical function useful to create sentences. stephany (1982) claims that lexical and inflectional morphology form a scaled continuum with respect to grammaticalization. it means that the use of inflectional formation actually influences not only the grammatical function, but also the message delivered. for instance, the use of simple past tense in writing recount text should become an important issue to pay attention, or the use of simple present tense for descriptive text. to creating sentences of recount text, students must change the form of infinitive to past form verb. the change process occurs in each clause and sentence. for example, the word “begin” in sentence “i begin the project” will change to “began” when it is used to write a recount text, to show past activity. the sentence will be “i began the project”. often, to make the sentence more perfect, they can add adverbial time as a signal that the activity was done in past time, such as: yesterday, last night, last week, etc. on the face of it, not only the use of verb in creating sentences, but also the other parts like the use of singular and plural also need to pay attention. by adding –s after nouns (in countable nouns) to show that there must be plural. for example the word “book”-singular becomes “books”-pluralshowed in sentence “they leave the books in the library”. it means that they leave more than one book in the library. supporting the idea, bickel and nichols (2001) state that „inflection‟ cannot be defined by simply generalizing over attested inflectional systems or paradigms. rather, they define it as those categories of morphology that are sensitive to the grammatical environment in which they are expressed. it means that inflectional formations work on the register and the situation of the sentenced used, and also it has relationship with the use of subject agreement.matthews (1991, p.126) gives an example that the word “sailed” illustrates a regular formation of the past tense and past participle. ”come” in “have come” represents an irregular formation. students of senior high school perhaps get many materials dealing with the use of grammatical function, including the use of inflectional affixes to support their writing skill, but there are still possibilities for students to have errors because of they do not practice writing text every day, only two or three times per each semester. the description of students‟ mistakes can be in singular-plural usage, possessive, and so on. yet, the next grammatical function part to take attention is when a word will have a different function to sentences by adding affixes in, later it is called derivation. matthews (1991, p.62) believes that the formation of "generation" can be derived from "generate" by adding a suffix"-ion". while in the sentence "this box can generate electricity", clearly the function of "generate" is the verb. the function changes in the term of "generation" becoming noun, although the root comes from the same word "generate". this formation change depends on the need in creating sentence. if necessary, it can be added with other affixes to any word like the formation of "retell" which is obtained by adding arif arga kusuma & mursid saleh/ eej 7 (3) (2017) 272 "re-" as the prefix. it is severely crucial to use in writing texts, and knowing this change of formation can make sure students to not get wrong way to write. the students should be aware of the use of derivational affixes besides comprehending inflectional affixes. it is supposed that the eleventh graders must be familiar with this change of words that influence the word function. but the fact tells different thing. the assumption is that there are still errors in students' writing regarding the use of derivational affixes. although they comprehend the material well, they should use them practically in their writing that needs habituation to do. they often do mistakes such as using the word "payment" to show verb like in the sentence "he payment the drink". they fail to use derivational affixes. further, torres (2010) believes that there is also a zero-derivation which is the process of derivation which happens without any explicit derivational morphemes. for instance, the word “book” in “i book the orders”, the function as a verb can change to a noun without any addition of an affix, so it can be used in the sentence “the book is too thick”. other examples of derivational affixes adopted from packer (2011) are: –ize, if were attached to a noun or an adjective will turn it into a verb, for example: rubberize, normalize. –ful, if were attached to a noun, it willturninto an adjective, for example: successful. –ly, if were attached to an adjective, it will turn into adverb, for example: happily. un-, dis-, a-, anti-, indicate negations, for example: unhappy, dislike, atipycal, antiaircraft. there are some problems faced by the eleventh graders of sma nu 03 mualliminweleri in their use of inflectional and derivational affixes in writing texts. then, the subject of the study was 25 students. to take the data, there were some instruments used. they were teacher interview, document observation, classroom activities observation, and student interview. teacher interview aimed to get information dealing with teacher‟s preparation before taking teaching learning process of writing. to support the data, document observation was needed. the lesson plan made by the teacher was observed to validate the interview result with the teacher. after that, guided by the check list, there was an observation to students‟ activities of writing process dealing with the use of inflectional and derivational affixes. to get data of how students use inflectional and derivational affixes so that the result would be seen after finishing the writing. then, to get some information of the difficulties during the use of inflectional and derivational affixes, students‟ interview was done by taking some students as the representation of the group. methods the writer used a case study method to cover the object of the study in which the result elaborated the description of students‟ use of inflectional and derivational affixes. therefore, descriptive analysis is the appropriate way to use, perhaps the writer also needs quantitative data to support the data collected. expert's view.fraenkel and wallen (2006) say that qualitative research usually tries to understand how thing occurs by going to the natural setting without implementing any intervention. then, creswell (2003) has an opinion that qualitative application uses the natural setting of an event, behavior, and process as a direct source of data. this allows direct interaction between researcher and participants at the time of the research. it is different with a quantitative method which needs statistic formula to count the data. griffee (2012:96) claims that csd is more likely to investigate narrowly defined topic areas such as classroom problems or language development. however, it includes qualitative research that has been explained above. fidel (1984, p.272) says that case studies carried out to generate findings of relevance beyond the individual cases. supporting the idea, merriem arif arga kusuma & mursid saleh/ eej 7 (3) (2017) 273 in saleh (2011) believes that case study is study to a phenomenon involving program, event, process, institution, or social community. as a research method, case study seems to be appropriate for investigating phenomena when: (1) a large variety of factors and relationships are included, (2) no basic laws exist to determine which factor and relationships are important, (3) when the factors and relationship can be directly observed. in an opinion, yin in griffee (2012, p.97) believes that a case study has three aspects, which can serve as a definition: it must have data from multiple sources, examine something in a real-life context, and use theory to generalize results. supporting these view, johansson (2003) says that there should be “a case” to conduct a case study by paying attention to 3 points involving the case should be a complex functioning unit, be investigated in its natural context with a multitude of method, and be contemporary. procedures.the research was conducted in may. there were 7 main meetings to conduct. the first meeting was on march 13, 2017 that contained the interview with the teacher of english subject to get data dealing with the preparation of teaching-learning of writing text involving the use of inflectional and derivational affixes. it was followed by the second meeting on march 14, 2017. the writer asked the lesson plan that was used as the guidance to teach in the classroom to be observed to validate the teacher's preparation of teaching and learning regarding the use of inflectional and derivational affixes in writing text. the next was the observation of classroom activities of students‟ use of inflectional and derivational affixes for word formation in writing text. it was divided into three parts of observation. the first was conducted on march 15, 2017. in this meeting, the writer observed the preparation of the learning regarding the use of inflectional and derivational affixes and the beginning of the students‟ writing. the second was conducted on march 17, 2017.here, the writer observed the students‟ activities dealing with the use of inflectional and derivational affixes in writing text. it involved the students‟ ways in using inflectional and derivational affixes, such as interacting to the teacher and the use of aids to help them finding words in constructing sentences. the third meeting of observation was the continuity of student – teacher interaction, and followed by giving feedback, evaluation and solution dealing with the students. it was conducted on march 22, 2017. the writer continued with observed the document study, such as the products of students‟ writing to find out the frequency of the errors in using inflectional and derivational affixes in writing text. it was done on 23 to 29 of march, 2017. the last is the interview with the representation of the eleventh graders of sma nu 03 mualliminweleri to investigate the kinds of difficulties while using inflectional and derivational affixes and the solution to solve them. it was done on august 22, 2017. results and discussion results and discussions of the study present the product after data analysis done. there were six research questions that should be answered as explained above, and the further elaboration could be seen as follows: results the research resulted description dealing with the use of inflectional and derivational affixes based on the research problems. it presented the preparation of teacher before the students‟ writing process, the classroom activities, the students‟ way of using inflectional and derivational affixes in writing text, the comparison of their use of inflectional and derivational affixes, and the kinds of difficulties faced by students in using inflectional and derivational affixes for word formation in writing text. teacher‟s preparation.the preparation the teacher did was to make the learning of writing text dealing with the use of inflectional and derivational affixes running well. they were: arif arga kusuma & mursid saleh/ eej 7 (3) (2017) 274 1. the teacher planned ”empowering vocabulary” before teaching and learning process as a strategy to increase the students‟ mastery of verb which has relation with the development of students‟ inflectional affixes in each meeting. 2. the teacher did not prepare independent learning to teach inflectional and derivational affixes in improving the students‟ mastery of them. 3. the teacher prepared about three meetings to finish the learning in getting the target result of students to master the perfect use of inflectional and derivational affixes, and their application to the writing. 4. the teacher had no special method to teach derivational affixes in her teaching learning activities. 5. the teacher planned to give feedback to the learning of that day and give solution for the difficulties faced by the students. classroom activities. the teaching and learning process of writing dealing with the use of inflectional and derivational affixes involved three meetings.the first meeting was the preparation before starting writing process. the teacher explained the materials needed by the students including how to use inflectional and derivational affixes as parts of grammatical function. the second meeting, the teacher built interaction with the students to guide and correct them if there were errors in writing process. by individual meeting, the students got the correction. the students who did not get the chance submitted the products to the teacher. then the last was giving feedback and suggestion to the students dealing with the errors made by them. by pointing some parts and examples of the errors, the students were given feedback and suggestion for better improvement. then, they re-wrote the text onto new pages as the last writing step. how students use inflectional and derivational affixes. based on the research that there were some ways how students use inflectional and derivational affixes in writing text. actually, both the use of inflectional and derivational affixes were used through same steps, e.g. teacher direction, the use of translator aids, and teacher – student interaction. the difference among them was just the beginning activity. to support students‟ writing skill, the teacher applied vocabulary empowerment. it was regarded to improve students‟ mastery of verb which is a part of inflection materials. empowering vocabulary was done as the first activity before starting teaching learning process. teacher programmed to develop studnts‟ mastery on verb by asking them to mention a verb, its form change, and the meaning for every student. it was done to support their experiences in using inflectional affixes for word formation in writing texts. it‟s was done in every meeting of learning with a different verb presented. teacher‟s direction meant the teacher gave some explanations dealing with the materials of that day. it involved the genre of the text, some steps of the writing process, and the grammatical function used in writing the text. here, inflectional affixes were discussed to make the students understood its usage. the students had opportunities to ask questions if there was any confusing part. translator aids such as mobile phone that could relate to internet and manual dictionary were allowed to help them finding words they need to support their writing. almost of them used mobile phone which connected to the internet network, and an application such as “google translate” became a choice to help their writing process. teacher – student interaction. one by one student having face to face interaction with the teacher after finishing the writing, words and grammar correction, evaluation, and suggestion or giving feedback. the beginning interaction happened when the students had finished the writing, then they were asked to meet the teacher individually to discuss and correct the writing, including the use of inflectional affixes. giving explanation of the arif arga kusuma & mursid saleh/ eej 7 (3) (2017) 275 errors and telling them the right, and highlighting the wrong use by a red pen as the sign that the students should fix it. not all students had the opportunity because of the limited time. then, they submitted the works to the teacher so that the correction could be continued at home. the next meeting would be the time for the teacher to have evaluation of the students' works. the students got some evaluation and more explanation dealing with their errors in writing the text, such as the use of words and the grammatical function, and the accuracy of the target writing. by this way, the students understood their mistakes of the use of inflectional and derivational affixes in their writing. then, they re-wrote the text as the way to tell them the right writing and developing their knowledge. the comparison among students‟ use of inflectional and derivational affixes.after comparing the result of the frequency of students‟ use of inflection and derivational affixes and analyzing the frequency, they were some statements to describe. there was no significant relation between the students‟ use of inflectional and derivational affixes. firstly, the students‟ use of inflectional and derivational affixes were almost in balance based on the data. the data showed that the use of inflectional affixes almost the students wrote above 7 times, and it also happened to the students‟ use of derivational affixes. the next finding was students‟use of derivational affixes was better than the use of inflectional affixes. the students were easier to use of derivational affixes than inflectional affixes during writing the text. it was more than 50% of the total number of students had errors in using inflectional affixes in writing texts, and less than 50% had errors in using derivational affixes. then, the data showed that the higher students‟ errors of inflection did not affect students‟ use of derivation.there was no certain measurement that the students‟ use of inflectional affixes in writing could influence the use of derivational affixes, or vice versa. some students used inflectional affixes more than derivational affixes, and vice versa. each student had different results. in brief, there was no relation between them, so it meant that the mastery of students of the use of inflectional affixes did not have any relation with their mastery of derivational affixes. kind of difficulties.some difficulties that students had in using inflectional and derivational affixes were: table 1. the difficulties in using inflectional and derivational affixes in writing text inflectional affixes derivational affixes a. they sometimes got confused to recognize the change of words because they should memorize some different forms of inflection. b. they had difficulties to use it practically in writing text because writing was only practiced once a semester. c. they always practiced the change of words of inflection only in a word, not in sentence. the effect was they had problem to suitable the words and the context of sentences. a. sometimes they could not find a proper word during searching the target words. b. they rarely practice the use of derivational affixes of word formation in writing text, although they actually comprehend theoretically the material. c. they sometimes got confused to use the formation of derivation in the sentences because of their limitation of knowledge. d. they seldom applied derivational formation in their daily life arif arga kusuma & mursid saleh/ eej 7 (3) (2017) 276 solution for the problems.solutions chose by students for the problems in using the use of infletional affixes in writing texts were: they were helped by the teacher to correct the errors. by highlighting the wrong forms and gave the correct one, the teacher evaluated the students‟ comprehension of implementing inflectional affixes for word formation in writing the hortatory exposition text. further, they knew what part of their mistakes and knowing how the correct word form should be. they learn and read again the material to empower their knowledge of inflectional formation. they were asked to re-wrote the the text. the corrected text which was submitted to the teacher before was written again on the new page to make them more aware of their mistakes, and comprehending the correct one as a hope that they could be familiar to this case next writing. the teacher applied empowering vocabulary (verb form) program as a routine activity in each meeting in the beginning of english learning. as what the teacher said in the previous elaboration that it was effective. then, to overcome the problems dealing with the use of derivational affixes for word formation in writing texts were: after finishing their writing, they had time to interact with the teacher regarding the writing they wrote. then, they asked the teacher for the correct form or the proper words which should be written. the teacher gave them suggestion about the errors and the correct one by giving signs to the errors and wrote the correct one as the substitution using red pen. they learn more about derivational affixes which had been taught by the teacher from their note. it could make them to get more in memorizing the material of derivational formation. they asked their friends when they were having problems in implementing derivational affixes during writing sentences of their texts. they browsed internet as a help to solve their problems to find proper words for their writing. the teacher allowed the students to use dictionary and internet access in the activities of writing process. discussions the consistency of the use of inflectional and derivational affixes of the eleventh graders of sma nu 03 mualliminweleri can be concluded that there were still errors in using them in writing text. although not all of students did mistakes, but there was more than 50% of the frequency of inflectional and derivational affixes usage. for example, they got mistakes while trying to change the word form based on the context of sentences. they placed wrong type of words. as the expert says that inflection refers to word formation that does not change category and does not create new lexemes, suggested by leiber (2009). some could use them well without any mistake. somehow, the process of students‟ writing run systematically that was guided by the teacher during three meeting. it actually made the students easier to write the text. the type of the writing used was controlled writing, suggested by robinnet in yusnita, et al (2011). teacher monitored every step of writing process and guided the way of writing so that the target writing could be achieved. further, teacher, in preparation before writing practice, had done everything that needed to prepare, such as giving students related materials with the learning target, and so on. it was in line with hayes and flower‟s statement (1981) that believes the quality of writing depends on the preparation. it involved how to prepare grammatical function usage for students such as the use of inflectionl and derivational affixes for word formation. matthews (1991) states that inflection and derivation are different and have their own characteristics, so there is no relation of the students‟ mastery of using inflectional and derivational affixes. students who had no errors in using inflectional affixes, they perhaps had errors while using derivational affixes. then, arif arga kusuma & mursid saleh/ eej 7 (3) (2017) 277 there were difficulties faced by students to use inflectional and derivational affixes. generally, the problems were alike but there was also different. one of them was that they told that they rarely practice english in their daily activities, so there were never use inflection and derivation forms directly. it made them so strange while asked to write in english correctly. ellis (1997) claims that based on behaviorist theory, language learning is like any other kind of learning in that it involves habit formation. in conclusion, there should be habitual action to practice english in daily life interaction to master the language structurally and correctly in use. conclusion the aim of this study is to investigate the consistency of the use of inflectional and derivational affixes for word formation in students‟ writing. by obtaining data through some instruments, then analyzing them, some conclusions can be drawn as follows. the teacher prepared well before teaching the students. preparing the plan of how the learning would be, the method, the learning sources, the learning aids (conditional), and the assessment. she made a lesson plan to guide the process of the classroom activities. dealing with the learning and the use of inflectional and derivational affixes, the teacher planned to give them a comprehension theoretically, then it would be practiced in writing the text, continued by giving correction and feedback. teacher had prepared everything she needed to teach writing, including giving explanation theoretically the use of inflectional and derivational affixes, guiding the process of writing, giving correction, evaluation, feedback, and solution for the problems faced by students during writing text. the way that the students did to use inflectional affixes were four points, the first was they were supported with empowering verbs in every meeting of the learning, so that it could help them in using inflectional affixes, the teacher's direction before the writing process, the use of kinds of dictionary to help them in writing process, and the last was the interaction between teacher and the students. then, the description of the use of inflectional affixes for word formation done by the students was good enough. they actually understood the theory but sometimes they got mistakes in the implementation. the table above showed the error number of each student, and the total mistake was smaller than the correct forms. there were three steps to use derivational affixes done by the students. they were the teacher' direction, the use of dictionary, and the interaction between the teacher and the students that was really useful for the students' development. also, the students were better in using derivational affixes. some students got correct forms without any mistake. this proved how the mastery of the students in using derivational affixes that was good. somehow, that should be developmental program to improve the students‟ mastery. the teacher had planned it trough class discussion. there was no relation between the students‟ mastery of inflectional affixes and derivational affixes. the data showed that not all the students who had high score in the use of inflectional affixes, they also had good mastery in the use of derivational affixes. the difficulties faced by the students in using inflectional and derivational affixes were because they still got confused to find proper words for their inflectional and derivational formation, lack of knowledge, writing was too taboo for them, and there was no use of the use of inflection and derivation in the real life. those reasons commonly caused the students did mistakes in writing a text. references bickel, b., & nichols, j. (2001). inflectional morphology. california: the university of california. bharati, d.a.l. , & ardianti, t.m. (2016). students' participation in learning argumentative writing through writing workshop. language circle: journal of language and literature 11(1). arif arga kusuma & mursid saleh/ eej 7 (3) (2017) 278 creswell, j. w. (2003). research design, qualitative, quantitative, and mixed method approaches. london: sage publication ellis, r. (1997). second language acquisition. oxford: oxford university press. flower, l., & hayes, j. (1981). a cognitive process theory of writing.college composition and communication, 32, pp. 365-387. national council of teachers of english. fraenkel, j.r., & wallen, n.e. (2006). how to design and evaluate research in education. new york: mcgraw-hill. fidel, r. (1984). the case study method. seattle: university of washington. griffee, d.t. (2012). an introduction to second language research. california: tesl – ej publication. johansson, r. (2003). case study methodology. royal institute. leiber, r. (2009). introducing morphology. new york: cambridge university press. matthews, d. (1991). morphology. new york: longman. packer, (2001). handout for psy morphology. summer. saleh,m. (2011). enam tradisi besar penelitian pendidikan bahasa. semarang: unnes press. torres, e.g. (2010). the inflection-derivation continuum and the old english suffixes –a, o, -e, -u. journal of the spanish association of anglo-american studies. yusnita, e., et al. (2011). improving students' recount text writing by using picture series. pontianak: tanjungpura university. eej 8 (4) (2018) 418 431 english education journal http://journal.unnes.ac.id/sju/index.php/eej implementation of three metafunctions in verbal language and visual image of students’ textbook tia pertama, dwi rukmini, dwi anggani linggar bharati universitas negeri semarang, indonesia article info ________________ article history: recived 23 june 2018 accepted 06 september 2018 published 23 december 2018 ________________ keywords: systemic functional linguistics, visual grammar, ideational meaning, interpersonal meaning, textual meaning abstract ___________________________________________________________________ this study is aimed to explain the implementation of three metafunctions in verbal language and visual image of students‟ textbook to see how the meaning is processed through different modes and how they relate each other to shape a meaningful text. the subject of the study is the students as the users of the book and regarding the object of the research, this study investigated chosen data which contain verbal language and image in the students‟ textbook. there are 80 pictures being analyzed in this study. this research is a descriptive qualitative and uses two instruments to collect the data. the first is the checklist of verbal analysis by eggins (2004) to analyze the verbal language that represents three metafunctions in the textbooks. the second is the checklist table for visual image analysis by applying the theory of van leeuween (2006). the results of the study showed that in verbal language, the ideational metafunction is dominated by the relational process which means that the text is about giving information or attribute to something and it is realized through the nominal group of sentences. interpersonal metafunction is dominated by statement speech acts which shows that the text mostly in the form of declarative mood. textual metafunction contains multiple themes in this textbook to give the variety of ideas. in the visual image, ideational metafunction is realized through mostly the narrative process which is the reactional process. interpersonal metafunction is realized through the indirect gaze with the long shot and horizontal frontal angle. the textual metafunction is dominated by the left-right value. © 2018 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jalan kelud utara iii semarang 50237 e-mail: pertamatia4@gmail.com p-issn 2087-0108 e-issn 2502-4566 tia pertama, dwi rukmini, dwi anggani linggar bharati/ eej 8 (4) 2018 418 431 419 introduction the issue of students‟ demotivated in second language learning becomes a pivotal discussion among practitioner. there are some types of research which hav been conducted by kaivanpanah and ghasemi (2011); sophia hu (2011); aydin (2012); arefinezhad and golaghaei (2014); li and bo (2016); can and mehmet baştürk (2016) agreed that there are many factors causing students‟ demotivation in language learning; they are teachers, school facilities, confidence, attitude, and coursebook. the main focus of this research is developing a course book or student book to minimize the factor of students‟ motivation caused by the book. thus, the implementation of the multimodal textbook which combines not only a text but also picture is needed. a textbook according to tiwari (2005) is an instrument to achieve learning objectives, to help teachers prepare materials, assignments, organizing the class, and students‟ guidance at class and home. so that, based on the function of the textbook in language learning defined by tiwari, it is important to design sufficient textbook for improving and helping students in learning a particular language, especially in language learning. in addition to the function of the textbook, cortazzi and jin (1999) mentioned some different functions of the textbook. the first is as a teacher which plays when it instructs the efl learners directly about english speaking cultures. the second is as a map when it gives an overview of a structured program of linguistic and cultural elements. the third is as a resource when a textbook becomes a source of teachinglearning materials. the fourth is as a trainer when it can help the teacher to teach under the guidance of textbook like guiding some steps of teaching in the classroom. the fifth is as an authority when the textbook is reliable, valid and written by experts that are published by the government (ministry of education and culture) or an important publisher. the sixth is as a deskiller when it restricts teacher‟s creativity because of the dependency on the textbook without offering new ways or approach. the last is as an ideology when it reflects any certain of culture or worldwide culture through the massive sophisticated growth of technology, it opens the possibility of making multimodal-language textbook as a solution to the students‟ demotivation which will help students in the process of making meaning through the combination of verbal language and visual mode. according to liu and qu (2014), language textbooks in multimodal have a close relationship with the effectiveness and efficiency of teaching and learning (p. 136). a good textbook will help students increase their interest and motivation in learning the language since the textbook itself is purposed to help students learn the material individually or through teachers‟ guidance. multimodality systematically describes the communicative work of all modes. a multimodal approach counters the partiality of looking at just one form of communication – language – and in doing so it brings attention to the specific and different communicative „work‟ of other modes. it situates what is written or said alongside all the other modes of communication used – image, gesture, gaze, body posture, space, and so on – and starts from the point that all make a contribution to meaning. to continue, a mode is semiotic resources for making meaning like image, writing, layout, music, gestures, speech, moving image, soundtrack, and 3d objects are an example of modes used in representation and communication (kress, 2010, p. 79). the different mode has a diffferent potential for making meaning. to sum up, based on those views, this research is intended to analyze the implementation of three metafunctions in verbal language and visual images. through this analysis, it is purposed to build the awareness of the importance of a good-design book for some language learners as a solution for students‟ demotivation causing by the uninteresting book. this visual grammar analysis will also give some information of how an image contains three meanings like it is in verbal language. it will help teachers to elaborate the meaning or material through the knowledge of visual grammar. thus, tia pertama, dwi rukmini, dwi anggani linggar bharati/ eej 8 (4) 2018 418 431 420 a textbook or coursebook could be a right helper for students in building their interest, motivation, exposure, and curiosity in learning a language. method to achieve the formulated research question, the suitable research design should be employed. when choosing a research design, researchers should consider the fitness for the purpose (cohen, manion, and morrison, 2007, p. 73). therefore, since this study is aimed to describe the relationship between text and its implementation with three metafunctions in the verbal and visual image, descriptive qualitative is the method of the research which means the researcher makes explanation or interpretation of the data specifically. the data of this study is the english students‟ book which is bahasa inggris “when english rings a bell” for the seventh grade of junior high school as the primary resource for teaching-learning published by ministry of education and culture based on curriculum 2013. according to rukmini (2006), teachers in indonesia when teaching english uses some book written by the current curriculum as the primary resource (p. 3). the first step of collecting data is determining the textbook based on purposive sampling which means that it does not seek to generalize from data collected. each sample only represents itself. the textbook is for junior high school which has become primary sources in all schools which are implementing the 2013 curriculum. the second step is reading and highlighting the data. the book is in the form of an e-book. some important points from the textbook are highlighted in order to be further classified and analyzed. after those textbooks are collected, the researcher prepares the intended data including 80 pictures which will be analyzed verbally and visually. results and discussion results in this part, the researcher presented the results of the implementation of three metafunctions in verbal language and visual image of students‟ textbook including ideational metafunction, interpersonal metafunction, and textual metafunction in the verbal language and visual image. ideational metafunction in verbal language ideational metafunction is a meaning of how a language function represents the experience, participants, and circumstances. the clause in this meaning functions as a representation. according to derewianka (2011), “one important function of language is to enable us to represent what is going on in the world; to talk about our experience, to reflect on our observations, to share knowledge and ideas.” the representation of the clause in the ideational metafunction is realized through the system of transitivity (p. 13). according to halliday (2014), “the transitivity system construes the world of experience into a manageable set of process types” (p. 170). based on the findings, it is found that the use of relational process is 50% which is almost the half of the books is in the form of relational process. there are also another percentage of the other process; material 28%, mental 16%, verbal 1%, and existential 4%. material process the material process describes the process of doing, of taking action which is usually physical, concrete and tangible action. there are two participants in this process which are actor and goal which are realized by the nominal group. an actor is the participant who performs the action. a goal is the participant who is affected by the actor. the identification of material process is to ask a question “what did x do?” (eggins, 2004, p. 215). tia pertama, dwi rukmini, dwi anggani linggar bharati/ eej 8 (4) 2018 418 431 421 example: hi dayu, we’re going to the canteen for lunch. are you coming with us? no, i’m sorry. i’m waiting for siti. in that example, there are two clauses. it is clear that the word going and coming in the first clause and waiting in the second clause is the example of doing process whiles the pronoun we and i are as the actor. for lunch and waiting for siti are as the goal of the process. related to the question of material process, it can be answered that what did x did? x went to the canteen. thus, the actor did something as a goal of an action. relational process the relational process is mostly built in the form of nominal sentence to give the explanation about a particular condition of something. example: good morning siti. how are you? good morning mom. i’m fine, thank you. both clauses above are in the form of the nominal sentence. there are two participants in this process. carrier and attribute. the pronoun you (siti) and i are carriers, are and am are the process of relational and the word fine is the example of an attribute to give the information about siti‟s condition. mental process the mental process talks about meaning that concerns on encode meanings of thinking or feeling or usually called as perception (close to sense such as seeing, hearing, smelling, tasting, and etc.), cognitive (close to the activity that happens in the brain such as believe, think, etc.) and affection (close to the feeling such as loving, liking, hating, fearing, etc.). in this process, we can ask “what do you think/feel/know about?” (eggins, 2004, p. 225). the participants in this mental process are senser and phenomenon. senser means people, the one who does the mental action. example: good evening mom. i feel tired and hungry. from the example above, the senser is the pronoun i, feel is the example of the mental process as the affection and hungry and tired the example of the phenomena. verbal process the verbal process is the process of saying; a symbolic exchange of meaning. this process contains three participants: sayer, receiver, and verbiage. sayer is the participant who is responsible for the verbal process and a receiver is the one whom the verbal process aimed at, and verbiage is a nominalized statement of the verbal process. there some several conversations in this book using the verbal process. this conversation below is the example of this process. example: you should go there! sure, i will tell my mom about it. in the example, the second clause is the example of the verbal process. the pronoun i is the sayer, tell is the process of verbal my mom is as a receiver and about it is as the verbiage. existential process the existential process shows the meaning of the existence of something. according to eggins (2004), there would be easy to identify the existential process by using the word “there”. example: how many plates are there on the table? there are five plates on the table. from the clauses above, the word there in those clauses indicate the existent which is five plates. interpersonal metafunction in verbal language interpersonal metafunction focuses on the expression of the attitude in the interaction and the relationship between the participants in the context in which it explains how the participants interact to the interlocutors through the context. the interpersonal metafunction is realized tia pertama, dwi rukmini, dwi anggani linggar bharati/ eej 8 (4) 2018 418 431 422 through the system of mood and modality. in interpersonal meaning, mood system consisting subject and finite can be analysed into speech role in the utterances, such as declarative, imperative and interrogative and function to give or demand information, goods, and services. there are also several speech functions with typical mood in clause. they are; statementdeclarative mood, question-interrogative mood, command-imperative mood, offer-modulative interrogative mood, answer-elliptical declarative mood, acknowledgement-elliptical declarative mood, accept-minor clause, and complianceminor clause. based on the data analysis, there are only three speech functions found in the students‟ textbook. they are statement – declarative mood 70%, question – interrogative mood 13% and answer -elliptical declarative mood 16%. this book contains some examples of the dialogues between students and students, between teachers and students and between students with their parent and those speech functions are found almost in every chapter. statement – declarative mood example: lna, i’m seeing my grandma now. she’s not feeling wlel. there are some cupcakes and some oranges in the fridge for you and dayu. bye. see you soon. in the example above, the whole sentence contains statements or declarative mood in the typical mood. in those sentences, the subject wished to make some statements and typically use a clause of a particular structure which is a declarative clause. there are four sentences on the picture with declarative structures telling the information about something which will be done by the speakers and information about something which could be taken by the hearer. question – interrogative mood and answer – elliptical declarative mood example: when do you celebrate kartini day? kartini day is in april. it is on the twenty-first of april. there are two speech functions occur in the dialogue above; question – interrogative mood and answer – elliptical declarative mood. it also shows that the dialogue is inherently interactive since those sentences correlate to each other. the first clause is an interrogative mood since she wished to ask a question about the celebration of kartini day while the rest is the answer to the question in the form of declarative mood. textual metafunction in verbal language textual metafunction describes how a clause is organized as a message and how it makes the cohesive and coherent structure. in communication, people convey their meaning through the particular structures in clauses which gives information of the speaker or the writers‟ idea. the realization of textual metafunction is through the element of theme and rheme. according to halliday and matthiessen (2004), a theme is the starting point for the message which usually contains „given‟ information or familiar information. it usually comes first in the clause while rheme, on the other hand, is the part of a clause in which the theme is developed. there are several types of theme; topical, interpersonal and textual theme. after analyzing the data, it is decided that the textbook use multiple themes with the highest number of the theme is topical 81%, another is the interpersonal theme is 10% and textual metafunction is 8%. topical theme the topical theme occurs in the first position of a clause. it could be the constituent to which we can attach transitivity roles such as actor, behaver, senser, or circumstance. every clause must contain one and only topical theme. example: it is sunday. it is five o’clock in the morning. edo gets up and takes a bath. there are three clauses in the example above which contain the topical theme. the pronoun it and edo comes at the starting point of the sentence functions as carrier and actor in the transitivity system. tia pertama, dwi rukmini, dwi anggani linggar bharati/ eej 8 (4) 2018 418 431 423 interpersonal theme the interpersonal theme is assigned as a mood label (but not a transitivity label) also occurs at the beginning of a clause. it is the unfused finite (in interrogative) and all categories of modal adjunct. example: our schoolyard is big enough. we can play badminton and many other activities here. yes. it is big enough for the actives. there is a dialogue between two students talking about their schoolyard. the word yes in the last clause is the example of adjunct polarity in interpersonal theme placed in the beginning of the sentence. textual theme the textual theme is as the cohesiveness that relates the clause to its context which includes conjunctive and continuity. example: i live in a new housing complex. so, all the houses look the same. the word so is the example of conjunctive adjunct in the textual meaning used in this book. there are also several textual themes use but not in the high number. ideational metafunction in visual image the ideational or representational meaning refers to how semiotics systems represent objects and their relation to the world outside the representational system or in culture context (kress and van leeuwen, 2006, p. 47). this meaning is realized through participants, process, and circumstances. there are two type of participants; represented and interactive participants. there are two types of the process; narrative process (action, reactional, speech and mental, conversion, geometrical) and conceptual process (classificational process (overt and covert taxonomy), analytical process, and symbolic process). from the analysis of the ideational, the majority of participants are reactor and phenomena which is 35%. the second participants are actor 18% and goal 12%. there are two processes mostly appeared in the students‟ book, they are reactional 65% and action 35% which is categorized as the narrative process. while the circumstance is 90% dominated by locative circumstance where the picture is placed at the certain location to make the verbal and the visual more meaningful. in the term of conceptual process, classificational process of over taxonomy has 13% and the covert taxonomy has 87%. action process he action process is the process which visually the objects of the picture do something. there are two participants in this process; an actor is the participant that emanates the vector, or which itself, or in part, forms the vector, while the goal is the object of the action or which the vector is aimed at. the actor is the most prominent participant, either by size, place composition, in contrast to the background, the sharpness of color and focus, or plays an important role in an image. there are two types of action process; the first is non-transactional when the images have one participant without having a goal or in language is written using intransitive verbs while transactional process is when visual proposition has two participants, one plays as an actor and the second is a goal or in verbal language it is written by using transitive verb. in the action process, the image or the picture visually make an action through the vector which is shaped by their body, gesture or even tools which are used by them to do something. figure 1. transactional-action process in the narrative process, this picture is categorized as action process where the vector is tia pertama, dwi rukmini, dwi anggani linggar bharati/ eej 8 (4) 2018 418 431 424 made through their body position running and chasing the wind to fly those kites. their hands are holding the kites which are the goal of the process. the children are the actor while kites are the goal. in the conceptual process which is the classificational process, this picture is made through the covert taxonomy where those participants are made through equal size to present that those children have similar function and position to each other as well as the size of kites. covert taxonomy shows the equality among participant. this picture also presents another component of ideational meaning which is a circumstance of setting or locative. as we can see that the children are flying the kites in the field. the representation can be seen in the pictures of ground and grass. these elements of the participant and process implemented in the picture help students understand what the verbal language says. figure 2. non-transactional action process in that picture, there is only one participant which is a goal only. this is also categorized as the action process; nontransactional since there is no goal to do. the students wave hand to the interactive participants which are the viewer. there is no goal made by the vector. thus, this is categorized as a non-transactional action process. reactional process the reactional process is the process where the vector is formed by the existence of eye line or gaze or the direction of the glance from the represented participants. there are two types of participants in this process which mostly called as reactors and phenomena. the former is the participants who do the looking or the one who acts the glance, usually human or humanlike with visible eyes and capable of facial expression. the phenomena could be formed by another participant or which the reactor looking at, (kress and van leeuwen, 2006, p. 67). figure 3. reactional process in that picture, the reactional process is made through the vector signed by the eye line or gaze. the gaze moves from the father to his child. the father is a reactor and the child is phenomena. in this picture, the father reacts to his children because he has just got up from his sleep and greet him. the taxonomy in the classificational process in this picture is overt taxonomy where the size of the represented participants is made through the different size. one plays as superordinate and one plays as subordinate. father‟s size is the bigger and her children is smaller which means that the father is superordinate and the child is subordinate. related to the indonesian culture, the elder has the higher position than the younger. thus, they should respect them. it is in line with the javanese saying “guru ratu wong atuo karo” which should be respected and it is implemented in the book design through visual grammar framework. the analytical process relates to what the participants possess. in this picture, the child wears pajamas and his father wears a shirt and pants. interpersonal metafunction in visual image interpersonal or interactive meaning talks about the social relation between the producer, the viewer and the object of the pictures. tia pertama, dwi rukmini, dwi anggani linggar bharati/ eej 8 (4) 2018 418 431 425 interpersonal in this study is realized through three components; contact/gaze, frame size/social distance and point of view/angle. contact/gaze there are two kinds of contact or gaze; direct and indirect. direct gaze happens when the eye of the object directly looks at the camera which means that the picture is demanding like it is said in the theory, “a direct gaze demands something from the viewer, demands that the viewer enters into some kind of imaginary relationship with him or her” (kress and van leeuwen, 2006, p. 118). indirect gaze which happens when there is no contact between the image and the viewer or when the indirect gaze of the photo exists. this kind of photo offers something or information that may have no relationship with the object in it. the theory states that “offering means that it offers the object of the pictures to the viewers as items of information, objects of contemplation, impersonally, no contact is made” (kress and van leeuwen, 2006, p. 119) based on the analysis, 80% of the picture in this book contains indirect gaze while the rest 20% is presented in direct gaze. most pictures are mostly offering because there are many examples of the interactions between represented participants and represented participants which have no contact with the viewer. figure 4. offering picture in this picture, the object of the photo which is the boy sitting down on the sofa while reading his book. his eyes look down at the book and do not make contact or gaze with the viewer. it is clear that this picture offers another information to the viewer by avoiding gaze and contact. what this picture wants to offer is another information which sofa. it is supported by the verbal language which tells that the sofa is very comfortable. thus, the viewers are encouraged to focus on the cozy sofa through this offering picture. the verbal language implies the description of the sofa to the viewer. figure 5. demanding picture in that picture, the girl makes the contact with the viewer by looking directly at the camera. in this case of gaze, the girl wants the viewer to be close with the imagination or getting the viewer to pay attention to her. it is also proven by the verbal language beside which says about her information of what she likes to do on sunday. thus, what this picture tells is demanding the viewer to pay attention to her and get involved in the imagination. another sign of demanding picture is by using a waving hand which is obviously as a symbol to greet or getting attention from the viewer and make direct contact with them. frame size/social distance the second component of the interactive meaning is the size of the frame to indicate the social distance between the image and the viewers. the closer the size, the intimate it becomes. there are various kinds of frame size which may represent different relation between represented participants and the viewers according to kress and van leeuwen (2006), they are close shot (or close-up) which shows head and shoulders of the object (friendly or personal), very close shot (extreme close-up, big close up) which shows anything less than head tia pertama, dwi rukmini, dwi anggani linggar bharati/ eej 8 (4) 2018 418 431 426 and shoulder (intimate), medium close shot cuts off the object approximately at the waist (social or one of us), medium shot is approximately at the knees (familiar social), medium long shot shows the full figure (general social), long shot occupies the human figure about half the height of the frame (public or largely impersonal) and the very long shot is anything wider than that (little or no social connection). to make it clear, these pictures below will give the example of those frame size with the explanations of the distance and the relation between frame size with the viewers. based on the findings, frame size which is mostly used in this book is medium close 39% and long shot 43%. figure 6. medium close shot the medium close shot is where the photograph cuts of the subject approximately at the waist. in this students‟ book, the examples are mostly in the form of a dialogue between two people. the book designer gives the representation of the subject of the photo mostly in a half of their body. the medium close shot shows the social or one of us relation with the viewer. it means that this picture could be as one of us who experiences the same thing. since this book is for students‟ book, the picture may relate to the students who will always experience or greet each other when they meet. figure 7. long shot the example above is kind of long shot with the object of the picture about the half height of the frame. the fathers‟ size almost fills the whole frame if it is compared to the child. the long shot shows the public relation or generally impersonal. point of view/angle the last point of interpersonal metafunction in the image is a point of view. this component is about how an angle can influence the viewer‟s perspective and the object of the photo. these place things from the different sides and each creates meaning potential. there are two types of angle in the photo; vertical and horizontal angle. the vertical angle presents various kinds of angles. the first is the high angle which shows the power of the viewer. it makes the subject looks small and it shows that interactive participants (producer, viewer) has power over the represented participants. the low angle, on the other hand, shows the power over the viewer which means that the represented participants have power over the interactive participants. the eye level, finally, shows the equality between interactive participants and represented participants. the horizontal angle presents whether the imageproducer is involved with the represented participants or not. in the case of the horizontal angle, there are two types of angle; frontal and oblique. the first is the frontal angle which shows that what the viewers see is something tia pertama, dwi rukmini, dwi anggani linggar bharati/ eej 8 (4) 2018 418 431 427 that is part of or something that is involved with. according to van leeuwen and jewit (2001), “frontality allows the creation of maximum involvement. the viewer is directly confronted with what is in the picture. it is iff something is depicted from the side” (p. 135). the second point is the oblique angle which shows what the viewers see is not something that is part of or something that is not involved with or showing detachment. in the findings, the horizontal angle becomes the only one angle represented in the book. horizontal frontal angle is 81% and the horizontal oblique angle is 19%. figure 8. horizontal frontal angle as we see that the picture has the frontal angle which shows the involvement of the photographer. it means that something on the picture or what you see on the picture is part of our world, something we are involved with. as we see that the example of the dialogue or the visual representation is something or activities that commonly happen in our social life or students‟ social life. thus, it has a close relation with the viewer which is student themselves. figure 9. horizontal oblique angle the second picture is taken from the side. it shows the horizontal oblique angle which means that something on the picture is not part of the viewer life or something which is not involved with. it can be seen that it is the personal activity of a family which may be not known by the viewer. textual metafunction in visual image the textual metafunction is the composition of the whole object in the picture. it is about how the ideational and interpersonal elements are composed to relate each other to make a meaningful picture. there are three elements of this metafunction; information value, salience, and framing. information value based on information values, the objects of the image will be differently placed or made into three kinds of placement. the first is left and right where the elements which place on the left are presented as given while the elements placed on the right is as new. given is something that the viewers already known and familiar while new is something that has not been known which is needed special attention from the viewers. in this placement, the horizontal axis positioned the element on the left or right. the second point of information value is top and bottom where something that is place in the upper part or top is presented as the ideal and what is placed in the lower part or bottom is presented as real. according to kress and van leeuwen (2006), ideal means the generalized essence of the information, usually most salient part while real it presents specific information. the presence of vertical axis differentiates the position of element. the last point of information value is centre and margin where objects of the picture are placed in the middle and the others around it. something that is placed in the centre means the nucleus of the information while something which is placed around it is as the dependent information which is called as margin and usually has similarity to each other. based on the data, left-right value is the highest number which is 80%. tia pertama, dwi rukmini, dwi anggani linggar bharati/ eej 8 (4) 2018 418 431 428 figure 10. left-right value the picture above shows the placement of the object of the picture which is the left-right value. something on the left is given or the known information while something on the right is new or something which is unknown yet. the placement or the information value leads the reading path of the information and in this book, the placement is mostly in the left-right position. salience salience is the part which makes the different important element in the visual image and shows something which is more important and valuable than others or one element to be more eye-catching. this can be realized through the different use of size, color contrast, tonal contrast, the sharpness of focus etc. according to kress and van leeuwen (2006), “… the greater weight of an element, the greater its salience” (p. 202). thus, salience can be seen through how the picture is composed in a balance and what makes the elements differ from each other. since this book is mostly a dialogue between two people, so the most salience object of each photo is the represented participants in the dialogue itself. it is mostly implemented in whole data of this study. framing framing indicates how a picture or an image composition is strongly or weakly framed weather it connects or disconnects the element. according to van leeuwen and jewit (2001), disconnection can be realized through frame lines (thick or thin), empty space between elements, the contrast of color or form, or any other visual features. in contrast, the connection can be achieved through the similarities and rhyme of visual features like color or form, through vectors that connect the elements, and the inexistence of empty space between elements. kress and van leeuwen (2006) argue that “the stronger the framing of the element, the more it is presented as a separate unit of information” (p. 203). thus, it can be concluded that framing determines how important an element is in the visual element. based on the findings, the framing in this book is mostly connection framing. connection framing shows the degree of an element which is visually joined together to the other elements. it can be seen as the similarity if color, size, and shape. from the picture above, it is clear that there is a line which separates those participants; all participants are bonded together without any distinction. discussion to answer the research questions, i provide discussion to interpret and relate those findings to related theories and previous studies. the discussion section is presented into three broad categories, including the implementation of ideational meaning in both verbal language and visual image of students‟ book, the implementation of interpersonal meaning in the verbal and visual image of students‟ book, and the implementation of textual metafunction in verbal language and visual image of students‟ book. based on the findings of this study, the relational process is the most dominant distribution of ideational metafunction in verbal language. the result is in line with the finding of another research done by san, hartono and riyandari (2007) in advertisement text, they found that relational process is used to promote product and service offered, and to give the authority to buy for the customers. in this book, simple sentences in the form of nominal groups are maximized in order to ease students in the process of making meaning. it is used to describe things, condition, and give information about the certain object. the various visual design has been also implemented in this textbook. in the narrative process, reactional and action tia pertama, dwi rukmini, dwi anggani linggar bharati/ eej 8 (4) 2018 418 431 429 processes are the highest number. while in conceptual (classificational) both covert and overt taxonomies are implemented. this visual image helps students understand the verbal text like it is in line with other researches that have been conducted in visual image; damayanti (2014); nugroho (2010); rizki, rukmini and sutopo (2013); vu and febriyanti (2018); khasbani (2018), they agreed that visual aid can help students in interpreting the abstract concept of the verbal text, so that the ideology is able to glean. visual aids or image also contributes to the students‟ language development where the students can easily relate the picture to their reality in the understanding concept of the verbal language. the second metafunction is interpersonal which are only three speech function found in the textbook. they are statement, questions, and answer. the statement is the first place of speech function since in this textbook, there are many explanations about particular things and condition. this book contains some examples of the dialogues between students and students, between teachers and students and between students with their parent and those speech functions are found almost in every chapter. this finding is in line with the result of the research done by yuliana and imperiani (2017); susanto and watik (2017); pertiwi (2014) which found that statement–declarative mood is the highest number in a newspaper. in the visual image, the findings show that pictures in the textbook are mostly offering which means that there is the absence of gaze and contact with the viewer. the interactivity is mostly between represented participants and represented participant which have no contact with the interactive participant which are the viewers with the general and “one of us” relation. it is in line with hermawan and sukyadi (2017), they found that picture books create an offer picture rather than demand. the textual metafunction relates to the coherence and cohesiveness between elements both in verbal and visual modes to make a whole composition meaningful. after analyzing the data, it is decided that the textbook use multiple themes with the topical theme is the highest number. it is also in line with other studies by gunawan and aziza (2017); nurjamin (2017); yunita (2018) which say that topical theme is the highest number of a theme use. their findings showed that the topical theme is the highest number in a text. in the visual image, the various information value is applied to place the information of the picture left-right value is the highest number which places the picture in the left and right side as the new and given information. conclusion this study showed that multimodal book has been implemented in the process of teaching and learning as a good resource for students to learn their second language. both verbal and visual are used to complete each other and help students in the process of making meaning. with the help of visual mode, students will be easier to recognize the speech functions of the verbal language and know how to use it in the real life situation. for the lower level of the student, the presence of the picture will make the interest and have exposure to learn their second language. thus, the issue of 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(2018). theme and thematic progression in students‟ recount texts. indonesian journal of applied linguistics, 7. 34 eej 7 (1) (2017) english education journal http://journal.unnes.ac.id/sju/index.php/eej the influence of cultural identities in second language acquisition: a perspective from secondary program (semarang multinational school) ali mohamed ali1 , yan mujiyanto2 1almergib university, lybia 2english language education postgraduate semarang state univesity, indonesia article info ________________ article history: recived 11 january 2017 accepted 23 april 2017 published 17 june 2017 ________________ keywords: cultural identities, academic achievements, language strategies, motivations abstract ___________________________________________________________________ any student goes to the classroom with his/her own cultural identity. in other words, every student comes to the classroom with a set of characteristics and behaviors that make him or her unique and that will affect his or her academic achievements in the future. the purpose of this study is to investigate the influences of cultural identities in second language acquisition (a perspective from secondary school) at semarang multinational school, indonesia. which known as an international institution that presented international educational standers. this article covers a descriptive qualitative approach which used different methods to collect the data, they were (focus groups discussion for six students and conducting interviews with three of their teachers). the findings of this study revealed three main results. firstly, there were several steps to enhance the second language learners and still there are some factors that affect indonesian students entirely adaption for english as a second language which are: the fluency constraints and the fear that they still not qualified when it comes to communicate by using modern english language, also the grammar structure while doing common conversations. secondly, the findings obviously showed the positive influence of cultural identities on the process of second language acquisition and students' academic achievements in the future. thirdly, it was briefly revealed that to adapt english as a second language it is needed to exceed the negative intrinsic and extrinsic factors while taking place the positive factors, in general the negative factors which arose in the results somehow mislead them to achieve the completely adaption. some pedagogical suggestions from the writer were recommended to students, teachers and institutions: for students to be more brave, open-minded and outgoing (no shyness in education). the necessity of teachers' conversant for culture diverse during learning context and finally, the ministry of indonesian education has the choice to improve english language interest by involving it in all schools not only the international, but also in national institutions to be language of education. © 2017 semarang state university correspondence address: kampus pascasarjana unnes, jalan kelud utara iii semarang 50237 e-mail: zf19990@gmail.com p-issn 2087-0108 e-issn 2502-4566 35 ali mohamed ali & yan mujiyanto. / english education journal 7 (1) (2017) introduction indeed research on culture and education is focused on distinguishing the factors that may report for the gap in advanced educational achievements of the students from different cultural backgrounds (warikoo & carter, 2009; whitesell, mitchell, spicer, & the voices of indian teens project team, 2009). every student comes to the classroom with a set of characteristics and behaviors that makes him or her unique and that will affect his or her academic achievements in the future. when learning a second language, learners cannot totally disconnect themselves from their cultural context where they rely on the knowledge source constructed from their home society. for long time and many years, exploring the relationships between cultural identity and language development have been existed in second language acquisition researches. this study explores the influence of cultural identities in second language acquisition, according to the spheres of data that explored in an international school in semarang city, where all the process and policies done by english language, mainly learners being regarded from the perspective of the influence that is in school environment on their cultural identity practices. this study clarifies that learners’ cultural identity plays an fundamental role in l2 learning, particularly in developing oral communicative skills. “culture and language are inseparable” (hinkel, 1999, p.6). understanding the culture of the text can be essential to successful second language learning (tseng, 2002). byram (1991) specified that the analysis of structural, sociological and cultural aspects of language enhanced the language awareness component of learning and contributes directly to learners’ awareness of language and proficiency as a whole. in such cases of learning a new language, learners can consider or adapt the information from their knowledge base which assembled in their first language. terms such as the cultural identities are extremely popular in language acquisition and learning's history, and so many related researches and scientific papers that are published recently everywhere. this is not surprising, because that shows language is the central factor of expressing the self of somebody (ochs, 2008). learning a new language is sometimes achieved to mean learning a new identity (lightbown and spada, 2006; pavlenko and lantolf, 2000). generally, as mentioned in a book entitled "education in indonesia: rising to the challenge" published by asian development bank (2015) that private schools play an important role in indonesia. while only 7% of primary schools are private, the share increases to 56% of junior secondary schools and 67% of senior secondary schools. so that this study as specifically examines the cultural identities in a selected sample of private school. however, foreign or second language teaching process in this selected sample cannot be segregated from the realization of many differences between the local and target culture. making indonesian l2 learners aware of their own culture and the target once may enhance their achievements in adapting english as a second language. this where the issues of cultural identity influencing second language acquisition occur. in general, students provide the cultural identities of their first language and where they come from. methods reviews of related literature the theoretical and related literature in this study which related to the culture learning process in language education programs. the reviewed literature in this study focused on the attitudes and motivations below will address further more complex learning outcomes. to participate in the world's economy and to benefit from the advances of science, it is believed, one must know english" (p.694). this observation about the global stance towards the english language and the benefits of learning it 36 ali mohamed ali & yan mujiyanto. / english education journal 7 (1) (2017) is strongly reflected in indonesian's perception about acquiring english, because english has become as global language, which dominates and controls science and business. in many respects it is hegemonic. for instance, the students, predominantly indonesians, are enrolled by ministry of education and culture which follows the use of english as a medium of instruction or having an international-based instead of the national one. the private schools in indonesia only comprise 7% of the total schools number and implement a different school curriculum. this will most likely have an effect on the students as an‘end product’ of schooling. as previously mentioned, the research topic is concerned with the ways that cultural identities influence in second language acquisition. more than often, the identity and culture of the first language are quite different from the culture of the second language. this may lead to the students identity (self, peer and societal) altering or leaving them feeling alienated. some teachers are not aware of this effect and thus add to the problem. the curriculum contains cultural components and the teacher transmits this either knowingly or not. learning a second language will theoretically require the learner to adapt his/her values and behavior (jund, 2010). this implies that there is a strong connection between the language and culture and that it is represented in the culture of the speakers. it combines aspects such as beliefs, values and needs. perhaps it is the appropriate time to change the view of how native versus non native speaking teachers are realized. if the teacher is from the ‘local’ context, then, they have the power hand of being knowledgeable in the native language and culture of their students, along with the unique concerns they have with learning the english language and culture (holliday, 2009). this is a point to take into consideration as a feasible solution to the problem faced in indonesia regards to second language acquisition, culture and identity. lambert (1973) raised some issues that appeared to be intertwined with and influence of culture but hard to distinguish. for instance, social class, types and amounts of schooling, amounts of travel experience and the like from what seemed to be attributable solely to cultural setting. he expected that cultural variations and provided sufficient opportunity for them to flourish, but few if any unambiguous ones did. whilst nations are travelling more and further, the world is getting less significant and smaller. after all, whatever one desires, it is most probably no more than a few clicks away. all this mean, then, that national cultural identities and ethnic are vanishing? this seems hard to accept as true. fairly i would definitely agree with tomlinson (2003: 270-271) once he claims that “cultural identity is not likely to be the easy prey of globalization”, but that “identity is not in fact merely some fragile communal psychic attachment, but a considerable dimension of institutionalized social life in modernity. predominantly in the leading form of national identity, it is the product of deliberate cultural construction and maintenance”(emphasis in the original). in other expressions, identities– especially national and cultural are constructed and maintained to the point where they become almost like institutions; fixed, rarely changed ideas declaring that this is what it is like to be indonesians (or any other nationality). the teachers' training process in indonesia: many asian countries including indonesia have serious responses to the growing need to foster communicative abilities in english where english is taught as a foreign language. the population seeks to learn english as a second or foreign language (esl/efl) has increased rapidly over the past decade (liyanage & bartlett, 2008). in indonesia as a nonspeaking country, english is a foreign language context. important factors such as the study of the dominant language, the maintenance of respectful and empathetic classrooms, and the creation of safe verbal environments as 37 ali mohamed ali & yan mujiyanto. / english education journal 7 (1) (2017) critical when teaching students of various cultures. they shape the psychological and educational experiences of culturally diverse students. for instance, the study of a second language represents a big concern not just for teachers but also for the students who have to struggle with the learning of a language different from their native tongue. in a study involving the creation of an intercultural competence measure in a second language classroom, hammer et al. (2003) discovered “as one’s experience of cultural difference becomes more complex and sophisticated, one’s potential competence in intercultural relations increases” (p. 423). as an individual is exposed to diverse cultures, he or she has more opportunities to compare, and construct a more diverse worldview. when one adopts monoculture socialization, chances to change that perspective are almost nill as there is no point of comparison. acceptances of various cultural perspectives lead a person to position his or her own culture as one of a number of equally valuable worldviews. review of theoretical studies in the following, i will briefly present a few identity theories in communication from the interpretive perspective. theories that covered are: identity negotiation theory (int), social identity theory (sit), and cultural identity theory (cit). lastly, communication theory of identity (cti). identity negotiation theory: (int) it was put forward by stella tingtoomey in 1986 and later updated in 2009. this theory sees identity as “reflective self-images constructed, individuals within a culture and in a particular situation” (tingtoomey, 2005, p. 217). according to int, people in all cultures feel the need for identity respect and approval (ting-toomey, 2005, 2009; toomey et al., 13 2013). in addition, individuals possess multiple images of themselves, and these images are affected by cultural, social, and personal identity (toomey et al., 2013). this theory stresses the importance of mindful communication, which means that while “the communicators attempt to arouse their own desired identities in the interaction, they also attempt to challenge or support the others’ identities” (ting-toomey, 2005, p. 217). therefore, identity or reflective self-conception is seen as the explanatory mechanism for the intercultural communication process” (tingtoomey, 2005, p. 217). this theory is about intercultural communication competence and how we can reach it with mindful communication in an intercultural situation as it will be shown in the following figure in the framework. int places identity in the centre of intercultural competence, which means that we first need to know who we are before we can understand who others are. when we know how we define ourselves and how culturally different others define themselves, it will result in more culturally sensitive communication. thus, identity issues are important in intercultural communication, which is a notion that also provide support to this thesis. int is a theory that has been recognized also outside the field of communication, which is something where also cti aims at (hecht et al., 2005). social identity theory: (sit) has played an important part in the developing process of cti, therefore, it is worthwhile to introduce it briefly (hecht et al., 2005). from the sit point of view, identities are developed through social categorization. these social categories can be, for example, ethnicity, gender and political affiliation. people belong to various social categories and form their identities based on their memberships to them. sit emphasizes social aspects over individual ones. according to suzuki (1998), the idea that belonging to a group is largely psychological state, which is distinct from that of being a separate individual, that gives the person social identity” (p. 157). group membership is therefore important in this view of identity. this way of seeing identity has influenced cti since it merges the social and individual aspects of identity. 38 ali mohamed ali & yan mujiyanto. / english education journal 7 (1) (2017) cultural identity theory: (cit) that originated in the 1980’s and was introduced by mary jane collier and milt thomas (collier, 2005, 2009b). these propositions–which form the core of the theory – are seen as the “early version” of cit (collier, 2009b, p. 260). it has later evolved to cultural identity negotiation theory (cint) that combines critical and interpretive perspectives, and pays attention to contextual structures, ideologies, and status hierarchies as well as social equality and justice (collier,2009b). communication theory of identity: (cti) was improved by michael l. hecht during the 1980’s and early 1990’s and mexican american ethnic cultures (communication theory of identity; hecht et al., 2005). the theory exposure its final form in the beginning of the 1990’s (hecht, 1993). this “new direction for theoretical development” introduced a communicative approach to studying identity (hecht, 1993, p. 78). cti does not concentrate only on the individual and society, as sociological and psychological theories tend to do, but takes into consideration also performance and relationship (hecht et al., 2005) this study adapted a qualitative descriptive methodology that involved both methods of collecting data, which were focus group discussion for six participants mixed gender and interviews with three of their teachers) subjects of the study the subjects of this study were the six students and three of their teachers from secondary program, the students whose ages are between 11-15 years old with the majority being native indonesians, some of them have had exposure to western cultures either via travel or due to living abroad. the criteria for selecting informants from secondary program is due to a condition, that is they are formed by adolescents (15 years old), a critical age at which they begin to develop and explore issues of identity. procedures of data collection the data collection included focus group discussion of six participants from secondary program (mixed gender), ages range 11-15 years old and other participants of the study were three of their teachers, semi structured interview was conducted for each teacher. parental consent done before any form of data collection proceeded. during the focus groups, students being asked to casually answer a few questions in order to extract information. the nature of the questions revolved around why they are learning english, what it means to them, what are the motivation mechanisms that they use to learn a second language, what are the personal strategies they use to help acquire a second language, and what are the obstacles and challenges they face when learning a second language. some other questions to the students were: what do they think about the language they are learning in a variety of ways; what is the image of a “perfect english speaker” (including details on the physical appearance of the person, professionalism, and personality features). also, questions about embarrassment with the level of english language spoken by their friends. finally, a question on cultural relevancy and attractiveness of the advertising through english and or indonesian billboards. several steps included in the data collection process. the students and teachers as well as the school management were informed on what the research focus is. in regard to participating teachers, information on the purpose and questions as well as their role in the research will be explained in the analysis. two phases for student focus groups were held. one prior to observations, then i met them again at a later point in time to see if their answers changed and to possibly asked some new questions. this is to pose as a follow-up to see what they are experiencing for each teacher. then the interview has been conducted. some of the interview questions to teachers referred to their perceptions of student identity, their sense of belonging to a community, the language strategies they use in the classroom 39 ali mohamed ali & yan mujiyanto. / english education journal 7 (1) (2017) that are culturally appropriate, their encouragement strategies to learn a second language, and the motivation factors to learn a second language. additional questions asked related to how they deal with indonesian second language learners? how they perceive the language/identity issues? the focus groups discussion was videorecorded what the participants responded in relation to the issues. at this focus group process, the researcher has presented a few questions and has allowed the students to express themselves without limitations. the final set of videorecording have served to record teachers’ responses to the semi structured interview. the teachers have been asked the same question, but they had no limitations to freely express their professional opinions. result and discussion this section provides the results of both participants, the group discussion and interview. the first question for the group discussion was for all the informants why do you learn english language? three(3) out of six(6) informants announced that, because in this school english is a standard language and every communication either with the security, teachers, classmates or the management "what make me motivated to learn english as a second language is that i feel i should be able to continue studying english classes, diligently learn new vocabulary and often read the dictionary to take enough knowledge of english vocabulary." (ellen, 14 years) (1) "because i feel that nowadays more and more people are able to learn more than one language, so it motivates me to be able to speak english and i can learn english from anywhere, with watching movies frequently, using the english language, and often open english dictionary." (jeremy, 13 years) (2) "the motivation step that force me to learn english as a second language that is i am motivated to get high grades and in this school almost all students are fluent in english. my parents also want me to get highest scores, so that i have the spirit to be able to speak english then i follow english language courses outside the school." (diana, 14 years) (3). a question was a broad question, character when he stated that he can speak like his foreign teachers whose english is a first language. in regards to his response and during the group discussion, the researcher noticed that well-achieved learner who can act like native speakers is the appropriate learner to adapt english as a second language. "some teachers in this school are foreign teaching staff (from abroad) so that they mastering english language fluently, i can follow their ways in speaking." (kevin, 14 years) (6). as a fact that the influence of cultural identities in the process of the second language acquisition it was proven while the interviewer asked what are the indonesian characteristics that you find about their sense of belonging to a community? the informants either expat or local teacher stated mostly the same response. for the expat participants they noticed some stranger things, when the teacher give the students a task or homework and demanded them to work individually they found that most of the works are the same. for the only local teacher she did not find it something stranger as she is an indonesian by birth. this reflects the co-operation work which known as a tolerant attitude in indonesian culture. "the characteristics of students that i noticed as a foreign teacher, the nature of mutual cooperation which causing a tolerant attitude among others. for example, if there is an assignment, the students show a sense of responsibility to be able to work personally to do a task, then i found them being cooperators (almost the same work). i think this happen only in indonesia["(danni, 38 years). "indonesian students' characteristics that i found are greater mutual understanding between people.[...] for example in this school, the students understanding between each other, if there is a friend in trouble, they will help each other,[...] if there is a sick friend then students will pay attention to him or her and have a sense of empathy for others." (c. parker, 33years). 40 ali mohamed ali & yan mujiyanto. / english education journal 7 (1) (2017) the last concerned question concentrated on the expat interviewees’ attitudes towards the indonesian culture and students of being indonesian. the idea was to find out students' attitudes and perceptions at this international school throughout their lives, and how the cultural identities has affected those perceptions; from the time before their first contact with the english language until they have become secondary students. the significant objective beyond this question is, not only the english language, but also on being indonesian and the indonesian aptitudes. to start off, the question was: do you think that the culture of indonesian students affects language learning? since the question was presented to the interviewees, the second one announced that "students curiosity sometimes great" referred to positive curiosity which is completely accepted in learning. students' eagerness will guide them to acquire luxurious knowledge. "students curiosity is great [ ] they are trying to become the best among other classmates so it raises the motivation and their eagerness to learn new things by keep asking.... because i think.... education in indonesia including various kinds of beneficial lessons..... so it requires the students to be more diligent and eager to receive knowledge for each subject." (c. parker, 33 years). depending on the findings, there were some intrinsic and extrinsic factors affect indonesian students. extrinsic factors are probably the social communication at home which sometimes done with their parents and families, and in the same time with their close friends which frequently use the indonesian language. “although identity is conditioned by social interaction and social structures, it conditions social interaction and social structures at the same time. it is, in short, constitutive of and constituted by the social environment” (block, 2007, p.866). further, this study proved that when the students back to the school environment again, they entirely use english language, this kind of communication has done since they still children and that lead them to be more motivated in adapting english as a second language. as a suggestion from the researcher's point of view, the researcher supposed that significant ways in which the teachers have to positively arrange for parents’ educational objectives, which are principally during the adaptations to the education program not only in the school, but also practice them at home and encouraging families' contribution in the program, in addition, making desired and visible learning strategy. the adaptation to the teaching environment is obvious regarding to the opportunities of structured teaching, which many families and teachers desired as well. as previously mentioned, the research topic is concerned with the ways that the influence of cultural identities in second language acquisition a perspective from secondary program. furthermore, in order for education to be more positive and effective, educators must put in consideration to respect and integrate the cultural identity of those secondary program students at semarang multinational school within the academic settings. conclusion firstly, even thought their fluency still not perfect and non well-structured grammar, the students at semarang multinational school believe that it is required to use english in all their communications. either between friends, teachers or other community members, so they have by away or another to adapt english as a second language. to almost all of the informants the english language played also an vital part in getting information. as it turned out, being able to access information in another language besides indonesia gave them whole new views secondly, the results of this study found that the cultural identities have direct impact in second language learning process and students' academic success, which was revealed from the analyzed transcript of the teachers' responses during the interviews. thirdly, the findings of the current study have shown that there still some intrinsic and intrinsic factors that affect students' entirely 41 ali mohamed ali & yan mujiyanto. / english education journal 7 (1) (2017) adaption for english as a second language. the intrinsic factors which are the restrictions or difficulties in learning english grammar while doing casual conversations. the extrinsic factors are largely the environment impact, started from the family, relatives, friends, daily person's needs and teachers. all those which mentioned prevent the exclusively adaption for english as a second language. for a brief time, depending on schooling system totally is not the perfect notion that lead to english adaption as a second language. references block, d. (2007). the rise of identity in sla research, post . the modern language journal, 91 pp 863–876. byram, m. (1991). teaching culture and language: towards an integrated model. in d. buttjes & m. byram (eds.), mediating languages and cultures: towards an intercultural theory of foreign language education (pp. 17-32). clevedon, uk: multilingual matters collier, m.j. (2009b). cultural identity theory. in s.w. littlejohn & k.a. foss (eds.), encyclopedia of communication theory (pp. 260–262). thousand oaks: sage publications. hinkel, e. (1999). (ed.). culture in second language teaching and learning. cambridge, uk: cambridge university press holliday, a. (2009). the role of culture in english language education: key challenges. language and intercultural communication, 9(3),144-155. jund, a. (2010). toward a pedagogy of intercultural understanding in teaching english for academic purposes. the electronic journal for english as a second language, 14 (1), pp 113. ting-toomey, s. (2005). identity negotiation theory: crossing cultural boundaries. in w.b. gudykunst (ed.), theorizing about intercultural communication (pp. 211–233). thousand oaks: sage publications. warikoo, n., & carter, p. (2009). cultural explanations for racial and ethnic stratification in academic achievement: a call for a new and improved theory. review of educational research, 79(1), 366-394. doi:10.3102/0034654308326162 byram, m., & morgan, c. (1994). colleagues. teaching and learning language and culture. any student goes to the classroom with his/her own cultural identity. in other words, every student comes to the classroom with a set of characteristics and behaviors that make him or her unique and that will affect his or her academic achievements in the future. the purpose of this study is to investigate the influences of cultural identities in second language acquisition (a perspective from secondary school) at semarang multinational school, indonesia. which known as an international institution that presented international educational standers. this article covers a descriptive qualitative approach which used different methods to collect the data, they were (focus groups discussion for six students and conducting interviews with three of their teachers). the findings of this study revealed three main results. firstly, there were several steps to enhance the second language learners and still there are some factors that affect indonesian students entirely adaption for english as a second language which are: the fluency constraints and the fear that they still not qualified when it comes to communicate by using modern english language, also the grammar structure while doing common conversations. secondly, the findings obviously showed the positive influence of cultural identities on the process of second language acquisition and students' academic achievements in the future. thirdly, it was briefly revealed that to adapt english as a second language it is needed to exceed the negative intrinsic and extrinsic factors while taking place the positive factors, in general the negative factors which arose in the results somehow mislead them to achieve the completely adaption. some pedagogical suggestions from the writer were recommended to students, teachers and institutions: for students to be more brave, open-minded and outgoing (no shyness in education). the necessity of teachers' conversant for culture diverse during learning context and finally, the ministry of indonesian education has the choice to improve english language interest by involving it in all schools not only the international, but also in national institutions to be language of education. introduction indeed research on culture and education is focused on distinguishing the factors that may report for the gap in advanced educational achievements of the students from different cultural backgrounds (warikoo & carter, 2009; whitesell, mitchell, spicer... when learning a second language, learners cannot totally disconnect themselves from their cultural context where they rely on the knowledge source constructed from their home society. for long time and many years, exploring the relationships between c... this study clarifies that learners’ cultural identity plays an fundamental role in l2 learning, particularly in developing oral communicative skills. “culture and language are inseparable” (hinkel, 1999, p.6). understanding the culture of the text can... terms such as the cultural identities are extremely popular in language acquisition and learning's history, and so many related researches and scientific papers that are published recently everywhere. this is not surprising, because that shows langu... generally, as mentioned in a book entitled "education in indonesia: rising to the challenge" published by asian development bank (2015) that private schools play an important role in indonesia. while only 7% of primary schools are private, the share i... this where the issues of cultural identity influencing second language acquisition occur. in general, students provide the cultural identities of their first language and where they come from. methods reviews of related literature the theoretical and related literature in this study which related to the culture learning process in language education programs. the reviewed literature in this study focused on the attitudes and motivations below will address further more c... to participate in the world's economy and to benefit from the advances of science, it is believed, one must know english" (p.694). this observation about the global stance towards the english language and the benefits of learning it is strongly reflec... for instance, the students, predominantly indonesians, are enrolled by ministry of education and culture which follows the use of english as a medium of instruction or having an international-based instead of the national one. the private schools in... as previously mentioned, the research topic is concerned with the ways that cultural identities influence in second language acquisition. more than often, the identity and culture of the first language are quite different from the culture o... perhaps it is the appropriate time to change the view of how native versus nonnative speaking teachers are realized. if the teacher is from the ‘local’ context, then, they have the power hand of being knowledgeable in the native language and c... lambert (1973) raised some issues that appeared to be intertwined with and influence of culture but hard to distinguish. for instance, social class, types and amounts of schooling, amounts of travel experience and the like from what seemed to be at... the teachers' training process in indonesia: many asian countries including indonesia have serious responses to the growing need to foster communicative abilities in english where english is taught as a foreign language. the population seeks to learn ... important factors such as the study of the dominant language, the maintenance of respectful and empathetic classrooms, and the creation of safe verbal environments as critical when teaching students of various cultures. they shape the psychological a... in a study involving the creation of an intercultural competence measure in a second language classroom, hammer et al. (2003) discovered “as one’s experience of cultural difference becomes more complex and sophisticated, one’s potential competence in ... review of theoretical studies in the following, i will briefly present a few identity theories in communication from the interpretive perspective. theories that covered are: identity negotiation theory (int), social identity theory (sit), and cultural identity theory (cit). lastl... identity negotiation theory: (int) it was put forward by stella ting-toomey in 1986 and later updated in 2009. this theory sees identity as “reflective self-images constructed, individuals within a culture and in a particular situation” (ting-toomey, 2005, p. 217... this theory is about intercultural communication competence and how we can reach it with mindful communication in an intercultural situation as it will be shown in the following figure in the framework. int places identity in the centre of intercultur... social identity theory: (sit) has played an important part in the developing process of cti, therefore, it is worthwhile to introduce it briefly (hecht et al., 2005). from the sit point of view, identities are developed through social categorization. these social categories ... cultural identity theory: (cit) that originated in the 1980’s and was introduced by mary jane collier and milt thomas (collier, 2005, 2009b). these propositions–which form the core of the theory – are seen as the “early version” of cit (collier, 2009b, p. 260). it has later ev... communication theory of identity: (cti) was improved by michael l. hecht during the 1980’s and early 1990’s and mexican american ethnic cultures (communication theory of identity; hecht et al., 2005). the theory exposure its final form in the beginning of the 1990’s (hecht,... this study adapted a qualitative descriptive methodology that involved both methods of collecting data, which were focus group discussion for six participants mixed gender and interviews with three of their teachers) subjects of the study the subjects of this study were the six students and three of their teachers from secondary program, the students whose ages are between 11-15 years old with the majority being native indonesians, some of them have had exposure to we... procedures of data collection the data collection included focus group discussion of six participants from secondary program (mixed gender), ages range 11-15 years old and other participants of the study were three of their teachers, semi structured interview was conduc... some other questions to the students were: what do they think about the language they are learning in a variety of ways; what is the image of a “perfect english speaker” (including details on the physical appearance of the person, professionalism, and... several steps included in the data collection process. the students and teachers as well as the school management were informed on what the research focus is. in regard to participating teachers, information on the purpose and questions as well as the... then the interview has been conducted. some of the interview questions to teachers referred to their perceptions of student identity, their sense of belonging to a community, the language strategies they use in the classroom that are culturall... the focus groups discussion was video-recorded what the participants responded in relation to the issues. at this focus group process, the researcher has presented a few questions and has allowed the students to express themselves without limitations.... result and discussion this section provides the results of both participants, the group discussion and interview. the first question for the group discussion was for all the informants why do you learn english language? three(3) out of six(6) informants announced that, because in this school english is a standard language and every communication eithe... "what make me motivated to learn english as a second language is that i feel i should be able to continue studying english classes, diligently learn new vocabulary and often read the dictionary to take enough knowledge of english vocabulary." (ellen, ... "because i feel that nowadays more and more people are able to learn more than one language, so it motivates me to be able to speak english and i can learn english from anywhere, with watching movies frequently, using the english language, and oft... "the motivation step that force me to learn english as a second language that is i am motivated to get high grades and in this school almost all students are fluent in english. my parents also want me to get highest scores, so that i have the sp... a question was a broad question, character when he stated that he can speak like his foreign teachers whose english is a first language. in regards to his response and during the group discussion, the researcher noticed that well-achieved learner who ... "some teachers in this school are foreign teaching staff (from abroad) so that they mastering english language fluently, i can follow their ways in speaking." (kevin, 14 years) (6). as a fact that the influence of cultural identities in the process of the second language acquisition it was proven while the interviewer asked what are the indonesian characteristics that you find about their sense of belonging to a community? the in... "the characteristics of students that i noticed as a foreign teacher, the nature of mutual cooperation which causing a tolerant attitude among others. for example, if there is an assignment, the students show a sense of responsibility to be ab... "indonesian students' characteristics that i found are greater mutual understanding between people.[...] for example in this school, the students understanding between each other, if there is a friend in trouble, they will help each other,[...] ... the last concerned question concentrated on the expat interviewees’ attitudes towards the indonesian culture and students of being indonesian. the idea was to find out students' attitudes and perceptions at this international school througho... "students curiosity is great [ ] they are trying to become the best among other classmates so it raises the motivation and their eagerness to learn new things by keep asking.... because i think.... education in indonesia including various kinds ... depending on the findings, there were some intrinsic and extrinsic factors affect indonesian students. extrinsic factors are probably the social communication at home which sometimes done with their parents and families, and in the same time with ... further, this study proved that when the students back to the school environment again, they entirely use english language, this kind of communication has done since they still children and that lead them to be more motivated in adapting englis... as previously mentioned, the research topic is concerned with the ways that the influence of cultural identities in second language acquisition a perspective from secondary program. furthermore, in order for education to be more positive and eff... conclusion firstly, even thought their fluency still not perfect and non well-structured grammar, the students at semarang multinational school believe that it is required to use english in all their communications. either between friends, teachers or other comm... secondly, the results of this study found that the cultural identities have direct impact in second language learning process and students' academic success, which was revealed from the analyzed transcript of the teachers' responses during the in... thirdly, the findings of the current study have shown that there still some intrinsic and intrinsic factors that affect students' entirely adaption for english as a second language. the intrinsic factors which are the restrictions or difficulties in l... references block, d. (2007). the rise of identity in sla research, post . the modern language journal, 91 pp 863–876. byram, m. (1991). teaching culture and language: towards an integrated model. in d. buttjes & m. byram (eds.), mediating languages and cultures: towards an intercultural theory of foreign language education (pp. 17-32). clevedon, uk: multilingual matters collier, m.j. (2009b). cultural identity theory. in s.w. littlejohn & k.a. foss (eds.), encyclopedia of communication theory (pp. 260–262). thousand oaks: sage publications. hinkel, e. (1999). (ed.). culture in second language teaching and learning. cambridge, uk: cambridge university press holliday, a. (2009). the role of culture in english language education: key challenges. language and intercultural communication, 9(3),144-155. jund, a. (2010). toward a pedagogy of intercultural understanding in teaching english for academic purposes. the electronic journal for english as a second language, 14 (1), pp 113. ting-toomey, s. (2005). identity negotiation theory: crossing cultural boundaries. in w.b. gudykunst (ed.), theorizing about intercultural communication (pp. 211–233). thousand oaks: sage publications. warikoo, n., & carter, p. (2009). cultural explanations for racial and ethnic stratification in academic achievement: a call for a new and improved theory. review of educational research, 79(1), 366-394. doi:10.3102/0034654308326162 byram, m., & morgan, c. (1994). colleagues. teaching and learning language and culture. eej 8 (3) 2018 403 410 english education journal http://journal.unnes.ac.id/sju/index.php/eej the use of appraisal and debate structure in english debate competition of senior high school students mardiana kantor pusat statistik jawa tengah, indonesia article info ________________ article history: recived 10 march 2018 accepted 31 august 2018 published 15 september 2018 ________________ keywords: apprasial, debate strycture, english debate competition ____________________ abstract ___________________________________________________________________ this study aimed to explain the appraisal system manifested in students‟ debate competition, the students‟ realization of using appraisal, and the contribution of appraising items to debate structure. by using discourse analysis, the data which are in the form of transcripts from video recordings were analyzed in both tables of appraising items and debate structure. several methods of analyzing data were done including transcribing, reading, categorizing, and analyzing. in order to validate the findings, the data and the analysis of this study had been examined and judged by one lecturer in west nusa tenggara as the expert of appraisal and debate. the findings map out the higher use of appreciation in attitude, disclaim in engagement, and force in graduation applied. the use of appreciation items makes students‟ speeches more appreciative than personal and emotional. while a high occurrence of disclaim is applied for denying the debaters‟ arguments from the opponent team, and the use of force of graduation is to express meaning when describing the situation or complaining about the statements and build up persuasion by assessing the degree of intensity of qualities and processes. furthermore, the appraising items are more realized when students were doing rejection by using the low degree of gradability. those appraising items are also highly found in both substantive arguments and rebuttal as the longer parts for explaining the substantial points in the debate competition. © 2018 universitas negeri semarang correspondence address: jl.pahlawan no.6, semarang, indonesia e-mail: mardianaandin1993@gmail.com p-issn 2087-0108 e-issn 2502-4566 mardiana/ eej 8 (3) 2018 403 410 404 introduction as efl teachers or lectures, we should involve our students how to create a text meaningfully in order to use the language, negotiate meanings, and share their messages. something is called text when it has meaning whether in a spoken or written form (gerrot & wignell, 1994, p. 12). meanings are created not only through what speakers say to each other but also through what they do with words to satisfy the needs of their environment. one of the types of meanings highlighted in this study was interpersonal meanings. it focuses on the ways in which the speakers act upon with one another through language. students have to know the interpersonal meanings since it will help them to express their attitudes or feelings to others by considering word choices. the act of picking words or dictions which has been adjusted with the context is the key to successful text. furthermore, the meanings are also centrally influenced by context since it is produced and interpreted based on the context. certain grammatical structures and words do not always make the same meanings. as a development in the study of interpersonal meanings, appraisal plays its role (lee, 2008; wang & an, 2013). appraisal is used to refer to the semantic resources including words, phrases and structures which speakers or writers employ to negotiate emotions, judgments and valuations (wei et al., 2015). it is needed to evaluate attitudinal meanings in texts in a systemic way (wan, 2008) because the system of attitude constitutes the main resource for evaluating, adopting stances, constructing textual person as and managing interpersonal positioning and relationships (signos, 2010). concerning with how the speakers or writers approve or disapprove, appraisal system shows how the speaker or the writer position their listener or reader to do likewise in communication by using evaluative language to express an attitude regarding one thing or matter (martin & white, 2005). in addition, appraisal is composed of three interacting domains which include the systems of attitude (it refers to our feelings, including emotional reactions, judgments of behaviour and evaluation of things), engagement (it deals with sourcing attitudes and the play of voices around opinions in discourse), and graduation (it attends to grading phenomena) whereby feelings are amplified and categories blurred (martin & white, 2005, p. 35). attitude, engagement, and graduation as the appraisal domains are applied to negotiate our relationship with others through our own positive or negative attitudes (wan, 2008). the area of appraisal covers up the various texts such as the academic writing and voice of esl students (schleppegrell, 2000; coffin, 2002; coffin & hewings, 2004; lee, 2010; liu, 2013), speech (conrad & biber, 2000; pascual & unger, 2010; read & carroll, 2010; purwaningjati, 2012; drasovean & tagg, 2015; geng, 2015; wei et al., 2015; wijayanto, 2016; ghasani & sofwan, 2017), persuasive and argumentative speech (lee, 2008; khoo et al., 2012; ngo at al., 2012), textbooks (kawamitsu, 2012; sugiarto et al., 2015; and solihah et al., 2018). howover, based on our literature review on appraisal system, the writers recognized that the appraisal system did not find in students‟ debate competition so it is needed to be conducted further. debate is a discussion between pro and contra groups to express the different opinions or views about the issue. debate means instead of causing students to consider a multiplicity of perspectives, it might persuade students to view an issue as having only two positions (vargo, 2012). in addition, conveying the ideas in debate is different from speech or conversation because it happens instantly. it means that the speakers should convey their ideas against the statements of the opponent group. therefore, they must be ready to speak meaningfully and understandably by structuring the speech well. basically, the main goal of debate competition is to persuade the judges, audience, and also the other debaters. every debater needs to influence the other people‟s feelings, beliefs, mardiana/ eej 8 (3) 2018 403 410 405 values, or behaviours. to maintain that goal, appraisal takes a salient role in state the debater‟s point of view towards an issues. by applying appraisal, the debater tries to persuade and influence the others by showing his/her attitude. furthermore, most studies about appraisal in spoken discourse focus on appraising items only. however, as an exchange meaning among debaters, adjudicators, and audience, debate is also influenced by some aspects. one of them is method which covers debate structure. it shows how the debater creates meaning through structuring her or his statement. both words and debate structure are used to show students‟ meanings and intentions in their debate structurally. in this regard, to see the interpersonal meanings of each student, the writers pick the brains of appraisal and debate structure used by students in english debate competition. the writers hope, the settlement of appraisal and debate structure would help students to improve their understanding how to show up their contention by words or arguments systematically so the notion of the utterances will be clearly caught by the adjudicators and audience. methods this study aimed to explain the act of judging the value of appraising items manifested in students‟ debate competition, to explain the students‟ realization of using appraising items in debate competition, to explain the contribution of appraising items to debate structure of debate competition. in order to fulfill the objectives of the study, the writers concerned with the discourse field and used discourse analysis as research design. bavelas et al. (2002) define discourse analysis as the systematic study of naturally occurring (not hypothetical) communication in the broadest sense, at the level of meaning (rather than as physical acts or features). it studies more than words in clauses and focuses on meaning beyond the clause, on semantic resources that lead us from one clause to another as a text unfolds (martin & rose, 2003). in this study, the main source of data were spoken text in the form of word, clause, and clause complexes. gerrot and wignell (1994) define clauses as the largest grammatical units and clause complexes is two or more clauses logically connected. the data were the video recording files of students‟ debate competition held by esa fair of sebelas maret university in the academic year of 2017/2018 which were chosen from the final round. these data were qualitative as they were the collecting information from a small number of individuals or sites (cresswell, 2012, p. 205). these qualitative data formed in audio recording files belonged to audiovisual materials. according to cresswell (20012, p. 224), audiovisual materials consist of images or sounds that researchers collect to help them understand the central phenomenon under study. to analyse the data, several methods were done including transcribing, reading, categorizing, and analyzing. in order to avoid bias, the writers used triangulation as a tool to test the validity of the study (cohen, et al., 2007, p. 142). according to symonds and gorard (2008), triangulation is seen to increase validity when multiple findings either confirm or confound each other (thus reducing the chances of inappropriate generalisations. denzin (1970) as cited in cohen (2007) devided trianguation into six, namely: time triangulation, space triangulation, combined levels of triangulation, theoretical triangulation, investigator triangulation, and methodological triangulation. furthermore, in this study, the writers used methodological triangulation as the one which has the most frequently to apply and has the most to offer in education. to achieve the purposes, the data and the findings were examined by using the theory about appraisal system (martin & white, 2005) and debate structure (d‟cruz, 2003; quinn, 2005). besides, the writers also used the investigator triangulation as an alternative observation from different experts or observers in order to get the mardiana/ eej 8 (3) 2018 403 410 406 valid data and appropriate findings. he examined and judged that the findings of this thesis have answered the research questions. findings and discussions this part will follow the statement of research objectives. the first objective of this study is to explain the act of judging the value of appraising items manifested in students‟ debate competition. in order to achieve the goal, some findings are found after conducting the analysis of the appraising items. the summary of the findings of the act of judging the value of attitude, engagement, and graduation of students‟ debate competition is shown in table 1. table 1. distribution of attitude choices type affe ct judgeme nt apprecia tion total instanc es 84 27 116 227 percent ages 37 12 51 100 based on table 1, it can be seen that appreciation system exceeds the other appraising items of attitude. almost 51% of attitudinal resources in the students‟ debate competition forms appreciation. the next subsystem belongs to affect with 37% and followed by judgement with 12%. according to martin and white (2005), appreciation items are revealed by the speakers towards phenomena. the findings of this study support the previous studies done by ngo et al. (2012), liu (2013), and wijayanto (2016). these studies reveal that appreciation is played towards phenomena provided by the judges and committee, so it is important to apply the resources for evaluation. in the theoretical framework of this study, the writers stated that the goals of debate are a persuasive speech. therefore, in debate, the speakers need the appropriate arguments to support their position and being the winner. the distribution of engagement items in the whole students‟ debate competition is set out in table 2. table 2. distribution of engagement choices type discl aim procl aim enter tain attri bute total insta nces 209 58 193 46 506 perc entag es 41 12 38 9 100 as the table 2 maps out, disclaim exceeds other engagement appraising items. almost 41% of attitudinal resources in the students‟ debate competition constitutes disclaim. the second place belongs to entertain with 38% and proclaim takes up 12%, while attribute found in the students‟ debate competition is 9%. the distribution of engagement choice confirms the result of study done by dravosean and tagg (2015) which reveals that solidarity in a group is not necessarily expressed through total agreement, but rather than through respect for alternative opinions. based on the table above, the writers stated that these two subsystems are working together. the distribution of graduation items in the whole students‟ debate competition is set out in table 3. table 3. distribution of graduation choices type focus force total instances 35 277 312 percentages 11 89 100 the table above shows that the students or debaters in debate competition use more force with 89% rather than focus which only has 11% of occurrence. according to dravosean and tagg (2015), graduation in the appraisal system has two subcategories, force (which increases or decreases the intensivity of an evaluation) and focus (which elaborates on the „typicality‟ of an evaluation, by either sharpening or strengthening it). since this study reveals that the mardiana/ eej 8 (3) 2018 403 410 407 students use „force‟ rather than „focus‟, it confirms the result of study done by liu (2013) that the use of force in the students‟ speeches is to build up persuasion. wan (2008) also reveals the high use of graduation of force in his study. he states that the frequently employment of graduation as force are to express meaning when the speaker describes the situation or complain about problem. the second objective of this study is to explain the students‟ realization of using appraising items in debate competition. in order to achieve the goal, some findings are known after interviewing the students as the speakers in debate competition. according to drasovean and tagg (2015), attitude is concerned with our feelings, including emotional reactions, judgements of behaviour, and evaluation of things and it is generally realized adjectively. they need to state their position strongly by knowing well that they are in government or in opposition side. this case affects their behaviour to judge either their selves or the debaters in the opposite group and also to grade the things appropriately. in interview, the students said that the using of positive and negative word or clause will be determined by the context of speaker strategies. in addition, when they are stating the justification and status quo, they prefer to apply the positive judgement. this is urgent to keep stand their arguments so they can get the judges‟ attentions and it is a possible way to be the winner. the students also use the judgement items in evaluating and assessing the behaviours of other speakers in the opponent team. they revealed that one way to attack the opposite speakers is to keep maintain the unity of statement which focuses on the contention. furthermore, the second subsystem of appraisal is engagement. chatterjee (2008) added that engagement refers to the presence or absence of other voices in a text. in this study, the students realize the engagement system using in debate competition when they are rejecting the statements of the opponent team. it can be proved that the percentage of using disclaim category exceeds as the textual voice positions itself as at odds with or some contrary position in order to deny the statements. the last of appraising items is graduation. based on the result of interview, most of students chose the low degree because they assume that this is as the good strategy to attack the opponent team‟s arguments. they can appreciate first, later they can also offer the blaming or disagreement towards the proposal of the opponent team. in addition, students or debaters prefer to use the low degree when grading the attitudinal meanings and engagement values. the graduation items in debate competition are realized when the students attack the statement of the opponent team by giving the grade about the problems. the third objective of this study is to explain the contribution of appraising items to debate structure of debate competition. in order to achieve the goal, some findings of debate structure are found after examining the students‟ debate competition. the summary of the findings of appraising items contribute on debate structure of the students‟ debate competition is shown in table 4. table 4. distribution of appraisal in debate structure type openi ng statem ent substant ive argume nts rebut tal closin g statem ent instance s 14 450 368 22 percenta ges 1.5 53 43 2.5 as the table 4 maps out that the substantive arguments exceeds other subsystems of debate structure. almost 53% of attitudinal resources in students‟ debate competition are in substantive arguments. then rebuttal takes up 43%. the third place belongs to closing statement with 2.5% and the last is followed by opening statement with 1.5%. in this study, the opening statement as the first structure of debate is the way to start speech in order to catch the attention of mardiana/ eej 8 (3) 2018 403 410 408 audience. in the fact, this part of debate structure is not used by all the speakers or debaters. some of them directly state their arguments without using the opening statement or greetings to the judges, audience, or even the other debaters. in addition, the second part of debate structure is arguments. generally, there are two main kinds of arguments in debate, substantive argument and rebuttal. substantive arguments are prepared in favour of a team‟s side of the topic, whereas rebuttal refers to the arguments to attack the opposition‟s arguments (quinn, 2005). moreover, the last part is the closing statement as the summary of the major points in the speech. the writer wants to highlight that the closing statement of debate is simple. sometimes, the debaters could close their speech by using one close or more without giving the summaries. they just focus on presenting the arguments to attack the opposition team or showing their substantive arguments to defend their own case. the substantive arguments and rebuttal are used to show why the government or opposition team is right or wrong. quinn states that it is impossible to say whether substantive arguments or rebuttal are more important because each is just as important as the other, and each is vital for successful debating (2005, p. 3). conclusions based on the analysis and discussion of this present study, there are some conclusions that can be drawn as follows: firstly, the appraising items were used by all the student in spite of it is vary in number depending on the debate structure that they used. among the three items of appraisal, engagement has the highest percentage in all text compared with graduation and attitude. in attitude item, it is found that the distribution of appreciation exceeds other items. the use of appraising items of appreciation makes the students‟ speech more appreciative than personal and emotional. moreover, there is a high occurrence of disclaim as a subsystem in engagement then followed by entertain, proclaim, and attribute. as the main goal of debate is to persuade, the speakers need to expand their arguments by producing utterances which represent the current proposition as replacing or supplanting. in graduation as system for scaling the meaning, the students apply more force than focus. it verifies that the students express meanings for describing the situation or complaining the motion and build up persuasion by assessing to degree of intensity and quantity. secondly, the result of students‟ interview maps out that the students have predominantly realized the appreciation in attitude resources, disclaim in engagement, and the low degree statement in graduation. relating to the nature of debate competition, there are two main arguments which are divided into substantive arguments and rebuttal. in one hand, the students use more attitude in substantive arguments because they want to make an appreciative speech by providing the justification. the students prefer to show their value towards the motion that they talked. on the other hand, the engagement and graduation systems are used in rebuttal. the students apply more disclaim when they want to reject the statements from the opponent team. besides, they also use the low degree statement when they defend their arguments by showing the status quo. thirdly, the appraising items can be found in all parts of debate structure. in doing debate competition, the students have well-structured their speech. the contribution of appraising items takes more place in substantive arguments and rebuttal because these two parts of debate structure are longer than opening and closing statements. moreover, most of the students did debate in the well structure. from those results, it can be concluded that by applying appraising items, the students can convince the judges and audience and also define their position either in government team or opposition team. mardiana/ eej 8 (3) 2018 403 410 409 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(2016). appraisal system on the jakarta post opinion “a human rights memorial: jokowi and the sorcerer‟s stone”. jurnal vision, 5(1). 1 eej 7 (1) (2017) english education journal http://journal.unnes.ac.id/sju/index.php/eej the use of translation techniques in subtitling the dhaup ageng documentary movie agnes arum budiana, djoko sutopo, dwi rukmini english language education postgraduate semarang state univesity, indonesia article info ________________ article history: recived 15 january 2017 accepted 26 april 2017 published 17 june 2017 ________________ keywords: movie, subtitle, translation techniques abstract ___________________________________________________________________ translation plays an important role in learning foreign language. translating, however, is not an easy task because each language has its own rules in phonetic, structure and word. in order to achieve the equivalence, there are some techniques involved in translation process. this study was to analyze the use of translation techniques in subtitling the dhaup ageng documentary movie, to find out which translation techniques were mostly used and to investigate the ways in which the translation techniques were used. this study used descriptive-qualitative approach to describe the results of the analysis of translation techniques. the object of the study was the subtitle of dhaup ageng documentary movie which consist of 77 utterances of sri sultan hamengkubuwono x. the findings indicated that literal translation was applied in 19 excerpts, compression was in 13 excerpts, borrowing was in 9 excerpts, transposition was in 8 excerpts, linguistic amplification was in 7 excerpts, amplification was in 4 excerpts, compensation was in 3 excerpts, calque, established equivalent and reduction were applied in 2 excerpts, while adaptation, description, discursive creation, generalization, modulation, substitution, particularization and variation were applied in 1 excerpt. based on the results, literal translation was the most dominant technique used in subtitling process. it might be used properly if the context required the use of such technique. © 2017 semarang state university correspondence address: kampus pascasarjana unnes, jalan kelud utara iii semarang 50237 e-mail: agnesarumb@gmail.com p-issn 2087-0108 e-issn 2502-4566 agnes arum budiana, et al. / english education journal 7 (1) (2017) 2 introduction language plays an important role in human’s life. it impacts on the necessity of translation caused by the difference of language human use to communicate. according to newmark (1988:7), as a mean of communication, translation is used for multilingual notices, which have at last appeared increasingly in public places for reports, papers, articles, correspondence, textbooks, advice and recommendations for every branch of knowledge. the description stated by newmark insists us the reality of how important translation is. translating, however, is not an easy task because each language has its own rules in phonetic, structure and word. in translating sometimes the translator also finds some problems dealing with the equivalence that he/she could not find in the target language. according to barzegar (2010), during the twentieth century, new translation genre was created. this genre was the result of the arrival of film industry and the invention of sound films in 1927. at that time translation was used to transfer the spoken dialogue of the source language (sl) film into the target language (tl) of the audience. this new translation genre was referred to as audio-visual translation (avt). avt is conventionally taxonomized into "subtitling" and "dubbing" which are the main forms of language transfer in film and television. the first one which is the focus of this paper is defined as ''supplementing the original voice soundtrack by adding written text on the screen'' and the second one is ''replacing the original voice soundtrack with another in another language" (o'connell, 2000, p. 169). due to different aspects of the source language and the target language, there are some strategies and techniques involved in the translation process in order to achieve the equivalence of the translated works. this study focuses on the use of translation techniques in subtitling the dhaup ageng documentary movie. the study is aiming at explaining the use of translation techniques in subtitling the indonesian source text into the english target text. the translation techniques applied are to be analyzed. the results of the study are, then, to give description related to the translation techniques used and the ways in which the techniques are applied. it is to give additional point of view for the lecture of translation class to make a reflection and future development in arranging a better teaching method. also, in line with the mission of semarang state university as the conservation university, this study can be one of the culture conservation efforts in this new millennium era. methods this study used descriptive qualitative approach. the object of the study was the subtitle of dhaup ageng documentary movie which consists of 77 utterances of sri sultan hamengkubuwono x as the main character. the source language is indonesian, while the target language is english as the data to be analyzed. the instrument of this study was the translation techniques proposed by molina and albir (2002). there are 18 translation techniques. in collecting the data, the subtitle of dhaup ageng documentary movie was observed. the source text is in the form of indonesian script while the target text is english. the data were collected by using documentation in the form of movie that is taken directly from the movie director and observing the movie subtitle. to collect the data, the writer used some steps i.e. selecting the movie, watching the movie, writing both source and target language script to find the utterances by sri sultan hamengkubuwono x as the main character, and tabulating the script which is set with the source language on the left and the target language on the right. the investigation of how the translation techniques are used in subtitling the dhaup ageng documentary movie was done as follows: identifying, categorizing, interpreting and drawing conclusion. agnes arum budiana, et al. / english education journal 7 (1) (2017) 3 result and discussion the aim of this study is to find the translation techniques used in subtitling the dhaup ageng documentary movie. the result shows that there are 18 translation techniques which were applied by the translator. after collecting the data, the writer then identified the techniques that were used in subtitling. each clause of the dialogue was classified based on the types of translation technique proposed by molina & albir (2002). the result of the study shows the frequency and percentages of the techniques used in subtitling the dhaup ageng documentary movie as described in the following table. . table 1. frequency of the translation techniques used no translation techniques frequency percentage % 1. literal translation 19 25 2. linguistic compression 13 17 3. borrowing 9 12 4. transposition 8 11 5. linguistic amplification 7 9 6. amplification 4 5 7. compensation 3 4 8. calque 2 3 9. established equivalent 2 2 10. reduction 2 3 11. adaptation 1 1 12. description 1 1 13. discursive creation 1 1 14. generalization 1 1 15. modulation 1 1 16. substitution 1 1 17. particularization 1 1 18. variation 1 1 total 76 100 according to the table 1, there are 18 translation techniques used in subtitling the dhaup ageng documentary movie. they are literal translation, linguistic compression, borrowing, transposition, linguistic amplification, amplification, compensation, calque, established equivalent, reduction, adaptation, description, discursive creation, generalization, modulation, substitution, particularization and variation. based on the findings, literal translation is the mostly used technique in subtitling the dhaup ageng documentary movie. it is used in 19 numbers out of 77 total excerpts. the literal translation can be used properly if the context requires the use of such technique especially the sentence which implies the meaning explicitly. indeed, the use of literal translation would impact on the incorrect translation as the implicit meaning could not be reach by the application of literal translation. consequently, the target sentence is out of order in the grammatical construction or beyond the intended meaning. agnes arum budiana, et al. / english education journal 7 (1) (2017) 4 the 2nd most dominant technique used by the translator is linguistic compression. it is used in 13 excerpts out of 77 total excerpts. linguistic compression technique is applied since the certain linguistic elements in the source language are needed to be synthesized. this is due to the translator tries to provide the subtitle that happens simultaneously on the movie without changing the meaning significantly. borrowing technique, the third, is used in 9 excerpts out of 77 total excerpts or it shares 12%. it is applied since the certain terms found in the source language are difficult to be translated and they have no equivalence in the target language. it is sometimes a kind of borrowed or loan word on the target language so that borrowing is used as the way in translating the source sentence. the fourth mostly used technique is transposition which is applied in 8 excerpts out of 77 total excerpts. this technique is used in which some sentences are needed to be changed in grammatical category from sl to tl. then it is undergone by adapting the sl grammatical construction into the tl grammatical construction. the construction becomes slight or absolutely different but the meaning is relatively the same. this technique shares the same idea with another definition, which involves replacing one word class with another without changing the meaning of the message. the fifth mostly used technique belongs to linguistic amplification. it is used in 7 excerpts out of 77 excerpts. this technique adds some linguistic elements into certain words or expressions in the target language. so the tl sentence might be longer than the sl sentence but the meaning of both sentences is relatively the same. the sixth position belongs to amplification which is applied in 4 excerpts out of 77 excerpts. this technique is applied since some sentences are needed to be paraphrased and given additional detail of information in order to cope with the equivalent and to meet the acceptable subtitle by the use of such technique. placing the 7th position, compensation technique is applied in 3 out of 77 excerpts. it is used as the translator needs to introduce an sl element of information or stylistic effect in another place in the tl because it cannot be reflected in the same place as in the sl. it means that compensation technique is applied to introduce informative features and the styles of sl into tl due to those features could not be replaced by another equivalence of the tl. the 8th position is placed by calque, established equivalent and reduction. those three techniques are used in 2 excerpts out of 77 total excerpts. calque technique is almost similar to structurally or lexically literal translation of a foreign word or phrase. established equivalent is applied by the use of a term or expression recognized by dictionaries or language in use as an equivalent in the target. reduction technique is applied as it occurs a redundancy of the sl text or due to the lack knowledge of the translator of a particular word or phrase so that it is omitted or suppressed. the last position belongs adaptation, description, discursive creation, generalization, modulation, substitution, particularization and variation are used only once in total 77 excerpts. adaptation is used as it replaces the unit of the sl with one which has the same situation or condition to the tl, then there is a new term in the tl to adjust the sl term. description is to replace a term by giving description since the sl text has ho equal meaning on the tl text or to make a clear understanding related to a certain term. next, discursive creation is to establish a temporary equivalence that is totally unpredictable out of context. this technique is applied for the lack understanding of a certain term or is to cope with the acceptable target text by the translator. generalization in using more general or neutral term is applied in condition the sl term is changed into the more neutral term on the tl. it is in opposition to particularization which is to use more precise or concrete term by specifying to be fitted into the target sentence. modulation technique is applied when the translator attempts to change the point of view or focus of agnes arum budiana, et al. / english education journal 7 (1) (2017) 5 the source text in relation to make an equivalent in the target one. substitution technique is applied to change linguistic elements for paralinguistic elements, such as intonation, gestures, or vice versa. in this study, the translator changes the gesture of sultan hamengkubuwono x who nods his head into the linguistic elements “accepted”. variation technique is applied since there is a change of linguistic element that affects the aspect of linguistic variation. conclusion the aim of this study is to investigate the use of translation techniques in subtitling the dhaup ageng documentary movie and their influences on the translation product. after analyzing the data consisting of 77 utterances of sri sultan hamengkubuwono x as the main character, some conclusions can be drawn as follows. the result shows that there are 18 translation techniques applied by the translator. they are literal translation, linguistic compression, borrowing, transposition, linguistic amplification, amplification, compensation, calque, established equivalent, reduction, adaptation, description, discursive creation, generalization, modulation, substitution, particularization and variation. from the 77 total utterances of sri sultan hamengkubuwono x as the data of this study, literal translation shares 25%, meaning that it is used in 19 excerpts out of 77 excerpts. the rest of the techniques are linguistic compression (13 of 77 excerpts), borrowing (9 of 77 excerpts), transposition (8 of 77 excerpts), linguistic amplification (7 of 77 excerpts), amplification (4 of 77 excerpts), compensation (3 of 77 excerpts), calque, established equivalent and reduction (2 of 77 excerpts), adaptation, description, discursive creation, generalization, modulation, substitution, particularization and variation (1 of 77 excerpts). based on the findings, literal translation is the technique that is mostly used in subtitling the dhaup ageng documentary movie. the result of this study also explains the ways in which the translation techniques used by the translator in subtitling process. by using literal translation, every single word of the source language is translated directly word for word by the translator. it might be used properly if the context requires the use of such technique. or else, the use of literal translation raises problems dealing with the equivalent. according to the writer’s observation, it might be caused by the lack of the translator’s knowledge and understanding related with both the translation technique and the meaning of the context. in order to transfer the message clearly from the source language to the target language, the result of the study shows that translation techniques are needed to translate one language into another language. the translator can use not only one of the technique to translate each sentence but also more than one technique in one sentence. references barzegar, h. 2007. “english into persian translation of colloquial expressions in subtitled films.” available on line at http://chiron.valdosta.edy/whuitt/col/cogsys /construct.html [accessed on 24/12/2014] hatim, b. and i. mason. 1990. discourse and the translator. london : longman. larson, m.l. 1984. meaning-based translation: a guide to cross-langugae equivalence. lanham: university press of america, inc. lestiyanawati, rochyani. 2014. the translation techniques used in translating an english news item text at university of science and koran (unsiq) wonosobo. unpublished thesis of semarang state university. merriam, s.b. 1988. case study research in education: a qualitative approach. london : jossey bass publisher. molina, l. nd hurtado albir, a. 2002. “translation technique revisited: a dynamic and functional approach.” meta, xlvii, 4. spain, barcelona: universitat autonoma de barcelona. newmark. 1988. a textbook of translation. united kingdom: prentice hall international (uk) ltd translation plays an important role in learning foreign language. translating, however, is not an easy task because each language has its own rules in phonetic, structure and word. in order to achieve the equivalence, there are some techniques involved in translation process. this study was to analyze the use of translation techniques in subtitling the dhaup ageng documentary movie, to find out which translation techniques were mostly used and to investigate the ways in which the translation techniques were used. this study used descriptive-qualitative approach to describe the results of the analysis of translation techniques. the object of the study was the subtitle of dhaup ageng documentary movie which consist of 77 utterances of sri sultan hamengkubuwono x. the findings indicated that literal translation was applied in 19 excerpts, compression was in 13 excerpts, borrowing was in 9 excerpts, transposition was in 8 excerpts, linguistic amplification was in 7 excerpts, amplification was in 4 excerpts, compensation was in 3 excerpts, calque, established equivalent and reduction were applied in 2 excerpts, while adaptation, description, discursive creation, generalization, modulation, substitution, particularization and variation were applied in 1 excerpt. based on the results, literal translation was the most dominant technique used in subtitling process. it might be used properly if the context required the use of such technique. introduction language plays an important role in human’s life. it impacts on the necessity of translation caused by the difference of language human use to communicate. according to newmark (1988:7), as a mean of communication, translation is used for multilingual... according to barzegar (2010), during the twentieth century, new translation genre was created. this genre was the result of the arrival of film industry and the invention of sound films in 1927. at that time translation was used to transfer the spoken... due to different aspects of the source language and the target language, there are some strategies and techniques involved in the translation process in order to achieve the equivalence of the translated works. this study focuses on the use of transla... the study is aiming at explaining the use of translation techniques in subtitling the indonesian source text into the english target text. the translation techniques applied are to be analyzed. the results of the study are, then, to give description r... methods this study used descriptive qualitative approach. the object of the study was the subtitle of dhaup ageng documentary movie which consists of 77 utterances of sri sultan hamengkubuwono x as the main character. the source language is indonesian, while ... result and discussion the aim of this study is to find the translation techniques used in subtitling the dhaup ageng documentary movie. the result shows that there are 18 translation techniques which were applied by the translator. after collecting the data, the writer the... the result of the study shows the frequency and percentages of the techniques used in subtitling the dhaup ageng documentary movie as described in the following table. . table 1. frequency of the translation techniques used according to the table 1, there are 18 translation techniques used in subtitling the dhaup ageng documentary movie. they are literal translation, linguistic compression, borrowing, transposition, linguistic amplification, amplification, compensation, ... based on the findings, literal translation is the mostly used technique in subtitling the dhaup ageng documentary movie. it is used in 19 numbers out of 77 total excerpts. the literal translation can be used properly if the context requires the use of... the 2nd most dominant technique used by the translator is linguistic compression. it is used in 13 excerpts out of 77 total excerpts. linguistic compression technique is applied since the certain linguistic elements in the source language are needed t... borrowing technique, the third, is used in 9 excerpts out of 77 total excerpts or it shares 12%. it is applied since the certain terms found in the source language are difficult to be translated and they have no equivalence in the target language. it ... the fourth mostly used technique is transposition which is applied in 8 excerpts out of 77 total excerpts. this technique is used in which some sentences are needed to be changed in grammatical category from sl to tl. then it is undergone by adapting ... the fifth mostly used technique belongs to linguistic amplification. it is used in 7 excerpts out of 77 excerpts. this technique adds some linguistic elements into certain words or expressions in the target language. so the tl sentence might be longer... the sixth position belongs to amplification which is applied in 4 excerpts out of 77 excerpts. this technique is applied since some sentences are needed to be paraphrased and given additional detail of information in order to cope with the equivalent ... placing the 7th position, compensation technique is applied in 3 out of 77 excerpts. it is used as the translator needs to introduce an sl element of information or stylistic effect in another place in the tl because it cannot be reflected in the same... the 8th position is placed by calque, established equivalent and reduction. those three techniques are used in 2 excerpts out of 77 total excerpts. calque technique is almost similar to structurally or lexically literal translation of a foreign word o... the last position belongs adaptation, description, discursive creation, generalization, modulation, substitution, particularization and variation are used only once in total 77 excerpts. adaptation is used as it replaces the unit of the sl with one wh... conclusion the aim of this study is to investigate the use of translation techniques in subtitling the dhaup ageng documentary movie and their influences on the translation product. after analyzing the data consisting of 77 utterances of sri sultan hamengkubuwon... the result shows that there are 18 translation techniques applied by the translator. they are literal translation, linguistic compression, borrowing, transposition, linguistic amplification, amplification, compensation, calque, established equivalent,... based on the findings, literal translation is the technique that is mostly used in subtitling the dhaup ageng documentary movie. the result of this study also explains the ways in which the translation techniques used by the translator in subtitling p... in order to transfer the message clearly from the source language to the target language, the result of the study shows that translation techniques are needed to translate one language into another language. the translator can use not only one of the ... references barzegar, h. 2007. “english into persian translation of colloquial expressions in subtitled films.” available on line at http://chiron.valdosta.edy/whuitt/col/cogsys/construct.html [accessed on 24/12/2014] hatim, b. and i. mason. 1990. discourse and the translator. london : longman. larson, m.l. 1984. meaning-based translation: a guide to cross-langugae equivalence. lanham: university press of america, inc. lestiyanawati, rochyani. 2014. the translation techniques used in translating an english news item text at university of science and koran (unsiq) wonosobo. unpublished thesis of semarang state university. merriam, s.b. 1988. case study research in education: a qualitative approach. london : jossey bass publisher. molina, l. nd hurtado albir, a. 2002. “translation technique revisited: a dynamic and functional approach.” meta, xlvii, 4. spain, barcelona: universitat autonoma de barcelona. newmark. 1988. a textbook of translation. united kingdom: prentice hall international (uk) ltd eej 8 (1) (2018) 18 26 english education journal http://journal.unnes.ac.id/sju/index.php/eej the adjacency pairs patterns of trumps’ victory interview in ‘60 minutes’ khomsa bintana, dwi rukmini, ahmad sofwan universitas negeri semarang, indonesia. article info ________________ article history: accepted 18 october 2017 approved 24 february2018 published 15 march 2018 keywords: adjacency pairs, trump, interview, ’60 minutes’. _________________ abstract ___________________________________________________________________ this research is descriptive qualitative research which focuses on adjacency pairs patterns of trumps’ victory interview in ’60 minutes’. the objectives of this study are to analyze the patterns realization of adjacency pairs in the interview, to evaluate the adjacency pairs contribution of the conversation flow in the ―60 minutes‖, and to evaluate the pedagogical contribution. the subject of the research are lesley stahl, donald trump, melania trump, donald trump jr, eric trump, ivanka trump, and tiffani trump. the writer collected the data through observation and documentation. there are two data collections that had been analyzed in this research. the data collection are the video of the interview and the transcription of the interview. the writer found some research results. first, there are six patterns of adjacency pairs found in this research. the following details are 45 data of question patterns, 17 data of assertion patterns, 7 data of request patterns, 4 data of assessment patterns, 1 data of compliment pattern, and 1 data of invitation pattern. the dominant data is the question patterns and the least data is the compliment and invitation patterns. the second is the contribution of conversation flow. almost all the responses given by the speakers are preferred responses, so the conversation runs smoothly. although, there are some dispreferred responses given but it does not decrease the meaning of the conversation. it gives effective contribution to the flow of the conversation. the third is this research has contribution to the theoretical and practical aspects. the theoretical contribution implicated to the theory development of linguistic especially conversation analysis and adjacency pairs. meanwhile in practical contribution, this research can be used as reference in teaching english especially speaking. © 2018 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jalan kelud utara iii semarang 50237, indonesia e-mail: shabiina51@gmail.com p-issn 2087-0108 e-issn 2502-4566 khomsa bintana, dwi rukmini, ahmad sofwan / english education journal 8 (1) 2018 18 26 19 introduction language has many branches based on its point of views. the one of language branches whose point of view is language use is pragmatics. pragmatics is a branch of linguistics which learns about the use of language deals with the use of its context. the meaning of the language is understandable if the context is known. limitations of pragmatics are the rules of the use of language form and meaning dealing with the speaker intention, the context and the circumstances. crystal (1987: 120) stated that pragmatics studies are the factors that govern our choice of language in social interaction and the effect of our choice on others. in theory, we can say anything we like. in practice, we follow a large number of social rules (most of them unconsciously) that constrain the way we speak. there are five parts of pragmatics explored by levinson (pragmatics: 1983). those are deixis, conversational implicature, presupposition, speech acts, conversational structures. essentially, deixis concerns the ways in which languages encode or grammaticalize features of the context of utterances or speech event, and thus also concerns ways in which the interpretation of utterances depends on the analysis of that context of utterance. conversational implicature is a proposition or implicative statement. it is what might be interpreted, implied, or contemplated by the speakers that is different to what is actually said by the speaker in a conversation (grice in levinson, 1983: 97). levinson explained presupposition as a kind of presumption or background knowledge to make an action, a theory, or an expression has a meaning. a speech act is a minimal functional unit in human communication. tauchid and rukmini (2016) stated that pragmatics intend to identify the intention with which utterances are pronuounced and how they may help clarify the meaning behind some grammatical structures that do not render their transparent pragmatics force on the basis of their construction. conversation analysis (ca) is the one of its issues. it is an analysis of the interaction between two people or more who are involved in the conversation. according to schiffrin (1994:231), ―conversational analysis is like interactional sociolinguistics in its concers with the problem of social order, and how language both creates and is created by social context.‖. conversation is the most basic form of activities undertaken by humans to establish relationships between one another. according to fitriana and sofwan (2017), the use of language shows peoples’ relationship and attitude toward others. by conducting a conversation, people are able to express their thoughts and their feelings, and also, to exchange information to meet their needs. ca also has implication to research related to design of language teaching tasks, materials, and assessments. as schlegoff (2002) stated that ca research has obvious implications language teaching tasks materials of tasks and materials basedon "authentic" talk from for the design ordinary conversation and from awide real-life institutional settings in which l2 learners are professionals and as clients. conversation deals with communication form in some aspects and topics. it can be found in our daily life including our daily conversation with others or in formal conversation such as talk show. since ca is used to analyze the interaction between two or more people in the conversation, the writer chose an interview between leshley stahl, donald trump, and his family in their first post-election tv interview on ―60 minutes‖ cbs news. the analysis focused on adjacency pairs patterns realized in the interview. according to levinson (1983:303), adjacency pairs are inter-related with the turntaking system as techniques for selecting a next speaker (especially where an address term is included or the content of the first utterance of the pair clearly isolates a relevant next speaker). the term adjacency pairs is also known as preference structure. it is a relation between one khomsa bintana, dwi rukmini, ahmad sofwan / english education journal 8 (1) 2018 18 26 20 utterance and the other utterance in conversation analysis. two kinds of preference are preferred response and dispreferred response. preferred response was realized when the response given by the speaker is relevant to the expectation. dispreferred response was realized when the response given by the speaker is irrelevant to the expectation. for example, if in the first part of conversation contains a request or an offer, it is typically made in the expectation that the second part will be an acceptance. an acceptance in the second part in this case is called a preferred response. meanwhile, a refusal in the second part is called a dispreferred response. an acceptance is structurally more likely than refusal (yule:1996). on the other hand, if the respond in the second part is in silent way, it is indicated as refusal. hence, it is included as a dispreferred response. as well as yule, paltridge (2006) also defined the pattern of adjacency pair into first pair part and second pair part. the second pair part is the response of the first pair part and it is known as preference structures. the table below is a summary of some common adjacency pairs and typical preferred and dispreferred second pair parts. it is taken from many sourced stated by levinson and schegloff. table 1. common adjacency pairs and typical preferred and dispreferred second pair parts first pair parts second pair parts preferred dispreferred request acceptance refusal offer/invite acceptance refusal assessment agreement disagreement question expected answer unexpected answer or non-answer blame denial admission first pair parts second pair parts preferred dispreferred assertion agreement disagreement compliment acceptance refusal based on the background of the study above, this study attempts to address the following research problems: 1. how are the adjacency pairs patterns realized in the ―60 minutes‖? 2. how does the adjacency pairs contribute to the flow of the conversation in the ―60 minutes‖? 3. how is the pedagogical contribution of this research? the objectives of the study are to analyze the patterns realization of adjacency pairs in the interview, to evaluate the adjacency pairs contribution of the conversation flow in the ―60 minutes‖, and to evaluate the pedagogical contribution. methods the design of this research is qualitative research. the subjects of this study are the host ―leshley stahl‖ and the guests american president elect ―donald trump‖, his wife ―melania trump‖ and his children ―donald trump jr‖, ―eric trump‖, ―ivanka trump‖,and ―tiffany trump‖. the object of this study is their conversation in the ―60 minutes‖. the unit of analysis is the adjacency pairs patterns used in the conversation. the contribution of the conversation flow is evaluated after the adjacency pairs patterns have been analyzed. then, the pedagogical contribution is also evaluated. the data is taken from conversation between leshley stahl, donald trump, and his family in the ―60 minutes‖. the data is videotaped and transcribed in form of utterances between speakers. by reading the transcript, i found the adjacency pairs used by the speakers and explained its intrepretation and pedagogical contribution. khomsa bintana, dwi rukmini, ahmad sofwan / english education journal 8 (1) 2018 18 26 21 in collecting the data, the researcher did some steps. those were watching the video, transcribing the conversation, categorizing the data into instrument sheet, and observing the data into pedagogical view. the steps in analyzing the data were classifying the data into adjacency pairs patterns, interpreting the data, and interpreting the contribution. table 2. question – answer results and discussion the tables below are the example of some findings. the datum above found in turn 5 and turn 6. it is the conversation between lesley and donald. the response found here is dispreferred response because donald did not give relevant answer based on the topic that had been asked. lesley asked about donalds’ feeling of his winning and he answered it by giving explanation about his journey and his team during election. table 3. assertion utterances preferred response dispreferred response t7. ls: but everyone thought you were going to lose. t8. dt: i know, i did my final speech in michigan at 1:00 in the morning and we had 31,000 people, many people outside of the arena. and i felt when i left, i said, ―how are we gonna lose?‖ we set it up a day before. and we had all of these people. and it was literally at 1:00in the morning and i said, ―this doesn’t look like second place.‖ so we were really happy, i mean, it was— these are great people.  the datum above was found in turn 7 and turn 8. the response found was preferred response. in this part, lesley said that everyone utterances preferred response dispreferred response t5. ls: how surprised were you? t6. dt: well, i really felt we were doing well. i was on a string of about 21 straight days of speeches, sometimes many a day and the last two days i really-i really had a pretty wild time. i did six speeches and then i did seven and  khomsa bintana, dwi rukmini, ahmad sofwan / english education journal 8 (1) 2018 18 26 22 had thought that donald was going to lose and he agreed to that statement. table 4. request utterances preferred response dispreferred response t196. ls: tell us about the meeting. t197. mt: yes, she was a gracious host. we had a great time and we talk about raising children in the white house. she was very warm and very nice.  the datum was found in turn 196 and turn 197. the response given was preferred response. in the previous part, lesley and melania talked about melanias’ meeting with michelle obama. in this part, lesley asked melania to tell about the result of the meeting and she explained it. table 5. assessment utterances preferred response dispreferred response t211. ls: sounds like you’re not sure. t212. dt: well, sure, i’m not sure. i’d wanna see, you  know, he may have had very good reasons for doing what he did. the datum was found in turn 211 and turn 212. the response given was preferred response. in the previous part, lesley and donald talk about the fbi director james corney and lesley asked donald whether he would ask the director for his resignation. in this part, lesley told that donalds’ answer sounded like he was not sure. he agreed that he was not sure and gave the reason behind it. table 6. compliment utterances preferred response dispreferred response t1. ls: well, congratulation s, mr. donald. t2. dt: thank you.  the datum was found in turn 1 and turn 2. the response given was preferred response. lesley gave compliment to donald and he said ―thank you.‖. table 7. invitation utterances preferred response dispreferred response t91. ls: let’s talk about your cabinet. t92. dt: ok.  the datum was found in turn 91 and turn 92. the response given was preferred response. khomsa bintana, dwi rukmini, ahmad sofwan / english education journal 8 (1) 2018 18 26 23 lesley asked donald to talk about his cabinet and he aaccept it. there are six adjacency pairs patterns found in this research. the patterns are question, assertion, request, assessment, compliment, and invitation. the most dominant patterns is question patterns. the least data is compliment andinvitation. meanwhile, the most dominant reponses given by the speakers is preferred responses. there are 102 preferred responses created and 38 dispreferred responses created. the question patternsbecome dominant data because the conversation is created for an interview. the host of ―60 minutes‖ lesley stahl makes the dominant turns. thereare 96 turns taking of question patterns. lesleytakes part of the 95 questions and one question is taken by donald. from 96 turns, there are 70 preferred responses and 26 dispreferred responses. it shows that there is a good relation between speakers. lesley has an ability in digging information from the trumps’ family. eventhough, there are some irrelevant answers given but it does not decrease the conversation essence. the dispreferred responses formed because of the interruptions made and some of them do not deign to answer it. in some turns, they look very carefully in giving the answer. overall, the conversation is running well. the second dominant data is assertion patterns. there are 27 turns taking of assertion patterns and there are 18 preferred responses and 9 dispreferred responses. based on the data, it can be seen that the second spakers almost agree to the statements given. when they disagree to the statement, they give good explanation for their denial. the next is request patterns. there are 10 turns taking of request patterns and there are 8 preferred responses and 2 dispreferred responses. almost of them give preferred response, it means that it gives a good contribution the conversations’ flow according to the expectation. then in assessment patterns, it is found 5 turns taking. there are 3 preferred responses and 2 dispreferred responses. as the other patterns, the dominant responses given in this patterns are also preferred responses. it shows that the second speakers agree to the assessments given. the first speaker have a good ability in conducting the conversation. the last is compliment and invitation patterns. each pattern has one turn taking only and all the responses is preferred response. lesley gives compliment in the first turn. it is not like in the general opening in a conversation which usually use greeting, but the host use compliment to open the conversation. it is interesting opening because the second speaker will feel honor and it also makes him feel comfort to continue the interview. meanwhile, the invitation pattern is used by the host to change the next topic. the way she used in changing the topic is effective so that the conversation still runs smoothly. the responses given by the speakers give effective contribution to the flow of the conversation. the conversation runs smoothly because almost of the responses are preferred response. although, there are some dispreferred responses given but it does not decrease the meaning of the conversation. the goal of the conversation is still reached. it can be realized because they do it in good ways. when they are interrupting, they will give the reason after that. when they are disagreeing, they will give clear explanation so that there is no missunderstanding behind them. this research has contribution to the relevant aspects, those are theoretical and practical aspect. in theoretical aspect, it deals with the contribution to the theories, approaches, and studies about linguistic research. in practical aspect, it deals with the contribution to the english language teaching especially speaking. the theoretical contribution implicates to the theory development of linguistic especially conversation analysis and adjacency pairs. it can be used as reference in pragmatics or semantics studies. the use of adjacency pairs pattern teaches us how to conduct good verbal communication especially in formal situation. it also helps us to analyze not only the structure of khomsa bintana, dwi rukmini, ahmad sofwan / english education journal 8 (1) 2018 18 26 24 the conversation but also the meaning behind the response. in practical contibution, this research can be used as reference in teaching english especially speaking. the conversation that has been analyzed can be used as learning practice for student in increasing their ability of verbal communication. not only the patterns but also the moral value behind the conversation style conducted by the speaker can be used as learning reference in conducting good communication. students will know how to give good response in many ways. conclusion this research resulted five conclusions. the first conclusion is this research contains of 75 data from 292 utterances. there are six pattern of adjacency pairs found in this research. the following details are 45 data of question pattern, 17 data of assertion pattern, 7 data of request pattern, 4 data of assessment pattern, 1 data of compliment pattern, and 1 data of invitation pattern. the dominant data is the question patterns and the least data is the compliment and invitation patterns. the second conclusion is the frecuence of turn of each speaker. there are seven speakers in the conversation, they are the host lesley stahl and the trumps family (donald trump, melania trump, donald trump jr, eric trump, melania trump, and tiffany trump). the dominant turns is held by lesley stahl since she is the host of the program. she took 142 turns. then, the second dominant turns is held by donald trump. he took 115 turns. next, melania trump took 20 turns, eric trump took 7 turns, ivanka trump took 5 turns, donald trump jr took 2 turns, and tiffany trump took 1 turns only. the 141 turns taken by lesley is including to first pair parts, 1 turn taken by donald is including to first pair part, and the rest is including to second pair parts. the third conclusion is the response. there are two kind of responses, those are preferred response and dispreferred response. 101 preferred responses and 38 dispreferred responses were found in this research. the details of preferred responses are; 71 data of questions-answers, 18 data of assertions, 8 data of requests, 3 data of assessments, 1 data of compliment, and 1 data of invitation. meanwhile, the details of dispreferred responses are; 26 data of questions-answers, 9 data of assertions, 2 data of requests, and 1 data of assessment. the fourth conclusion is the contribution of conversation flow. almost all the responses given by the speakers are preferred responses, so the conversation runs smoothly. although, there are some dispreferred responses given but it does not decrease the meaning of the conversation. it gives effective contribution to the flow of the conversation. the last conclusion is this reasearch has contribution to the theoretical and practical aspects. the theoretical contribution implicated to the theory development of linguistic especially conversation analysis and adjacency pairs. meanwhile in practical contribution, this research can be used as reference in teaching english especially speaking. references antaki, charles. 2011. applied conversation analysis intervention and change in 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adaption. finland: academy publisher. eej 8 (4) (2018) 489 – 498 english education journal http://journal.unnes.ac.id/sju/index.php/eej the effectiveness of simulation and role-play in teaching speaking for students with different levels of motivation agus adib lutfi1, djoko sutopo2, dwi rukmini2 1. smp negeri 3 jepara, kab. jepara, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: recived 20 august 2018 accepted 28 september 2018 published 23 december 2018 ________________ keywords: simulation, role-play, teaching speaking ____________________ abstract ____________________________________________________________ simulation and role play as techniques of teaching have been studied and believed to be effective for teaching speaking. in speaking class, students’ interest and motivation were also improved as effect of the techniques.this study aimed at examining the effectiveness of simulation and role-play as techniques of teaching speaking to the students with different levels of motivation. the design of this research was quasiexperimental study with 2 x 2 factorial designs. the independent variables were simulation and role play technique while dependent variable was students’ speaking ability. the data were gathered through a test, questionnaire, observation, and informal interview with teachers and students. then, i analyzed the result from questionnaire and speaking test using t-test and anova.the results of this study showed that simulation technique to teach speaking to the students with high and low motivation (80.8 and 65) and role-play technique is (71.9 and 70.9). mean score of simulation technique was higher than role-play technique and and the total mean of the students with high motivation was higher than the students with low motivation. however, both of techniques were effective to students with high and low motivation. the value of sig. of techniques and motivation was 0.00. it meant that sig.value was lower than 0.05. it indicated that there was significant difference between techniques and students’ motivation to teach speaking. in other words, speaking techniques were able to improve students’ speaking competence and those correlated directly with the level of students’ motivation.based on the result of the study, it can be inferred that students were getting advantages of using simulation and role-play techniques to teach speaking. the students’ score was significantly increased. they were also indirectly motivated to speak english and they gradually forgot the negative feeling such as shyness and lack of confidence © 2018 universitas negeri semarang correspondence address: jl. sunan mantingan, demaan jepara 59419 e-mail: smpn3_jpr@yahoo.co.id p-issn 2087-0108 e-issn 2502-4566 mailto:smpn3_jpr@yahoo.co.id agus adib lutfi, djoko sutopo, dwi rukmini/ eej 8 (4) (2018) 489 498 489 introduction english becomes the most essential language in the world since the importance of english in any scope of our lives. in the international network, english speaking ability is very important to be able to participate in the wider world of work. this reality makes teachers and parents think that speaking ability should be mastered by their students and children. factors that can affect the result of the students’ speaking skill are students’ interest, students’ motivation, the teaching techniques, the teaching material, and the media. richards (2008: 29) proposed two things that are needed in planning speaking activities for an english class. the first is what kinds of speaking skills the class will focus on. the second is identifying teaching strategies to teach each kind of talk, talk as interaction; talk as transaction; and talk as performance. talk as transaction is the writer’s attention to do this research because it is more easily planned. the writer believes that by developing the students’ speaking skill of transactional conversation through simulation and role-plays will have more practice of speaking. simulation and role-play give many advantages to students. they are grammar and vocabulary introduced with new experience, give support to shy students, attractive and enjoyable activities, and promoting interaction and motivation (razali and ismail, 2017). kong (2009) and ardriyati (2010) discussed ways to motivate students in english learning. they mentioned some ways namely; using various activities, involving new techniques, using reward appropriately, creating positive learning climate, and cooperative activities. ayudhya (2015) in her research said that the use of simulation in english communicative speaking online learning package was effective since post-test score was higher than pre-test score. in speaking class, students’ interest and motivation were also improved as the effect of the method.the advantages of simulation is not only for speaking ability, it is also for listening competence as noted by chergui (2016). simulation has successfully developed the efl learners’ speaking and listening proficiency with greater effective impact. sharifi et al (2017) and mutohhar (2015) added that simulation can allow students to carry out a task and solve a problem together. the most common thing for simulation is that it can create a rich communicative environment. to get the best practice of using simulation in the classroom, the teacher should prepare it well. he should set the stage, design the task and inform the role of students (wilson, 2009). khafidin (2013) found in his research that role play technique could improve students’ participation in speaking class. he stated that the mean of the students’ speaking ability also increased from one cycle to the following cycle in his classroom action research. while arafah et al (2016) described the use of role play for developing speaking skill. the students felt active to speak english because they were as in real situation. the result of study showed that there was significance difference of students’ performance in speaking english. in the same way, kusnierek (2015) proposed the technique of doing role play in the classroom. she suggested that the students should be organized into pair group or group work. in this case, teachers acted as facilitator because the students sometimes needed new language to continue doing role play (suryani 2015). the advantages of teaching with role-play is that students can speak in different social context and can assume varied social roles because socioculture awareness is very crucial in the production of speech acts. on the other hand, role playing in classroom requires students to establish and maintain social relationships (rayhan, 2014; agus adib lutfi, djoko sutopo, dwi rukmini/ eej 8 (4) (2018) 489 498 490 dorathy and mahalakshmi, 2011). the correlation between teaching technique and students’ motivation has been observed by some researchers. liu (2010) reported that attractive activity such role-play is more effective in arousing the students’ motivation rather than oral english test. students’ motivation can go up and down depending on the context of language learning. thus, teacher should optimize his role to motivate learners. another research finding conducted by kusdianang (2016) stated that story retelling technique of teaching could improve students’ motivation in speaking ability to the students of sman jatitujuh majalengka. the conclusions of these previous studies are that some researchers investigated simulation and role play technique to enhance students’ speaking ability. the other observed the advantages and the effect of simulation and roleplay for the students in speaking class. here, i examine simulation and role play to distinguish this study with previous studies. therefore, the major purpose of the study was to examine simulation and role play techniques to teach speaking for students with different level of motivation. method the main objective of this study was to examine two teaching speaking methods, simulation and role play, for the students with different level of motivation. thus, the design of this research was quasi-experimental study with 2 x 2 factorial designs. factorial design commonly concerns to the interaction of the independent variables. the independent variables referred to simulation technique and role play technique while there was one dependent variable namely students’ speaking ability. the writer did not treat one experiment class with two independent variables but i used simulation technique for first experiment class and used role play for second experiment class.the first step was doing pre-research that involved collecting information and distributing questionnaire. collecting information was to collect some supported documents in teaching learning. meanwhile, questionnaire was also to reveal students’ motivation level. the next step was implementing simulation and role play to first and second experiment class. previously, they were given pre-test and post-test after getting treatments. the writer used questionnaire, field note and test as instrument in this study. the questionnaire was needed to investigate the students’ motivation while a test was to know the students’ speaking ability. before distributing a questionnaire, validity of questionnaire was administered. in this research, the validity of students’ motivation questionnaire was calculated by using product moment correlation formula. here, the score of each item and the total score was calculated to find out their correlation coefficient. the calculation was done by using spss 16 application. on the other hand, i also used reliability of questionnaire. data, in this study, was classified into two; quantitative data and qualitative data which was obtained from interviews and observation. quantitative data was obtained from a test and questionnaire. the t test was used to analyze the main score of students’ achievement from the experimental class to know the effectiveness of simulation and role-play to teach speaking. results and discussion the writer distributed questionnaire to define students’ motivation and to know students’ and teachers’ perception about learning speaking english. then, an informal interview with students and teachers was needed to explore purposed information. finally, observation was to look at the agus adib lutfi, djoko sutopo, dwi rukmini/ eej 8 (4) (2018) 489 498 491 class condition directly. the results of questionnaire were then categorized into two, low and high motivation. if mean score of 1.00-3.50 was considered as low and mean score of 3.51-5.00 was categorized as high. the result showed that there were 19 students have low motivation and 15 students with high motivation in the first experiment class (8c) while the second experiment class (8h) consisted 14 students with low motivation and 20 students with high motivation. in addition, to crosscheck the data which was obtained from questionnaire, the writer conducted passive observation in two classes. i observed several students which was labeled as high and low motivation as sample. i found that the students in both classes did various physical actions. for instance, in the first experiment class, the students on number 9 were taking a bow in the table when teacher delivered lesson. the students on number 8 and 9 in the second experiment class, they talked each other and ignored teacher’s explanation. informal interview with students showed that they wanted to be able to speak english, but they were embarrassed when his friends ridiculed them when making mistakes. the students felt no idea that must be delivered due to lack of vocabulary that would be spoken. this happens because the students were given less challenging enough exercise to practice speaking english with fellow students in the class. in addition, they seldom got the models of speaking practice activities, but they got much on reading and writing practice instead. therefore, they were shy and got difficulties to speak up with friends and their teachers. teachers also admitted that they neglected to teach speaking but focused more on the teaching reading and writing instead. this may make the result of speaking competence lower than reading and writing competence. consequently, most of the students’ speaking ability was quite lower than the reading and writing ones after defining students into two groups, low and high motivation, in the first experiment class and second experiment class. the writer distributed pre-test to them to measure students’ ability in speaking skill before implementing the speaking strategies. the students of viii c were experienced simulation for six meetings and the students of viii h were done too. after the treatments were finished, the post-test was administered to them. it was to measure their ability and to compare it after getting treatments. the result of pre-test and posttest could be seen in the description below: table 1. students’ score of pre-test and post-test category aspects simulation role play pretest posttest pretest posttest low motivation ∑ 1133 1235 886 993 mean 59.6 65 63.2 70.9 std. deviation 6.96 6.25 7.33 5.45 highest score 73 80 73 80 lowest score 47 53 53 60 high motivation ∑ 1233 1213 1282 1439 mean 82.2 80.8 64.1 71.9 std. deviation 6.59 6.26 7.29 5.88 highest score 93 93 80 87 lowest score 73 73 47 60 for the students with low motivation, their score minimally was 47 and 73 for the highest with mean score was 59.6. another group, the lowest score was 73 and highest score was 93 with mean score was 82.2. the result was different from posttest result. there was significance difference for the students with low motivation. the lowest score was 53, the highest score was 80 and mean score was 65. however, high motivation group was constant. for the second experiment class, a class was taught with role play strategy. it described that the low motivation group has low score at 53, highest agus adib lutfi, djoko sutopo, dwi rukmini/ eej 8 (4) (2018) 489 498 492 score was 73 and mean score was 63.2. meanwhile, the lowest score in high motivation group was 47, highest score was 80, and mean score was 64.1. if it was compared with post-test data, there was significance difference. the score in low motivation group was improved. the lowest score was improved at 60, the highest score was 80 and mean score was 70.9 and the high motivation group was improved too. lowest score was 60, highest score was 87 and mean score was 71.9 the effectiveness of simulation to students with high motivation after giving pre-test and post-test, the result showed that mean score of pre-tes was 82.2. however, after they acted out simulation, the mean score was 80.8. in this case, it could be inferred that there was no any improvement for this group. therefore, it was neccessary to be explored deeply to find out the causal factors. to know whether there was significance difference between pretest and post-test score, a paired sample test was used. the result was presented in the following table: then, the sig value was 0.083 which was more than 0.05. this result meant that there was no significance difference between pre-test and posttest score of students with high motivation in the first experimental class which was given simulation strategy. their mean score was decreased 1.3 point. although the mean score decreased slightly, the writer needed to observe them in order to find out the factors. the effectiveness of simulation to students with low motivation to answer the research question how effective are simulation technique to the students with low motivation could be seen from pre-test score was 59. after they experienced simulation in eight meeting, the students’ score was 65. if posttest score compared with pre-test score, their score was raised 5.36 point. thus, this speaking strategy was effective for students with low motivation. to know whether there was significance difference between pretest and post-test score, a paired sample test was used. according to the table above, it showed that the sig value was 0.000. it was less than 0.05. it meant that there was significance difference between pre-test and post-test. in other words, the students with low motivation got advantages from the use of simulation for teaching speaking skill. mean score of test was increased 5.36 point. moreover, i compared between post-test score of low motivation and high motivation to decide which one was effective for teaching speaking. based on the data presented above, it could be stated that simulation was appropriate for the students with low motivation because their score was increased higher than the students with high motivation. besides, the score of high motivated students were constant. it meant that simulation strategy could give positive effect to the students with low motivation. the effectiveness of role play to students with high motivation in response to the research question how effective are role play to the students with high motivation could be seen from the result that 20 students who had high motivation had mean score of pre-test around 64. they were trained to speak english by using role play strategies and the students’ post-test score was 71.9. if post-test score compared with pre-test score, their score was raised 7.85 points. thus, the writer could say that this speaking strategy could help students with high motivation to improve their speaking ability. to know whether there was significance difference between pretest and post-test score, a paired sample test was used. then, the next analysis showed that the sig value was 0.000 which was less than 0.05. this agus adib lutfi, djoko sutopo, dwi rukmini/ eej 8 (4) (2018) 489 498 493 result meant that there was significance difference between pre-test and post-test score of students with high motivation in the second experimental class which was given role play strategy. their mean score increased around 7.85 points. so that, this strategy was also effective for those who had high motiation. the effectiveness of role play to students with low motivation according to the analysis of pre-test and post-test, the pre-test score was 63.2. it was improved after they learnt speaking skill through role play in several meeting. the students’ score was 70.9. so that, their score was raised 7.64 points. thus, this role play strategy was effective for students with low motivation. moreover, to know whether there was significance difference between pretest and post-test score, a paired sample test was used. then, the sig value was 0.003. it was less than 0.05. this result meant that there was significance difference between pre-test and posttest score of students with high motivation in the viii h class. in other words, role play strategy was very effective for the low motivated students because the mean score increased highly. however, it was necessary to know which groups got the highest impact. then, i compared between the significance score of low motivation and high motivation to decide which one was effective for teaching speaking. based on the two results above, it could be stated that role play was effective and appropriate for the students with high motivation because their score was increased higher than the high motivated students with 7.85 significance difference. therefore, simulation strategy could give positive effect to the students with high motivation. the effectiveness of simulation compared to role play to students with high motivation in responding the research question, how effective simulation compared with role play to students with high motivation could be seen that the mean score of students with high motivation who were taught simulation strategy got 80.8. meanwhile the students who were treated using role play strategy achieved 71.9. from the result, it was concluded that simulation strategy was more effective because it could improve mean score higher than role play strategy to students with high motivation. further, the significance difference was provided in the table below: then, the next analysis showed us that the value of sig. (2-tailed) 0.000 > 0.05. it meant that there was significant difference between students in first experimental class and students in second experimental class. in the previous data, the posttest result of students in simulation strategy was 80.8 and the mean score of students who had role play strategy was 71.9. the two strategies were effective to teach speaking skill because the students score in simulation class improved 1.3 while role play class increased 7.85. if i compared them, i could state that role play strategy was more effective to teach speaking skill for the students with high motivation than simulation strategy because the improvement was much different. the effectiveness of simulation compared to role play to students with low motivation to find out the answe of reseach question how effective simulation compared with role play to the students with low motivation could be seen that the mean score of students with low motivation who were taught simulation strategy got 65. meanwhile the students who were treated using role play strategy achieved 70.9. from the result, it was concluded that role play strategy was more effective because it could improve mean score higher than simulation strategy to students with agus adib lutfi, djoko sutopo, dwi rukmini/ eej 8 (4) (2018) 489 498 494 low motivation in which the difference between the two strategies was 5.92 points. further, it was provided in the table below: based on the table 4 above, the sig value (2tailed) was 0.008. it was less than 0.05. so that it could be concluded that there was significant difference between the students who was taught using simulation strategy and the students who was taught using role play strategy to students with low motivation. as presented previously, using both speaking strategies could increase the students’ speaking ability because the mean score of pre-test rose at 5.36 points in simulation class while 7.64 in role play class. from the result, it could be concluded that both two classes got improvement. however, the improvement was not different. thus, the writer stated that there was no more effective between simulation and role play strategies to teach speaking skill for students with low motivation. the interaction among speaking strategies and students’ motivation after presenting the result of pre and posttest in the first and second experimental class, the writer was going to discuss the significance of interaction among simulation, role play and students’ motivation through two way anova analysis. the result of analysis was provided in the table below table 2. mean and standard deviation of data dependent variable:score class motivation mean std. deviation n simula tion low 65.0000 6.25389 19 high 80.8667 6.26631 15 total 72.0000 10.09650 34 role play low 70.9286 5.45562 14 high 71.9500 5.88016 20 total 71.5294 5.64739 34 total low 67.5152 6.55325 33 high 75.7714 7.45214 35 total 71.7647 8.12242 68 table above showed that the class consisted of two groups that had different level of motivation namely students with low motivation and students with high motivation. totally, two classes contained 68 students with 33 students had low motivation and 35 students had high motivation. the result could be concluded that the total mean of simulation technique was higher than role play technique and the total mean of the students with high motivation was higher than the students with low motivation. after discussing both pre-test and post-test data, i tested the homogeneity of dependent variables. the homogeneity of dependent variables across groups. in the table, the sig value was 0.896. since it was higher that 0.05, it could be indicated that the dependent variables were equal across group. thus, it could be stated that the data were homogenous. furthermore, looking at the effect of speaking strategies were needed as presented in the table below: table 3. mean score of simulation and role play class class mean std. error 95% confidence interval lower bound upper bound sml 72.933 1.035 70.866 75.000 rp 71.439 1.044 69.354 73.525 agus adib lutfi, djoko sutopo, dwi rukmini/ eej 8 (4) (2018) 489 498 495 according to the table above, both speaking strategies were effective and they could give good effect to the students’ speaking ability because the mean score of students who were treated by using simulation was 72.9 with lower bound at 70.8 and upper bound at 75. while, the mean score of students who were treated by using role play was 71.4 with lower bound at 69.3 and upper bound at 73.5. table 4. mean score of low and high motivation motivation motivation mean std. error 95% confidence interval lower bound upper bound low 67.964 1.055 65.856 70.072 high 76.408 1.023 74.364 78.453 the table 4 above showed that the means score of students based on the level of motivation were much different. students with low motivation got 67.9 with lower bound 65.8 and upper bound 70, while students with high motivation got 76.4 with lower bound 74.3 and upper bound 78.4. then, the writer presented the sig value of three source. they were class, group, and class and group. the result could be seen in the table below: table 5. 2x2 factorial design with anova based on the table above, f value was 1.033 and the sig. value was 0.313. since the sig. value was more than 0.05, thus, ho was accepted and ha was rejected. it meant that the students speaking ability which was taught by simulation and those which was taught by role play was not different. thus, two classes were getting improvement although it was not significantly improved for first experimental class. from the table, it could be seen that f value was 33.002 and the sig. value was 0.000. since the sig. value was less than 0.05, so ho was rejected and ha was accepted. it meant that there was significant difference in students’ test score between students with low and high motivation. the interaction could be seen by comparing the sig. value which was 0.000 or lower than 0.05. therefore, ho was accepted and ha was rejected. it meant that there was significant difference between strategies and students’ motivation to teach speaking. in other words, speaking strategies were able to improve students’ speaking ability and those strategies correlated directly with the level of students’ motivation. the advantages of using simulation and role play for teaching speaking getting score improvement two experimental classes (viii c and viii h) got improvement after the students were taught using simulation and role play. for the first experimental class, the mean score raised around 2.41 from pre-test score around 69 and the mean of post-test around 72. the test score indicated that the students’ speaking ability also improved. for another class, the class taught by role play, also indicated score improvement because the mean score of pre-test was 63.7 and the mean score of post-test was 71.5. thus, there was score improvement around 7.76. at the same time, the students’ speaking ability also increased dependent variable:score source df mean square f sig. corrected model 3 707.541 19.709 .000 intercept 1 346342.022 9.647e3 .000 kelas 1 37.091 1.033 .313 kelompok 1 1184.778 33.002 .000 kelas * kelompok 1 915.482 25.501 .000 error 64 35.900 total 68 corrected total 67 a. r squared = ,480 (adjusted r squared = ,456) agus adib lutfi, djoko sutopo, dwi rukmini/ eej 8 (4) (2018) 489 498 496 improving students’ motivation. i implemented simulation and role play strategy while i observed students in classroom. based on the data, the most of students were very enthusiastic to participate in learning speaking. in the simulation classroom, they were very active to discuss and sharing their idea in group. through this strategy, the students who were categorized as low motivation also took part in, and tried to play this strategy with their group mate. so that, i inferred that their motivation was increased. overcoming students’ negative emotion. in this research, emotion referred to the feeling of afraid, shyness, worry, and not confident to learn speaking english. before i implemented simulation and role play strategies, i still found many students were shy to speak english and they were not confident to speak aloud. moreover, they often kept silent if a teacher asked them in english and they sometimes responded in indonesian because they were not ready to speak english. gradually, their negative feeling was disappear because they were trained to speak english little by little with their friend by using simulation and role play strategies. conclusion this study was attempted to compare the effectiveness of two strategies in improving students’ speaking ability with different level of motivation. those strategies were implemented to different classes. before implementing simulation and role play, the writer observed the research field to find out the weaknesses. i found that the students were very often to practice speaking skill and they were rarely taught using attractive method. thus, the selected strategies were assumed very useful for teaching speaking. after that, the writer divided experiment class into two levels of motivation namely low motivation and high motivation. the result showed that the first experiment class consisted of 19 students with low motivation and 15 students with high motivation while the second experiment class (8h) consisted 14 students with low motivation and 20 students with high motivation. the first result indicated that simulation strategy was useful for the students with low motivation in viii c because their post-test result was increased higher than the students with high motivation at 5.36 points. besides, the score of high motivated students were constant. it meant that simulation strategy could help students with low motivation. the second result showed that there was significance difference in viii h class. i compared between the significance score of low motivation and high motivation to decide which one was effective for teaching speaking. based on the two results above, i concluded that role play was effective for the students with high motivation because their score was increased higher than the high motivated students with 7.85 significance difference. from previous paragraph, simulation and role play could increase the students’ speaking ability because the mean score of pre-test rose at 5.36 points in simulation class while 7.64 in role play class. from the result, it could be concluded that both two classes got improvement. so that, it could be concluded that the two strategies were effective. lastly, the writer compared simulation and role play to teach students with high motivation. based on the result, the two strategies were effective to teach speaking skill because the students score in simulation class improved 1.3 while role play class increased 7.85. thus, i could agus adib lutfi, djoko sutopo, dwi rukmini/ eej 8 (4) (2018) 489 498 497 state that role play strategy was more effective to teach speaking skill for the students with high motivation than simulation strategy because the improvement was much different. references arafah, b. et al. 2016. the use of role play to improve teaching speaking. international journal of scientific and research publications. volume 6, page 239-241. ardriyarti, wienny. 2010. using simulation to motivate speaking skill in business english classroom. celt. volume 10, no: 1, page 118-131 ayudhya, panornuang s. 2015. effectiveness of simulation in developing english communicative speaking skill in learners with different english proficiency. journal of simulation/gaming for learning and development. volume 1, page 22-31. retrieved from http://www.thaisim.org/sgld/ chergui, karima. 2016. the effect of using simulation activities on developing algerian efl students’ speaking and listening proficiency. sciences humaines. volume b, no: 46, page 207-222 dorathy, a and mahalakshmi, s. 2011. second language acquisition through task-based approach-role play in english language teaching. english for specific purposes world. volume 11, issue 33, page 1-7 khafidin. 2013. improving students’ partcipationin speaking class through role play (the case at grade ix of state senior high school 1 pemalang in the academic year of 2012/2013). english education journal. volume 2. retrieved from https://journal.unnes.ac.id/sju/index.php/ eej/article/view/2712 kong yuan. 2009. a brief discussion on motivation and ways to motivate students in english language learning. international education studies. volume 2, page 145-149. kusdianang, pamujo effa. 2016. improving students’ motivation in speaking ability by using story retelling. english education journal. volume 6 no:1. retrieved from https://journal.unnes.ac.id/sju/index.php/ eej/article/view/12798 kusnierek, anna. 2015. developing students’ speaking skills through role play. world scientific news. volume 7, page 74-111. liu, xu. 2010. arousing the college students’ motivation in speaking english through role-play. international education studies. volume 3, no: 1, page 136-144. mutohhar. 2015. using simulation in teaching english for elementary school students. teylin rayhan, j mohammed. 2014. the impact of using role play techniques on improving pupils’ speaking skill for primary school. attarbiyatul assasiyah. volume 15, page 516-530. razali and ismail. 2017. the use of simulation and role play in enhancing speaking skill in learning english language. journal of education and social science. volume 6, issue 2, page 72-78. richards, jack c. 2008. teaching listening and speaking – from theory to practice. singapore: cambridge university press. sharifi, et al. 2017. the effect of simulation on middle school students’ perception of classroom activities and their foreign language achievement. iejee. volume 9, no: 3, page 668-680. http://www.thaisim.org/sgld/ https://journal.unnes.ac.id/sju/index.php/eej/article/view/2712 https://journal.unnes.ac.id/sju/index.php/eej/article/view/2712 https://journal.unnes.ac.id/sju/index.php/eej/article/view/12798 https://journal.unnes.ac.id/sju/index.php/eej/article/view/12798 agus adib lutfi, djoko sutopo, dwi rukmini/ eej 8 (4) (2018) 489 498 498 suryani, lilis. 2015. the effectiveness of role-play in teaching speaking. eltin journal. volume 3, no: 2, page 106-109 wilson, lee. 2009. best practice for using games and simulations in the classroom. siia. page 1-64. eej 8 (2) (2018) 195 207 english education journal http://journal.unnes.ac.id/sju/index.php/eej semantic shift in the english indonesian translation of dessen‟s what happened to goodbye shadam hussaeni handi pratama , rudi hartono universitas negeri semarang, indonesia article info ________________ article history: accepted 15 february 2018 approved 21 april 2018 published 20 june 2018 ________________ keywords: semantic shift, translation, what happened to goodbye abstract ___________________________________________________________________ shift or transposition is termed as shift is a translation procedure involving a change in the grammar from source language to target language. translation shift is termed involves replacing one word class with other without changing the meaning of the message. therefore this study is carried out in order to find out the kinds of semantic shift and to assess the quality of english – indonesian translation of dessen's what happened to goodbye. the object of this study is english indonesian semantic shift translation of dessen's what happened to goodbye. the result of the analysis shows that there are 395 semantic shift found in dessen's what happened to goodbye. the first type of shift / the change from singular to plural and the position of adjective with 19 data, the second type of shift / in sl grammatical structure not exist in tl with 139 data, the third type of shift / the grammatically possible not accord with natural usage in the tl dominates in 197 data and the fourth type of shift / the replacement of a virtual lexical gap by a grammatical structure with 85 data. the analysis on the translation quality shows that 108 translations are considered as accurate, and 287 translations are considered as less accurate. in clarity level, 176 translations are belong to clear and 219 translations are belong to unclear. naturalness level shows that 246 translations are categorized as very natural, and 149 translations are categorized as sufficient natural. © 2018 semarang state university correspondence address: kampus pascasarjana jl kelud utara iii,sampangan semarang, indonesia e-mail: shadamhhp@yahoo.co.id p-issn 2087-0108 e-issn 2502-4566 shadam hussaeni handi pratama , rudi hartono, puji astuti / eej 8 (2) (2018) 195 207 196 introduction the importance of language is marked by the function of language itself which is considered as the main tool to build the meaningful communication among people. in such a communication, people can share their feelings, ideas, and also knowledge. hence, since communication is a kind of a crucial activity which is done by people in every single time and place, language is then considered as an important aspect in people‟s life. moreover, according to catford (1965:73), a shift is the departure from formal correspondence in the process of going from the source language to the target language. it represents some changes occurring in a translation process. the element of the target language commensurate with the source language is always used by the translator in order to express the same message in the target text. since every language has its own rules, differences in these rules will cause a shift. consequently, it is worth noting that discussing about language cannot be separated from discussing about the translation since every use of language carries a semantic shift. relating to the fact that has been broadly explained above, shift or transposition is termed by catford (1965) as shift is a translation procedure involving a change in the grammar from source language to target language newmark (1987:35). translation shift is termed by vinay and darbelnet (1995) called transposition involves replacing one word class with other without changing the meaning of the message. therefore, from that statement, it can be concluded that operating the language in social life means constructing the semantic shift in translation. in this world, there are a number of languages which exist and are used by people, because people who live in one place will use a different language from those who live in another place. from that fact, it can be understood that every language has remarkably a different system influenced by various aspects existed in that particular place. as a result, since one language has different systems from others, it will be very difficult for those who want to communicate in form of both written and spoken language with the audience coming from the different places while they only master the language from where they come. because of this case, the main purpose of communication cannot be reached. in this phenomenon, there should be such a medium which can be used to transfer the message from one different language into another; this medium is called as translation. catford (1978) states that “translation is an operation performed on languages: a process of substituting a text in one language for a text in another” (p. 1). therefore, since translation is considered as a medium which can transfer the message from one language into another language, translation is then employed in various texts of the whole fields in people‟s life, including religious, literary, scientific, philosophical text and so forth in order to make them available to be read by more people in this world. however, translating is not an easy task since every language has its own rules in phonetic, structure, and word so that in order to achieve equivalence, there are some techniques should be involved (budiana, sutopo and rukmini, 2017: 1). furthermore, from all kinds of text mentioned above, translating the literary work is more challenging than the others. it is because of translating a literary work, such as novel, short story, drama script, poetry, and so on, requires the translators to involve all of their ideologies in the translation process since literary work text is considered as low risk text. given that consideration, a creative translator is more needed in this kind of text. in this text, the translator is deliberately allowed to choose the most equivalent meaning with the source text without any dangerous effect toward the readers of the translation product such as translating the holy book of such a religion or translating science text which may affect the readers‟ perception whenever the mistake occurs. hence, translating high risk text such as holy book and science text is easier since it very shadam hussaeni handi pratama , rudi hartono, puji astuti / eej 8 (2) (2018) 195 207 197 much relies on the source text rather than the low risk text. regarding the case mentioned above, it can be assumed that translating a literary work, such as novel, is not easy. hartono (2009) emphasizes that translating a novel seems difficult to do. it is not as easy as to translate the academic texts (p. 33). there will be some problems that should be overcome by the translator. the problem may occur in translating culture-specific concepts, the sourcelanguage concept which is not lexicalized in the target language, the source-language word which is semantically complex, the source and target languages which make different distinctions in meaning, the target language which lacks a superordinate, the target language which lacks specific term (hyponym), differences in physical or interpersonal perspective, differences in expressive meaning, differences in form, differences in frequency and purpose of using specific forms, the use of loan words in the source text (baker, 2001: 21 25). those problems are possible to make the translator difficult to render the equivalent meaning from the source text (henceforth abbreviated as st) into the target text (henceforth abbreviated as tt). moreover, the main problem of translation is finding out the equivalence (larson, 1984). in relation to this statement, nida (1969:12) in hartono (2011) defines that translation consists of reproducing in the receptor language the closest natural equivalence of the source language message, first in terms of meaning and secondly in terms of style. however, a translator who is concerned with transferring the meaning fond that the receptor language has a way in which the desired meaning can be expressed, even though it may be very different from the source language form (ruth, 2000). the communication of the meaning of the sourcelanguage text is by means of an equivalent target-language text stated by larson (1998) in purwanti and mujiyanto (2015), so translation consists of language and culture. translation is rendering the meaning of a text into another language in the way that the author intended the text (newmark, 1988: 5). this definition prioritizes meaning as the main center for translation. it is basically the implicit meaning of the cultural elements that need to be understood and conveyed by the translator according to the author's intent in the source text (hartono, 2013). based on the shifting of structure concept, there is a basic technique to solve the problem in shifting of the translation, that is translation shift, the replacement of one grammatical unit by another (newmark, 1981:31). for example: a pair of trousers translated into sebuah celana. here there is transposition that a change happens from plural noun into singular noun. semantic translation is more flexible than faithful translation. faithful translation is more rigid and does not compromise to the principle of target language (tt) or more bound by language resources, while the semantic translation is more flexible in the target language (newmark, 1988: 46; machali, 2000: 52). it has been mentioned above that translating a literary text is not easy. further, some kinds of problem explained above, one of the problems that may often occur in the process of translating is when target language has different form the source language. from some examples above, it can be seen that semantic shift occurs in english – indonesian translation dessen‟s what happened to goodbye. the types of semantic shift and translation quality are also important to discuss too since the message would be appropriate in the target language. based on this crucial problem, this study is aimed to analyse the translation product focusing on the identifying of the types of semantic shift from dessen‟s what happened to goodbye into the what happened to goodbye by susan and translation quality of semantic shift. methods this study belonged to descriptive qualitative study. the aim of this study was to explain the kinds of semantic shifts embedded shadam hussaeni handi pratama , rudi hartono, puji astuti / eej 8 (2) (2018) 195 207 198 in sarah dessen‟s what happened to goodbye to explain what types of semantic shift is rendered into indonesian and the translation quality. the unit of analysis could be in the form of sentence and prhase. four types are the first type of shift (the change from singular to plural and the position of adjective); the second type of shift (in sl grammatical structure does not exist in tl); the third type of shift (the one where literal translation is grammatically possible but may not accord with natural usage in the tl) and the fourth type of shift (the replacement of a virtual lexical gap by a grammatical structure). the instrument used to analyze the data was classification sheet. the data were gathered through reading the novel for three times both the novel and its translation, identifying the kinds of shift in form of sentence and phrase. after the data were gathered, i used the questionnaire is used to get the response of the readers, related to quality of semantic shift translation, which are accuracy, acceptability and readability rating instrument to determine the degree of semantic shift translation quality. the analysis of the data based on the description of the linguistic features, interpretation of the types of semantic shift and translation quality being embedded. the analysed data were further reduced and concluded as the use of note taking, questionaire and in-depth interviews the data. the last step was triangulating the data in order to make the result of the data valid. i used the investigation triangulation to referred the result of the data based on the theories by experts. results and discussions shift or transposition is termed by catford (1965) as shift is a translation procedure involving a change in the grammar from source language to target language newmark (1987:35). translation shift is termed by vinay and darbelnet (1995) called transposition involves replacing one word class with other without changing the meaning of the message. shift or transposition is termed as shift is a translation procedure involving a change in the grammar from source language to target language. translation shift is termed involves replacing one word class with other without changing the meaning of the message. this study carried out in order to find out the kinds of semantic shift are found in english – indonesian dessen‟s what happened to goodbye. this study assesses the quality of english – indonesian translation of semantic shift in dessen‟s what happened to goodbye. this study was a descriptive qualitative research. the object of this study is english indonesian pun translation of dessen‟s what happened to goodbye. the quality assessment of this study is obtained from the respondents. the respondents are divided into two, they are expert rates (the lecturers) and target readers (the teenager). in the analysis of semantic shift in the what happened to goodbye, from the results of analysis, the writer found the first type of shift (adjective + noun – noun + adjective); the second type of shift; the third type of shift (noun + adjective – noun + clause; adjective + noun – noun + noun) and the fourth type of shift (the replacement of a verbal lexical gap in bahasa indonesia). the analyses on the translation quality are considered as accurate and less accurate. in clarity level are considered as clear and unclear. naturalness level are considered as very natural and sufficient natural. the result showed there are 395 data type of shift found in dessen‟s what happened to goodbye. those 19 data the first type of shift in form of sentences and phrases which are considered as semantic shift. moreover, from those data, 139 data the second type of shift in form of sentences and phrases which are considered as semantic shift. on the other hand, 197 data the third type of shift in form of sentences and phrases which are considered as semantic shift and 85 data the fourth type of shift in form of sentences which is considered as semantic shift. shadam hussaeni handi pratama , rudi hartono, puji astuti / eej 8 (2) (2018) 195 207 199 the semantic shift was embedded on the novel, 19 data the first type of shift in form of sentences and phrases which are considered as semantic shift. these following examples were the samples of the first type of shift. it is an obligatory transposition and automatic, is caused by the grammatical structure of the target language. it offers the translator no choice and must make the equivalence in the tl text. the example of first shift used in this novel can be seen below: sample 1 sl: be a good son. tl: jadi anak (yang) baik. bt: be a good soon. in sample 1, the word be a good son here there is translation shift that a change happens from adjective – noun in english into noun – adjective in bahasa indonesia. good son translated into bahasa indonesia anak (yang) baik. so that, the translation above is categorized as the first type of shift. sample 2 sl: you‟re one awesome girl. tl: kau adalah gadis (yang) luar biasa. bt: you‟re awesome girl. in sample 2, the word awesome girl here there is translation shift that a change happens from adjective – noun in english into noun – adjective in bahasa indonesia. awesome girl translated into bahasa indonesia anak (yang) luar biasa. so that, the translation above is categorized as types of the first type of shift. the semantic shift was embedded on the novel, 139 data the second type of shift in form of sentences and phrases which are considered as semantic shift. the shift needful when grammatical structure in source language does not exist in the target language. the example of second shift used in this novel can be seen below: sample 3 sl: our neighbours‟ house. tl: rumah tetangga kami. bt: our neighbours‟ house. the word our neighbours‟ house, here there is translation shift that in bahasa indonesia (tl) the object is in front of the sentence, but in english (sl), it is the last. our neighbours‟ house translated into bahasa indonesia rumah tetangga kami. so that, the translation above is categorized as the second type of shift. sample 4 sl: i eased the curtain open. tl: tirainya aku buka perlahan. bt: the curtain i open eased. the word i eased the curtain open, here there is translation shift that in bahasa indonesia (tl) the object is in front of the sentence, but in english (sl), it is the last. i eased the curtain open translated into bahasa indonesia tirainya aku buka perlahan. so that, the translation above is categorized as the second type of shift. the semantic shift were embedded on the novel, on the other hand, 197 data the third type of shift in form of sentences and phrases which are considered as semantic shift. it is one where literal translation is grammatically possible but may not accord with natural usage in the target language text. sample 5 sl: hands down. tl: dan itu tak perlu ditanyakan lagi. bt: and it‟s no more question. in sample 5, the word hands down, here there is translation shift that in english (sl), noun or noun phrase becomes verbal in bahasa indonesia (tl). hands down translated into bahasa indonesia dan itu tak perlu ditanyakan lagi. actually the word “hands down” to translate in literal translation is “tangan dibawah”, but it is unnatural usage or informal into the tl, so it becomes “dan itu tak perlu shadam hussaeni handi pratama , rudi hartono, puji astuti / eej 8 (2) (2018) 195 207 200 ditanyakan lagi”. the translation above is categorized as the third type of shift. sample 6 sl: but if i did the math. tl: tapi kalau ku pikir-pikir. bt: but if i did the thinking. in sample 6, the word but if i did the math, here there is translation shift that in english (sl), noun or noun phrase becomes verbal in bahasa indonesia (tl). but if i did the math translated into bahasa indonesia tapi kalau ku pikir-pikir. actually the word “math” to translate in literal translation is “matematika”, but it is unnatural usage or informal into the tl, so it becomes “pikir-pikir”. the translation above is categorized as the third type of shift. the semantic shift was embedded on the novel, 85 data the fourth type of shift in form of sentences which is considered as semantic shift. the replacement of a virtual lexical gap by a grammatical structure. sample 7 sl: but he is kind of a freak. tl: tapi dia itu aneh sekali. bt: but he is kind of a very freak. the word but he is kind of a freak, here there is the replacement of a virtual lexical gap by a grammatical structure. but he is kind of a freak translated into bahasa indonesia tapi dia itu aneh (sekali). the word “sekali” is the replacement of a virtual lexical gap in bahasa indonesia (target language) by a grammatical structure. so the translation above is categorized as the fourth type of shift. sample 8 sl: “i‟d love to live here.” tl: “aku akan senang sekali bisa tinggal disini.” bt: “i‟d really love to live here.” the word i‟d love to live here there is the replacement of a virtual lexical gap by a grammatical structure. i‟d love to live here translate into bahasa indonesia aku akan senang (sekali) bisa tinggal disini. the word “sekali” is the replacement of a virtual lexical gap in bahasa indonesia (target language) by a grammatical structure. so the translation above is categorized as the fourth type of shift. there are three main reasons for testing a translation. the translator wants to be sure his translation is accurate, clear, and natural. these three features are important throughout the translation; the entire translation must be checked for each one. in any sentence, there may be need for improvement in accuracy, clarity, or naturalness. accuracy indicates the degree of conformity. it deals with how accurate a translator transfers the message in source language into target language. in this case, the translator is required to translate the content of the text correctly. the concept of accurate leads to a conformity content or messages between source language and target language and no distortion of meaning. from 395 data, i found 108 semantic shift are considered as accurate (23%), and 287 are categorized as less accurate semantic shift (77%). the explanations upon the data based on the accuracy level are as follow: sample 9 sl: “make your own choice. it‟s your funeral.” tl: “buat keputusanmu sendiri. itu kan pemakamanmu.” bt: “make your own choice. it‟s your funeral.” in sample 9 above, the word „choice‟ and „funeral‟ are translated into „keputusan‟ and „pemakaman‟. this semantic shift as accurate translation. actually, in bahasa indonesia „funeral‟ can be translated as „penguburan‟. but, based on the context of semantic shift, „funeral‟ means „pemakaman‟. so, if the translator translate „funeral‟ into „penguburan‟, it will be not compatible with the context of this semantic shift. shadam hussaeni handi pratama , rudi hartono, puji astuti / eej 8 (2) (2018) 195 207 201 sample 10 sl: “what are you, a split personality or something?” tl: “kau ini kenapa, punya kepribadian ganda atau semacamnya?” bt: “what are you, have a double personality or a sort of?” in sample 10 above, „split‟ is translated as „ganda‟ which means „double‟. this semantic shift translation is less accurate, because the double meaning which is disturb the message of word „split‟, they consider it has an accurate term in bahasa indonesia namely „membagi‟. they also think over the context of the data, in this data the word „split‟ reflects a fissuring in something. for indonesians, „ganda‟ does not represent „something measuring‟, „ganda‟ can be implied as double thinking. whereas, this semantic shift translation is accurate, because they consider „ganda‟ can represent the message of „split‟ well. the second reason for testing a translation is to be sure that it is clear. a translation may be accurate but still not communicate to the people who are to use it. the forms of the language used should be those which make the massage of the source text as easy to understand as the source text itself was to understand. the only way to check for clarity is to test it with persons who are note familiar with the source text and ask questions show what they understand. from 395 data, i found 176 semantic shift are considered as clear (47, 7%), and 219 are considered as less clear semantic shift (52, 3%). the explanations upon the data based on the clarity level are as follow: sample 11 sl: it always stuck me, without fail. tl: aku selalu tergugu, tanpa pernah sekali pun lupa. bt: i always stuck, without forget. the semantic shift „stuck‟ and „fail‟ is translated as „tergugu‟ and „lupa‟. this translation to be categorized as clear, consider „tergugu‟ and „lupa‟ are clear, it is commonly familiar to indonesian people and does not sound strange. based on this context, the word „tergugu‟ is appropriate to use, because „tergugu‟ means „ingratiated‟. in bahasa indonesia, „tergugu‟ can refer to people, it is really compatible with the context of this semantic shift which „tergugu‟ refers to the people. the word „lupa‟ is also considered as clarity, because of it means „forget‟ that is really the people habbit. so, without the slightest hesitation the writer categorized this translation as clarity. sample 12 sl: a seriously protruding adam‟s apple. tl: jakun menonjol. bt: adam‟s apple. from sample 12 above, we can see the semantic shift is not translated clearly, and this translation also categorized as less clear. this translation as inacceptable because „jakun menonjol‟ which means „adam‟s apple‟ are really unfamiliar words for the readers, especially for word „adam‟s apple‟ that means „jakun‟. the target reader of this novel in indonesia will feel unfamiliar about this word, because of „adam‟s apple‟ is not familiar thing for teenagers. the third reason for testing the translation is to be sure that is natural. a translation may be accurate in that the translator understood correctly the source text and is attempting to communicate that information, and it may even by understandable, and yet the forms may not be the natural idiomatic forms of the receptor language. the translation must be tested to see if the grammatical forms used are those normally used. the message is accurate and clear, but at the same time they sound strange. the translator does not want his translation to sound “strange” or “foreign”. he wants it to sound natural, as if it were not even a translation, but original composition in the receptor language. from 395 data, the writer have found 246 semantic shifts are considered as very natural (54, 7%), and 149 are categorized as sufficient natural semantic shifts shadam hussaeni handi pratama , rudi hartono, puji astuti / eej 8 (2) (2018) 195 207 202 (45, 3%). the explanations upon the data based on the naturalness level are as follow: sample 13 sl: perky rah-rah girl. tl: gadis yang genit. bt: flirty girl. the translator has translated „perky rahrah‟ into „genit‟. the word „genit‟ as natural translation. all ratters mentioned that the translator try to make natural translation of „perky rah-rah‟ into something which all indonesian readers can be easily understood what the term refers to. in indonesia, the term „genit‟ usually for bag girl. whereupon all target readers clarify they just already understand what „genit‟ means just by reading it once. so, this natural translation is categorized as natural. sample 14 sl: “and we‟ve got nothing. zip, zilch, nada.” tl: “dan kami tidak mendapatkan apa apa. nol, nihil, kosong.” bt: and we‟ve got nothing. zero, zilch, blank. from sample 14 above, this semantic shift as sufficiently natural, and 1 target reader mentioned that they should read this semantic shift more than once. they stopped for a while when they read this semantic shift translation. so, they decide this semantic shift as less understandable. the rests of target readers consider this semantic shift translation is difficult to understand. because of this dissimilarity, this semantic shift translation is categorized as sufficiently natural. based on the context of this semantic shift, „zip, zilch, nada‟ is hard to understand what this sound refers to, and it is not suitable with the context of situation. note: sl: source language, tl: target language, bt: back translation. the semantic shift found in the novel were realized in the first types of shift, the semantic shift occurrences is indicated by the change of singular which is translated into plural and the position of the adjective. the semantic shift in form of sentences and phrases here mean shift is a translation procedure involving a change in the grammar from source language to target language can be regarded as the shift or transposition based on newmark (1987:35) definition. this finding is confrims the previous study conducted by al-zoubi an al-hasanawi (2009) because they are in the translation journal. both of them explained about the various types of shifts in translation at various levels such as the first type of shift. another previous study is confirmed, conducted by mannon (2008) in her research, she found that the shifts that were done mostly did not change the meaning, but there were some shifts change the meaning or the idea of the sl. meanwhile, the writer findings are similar to those previous research because the same shift occurred in their research. the second type, the semantic shift occurrences is indicated by the sl grammatical structure does not exist in tl. additionally, this kind of semantic shift in form of sentences and phrases here mean shift is a translation procedure involving a change in the grammar from source language to target language can be regarded as the shift or transposition based on newmark (1987:35) definition. this finding contradicts the previous study conducted by khacula (2013) because his study focuses on the types of semantic changes involved determining the meaning of words in lumarama. from the analysis, he found that socio-cultural forces which allow people to come in contact under different circumstances, contribute to the shift in meaning of words in a language. another research that contradicts the finding of the present research was conducted by sugaryamah and anggreyani (2014). they present the result of a study related to the translation shifts procedure in the translation of indonesian into english texts of the diorama. meanwhile, the writer findings are not the same as those previous research because the difference in shift in studies, because the difference shift that was found in their research. shadam hussaeni handi pratama , rudi hartono, puji astuti / eej 8 (2) (2018) 195 207 203 both of them do not explain about the second type of shift. the third type, the one where literal translation is grammatically possible but may not accord with natural usage in the target language. the semantic shift in form of sentences and phrases here mean shift is a translation procedure involving a change in the grammar from source language to target language can be regarded as the shift or transposition based on newmark (1987:35) definition. this finding confirms by the previous study conducted by aisyah (2015). the aims of her research are to describe the type of shift translation that occurs in the poem and to describe the result of equivalence both of source and target language. another study confirmed by dipawangsa (2015) the result discovered that the types of shift occurred in the translation. meanwhile, the writer findings are similar to those previous research because the findings of both research show that there are the same shift occurred in the translation process. the fourth type, the semantic shift occurrences is indicated by the the replacement of a virtual lexical gap by a grammatical srtucture. additionally, this kind of semantic shift in form of sentences and phrases here mean shift is a translation procedure involving a change in the grammar from source language to target language can be regarded as the shift or transposition based on newmark (1987:35) definition. this finding contradicts with the previous study conducted by li (2014). this brief study examines a number of types of semantic shift and variation in the formosan languages. factors behind semantic shift, such as function, shape, and geography, are discussed and exemplified, revealing much semantic variation in formosan languages. cognate sets are analyzed to consider their original semantics and another study conducted by shih (2012) in the translation journal, explained different textual functions govern the translation shifts, and variation among four translated novels is diagnosed as relevant to the translator‟s stylistic preference. in sum, her research supports the dynamic nature of the translation of prepositions under the impacts of contrastive linguistic differences between source and target languages, textual functions and the translator‟s style. meanwhile, the writer findings are not the same as those previous research because the difference in shift in studies done by previous researchers, both of them do not explain about the fourth type of shift. furthermore, the kinds of shift found in the novel it can be understood that there is translation quality in semantic shift are occurs in the english into indonesian translation. shift or transposition is termed according to catford (1965) as shift is a translation procedure involving a change in the grammar from source language to target language newmark (1987:35). translation shift is termed by vinay and darbelnet (1995) called transposition involves replacing one word class with other without changing the meaning of the message. according to larson (1998:529-532) accuracy indicates the degree of conformity. it deals with how accurate a translator transfers the message in source language into target language. in this case, the translator is required to translate the content of the text correctly. the concept of accurate leads to a conformity content or messages between source language and target language and no distortion of meaning. the second reason for testing a translation is to be sure that it is clear. a translation may be accurate but still not communicate to the people who are to use it. the forms of the language used should be those which make the massage of the source text as easy to understand as the source text itself was to understand. the only way to check for clarity is to test it with persons who are note familiar with the source text and ask questions show what they understand (larson , 1998:529532). the third reason for testing the translation is to be sure that is natural based on larson (1998:529-532). a translation may be accurate in that the translator understood shadam hussaeni handi pratama , rudi hartono, puji astuti / eej 8 (2) (2018) 195 207 204 correctly the source text and is attempting to communicate that information, and it may even by understandable, and yet the forms may not be the natural idiomatic forms of the receptor language. the translation must be tested to see if the grammatical forms used are those normally used. the message is accurate and clear, but at the same time they sound strange. the translator does not want his translation to sound “strange” or “foreign”. he wants it to sound natural, as if it were not even a translation, but original composition in the receptor language. translation quality in semantic shift is occurs in the english into indonesian translation. translation which does not effectively communicate the message of the source text is of limited value. the translator has wasted his time. even if someone publishes it and use it and the procedures involved in testing the translation are a very important step in the total project. the finding of translation quality is in line with the previous study conducted by rieza (2014). the result of her study showed that from 2454 data, there are 538 data belong to translation shift of verb phrase. she finds two types of translation shift; they are structure and unit/level shift. then there are 2454 data or 100% of accuracy level, 2246 data or 91, 52% of acceptability level, and 2433 data or 99, 14% of high readability. another study that is also in line with the present study is the study which has been conducted by yolanda (2016). her study was aims to analyses the translation techniques used in translating pun in j. r. r. tolkien‟s the hobbit from english to indonesia, and to assess the quality of english – indonesian translation of pun in j. r. r. tolkien‟s the hobbit. the quality assessment of her study was obtained from the respondents. the respondents were divided into two, they were expert ratters (the lecturers) and target readers (the teenager). meanwhile, the writer findings are similar to previous research because both of them are aimed in to assess the quality of english – indonesian translation. those are three main reasons for testing a translation. the translator wants to be sure his translation is accurate, clear, and natural. these three features are important throughout the translation, the entire translation must be checked for each one. in any sentence, there may be need for improvement in accuracy, clarity, or naturalness. conclusion first, the analysis on types of semantic shift in dessen‟s what happened to goodbye shows that there are four kinds of semantic shift are found in this novel; they are the first type of shift (plural in english changes become singular in bahasa indonesia) and (adjective + noun in english changes become noun + adjective in bahasa indonesia), the second type of shift (in bahasa indonesia the object is in front of the sentence, but in english it is the last), (in bahasa indonesia the adjective is in front of the sentence, then followed by the subject, but it is not in english grammatical structure) and (in bahasa indonesia, the verbal is in front of the sentence, but it is unusual in english, except the imperative sentence), the third type of shift (n or np in sl becomes verb in target language), (noun phrase + adjective from verb intransitive in source language becomes noun + clause in target language), (adjective + noun in source language becomes noun + noun in target language) and (the clauses in underlies form in sl that state detail and explicit in target language) and the fourth type of shift (the replacement of a virtual lexical gap by a grammatical structure). translation always departs from understanding of meaning word, later was continued by the accommodation to the context. the translator may do some modifications to get an accurate meaning and similar expression in the target language, or it is found the similarities between understanding information of the source language and target language. thus, it is not wrong if the translation shift is extremely required. for example, the translator could give an equivalent shadam hussaeni handi pratama , rudi hartono, puji astuti / eej 8 (2) (2018) 195 207 205 for word with another word class because there is no suitable word class in the target language. finally, the analysis on the translation quality shows that 108 translations (23%) are considered to be accurate, and 287 translations (77%) are considered as less accurate. in clarity level, 176 translations are belong to clear (47, 7%), and 219 translations are belong to unclear (52, 3%). naturalness level shows that 246 translations (54, 7%) are categorized as very natural, and 149 translations (45, 3%) are categorized as sufficient naturalness. references al-zoubi & al-hassnawi. 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https://journal.unnes.ac.id/sju/index.php/eej/article/view/12801 https://journal.unnes.ac.id/sju/index.php/eej/article/view/12801 http://www.awej.org/images/allissues/specialissues/translation3/19.pdf http://www.awej.org/images/allissues/specialissues/translation3/19.pdf http://ejournal.upi.edu/index.php/ijal/article/viewfile/6863/4679 http://ejournal.upi.edu/index.php/ijal/article/viewfile/6863/4679 eej 8 (2) (2018) 241 253 english education journal http://journal.unnes.ac.id/sju/index.php/eej the translation of ideologies in the english – indonesian translation of twain’s “the adventure of tom sawyer” muhammad rizky rochmawan 1, issy yuliasry 2 , sri wuli fitriati 2 1. permata english course, semarang, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: accepted 2 january 2018 approved 01 april 2018 published 20 june 2018 ________________ keywords: translation, rendering of ideologies, the adventure of tom sawyer‘s novel ____________________ abstract ___________________________________________________________________ this thesis was focused on the rendering of ideologies in the english – indonesian translation twain‘s the adventure of tom sawyer. the main purposes of the study was to explain the rendering of ideologies found in the english – indonesian translation in the twain‘s novel the adventure of tom sawyer which was realized through the rendering of ideologically-contested words, nominalization and voice. this study used descriptive qualitative study by means of critical discourse analysis framework proposed by fairclough (1989). the analysis was done by analyzing the ideologicallycontested words, nominalization and voice found in the sentences where ideologies were embedded. this was also done by getting through the analysis of micro-level, meso-level and macro-level of critical discourse analysis. the results of the study showed the way the ideological differences between the source language and target language were renderred, such as: tacit assumption, belief system and value system. most of the ideologies were rendered into target language, while only few were shifted as the result of choosing the words, nominalizing the clause and changing the voice. the results of the study are expected to give a valuable contribution to the translator, english department students and lecturers and writers to consider the rendering of ideologies in the literary works, in order to raise ideological awareness embedded on the source language and to succeed rendering the ideologies by considering the sociocultural condition. © 2018 semarang state university  correspondence address: jl.bromelia fa 06 permata puri ngaliyan, semarang, indonesia e-mail: rizkyrochmawan@gmail.com p-issn 2087-0108 e-issn 2502-4566 muhammad rizky rochmawan , issy yuliasry, sri wuli fitriati / eej 8 (2) 2018 241 253 242 introduction nowadays, translation plays important roles in life. it has become a major means of communication and exchange information among people in this multilingual world. the enhancement of the technology has also provided some translation tools; however, the technology itself, such as google translate, sometimes is not able to understand the contexts of the texts beyond the sentences which provide miss information for the target readers (hartono, 2016). not only exchanging the information, translation enables people to exchange the cultures since language is the product of culture. it emphasizes that doing translation task is not easy in which there may be some difficulties faced. this is in line with ibarratxe (2003) who adds that one of the major difficulties in doing translation task is how the translators hold the characteristics of the source language to the demands of the target language while keeping as accurate as possible the content of original text. mujiyanto (2016) stated that translation is transferring the meaning from one language into another as the result of the difference of point of views and ideology toward the meaning which is always accompanied by its cultural elements. it proves that translation cannot be separated from the culture. according to hatim and mason (1997: 1) ―translation is defined as an act of communication which attempts to relay, across cultural and linguistic boundaries, another act of communication (which may have been intended for different purposes and different readers/hearers)‖. in line with that, lefevere (1992) states that translation is the process of rewriting an original text which reflects a certain ideology to be given to particular society in a given way. hence, in the translation process, all of the components within the source language including the cultural and linguistic elements are being transferred to the target language as well as the ideology embedded on the source language. ideology in general can be defined as particular people‘s beliefs. according to hall in van dijk (1998), they define ideology as the mental frameworks which include the language, the concepts, categories, imagery of thought, and the systems of representation spread by different classes and social groups in order to make sense of, figure out and provide understandable way of society works. besides, hatim and mason (1997:120) stated that ―ideology is defined as the assumptions, beliefs, and value systems which are shared by the members of such a social group‖. furthermore, ideology is the social belief system which lives within the particular society as the result of the environment and the belief which form the people‘s ideology. the issue of ideology in the process of translation has become an important issue in translation studies. based on the phenomena recently, translation is not just a process that goes on in the translator‘s head; it plays an important part in embedding the appropriate ideologies whether following ideologies from source text or adjusting ideologies into the target text (bassnet & lefevere, 1990). here a translator job is whether transferring the ideology of the author of the source language to the target language as it was or manipulating the ideology of the source language to the ideology which is suitable to the target language. it is based on tymoczko (2015) who sees translation as an ethical, political and ideological activity that really have large implications toward the audiences rather than as a mechanical linguistic exercise. according to al-shehari (2007) it is undoubtedly that various ideologies surround the translator affecting his/her rewriting of the translation text which leads a translator to adopt certain translation strategies throughout the process of translation. this condition encourages the translator to employ translation techniques or methods regarding the translation of the ideologies embedded on the text to find appropriate translated text. in addition, schaffner (2003: 23) claims that: ―any translation is ideological since the choice of a source text and the use that is made of the subsequent target text are determined by the interests, aims and objectives of social muhammad rizky rochmawan , issy yuliasry, sri wuli fitriati / eej 8 (2) 2018 241 253 243 agents. but the ideological aspect can be determined with in a text itself, both at the lexical level (reflected, for example, in the deliberate choice or avoidance of a particular world) and at the grammatical level (for example, use of passive structures to avoid an expression of agency).‖ any translation is ideological since the choice of a source text and the use that is made of the subsequent target text are determined by the interests, aims and objectives of social agents. but the ideological aspect can be determined with in a text itself, both at the lexical level (reflected, for example, in the deliberate choice or avoidance of a particular world) and at the grammatical level (for example, use of passive structures to avoid an expression of agency). regarding the ideology and translation, there are two concepts, proposed by hatim and mason (1997): ideology of translation and translating ideology. the ideology of translation refers to the basic orientation chosen by the translator operating within a social and cultural context, while the translating ideology refers to the extent of mediation supplied by a translator of sensitive texts. in this case, the term mediation is defined ―as the extent to which translators intervene in the transferring process, feeding their own knowledge and beliefs into processing the text‖ (hatim and mason 1997, as cited in hatim and munday, 2004, 102-103). therefore, there is a close relationship between the translation and the ideology. in the process of translation analysis, the translating ideology in translation can be traced by using critical discourse analysis. according to fairclough (1989), ―cda is an interdisciplinary approach that views language as a social practice and attempts to unpack the ideological underpinnings of discourse that has become so naturalized over discourse‖. fairclough (1989) adds that through scrutinizing the macro structure (socio cultural, sociohistorical and social context, ideology and power) as well as the micro structure of the text, the social change can be explored. in addition, van dijk (1999) developed range of cda stating that cda is a type of discourse analytical research that primarily studies the way social power abused, dominance and inequality are enacted, reproduced and resisted by text and talk in the social and political context. there are three dimensions of analysis suggested by fairclough (1989): (1) micro-level which refers to the analysis of text in terms of syntax (grammar) and lexis (vocabulary), (2) meso-level which refers to the analysis of discursive practice of production and consumption for instance, which institution produced a text, who is the target audience, etc, and (3) macro-level which is analysis and description of rhetorical organization of various texts. there are a lot of children literary translations, especially classics works, for children and adolescents. for example, the classic book by mark twain ―the adventure of tom sawyer” which is currently being translated into various languages. the classic children literary book, such as the adventure of tom sawyer by mark twain, was written more than a hundred years ago. hence, it has particular ideologies embedded on the story where the writer of the novel lived with such sociohistorical conditions which influence the writing of the novel. mark twain was an american who lived in missouri. he wrote the novel children life in missouri at that time, even some of the events on the story did really exist. when this novel was translated to another language especially in bahasa indonesia which has different beliefs and cultures, there is a gap between the ideologies of the novel and the translation. this is in line with klien (2016) that the same text will mean different things to different people at different times that determining or asserting one person‘s meaning over another‘s must take place extra-textually. in addition rohim (2010) added that the purpose of ideology embedded on a literary work is aimed to offer changes of the systems and cultures of the readers. based on the preliminary study, it was found that some ideologies were shifted as the result of the translation process. the translator of the novel must have struggled to find appropriate translation techniques in muhammad rizky rochmawan , issy yuliasry, sri wuli fitriati / eej 8 (2) 2018 241 253 244 transferring the ideologies embedded on the novel in order to produce a good translation novel. in line with this, ratnasari (2016) stated that appropriate translation technique should be carried out during the translation in order to produce a good translation. furthermore, maharani and bharati (2015) stated that one of the factor children have difficulty in understanding the text is that the incompatibility between the author and the background of the readers, including culture, knowledge and codes which are difficult to be understood by the readers. thus, in translating the ideologies embedded on text, translators are required to create understandable translation product, especially children as the target readers of the text. since the author and the translator of the novel are different in all aspects, the ideologies embedded on the novel are different. considering those description above, the study was conducted in the field of translation of ideologies in the novel. besides, the purpose was to analyse the translator‘s transfer and manipulate the embedded ideologies on the novel. there were some reasons encouraged this study. first, the theoretical background of the translation analysis was discussing the emergence of ideologies affected the rendering of the text into the target language (bassnet & lefevere: 1990) which becomes the current issues discussed by experts. second, in order to uncover the the ideologies, it needed the framework of critical discourse analysis which focus on the micro-level, meso-level and macrolevel of the text (fairclough, 1989). third, the ideological awareness should be implemented by the translator of the children literature because through language a child learns about customs, hierarchies and attitudes, yet the language of literature can promote and reinforce the adoptions of these customs, etc (halliday, 1978). fourth, the critical linguistic research has not really given the attention to the the children‘s literature regardless of its importance as an ideological instrument. methods this study belonged to descriptive qualitative study which employed the framework of critical discourse analysis. the aim of this study was to explain the rendering ideologies found in the english – indonesian translation mark twain‘s novel the adventure of tom sawyer. the notion of ideology was defined as tacit assumptions, belief systems and value systems. they were analyzed using critical discourse analysis framework (cda) by fairclough (1989) which contains three dimensions: micro-level, meso-level, and macrolevel. the unit of analysis could be in the form of words, clauses, sentences as used in the context. the instrument used to analyze the data was observation checklist. the data were gathered through reading the novel for five times both the novel and its translation, identifying the words, phrases and sentences which represents the ideological contents, backtranslating the identified data, and classying the data based on the analysis of lexical choices and syntactical structure of the data. after the data were gathered, the analysis of the data was using the critical discourse analysis in which the analysis was based on the description of the linguistic features, interpretation of the social context and explanation of the social context and the productive effect toward the ideologies being embedded. the analysed data were further reduced and concluded as the use of reporting the data. the last step was triangulating the data in order to make the result of the data valid. i used the theoretical triangulation to referred the result of the data based on the theories by experts. results and discussions results the ideologies found in the novel were categorized based on tacit assumption, belief system and value system, as stated by hatim and mason (1997: 120). the result showed that the novel has those categories of ideology that represented as well as in the translation. most of muhammad rizky rochmawan , issy yuliasry, sri wuli fitriati / eej 8 (2) 2018 241 253 245 the ideologies were rendered into its translation, however, there were some of the ideologies which were not rendered or shifted in the translation. this following chart showed the frequencies of the ideologies as well as how they were rendered or shifted in the novel and its translation. picture 1. the rendering of ideologies found in the adventure of tom sawyer novel based on the chart 1, it could be seen that the ideologies rendered into the target language reached 79% from overall ideologies found in the analysis. on the other hand, the ideologies shifted into the target language reached 21%. it could be concluded that the rendered ideologies were dominant compared to the shifted ideologies found in the english – indonesian translation of twain‘s the adventure of tom sawyer. the ideologies were embedded on the novel by the author as well as translated into bahasa indonesia by the translator. there were 54 occurrences of tacit assumptions found in the novel and its translation. those are in the form of judgement, logical argument and maturity. in the rendering of the tacit assumption there were 47 numbers of tacit assumption were rendered in bahasa indonesia, however, there were 7 numbers of tacit assumption were shifted in the bahasa indonesia. regarding to the belief system, there were 37 occurrences of the belief system in the novel and its translation. those are in the form of religious belief, superstition, racism and feminism. in the rendering of the belief system, there were 28 belief systems were rendered into bahasa indonesia, however, there were 9 belief systems were shifted in bahasa indonesia. regarding to the value systems found in the novel, there were 30 value systems in the novel and its translation. those are in the form of norm and inequality. in the rendering of the value system there were 21 value systems were rendered into bahasa indonesia, however, there were 9 value systems were shifted in bahasa indonesia. on the analysis of ideologically-contested words, there were some ideologies were rendered into the target language, although there were also some of ideologies were shifted. these following examples were the samples of rendering ideologies on the aspect of ideologically-contested words. sample 1 st shortly tom came upon the juvenile pariah of the village, huckleberry finn, son of the town drunkard. huckleberry was cordially hated and dreaded by all the mothers of the town, because he was idle and lawless and vulgar and bad — and because all their children admired him so, and delighted in his forbidden society, and wished they dared to be like him. twain, p.66 tt sebelum masuk sekolah, tom berjumpa dengan huckleberry finn, yang dijuluki orang-orang sebagai ―anak sampah‖. huckelberry adalah anak seorang pemabuk, yang tidak dihargai lagi dalam pergaulan. semua ibu di kota itu sangat jijik melihat huckelberry, karena dia pemalas dan pakaian serta tubuhnya kotor. julukan anak sampah itu hanyalah keluar dari mulut kaum ibu saja. namun anak-anak mengaguminya, dan walaupun ibu-ibu mereka melarang keras mereka untuk bergaul dan bermain bersama huckelberry, mereka diam-diam mengabaikan larangan tersebut. itulah yang membuat kaum ibu membenci anak yang kasar dan tak tahu aturan itu. iskak, hlm.87 render ed 79% shifted 21% the rendering of ideologies muhammad rizky rochmawan , issy yuliasry, sri wuli fitriati / eej 8 (2) 2018 241 253 246 bt before entering school, tom met with huckleberry finn, nicknamed by the people as "trash boys". huckleberry was the son of a drunkard, who was not appreciated anymore in association. all the mothers in town were so disgusted to see huckleberry, because he was a slacker and his clothes and body were dirty. the child's nickname as just out of the mother's mouth. but the children admired him, and although their mothers strictly forbid them to get along and play with huckleberry, they quietly ignored the ban. that's what makes mothers hate that rude and uninformed children. note: st: source text, tt: target text, bt: back translation on the sample 1, it was in the middle of way to school where tom met huckleberry. the author described the characteristics of huckleberry as the boy which was hated and dreaded by all mothers of the town; on another hand, he was admired by their children since he could do anything the children couldn‘t do. in the story, huck was a son of drunkard who fend himself without other‘s help. huck seemed to be an outsider of the community which was showed by the way all mothers hated him and no one cared about him. this clear separation of the society was clear among them. however, huck showed the freedom to the children of st. petersburg in which he could do anything that other children could not do, for example: he did not need to go to school, had enough food to eat and place to sleep and even smoke like adult did. based on the sample 1, it could be seen that there were some ideologically-contested words found. these words were considered as ideologically-contested words in the sample 1: hated, dreaded, idle, lawless, vulgar, bad and admired. the author described huck as a boy whom almost all the mother in st. petersburg did not want their children to befriend with him. however, the children admired huck. this condition is contradictory with most of the mothers‘ assumption. the word hated was translated into membenci. this word carried negative sense of meaning which showed how most of the mothers in st. petersburg hated huck. the word dreaded was translated into jijik which showed how the mothers‘ feeling about huck. the word idle was translated into pemalas which refers to huck and the reason why the mothers hated him. the word vulgar was translated into pakaian serta tubuhnya kotor which represented how the tidiness was really respected in st. petersburg. the translator explicitly translated the vulgarity of huck by adding pakaian serta tubuhnya kotor. the word lawless was translated into tak tahu aturan which showed how huck did not follow any rules in the society. the word bad was translated into kasar which showed the reason why the mothers in st. petersburg hated huck as the boy who did not have any respect to the people. the word admired was translated into mengagumi which showed how the boys in st. petersburg admired huck so much. based on sample 1, it showed the contradictory condition between the mothers and the children in st. petersburg. the mothers saw huck as a bad boy whom they really hated. however, the children of st. petersburg had different feeling about huck. they admired huck as they wanted to be like him. in this situation, the readers of the novel were showed the different ideology between the mothers and children in st. petersburg. the children wanted to live free without under strict rules from their mother, while the mothers wanted their children to live under rules which had been inherited over the years from generation to generation. it showed the ideological struggle happened on the sentence as showed by sample 4. this is in line with fairclough (1989: 114) stated that some words are ideologically contested in which they show the ideological struggle. the translator appropriately rendered the ideologies embedded on the sample 1 since the ideological content embedded on the ideologies were brought to bahasa indonesia. while this following sample is the shifted ideologies made by the translator regarding to the ideologically-contested words. muhammad rizky rochmawan , issy yuliasry, sri wuli fitriati / eej 8 (2) 2018 241 253 247 sample 2 st white, mulatto, and negro boys and girls were always there waiting their turns, resting, trading playthings, quarrelling, fighting, skylarking. twain, p.17 tt besar, kecil, tua dan muda, laki-laki dan perempuan, semuanya berebut tempat, berdesak-desakan, saling mendahului untuk menaruh ember di bawah pancuran sumur bor. iskak, hlm.23 bt big, small, old and young, men and women, all scrambling the places, jostling, preceding each other to put a bucket under the borehole. on the sample 2, the author described the habitual activities in st. petersburg in which the people were waiting their turns to take the water. it seemed that the people of st. petersburg were doing this kind of activities as daily thing. in the novel, the author described how people were queueing in front of the borehole to take waters. the author mentioned that all children from all races, such as white, mulatto and negro, were playing together while waiting their turns. they were ordered by their mothers as stated on the novel that almost all of the children followed every mother rules as tom did who could not ignore aunt polly‘s request. the ideologically-contested words that could be found on the sample 2 were: white, mulatto and negro which were used to describe the children who were playing in front of the borehole. those words contained racial meaning which carried the ideology of racism in st. petersburg. since the novel was published at the 18th centuries where the racism exists at that time, the novel still used the terminologies which represented the genetical / race identification. this is in line with the history of st. louis (https://www.stlouismo.gov/archive/history-physical-growthstlouis/#golden) which stated that the society of missouri was covered by racialism. that was how the novel described the people racially. in the rendering of ideologically-contested words in sample 2, the word white was translated into besar which really had different meaning from the source language. the word mulatto was translated into kecil which the meaning did not represent the exact meaning of the source language. the word negro was translated into tua dan muda which had unrelated meaning from the source language. those words have strong ideological struggle. the words use of white, mulatto and negro in the sentence tried to impose the racism ideology to the readers; therefore, the readers might approve the racism ideology embedded on the sentence. however, the translator did not render those ideologicallycontested words appropriately. it seemed that the shifted of the racism ideology in the sample sentence 2 was done deliberately to avoid the racism ideology in this current situation. the meanings were shifted from the source language due to the ideological reason. the words white, mulatto and negro were translated into besar, kecil, tua dan muda in bahasa indonesia which did not have any ideological content because racism is a taboo thing to be expressed in this current situation especially in indonesian culture. based on the analysis of sample 2, the rendering of the ideologies with the aspect ideologically-contested words embedded on the sentence ‗white, mulatto, and negro boys and girls were always there waiting their turns, resting, trading playthings, quarrelling, fighting, skylarking.’ was shifted in bahasa indonesia. the translator replaced the ideologically-contested words by using different words which did not have any ideological content. on the rendering of nominalization, the ideologies embedded on the text were both rendered and shifted into the target language. in the rendering of ideologies as imbedded on nominalizations, there were three kinds of data, such as nominalization, de nominalization and nominal sentence (which was rendered into nominalization as well). here is the following example of the rendering of nominalization. sample 3 st lookyhere, tom, being rich ain’t what muhammad rizky rochmawan , issy yuliasry, sri wuli fitriati / eej 8 (2) 2018 241 253 248 it’s cracked up to be. it’s just worry and worry, and sweat and sweat, and awishing you was dead all the time. twain, p.348 tt dengar tom, menjadi orang kaya betulbetul menyusahkan. itu cuma akan membikin kau cemas, gelisah, dan tidak bebas sepanjang waktu. iskak, hlm.387 bt listen tom, being a rich man is troublesome. it will only make you anxious, restless, and not free all the time. in the sample 3, huck argued to tom that being rich is a troublesome. this sentence was said by huck in his desperation of being rich. he was adopted by mrs. douglas, the rich widow in st. petersburg. huck who was excluded and ignored by the society and accustomed to living without other‘s rule with his freedom to do anything he want did not stand to live under mrs. douglas with her richness. he suffered to live under so many rules to obey that made him to run away from mrs. douglas‘s house. on the sample 3, the ideological content embedded on the sentence was found when huck told tom ‘it’s just worry and worry, and sweat and sweat, and awishing you was dead all the time.‘ it showed that huck just realized that being rich was not happy at all which in the previous events he wanted to be rich. his freedom was taken away by mrs. douglas with her maids. all rules in mrs. doulas should be obeyed by huck. that was why he assumed that richness will make someone worry and require more energies in thinking about it wishing that death is the best wish instead of undergoing that kind of life. the sentence was translated into ‗itu cuma akan membikin kau cemas, gelisah, dan tidak bebas sepanjang waktu’. in the novel, the sentence was in a form of nominal form, while when it is translated into bahasa indonesia, it was translated into verbal form which is called de nominalization. this process of de nominalization is the process of changing the entity into action. from the sample 9, it could also be seen that the ideology embedded on the sentence was the tacit assumption that being rich does not guarantee someone to be happy. it was stated by huck who was taken care by mrs. douglas, the richest widow in st. petersburg. mrs. douglas was the happy person due to her richness. all people in st. petersburg give their respect to her. however, the people assumption was proved wrong by huck who exposed the experience being adopted by mrs. douglas. he assumed that living as rich family is not happy at all, because he must do many things that take away his freedom as a boy. based on the analysis above, the ideological content embedded in the sentence ‗it’s just worry and worry, and sweat and sweat, and awishing you was dead all the time’ into ‗itu cuma akan membikin kau cemas, gelisah, dan tidak bebas sepanjang waktu’ was rendered appropriately. although the structure of the sentence was changed from nominal sentence into active sentence, it does not change the meaning on the source language. while this following example is the rendering of nominalization which is shifted in the target language. sample 4 st he wondered if she would pity him if she knew? would she cry, and wish that she had a right to put her arms around his neck and comfort him? or would she turn coldly away like all the hollow world? twain, p.34 tt maka tom bertanya dalam hati sambil mengingat anak perempuan pemilik bunga: apakah dia akan sedih kalau mendengar nasibku? akankah dia menangis dan memohon agar kedua belah tangannya dapat memeluk leher tom sawyer demi menghibur hati anak yang sedang dirundung malang ini? ataukah tabiatnya sama dengan tabiat semua orang di dunia? iskak, hlm.47 bt moreover, tom wondered as he recalled muhammad rizky rochmawan , issy yuliasry, sri wuli fitriati / eej 8 (2) 2018 241 253 249 the flower girl: will she be sad to hear my fate? will she cry and beg that both hands can hug tom sawyer's neck to comfort the heart of this unfortunate child? or is her behaviour the same as everyone in the world? on the sample 4, tom assumed that a world was just hollow. it happened in the bank of a river after he was punished by aunt polly. he was falsely blamed by his aunt for breaking the sugar bowl. in the story, tom was an orphan boy who lived with his aunt and his cousins. being an orphan living with his aunt sometimes was complicated. it was described in the novel that aunt polly was disciplinarian, and tom was the troublemaker. however, as the novel goes on, though aunt polly threatened harsh discipline tom, she was quite fond of her nephew. in the sample 2, tom‘s heart hurt because of his aunt‘s blame though she knew that the one who should be blamed was sid. since sid was her biological son, she did not blame him. in the end of tom‘s sorrow, he imagined the possibilities that might happen whether becky (the girl he met before) would put her arms and comfort him or she turn away coldly and did not have any pity to him. in his imagination, tom assumed that the environment he lived was just like a hollow world. no one cared about the life of orphan child. this assumption was represented in the sentence ‗would she turn coldly away like all the hollow world’. in this sentence, tom specifically assumed that the girl would turn away and did not have any pity about him. however, that sentence was translated into ‗ataukah tabiatnya sama dengan tabiat semua orang di dunia?’ which specifically refers to her behaviour was the same as all people in the world. the source sentence was nominalized in the target sentence by the translator which change the action done by the girl into noun. on the novel, the girl was questioned whether she would turn away coldly like all the hollow world or not. it refers to the action of the girl toward tom‘s sorrow. however, the nominal sentence on target language specify the action into noun ‗tabiat’ which refers to the girl‘s attitude. the word ‗tabiat’ in bahasa indonesia means character or attitude. moreover, the word ‗hollow world‘ was also translated into the world as general ‗tabiat semua orang di dunia ini‘ which has different meaning from the source sentence. in this case, the translator generalizes the word ‗all the hollow world‘ into the characters of people in st. petersburg. hence, the way the translator changed the sentence become nominal sentence in the target language, it provokes different thought to the readers of the novel. the ideology embedded on the sentence was shifted. on the rendering of voice, there were sentences which were rendered based on the source language structure and also into different stucture. sample 5 st ‗well, everybody does that way, huck.‘ twain, p.349 tt huck, memang begitulah yang mesti dijalani semua orang. iskak, hlm.389 bt huck, that's what everybody should be. in the sample 5, tom and huck were having such discussion regarding to huck leaving mrs. douglas‘s house, since he used to live as freedom boy that no one has authority above him. huck told tom that his life under mrs. douglas house was horrible. he assumed that the normal people would not stand it. in this case, tom explained to huck that that everybody does that way to live their life. this is the ideological content was embedded by the author. based on the example 5, it could be seen that the sentence voice was changed into passive (passivization) in which the ideological content was embedded. the sentence ‘well, everybody does that way, huck.’ refers to the habitual activity done by the people of st. petersburg. the active voice of the sentence represents that the agent of the action is clear ‗everybody‘ who performs the way. however, it was changed when it is translated into bahasa indonesia. the voice was changed into passive sentence were the emphasis was on the action, muhammad rizky rochmawan , issy yuliasry, sri wuli fitriati / eej 8 (2) 2018 241 253 250 not the agent of the sentence becoming ‘memang begitulah yang mesti dijalani semua orang’. this sentence has different ideological content from the source language. this sentence emphasizes that the way described on the sentence must be done by everybody. regarding to this analysis, the people of st. petersburg lived their life on the ways described by huck. there were rules in the family that should be done though it was not written on the book. however, the freedom had by huck was taken away when he entered the family. since huck was one of the children in the st. petersburg who is excluded by the society because of his vulgarity, the parents did not like him even preventing their children to play with huck. in this case, the author embedded the ideological content that is value system in the family. everybody does the ways described by huck to live normally. based on the analysis, it could be concluded that the ideological content embedded in the source language was shifted in the target language. this is in line with puurtinen (1998) passive sentence, in such a way, is the effective means that can neutralize the representing actions, processes and participants that create obscurity of the casual relations and responsibility for the action as well, because the participants can be deleted from the sentence. regarding to the sample 15, the active sentence is changed into passive sentence in which there is no omission of the participants. however, the placing of the object as the beginning of the sentence has made the meaning of the sentence in the target language having more emphasis on the educational implication toward the readers especially children. puurtinen (1998) also added that the use of passivization in children‘s literature could have ideological implications. discussion according to hatim and mason (1990: 1) translation is the process of rendering the communication across different cultural and language background by considering the objectives of the communication toward the target reader. while according to schaffner (2003) all translators are social agent who carry out ideological act affecting the translator choices as well as the various interests, objectives. based on the examples of translating ideologies embedded on the novel ‗the adventure of tom sawyer‘, there are three aspects of ideologies analysed on the level of sentence as proposed by hatim and mason (1997: 120) tacit assumptions, belief systems and value systems which are shared among social groups. the tacit assumption found in the novel were realized in the forms of judgement, logical argument and maturity. furthermore, the belief systems found in the novel were realized in the form of religious belief, superstition, racism and feminism. lastly, the value systems found in the novel were realized in the form of norm and inequality. it was found that most of the ideologies embedded on the sentence unit of the novel were rendered into the target language in which only few were shifted into the target language. this fact is in line with hatim and mason (1997) in translating the ideologies in the text, the translator intervenes the process of transferring the text by feeding his own knowledge and beliefs. as a result, the rendering of ideologies in the novel were not entirely rendered as in the source language; however, some of ideologies were shifted by the translator considering the target language. this is also supported by alvares and vidal (1996) that all of the translator‘s choices in the process of transferring the language, such as the vocabularies selection and omission as well as the placing of the words, reflect the translator‘s history and socio-political milieu as well as the ideologies and culture that surround him. the ideologies embedded on the level of sentences in the novel ‗the adventure of tom sawyer‘ were not rendered entirely indicates that the translator was really aware of his position as the social agent who has the right to determine the translation by considering the source and target language culture and ideology. he chose not to render all ideologies in the novel because there were some of the ideologies embedded in the novel which were not suitable in the current muhammad rizky rochmawan , issy yuliasry, sri wuli fitriati / eej 8 (2) 2018 241 253 251 situation, especially for the children literature which has educational implications toward the reader as stated by puurtinen (1998). moreover, puurtinen (1998) stated that in the process of translating children‘s literature, the translator has to make various adjustments to adhere the notions of what is good and suitable for children and also the difficulty level of the target culture. the analysis of rendering ideologies through the framework of critical discourse analysis proposed by fairclough (1989) through the aspects of lexical choice and grammatical structures turned out to be the best framework in exploring the ideologies embedded in the text. in this study, the analysis was done by analysing the rendering of the ideologically-contested words, nominalization and voice in which the ideologies were embedded. in the aspect of ideologically-contested words, it turned out that there were many ideologically-contested words used in carrying out the ideological aspects in the sentences. based on the findings, it was found that almost all ideologically contested words were rendered in the target language. however, it also turned out that the ideologically-contested words which were shifted in the target language were the lexical items that were suitable to be rendered in the target language and culture. moreover, there were ideologically-contested words which had racism value were shifted into the words that did not have racial implication toward the readers in the target language. since the slavery and racism did exist on the source language, the translator made some changes to erase the readers‘ perspective toward racism. regarding to the aspect of nominalization, it turned out that in the rendering ideologies embedded on the aspect of nominalization affects the sentence transformation. there were nominal sentences was translated into nominal sentence as well, the verbal sentence was translated into nominal sentence (nominalization) and nominal sentence was translated into verbal sentence (de nominalization). based on the analysis, the rendering of ideologies embedded in the nominal sentence which were translated into nominal sentence as well were rendered in the target language. since there was no any change on the structure of the sentence, the ideologies were rendered in the target language. furthermore, when the translator tried to change the form of the sentence from the verbal sentence into nominal sentence (nominalization) as the result of the shifting the ideologies embedded on the target language, the meaning of the sentence was also shifted from source language. as stated by fowler et al. (1979) that the choosing of noun phrases over verbs was often ideologically charged, hence there was ideological contents being embedded on it. as well as on the aspect of de nominalization, the ideologies embedded on the sentence which nominal sentence changed into verbal sentence (de nominalization) were almost entirely rendered. there was only few de nominalization which were shifted because the translator expand the explanation of the sentence inappropriately, so that it changed the meaning from the source language. based on the examples, the sentence transformation did not really change the ideological contents embedded on the sentence, since the translator was only expanding his explanation toward the sentence being rendered. regarding to the rendering of ideologies on the aspect of voice, there were voice transformatin which affected the ideological contents embedded on the sentence, although there were some ideological shifts without voice transformation. the ideological shifts that occured without voice transformation were caused by the lexical choices done by the translator considering the language and culture in the target language. however, the case that should be underlined was the passivization or the voice transformation from active voice becomes passive sentence. as also stated by fowler (1979) just like nominalization, the choosing of passive voice over active voice was often ideologically charged. by choosing the passive voice in the target language, the agent of the sentence might be deleted which decrease the information of the sentence. hence, the ideologies embedded on the sentence had less muhammad rizky rochmawan , issy yuliasry, sri wuli fitriati / eej 8 (2) 2018 241 253 252 impact toward the readers. according to faiclough (1992: 27) the choosing of passive voice rather than active voice may be associated with ideologically significant features of the text which allow the translator not to specify the agents of the action as well as how or when they do it. conclusion the ideological contents embedded on the source language were identified as well as in the target language by means of linguistic aspects of cda, such as: ideologically-contested words, nominalization and voices. by integrating the ideological analysis and the linguistic aspects of cda, the ideological differences between the source language and target language were discovered. the ideologies were categorized based on the definition of ideology proposed by hatim and mason into three categories: tacit assumption, belief system and value system. furthermore, based on the findings of the study, the tacit assumption were categorized into judgement, logical argument, and maturity. while the belief systems were categorized into religious belief, superstition, racism, and feminism. lastly, the value systems were categorized into norm and inequality. on the aspect of ideologically-contested words, most of the shifted ideologies on the aspect of ideologically-contested words was due to the replacement of lexical items which do not provoke the same ideological issues in the source language to the readers in the target language. on the aspect of nominalization, there were nominal sentences which were rendered into nominal sentence as well, the de nominalization which nominal sentences were rendered into verbal sentence, and nominalization which verbal sentences were rendered into nominal sentence. regarding to the rendering ideologies of voice, there are active – active sentence, passive – passive sentence passive – active sentence, and active – passive sentence (passivization). lastly, the sentence transformation in the rendering ideologies embedded on it did change the meaning of the sentence which made the ideological shift, especially in the case of nominalization and passivization. the choosing of noun phrases rather than verbs and the passive voice rather than active voice carried the implication toward the ideologies embedded on the sentence. it was really recommended that in analysing the translation, the analyst should be aware of the ideologies embedded on the text which can change the meaning as the result of different ideologies. as the implication toward the english language education and english language teaching, it can be teachers‘ consideration when they are dealing with school text materials that are needed to be translated and explained to the students. they have to use approriate rendering whether they have to render or shift it, so that the students can perceive what they have to comprehend from it. references al – shehari, k (2007): semiotics and the translation of news headlines: making an image of the other. translation studies in the new millennium: an international journal of translation and interpretation. 5: 1-16. alvarez, r. & carmen-africa vidal, m. 1996. translation, power, subversion. clevedon: multilingual matters. bassneet, susan & lafever, andre. 1990. translation, 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http://ejournal.upi.edu/index.php/ijal/article/view/6863/4679 87 eej 6 (1) (2016) english education journal http://journal.unnes.ac.id/sju/index.php/eej technique and quality of english – indonesian translation of pun in tolkien’s the hobbit rizky yolandaissy yuliasri english language education postgraduate program universitas negeri semarang, indonesia article info ________________ received february 2016 accepted march 2016 published june 2016 ________________ keywords: pun, translation, the hobbit ____________________ abstract ___________________________________________________________________ puns occupy a significant position in literature. the people are getting more and more excited when the novel uses puns. pun, however, might be challenging for translators to translate pun which is closely related to the source language culture. therefore this study is carried out in order to find out the kindsoftranslation techniques used, and to assess the quality of english – indonesian translation english – indonesian tolkien‟s the hobbit.the object of this study is english indonesian pun translation of j.r.rtolkien‟s the hobbit.the result of the analysis shows that there are 243 puns found in j.r.r tolkien the hobbit.there are three kinds of pun are found in this novel. paronymy dominates in 231 data, homonymy with 11 data, homophony with 1 datum. the analysis on translation techniques shows that there are six techniques used. pun to non pun technique, punoid, pun to pun, non pun to pun, then pun in st is copied to pun in tt and pun to zero. the analysis on the translation quality shows that 56 translations are considered as accurate, and 187 translations are considered as less accurate. in acceptability level, 116 translations belong to acceptable, and 127 translations belong to less acceptable. readability level shows that 133 translations are categorized as high readability, and 110 translations are categorized as sufficient readability. © 2016 universitas negeri semarang  correspondence: e-mail: khieyolanda@yahoo.com kampus unnes bendanngisor, semarang, 50233 p-issn 2087-0108 e-issn 2502-4566 rizky yolanda/english education journal 6(1) (2016) 88 introduction it is undeniable that pun as has shown its significance in the novel. the people are getting more and more excited when the novel uses puns. regarding to this fact, translation demand has increased due to the translation purpose of facilitating people who come from different countries and speak different languages to understand the message intended in the source language. pun, however, might be challenging for translators to translate pun which is closely related to the source language culture. pun which can be found in the novel is not easy to translate since it is closely related to the source language (sl) culture and the sl system of grammar. delabastita (1996: 129) states that puns are textual phenomena, meaning that they are dependent on the structural characteristics of language as an abstract system. he further says that languages are full of potential ambiguities and associations, which are not normally perceived as significant in ordinary, nonsignificant discourse. further, wordplay or pun contrasts linguistic structures with different meanings on the basis of their formal similarity. furthermore, a pun may be either vertical or horizontal. the formal similarity of two linguistic structures may clash by being co-present in the same portion of text (in this case it is vertical pun), or by being in a relation of contiguity by occurring one after another in the text (the horizontal pun). there have been a number of researches concerning with the phenomena of pun translation. one of the studies is conducted by winarti (2011) that is „an analysis of pun translation in the animationmovie madagascar ii escape to africa’. this research describes thetypes of pun, the translation technique, and the impact of the application of thetechniques on the accuracy level of the pun translation in the animation movie“madagascar ii escape to africa”. the result of the analysis in this study showed that paronymy puns dominate the dialogue with 32 data or 80% of all 40 data.the analysis on translation techniques showed that there were twotechniques used namely pun rendered as non pun and pun rendered as zero pun.the analysis on the translation accuracy level showed that 35 translations(87,5%) were considered to be less accurate and 5 translations (12,5%) wereconsidered as inaccurate. among the less accurate translations, 33 translations or82,5% of them were resulted from pun rendered as non pun technique and 1translation or 2,5% was resulted from pun rendered as zero pun. among theinaccurate translation, 4 translations or 10% were resulted from pun rendered asnon pun technique, and 2 translations or 5% was resulted from pun rendered aszero pun technique. the analysis also showed that none of the translations wereconsidered to be accurate. another study is conducted by rushadi (2012) entitled a translation analysis of english pun in the tv serial “ally macbeal”. this study emphasizes on the phenomenon of pun which is taken from tv series “ally macbeal” season 1-3. it is conducted to investigate the types of pun, the translation techniques used by the translator and to rate accuracy and acceptability level. from total data 23, there are 19 data (82, 6%) classified into vertical pun and the rest 4 data (13,4%) are horizontal pun. meanwhile, based on degree rizky yolanda/english education journal 6(1) (2016) 89 of similarity there are five types of pun: paronymic 15 (65, 21%), homophonic 3 (13,04%), polysemic 2 (8, 75%), nicknaming 2 (8, 75%) and homonymic 1 (4, 35%). in this study, there are four translation techniques applied: a sl pun translated into a similar tl pun, a sl pun copied into tl pun, a pun translated into a non-pun but keeping one of sense ambiguity only, and a pun translated into a punoidor pseudowordplay through the adaptation of rhetorical devices especially rhymes. the result of open-ended questionnaire to accuracy level shows that mostly of english pun are rendered accurately in indonesia by average on the point 1.3. while, open-ended questionnaire to acceptability level shows that only a few of english pun are translated naturally in indonesia. moreover, it seems that this study is more interesting than the previous studies because it explores deeper and wider areas. this study does not only describe the kinds of pun used, but also describes pun translation technique used. furthermore, this study will describe the quality of translation, in term of accuracy, acceptability and readability. notions of pun according to delabastita (1996: 128) wordplay or pun is the general name for the various textual phenomena in which structural features of the language(s) use are exploited in order to bring about a communicatively significant confrontation of two (or more) linguistic structures with more or less similar forms and more or less different meanings. wordplay or pun is a figure of speech which consists of a deliberate confusion of similar words or phrases for rhetorical effect, whether humorous or serious. it is a way of using the characteristics of the language to cause a word, a sentence or a discourse to involve two or more different meanings. hence, humorous or any other effects created by wordplay or puns depend upon the ambiguities words entail. understanding the context is important because verbal pun does not have a similar structure which is presented, it will be absent or co present. kinds of pun regarding the kinds of pun, delabastita (1996: 128) proposes there arefour categories of pun: homonymy, homophony, homograph, and paronymy.the kinds of pun are also proposes by the chinese scholar yuan chuandao (2005), he claims that the creation of pun is connected not only to the meaning and the homophony of a word, but also to the context, manner of speech and logic. hence, he singles out the following types of pun as homonymic pun (identical sounds and spelling), lexical meaning pun (polysemantic words), understanding pun (through the particular context implied meaning of a sentence is revealed, and figurative pun (a simile or a metaphor as its surface meaning and the figurative meaning as its deep meaning). while schröter proposes the kinds pun are polisemy and paronymy. he states that polysemy is characterized by a clash of orthographically and phonetically identical structures with divergent meanings and etymologically connected (2005:181). techniques in translating pun in the process of translation, translators usually face problems dealing rizky yolanda/english education journal 6(1) (2016) 90 withlinguistic and cultural differences between the source language and the target language. the problems of translation are included in the translation process.remembering there are so many translation problems would be found in processof translating pun, the translation strategies are needed here. delabastita proposes thetranslation techniques of puns available for the translator‟s, they are: pun to pun, pun to non pun, pun to zero, pun in st = pun in tt, pun = related rhetorical device (punoid), non pun to pun, zero to pun, and editorial techniques. translation quality assessment translation is considered to be good when it meets three criteria; those are accuracy, acceptability, and readability. accuracy of translation means the message of the source text is transferred into target text correctly. according to shuttleworthand cowie (1997: 3) accuracy is a term used in translation evaluation to refer to the extent towhich a translation matches its original, while it is usually refers to preservationof the information content of st in tt, with an accurate translation beinggenerally literal then free, its actual meaning in the content of a given translationmust depend on the type of equivalence. acceptability in translation means that the translation fulfils therequirement of „reading as an original‟ written in the target language and soundsnatural for the target reader rather than that of „reading as the original‟shuttleworth and cowie (1997: 2). nababan (2012) defines readability as „how easily written materials can be read and understood‟. translation cannot be separated from the term readability since the activity of translating is closely connected to the activity of reading method this studyis descriptive qualitative research. this study focuses on describing accurately and factually about english – indonesian translation of pun in tolkien‟s the hobbit. the source of data used in this study arethe original novel of the hobbit or there and back again by tolkien, published by houghton mifflin company-new york in 2001 consists of 330 pages and its indonesian translation the hobbit atau pergi dan kembali tranlated by a.adiwiyoto, published by pt gramedia pustaka utamajakakta in 2002 which consists of 352 pages, and the respondents. the respondents are divided into two, they are expert raters (the lecturers) and target readers (the teenager). in collecting data, the researcher applies three methods. note taking is used to collect the pun contained, and the techniques applied in english-indonesian tolkien‟s the hobbit. the questionnaire is used to get the response of the readers, related to quality of pun translation. the researcher will use aaccuracy, acceptability and readability ratingiinstrumentsto determine the degree of pun translation quality. and in-depth interviewsare conducted with the expert readers to validate responses or statements they gave in the questionnaire. in this study, the data collected are analyzed by classifying kinds of pun as well as translation techniques applied in translating pun in j.r.r tolkien‟s the hobbit, reducing the data which is not suitable. interpreting the data is also a part of data analysis, drawing an inferences from the results of the analysis based on rizky yolanda/english education journal 6(1) (2016) 91 statement of the problems and provide the suggestion. finding and data analysis based on the kinds of pun from delabastita (1996), there are three kinds of pun found in tolkiens‟ the hobbit. they are homonymy, homophony and paronymy. the table below shows the distribution of each kind. table 1 kinds of pun in j.r.r tolkien‟s the hobbit kinds of pun number of data percentage homonymy 11 data 4.5% homophony 1 data 0.4% paronymy 231 data 95.1% total 243 data 100% from table 1, it can be seen that paronymy dominates in 95.1%, homonymy 4.5% is in the second rank followed by homophony 0.4%. the writer has found paronymy was appeared often than others. the most kind of pun used in this novel is paronymy, it is shown by the percentages 95.1%. translation technique based on the technique in translating pun, delabastita (1996:134) introduced several techniques namely pun to pun, pun to non pun, pun rendered as other rhetorical device, pun to zero, pun in st is copied to pun in tt, zero to pun, non pun to pun, and editorial techniques. among the eight techniques mentioned, the writer found six techniques used by the translator. they are; pun to pun, pun to non pun, pun rendered as other rhetorical device, pun to zero, pun in st is copied to pun in tt, and non pun to pun. the table below shows the translation techniques of pun are used in j.r.r tolkien‟s the hobbit. rizky yolanda/english education journal 6(1) (2016) 92 table 2 translation techniques no translation techniques number of usage percentage 1 pun to pun 12 4.8% 2 pun to non pun 116 46.2% 3 pun rendered as other rhetorical device (punoid) 113 45.0% 4 pun to zero 1 0.4% 5 pun in st = pun in tt 1 0.4% 6 non pun to pun 8 3.2% total 251 100% from the table 2, it can be seen that pun to non pun technique dominates in 46.2%, pun rendered as other rhetorical device (punoid) 45.0% is in the second rank followed by pun to pun 4.8%, non pun to pun 3.2% is in the fourth rank, then pun in st is copied to pun in tt and pun to zero 0.4% for the last rank. the analysis of the techniques used will be shown in this sub chapter below: translation quality 1. accuracy accuracy indicates the degree of conformity. it deals with how accurate a translator transfers the message in st into tt. in this case, the translator is required to translate the content of the text correctly. the concept of accurate leads to a conformity content or messages between st and tt and no distortion of meaning. in this study, the scores that represent the accuracy level are given by four raters. three raters are the expert raters coded as r1, r2, and r3, and another rater is the writer coded as r4. dealing with accuracy level, the writer uses this following scale: 3 = pun is transferred accurately into the target language and no distortion of meaning (accurate). 2 = pun has been transferred accurately into target language, but there is a distortion of meaning or double meaning or eliminatedmeaning which disturb the wholeness of the message (less accurate). 1 = pun is inaccurately transferred into the target languageor omitted (inaccurate). additionally, the following table shows the percentage of pun translation for accuracy level: rizky yolanda/english education journal 6(1) (2016) 93 table 3. percentage of accuracy categories number of data percentage accurate 56 23% less accurate 187 77% total 243 100% from 243 data, the writer have found 56 pun translations are considered as accurate (23%), and 187 are categorized as less accurate pun translations (77%). 2. acceptability acceptability refers to whether a translation has been translated appropriately with the rules, norms and the prevailing culture in the target language or not, and soundsnatural for the target reader. in this study, the scores that represent the acceptability level are given by four raters. 3 = translation of pun is natural,it is commonly familiar to the readers and does not sound strange (acceptable). 2 = in general, translation of pun already feels natural, but it is not familiar to the reader and a bit strange (less acceptable). 1 = translation of pun is unnatural, it is not familiar to the reader and sounds very strange (inacceptable). moreover, the following table shows the percentage of pun translation for acceptability level: table 4 percentage of acceptability categories number of data percentage acceptable 116 47,7% less acceptable 127 52,3% total 243 100% rizky yolanda/english education journal 6(1) (2016) 94 from 243 data, the writer have found 116 pun translations are considered as acceptable (47,7%), and 127 are considered as less acceptable pun translations (52,3%). the explanations upon the data based on the acceptable level are as follow: 3. readability readability defines as „how easily pun translation can be read and understood‟. in this study, the scores that represent the readability level are given by four raters. three raters are the expert raters and one rater is the writer. the scores that represent the readability level are also given by 16 target readers. 3 = translated pun can be easily understood. the readers read fluently because the translation of pun is understandable (high readability). 2 = translated pun can be understood, however it should be read more than once to understand the translation. the readers stop for a while when they read the translation of punbecause the translation is less understandable (sufficient readability). 1 = translation is difficult to understand or cannot be understood at all (low readability). the following table shows the percentage of pun translation for readability level: table 5. percentage of readability categories numberofdata percentage high readability 133 54,7% sufficient readabilit y 110 45,3% total 243 100% from 243 data, the writer have found 133 pun translations are considered as high readability (54,7%), and 110 are categorized as sufficient readability pun translations (45,3%). conclusions the analysis on types of pun in j.r.r tolkien‟s the hobbit shows that there are three kinds of pun are found in this novel; they are paronymy, homonymy and homophony. paronymy dominates in 95.1% with 231 data, homonymy 4.5% with 11 data is in the second rank followed by homophony 0.4% with 1 datum. the writer has found paronymy was often appeared than others. the analysis on translation techniques shows that there are six techniques used namely pun to non pun, pun rendered as other rhetorical device (punoid), pun to pun, non pun to pun, then pun in st is copied to pun in tt and pun to zero. pun to non pun technique dominates in 116 times of use (46.2%), pun rendered as other rhetorical device (punoid) is used 113 times (45.0%) is in the second rank followed by pun to pun in 12 times of use (4.8%), non pun to pun is used 8 times (3.2%) is in the fourth rank, then pun in st is copied to pun in tt and pun to zero each are used once (0.4%). the analysis on the translation quality shows that 56 translations (23%) are considered to be accurate, and 187 translations (77%) are considered as less accurate. in acceptability level, 116 translations are belong to acceptable (47,7%), and 127 translations are belong to less acceptable (52,3%). readability level shows that 133translations (54, 7%) are categorized as high readability, and 110 translations (45,3%) are categorized as sufficient readability. acknowledgement i would like to express my sincere thanks to pps unnes. i would also like to express my grateful appreciation to dr. rudi hartono, ss, m.pd. who has guided me and for encouragement and suggestions. rizky yolanda/english education journal 6(1) (2016) 95 references baker, m. 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(2011). an analysis of pun translation in the animation movie “madagascar ii escape to africa (unpublished thesis of sebelasmaret university) 227 eej 7 (3) (2017) english education journal http://journal.unnes.ac.id/sju/index.php/eej shift and equivalence of noun phrases in english-indonesian translation of barbie short stories sri nikmatu rupiah 1, rudi hartono 2 1 nasima elementary school semarang 2 universitas negeri semarang, indonesia article info article history: recived 10 august 2017 accepted 20 october 2017 published 01 december 2017 keywords: shift, equivalence, noun phrase, short stories abstract process of translating noun phrases from english into indonesian causes a translator has a difficulty in determining structure of noun phrase in target language because of the different structure between both languages. this reason caused translation shifts and equivalence occur to get the appropriate meaning. shift according to catford is regarded as the change of formal structure of the source language into target language (cited in venuti, 2000) while nida regards the concept of equivalence as best translation which does not sound like translation (cited in venuti, 2000). most of researcher conducted shift and equivalence on indonesian noun phrase into english translation. this study is about shift and equivalence of noun phrases in english-indonesian translation of barbie short stories. therefore, there are types of equivalence and two translation shifts that must be enalyzed, namely level shift, and category shift and its sub categories; structure shift, class shift, unit shift, and intra system shift. to obtain the data, this study applied descriptive qualitative approach. the data which have been gathered were described and suited with the aim of this study. the findings map out the high use of translation shift than equivalence applied. the use of translation shift makes the translation of noun phrases more naturally and acceptable. the use of category shift, i.e. structural shift was the highest step in process of translating barbie short stories. while the highest equivalence occurs on textual equivalence where there was equivalence structuring of a text. this study provided suggestions regarding to the implications of this study. for english language learners, they have to learn translation shift in order to understand message from target language properly. relating to the equivalence, form and meaning were frequently not fully equivalent, but one should be noticed that forms may change but meaning must not change. in dynamic equivalence, although the form was different, but the meaning was the same. © 2017 universitas negeri semarang correspondence address: jl. puspanjolo selatan no.53, semarang e-mail: s.nikmatur.piah@gmail.com p-issn 2087-0108 e-issn 2502-4566 sri nikmatu rupiah & rudi hartono / eej 7 (3) (2017) 228 introduction translation involves two different languages with different cultural backgrounds. english and indonesian belong to two different languages. they have own vocabulary and structure, even some indonesian words are adopted from english words. aoudi (2001) argued that a language is a group of vocabulary, terms, and structures in which a language differs from another. in transferring information from english to indonesian needs the role of translators. they should be clear enough in conveying message to the readers. so, it needs a special skill to make the result of translation becomes natural and easy to understand. but, the question now is how to replace a written message and statement in another language naturally. it means to have a good quality translation must convey the message of the source language wants. since, translated text can differ from the original at any linguistic level, lexical, syntactic, discourse, and still be considered perfectly acceptable. the departures from theoretical formal correspondence between source and target language units for the sake of textual equivalence are denominated translation shifts. it is one of the key concepts in translation theory. apart from the obvious transformations necessary for grammatical well-formed, it is common practice in translation to introduce optional changes to the way information is presented in the source text. although such changes are not strictly necessary, they are part and parcel of human translation, as professional translators are expected to adapt the original to the norms and conventions of target language use depending on the text genre, text type, register, means of communication, etc. translator often has difficulties which causes by differences of language system between source language and target language in finding equivalence. translation procedure will be needed to use in translation process. translation procedure is used in translation process in the level of sentences, clauses, phrases, and words in a text. instead, in reading a book, novel or other source of data, noun phrases are always existed as part of the clauses, but many readers are confused in differentiating the word order in head worh of english and indonesian noun phrases. this is because english and indonesian head words are different where the english head word is head-final position, while indonesian noun phrase, the head word is head-initial position. so, the translator can adapt the changes of grammatical and meaning in the target language. grammatical differences found in source language and target language leads to a shift of clause, phrase, and words order. that shift is called translation shift, that expressed by catford (cited in venuti, 2000). technically, a translator has to know the equivalence and the shift of meaning in translating the source language to the target one. translation peers always encounter different changes in equivalence within different language levels ranging from physical forms into meaning. bell (1991) defines the phenomenon as “the replacement of a representation of a text in one language by a representation of an equivalent text in a second language.” baker (1997) defined equivalence as the relationship between a source text (st) and a target text (tt) that has allowed the tt to be considered as a translation of the st in the first place. according to the experts‟ statement above, equivalence is the important element in the process of translation. catford further pointed out that “the central problem of translation practice is that of finding tl equivalents, a central task of translation theory is that of defining the nature and conditions of translation equivalence” (snell – hornby, 1988). to get the equivalence one of the ways is to do shift which known as the theory of catford. therefore, the writer wants to know how the translator did the shift in the sentence to achieve the equivalence. in this analysis the writer find out the sentences which occur the shift in translation text. the writer describes whether this shift affects the meaning intended by the author of the source language text and the writer also will examine them by the theory of equivalence by nida i.e there are two different types of equivalence, they are formal equivalence and dynamic equivalence (hatim sri nikmatu rupiah & rudi hartono / eej 7 (3) (2017) 229 and munday, 2004).there were several studies about equivalence and shift. mujiyanto (2011) observed the existence of formal nonequivalence appears in the translation of behavioral clauses and the way to achieve functional equivalence through the presence of formal nonequivalence. this study investigated a written text in english and its translation in indonesian. the result revealed that formal nonequivalence may occur in word phrase, and clause levels. the effort of achieving functional equivalence at clause level was facilitated such formal equivalence by maintaining behavioral clauses or restructuring them. this study only investigated the the omission and addition about english-german differences in terms of lexis, syntax, and communicative norms in business texts from the annual reports of international companies published between 1993 and 2002. furthermore, ambarsih (2013) investigated translation shift verbs and verb phrase, and to describe translation shift verbs and verb phrase found on the amazing spiderman movie which is translated into indonesian. in collecting data, the writer uses documentation by coding and selecting english sentences containing verb and verb phrases in the amazing spiderman 4 movie scripts. from the data analysis, the researcher finds two translation shifts, namely: category shift and level shift. in translating western movie, not all aspects of western culture are acceptable in indonesian. so, in translating movie or other reading books, the translators have to manipulate the text for it to be acceptable by the target readers. this study has been investigated by yuliasri (2016), she observed the cencorship through the translation techniques used by the translator in translating the english humorous texts in thewalt disney‟s donald duck comics into indonesian and the reason underlying the translator‟s choice of the translation techniques. it also aims at analysing whether or not the choice of the translation techniques affects the rendering of meaning, maintenance of humour, and acceptability of the translation. the finding revealed that the translators performed censorship through the dominant use of reduction and generalisation techniques so as to reduce sarcasm and insults. the study noticed that the proper technique used in translating source language has big role in creating natural and acceptable text to the readers. by choosing the right method is also the best way to achieve translation result from english into indonesian language that would be more natural and accepted in the target language users. it has been investigated by hartono (2014), he applied grammar translation method (gtm) and the result regarded that gtm could improve students‟ translation products of narrative texts from english into indonesia. another study which focused in getting the way to achieve natural and acceptable target text is conducted by becher (2011) who studied the phenomenon of additions and omissions connector (such as the adverbial phrase, do or particles that provide semantic role discourse, sentences or clauses) consider as a shift in translation. his data is bidirectional parallel corpus includes english and german translation of business texts from the annual reports of international companies published between 1993 and 2002. he analyzed the additional belt and the omission of linguistic perspective focuses on the shift in translation and applying close reading approach. he found that many shifts caused pointy previously recognized englishgerman differences in terms of lexis, syntax and communicative norms. becher explained that the translator adds and removes a liaison for the following five reasons: (1) the agreement with certain limitations of the system of the target language, (2) the use of the detailed features of the system of the target language, (3) the force means marked expression, (4) the adjustment of cohesion the target text, (5) the realization of communicative norms of the target language community. a phrase is a group of words which has no subject (tallerman, 1998). it means that every group of words or combination of words, which are grammatically similar to word and do not have its own subject is called phrase. there are some phrases, which are noun phrase (np) sri nikmatu rupiah & rudi hartono / eej 7 (3) (2017) 230 for example, very bright sunflowers is headed by a noun; verb phrase (vp) for example, overflowed quite quickly is headed by a verb; very bright is an adjective phrase (ap); quite quickly is an adverb phrase (advp); and inside the house is a preposition phrase (pp) headed by the preposition inside. but in this research, the writer focuses on the noun phrase. noun phrase can be identified by the determiners the, a, and an. noun phrase consists of four constituents, those are the head, the determiner, pre modifier, and post-modifier. in a sentence, a noun phrase can have function as subject, object, and complement. the noun phrase is essential part of every sentence. noun phrase is constructed from words a noun and a phrase. some of experts give the similar definition of noun phrase. brown and miller state that noun phrase is noun phrase which are traditionally thought of consisting minimally of a head noun, together with any number of noun phrases modifier, they are determiners, quantifiers, and quantifiers phrases, adjective and adjective phrases, noun and noun phrases, adverb position and adverb position phrases and clause. based on the phenomenon above, the researcher interested to conduct a research by investigating translation shift in children‟s reading book which needed to be explored further. in fact, as change meaning from sl to tl, translation of reading book is also influenced by aspects in rendering meaning including equivalence. both shift and equivalence are used to show the result of translation in delivering meaning. through the study of both shift and equivalence, we are able to get a clearer insight of translation shift is constructed and how the meaning is equivalence. in order to make, young readers can read easily and catch the meaning properly because translating for children, requires special considerations. the professional translators believe that two things are so valuable in translation especially for children translation; they are message and style (dorri, 2015). to make it sensible, the translation should be as comprehensive. it causes the researcher to carry out the present research which is believed that shift plays an important and remarkable role in translation of children text. translating children‟s books is really a complex process because through the process of translating texts, the translators constantly struggle with making decision on whether to translate text literally and stay as close as possible the original texts, or follow the spirit of the texts and convey the meaning of the texts according to the needs of the target readers. munday (2001) said that “translation is a phenomenon that has a huge effect on everyday life.” the first of these two senses relates to translation as a process, the second to the product. the first sense focuses on the role of the translator in taking the original or source text (st) and turning it into a text in another language (the target text, tt). the second sense centers on the concrete translation the product produced by the translator. machali (2000) noted that “translation as an operation performed on languages: a process of substituting a text in one language for a text in another”. larson (1998) stated that “translation is basically a change of form. in translation, the form of the source language is replaced by the form of receptor (target) language”. larson (1998) divided translation into two types, namely form-based translation and meaning-based translation. translation based forms, it tends to follow the form of the source language is known as the literal translation, while meaning based translation tends to communicate the meaning from the source language text in the target language naturally. this translation is known as idiomatic translation. the division types of translation theory based on larson has the same shifts with theory from catford. he develops form based translation becomes category shifts into four types, namely: 1. structural shifts 2. class shifts 3. unit shifts 4. intra-system shifts sri nikmatu rupiah & rudi hartono / eej 7 (3) (2017) 231 similarly, catford (as cited in hatim and munday, 2004) said that „shifts‟, is departures from formal correspondence in the process of going from the sl to the tl. there are two major types of „shift‟: level shifts and category shifts: 1) level shift is sl item at one linguistic level has a tl translation equivalent at a different level. 2) category shift is a departure from formal correspondence in translation. category shift occurs if the source language (sl) has different forms from the target language (tl). so category shifts are: 2.1) structure shift is to be the most common form of shift and involve mostly a shift in grammatical structure. 2.2) class shift occurs when the translation equivalent of sl item is a member of a different class from the original item. 2.3) unit-shift means change of rank – that is, departures from formal correspondence in which the translation equivalent of a unit at one rank in the sl, is a unit at a different rank in the tl”. 2.4) intra-system shift is a departure from formal correspondence in which (a term operating in) one system in the sl has as its translation equivalent (a term operating in) a different – non-corresponding-system in the tl. furthermore, vinay and darbelnet (as cited in munday, 2001) stated that “equivalence refers to cases where languages describe the same situation by different stylistic or structural means”. catford (as cited in hatim and munday, 2004) wrote texts in different languages can be equivalent in different degrees (fully or partially equivalent), in respect of different levels of presentation (equivalent in respect of context, of semantics, of grammar, of lexis, etc), and at different ranks (word-for-word, phrase-for-phrase, sentence-for-sentence). baker (1998) used the notion of equivalence for the sake of convenience because most translators use it rather than because it has any theoretical statements. thus equivalence is variously regarded as a necessary condition for translations, an obstacle to a progress in translation studies, or a useful category for describing translation. she also added that proponent of equivalence as the relationship between a source text (st) and a target text (tt). that‟s allowed the tt to be considered as a translation of the st in the first place. methods this research employed a descriptive qualitative research. it was to find the shift and equivalence of noun phrases in englishindonesian translation of barbie short stories. the data in this study were written data as the main data source. the data were the written stories in english and its indonesian translation in barbie reading book. in this study, the data were taken from five stories from barbie story book i.e. the pearl princess, a mermaid tale, princess charm school, princess popstar, screet door and their translation, entitled putri mutiara yang cantik, putri peselancar, sekolah pesona putri, kekuatan bintang, teman-teman ajaib. the unit of analysis was the english noun phrases with indonesian translation, and then analyze step the text step by step, by means that each sentence is checked by comparing the indonesian and english equivalents. the data was analyzed based on each subsystem of translation shift and equivalence. in collecting the data, there were transcribing the stories taken from barbie reading book, selecting or categorizing the data based on noun phrase classification where the noun phrases of the source language and the target language are put together side by side in a list then give number of line to each data, categorizing noun phrases, and the next step is analyzing the use of translation shift according to catford (cited in venuti, 2000) and equivalence as cited by popovic and nida in bassnet (2002) in englsih noun phrases to indonesia translation. result and discussion in this part, this research informs the findings resulted from translation shift and sri nikmatu rupiah & rudi hartono / eej 7 (3) (2017) 232 equivalence in english noun phrases and their indonesian translations in barbie short stories. the translation can be divided into three types: (1) translation intralingua or rewording, the interpretation of verbal signs by using another sign of the same language; (2) interlingua translation or translation proper, is an interpretation of verbal signs by using language (language) other; and (3) intersemiotic translation or transmutation, namely `interpretation verbal sign with a sign in the system of non-verbal signs (jakobson in venuti, 2000). type the first translation or intralingua, it is regarding the process interpret verbal signs with other signs in the same language. in the second type of translation (interlingua translation) is not only a match or compare symbol, but also the equivalent of two symbols and layout rules or in other words, knowing the meaning of the whole speech. the third type of translation that transmutation, regarding the transfer of a message from a kind of symbol system into another system of symbols. while larson (1998) divided translation into two types, namely form-based translation and meaning-based translation. translation based forms, it tends to follow the form of the source language is known as the literal translation, while meaning based translation tends to communicate the meaning from the source language text in the target language naturally. this translation is known as idiomatic translation. the division types of translation theory based on larson has the same shifts with theory from catford. he develops form based translation becomes category shifts into four types, namely: 1. structural shifts 2. class shifts 3. unit shifts 4. intra-system shifts relate to the equivalence matter as a keyword, catford (cited in munday, 2001) defines translation as replacement of source language text to equivalent text in the target language. “the replacement of textual material in one language (sl) by equivalent textual material in another language (tl) and the term equivalent is a clearly a key term”. although it is very rarely, the equivalent in a word from source language to the target language, but it can have function as equivalently when it is interchangeable. based on the definitions of translation above, there is an agreement that translation is a process that involves relationship between two or multilanguage which it emphasizes a similarity. it is called as equivalence. the finding of translation shift and equivalence is summarized in the following table. table 1. distribution of shift based on table, the process of noun phrases translation from english into indonesian translation is categorized into level shift, structure shift, class shift, unit shift, and intra system shift. the result shows that the total number of noun phrases in the barbie short stories is 213 shift. the dominant shift is structure shift. the translation shift (catford cited in munday, 2001) is revealed in sub categories into level shift, and category shift which is subcategorized into 1) level shift in np is translated into noun, np is translated into verb, np is translated into adverb, np is translated into clause2) structure shift in word order, omission, and addition, 3) unit shift in upward rank, 4) class shift in adjective is translated into verb, noun is translated into verb, , and 3) intra system shift in sl plural is translated into singular. c a te g o r y text 1 text 2 text 3 text 4 text 5 f % f % f % f % f % l e v e l s h if t 11 24 13 32 13 29 16 35 7 20 s tr u c tu r e sh if t 25 60 23 62 29 64 28 55 20 62 c la ss s h if t 3 5 0 0 0 0 0 0 0 0 u n it sh if t 5 7 3 4 1 2 2 4 3 9 in tr a s y st e m sh if t 1 4 1 2 2 5 5 8 4 9 t o ta l 45 100 40 100 45 100 51 100 34 100 sri nikmatu rupiah & rudi hartono / eej 7 (3) (2017) 233 the first analysis is level shift, the finding shows that this shift also often occurs in translating english noun phrases into indonesian translation. there were five kinds of translation shift that can be classified into level shift according to the finding, i.e. noun phrase is translated into noun, noun phrase is translated into verb, noun phrase is translated into adverb, and noun phrase is translated into clause. the changes of noun phrase into several units doesn‟t change the meaning delivered from source language. the second shift is structure shift, the result revealed that there were three kind of word order in structure shift, namely noun phrase is translated into noun phrase with conjunction yang, noun phrase modifier+head is translated into head+modifier, noun phrase head+modifier is translated into noun phrase head+modifier, the rest of structure shifts are addition, and omission. word order is the dominant shift which occurs in the whole texts. bell (1993) wrote that there is no exact linguistic system between two languages. languages are different from each other; they are different in form having distinct codes and rules regulating the construction of grammatical stretches of language and these forms have different meaning. it is included the linguistic system between english as the source text and indonesian as the target language which is different. in translating the noun phrase, the different arrangement of word order in target language has to be done in order to follow the linguistic system. the structure shift is an obligatory shift to do for the sake of successful meaning transference. the meaning will distort if the structure shift is not done. the later analysis is class shift. the use of class shift is less than structure shift. there were adverb in noun phrase is translated into noun, noun in noun phrase is translated into verb, and adjective in noun phrase is translated into verb. by applying class shift, the translator preserved the original class of the source text in the target text which doesn‟t influence the meaning transference to the target reader. for the sake of acceptability to the target reader and the accuracy of the meaning, the class shift should be done. instead of obligatory shift, it is an optional shift to change the class of the source text in the target language. class shift should be done when it is impossible to preserve the class of the source text in the target text. it will influence the meaning transference when the original class is preserved. on the other hand, the optional shift possible to be or not to be done. the next shift analysis is unit shift through comparing and examining both the source text and target text, the writer collected and classified the data where some of units in source text are shifted to different unit in target text. the writer only found the use of upward rank shift. the classification of the language unit is classified from the smallest into the broadest one. the unit of the language are morpheme, word, phrase, clause, sentence, paragraph, and text. the shift of the unit may lost the meaning of the source text. the example is “a pink sea horse” (story 1 no.13). the phrase is translated into “kuda laut meraj jambu” where word unit “pink” is translated into “merah jambu”. the unit shift is from the small unit, word, into the broad unit. this upward shift consequences in the gain or add meaning. the meaning of “a pink sea horse” in the source text is transferred fully in the target text. the target reader catch the information about “pink” / “merah jambu”. the last shift is intra system shift. a system is meant the closed number of elements among which a choice must be made. in fact, the terms available in each system in one language can show fundamental differences from the terms of the same system in another language. this can be considered as a major source of shifts at this level of language description. in other words, intra-system shifts refer to those changes that occur internally within a system. they are regarded only on the assumption that is formal correspondence between the two languages, i.e. st -tt should possess approximate systems. the equivalence is said to occur at a non corresponding term in the tl system. all languages have their systems of number, deixis, sri nikmatu rupiah & rudi hartono / eej 7 (3) (2017) 234 articles, etc. intra-system shifts happen when a term is singular in the source text and its textual equivalent is plural. the data only consists of a term plural in source language is translated into singular in target language. the example can be identified in the noun phrase of the source text “magical powers” (story 1 no.3). the phrase is translated into “kekuatan ajaib” in the target text. the morpheme –s in the word “powers” is a plural marker. the plural marker of bahasa indonesia is by repeating the word twice. the corresponding system of “powers” is “kekuatankekuatan”. although the plural marker is by repeating the word twice in bahasa indonesia, it is not realized in the target text. intra system unit is done to consider the acceptability of the source text in the target text. although the source text has its corresponding system in the target text, the corresponding system is not used. another option is done to maintain the meaning of source text in the target text. after analyzing shift, the writer revealed the equivalence used in translation the short stories. the finding shows that in translating noun phrase from english to indonesian translation only informs 128 equivalences which involving textual equivalence, linguistic equivalence, and dynamic equivalence according to popovic and nida (cited in bassnet, 2004). the distribution is displayed in the following table. table 2. equivalence revealed in the indonesian translation of english noun phrase based on the table above, textual and linguistic equivalence spread out in the whole texts, while dynamic equivalence just existed in story 1, story2, and story 3. textual equivalence is revealed in its sub categories, namely sl subject-np is translated into tl subject-np in whole texts, sl predicate-np is translated into tl predicate-np in text 1, and sl object-np is translated into tl object-np in the whole texts with the highest percentage of all. for example sentence no. 3 in story 1, the noun phrase “the mermaid princess” is translated into “sang putri duyung”, and both source and target texts has function as subject. therefore, it can be concluded that this is textual equivalence, because they have the same function as a subject in a sentence above. there is equivalence in a subject of the sentence, i.e. equivalence of form and shape. it is match with catford‟ theory which proposed a textual equivalence occurs when the form of the tl is being translated is equivalence of a given sl form (cited in munday, 2001). in addition, textual equivalence is similar to idiomatic translation which serves the sense of communicability, readability, as well as intelligibility in the tl after being translated from the sl, by which it will be possible to translate parts of the sentence in the sl which do not have exact equivalence in the tl. in term of linguistic equivalence also revealed in all stories, where the equivalence of sl plural-np is translated into tl plural-np is existed in story 1 till story 5, later for sl singular-np is translated into tl singular-np in three stories, i.e. story 1, story 2, and story 3. therefore, this is linguistic equivalence, because there is homogeneity on the linguistic level of both sl and tl texts. it can be concluded that they have same linguistic level which is plurality in countable words, so that sl plural noun phrase is translated into tl plural noun phrase. furthermore, dynamic equivalence is revealed in story 1, story 2, and story. dynamic equivalence is the relation between receptor and message should substantially the same as that which existed between original receptor and the message. therefore, there is dynamic c a te g o ry number of data text 1 text 2 text 3 text 4 text 5 f % f % f % f % f % textual equivalenc e 17 80 1 2 75 15 79 19 73 19 83 linguistic equivalenc e 2 10 3 19 3 16 7 27 4 17 dynamic equivalenc e 2 10 1 6 1 5 0 0 0 0 total 21 10 0 1 6 100 18 100 26 100 23 100 sri nikmatu rupiah & rudi hartono / eej 7 (3) (2017) 235 equivalence, although the form of source language is changed in the target language, the meaning transferred is the same. the amount of dynamic equivalence is less than textual and linguistic equivalence. this finding shows that the translator put bigger attention on form, shape, and linguistic level than the meaning. conclusion shift should be considered as the consequence of the translators‟ effort to establish translation naturalness between two different languages, sl and tl. the occurrence of shift reflects the translator‟s awareness of the linguistic and non-linguistic discrepancies between sl and tl. in this sense, shift can be defined as problem solving strategies adapted consciously to minimize the inevitable loss of meaning when rendering a text from one language into another language. in this research, the relation between translation and the noun phrases is every text in the translation consists of the sentence and in sentence there are clause and phrase, both english and indonesian translation. from some sentences, we can know the noun phrase. therefore, the translator makes the equivalence and shift in the indonesian translation of english noun phrases in order to help readers to understand the sentences in the translation by identifying word order and its marker in noun phrases. equivalence is not same. form and meaning are frequently not fully equivalent, forms may change but meaning must not change. there are textual, linguistic, and dynamic equivalence as the result of equivalence in this research. form and meaning are frequently not fully equivalent, but one should notice that forms may change but meaning must not change. in dynamic equivalence, although the form is different, but one thing is important, which is the meaning is not different. in this research, the relation between translation and the noun phrases in every text in the translation consists of the sentence and in sentence there are clause and phrase, both english and indonesian translation. from some sentences, we can know the noun phrase. therefore, the writer makes the equivalence and shift in the english translation of indonesian noun phrases in order to help readers to understand the sentences in the translation by identifying word order and its marker in noun phrases. the writer also concludes that there are two main categories which are equivalence and shift, each category are subcategorized. the equivalent category is subcategorized into: 1) textual equivalence is divided into three subcategories which are sl subject-np in a sentence is translated into tl subject-np, sl predicatenp in a sentence is translated into tl predicatenp, sl object-np in a sentence is translated into tl object-np, 2) linguistic equivalence is divided into two sub-categories which are; sl plural-np is translated into tl plural-np, sl singular-np is translated into tl singular-np, and 3) dynamic equivalence. and the shift category is sub categorized into 1) structure shift in word order which is sl head word initial is translated into tl head word final, 2) unit shift is divided into three sub-categories which are sl phrase is translated into tl word, sl phrase is translated into tl three words (upward), and 3) intra system shift which is sl phrases have no determiner is translated into tl phrases may have a determiner. the result shows that the shifts occur more often than the equivalence. there are 213 shifts and 104 data of equivalence revealed in the compilation of barbie short stories. for the further study, the researcher can cover all stories in any reading books in investigating equivalence and nonequivalence. references ambarsih, r. 2013. a shift and equivalence analysis on the english-indonesian subtitling of the amazing spiderman 4 movie. publication jurnal. universitas muhammadiyah surakarta. aoudi, a. h. (2001). towards correct translation.the modern institution of books.tripoli, lebanon. baker, mona. 1997. in other words: a coursebook on translation. london: routledge. sri nikmatu rupiah & rudi hartono / eej 7 (3) (2017) 236 bassnett, susan. 2002. translation studies; third edition.london and new york: routledge becher, v. (2011). when and why do translators add connectives? a corpus-based study. bell, roger.t. 1991. translation and translating: theory and practice. london and new york: longman. dorri, e. 2015. the application of structure shift in the persian translation. faculty member of qeshm higher education institute. journal of advances in elt 2016 vol. 4, no. 1 pp.19-23. hartono, rudi. 2014. application of grammar translation method (gtm) in translating narrative texts from english into indonesian language. 3rd eltlt conference proceedings september 2014. isbn 978-60219638-8-3. hatim, basil and munday, jeremy. 2004. translation: an advance resource book. london and new york: routledge. larson, mildred l. 1998. meaning-based translation: a guide to cross language equivalence (second edition). lanham: university press of america. machali, r. 2000. pedoman bagi penerjemah. jakarta : grasindo. mujiyanto, yan. 2011. nonequivalence in the english-to-indonesian translation of behavioral clauses. language circle journal of language and literature ,vol. vi/1 october 2011. munday, jeremy. 2001. introducing translation studies: theories and application. london and new york: routledge. snell, hornby , m .(1988) translation studies : an integrated approach. amsterdam and philadelphia : john benjamins tallerman, magie. 1998. understanding syntax. new york: oxford university press. venuti, l. (ed.) (2000). the translation studies reader. london and new york: routledge.and new york: routledge. yuliasri, issy. 2016. translators‟ cencorship in english-indonesian translation of donald duck comics. indonesian journal of applied linguistics, vol. 7 no. 1, may 2017, pp.105116. the effectiveness of rater training in improving the self-assessment intra-rater reliability of english speaking performance nur rini abstract this quantitative study is an attempt to estimate the intra-rater reliability of student self-assessment of their speaking performances and to find out whether there is significant difference between the self-assessment intra-rater reliability of speaking performance without training and that of with training. the rater training used is adapted from the model developed by herman, aschbacher and winters (1992). this study which employed equivalent timesamples design collected data by asking 45 students to conduct selfassessment on their six speaking performances. it was found that the range of rs was 0.611 to 0.752 which means the consistency within students in assessing their own speaking performance was moderate high to high. the intra-rater reliability of the self assessment after the treatments is higher than that of other experience being available in the absence of the treatment. it is concluded that rater training improves the intra-rater reliability. therefore, it is suggested to train the students on how to assess before employing selfassessment in speaking instructions. key words: self-assessment, intra-rater reliability, rater training, speaking introduction self-assessment is appraisal by a student of his or her own work or learning processes (o'malley jand valdez pierce 1996; sawyer, watson, and adams 1989). this study defines self-assessment as an activity in which the student is asked to describe his or her speaking performance by filling the self-assessment form which is designed by the teacher and the students. to estimate the intra-rater reliability of the self-assessment the student is asked to self-assess every of his or her own speaking performance twice. the first self-assessment is done directly after the speaking task is completed and the second is done the following day while he or she is watching the video recording of his or her speaking performance. in this study, the intra-rater reliability means the consistency within the students in self-assessing their english speaking performance. it is assumed 8 8 that rater training is needed to improve the reliability. rater training is structured activities that this study believes may help students do self-assessment on their speaking performance. according to brown (2004:251), self-assessment is one of the forms of alternatives in assessment. it is to collect additional measures of students in an effort to triangulate data about students in minimizing the weaknesses of standardized tests. self assessment offers certain benefits: direct involvement of students in their own destiny, the encouragement of autonomy, and increased motivation because of their selfinvolvement. for this reason the students are to have self-assessment skill. furthermore, self-assessment is providing opportunity for students to do reflecting of their learning (o'malley and pierce 1996; johnston 1987; carroll and hall 1985). selfassessment is the basis for setting the individual learning goal (o'malley and pierce 1996). since setting the learning goal is based on the self-assessment, the intra-rater reliability is required. if the students are not able to do self-assessment well, the learning goal will not be set appropriately. it may lead to the wrong learning direction. the need for improving the intra-rater reliability in doing self-assessment is crucial. regardless of the advantages of employing student self-assessment, many teachers do not yet feel comfortable with it. in fact, "teachers do not believe in giving up this much control to students, whom they do not believe to be capable of self-assessment" (o'malley and valdez pierce, 1996:36). they are concerned much with subjectivity, as not only professional teachers find difficulties in assessing productive language skills like speaking but even so the students. speaking is "a skill which deserves attention every bit as much as literary skills" (bygate 1987:vii). students may be either underestimate or overestimate themselves, or they may not have the necessary tools to make an accurate assessment. furthermore, "especially in the case of direct assessments of performance, they may not be able to discern their own errors" (brown, h.d. 2004:270). in contrast, bailey (1998) cited in brown, h.d. (2004:270) conducted a study in which learners showed moderately high correlation (between .58 and .64) between self rated oral production ability and scores on the opi. it tells us that learners' self-assessments may be more accurate than we might suppose. 8 9 there are some objections, which are usually due to the technical difficulties, that teachers do not want to employ self-assessment in speaking instructions. however, a recent study done by liu qin and wang li (2008) on a portfolio approach which is selfassessment is considered as a crucial part of it to oral english assessment found that it was workable and could yield reliable results to assess students' oral english proficiency. moreover, the students participating in the experimental group showed that they were very happy to be able to reflect upon and assess their own progress and had more confidence in improving oral english proficiency. hadley and mort (1999), de wet, der walt and niesler (2009) assume that there is a tight correlation between scoring system and rater reliability and they suggest that the scoring bands and their meaning need to be made explicit. two observations on the use of self-assessment have been done, i.e. that on writing by hall and that on oral english by burn (both in johnston, 1987: 125). the studies suggested teacher to let students explore the elements used for building good presentations and make the elements as the criteria for assessing their own work. the process will bring the students to understand the notion of setting their own learning goals. the study on inter-rater reliability done by bailey (1998. cited in brown, h.d. 2004:270) showed moderately high correlation (between .58 and .64) between self rated oral production ability and scores on the opi. meanwhile, the studies on the intra-rater reliability have rarely been conducted. therefore, the study on improving the intra-rater reliability in the self-assessment of speaking performance through rater-training is worth conducted. "intra-rater reliability is the consistency within raters (bachman, 2004: 169)." in test scores that are obtained subjectively such as ratings of oral presentations, a source of error is inconsistency in these ratings. in the case of single rater, the concern with the consistency within that individual's ratings or with intra-rater reliability is required. further description about intra-rater reliability is quoted from bachman (1990:178-180): when an individual judges or rates the adequacy of a given sample of language performance, whether it is written or spoken, that judgment will be based on a set of criteria of what constitutes an 'adequate' performance. if the rater applies the same set of criteria consistently in rating the language performance of different individuals this will yield a reliable set of ratings. 9 0 in addition, bachman (1990:178-180) recommends two ways to measure the intra-rater reliability of ratings, using spearman rank-order coefficient or coefficient alpha. ...to examine the intra-rater reliability of ratings, at least two independent ratings from the rater for each individual language sample are needed. this is typically accomplished by rating the individual samples once and then re-rating them at a later time (in different, random order). once the two sets of ratings have been obtained, the reliability between them can be estimated in two ways. one way is to treat the two sets of ratings as scores from parallel tests and compute the spearman rank-order coefficient between the two sets of ratings, interpreting this as an estimate of reliability. ... the intra-rater reliability of the self-assessment of english speaking performance can be estimated if there is a students group of speaking instructions employs selfassessment. conducting self-assessment on speaking performance calls for speaking rating scale. it is suggested that the elements included in the rating scale are the results of teacher-student agreement (o'malley and pierce, 1996). the purposes of the study are to measure the intra-rater reliability of the selfassessment of english speaking performance; and to find out whether there is significant difference between the self-assessment intra-rater reliability of speaking performance without training and that of with training. method of investigation the study consisted of three stages: (1) questionnaire survey on oral rating scale to set the rating scale; (2) measuring intra-rater reliability of the self-assessment of english speaking performance; and (3) finding the impact of rater training on the intrarater reliability. a questionnaire survey was conducted to collect the students' opinions on actual rating scales (please refer to appendix i for the questionnaire.). it goes with aschbacher's argument that "one of the characteristics of performance assessment is that the criteria are made public and known in advance" (1991, in o'malley and pierce, 1996: 9 1 03 self-assessment of speaking performance 3 (direct & recorded): telling someone's personality. it was conducted in week 9. xj repeated rater training 1 was delivered in week 11. 04 self-assessment of speaking performance 4 (direct & recorded): telling my job preferences. it was done in week 12. xo other experience being available in the absence of the treatment 05 self-assessment of speaking performance 5 (direct & recorded): text retelling. it was accomplished in week 14. xi repeated rater training 2 was through in week 16. 06 self-assessment of speaking performance 6 (direct & recorded): describing a country. it was carried out in week 17. as it is stated by tuckman (1978:139) that "it is a form of time-series design but, rather than introducing the treatment (xj) only a single time, it is introduced and reintroduced, with some other experience (xo) being available in the absence of the treatment." the subjects of the study were 45 first-year students of d3 program of business administration department of semarang state polytechnic, academic year 2008/2009. the number has met the minimum requirement for doing the correlation analysis as it goes with what mantra (in singarimbun, m. and effendi s. (eds). 1989) states that if correlation technique is used in the analysis the minimal sample of 30 should be fulfilled. there were three instruments to conduct self-assessment and collect the data: (1) questionnaire on oral rating scales which was used to set the rating scale to assess students' speaking performance (see appendix 1); (2) six speaking tasks that were adapted from the new interchange book 2 (richards, hull, and proctor 1997): they were used to conduct the 3-minutes oral presentation; and (3) self-assessment form and the scoring guide (see appendix 2 and 3). if the value of rs reaches 0.7, it can be concluded that the intra-reliability of selfassessment is considered high. it goes with lado's statement (1961) cited in hughes (2003: 39) that "oral production test may be in .70 to .79 range." he adds that "a 9 3 reliability coefficient of .85 might be considered high for an oral production test but low for a reading test." a comparison of the average of 0\t o3, and o5 with the average of o2, o^and will yield a result that is not likely to be invalidated by historical bias (tuckman, 1978:140). the assumption is if the average of o2, o4, 0$ is higher than the average of 0\t osf o5,the rater training likely improves the intra-reliability of the self-assessment. table 1 the analysis design to find out the impact of the rater training on the intra-rater reliability of the self-assessment of speaking performance first second third administration administration administration xj 02 04 o6 xo oj 03 o5 to guard the external validity, which is one weakness of employing the design, the study held three administrations instead of having two administrations. if the effect of xj of the third administration is the same as its effect when introduced and reintroduced, then it would make valid conclusions about the continuous of xi from a study using the equivalent time-samples design (tuckman 1978). the rater training used was adapted from the model developed by herman, aschbacher and winters (1992 as cited in o'malley and valdez pierce, 1996). there are five phases described below. (1) orientation to the assessment task • introducing the purposes of the assessment; • describing who will use the assessment results; • discussing the objective being assessed; • describing the prompts and student directions; • giving an overview of the scoring rubric; and • taking the assessment themselves so they understand the mental processes that are being called on as they take the assessment. (2) clarification of the scoring rubric • discussing the scoring rubric and its components in small groups; • thinking back on the mental processes that are called for in responding to the prompt and how the rubric taps into these processes; and 9 4 • reviewing the anchor performances (representative products or performances used to characterize each point on a scoring rubric or scale. (3) practice scoring • scoring a speaking performance in groups and individually and discussing the rates; • taking notes while scoring, providing reasons why they assigned the scores; and • attempting for establishing consensus in their ratings. (4) check reliability: comparing the students awarded scores with the teacher awarded scores to check the reliability. (5) follow-up: the students were invited to do reflection on how they assessed the recorded speaking performances, to find out whether they overestimate or underestimate or they give about the same score awarded by the teacher. the limitation of the study is that the student-teacher and student-peers discussions on the recorded speaking performance before the students did the second selfassessment might cause bias in this study. findings the rating scale for the self-assessment of speaking performance the analysis of the core component of the questionnaire showed the first seven items among nine elements which have the highest mean scores. they were taken to put in the rating scale. they are grammar, pronunciation, loudness, vocabulary, body language, task and fluency. two elements cohesion and strategy were excluded as they had the lowest means, 2.87500 and 3.06250 respectively. from the class discussion with the students, it was revealed that they felt that the two elements were too difficult to understand. there were only few answers to the open-ended question, and the answers were the clarification of the seven elements. many previous studies did not include the element of loudness. loudness is the volume of the speaker's voice. this study considers the element is important to improve since the fact that not only most female but also male subjects of the study do not speak loudly when they do presentation in front of the class, even the teacher who sits about one meter from the student can hardly catch the students' words. 9 5 a class discussion was held to assign the weight on every element. table 2 shows the result of the analysis on the questionnaire responses and the class discussion. table 2. the core component of the questionnaire and the weight of the element item element mean notes weight 1 task 3.56250 chosen 2 2 pronunciation 4.35417 chosen 2 3 vocabulary 3.93750 chosen 1 4 grammar 4.43750 chosen 2 5 fluency 3.33333 chosen 1 6 cohesion 2.87500 not chosen 7 strategy 3.06250 not chosen 8 body language 3.72917 chosen 1 9 loudness 4.06250 chosen 1 with reference to the analysis result, the seven elements were used in the selfassessment (please refer to appendix 2: self-assessment form). intra-rater reliability the scores awarded by the students were entered into the excel worksheet and calculated to get the final scores. based on the agreement on the given weight (please see table 2) the equation to calculate the final score is (2xtask score + 2xpronunciation score + vocabulary score + 2xgrammar score + fluency score + body language score + loudness score)/10. for example, if a student circles the highlighted numbers shown in the following table, the final score is (2x4+2x5+4+2x3+6+7)/10=41/10=4.1. the final scores were used as the data to observe the intra-rater reliability. table 3. example of student's awarded score item statement not very well —->very well notes 9 6 1 i can complete the task 1 2 3 i 5 6 7 2 i can pronounce the words 1 2 3 4 i 6 7 3 i use appropriate vocabularies 1 2 3 1 5 6 7 4 i use appropriate grammar 1 2 1 4 5 6 7 5 i keep my presentation fluent 1 2 3 4 1 6 7 6 i use eye contact, facial 1 2 3 4 5 i 7 expression, and gestures to help convey my ideas. 7 i can make my presentation 1 2 3 4 5 6 i audible. the results of the six observations employing spearman rank-order coefficient correlation of the values of the intra-rater reliability of the self-assessment of the six speaking performances are presented in the table 4. table 4. the intra-rater reliability of the self-assessment of the speaking performances observation the availability of the treatment rs observation 1 no rater training .611 observation 2 rater training .634 observation 3 no rater training .652 observation 4 rater training .658 observation 5 no rater training .682 observation 6 rater training .752 first observation was done to seek the intra-rater reliability of the self-assessment of the first speaking performances. the self-assessments were done on other experience being available in the absence of the treatment. the result articulates that the intra-rater reliability of the self-assessment of the first speaking performance is 0.611. second 9 7 observation was completed to measure the intra-rater reliability of the self-assessment of the second speaking performance. they were done after the treatment. the calculation displays that the intra-rater reliability of the self-assessment of the second speaking performance is 0.634. so were third, fourth, fifth and sixth observations done to seek the intra-rater reliability of the self-assessment of the third, fourth, fifth and sixth speaking performances respectively. the findings show that the intra-rater reliability of the selfassessment of the third, fourth, fifth and sixth speaking performance are 0.652, 0.658, 0.682, and 0.752 respectively. impact of rater-training on the intra-rater reliability to find out whether there is significant difference between the self-assessment intra-rater reliability of speaking performance without training and that of with training, it is needed to compare the average of three spearman coefficient correlations (rs) on other experience being available in the absence of the treatment and the average of three spearman coefficient correlations (rs) on the treatment. if the average of three spearman coefficient correlations (rs) on the treatment is higher than the average of three spearman coefficient correlations (rs) on other experience being available in the absence of the treatment, it can be said that the treatment has impact on the intra-rater reliability of the self-assessment of speaking performance. the following table shows the comparison of the average of oit 03, and o5 with the average of o2,0<and # 6 . table 5 the comparison of the averages of oi9 03f and o5 with of o2,0*,and 0& first administration second administration third administration average 02 (0.634) 04(0.658) 06(o.752) 0.681 xo oi (0.611) 03(o.652) 05(0.682) 0.648 the result indicates that the average of o2, o4, 06 (after treatments) is 0.681, it is higher than the average of oit 03, o5, (without treatment) that is 0.648. the assumption 9 8 has been proved right, that if the average of 02, 04, 0$ is higher than the average of 0/, 03, 0 5 , the rater training improves the intra-rater reliability of the self-assessment. discussion it is possible to quantify the reliability of a test in the form of a reliability coefficient. lado's statement (1961) on reliability coefficient of good oral production test as cited in hughes (2003:39) can be used as a help in judging whether the reliability is considered high or low, that "oral production tests may be in the .70 to .79 range." he adds that "a reliability coefficient of .85 might be considered high for an oral production test but low for a reading test." it has been mentioned in the findings that the results of the observations are as follows: 0 7 = 0.611; 0 2 = 0.634; 03 = 0.652; 04= 0.658; 0 5 = 0.682; and 06 = 0.752. in relation to the range of intra-rater reliability of the self-assessment of the speaking performance is 0.611 to 0.752; it can be said that intra-rater reliability of the selfassessment of the speaking performance is moderate high to high. many teachers do not yet feel comfortable with assigning students to do assessment; in fact o'malley and valdez pierce (1996:36) argue that, "teachers do not believe in giving up this much control to students, whom they do not believe to be capable of self-assessment." they are concerned much with subjectivity. also brown says (2004:270) that, "especially in the case of direct assessments of performance, they may not be able to discern their own errors." in contrast, bailey (1998) cited in brown (2004:270) conducted a study in which learners showed moderately high correlation (between .58 and .64) between self rated oral production ability and scores on the opi. it tells us that learners' self-assessments may be more accurate than we might suppose; and it is seconded by the finding of this study that the range of intra-rater reliability of the self-assessment of the speaking performance is 0.611 to 0.752. the students' consistency in self-assessing their own speaking performance is good. in this respect, teachers may learn to give more control to students to do self-assessment. the average of three spearman coefficient correlations (rs) on the treatment (0.681) is higher than the average of three spearman coefficient correlations (rs) on other experience being available in the absence of the treatment (0. 648), it can be said that the 9 9 treatment has impact on the intra-rater reliability of the self-assessment of speaking performance. the figure 1 yields the comparison. although there are increases of the coefficient correlations (rs) on other experience being available in the absence of the treatment, i.e. an increase of 0.041 of first xo to second xo (0.611 to 0.652) and an increase of 0.03 of second xo to third xo (0.652 to 0.682), the increases are lower than the increases of the coefficient correlations (r6) on the treatment i.e. an increase of 0.024 of first xj to second xj (0.634 to 0.658) and an increase of 0.094 of second xj to third xj (0.658 to 0.752). the increases of the coefficient correlations (rs) on other experience being available in the absence of the treatment may happen due to maturation. i n t r a r a t e r r e l i a b i l i t y o f s e l f a s s e s s m e n t of s p e a k i n g p e r f o r m a n c e 0.8 0.7 0.6 0.5 0.4 0.3 0.2 0.1 0 1 x0 0.611 0.652 0.682 x1 0.634 0.658 0.752 o b s e r v a t i o n s 1 0 0 figure 1. the intra-rater reliability of the self-assessment of speaking performance on the other experience being available in the absence of the treatment and of on the treatment although all subjects serve as both the experimental and the control group, which the selection variables can usually be considered to be adequately controlled; however, there are many situations where this technique cannot be used because the experimental experience will have an effect on a person's performance in the control activity or vice versa (tuckman, 1978:106). in this study, for instance, after being experienced selfassessing their speaking performance and having the rater training, the subjects will no longer be naive and performance on the control task will reflect the subject's experience on the training. in other words, while controlling adequately for selection bias this technique often creates insurmountable problems of maturation or history-, their relevant history, hence their present level of maturation, is different in completing the second task because of having experienced the first. however, a comparison of the average of ou o3 and o5 (rs = 0.648) with the average of o2, o4 and (rs = 0.681) "yields a result that is not likely to be invalidated by historical bias" (tuckman, 1978:140). therefore, it seems that the rater training has impact on the intra-rater reliability of the self-assessment of speaking performance. conclusion the results of the observations show that the intra-rater reliability of the selfassessment of english speaking performance is moderate high to high; the rs is between 0.611 and 0.752. the students were consistent in self-assessing their speaking performance. the comparison of the average of the three rs values of the intra-rater reliability of self-assessment of speaking performance on other experience being available in the absence of the treatment (0.648) and the average of the three rs values of the intra-rater reliability of self-assessment of speaking performance on the treatment (0.681) seems that rater training improves the intra-rater reliability of self-assessment of speaking performance. 1 0 1 finding that the student's intra-rater reliability of the self-assessment of english speaking performance is moderate high, the teachers are suggested to learn to give their students more control in doing self-assessment. improving the intra-rater reliability in doing self-assessment is crucial. if the students are not able to do self-assessment well -underestimate or overestimate their speaking skillthe learning goal will not be set appropriately. it may lead to the wrong learning direction. it is suggested to hold rater training before employing self-assessment since the study proves that the student's intra-rater reliability of the self-assessment of english speaking performance is likely improved by conducting rater training. due to the limitation of this study, if a similar study is conducted, it is suggested to ask the students to do the second self-assessment before conducting the student-teacher and student-peers discussions on the recorded speaking performance. references bachman, l. 1990. fundamental considerations in language!esting. oxford: oxford university press. bachman, l. 2004. statistical analyses for language assessment. cambridge: cambridge university press. brown, h.d. 2004. language assessment principles and classroom practices. new york: pearson education, inc. bygate, m. 1987. speaking. chandin, c.n. & h.g. widdowson (eds). new york: oxford university press. carroll, b.j. and p.j. hall. 1985. make your own language tests. oxford: pergamon press limited. de wet, f., van der walt, c , and niesler, t.r., 2009. automatic assessment of oral language proficiency and listening comprehension. speech communication, volume 5 1 , issue 10, october 2009, pages 864-87. available at http://www.sciencedirect.com [accessed 10/20/09] hadley, g. and mort, j. 1999. an investigation of interrater reliability in oral testing. .on line at 1 0 2 http://www.sciencedirect.com http://www.informaworld.com/smpp/conte^ 13696212 [accessed 01/20/09] hughes, a. 2003. testing for language teachers. (2nd ed.). new york: cambridge university press. johnston, b. 1987. assessing english: helping students to reflect on their work. philadelphia: open university press. liu, q., and li, w. 2008. a portfolio approach to oral english assessment for english majors in china. 6th asia tefl. 2008.1nternational conferences. denpasar: teflin o'malley, j.m and l.v. pierce. 1996. authentic assessment for english language learners: practical approaches for teachers. london: longman richards, j.c. 2008. teaching listening and speaking from theory to practice. cambridge: cambridge university press. richards, j . c , hull, j. and proctor, s. 1997. the new interchange book 2. cambridge: cambridge university press. sawyer, w., watson, k. and adams, a (eds). 1989. english teaching from a-z. philadelphia: open university press. singarimbun, m. and effendi, s. (ed). 1989. metode penelitian survai. (revised ed.). jakarta: lp3es. tuckman, b.w. 1978. conducting educational research (2nd ed.). new york:harcourt brace jovanovich publishers. weir, c.j. 1990. communicative language testing. new york: prentice hall. 1 0 3 http://www.inf 39 eej6 (1) (2016) english education journal http://journal.unnes.ac.id/sju/index.php/eej the use of formulaic expressions in efl students’ interactions hesni nenohelena i.r agustien english language education postgraduate program universitas negeri semarang, indonesia. article info ________________ received january 2016 accepted february 2016 published june2016 ________________ keywords: formulaic expressions, efl students, students’ interactions. ____________________ abstract ___________________________________________________________________ formulaic expressions are very important for efl students to be sound natural and fluent in speaking. the study aims at describing types of formulaic expression used by the students, the most frequent types used and why they are used, the students’ problems when using formulaic expressions and their strategies to cope with communicative demands. this study was a conversation analysis which used descriptive qualitative approach. the research subjects were nine students from english study program in timor state university in kefamenanu, east nusa tenggara province. the data were obtained by recording their interactions for one hour each group. the recordings were transcribed and observed as well as two speaking materials used by the teacher when teaching speaking 1 and speaking 2. after all data were collected they were classified and analyzed based on biber’s et al (1999) corpus linguistics. this study showed that the students used collocations, lexical bundles, inserts, idioms, and binomial expressions. the most frequent types were collocations and lexical bundles since the students were more familiar with literal meanings instead of idiomatic meanings. however, there were many unnatural expressions in their interactions therefore formulaic expressions have to get more attention in teaching instruction. © 2016 universitas negeri semarang correspondence: e-mail: nenohesny@yahoo.co.id kampus unnes bendan ngisor, semarang, 50233. p-issn 2087-0108 e-issn 2502-4566 hesni neno/english education journal 6(1) (2016) 40 introduction the ultimate goal of teaching and learning a new language is communicative competence which aims at creating meaningful texts both written and spoken. formulaic competence is one of some competencies in communicative competence to help students create meaningful texts specifically to sound natural and fluent when speaking (celce-murcia, 2007:48). formulaic competence refers to formulaic expressions. they are fixed or prefabricated chunks which commonly used by native speakers in everyday life. native speakers tend to use particular formulaic expressions frequently therefore to sound like native, nonnative speakers have to use those formulaic expressions. since many efl students especially in timor university in kefamenanu, east nusa tenggara province, have great difficulties to produce natural expressions. kecskes (2008) argued the reason is that there are different language experiences between native and nonnative speakers. some studies have shown that by learning formulaic expressions, it improves students’ speaking. dickinson (2012:32) conducted a study by teaching some english formulaic expressions for academic presentation. from the study, it was found that the students got more natural and fluent when presenting their materials. therefore, it is very important to draw students’ attention to formulaic expressions. formulaic expressions are defined differently from different experts. wray (2008:12) said that formulaic expressions can be a single word unit. whereas fernanda-parra (2008:52) said that one word expressions are not included into formulaic expressions. there are five types of formulaic expressions i adapted from biber et al (1999). they are collocations, idioms, lexical bundles, binomial expressions, and inserts. formulaic expressions relate closely to linguistic competence and sociocultural competence. linguistic competence is very important to be achieved for example phonology, lexis, morphology, and syntax but it would be unbalanced without formulaic competence. students would speak grammatically correct but it does not guarantee that they speak the same way as natives speakers do. sociocultural factors need to be considered in using formulaic expressions. there are four components in sociocultural factors. they are social, stylistic appropriateness, cultural, and non-verbal communicative factors. in stylistic appropriateness for instance specifically politeness strategies, brown and levinson (1987:136) proposed some strategies to show politeness in english way. in one of their negative strategies, they suggest “speakers to be conventionally indirect so that the hearer is not being imposed to do something for example, you couldn’t possibly pass the salt, could you?.” based on the above description, it is interesting to conduct this study around spoken language especially efl students’ interactions. methodology this study used qualitative approach since it was designed as a discourse analysis, particularly a conversation analysis. the participants of this study were nine second semester students from english study program in timor state university in academic year 2013/2014 who attended speaking class. the students were divided into three groups and asked to converse for one hour. the conversations were held in different days. day 1 for group 1, day 2 for group 2, and day 3 for group 3. since they had to speak for one hour, i gave them one week to prepare themselves before having the conversations. they practiced speaking in group and decided by themselves what topics they want to talk about. i counted from one to three to gave them sign to talk as soon as the video recorder on. their recordings were transcribed and observed as well as its transcriptions and teacher’s materials of speaking 1 and speaking 2. there were three observation checklists provided. the checklist contained 6 statements, 4 statements, and 10 statements to be confirmed. data triangulation technique was used to collect data from different hesni neno/english education journal 6(1) (2016) 41 sources in order to make this study valid (guion et al, 2011:1). to classify the formulaic expressions in the students’ interactions, i used corpus linguistics from biber et al (1999). results and discussion the aims of this study are four. they are to find out types of formulaic expressions in the students’ interactions, to find out the common types of formulaic expressions which are frequently used and the reasons why, to find out the students’ problem when using formulaic expressions when speaking, and their strategies to cope with communicative demands. types of formulaic expression in the students’ interactions 1. collocations some constructions of collocations which appeared were adjective + noun (last night), noun+ noun (boarding house), verb + noun (study hard), noun + adjective (years old), adverb + adjective (very well), adverb + adverb (far away). however, not all collocations were correctly produced by the students. there were times when the students produced incorrect collocations as in number phone (pg.222, turn 91)instead of phone number because of different language system. sometimes the students produce uncommon collocations such as low mind, new rector, and so on. different from native speakers who are able to produce natural collocations when speaking. according to farrokh (2012:56), every native speaker has an automation which helps them to associate words to produce collocations correctly and the automation is obtained after many years of speaking english. 2. lexical bundles lexical bundles in the students’ interactions were personal pronoun + lexical verb phrase (i don’t know), wh-question (what do you want?), yes-no question (would you like to?), adverbial clause fragment (if you want to go to), to-clause fragment (would like to go to), and prepositional phrase (in the middle of). from corpus linguitics in biber et al (1999:1002-1003), formulaic expressions with verbs like know, think, mean, said/tell, want, and with modals/semi-modal verbs such as is going to, was going to, would love to, will have to, and so forth mostly occur in native speakers’ speech. the data suggest the difference between the way native and non-native speakers use formulaic expressions and at the same time it shows that tense and verbs use does influence the occurence of formulaic expressions in the students’ interactions which more common to use simple tenses. kecskes (2008:14) discovered that non-native speakers just intend to achieve their communication goal. this means that what non-native speakers actually need is that listeners can understand well what they are trying to say so they just pick simple words or expressions which convey literal meanings for others to understand clearly. 3. insert there are greetings and farewells (good morning, bye bye), response form (i see), polite formulae (thanks), response getters (right?), discourse marker (you know?), and expletive (oh my god). sometimes the students made mistakes in using inserts for example in response form as in “yes i don’t go to church” and “yeah i don’t sleep...” the same reason as in lexical bundles and collocations, this incorrect responses are transferred from l1. in relation to polite formulae in making a request, english native speakers would begin their utterances with would you and could you, but the students did not produce such expressions. they were more direct. it can be said that the power relation among the students are equal hence they seemed to be more direct in making a request. 4. idioms the students produced idioms when speaking such as phrasal verb (wake up), prepositional verb (look for), verb + noun phrase (take a bath), prepositional phrase (by the way). efl students have to acquire as many as possible to sound native. however, they should be well aware that other interactants understand their speaking. differently from native speakers who share common background knowledge which makes them easier to understand each hesni neno/english education journal 6(1) (2016) 42 others. they automatically understand the meaning and respond appropriately. 5. binomial expressions there are only two constructions of binomial expressions in the students’ interactions, noun and noun (grandmother and grandfather), and adverb and adverb (again and again). the way nonnative-speakers produce binomial expressions are quite different from native speakers. native speakers make binomial expressions based on their experiences (biber et al, 2002:448). their common binomial expressions are for example wait and see, day and night, there and then, black and white and so on. the most common types used and the reasons of use from the students’ interactions it was found that there were two common types of formulaic expressions used by the students. they were collocations and lexical bundles. the total number of formulaic expressions appeared in their interactions is 192. collocations are 83 and lexical bundles are 68. inserts are 20 and idioms are 18. whereas there are only 3 binomial expressions in the students’ interactions. it means that collocation is used 43.2%, lexical bundle is 35.4%, both insert is 10.4%, idiom is 9.4% and binomial expression is 1.6%. it can be seen that the students were more familiar with compositional or literal meanings. since non-compositional meanings are not very much expressed in the students’ interactions. based on my analysis, i found out that in speaking 1 the students got more focus on very simple expressions which have literal meanings mostly. the expressions are very simple just like good morning, hello, goodbye, etc. or when introducing ourselves or someone. the author gave formulaic expressions like my name is..., i live in..on.., my father is a.. and so on. in speaking 2, the author presented many lexical bundles and a number of idioms too, however the students did not to use them when speaking. students’ problems in employing formulaic expressions inappropriate used of formulaic expressions in findings section, i have stated that there are some formulaic expressions used by the students inappropriately. i also gave the examples like glad to meet you which is used in an inappropriate context. it is actually accurately produced by the speaker. however, she used that expression to begin the conversation in which to native speakers they would use the expression in the end of a conversation. they were also not appropriate when answering a yesno question. they said yes, i don’t know instead of yes, i do or no, i don’t (know). it was because of transferring from indonesian language. grammatical problems in using formulaic expressions i have stated in findings that the students in this study produced many formulaic expressions inaccurately in relation to completing lexical bundles which have gaps or are incomplete. to complete a lexical bundle the students added or continued a lexical bundle with their own construction based on a given context. the inaccurate occured when they forgot using finite in their expressions. the students also tend to drop subject for example in turn 25 the speaker said “and i think that have e many many...” the student seemed to use the word that as the subject of the second clause which actually it is the word attached to the verb think. strategies used by students to cope with communicative demands there were 5 strategies students used to cope with communicative demands. the first strategy was achievement or compensatory strategy. they are divided into several types but in the students interactions it was found four types. they are foreignizing, codeswitching, literal translation, and retrieval. these strategy actually contrasted the nature of formulaic expressions use. hesni neno/english education journal 6(1) (2016) 43 the second was avoidance or reduction strategy occured when a student was asked to share his experience. he avoided it by asking his friends’ favorite color as in “what color that you like?” the student might think that he would not be smoothly or fluently telling his experience so he preferred to avoid the topic. the thrid strategy was stalling or time gaining. the students frequently said um, and e to gain time to think what to say or to recall certain words. i also discovered one of the students said you know and you know what happened just like native speakers. english native speakers sometimes say well, ok, you know, or you know what happened? to gain time to think. the fourth was self-monitoring strategy. it occured when a student said he ran after he made a mistake in terms of tense and language system as in he run. the speaker directly changed the verb run into ran. the last strategy was interactional strategy. repair strategy is one type of interactional strategies which was used when one corrected others’ mistakes whether to the words used or to grammar. for example in their interaction, when a student said cassava “kruk” another student spontaneously said cassava chips. conclusion through corpus linguistic, video recording and its transcriptions it was found that the students used five types of formulaic expressions proposed by biber, et al (1999). they are collocations, lexical bundles, inserts, idioms, and binomial expressions. the most frequent types they used are collocations and lexical bundles. they mostly used the types because in speaking 1 and 2, mostly the expressions, and the dialogues convey literal meanings eventhough in speaking 2 there were a number of idiomatic expressions but the students did not use them. the problems the students had in employing formulaic expressions were the students used formulaic expressions inappropriately and inaccurately because of different language systems. the last question of this research is about the strategy. the students used 5 strategies to cope with communicative demands. they were achievement strategy, avoidance or reduction, stalling or gaining time, self-monitoring, and interactional strategy. from this study, i would like to say that if the students in present study used a lot of formulaic expressions, their interactions will sound more natural and frequent. students have to be introduced to formulaic expressions especially the larger lexical units to improve their speaking. one more thing is that native speakers mostly use progressive tenses in speaking therefore this area needs to get more attention as well as in teaching efl students. acknowledgement a profound debet of gratitude is owed to dr. januarius mujiyanto, m. hum. and to timor state university. thank you. references biber, d, s. johansson, g. leech, s. conrad, and e. finegan. 1999. longman grammar of spoken and written english. edinburgh: longman biber, d., s, conrad. and g. leech. 2002. longman student grammar of spoken and written english. edinburgh: longman. bicki, a. 2011. acquisition of english collocations by adult turkish l2 learners. thesis: unpublished. cukurova. brown, p and s. levinson. 1987. politeness: some universals in language usage. cambridge: cambridge university press. celce-murcia, m. rethinking the role of communication competence. in: soler e. a. s and maria p. s. j (ed). 2007. intercultural language use and language learning. dordrecht: springer. dickinson, p. 2012. improving second language academic presentationswith formulaic sequences.intelligence disciplines contract lecturers (cep) pp. 2536. retrieved from http://www.nuis.ac.jp/ic/library/kiyou/ 15_dickinson.pdf in april, 22nd 2014. http://www.nuis.ac.jp/ic/library/kiyou/15_dickinson.pdf http://www.nuis.ac.jp/ic/library/kiyou/15_dickinson.pdf hesni neno/english education journal 6(1) (2016) 44 farrokh, p. 2012. raising awareness of collocation in esl/efl classrooms. journal of studies in education vol 2, no. 3 august 2012. retrieved from http://macrothink.org/journal/index.ph p/jse/article/viewfile/1615/1525 in april, 22nd 2014 fernandez-parra, m. 2008. translating formulaic expressions in instruction manuals: a corpus study. newcastle working papers in linguistics. vol. 14, pp. 51-60, newcastle university. 2008. retrieved from http://www.ncl.ac.uk/linguistics/assets/ documents/4.maria_fernandez-parraft.pdf in april, 22nd 2014. guion, a. l., d. c. diehl., and d. mcdonald. 2011. triangulation: establishing the validity of qualitative studies. university of florida ifas extension. retrieved from https://edis.ifas.ufl.edu/pdffiles/fy/fy 39400.pdf in april, 22nd 2014. kecskes, i. 2008. formulaic language in english lingua franca: explorations in pragmatics. linguistic, cognitive and intercultural aspects journal, p.191-219. retrieved from http://www.albany.edu/faculty/ikecskes /files/kecskespaper%20formulaic.pdf in april, 22nd 2014 wray, a. 2008. formulaic language pushing the boundaries. new york: oxford university press. http://macrothink.org/journal/index.php/jse/article/viewfile/1615/1525 http://macrothink.org/journal/index.php/jse/article/viewfile/1615/1525 http://www.ncl.ac.uk/linguistics/assets/documents/4.maria_fernandez-parra-ft.pdf http://www.ncl.ac.uk/linguistics/assets/documents/4.maria_fernandez-parra-ft.pdf http://www.ncl.ac.uk/linguistics/assets/documents/4.maria_fernandez-parra-ft.pdf https://edis.ifas.ufl.edu/pdffiles/fy/fy39400.pdf https://edis.ifas.ufl.edu/pdffiles/fy/fy39400.pdf http://www.albany.edu/faculty/ikecskes/files/kecskespaper%20formulaic.pdf http://www.albany.edu/faculty/ikecskes/files/kecskespaper%20formulaic.pdf eej 8 (3) (2018) 324330 english education journal http://journal.unnes.ac.id/sju/index.php/eej developing speaking english for specific purposes materials for broadcasting major students the case of eleventh grade of vocational high school 1 kendal suroyo1, abdurrahman faridi2 1. smk negeri 1 kendal 2. universitas negeri semarang, indonesia article info ________________ article history: accepted 24 march 2018 approved 12 july 2018 published 15 september 2018 ________________ keywords: speaking, reasearch and development, esp, vocational schools abstract ___________________________________________________________________ mastering speaking skill is a must for vocational school students in order to face the globalization era in this modern world. however, the speaking competences mastered by the vocational school students are mostly still low and need to be increased. that is why this research tried to answer some problems: (1) the lack of esp speaking materials for students of vocational schools; (2) what kinds of esp speaking materials the 11th graders of vocational schools needed; (3) how were the esp vocational speaking materials developed; and (4) how effective was the developed materials. the researcher adopted some steps in educational research and development proposed by borg and gall in vocational school 1 kendal. the researcher chose one class of eleventh graders that had 32 students in it. in conducting the study, the researcher observed the existing materials and interviewed the teacher for the need analysis. after that, the researcher developed the esp vocational speaking materials, then conducted the expert validation to some experts and tests and gave questionnaires to the students. the researcher, then, calculated the product‟s effectiveness by using t-test. it was found out that the product was considered effective based on the t-test result and very good based on the questionnaire analysis. there were also some english speaking materials for vocational students, but unfortunately they were not in the form of esp materials. © 2018 universitas negeri semarang correspondence address: smk negeri 1 kendal jalan tentara pelajar patebon kabupaten kendal jawa tengah e-mail: masroyo1963@gmail.com p-issn 2087-0108 e-issn 2502-4566 suroyo, abdurrahman faridi / eej 8 (3) (2018) 324 330 325 introduction over the last few decades, foreign language teaching has welcomed many new changes. the most apparent change is the use of english for specific purposes as part of their teaching and learning process. as a result of this substantial change in language teaching, teachers needs extra aids to provide students with the desired new catch-up in career-specific english materials. so, in term of english competence, the english competence needed by students in vocational school is really different from general english and even other senior high students hasibuan et al (2015, p. 214) linguist noam chomsky (2002, p. 27), provided a major critique and its view of second language learning as imitation and habit formation. he developed a theory a theory of first language learning that suggests that language is an innate capacity – that children are programmed to acquire language thanks to their in-built knowledge of a universal grammar. when we talked about imitation and habit formation, we should also consider of what so called conditioning. learning becomes more meaningful when students explore their learning environments rather than listen passively to teachers as stated by schunk (2012: 267). knowledge is not endorsed from outside but from inside the learners. since constructivism contends that learners form or construct their own understandings of knowledge and skills, the speaking learning materials will facilitate learners to learn independently outside the classroom environment. teaching vocational school students and regular high school students are different and challenging in different ways. moreover the overall goals of a language teaching program usually derive from an analysis of the reason why a group of learners in a particular environment needs to learn english as mentioned by nikoopur (2011, p.1). in terms of their emphasis, vocational school students focus more on their prctical skills rather than theoritical skills of their counterpart. students learn a language through the process of communicating in it and that communication is meaningful to the students provide better opportunity for learning compared to grammar-based approach as mentioned by kusnandi & bharati (2012, p.207). there are many kinds of media that can make students feel interested in learning english. the media that can be used by teachers in teaching english such as songs, games, movies, etc and eventually they motivate them in learning english as written in hastunar & sutopo (2014, p.123). yet, materials for english for specific purposes needed by students of vocational schools are still limited and often still unavailable in the market which make the teaching and learning process cannot run effectively and efficiently.due to different aspects of the source language and the target language, there are some strategies and techniques involved in the translation process in order to achieve the equivalence of the translated works. this study focuses on the use of translation techniques in subtitling the dhaup ageng documentary movie. according to hutchinson and waters (1987, p.5), english for sepcific purposes is an approach to language teaching in which all decisions as to content and method are based on students‟ reason for elarning. the domain of english for specific purposes has had a strong research tradition in teaching english as a foreign and second language movement since its introduction in the 1960s. dunley-evans and st john (1998, p.230) states that the cornerstone of english for specific purposes is addressing the language which is required by students as well as learning contexts of students. as it is about specific learning, therefore, it must be tailored to the needs of these students. this materials development is met through what so called need analysis. moreover, they argued that need is defined by reasons for which the student is learning english, which vary from their purposes of learning such as focusing in english for broadcasting media in vocational schools. suroyo, abdurrahman faridi / eej 8 (3) (2018) 324 330 326 successful english for specific purposes courses imply that module authors cater for future real-life needs of learners, especially in the case of pre-experienced adult students, who may not fully realize what language competence their future job will require of them. target situations, in which they will have to communicate effectively, have to be examined (as part of need analysis) and considered when desiring a course-book. today we can still witness that demand for english for sepcific purposes especially for speaking practices continue to increase and expand throughout the world (dunley-evans: 2001). students need materials matching their ever growing needs and requirements resulting from what the labour market demands. while according to collins english dictionary (2016, p.239) english for specific purposes is the practice and theory of learning and teaching english for specific uses in given fields such as science, nursing, tourism, etc. so based on all the definition above, english for specific purposes is any english materials used in the teaching and learning process which aims to improve students‟ ability in particular subject or professional scope. so taking everything into consideration, english for specific purposes is all materials needed for specific scope of study such as in medicine, business, geology, and many more. jolly and bolitho in tomlinson, (1992, p.97) reveal some simple steps in making and developing teachers‟ own materials. first, the material developer should identify the need to fulfill the teachers and students‟ need in a new material. then, the developer should explore the need coverage in terms of the language function, language skills materials that are going to be developed. the next step is contextual realization in which the draft materials are proposed which unit or material need to be developed. after that is the pedagogical realization in which the developer should find or create tasks and activities and write meaningful instruction. at last, physical production that covers the layout, font size, visuals, and reproduction of the materials. danilova (2012) developed materials for students of engineering and technology students in poland. at first he proposed the new draft of the materials then developed the materials and finally implemented the materials in six advanced english classes. while in ehrman and oxford (1990, p.85), he cited four major style dimension relevant to language learning altough many more style aspects might also prove to be influential in learning english, they are age, motivation, aptitude, and learning style in which learning speaking needs more creative ways. this research focuses on developing speaking skill materials for vocational school students and tarigan (1990, pp.3-4) defines that speaking is a language skill that is developed in child life, which is produced by listening skill, and at that period speaking skill is learned. ahmad, r. (2016, p.478) stated that communication becomes effective when communicator is effective enough to communicate competently, simply, clearly, sincerely, and dynamically. speaking skills is very important because when we learn new language, the main goal is to have capability to use it in daily communication (kusniandang & barathi 2016, p.82). in speaking, students must be able to use correct pronunciation otherwise it will be very difficult for listeners to understand them. moreover, in order to be able to speak fluently and correctly, they must master sufficient vocabulary and able to arrange their expressions so that the meaning can be conveyed correctly (safari & fitriati 2016, p.88). there are two main problems why students have difficulties in speaking english. first, students‟ fluency is very hesitant to practice because they have poor vocabulary skills. second, they have problem in self concept because they think english is so difficult and they are lazy to speak and have no bravery to speak (milchatun & hartono 2015 p.2). so in learning speaking, students should be able to make themselves understood and they should try to avoid confusion in the message due to its pronunciation, grammar, and vocabulary and to observe the social rule that apply in suroyo, abdurrahman faridi / eej 8 (3) (2018) 324 330 327 communication situation (syafiq & saleh 2012, p.45). brown (2001, p.267) cites that when someone is able to speak a language it means that he or she can carry on a conversation reasonably and compotently. in addition, he states that the benchmark of successful aqcuisition of language is almost always the demonstration of an ability to accomplish pragmatic goals through an interactive discourse with other language speakers. method the study of this research adopted the research and development approach. educational research and development is a process utilized to develop steps to test research findings related to the product being developed (adi, s. 2016, p.1) it aims to develop a module of esp speaking materials which consist of dialog and monolog practices for tenth graders of vocational school 1 kendal. borg and gall (1983, p.772) define research and development as a process used to develop and validate educational products. the study was conducted in an english class at state vocational high school 1 kendal of the tenth grade students from september 15th 2016 until october 21st 2016. there were 32 students in the class. the students were the combination between male and females and their english proficiency level were diverse. to answer the three questions stated above, the researcher used some instruments; such as observation, interview, questionnaires, documentation and test. observation was used to get information or data about the situation in the teaching-learning process. interview was used to gather some prior information about the teacher‟s need in creating the online materials and according to faridi (2013, p.36) interview is a conversation between two or more people where questions are asked by interviewer to elicit facts or statements from the interviewee. then, questionnaires were used to gather information about effective dimensions of product preference and personal comments of the students about the online product given. finally, the test which covered speaking (dialog and monolog) which was useful to find out the students‟achievement result in the form of scores. by conducting the test, the researcher was able to calculate the effectiveness of the online product by using the two varaince t-test. results and discussions in the research and development the researcher followed some steps. the first step was coonducting the analysis. there were two kinds of analysis conducted the researcher. first, the researcher tried to find out and observe what kinds of speaking esp materials available for the broadcasting major of vocational high school students. there were indeed one speaking material for vocational high school students. the product was developed by the ministry of education and culture, yet there was no classification in the materials whom it was intended to, as if it was intended for general vocational school majors. then, the researcher interviewed the teacher and some students. the result showed that the students needed materials that were not boring for them. they wanted materials which were attractive enough. by using the data from the interview, then, the interactive materials could be created and developed. moreover, they asked esp speaking materials that were interactive and full of speaking (dialog and monolog) exercises. meanwhile, the teacher asked an effective way of assessment for tasks, assignments, or homework. she asked the researcher to make some topics to be included in the learning materials based on the syllabus. this esp speaking materials would be very helpful during the teaching and learning process, moreover facing the real working experiences later on. based on those analyses the researcher could create and develop a new brand interactive esp speaking materials for broadcasting vocational students which could be help them improve their confidence and speaking skills. suroyo, abdurrahman faridi / eej 8 (3) (2018) 324 330 328 the next step was creating the layout of the book. in creating the module, the researcher used the word 2013 provided by microsoft windows. the selection of english speaking esp materials through this module is that this type of media of learning is always appropriate in nowadays globalization and free trade era in which it is more applicative in job-related communication. after the unit, sub-units and templates were set, the researcher then developed the materials. here, the researcher planned the topic of discussions that were going to be put in the speaking module then created and printed them. the researcher create and edit the layout of the module by using miccrosoft word 2013. the researcher opened the blank page of the aplication, then he made some drawings and inserted some shapes and colored them on the blank page.. after creating and editing the layout, the reseacher made some adjustments in the name of menus and submenus in the frm of some shapes. this part was important so the module will look interesting and attractive with some colorful parts in order to look attractive, the researcher put some shapes and tables in the module. the researcher also chose the best clear font available so the students will be able to read the module well. in this case, the researcher picked trebuchet font 11 – 12 as the standard fonts in the module. the final english speaking esp module covers some chapters in which the researcher created and will develop furthermore in this research. this module, later, will not only be filled with the current product but will be available for all levels and programs of english materials. the researcher named the module as “speakcast” which stands for „speak‟ for speaking and „cast‟ as in the word of broadcasting. before conducting the trial, the researcher asked the validation of the product from some experts. there were three experts for this product. one lecturer and two teachers were in charged of validating the curriculum and materials content of the esp speaking material product. after the revision as it was suggested by the validators, the researcher then would conduct a trial in the real teaching and learning process. a pre-test was conducted to measure the initial performance of the students. then, the students access the online materials both at schools and at homes during the research period of two weeks. then they were asked to conduct the post-test. the result showed that there was significant increase of the students‟ performance before and after they use the online product. there were 32 students in the broadcasting class in the eleventh grade who joinned the pre-test and post-test. the minimum standard score for this class was 75 points. in the pre-test there were 17 students who got score below 75 and after the treatment there was only 1 student got below the minimum score. based on the table above, we know that, there was an increase of around 20% between the average score in the pre-test (65) with the score in posttest (81). so, we can conclude that the english speaking esp materials helped students in increasing their achievement. in finding the effectiveness of the product we need to measure it with “t-test”. after finding out the result in both pre and post-test, the researcher then tried to calculate the “t-test” to find out the product‟s effectiveness. the result of the “t-test” was 9.00213. based on the calculation above, we can conclude that there was significance difference between the result of the pre-test and the posttest ( ). this was proven by the tobserve is higher than the ttable 2.06 >9.002 or 25.5%. based on the result above, it is clear that tobserve is higher than the ttable so we can say that the eng;ish speaking material module is effective to be used to increase students‟ speaking skill in vocational high school 1 kendal. conclusion referring to the research findings and discussions, the researcher could draw some conclusions. there were some esp materials suroyo, abdurrahman faridi / eej 8 (3) (2018) 324 330 329 available, but they are expensive and difficult to buy since those books were published from international publishers. moreover, there was no esp books intended specifically for tenth graders of vocational schools. then, the esp speaking materials were needed for the students and the teacher. both tried to find a new way of attractive and efficient learning for speaking. creating and developing esp speaking materials were not simple. there were some steps that should be followed. after creating the layouts of the module, the researcher planned which materials were to be put in the module, and then designing the unit and subunits so that the materials were attractive enough for both students and teacher. based on the calculation of the t-test, the product was considered effective in improving the students‟ achievement. moreover, based on the students‟ questionnaire it was found out that the students‟ opinion toward the online product could be classified as very good. some good impacts of having the online product were that students could be more independent and motivated in learning. motivation means good achievement. yet, the lack of internet and technology infrastructure became one of big obstacle of having such online product. references adi, s. (2016). the development of english language learning instruments using audio-based media. doha: journal of research and method in education. 6(2), 1-12 ahmad, s.r. (2016). importance of english communication skills. andhra: international journal of applied research. 2(3), 478-480 borg, w.r. and gall, m.d. 2004. educational research: an introduction. new york: longman inc. brown, h. d. (2001). teaching by principle: an interactive approach to language pedagogy 2nd edition. new york: addison wesley longman, inc. bsnp. 2006. panduan penyusunan kurikulum satuan pendidikan jenjang pendidikan dasar dan menengah. jakarta: badan standar nasional pendidikan chomski, n. 2002. syntactic structures. berlin: werner hinderbrand collins dictionaries. 2011. collins english dictionary. harper collins publishing danilova & pudlowski, j. 2012. research on the curriculum development in english for specific purpose (esp) to enhance communication skills of students in engineering and technology studies. world transaction on engineering and technology education. 3(5), 385-392 dudley-evans, t. & john, s.t. (1998). developments in esp: a multi-disciplinary approach. cambridge: cambridge university press ehrman, m. & oxford, r. (1990). adult language learning styles and strategies in an intensive trainign setting. modern language journal. 7(4), 311-326. faridi, a. (2013). english course management. semarang: cipta prima nusantara hasibuan. (2015). developing esp teaching materials for the students of the software engineering on problem based learning at the al-washliyah teladan vocational school. medan: jurnal tabularasa pps unimed. 12(2), 214-223 hastunar, d. e. & sutopo, d. (2014). modifying a monopoly game for teaching written vocabulary for the seventh graders of terang bangsa junior high school. semarang: english education journal. 4(2), 122-129. hutchinson, t. & waters, a. (1987). english for specific purposes. cambridge: cambridge university press kusindang & bharathi, d.a.l. 2016. improving student‟s‟ motivation in speaking ability by using story telling. semarang: suroyo, abdurrahman faridi / eej 8 (3) (2018) 324 330 330 english eduational jurnal. 6(2), 80-86. kusnandi, t & bharathi, d.a.l. 2012. developing an english instructional material for bridging course program. semarang: english educational journal 2(2), 206-211. milchatun, bharati & hartono, r. 2015. improving students‟ personal self concept through role play technique in teaching speaking skill. semarang: english educational journal. 5(1), 1-9. nikoopur et al. 2011. english language teaching material development. tehran: journal of language and translation. 2(2), 1-12 safari & fitriati, s.w. 2016. learning strategies used by learners with different speaking performance for developing speaking abilities. semarang: english education joiurnal 6 (2), 87-101 scunk, d.h. (2012). learning theories: an educational perspective. boston: pearson education syafiq, a.n. & saleh, m. (2012). humor english teaching material for improving students‟ speaking skill with high and low learning motivation. language circle: journal of language and literature, 7(1), 45-54. tarigan, d. 1990. teknik pengajaran keterampilan berbahasa. bandung: angkasa thomlinson, b. 2011. developing materials for language teaching. london: continuum eej 8 (2) (2018) 162 168 english education journal http://journal.unnes.ac.id/sju/index.php/eej the cultural relation between verbal languages and visual image in english textbooks for junior high school rizqi amalia farida, warsono, rudi hartono universitas negeri semarang, indonesia article info ________________ article history: accepted 10 december 2017 approved 08 february 2018 published 20 june 2018 ________________ keywords: visual images, verbal language, cultural content, textbooks, junior high school ____________________ abstract ___________________________________________________________________ the globalization era makes the student more focus to learn and know the international language and international culture. therefore, this study wants to investigate how the cultural balance is represented in the primary source of the english subject. one of the most important resources for student is textbooks.this study focuses on the visual image and verbal language which contain cultural dimension based on, the assumption that visual language is only the complement of verbal language in a text. thus,this study investigated combination of image and text in english textbooks for junior high school. this study use qualitative research in the form of discourse analysis to examine picture in textbooks of junior high school within the framework of visual grammar (kress &leeuwen, 2006). this study has two instruments adapted from two experts; those are instrument of cultural dimension by moran (2001) and visual grammar by gunter kress andleeuwen (2006). the study is aimed to know the relation of verbal and visual texts.the result of this study based on the visual analysis used in the textbooks use speech bubble and the dominant cultural dimension occur is cultural practice. © 2018 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jl. kelud utara iii semarang 50237 e-mail: rizqiamaliaf93@gmail.com p-issn 2087-0108 e-issn 2502-4566 http://journal.unnes.ac.id/sju/index.php/eej rizqi amalia farida, warsono, rudi hartono/ eej 8 (2) (2018) 162 168 163 introduction culture is the main part in the society. the language is created by culture itself. it indicates that culture and language have inextricable and interdependent relationship. language is intertwined with culture and attempts toward linguistic exchanges that require some kinds of cultural literacy. both culture and language cannot be separated because they hang together. language embodies the product, practice, perspectives and persons as the culture dimension (moran, 2001). language is used to describe and manipulate cultural product such as artefacts, paces, arts, literature, architectures, music and so on. witherspoon as cited in xiao, 2010:8-9 states that “language and culture are highly interrelated and he proposes that language is studied in isolation from the cultures in which they are spoken”. based on this statement language is a key component of culture. therefore, in the educational setting, teaching and learning material relates to the introduction of culture, in which cultural content are realized through language, especially in english language material. due to the effects of globalization, english material has some considerations about the cultural content being embodied. brown (2007) explains the relation between language and culture as “a language is a part of a culture and a culture is a part of a language; the two are intricately interwoven so that one cannot separate the two without losing the significance of either language or culture”. in others word culture and language are inseparable ( jiang, 2000:328). it is quite complex (byram 1990) argued that learning the language as well as learning the target culture is to acculturate language learners into the cultures of english speaking countries. the other expert (alptekin, 2005) has different point of view that english has become lingua franca and should be taught in the context of free culture. teaching english focuses on developing language skills of learners. moreover, the phenomenon of teaching english in indonesia is concerned with the grammar used by the learners, especially grammar in english. in fact, the teaching of culture through language has a concept in the national syllabus not only the learner‟s culture, but also the culture of origin of the language used. in this day, the researcher focuses on exploring the cultural content in teaching english, especially cultural dimension which contained in the textbooks. textbook is the main source of teaching material in enhancing the knowledge. it contains the material that is important for the learners. based on the syllabus, the cultural content should be embedded in the textbooks. textbooks take an important role for teaching and learning process. textbooks are the supplement classroom input by providing language samples which are sometimes forgotten and even neglected by the english teacher. the content of textbooks significantly affects learners. thus, textbooks have a curriculum of teaching material and it may be an expression of attitudes and values that do not clearly influence the content and image of teaching material. textbooks will directly or indirectly transmit cultural values to a certain degree which is called „hidden curriculum‟ (cunningsworth, 1995:8). in line with that statement to elaborate cultural element in textbooks cortazzi and jin (1999) noted that “elt textbooks perform different function, as a teacher, a map, a resource, a trainer, an authority, and an ideology”. regarding the content of english textbooks, this study is focused on analyzing visual images and verbal language in textbooks. the reason why the researcher chooses to analyze a visual text and verbal language is because visual images can support reading and help make meaning of verbal text. besides, students can learn to critically analyze the visual texts and the socio-culture context surrounding the information. visual text can implicitly and explicitly present the cultural content in textbooks. although the concept of teaching language has been change into communicative competence from the previous years but many rizqi amalia farida, warsono, rudi hartono/ eej 8 (2) (2018) 162 168 164 english teachers particularly in indonesian context still focus on linguistic competence. teaching grammar is becoming significant activities in classroom. due to the fact that the purpose of learning foreign language is intercultural communicative competence, then the content of the main complement of learning a foreign language must be balance between source culture, target culture and international culture. therefore, this study is going to compare the cultural content in the visual images and verbal language among the seventh, the eighth, and the ninth grades of english textbooks for junior high school. this research is in line with the researchdone by mujianto of the english education department postgraduate and graduate programs of semarang state university for international seminar prasasti iii 2016. the subject of this study is students of english department of sixth semester. he gave the questionnaire to the students and asked for their perception about the dependence of verbal text on their respective visual representation. he has the assumption that the students will understand the subject better if the verbal form is accompanied by visual images. there are three results in this study. the first is the relations of verbal and visual text depend on the text type and the degree of reader‟s education. the second result is the visual text is considered as the important thing to give the meaning of verbal representation for the reader. the third finding showed the fact that visual text only an ornament of verbal passages to give an illustration of the text, if not misleading. the above research focuses on analyzing the level of dependence of visual text on verbal text and the relation between them. the focus of this study is different from the study that i have conducted because my research focuseson the visual image that contains a culture element and culture type that should be represented in the textbooks for student understanding. in addition, besides the differencein subject this study also has different techniques of collecting the data. the previous research used documentary and observation technique, while the research that i conducted used qualitative method and discourse analysis techniques. this study still has a broad theme about visual and verbal language through multimodal analysis then in my study i narrowed the research theme which only focused on visual image and verbal language relation in cultural content through visual grammar analysis and transitivity analysis. in my studyi investigate the way visual and verbal hang together to make meaning in course material and reading passage which is contain verbal and visual images. course material shows the picture and verbal language that is resource for cultural content in english material from the character, background and the activity in the story or in the picture. the analyses of visual images used in this study is the current textbooksfor junior high school. to fulfil the gap with the other researcher, this study is not only analyze the correlation between visual images and verbal language but also the correlation between cultural content in both image and text. methods the researcher uses the qualitative approach in the form of discourse analysis to explain the visual image in the student‟s textbooks that contain cultural type and dimension. this research employed discourse analysis (da) as a branch of linguistics. yule (2002:548) states that discourse analysis is typically concerned with the study of language and text. since this research focus on analyzing visual image and verbal expressions in students‟ textbooks, this research use qualitative research method. according to fraenkel et. al (2012, p. 423), a qualitative research is a kind of research methodology which refers to the research studies that investigate the quality of relationship, activities, situations, or materials. they (2012, p. 425) adds that in a qualitative study, much depends on the perspective of the researchers. thus, itcannot be apart the confidentiality and perspective of researchers to carry out this study. rizqi amalia farida, warsono, rudi hartono/ eej 8 (2) (2018) 162 168 165 this study explains the cultural content found in junior high school textbooks based on kress and egins theory to analyze the image and the expression, the result presented descriptively based on the my interpretation. thus, the research uses a qualitative research in line with creswell (2009: 156) who states that “qualitative research is a means for exploring and understanding the meaning individuals or groups ascribe to a social or human problem”. this study deals with the researcher interpretation and explaining cultural phenomenon in textbook. regading to this study, it uses the critical discourse analysis to obtain the result of the study. according to denzin and lincoln (as cited in trappes-lomax, 2008, p. 141), with regard research, it is commonly qualitative because it interprets and tries to exemplify the social phenomena which are brought by people who are conveying the meaning. while, to complete the finding, the content analysis used to see how the culture are represented by the visual image and verbal expressions. this study explains the cultural content that presents in junior high school textbooks based on kress and luween theory to analyze the picture and the result will be presented descriptively based on the researcher‟s interpretation. thus, the research uses a qualitative research in line with creswell (2009: 156) states that “qualitative research is a means for exploring and understanding the meaning individuals or groups ascribe to a social or human problem”. this study deals with the researcher interpretation and explanation cultural phenomenon in textbook. this study, it uses the critical discourse analysis to obtain the result of the study. according to denzin and lincoln (as cited in trappes-lomax, 2008, p. 141), with regard research, it is commonly qualitative because it interprets and tries to exemplify the social phenomena which are brought by people who are conveying the meaning.discourse is close to social condition and socio culture, thus da is appropriate for this research which focuses on cultural content in student‟s textbooks through visual analysis. this research was conducted to answer the following research question. that is how do the visual image represent cultural dimension in textbooks?. the subject of this study areenglish textbooks which are used in junior high school. the subject is the textbook for junior high school entitled bahasainggris when english rings a bell 2017fourth revised edition. this textbook is published by ministry of education and culture. the author of this textbook is sitiwachidah, asepgunawan, diyantari, and yulirulanikhatimah. this textbook is consisting of eight chapter and 177 pages. the researcher took picture as her unit of analysis. the researcher use documentary technique to obtain the data of this study. the researcher collects the textbooks for junior high school from grade seven until grade nine. then, the researcher classify the contextual image both material and exercise in the textbooks and correlated them with cultural type and cultural dimension. finally the researcher presents the data in the form of table. results and discussions the representations of cultural element are divided into four parts and those are person, practice, perspective and product. to collect the data i used an observation checklist adopted from gunther kress and theo van leeuwen (2006). the researcher gathered and categorized them manually using microsoft excel and microsoft word. the unit of analysis is image in the textbooks. there are 48 images that have been analyzed and categorized in to four cultural elements. the explanation below is the answer to the first research question 1. cultural product the cultural products are showing some aspect in the picture. the product of processing culture such as artifact, institution, and art form that represent the culture of language that the students learn come from which is england, america or australia and also the culture from the student come from, for this research especially is indonesian culture. because english become an international language then the rizqi amalia farida, warsono, rudi hartono/ eej 8 (2) (2018) 162 168 166 product culture also come from the international culture. cultural product can be understood as the „big c‟ based on (brody 2003: 39). that is in line with (national standards in foreign language education project 1996: 44) statement that the cultural product aspect is the formal institution (social, politic and economic) the history figure, fine arts and the product of literature. bellow is the result of visual analysis of cultural person that found in the english textbooks for junior high school. there are five images in the textbooks that represent the cultural product from total 35 pictures from those textbooks. the dominate participant is actor and sayer. the dominate process is action process and reactional process. the circumstance that mostly use is circumstance of setting. in action process there should be two participant those are actor and goal but in cultural product the action only show the actor without the goal because the actor are explain the product culture then the actor does not refers to the other participant but only focus on the product which shows by the circumstance. to clarify here are the images sample of the action process. in the picture bellow the relation of participant is non transactional actor there only one participant in the images. the first participant is not point to the other participant. the picture is including into product culture and it could be a culture from the other country or from indonesia because indonesia has the iconic tiger and that is „harimau sumatra‟. the second dominant process is projective and sayer participants. in this case the picture are shows the speech bubble between two or more participant. without any reaction or action occur in their conversation context. they usually accompanied with the circumstance around them as like the example above. picture 1. action process 2. cultural practice cultural practice are often refers to the traditional practices for specific ethnic culture and especially for the culture that have been practiced since ancient times. the cultural practices are observably from any ritual ethnics, festival events, ceremony and the other custom that done by the certain people or group. furthermore, indonesia is a country rich in ethnicity and culture. each region has distinctive characteristics of different cultures, especially the geographical state of indonesia.cultural practice in indonesia reflects the uniqueness of each region. there are various activities that describe their culture through cultural practices such as ceremonial activity, welcoming guests, wedding ceremonies and funeral ceremony. cultural practice also shows our national identity. picture 1. projective process the participant of this picture is teacher and students have an introduction conversation. it can be seen that there are the speech bubble in the picture. the teacher asks the students name and address. students practice her attitude when she talk and answer the teacher question. the rizqi amalia farida, warsono, rudi hartono/ eej 8 (2) (2018) 162 168 167 teachers practice the language that she tough for her student learns because the function of language is to communicate then, they practice that language. 3. cultural perspective the next process which represents the cultural perspective is reactional process which shows the reaction of the participants. in the image reactional process appear from the participant facial expression. bellow is the image for reactional process that represents cultural perspective picture 3. reactional process there are two participants in the picture and the circumstance is in the classroom. the first participant is phenomenon and the second participant is the reactor. the context of the image is the phenomenon close his ears because the sound of the radio is too loud and the reactor is react to turn off the volume. his reaction is represent of cultural perspective when we are realize that what we do are disturbing the other people around as we directly say sorry and do what the other people asks. 4. cultural person actor is the most dominant participant in cultural person analysis. although the actor is the dominant participant it does not mean that the action process will be dominant too. the process in cultural process are balance, every process have one image because in person culture there is only 4 images from all image that the researcher analyzed. bellow is the example of image evident in the cultural person analysis. picture 4. projective process the picture represent team works that done by the community of the students. that included into person culture because those students show their behavioral activities. they use junior high school uniform white and blue that always used by indonesian student in that grade. the setting of the picture is in the park. cultural person cannot be separated with practice culture because person of culture always doing cultural practices. conclusion the result of this research are about the visual analysis although the main analysis of this research is not text but in learning language we cannot stay away from text, every picture in this study use speech bubble in the conversation. in the seventh grade textbook of junior high school mostly material and exercise is use conversation and picture with speech or think bubble. and the result of visual analysis through ideational meaning or representational analysis in visual grammar the most participant of the picture is actor, interactor and goal. the process of the picture is action process and the circumstance that represent in the picture is in the school, house and park. the cultural dimensions represent the practice cultural activities. it conclude that the most action process is the practical culture rizqi amalia farida, warsono, rudi hartono/ eej 8 (2) (2018) 162 168 168 references alptekin, c. (2002). towards intercultural communicative competence in elt.elt journal, 56(1), 57-64. brown, h. d. (2000). principles of language learning and teaching (4thedition ). white plains, ny: addison wesley longman. byram, m. (1997).teaching and assessing intercultural communicative competence. clevedon: multilingual matters. creswell, j, w. (2009). research design: qualitative, quantitative, and mixed methods approaches (third edition). california: sage publications, inc. chao, t. (2011). the hidden curriculum of cultural content in internationally published elt textbooks: a closer look at new american inside out. the journal of asia tefl8(2): 189-210 cohen, l; manion, l; and morrison, k. (2005). research methods in education (5th edition). new york: routledgefalmer. eggins, s. (2004). an introduction to systemic functional linguistics. london: continum international publishing group fairclough, n. (1995). critical discourse analysis: the critical study of language. london new york: longman fraenkel, r. and wallen, e. n. (2012). how to design and evaluate research in education (7th edition). san fransisco: mcgraw-hill higher education. halliday, m. a k, (1985).anintroduction to functional grammar. london, edward arnold kress, g. and van l, t. (2006) . reading images. second edition. london: routledge. mckay, s.l. (2002) teaching english as an international language: rethinking goal and approaches. oxford: oxford university press. moon, c, g. (2000).theories of childhood. united states: redleaf press. moran, p. (2001).teaching culture: perspectives in practice. boston: heinle & heinle. mujianto, y. (2016). the dependence of verbal passages on visual representation in meaning-making.a paper on international seminar prasastiiii : current research in linguistics. solo: universitasnegeri solo tamas, k. and csilla, w., 2013. culture in english as foreign language (efl) textbooks : a semiotic approach. tesol quarterly wachidah, s., gunawan, a., diyantari., & khatimah,y.r., (2017). bahasa inggris when english rings a bell kelas vii (4th edition). ministry of education and culture, national office for research and development (balitbang). xiao, jing. 2010. cultural contents of an in-use efl textbook and english major student attitudes and perception towards culture learning at jiangxi university of science and technology, china: songkla university. 103 eej 7 (2) (2017) 103-111 english education journal http://journal.unnes.ac.id/sju/index.php/eej the application of formulaic expressions in the conversation texts of senior high school english textbooks ana sugiati, dwi rukmini english language education postgraduate universitas negeri semarang, indonesia article info ________________ article history: recived 29 december 2016 accepted 05 july 2017 published 01 august 2017 ________________ keywords: formulaic expressions, conversational texts, english textbooks. abstract ___________________________________________________________________ the main objective of this study was to analyze the application of formulaic expressions in the conversation texts of senior high school english textbooks grade x, xi, and xii entitled “bahasa inggris” published by the ministry of education and culture. this topic was chosen because formulaic competence is a component of the communicative competence that helps the students to speak native-like. the researcher applied qualitative approach and used discourse analysis as the design of the study. the objects of the study were twenty-five conversation texts of english textbooks grade x, xi, and xii. they were analyzed based on the list of formulaic expressions proposed by biber et al. (1999). the researcher found that the application of the formulaic expressions in the conversation texts of the english textbooks was not fully done. there were only four out of five formulaic expressions types as formulated by biber et al. (1999). they were lexical bundles, idiomatic phrases, collocations, and inserts. they did not frequently occur in the conversation texts of the textbooks. they were only 21.9% of the total expressions. it was concluded that the expressions were not native-like, so the conversation texts of the textbooks need to be improved. © 2017 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jalan kelud utara iii semarang 50237 e-mail: giatianna@gmail.com p-issn 2087-0108 e-issn 2502-4566 ana sugiati & dwi rukmini. / eej 7 (2) 103-111 (2017) 104 introduction english is the foreign language obligated to be taught in indonesia. the goal is for developing students to be able to communicate using english. therefore, the language instruction must be integrated with the components of communicative competence. celce-murcia (1995), "communicative language teaching should be based on implicitly or explicitly on some models of communicative competence". celce-murcia (2007) proposes a new model of communicative competence for language teachers. she adds formulaic competence as the new one and uses term interactional competence to replace actional competence. there are six competencies in her model. they are discourse competence as the core competence, sociocultural competence, interactional competence, linguistic competence, formulaic competence, and strategic competence. formulaic competence refers to fixed and prefabricated chunks of language that speakers use heavily in everyday interaction (celcemurcia, 2007). it is the ability in using formulaic expressions. the formulaic expressions are sequences of words appears to be prefabricated language. wray and perkins (2000) define “formulaic expressions will be a sequence, continuous, or discontinuous of words or other meaning elements, which is or appears to be, prefabricated”. there are many names for and ways to describe formulaic expressions, such as lexical phrase, routine formulae, fixed expressions, formulaic speech, and formulaic language. the formulaic competence is separated from the linguistic competence and it is needed to stand independently as one competence because celce-murcia thinks that the formulaic competence is as important as the linguistic competence. celce-murcia (2007), “formulaic competence is the counterbalance to linguistic competence”. it means that the formulaic competence is as important as linguistic competence. the formulaic competence has grown to be important. the students will speak fluently and native-like if they have formulaic competence. the statement is supported by hunston in celce-murcia (2007), “fluent speakers of a language draw on formulaic knowledge of the target language as often as they use systemic linguistic knowledge”. it is also in line with biber et al.’s (1999) concept, “producing natural english is not just a matter of constructing well-formed sentences but of using well-tried lexical expressions in appropriate places”. therefore, the examples of formulaic expressions are important for students to achieve communicative competence. these reasons why the researcher chooses formulaic expressions as the topic of this present study. in the present study, the researcher analyzed the application of formulaic expressions in the conversation texts of senior high school english textbooks entitled ‘bahasa inggris’ published by the ministry of education and culture. the main goal of the analysis is to determine the conversation texts are native like or not. it is important to be done because the textbooks are written by non-native speakers of english. the researcher chose the textbooks because they are published by the ministry of education and culture and used at all senior high schools in indonesia which apply the 2013 curriculum. the textbooks contain examples of conversation texts and they are used as the role models for students in english teaching and learning. for this reason, the conversation texts should reflect the natural spoken language produced by english native speakers or nativelike. by analyzing the application of formulaic expressions in the conversation texts will give insight about the quality of the conversation texts, they are native like or not. the textbooks consist of three levels for senior high school. they are for grade x, xi, and xii. the researcher analyzed three textbooks to know the application of formulaic expressions in the conversation texts of the textbook in every level of senior high school. based on the explanation above, the researcher conducts this study with the title ‘the ana sugiati & dwi rukmini. / eej 7 (2) 103-111 (2017) 105 application of formulaic expressions in the conversation texts of senior high school english textbooks". in this study, the researcher identified types, frequency, and functions of the formulaic expression to analyze how formulaic expressions are applied in the conversation texts of the senior high school english textbooks. methods in this study, the researcher applied qualitative approach and discourse analysis, as the research design to explore and describe the findings of the analysis. she described and explained the application of the formulaic expressions in the conversation texts of the english textbooks. the objects of the study were senior high school english textbooks grade x, xi and xii entitled “bahasa inggris" published by the ministry of education and culture. the data were formulaic expressions, the source of the data were conversation texts. the units of analysis were minor and major clauses. the researcher used two instruments. they were observation sheet and the list of formulaic expressions based on biber et al. (1999). the formulaic expressions were identified and classified based on biber et al. (1999). after that, the frequency of occurrence, and functions of formulaic expressions were also analyzed in order to see whether the expressions in the conversation texts of the textbooks were native like or not. finally, the findings were compared to bibber et al.’s (1999) theory and explained qualitatively. results and discussions this section specially presents the findings and discusses the formulaic expressions in the conversation texts of the english textbooks of the 2013 curriculum. it presents all of what had been found out in the three english textbooks. types of formulaic expressions based on the findings of data analysis, there are four types of formulaic expressions found in the conversational texts of the english textbooks grade x, xi and xii. they are lexical bundles, idiomatic phrases, collocations, and inserts. most of the lexical bundles in the textbooks do not represent complete structural units, but they can be grouped into some categories according to their structure correlates. the lexical bundles in the textbook grade x are classified into personal pronoun + lexical verb phrase (e.g. i’ve got to go…), yes/no question fragments (e.g. do you have…?) and wh-question fragment (e.g. what do you think?). there is only one example of the idiomatic phrase in the conversation texts of tenth grade’s english textbooks, that is look at. the structure is preposition verbs. the third type of formulaic expressions is collocations; grammatical and lexical collocations. the examples of grammatical collocations are work in, come to, waiting for, and welcome to. the examples of lexical collocations are a great job, best friends, long weekend, go fishing, little brother, good idea, and special guests. the fourth type of formulaic expressions is inserts. based on the findings of data analysis, there are several types of inserts occurred in conversational texts of the tenth grade's english textbooks. the inserts consist of interjections (e.g. oh), greetings (e.g. hello, hi), farewells (e.g. see you later), discourse markers (e.g. well), attention signals (e.g. hey), response forms (e.g. yes, no) and polite formulae (e.g. thank you, please). in short, there are seven types of inserts used in the conversational texts. these types can be used by the students in their actual conversation in order to sound natural. the formulaic expressions in the conversation texts of eleventh grade’s english textbooks are not much different in the formulaic expressions in the tenth grade’s english textbook. there are also three structure categories of lexical bundles in the conversation texts. they are personal pronoun + lexical verb phrase (e.g. i think i have…), yes/no questions form (e.g. do you have any…?) and wh-question form (e.g. what can i do with it?). there are four idiomatic phrases in the conversation texts of the textbook such as out of ana sugiati & dwi rukmini. / eej 7 (2) 103-111 (2017) 106 style, come to life, well off, and pay off. the idiomatic phrases have functioned to describe a noun. the collocations in the conversation texts of the textbook are lexical collocations (e.g. aisle seat, sweetheart, wedding anniversary). the inserts in the conversation texts of the textbook are greeting form (e.g. good morning), farewell expressions (e.g. have a nice, see you then), polite formula (e.g. please thank you, you are welcome), response form (e.g. yes, ok, no, my pleasure) and expletive (my god). the twelfth grade’s english textbook has more varied formulaic expressions than the tenth and eleventh grade’s english textbooks. there are six of out of fourteen lexical bundles structural as formulated by biber et al. (1999) in the conversation texts of the textbook for class xii. they are personal pronoun + lexical verb phrase (pp + lvp), adverbial clause fragment, yes-no question fragments, verb phrase with an active verb, wh-question fragments, and personal pronoun with be. the idiomatic phrases in the conversation texts of the textbook are around the corner and look at. the collocations in the conversation texts of the textbook are go back, pass the exam, good quality, print out, pay attention, go to, take care, winter clothes, cooling down, and depending on. the inserts in the conversation texts of the textbook are greeting expressions such as hello, hi. there is only one the example of the attention getter, it is hey. there is some response formula in almost all the conversation such as yes, sure, okay, you’re right, really, yeah. there are some examples of polite formula in the conversation texts of the textbook, such as please, thanks, i am sorry to hear that, get well soon, excuse me, thank you, no worries, i see, you are right, and alright. formulaic expressions frequency the conversations of the tenth grade’s english textbook excluding stage directions and character descriptions contain 878 total words. the average number of words in a conversational turn is 13 words. there are 70 formulaic expressions that occur in the conversation texts of the english textbook. the total number of words comprising formulaic expressions is 147 words. it is only 17% in total words. it consists of 39 inserts, 12 lexical bundles, 18 collocations and 1 idiomatic phrase. there is no example of coordinated binomial phrase. there are five conversation texts of the eleventh grade’s english textbook. the conversations excluding stage directions and character descriptions contain 748 total words. the average number of words in a conversational turn is 10 words. the formulaic expressions occur 66 times. the total number of words comprising formulaic expressions is 149 words. it is 19.9% in total words. it consists of 40 inserts, 17 inserts and 6 collocations, and 3 idiomatic phrases. the twelfth grade’s english textbook consists of fifteen conversation texts, 97 take turns and 954 words excluding stage directions and characters descriptions. the formulaic expressions occur 95 times. the total number of words comprising formulaic expressions is 200 words. it is only 20.1% in total words. it consists of 58 inserts, 25 lexical bundles, 11 collocations and 2 idiomatic phrases. based on the explanation above, the three textbooks have almost the same of the distribution and the frequency of formulaic expressions. the frequency distribution of the formulaic expressions in the three textbooks is unbalance. the number of formulaic expressions is less than the number of non-formulaic expressions. it implies that the textbooks do not provide sufficiently the conversation texts which contain formulaic expressions. functions of formulaic expressions in the conversation texts the lexical bundles in the conversation texts of the three english textbooks have functioned as stance expressions and discourse organizer. there are some examples of stance expressions in the conversation texts of textbooks. the first example is i want to know.... it has functioned as stance expressions and expresses desire. the second example is i’ve got to go…it has the specific function as obligation ana sugiati & dwi rukmini. / eej 7 (2) 103-111 (2017) 107 bundle. the next examples are i don’t think i… it is epistemic stance bundles. the next example is we are going to… the expression has the specific function as a prediction, attitudinal stance. the lexical bundles in the conversation texts of the textbooks also have functioned as discourse organizers. the examples are what do you think? what do you mean? the expressions have functioned as a topic introduction in the conversations texts. there is only one idiomatic phrase in the tent grade’s english textbook. it is look at. it has a function to direct the attention of the interlocutor. in this part, researcher presents some examples of the collocations. the grammatical collocations are work in and come to. the collocation work in has the function to reflect the adverb of phrase. the collocation come to has functioned as exclamatory exhortation to act. the examples of lexical collocations are a great job and good idea. the examples have functioned as the complement. the inserts in the conversation texts of the textbooks for grade x have functioned as greeting, polite formula, response form, attention getter, discourse marker, and interjection. the greeting expressions are hello, and hi. the polite formula expressions are please, thanks a lot, thank you very much, and good luck. the response form expressions are sure, yes, really, no, yes, i see, and okay. the attention getter is hey. the discourse marker is oh and the interjection is wow. the application of formulaic expressions in this part, the researcher answers the research questions “how is the application of the formulaic expressions in the conversation texts. the researcher evaluated the conversation texts of the english textbooks based on the findings of types, frequency and functions of formulaic expressions which have explained in the previous section. the english textbooks are written by a non-native speaker of english. therefore, there are needed to evaluate the application of the formulaic expressions as formulated by biber et al. (1999) in the conversation texts of the textbooks. in this part, the researcher explained the result of the evaluation in each textbook. the application of formulaic expressions as formulated by biber et al. (1999) in the conversation texts of the tenth grade’s english textbooks is not fully done. biber et al. (1999), propose five types of formulaic expressions which always occurred in the english native speaker’s conversation but only four types are found in the conversation texts of the textbook. they are lexical bundles, idiomatic phrases, collocations, and inserts. there is no example of coordinated binomial phrases. biber et al. (1999), proposed fourteen categories of lexical bundles but only three categories are in the conversation texts. they are personal pronoun + lexical verb phrase, yes/no question fragments and wh-question fragments. based on the corpus linguistic, most native speakers of english frequently use progressive tense in their conversation. unfortunately, the expressions in the conversation texts of the textbook are in the simple present tense. there is only one example of idiomatic phrase in the conversation texts of the tenth grade’s english textbook, such as look at. the structure is preposition verb. it consists of verb followed by preposition. it is compared to biber et al. (1999), english native speakers not only use activity verb but also mental verb (believe, heard, know) and communicative verb (talk to), causative verb (call for), occurrence verb (fall into), existence or relationship verb (refer to) and aspectual verb (begin with). it means that the textbook grade x only introduce one out of seven verbs types proposed by biber et al.(1999) to the students. the next type of formulaic expressions which is applied in the conversation texts of the tenth grade’s english textbook is collocations; grammatical and lexical collocations in the conversation texts of the textbook. the examples of grammatical collocations are in the conversation texts in the textbook grade x are work in, come to, waiting for, and welcome to. the structure is verb + particle. the free combination of verb particle that found in the conversation ana sugiati & dwi rukmini. / eej 7 (2) 103-111 (2017) 108 texts are different with the finding of corpus linguistic proposed by biber et al. (1999). corpus study tells that the conversation among english native speakers uses some directional particles not only to, in, with, but also back, down, up, and on. it means that many particles are used in the conversation of the english native speakers. it is clear that the examples free combinations of verb phrase are fewer than the english native speakers used in their conversation. there are some lexical collocations in the textbooks grade x such as great job, best friend, long weekend, little brother, good idea, special guests, aisle seat, sweetheart, good quality, and winter clothes. the structure of the examples is adjective + noun. based on mccarthy and o’dell (2008:12) there are five different types of collocations that frequently used by english native speakers, the conversation texts of the textbook only present one of the structural collocations. it is adjective and noun. inserts are dominated in the conversation texts of the tenth grade’s english textbook. it is compared to biber et al. (1999), the frequency is not as various inserts in the corpus linguistic. the conversation of this textbook only present two examples of greeting formula and they are informal greeting, one interjection (wow), one attention signals (hey), four response forms, and two kinds of polite formula; thanking and requesting. in contrast, biber et al. (1999) state that english native speakers have many more expressions of inserts. in this part, the researcher also presents some examples of nonnative-like expression that are found in the conversation texts of the textbook. rahmi: hello. how are things going on, sinta? sinta : hi. good and you? (source: bahasa inggris, 2014:19-20) the expression how are things going on is not native-like expressions. there is no expression in the biber et al's (1999) list. the english native speakers usually use expressions how are you or how’s it going for asking someone’s condition. in the eleventh grade’s english textbook, the researcher found four formulaic expressions types. they are lexical bundles, idiomatic phrases, collocations, and inserts. there is no example of coordinated binomial phrases. the lexical bundles in the conversation texts of the textbook grade xi have the same category with the lexical bundles in the textbook grade x. they are three out of fourteen categories as proposed by biber et al. (1999). they are personal pronoun + lexical verb phrase, yes/no question fragments and whquestion fragments. most examples of pp + lvp bundles are also used i as the personal pronoun and one example of a bundle with we as the personal pronoun such as i think i have… and we would like you to… the pronoun i is also used to report the negative state in the conversation texts in the textbook as in i don’t have a.... similarly, the findings of biber et al. (1999) study shows that english native speakers mostly use first personal pronoun i than the other personal pronoun (you, we, he, she, it) in their conversation. it means that there is a similarity between the uses of the pronoun i in the conversational sections of english textbook and the conversation among the english native speakers. all utterances in the conversation texts in this textbook also use simple present tense. there is no example of expression with progressive tense. unfortunately, it is different with the biber et al. (1999), because, in the corpus linguistic, the most frequent tense is progressive tense. the next type of formulaic expressions in the conversation texts of the textbook is idiomatic phrases. there are four examples of idiomatic phrases in the conversation texts of this textbook, such as out of style, come to life, well off and pay off. they are in the second conversation. in contrast, english native speakers not only use activity verb but also the mental verb (believe, heard, know) and communicative verb (talk to), causative verb (call for), occurrence verb (fall into), existence or relationship verb (refer to) and aspectual verb (begin with). not all types of idiomatic ana sugiati & dwi rukmini. / eej 7 (2) 103-111 (2017) 109 expressions proposed by biber et al.(1999) are applied in the conversation texts of the textbook. the examples of grammatical collocations are in the conversation texts in the textbook grade xi is only one; go back. the structure is verb + adverb. it has semantic meaning and does not have idiomatic status. the meaning can be predicted from the parts. the examples of the grammatical collocations are also mentioned as a free combination of the verb phrase. the free combination of verb particle that found in the conversation texts is different with the finding of corpus linguistic proposed by biber et al. (1999). corpus study tells that the conversation among english native speakers uses some directional particles not only to, in, with, but also back, down, up, and on. it means that many particles are used in the conversation of the english native speakers. it is clear that the examples free combinations of verb phrase are fewer than the english native speakers used in the conversation. there are some lexical collocations in the textbooks grade xi such as aisle seat (concv. 1), sweetheart (conv.2). the structure of the examples is adjective + noun. based on mccarthy and o’dell (2008:12) there are five different types of collocations that frequently used by english native speakers, they are adjective + noun, noun + verb, noun + noun, verb + adverb and adverb + adjectives. the conversation texts of the textbook only present one of the structural collocations. the next type of the formulaic expressions in the conversation texts of the textbook is inserts. nearly all conversation texts of the textbooks contain inserts. they usually consist of either one or more words that can stand alone in the conversation texts. in the conversation texts, they have some functions such as greeting, farewell, interjection, attention getter, polite formula, and discourse markers. the conversation texts of this textbook provide formal greeting (good morning and good day) and informal greeting (hello). it is contrasted with the conversation texts in the textbook grade x, which only present informal greeting. the examples of greeting expressions in the textbook grade xi are line with biber et al. (1999) that english native speakers have much more expressions of greeting and farewell such as hiya, good morning, good afternoon, see you, bye bye, take care, good night and etc. unfortunately, the examples of greeting expressions in the conversation texts have not represented all the examples of greeting expressions which are used by english native speakers. there are some examples of nonformulaic expressions are presented in the conversation texts of the textbook. conversation 2 m2: but i'll be disgraced! m1: disgraced? what can you possible mean? you will be the most beautiful woman there! (source: bahasa inggris, 2014: 70) the expression “what can you possible mean?” is not formulaic expressions. english native speakers usually use the expression “what do you mean? not “what can you possible mean?” the next example of nonformulaic expressions in the conversation 5 of the textbook. y: mr. suharto, my husband and i are celebrating our 3rd wedding anniversary. we would like you to join us. s: oh, thank you! i would be delighted to. when is it? (source: bahasa inggris, 2014:85) the expression “i would be delighted to” is not formulaic expressions because english native speakers usually use the expression "i’d love to” for accepting the invitation. the application of the formulaic expressions as formulated by biber et al. (1999) in the conversation texts of the english textbook grade xii is also not fully done. biber et al. (1999), propose five types of formulaic expressions which always occurr in the english native speaker conversation but only four formulaic expressions types are found in the conversation texts of the english textbook. the types of formulaic expressions in this textbook are the same with the textbook grade x, and xi. they are lexical bundles, idiomatic phrases, collocations, and inserts. there is no example of coordinated binomial phrases. ana sugiati & dwi rukmini. / eej 7 (2) 103-111 (2017) 110 there are some examples of nonformulaic expressions in the conversation texts of the textbook grade xii. the first example is conversation 1. a: may i help you? f: yes, please. (source : bahasa inggris, 2014: 7) the expression “may i help you” is not formulaic expressions because english native speakers usually use “can i help you?” for offering help. conclusion this study aims to evaluate the application of formulaic expressions as formulated by biber et al. (1999) in the conversation texts of senior high school english textbooks entitled “bahasa inggris” published by the department of education and culture. based on the findings and discussion of the data in chapter 4, the result of this study can be summarized as follow. the formulaic expressions types as formulated by biber et al. (1999) are not fully applied in the conversation texts of the three textbooks. there are only four types of the formulaic expressions applied in the conversation texts of the textbooks. they are lexical bundles, idiomatic phrases, collocations, and inserts. coordinated binomial phrases are not applied in the conversation texts. the formulaic expressions do not frequently occur in the conversation texts of the three textbooks. the formulaic expressions only occur 17% in the conversation of the textbook grade x, 19.9% in the conversation texts of the textbook grade xi and 21.9% in the conversation texts of the textbook grade xii. the frequency of the formulaic expressions shows that the expressions in the conversation texts of the three english textbooks are nonnative like since the number of formulaic expressions is less than the number of nonformulaic expressions. the functions of the formulaic expressions in the textbooks are presented based on the types of formulaic expressions. the lexical bundles in the conversation texts have functioned as stance expressions and discourse organization. the collocations and idioms in the conversation texts of the textbooks have functioned as adjectives. they have the same function for describing a noun. some collocations have a function to give a compliment. the inserts in the conversation texts of the textbooks have functioned as a greeting, polite formula, response form, attention getter, discourse marker, interjection, hesitator, and expletive. the formulaic expressions in the conversation texts of the textbooks have crucial functions to build a discourse in the conversation text of the textbooks. after analyzing the data, the researcher can conclude the pedagogical implication of this study. this study is the review of the quality of the conversation texts of the textbooks. the result of the analysis shows that the application of formulaic expressions as formulated by biber et.al (1999) in the conversation texts of the english textbooks entitled “bahasa inggris” is not fully done. most of the expressions in the conversation texts of the english textbooks are not native-like. moreover, the result of the study can be a review of the textbooks and assist the readers especially the english textbook authors to be aware the important of formulaic expressions roles in the conversation since mastering of formulaic competence is very important to help the students speak fluently and native-like. therefore the pedagogical challenge is to maintain a balance between language as system and language as a formula to achieve communicative competence. references biber, d. et al. 1999. longman grammar of spoken and written english. edinburgh: longman. biber, d. et al. 2002. longman grammar of spoken and written english (revised ed). edinburg: longman. biber, d. conrad, s and cortes, v. 2004. if you look at...: lexical bundles in university teaching and textbooks. applied linguistic, 3(25):371405. 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[accessed on april, 15 2016]. conrad, s.m., and biber, d.2005. the frequency and use of lexical bundles and conversation and lexical bundles. applied linguistic, 1(20):55-71. mccarthy, m., and o’dell, f. 2008. english collocations in use. cambridge: cambridge university press. wray, a. and perkins, m.r. 2000. the functions of formulaic language: an integrated model. language and communication journal, 20:1-28. the main objective of this study was to analyze the application of formulaic expressions in the conversation texts of senior high school english textbooks grade x, xi, and xii entitled “bahasa inggris” published by the ministry of education and culture. this topic was chosen because formulaic competence is a component of the communicative competence that helps the students to speak native-like. the researcher applied qualitative approach and used discourse analysis as the design of the study. the objects of the study were twenty-five conversation texts of english textbooks grade x, xi, and xii. they were analyzed based on the list of formulaic expressions proposed by biber et al. (1999). the researcher found that the application of the formulaic expressions in the conversation texts of the english textbooks was not fully done. there were only four out of five formulaic expressions types as formulated by biber et al. (1999). they were lexical bundles, idiomatic phrases, collocations, and inserts. they did not frequently occur in the conversation texts of the textbooks. they were only 21.9% of the total expressions. it was concluded that the expressions were not native-like, so the conversation texts of the textbooks need to be improved. introduction english is the foreign language obligated to be taught in indonesia. the goal is for developing students to be able to communicate using english. therefore, the language instruction must be integrated with the components of communicative competence. c... celce-murcia (2007) proposes a new model of communicative competence for language teachers. she adds formulaic competence as the new one and uses term interactional competence to replace actional competence. there are six competencies in her model. th... formulaic competence refers to fixed and prefabricated chunks of language that speakers use heavily in everyday interaction (celce-murcia, 2007). it is the ability in using formulaic expressions. the formulaic expressions are sequences of words appear... the formulaic competence is separated from the linguistic competence and it is needed to stand independently as one competence because celce-murcia thinks that the formulaic competence is as important as the linguistic competence. celce-murcia (2007),... in the present study, the researcher analyzed the application of formulaic expressions in the conversation texts of senior high school english textbooks entitled ‘bahasa inggris’ published by the ministry of education and culture. the main goal of the... the researcher chose the textbooks because they are published by the ministry of education and culture and used at all senior high schools in indonesia which apply the 2013 curriculum. the textbooks contain examples of conversation texts and they are ... the textbooks consist of three levels for senior high school. they are for grade x, xi, and xii. the researcher analyzed three textbooks to know the application of formulaic expressions in the conversation texts of the textbook in every level of senio... based on the explanation above, the researcher conducts this study with the title ‘the application of formulaic expressions in the conversation texts of senior high school english textbooks". in this study, the researcher identified types, frequency, ... methods in this study, the researcher applied qualitative approach and discourse analysis, as the research design to explore and describe the findings of the analysis. she described and explained the application of the formulaic expressions in the conversatio... results and discussions this section specially presents the findings and discusses the formulaic expressions in the conversation texts of the english textbooks of the 2013 curriculum. it presents all of what had been found out in the three english textbooks. types of formulaic expressions based on the findings of data analysis, there are four types of formulaic expressions found in the conversational texts of the english textbooks grade x, xi and xii. they are lexical bundles, idiomatic phrases, collocations, and inserts. most of the l... the lexical bundles in the textbook grade x are classified into personal pronoun + lexical verb phrase (e.g. i’ve got to go…), yes/no question fragments (e.g. do you have…?) and wh-question fragment (e.g. what do you think?). there is only one examp... the third type of formulaic expressions is collocations; grammatical and lexical collocations. the examples of grammatical collocations are work in, come to, waiting for, and welcome to. the examples of lexical collocations are a great job, best frien... the fourth type of formulaic expressions is inserts. based on the findings of data analysis, there are several types of inserts occurred in conversational texts of the tenth grade's english textbooks. the inserts consist of interjections (e.g. oh), gr... the formulaic expressions in the conversation texts of eleventh grade’s english textbooks are not much different in the formulaic expressions in the tenth grade’s english textbook. there are also three structure categories of lexical bundles in the c... there are four idiomatic phrases in the conversation texts of the textbook such as out of style, come to life, well off, and pay off. the idiomatic phrases have functioned to describe a noun. the collocations in the conversation texts of the textbook ... the inserts in the conversation texts of the textbook are greeting form (e.g. good morning), farewell expressions (e.g. have a nice, see you then), polite formula (e.g. please thank you, you are welcome), response form (e.g. yes, ok, no, my pleasure) ... the twelfth grade’s english textbook has more varied formulaic expressions than the tenth and eleventh grade’s english textbooks. there are six of out of fourteen lexical bundles structural as formulated by biber et al. (1999) in the conversation text... the idiomatic phrases in the conversation texts of the textbook are around the corner and look at. the collocations in the conversation texts of the textbook are go back, pass the exam, good quality, print out, pay attention, go to, take care, winter ... the inserts in the conversation texts of the textbook are greeting expressions such as hello, hi. there is only one the example of the attention getter, it is hey. there is some response formula in almost all the conversation such as yes, sure, okay,... formulaic expressions frequency the conversations of the tenth grade’s english textbook excluding stage directions and character descriptions contain 878 total words. the average number of words in a conversational turn is 13 words. there are 70 formulaic expressions that occur in t... there are five conversation texts of the eleventh grade’s english textbook. the conversations excluding stage directions and character descriptions contain 748 total words. the average number of words in a conversational turn is 10 words. the formulai... the twelfth grade’s english textbook consists of fifteen conversation texts, 97 take turns and 954 words excluding stage directions and characters descriptions. the formulaic expressions occur 95 times. the total number of words comprising formulaic e... based on the explanation above, the three textbooks have almost the same of the distribution and the frequency of formulaic expressions. the frequency distribution of the formulaic expressions in the three textbooks is unbalance. the number of formula... functions of formulaic expressions in the conversation texts the lexical bundles in the conversation texts of the three english textbooks have functioned as stance expressions and discourse organizer. there are some examples of stance expressions in the conversation texts of textbooks. the first example is i wa... the lexical bundles in the conversation texts of the textbooks also have functioned as discourse organizers. the examples are what do you think? what do you mean? the expressions have functioned as a topic introduction in the conversations texts. there is only one idiomatic phrase in the tent grade’s english textbook. it is look at. it has a function to direct the attention of the interlocutor. in this part, researcher presents some examples of the collocations. the grammatical collocations are work in and come to. the collocation work in has the function to reflect the adverb of phrase. the collocation come to has functioned as exclamatory ... the inserts in the conversation texts of the textbooks for grade x have functioned as greeting, polite formula, response form, attention getter, discourse marker, and interjection. the greeting expressions are hello, and hi. the polite formula express... the application of formulaic expressions in this part, the researcher answers the research questions “how is the application of the formulaic expressions in the conversation texts. the researcher evaluated the conversation texts of the english textbooks based on the findings of types, freque... the english textbooks are written by a non-native speaker of english. therefore, there are needed to evaluate the application of the formulaic expressions as formulated by biber et al. (1999) in the conversation texts of the textbooks. in this part, t... the application of formulaic expressions as formulated by biber et al. (1999) in the conversation texts of the tenth grade’s english textbooks is not fully done. biber et al. (1999), propose five types of formulaic expressions which always occurred in... biber et al. (1999), proposed fourteen categories of lexical bundles but only three categories are in the conversation texts. they are personal pronoun + lexical verb phrase, yes/no question fragments and wh-question fragments. based on the corpus lin... there is only one example of idiomatic phrase in the conversation texts of the tenth grade’s english textbook, such as look at. the structure is preposition verb. it consists of verb followed by preposition. it is compared to biber et al. (1999), engl... the next type of formulaic expressions which is applied in the conversation texts of the tenth grade’s english textbook is collocations; grammatical and lexical collocations in the conversation texts of the textbook. the examples of grammatical colloc... there are some lexical collocations in the textbooks grade x such as great job, best friend, long weekend, little brother, good idea, special guests, aisle seat, sweetheart, good quality, and winter clothes. the structure of the examples is adjective ... inserts are dominated in the conversation texts of the tenth grade’s english textbook. it is compared to biber et al. (1999), the frequency is not as various inserts in the corpus linguistic. the conversation of this textbook only present two examples... in this part, the researcher also presents some examples of nonnative-like expression that are found in the conversation texts of the textbook. rahmi: hello. how are things going on, sinta? sinta : hi. good and you? (source: bahasa inggris, 2014:19-20) the expression how are things going on is not native-like expressions. there is no expression in the biber et al's (1999) list. the english native speakers usually use expressions how are you or how’s it going for asking someone’s condition. in the eleventh grade’s english textbook, the researcher found four formulaic expressions types. they are lexical bundles, idiomatic phrases, collocations, and inserts. there is no example of coordinated binomial phrases. the lexical bundles in the conversation texts of the textbook grade xi have the same category with the lexical bundles in the textbook grade x. they are three out of fourteen categories as proposed by biber et al. (1999). they are personal pronoun + l... most examples of pp + lvp bundles are also used i as the personal pronoun and one example of a bundle with we as the personal pronoun such as i think i have… and we would like you to… the pronoun i is also used to report the negative state in the con... all utterances in the conversation texts in this textbook also use simple present tense. there is no example of expression with progressive tense. unfortunately, it is different with the biber et al. (1999), because, in the corpus linguistic, the most... the next type of formulaic expressions in the conversation texts of the textbook is idiomatic phrases. there are four examples of idiomatic phrases in the conversation texts of this textbook, such as out of style, come to life, well off and pay off. t... the examples of grammatical collocations are in the conversation texts in the textbook grade xi is only one; go back. the structure is verb + adverb. it has semantic meaning and does not have idiomatic status. the meaning can be predicted from the p... there are some lexical collocations in the textbooks grade xi such as aisle seat (concv. 1), sweetheart (conv.2). the structure of the examples is adjective + noun. based on mccarthy and o’dell (2008:12) there are five different types of collocations ... the next type of the formulaic expressions in the conversation texts of the textbook is inserts. nearly all conversation texts of the textbooks contain inserts. they usually consist of either one or more words that can stand alone in the conversation ... the conversation texts of this textbook provide formal greeting (good morning and good day) and informal greeting (hello). it is contrasted with the conversation texts in the textbook grade x, which only present informal greeting. the examples of gree... there are some examples of non-formulaic expressions are presented in the conversation texts of the textbook. conversation 2 m2: but i'll be disgraced! m1: disgraced? what can you possible mean? you will be the most beautiful woman there! (source: bahasa inggris, 2014: 70) the expression “what can you possible mean?” is not formulaic expressions. english native speakers usually use the expression “what do you mean? not “what can you possible mean?” the next example of nonformulaic expressions in the conversation 5 of the textbook. y: mr. suharto, my husband and i are celebrating our 3rd wedding anniversary. we would like you to join us. s: oh, thank you! i would be delighted to. when is it? (source: bahasa inggris, 2014:85) the expression “i would be delighted to” is not formulaic expressions because english native speakers usually use the expression "i’d love to” for accepting the invitation. the application of the formulaic expressions as formulated by biber et al. (1999) in the conversation texts of the english textbook grade xii is also not fully done. biber et al. (1999), propose five types of formulaic expressions which always occurr ... there are some examples of non-formulaic expressions in the conversation texts of the textbook grade xii. the first example is conversation 1. a: may i help you? f: yes, please. (source : bahasa inggris, 2014: 7) the expression “may i help you” is not formulaic expressions because english native speakers usually use “can i help you?” for offering help. conclusion this study aims to evaluate the application of formulaic expressions as formulated by biber et al. (1999) in the conversation texts of senior high school english textbooks entitled “bahasa inggris” published by the department of education and culture.... the formulaic expressions types as formulated by biber et al. (1999) are not fully applied in the conversation texts of the three textbooks. there are only four types of the formulaic expressions applied in the conversation texts of the textbooks. the... the formulaic expressions do not frequently occur in the conversation texts of the three textbooks. the formulaic expressions only occur 17% in the conversation of the textbook grade x, 19.9% in the conversation texts of the textbook grade xi and 21.9... the functions of the formulaic expressions in the textbooks are presented based on the types of formulaic expressions. the lexical bundles in the conversation texts have functioned as stance expressions and discourse organization. the collocations and... after analyzing the data, the researcher can conclude the pedagogical implication of this study. this study is the review of the quality of the conversation texts of the textbooks. the result of the analysis shows that the application of formulaic e... references biber, d. et al. 1999. longman grammar of spoken and written english. edinburgh: longman. biber, d. et al. 2002. longman grammar of spoken and written english (revised ed). edinburg: longman. biber, d. conrad, s and cortes, v. 2004. if you look at...: lexical bundles in university teaching and textbooks. applied linguistic, 3(25):371-405. (accessed on april, 20 2016). biber, d. and barbieri, f. 2007. lexical bundles in university spoken and written registers. english for specific purposes 26(7):263-286. [accessed on april, 20 2016]. celce-murcia, marianne. 1995. communicative competence: a pedagogically motivated model with content specifications. issues in applied linguistic, 6 (2):5-35.[accessed on february, 15 2016]. celce-murcia, marianne. 2007. rethinking the role of communicative competence. in soler, e.a and jorda, m.p (eds). international language use and language learning. springer science and business media, 3(2): 41-57. [accessed on april, 15 2016]. conrad, s.m., and biber, d.2005. the frequency and use of lexical bundles and conversation and lexical bundles. applied linguistic, 1(20):55-71. mccarthy, m., and o’dell, f. 2008. english collocations in use. cambridge: cambridge university press. wray, a. and perkins, m.r. 2000. the functions of formulaic language: an integrated model. language and communication journal, 20:1-28. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f0c7da020cd • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare eej 8 (4) (2018) 452 460 english education journal http://journal.unnes.ac.id/sju/index.php/eej children’s production of interlanguage in speaking english as the foreign language yulia shinta k, dwi rukmini, sri wuli fitriati universitas negeri semarang, indonesia article info ________________ article history: recived 2 july 2018 accepted 24 september 2018 published 23 december 2018 ________________ keywords: interlanguage, foreign language, second language acquisition ____________________ abstract ___________________________________________________________________ acquiring english as a foreign language and using it as a second language (l2) in early years (children up to six years old) at immersion education happen to some process. in that process, the children tend to use l2 spontaneously and produce interlanguage as stated by selinker (1977). this study aimed to describe children‟s production of interlanguage through the features, startegies used by the children in anticipating the influence of native and target language, and the causes. it was a qualitative research of sla in english-speaking environment. the research subjects were two nonnative teachers and fifteen kindergarten i integrity students of bina bangsa school semarang. the data were obtained by recording their daily conversation at school for about three months and having interview with the class teachers. the audio and video recordings were transcribed then analyzed based on sla frameworks proposed by brown (1973) and ellis (1985) and interlanguage frameworks drawn on selinker (1972), adjemian (1976) and faerch & kasper (1983). the interview result were used to get more opinions regarding the interlanguage phenomenon. the results indicated that the students produced interlanguage systematically, permeably, and dynamically. they used strategies of l2 learning and l2 communication to anticipate the influence of their native and target language. moreover, the students produced interlanguage for some reasons. it was because of language transfer, overgeneralization, and their development of grammatical morphemes, negation, interrogation, and reflexive pronoun in the process of sla. language transfer was the main cause of interlanguage happened among the students. © 2018 universitas negeri semarang  correspondence address: kampus pascasarjana unnes, jl. kelud utara iii semarang 5023 indonesia e-mail: co2chip@yahoo.com p-issn 2087-0108 e-issn 2502-4566 mailto:co2chip@yahoo.com yulia shinta k, dwi rukmini, sri wuli fitriati/ english education journal 8 (4) (2018) 452 460 453 introduction english is considered as a universal language because it is the most spoken language worldwide. as stated by safari and fitriati (2016, p.87) that english becomes a medium in every domain communication, both in local and global context. in indonesia, english is considered as a foreign language as explained in in act of republic of indonesia no. 20 (2003) article 37 verse 1 concerning national education system. learning english as a foreign language in indonesia usually begins at junior high school since the indepence of indonesia up to the beginning of 2000. in those era, the main objective of learning english were to develop the students‟ reading ability that was useful for them to read english references when they are in the univeristy or other tertiary (agustien, 1997, p. 12). in line with new era, the main purpose of learning english in the era since the independence of indonesia up to the beginning of 2000 has not accomplished the needs of some indonesian societies and the education development. they think that learning english as a foreign language in junior high school is too late. moreover, kalisa (2014, p.100) added that learning a foreign language in early years is seen as a milestone to encourage children‟s lifelong learning. therefore, some indonesian societies take more attention to english in their daily life such as using english as foreign language in the families or sending their children to a school which uses english as a medium of instruction both inside and outside the classroom. for this reason, the immersion education where english is used as a medium instruction was built. when children are immersed in this english-speaking environment, there is a need to use english as a mean of communication. through the plenty amount of communication, the children tend to use english as their l2 frequently. furthermore, the children also have more chance to interact naturally with many kinds speaking partners of different age and in different social context. therefore, this school may fulfill the need of some indonesian societies that think the importance of speaking english in global era. bina bangsa school semarang is one of immersion education where english is used as students‟ second language. it is an international school that asks the students to speak english inside and outside the classroom, during and out of school hour. in the process of acquiring english as the second language in that school, the students produce the language that is not identic to those produced by native speakers of the target language (tl), nor exact “translation” from indonesian as the native language (nl) of the learners. that language system contains elements of both nl and tl that is called interlanguage as stated by selinker in mitchell et al. (2012). there are some studies supported the existence of interlanguage in sla process. ningrum (2009), deveci (2010), harakchiyska (2011), aziez and yelfiza (2016) and some researchers who conducted their studies in 2013 such as sutopo, khorsidi, mahardhika, and resturini investigated interlanguage studies by using oral production as their data. the data can be in the form of daily conversation, speech, interview results, reading aloud, and casual conversation. some researchers such as chen (2016), fauziati and darussalam (2015), wedananta (2017), m. lestari (2016), and maftuhin and fauziati (2016) used written data for their interlanguage studies. the data can be in the form of students‟ free compositions, students tasks, and english textbook. meanwhile, yusuf (2012) and sutopo (2014) used the mixture of oral and written production as the data of their interlanguage studies. some studies also related to interlanguage are the studies with errors as the topic such as studies done by ratnah (2013), pandarangga (2014), ismail and harono (2016), sari (2016), tandikombong, atmowardoyo, and weda (2016), asikin (2017), nurani (2017), and sukendra (2018). they mostly used written texts as the data for analyzing the errors happened among the students. error analysis were also used as their frameworks to examine the data. some studies above used error analysis to analyze the data, especially studies that used written data. meanwhile, in this study, yulia shinta k, dwi rukmini, sri wuli fitriati/ english education journal 8 (4) (2018) 452 460 454 the researcher did not use error analysis for analyzing students‟ interlanguage because the interlanguage was described as a part in the process of second language acquisition rather than an error. it develops along students‟ l2 learning. considering those reasons, this study tried to find out the interlanguage of four or five years old children in english speaking environment by describing the features, explaining the strategies used by the children to anticipate the influences of native and target language, and clarifying the causes of interlanguage. hence, this study could provide empirical evidence that il happens in the process of sla as a result of learners‟ effort to speak english as l2. it was also able to gives more information and understanding for immersion education teachers that their students produce interlanguage. moreover, it helped them to make teaching and learning process more effective and efficient by assisting them with appropriate strategies, media, and activities, so that fossilization will not happen.finally, this study also could give give the information about interlanguage study that focus on children‟s interlanguage in speaking english as a foreign language for other researchers. method the present study was a qualitative case study of sla in english-speaking environment. the subjects were two non-native teachers and fifteen kindergarten i integrity students of bina bangsa school semarang. all of them are native indonesians who speak indonesian as their l1. the data were taken by recording their daily conversation at school for about three months and having interview with the class teachers. the daily conversations were recorded inside and outside of the classroom, during teaching and learning time, playing time, and break time. interview with the class teachers was done after the data conversations gathered. it was used for getting more informations and opinions from others‟ view in line with interlanguage phenomenon happened among them. the recorded data were transcribed then classified into sla and interlanguage frameworks by using observational sheets. moreover, the data were also gained from the class teachers by using question list of free guided interview to get more perceptions from the teachers regarding the interlanguage phenomenon happened among them. after collecting the data, the researcher transcribed the recorded data based on turn (paltridge, 2000). then, the interlanguage production were identified and classified based on the features, the strategies, and the cause. adjemian‟s framework (1976) was used to classify the interlanguage features. selinker‟s (1972) and faerch and kasper‟s (1983) frameworks which were strategies of l2 learning and strategies of l2 communication were used in classifying the strategies used by the students in anticipating the native and target language influence. furthermore, brown‟s (1973) framework of grammatical morpheme in sla, selinker‟s (1972) theory of five central process of interlanguage, and ellis‟s (1985) theory of negation, interogation, and reflexive pronoun in sla aimed to explain the cause of interlanguage. next, the researcher analyzed the data after classifying them based on some frameworks to get the findings. finally, the explanation of findings and interpretation of data analysis were done by the researcher to answer the research questions. results and discussions the results and discussions explain kindergarten i integrity students‟ interlanguage production through its features, strategies, and causes. the description of kindergarten i students’ interlanguage production the description of interlanguage production that happen among kindergarten i students of bina bangsa school semarang in speaking english as the foreign language can be seen through the clarification of its features. the clarification was based on adjemian‟s (1976) framework of interlanguage features. the yulia shinta k, dwi rukmini, sri wuli fitriati/ english education journal 8 (4) (2018) 452 460 455 example of the categorization can be seen in table 1 of the appendix. it is found that the sistematicity in interlanguage happened because of its spontanity as one characteristic of spoken language. when the students wanted to say something, they just say it as their language to communicate to others without worrying about the mistake. from the interlanguage features tables, it can be seen that the students used verb one sistematically. it supported the previous studies done by resturini (2013) that the children do not use past verbs when they want to talk about past in their interlanguage. they used verb one form influenced by interference of their native language that is bahasa indonesia to their target language that is english as children‟s second language. not only used verb one sistematically, the students also used the word „this‟ or „this one‟ and their gestures sistematically when they wanted to say the english of the word that they did not know. moreover, most students also sistematically produced „no‟ or „not‟ as a negative particle in their sentences. besides, they mostly used declarative word order for their interrogation sentence. from the interlanguage features tables, it also showed that permeability also happened among the students. it was caused by the infiltration of indonesian as students‟ l1 and the infiltration of english as their l2. the students also produced the interlanguage dinamically, especially when new knowledge of l2 is added, the language competence of learner will be developed. finally, from the four interlanguage features proposed by adjemian (1976), only three of those features were found in the interlanguage production of kindergarten i integrity students which were sistematicity, permeability, and dinamicity. fossilization did not exist since it usually happens in adolescence. the students were the four to five years old children which still had longer period of learning english during their process of acquiring it as second language. for that reason, the students‟ language competence developed along their efforts in learning the target language and new knowledge they get during the sla process. the explanation of strategy used by the students in anticipating the influence of native and target language analyzing the strategies used by the students in anticipating the influences of native and target language were done after researcher analyzed their interlanguage features. the example of table in analyzing the strategies used by the students based on selinker‟s (1972) and faerch and kasper‟s (1983) frameworks presented in table 2 of the appendix. from the tables, it seems that the students used strategies of l2 learning and l2 communication for anticipating the influences of native and target language. oxford (2002, p.36) refered language learning strategy as specific behaviors or thought processes that students use to enhance their own l2 learning. she classified the strategies into some categories. however, strategies of l2 learning that mostly used by the students were cognitive, compensation, and social strategies. the cognitive strategies used by the students happened firstly through recognizing the english words, then practising them in natural settings eventhough they were not able to apply the formulas and patterns to the correct l2 rules yet. another strategy of l2 learning used by the students in anticipating the influence of native and target language is compensation strategy in the forms of switching to mother tongue, getting help, using mime or gesture, coining words, and using circumlocation or synonym. beside cognitive and compensation strategies, the students also used social strategy. these strategies include asking question to get verification, asking for clarification of a confusing point, and asking for help in doing a language task. selinker (1972) identified the use of communication strategy as one of the processes affecting sla. in addition, faerch and kasper‟s (1983) classified the communication strategies usually used in l2 acquisition. based on this classification, the kindergarten i integrity yulia shinta k, dwi rukmini, sri wuli fitriati/ english education journal 8 (4) (2018) 452 460 456 students used strategies of l2 communication by switching to mother tongue, asking help from teachers and peers, using gesture, coining words, paraphrasing the word or synonym and using time gaining strategy. as explained by the teachers in the interview result that when the students could express their intended meaning in english, they automatically switched the words to indonesian. they added that the students also used gesture in some occasion such as pointing to the objects they meant. it supported the explanation of morett et all (2010) that when children speak interlanguage, they usually do the gesture to express their meaning. furthermore, the students also used other words when they could not express their intended words in english. by looking at the findings of strategies used by the students tables, strategies of l2 learning were the strategies that mostly used by the students since they absolutely used strategy in learning new language. code switching was the second strategy mostly used by the students. it was because the students had better knowledge of their l1, so that they easily switched the language to indonesian when they did not know the term in english. the clarification of interlanguage causes that occured among the students after analyzing students‟ interlanguage through the features and strategies, researcher clarified the causes of interlanguage by adapting brown‟s (1973) framework about the acquisition of grammatical morphemes in sla, ellis‟ (1985) framework about the development of negation, interrogation and reflexive pronouns in sla, and selinker‟s (1972) framework of language transfer and overgeneralisation as process in five psycholinguistic processes of sla. the example of table that describes the causes of interlanguage can be seen in table 3 of the appendix. findings in tables of interlanguage causes showed that interlanguage mostly caused by language transfer. then, it was followed by overgeneralization, development of grammatical order of negation, interrogation, and reflexive pronouns. language transfer that occured among the students was the result of interlingual and intralingual interference. it supported allen and corder‟s (1974) opinion in sari (2016) that language transfer happened as a result of interlingual and intralingual interference. interlingual interference was in the form of mother tongue interference which applied students‟ l1 rule that is indonesian when they were speaking english. as supported by the teachers through the interview result that when the students do not know the knowledge of l2 or the english word, they will switch to indonesian or javanese automatically. they also added that the students also applied indonesian rule to speak english. meanwhile, the intralingual interference occured among the students was in the form of generalization of english rule as their l2 that caused by students‟ lack of l2 knowledge. the generealization of english rule as l2 included overgeneralization, incomplete rule application and simplification as stated by fauziati (2017). besides language transfer and generalization of l2, development of grammatical morpheme has important role in the occurence of interlanguage. as told by brown (1973) in owens (1992) that children acquire certain grammatical structures or morphemes before others in first language acquisition and there is a similar natural order in sla. this natural order of grammatical order also occured among kindergarten i students. it influenced the students in producing english as their l2. the following is the example of the natural order of grammatical morpheme in pronouns that influence the students interlanguage production. beatrice : davin, i want to borrow you. (pointing to red crayon). according to natural order of grammatical morpheme proposed by brown (1973), the children initially acquire „you‟ then „yours‟ in the next stage. therefore, beatrice use „you‟ than „yours‟ and it was not a mistake or error. it is the process of the students in acquiring english as l2. other examples of natural order of grammatical morpheme that influenced the students interlanguage production yulia shinta k, dwi rukmini, sri wuli fitriati/ english education journal 8 (4) (2018) 452 460 457 were occured in the form of plural, present progressive, possesive, preposition, irregular past tense, and article development. furthermore, a student who is still learning english might say for example: „why you no come?‟ or „i no lesson‟. these imperfect sentences indicate the development of students‟s negation, interrogation, and reflexive pronoun as proposed by ellis (1985). he told that children go through a number of key steps before mastering a structure. these kind of developments also happened among the kindergarten i integrity students. some of them used „no‟ as external negation such as in the sentence “no eating”. then the negation developed to internal negation by using „no‟ and „not‟ as the negative particle such as in the sentence “i no can swim”. some students also had negation development with the attachment of modal verb as in “ms, i can‟t open this”. moreover, their negation development also reached to target language rule eventhough the used the rule inappropriately as in “he don‟t know, ms.” besides having the development of negation, the students also have progress in their interrogation stage. initially, some of them had yes/no questions that sought confirmation or nonconfirmation as in “you ever go to singapore?” by adding rising intonation to the end of the sentence or by adding auxiliary verb in the front of the subject as in “do you like it?”. the use of questions with wh-word with the ommision of auxiliary verb also happened among the students as in “why you push the buton?”. the students also had development of wh-questions with the inversion of to be and auxiliary verb as in “are you a boy?” or “where is my friends?”. the development of interrogation that occurs in embedded questions with a subject-verb inversion did not exist in students‟ process of sla. their development might reach the third stage that is the use of whquestions with the inversion of to be and auxiliary verb. lastly, dulay, burt, and krashen (1977) explained that reflexive pronoun development occurs in the process of acquiring l2. this development also happened among the kindergarten i students. the following are the examples of the development. beatrice : davin, i want to borrow you. (pointing to red crayon). according to sequences in acquiring reflexive pronouns proposed by brown (1973), the children initially acquire „you‟ then „yours‟ in the next stage. therefore, beatrice use „you‟ than „yours‟ and it was not a mistake or error. it is the process of the students in acquiring english as l2. davin : ms, can i open? (giving the snack to the teacher) ms. destria : can you open it, please? davin : can you open? i want to celupin the biskuit to the chocolate. based on brown (1973) theory of stages in acquiring reflexive pronouns, the acquisition of i as a subject comes initially than you. it is the reason davin used i in his sentence to express his intended meaning. conclusion it concludes that the students of kindergarten i integrity produced interlanguage sistematically, permeably, and dinamically through their daily conversations with the teachers and peers. fossilization did not exist there because the students were in the process of acquiring l2 where their language competence developed along their efforts in learning the target language and new knowledge they get. the students used strategies of l2 learning and l2 communication as proposed by selinker (1972) in anticipating the influences of native and target language. strategies of l2 learning occured through cognitive, compensation, and social strategies. meanwhile, strategies of l2 communication appeared by switching to mother tongue, asking help from teachers and peers, using gesture, coining words, paraphrasing the word or synonym and using yulia shinta k, dwi rukmini, sri wuli fitriati/ english education journal 8 (4) (2018) 452 460 458 time gaining strategy. strategies of l2 learning were the strategies that mostly used by the students since they must use strategy in learning new language. code switching was the second strategy mostly used by the students. it was because the students had better knowledge of their l1, so that they easily switched the language to indonesian when they did not know the term in english. interlanguage that occured among the students was caused by some reasons such as language transfer, overgeneralization, development of grammatical order, and development of negation, interrogation, and reflexive pronouns. language transfer was the cause that mostly happened. it occured in the form of interlingual and intralingual interference. those were because of the good mastery of l1 that was indonesian and the lack of english as l2 knowledge. overgeneralization had a second place for a factor that caused the interlanguage among the students since it was part of language transfer process. references act of the republic of indonesia no. 20. 2003. national education system (document of republic of indonesia of 2003 no. 4301). jakarta. adjemian, c. 1976. on the nature of interlanguage system. language learning. 26: 297-320. agustien, h.i.r. 1997. communication strategies in sustained casual conversations. thesis ph.d. macquarie university, sydney. asikin, n. a. 2017. the analysis of interlanguage produced by 3rd grade high school students in narrative writing text. indonesian efl journal, 3(1), 39-44. aziez, f. 2016. an analysis of interlanguage performed by students of an islamic boarding school in tasikmalaya. elt perspective, 4(2), 102-122. brown, r. 1973. a first language: the early stages. cambridge: harvard university press. chen, j. j. 2016. the development of an interlanguage: an analysis of a chinese student‟s english writing. nys tesol journal, 3(1), 47-56. darussalam, h. m and fauziati, e. 2015. strategi belajar yang tercermin dalam kesalahan interlanguage siswa man i surakarta. jurnal penelitian humaniora, 16(1), 19-26. deveci, t. 2009. the use of complaints in the interlanguage of turkish efl learners. colomb. appl. linguist. j, 12 (2), 25-42. dulay, h., m. burt, and s. krashen. 1977. remarks on creativity in second language acquisition. in m. burt‟ h. dulay; and m. finnochiaro (eds.), viewpoints on english as a second language (pp. 95-126).. new york: regents. ellis, r. 1985. understanding second language acquisition. new york: oxford university press. fauziati, e. & maftuhin, m. 2016. interlanguage verb tense systems of indonesian efl learners. journal of foreign languages, cultures and civilization, 4(2), 72-82. fauziati, e. 2017. native and target language influence on the students‟ interlanguage production: a case of indonesian efl compositions. indonesian journal of applied linguistics, 7 (1), 54-36. harakchiyska, t. 2011. overgeneralization as a strategy for the acquisition of l1 and l2 noun morphology. научни трудове на русенския университет, 63 (5), 115123. ismail, a. & hartono, r. 2016. errors made in google translate in the indonesian to english translations of news item texts. journal of english language teaching, 5(2), 1-6. kalisa, p. 2014. being bilingual in early ages: is it adventegous? 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(eds), methodology in language teaching: an anthology of current practice (pp. 124132). cambridge: cambridge university press. owens, jr., robert e. 1996. language development: an introduction. 3rd ed. boston: allyn and bacon. pandarangga, s. 2014. a study of errors in the third singular pronouns of simple present tense by using interlanguage analysis as an approach. ijee: indonesian journal of english education, 1(1), 78-94. resturini, m. i. 2013. the interlanguage grammar of children in speaking english as second language: a case study of kindergarten students of mondial education semarang academic year of 2012/2013. journal on english language, culture and literature, 2(3), 1-12. ratnah. 2013. error analysis on tenses usage made by indonesian students. journal of educational and practise, 4(6), 159-169. safari, m. u. k., and fitriati, s. r. 2016. learning strategies used by learners with deifferent speaking performance for developing speaking ability. english education journal, 6(2), 87-100. sari, envy m. p. 2016. interlingual errors and intralingual errors found in narrative text written by efl students in lampung. jurnal penelitian humaniora, 17(2), 87-95. selinker, l. 1972. interlanguage. iral, 10(2), 209-31. sukendra, i., mulyana, a., & sudarmaji, i. 2018. a case study of nl influence in unis fkip english department students‟ interlanguage. pelita jurnal penelitian dan karya ilmiah, 13(1), 46-54. sutopo, d. 2013. the interlanguage of indonesian young learner of english: a case study on an indonesian bilingual school kindergarten student‟s english speaking acquisition. journal of education and practice. 4 (26), 175. sutopo, d. 2014. s. kindergarten kid and her interlanguage. 3rd eltlt conference proceeding: the global trends in english language teaching, literature, and translation. semarang, september 2014. semarang: english department of the faculty of languages and arts, unnes. 214-259. tandikombong, m., atmowardoyo, h., & weda, s. 2016. grammatical errors in the english translation made by the students of english study program of uki toraja. elt worldwide, 3(1), 1-15. wedananta, k. a. 2017. kesalahan interlingual dalam bahasa inggris oleh siswa kelas tujuh smp jembatan budaya. jurnal ilmiah manajemen dan bisnis, 2(1), 71-79. https://mindmodeling.org/cogsci2012/papers/0143/paper0143.pdf https://mindmodeling.org/cogsci2012/papers/0143/paper0143.pdf yulia shinta k, dwi rukmini, sri wuli fitriati/ english education journal 8 (4) (2018) 452 460 460 yelfiza. 2016. markedness and interlanguage development in speaking: an analysis of english department students‟ spoken language. jurnal curicula, 1(1), 19-25. yusuf, s. 2012. language learning strategies of two indonesian young learners in usa. international journal of english linguistics, 2(4), 65-72. 149 eej 7 (2) (2017) 149-155 english education journal http://journal.unnes.ac.id/sju/index.php/eej appraisal and speech structure of contestants’ speeches in speech contest of esa week competition betari irma ghasani , ahmad sofwan english language education postgraduate universitas negeri semarang, indonesia article info ________________ article history: recived 29 december 2016 accepted 05 july 2017 published 01 august 2017 ________________ keywords: appraisal, speech structure, speech, speech contest abstract ___________________________________________________________________ performing a persuasion speech and delivering meanings through spoken text poses many challenges for students. as a part of interpersonal meanings, appraisal helps the speaker expressing their position in speech through the choice of words or diction. the chosen diction enables the speaker to precisely realize the message she/he intends to convey through spoken text. furthermore, in order to guide the listener so they can understand of speaker’s ideas, a clear speech structure is needed. integrating the theories of appraisal (martin and white, 2005) and speech structure (sellnow, 2005), this thesis was intended to explain the appraisal and the speech structure on the students’ speeches in speech contest of esa week competition. by using discourse analysis (bavelas, 2002; celce-murcia and olshtain, 2007), the data – in the form of transcripts from video recordings – were analyzed. the findings map out the high use of appreciation of attitude, entertain of engagement, and focus of graduation applied. those appraisal, moreover, were highly found in the body of the speech. finally, this thesis provides suggestions that teaching the speech structure and how to convince the listener by using appraisal is needed for better speeches. © 2017 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jalan kelud utara iii semarang 50237 e-mail: betari.ghasani@gmail.com p-issn 2087-0108 e-issn 2502-4566 betari irma ghasani & ahmad sofwan. / eej 7 (2) 149-155 (2017) 150 introduction as english language teachers, we should engage our students in using the language meaningfully, negotiate meanings and share their messages to others by creating texts. something is called a text when it has meanings whether in a spoken or written form. creating a text means creating meanings. meanings are created not only through what speakers say to each other but also through what they do with words they use to satisfy the needs of their environment. one of the types of meanings that highlighted in this study was interpersonal meanings which focuses on the ways in which the speakers act upon one another through language. students have to know interpersonal meanings as it will help them to express their attitudes or feelings to others.for some reasons, meanings are also influenced by context. certain grammatical structures and words do not always make the same meanings. the same words can have a different communicative function in a different situation. furthermore, the choice of words or dictions also contributes to create a good text. the combination of words that has been adjusted with the context is the key of successful text. the diction enables the speaker or writer to precisely realize the message he or she intends to convey through their texts. once the speaker or the writer fails to construct the diction, the message will be ambiguous or confusing to be read or understood. as a development in the study of interpersonal meaning as described by systemic functional linguists, appraisal plays its role. appraisal is used to refer to the semantic resources including words, phrases and structures which speakers or writers employ to negotiate emotions, judgments and valuations (wei et. al, 2015). it is needed to evaluate attitudinal meanings in texts in a systemic way (wan, 2008). concerning with how the speakers or writers approve or disapprove, appraisal system shows how the speaker or the writer position their listener or reader to do likewise in communication by using evaluative language to express an attitude regarding one thing or matter (martin and white, 2005). according to martin and white (2005), appraisal is composed of three interacting domains: attitude (feelings, emotional reactions, judgments of behavior and evaluation of things), engagement (sourcing attitudes and the play of voices around opinions in discourse), and graduation (grading phenomena whereby feelings are amplified and categories blurred). attitude, engagement, and graduation as the appraisal domains are applied to negotiate our relationship with others by our own positive or negative attitudes (wan, 2008). the area of appraisal covers up various texts such as textbooks (kawamitsu, 2012), medical prescription (gallardo and ferrari, 2010), news (pekarova, 2011; jakaza, 2013; auman, 2014), essays (xinghua and thompson, 2009; pascual and unger, 2010; geng, 2015) and conversations (wan, 2008). however, based on our literature review on appraisal system, we recognized that the appraisal system found in students’ speech is few and needed to be explored further. speech is a sustained formal presentation to inform, persuade, or entertain made by a speaker to an audience (sellnow, 2005:58). as a one-way communication, there is no turn-taking in the speech unlike casual conversation. therefore, the speaker has to arrange the speech well to make the audience understand what the speaker says since the listeners are not allowed to ask what the speaker says. the diction or the words arrangement becomes one of the keys to realize the speakers’ meaning since the meaning is the core of the speech itself. basically, in doing speech, speaker develops an argument in support of a position on a topic (sellnow, 2005). this argument is used to persuade the listener. speech used to influence other people’s attitudes, beliefs, values, or behaviors is called “persuasive speech” (sellnow, 2005). in doing persuasive speech, appraisal contributes a significant role in order to state the speaker’s point of view towards an issue. by applying appraisal, the speaker tries to betari irma ghasani & ahmad sofwan. / eej 7 (2) 149-155 (2017) 151 influence the listener by showing her or his attitude. most studies drawing on appraisal in spoken discourse focus on appraising items only. however, yang and lv (2015) state that there are few studies combines the structures with lexico-grammatical features. speech is an exchange meaning between the speaker and listener. therefore, through the study of both structure and appraisal, we are able to get a clearer overview of speech discourse is constructed and how the interpersonal meanings is developed. in this regards, i combine the appraisal with speech structure to know the interpersonal meanings of the speakers. findings this study can shed light on the importance of appraisal and speech structure for the readers of this thesis, especially english language students to improve their ability in transferring their interactions in spoken texts, through the exploration of appraisal system. methods this study aimed to to explain the appraisal of attitude, engagement, and graduation manifested in students’ speeches, to explain how the appraising items contribute on the speech structure of the speeches, and to explain the pedagogical implications of the findings on english language teaching and learning.. in order to fulfill this aim, we used discourse analysis as research design. bavelas et al. (2002) defines discourse analysis as the systematic study of naturally occurring (not hypotherical communication in the broadest sense, at the level of meaning (rather than as physical acts or features). it studies beyond the sentence boundaries that investigate everyday conversation, written discourse of all types, narrative, and other kinds of written or spoken text (celce-murcia and olshtain, 2007: 4). the data in this study were spoken data as the main data source in the form of clause and clause complexes. leech et.al (1982: 27) define clauses as the principal units of which sentences are composed. the data were the recording files of students’ speeches in esa week competition in the academic year of 2016/2017 recorded by the organizing committee of the competition. in this study, we chose six speeches from the finalist since the text from finalist were selected according to several criteria scored by judges. these data were qualitative as they were information from a small number of individuals (cresswell, 2012: 205). these qualitative data formed in recording file belonged to audiovisual materials. according to cresswell (2012: 206), audiovisual materials consist of images or sounds that researchers collect to help them understand the central phenomenon under study. several procedures were done including transcribing, reading, categorizing, and analysing. in order to avoid bias, we used triangulation as a tool to test the validity of the study (webb et al., 1966). according to symonds and gorard (2008), triangulation is seen to increase validity when multiple findings either confirm or confound each other (thus reducing the chances of inappropriate generalisations). triangulation is used for validating findings. triangulation is the process of corroborating evidence from different individuals, types of data, or methods of data collection (cresswell, 2012), asa strategy that adds rigor, breadth, complexity, richness, and depth to any inquiry (flick, 2002). denzin (1970) as cited in cohen et.al (2005) distinguish triangulation into five, namely time triangulation, space triangulation, combined levels of triangulation, theoretical triangulation, and investigator triangulation. in this study, we used investigator triangulation as an alternative observation from different expert or observer in order to get valid data (cohen et.al., 2005). to achieve this purpose, the data and the analysis of this thesis had been examined and judged by one of the lectures in a local university in semarang as the expert of appraisal. wwe worked independently in analysing the data before we asked her to examine the result of our analysis. she gave us feedback and commens. betari irma ghasani & ahmad sofwan. / eej 7 (2) 149-155 (2017) 152 results and discussions this section will follow the statement of the research objectives. the appraisal of attitude, engagement, and graduation manifested in students’ speeches after conducting the analysis of the appraising items, some findings are generated. the summary of the findings of the appraisal of attitude, engagement, and graduation manifested in students’ speeches are shown in table 1. table 1. distribution of attitude choices type affect judgement appreciation instances 36 38 85 % 23 24 53 as table 1 maps out, appreciation exceeds other attitude appraising items by a fair margin in the whole texts. almost 53% of attitudinal resources in the students’ speeches constitutes appreciation. this finding confirms the study done by xinghua and thompson (2009), liu (2013), and hadidi and mohammadbagheriparvin (2015). these studies reveal that appreciation is used towards phenomena. since the speaker in the speeches argue towards the phenomena provided by the committee, the appreciation is applied. furthermore, this kind of appreciation is regarded as being characterized of the argumentative genre (lee, 2006; liu and thompson, 2009; liu, 2013). therefore, the persuasive speaker needs arguments in support her/his position, appreciation seems more appropriate for the speaker. the distribution of appraising items in the whole students’ speeches is set out in table 2. table 2. distribution of engagement choices type disclaim proclaim entertain attribute instances 44 32 74 0 % 29 22 49 0 as the table 2 maps out, entertain exceeds other engagement appraising items. almost 49% of attitudinal resources in the students’ speeches constitutes entertain. the second place belongs to disclaim with 29 % and proclaim takes up 23 %, while there is no attribute found in the students’ speeches. according to wu (2007), entertain uses the option of entertain as the “speaker suggests a possible alternative to an implicit belief”. by using modal, she adds that entertain “indicating dialogic space”. furthermore, using entertainmeans “dialogically expand manner” (wu, 2007). since the students’ speeches are persuasive speeches, the speaker needs to expand their arguments by producing utterance that acknowledges a proposition as one possibility amongst others through the use of modals (wu, 2007). this result confirms the study done bypascual and unger (2010). in their study, the most frequent type revealed in the grant proposals by argentinean researchers is entertain. it indicates that the speaker “elected to open up dialogic space, representing the proposition as one of a range of possible positions” (white, 2002; pascual and unger, 2010). the distribution of appraising items in the whole students’ speeches is set out in table 3. table 3. distribution of graduation choices polarity focus force instances 15 65 % 19 81 according to jakaza (2013), graduation in the appraisal system is utilised binary scaling consists of focus ‘prototypicality’ and force ‘preciseness’. since this study reveals that the students use ‘force’ rather than ‘focus’, it confirms the result of study done by liu (2013) that the use of force in the students’ speeches is to “enrich prosody and build up persuasion”. wan (2008) also reveals the high use of graduation of force in his study. he states that “the frequently employment of graduation as force are to express meaning when the speaker describes the situation or complain about problem”. therefore, by building up persuasion in describing situation by using graduation of betari irma ghasani & ahmad sofwan. / eej 7 (2) 149-155 (2017) 153 force (liu, 2013; jakaza, 2013; wan, 2008; read 2009), the speaker can “articulate her/his position about topics that matter to her/him with solid logic and reasoning” (sellnow, 2005: 350) contribution of the use of appraising items on the structure of students’ speeches the distribution of appraising items in the whole students’ speeches is set out in table 4. table 4. distribution of appraisal in speech structure type introduction body and transition conclusion instances 39 316 48 % 10% 78% 12% as the table 4 maps out, body and transition exceeds other subsystem of speech structure. almost 78% of attitudinal resources in the students’ speeches are in body and transition. the second place belongs to conclusion with 48 % and introduction takes up 10 %. this result contradicts with the study done by yang and xiaojuan (2015). in their study, the most frequent appraising items revealed in the writing system is in introduction. it indicates that the writer “present his research topic and method briefly”. however, in speeches, introduction only tells “the audience what you’re going to tell them” (sellnow, 2005: 60; o’hair et. al, 2015: 219). the pedagogical implications of the findings on english language teaching and learning the results of this study contribute to an understanding of interpersonal position done by the senior high schools students through the use of appraisal and speech structure. though there is no attempt to imply that the achievement of the purpose of the students’ speeches is a direct consequence of the factors above, speech constitutes a very complex process. nevertheless, the role of appraisal as the evaluative resources and the speech structure as the framework of the speech cannot be underestimated. moreover, the important pedagogical implications gained from the findings for english speaking instruction in efl/esl context is that instead of focusing on the correctness of grammar use in speaking, efl/esl speaking instruction and learning needs to pay more attention to evaluative meanings conveyed through linguistics constructions. in sfl terms, apart from ideational and textual metafunctions, the interpersonal metafunctions in which arranging the relationship among people needs to be taken into consideration. as this study shows that a proper use of evaluative language through appraisal system helps establish personal voice and position listener (liu, 2013; pascual and unger, 2010). therefore, students need to be given the practice of analysing their speaking skills from an interactional perspective and training in the use of proper evaluative constructions. conclusion based on the analysis and discussion of this present study, there are some conclusions that can be drawn as follows: the investigation maps out that the students have predominantly used appreciation resources rather than judgement and affect ones within the attitude system. relating to the nature of the topic in which varies in the recent social phenomena happened in the society, the use of appreciation appraising items makes their speech more appreciative than personal and emotional. moreover, there is a high occurrence of entertain as a subsystem in engagement. as the students’ speeches are persuasive speeches, the speaker needs to expand their arguments by producing utterances which acknowledge a proposition as one possibility amongst others through the use of modals. graduation in the appraisal system is used for scaling meaning. since this study reveals that the students use ‘force’ rather than ‘focus’, it confirms that the students express meaning for describing the situation or complaining about betari irma ghasani & ahmad sofwan. / eej 7 (2) 149-155 (2017) 154 problems and build up persuasion by assessing to degree of intensity and amount. doing persuasion speeches, the students’ speeches are well-structured. they did the speeches in right structure including introduction, body and conclusion. furthermore, by applying appraising items in their speeches, they have already convinced the listener and defined their position in their speeches. references auman, cedric. 2014. an appraisal analysis of british, french and belgian online and print press coverage of the rise of the ‘red devils’. thesis of universiteit gent bavelas et al. 2002. discourse analysis. in m.knapp&j.daly (eds.), handbook of interpersonal communication (3rd ed. pp. 102129) celce-murcia, m. and e. olshtain. 2007. discourse and context in language teaching: a guide for language teachers. new york: cambridge university press. cresswell, j.w. 2012. educational research: planning, conducting and evaluating quantitative and qualitative research (4th ed). boston: pearson flick, uwe. 2002. an introduction to qualitative research. uk: sage publications gallardo, susana and laura ferrari. 2013. how doctors view their health and professional practice: an appraisal analysis of medical discourse. journal of pragmatics 42 (2010) 3172-3187 geng, yifan. 2015. appraisal in discussion sections of doctoral theses in the discipline of elt/applied linguistics at warwick university: a corpus-based analysis. thesis of warwick university hadidi, yaser and leila mohammadbagheri-parvin. 2015. systemic functional linguistics as interpersonal semantics: appraisal and attitude in the stylistic analysis of an english novel. international journal of linguistics vol 7, no 1, jakaza, ernest. 2013. appraisal and evaluation in zimbabwean parliamentary discourse and its representation in newspaper articles. dissertation of stellenbosch university kawamitsu, shinji. 2012. logogenesis and appraisal: a systemic functional analysis of english and japanese language arts textbooks. thesis of marshall university khoo, cristopher s.g. 2011. analysis of the macrolevel discourse structure of literature reviews. online information review, 35(2), 255‐271. lee, s. h. 2006. the use of interpersonal resources in argumentative/persuasive essays by east-asian esl and australian tertiary students (unpublished ph.d dissertation). university of sydney, sydney, australia. leech, geoffrey et. al. 1982. english grammar for today. london: macmillan liu, xiaolin. 2010. an application of appraisal theory to teaching college english reading in china. journal of language teaching and research vol 1 no 2 pp 133-135, march 2010 liu, xinghua,. 2013. evaluation in chinese university efl students’ english argumentative writing: an appraisal study. electronic journal of foreign language teaching 2013 vol 10 no. 1 pp 4453 martin, j.r. 1992. english text: system and structure. philadelphia: john benjamin publishing company martin, j. r. 2000. beyond exchange: appraisal systems in english. in s. hunston& g. thompson (eds.), evaluation in text: authorial stance and the construction of discourse (pp. 142– 177). oxford: oxford university press. martin, j.r. and david rose. 2003. working with discourse. new york: continuum. martin, j.r and p. r. r. white. 2005. the language of evaluation; appraisal in english. new york; palgrave macmillan.mccarthy, m. 1991. discourse analysis for language teachers. cambridge: cambridge university press. pascual, mariana and lidia unger. 2010. appraisal in the research genres: an analysis of grant proposals by argentinean researchers. journal revistasignos 2010, 43(73) pekarova, radoslava. 2011. evaluative language in journalistic discourse. thesis of department of english and american studies in masaryk university o’hair, dan et.al. 2015. a speaker’s guidebook: text and reference 6th ed. usa: st. martin sellnow, deanna d. 2005. confident public speaking (2nd ed.). thomson wadsworth learning inc symonds, jenny e. and stephen gorard. 2008. the death of mixed methods: research labels and their casualties. annual conference, heriot watt university, edinburgh, september 3-6 thompson, g. 2014. introducing functional grammar 3rd ed. united kingdom; routledge. wan, yau ni. 2008. the exchange of interpersonal meaning in call centre conversation. systemic betari irma ghasani & ahmad sofwan. / eej 7 (2) 149-155 (2017) 155 functional linguistics in use.odense working papers in language and communication vol. 29 webb, g. 1996. becoming critical of action research for development. in o.zuber-skerritt (ed.) new directions in action research. london: falmer, 137–61. wei, yakun et. al. 2015. an analysis of current research on the appraisal theory. linguistics and literature studies 3(5): 235-239, 2015 white, p.p.r. (2002). appraisal: the language of attitudinal evaluation and intersubjective stance wu, s. m. 2007. the use of engagement resources in high and low-rated undergraduate geography essays. journal of english for academic purposes, 6(3), 254–271. xinghua, liu and paul thompson. 2009. attitude in students’ argumentative writing: a contrastive perspective. language studies working papers vol 1 (2009) 3-15 yang, linxiu and xiaojuan lv. 2015. reporting evidentials in generic structures of english research articles – from the perspective of engagement in appraisal system. international journal of linguistics and communication june 2015, vol 3 no 1 pp 134-144 performing a persuasion speech and delivering meanings through spoken text poses many challenges for students. as a part of interpersonal meanings, appraisal helps the speaker expressing their position in speech through the choice of words or diction. the chosen diction enables the speaker to precisely realize the message she/he intends to convey through spoken text. furthermore, in order to guide the listener so they can understand of speaker’s ideas, a clear speech structure is needed. integrating the theories of appraisal (martin and white, 2005) and speech structure (sellnow, 2005), this thesis was intended to explain the appraisal and the speech structure on the students’ speeches in speech contest of esa week competition. by using discourse analysis (bavelas, 2002; celce-murcia and olshtain, 2007), the data – in the form of transcripts from video recordings – were analyzed. the findings map out the high use of appreciation of attitude, entertain of engagement, and focus of graduation applied. those appraisal, moreover, were highly found in the body of the speech. finally, this thesis provides suggestions that teaching the speech structure and how to convince the listener by using appraisal is needed for better speeches. introduction as english language teachers, we should engage our students in using the language meaningfully, negotiate meanings and share their messages to others by creating texts. something is called a text when it has meanings whether in a spoken or written for... one of the types of meanings that highlighted in this study was interpersonal meanings which focuses on the ways in which the speakers act upon one another through language. students have to know interpersonal meanings as it will help them to express... furthermore, the choice of words or dictions also contributes to create a good text. the combination of words that has been adjusted with the context is the key of successful text. the diction enables the speaker or writer to precisely realize the mes... as a development in the study of interpersonal meaning as described by systemic functional linguists, appraisal plays its role. appraisal is used to refer to the semantic resources including words, phrases and structures which speakers or writers empl... concerning with how the speakers or writers approve or disapprove, appraisal system shows how the speaker or the writer position their listener or reader to do likewise in communication by using evaluative language to express an attitude regarding one... the area of appraisal covers up various texts such as textbooks (kawamitsu, 2012), medical prescription (gallardo and ferrari, 2010), news (pekarova, 2011; jakaza, 2013; auman, 2014), essays (xinghua and thompson, 2009; pascual and unger, 2010; geng, ... basically, in doing speech, speaker develops an argument in support of a position on a topic (sellnow, 2005). this argument is used to persuade the listener. speech used to influence other people’s attitudes, beliefs, values, or behaviors is called ... most studies drawing on appraisal in spoken discourse focus on appraising items only. however, yang and lv (2015) state that there are few studies combines the structures with lexico-grammatical features. speech is an exchange meaning between the spea... methods this study aimed to to explain the appraisal of attitude, engagement, and graduation manifested in students’ speeches, to explain how the appraising items contribute on the speech structure of the speeches, and to explain the pedagogical implications ... in order to fulfill this aim, we used discourse analysis as research design. bavelas et al. (2002) defines discourse analysis as the systematic study of naturally occurring (not hypotherical communication in the broadest sense, at the level of meaning... the data in this study were spoken data as the main data source in the form of clause and clause complexes. leech et.al (1982: 27) define clauses as the principal units of which sentences are composed. the data were the recording files of students’ speeches in esa week competition in the academic year of 2016/2017 recorded by the organizing committee of the competition. in this study, we chose six speeches from the finalist since the text from final... these data were qualitative as they were information from a small number of individuals (cresswell, 2012: 205). these qualitative data formed in recording file belonged to audiovisual materials. according to cresswell (2012: 206), audiovisual material... several procedures were done including transcribing, reading, categorizing, and analysing. in order to avoid bias, we used triangulation as a tool to test the validity of the study (webb et al., 1966). according to symonds and gorard (2008), triangula... denzin (1970) as cited in cohen et.al (2005) distinguish triangulation into five, namely time triangulation, space triangulation, combined levels of triangulation, theoretical triangulation, and investigator triangulation. in this study, we used inves... results and discussions this section will follow the statement of the research objectives. the appraisal of attitude, engagement, and graduation manifested in students’ speeches after conducting the analysis of the appraising items, some findings are generated. the summary of the findings of the appraisal of attitude, engagement, and graduation manifested in students’ speeches are shown in table 1. table 1. distribution of attitude choices as table 1 maps out, appreciation exceeds other attitude appraising items by a fair margin in the whole texts. almost 53% of attitudinal resources in the students’ speeches constitutes appreciation. this finding confirms the study done by xinghua and ... the distribution of appraising items in the whole students’ speeches is set out in table 2. table 2. distribution of engagement choices as the table 2 maps out, entertain exceeds other engagement appraising items. almost 49% of attitudinal resources in the students’ speeches constitutes entertain. the second place belongs to disclaim with 29 % and proclaim takes up 23 %, while there i... according to wu (2007), entertain uses the option of entertain as the “speaker suggests a possible alternative to an implicit belief”. by using modal, she adds that entertain “indicating dialogic space”. furthermore, using entertainmeans “dialogically... the distribution of appraising items in the whole students’ speeches is set out in table 3. table 3. distribution of graduation choices according to jakaza (2013), graduation in the appraisal system is utilised binary scaling consists of focus ‘prototypicality’ and force ‘preciseness’. since this study reveals that the students use ‘force’ rather than ‘focus’, it confirms the result o... contribution of the use of appraising items on the structure of students’ speeches the distribution of appraising items in the whole students’ speeches is set out in table 4. table 4. distribution of appraisal in speech structure as the table 4 maps out, body and transition exceeds other subsystem of speech structure. almost 78% of attitudinal resources in the students’ speeches are in body and transition. the second place belongs to conclusion with 48 % and introduction takes... this result contradicts with the study done by yang and xiaojuan (2015). in their study, the most frequent appraising items revealed in the writing system is in introduction. it indicates that the writer “present his research topic and method briefly”... the pedagogical implications of the findings on english language teaching and learning the results of this study contribute to an understanding of interpersonal position done by the senior high schools students through the use of appraisal and speech structure. though there is no attempt to imply that the achievement of the purpose of t... moreover, the important pedagogical implications gained from the findings for english speaking instruction in efl/esl context is that instead of focusing on the correctness of grammar use in speaking, efl/esl speaking instruction and learning needs to... conclusion based on the analysis and discussion of this present study, there are some conclusions that can be drawn as follows: the investigation maps out that the students have predominantly used appreciation resources rather than judgement and affect ones within the attitude system. relating to the nature of the topic in which varies in the recent social phenomena happened i... moreover, there is a high occurrence of entertain as a subsystem in engagement. as the students’ speeches are persuasive speeches, the speaker needs to expand their arguments by producing utterances which acknowledge a proposition as one possibility a... graduation in the appraisal system is used for scaling meaning. since this study reveals that the students use ‘force’ rather than ‘focus’, it confirms that the students express meaning for describing the situation or complaining about problems and bu... doing persuasion speeches, the students’ speeches are well-structured. they did the speeches in right structure including introduction, body and conclusion. furthermore, by applying appraising items in their speeches, they have already convinced the l... references auman, cedric. 2014. an appraisal analysis of british, french and belgian online and print press coverage of the rise of the ‘red devils’. thesis of universiteit gent bavelas et al. 2002. discourse analysis. in m.knapp&j.daly (eds.), handbook of interpersonal communication (3rd ed. pp. 102-129) celce-murcia, m. and e. olshtain. 2007. discourse and context in language teaching: a guide for language teachers. new york: cambridge university press. cresswell, j.w. 2012. educational research: planning, conducting and evaluating quantitative and qualitative research (4th ed). boston: pearson flick, uwe. 2002. an introduction to qualitative research. uk: sage publications gallardo, susana and laura ferrari. 2013. how doctors view their health and professional practice: an appraisal analysis of medical discourse. journal of pragmatics 42 (2010) 3172-3187 geng, yifan. 2015. appraisal in discussion sections of doctoral theses in the discipline of elt/applied linguistics at warwick university: a corpus-based analysis. thesis of warwick university hadidi, yaser and leila mohammadbagheri-parvin. 2015. systemic functional linguistics as interpersonal semantics: appraisal and attitude in the stylistic analysis of an english novel. international journal of linguistics vol 7, no 1, jakaza, ernest. 2013. appraisal and evaluation in zimbabwean parliamentary discourse and its representation in newspaper articles. dissertation of stellenbosch university kawamitsu, shinji. 2012. logogenesis and appraisal: a systemic functional analysis of english and japanese language arts textbooks. thesis of marshall university khoo, cristopher s.g. 2011. analysis of the macro-level discourse structure of literature reviews. online information review, 35(2), 255‐271. lee, s. h. 2006. the use of interpersonal resources in argumentative/persuasive essays by east-asian esl and australian tertiary students (unpublished ph.d dissertation). university of sydney, sydney, australia. leech, geoffrey et. al. 1982. english grammar for today. london: macmillan liu, xiaolin. 2010. an application of appraisal theory to teaching college english reading in china. journal of language teaching and research vol 1 no 2 pp 133-135, march 2010 liu, xinghua,. 2013. evaluation in chinese university efl students’ english argumentative writing: an appraisal study. electronic journal of foreign language teaching 2013 vol 10 no. 1 pp 44-53 martin, j.r. 1992. english text: system and structure. philadelphia: john benjamin publishing company martin, j. r. 2000. beyond exchange: appraisal systems in english. in s. hunston& g. thompson (eds.), evaluation in text: authorial stance and the construction of discourse (pp. 142–177). oxford: oxford university press. martin, j.r. and david rose. 2003. working with discourse. new york: continuum. martin, j.r and p. r. r. white. 2005. the language of evaluation; appraisal in english. new york; palgrave macmillan.mccarthy, m. 1991. discourse analysis for language teachers. cambridge: cambridge university press. pascual, mariana and lidia unger. 2010. appraisal in the research genres: an analysis of grant proposals by argentinean researchers. journal revistasignos 2010, 43(73) pekarova, radoslava. 2011. evaluative language in journalistic discourse. thesis of department of english and american studies in masaryk university o’hair, dan et.al. 2015. a speaker’s guidebook: text and reference 6th ed. usa: st. martin sellnow, deanna d. 2005. confident public speaking (2nd ed.). thomson wadsworth learning inc symonds, jenny e. and stephen gorard. 2008. the death of mixed methods: research labels and their casualties. annual conference, heriot watt university, edinburgh, september 3-6 thompson, g. 2014. introducing functional grammar 3rd ed. united kingdom; routledge. wan, yau ni. 2008. the exchange of interpersonal meaning in call centre conversation. systemic functional linguistics in use.odense working papers in language and communication vol. 29 webb, g. 1996. becoming critical of action research for development. in o.zuber-skerritt (ed.) new directions in action research. london: falmer, 137–61. wei, yakun et. al. 2015. an analysis of current research on the appraisal theory. linguistics and literature studies 3(5): 235-239, 2015 white, p.p.r. (2002). appraisal: the language of attitudinal evaluation and intersubjective stance wu, s. m. 2007. the use of engagement resources in highand low-rated undergraduate geography essays. journal of english for academic purposes, 6(3), 254–271. xinghua, liu and paul thompson. 2009. attitude in students’ argumentative writing: a contrastive perspective. language studies working papers vol 1 (2009) 3-15 yang, linxiu and xiaojuan lv. 2015. reporting evidentials in generic structures of english research articles – from the perspective of engagement in appraisal system. international journal of linguistics and communication june 2015, vol 3 no 1 pp 134-144 eej 8 (4) (2018) 469 478 english education journal http://journal.unnes.ac.id/sju/index.php/eej spontaneity and interactivity features displayed in students’ transactional conversations in english for nursing program nawang wulan 1, helena i.r. agustien2, dwi rukmini2 1. universitas islam sultan agung semarang, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: recived 20 july 2018 accepted 2 october 2018 published 23 december 2018 ________________ keywords: spontaneity, interactivity, features, transactional conversation ____________________ abstract ___________________________________________________________________ this research was intended to analyze how spontaneity and interactivity features were realized in the students‘ transactional conversations in english for nursing program. this research was a discourse study. the data consisted of five transactional conversations by nursing students in english for nursing program. the data were collected through the following steps: recording, transcribing, selecting, counting, and reporting. then, they were analyzed with spontaneity and interactivity features suggested by thornburry (2005) and thornburry and slade (2006). it was revealed that the most frequent spontaneity features found in the students‘ conversations were chunks and filled pauses which indicated that chunks were used to help the students in processing language in real time, and disfluencies were depicted in the form of filled pauses. in addition, the most frequent interactivity features identified were discourse markers which served as the maintenance of the flow of the conversation and predicted what the speakers are going to say next. in conclusion, spontaneity and interactivity features were found in students‘ transactional conversations. in addition, it was suggested that the learners need to be exposed to the appropriateness of their use. © 2018 universitas negeri semarang  correspondence address: upt pengembangan bahasa internasional unissula jl. kaligawe km. 4, semarang, jawa tengah e-mail: nawangwulan19@gmail.com p-issn 2087-0108 e-issn 2502-4566 mailto:nawangwulan19@gmail.com nawang wulan, helena i.r. agustien, dwi rukmini / english education journal 8 (4) (2018) 469 478 470 introduction the increasing needs of international nurses require a great demand of indonesian nurses who are communicatively competent. it means that they have to be able to communicate effectively to achieve certain clinical tasks, such as obtaining patients‘ details, giving information, explaining medical procedures, etc. which mostly belong to transactional conversation. this type of exchange is regarded as a common feature of english for special purposes (esp) courses (thornburry & slade, 2006). due to a specific aim that must be achieved in the transactional conversation, nursing students need to be equipped with communicative competence in order to be able to participate well in the discourse and accomplish the goal of the communication. therefore, they need to be aware of the conversation features helping them to cope with limited planning time and facilitating the smoothness of the exchange. the limited or no planning time in producing spontaneous conversation will lead to the emergence of various spoken language features, namely performance features (thornburry, 2005) which make spoken language distinguishable from written language (thornburry & slade, 2006). according to thornburry (2005) and thornburry and slade (2006), the characteristics of spoken language can be derived from its spontaneity, interactivity, interpersonality, coherence, and relevance which, then, spontaneity and interactivity are focused as the two main characteristics of conversation by jackson and stockwell (2011) to serve certain functions in the conversation. spontaneity features serve as the helper to the speakers in coping with the real-time pressure of the language production. thornburry (2005) and thornburry and slade (2006) mention that spontaneity features usually appear in the form of hesitation phenomena (filled pauses, repetitions, and false starts and backtracking), incomplete utterances, one clause or phrase at a time construction, frequent use of conjunctions (and, but, then, because and so), tail-slot-fillers (question tags, adverbials showing speaker‘s attitude, vagueness expressions, and topic clarifiers), head of utterances, and chunks (formulaic expression). not only do spontaneity features lessen the language production process, they also play an important role in maintaining the smoothness of the conversation to improve the intelligibility of the message. if these functions are unsuccessfully accomplished, disfluencies will occur which may hinder the comprehensibility of the information. even worse, this failure may also lead to communication breakdown. since the real conversation, according to brennan (2010), is naturally spontaneous rather than scripted, spontaneous conversation is ―notoriously disfluent‖ (bortfeld, et.al., 2001) and ―disfluency in spontaneous speech is the outcome of a speaker‘s indecision about what to say next‖ (gósy, 2001). some studies on disfluencies have been conducted by bortfeld, et.al. (2001); clark and tree (2002); boulton (2006); soerjowardhana (2015); and ansar (2017) attempting to observe the emergence of pauses and filled pauses which showed the indication of speakers‘ planning, gaining, and maintaining the flow of the conversation to improve the listener‘s understanding. although these studies regarded pauses as the indicator showing the gap of the conversation, these studies also acknowledged the disfluencies‘ role in managing the communication flow. in other words, disfluencies cannot be regarded only as a sign of communication failure, but they may also apparently maintain the communication in some ways. in addition, some other studies on chunks have also been conducted by de cock (2004); van lacker sidtis and rallon (2004); nesselhauf (2005); kecskes (2007); and nekrasova (2009) to investigate the chunks or formulaic language used by native and/or non-native speakers of english. van lacker sidtis and rallon (2004) and nesselhauf (2005) investigated the use of chunks by native speakers of english and revealed that formulaic expressions were highly used by the native speakers of english. this result reflected general knowledge of those expressions which was part of the competence of nawang wulan, helena i.r. agustien, dwi rukmini / english education journal 8 (4) (2018) 469 478 471 native speakers. similarly, nekrasova (2009), comparing the production of lexical bundles between native speakers of english and esl learners, also found that the native speakers were able to use a lot of variations in producing the bundles. they were able to do so because they were exposed to the language use since birth compared to the non-native speakers. moreover, other studies conducted on the modification of formulaic expressions by esl learners were carried out by de cock (2004) and kecskes (2007). the results of these studies shed a light to the strategy used by learners in order to overcome their lack of knowledge in using english by creating their own formula. however, the modification of the expressions seemingly caused the malfunctions, such as the under-using, over-using, and misusing of the target language formulaic expressions, resulting in the inappropriateness of the use of formulaic expressions. on the subject of inappropriateness of chunks used by efl learners, neno & agustien (2016) found that there were many unnatural expressions of formulaic language used in efl learners‘ interaction as well as in the conversational texts as investigated by mustapa and agustien (2017) and sugiati and rukmini (2017). as for this, khusnita and rukmini (2016) found that the unnatural use of the expressions may be caused by the unfamiliarity of the formulaic languages which is sometimes inadequately presented in the efl learning. furthermore, it was identified that the learners‘ problem in using formulaic languages included the tendency in using the expressions they heard from any sources without considering their appropriateness, the difficulty in producing appropriate formulaic expressions in given situation, the tendency to translate indonesian expressions into english literally word by word, and the idiomatic meaning of formulaic expressions. since disfluencies and inappropriateness of using formulaic language could hinder the listeners‘ understanding and lead to communication breakdown, the students need to maintain the interactivity of the conversation to maintain the information flow. with regard to the management of the conversation flow, interactivity features can be employed. those features are realized in the form of turn taking, keeping silent while others are speaking, interrupting at times, signaling their agreement or amusement by grunts, laughs, and chuckles, back-channeling, questions, discourse markers, tails, interruption, and overlapping turns (thornburry, 2005). as a matter of fact, interactivity features also play some important roles in managing the smoothness of the conversation and ensuring the messages to be successfully delivered. concerning the roles of interactivity features, some researches attempted to investigate how these features realized to serve a particular function. fung and carter (2007); rido (2010); and sujarwati (2017) analyzed the use of discourse markers by native and/or nonnative speakers of english. these studies showed that discourse marker provide interactional motion to organize and structure the utterances. consequently, the use of discourse markers will help to improve the understanding of the messages. another study on interactivity features of interrupting, collaborating, and backchanneling was conducted by widiyati (2016) which revealed that the participants did use the features, yet it is implied that they did not know the appropriate expressions to be used. based on the aforementioned studies conducted on spontaneity and interactivity features, it is noted that both spontaneity and interactivity features play important roles in unfolding the conversation. by employing these features in the conversation, the students will be able to manage their conversation flow to improve the intelligibility of the message as well as to avoid communication breakdown. on the other hand, the issue of spontaneity and interactivity become a great deal in teaching english for nursing since in efl teaching in indonesia mostly focuses on teaching the topic or the content of the language and less emphasizes on the macrostructure of the language such as the language features, when in fact, facilitate the learners to develop nawang wulan, helena i.r. agustien, dwi rukmini / english education journal 8 (4) (2018) 469 478 472 and increase their communicative competence in order to perform well in the discourse. therefore, the importance of these features in fostering the discourse competence needs to be given special attention in the efl learning. they need to be included in the instruction, which is the hardest thing to do since english is learnt as foreign language and the students are never or less exposed with the how english is actually used by native speakers. because of the lack of exposure on the real use of english, efl learners consider spontaneous conversation challenging since they have to produce the utterance in real time without an opportunity to prepare, edit, and correct it. this may cause disfluencies and communication breakdown that may hinder the intelligibility of the messages. hence, it is very important to investigate how spontaneity and interactivity features are realized in the students‘ conversation to identify their way in maintaining the conversation in the hope that the teachers could pay more attention in exposing the use of these features to foster the students‘ communicative competence. even though several studies have been done in the area of spoken language features in spoken text, there are still few studies conducted to investigate the spontaneity and interactivity features thoroughly, especially on the transactional conversations by efl learners in english for specific purposes (esp) context, specifically in english for nursing. therefore, this study tries to fill the gap by investigating the spoken features focusing on spontaneity and interactivity features based on spontaneity and interactivity features proposed by thornburry (2005) and thornburry and slade (2006) that possibly occur in the conversation. for that reason, this study aims (1) to identify the form and the frequency of occurrences of spontaneity features, (2) to explain the functions of spontaneity features, (3) to investigate the form and the frequency of occurrences of interactivity features, and (4) to explain the functions of interactivity features in students‘ transactional conversations. method the present study belongs to discourse study. five spontaneous transactional conversations of different nursing topics from ten nursing students, who were randomly selected, were gathered. all of the students were non-native english speakers who speak bahasa indonesia as their first language. they were enrolled in english for nursing program in universitas islam sultan agung semarang. in addition, there were two instruments used in the current study. the first instrument was a list of spoken language features proposed by thornburry (2005) and thornburry and slade (2006). the second instrument was an observation sheet. the students‘ conversations were recorded and transcribed to find out their spontaneity and interactivity features. the students were asked to perform the spontaneous conversation based on several topics assigned by the researcher. they chose the topics randomly. after that, their performances were recorded in the form of video and audio recording. the records, next, were transcribed and the features were counted. then, the spontaneity and interactivity features were analyzed. finally, the results were presented in form of description. to increase the validity of the data and to avoid bias, triangulation was carried out to make sure that the findings were valid. for the current study, investigator triangulation was used. a native speaker of english and a non-native speaker of english (indonesian) were employed as the evaluators. to do a triangulation, the transcripts of the video were given to the evaluators. then, the evaluator identified and classified the spontaneity and interactivity features in the students‘ conversation based on the theory of spontaneity and interactivity features from thornburry (2005) and thornburry and slade (2006). finally, after doing the triangulation, the researcher‘s findings and the evaluators‘ findings were compared to find out the similarities and differences. by comprehending those similarities and differences, the consistency level of the findings nawang wulan, helena i.r. agustien, dwi rukmini / english education journal 8 (4) (2018) 469 478 473 can be drawn. if the similarities of the findings were 80%, it means that the findings were consistent. in conclusion, the results of evaluators‘ analysis were useful for the validity of the research findings in answering the research questions of the current study. results and discussion this study has four objectives. they are, (1) to identify the form and the frequency of occurrences of spontaneity features, (2) to explain the functions of spontaneity features, (3) to investigate the form and the frequency of occurrences of interactivity features, and (4) to explain the functions of interactivity features in students‘ conversations. the forms and frequency of occurrence of spontaneity features based on the findings of data analysis, there are eleven forms of spontaneity features identified in the students‘ conversations. those findings are presented in table 1. based on the result of the data analysis, it has been found that chunks are the most common form of spontaneity features. as shown in the above table, there are 160 (59%) chunks found in students‘ conversations. this finding indicates that chunks are highly used by the students. table 1. forms and frequency of occurrence of spontaneity features in students‘ transactional conversations no the forms of spontaneity features c1 c2 c3 c4 c5 total occurrences % 1 filled pauses 14 21 8 2 1 46 17 2 repetitions 2 3 5 0 0 10 3.7 3 false start and backtracking 2 1 5 0 1 9 3.3 4 incomplete utterances 8 1 2 0 4 15 5.6 5 one clause/phrase at a time constructions 1 0 0 0 0 1 0.4 6 conjunctions 4 5 2 3 5 19 7 7 tail slot fillers 1 0 0 4 0 5 1.9 8 question tags 0 0 1 0 0 1 0.4 9 adverbials 1 0 1 0 0 2 0.8 10 vagueness expressions 0 0 2 0 0 2 0.8 11 chunks 34 34 34 32 26 160 59 total spontaneity features 67 65 60 41 37 270 note: c = conversation further, it shows that chunks can be easily and quickly retrieved from their memory in order to help them producing the spontaneous conversation. in addition, the results also show that the students tend to modify the chunks by creating their own formula which is similar to the studies conducted by de cock (2004) and kecskes (2007). this modification, however, causes the inappropriateness of the use of chunks. example 1 demonstrates the use of appropriate and inappropriate chunks taken from one of the students‘ conversations. example 1: d : hello, i‟m dian. i‟m a theatre nurse. erm— i’m going to check you in today. erm—by the way, how are you doing? dr : yes—i’m fine, thanks. d : oh, that‟s good. i just going to through in your checklist again. it is alright with you? dr : sure. there are a couple of chunks existed in example 1. the chunks used appropriately in the utterance are hello, i‘m going to, check you in, by the way, and i‘m fine, thanks. while some nawang wulan, helena i.r. agustien, dwi rukmini / english education journal 8 (4) (2018) 469 478 474 other chunks such as how are you doing, yes, i just going through in, and it is alright, are used inappropriately. the expression ―how are you doing?‖ is an expression that contains formulaic routines intended to ask someone‘s wellness, yet the native speaker considers the expression ―how are you feeling?‖ as more appropriate expression. likewise, instead of saying ―yes, i‘m fine, thanks‖, the speaker can just say ―i‘m fine, thanks‖. in addition, some chunks appear inaccurately, for example ―i just going to through in your checklist again‖ which shows the missing finite and main verb (i[‗m] just going to [go] through) as well as the incorrect use of preposition (in) and ―it is alright with you?‖ which supposedly appear as interrogative sentence (is it alright with you?). these findings on the inaccurate and inappropriateness use of chunks indicate that the students still need to be exposed to the correct use of chunks in order to help them producing the spontaneous conversation. by providing numerous inputs of chunks in the language instruction, it is expected that the students are familiar with the formulaic expressions and able to use them accurately and appropriately in the conversation. moreover, the second most frequent features of spontaneity discovered in the students‘ conversations are filled pauses. there are 46 (17%) filled pauses occurred in the students‘ exchange. this finding indicates the disfluency in the students‘ conversations which needs to be paid attention because disfluency may hinder the comprehensibility of the communication. example 2 shows the use of filled pauses in the students‘ conversation. example 2: d : ok. er—did you...it is your signature on the consent form? dr : yes, it is. d : that is nearly finished, er—have you had a pre-med? dr : yes—i had an injection just before i come here. d : erm—pre-med given signed er—given, premed given signed to consent form. great. erm—alright. i will sign the checklist and, and then you will have already get a theatre cap for cover your hair and then you will waiting for a minute and i will take you through. it is alright with you? the filled pauses er and erm appeared in example 2 act as hesitators which are considered inappropriate for the native speaker. since the context of the conversation is the hospital exchange between a nurse and a patient, filled pauses er and erm makes the nurse sound unprofessional like she does not know her job. however, these features are also used by the speakers to maintain the conversation by giving time to prepare what to say next. this shed light that the teachers need to pay attention to the students‘ fluency in order to increase the intelligibility of the communication. the functions of spontaneity features the aforementioned spontaneity features found in the students‘ transactional conversations serve particular functions. filled pauses. there are some functions of filled pauses but in this research, there are only three functions identified; they are hesitation proper, signposting speaker turns, and correction. repetitions. some speakers make repetitions to gain time to plan or formulate what to say next and to correct or restate the previously stated utterance. repetitions as verbal nodding are also found in the students‘ conversations. false start and backtracking. false start and backtracking are used in the students‘ conversations to correct the utterances previously said. they serve as the speakers‘ attempt to monitor their utterance and correct the error. incomplete utterances. incomplete utterances found in the students‘ conversations are mostly in the form of response utterances. they function as the response token to keep the conversations going. one clause/phrase at a time construction. one clause/phrase at a time construction show that the speakers produced smaller runs representing unit of meaning and are often linked by the highly frequent nawang wulan, helena i.r. agustien, dwi rukmini / english education journal 8 (4) (2018) 469 478 475 conjunctions and, but, and so rather than constructing sentence-length unit. conjunctions. from the data analysis, the conjunctions found in the conversation are and, but, and then, and then which function to connect the negation relationship of the clauses (but) and to join the related statements together to give the addition relationship of the utterances (and, and then). tail slot fillers. the tail-slot-fillers found in this study include question tags, adverbials that convey speaker attitude, and vagueness expressions. question tags function as the reinforcement of topic at the end of utterance as well as the interactive function and evaluation of the main information presented. the speakers also use some adverbials to convey their attitude, while vagueness expressions indicate that the speaker is not sure about the information given and to save time during a conversation. chunks. chunks are also found in the students‘ conversation to enable creative language use in addition to swift and efficient recall of common word combinations. the students used a high frequency of chunks which indicated that chunks can be easily and quickly retrieved from the students‘ memory that help the language process. the forms and occurrence of interactivity features based on the findings of data analysis from the five conversations, there are six forms of interactivity features identified in the students‘ conversation. those findings are summarized in table 2. based on the result of the data analysis, it has been found that discourse markers are the most common form of interactivity features. table 2. frequency of occurrence of interactivity features in students‘ transactional conversations no the forms of interactivity features c1 c2 c3 c4 c5 total occurrences % 1 interactional signals 11 6 11 7 5 40 22 2 back channels 7 5 5 4 11 32 17.6 3 discourse markers 13 10 6 11 12 52 28.6 4 questions 9 13 13 6 10 51 28 5 overtures 1 0 0 1 0 2 1.1 6 tails 1 0 1 3 0 5 2.8 total interactivity features 42 34 36 32 38 182 turns 24 27 29 21 33 134 note: c = conversation as shown in the table above, there are 52 (28.6%) discourse markers found in students‘ conversation which serve as the merger and hints of the discourse creator to predict what the people are going to say next to make the conversations unfold. the use of discourse markers in students‘ conversation is presented in example 3. example 3: dv : can you come to my office? i have something to talk to you. f : erm-alright. erm-let me just finish this chart and i will come to your office. dv : hi frisca. thanks for coming up to my office. well, it‟s about mr. john. would you mind giving me some advice on his wound care management? f : erm-no, not at all. that‟s what‟s i‟m here for. dv : hmm... right. mr. john is a seventy year old patient. the example 3 above presents us that discourse markers occur appropriately in the nawang wulan, helena i.r. agustien, dwi rukmini / english education journal 8 (4) (2018) 469 478 476 students‘ conversations. discourse markers „alright‟ and „right‟ are used to mark the beginning of a segment of talk, and „well‟ is used to initiate turn and mark the onset of contrast showing different topic with the preceding turn. in addition, „and‟ signals the continuity to the previous utterance. therefore, the findings show that the students are able to employ these features to maintain the flow of the talk. not only do they maintain the flow of the talk, but they also maintain the smoothness of the conversations which foster the comprehensibility of the information. the functions of interactivity features the interactivity features realized in the students‘ conversation serve several functions in order to maintain the flow of the information. interactional signals. interactional signals identified in this study function as a feedback and response elicitors. they are also used to start, sustain, and end a conversation. backchannels. back channel devices found in the students‘ conversation indicate agreement, and supporting rule to show listener‘s continued attention. discourse markers. several discourse markers are also found in the students‘ conversation such as „oh‟, „ok‟, „but‟, „and‟, „alright‟, „right‟, „well‟, „firstly‟, „then‟, „finally‟, „because‟, and „before‟ which function to maintain the flow of the information in the conversation. questions. the interactivity is also maintained by the use of questions. there are two functions of questions identified in this study; they are information-seeking questions and indirect requests. overtures. overtures serve to launch the utterances. there is only one kind of overture found in this study, i.e. ―by the way‖ that is used to introduce afterthoughts that do not contradict what has already been said, but it indicates a change in direction of the conversation. tails. to qualify the utterance or to solicit listener involvement, the speakers also use tails such as “…ok?” “…wasn‟t it?” “…right?” to clarify certain information. conclusion based on the analysis of the findings, the spontaneity features found in students‘ conversation in english for nursing program can be classified into eight forms. they are filled pauses, repetitions, false start and backtracking, incomplete utterances, one clause/phrase at a time constructions, conjunctions, tail slot fillers, and chunks. the most frequent feature of spontaneity is chunks (160 times), which indicate that chunks can be easily and quickly processed from the students‘ memory that help the language production. moreover, filled pauses (81 times) are the second frequent form of the features identified in students‘ conversation which indicate the disfluency in the students‘ conversation. with regard to the functions of spontaneity features, they serve as the hesitating sign, signposting the turn, gaining time, correcting, monitoring, restating and responding the utterance previously said. in addition, the students showed various ways to maintain the interactivity in the conversation. they can be classified into six forms of interactivity features, namely interactional signals, back channels, discourse markers, questions, overtures, and tails. the occurrence of interactivity features in the students‘ conversation is different from one to another. the greater number on one form of these features is discourse markers (52 times) which serve as the merger and hints of the discourse creator to predict what the people are going to say next to make the text unfold from the other. additionally, there are some functions of interactivity features in the students‘ conversations. they functioned as feedback, response elicitors, indicators of agreement and listener‘s attention, maintenance of the flow of the conversation, utterance launcher, and clarification of certain information. based on the findings, it can be concluded that the students attempt to maintain the intelligibility of the communication as well as to manage the flow of the information as realized in the spontaneity and interactivity features in the students‘ conversations. however, some nawang wulan, helena i.r. agustien, dwi rukmini / english education journal 8 (4) (2018) 469 478 477 features were still considered as inappropriate by the native speakers. this appropriateness might be caused by the lack of exposure in the real use of english in efl learners. therefore, teaching spoken language features in terms of spontaneity and interactivity features will help to foster the students‘ fluency and face-to-face conversation, and prevents them from speaking english like a textbook. in addition, to enhance the students‘ exposure on the spoken language features, the teacher should use authentic spoken texts. the teachers should introduce all the forms of spontaneity features to improve the fluency and interactivity features to maintain the flow of the conversation. if the students are familiar with the spontaneity and interactivity features, they will be able to communicate fluently and effectively. however, the current study still has some limitations. firstly, on account of this 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know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f0c5da720fd • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 403 forbidden<br> 73 eej 7 (1) (2017) english education journal http://journal.unnes.ac.id/sju/index.php/eej the effectiveness of digital and printed comics to teach monologue of visual and auditory students a case of the tenth year students of state senior high school 1 ungaran wahyu setyorini1, rudi hartono2 1sman 1 ungaran, indonesia 2english language education postgraduate semarang state univesity, indonesia article info ________________ article history: recived 18 january 2017 accepted 23 may 2017 published 17 june 2017 ________________ keywords: auditory students; digital comics; printed comics; speaking; visual students abstract ___________________________________________________________________ this study attempts to know the effectiveness of digital comics to teach monologue of visual and auditory students. this study used quantitative approach and experimental study as its research design. the subjects of this study were the students of grade x of state senior high school 1 ungaran. to collect the data, the researcher used test, questionnaire, and documentation. the result of the study shows that digital comics is effective to teach monologue of visual students. printed comics is effective to teach monologue of visual students. digital comics is effective to teach monologue of auditory students. printed comics is effective to teach monologue of auditory students. digital comics is not more effective than printed comics to teach monologue of visual students. digital comics is more effective than printed comics to teach speaking monologue of auditory students. and the last, there is interaction among the teaching media, students learning styles, and students’ speaking. therefore, digital comics is effective to teach monologue of visual and auditory students. © 2017 semarang state university correspondence address: kampus pascasarjana unnes, jalan kelud utara iii semarang 50237 e-mail: wsetyorini.73@gmail.com p-issn 2087-0108 e-issn 2502-4566 wahyu setyorini & rudi hartono. / english education journal 7 (1) (2017) 74 introduction in indonesian curriculum, english is considered as one in indonesian curriculum, english is as one of the compulsory subjects taught in junior and senior high school and tested in final examination. the last goal of english teaching and learning is the students have to master the four skills of language: listening, speaking, reading, and writing. in speaking, senior high school students have to be able to convey their interpersonal and transactional talks. english teachers need to find effective pedagogical techniques to enhance students’ speaking abilities. they should realize that students have different learning styles. so that the teachers need to verify their teaching technique in order to accommodate the different learning styles the students have. in fact, most students of state senior high school 1 ungaran are not able to speak english well. moreover, most english teachers focus on giving preparation for the students to face their final examination. most of the teaching materials are also related with reading and listening since speaking is not included in the examination. teaching speaking in indonesia still uses the traditional way, mostly teacher-centered, and based on the textbooks. the teachers need visual media such as comics in stimulating the learning of a foreign language. comic is very popular among the students in kinds of level and class. due to the technology development, especially information technology, the product of comics is not only in printed form but also in digital. comics are also considered not only as interesting but also useful media in teaching and learning process in the classroom. based on the researcher’s experience, we can support the students’ abilities in mastering direct-indirect speech by transforming a monologue narrative text into comics or from comics into a monolog narrative text. the students comprehend the stories better and they enjoy the classroom activities including drawing the characters, designing the dialogues, and coloring the comics. in retelling the stories based on comics, it seems that the students do more efforts to use their own words compared with what they do in retelling monologue narrative texts; they just memorize every single word in the texts. based on consideration above, the researcher conducted a research entitled the effectiveness of digital and printed comics to teach monologue of visual and auditory students in order to find out which one was more effective between digital and printed comics to teach monologue. methods in this study, the researcher used a 2 x 2 factorial experimental design. the subjects were the tenth year students of state senior high school 1 ungaran in the academic year of 2014/2015. the samples taken through a purposive sampling were x mipa 1 (try out class), x mipa 3 (control class), and x mipa 4 (experimental class). the techniques to collect the data were reid’s perceptual learning style preference questionnaire and analytic speaking criteria adapted from brown (2004) and o’malley & pierce (1996). the researcher analyzed the data using anova 2 x 2 and tukey test. result and discussion the aim of this research is to find out the effectiveness of digital comics to teach monologue and to find out the effect of the students’ learning styles toward digital comics for enhancing the students’ speaking skills. to make the calculation easier, the digital comics is compared with the printed comics that usually read by the students. before the treatment was applied, the researcher divided the class into two groups, visual and auditory students by using reid’s perceptual learning style preference questionnaire. after that, the researcher delivered pre-test for the experimental class and control class. the next step was presenting the treatment. experimental class had digital comics and control class had printed comics. wahyu setyorini & rudi hartono. / english education journal 7 (1) (2017) 75 the final step was giving individual task to each student to know the level of competence they achieved after they got the treatment. after getting all the data, the researcher calculated the data using normality test and homogeneity test. because all data was normal and homogeny, so the instruments were appropriate to give to the students. the first analysis is to measure how effective the use of digital comics to teach monologue of visual students. based on the analysis of the students’ ability, it was found that the significance value was 0.000 which was less than 0.05 (0.000<0.05). it meant that there was significant difference between the pre-test and post-test of visual students taught using digital comics. then from the t-count it could be seen that the t-count was 9.09 (minus is ignored), while the ttable was 1.739. since the t-count was more than t-table (9.09>1.739), h1 or hypothesis alternative was accepted, while h0 was rejected. therefore, it could be concluded that there was significant effect of digital comics to teach speaking of visual students. in the other words, digital comics is effective to teach monologue of visual students. as stated by brown (2000, p.122) and grace fleming (cited in herdiawan, 2014), visual students learn best in visual images. they prefer reading and studying charts, drawings, and other graphic information. they learn through seeing things. digital comics belong to visual media as explained by yang (2003). by using comics in teaching speaking, teacher can also simplify difficult materials into easier ones. therefore the students are able to understand the lesson well. the second question is about the effectiveness of printed comics to teach monologue of visual students. from the calculation, the significant value in pre-test and post-test was 0.000 which was lower than 0.05 (0.000<0.05). therefore there was significant difference between pre-test and post-test score of visual students taught using printed comics. the t-count in the pre-test and post-test was higher than t-table (10.818>1.739). therefore, there was significant effect of printed comics for enhancing speaking skill of visual students. printed comics is effective to teach monologue of visual students. according to brown (2000, p. 122) and gardner (putintvera, 2006) visual learners learn best in visual images or visual display. they prefer reading and studying visual learning materials. comics are visual medium that combines the written words with the visual concept. comics is a way of graphic story telling (tiemensma, 2009, p. 2). digital and printed comics are visual media that is common for the students. they can enjoy reading digital comics as well as printed comics. it is supported by khoii&forouzesh (2010, p. 169) who said that comics is visual media that helps students not only acquire vocabulary, grammatical and communicative competence but also provide them with special cultural knowledge. moreover, the implementation of jigsaw technique in the teaching and learning process, enable the students to learn in group. then each of the students has to teach their peers or be a good teacher for others. they are free to retell the story in their own way. these activities can improve their achievement in speaking. it is in line with what zapalska&brozik (2006) say that the teaching strategies for visual learners include group learning and activities that allow freedom and emphasize creativity. it is also supported by slavin (jacob, lee, & ball, 1997, p. 16) as stated in chapter two, who said that in cooperative learning the students work together to learn and are responsible for their teammates’ learning as well as their own. therefore, students can maximize their own and each other’s learning achievement. barkley, cross, & major (2005, p. 156) also said that jigsaw can motivate the students be responsible for learning something well enough to teach it to their peers. for the third data, it is to find out the effectiveness of digital comics for improving the speaking skill of auditory students. it was seen that the significant value was 0.000 which was less than 0.05 (0.000<0.05). therefore there was significant difference between pre-test and posttest score of auditory students taught using digital comics. it also showed that the t-count wahyu setyorini & rudi hartono. / english education journal 7 (1) (2017) 76 was higher than t-table (6.487>1.739).therefore, h1 3 was accepted and h0 3 was rejected, which meant that there was significant effect of digital comics to teach monologue of auditory students. digital comics is effective to teach monologue of auditory students. auditory learners tend to hear things and studying in group as stated by brown (2000). by listening the story from the digital comics, they can understand it better so that they are able to memorize and then retell it better. in addition to, the jigsaw technique applied in the teaching and learning process give good impact to their ability in retelling the story in the form of monologue. it is in line with what slavin (cited in jacob, lee, & ball, 1997) and barkley et.al. (2005) explain jigsaw motivates students to work together to learn and be responsible for their learning as well as their teammates’. therefore it maximizes not only the achievement of each student but also their peers when they work together. it can also motivate the students to be responsible for learning something well enough to teach it to their peers. for the next question is to find out the effectiveness of printed comics to teach monologue of auditory students. based on the data calculation, the value of significance was 0.000 which was lower than 0.05 (0.000<0.05). therefore there was significant difference between pre-test and post-test score of auditory students taught using printed comics. it also showed that the t-count in the pre-test and posttest was 15.096 (minus is ignored) while the ttable was 1.739. it could be seen that t-count was higher than t-table (15.096>1.739). therefore, h1 4 was accepted and h0 4 was rejected, which meant that there was significant effect of printed comics for enhancing speaking skill of auditory students. printed comics is effective to teach monologue of auditory students. from the result mention above, it can be summed up that the use of digital comics as well as printed comics is effective for enhancing the auditory students’ speaking skill. it is based on the following reasons. first, having comics in their classroom is such a new experience for the students who belonged to auditory learners so that they were more active than without any media. they tried to memorize the story by speaking loudly. they felt more confident to retell the story in front of the class.they are motivated to speak up. it is in line with the strength of comics in education as stated by yang (2003). the other reason is that in peer teaching, the auditory learners paid more attention to their friend who retold his or her story. it is in line with what brown (2000, p. 122) and fleming (herdiawan, 2014, p. 47) state that the auditory learners learn best through what they listen than what they see. the auditory students are also good at explaining, reading to self out loud, and studying in group. they are brave at speaking in front of the class. they are also good at understanding grammar as well as studying in group. the fifth analysis is to find out the effectiveness of digital comics compared with printed comics to teach monologue of visual students. from the calculation, the t-count was 0.652 and the t-table was 2.03. so the t-count was lower than t-table (0.652<2.03). it was also seen that the significant value or p value was higher than α (0.519>0.05). it meant that h0 5 was accepted and h1 5 was rejected. therefore there is no significant difference in the effectiveness of digital comics compared with printed comics for enhancing speaking skill of visual students. digital comics is not more effective than printed comics to teach monologue of visual students. as visual students learn best through visual learning media and comics either printed or digital comics belong to visual learning media, it revealed that there was no difference in the effectiveness of both media. both of the media support the students’ ability to improve their speaking skill in this case monologue since printed and digital comics are visual media. therefore, it is true that visual students learn best through seeing and prefer information to be presented visually in the form of pictures, posters, maps, diagrams, film and so on. the sixth analysis is to find out the effectiveness of digital comics compared with wahyu setyorini & rudi hartono. / english education journal 7 (1) (2017) 77 printed comics to teach monologue of auditory students. from the calculation it was found that t-count was 2.438 and the t-table was 2.03 at the significant level of 0.05. so the t-count was higher than the t-table (2.438>2.03). then the significant value or p value was lower than α (0.02<0.05). it indicated that digital comics were more effective than printed comics to improve speaking skill of auditory students. in other words, digital comics is more effective than printed comics to teach monologue of auditory students. the interaction among teaching media, students’ learning style and students’ speaking skill can be explained as follow. from the calculation, it was found that f-count was 4.845 which was higher than f-table (4.845>2.739) and the significant value was 0.031 which was lower than 0.05 (0.031 < 0.05). so it can be concluded that there is significant interaction of the use of the media and students’ learning style for enhancing students’ speaking skill. it means that digital comics and printed comics as media and visual and auditory learners as students’ learning styles, influence the students’ improvement in speaking. it means that there is a significant relationship between the media, students’ learning style, and the competence of students’ speaking. having comics in the classroom, the students looked happy and enjoyed the activities. it changed the classroom environment from a quiet place to a noisy environment. some students tried to memorize the story and the other students taught their peers. there were also some students who were arguing about how to pronounce the unfamiliar words and the plot of the story. comics not only improve the students’ abilities in speaking but also the other skills; listening, reading, and writing as what have been investigated by liu (2004), seventilova (2014), and yunus et.al (2012). finally, from all the explanation based on the data gained in the research and after the calculation using statistical calculation, the research has proven that digital comics are more effective than printed comics for enhancing speaking of narrative texts for visual and auditory learners. according to oller (khoii and forouzesh, 2010), a text that has a story line and a logical structure is easier to remember and to recall. comics are visual materials that provide the structure and stimulus to which student response, and because stories are universal, students from different cultures can understand their structure and identify the characters. this helps them to acquire vocabulary, grammatical and communicative competence and provide them with special cultural knowledge. in addition, some of previous studies explained that comics is one of appropriate technique in studying english as second or foreign language. liu (2004) investigated the effect of comic strips on second language learners’ reading comprehension. seventilova et.al (2013) found that there was a significant interaction effect of teaching strategy (downloaded comic strategy and conventional strategy) and students’ learning styles (field dependent and field independent) on students’ narrative reading competencies. digital comics is one of the pedagogical tools that apply information computer technology or ict. the use of technology enables the students to use both the language and the technology. therefore, the students are motivated to study and improve their abilities in mastering english. moreover, the students were more motivated in studying by using digital comics since digital comics are new media in the classroom. as we see, the students seldom have comic especially digital comics during the study time since it is prohibited to read them. therefore, having digital comics in the classroom is very interesting and challenging. conclusion the result of the findings shows that digital comics is effective to teach monologue of visual students. second, printed comics is effective to teach speaking monologue of visual students. third, digital comics is effective to wahyu setyorini & rudi hartono. / english education journal 7 (1) (2017) 78 teach speaking monologue of auditory students. fourth, printed comics is effective to teach speaking monologue of auditory students. fifth, digital comics is not more effective than printed comics to teach speaking monologue of visual students. sixth, digital comics is more effective than printed comics to teach speaking monologue of auditory students. and the last, there is interaction among the teaching media, students learning styles, and students’ speaking. therefore digital comics is more effective than printed comics to teach monologue of visual and auditory students. references barkley, e.f., cross, k.p., & major, c.h. (2005).collaborative learning techniques a handbook for college faculty. san francisco: jossey-bass a wiley imprint. brown, h. d. (2000). principles of language learning and teaching. 4thed. new york: addison wesley longman, inc. brown, h. d. (2004). language assessment, principles and classroom practices. new york: pearson education, inc. herdiawan, r. d. (2014). the effectiveness of story mapping to teach narrative text to learners with visual and auditory learning styles.thesis: universitasnegeri semarang. jacobs, g.m., lee, g.s., & ball, j. (1997).cooperative learning a sourcebook of lesson plans for teacher education on cooperative learning. san clemente: kagan cooperative learning. liu, j. (2004).effects of comic strips on l2 learners’ reading comprehension.tesol quarterly,38(2), 225-243. retrieved on 10/4/2014 at 9:30 a.m. o’malley, j. m., & pierce, l. v. (1996).authentic assessment for english language learners practical approaches for teachers. boston, mass: addison-wesley publishing company, inc. seventilova, i.n.o., i.n.a.j. putra, &l.p.artini. (2013). the effect of using downloaded comic strategy and learning style upon students’ narrative reading competencies. e-journal program pascasarjanauniversitaspendidikanganesha program studipendidikanbahasadansastra indonesia, 2. tiemensma, l. (2009). visual literacy: to comics or not to comics? promoting literacy using comics.retrieved from http://www.ifla.org/annualconference/ifla75/index htm on 2/12/2016 at 11:07 p.m. yang, g. (2003).comics in education. retrieved from http://www.humblecomics .com/comicsedu/strengths.html on 1/18/2016 at 12:50 yunus, m. m., salehi, h., &embi, m. a. (2012).effects of using digital comics to improve esl writing.research journal of applied sciences, engineering and technology 4(18), 3462-3469. zapalska, a., &brozik, d. (2006).learning styles and online education.campus-wide information systems, 23(5). retrieved from www.emerald insight.com/1065-0741.html. http://www.ifla.org/annual-conference/ifla75/index%20htm%20on%202/12/2016%20at%2011:07 http://www.ifla.org/annual-conference/ifla75/index%20htm%20on%202/12/2016%20at%2011:07 http://www.ifla.org/annual-conference/ifla75/index%20htm%20on%202/12/2016%20at%2011:07 this study attempts to know the effectiveness of digital comics to teach monologue of visual and auditory students. this study used quantitative approach and experimental study as its research design. the subjects of this study were the students of grade x of state senior high school 1 ungaran. to collect the data, the researcher used test, questionnaire, and documentation. the result of the study shows that digital comics is effective to teach monologue of visual students. printed comics is effective to teach monologue of visual students. digital comics is effective to teach monologue of auditory students. printed comics is effective to teach monologue of auditory students. digital comics is not more effective than printed comics to teach monologue of visual students. digital comics is more effective than printed comics to teach speaking monologue of auditory students. and the last, there is interaction among the teaching media, students learning styles, and students’ speaking. therefore, digital comics is effective to teach monologue of visual and auditory students. introduction in indonesian curriculum, english is considered as one in indonesian curriculum, english is as one of the compulsory subjects taught in junior and senior high school and tested in final examination. the last goal of english teaching and learning is th... in fact, most students of state senior high school 1 ungaran are not able to speak english well. moreover, most english teachers focus on giving preparation for the students to face their final examination. most of the teaching materials are also re... comics are also considered not only as interesting but also useful media in teaching and learning process in the classroom. based on the researcher’s experience, we can support the students’ abilities in mastering direct-indirect speech by transformin... based on consideration above, the researcher conducted a research entitled the effectiveness of digital and printed comics to teach monologue of visual and auditory students in order to find out which one was more effective between digital and printed... methods in this study, the researcher used a 2 x 2 factorial experimental design. the subjects were the tenth year students of state senior high school 1 ungaran in the academic year of 2014/2015. the samples taken through a purposive sampling were x mipa 1 ... result and discussion the aim of this research is to find out the effectiveness of digital comics to teach monologue and to find out the effect of the students’ learning styles toward digital comics for enhancing the students’ speaking skills. to make the calculation easi... before the treatment was applied, the researcher divided the class into two groups, visual and auditory students by using reid’s perceptual learning style preference questionnaire. after that, the researcher delivered pre-test for the experimental cl... the first analysis is to measure how effective the use of digital comics to teach monologue of visual students. based on the analysis of the students’ ability, it was found that the significance value was 0.000 which was less than 0.05 (0.000<0.05). ... as stated by brown (2000, p.122) and grace fleming (cited in herdiawan, 2014), visual students learn best in visual images. they prefer reading and studying charts, drawings, and other graphic information. they learn through seeing things. digital co... the second question is about the effectiveness of printed comics to teach monologue of visual students. from the calculation, the significant value in pre-test and post-test was 0.000 which was lower than 0.05 (0.000<0.05). therefore there was signifi... according to brown (2000, p. 122) and gardner (putintvera, 2006) visual learners learn best in visual images or visual display. they prefer reading and studying visual learning materials. comics are visual medium that combines the written words with t... moreover, the implementation of jigsaw technique in the teaching and learning process, enable the students to learn in group. then each of the students has to teach their peers or be a good teacher for others. they are free to retell the story in the... for the third data, it is to find out the effectiveness of digital comics for improving the speaking skill of auditory students. it was seen that the significant value was 0.000 which was less than 0.05 (0.000<0.05). therefore there was significant d... auditory learners tend to hear things and studying in group as stated by brown (2000). by listening the story from the digital comics, they can understand it better so that they are able to memorize and then retell it better. in addition to, the jigs... for the next question is to find out the effectiveness of printed comics to teach monologue of auditory students. based on the data calculation, the value of significance was 0.000 which was lower than 0.05 (0.000<0.05). therefore there was significa... from the result mention above, it can be summed up that the use of digital comics as well as printed comics is effective for enhancing the auditory students’ speaking skill. it is based on the following reasons. first, having comics in their classroo... the fifth analysis is to find out the effectiveness of digital comics compared with printed comics to teach monologue of visual students. from the calculation, the t-count was 0.652 and the t-table was 2.03. so the t-count was lower than t-table (0.65... as visual students learn best through visual learning media and comics either printed or digital comics belong to visual learning media, it revealed that there was no difference in the effectiveness of both media. both of the media support the student... the sixth analysis is to find out the effectiveness of digital comics compared with printed comics to teach monologue of auditory students. from the calculation it was found that t-count was 2.438 and the t-table was 2.03 at the significant level of... the interaction among teaching media, students’ learning style and students’ speaking skill can be explained as follow. from the calculation, it was found that f-count was 4.845 which was higher than f-table (4.845>2.739) and the significant value ... having comics in the classroom, the students looked happy and enjoyed the activities. it changed the classroom environment from a quiet place to a noisy environment. some students tried to memorize the story and the other students taught their peer... finally, from all the explanation based on the data gained in the research and after the calculation using statistical calculation, the research has proven that digital comics are more effective than printed comics for enhancing speaking of narrative... according to oller (khoii and forouzesh, 2010), a text that has a story line and a logical structure is easier to remember and to recall. comics are visual materials that provide the structure and stimulus to which student response, and because stori... in addition, some of previous studies explained that comics is one of appropriate technique in studying english as second or foreign language. liu (2004) investigated the effect of comic strips on second language learners’ reading comprehension. sev... digital comics is one of the pedagogical tools that apply information computer technology or ict. the use of technology enables the students to use both the language and the technology. therefore, the students are motivated to study and improve their... moreover, the students were more motivated in studying by using digital comics since digital comics are new media in the classroom. as we see, the students seldom have comic especially digital comics during the study time since it is prohibited to re... conclusion the result of the findings shows that digital comics is effective to teach monologue of visual students. second, printed comics is effective to teach speaking monologue of visual students. third, digital comics is effective to teach speaking monologue... references barkley, e.f., cross, k.p., & major, c.h. (2005).collaborative learning techniques a handbook for college faculty. san francisco: jossey-bass a wiley imprint. brown, h. d. (2000). principles of language learning and teaching. 4thed. new york: addison wesley longman, inc. brown, h. d. (2004). language assessment, principles and classroom practices. new york: pearson education, inc. herdiawan, r. d. (2014). the effectiveness of story mapping to teach narrative text to learners with visual and auditory learning styles.thesis: universitasnegeri semarang. jacobs, g.m., lee, g.s., & ball, j. (1997).cooperative learning a sourcebook of lesson plans for teacher education on cooperative learning. san clemente: kagan cooperative learning. liu, j. (2004).effects of comic strips on l2 learners’ reading comprehension.tesol quarterly,38(2), 225-243. retrieved on 10/4/2014 at 9:30 a.m. o’malley, j. m., & pierce, l. v. (1996).authentic assessment for english language learners practical approaches for teachers. boston, mass: addison-wesley publishing company, inc. seventilova, i.n.o., i.n.a.j. putra, &l.p.artini. (2013). the effect of using downloaded comic strategy and learning style upon students’ narrative reading competencies. e-journal program pascasarjanauniversitaspendidikanganesha program studipendidika... tiemensma, l. (2009). visual literacy: to comics or not to comics? promoting literacy using comics.retrieved from http://www.ifla.org/annual-conference/ifla75/index htm on 2/12/2016 at 11:07 p.m. yang, g. (2003).comics in education. retrieved from http://www.humblecomics .com/comicsedu/strengths.html on 1/18/2016 at 12:50 yunus, m. m., salehi, h., &embi, m. a. (2012).effects of using digital comics to improve esl writing.research journal of applied sciences, engineering and technology 4(18), 3462-3469. zapalska, a., &brozik, d. (2006).learning styles and online education.campus-wide information systems, 23(5). retrieved from www.emerald insight.com/1065-0741.html. eej 9 (1) (2019) 25 33 english education journal http://journal.unnes.ac.id/sju/index.php/eej the comparison between evaluative stance of donald trump and hillary clinton realized in the campaign speeches of the united states presidential election 2016 aris novi, sri wuli fitriati, djoko sutopo universitas negeri semarang, indonesia article info ________________ article history: recived 15 september 2018 accepted 12 november 2018 published 15 march 2019 ________________ keywords: the comparison, evaluative stance, campaign speech. ____________________ abstract ___________________________________________________________________ the aim of the study was to compare and explain the appraisal resource of donald trump and hillary clinton realized in the campaign speeches of the united states presidential election 2016. this study is discourse analysis conducted by employing appraisal framework (martin and white, 2005). it is focused on analyzing the appraising items of engagement utilized by the speakers in their first and last speech. the results show that in both speeches trump produced 704 appraising items, while hillary discovered 300 appraising items. besides, it was also discussed that the engagement used contains more disclaim, such utilization by trump was a medium to deliver his political agendas. while the existence of contrary position in hillary‟s speeches indicated her effort to clarify, even counter-strike all issues she dealt with. the similarities of appraising items utilized by the speakers were relied on both speeches, in the first speech, all features of engagement were deployed in the same configuration, while in the last speech, it happened only on disclaim and proclaim. meanwhile, the differences of appraising items used were found in entertain and attribute in the last speech. in relation to the pedagogical implication, the study suggests that the english teaching and learning that adopts appraisal resource contextualized in hortatory text is an appropriate technique, the students are engaged to experience the relevant english language skills effectively and be able to produce text properly. © 2019 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jl. kelud utara iii semarang 5023 indonesia e-mail: arisnovi32@gmail.com p-issn 2087-0108 e-issn 2502-4566 aris novi, sri wuli fitriati, djoko sutopo/ eej 9 (1) (2019) 25 33 26 introduction communication is the activity of using language that is motivated by the purpose of transactional and interpersonal meaning. in the same way, brown (2000, p. 5) argues that language is a system consisting vocal, written, or gestural symbol that enable people to communicate intelligibly with one another. as human, it is nearly impossible to spend time without communication, since such activity is used for not only exchanging information, but also serving to establish and maintain social solidarity. furthermore, most communication occurs either in spoken or written text. text as the basis of communication deals with communicative meaningful event formed in any passages of spoken or written that forms a unified whole, and it is in contrast to summary or paraphrase. in this case, thornbury (2005, p. 19) states that a good text is self-contained, wellformed, hang together (cohesive), make sense (coherence), have a clear communicative purpose, recognizable text types, and appropriate to their context of use. moreover, according to halliday (1994, p. 13) stated that language is structured to make three main kinds of meaning; ideational, interpersonal, and textual meaning. this study is concerned with the interpersonal meaning in terms of appraisal that utilized in campaign speeches of donald trump and hillary clinton in the united states presidential election 2016. appraisal is a study dealing with the evaluation of attitudes that are negotiated in text, the strength of feeling involved, and the ways of values are sourced and readers aligned. this system involves three elements of negotiation attitude in discourse semantic; attitude, engagement, and graduation. attitude deals with evaluating things, people‟s character and their feeling. such evaluation can be more or less intense, that is they may be more or less amplified (martin and rose, 2007, p. 26). engagement deals with the ways in which resources such as projection, modality, polarity, concession and various comment adverbials position the speaker/writer engages with respect to the value position being advanced and with respect to potential responses to that value position-by quoting or reporting, acknowledging a possibility, deny, countering, affirming and so on (martin and white, 2005, p. 36). while graduation encompasses resources which strengthen or weaken attitude, resource for “adjusting the volume” of items (martin and rose, 2003, p. 41). in this way, the present study is focused on analysing the realization of engagement produced by the speakers in their campaign speeches. further, due to the fact that such speeches are the actualization of hortatory text (exposition) in which it is dealing with persuading the audience or listeners that something should or not be the case, the researcher assumes that there would be various evaluative expressions of engagement utilized by the speakers to achieve their political agendas. a number of researchers have examined the existence of engagement in various fields of object study, for instance, mesa and chang (2010; see also lin, 2008; and hidayati, 2017) analysed the use of engagement in two classes of mathematic teaching and learning, they report that the language used by the instructors indicate different usage of engagement, moreover, such linguistic technique is also applied to facilitate dialogic possibilities that can influence students‟ performance. in dealing with the study of engagement in the written text, hadidi and bagheri (2012; see also mei, 2006; 2007; pascual and unger, 2010; ansarin and tarlani-aliabdi, 2011; tian, 2013; miller et. al., 2014; yang and xiaojuan, 2015; mori, 2017; yuliana and gandana, 2018) conducted a study concerning with the engagement found in the english literature (prose fiction) and the news (news articles), they inform that both genres dominantly use the four subsystems of engagement, those texts tend to use more dialogic expansion for various purposes. in this regard, although there are various studies done on engagement, little research has been done to compare and explain the engagement produced by famous public speakers in the campaign speeches. therefore, the researcher considers that is worth to conduct the current study, it is expected that this study could aris novi, sri wuli fitriati, djoko sutopo/ eej 9 (1) (2019) 25 33 27 portray the way donald trump and hillary clinton adopt various evaluative expressions into their speeches. moreover, there are four taxonomies of engagement used to identify the particular dialogistic positioning associated with given meaning and towards describing what is at stake when one meaning rather than another is utilized (martin and white, 2005, p. 97); a. disclaim focuses on the textual voice positions itself as at odds with, or rejecting, some contrary position: 1) (deny) negation (you don’t need to give up potatoes to lose weight). 2) (counter) concession/counter expectation (even though she ate potatoes most days he still lost weight). b. proclaim deals with representing the proposition as highly warrantable (compelling, valid, plausible, well-founded, generally agreed, reliable, etc.), the textual voice sets itself against, suppresses or rules out alternative positions: 1) (concur) naturally…, of course…, obviously…, admittedly… etc.; some types of „rhetorical‟ or „leading‟ question 2) (pronounce) i contend…, the truth of the matter is…, there can be no doubt that … etc. 3) (endorse) x has demonstrated that …; as x has shown … etc. c. entertain is used to present the proposition as grounded in its own contingent, individual subjectivity, the authorial voice represents the proposition as but one of a range of alternative positions; 1) it seems, the evidence suggests, apparently, i hear 2) perhaps, probably, maybe, it’s possible, in my view, i suspect that, i believe that, probably, it’s almost certain that…, may/will/must; some types of „rhetorical‟ or „expository‟ question. d. attribute concerns with representing proposition as grounded in the subjectivity of an external voice, the textual voice represents the proposition as but one of a range of possible positions; 1) (acknowledge) x said.., x believes…, according to x, in x‟s view. 2) (distance) x claims that, it’s rumored that. methods the present study is discourse analysis conducted by employing appraisal framework proposed by martin and white (2005), the analysis works on disclosure the engagement of donald trump and hillary clinton realized in the united states presidential election 2016; the similiarities and differences of engagement manifested as well as identify the pedagogical implication of the study on english teaching and learning. the data in this study comprises the speakers‟ first and last campaign speech, such data are considered since could depict overall issues during the campaign rally. in case of procedure of analyzing tha data, the words identified as appraising items of engagement will be bolded and underlined, such adoption is to simplify the readers in idenfying the evauative expressions used by the speakers. findings and discussions after analysing the text of campaign speeches, the appraising items of engagement used by donald trump is displayed in the table as follows; table 1. the appraising items utilized in the campaign speeches of donald trump engagement the first speech the last speech frequency % frequency % disclaim 240 54 129 50 proclaim 69 15 35 14 entertain 111 25 81 32 attribute 29 6 10 4 total 449 100 255 100 the above table informs that there are 449 appraising items of engagement distributed in the first speech. in this phase, disclaim with 240 (54%) items belongs to be dominant feature adopted by the speaker. in the second place is entertain with 111 (25%) items. in the third place is proclaim with 69 (15%) items. meanwhile, attribute with 29 (6%) items follows in the fourth place. aris novi, sri wuli fitriati, djoko sutopo/ eej 9 (1) (2019) 25 33 28 in the last campaign speech, the speaker produced 255 appraising items. the most frequent feature utilized by the speaker is disclaim with 129 (50%) items. in the second place is entertain with 81 (32%) items, in the third place is proclaim with 35 (14%) items, and the last most frequent feature appears in the last speech is attribute with 10 (4%) items. in dealing with the appraising items of engagement deployed by hillary clinton, it is presented in the table below; table 2. the appraising items utilized in the campaign speeches of hillary clinton engagement the first speech the last speech frequency % frequency % disclaim 113 51 32 41 proclaim 26 12 15 19 entertain 74 33 16 20 attribute 8 4 16 20 total 221 100 79 100 the above table reports that there are 221 appraising items found in the first speech, such data consist of disclaim with 113 (51%) items as the frequent feature applied by the speaker. in the second place is entertain with 74 (33%) items. meanwhile, proclaim with 26 (12%) items and attribute with 8 (4%) items become the third and fourth place most frequent feature applied by the speaker. in the last speech, it shows that there are 79 appraising items proportionally distributed in all features. in this phase, disclaim with 32 (41%) belongs to the most dominant feature utilized by hillary. following in the second place is entertain and attribute with 16 (20%) items in each of which. in the third place is proclaim with 15 (19%) items. in terms of similarities of engagement used by the speakers, it could be displayed in the following table; table 3. the similarities of engagement utilized in the first campaign speech engagement speaker the most dominant feature utilized the second most dominant feature utilized the third most dominant feature utilized the fourth most dominant feature utilized donald trump disclaim (240 items or 54%) entertain (111 items or 25%) proclaim (69 items or 15%) attribute (29 item or 6%) hillary clinton disclaim (113 items or 51%) entertain (74 items or 33%) proclaim (26 items or 12%) attribute (8 items or 4%) in the first campaign speech of donald trump and hillary clinton, they produce all features of engagement in the same configuration. disclaim dominates the utilization of engagement in the speeches; trump with 240 (54%) items while hillary with 113 (51%) items. following in the second place is entertain; trump with 111 (25%) items whereas hillary with 74 (33%) items. in the third place is proclaim; trump with 69 (15%) items and hillary with 26 (12%) items. the least frequent feature used by the speakers is attribute; trump with 29 (6%) items and hillary with 8 (4%) items. furthermore, the similarities of engagement found in the last speech, it could be shown in the following table; table 4. the similarities of engagement utilized in the last campaign speech engagement speaker the most dominant feature utilized the third most dominant feature utilized donald trump disclaim (129 items or 50%) proclaim (35 items or 14%) hillary clinton disclaim (32 items or 41%) proclaim (15 items or 19%) relating to the last speech, the similarities happens only on disclaim and proclaim. disclaim in this case is still dominantly utilized by both speakers; trump with 129 (50%) items whereas hillary with 32 (41%) items. further, aris novi, sri wuli fitriati, djoko sutopo/ eej 9 (1) (2019) 25 33 29 proclaim is also used in the same configuration in which it is used as the third place most frequent feature; trump with 35 (14%) items and hillary with 15 (19%) items. in the light above, it is identified that disclaim significantly utilized by the speakers in their speeches, this feature seems to play vital role as medium to create positive image in group and negative outgroup (van dijk, 2005). in this way, such intensions are natural phenomena for politicians to achieve their political interests. on the contrary, the differences of engagement found in the speeches could be displayed in the table as follows; table 5. the differences of engagement utilized in the last campaign speech engagement speaker the second most dominant feature utilized the fourth most dominant feature utilized donald trump entertain (81 items or 32%) attribute (10 items or 4%) hillary clinton entertain (16 items or 20%) & attribute (16 items or 20%) as stated earlier that in the last campaign speech of donald trump and hillary clinton, the similarities of engagement occur in disclaim and proclaim, meaning that the rest features used by the speakers are different, the above table shows that the differences feature used by the speakers are in terms of entertain and attribute. as the second most significantly used by the speakers, entertain with 81 (32%) items conveyed by trump whereas it is entertain and attribute with 16 (20%) items each of which are applied by hillary clinton. in this respect, such adoption could be construed that hillary tends to provide balance alternative viewpoints or propositions in both individual subjectivity and external voice. additionally, since entertain and attribute in campaign speech of hillary clinton are employed in the same number, it then implies that attribute with 10 (4%) items belongs to the least feature applied by trump. based on the above findings, it is recognized that the campaign speeches of donald trump and hillary clinton are replete with the expression of disclaim. in the first speech, such item is deployed by trump to manage various national and international issues, and highlights the government unpopular policy. even so, the interesting point in this speech is that there is no evaluative element explicitly addressed to his opponent, hillary clinton. this fact tends to be occurred since it is the first speech (presidential announcement speech) in which the political intrigue is at the lowest level. consider the following instance; the first speech no. 38 when mexico sends its people, they’re not sending their best. similarly, in the first campaign speech of hillary clinton, the finding reveals that there is a prevalent distribution the items of disclaim. interestingly, the social and economic phenomena have greater portion delivered by the speaker rather than focuses on the political agendas. it could be inferred that through her first speech, she wants to image herself as the candidate who concerns with the real societies‟ everyday problems. a significant instance is provided below; the first speech no. 157 business leaders who want higher pay for employees, equal pay for women and— and no discrimination against the lgbt community either. in the last speech, the speakers intentionally use their speech to persuade and convince the voters to vote for them. donald trump in this case, by deploying disclaim he presents crucial issues, attacking hillary with the rhetoric that tend to underestimate her capabilities to deal with the problems of the country. a suitable example is depicted below; the last speech no. 191 she’s not gonna be able to do the job— she’s not gonna be able to do the job. by contrast, the use of disclaim by hillary clinton is particularly significant in the topic of her last campaign, election day, economic, and national solidarity. meaning that such feature aris novi, sri wuli fitriati, djoko sutopo/ eej 9 (1) (2019) 25 33 30 takes least frequent when it is conveyed to evaluate her opponent, it is as shown in the example below; the last speech no. 7 and i cannot imagine a better way of ending this campaign than having the opportunity to see all2 of you and to watch and listen to lady gaga. the situated event of a presidential election requires the politicians or candidates to construct an identity of president-to-be and, therefore, to create a persuasive relationship with the public hoping to have the perlocutionary effect of voting, that is winning their support (johansson, 2008). in doing so, though proclaim is not the prominent feature involved in the campaign speeches, this feature has also significant function to persuade and influence the voters with providing the proposition that is highly warrantable. in the first campaign speech of donald trump, the exploitation of proclaim is to inform the audience various issues with providing the references or supporting data. a significant example is provided below; the last speech no. 219 delphi laid off 3,627 workers and moved their jobs to mexico and other countries. for hillary, the deployment of proclaim is used to describe his experience and contribution in public services, as well as remind the audience related to the importance of unity for the country. an appropriate example is presented below; the last speech no. 92 i do wanna be president for all americans, not just some, not just the people who support me and vote for me. further, based on the finding, it is apparent that the frequency of proclaim utilized by the speakers in the last speech is not greater than that in the first speech. this situation probably happens due to the fact that the speech duration is shorter than that in the first speech. in this phase, the use of proclaim by donald trump focuses on managing the issues about national security and economic drawback. in this case, a suitable example is displayed as follows; the last speech no. 196 michigan has lost more than 1 in 4 of its manufacturing jobs since nafta, a deal signed by bill clinton and supported by his lovely wife, hillary. in contrast, the distribution of proclaim by hillary clinton mainly tells the audience about the importance of national solidarity and unity to develop the country. besides, she also informs her plan on educational system. it is as indicated in the following example; the last speech no. 93 i wanna be president for everyone because we all have a role to play in building that better2 future for our country and for each of you. in the study conducted by ademilokum (2016), it reveals that entertain is technically used by defeated gubernatorial to elicit the sympathy of the public. in this sense, such finding is also relevant to the present study, though trump is not defeated presidential candidate, he produces such feature to promote his programs and highlight the economic issues. the appropriate instance is depicted as follows; the first speech no. 221 i’ll bring back our jobs from china, from mexico, from japan, from so many places. meanwhile, hillary utilizes the items of entertain to explore many issues by conveying alternative viewpoints. in this case, the economic and financial problems seem to be the main concern of her speech. the following text could be a suitable instance; the first speech no. 163 i will give new incentives to companies that give their employees a fair1 share2 of the profits their hard work3 earns. moreover, by using entertain in the last speech, trump generally still highlights the same topic as in his first speech, such as; providing jobs, eliminating islamic radical terrorisms, making america great again, planning to build walls on the border, and so on. the difference proposition in this speech is the topic about the speaker‟s expectation to win michigan, the city where he spent his last campaign rally. a suitable instance is presented below; aris novi, sri wuli fitriati, djoko sutopo/ eej 9 (1) (2019) 25 33 31 the last speech no. 87 if we win michigan, we will1 win this historic election, and then we truly will2 be able to do all of the things we wanna do. furthermore, the exploitation of entertain in the last campaign speech of hillary clinton is characterized by profound with promoting her proposals on education, investment, working families, equality before the law, etc. a significant example is shown as follows; the last speech no. 68 if you believe we should make the biggest1 investment in new jobs since world war ii in infrastructure, advanced manufacturing, clean energy, small business, then you have to vote. relating to the last feature of engagement, attribute becomes the least frequent utilized by the speakers. in this case, although such feature takes small portion in the speeches, attribute has also significant function in convincing the people to vote for certain candidates since this feature works on providing supporting information or proposition as a grounded in the subjectivity of external voice. in the first campaign speech of donald trump, attribute is deployed to manage his experience with his colleagues, inform his assets, and highlight the recent issues. a significant example is provided below; the first speech no. 326 now, ford announces a few weeks ago that ford is going to build a $2.5 billion car and truck and parts manufacturing plant in mexico. meanwhile, by using this feature, hillary tries to trigger the audience‟s motivation to realize the truly prosperity of america, it is as indicated in the following example; the first speech no. 15 he (president roosevelt) said there’s no mystery about what it takes to build a strong1 and prosperous2 america: “equality3 of opportunity.” referring to the attribute in the last speech, it is interesting to note that trump by deploying this feature explicitly attacks the government unpopular policy and his opponent‟s plans, it is as shown in the following example; the last speech no. 116 it’s just been announced that the residents of michigan are going to experience a massive doubledigit premium hike, like you wouldn’t believe. on the other hand, it is apparent that the exploitation of attribute in the campaign speech of hillary clinton is not addressed to her opponent. here, she focuses on promoting her plans in terms of affordable education, climate change, fairness on economy and law. consider the following instance; the last speech no. 70 if you believe we need to do more to support working families with affordable childcare, paid leave, and equal pay2 for women, then you have to vote. in short, due to the fact that the speakers tend to apply greater disclaim than other features, it then could be said that such finding reflects the study conducted by hidayati (2017) where the main figure in the movie emphasizes more on character‟s denial towards each other‟s opinion through realization of more disclaim in terms of heterogloss in the screenplay. besides, mei‟s (2007) study revealed that the high and low-rated script writers frequently applied disclaim; counter and proclaim; pronounce, such features were involved to develop the contradictory values into their utterances. by contrast, the result of the present study could also be counter claim the study conducted by pascual and unger (2010), their study informed that grant proposals written by argentinean researchers were characterized by profound expressions of entertain, relying on heteroglossic expansion that engages the alternative positions of other members of the community. furthermore, yuliana and gandana‟s (2018) study also reported that entertain and attribute were the significant features found in the students‟ analytical exposition. in this way, entertain was used to provide alternative voices on the issue at hand, while attribute (acknowledge) functioned as a source of external voices without overtly aligning or disaligning their stance. in connection to the present study, the utilization of frequent disclaim by donald trump is generally as a medium to make promise, pledges, affirmation and declaration aris novi, sri wuli fitriati, djoko sutopo/ eej 9 (1) (2019) 25 33 32 with the audience (bull, et. al., 2008). while the existence various items of rejecting or contrary position in the campaign speeches of hillary clinton is to mean her effort to clarify, even counter-strike all issues she deals with. conclusion based on the findings and discussions above, donald trump utilized 449 appraising items in the first speech and 255 appraising items in the last speech. meanwhile, hillary clinton deployed 221 appraising items in the first speech and 79 appraising items in the last speech. besides, it is also identified that their speeches were dominated by disclaim, such adoption by trump is to make promise, pledges, affirmation and declaration with the audience (bull, et. al., 2008). while the deployment of various items of rejecting or contrary position in the campaign speeches of hillary is to mean her effort to clarify, even counter-strike all issues she deals with. in dealing with the similarities of engagement used by the speakers, they are identified in all features in the first speech, while in the last speech it is found in disclaim and proclaim. this fact implies that the difference of engagement adopted by the speakers was relied on entertain and attribute in the last speech. in addition, the present study also suggests that the english teaching and learning that adopts appraisal resource contextualized in hortatory text is an appropriate technique, the students are engaged to experience the relevant english language skills effectively and be able to produce text properly. references ademilokun, m. 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(2018). writers‟ voice and engagement strategies in students‟ analytical exposition texts. indonesians journal of applied linguistics, 7(3), 613-620. doi: 10.17509/ijal.v7i3.9812 http://dx.doi.org/10.4067/s0718-09342010000200004 http://dx.doi.org/10.1007/978-1-137-07299-3_8 http://dx.doi.org/10.1007/978-1-137-07299-3_8 85 eej 3 (2) (2013) english education journal http://journal.unnes.ac.id/sju/index.php/eej the language functions used by teachers of content subjects using english as the medium of instruction (the case of mathematics and science teachers in semesta bilingual senior high school) elysa hartati prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia info artikel ________________ sejarah artikel: diterima oktober 2013 disetujui oktober 2013 dipublikasikan november 2013 ________________ keywords: social language functions, academic language functions, content subjects ____________________ abstract ___________________________________________________________________ this study aimed to describe the social and academic language functions of english employed in teaching content subjects and to explain the problems faced by the teachers when they taught content subjects using english. the data were obtained through classroom observation by recording the teaching and learning process with four different content teachers. the descriptive qualitative approach was usedto analyze the results of the study. the findings showed that 3 out of 4 content teachers had employed all kinds of social language functions. it indicated that they had a good ability to manage the classroom. in dealing with the academic language functions, it was found that all of the teachers had not used all kinds of academic language functions yet. it indicated that the teachers gave input more to the students by informing as mostly used. the result of this study revealed that the problems faced by teachers in using english were related to grammar,vocabulary, and pronunciation. employing social and academic language functions are crucial for teachers. social language functions maintain the social relationship among the teacher students especially in managing the classroom. meanwhile, the acad emic language functions give deeper knowledge and skills related to the content material. © 2013 universitas negeri semarang  alamat korespondensi: kampus unnes bendan ngisor, semarang, 50233 e-mail: pps@unnes.ac.id issn 2087-0108 elysa hartati / english education journal 3 (2) (2013) 86 introduction education is the most important one to be drawn attention to. it is because the goal of the education itself which creates the new generations to be ready born to compete with others in global competition. to support this sector, cummins (2005) thinks that government policies should attempt to influence the processes of education by supporting the teaching of certain languages in schools and, in some cases, by actively discouraging the maintenance of other languages, usually the languages of subordinated groups within the society. the other language which is meant here is a language that can be used to communicate to the others around the world. english is considered to be one of the languages which is used as a lingua franca, for bridging people communication, and the most suitable language to use in education area as a medium of instruction in teaching and learning process. in indonesia, english has been taught as a foreign language subject in all educational level. it starts from preschool, primary, secondary till the tertiary one. it is so important to learn english actually from very early year for the sake of preparing the generations who have intelligible knowledge in order to be able to compete in this globalization era in which the development of the technology and science has ascended. in line with this then, the indonesian government develops a policy which is stated in the law of national education system no. 20 year 2003 article 33 verse 3 about the use of foreign language in teaching and learning process. it is said that a foreign language can be used as the medium instruction in a certain education unit to support the students’ language competence (national education system, 2003). the foreign language in this case is english. since english still becomes foreign for indonesian learners, most of them have got problems when learning on it. sundusiyah (2010) indicates that the problems appear because of the low exposure of english in society. suharyadi (2010) supports that some students are successful in learning and mastering english when they are still going to school and when they are in english class. then, when they have graduated, it vanished slowly since they hardly get exposures to english. from those phenomena, some educational stakeholders create a positive stigma by creating english class atmosphere in which english is taken and needed on every occasion, not only in english subject classes. afterwards, the concept of bilingual system begins to be implemented. cummins (2005) argues that by using two languages in teaching and learning process, it can sharpen and enrich the students’ knowledge and also the exposure of those two languages. in doing so, however, the concept of bilingualeducation which uses two languages those are indonesia and english in one occasion should be understood well. some content subjects, such as mathematics and science, are taught bilingually. it is a challenge indeed, not only for the students but also the teachers themselves. that is because the exposure of english as foreign language in indonesia is very broad particularly on the use of language functions themselves. it is also probably hard to implement this concept of bilingual education, especially in the rural area where the technology support should exist. there are two kinds of language functions which are important in dealing with teaching content subjects. they are social and academic language functions. social language deals with the language which is used for the purpose of interaction in social settings, in the classroom context, it is the language use on how to interact with students, for example greeting, asking for clarification, addressing one student to another, etc. meanwhile, academic language deals with the language which is used for the purpose of acquiring new knowledge and skills. it is more complex indeed because some special words or terminologies in certain area or subjects are needed especially for explaining, identifying, analyzing, etc. both language functions are important. they are supporting each other particularly to make the communicative events in teaching content subjects. therefore, the teachers should know about the importance of the use of language functions in teaching content subjects. indonesian teachers themselves are now still facing criticism as having less than adequate english performance. the most important thing elysa hartati / english education journal 3 (2) (2013) 87 that should be known by the teachers is their professionalism. the correlation between teachings as a construct is not able to provide a strong impact on the performance of the student (mansor et.al, 2011). the performance of students is also affected by the attitude of teachers and vice versa. not only teachers are to be in charge of this phenomenon but the curriculum developers do. there is an even emerging need to counterbalance the power of policymakers in ensuring that up-to-date, balanced, pedagogically sound education policies and efl curriculum are produced, carried out, and monitored (lie, 2007). education is too important to be left to the policymakers in determining its success and failure. from those above elaboration, this study is finally conducted to investigate the use of english as a medium of instruction in content subject (mathematics and science) in semesta bilingual senior high school. more specifically, the language functions of english which are assumed to be effective to conduct application of instruction (directing students' physical behaviors, giving orders or tasks), the math and science instruction (imparting theories, the concepts, facts and information) and vocabulary instruction (helping the students understand vocabulary). social language is the language used in everyday communication to takes part in society. chamot and o’malley (1994: 40) describes social language is the language that is used for the purpose of instruction in social settings. it deals with uncomplicated topics that simple and familiar to speakers. for example, greeting, checking student’s understanding, addressing students, etc. the basic purpose is to make an interaction between students and teachers. the social language also can be called as basic interpersonal communicative skills (bics) that describe everyday language that is helped by contextual support such as body language, facial expression, straight forward communication skills (baker, 2001:169). most interpersonal communication provides a great deal of contextual support. it is fairly easy for a second language learner to pick up the language and skills necessary for such communication. some conversational situations provide less contextual support, however, such as conversing on the phone. in this case, all aids to comprehension must be provided solely through the medium of oral language. the main purpose of this kind of communication is how to maintain the relationship between the interlocutors. social language is much closed with the use of the common language. the language used for daily interaction. coanca (2011) defines the common language is unmarked and it is based on the daily non-specialized exchange. in simple words, it can be said that the common language is a language which uses common words to convey it. the common words are the words used in daily life to communicate. it does not need a specialized skill of a particular area. in the context of classroom, social language is important to be implemented not only for language subject but also in content subjects. it is very useful to make the teaching communicatively; which then has relation to the classroom management. in line with this, hughes (1990: 9-11) proposes the various language functions that deal with classroom english management which aims to make interaction socially between teacher and students. they are giving instructions, sequencing, supervising, asking questions, replying to questions, expressing affective attitudes, and using social ritual. academic language is more complicated one to learn than social language. it needs special exposure since the use of it is depending on the context. academic language is the language that is used by teachers and students for the purpose of acquiring new knowledge and skills (chamot and o’malley, 1994: 40). it has very specific purposes and the users must be able the functions of that language in the different content areas. it involves some functions, such as identifying and describing content information, explaining a process, analyzing and synthesizing concepts, justifying opinions, or evaluating knowledge. in addition baker (2001:169) states that academic language is the level of language required to understand academically demanding subject matter in a classroom. such language is often abstract, without contextual supports such as gestures and the viewing of the subject. this academic language also can not be separated with the use of terminologies related to the content area. the specialized language is a elysa hartati / english education journal 3 (2) (2013) 88 vector of specialized knowledge, but sometimes it contains units from the common language (coanca, 2011). the specialized languages are different from the common languages, regarding their usage and the information they convey. the communication of specialized information can take place within a small circle of specialists, or it can be addressed to the nonspecialists (popularization). it can be said that the specialized languages are different from the common languages regarding the usage and the information they convey. cabre in coanca (2011) finds a combination of different definitions of the specialized languages according to three stages: 1) “the specialized languages” are linguistic codes, which are different from the common language, consisting of rules and specific units. according to this aspect, a specialized language would, therefore, be an independent language; in this case, how can we perceive a clear barrier between the specialized language and the common language? we take into account that “linguistic phenomena” that differentiate the specialized language from the common one are very important to settle a barrier between them. 2) if a specialized language was a genuine specific code, it would be difficult for it to be understood by a non-specialist, because he does not know this code. but this aspect is not always valid. 3) furthermore, the popularization of the scientific discourse, to a smaller degree of specialization, which is understood by many speakers, is very useful nowadays. simply it can be said that specialized language is a language which uses specialized words of a particular area to convey it. it is usually used by the people, who are specialist in that particular area, for example some terminologies in doctor, engineer, tourism, etc. teaching content means teaching particular subject such as mathematics, science, social studies, and language arts. when teaching content has to use english which is not the country’s native language as a medium of instruction, there are some elements to be paid attention. there are at least four reasons for incorporating content into the esl class (chamot and o’malley, 1994: 26). first, content provides students with an opportunity to develop important knowledge in different subject areas. this knowledge provides the foundation for learning grade-level information and processes in science, mathematics, social studies, and other academic areas of the curriculum. second, students are able to practice the language functions ad skills needed to understand, discuss, read about and write about the concepts developed. the third reason is that many students exhibit greater motivation when they are learning content than when they are learning language only. finally, content provides a context for teaching students learning strategies that can be applied in the grade-level classroom. research methods the descriptive qualitative approach is used in this study. the data are taken from four different content teachers; mathematics teacher, physic teacher, biology teacher, and chemistry teacher. during the teaching and learning process, all of the teachers’ talks are recorded then transcribed. the data are taken from the classroom setting. they are taken in the form of classroom recording. to manage the data, some techniques are involved to obtain the data. they are observation, recording, interview, and questionnaire. interview and questionnaire are used as supporting data. the interview aims to conform to the accuracy of the impressions of what has been gained through observation and analysis of the recording. therefore, it can be used to enrich the results of the study.while questionnaire is used to see the students’ perception about the use of english employed by the content teachers in teaching content subject in bilingual classroom. it also aims as well as to conform to the accuracy of the data from the students’ point of view. here are the steps of analyzing the data which start from recording, transcribing, identifying data, classifying data, quantifying, concluding and giving suggestions. elysa hartati / english education journal 3 (2) (2013) 89 findings and discussions social language functions used by content teachers as its purpose to maintain social relationships between teachers and students which arerelated to the classroom management, here it is shown in the table below the distribution of social language function employed by four different content teachers. table 1. the summary of social language functions subject social language function giving instruction seque ncing supervi sing asking question replying to question affective attitude social ritual total mathematics 23 18 9 78 8 8 3 147 16% 12% 6% 53% 5% 5% 2% 100% physics 18 7 8 78 24 1 3 139 13% 5% 6% 56% 17% 1% 2% 100% chemistry 24 13 3 19 18 1 6 83 29% 16% 4% 23% 22% 1% 7% 100% biology 6 0 3 5 6 0 2 22 27% 0% 14% 23% 27% 0% 9% 100% total 72 38 23 178 56 10 14 391 18% 10% 6% 46% 14% 3% 4% 100% from the above table, it can be seen that 3 out of 4 content teachers have employed all kinds of social language function. it can be said that they have a good ability to manage the classroom. the three social language functions mostly employed by mathematics teacher are 78 asking questions (53%), 23 giving instruction (16%), and 18 sequencing (12%). it means that the teacher in managing the classroom he more asks some questions to the students to check the students’ comprehension related to the materials being taught. he also gives instruction to the students for the purpose of controlling students’ behavior. besides, he is also good in sequencing the lesson effectively and communicates this sequencing to the students. the three social language functions mostly employed by physics teacher are 78 asking questions (56%), 24 replying to questions (17%), and 18 giving instruction (13%). asking questions aims to check the students’ comprehension of the lesson and stimulate the class conversation. the teacher also can give verbal confirmation to the students’ replies and guide them to the correct reply. in addition, she also gives instruction to the students to control their behavior. the three social language functions mostly employed by chemistry teacher are 24 giving instruction (29%), 19 asking question (23%), and 18 replying to question (22%). to manage the classroom, mostly the teacher gives instruction to control the students’ behavior. then, it is followed by asking and replying to questions which are done continuously. the three social language functions mostly employed by biology teacher are 6 giving instruction (27%), 6 replying to question (27%), and 5 asking question (23%). it means that the teacher in the classroom more controls the students’ behavior and replying to the students’ questions or confirming to the students’ replies. then, it is followed with asking questions to check the students’ comprehension towards the lesson. academic language functions used by content teachers the purpose of academic language function is to give and acquire new knowledge and skills to elysa hartati / english education journal 3 (2) (2013) 90 the students which contains seeking information, informing, comparing, ordering, classifying, analyzing, inferring, justifying and persuading, solving problems, synthesizing, and evaluating. in teaching content subjects, a teacher should consider all of those functions because it can deepen the students’ comprehension about the material. the table 2 shows the summary of the academic language function distribution by mathematics and science teachers. from the table, it can be seen that all of the teachers have not used all academic language functions yet in their teaching and learning process. the mathematics teacher has used 10 out of 11 kinds of academic language (91%) by leaving classifying. the physics has made use 10 out of 11kinds of academic language (91%) by leaving comparing. the chemistry teacher has used 10 out of 11 kinds of academic language (91%) by leaving analyzing. the last, biology teacher has employed 6 out of 11 kinds of academic language function (55%) by leaving comparing, inferring, justifying and persuading, and synthesizing. elysa hartati / english education journal 3 (2) (2013) 91 table 2. the summary of academic language functions subject academic language function seeking information informing comparing ordering classifying analyzing inferring justifying and persuading solving problem synthesizing evaluating total mathematics 47 64 2 10 0 2 18 18 23 28 12 224 21% 29% 1% 4% 0% 1% 8% 8% 10% 13% 5% 100% physics 27 60 0 9 1 16 9 13 12 7 20 174 16% 34% 0% 5% 1% 9% 5% 7% 7% 4% 11% 100% chemistry 13 31 1 3 4 0 3 4 1 3 9 72 18% 43% 1% 4% 6% 0% 4% 6% 1% 4% 13% 100% biology 6 22 0 2 6 1 0 0 0 0 3 40 15% 55% 0% 5% 15% 3% 0% 0% 0% 0% 8% 100% subtotal 93 177 3 24 11 19 30 35 36 38 44 510 18% 35% 1% 5% 2% 4% 6% 7% 7% 7% 9% 100% all of the teachers employed informing as the academic language function which is mostly used among the other functions. it indicates that the teachers give input to the students done through reporting, lecturing, or describing materials to the students. elysa hartati / english education journal 3 (2) (2013) 92 the problems faced by the content teachers in teaching content subjects content teachers are important resources for modeling in the classroom. content specialist teachers have extensive knowledge about their subject areas and are also experienced in effective way of presenting content-specific material. in addition, the content teacher knows what prior language and skills are needed before introducing particular topics. when presenting and explaining new information, teachers should use appropriate technical words and grammatical structures, if necessary providing paraphrases, definitions, and examples to clarify meanings. besides, the collaboration with the same grade-level teachers is also important to gain some advices or another suggestion that can improve the quality of teaching. from the interview and transcript analysis result, it was shown the problem that the content teachers face when using english as a medium of instruction in content subjects. the content teachers consider that teaching content subjects in english as its medium of instruction is not a simple case. english as a medium of instruction which is conveyed more than 75% of the whole time in the classroom sometimes makes problem to the teachers. though the teachers have very good competence in mastering the content material, but when they have to deliver it in english, it may become a problem. this problem may appear because of the teacher background itself in which the teachers do not come from english language even though some of them have taken some english short courses. it influences their performance. some of teachers are not confident in using english as the medium of instruction because of the lack ability on it. from the interview, vocabulary mastery is the first reason that challenges the teachers in teaching content subjects in english. it is because the technical vocabularies are different with daily vocabulary which only can be found in content subject dictionaries. therefore, translation is the best way to cope with this reason for some teachers particularly when the students do not understand what is being taught. besides, codeswitching also becomes a good alternative. the teacher switches the codes to indonesian or vice versa when they do not know what they want to convey in english and absolutely for the main reason to make students easier to understand. the lack of vocabulary also makes the teacher goes around the bush only to convey what he means. by giving simple vocabularies or changing the words in english, it can be a strategy to cope with the problem. even, the use of visual aids also can help it. the other problem faced by the content teacher in using english is grammar. it is problematic also to most of the teacher. some of them consider that grammar can be inhibiting factor to speak in english. that is why they ignore them some times because they consider if they focus only on grammar, they will not speak in english. the most important thing is that the students understand what they are saying. but actually the case is that it can make the students’ confused sometimes. the last problem faced by the content teacher in using english is pronunciation. there are so many mistakes done by the teachers in pronouncing the words. it gets back to the reason that they do not take english language study before. no wonder if they often mispronounce some words. to see the details of the problems faced by the teachers when they teach content subjects using english, the following subchapters describe briefly about it. conclusion the content teachers’ way of using social and academic language function is different among others. the use of social and academic language function supports each other. the social language function supports in maintaining the social relationship among the students and the teacher as well as the plot of the teacher and learning process. meanwhile, the academic language function supports in giving the materials to the students including how to solve it, how to evaluate it, how to justify it and so on in which the main purpose is to give new knowledge and skill related to the content elysa hartati / english education journal 3 (2) (2013) 93 material.the result of this study reveals that the problems faced by the teacher in using english to teach content subjects are related to the grammar,vocabulary mastery, and pronunciation which are overcome by using paraphrasing, visual aid, or switching codes even translating into indonesian.by seeing a great motivation and positive responses from the students towards the use of english as a medium of instruction in content subjects, it can be a great motivation also for the content teachers to improve their english ability. in doing so, practice of using social and academic language functions should be explored more in the bilingual even full-english content classroom. references baker, colin. 2001. foundation of bilingual education and bilingualism. 3rd ed. clevedon: multilingual matters. chamot and o’malley. 1994. the calla handbook: implementing thecognitive academic language learning approach. ny: adison wesley longman, inc. coanca, mariana. 2011. common language versus specialized language. available online at www.rebe.rau.ro/repec/rau/jisomg/sp11/jiso m-sp11-a22.pdf‎. accessed on 18 may 2013. cummins, j. 2005. bilingual and immersion programs. available online at www.gaelscoileanna.ie/assets/bilingual-andimmersion-programs.pdf‎ .cccessed on 13 may 2013. hughes, g.s. 1990. classroom english. oxford: oxford university press. lie, anita. 2007. education policy and efl curriculum in indonesia: between the commitment to competence and the quest for higher test scores. teflin journal, volume 18, number 1. mansor, norudin, et al. 2011. teachers perspective of using english as a medium of instruction in mathematics and science subjects. international journal of instruction. volume 4 no.2. available online at www.e-iji.net. national education system, the law no. 20 year 2003. suharyadi. 2010. classroom interaction in english in mathematics and science classes (a case study at rintisan sekolah bertaraf international (rsbi), rsma-bi 3 malang). unpublished thesis. malang: english department, facultyof letters, state university of malang. sundusiyah, anis. 2010. teachers in international standard schools: what is missing? what can be improved? what does it take? . a paper presented the indonesian student international conference. 126 eej 3 (2) (2013) english education journal http://journal.unnes.ac.id/sju/index.php/eej the use of picture games to improve students’ motivation in learning vocabulary m. syaeful rizki u  dwi rukmini, djoko sutopo prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia info artikel ________________ sejarah artikel: diterima oktober 2013 disetujui oktober 2013 dipublikasikan november 2013 ________________ keywords: use, picture games, motivation, vocabulary ____________________ abstract ___________________________________________________________________ this research aims at investigating the use of picture games which used by english teacher in learning vocabulary in the classroom of state elementary school 01 rancawuluh. this research focused on the problems faced by students in learning vocabulary, picture games applied, students‟ motivation, students‟ achievement in learning vocabulary. the results show that the students felt difficulty in receiving lesson material which taught by teacher because lack of vocabulary mastery, and students‟ motivation were still low. in applying picture games, the researcher did three cycles aims to reduce the problems faced by students in learning vocabulary, to improve motivation, and to improve students‟ achievement in vocabulary mastery. in the first cycle students‟ motivation were still low those were 54%, second cycle 68.3%, and the third cycle 93% it means that every cycle increase significantly. this research also show that students‟ achievement in learning vocabulary through picture games in the first cycle the average was 54.2, second cycle 60 and the third cycle 77.3. the result of the study indicates that the use of picture games, the students felt happy so that the motivation and students‟ achievement were improved. © 2013 universitas negeri semarang  alamat korespondensi: kampus unnes bendan ngisor, semarang, 50233 e-mail: pps@unnes.ac.id issn 2087-0108 m. syaeful rizki u et al / english education journal 3 (2) (2013) 127 introduction this part is introduction which highlight eight sub-parts covers bckground of the study, reason for choosing the title, statements of the problems, objective of the study, reason for choosing the topic, statements of te problems, objective of the study, scope of the research, outline of the thesis. background of the study language as a means of communication has an important role in education and culture. according to 2006 curriculum language used to express their information, ideas, thoughts, feeling mind, and to develop science technology and culture. it is no matter to communicate in a group of people which use the same language as they understand the language. the problem comes up when some different groups of people are speaking different language. considering the importance of understanding the others, people try to learn it. learning a second language is important in today‟s world. it is not unusual because the main function of language is for communication. discussing the importance of learning a second language, finocchiaro (1964: 19) argued that today‟s national and international commitments, as well as scientific advances of this century, make knowledge of a second language important to all individuals. realizing the importance of mastering a second language, our government chooses english to be introduced as a foreign language in our country, especially in schools. so, it is taught as a compulsory subject in junior high schools and senior high school. it is one of the subjects tested at the end of both junior and senior high school programs. the government also applied english in the elementary school. it is a good beginning to continue learning english in further education, because students in elementary school will have had the knowledge about english in other to enter junior high school. teaching english to young learners is not new issue any more in indonesia. so the teacher should be creative to do learning process in education. learning english in schools aren‟t emphasize on the communicate applications. whereas the english must be include all of lesson such as pronunciation, reading, writing, listening, speaking, included too structure and vocabulary. learning english which monotonous and less interactive make students feel unable to master the english for the daily activity. the language form the one of communication which important to our life. abilities in vocabulary mastery of english are requirements that should not be abandoned, therefore with understandable the vocabulary so that someone will be able to convey ideas in a conversation, convey ideas through writing or oral. in learning teacher is expected to give as much vocabulary through methods which can enhance student retention through training, habituation, pronunciation and listening. basic of vocabulary mastery can be pushed towards the overall english proficiency. it should be support with the media to make the students easy to learn vocabulary. the media which used by the writer are picture games. beside that the researcher need learning strategies approach and the method to help the students in learning vocabulary mastery. kreidler (1965:1) states that visual aid can be useful to the language teacher by helping him/her. 1. create situation which are outside the classroom walls 2. introduce the students to unfamiliar cultural aspects 3. give reality to what might be misunderstood verbally by students 4. change situation quickly and easily in a drill, provide decoration for the classroom. there are visual aids that can be used in teaching learning vocabulary are picture games. kreidler (1965:1) states that “because pictures are recognized way of representing a real situation, they can help the students what they hear with the real life experience. game will support the media of picture to make the m. syaeful rizki u et al / english education journal 3 (2) (2013) 128 students happy and more enjoy in teaching and learning. based on the statement of kreidler the writer know that picture can improve vocabulary mastery more significant than another media. so the writer uses the picture games to make students feel happy and also the students‟ vocabulary mastery can improve by using that media because the students‟ vocabulary is still low. it proved by the score when the students gave and exercise by the teacher. the previous studies done by some teacher shows that pictures and game give much contribution to the teaching vocabulary. harini (2000) in her thesis entitle some advantages of using flash cards in teaching vocabulary for elementary school students stated that flash cards as one of the alternative visual aids to improve vocabulary mastery. sintayani (2000) in her thesis entitle the purposed technique in teaching vocabulary to young learners through games stated that game give some contribution to the teaching learning process of vocabulary. saeed in her article entitled the effects of using games to reinforce vocabulary learning states that using games to practice vocabulary improves learners‟ ability to memorize the words effectively. based on the statements above, it can be concluded that both of picture games give some contribution in the teaching vocabulary. so the researcher will combine both of them when the researcher does the learning process in the classroom. reason for choosing the topic the writer found the difficulties of the students to master vocabulary. so the writer tries to solve it through picture games. the writer believes that the provision of picture games as a medium of education can affect the control word for word the english language for students who learn it. moreover picture games gives english words so it will be easier to memorize vocabulary and controlled by students. the writer intends to do the research on the use of picture games as one of the media in teaching vocabulary. through such a media, students are able to learn vocabulary better. the english teacher of sdn rancawuluh 01 bulakamba uses no media in teaching vocabulary to the students in memorize vocabulary that has been taught. that makes the students be bore and the learning process isn‟t effective, it can be seen from the number of the students who can‟t memorize vocabulary which has been taught. in the other hand, the result is unexpected. it is a big problem in teachinglearning process that must be over come in order to make learning process be effective and to get satisfying result in teaching and learning process especially in teaching vocabulary. statements of the problems vocabulary ability plays an important role for improving students' english language learning achievement, because it is expected to be able to do speak direct, write and speak correctly. identify problems that may be mentioned in this thesis proposal, relating to the theme of this research are as follow: a. what are the problems faced by students in the classroom? b. how are picture games implemented in teaching vocabulary trough picture games to the students in the classroom? c. how do picture games enhance motivation of students in learning vocabulary? d. how do picture games improve students‟ achievement in learning vocabulary? objective of the study the objectives of the research are studied as follows: a. to describe the problems faced by students in the classroom. b. to describe the implementation of picture games in teaching vocabulary to the students in the classroom. c. to show the use of picture games to enhance student‟s motivation in learning vocabulary through media picture games for the students in the classroom. d. to show how picture games can improve students‟ ability in vocabulary mastery m. syaeful rizki u et al / english education journal 3 (2) (2013) 129 through media picture games in the classroom. significance of the study this research is expected to provide benefits for writer, reader students, teacher and school. theoretical benefits for writer that is the research result can add knowledge and experience to do research in theoretical and practical manner. for reader, it can improve their knowledge to get information or reference especially vocabulary mastery by using picture games. the practical benefit of this research for the teachers that it can use as inputs in applied for english teacher in teaching and learning to improve vocabulary mastery through picture games. for the students, it can help them in improving their knowledge about vocabulary mastery through picture games. for the schools it can give useful information to improve the quality of teaching and learning english in school and the pedagogical benefit to improve vocabulary mastery and english language learning will achieve. review of related literature vocabulary is one of four skills in language besides listening, speaking, reading and writing. it also makes up one of the component of a language besides sound system, grammar and culture. students who want to learn a target language, in this case english, of course, have to learn those elements. according to setiyaningsih in her journal vol.iii (2009) vocabulary is all the words that received by persons incidentally or intentionally through indirect exposure to words explicitly instruction to specific word and wordlearning strategy. vocabulary can be defined, roughly as the words we teach in the foreign language. finocchiaro (1964:46) explains that vocabulary can be divided into two major categories: function words and content words. function words include prepositions (to, for, by), demonstrative words (this, that), question words (who, how), auxiliary verbs (be, have to, should, must). she further states that function words have no meaning by themselves, nut they are of primary importance. according to her, there are very few function words in a language, whereas the number of content words – words for things, actions, and qualities is virtually limitless. vocabulary functions as a cornerstone without which any language could not exist. speaking would be meaningless and perhaps impossible to have only structure without vocabulary. the word “vocabulary” generally represents a summary of words or their combinations in a particular language. however, we should bear in mind, as ur (2000: 60) remarked, that one item of vocabulary can consist of more than one word. e.g. „post-office‟ consists of two words and still expresses one idea. the main criticism of this is that vocabulary can't be learnt in isolation; that vocabulary items don‟t have one fixed meaning; and that each word holds from fifteen to twenty meanings (fries, 1945, cited in richards & renandya, 2002). thus, vocabulary items from different contexts are harder to learn, because they cannot be easily taught together. nunan (1991:122) suggests that “when teaching new vocabulary, we should begin by teaching the new item in context, but at a later stage learners should be given the opportunity of dealing with the words out of context”. from the explanation above the writer conclude that vocabulary has so many words it will difficult to understand if the people didn‟t know about the function of it. it realized that to express something we need more than one word to make people understand and to make the sentences clear in the language learning of vocabulary. studying a language cannot be separated from studying vocabulary because when we are learning speaking, reading listening and writing we all need vocabulary which constitutes the knowledge of meaning is one of the components of a language. furthermore, the writer intends to make the teaching and learning easier by using the picture games in order the students easy to memorize the words or to learn something new. word memorization is important in language m. syaeful rizki u et al / english education journal 3 (2) (2013) 130 learning, and memorization is helped when words are recycled regularly. learning vocabulary is an important and inspirable part of learning a language. whenever we want to communicate with other people using a language, we should have mastered a stock of words (vocabulary) related to the topic spoken. so, vocabulary is one of the components which support the speaker in communication. in other words, vocabulary plays a very important role in developing the four language skill. the importance of vocabulary is stated by petty and jensen (1980 : 285). they stated that: at all times, the school must emphasize understanding by teaching the proper use of words. promoting the growth of writing, speaking, reading, and listening vocabularies is a most important function of the language program in every classroom. from the statements above, the writer comes to an assumption that the vocabulary has an important role in the developing of teaching and learning, so the teacher should be taught vocabulary to the student since the students young so that the learner will easy to master vocabulary and they can reach the goals of teaching and learning a foreign language, that is produce a language in speaking, reading, and writing. today, therefore, proffesional journals and teachers‟ meeting often reflect the current concern for more effective vocabulary teaching. sen and benda in forum volume xxi number 2 april 1983 concern to the students‟ mastery of vocabulary. in their study, they purpose some techniques to increase their vocabulary mastery. they come to the assumption that in studying other languages, they have to know much about the learning words first. teaching of vocabulary vocabulary teaching is one of the most important components of any language class. the main reason is the fact that it is a medium, which carries meaning; learning to understand and express the meaning is what counts in learning languages. there has been increased focus on teaching vocabulary recently, partly as a result of “the development of new approaches to language teaching, which are much more „word-centred‟.” (thornbury 2004: vi). according to him vocabulary teaching can increase the development of the students by using approach. in my opinion that is not only approaches which can be develop vocabulary teaching but also another method or technique. the developent of vocabulary teaching depend on how the teacher present of new word in vocabulary learning.so the teaching and learning vocabulary can improve students‟ knowledge but it should be assisted through media to make student more understand. vocabulary teaching is a continuous process, where learners meet the words many times in their learning to increase and deepen their knowledge and their use of words in the foreign language (cameron, 2001). it is also facilitated through using meaningful activities to practice vocabulary, as it provides the learners with opportunities to memorize the words effectively, more than if they just practice them orally by drilling or by using flashcards. activities which involve learners in thinking about the words and making decisions about them allow learners to remember the words effectively. as thornbury (2002) states, "to ensure long term recall and retention, new knowledge should be integrated to old/existing knowledge, i.e. they need to be placed into working memory e.g. being compared, combined, matched, sorted, visualized and reshuffled, as well as being repeatedly filed away and recalled". therefore, students need exposure to a variety of activities that challenge their thinking and promote their decision making. activity in teaching this is collaborative activity that is able to be applied in teaching concepts, categorizing characteristic, fact of the object, or recalling information. the physical movement can help the students to give energy to the tired students in the class (silberman, 2007:157). in my opinion that is true if the students give phsycal movement because sometime they are feel bored about the lesson and it will be effective if the m. syaeful rizki u et al / english education journal 3 (2) (2013) 131 students gave a play for example guessing the pictures. staines (1990: 7) suggests that “there is no mystery to learning through play. when children play, they cannot help but learn and develop”. i believe that the play we provide for children through games will help learning to be successful. similarly, moon (2000: 12) argues that when we use games with young learners, we "appeal to their sense of fun and arouse their interest. play games give them a real purpose for using language and provide opportunities for them to use language more freely". although this seems to be good, i think that many teachers would argue that students will not benefit from playing games, and it a waste of time. moreover, according to rixon, “games help students revise vocabulary and recalling something that happened in a game may help a student remember the language connected with it” (1992, p. 82). moreover, the author continues, “vocabulary games provide a good chance for students to learn something from one another”. research reveals that games seem to provide young learners with the element of fun and enjoyment which is important for learning. however, not a lot of teachers consider games worthwhile, and only worry about finishing the curriculum. games many researchers support the use of language games in the classroom. games are not widely used in english classrooms in state schools in the elementary at the moment, so applying them may make learning more enjoyable and may develop different abilities in students. according to nowak (1994) in his journal vol.4 no.1 stated that “games is played among students in the classroom to get better result in teaching and learning process”. from the statement of nowak the writer believe that the picture games can improve students‟ ability in vocabulary mastery by motivate students in teaching and learning process. while according to thi (2000) in her journal stated that “games are useful and effective tools that should be applied in vocabulary classes”. the use of vocabulary is a way to make the lessons more interesting, enjoyable and effective. phillips (1997) states that “games in the language classroom help children to learning english more enjoy and rewarding. playing games in the classroom develops the ability to cooperate, to compete without being aggressive, and to be a good loser. moreover, grabowski and fengfeng (2007) state that “games in the foreign language classroom to encourage and develop socialization, cooperating with others, learning self-discipline, respecting rules, peer teaching and cooperative learning. although researchers believe that games are useful, harmer (2001) comments that “not all games are helpful for language learning, of course when we are considering possible games for use, we should ask, “will this game help to make several english words seem interesting and important to my students. according to harmer, “games are helpful because they can make students feel that certain words are important and necessary, because without those words, the object of the game cannot be achieved”. therefore, when playing a game they will concentrate and will try to recall words learnt in order to play the game. motivation motivation is a psychological term which usually refers to a feeling of enthusiasm, interest, or commitment that makes somebody wants to do something. it can also mean the things that cause such feelings. mubarok (2012) in his journal stated that motivation is responsible a people in decide or to do something, how long they are willing to sustain the activity, and how hard they are going to get it. based on the statement above the writer concludes that the motivation will influence to the students achievement in learning material. so the teacher should decide how to motivate student and how to make students‟ interest in teaching and learning process. according to nunan and lamb (1996: 209), motives are inner psychological drives that impel people to action. or, to put it in another way, psychologist has invented the concept of motivation to account for certain observable behaviours. these m. syaeful rizki u et al / english education journal 3 (2) (2013) 132 behaviours are more readily observed and therefore more easily atoned for when they relate to physical needs such as hunger and shelter than when they relate to abstract concept such as motivation to learn. research method the research design of the study was action research. this research was qualitative since all the data collection was in the form of word. according to mc. taggart (1990: 11-13) state that the implementations of action research consist of general circle, for instance the procedure starting from planning, action observation, and reflection for each circle. source of data the data are taken from: syllabus, lesson plan, media, material, teaching learning-learning process in the fifth year of sd n rancawuluh 01 bulakamba, brebes and informants of respondents (the english teacher and the students of fifth year of sd n rancawuluh 01, bulakamba, brebes), and also document. data collection since this was descriptive qualitative research, the main instrument of this research was the researcher himself as a teacher in the classroom. the data was held within march 25 to may 20 2013. picture games were implemented in the classroom by aplying cycles such as, planning, acting, observing, and reflecting. data analysis after all the data was collected, the next step was data analysis, where the collected data were analyzed to derive a reliable conclusion. the analysis was using the following steps. a. describing plan in conducting picture games to increase the students‟ vocabulary. b. describing the action of vocabulary by using picture games. c. describing the observation that is done by the teacher and reflect the action. d. describing the result of teaching vocabulary based on pre-test and post test, and e. drawing conclusion and proposing suggestion based on the data analysis. finding and interpretations this research the writer found the difficulty in receiving lesson material which taught by teacher because lack of vocabulary mastery, and students‟ motivation were still low. it could be seen from the pre test, the students were still confuse in answer the question. in applying picture games, the researcher did three cycles aims to reduce the problems faced by students in learning vocabulary, to improve motivation, and to improve students‟ achievement in vocabulary mastery. precycle the writer made pre-test and questioner to the students to know how far the students vocabulary mastery and how interested the students in learning-teaching vocabulary. it was carried out on march, 25, 2013. in the beginning of observation, the writer gave each student a test. the writer gave a test which suitable with the vocabulary material (healthy habits, on the weekend, pet and the pets) given by the teacher before. the test was taken from “grow with english”. the pre-test was implemented 60 minutes. the writer observed the pre-test process the students answered the item quietly, but some of them still confused to answer the items. the form of the test is objective and easy test, while the objective test is matching test. m. syaeful rizki u et al / english education journal 3 (2) (2013) 133 inter cycle analysis of precycle, cycle i, ii and iii. recapitulation graphic of the test from the graphic the researcher can explain that in the pre-cycle the average is 54, 2, the average of cycle i is 60, the average of cycle ii is 65,3, and the average of cycle iii is 77,3. questionnaire recapitulation of questionnaire in learning vocabulary from the graphic the researcher give explanation in the pre cycle students‟ motivation is 25%, the cycle i improves 54%, cycle ii improve 68, 3% and the cycle iii student‟s motivation is 93%. it shows that the students‟ interest in vocabulary steps by step through picture games and it prove that research is true. observation the writer observed the teaching-learning process before using picture games or in the precycle most of the student feel difficulty to answer the question and their responses to the vocabulary is very less. then the writer try to teach vocabulary through picture games in the cycle i in the first meeting and the second meeting the student feel interested to the material, it showed by their interest, activate, student‟s explanation condition of class and vocabulary mastery can improve steps by step. 0 10 20 30 40 50 60 70 80 pre-cycle cycle i cycle ii cycle iii 0 10 20 30 40 50 60 70 80 90 100 pre-cycle cycle i cycle ii cycle iii m. syaeful rizki u et al / english education journal 3 (2) (2013) 134 and the teacher always try to repair his teaching such as in the teachers‟ active, explanation, choosing media, performance and conditioning class, in order students, attitude and students‟ vocabulary mastery can improve. the finally of observation that students‟ vocabulary and their interest can improve, because the teacher always give motivation to the student in teaching learning activity. conclusion and suggestion the result of the study shows that the use of picture games in teaching vocabulary can solve the students‟ vocabulary problem. the writer finds most of the students made a great progress in story text. after some meeting, they already are able to answer the questions. the conclusions of the research are as follows: there were some problems faced by the students among them were the students difficult to understand the meaning of each words, the students felt bore if the learning process used conventional methods, the students motivation is weak because of the learning process didn‟t interest for them before picture games applied. by implementing picture games in teaching vocabulary the students are able to answer the question about (unhealthy habits, on the weekend and pet the pets story text) so the students vocabulary increase. by implementing picture games in teaching vocabulary, the writer also gives good effects within the classroom, such as: the students motivation are increase. it can be seen from observation that the students during teaching-learning process are active. teaching vocabulary through picture games was proved to be enjoyable. the students feel having fun with picture games in the classroom. in this way, they would learn better and faster. the result of students‟ vocabulary can be seen from the improvement of students score among pre-test, cycle 1, cycle 2, and cycle 3. the average score of pre-cycle is 54, 2, in first cycle, the average score is 60. in the second cycle the average score is 65,3 and the third cycle the average is 77, 3. the students motivation was improve. they didn‟t feel bored and they enthusiastic to follow the teaching learning process. by using picture games technique, they fell happy and relax. the students also admitted that they become active and full of concentration in the classroom. having concluded the result of the research, the writer would like to propose some suggestion that hopefully will be useful for students and other english teacher or writer: for the student learning vocabulary is very important in learning foreign language. the students should motivate themselves to do exercise on the book more often. for the teacher the implementation of picture games in teaching should be conducted by the teacher in creative, variant and interesting practice. so, the students feel enjoyed to join the teaching learning process. while for the writer the result of the study can be used as an additional reference or further research with different discussion. references departemen pendidikan nasional. 2008. peraturan menteri pendidikan nasional. kanwil direktorat jendral manajemen pendidikan dasar dan menengah. finocciaro, mary. 1964. teaching children foreign language. new york: mc grawhill book company. ferrance, eileen. 2000. action research. new york: lab brown university. grabowski, b.,& ke. 2007. gameplaying for maths learning. british journal of technology vol.38. no. 2 249-259. harmer, jeremy. 1993. the practice of english language teaching. essex: longman group uk limited. hill, david a. 1990. visual impact: creative language learning through pictures. essex: longman group uk limited. keemmis & taggart. 1998. the classroom action research planner. geelong: deakin university press. kreidler, carol. j. 1965. visual aids: for teaching english to speakers of other language. washington: center for applied linguistic. m. syaeful rizki u et al / english education journal 3 (2) (2013) 135 moon, j. (2000). the teacher development series: children learning english. oxford: macmillan heinemann english language teaching. mubarok, husni. 2012. the use of peer feedback strategy to motivate students in narrative text writting. english educational journal 2 (2) semarang: semarang state university. nowak, a. martin, et al. (1994). more spatial games. international journal of bifurcation and chaos, vol. 4, no.1 (pp. 33-56). oxford: oxford university. nunan, d. (1991). language teaching methodology. london: prentice hall international. nunan, d and lamb, c. 1996. the self – directed teacher. managing the learning process. cambridge university press. phillips, s. (1997). young learners. oxford: oxford university press. richards, j. c. & renandya a. w. (2002). methodology in language teaching: an anthology of current practice. cambridge: cambridge university press. rixon, s. (1992). how to use games in language teaching. london: modern english publications. saeed, osha a.n. the effects of using games to reinforce vocabulary learning. al ain women‟s college. saeed ibraheem al-ja‟afari, using pictures in teaching vocabulary in grades 5 and 6 classrooms. sharqiya south region. sen and benda, 1983. forum volume xxi number 2. new york: graphichouse, ltd. setyaningsih, nita. 2009. practising maritime english vocabulary and developing accuracy through ‘the wall dictation’. language circle journal of language and literature vol. iii/2. semarang: semarang state university. silberman, mel.2007. active learning: 101 strategi pembelajaran aktif. yogyakarta: insan madani. sintayani, yuliati. 2000. the proposed technique in teaching vocabulary to young learners through games. unpublish thesis unnes. slattery, mary.2004. vocabulary activities. oxford: oxford university press. isbn – 10: 0-19442195-3. staines, s. (1990). family matters: early learning games. london: ward lock. sulistyowati, harini. 2000. some advantages of using flashcards in teaching vocabulary for elementary school students. thesis. thi,nguyen.2002. the effectiveness of learning vocabulary through games. asian efl journal. www.asianefljournal.com thornbury, s. (2002). how to teach vocabulary. united kingdom: pearson education limited. troudi, s. (2003). virtues of action research: a practical efl example. in z. syed, c. coombe, and s. troudi (eds). critical reflection and practice: selected papers from the 2002 international conference (pp. 186-211). uae: tesol arabia publications. ur, penny. 2000. a course in language teaching: practice and theory. cambridge: cambridge university press. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f02999da637 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f066c5c1fef • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare eej 8 (4) (2018) 439 444 english education journal http://journal.unnes.ac.id/sju/index.php/eej the appraisal of eulogies delivered at mrs. lee kuan yew memorial service inayatul maula , djoko sutopo, sri wuli fitriati universitas negeri semarang, indonesia article info ________________ article history: recived 2 august 2018 accepted 06 october 2018 published 23 december 2018 ________________ keywords: appraisal, eulogies, memorial service abstract ___________________________________________________________________ the study reports the appraisal analysis and the rhetorical structure of eulogies delivered at mrs. lee kuan yew memorial service. eulogies are meant to remember the person who died in a positive light, and offer an opportunity to speak about who the deceased was and the ways in which she or he made a difference in the lives of family, friends, and his or her community. since eulogy contains praises for someone admired, and the speaker recalls the memories shared, he has to evaluate his feelings and relation by expressing attitude, his position towards the deceased, and gradable valuation. such evaluation has to do with appraisal system. the research integrates the appraisal theory proposed by martin and white (2005) and rhetorical structure (kunkel and dennis, 2003). this study employs discourse analysis method of research. the findings reveals that the eulogies have primarily used the judgement resources rather than affect and appreciation within the attitude system. as eulogizing function, the eulogy composed largely of laudation and praise, the use of judgement appraising items shows how the eulogizer‟s assessment towards the admiring behaviour of the deceased during her life. moreover, the utilization of the rhetorical structure contributes to the achievement of the communicative purpose of eulogy. through the wellstructured eulogies, the eulogizers heighten the audience member‟s feelings of regard, love, and appreciation for the deceased. © 2018 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jl. kelud utara iii semarang 5023 indonesia e-mail: inayatulmaula3000@gmail.com p-issn 2087-0108 e-issn 2502-4566 mailto:inayatulmaula3000@gmail.com inayatul maula, djoko sutopo, sri wuli fitriati/ eej 8 (4) 2018 439 444 439 introduction eulogies are meant to remember the person who died in a positive light, and offer an opportunity to speak about who the deceased was and the ways in which she or he made a difference in the lives of family, friends, and his or her community. the eulogy is part of ritualistic speaking events existing in nearly every culture in the world (kent, 1997: 1). the funerals as ritual provides some amount of closure and helps individuals deal with their grief. in most cases, the funeral oratory, or eulogy is delivered within the context of the funeral itself. according to frijda (1997: 3) the important ritualistic functions of funerals, such as affirming affection and bonding. a eulogy must respond to the situation and the special expectations of the audience. hence, it is a mandatory to celebrate, to commemorate, to honour, to dedicate, to mourn, and to praise the life of the deceased. eulogy is kind of genre in english. genre is defined by martin (2009: 10) as staged goaloriented social process. it has particular purpose to commemorate someone who passed away, and it is commonly delivered in memorial service. to achieve the goal, it has to be structured in sequential order and contain distinct feature with other genres. in writing eulogy, appraisal contributes a significant role in order to achieve the purpose of eulogy. according to martin and white (2005), appraisal is composed of three interacting domains: attitude (feelings, emotional reactions, judgements of behaviour and evaluation of things), engagement (sourcing attitudes and the play voices around opinions in discourse), and graduation (grading phenomena whereby feelings are amplified and categories blurred). by applying appraisal, the person who will deliver the eulogy tries to gain sympathy of the audience, to praise the deceased and to console the family. as a funeral ritual, eulogy provides some amount of closure and helps individuals deal with their grief. as rhetoric, the eulogy must respond to the situation and the special expectations of the audience (kunkel and dennis, 2003: 3). thus, the consolatory obligation is crucial to the success of delivering eulogy. there are some previous studies related to this study. swain (2007), read (2009), and gallardo and ferrari (2010) focused on engagement resources. their studies implies that constructing an effective persuasive textual voice draws on a wide range of engagement resources. regarding to attitudinal resources souza (2003), page (2003), pekarova (2011), priyatmojo (2011), and morrish and stauntion (2013) found that attitude is in fact can be implicit or invoked, rather than explicitly indicated. dealing with rhetorical analysis, west (2014) analyzed president barrack obama‟s rhetoric in three of his national eulogies in order to examine how obama consoled the nation following various tragedies, and how his strategies differ from the past presidents. the result of the study illustrated that president obama focused on the survivors of tragedy rather than the victims which promoted a sense of hope for the survivors and the nation by empowering the people to move on from the tragedy. in analyzing the eulogy, it was performed using a form of genre criticism. the components of the genre criticism were drawn from kunkel and dennis‟s (2003). kunkel and dennis proposed a framework concerning eulogy rhetoric. therefore, the framework of genre criticism proposed by dennis and kunkel (2003) is used in this present study. this study is different from previous studies above since not only presenting the appraisal manifested in a certain genre but also investigating the rhetorical structure of a particular genre which is eulogy. therefore, the researcher hopes that this study will contribute to the field of appraisal and rhetorical studies. method this study employs the discourse analysis method of research. mouton (2001: 168) stated discourse analysis as a design type is a recent inayatul maula, djoko sutopo, sri wuli fitriati/ eej 8 (4) 2018 439 444 440 version of textual analysis which aims to study the meanings of words but within the larger “chunks” of text such as conversation or discourse. it aims to explain the appraisal of attitude, engagement, and graduation manifested in eulogies delivered at mrs. lee kuan yew memorial service and how the rhetorical structure contributes to the achievement of its communicative purpose. the object of the study was the eulogies delivered at mrs. lee kuan yew memorial service. in order to collect the data, the researcher used some documents as the research instruments. the documents were in the form of tables to analyze each of the appraisal subsystem as well as the rhetorical structure of eulogies. after collecting the data, the researcher classifying and marking the appraisal of attitude, engagement, and graduation based on martin and white (2005) and identifying the rhetorical structure of eulogies proposed by kunkel and dennis (2003). the researcher focuses on the data to achieve the objective and displayed those data to help her understand the findings then explains them. this is also followed by tabulating the percentage of the data result and interpreting the data analysis. next, the conclusion is drawn. results and discussions in this section, we present the results and discussion of the appraisal of attitude, engagement, and graduation of the eulogies and how the rhetorical structure contributes to achive its communicative purpose. the appraisal of attitude, engagement and graduation after conducting the analysis of the appraising items, some findings are generated. the summary of the findings of the appraisal of attitude manifested in the eulogies are shown in table 1. table 1. distribution of attitude choices type affect judgement appreciation instances 63 92 30 % 34 50 16 the table maps out that judgement exceeds other attitude appraising items by a fair margin in the whole texts. 50% of attitudinal resources in eulogies constitutes judgement. the eulogies have primarily used the judgement resources rather than affect and appreciation within the attitude system. as eulogizing function, the eulogy composed largely of laudation and praise (kunkel and dennis, 2003). hence, the use of judgement appraising items shows how the eulogizer‟s assessment towards the admiring behaviour of the deceased during her life, the eulogizer tends to employ positive attitude rather than negative attitude through the chunks/ clauses containing positive judgement values to reveals their position towards the deceased. the distribution of appraising items of engagement in the eulogies is set out in table 2. table 2. distribution of engagement choices type disclaim proclaim entertain attribute instances 70 13 70 2 % 45 8 45 2 the table shows that the number of disclaim and entertain exceeds other appraising items. with 45% of engagement resources in eulogies constitutes disclaim and entertain. proclaim is in the second place with 8% and followed by appreciation with 2%. this way of using engagement appraising items tends to align than to disalign the audience as they are sharing the statements or assertions that express a judgement or opinion that form a community of shared values. furthermore, using entertain means „dialogically expand manner” (wu, 2007). as stated earlier, eulogy is meant to gain sympathy of the audience, to praise the deceased and to console the family. thus, by producing utterance that acknowledges a proposition as inayatul maula, djoko sutopo, sri wuli fitriati/ eej 8 (4) 2018 439 444 441 one possibility amost others through the use of modals (wu, 2007). the distribution of appraising items of graduation in the eulogies is set out in table 3. table 3. distribution of graduation choices polarity force focus instances 187 21 % 90 10 graduation is central to appraisal system (martin and white, 2005: 136). it operates across two axes of scalability that of grading according to intensity or amount, and the preciseness by which category boundaries are drawn. it can be seen from the table that the eulogizers had predominantly employ graduation as force to express meanings of intensity and quantity when they describe and their memories and time spent with the deceased. in the appraisal system, graduation is utilised to scale attitudinal meanings and engagement resources. the scalling is binary, either it is focus „prototypicality‟ or force „preciseness‟. the way the eulogizers varies these scalling options in writing the eulogy truly indicates the positioning or evaluation being given in that text. the table shows that sharpening are the ones most realized as opposed to softening. according to martin and white (2005: 139) focus: sharpening is utilised it „often flag a positive attitudinal assessment.‟ a number of sharpening values in the text positively evaluate the attitudinality of participants and entities. the rhetorical structure of eulogy in constructing the eulogy, lazarus (1991) as cited in kunkel and dennis (2003: 5) suggested that there are two major types of coping: problem-focused coping (acting and dealing with the problem that is causing the stress) and emotion-focused coping (regulating and dealing with the emotion that is surrounding the stress). hence, based on contemporary grief theories, kunkel and dennis (2003) proposed a new analytical approach to the rhetorical analysis of eulogy by dividing the modern eulogy into seven common characteristics namely credibility of speaker, praise for the deceased, self-disclosure emotion, problem focused coping, emotion focused coping, affirmation of vivid relationship, and continuation of interactive bonds. table 4. rhetorical structure of eulogy rhetorical structure te x t 1 te x t 2 te x t 3 te x t 4 te x t 5 credibility of speaker v v v v v praise for the deceased v v v v selfdisclosure v v problemfocused emotionfocused v v v v v positive reappraisal v v v v affirma-tion v v v v v continuation the table shows that almost all component of rhetorical framework can be found in each eulogy. credibility of the speaker, emotion-focused coping, and affirmation of vivid relationships are the component that exist in all text while problem-focused coping and continuation of interactive bonds cannot be found in all text. credibility of the speaker it refers to the eulogizer acknowledging their relationship with the deceased early on in the speech. the instance is in the following passage: hi everyone. my name is xiuqi and i’m mrs lee’s granddaughter... inayatul maula, djoko sutopo, sri wuli fitriati/ eej 8 (4) 2018 439 444 442 the five eulogizer established their credibility as eulogizers by acknowledging their relationship to the deceased very early in the presentation. even in a dreadful situation of the funeral setting, the eulogizers still feel the need to establish their credibility through describing the relationship with the deceased. this strategy is used by the eulogizer to build a case for his or her competence to speak in the ceremonial position. in addition, by establising their competence through ties with the deceased generates the honored role for the eulogizer. emotion focused coping in appreciating the amount of time spent, or some particular experiences, that the eulogizer shared with the deceased, he or she often relate stories and recollection to promote the appreciation of the deceased in the audience. the instance is in the following passage: i have precious memories of our 63 years together. without her, i would be a different man, with a different life. she devoted herself to me and our children. she was always there when i needed her. she has lived a life full of warmth and meaning... the focus of this strategy is to shift from the loss of present and future experiences to a thankfulness for shared past experiences. it can be seen from the instance that at first the eulogizer describes the time spent with the deceased then gradually shift to a gratitude of having the deceased in his life. he uses the appraising items of positive valuation to show how worthy their togetherness. how much he is grateful to have her for the past 63 years. thus, this is in line with dennis and kunkel (2003) eulogy rhetoric of positive reappraisal which is defined as „efforts to change, refocus, or reframe the meanings of an experience or event so that they are more positive and less threatening. in addition, these strategy aid in consoling the audience and exhorting the audience to take actions that honor the deceased. affirmation of vivid relationship the strategy is used to vividly remind the survivors that the deceased existed materially. a vivid impressions of the lives and and characters of the lost promotes griever‟s ability and willingness to carry on relationship with them. the instance is in the following passage: mama understood how passionately i felt about these missions. she did not stop me but would calmly put things into perspective for me and gently bring me down to earth. when i was miserable because i failed in a mission, she was simply there for me, knowing words would be cold comfort... in creating a more inclusive internalized vision of the deceased, the eulogizers reveal some private insights and interaction with the deceased. the instance elaborates the memories and relationships they shared with the deceased. this is actually similar to the positive reappraisal-affirmation of time(s) spent with the deceased strategy. however, this strategy is narrowing the relationship shared with the deceased. not only appreciating valuable time shared with the deceased, but also the intimate relationship with the departed. how the deceased‟s strongly influence their life and thus represent the deceased well-protected memories in their psyche. after analysing the rhetorical structure of the eulogies, the findings suggest that the eulogizers used the strategies to praise the deceased through mentions of their life, family, deeds, actions and other concerns of value of the community, and present the audiences with the memorable times spent with the deceased and how the deceased strongly affect their life as well as thankfulness for the lesson learned from the deceased. the eulogizers mostly utilized the affirmation of vivid relationship-revelation of private insights and unique relationships. it creates a more comprehensive internalized relationship with the deceased by expressing the feelings toward the deceased. expressing the feelings can be done in various ways, one of the successful ways is by putting feelings and thoughts about that which has been disturbing and confusing into language. construing a coherent narrative in the form of eulogy makes inayatul maula, djoko sutopo, sri wuli fitriati/ eej 8 (4) 2018 439 444 443 the troubling event more understandable and less distressed. therefore, the result is in line with the general purpose and function eulogy claimed by kunkel and dennis (2003) which derives from contemporary american funeral oratory. they points out that as a consolatory function where the dead are assimilated to those who preceded them and the living are comforted from their experiences of emotional pain. through the well-structured eulogies, the eulogizers heighten audience member‟s feelings of regard, love, and appreciation for the deceased. shifting the grief of losing the loved one to a coherent narrative in the form of eulogies which foster the audience‟s emotional recovery. this result is in line with other studies done by logan et al. (2017) and landau and jonker (2018), they agreed that stimulating the recovery with rhetoric provokes particular reactions and responses to the loss of the deceased by creating a new perspectives, effective reappraisal of the shocking loss through the used reference of worthiness of the deceased‟s traits and legacies as well as to her afterlife. based on the findings, the eulogies have primarily used the judgement resources rather than affect and appreciation within the attitude system. the result supports the finding of another research done by warsono (2008), he found that judgement implies in addition to having positive feelings, the writer also ethically has positive judgement about the subject matter and positive appreciation strengthens the earlier conlusions that the eulogizer has positive attitudes towards the deceased. conclusion and suggestion from the research findings and discussion, it concludes that the eulogies have primarily used the judgement resources rather than affect and appreciation within the attitude system. as eulogizing function, the eulogy composed largely of laudation and praise, the use of judgement appraising items shows how the eulogizer‟s assessment towards the admiring behaviour of the deceased during her life, the eulogizer tends to employ positive attitude rather than negative attitude through the chunks/ clauses containing positive judgement values to reveals their position towards the deceased. furthermore, dealing with the engagement, the realization of engagement appraising items including disclaim, proclaim, entertain and attribute, are dispersed unevenly in the whole eulogies. both disclaim and entertain are highly appeared exceed the other engagement appraising items. this way of using engagement appraising items tends to align than to disalign the audience as they are sharing the statements or assertions that express a judgement or opinion that form a community of shared values. in the realization of graduation, the findings indicate that force is used more than focus. it can be implied that in expressing meaning and describing the deceased the eulogizers utilized the degree of intensity and amount. in addition, the finding indicates that the utilization of the rhetorical structure constributes to the achievement of the communicative purpose of eulogy. through the well-structured eulogies, the eulogizers heighten the audience member‟s feelings of regard, love, and appreciation for the deceased. shifting the grief of losing the loved one to a coherent narrative in the form of eulogy which foster the audience‟s emotional recovery. based on the findings, the researcher suggests that as language learners we should understand the language evaluation which includes appraisal analysis. by understanding the appraising resources, it enables us to explore and identify how the speaker or writer of both spoken and written discourse pass judgement on people generally, the material objects and happenings and so on. references frijda, n. h. (1997). commemorating. in j.w. pennebaker & b. rime (eds.), collective inayatul maula, djoko sutopo, sri wuli fitriati/ eej 8 (4) 2018 439 444 444 memory of political events: social psychological perspectives (pp. 1037127). mahwah, nj: erlbaum. gallardo, s. and l. ferrari. (2013). how doctors view their health and professional practice: an appraisal analysis of medical discourse. journal of pragmatics, 42(2010), 3172-3187. kent, m. l. (1997). the rhetoric of eulogies: a generic critique of classic and contemporary funeral oratory. dissertation of purdue university. kunkel, a. d. and dennis, m. r. (2003). grief consolation in eulogy rhetoric: an integrative framework. death studies, 27(1). landau, j., & keeley-jonker, b. (2018). conductor of public feelings: an affective-emotional rhetorical analysis of obama‟s national eulogy in tucson. quarterly journal of speech, 104(2), 166-188. lazarus, r. s. (1991). emotion and adaptation. newyork: oxford university press. logan, e. l., thornton, j. a., kane, r. t., & breen, l. j. (2018). social support following bereavement: the role of beliefs, expectations, and support intentions. death studies, 42(8), 471-482. martin, j. r and p. r. r. white. (2005). the language of evaluation; appraisal in english. new york: palgrave macmillan. martin, j. r. (2009). genre and language learning: a social semiotic perspective. journal of linguistics and education, 20(2009), 10-21. morrish, l and h, sauntson. (2013). businessfacing motors for economic development: an appraisal analysis of visions and values in the marketised uk university. critical discourse studies 10(1), 61-80. mouton, j. (2001) how to succeed in your master’s and doctoral studies: a south african guide and resource book. pretoria: van schaik publishers. page, r. e. (2003). an analysis of appraisal in childbirth narratives with special consideration of gender storytelling style, text 23(2), 211-237. pekarova, r. (2011). evaluative language in journalistic discourse. thesis of department of english and american studies in masaryk university. priyatmojo, a. s. (2011). political discourse: obama‟s appraisal attitude. language circle: journal of language and literature, 6(11), 13-26. read, j. (2009). weakly-supervised techniques for the analysis of evaluation in text. dissertation of university of sussex. souza, a. a. de. (2006). the construal of interpersonal meanings in the discourse of national anthems; an appraisal analysis. proceedings 33rd international systemic funtional congress; universidade federal de santa catarina. swain, e. (2007). constructing an effective ‘voice in academic discussion writing: an appraisal theory perspective. in mccabe, a., o‟donnell, m. and whittaker, r. (eds) advances in language and education. london: continuum. 142165. warsono. (2008). a critical discourse analysis to unmask the ideological stance behind “al-qaeda in the asia pacific: origin, capability and threat. jurnal humaniora, 20(2). west, v. (2014). healing through hope: a rhetorical analysis of barrack obama‟s national eulogies. undergraduate research awards. paper 26. wu, s. m. (2007). the use of engagement resources in highand low-rated undergraduate geography essays. journal of english for academic purposes, 6(3), 254-271. eej 9 (2) (2019) 244 253 english education journal http://journal.unnes.ac.id/sju/index.php/eej the effectiveness of affective and social strategies to teach speaking for students with high and low self confidence siti aniqoh shofwani1, abdurrahman faridi2, dwi anggani linggar bharati3 1. stie semarang, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: recived 03 february 2019 accepted 08 may 2019 published 20 june 2019 _______________ keywords: speaking, affective strategy, social strategy, selfconfidence ___________________ abstract ___________________________________________________________________ the english subject in formal school becomes one of the important material in indonesia. the purpose of learning a foreign language here is; to make the students be able to communicate in using english not only in written form but also orally. this research is quantitative, where the findings are presenting in the graphic and diagram with the calculation of results. the findings show, there are pre-test, materials delivering and post-test into two class. it shows in the pre-test, ips i is better than ips ii, it can be seen by the score and the performance in the video. during the pre-test, ips i is more variety in uttering the language, they can enhance the utterances although it still not be perfect. treatment is done after pre-test, in this activity, the researcher gives materials in greeting, how to make good utterances and how to enhance the utterances during speaking so that the time while the test can be more efficient. after that, in post-test activity, ips i is still dominant in a better score and perform better because they can use phatic and enhance their utterances and make their time test more efficient. finally, that research has the suggestion for the teacher in teaching speaking if using social and affective strategies are effective to develop the ability of the students in oral language. © 2019 universitas negeri semarang  correspondence address: jl. menoreh utara raya no.11, sampangan, gajahmungkur, kota semarang, jawa tengah 50232 e-mail: aniqoh2014@gmail.com p-issn 2087-0108 e-issn 2502-4566 siti aniqoh shofwani, abdurrahman faridi, dwi anggani l. bharati / eej (2) 2019 244 253 245 introduction english is the international language which mostly used around the world. many countries like england, usa and australia use it as their national language and even in all commonwealth countries. in this era, english as a foreign language provides the students in connecting the world and also opens the opportunities for getting a better job in the global economy. people know how big the influence of english language in the current global situation. it is also including indonesia. absolutely, indonesia’s government realize the situation so that the english subject is becoming the formal important one in the formal and informal school. english is considered to be an important foreign language than others in indonesia. english cannot be separated from the indonesian students and educational system in indonesia. they learn english for various purposes. some of them want to be a tourist guide and be able to speak with a native speaker or to get a better job in the future. byram (1991) in saleh, rukmini, sofwan (2017:24) claimed that language is not an objective cultural reality in the simply reflector. but it is also the other part of the form which is interpreted that brought the effect in the language teaching and learning. it means when the students learn english, they are as part of the indonesian students who learn a foreign language. the students learn english from the four basic language skills. there are listening, speaking, reading, and writing. speaking is one of the skills which applies a significant role for mastering english. richards (2006:1) stated that 'the learners evaluate their learning process to achieve their success. it can be seen by the enhancement of the way they spoke fluently while speaking in improving’. from the statement above, it can be concluded that most english language learners’ students develop their proficiency and fluency by improving directly in speaking. besides, the success of a language learner can be measured and seen in the fluency in speaking. kern (2006: 31) in rajagukguk, helena et al (2017:200) said if when creating a context in language, it should not be changed to the how people understand the separated fact but they should have the context interestedly. here, when two people or more have the transaction in speaking, the hearers have to achieve the meaning by using an integrated ability so that they will be easy to catch the meaning. hartono (2014:251) stated if as the hearers. they will have a different understanding of conveying the meaning. that means if the students as the listeners or hearers have to use their integrated ability so that they will minimalize the mistakes in convey meaning in a foreign language. khalim and warsono (2017:120) stated people can talk indirectly to imply something. they can use both languages: spoken and written to communicate their story. this statement also explains if the students not only use direct language to state explicit story, they can use indirect language to state the implicit meaning story, when they do that, the hearer has to use their ability to convey meaning. it is the same with the students where the learners as speaker or hearer define the fluency as the ability to converse with others. they regard their speaking skill which can be acquired as an important case, and they assess their progress in spoken communication. english speaking for most indonesian students is very challenging. when the students speak in brief, it represents their english teachers and the way they are teaching. faridi et al, (2014:235) stated if the display of performing art is the activity which involves an individual and group at a certain moment. from the statement, speaking has to be done in two or more people or called in a group, so that they will produce utterance by utterance contains the message in the task performance. talk as performance tends to be in the form of a monologue rather than dialogue. speaking skill is one of the skills in english teaching-learning process. however, according to permatasari and bharati (22:2015) inside the classroom, the students who study english language are still siti aniqoh shofwani, abdurrahman faridi, dwi anggani l. bharati / eej (2) 2019 244 253 246 passive in the use of oral foreign language. it is because of the influence of teacher center as the method of a teaching-learning process. to make them achieve the language orally, the teacher can advise the method by adding the students' center in the process. moreover, based on ghufron and saleh (2016:328), selecting materials for the teaching-learning process is as an important platform to push the students mastering the ability in the language study learning. those are aimed to improve the students' speaking in english. by mastering the skill, the students will be able to achieve the purpose of the english teaching and learning process. they also will be able to communicate with native speakers using english. the issues regarding self-confidence, fear of mistakes, and anxiety are found also in ma ar-rohman bulu rembang. this school is the senior islamic high school located in kulon lambangan bulu rembang. the researcher conducted preliminary observations or prestudy. she found that some difficulties feeling in speaking english the effect is most of the students cannot speak english. even when they do not understand what their teacher said about, they will be considered as unsuccessful learners in english learning. method the research object determents the result in the future. the object of this research is the students in second senior high school. the scope of the study is to discuss a social phenomenon in the students’ environment. the phenomenon is the effectiveness of the strategies which is implemented to improve the ability of students in speaking skill. besides, the object of the study also including time, cost, and power owned by the researcher. with these considerations, the researcher takes the object of study in class two ma ar rohman bulu rembang. in this research, the researcher also used diagram and table to make the readers easy to understand the result. in line with mujiyanto (2016:884), ‘the presence of such visual entities as graphic, figures, tables, diagrams, visual illustration, and the like is oftentimes reckoned solely as a complement to the verbal form in meaningmaking. with another assumption that visual images play a significant role in aiding readers to better understand the respective verbal texts a number of studies have been conducted so far’. this research is quantitative study where it used a diagram to make the readers are easy to understand. the population in this study are all students in ma ar rohman bulu rembang. the sample is 30 students from two classes of grade ii. the primary data in this study is the respondents to the affective strategies and social strategies as independent variables, the ability to speak as the dependent variable studied together at the same time. this study used collection techniques dissemination of questionnaires to respondents. results and discussion results the results of this research are presented in details based on the graphic on diagrams based on the sequences. those can be seen in the following: pre test social strategies the result shows in ips i class in the diagram by following, the averages from 16 students are about 54.01. the highest score from this class is obtained by the student number one with score of 65.17. while the lowest scores are obtained from the students' number 3 and 6 with score 0. however, in ips 2 in diagram 4.3, the averages from 16 students are about 49.91. the highest score is obtained from the students' number 1,4, 11 and 15 with score 62.00. while the lowest score is obtained from the students' number 3,13 and 14 with score 0. siti aniqoh shofwani, abdurrahman faridi, dwi anggani l. bharati / eej (2) 2019 244 253 247 picture 1. the percentage of the students score in social strategies in ips 1. diagram above shows, the percentage of the students score in social strategies in ips 1. there are 81.25 students get enough scores in the category and 18.75% get poor in the category. picture 2. the percentage of the students score in social strategies in ips 2. diagram above shows, the percentage of the students score in social strategies in ips 2. there are 81.25 students get enough scores in the category and 18.75% get poor in the category. pre test affective strategies the result of affective strategies in ips i can be seen in by the diagram below. the highest score comes from the students' number 1, 8 and 10. while the lowest score comes from the students' number 3 and 2. two students get 0%, 8 students get 25%, 3 students get 50% and 3 students get 75%. however, the affective strategies in the low case can be seen in diagram 4.6, there are 5 students get 0%, 4 students get 25% and 7 students get 50%. picture 3. affective strategies high picture 4. affective strategies low the result of affective strategies in ips 2 can be seen in diagram above. the high affective strategies are; 3 students get 0%, 7 students get 25%, 6 students get 50% and 3 students get 75%. the result of low affective strategies can be seen in picture 4 there are 3 students get 0%, 2 students get 25%. while 4 students get 50% and 7 students get 75%. post test social strategies the result from ips i can be seen in the diagram in the following. the averages from 16 students are about 63.90, the highest score is obtained from the student number 16 with score 83.17. however, the lowest score is from the students' number 3, 6 and 12 in 0 scores. in ips 2 results can be seen in diagram 4.11. the averages from 16 students are about 63.34. the highest score comes from the students' number 16 with score 78.88. the lowest score is from the students' number 3, 13 and 14 with score 0. siti aniqoh shofwani, abdurrahman faridi, dwi anggani l. bharati / eej (2) 2019 244 253 248 picture 5. the percentage of the students in ips 1 score in social strategies. the diagram above shows, the percentage of the students in ips 1 score in social strategies. there are 68.75% of students get good scores in the category, 18.75% get poor in the category and 12.50% get very good in the category. it is the significant enhancement from pre-test result. picture 6. the percentage of the students in ips 2 score in social strategies. the diagram above shows, the percentage of the students in ips 2 score in social strategies. there are 81.25% of students get good scores in the category and 18.75% get poor in the category. it is the significant enhancement from pre-test result. post test affective strategies the result of affective strategies in ips 2 can be seen in diagram by the following. the highest high affective strategies come from student number 1. however, the lowest students are from number 2 and 6 which have a score of 0%. one student get 25%, 9 students get 50%, 3 students get 75% and one student get 100%. the result of low affective strategies can be seen in picture 7. where, 3 students get 0%, 13 students get 25% and 2 students get 50%. picture 7. the high affective results picture 8. the result of low affective strategies the result of affective strategies in ips 2 can be seen in the diagram by the following. the high affective results are from 3 students get 0%, 7 students get 25%, 6 students get 50% and 3 students get 70%. the result of low affective strategies can be seen in picture 8. where, 3 students get 0%, 12 students get 25% and one student get 50%. picture 9. the result of high affective strategies siti aniqoh shofwani, abdurrahman faridi, dwi anggani l. bharati / eej (2) 2019 244 253 249 picture 10. the result of low affective strategies discussion this section contains an explanation further about the students and how teachinglearning speaking are conducting including the problems faced by the students. in the process, the researcher used two assessment to process the data after obtaining. there are formal and informal assessments. according to fernandes (2011) in barbosa and bassera (2015), formal assessment is the teaching-learning process which is focused on the final result. this assessment is about how the students can achieve the highest score in every test, the skill of the students is very important to be assessed including the ability of the students in the foreign language. otherwise, harris and mccann (1994) in ketabi (2014) stated if the informal assessment is the way the teacher collects information about the students' performance in a normal condition inside the classroom. this is done when the students are not in the exam situation like in a formal test. this assessment also can be mentioned as a continuous assessment of the classroom. here, the researcher tried to combine two techniques of assessment in one score. it is done because there are two aspects discussed and it needs the tool for measuring the final result. two aspects are they; social and effective strategies. henriquez et al (2017) stated social strategies are the tools which are used to develop and increase the ability in language orally. those are including asking questions, cooperating with others and empathizing with others. these strategies are about the skill of the students in revealing the language in speaking. when they practice speaking, the students make the group because speaking is grouping ability with two participants or more. in a group, they will do asking questions, cooperating and empathizing. those aspects are also including grammar, vocabulary, and spelling because to make good utterances, they need to achieve good grammar, vocabulary and be able to cooperate and empathizing each other so that the communication still can keep going with the good spelling and pronunciation. the social strategies in line with those aspects are including to the formal assessment based on the scoring rubric criterion indicator. the researcher also used informal assessment to measure affective strategies by the students in speaking. based on stern (1992) in razmjoo and ardekani (2011), affective strategies are the emotional problems on the learners in speaking during the activity. this activity is in the formal occasion of assessment, where the assessment is on the students' expression. it can be confidence or anxiety during speaking. this also based on the scoring criterion indicator by the researcher. to know how to assess the utterances, fitriati (2017:406); said if the transcripts from the video are needed for convenience to continue the analysis of result and discussion. further, by seeing the transcripts, the problem in students speaking is clearly seen. social strategies in social strategies, there are two of the classes discussed. this is to know the ability of the students before giving the materials about speaking. the more explanation is below: in ips 1 class there is some weakness during speaking activity in the group while the students perform in front of the class. one of the problems is they do not know how to make phatic or open the conversation before entering the core of speaking. it can be proved by the quotation below: sm : hiii tina tns : hiiii tia tns : how are you? sm : i am fine, thank you siti aniqoh shofwani, abdurrahman faridi, dwi anggani l. bharati / eej (2) 2019 244 253 250 tns : how do you go to school? . . . . sm : i go to school by foot the quotations above are about how the students' open conversation, they mostly do in a simple greeting and directly enter to the important question. nawa : hiiiiii, good morning? sln : how are you nawa : i am fine, how about you? sln : i am fine nawa : why do you late? the quotations above are the same as before. mostly, the students are demanding about the news. off course, the answer will be the same from one student to the other students. this is also the problem of why they cannot utilize the time to make a long conversation. what the researcher wants, in this case, is; how they can enhance their utterances in 15 minutes. it should be, they used phatic strategies. in the other hand, they can ask some warming up questions before going to the next important conversations. in answering the questions, mostly the students only in brief without elaboration. it happens because they can be not know how the strategies to make the utterances full of words. affective strategies in the affective strategies, there are two of the classes discussed. this is to know the ability of the students before giving the materials about speaking in emotional cases. those cover positive statement, confidence, pleasure, and happiness in the high attention of speaking by students. moreover, those are also the negative statement, anxiety, fear and shy in the low attendance. the more explanations are below: in ips 1 there is some high attention found in the students' performance during the speaking. it can be seen below: sm : hiii tina tns : hiiii tia tns : how are you? sm : i am fine, thank you tns : how do you go to school? . . . . sm : i go to school by foot sm : why don’t you with your motorcycle? tns : my house is near sm : how about you? msa : i go by motorcycle sm : why? msa : because it’s very fast. the quotations above are about how the students are demanding and how they gave a positive response in their answer. here, 100% of students in ips 1 gave a positive response during answering, they did not look anger while the performance is done. they are also confidence, it can be seen by their utterances above, and they did not use repetition and stated it smoothly. nawa : why do you late? sln : no . . . i am here, i go to here by foot nawa : i think, it’s no problem (pause) (smile) the quotations above show how the student is pleasure in answering the questions. sometimes they show smile expression on their speaking. it is different from the low attendance in affective strategies because the students do like in the opposite like anxiety, fear and shy which seem in their expression during speaking. it can be seen in the following quotations: hu : how do you reach to school? sna : i reach to school with motorcycle hu : what it. what it, what it, what do you . . . (smile) (laugh). do you, do you have to . the quotations above show how the students express shy in their performance. sometimes, they are laughing without reason and there was nothing funny in their speaking topic. treatment after giving the post-test, the researcher also gave treatment to the students to make their performance better. she also used the instrument in conducting treatment. the instruments are used in this research as follows: siti aniqoh shofwani, abdurrahman faridi, dwi anggani l. bharati / eej (2) 2019 244 253 251 1. syllabus 2. materials 3. scoring rubric 4. assessment scoring after pre-test and treatment above, the researcher found some problem by seeing the post-test. it happened when they did the speaking performance in the pre-test. the problems of speaking are in the following: 1. the students did not know how to open a conversation using the easy topic before entering to the main topic. 2. the students did not know how to develop the utterances during the speaking. they did not use the reason to make their long utterances. 3. the students only speak in brief without complete sentences constructions. 4. the students did grammatical errors during speaking 5. the students did not know to make good closing utterances in conversation. 6. they had to limit cooperation because they only give brief utterances to each other. however, in resolving those problems, the students sometimes have their own manner of speaking. in line with dewi (2007) in mistar et al (2014) said if she conducted research in english students' speaking in senior high school, she found some strategies used by the students especially for those who are in the high achievers; they prefer to use approximation, getting the help and switching to the mother tongue while speaking in english to face problems. it is the same with the students in the following quotations, they did switching when they did not know the translation in english and the other participant will help them to answer. wdl : me too. how about you? am : yes, off course. hmmmm scout is wajib apa yaa? hmmm must wdl : do you want want to hmmmmmm go back at house or or stay here before scout? ra : i go back, because because aaaaaa my home home is near school (smile). how about you? this is a normal condition because their mother tongue is javanese so that sometimes when they confuse in rendering the words, they will use their official language or mother tongue. the factors happen in the pre-test also has a relationship with their mother tongue. it can be they cannot develop their utterances because they are not interested in speaking. by interviewing from some participants in the members of a group, they said if the english language is difficult. moreover, if they are asked to speak, they did not feel confident during speaking and worry to have mistaken, so that in the pre-test, they cannot develop their utterances better. there are significances enhancement in the score of students when pre-test and post-test. in the pre-test, ips 1 class has 81.25% in enough category assessment. it is the same with ips 2 class. the assessment averages of ips 1 is 54.01 and ips 2 is 49.91. but, in post-test, there is an enhancement to 68.75% in good category and 18.75% in the very good category for ips 1 class. in ips 2, there is 81.25% in the good category. the mean is 63.90 for ips 1 and 62.34 for ips 2. this significance enhancement means if there are more ability in students speaking after they are given treatments by the researcher. it means if the method used in this activity is effective. conclusion this study focused on how the students achieve english speaking and how they can be confident during speaking so that they can utilize the time to make it effective in speaking. in conducting this research, the researcher used jigsaw in the speaking implementation where the group is chosen by the researcher. she used two classes between ips 1 and ips 2 and tried to compare the ability of the students to find the problems occurs speaking. in this case, ips 1 performs better than ips 2, it can be seen by the score calculation from social and affective strategies. mostly, the problems during they do speaking are: they do not know how to open conversation, do not know how to develop utterances, the only speak briefly, do some grammatical mistakes and having to limit cooperation. finally, this research has the conclusions in the following: siti aniqoh shofwani, abdurrahman faridi, dwi anggani l. bharati / eej (2) 2019 244 253 252 teaching speaking to high confidence students with affective strategies is effective. it makes the students more confidence in the performance in the performance while speaking. it is because they know how the speaking strategies are and how to implement it to the practice. teaching speaking to low self-confidence students with affective strategy is effective to increase the confidence of the students who have low confidence. it is because they are given a chance to discuss the speaking topic before performing. they also can ask their partner if they did not understand about the materials. teaching speaking to high self-confidence students with social strategy is effective because they can more increasing their ability in grammar, vocabulary, spelling, and pronunciation. teaching speaking to low self-confidence students with social strategy is effective to increase their confidence because the students can ask the other participants in one group how to construct the utterances. it covers grammar, vocabulary, spelling, and pronunciation. teaching speaking uses affective strategy and social strategy to high self-confidence students is effective, because it combines formal and informal assessments. in a formal assessment, it can evaluate the skill of the students and an informal assessment, it can evaluate the emotion and the expression of the students during the speaking. however, teaching speaking uses affective strategy and social strategy to low self-confidence students is effective because the students with low selfconfidence can ask the other participants in their group to evaluate them before going to the performance. suggestion the teacher who will implement speaking in the class can use group learning to make the students easy in discussing the topic. moreover, she or he should be creative to design the materials, the picture or the other media can be used to interest the students in english lesson. the teacher uses formal and informal assessments when there is speaking implementation. it is because to measure the confidence of the students during the performance. she or he gives more treatment in grammar, speaking strategies and how to develop the utterances intensively, giving motivation to the students to always learning is also needed and important. for those who want to conduct research in speaking using social and affective strategies, they can develop the assessment’s instrument in research so that it can give the contribution for the teacher in assessing the students in speaking. references barbosa et al. (2015). formative assessment in the foreign language classroom . brazilian english language teaching , 100109. faridi et al. (2014). creative industry development of oral tradition based on android as a local genius in rural javanese communities . merit research journal of education and review , 231-238. fitriati, s. w. (2016). case study into uestioning skills in pre-service english language teachers at ppg program . 2th unnes teflin national seminar. hartono, r. (2014). translation analysis on utterances used in daily communication . arab english word journal, 248-261. junaidi mistar et al. (2014). strategies of leaning speaking by senior high school efl learners in indonesia . the asian efl journal professional teaching articles, 65-74. ketabi and ketabi . (2014). classrooma and formative assessment in second/foreign language teaching and learning . theory and practice in language studies , 435-440. mujiyanto, y. (2017). the dependence of verbal passage on visual representation siti aniqoh shofwani, abdurrahman faridi, dwi anggani l. bharati / eej (2) 2019 244 253 253 in meaning making. international seminar prasasti iii, 884-890. rajagukguk and helena et al. (2017). the academic literacy of sixteen seventh grades of an english immersion junior high school in semarang. language circle journal. riana permatasari, dwi anggani l. bharati. (2015). students' perception on the implementation of collaborative reasoning discussions (cr). english education journal, 21-27. richard, j. (2006). developing classroom speaking activities: from theories to practice. journal watch. saleh et al. (2017). the need to develop english for spesific purposes (esp) reading syllabus for students of islamic education department. journal of foreign language. eej 9 (3) (2019) 307 315 english education journal http://journal.unnes.ac.id/sju/index.php/eej the effectiveness of write-pair-square and group investigation to teach writing descriptive text for students with high and low participation dewi faticha1, dwi anggani linggar bharati2, warsono2 1. mts negeri kota tegal, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: recived 10 february 2019 accepted 24 june 2019 published 15 september 2019 ________________ keywords: write-pair-square, group investigation, writing, descriptive text, students’ participation ____________________ abstract ___________________________________________________________________ recently, teaching and learning english as foreign language has raised its position as a trending field in language transformation in indonesia.this study aimed to measuring the effectiveness of write-pair-square and group investigation to teach writing descriptive text as two cooperative learning strategies. there were 50 students of the seventh grade students of mts n tegal. this study used an experimental method with pre-test and post-test of a 2x2 factorial design. two classes were chosen as experimental group 1 and 2, while the third class was chosen for tryout. the data of students’ participation level was gained from observation before the treatments and the data of students’ writing achievement was gained from writing test. the data from the test was analyzed with t-test and anova test. the results revealed that there was significant difference of the students’ participation on the post-test result after being taught by using write-pair-square and group investigation strategies. then, the result of the significance value (p value) of teaching strategies and participation was 0.032 < 0.05. thus, it can be stated that there is effective interaction among strategies and participation to enhance students’ writing achievement. © 2019 universitas negeri semarang correspondence address: pesurungan lor, kec. margadana, kota tegal, jawa tengah 52142 e-mail: dewi.faticha@gmail.com p-issn 2087-0108 e-issn 2502-4566 dewi faticha, dwi anggani linggar bharati, warsono/ eej 9 (3) 2019 307 315 308 introduction recently, teaching and learning english a foreign language has raised its position as a trending field in language transformation in indonesia. teachers and learners practice different ways to be wellcompetent in english for teachers. applying appropriate language teaching approaches, methods, or techniques is the primary prospect. as the core practitioners, teachers are demanded to help learners build their knowledge of english. their contribution toward learners’ improvement including the way to deliver knowledge in the classroom is required. writing as one of the skills taught in junior high school, it requires the students to master writing skill well. in 2013 curriculum writing as one of the standard competence that can be found in the english syllabus grade vii in semester 2. the students have to master the four basic language skills. they are listening, speaking, reading and writing. writing is one of the language skills that must be mastered by students when learning a language. because with writing can be a process of discovery for students as they find out new ideas and new language forms to express them. mo (2012, p.122) added that teaching english foreign language writing should be in a comprehensive way. all teaching approaches have their advantages, and teacher should not be so keen on one approach and exclude all others. it is necessary for teacher to be creative and attractive, so students will enjoy the activity of writing. there are some techniques under the umbrella of cooperative learning. they are group-investigation, student teams achievement division (stad), learning together, jigsaw, murder and write-pair-square (jacob, mccafierty, & steven g., 1999). all of them are suitable to be implemented in the language teaching. in cooperative learning, the students are not depending on the teacher. they are not merely listening to the teachers’ lecture but they actively participate in the classroom activity. syafini and rizan (2010) mentions that group works sometimes the participation of the group members is not equal and there are group members who indulge on a free ride without contributing the group work and objective. kagan (2009) states that literally hundreds of studies demonstrate cooperative learning boosts achievement more than traditional methods. cooperative learning outperforms competitive and individualistic. a lot of researchers on some studies have applied cooperative learning to enhance students’ achievement (p.32). in the previous studies, the researchers employed cooperative learning of wps and group investigation to students’ writing achievement. the study was aimed to improve the students’ achievement in writing descriptive text whether the implementation of guided writing strategy and the students’ achievement motivation gave a significant effect to the students’ writing competency. cooperative learning proved to be practical and widely acceptable to students. when students were not able to understand teacher’s explanation, group members were able to explain in simpler words that were more easily understood. in this way, it improved students’ perception about learning and decreased the feeling of alienation. meanwhile this research tried to find out the effectiveness dewi faticha, dwi anggani linggar bharati, warsono/ eej 9 (3) 2019 307 315 309 of cooperative learning on wps and group investigation which was proposed to improve the descriptive text writing ability for the students with different levels of motivation. based on my preliminary study, there some problems identified in that students face in learning to write. first, students come from different background of study such as in junior high school that the students are lack of vocabulary, grammatical competence in english and they are lack of confidence to write since they have no background knowledge in english. besides that, students are lack of valuable input through consultation and feedback from teacher and their classmates. they also find it hard to organize logical sentences with appropriate use of mechanism. the students also experience passiveness and boredom in writing and have minimum opportunity to write besides the practice of monotonous teaching and learning strategy from teacher. the general problems mentioned besides other unidentified ones are the shortages students have especially to string up a high quality of written work. referring the topic and problems above, it is important to consider some notions which certainly become the focus as proposed solution in this study. i propose collaborative writing where students write collaboratively whether in group or pair. collaborative writing is basically collaborative learning which merely focuses on writing. some studies assumed it as providing positive impacts toward language learners’ writing proficiency, since a series of writing is accomplished together rather than alone individually. method this study used an experimental method with pre-test and post-test of a 2x2 factorial design. the object of the study is the increase of writing ability by using two strategies compared. they are write-pairsquare and group investigation. there were 50 students of the seventh grade students of mts n tegal. two classes were chosen as experimental group 1 and 2, while the third class was chosen for tryout. this study used numerical data and was analyzed using numerical comparisons and statistical packagers for social sciences (spss) computer program formed tabulation. the quantitative data in this study are taken from pre-test, posttest and questionnaire. those test were conducted in the form of writing test. the experimental group 1 and group 2 had the same test. the pre-test used to measure students’ writing before the treatment and the post-test was used to measure students’ writing after treatment. the questionnaire used in this research based on eysenck personality inventory (epi). so the researcher can classify students with high and low participation. after collecting the data, the writer analyzed the students’ results of pre-test and post-test by using t-test was used to test the result of teaching writing descriptive text by using wps and group investigation to students with high and low participation. while anova test was used to check the relationship between variables which differ from one another. results and discussion this study aims to describe the effect of wps and group investigation strategy in teaching writing descriptive dewi faticha, dwi anggani linggar bharati, warsono/ eej 9 (3) 2019 307 315 310 with high and low participation in the seventh graders of mtsn tegal. in this study, there are two different groups namely first experimental 1, i.e. vii a, treated with wps strategy and the second experimental group, i.e. vii b, treated with group investigation strategy. this section presents the discussion of the whole results of the study. the statistical analysis is used to answer research questions; hypothesis test and draw precise interpretation. before conducting the study, there are two tryouts initiated to describe the validity and reliability of the test. both participation questionnaire and writing test are tested in the try out. the result shows that al of items in the questionnaire are reliable. however, some of those items are invalid. thus, the invalid items are dismissed. meanwhile, the result of the writing test try out is valid and reliable. in the first step in gaining the data during the research is distributing the questionnaire to determine students’ participation, whether they are considered having high and low participation. the questionnaire items of statements are in indonesian version to make the students easier in understanding all of items. to answer the questionnaire the students should put a check (√) on each statement based on their participation. afterwards, the pre-test is conducted to find out the students’ writing achievement before conducting the treatment. the pre-test writing is in the form of essay. students from both experimental groups are asked to write a piece of descriptive text. the treatments for both experimental groups are conducted eight meetings. in the experimental group 1, the introduction descriptive text is given in the first meeting. meanwhile, in the experimental group 2 used group investigation strategy in teaching writing descriptive text. in the first meeting, students are introduced to descriptive text along with its structure and linguistic feature. moreover, the students asked to identify the structure, linguistic features of descriptive text entitled “describing person” in pairs. in the second up to eighth meeting, students taught with wps strategy in group to identify the picture of descriptive text, discuss to others and write the descriptive text. the strategy is called write-pair-square since students have share their ideas based on what they think and then write by using their own words. after receiving the treatment during eight meeting, students gave their writing posttest. then, students develop their ideas as the elaboration. finally, in shift or elaboration, students make the conclusion guided by teacher. after receiving the treatment, students have their post-test writing. this test is used to find out the result of students’ writing achievement before and after the treatment. the writing post-test is in the form of essay. then, the normality is conducted to find out whether of pre-test and post-test has normal distribution or not. the normality test used one kolmogorovsminov test by spss 23.0. the result showed that significance score (sig) of pretest the experimental group 1 that is taught with wps strategy are 0.111 and 0.309. moreover, the result also shows that the significance score (sig) of the pre-test of the experimental group 2 that is taught with group investigation strategy are 0.258 and 0.105. each of significance score higher than level of significance (α) = 0.05. hence, h0 is accepted. therefore, it can be concluded that pre-test data of both dewi faticha, dwi anggani linggar bharati, warsono/ eej 9 (3) 2019 307 315 311 experimental groups have a normal distribution. meanwhile, the result of the normality test of the post-test showed that significance score (sig) of post-test the experimental group 1 that is taught with wps strategy are 0.200 and 0.072. moreover, the result also shows that the significance score (sig) of the post-test of the experimental group 2 that is taught with group investigation strategy are 0.087 and 0.200. each of significance score higher than level of significance (α) = 0.05. hence, h0 is accepted. therefore, it can be concluded that pre-test data of both experimental groups have a normal distribution. then, the homogeneity is the important consideration before conducting the parametric statistical analysis. the homogeneity is used to measure whether the result of the pre-test and post-test homogenous or not. the data of pre-test and post-test is analyzed using levene’s test for homogeneity variance. the result of homogeneity test of pre-test for students with high and low participation shows that the significance score (sig) is 0.877. meanwhile, the result of homogeneity test of post-test for students with high and low participation shows that the significance score (sig) is 0.549. each of it is higher than level of significance (α) = 0.05. as the result, h0 is accepted. hence, the data of the pre-test and post-test for students with high and low participation in both experimental groups are homogenous. to answering the research question this part to be discussed the hypotheses test. the explanations are as follows. teaching writing using wps to students with high participation the results show that there is significant improvement to students with high participation post-test scores. the mean score increases 2.47 points. it means that wps is effective to teach writing descriptive text for students with high participation. it is also supported by t count measurement. t count is higher than t table, which means that h01 is rejected and ha1 is accepted. the results give a sign that wps gives positive effect to students’ writing because it provides many opportunities for students to work together and share their understanding. it is in line with wang (2007) who states that in wps, students with high and low participation interact with each other to complete tasks in group work, which can assist the process of language learning to gain academic achievement and improve social skills. teaching writing using wps to students with low participation the pre-test mean score result of students with low participation who were taught with wps is 78.35. it is only slightly higher than the pre-test mean score result of students with high participation who were also taught wps. the difference is only 1.09 points. while the post-test mean score result for this group shows that there is also significant improvement. the post-test mean score increases 4.44 points from pre-test mean score. it means that wps is also effective to teach writing descriptive text for students with low participation. it is also supported by t count result. t count is higher than t table, it means that h02 is rejected and ha2 is accepted. this result is an evidence that wps also gives positive effect to students dewi faticha, dwi anggani linggar bharati, warsono/ eej 9 (3) 2019 307 315 312 with low participation because it provides a cooperative learning environment which fosters learner activity, joint acquisition of content and mutual explaining. wps also adds an extra source of learning within the groups because some achievers act as a role of tutor, and consequently results high achievements. finally, it provided the students with the requirements of the modern society by teaching them to work with their colleagues competently and successfully (van wyk, 2007). teaching writing using group investigation to students with high participation students mean score before and after the treatment shows significant difference based on the statistical analysis. their post-test is better than pre-test. the mean score increases 1.39 points and t count is higher that t table. it means that h01 is rejected and ha1 is accepted. the result apparently shows that group investigation plays its role in improving students’ writing achievement. group investigation is an effective organizational medium for encouraging ad guiding students’ involvement in learning. by communicating freely and cooperating is planning and carrying out their chosen topic of investigation, they can achieve more than they would as individuals (sharan and sharan, 1990). teaching writing using group investigation to students with low participation based on the statistical analysis result, students with low participation also perform different result on their post-test compared to their pre-test. the post-test mean score is better than the pre-test mean score. the mean score improvement is 5.000 points. moreover, based on table 4.14 count is also higher than t table. therefore, h04 is rejected and ha4 is accepted. the output above brings to the surface how group investigation as another cooperative learning technique exists as beneficial and advantageous to improve students’ writing. it helps boosting students’ writing achievement, promotes open verbal interaction, and enables students to become resource persons for other students (zingaro, 2008). so they can work together to maximize their own and each other learning. teaching writing using wps to students with high and low participation the results show that there are significant improvements to students with high and low participation post-test scores. the mean score increase 1.819 points for students with low participation and 2.885 points for students with high participation. it means that wps is effective to teach writing descriptive text to both students with high and low participation. this result is also supported by t count. where t count is higher than t table, which means that h05 is rejected and ha5 is accepted. the results indicate that wps gives positive effect to students’ writing for both students with high and low participation because students need to complete a task by working together and ensuring that all team members have mastered the lesson. it also leads students to higher levels of thinking by exchanging and sharing information, reinforcing each other, giving feedback and having the responsibility for their tasks in group work. the study also showed that students with low participation gain more achievement than those high participation students. this can be explained from the point of dewi faticha, dwi anggani linggar bharati, warsono/ eej 9 (3) 2019 307 315 313 view that weaker students improve their performance when grouped with higher achieving students in a cooperative learning environment (cohen, 1994). teaching writing using group investigation to students with high and low participation students pre-test and post-test mean scores show significant difference based on the statistical analysis for students with high and low participation who were taught by group investigation. their posttest is better than pre-test. the mean score increases 3.09 points for students with high participation and 1.83 points for students with low participation. t count for them is also higher than t table. it means that h06 is rejected and ha6 is accepted. the result represents that group investigation gives meaningful contribution to the students’ writing both for students with high and low participation because it facilitates students to encourage each other to do their individual investigation and to learn how to work together to finish their group project or presentation so they can celebrate each other success (killen, 2016:99). the interaction effect among teaching strategy, and students’ participation the implementation of wps and group investigation to teach writing descriptive text cannot be taken away from the role of students’ participation which is presented as moderator variable in this study. as a moderator variable which is able to strengthen or weaken students’ writing. students’ participation becomes an important aspect to measure students’ writing. students’ participation is viewed as an important factor in undergraduate learning and is seen as facilitating active learning. it is widely claimed that students’ participation in the classroom facilitates both acquisition of knowledge and development of problem solving skills. students who participate highly in the classroom will learn the subject matter more effectively than students who do not participate (murray and lang, 1997). in relation with the last research questions, this part discusses the interaction effect of teaching techniques and students’ participation to students’ writing achievement. the main point is to see whether students’ writing achievement is purely improved because of the techniques, the existence of participation itself, or interaction between those variables. there is an interaction when the effect of one variable depends on the level of other variable (field, 2005). so, if there is an interaction between two variables it means that those variables have a joint effect to the result. however, if there is no interaction, it means that, there is only individual influence from each variable or only one variable which has influence to the result. the result reveals that there is effective interaction between teaching strategy and students’ participation to teach writing descriptive text. it can be seen from the significant (sig) score for strategy and category (interaction). the significance score for strategy and category (interaction) is 0.032 which is lower than the level of significance (α) = 0.05. it can be concluded that h0 is rejected and ha is accepted. it is also supported by the interaction graph which shows that there is intersection between the lines. to be said having an interaction, the two lines have a cross each other to create an intersection. dewi faticha, dwi anggani linggar bharati, warsono/ eej 9 (3) 2019 307 315 314 thus, since there is intersection created by those two lines. picture 1. estimated of marginal means of writing test conclusion the findings of this study showed that both strategies are able to enhance students’ ability in writing since there is an increment on their achievement after some treatments. the result of statistical analysis shows that post-test is always better than pre-test. in addition, the result shows that students in experimental group 1 (students who were taught with wps) have better post-test scores than students from experimental group 2 (students who were taught with group investigation). it happened because students in experimental group 1 are basically better in writing than students in experimental group2. in other words group investigation is more appropriate for low achiever students, while wps is better implemented to high achiever students. references burke, a. (2011). group work: how to use groups effectively. the journal of effective teaching, 11(2), 87-95. chotimah, n., & rukmini, d. (2017). the effectiveness of student team achievement division (stad) and group investigation (gi) techniques to teach reading comprehension to students with high and low motivation. english education journal, 7(1). cohen, m. (1994). making class participation a reality. political science & politics, 24(4), 699-703. cresweel, j. w. (1994). research design: qualitative and quantitative approach. thousand oaks: sage publications. harmer, j. (2004). how to teach writing. edinburg: pearson education limited. hartono, rudi. (2005). genres of texts. semarang: english department faculty of languages and arts, semarang state university. dewi faticha, dwi anggani linggar bharati, warsono/ eej 9 (3) 2019 307 315 315 jacobs et al. (1999). cooperative learning and second language teaching. new york: cambridge university press. kagan, spencer. (2009). cooperative learning. san clemente: kagan publishing. kelly, a.v. (2009). the curriculum: theory and practice. 6th edition. london: sage publications. killen, r. (2016). effective teaching strategies: lesson from research and practice. 7th ed. melbourne: cengage learning margiyanti, d. a. (2013). the use of a writepair-square strategy to improve the students’ active participation in writing descriptive text. final project english department fbs unnes. mo, h. (2012). “a study of the teaching of efl writing in colleges in china”. international journal of english linguistics, 2(1), 121-124 mulongo, g. (2013). effect of active learning teaching methodology on learner participation. journal of education and practice, 4(4). prita, a. (2016). the effectiveness of student team achievement division (stad) and group investigation in teaching writing to students with high and low participation. english education journal, 6(1). slavin, robert e. (2019). cooperative learning: student teams, second edition. washington: national education. suwarno. (2014). the use of cooperative learning to enhance low and high motivated students in writing descriptive text. english education journal, 4(1). syafini and rizan, t. n. (2010). the effects of cooperative learning in enhancingwriting performance. zingaro, d. (2008). group investigation: theory and practice. toronto: institute for studies in education. wang, t. (2007). “the comparison of the difficulties between cooperative learning and traditional teaching methods in college english teachers”. the journal of human resource and adult learning, 3(2), 23-30. eej 8 (4) (2018) 432 438 english education journal http://journal.unnes.ac.id/sju/index.php/eej the realization of teachers’ code switching in instructional process. musmuliadi , januarius mujiyanto, djoko sutopo universitas negeri semarang, indonesia article info ________________ article history: recived 2 june 2018 accepted 06 september 2018 published 23 december 2018 ________________ keywords: realization code-switching instructional process ___________ abstract ___________________________________________________________________ the objectives of this study were to explain the way teachers switch their language in instructional process, to explain the students’ understanding of teachers’ code-switching instructional process in the classroom, and to explain the students’ perception of teachers’ code-switching in instructional process.this research employed qualitative research. the subjects of this study were 3 english teachers and 152 students of sma al-mas’udiyah bandungan. the data were collected by using audio recording, test, questionnaires, and observation. the results of this study showed that first, there were three ways of english teacher to switch their language in instructional process those are: inter-sentential code switching, intra-sentential switching and emblematic/tag switching. second, students’ mean score were less than 70. meaning that, the students understanding of teachers' code switching is categorized low understanding. third, the students’ perception indicated to positive perception because the majority of students (45%) stated agree with those statements, followed (38%) students stated strongly agree with those statements. meanwhile, (17%) of the students stated disagree with those statements. © 2018 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jl. kelud utara iii semarang 5023 indonesia e-mail: musmuliadi026@gmail.com p-issn 2087-0108 e-issn 2502-4566 musmuliadi, januarius mujiyanto, djoko sutopo/ eej 8 (4) 2018 432 438 433 introduction teaching english encouraged teacher to use various ways or methods that can be used to make the objectives of teaching and learning english is achieved. the teacher must use appropriate way or method based on the students’ proficiency level. the suitable method has effect to the learning objectives. the english teacher should have a good communication in transferring knowledge to the students during teaching and learning process. besides that the teachers’ instruction must be understandable. it means that the students are able to understand their instruction in classroom interaction. code switching can be seen as good method of communication. code switching provides the switch of one language to the other. it means that this way is needed by teacher in transferring knowledge. because the students have lack of vocabularies in english, the english teacher can switch his/her language form english to indonesian in order to make students understand their instruction easily. according to chloros (2009, p.4) “such varied combinations of two or more linguistic varieties occur in countless bilingual societies and communities, and are known as codeswitching. it refers to the use of several languages or dialects in the same conversation or sentence by bilingual people”. another definition is from hoffmann (1991, p.110) “code-switching is the alternate use of two languages or linguistics varieties within the same utterance or during the same conversation”. in addition, hoffmann (1991, p.104) says "codeswitching as changes over phrases or sentence (inter-sentential), including tags and exclamations at either and of the sentence" and "code mixing as switches occurring at the lexical level within a sentence (intra-sentential switches)”. there are several relevant studies which have been conducted by the researchers on this topic, noli, sharifah & roslan (2012), azlan and narasuman (2012) conducted code switching analysis in senior high school level. the aim of the research was to uncover the attitudes of esl learners towards the functions of code-switching. the study found that most of the english language learners have positive attitudes towards code switching. the learners were also reported to believe that code switching facilitates them in understanding the target language. dealing with function of code switching was conducted by then & ting (2011) studied pedagogical function of code switching. the result of study showed that there were some pedagogical functions of code switching found in teaching and learning process. the functions of code switching were: to emphasize the message, to clarify speech content to the interlocutors. strategic use of code-switching serves the needs of both learners and teachers working within a bilingual or multilingual educational environment. different from the others, caparas & gustilo (2017) and balukas (2014) studied about code switching in movies. they intended to understand code-switching in the mediated form. as the result of the study, some of the macro functions of code-switching were found included speech accommodation, construction of identity and to exhibit power. dealing with types of code switching, hoffmann (1991, p.112) said “there are three types of code-switching; they are inter-sentential switching, intra-sentential switching, and emblematic-switching (tag switching)”. study about types of code switching has been conducted by (dulm 2006). the study investigated the patterns of intra-sentential and inter-sentential code-switching, and the influence of language proficiency on intrasentential code switching. the finding of studies showed that intra-sentential code switching occurred at a higher rate than inter-sentential code switching and speakers dominant used more intra-sentential code switching than intersentential code switching. code-switching helps learners to enjoy their learning due to their ability to comprehend the teacher input. the comprehensible input also allows them to feel less stressful and to become more comfortable to learn. for the musmuliadi, januarius mujiyanto, djoko sutopo/ eej 8 (4) 2018 432 438 434 effect student felt comfortable switching language within normal conversation providing for a bilingual society. code-switching may be viewed as an extension to language for bilingual speakers rather than interference and from another perspective. comfortable mean without any unnecessary anxiety, the learner is able to focus and participate in classroom practice eventually and the activities become more successful. code-switching is not only social phenomena in the community but also it can be used as a good way in communication in order to create clear meaning from the speaker to the listener in a conversation. good communication has a positive effect on teaching and learning process. in this case teachers’ code switching is a strategy of communication can be used by teacher to give positive impact in teaching english as foreign language. the researcher assumed that english teachers use code switching as strategy or method of communication in transferring knowledge during teaching and learning process. the teacher switchs their language from indonesian to english or from english to indonesian or even from english to javanese and from javanese to indonesia. it depends on condition and situation faced by english teachers in classroom interaction. therefore the objectives of this study were were to explain the way teachers switch their language in instructional process, to explain the students’ understanding of teachers’ code-switching instructional process in the classroom, and to explain the students’ perception of teachers’ code-switching in instructional process. method this study employed qualitative research design which was aimed to explain teachers’ way to switch their language, to explain the students’ understanding of teachers’ code switching, and to explain the students’ perception of teachers’ code switching the subjects of this study were english teachers and eleventh grade students in sma al-mas’udiyah bandungan. it consisted of 152 students who were taken from two different classes. they were class xi ipa 1, xi ipa 2, xi ips 1, and xi ips 2. audio recording, observation, test, and questionnaire, were used as isntruments to obtain the data in this study. the first, audio recording and observation were employed to obtain the data about teachers’ way to switch their language in classroom interaction. the second, test was used to get the data about the students’ understanding of teachers’ code switching. the third, the questionnaire was employed to obtain the data about the students’ perception toward teachers’ code switching. the procedure in collecting the data in this study employed several steps those were recording, observing, giving test, and giving questionnaire. meanwhile, the data were analyzed through some steps: (1) trancribing, (2) identifying, (3) classifying, (4) reducing (5) interpreting, and (6) inferring. results and discussions this study was limited into three research problems, they are analyzing the way teacher switch their language in instructional process, analyzing the students’ understanding of teachers’ code switching, and analyzing the students’ perceptions of teachers code switching. the teachers’ way to switch their in instructional process. based on the audio recording and observation that has done by the researcher, he found there were three ways of english teacher to switch their language in instructional process those are: inter-sentential code switching, intrasentential switching and emblematic/tag switching. here the explanation as follows: 1. inter-sentential code switching based on hoffman theory, intersentential switching occurs at a clause or sentence boundary, where each clause or sentence is one language to another. in line with musmuliadi, januarius mujiyanto, djoko sutopo/ eej 8 (4) 2018 432 438 435 the theory, romaine (1996, p.7) defines “intersentential switch occur outside the sentence or clause level that is clause boundaries”. in inter-sentential switching a speaker switches from one language to another between different sentences. this implies that when the speech of an individual is divided into sentences, one sentence could be in one language while the other sentence could be in a totally different language. a) you can do it kamu bisa mengerjakannya bukan kamu dapat duit ya in translating meaning of the sentences, teacher tried to make the learning become more fun by making jokes in order to make students were not boring to follow teaching and learning process. teacher tried to make fun learning by switching the language from indonesia to english. b) memang kadang kadang ketika perform in front of people we made mistake in teaching and learning process, there is speaking practice session where the students were asked to come forward to perform one by one and tried to speak in front of the classroom. there were many students do mistakes when they were performed. in order to motivate the students english teacher reminded the students that when we are learning we do a mistake because mistake is part of learning. the teacher switches their language from indonesian to english in order to motivate the students to perform in front of the classroom. c) seharusnya bukan yang a kalau itu kan i hope she can do the best next saya berharap dia bisa melakukan yang terbaik kan jadinya gak nyambung kalau jawabannya yang a. teacher corrected the answer that has done by students in front of class and asked to correct students‟ answers and explained the material then teacher tried to clarify. the teacher switches their language from indonesian to english utterances then switch again to indonesian in order to give clarification about the best answer for that question. 2. intra-sentential code switching hoffmann (1991, p.112) stated “intrasentential is contained switches within a clause or sentence involving a phrase, a single word or across morpheme boundaries”. in this case, the teacher may switch parts of clauses, lexical items, or even morphemes. in this type of switching, speakers switch from one language to another within the same sentence. thus a sentence made up of two or more languages. in instructional process of english in classroom interaction, english teacher used intra-sentential code switching as their way in switch their code during the teaching and learning process in classroom. the example as follows: a) okay what page? kemarin sampai halaman berapa? the conversation in the opening class teacher greeted the students, and asked the students about the last page that have been learnt in previous meeting before continue to the next material. b) kalian kan baru usia seventeen or nineteen year toh in the opening session before teacher continued to discuss the next material. the teacher asked the students about their planning after finished the study in senior high school. some of students answered they will continue the study, looking for job, and get married. the teacher was surprised to hear that. the teacher tried to remind that the students still young they have to continue their study or find job before get married. teacher tried to remind the students by switching language from indonesian to english. c) akan tetapi terkadang juga native speaker of bahasa ya karena kita penutur bahasa asli bahasa indonesia. 3. emblematic-switching (tag switching) poplack, as cited in maidah (2014, p.29) stated that “tag-switching is the insertion of a tag phrase from one language into an utterance from another language such as., so, well, you know, etc”.the expressions for common tags in english include "you know, i mean, right, is it right, understand" or filler such as "so, well, alright, ok, yes personal expression like "he, em,err,etc. english teacher used emblematic/ tag switching as their way to switch their language musmuliadi, januarius mujiyanto, djoko sutopo/ eej 8 (4) 2018 432 438 436 in instructional process. they were used in different condition and situation classroom interaction. emblematic/tag switching divided into two variations those are: english indonesian emblematic-switching, indonesianenglish emblematic-switching. here the example a). so aim itu tujuan sama juga dengan purpose dan goal juga semua itu artinya sama yaitu tujuan teacher corrected the students’ answer and explains the meaning of the word “aim”. the tag switching by the word “so” means the tag “so” insert to/from indonesian sentence. teacher inserted word “so” as tag switching as his way to switch his language in instructional process of english. b) for today we will continue our lesson again ya! after introduction in learning process, teacher continued to the material that would be taught that day. then, confirmed about the homework that was given. after checked the assignment, teacher asked to continue do the material. c) shop gawang? masyaallah goal keeper gitu ya! teacher asked the students to translate the sentence. the students translated indonesian phrase “penjaga gawang” translated to “shop gawang”. the teacher tried to clarify by produce or insert “gitu ya” in his utterances. students’ understanding of teachers’ codeswitching in instructional process. this is the second objectives of the study. in order to achieve the objective of the study, the researcher used test as instrument to collect the data of this study. according to brown (2004, p.3) sated “test is a method of measuring a person’s ability, knowledge and performance in a given domain”. the test is used to measure the students understanding of teachers’ code switching in instructional process. type of test was multiple choices. test was given to 152 students as participants of the study which consist of four classes for eleventh grade students namely xi ipa 1, xi ipa 2, xi ips 1, and xi ipa 2. if those students have mean score 70 up to 100 its belong to high understanding of teachers’ code switching but if the students have score less than 70 its belong to low understanding of teacher code switching. after the test was conducted, the researcher continued to analysis the data in which divided into several steps. first, analyzed individual score for each student. second, find the mean score of all students. to analyze the mean score of the students, the researcher used spss program. the results of mean score analysis for all participants in this study could be seen in the following table. table 1. the table above showed that the mean score of all students table above was result of mean score analysis for all participants (xi ipa 1, xi ipa 2, xi ips 1, and xi ips 2). the table above showed that the mean score of all students was 42.30 while the minimum score of the students was 33.00 and the maximum score of the students was 48.00. from the finding and result of students’ score analysis above it showed that the highest score of the students was 46.00 meanwhile the mean score was 34.16. it means that there is no students get score 70 or the students’ score were less than 70. form those score it can be concluded that the students understanding of teacher code switching in classroom interaction is categorized low understanding category. students’ perceptions toward teachers’ codeswitching in instructional process. this is the last objectives of study in this research. in oredr to achieved the objectives of the study, questionnaire was employed in this study to collect the data. the type of musmuliadi, januarius mujiyanto, djoko sutopo/ eej 8 (4) 2018 432 438 437 instrument is close ended questinnaire.the questionnaire consist of 20 statements which is the optional response strongly agree (sa), agree (a), disagree (d), and strongly disagree (sd). the data about students’ perceptions towards teachers’ code switching in instructional process was gained from the questionnaire. the questionnaire consist of 20 statements which is the optional response strongly agree (sa), agree (a), disagree (d), and strongly disagree (sd).the result of the students’ questionnaire can be seen in following table bellow. table 2. results of the questionnaire the questionnaires in this part focused on the realization of teachers’ code switching in instructional process. results of the questionnaire can briefly summarize as follows. first, the majority of students (45 %) stated agree with all statements, second, followed (38 %) students stated strongly agree with those statements. third, (17 %) of the students stated disagree. it can be cocluded that the students have positive perception toward teachers’ code switching in instructional process of english. positive perception here means that students in general agree or strongly agree with those statements od questinnaire that have given. conclusion the conclusion of this study based on the research problems. the first result indicated that there were three ways that english teacher used to switch their language in classroom interaction. those were: inter-sentential code switching, intra-sentential code switching and emblematic switching. each form could be english-indonesian switching, indonesian english switching, and indonesian-englishindonesian code switching. the second result indicated the students understanding of teachers’ code switching is categorized low understanding category because the mean score of all the students were 34.16. meanwhile, the minimum score of students were 20 and the maximum score of the students were 46. it means that the students couldn’t answer the question correctly more than 50% from all the total of question. therefore the students understanding of teachers’ code switching in instrutional process were low understanding category. dealing with the third research question, the result indicated that the students’ perception of teachers’ code switching were indicated to positive perception because the majority of students (45%) stated agree with all statements, followed (38%) students stated strongly agree with those statements. meanwhile, (17%) of the students stated disagree. it can be cocluded that the students have positive perception toward teachers’ code switching in instructional process of english. positive perception here means that students in general agree or strongly agree with those statements od questinnaire that have given. . references balukas, c. (2014). spanish-english bilingual voice onset time in spontaneous code-switching. international journal of bilingualism. 19, (4), 423–443. retrieved from: ijb.sagepub.com. caparas, p., & gustilo, l. (2017). communicative aspects of multilingual code switching in computer-mediated communication. indonesian journal of applied linguistics. 7, (2), 349-359. retrieved from: http:dx.doi.org musmuliadi, januarius mujiyanto, djoko sutopo/ eej 8 (4) 2018 432 438 438 chloros, p.g. (2009). code-switching. new york: cambridge university press, dulm, o. v. (2006). structural aspects of english-afrikaans.intrasentential code switching.southern african linguistics and applied language studies. 24, (1), 57 69, retrieved from: http://dx.doi.org/10.2989/1607361060 9486406 gilead, y. (2016) code-switching functions in modern hebrew teaching and learning. journal of jewish education. 82, (4), 268-292. retrieved from: http://dx.doi.org/10.1080/15244113.2 016.1235874 hoffmann, c.(1991). an introduction to bilingualism. uk: longman group uk limited. noli, m. n., farrah, d. r a., sharifah, i. s. s. z., & roslan, s. (2012). esllearners’ reactions towards code switching in classroom settings. procedia social and behavioral sciences. 90, 478 – 487. retrieved from:www.sciencedirect .com then, d. c.o., & ting, s. h. (2011) code switching in english and science classrooms: more than translation. international journal of multilingualism. 8, (4) 299-323, retrieved from:http//dx. doi.org/10.1080/14790 eej 9 (4) (2019) 509 – 516 english education journal http://journal.unnes.ac.id/sju/index.php/eej the alignment of and gaps between the needs analysis, the 2013 curriculum and classroom practice of clt approach anisa dian kusumawardani 1, abdurrachman faridi2 1. smp islam al madina semarang, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: recived 20 june 2019 accepted 2 august 2019 published 23 december 2019 ________________ keywords: needs analysis, 2013 curriculum, clt, alignment, gaps ____________________ abstract in designing and evaluating a curriculum, need analysis is the prior action so that it can accommodate students‟ need and the result is not disappointing. the dissatisfaction toward graduate students from vocational high school who most of them do not have adequate english skill to work can be assumed that the curriculum as well as the learning process do not consider the students‟ needs. this study aimed to investigate the vocational high school students‟ needs and its alignment of and gap toward the 2013 curriculum and the practice of clt approach. this research is qualitative descriptive research which was conducted at smk negeri 1 semarang toward the students and the teacher. the data were collected by using questionnaire, observation checklist, document analysis guideline and interviews.the result of this study shows the students‟ opinion, demand, and reflection toward the english learning process. meanwhile on the investigation of the teaching learning, it is found that the implementation of the 2013 curriculum more or less has been accordance with the regulation, on the contrary the clt approach had not been applied well. the alignments of the needs analysis, the curriculum and the clt approach lay on the sufficient time allotment of the english subject, the learning activity, promoting active learning, and promoting english usage during the learning process. meanwhile the gaps between the needs analysis, the curriculum and the clt approach occur in the lack of productive skill practice, authentic learning media, and the discipline-related learning material. © 2019 universitas negeri semarang correspondence address: jl. menoreh utara ix no.57, sampangan, kec. gajahmungkur, kota semarang, jawa tengah 50232 e-mail: anisadiian@gmail.com p-issn 2087-0108 e-issn 2502-4566 anisa dian kusumawardani, abdurrachman faridi/ eej 9 (4) (2019) 509 – 516 510 introduction needs analysis which is the initial process in designing a course provides information on the target, the demands and the lacks. this prior step can be conducted toward several parties in the education field such as students, teachers, alumni and the stakeholders. the one which is conducted toward students is the most important one as they are the object of the education. students‟ needs analysis can be used to evaluate a course or a curriculum. it reveals the target of learning, students‟ learning experiences, students‟ weaknesses, and students‟ expectation. by obtaining the analysis, we can see how well the curriculum or the course accommodates the demands. there have been a lot of studies on the needs analysis conducted in college level as well as on the secondary level. the results of those studies reveal that the improvement of communicative skills such as speaking and listening skill is the demanding one. it is also found that the high demand is caused by the lack of communicating in english in the daily life. it is also related to the fact that the learning process is lack of interactive activities (todea&demarcsek, 2017;yang, 2018; zurniati&kustati ,2015).although the needs analysis has been conducted in either college or secondary level, the information on the needs of vocational high school students can be called as limited. thus, the detail information of vocational high school students toward english subject is recommended by ayuningtyas (2015). the limited information on the needs analysis of secondary school students causes several uncomfortable effects related to the recent curriculum, the 2013 curriculum. although the curriculum points out the balance of both hard skill and soft skill (ashar&irnawati, 2016), it is still claimed that it does not support the main goal of the vocational school that is preparing the students to master the skills which will be used in work life. in term of english, the students‟ proficiency cannot be said as satisfying, it still needs long road to achieve it. this is also related to the process of learning. students of vocational high school will need more practical english such as adequate listening and speaking skill as it will be used directly at the spot. furthermore, they also need to have sufficient understanding toward vocabulary and terms which related to their discipline. it will be used when they read the manual of certain instruction. thus they need to be exposed to english as much as they need to. they also need an effective and intensive environment to practice and communicate using english. in other words they need to be active during their learning process (astuti & lammers, 2017) as what is expected by the communicative language teaching approach which has been claimed to be adopted by the curriculum in indonesia in english subject. clt approach is considered as an effective approach to teach english for foreign language as it requires students‟ active participation in using english to communicate during the learning activities (mustapha &yahaya, 2012). as the learners intensively communicate using english, they eventually use their listening, speaking, reading and writing in integrated way. of course, errors and mistakes occur during their learning interaction, which enable them to learn directly. this intensive learning cannot be put aside with the existence of authentic material in which the learners learn how to use the expression in their statements in correct way (breshneh, 2014; richard & rodger, 2014). from the explanation above, we assume that the vocational high school students‟ competence lacking in term of english skill which makes them be ready in their work life is the result of the neglect of their needs and the incomplete practice of the 2013 curriculum as well as the clt approach. thus, i followed up ayuningtyas‟s (2015) recommendation on investigating the detail information of vocational high school students toward english subject and arfandhani‟s (2015) suggestion for investigating how the approach is applied in vocational high school. thus i would like to anisa dian kusumawardani, abdurrachman faridi/ eej 9 (4) (2019) 509 – 516 511 draw the vocational high school students‟ needs analysis, the practice of the 2013 curriculum and the clt approach, then i would like to draw their alignment and gaps to know what has and has not been achieved. method this study employs qualitative case study. qualitative research is chosen as this study focuses on the participants‟ perspective, meanings, and their subjective views (creswell, 2007, p. 38). furthermore in order to gather information on the issues, multiple data source is needed such as observation, interview, document analysis, and questionnaire. one of vocational high school in semarang, central java is chosen namely smk n 1 semarang. the school is one of the favorite vocational high schools in semarang. it was pointed as one of the pilot schools of the 2013 curriculum when it was first implemented. there are an english teacher and seventy eight students of vocational high school who participated. findings and discussion in this part, the result of the investigation of the study is presented. it includes vocational high school students‟ needs analysis, the implementation of the 2013 curriculum in english subject and clt approach. the alignments of and gaps between the needs analysis, the 2013 curriculum and the practice of clt approach are presented as well. the investigation of vocational high school students’ needs analysis the questionnaire which was filled by the students as well as the interviews of representative students shows the students‟ reflections, experiences, and demands. the students are aware on the importance of english for their future, either so that they can pass the exam or so that they are able to use it properly as well as get more point for their job enrollment, able to perform well during the interview as well as during the training and able to communicate with fellow workers both local and foreign as a lot of them aim to be employed in either national or multination company. yet, they realized that their english proficiency is still need to be improved. one of the students also mentioned that english is not used in their daily live. he also added that he uses javanese to communicate with his parents as well as his friends and bahasa indonesia when he talks to his teachers or other people he interacted with. this fact is also issued by the expert, who reviewed this study, which causes the slow rate of english acquisition for students. whereas to acquire english it should be exposed in their daily life (prihantono, 2016; rogers, 2014). thus, students are eager to have more conversation practices in their lessons. they need a lot of space to practice so that they can improve their speaking skill. in addition, as the investigation also reveal that students prefer to learn english which relates to their program. they need practical english which can be used directly during their work such as reading manuals, performing and explaining their work. in this way, a lot of presentation will help them to enhance and improve their english skill. the number of presentation is needed to be maintained as well as to be increased by the teacher (saritwa, fitriati & faridi, 2018). the implementation of the 2013 curriculum in english subject the implementation of the 2013 curriculum cannot be separated with the regulations which rule it. one of those regulations, ministry of education and culture regulation no. 22 year 2016, it contains the guides from the planning until the implementation of the curriculum. in planning the lesson plan, the teacher has followed the organization from the latest version, although there are some sections which still incomplete, such as in learning goals, learning materials, and learning methods. in some lesson plans the teacher has not successfully constructing the abcd pattern. meanwhile the learning materials which is supposed to be attached in anisa dian kusumawardani, abdurrachman faridi/ eej 9 (4) (2019) 509 – 516 512 the lesson plan is not put in the place it should be, in other words, most of the lesson plans only carries the short section of the learning materials. in term of learning methods, the teacher has used the methods proposed namely project-based, problem-based, and discovery learning (nurwachid, bharati & rukmini, 2018; waluyo, mujiyanto & faridi, 2018).which also elaborated into the learning activities planning. in fact, the teacher is still not aware on the difference between those learning methods. this issue leads to the miss between the planning and the classroom activities. although the steps of opening and closing activity are able to be conducted well by the teacher, it is different for the core activity which mostly having a lot of modification and activities. as also confirmed by the experts that most of the teachers are still having difficulty and lack of understanding toward the 2013 curriculum, the learning activities is hardly carried as it is expected. during the classroom observations, the teacher used scientific approach limitedly with discovery learning as the method most of it. as the result, learning process which is expected to stimulate higher-order thinking skill is not maximally carried out. another issue is the assessment aspect which is no longer focusing only on the knowledge aspect also on the behavior as well as on the skill which has been stated in the government regulation no. 23 year 2016. as behavior or attitude assessment is new for the teacher who has been more than thirty years being a teacher, it is quite hard to be conducted by the teacher. it is due to the focus of the teacher during teaching learning process is still on the knowledge aspect as it is the usual assessment which mostly has been done formatively by quizzes, daily test or directspoken test. as for the skill assessment, during the classroom observation the teacher prefers conducting speaking test as mostly planned in the lesson plan although it should measure writing skill. however, just like the behavior assessment, the teacher yet has found the proper way to conduct skill assessment as it is not conducted frequently by the teacher. moreover, the teacher has not fully understood on how to plan and execute the performance assessment well in which the information of the students‟ progress from their planning, practice until their performance do not being recorded. the classroom practice of clt approach dealing with the classroom practice of clt approach, it is shown that a lot of aspects of clt approach which are not implemented by the teacher but familiarizing english by teacher instruction delivered in english as well as applying trial and error. yet, the effort to make the students practice and communicate using english is not significant enough (farista, bharati & fitriati, 2018). it is proved by the proportion of students‟ talk and teacher‟s talk in english in which it is dominated by the teacher. this indicates that the learning environment for practicing english for the student is not adequate. the teacher has not built appropriate scene for the students to practice their english both among students as well as with the teacher. additionally, during the learning process the presence of the authentic media is barely seen. this resonates the findings from the studies conducted by arfandhari (2015), huang (2016). it is found that the use of learning media is closed to never as most of times the teacher uses local made books and students worksheet. they barely have listening practices which provide authentic modeling form the native speaker of english. the effect of this issue lays on the students‟ fluency and accuracy. the alignment of the needs analysis, the 2013 curriculum and the clt approach the alignment which occurs between the needs analysis and the 2013 curriculum lays on the time allotment and the process of teaching learning. according to the students, the duration for learning english in the classroom is sufficient, although it has been reduced into three hours per week. while for the teacher three hours per week is considered as insufficient, it needs more time so that the students are able to master the materials well as well as to get adequate practice. in addition, anisa dian kusumawardani, abdurrachman faridi/ eej 9 (4) (2019) 509 – 516 513 during the teaching learning process, the teacher has successfully implemented the activity either opening,core orthe closing which are designed by the regulation. the teacher gave chance for the students to ask questions, gather information as well as present their work. those are the effort of the teacher to make students engage to the learning process, and to show appreciation toward students effort. furthermore, the needs analysis is aligned with the practice of clt approach can be seen in the effort from the teacher to familiarize the students with english by speaking in english in some of the occasion during teaching learning process. this effort can be the model for the students to be active practicing to communicate using english, as well as to boost students‟ motivation and courage in their practice. additionally, the students also have time and chance to try during learning process. how the 2013 curriculum linked to the clt approach practice is the way in which both of them promotes active learning which gives the students chances to participate actively during the learning process. their active participation occurs during the gathering information along with questioning step as well as during the performing their work. as the 2013 curriculum also pays attention on the skill assessment, the students are also aware on the importance of this matter. thus, they will try to prepare and perform well. the gaps between the needs analysis, the 2013 curriculum and the clt approach the gap between students‟ needs analysis and the implementation of 2013 curriculum lay on three aspects, namely focusing only on the knowledge but lack of productive skills, the usage of learning media, and the uncorrelated learning materials with their program of study. the first case is proved by the fact that students are aware on their need of speaking skill yet it is different from the teacher. it might be caused by teacher‟s unawareness on the need as well as the lack of understanding toward the productive skills especially speaking skill. the second case occurs due to teacher‟s lack of preparation. in addition the learning sources belong to the teacher such as textbook from the government lack of authentic materials in which this is in line with the research finding found by akbar (2016); handayani (2016), and nimasari (2016). those two cases can also be inferred that the teacher still needs more time to adjust her teaching style to the new concept offered by the 2013 curriculum. furthermore, a lot of teachers with more than twenty years of teaching experience face a lot of difficulty to shift their teaching paradigm to the newest one. meanwhile, the third case is caused by the lack of understanding form the government on the needs of vocational high school students. they need more practical english learning materials rather than the theory ones. in term of examples of some of the text genres which are included in the syllabus do not linked to their study program. the slogan which says „practice makes perfect‟ is not applied during the teaching learning process. the lack of practices in communicating using english either between student to teacher and all way round as well as among students is one of the gaps occurred between students‟ needs analysis and the classroom practice of clt approach. while the clt approach as well as students‟ desire to have a lot of practice, the reality says the contrary. this issue reflects the finding of the previous studies which were conducted by astuti (2009), poorbehzadi and songhori (2018). in addition, there is not obligation of teacher‟s instruction to the students to always using english during the learning process. thus, the students have no responsibility to keep on trying to speak in english. as the room for practicing english is limited, students‟ fluency in speaking english cannot be found. according to the finding on the gap between the 2013 curriculum and the practice of clt approach it is found that there are a lot of absences between the two. this issue is caused by the lack of knowledge on the clt approach as stated by the teacher herself. the teacher barely knows the concept of clt approach as well as how to conduct it in the anisa dian kusumawardani, abdurrachman faridi/ eej 9 (4) (2019) 509 – 516 514 teaching learning process. however, the teacher has tried to make use of english in some occasions so that the students are able to understand some expressions, although it is not being intensified yet during the learning process. as stated before that the teacher lack of knowledge on clt approach, the teaching style is still contemporary or using traditional method by separating the four skills. in other words, the four skills are not taught integrated as grammar is taught separately without involving any text or context. in addition, the individual work is still dominating the learning process. the teacher is still reluctant to use group work, whereas it can help the students to interact and practice their english as well as being actively participate during the learning process. thus, the students mostly interact with the teacher instead of with their friends. moreover, during the learning process, the teacher dominates it. instead of being the facilitator, guide or being the advisor during the learning process, the teacher feels more comfortable being the conductor of the class. as the result, it can be said that the implementation of the 2013 curriculum as well as the practice of clt approach has not met the qualification. conclusions and suggestions firstly, the needs analysis shows that the students are aware on the importance of english for their graduation as well as for their future. they also realize that they are lack of english skill especially in speaking. meanwhile, the teaching learning activity has accommodated their needs, although it has not shown maximum result of their proficiency. the analysis also discovers the students‟ preference for their learning; it is found that they wish to have more speaking practices as well as more group works. it is also discovered that they prefer to have learning material which relates to their programs. secondly, the implementation of the 2013 curriculum in vocational high school more or less has been accordance with the regulation, although some of parts have not met the required yet. in term of lesson plan which is made by the teacher, it is found that some parts are incomplete, for example the learning indicators, learning goals, learning materials, and learning method. meanwhile, the learning activities as well as the assessment have been design in accordance to the regulation. during the implementation in the classroom, it is shown that the teacher has tried applying scientific approach, although the learning method remains grammar translation method. as for the assessment, the teacher was able to conduct behavior, knowledge as well as skill assessment although the skill assessment is only in the form of speaking performance. the teaching learning approach in the classroom can be said that has not represent clt approach yet as the soul of it in which familiarizing the student to communicate using english by practicing it has not been done intensively. the communication is still going one way that is from the teacher toward the students. in addition, the lack of authentic material and group work also hinder the implementation of clt approach. the alignment of the needs analysis and the 2013 curriculum lays on the sufficient time allotment of the english subject; giving the students time and chances to observe, to ask questions, to gather information and to perform their work. meanwhile, the alignment of the needs analysis and the classroom practice of clt approach happened in the fact that the teacher tries to make use of english in every occasion during the learning process as well as giving model in speaking english. furthermore, the alignment of the 2013 curriculum and the classroom practice of clt can be seen through the idea of active learning in which the students participate actively during the learning process, the process trial and error also occurs. the gaps between the needs analysis and the 2013 curriculum occurs in the lack of productive skill practice such as speaking and writing practice, the use of learning media, and the learning materials. as clt approach focuses on training the students to be able to master english by using it as the communication anisa dian kusumawardani, abdurrachman faridi/ eej 9 (4) (2019) 509 – 516 515 tools, the 2013 curriculum also provide the spot for it; yet it is missing during the practice in the classroom. in addition, the learning media which should be used by the teacher should be able to help the students to have adequate model and example as well as input for their practice. this part is also missing in the reality as authentic media is barely used. the last gap is in the learning materials which are considered unmatch to the students‟ program. based on the explanation and elaboration above, i would like to purpose some suggestions for the next study.after knowing the needs of vocational high school students toward english for their future in which they need to get more practical english, the teacher as well as the school authority should try to meet the students‟ needs by adjusting and expanding the learning materials, methods, as well as the learning activity. furthermore, as the students are expected to be able to perform active english in their communication, it is needed for the teacher to plan and conduct learning activity which trigger and stimulate them to always practice using english in every occasion. moreover, the 2013 curriculum is having a lot of upgraded aspects which a lot of teacher found it difficult to apply such as the hots, the scientific approach, the learning methods, and the assessments. those positive aspects will be meaningless if during the implementation in the school is not as being expected. in order to get more satisfying result, teacher‟s training should be conducted regularly so that the teachers are able to understand clearly what the curriculum‟s and the government‟s intention as well as broaden their horizon. references akbar, r. 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(2015).needs analysis for an (english for specific purposes (esp) subject: a case study of state vocational high school 1 padang.rielt journal, 1(1), 73-7 http://dx.doi.org/10.17507/jltr.0706.20 http://dx.doi.org/10.15639/teflinjournal.v27i1/217-245 http://dx.doi.org/10.15639/teflinjournal.v27i1/217-245 https://doi.org/10.1088/1757-899x/200/1/012064 https://doi.org/10.1088/1757-899x/200/1/012064 https://doi.org/10.15294/eej.v8i3.24875 eej 9 (3) (2019) 421 427 english education journal http://journal.unnes.ac.id/sju/index.php/eej the comparison of conversational structures between zach sang and the radio 1 breakfast shows awwalia fitrotin izza, januarius mujiyanto, issy yuliasri universitas negeri semarang, indonesia article info ________________ article history: recived 24 march 2019 accepted 25 july 2019 published 15 september 2019 ________________ keywords: conversational structures, turn-taking, adjacency pairs, repair, conversation style _________________ abstract this study focused on a comparison of conversational structures between two talk shows, zach sang show and radio 1 breakfast show. this study is a descriptive qualitative study. it used zach sang show and radio 1 breakfast show on an episode interview with sam smith as the object of the study. to analyze the data, the researcher used conversation analysis theory proposed by schegloff and sacks (1977). the result of the study revealed that both talk shows applied the structures of opening, closing, adjacency pairs, turn taking, and repairs. there are some similarities and differences between these two talk shows in terms of structures. high involvement style and high considerateness style appear in both shows. however, in zach sang show, the two speakers mostly share the same style which is high considerateness style. in conclusion, there are some differences of conversational structures between zach sang show and radio 1 breakfast show on their interviews with sam smith. © 2019 universitas negeri semarang correspondence address: jl.kelud utara 3 sampangan kampus pascasarjana unnes, semarang, indonesia e-mail: rantiharvirahimi101@gmail.com p-issn 2087-0108 e-issn 2502-4566 http://journal.unnes.ac.id/sju/index.php/eej mailto:roniwahyudi@students.unnes.ac.id mailto:roniwahyudi@students.unnes.ac.id awwalia fitrotin izza, januarius mujiyanto, issy yuliasri/ eej 9 (3) 2019 421 427 422 introduction conversation occurs when people talk with each other and can be used to indicate any activity of interactive talk regardless of its purpose. (ten have, 1999, p.4) based on this definition, it can be said that conversation is an action by individuals to gather information, make known each other, and fill the needs as a human being living on this earth. further, this study based on conversation analysis by schegloff & sacks (1977). schegloff & sacks (1997) identifies major structural of interaction; they are turn-taking, sequence organization, repair, overall structural organization of conversation, word selection, turn organization, and so on. besides the casual conversation surround us, we mostly see television, radio, youtube, and other social media, which shows many conversation forms. a talk show is a television programming or radio programming in which one person or group discusses various topics led by a talk show host. a talk show gains a huge audience because it seems more interactive since we can hear the dialogue between host and guest involves in the show. however, many talk shows nowadays ignore conversational structure and more focus on gaining a big audience than making a successful conversation. further, two of the most popular talk shows on radio nowadays are zach sang show and radio 1 breakfast show. zach sang show is considered to be more serious than radio 1 breakfast show since the host of the show is a typically radio host. on the other hand, radio 1 breakfast show is hosted by nick grimshaw who is humorous. the conversation structure on both talk shows can be compared through the opening, closing, adjacency pairs, turn taking, and repair. several studies were referred in this study related to the research on the analysis of conversation structure and the aspect of conversational structure in daily conversation. some of them were mandelbaum (1990), boufranch (2001), demitrijevic (2004), gafaranga (2005), luginbuhl (2007), mazur (2008), angus, et. al (2012), zaferanieh (2013), andriyanto (2014), pour and yazd (2015), khodareza and asadi (2015), sofyan and rahmah (2016), yuliasri and karlinda (2016), and turnbull and muntigl (20018). in their studies, they revealed that ca studies yield descriptions of recurrent structures and practices of social interaction. some of them, for instance, turn taking or sequence structure, are involved in all interaction, whereas others are more specific, besides they relate to particular actions, such as asking questions or delivering and receiving information, suggestion, or complaints. the next previous studies are about speakers‟ conversational style. some researcher had conducted this study; they were deborah (2001), yuksel (2005), boonstra (2005), tanen (2007), rulitasari (2010), dewi and sylvia (2012), and wulandari (2015). the result generally showed that a successful of a conversation could be seen by the conversation style used by speakers. conversational styles are divided into high involvement style and high considerate styles. if two speakers use the same conversation style, the conversation can be said success. the previous studies could be used as practical guidance for this study since it was relevant in terms of conversation analysis, especially in the application of conversational structure aspects including opening, closing, adjacency pairs, turn taking, repair, and further about conversational style. however, this research was not the same as those above since it compared two different talk shows which had different conversational structure and conversational style among the speakers. therefore, it implemented to evaluate the similarities and differences between those two talk shows and the implication to the run of the show. further, this current study aimed at presenting the comparison of conversational study between zach sang show and radio 1 breakfast show on an interview with sam smith. awwalia fitrotin izza, januarius mujiyanto, issy yuliasri/ eej 9 (3) 2019 421 427 423 methods this study is a descriptive qualitative study. it aims to explain conversational structure analysis; as well as the similarities and differences that exist in zach sang show and radio 1 breakfast show in interview with sam smith. the object of the study was the conversation in zach sang show and radio 1 breakfast show on an interview with sam smith. in order to collect the data, the researcher used audio, transcript, and worksheet as the main instrument. the worksheets were used to collect the data about the aspects of conversational structure, the similarities and differences of each show, and conversation style aspects. there were five worksheets accordance with research problems mentioned. after collecting the data, the researcher analyzed the data by identifying the conversational structure aspects applied in both talk shows. the analysis based on schegloff & sacks (1973). the researcher focuses on how conversational structures aspect similar and differed in some categories, like appearance and its implication to the flow of conversation. it is also followed by interpreting the result of each unit analysis into words in the discussion part. lastly, the conclusion is drawn in the end of the chapter. findings and discussion the followings showed the findings and discussion of this research after analyzing the data. this part is divided into five sections based on the research questions of the study. conversational structure applied in zach sang show this sub-section discussed how conversational structure applied in zach sang show. each of conversational aspects will be explained one by one. for a better view of the findings, the overall result of current research can be seen in the provided table below. table 1. frequency of the aspects of conversational structure in zach sang show conversational structure aspects frequency total opening 1 1 closing 1 1 turn-taking rule 1 68 rule 2 63 132 rule 3 1 adjacency pairs greeting-greeting 3 question-answer 33 information-response 29 assertion-agreement 10 101 request-acceptance 1 statement-confirmation 19 confirm-agreement 2 thank-return 3 farewell-farewell 1 repair sisr 7 sior 1 12 oisr 4 oior opening this section discusses the opening of zach sang show. like other things in conversation, the opening of a conversation between two or more participants must be interactionally achieved. to begin the talk, the host and the guest use greeting and how-are-you sequences. the dialogue in that talk show shows how the participants open their conversation. they follow the basic and simple way to open a conversation just like how the talk show in general. closing the organization of closing found in this conversation is the kind that the majority of those produced by conversation participants in a talk show. doing closure through closing awwalia fitrotin izza, januarius mujiyanto, issy yuliasri/ eej 9 (3) 2019 421 427 424 implicative environment makes closure relevant and is considered appropriate for the participants due to no need to explicitly talk about the closure as a relevant activity. turn-taking allocation this segment discusses the allocation of turn-taking found in the dialogue of zach sang and sam smith. there are three rules of turntaking allocation by sacks and schegolf, they are current – select – next (r1), next speaker selfselects (r2), and no current speaker selects next & no next speaker self-selects (r3). r1 found as the majority rules applied by the speakers when they got their turn to talk in the conversation with the amount of appearance is 68. next speaker‟s self-selection rule applied 63 times by the host and guest of a talk show in their conversation. the number of its appearances puts this rule in the second rank among all the three turn-taking allocation rules. the next turn taking rule is r3 which was found only 1 in the whole conversation adjacency pair when two people talked, there will be some turns, and these turns will create pairs. schegloff and sacks (1973) called these sorts of paired utterances adjacency pairs, and these adjacency pairs are the basic units on which sequences in conversation are built. there were 69 pairs of adjacency pairs in this research which was divided into nine types of sequences of related utterance. those types were adviceacceptance, assertion-agreement, farewellfarewell, greeting-greeting, informationresponse, question-answers, requestgrant/acceptance, statement –confirmation, thank-return. conversational repair conversational repair helps to sustain social interaction by allowing speakers mutually to handle problems that arise as they communicate. 30 kinds of repairs were found in this research. the highest appearance of the conversational repair was self-initiated self-repair with 25 appearance number. self-initiated otherrepair appeared 4 times. while the type of otherinitiated self-repair only appeared once. then, the last type of repair, other-initiated otherrepair, was not found at all in this research. conversational structure applied in radio 1 breakfast show this sub-section discussed how conversational structure applied in radio 1 breakfast show. each of conversational aspects will be explained one by one. for a better view of the findings, the overall result of current research can be seen in the provided table below. table 2. frequency of the aspects of conversational structure in radio 1 breakfast show conversational structure aspects frequency total opening 1 1 closing 1 1 turn-taking rule 1 108 rule 2 112 220 rule 3 1 adjacency pairs greeting-greeting 4 question-answer 31 information-response 29 assertion-agreement 2 108 request-acceptance 1 statement-confirmation 25 complaint-excuse 2 compliment-acceptance 3 offer-acceptance 6 call-beckon 3 thank-return 2 repair sisr 23 sior 5 29 oisr 1 oior opening this section discusses the opening of radio 1 breakfast show interviewed with sam awwalia fitrotin izza, januarius mujiyanto, issy yuliasri/ eej 9 (3) 2019 421 427 425 smith. this section investigated how the opening of the conversation between nick grimshaw and sam smith was achieved. the following conversation showed how the participants opened the conversation. to begin the talk, the host and the guest used „greet‟ and „how-are-you‟ sequences. all in all, the opening performed by the participants considered as successful, and their conversation could continue further to discuss various topics. closing the organization of closing in this show looks like the majority found in most of talk shows. the closing is appropriate since they say thank one to another even they don‟t use farewell like “goodbye” or “see you.” however, it is relevant with what closing should be ended. turn-taking allocation this segment discusses the allocation of turn-taking found in the dialogue of nick grimshaw and sam smith in radio 1 breakfast show. there are three rules of turn-taking allocation by sacks and schegolf, they are current – select – next (r1), next speaker selfselects (r2), and no current speaker selects next & no next speaker self-selects (r3). the first rule found as the majority rules applied by the speakers when they got their turn to talk in the conversation. the amount of appearance of r1 was 108. next speaker‟s selfselection rule applied 112 times by the host and guest of the talk show in their conversation. the number of its appearances puts this rule in the first rank among all the three turn-taking allocation rules. the next turn taking rule is r3, which was found only 1 in the whole conversation. adjacency pairs there were 99 pairs of adjacency pairs in this research which was divided into 11 types of sequences of related utterance. those types were greeting-greeting, information-response, question-answers, request-grant/acceptance, statement –confirmation, complaint-response, offer-acceptance, call-beckon, complimentacceptance, assertion-agreement, thank-return. the mostly used pair in the conversation is question-answer. it is due to the kind of conversation was a talk show. conversational repair fifteen repairs were found in this research. the highest appearance of the conversational repair was self-initiated self-repair with ten appearance number. self-initiated other-repair appeared three times. while the type of otherinitiated self-repair only appeared twice. then, the last type of repair, other-initiated otherrepair, was not found at all in this research. similarities of the aspects of conversation structure in zach sang show and radio breakfast show there were many similarities of conversational structure found between those two talk shows. the similarities can be seen from three criteria; they were the existence of conversational structure aspects, the occurrences of conversational structure aspects, and the response of someone‟s talk. all conversational structures aspects appeared in both two talk shows. the occurrence of turn-taking rule was almost the same. there were also many types of adjacency pairs which were the same between two talk shows. further, the same three types of repair appeared on these two talk shows. the response coming from interlocutor was considered to be the same either it was acceptance or refusal. differences of conversational structure between zach sang show and radio 1 breakfast show there were also many differences in conversational structure found between those two talk shows. the differences can be seen from three criteria; they were the existence of conversational structure aspects, the occurrences of conversational structure aspects, and the response of someone‟s talk. the occurrence of turn-taking r1 and r2 was different. there were also many differences in the occurrence of some adjacency pairs between two talk shows. the awwalia fitrotin izza, januarius mujiyanto, issy yuliasri/ eej 9 (3) 2019 421 427 426 high appearance one repair and less in another caused the difference in interlocutor‟s response. the response from the speaker in perceived the interlocutor also caused the difference since the response was acceptance in one talk show and refusal in another. conversation style in zach sang show and radio 1 breakfast show based on the table above, two speakers of talk show 1 showed the characteristic of the high of considerateness style. it was proved by the slower speech/ words per minutes, slower turntaking while there were only 80 and 79 turns in more than 20 minutes conversation. additionally, there were only a few overlaps occurred, which means each speaker wait for each other while talking. on the other hand, the speakers of the second talk show showed two different characteristic of conversational style. speaker 1 used high involvement style while speaker 2 used high considerateness style. speaker 1 seemed used faster rate of speech, faster turn taking, less inter-turn pauses, and frequent overlaps. however, speaker 2 used slower speech, slower turn taking, longer pauses between turns, and avoidance of overlaps. based on this result, zach sang show on an interview with sam smith was more successful than the radio 1 breakfast show on an interview with sam smith. two speakers share the same conversational style, which is high considerateness style. conclusion based on the findings and discussions above, the researcher concluded that two conversations already include all the aspect required for a good conversation. some of the aspects discussed here are opening, closing, adjacency pairs, turn taking, and conversational repair. furthermore, from the conversation of two talk shows, it can be drawn some similarities and differences. they can be seen from its appearance of each conversation structure aspects and the implication of them to the flows of conversation. the responses of each speaker talks also become a concern. in addition, according to tannen (1989), the most successful conversations occur when two speakers use similar conversational styles. so that zach sang show on an interview with sam smith was more successful than the radio 1 breakfast show on an interview with sam smith. two speakers share the same conversational style, which is high considerateness style. practically, the next talk show speakers must concern not only on the organizational of conversational structure but also the conversation style they use. it is important for them to make the conversation goes well and keep the atmosphere of talk show itself. pedagogically, this study provides an essential example for enlightening students how to keep the conversation going. this can improve their skill in speaking as well as its conversation structure. however, this study has a limitation since the findings of this study is generated from two talk shows. the similarities and differences of conversational structures in other talk shows will be different. references aijmer, k. 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(2005). conversation analysis and discourse analysis: a comparative and critical introduction. london: sage publication. … eej 10 (1) 2020 1 8 english education journal http://journal.unnes.ac.id/sju/index.php/eej presupposition triggers of teacher talk in higher education institution umi aisyah sulistyaning tyas, dwi rukmini, sri wuli fitriati universitas negeri semarang, indonesia article info ________________ article history: accepted 19 august 2019 approved 20 august 2019 published 15 march 2020 ________________ keywords: presupposition triggers, teacher talk ____________________ abstract ___________________________________________________________________ the present study is aimed at investigating the way of presupposition triggers realized in the lecturer talk. this qualitative research is conducted in english class of the state institute for islamic studies (iain) salatiga by purposive sampling. the present study serves reading class recordings as the data. reading class was chosen for the reason of similar process in making prediction on reading, i.e. schemata theory, with presumption on presupposition. it is equipped by observation and documentation in order to enhance confidence in the ensuing findings. the finding shows that presupposition triggers realized by the several categories; they are definite description, factive verb, implicative verb, change of state verb, iterative, verb of judging, temporal clause, comparison and contrast, non-restrictive relative clause, and question. the most frequent used category is definite description, with the simple structure of possessive construction and definite noun phrase. another important result is the preference to use question as the next favored triggers. © 2020 universitas negeri semarang  correspondence address: kampus pascasarjana unnes, jl. kelud utara iii, semarang, 50237 e-mail: umi.aisyah.st@gmail.com p-issn 2087-0108 e-issn 2502-4566 umi aisyah sulistyaning tyas, dwi rukmini, sri wuli fitriati / english education journal 10 (1) 2020 1 8 2 introduction this research investigated presupposition triggers happened in english language classrooms, especially in the talks of the lecturers. it is about presuppositions which are very common phenomena of language uses in a society. it is speakers‟ assumption to be the case before making utterances. some lexical elements or constructions which are introduced a presupposition are called as presupposition triggers. this research investigated the occurrence of presupposition triggers in the classroom context. it was about how presuppositions of the lecturer were comprehended by the students as their listeners. this study needs to be conducted because of several reasons. first is the growing interest for studying teacher talk (tt) in some ways. lynch (2010) at least proposed three importance things why tt needs to be conducted. the first is that people have recognized the vital link between comprehension and progress in the foreign language. the second is that studies of classroom language have shown that certain aspects of teacher talk influence the way learners use the language. the third is the realization that it is not easy for the learners to understand what the teacher is currently trying to focus their attention on. second, i found that researches about presuppositions were often investigated from casual conversations. meanwhile in educational field, it was rarely conducted. it was proven by the part of previous studies that i have attached to. it would be a fresh study and beneficial for educators to know how presuppositions happened in the classroom context. in addition, based on preliminary research that i have taken in the classroom, in some ways, i found that students have a kind of mismatch response towards the lecturer‟s intention. it was in line with the third reason for studying teacher talk proposed by lynch (2010), i.e. the students felt difficult to understand the lecturer‟s intention. for example in a conversation when a lecturer and students conversed about the students‟ learning goals of that day, the lecturer asked to a female student, “what’s your strategy? do you have any strategy this time?” it meant he asked about the strategy to be used to get the goals or target. but the student answered, “i wanna get new vocabulary.” then the lecturer criticized and restated his order, “no, your strategy.” then she replied, “i will open dictionary and remember the vocabulary . . . ” as selinker says in rani et al. (2006, p. 168), to understand utterances, speaker and hearer have to resort to various kinds of general knowledge of the world. both the participants should have previous knowledge to be the case. it could not be understood independently by a single way understanding. that is why presupposition is needed to be learnt. some researchers such as bonyadi and samuel (2011), zare‟, abbaspour, and nia (2012), also abrusan (2011, 2013, 2015) have been investigated the occurrences of presupposition in some occasions. the two first researches reported in presupposition application on mass media, they were newspaper editorials and tv broadcasts respectively. meanwhile abrusan had in deep interest in soft and hard trigger of presupposition. related to tt, in this way was lecturer talk, yanfen and yuqin (2010), szendroi (2010) and setiawati (2012) studied about lecturer talk in english classes, esp (english for specific purposes) classroom, and eyl (english for young learners) classroom. the present study investigated the occurrence of pragmatic presupposition in the context of english class students in the university. by studying pragmatic presupposition, both lecturers and learners infer more information because of broader discussion toward the responses. it is not restricted to learn about the utterance meaning, but also the context which are included in the utterance. so, based on those considerations, i intend to analyze the ways of presupposition triggers realized in lecturer talk happened in the classroom interaction. umi aisyah sulistyaning tyas, dwi rukmini, sri wuli fitriati / english education journal 10 (1) 2020 1 8 3 method in the present study, i discovered the presupposition triggers in the lecturer talk which belongs to pragmatic analysis. this qualitative research was conducted in english language class at state institute for islamic studies (iain) salatiga. the research site was chosen by purposive sampling. the researcher put a lecturer who taught reading class subject because it has been displayed the phenomena of presupposition in the classroom interaction. it was also based on needs on the researcher‟s job site in case of monitoring learning process. moreover, such kind of analysis was needed to be done in capturing the real learning atmosphere. it was useful to evaluate both lecturers‟ and students‟ performance. a single meeting for a lecturer was served as the data. the units of analysis of this research were phrases, clauses and utterances produced by the lecturers for presupposition analysis. pragmatic presupposition trigger classified by karttunen‟s classification of presupposition triggers (n.d.) in levinson (1983). the research instruments were obtained from the classroom observation and documentation. the classroom interaction flow was monitored from the observation which was done at once with recording activity. the present study served reading class recordings as the data. reading class was chosen for the reason of similar process in making prediction on reading (schemata theory) with presumption on presupposition. in addition, after having preliminary studies on reading and speaking classes, the availability of lecturerstudents interaction was met through teachinglearning on reading class more than speaking ones. the procedures of collecting data involved several steps, i.e. observing the classroom, recording and documenting, also transcribing; whereas, the steps of analysis which were arranged for pragmatic analysis are (1) identifying the clause, (2) categorizing the triggers, (3) calculating the frequency, and (4) interpreting. this research was equipped by observation and documentation in order to enhance confidence in the ensuing findings. results and discussions as mentioned earlier, this study classifies presupposition triggers based on karttunen‟s (n.d.) classification with numbers of thirteen. they are (1) definite description, (2) factive verb, (3) implicative verb, (4) change of state verb, (5) iterative, (6) verb of judging, (7) temporal clause, (8) cleft sentence, (9) implicit cleft with stressed constituent, (10) comparison and contrast, (11) non-restrictive relative clause, (12) counterfactual condition, and (13) question. the triggers then coined as pt followed by number as the kinds of presupposition triggers mentioned, for instance pt1 means definite description. table 1 presents the frequency of each trigger based on the data in the classroom interaction transcript. table 1. kinds presupposition triggers number of triggers pt1 167 pt2 4 pt3 1 pt4 5 pt5 7 pt6 2 pt7 6 pt8 0 pt9 0 pt10 2 pt11 1 pt12 0 pt13 58 as shown in the table 1, definite description (n=167) is the most frequently used to show the existence of certain entities by the use of possessive construction. question (n=58) is the next favored tools of triggering presupposition. the structure of yes/no questions, alternative questions, and whquestions treat information as assumed to be true and accepted as true by listener, as yule umi aisyah sulistyaning tyas, dwi rukmini, sri wuli fitriati / english education journal 10 (1) 2020 1 8 4 formulated (1996, p.28). iterative (n=7), temporal clause (n=6), change the state verb (n=5), and factive verb (n=4) linguistic markers are also applied to express the lecturer‟s intended meaning; even the numbers are not so significant. meanwhile verb of judging, comparison and contrast, implicative verb, and non-restrictive relative clause happen for one to two times. the remaining triggers, such as verb of cleft sentence, implicit cleft with stressed constituent and counterfactual condition are not found in the transcription. the analysis of selected excerpt of presupposition triggers on lecturer talk indicated by „>>‟ to realize certain linguistic features described. 1) definite description t : we are in a good topic today. and then we are in the stuff of our second reading. did you do the reading, already? in a given situation, the lecturer starts the class with asking some questions, such kind of affirmation toward the students about the today‟s material after praying and reciting quran. (a) the stuff of our second reading >> there is a second reading passage as it is come after the previous topic. (b) the reading >> the previous reading as previously mentioned. there is a second reading passage as it is come after the previous topic. it is a different topic, a new topic which is not continuing or studying over the previous. t : you only have 5 seconds to answer or to mention the vocabularies. if you cannot mention three vocabularies in 5 seconds, and then you get punishment, you will get the punishment, and you have to move here (point at the front of class). teacher arranged a vocabulary quiz before discussing the next material. the students should mention three vocabularies in five second. he also explains how the rules of quiz are. (c) the vocabularies >> the vocabularies which should be mentioned in brief supposed not to be get a punishment one of the rules of vocabulary quiz is mentioning three vocabularies within five seconds. if they cannot mention it, consequently the student should pay the punishment. 2) factive verb t : look for the keywords, ok. so you find the keyword first to get the idea, so you do scanning. but be careful, if you remember scanning and skimming is different the lecturer suggests a female student to make sure of her strategies in purpose of getting main idea. he reminds her to revise her strategy. (d) but be careful, if you remember scanning and skimming is different >> scanning and skimming is different the lecturer asks a female student to check her strategy of getting main idea, whether it is true or false. t : . . . i know that you have done the mickey mouse. most of you have done the mickey mouse. i’m glad that you have done the mickey mouse from home. that‟s what i expected without i order you to do the exercise, you have done it before. that‟s good. . . . the topic discuss of that day is not the mickey mouse as the students had done, but they did it without any command or order from the lecturer. (e) i know that you have done the mickey mouse >> the students have done the exercise on mickey mouse (f) i‟m glad that you have done the mickey mouse from home >> the students have done the exercise on mickey mouse the students have done the exercise before any order or command. 3) implicative verb t : . . . umi aisyah sulistyaning tyas, dwi rukmini, sri wuli fitriati / english education journal 10 (1) 2020 1 8 5 i‟m glad that you have done the mickey mouse from home. that‟s what i expected without i order you to do the exercise, you have done it before. that‟s good. . . . (g) that‟s what i expected without i order you to do the exercise, you have done it before. >> the students have done the exercise the students have done the exercise before any order or command. 4) change of state verb t : . . . just for refreshing before we start on the lesson. . . . the pointing game ended by mentioning ten vocabularies by the punishing student. because he got confused, the lecturer asked his friends to help. when all the words completely mention, the lecturer continue to start the next material. (h) . . . we start on the lesson >> the class has not discussing the lesson yet. one thing comes after another. the lesson study comes after the pointing game has completely finished. the word “start” means that the lesson has not even delivered or asked yet to the students. it states that the atmosphere of the class will be change because of the essence of the discussion. t : alright, i give you 15 minutes, starting from now, and we will stop at 3 the lecturer starts the meeting by reciting basmalah and instructs the students to sit nearby their groups as it is arranged a week before. (i) ok, before we begin >> an activity, i.e. studying about journal article review, will be started. the lecturer set the students‟ sits as the learning activity goals to be done that day. 5) iterative t : . . . over there, that‟s the only sit left. alright, so please don‟t come late again in the next meeting, because otherwise, you will not get any sit. . . . in the middle of setting that day goals of learning, there are two female students who came late to the class. they are little bit confused to search the sits left, until the lecturer shown them. (j) alright, so please don‟t come late again in the next meeting >> there is (are) student(s) who come late. the lecturer reminds the students to do not come late to the class, because they are probably get no sit because of the full amount. t : . . . ooo keyyy done?? done? done? stop, stop, everyone stop, no writing, and please put all your pens on the tables. no write anymore i will interview one by one . . . the students perform the task of ten questions. it supposed to be the time to stop writing. (k) no write anymore >> people write something before. that day material is about the passage of federal policies for native people and some exercises related to it. the students are given 15 minutes to finish till the time of discussion. 6) verb of judging t : . . . so i‟m assuming that with your strategies, i‟m assuming that you will need at least one minute, two minutes to read the whole text. can you read the whole text in two minutes? . . . that day material entitled federal policies for native people. it consisted of ten questions and five paragraphs long. the students are asked to learn the passage and do the exercises. (l) so i‟m assuming that with your strategies, i‟m assuming that you will need at least one minute, two minutes to read the whole text. >> the students need two minutes to read the text umi aisyah sulistyaning tyas, dwi rukmini, sri wuli fitriati / english education journal 10 (1) 2020 1 8 6 the lecturer has prediction that the students can read the whole text on two minutes. 7) temporal clause t : . . . just for refreshing before we start on the lesson. . . . the pointing game ended by mentioning ten vocabularies by the punishing student. because he got confused, the lecturer asked his friends to help. when all the words completely mention, the lecturer continue to start the next material. (m) just for refreshing before we start on the lesson >> the lesson started the lecturer ends the game by saying that the activity is merely to refresh their mind, instead of recalling memory of vocabularies at once. t : . . . understand first about the strategies, skimming and scanning. ok, i will let you revise your strategy while i‟m asking the others. the lecturer suggests a female student to make sure of her strategies in purpose of finding main idea. he reminds her to revise her strategy. (n) i will let you revise your strategy while i‟m asking the others >> the lecturer was asking the other students the lecturer is intended to ask another student after that female student. 8) cleft sentence this trigger is not found in the data of lecturer talk. 9) implicit cleft with stressed constituent this trigger is not found in the data of lecturer talk. 10) comparison and contrast t : . . . if you want to find the main idea, i think skimming is the better way, better strategy. . . . it discuss about the students‟ strategy to get their goals of learning. the lecturer explains the different between skimming and scanning. (o) if you want to find the main idea, i think skimming is the better way, better strategy >> there is a wrong way done by the student to find the main idea of the text, which the correct way or strategy to apply is skimming, not scanning as she did. the teacher gave arrangement to the students to choose a suitable strategy based on the purpose of finding main idea. 11) non-restrictive relative clause t : . . . it is another pointing game like what we did last week, first ping pong paw. . . . in order to warm up that day‟s meeting, the lecturer propose some activities to do, such as do chatting, telling story, or gaming and the students chose to do gaming. the lecturer then arranged a kind of pointing game. (p) it is another pointing game like what we did last week, first ping pong paw >> the previous pointing game is ping pong paw game. the teacher arranged another pointing game because the previous does not run well. it is a kind of vocabulary game. 12) counterfactual condition this trigger is not found in the data of lecturer talk. 13) question t : . . . do you think that you still need to do what we do last week? anda masih mau menggunakan target minggu kemarin? after finishing in taking the game, the lecturer does reflection to the previous material whether it is relevant or not to do previous to that day material. (q) do you think that you still need to do what we do last week? >> there are several options to do the same way, same activity as it is done previously. the lecturer asked for opinion to the students whether they need to do the same activity as previous week or not. umi aisyah sulistyaning tyas, dwi rukmini, sri wuli fitriati / english education journal 10 (1) 2020 1 8 7 t : ok same with her, even though you find difficult word, you try to not open dictionary. how will you get the meaning? do you guess the meaning? the lecturer asked a female student about her reading target. then he clarified her about the way she will take to get the meaning of the text. (r) how will you get the meaning? >> a student has way(s) to get the meaning of a given passage. the lecturer asked the way his students get the meaning of a given passage. t : ssstttt, the others . . . why can’t you read all the text? the lecturer asked for the students‟ problems on reading certain passage of reading for toefl subject that day. a male student then said that he cannot read all the text; he only read the text partially. he said that his problem because of the necessity to share his paper for two. (s) why can‟t you read all the text?? >> a (male) student cannot read all the text for a reason. the lecturer asked the reason why he (a male student) only read some parts of the text, the reason why he cannot read all. the finding shows that the most frequent used category is definite description, with the simple structure of possessive construction and definite noun phrase. it is in line with bonyadi et al. (2011) and zare et.al (2012). they used the term existential presupposition as coined by yule (1996) for determining this category, but essentially, both are the same. moreover, schimd (2001) strongly stressed that existential presupposition is one of the least refutable presuppositions ever used. another important result is the preference to use question as the next favored triggers. question in classroom interaction is as a strategy to gain student participation and involvement to the activity. once it attracts student response, it also raises the implicit meaning of the lecturer utterance. when the students have previous knowledge to the utterance, they can easily understand what the lecturer talked to. it affect to their comprehension to the subject matters, moreover this kind of previous knowledge are also being the process of reading activity, i.e. schemata (carrel & eisterhold, 1987; fahriany, 2014). conclusion presupposition triggers realized by the several categories; they are definite description, factive verb, implicative verb, change of state verb, iterative, verb of judging, temporal clause, comparison and contrast, non-restrictive relative clause, and question. definite description and question are the most numerous equipped in the lecturer talk. definite description has a strong determination than other triggers as it shows in possessive construction and definite noun phrase. while question is the best strategy to actively raise student response as well as contain previous knowledge as it is exist in presupposition and reading process. references abrusan, m. (2011). predicting the presupposition of soft triggers. linguist and philos (2011) 34:491-535. doi 10.1007/s10988-012-9108-y page 491535. abrusan, m. (2013). on the focus-sensitive presupposition triggers too, again, also, even. proceeding of sinn und bedeutung 18 page 6-23. abrusan, m. (2015). presupposition cancellation: explaining the soft-hard trigger distinction. available online at http://semanticsarchieve.net/archieve/ tmznzzin/presuppositioncancellation. nalsdraft.pdf. [accessed at november 12th, 2015] bonyadi, a. & samuel, m. (2011). linguistic nature of presupposition in american and persian newspaper editorials. international journal of linguistics, 3(1), 1-16. carrel, p.l. & eisterhold, j.c. (1987). schema theory and esl reading pedagogy. tesol quarterly, 17(4), 553-573. umi aisyah sulistyaning tyas, dwi rukmini, sri wuli fitriati / english education journal 10 (1) 2020 1 8 8 fahriany. (2014). schema theory in reading class. indonesian journal of english education (ijee), 1 (1), 17-28. lynch, t. (1996). communication in the language classroom. oxford: oxford university press. rani, a., arifin, b. & martutik. (2006). analisis wacana sebuah kajian bahasa dalam pemakaian. malang: bayumedia publishing. setiawati, l. (2012). a descriptive study on the teacher talk at eyl classroom. conaplin journal; indonesian journal of applied linguistics, 1 (2), 33-47. schmid, h.j. (2001). presupposition can be a bluff. journal of pragmatics, 33, 152-173. http://dx.doi.org/10.1016/s03782166(01)00027-3. szendroi, i. (2010). teacher talk in the esp classroom-the result of a pilot observation study conducted in the tourism context. wopalp, 4, 39-58. yanfen, l & yuqin, z. (2010). a study of teacher talk in interactions in english classes. chinese journal of applied linguistics, 33(2), 76-86. yule, g. (1996). pragmatics. new york: oxford university press. zare‟, j., abbaspour, e. & nia, m.r. (2012). presupposition trigger-a comparative analysis of broadcast news discourse. international journal of linguistics, 4(3), 734-743. http://dx.doi.org/10.1016/s0378-2166(01)00027-3 http://dx.doi.org/10.1016/s0378-2166(01)00027-3 eej 8 (4) (2018) 499 – 507 english education journal http://journal.unnes.ac.id/sju/index.php/eej developing project-based writing assessment module to stimulate students’ critical thinking and creativity tutik lestari1, dwi anggani linggar bharati2, dwi rukmini2 1. sd ummul quro’ semarang, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: recived 27 august 2018 accepted 01 october 2018 published 23 december 2018 ________________ keywords: assessment, writing, project-based, critical thinking, creativity ____________________ abstract ___________________________________________________________________ this study aimed at developing project–based writing assessment module to stimulate the students’ critical thinking and creativity since most of teachers get difficulty in developing a higher-order thinking assessment.this study used research and development where the subject of this study was the students of x ips 2 of sman 12 semarang in the academic year of 2017/2018. questionnaire, interview, observation checklist, and test were used as the instrument in collecting the data. the teacher collaborated with the researcher in developing the project-based writing assessment module. after the module was revised based on the experts’ suggestions, the main field testing was conducted. the module was utilized during the treatments.the students’ score improvement of the writing skill was 67.55 to 80.11, critical thinking skill was 67 to 78, and creativity skill was 65.39 to 78.55. moreover, the paired sample test results show that there is significantly difference between the result of pretest and post-test. in other words, there is a significant improvement in the students’ writing skill, critical thinking skill, and creativity skill after they used project-based writing assessment. © 2018 universitas negeri semarang correspondence address: jl. sekar gading barat no.1 a kalisegoro, gunungpati semarang, indonesia e-mail: english.tutik@gmail.com p-issn 2087-0108 e-issn 2502-4566 tutik lestari, dwi anggani linggar bharati, dwi rukmini/ eej 8 (4) (2018) 499 507 499 introduction assessment cannot be separated from teaching and learning activities. assessment is an ongoing process including a much wider domain such as assessing the students’ performances, students’ responses on a question, students’ comment, etc. that can be done by self, teacher, or other students (brown, 2004, p. 4). the teachers use assessment to measure whether the students are able to complete the required standard of the learning process or not. assessment has to be relevant and appropriate with the learning goals in the used curriculum. white (2004, p.2) stated that the aims of the curriculum are (1) to develop the students’ spiritual, moral, cultural, mental and physical at the school and even the society; and (2) to prepare the students in facing the world challenge in the future. each country has a curriculum as a tool which is used for meeting the demand of their society and the world. the curriculum in indonesian has changed several times which have an important role in the development of english language teaching in indonesia. it is the way to fulfill the demand and the need of the society. in addition, the importance of curriculum has stated in the regulation of republic indonesia number 20 of 2003 about national education system that curriculum is a set of plan and arrangement which contains learning objective, content, learning material and method used for the guidance of the implementation in the learning activity to achieve the objective of education. the characteristic of the 2013 curriculum is learner-centered where the students have to learn individually or by small group discussion, so they can build up their knowledge, experience, and skill through the scientific approach. based on permendikbud number 81a of 2013 about curriculum implementation, scientific approach consists of five steps, namely observing, questioning, experimenting, associating, and communicating. however, the teacher can apply the steps of scientific approach randomly as long as based on the learning objectives. one of the objectives of the 2013 curriculum is the students are able to think creatively and critically. the 2013 curriculum emerges higher order thinking skill (hots) at all levels of education in order to enhance students’ understanding and critical thinking. moreover, the 2013 curriculum integrates penguatan pendidikan karakter (ppk) and 4c namely creative, critical thinking, communicative, and collaborative. in this case, the students have to find the information by themselves rather than getting information from the teacher. the process of getting information needs students’ critical thinking and creativity which belong to hots. brookhart (2010, pp. 38) stated that the definition of higher-order thinking is divided into three categories. those are higher order thinking as a transfer, critical thinking, and problem-solving. mainali (2012, p. 7) stated that hots has great benefits for the students, such as they will have a long-term memorization toward the information since they have a clear understanding of the conceptual knowledge, and they can use the information in a new context easily. both critical thinking and creativity are the important skill to be developed to prepare learners in facing the 21st century challenges. critical thinking is an individual intellectual thinking skill including reflective and reasonable thinking that is focused on making a decision on what to believe or do (ennis, 1985, pp. 45). in addition, sarigoz (2012, p.5315) stated that critical thinking comprises reasoning, analyzing, problem-solving, scientific thinking, judgment, and deciding accurately. whereas, creativity is the ability to innovate and helps prepare pupils for future challenges in work and life. moreover, marshall (1974, p. 10) in khan (2011, p.111) stated that creativity is the ability to create one’s own product or experience by exploring the information and ten form a unique thing. based on the revised bloom’s cognitive taxonomy, hots consists of the top three elements namely, analyzing, evaluating, and creating. the students’ ability is more than just tutik lestari, dwi anggani linggar bharati, dwi rukmini/ eej 8 (4) (2018) 499 507 500 memorizing the pattern. this is the teachers’ challenge to stimulate students to think critically and creatively in major skills (listening, reading, speaking, and writing). in order to know whether the students have achieved hots or not in their learning process, the teacher needs assessment. nevertheless, most of the english teacher gets difficulty in designing and developing the higher-order thinking assessment. jaedun, hariyanto, & nuryadin (2014) and wati, bharati, & hartono (2014) pointed out that the teachers have an inadequate understanding of the principles, procedures, and techniques of the authentic assessment, and the students’ tasks do not show the authentic tasks. moreover, the teachers also have difficulties in implementing the authentic assessment, formulating the indicators, designing the assessment rubric for the skills, and gathering the scores from multiple measurement techniques (retnawati, hadi, & nugraha, 2016; and maba, 2017). several studies (abosalem, 2016; mohamed & lebar, 2017) pointed out that authentic assessment is able to measure higherorder thinking skills and improves the students’ performance. english foreign language learners (efl learners) like indonesia students have difficulty in performing the writing skill. it is because writing skill focuses on both linguistics accuracy and content organization (celce-murcia, 2001, p. 213). the quality of students’ writing depends on the students’ knowledge and teacher’s assessment. since hot should emerge from the students’ writing skill, the teacher needs a relevant assessment to stimulate their critical thinking and creativity. making some project of writing assessment is an alternative way that can be done by the teacher. project based learning (pjbl) is a learning method which uses a project as the media. bell (2010, p.39) who stated that pjbl is an innovative approach where students being critical either in their own inquiry learning or small group discussion and being able to create projects which reflect their knowledge. furthermore according to lee (2005 also see indrianti & istanto, 2013; wachyu & rukmini, 2015; gunawan, sahidu, harjono, & suranti, 2016; mali, 2017; anazifa & djukri, 2017; hasani, hendrayana, & senjaya, 2017) projectbased learning (pjbl) is an instructional approach in a form of constructivist and collaborative model including contextual and meaningful learning in a real life situation. to create a product, the students need to do some activities such as exploring, assessing, interpreting, synthesizing, and informing. pjbl includes six steps, namely basic question decision, project plan, schedule arrangement, monitoring, test the project, and evaluation (kemendikbud, 2014). therefore, the writer conducted a research and development on developing the projectbased writing assessment module that can stimulate the critical thinking and creativity of senior high school students. methods this research used research and development (r&d) design in developing the project-based writing assessment module to stimulate students’ critical thinking and creativity. this research developed assessment products of writing skill which based on the demand of the 2013 curriculum. project based learning is used to assess students’ writing skill which includes critical thinking skill and creativity in order to prepare students for the needed future skills. the model of the r&d is a procedural model which is descriptive emphasizing the steps namely creating a product, planning, action, and assessing products. these research and development simplification steps are research and information collecting, planning, developing a preliminary form of product, validating the design, main product revision, main field testing, and final product revision. the subjects of the study were english teachers and tenth grade students of sma n 12 semarang in the academic year 2017/2018. the school was chosen because the 2013 curriculum has been implemented in all classes, especially tenth grade. in this study, the researcher used tutik lestari, dwi anggani linggar bharati, dwi rukmini/ eej 8 (4) (2018) 499 507 501 four kinds of instruments to collect the data. there were observation, interview, questionnaire, and test. result and discussions in this phase, the researcher presents the findings and discussions of the developing project-based writing assessment module to stimulate students’ critical thinking and creativity. the sections in this part will follow the statement of the research objectives. teacher’s assessment on students’ writing the lesson plan was arranged based on the 2013 curriculum by showing the activities which consisted of discovery learning and problem-based learning method. nevertheless, there was no rubric of assessment used in assessing the students’ knowledge and skill. the teacher had not applied project-based learning in his lesson plan yet, notably when assessing the students’ writing skill. the students just wrote whatever they want to write without any specific instruction from the teacher that could stimulate the students’ higher order thinking skill. in other words, the teacher got difficulty in developing a writing assessment which can stimulate students’ critical thinking and creativity. the teachers also have difficulties in implementing the authentic assessment, formulating the indicators, designing the assessment rubric for the skills, and gathering the scores from multiple measurement techniques (retnawati, hadi, & nugraha, 2016; and maba, 2017). it means that nowadays some teachers still get hard in designing the assessment rubric for each skill especially writing skill. in this phase, the researcher observed the teacher’s documents and teaching-learning process to know the realization of the routine assessment which was used by the english teacher, especially in assessing the students’ writing ability. the teacher used textbook or lks as the daily assessment to get the students’ score. the conducted assessments did not enclose the students to have hots. the students tended to be passive and could not develop their critical thinking and creativity. moreover, the teacher did not apply any projectbased writing assessment in the teachinglearning process. the students just memorized words, sentence patterns, and emphasizing reading skill. by looking for the narrative text from the internet, the students tended to copy the story instead of paraphrasing or creating a new story. in assessing the students’ writing, the teacher just assessed the grammar, choice of words, and also text originality. type of assessment to stimulate students’ critical thinking today’s assessment must be able to stimulate students’ critical thinking since one of the objectives of the 2013 curriculum stated that the students must be able to think critically. in this case, the students have to find out the information by themselves rather than getting information from the teacher. in other words, the learners-centered must be implemented in a class rather than teacher-centered. the students can find information from various sources. the teacher said that discussion was one of the activities that can stimulate the students’ critical thinking. the discussion was done in a small group where all members shared their opinion, comment, suggestion, or ideas of their own. they learned from each other’s argument and got a new insight to enrich their understanding of something or a case. by doing so, the students could share their opinion and they actively followed the lesson. it is a line with the theory of vygotsky that learners can only achieve their internal development processes by cooperating with their peers which are competent people (vygotsky, 1978 in lok and chiu, 2012). moreover, the research finding from the study which was conducted by wang and seepho (2017) also stated that group discussion was effectively improved the students’ higher-order thinking skill. it means that this finding agrees with the theory which still exists till now that by doing group discussion the students can develop their critical thinking. tutik lestari, dwi anggani linggar bharati, dwi rukmini/ eej 8 (4) (2018) 499 507 502 in addition, an assessment which could stimulate students’ critical thinking must contain open-ended questions in order to make the students be more open-minded. the example of open-ended questions is using why and how instead of what, where, when, etc. hence, the students will have intellectual curiosity and find out the knowledge from many sources until they are satisfied. while answering the students’ question, the teacher should not directly answer due to make the students think more about that and finally can answer their question by themselves. giving clues was one of the activities for enhancing the students’ writing skill. therefore, the researcher and the teacher developed the project-based writing assessment to stimulate the students’ critical thinking, especially in their writing skill. type of assessment to stimulate students’ creativity in stimulating the students’ creativity, the teacher has to be innovative first. the teacher needs to be a good planner, executor, and evaluator. as a good planner, the teacher designs the lesson plan well by suiting the teaching method or technique with the competence that will be achieved. the teacher must be an open-minded person in order to develop the students’ creativity. as a good executor, the teacher must give attention to the students’ characteristic during the teaching process. the teacher is not only good at planning the lesson but also in realizing the plans. the learner-centered is a must during the teaching learning activity. sometimes the teacher can invite the students to go outside the classroom to observe the surroundings in order to make the students have a broad mind. in case of writing, the students write sentences or even a text based on their direct observation. as a good evaluator, the teacher must evaluate the lesson with constructive feedback in order to make betterment for the next teaching-learning activity. the teacher has to give the students an innovative instruction. for example, the teacher gives the students a story then the students continue the story with their own version. the key to this activity is giving freedom to the students without any exception as long as it is related to the learning activity. there is no mistake in the process of learning. the teacher must appreciate all the students’ learning process. in addition, the students like a picture as the media for learning english especially, for students’ writing skill. therefore, the researcher and the english teacher developed project-based writing assessment that can stimulate the students’ creativity through a series of picture called comic strips since the students got difficulty in learning english especially in writing skill and the teacher had never developed any project-based writing assessment that can stimulate their creativity. development of project–based writing assessment to stimulate the students’ critical thinking and creativity the first step to do this phase was by studying the module of the 2013 curriculum implementation written by kemendikbud. the researcher and the english teacher learned about the characteristics of the 2013 curriculum although the english teacher had ever followed the 2013 curriculum training. in developing the hots, the questions or instructions should be based on the cognitive level 4, 5, and 6 or c4, c5, and c6. the highlevel questions foster students to be able to analyze, evaluate, and create something based on the learning objectives. the c4 category contains the questions such as the students are able to differentiate, discriminate, focus, select, organize, find coherence, integrate, outline, structure, attribute, and deconstruct. while the c5 category contains the questions like checking, coordinating, detecting, monitoring, testing, critiquing, and judging. last, c6 category contains the questions such as generating, planning, designing, producing, and constructing. hence the writing assessment module and lesson plan were designed according tutik lestari, dwi anggani linggar bharati, dwi rukmini/ eej 8 (4) (2018) 499 507 503 to the top three cognitive skill level of bloom’s taxonomy namely c4, c5, and c6. figure 1. the steps in developing the writing assessment module figure 1 shows the steps in developing the writing assessment module. the english teacher and the researcher take a look on the syllabus for english learning in sma level and then decided which standard competence and basic competence that would be developed. based on the students’ responses to the questionnaire, the basic competence 3.8 was difficult to be understood. as a result, the teacher and the researcher developed project-based writing assessment on the basic competence 3.8. after determining the basic competence, then the teacher and the researcher divided it into some indicators. the writing assessment module was created by considering the result of the need analysis. at the end of the lesson, the students were expected to be able to analyze the function and the generic structure of a narrative text, analyze the language features of the narrative text, and get the moral value from the narrative text. in addition, for their skill, they were expected to use the language features of narrative text, write simple popular legend narrative text based on the given pictures, and create a comic strip related to narrative text critically and creatively. the emphasized character values were responsible, cultural, cooperative, critical in thinking, and creative. the teacher collaborated with the researcher designed a lesson plan and developed project-based writing assessment based on the students’ need. they also adapted and adjusted the critical thinking indicators from the association of american colleges and university. those indicators are explaining issues, collecting information (evidence), solving problem, student's position (perspective, thesis, or hypothesis), and concluding and relating outcomes (implications and consequences). while the indicators of creativity skill are generating idea, acquiring competencies, taking risks, innovative thinking (novelty or uniqueness), and creative production and innovation. in order to stimulate students’ critical thinking, the assessment module facilitates with pictures which include in the observing activity. by observing the pictures and the given instructions, the students can find a fact, problem, ideas, solution, etc. which indicates that they are thinking of something critically. in other words, media such as a picture or short video can stimulate the students to be critical in thinking. rokhayani and utari (2014) pointed out that a picture is funny, interesting, and a concrete thing which can support the teacher’s explanation and make the students understand easily. the students will be helped in mastering the lesson since pictures foster the students to think creatively and critically. moreover, in order to stimulate the students’ creativity, the teacher used various techniques such as round table, jigsaw, etc. the students’ creativity will be developed if their teacher is a creative facilitator. in stimulating the students’ creativity, the students created their own pictures and continued the story by changing the resolution of the real story based on their imagination. the teacher tended to appreciate the entire students project since they can learn from the process of learning. the teacher gave a freedom for the students in doing their project since there was no mistake in learning activity. hots in the 2013 curriculum module syllabus and basic competence need analysis result the indicators of critical thinking and creativity for sma students lesson plan writing assessment module tutik lestari, dwi anggani linggar bharati, dwi rukmini/ eej 8 (4) (2018) 499 507 504 the project-based writing assessment was judged by some experts. the activities in the project-based writing assessment module have been revised into high-rise activity since the students’ higher order thinking skill did not come up directly. the content of the module was designed based on the 2013 curriculum, so the activities should be integrated into four language skills. in addition, the exercises or the task should be added in order to make the students accustomed to hots questions. in addition, the project-based writing assessment product was revised based on the expert’s suggestion. the indicators were divided into more detailed. for example, the indicators 3.8.1: analyze the social function, generic structure, and language features of oral and written narrative text by giving and asking information related to simple popular legend based on the context of its use; it was divided into some indicators, such as 3.8.2: classifying the past tense used in the text, etc. in addition, the texts in the module had been chosen based on the local culture or the story from central java if one of the objectives was cultural. after the assessment module was revised based on the suggestions from the experts, the researcher and the english teacher did the main field testing of the assessment module. pre-test, treatments, and post-test were conducted to implement this assessment module. the effectiveness of project-based writing assessment to stimulate students’ critical thinking and creativity pre-test was conducted at the first meeting to know the early condition of the students’ critical thinking. the mean score of the students’ critical thinking in the pre-test was 67.55. after conducting the pre-test, the teacher did treatments by using the module which had been designed by the teacher collaborated with the researcher. next, the post-test was conducted in the last meeting or the seventh meeting. the mean score of students’ critical thinking in the pre-test was 80.11. the students’ mean score of critical thinking skill was highly improved. table 1. students’ mean score of pre-test of critical thinking skill mean pre-test mean post test 67.55 80.11 the result of the students’ creativity in the pre-test showed that they got difficulty in developing their creativity. the mean score of the students’ creativity in the pre-test was 65.39. after they got the treatments from the teacher using project-based writing assessment, the students’ creativity improved. the students’ creativity in the post-test was 78.55. table 2. students’ mean score of pre-test of creativity skill mean pre-test mean post test 65.39 78.55 besides the students’ critical thinking and creativity result, the students’ writing skill were calculated in order to know how effective is the project-based assessment module in improving the students’ writing skill. the result of the students’ writing ability in the pre-test and posttest can be seen in table 4.13. the students’ mean score of the pretest was 67.55. many students had difficulty in doing the pre-test and their score were under the passing grade of english subject in sman 12 semarang, which were 75. after getting the treatments, the mean score of the students’ writing skill improved till 80.11. table 3. students’ mean score of pre-test of writing test mean pre-test mean post test 67.55 80.11 moreover, based on the result of paired sample test result proved that there is a significant difference between pre-test and posttest result because the sig. (2 tailed) value (0.00) is lower than 0.05. there is significant different between the result of pre-test and the result of post-test. it can be concluded that project-based tutik lestari, dwi anggani linggar bharati, dwi rukmini/ eej 8 (4) (2018) 499 507 505 writing assessment module is effective to be implemented in stimulating the students’ critical thinking and creativity. it is a line with some previous studies that pjbl provides the students’ learning opportunity and foster their higher order thinking skill (lee, 2005). in addition, pjbl succeeded in building the students’ creativity with a deep comprehension of the subject matter (akinoglu, 2008). conclusion and suggestion the english teacher had already known and applied the project-based assessment, but he never did any development of project-based writing assessment which can stimulate the students’ critical thinking and creativity. in addition, he got difficulty in designing the rubric assessment for assessing the students’ writing skill. he tended to use lks as the media in assessing the students’ competence. the assessment should be based on the 2013 curriculum characteristics and it should refer to the top tree level of bloom’s cognitive taxonomy namely analyzing, evaluating, and creating. group discussion is one of the teaching strategies that can stimulate students’ critical thinking and creativity. in addition, an assessment which can stimulate students’ critical thinking must contain open-ended questions in order to make the students to be more open minded. the indicators of critical thinking skill are explaining issues, collecting information (evidence), solving problem, student's position (perspective, thesis, or hypothesis), and concluding and relating outcomes (implications and consequences). whereas, the indicators of creativity skill are idea generation, acquiring competencies, taking risks, innovative thinking (novelty or uniqueness), and creative production and innovation. the teacher collaborated with the researcher in developing the project-based writing assessment module. after the module was revised based on the experts’ suggestions, the main field testing was conducted. the module was utilized during the treatments. in stimulating the students’ critical thinking and creativity, comic strips project was conducted. the students’ score improvement of the writing skill was 67.55 to 80.11, critical thinking skill was 67 to 78, and creativity skill was 65.39 to 78.55. moreover, the paired sample test results show that there is significantly difference between the result of pre-test and post-test. in other words, project-based writing assessment is effective to be implemented to improve students’ writing skill, critical thinking skill, and creativity skill. although, the teachers especially the english teacher need to develop another projectbased assessment module which can stimulate students’ critical thinking and creativity as one objectives in the 2013 curriculum. the other researchers can use this study as one of their references in conducting their further research on developing project-based writing assessment for other genres or at other educational levels. references abosalem, y. (2016). assessment techniques and students’ higher-order thinking skills. international journal of secondary education, 4(1): 1-11. akinoglu, o. (2008). assessment of the inquiry based project implementation process in science education upon students’ point of views. international journal of instruction, 1(1), 2-12. anazifa, r. d., & djukri. (2017). projectbased learning and problembased learning: are they effective to improve student’s thinking skills?. jurnal pendidikan ipa indonesia, 6 (2), 346-355. bell, s. (2010). project-based learning for the 21st century: skills for the future. taylor & francis group: the clearing house, 83, 3943. brookhart, s.m. (2010). how to assess higher order thinking skills in your classroom. usa: ascd. brown, h.douglas. (2004). language assessment: principles and classroom practices. new york: pearson education, inc. tutik lestari, dwi anggani linggar bharati, dwi rukmini/ eej 8 (4) (2018) 499 507 506 celce-murcia, m. (2001). teaching english as a second foreign language. third edition. usa: heinle&heinle. ennis, r. h. (1985). a logical basis for measuring critical thinking skills. the association for supervision and curriculum development. gunawan., sahidu, h., harjono, a., & suranti, n.m.y. (2017). the effect of project based learning with virtual media assistance on student’s creativity in physics. cakrawala pendidikan, 36 (2), 167179. hasani, a., hendrayana, a., and senjaya, a. (2017). using project-based learning in writing an educational article: an experience report.universal journal of educational research, 5(6), 960-964. indrianti and istanto, j. w. (2013). implementing project-based approach to nurture learners’ cultural awareness at the beginner level. electronic journal of foreign language teaching, 10(1), 276–291. khan, i. (2011). testing creative writing in pakistan: tensions and potential in classroom practice humaira. international journal of humanities and social science, 1(15), 111-119. lee, i. (2005). the implementation of projectbased learning: a study in two hong kong secondary english classrooms.the journal of asia tefl, 2(1), 21-54. lok, m., & chiu, b. (2012). using group discussion as an intervention strategy in novel teaching to study students’ attitudinal changes. hong kong teachers’ centre journal, 11, 173-196. jaedun, a., hariyanto, v.l., & nuryadin, e.r. (2014). an evaluation of the implementation of curriculum 2013 at the building construction department of vocational high schoos in yogyakarta. journal of education, 7 (1), 14-22. maba, w. teachers’ perception on the implementation of the assessment process in 2013 curriculum. international journal of social sciences and humanities, 1(2), 1-9. mainali, b.p. (2012). higher order thinking in education. academic voices a multidisciplinary journal, 2(1), 5-10. sarigoz, o. 2012. assessment of the high school students’ critical thinking skill. procedia-social an behavioral sciences, 46. 5315-5319. mali, y.c.g. (2017). efl students’ experiences in learning call through project based instructions. teflin journal, 28(2),170-192. mohamed, r., & lebar, o. (2017). authentic assessment in assessing higher order thinking skills. international journal of academic research in business and social sciences, 7(2), 466-476. retnawati, h., hadi, s., & nugraha, a.c. (2016). vocational high school teachers’ difficulties in implementing the assessment in curriculum 2013 in yogyakarta province of indonesia. international journal of instruction, 9(1), 3348. rokhayani, a., & utari, a.r.p. (2014). the use of comic strips as an english teaching media for junior high school students. language circle journal of language and literature 8(2), 143-149. wachyu, m. i., & rukmini, d. (2015). the effectiveness of project based learning and problem based learning for teaching biography text writing to highly and lowly motivated students. language circle: journal lof language and literature, 10(1), 61-71. wati, a., bharati, d.a.l., hartono, r. (2014). the scientific approach in teaching speaking for various texts. english education journal (eej), 4(2), 145-150. wang, s., & seepho, s. (2017). facilitating chinese efl learners’ critical thinking skills: the contributions of teaching strategies. sage open, 1-9. white, john (ed). (2004). rethinking the school curriculum: values, aims and purposes. new york: routledge falmer. eej 10 (1) (2020) 69 75 english education journal http://journal.unnes.ac.id/sju/index.php/eej the comparison of lexical bundles in efl teachers’ talk between non-native and native english teachers may lorenna1, sri wuli fitriati2, widhiyanto2 1. ef english first, semarang, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: recived 09 september 2019 accepted 15 february 2020 published 15 march 2020 ________________ keywords: lexical bundle, structure and function of lexical bundle, teachers’ talk ____________________ abstract ___________________________________________________________________ lexical bundles are multi-word expressions that usually hang together. they are considered as a main factor in building fluency in academic discourse; helping to shape meanings and coherence in a text. the objectives of the study are to analyse non-native and native english teachers’ talk in order to explain (1) the use of structural and functional types of lexical bundles in non-native and native english teachers’ talk, (2) the similarities and differences of lexical bundles used in the talk, (3) the relation between structural and functional types of lexical bundles used in the talk. this study is a qualitative study and designed as a classroom discourse analysis. the data are non-native and native english teachers’ talk. the results reveal that non-native and native english teachers used all types of lexical bundles structurally and functionally. similarly, both teachers performed lexical bundles in form of verb phrase and they mostly functioned as stance expressions. however, they performed them differently in terms of the sub-types. non-native english teachers used more 1st/2nd person pronoun+vp fragments while native english teachers employed more wh-questions fragments. functionally, non-native english teachers used lexical bundles more in showing ability while native english teachers performed them more in showing intention/prediction. both teachers frequently employed lexical bundles with verb phrase structures that functioned as stance expressions. the use of lexical bundles is important for teachers to perform native-like fluency and improve their oral proficiency. © 2019 universitas negeri semarang correspondence address: jl. mt. haryono no.798a, karangturi, kec. semarang tim., kota semarang, jawa tengah 50124 e-mail: renamaylorena@gmail.com p-issn 2087-0108 e-issn 2502-4566 may lorenna, sri wuli fitriati, widhiyanto/ eej 10 (1) 2020 69 75 70 introduction efl classroom is the main place where students are exposed to the target language. thus, efl classroom teachers’ talk is very important to provide the exposure. harmer in basra and thoyyibah (2017) stated that students learn from the teachers’ talk. that is the reason why the teachers are expected to know how to talk to students and adjust the language that they use because teachers’ talk gives a chance for students to hear the language which they might understand. dealing with acquisition, it is said that teachers’ talk is the major source of comprehensible input that students are likely to receive. the more exposure students obtain from teachers’ talk, the more input they will receive. widhiyanto (2017) argued that even though students may not be explicitly taught any subject on certain matters, they have observed them in their practices throughout their study. in learning a new language, learners are expected to achieve communicative competence to communicate successfully. as stated by colle and fitriati (2019), the language instruction used by teachers must be integrated with the component of communicative competence. to support the argument, neno and agustien (2016) claimed that communicative competence aims at creating meaningful texts both written and spoken. formulaic competence is one of some competencies in communicative competence to help learners create meaningful texts specifically to sound natural and fluent when speaking. celce-murcia (2007) stated that “formulaic competence as well as formulaic expression refers to those fixed and prefabricated chunks of language that speakers use heavily in everyday interaction” (p. 47). there are five types of formulaic expression mentioned by biber et al. (1999). they are collocations, idioms, lexical bundles, binomial expressions, and inserts. this study will focus on lexical bundles. lexical bundles are considered as a main factor in building fluency in academic discourse; helping to shape meanings and coherence in a text (islami, fitriati & mujiyanto, 2019; kashiha & heng, 2014; ranjbar et al., 2012). biber, johansson, leech, and finegan (1999) define lexical bundles as recurrent expressions, regardless of their idiomaticity and regardless of their structural status. that is, lexical bundles are simply sequences of word forms that commonly go together in natural discourse. referring to biber et. al (2004), there are two types of lexical bundles; structural and functional types. each type has three sub-types as well. they can be seen in the following figure; figure 1. illustration of lexical bundles types there have been a lot of linguists conducted studies on lexical bundles in spoken discourse (conrad and biber, 2005; heng, kashiha and tan, 2014; darweesh and ali, 2017; sykes, 2017; wang; 2017). however, there are few comparative studies of lexical bundles conducted in spoken discourse (kwon and lee, 2014; kashiha and heng, 2015). to this case, this present study aims at analysing the use of structural and functional types of lexical bundles in efl classroom teachers’ talk. particularly, the study investigates non-native and native english teachers’ use of lexical bundles in their talk as well as figures out the similarities and lexical bundles structural types functional types 1. verb phrase fragments 2. dependent clause fragments 3. noun phrase and prepositional phrase fragments 1. stance expressions 2. discourse organizers 3. referential expressions may lorenna, sri wuli fitriati, widhiyanto/ eej 10 (1) 2020 69 75 71 differences in the bundles used by both english teachers. at last, this research paper hopefully could give new insight for the future research on classroom discourse analysis especially about lexical bundles. method this study belongs to qualitative study and is designed as a classrrom discourse analysis. this study focused on analysing spoken form as the data of this study in terms of teachers’ talk. the researcher attempts to do indepth analysis on the subjects being studied, namely non-native and native english teachers. there are two non-native and two native english teachers as the subjects of the study. in this study, the researcher evaluates lexical bundles that occur in non-native and native english teachers’ talk. the lexical bundles occur in the talk are classified according to their structures and functions using the structural and functional taxonomies proposed by biber et al. (2004). the data in this study were gathered by recording the teachers’ talk during the teaching and learning process. the researcher recorded the teaching and learning process for 4 meetings; 2 meetings in native english teachers’ classes and the other 2 in the non-native ones. the data from the video recording were then transcribed so that the teachers’ utterances can be seen clearly in form of sentences. after transcribing the data, the researcher identified the lexical bundles found in the utterances. then, the researcher classified the data in tables containing elements of structural and functional types of lexical bundles and analysed them. finally, from the results, the researcher interpreted the findings and drew conclusions. to guarantee the reliability and validity of the result, the researcher did triangulation. in this study, the researcher employed member checking. the results are returned to participants to check for accuracy and resonance with their experiences. the researcher interviewed the participants to open up alternative interpretation on the findings and to minimize the subjectivity of the researcher’s own interpretation. findings and discussions as a result, the researcher found that there were 233 bundles used in the teachers’ talk. non-native english teachers used 139 bundles in their talk, while native english teachers performed 110 bundles in their talk. all 233 bundles became the main data in this research which were analysed structurally and functionally based on biber et. al (2004) taxonomy. the structural types of lexical bundles used by non-native and native english teachers from the data analysis, it is found that structurally, non-native and native english teachers mainly used lexical bundles that incorporate verb phrase fragments in the talk. there were only small proportion of lexical bundles that incorporate dependent clause or noun phrase and prepositional phrase fragments. the distribution of structural types of lexical bundles in teachers’ talk can be seen in the following table: table 1. structural types of lexical bundles in teachers’ talk structural types non-native teachers native teachers 1. verb phrase 104 78 2. dependent clause 26 20 3. noun phrase and prepositional phrase 9 12 this finding is similar to the findings of the previous studies done by biber et al. (2004) and heng, kashiha and tan (2014). biber et al. (2004) investigated the use of lexical bundles in university classroom teaching and textbooks. this previous study provides a finding that almost 90% of all common lexical bundles incorporate verb phrases. heng, kashiha and tan (2014) investigated the use of lexical bundles in group may lorenna, sri wuli fitriati, widhiyanto/ eej 10 (1) 2020 69 75 72 discussion. the result revealed that the students used verb phrase fragments more than dependent clause or noun phrase and prepositional phrase fragments. students seemed to rely more on verb phrases in order to express their opinion (i think that the), show their agreement or disagreement (i agree with you), ask for more information or introduce topic by asking yes/no questions (what do you think), and emphasize the topic by using passive tense (is based on the). the findings of this study revealed that non-native and native english teachers used more verb phrase fragments in their talk. nonnative english teachers mostly used 2nd person pronoun + vp fragment such as you have to, you can go, you can discuss. excerpt 1 teacher : i’ll say an adjective, for example tall. if i say tall, you have to make a line based on the height. students : okay, ms. excerpt 2 teacher : okay, thank you very much, now you can go back to your chair. so that’s superlatives ad comparatives. can you give me another example of superlatives? student : aqil is the fattest. in the excerpts above, non-native english teachers use the pronoun “you” to point to the students as the interlocutors. “you” referred to one student or students as a class. in addition, native english teachers also mainly used verb phrase in the talk. they mostly used wh-questions fragments such as how do you think, who wants to, who is next, what does this, what is this, what is that in the talk. excerpt 3 teacher : now, how do you think the parents who wrote that review was feeling? do you think the parents who wrote the review was happy? student : no, they are angry. excerpt 4 teacher : yes, that’s even better than happy. now, who wants to volunteer to say things. student : not me. in this case, native english teachers used the bundles how do you think to ask for opinion and who wants to, who is next to ask for the next person. the functional types of lexical bundles used by non-native and native english teachers in relation to functional types of lexical bundles, it is found that stance bundles were the most prevalent functional category used by nonnative english and native english teachers. nevertheless, they also performed lexical bundles as discourse organizers and referential expressions in the talk. the distribution of structural types of lexical bundles in teachers’ talk can be seen in the following table: table 2. functional types of lexical bundles in teachers’ talk functional types non-native teachers native teachers i. stance bundles 42 23 ii. discourse organizers 11 12 iii. referential expressions 17 19 this result is similar to the result of some studies conducted by kashiha and heng (2015), kwon and lee (2014) and fitriati and wahyuni (2018). in their study, kashiha and heng (2015) investigated the use of formulaic language by native and non-native speakers. the results revealed that non-native speakers used a high range of stance expressions. another study conducted by kwon and lee (2014) about lexical bundles in korean efl teacher talk corpus revealed that lexical bundles as stance expressions were used the most. the bundle you have to is the most frequent bundle that functions as showing obligation. in 2018, may lorenna, sri wuli fitriati, widhiyanto/ eej 10 (1) 2020 69 75 73 fitriati and wahyuni investigated the use of lexical bundles and their functions in whatsapp conversations between a native and a non-native speaker of english. it aimed at exploring the lexical bundles used by the two speakers in order to explain how these bundles contribute to the coherence in the conversation. the results revealed that the lexical bundles produced by native and non-native speakers of english mostly express stance between the speaker and the hearer. in this study, non-native english teachers performed lexical bundles as stance expressions the most. they frequently performed lexical bundles in showing ability. they used the bundles you can make, you can use, you can work in the talk. excerpt 5 teacher : it depends on you, you can make it into negative or question. for example, can you make it into question? students : okay, so i can say “do yo want to go anywhere cool?”. excerpt 6 teacher : you can work together and compare your answer. it is possible to have more than one answer. student : finished the teachers used the bundle you can make, you can use, you can work to show ability, especially to give them alternatives that they are able to do things differently. the similarities and differences of lexical bundles used by non-native and native english teachers from the results of this study, it is found that there are some similarities and differences of lexical bundles used by non-native and native english teachers in terms of their structural and functional types. similarly, non-native and native english teachers relied heavily in using verb phrase. both teachers performed lexical bundles that incorporate verb phrase fragments the most. in relation to the functional types of lexical bundles, non-native and native english teachers relied heavily in using lexical bundles as stance expressions. both teachers performed lexical bundles as stance expressions the most. this finding is in line with the findings of the study conducted by kwon and lee (2014). it is said that similarly, stance expressions is the most frequent lexical bundles employed by both native and non-native english teachers. unlike the study conducted by heng, kashiha and tan (2014) and kashiha and tan (2015) that found discourse organizers as the most prevalent bundles used by non-native and native english teachers, this present study discovered that stance bundles are the most bundles used by both teachers. it happened because in the case of english teaching, the teachers mostly used the bundles to express their intention especially when they are going to explain the materials, to show obligations that students have to do, and to express ability. in this study, both teachers performed lexical bundles that incorporate verb phrase fragments such as i’ll give you, you’re going to, let’s take a look, take a look at, who wants to and what do you think. functionally, both teachers performed lexical bundles as stance expressions such as you’re going to, i’ll give you and who wants to. there were also some differences found in the study. structurally, non-native english teachers used more “1st/2nd person pronoun + vp fragment”, while native english teachers performed more “wh-questions fragments”. non-native english teachers performed high proportion of the pronoun “you” (e.g. you have to, you’re going to, you can make, you can work, you can do), while native english teachers performed more “wh-questions fragments” such as who wants to, who is next, what is this, what do you think. functionally, non-native english teachers used more attitudinal/modality stance that shows ability (e.g. you can make, you can go, you can work, you can use), while native english teachers performed more attitudinal/modality stance that shows may lorenna, sri wuli fitriati, widhiyanto/ eej 10 (1) 2020 69 75 74 intention/prediction such as you will see, we’re going to, you’re going to and i’ll give you. the relationship between structural and functional types of lexical bundles used by non-native and native english teachers the findings of this study showed that there is a close relationship between the structures of lexical bundles and the functions they serve. both teachers performed lexical bundles with verb phrase structures that functioned as stance expressions. the findings are similar to the findings of the study conducted by biber et al. (2004) and heng, kashiha and tan (2014). biber et al. (2004) studied lexical bundles on conversation. they claimed that there was a close relationship between structures of functional bundles and the functions they serve. heng, kashiha and tan (2014) also support the findings that students in the group discussion corpus tended to use more verb phrase structures that functioned as stance expressions. there was a great use of bundles like i would like to and i agree with you to show personal expressions of attitudes and desires. in this study, the bundles you have to, we need to, you need to, belonged to verb phrase fragments and functioned as stance expressions, especially expressing personal obligation. conclusions based on the analysis and discussion of this present study, there are some conclusions that can be drawn. structurally, non-native and native english teachers performed lexical bundles in form of verb phrase, dependent clause and noun phrase and prepositional phrase. however, they used verb phrase fragments the most. similarly, both teachers employed lexical bundles in form of verb phrase. functionally, they both performed lexical bundles as stance expressions. yet, even though both groups of teachers employed the same structure and function, they are different in terms of the subcategories. there is a close relationship between the structures of lexical bundles and the function they serve. frequently, lexical bundles in form of verb phrase can function as stance expressions. the conclusions explained above lead the researchers to provide some suggestions. in the teaching and learning process, it is important for teachers to use lexical bundles in the talk as well as to raise their awareness in performing the correct bundles structurally and functionally. the use of lexical bundles in the talk will facilitate the acquisition process of the students. it is also obligatory for non-native teachers to adopt some bundles performed by the native english teacher to make their talk sound natural and fluent. this present study still has weaknesses since it only focused on the use of lexical bundles in spoken discourse especially in nonnative and native english teachers’ talk. it might be possible for other researchers to conduct similar study in spoken discourse with different object of the study, such as casual conversation, debate competition, or oral presentation. furthermore, the subjects of this study were indonesian teachers and native teachers. it is also possible to compare non-native english teachers from other countries to other native teachers. references basra, s. m., & thoyyibah, l. 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(2016). the use of formulaic expressions in efl students’ interaction. english eduction journal, 6(1), 39-44. retrieved from http://journal.unnes.ac.id/sju/index.php /eej ranjbar, n., pazhakh, a., & gorjian, b. (2012). the effect of lexical bundles on iranian efl learners linguistic production fluency. international education studies, 5(4), 243-251. doi:10.5539/ies.v5n4p243 sykes, d. (2017). an investigation of spoken lexical bundles in interactive academic contexts. unpublished graduate thesis, carleton university ottawa, ontario. https://doi.org/10.22215/etd/201712110 wang, y. (2017). lexical bundles in spoken academic elf: genre and disciplinary variation. international journal of corpus linguistics, 22(2), 187-211. doi:10.1075/ijcl.22.2.02wan widhiyanto (2017). arguments in academic writing: linguistic analyses of arguments constructed in undergraduate dissertations written by student writers from different academic contexts. unpublished dissertation. university of wollongong. doi:10.13140/rg.2.2.14094.41283 https://doi.org/10.15294/eej.v9i1.26861 https://www.iasj.net/iasj?func=article&aid=119560 https://www.iasj.net/iasj?func=article&aid=119560 eej 9 (3) (2019) 382 390 english education journal http://journal.unnes.ac.id/sju/index.php/eej accuracy, readability and acceptability in the translation of android xiaomi redmi note 4 irfan zahid prasetya , rudi hartono, issy yuliasri universitas negeri semarang, indonesia article info ________________ article history: recived 04 february 2019 accepted 22 july 2019 published 15 september 2019 ________________ keywords: implementation, scaffolding technique, senior high schools ____________________ abstract ___________________________________________________________________ android translation(s) were translated by multiple people/agencies during multiple period of times, thus they are very prone to accuracy, readability and acceptability errors. based on that reason, i conducted this research to (1) analyze and find out the accuracy of the translation in xiaomi redmi note 4 smartphone, (2) readability of the translation of the smartphone, and (3) the acceptability of the translation. the result of this study showed that all of the accuracy, readability and acceptability of the original translation showed worse results than the modified translation. for accuracy, goff-kfouri‘s and nababan‘s rubric both showed better result for the modified translation. for readability by the translators, the average of original translation got 2.3 (negative) and modified got 3.8 (positive); whereas the end-users rated 2.4 (negative) and 3.8 (positive) respectively. for acceptability, the average of original translation by the translators was rated 2.6 (negative) and the modified translation got 3.7 (barely positive); and by the end users, the rates were 2.7 (negative) and 3.7 (positive). © 2019 universitas negeri semarang correspondence address: jl. kelud utara 3 kampus pascasarjana unnes, semarang, indonesia e-mail: irfanzahidp@gmail.com p-issn 2087-0108 e-issn 2502-4566 irfan zahid prasetya, rudi hartono, issy yuliasri/ eej 9 (3) 2019 382390 383 introduction translators must not only understand the two languages; i.e. source and target languages, but also the other competences such as communication competence, discourse, and context of situation. translators must be fully capable of conveying correct messages from sl to tl, so the people in tl environment can understand the message fully (communicative competence). they must be able to convey messages that might seem invisible, only exist in either tl or sl‘s culture, and other pragmatic messages (discourse). they must also see the whole context of situation of sl, so it will not be misunderstood by the people in tl environment. and last, translators must be able to utilize correct linguistic elements in tl environment, such as language style, practicality, readability and literacy. commercial mobile phones, from earlier apperance in indonesia around year 2002, have been translated to indonesian language. although it is unclear which phone was translated the first, indonesian translation was found in nokia, motorola, siemens and sony ericsson. the three brands were among the first to be commercially available in indonesian language in a relatively affordable prices. albeit slight differences, there are similarities on the translations among the brands. among others, ―messages‖ is translated as ―pesan‖, ―call‖ is ―panggilan‖, and ―setting‖ is ―setelan‖. android translations, however, are different in each brand, even in each smartphone product. each brand employs individual or even several translation agencies to translate their products. even then, one agency may not be employed continuously by a brand. this causes potential inconsistencies among phones in a brand, even in one same phone. not only that the translations could be inconsistent, but the quality could be compromised as well due to different translation agency having different quality control standards. this research is focused on the accuracy, readability and acceptability of the translation of xiaomi redmi note 4 smartphone. accuracy, taken from molina & albir (2002), is defined as whether a translation possesses a certain degree of correctness according to certain requirements. for example, nababan (2012) sets out three degrees of accurateness: accurate, less accurate, and not accurate; each with corresponding descriptions on the assessment criteria. skopos on the other hand does not regard accurateness as important. due to the lack of equivalence, and the focus on whether the reader understand or not makes accuracy less meaningful than correctly placed sentence structure. this, in essence, makes the assessment of translation solely based on the general understanding of target readers. larson (1984), however, added that accuracy means that the information between the source and target is simply correct. any changes, addition or deletions is conducted after comparing source and target text, also thinking how good the translation will be in the target situation. in short, larson‘s theory on accuracy is aligned well with skopos, although dynamic equivalence still plays a huge part in the translation process. translation catford (1965) referred translation as a process of substituting a language into another language. larson (1984) explained further that a translation is not only a change of language, but also a transfer of the meaning, by the means of a change in semantics, a constant transfer between source and target language, and a clear reexpression of a source text into the target language. larson claimed that only the while the form changes, while other messages should be encoded and re-expressed in target language in a proper equivalence manner. newmark (1989) simplifies the term back by arguing that translation is merely a process of converting any utterance of any source language to the target language. larson (1984) further divides translation into two, form-based and meaningbased. form-based translation, as the name suggests, attempts to translate a text solely based on the form of the source text. meaning-based irfan zahid prasetya, rudi hartono, issy yuliasri/ eej 9 (3) 2019 382390 384 translation is the contrary, where a translator attempts to follow the source language. regarding translation strategy, cohen (1984), loescher (1991) and krings (1986) argued that translation strategy is a translator‘s conscious attempts and plans in solving translation problems, as well as translator‘s ability to distinguish the correct or incorrect translating methods. bell (1998), similar to the above-mentioned theories, adds a differentiation for the strategies: global and local. global strategy means that it deals with translation strategy as a whole process—from start to finish, and local means that it deals with certain problems during certain smaller parts in the translation. in relation to this research, skopos deals with smaller translations, hence it used the local strategy. accuracy, readability, and acceptability accuracy (molina & albir, 2002), is defined as whether a translation possesses a certain degree of correctness according to certain requirements. nababan (2012) sets out three degrees of accurateness: accurate, less accurate, and not accurate; each with corresponding descriptions on the assessment criteria. nida (1964) stated that translation is a set of procedures in order to create a meaning in a language target reader can understand. larson (1984), added that accuracy means that the information between the source and target is simply correct. any changes, addition or deletions is conducted after comparing source and target text, also thinking how good the translation will be in the target situation. in short, larson‘s theory on accuracy is aligned well with skopos theory. readability is a way of finding the best translation methods and techniques to fit with the source text so the readers can easily understand them (dubay, 2004). hartono (2017) further expands larson‗s (1984) definition by adding that readability can be determined by diction, structure and organization of sentences, spelling and even punctuations. yolanda and yuliasri (2016) argues that readability prioritizes the translation to sound natural instead of being simply correct. nababan (2012) also added that in written translation, readability shows how much a text is easily understood by the target readers. acceptability is how a translated text correctly reflects the target culture, norm and linguistic rules (nababan, 2012). in essence, the translation must comply with the locally acceptable rules; in terms of language style, whether slang is involved or not, even multimeaning words in certain cultures. acceptability is required in order to create the best possible translation that fits to the target reader. similar to readability, acceptability focuses less on accuracy and focuses more on dynamic equivalence. skopos theory nord (1991) sees skopos theory as an intentional translation that must be judged to see how well the text has fulfilled its role in the target language situation. baker (2001) further explained that skopos is a new perspective in translation study that reflects a more functional and socio-cultural orientation in a translation, where the source text exists merely to provide the main information to produce the target text. this is in line with nord (1997), that deters the function of the source text to emphasis on the target translation, and that the translation result may differ –slightly or drastically—from the source text. skopos is essentially a communicative translation method but with added function of goaland action-oriented purposes. in addition, skopos is necessary to produce a highly practical application in the target language. skopos is commonly found in the texts that are related to culture. this include: advertisements, novels and stories, movie subtitles, songs, and poems. these texts can be translated just as well using the translation techniques and methods using molina & albir‘s theories (2002), but skopos always puts heavy emphasis on the target text; whereas molina & albir‘s methods and techniques always put more emphasis on the source text. irfan zahid prasetya, rudi hartono, issy yuliasri/ eej 9 (3) 2019 382390 385 methods to answer the research question, i used descriptive qualitative research. the questionnaire was taken by the users of xiaomi redmi note 4, both by the anonymous people on the internet and in real life, and all with their consents. it was conducted with a minimum a total 25 takers combined: three professional translators and 23 end-users. the questionnaire rubrics were differentiated for the translators and the end-users. for the translator, three four rubrics were used: goff-kfouri‘s and nababan‘s rubric for translation accuracy, and nababan‘s rubric for translation redability and translation acceptability. for the end-users, only two rubrics were used: nababan‘s rubric for redability and acceptability. for assessing accuracy, both goffkfouri‘s and nababan‘s rubrics provide different point of views for the assessments. goff-kfouri‘s rubric provides in-depth analysis on each textual elements of the translation, with focuses on fluency/flow, grammar, terminology, general content, and mechanics. the ratings from goff-kfouri‘s rubric were not summarized, rather they were assessed individually and for each three translators. for the nababan‘s rubric on assessing accuracy, it gave general view on the translation accuracy, as well as personal comments on each of the questionnaire items. there are several reasons why i use two instruments that look radically different in terms of analysis. the first is because goff-kfouri‘s rubric does not regard translation technique as important as the other factors such as grammar and general context, which means translation equivalence is not very important, and it is inline with the skopos theme in my research. it also offers more detailed marks on each translation aspect. nababan‘s rubric on the other hand, deals more with equivalence between source and target text. it also signifies a more general approach in assessing the accuracy. in conclusion, both specific and general views are equally important in assessing translation accuracy for assessing translation readability and acceptability, i used nababan‘s instrument to assess the readability directly from the questionnaire takers. readability analysis usually takes quantitative forms, with up to ten types of calculation. the calculation result from all or part of them would then be compared with average reading competence in certain regions or countries. the problem with using such calculation in translation is that, it does not really show how good or how bad is a translation from a subjective point of view— especially by the actual readers—and the result cannot be explained and further elaborated in accordance to my purpose. nordquist (2018) shares his idea about readability formulas, that they do not serve any purpose at all in actually providing information regarding a translation readability among the true target readers. he also insists that readability is best being assessed by the true target readers themselves. certain formulas such as felsch‘ or smog‘s, require a minimum of 100 word-count to be able to be assessed, and texts found from cellphones are mostly very short, thus will not produce any result at all. this also applies to acceptability analysis, where the instrument is similar to readability‘s. in assessing readability and acceptability, the assessment was taken from the answers by the end-user directly. if end-users gave their rating of more than 62.5% of average (rated 3.4~5 for readability, and 1.0~3.4 for acceptability) then it implied positive understanding, thus the translation has good readability. if the respondents show negative understanding (rated 1.0~3.4 for readability, and 3.4~5 for acceptability), then it would be concluded that the original translation has readability error. negative understanding is where the questionnaire takers do not understand the context of the original translation provided in the questionnaire, whereas positive understanding means that the respondents understand the meaning implied. the positive and negative understanding are taken from each word or sentence by face-value. irfan zahid prasetya, rudi hartono, issy yuliasri/ eej 9 (3) 2019 382390 386 the original translations are provided along with the modified translation of the same context in random orders in each question. the modified translations act as the distractor and a comparison for the original translation. in addition, if the average readability of text a is higher than average readability of b, the conclusion is that there is no readability error; and if vice versa, there is a readability error. results and discussion in this part, i presented the result of the translation accuracy, readability and acceptability, in this respective order, after assessing the texts from android xiaomi redmi note 4 smartphone. translation accuracy the assessment of translation accuracy is only conducted for three professional translators with two instruments each; one by goff kfouri and the other by nababan. the result of the accuracy assessment is determined for each number group (1a and 1b, 2a and 2b, etc). for goff-kfouri‘s rubric, result were taken from the average ratings of each number for each criterion, without the ‗mechanic‘ criterion. from the results by the three translators, 4 criteria from goff kfouri‘s rubric showed 2.8 for original translation and 3.6 for modified translation; whereas the ‗mechanics‘ rating was 3.3 for original translation and 3.7 for modified translation. the details can be seen below, where ―#a‖ indicates original and ―#b‖ indicates modified translation. table 1. average result of translation accuracy for goff-kfouri‘s rubric 1a 1b 2a 2b 3a 3b 4 criteria 2.6 4.0 2.5 4.1 2.7 3.1 mechanic 3.3 4.0 3.3 3.7 3.3 3.3 4a 4b 5a 5b 4 criteria 2.8 3.8 3.4 2.8 mechanic 3.3 4.0 3.3 3.3 in assessing the translation accuracy using goff kfouri‘s rubric, not only that the question items were assessed at face value, but i also added the backtranslations for comparing the actual formal equivalence with the original translation, and with the accuracy ratings the translators gave. the analysis on this part of the analysis was actually done one-item by oneitem, and there were no actual ‗overall analysis‘ except that from the average ratings, the modified translation was found to have better accuracy. the individual analyses resulted in several interesting findings. first of all, the translators did not actually assess the pure accuracy of the texts, but they actually regarded the accuracy in relation with mostly readability. the first instance of this occurred by the first translator, on question item number ―3‖, where the rating for ‗terminology‘ criterion spiked from 2 in ―3a‖ to 4 in ―3b‖—despite the original translation was a faithful, formal translation. there has yet any theory to mention this yet, so i call this a ―paradox of accuracy‖. another interesting phenomenon i found out was that, in certain instances, the translators think that some commonly used terms in android translation, or technology-related translation, were actually less accurate (or probably less readable) than they actually worth. this was first seen in question item ―5a‖, regarding the translation of ―uninstall‖. the weakness of goff kfouri‘s rubric is that it does not provide an open-ended space for the assessors. comments are especially important for accuracy, because i need the reason why the translators put their ratings as such. the instances above could not be explained with mere numbers. this is where nababan‘s rubric comes in. the second translation accuracy assessment uses the instrument by nababan (2012 in hartono, 2017). this instrument is simpler but gives a space for open-ended comments by the translators. the scale for rating for nababan‘s instrument are longer and slightly more complicated, but envelops all aspects at once; contrary to goff-kfouri that irfan zahid prasetya, rudi hartono, issy yuliasri/ eej 9 (3) 2019 382390 387 details each and every criterion with simpler explanation for the ratings. the ratings in nababan‘s rubric are reversed than goff kfouri‘s, hence 5 means the worst and 1 means the best. table 2. translation accuracy assessment by nababan‘s rubric translator rating original translation modified translation 1 2.4 3.8 2 2 3.6 3 2.2 3.4 average 2.2 3.6 the analysis for this rubric was individual. each question item (or sometimes a couple) was analyzed individually, while sometimes comparing the results with their respective goff kfouri‘s analysis and/or the backtranslations. just like the goff-kfouri‘s analysis, there were also several interesting bits to take notes on in this analysis. the first instance among others was found in the first translator‘s question item number ―5‖. in this item analysis, the first translator claimed that he has never heard of ―bongkar‖ to translate ―uninstall‖, and he put both ―5a & 5b‖ in not very accurate rating. his comment on ―5b‖ was that he agreed to translate ―install‖ to ―instal‖ but disagree to translate ―uninstall‖ to ―uninstal‖. it is okay to translate ―install ― to ‖instal‖ while ―uninstall‖ to ―bongkar/uninstal‖. if this looks inconsistent— both are two terms of the exact same context, but only antonyms—it is simply how it is written in english language. english uses ―un-‖ prefix to show ―not-‖, but indonesian language. another example for goff kfouri‘s analysis was taken from the item number ―4‖. for this number, all three translators gave better rating for the modified translation than the original, however in fact the original translation is perfectly equivalent with the source text. despite that, all three translators think that the accuracy of the modified translation –that was less formally equivalent than the original translation. the difference between them was the grammatical element, where the original translation applied the exact same grammatical and structural rules as the english source. the conclusion for this item was that the translators might have thought of the readability along with the accuracy; thus accuracy without readability was deemed incomplete. in the third example, taken from question item number ―1‖, it was an example of how the original intended meaning affects the translation. text in android are usually short and does not have any cultural backgrounds and/or appropriations. how the texts relate to each other was from where the text was found at, and the associated text related to them. in inspecting ―1a‖ against the intended meaning and the location of this text, this text was found under the ―security‖ menu, inside the general ―settings‖. in this premise, the end-users actually did not need the additional text. the end-users already knew what the exact function of this text and need no additional help, hence the original translation served its purpose well. however, there were some chances where a user finds this text in other situations, e.g. from the ‗search‘ function, or from the ‗help‘ page within the phone, or simply reading the one-off text somewhere else. in the latter case, additional information would help the reader understand the immediate context without having to research too much of the related background information. in conclusion for question item number 2, it still has a low accuracy rating. hence, the accuracy with slight relation to readability of this text number ―1‖ was less satisfactory that the modified translation scored a better rating. for ‗mechanics‘ part, all five question items are analyzed as a whole. mechanics is how the translation is done, how much is translated—be it contains omission or addition—and simply whether it fits or not. it is almost related to acceptability. the average mark for the whole question items are 3.5; detailed at 4 by the first translator assessor, 3 by the second, and 3.5 by the third. the first and second translators only filled homogenous irfan zahid prasetya, rudi hartono, issy yuliasri/ eej 9 (3) 2019 382390 388 numbers in all the question items; the first translator assessor wrote 4, and the second writes 3. these translators were assumedly did not actually understand the meaning and intention of mechanics. for the third translator, the average of ―5b‖ beats ―5a‖ by 1 rating, that changed from 3 to 4. in conclusion on mechanics, is currently unmeasurable and unable to be analyzed due to the other two translators did not fully understand how to rate them. in conclusion, this ‗mechanics‘ analysis would have deemed as better to be ignored. from nababan‘s rubric, the first interesting instance was found from the first translators‘ assessment on question item number ―3‖. the translator neither agreed or disagreed with the shown terminology for ―bar‖, translated to ―bar‖ in ―3a‖ and ―bilah‖ in ―3b‖, and put the rating 3 for both. he gave an alternative, that is ―panel‖. in this nababan‘s rubric, rating 3 means slight accuracy problem, and he commented on the terminology only. in relation to goff-kfouri‘s rubric, where the first translator gave rating 2 in ―3a‖ to 4 in ―3b‖, with the original translation was a actually faithful, formal translation, it was proven by his comment where both ―bar‖ (the borrowed translation) and ―bilah‖ were thought to be not good. the second translator on further commented on item ―3‖ for a new translation which is ―panel‖. updated from the translator‘s term preference, the translation becomes ―notifikasi dan panel status‖. the second instance was taken from the first translator‘s question item number ―5‖. here the translator commented on ―5a‖, where he claimed to never have heard of ―bongkar‖ (lit: disassamble) being used to translate ―uninstall‖. in ―5b‖ he said that ―uninstal‖ (with one ‗l‘) was not a good choice to translate ―uninstall‖, however he also said that he agreed on using ―instal‖ (one ‗l‘) to translate ―install‖. in the respective goff-kfouri‘s analysis for this question item, i concluded that ―bongkar‖ was used in more practical fields, whereas ―uninstal‖ was simply the transliteration of the source. within the skopos theory, although equivalence did not matter, consistency was still important. consistency is when a term was used in consistent way throughout the document according to its correct context. in this example ―instal‖ was already correctly used within the scope of applications, hence it was correct and consistent. another interesting bit by nababan‘s instrument to assess translation accuracy was seen at the question item number 1, where ―1a‖ got a 5 and ―1b‖ got a 1. this absolute drastic change is accompanied with a comment that implied alleged accusation for machine translation, because ―for‖ was directly translated to ―untuk‖. this comment by the second translator was related to grammar and structure, as ―for‖ was actually correctly translated. however, it is deemed inaccurate and caused another paradox of accuracy. both backtranslations of ―1a‖ have proven this— where both were formally equivalent to the source. same as the structure, as was is also proven to be exactly the same as the source text. in conclusion for this item, this result further strengthened the skopos theory, that accuracy does not always mean good translation, and that the readers‘ perception is much more important. in conclusion for translation accuracy by both instuments, the accuracy of the original translation is worse than the modified translation. in goff-kfouri‘s non-averaged rating results, the majority of the ratings showed better ratings for the modified translation. this was further proven by nababan‘s rubric, where the average ratings of the original translation by the first, second, and third translator are 2.4, 2, and 2.2 respectively; whereas for the modified translation, the ratings are 3.8, 3.6, and 3.4 respectively, which indicate better accuracy. translation readability the translation readability was assessed by the three translators and the end-users. in readability analysis, the lower the number is, the worse the translation readability is, with the range of 1 to 5. from the three translators, the total average is 2.3, tallied at 2.3 by the first translator, 2.3 by the second translator, and 2.2 by the third translator. meanwhile, the total irfan zahid prasetya, rudi hartono, issy yuliasri/ eej 9 (3) 2019 382390 389 average for the modified translation falls at 3.8, with 3.8 by the first translator, 4 by the second translator, and 3.6 by the third translator. thus the original translation had negative understanding, while the modified translation had positive understanding. for the result by the 23 end-users, the average rating for the original translation by the end-users is 2.4, and it indicates a negative understanding. the average rating for the modified translation is 3.8, which indicates a positive understanding. thus it is concluded that the modified translation has better readability than the original translation. translation acceptability the translation acceptability assessment took the same approach as the readability counterpart. in acceptability analysis, the lower the number, the better the translation acceptability is. for the translation acceptability assessment by the three translators is that the acceptability of the original translation is lower than the modified translation. the rating for original translation is 2.5, and the modified translation, the rating is 3.6. in this analysis, the original translation is unacceptable whereas the modified translation is adequately acceptable. meanwhile, the translation acceptability result by the end-users showed that the original translation is very unacceptable with 2.2 rating, whereas the modified translation is fairly acceptable with 3.7 rating. in conclusion, the modified translation has better acceptability than the original translation. conclusion in conclusion by all the analysis, the quality of the translation that is accuracy, readability and acceptability of xiaomi redmi note 4 is less than satisfactory, as proven that the modified translation always gets higher overall rating than the original translations. references afifah, i.n., hartono, r., yuliasri, i. 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(2017). translators‘ censorship in english-indonesian translation of donald duck comics. indonesian journal of applied linguistics, 7(1), 105-116. eej 9 (1) (2019) 98 106 english education journal http://journal.unnes.ac.id/sju/index.php/eej designing the model of engaging activities for speaking assessment by minimizing students’ anxiety dwi amalia putri, dwi anggani linggar bharati, januarius mujiyanto universitas negeri semarang, indonesia article info ________________ article history: accepted 11 august 2018 approved 31 december 2018 published 15 march 2019 ________________ keywords: engaging activities, speaking assessment, foreign language anxiety, procedure text ____________________ abstract ___________________________________________________________________ in indonesia, english is learned as a foreign language. based on study done by jannah & fitriati (2016), students had some problems in speaking and one of major problem was anxiety. students were anxious to speak in english. that situations is commonly found in foreign language class as described by horwitz, horwitz & cope (1986). moreover, in speaking assessment, students may feel more anxious and this feeling may hinder their speaking skill (hewitt & stephenson, 1978; liu & jackson, 2008; wilson 2006; and woodrow, 2006). this research aimed to design a model of student engaging activities for speaking assessment, specifically in procedure text. this study used the research and development design (r&d) to create an assessment handbook that provided some engaging activities for speaking assessment purpose. there were five phases in this research: defining, designing, developing, implementing and evaluating phase. the results of the research showed the model was not effective. it was obtained that the t-test was less than t table (0,167 < 1,697). related to students‟ anxiety level, however, most students had moderate level of anxiety in both experimental (19 students) and control groups (15 students). © 2019 universitas negeri semarang  correspondence address: kampus universitas negeri semarang, jl.kelud utara 3, semarang, 50233. e-mail: dwiamaliaputri@gmail.com p-issn 2087-0108 e-issn 2502-4566 mailto:dwiamaliaputri@gmail.com dwi amalia putri, dwi anggani linggar bharati, januarius mujiyanto/ eej 9 (1) (2019) 98 106 22 introduction based on curriculum 2013, english is a compulsory subject that has to be taught to students in junior schools and it is learned as a foreign language in indonesia. in learning english, students may have various experiences and feelings. according to horwitz, horwitz & cope (1986), students may have feeling of anxiety when learning foreign language. students can feel anxious or worried when they are asked to speak in foreign language. this kind of anxiety can contribute to undesirable result in language learning. horwitz et al. (1986) is considered to be the pioneer who proposed the term of foreign language anxiety. foreign language anxiety refers to self-perceptions, beliefs, feelings and behaviors related to classroom language learning that the students have when they learn language (horwitz et al., 1986). foreign language anxiety described by horwtiz et al. involves anxious feeling that students may have in different situations such as students who have difficulty in speaking foreign language, or students who get anxious because they fear of failure in testing or fear of negative evaluation. a study done by jannah & fitriati (2016) investigated psychological problems faced by students in speaking english. they identified there were three major problems that students had. one of them was most students felt anxious to speak in english. they were anxious to get the attention from their peers and teacher. using the theory of foreign language anxiety proposed by horwirtz et al. (1986) there are numerous studies that have been conducted to investigate students‟ anxiety in foreign or second language learning. some studies have shown the negative relationship between anxiety and students‟ language performance (aida, 1994; anyadubalu, 2010; saito & samimy, 1996; sparks & ganschow, 2007). more specific studies on speaking in relation to students‟ anxiety also have been done by researchers. the results revealed that students with higher anxiety in speaking gained lower score in their speaking performance (hewitt & stephenson, 2012; phillips, 1992; wilson, 2006; woodrow, 2006). other study showed apprehensive feeling that students had about speaking and tests (liu & jackson, 2008). even though the results of some studies indicate the negative relationship between anxiety and language performance on students, curriculum 2013 in which students learn english as foreign language never addresses the issue on language anxiety as well as language assessment that may impede students‟ language performance. the question then appears to be how to design activities to assess english speaking skill to students with different anxiety level. a number of studies have been carried out to seek fruitful and favorable techniques in teaching english to students. ara (2009) described the benefits of song, rhyme games in teaching english to young learners. game is the most common technique used in teaching english. picture game scrabble and wordsearch games were used to teach vocabulary by some studies (rizki, rukmini, & sutopo, 2013; yulianti & bharati, 2017). other study was done by utami, pabbajah, and juhansar (2018) who examined the implementation and the effectiveness of jumbled-sentences as a technique to enhance students‟ skill in writing report. from those studies, it can be concluded that the implementation of games is significantly effective to improve students‟ vocabulary and writing. games can also be implemented in teaching speaking. in fact, a myriad of studies have been done to explore different kinds of games that can be used in teaching speaking. some of the games are ice breaking, what is the question game, crazy story game, four corners game, true or false game (daulay & daulay, 2018; fikri & sunaryo, 2013; kasri & ardi, 2013; rahayu & jufri, 2013; ramadani & saun, 2013). other enjoyable activities that can be implemented in teaching speaking are skit dwi amalia putri, dwi anggani linggar bharati, januarius mujiyanto/ eej 9 (1) (2019) 98 106 100 (mardian bs & amri, 2013), stand-up comedy (satria & syafei, 2013), retelling (firdaus & amaniarsih, 2018; kusdianang & bharati, 2016; rachmawaty & hermagustiana, 2015), simulation (ardriyati, 2009; ardriyati, 2010) and role play (adnyani, seken, & nitiasih, 2014; jakob, 2018; lutfi, sutopo, & rukmini, 2018; mariana, yufrizal, & kadaryanto, 2015; milchatun, bharati, & hartono, 2015; samsibar & naro, 2018). the studies on english teaching practices are not limited to the implementation of existing games or techniques. some researchers have also attempted to develop their own games in teaching and they used r&d approach. artyani, anggani, bharati, & sofwan (2014) developed battleship game for teaching grammar of procedure text. hastunar, bharati, & sutopo (2014) modified monopoly game for teaching written vocabulary. focusing on speaking skill, prastiwi (2018) developed traditional games into speaking games and integrated with character education in junior high school. budiyanto, saleh, rukmini, & sofwan (2018) developed a model of teaching speaking through discussion and presentation for accounting education students in university level. even though there are a lot of studies attempted to develop game or actvity in english teaching practices, only a few studies attempt to design low-stress activities in language assessment, especially in speaking. when students can learn english in an enjoyable environment without any pressure, another question that might arise is why students cannot also have the same environment of joy to feel less anxious when they are being assessed. given the issues explained above, this study attempted to address three research questions. first, the study aimed to analyze the existing speaking assessment used by english teacher in procedure text material. second, this study aimed to describe the process on designing the model of student engaging activities for speaking assessment of procedure text by minimizing students‟ anxiety. third, the study aimed to analye the effectiveness of the speaking assessment model developed in this study. method this study adopted different models of instructional design done by some researchers (gall, gall and borg, 2003; lee & owens, 2004; thiagarajan et al., 1974). each model has different names and steps in conducting r & d. however, they all refer to the same concept on how to conduct r & d. in this study, some adjustments have been made to design the model of student engaging activities for speaking assessment. the adaptation yieds five stages with new terms in conducting r & d. those stages are defining, designing, developing, implementing and evaluating phase. the adapatation is made to find the most effective and efficient steps in conducting r & d. in addition, this study is limited to small range. therefore, the stage of dissemination as mentioned in thiagarajan et al. (1974) is eliminated. participants the study was conducted in smp n 2 semarang because the school has been implementing the curriulum 2013 in all grades (7th 9th grade). moreover, the school has been chosen as the pilot school in implementing the curriculum since 2013. the participants of the study were the students of 9th grade because procedure text is one of text types that students need to learn in grade 9 based on curriculum 2013. instruments interview an interview was done between teacher and the writer. the interview aimed to obtain information about speaking assessment from the teacher. list of questions related speaking assessment was prepared by the writer. the writer particularly asked some questions on how dwi amalia putri, dwi anggani linggar bharati, januarius mujiyanto/ eej 9 (1) (2019) 98 106 101 the teacher assessed students‟ speaking skill in procedure text. speaking assessment a set of engaging activities was prepared as part of speaking assessment. students were given different types of activities in learning procedure text. in the end of the lesson, students were asked to explain and present how to do something based on the procedure text they received from the flash cards. in order to assess students‟ speaking skill, the speaking rubric was developed in this study. foreign classroom language anxiety scale (flcas) foreign classroom language anxiety scale or fclas is questionnaire developed by horwitz, horwitz, & cope (1986) who conducted researches on anxiety in foreign language learning. fclas has been widely used by other researchers. therefore, flcas was used in this study since the writer wanted to find out students‟ anxiety when they were learning english, especially when they were having speaking assessment. students’ questionnaire students questionnaire were given to collect the data on students‟ response after they participated in this study. the writer wanted to know what students thought about the speaking activities developed in the assessment handbook. results and discussions the results and discussions explain the existing speaking assessment used by teacher in school, the process of designing the model and the implementation result of the speaking asssment model. existing assessment the process of designing the model started by doing need analysis as part of r&d design used in this study. the need analysis was done by doing an interview with the teacher to identify what activities used by the english teacher to assess students‟ speaking skill. to analyze the interview result, the information obtained from the teacher was categorized into 10 aspects: 1) the implementation of curriculum 2013; 2) teaching procedure text in the class; 3) types of procedure text; 4) the goal of teaching procedure text; 5) the assessment of procedure text; 6) the rubric for the assessment; 7) the media used in the assessment; 8) specific strategies in conducting the assessment; 9) considering students‟ feeling in doing the assessment; and 10) engaging activities on the assessment. it was concluded that the teacher already implemented the curriculum 2013 and she taugh procedure text in the class. there were two type of procedure text used in the class: recipe and instruction manual. the goal of teaching procedure text was in line with the basic competence in the curriculum 2013. in the end of the teacing and learning process, students were able to arrange and create written and oral procedure text. related to the language asseassment, she used performance assessment for procedure text. students were asked to perform in the front of class about their own procedure text. in the end of the activity, the students are asked to make a written report about their procedure text. students put some photos from their performance to explain each steps in the procedure text. the written report was used by the teacher to assess students‟ writing skill. this type assessment is included as authentic assessment and it is line with the curriculum 2013 that demands teachers to implement authentic assessment as the method of assessing students‟ competence (rukmini & saputri, 2017). the teacher has also developed her own rubric how to evaluate the students‟ performance. the rubric has 4 criteria: pronunciation (fluency, intonation, stress, pause and the pronunciation itself), ideas (vocabulary, content, and creativity), text organization dwi amalia putri, dwi anggani linggar bharati, januarius mujiyanto/ eej 9 (1) (2019) 98 106 102 (grammar and text organization) and manner (self-confidence, gesture, how to open and close the presentation). in the speaking assessment, students were aksed to bring some tools during the individual presentation. they needed to use real media when they were the procedure text. for example, a student had to perform on how to make a sandwich. she had to bring the materials and some tools needed in the presentation. during the speaking assessment, she had to show to make the sandwich using the materials and tools that she had. so, the students used real media in the speaking assessment. one problem in implementing authentic assessment is time consuming. to overcome the problem, the teacher had specific strategies in arranging the individual presentation. the speaking assessment was held in two days and each student had 5 minutes to perform. for students who had recipe as their procedure text, they had to prepare ready-to-eat food or drinks. for example, if the student needed to toast the bread, she just showed how to do it. she did not need to wait the bread until it was toasted. she already prepared the toasted bread and then just showed it in the class. related to students‟ feeling, the teacher was not aware on the students‟ anxiety issue. however, she mentioned that her students enjoyed the individual presentation as the speaking assessment. she described that after the speaking assessment was finished, her students who got recipe procedure text shared the food and drinks that they had made to their classmates. they also gave some sample of food and drinks to the teacher. there was no specific engaging activities found the assessment used by the teacher. the teacher simply used individual presentation to assess students‟ speaking skill and a written report to assess students‟ writing skill. process of designing product from the interview results, the writer attempted to develop more activities for students to create fun, enjoyable and low-stress in learning environment. it was expected that students would engage more in such friendly learning. the study was based on gall, gall, & borg (2003) and then, adopted two different models of educational r&d from (lee & owens, 2004) and thiagarajan, semmel, & semmel (1974). the adjustment, then, yielded main five stages in designing the model of student engaging activities for speaking assessment: 1) defining, 2) designing, 3) developing, 3) implementing and 5) evaluating phase. in defining phase, need analysis was carried out by doing an interview to collect information on the existing speaking assessment used by english teach in school. the interview results were analyzed and categorized into 10 aspects as. from the interview results, it was found there was no fun activities in the class. in the next phase, designing phase, the writer design syllabus and lesson plan for procedure text. some fun activities were chosen an added in the syllabus and lesson plan. after reviewing some activities and games, this study developed three activities used for speaking assessment purposes and those activities were games using flash cards, role play, and video recording as student‟s home project. the flash cards were designed and customized according to the goal of the speaking activity. also, there were also different procedure texts were adopted and used in the flash cards. in developing phase, assessment handbook draft was developed. the writer collected all documents needed for this handbook such as lesson plan, speaking rubric, guidelines for each activity and various types of procedure text. the handbook was also completed with the flash cards of procedure text in the end of the book. once the draft was finished, the writer asked several scholars to review it. mostly three scholars agreed that the instruction of the assessment book was good. related to the example given in the handbook, the answer of the scholars varied from adequate to excellent level. overall, the instruction was in good level. related to vocabulary, structure and language, the experts agree that the handbook was also good. the vocabulary items and the dwi amalia putri, dwi anggani linggar bharati, januarius mujiyanto/ eej 9 (1) (2019) 98 106 103 structures are appropriate for 9th grade students to learn procedure text. the test administration was good as well followed by the scoring in assessing students‟ speaking skill. once the speaking assessment model was evaluated by different scholars, the model was tried out in the school. in order to know the effectiveness of the model, this study used the experimental research design with posttest in two groups. in the experimental group, students had fun activities such as games using flashcards and role play. on the other hand, students in control group had reading activity and monologue or individual presentation. students in both groups were asked to record their performance in video format as part of students‟ home project. in the last phase or evaluating phase, the writer investigated students‟ anxiety level and students‟ response after they participated in the speaking assessment activities in both groups. then, the students‟ anxiety level and students‟ were analyzed quantitatively and qualititatively. implementation result to implement the activities, this study used experimental research to find out the effectiveness of the model. the results showed that there was no much difference between experimental and control group. it was obtained that t table = alpha 5% with n = 30 is 1,697. since t test < t table (0,167 < 1,697), it was concluded that the result of this experiment was not effective. related to foreign language anxiety, most students had moderate level in foreign language anxiety either in experimental and control group. the detailed number of students who had anxiety level in both groups is described as follow. table 1. students‟ anxiety level low moderate high experimental group 2 (6.7%) 19 (63.3%) 9 (30%) control group 6 (20%) 15 (50%) 9 (30%) using foreign language classroom anxiety scale (flcas) developed by horwitz, horwitz, and cope (1986), students‟ response was divided into 5 categories: strongly agree indiciated by 5, agree indicated by 4, neutral indicated 3, disagree indicated by 2, and strongly disagree indicated by 1. each student responded to each statement in the flcas. the students‟ anxiety level was obtained by summing all of students‟ response to each statement. from fclas, it was found that students were worried to make mistake in english class (33.3% in experimental and 36.7% in control group). most students agreed that they started to feel panic when they were asked to speak without any preparation (43% in experimental and 33% in control group). related to students‟ feeling during the assessment, 60% of students chose „neutral‟ to the statement ‘i usually feel comfortable during the test in the english class’, while 16.7% of students chose „strongly disagree‟ and 23.3% of students chose „disagree‟ in experimental group. in the control group, however, 40% of students chose „neutral‟, 33.3% of students chose „strongly disagree‟ and 26.7% of students chose „disagree‟. in other statement, however, most students in the experimental group (60%) chose „disagree‟ with the statement ‘i feel confident when i joined the assessment acitivity in the english class‟. in the control group, students who chose „strongly disagree‟ were 46.7% and students who chose „disagree‟ were 30%. from the questionnaire about the implementation of the speaking assessment model, most students in expereimental group (63.3%) chose „strongly agree‟ to respond the statement ‘i feel the assessment activities were fun. it showed that most students enjoyed the games, role play and video recording developed by the writer. even though there was no game and role play in activities of the control group, most students (66.7%) enjoyed the speaking assessment as well. students in both groups agreed that the video recording acitivity was fun. in addition, they agreed to the statement that video recoding activity helped to get themselves more prepared in speaking. dwi amalia putri, dwi anggani linggar bharati, januarius mujiyanto/ eej 9 (1) (2019) 98 106 104 from the result of the implementation and evaluation, the writer finds there are some advantages of speaking activities developed in the assessment handbook. first, the engaging activities can motivate students to learn procedure text in more interesting and enjoyable way. second, dialog and role plays allow students to practice speaking in more authentic way. students are able to use real english language in their daily life. third, students are able to express their creativity through video recording project. fourth, the activities allow students to learn procedure text independently. on the other hand, there are some challenges of implementing the engaging speaking activities. first, the quality video submitted by students are varied. some of them had poor quality, especially in the sound. the writer had difficulties to assess their performance. second, some students find difficulties to record the role play at home since each student lives in different areas. so, some of the students recorded the video in the school with insufficient equipment. despite having some limitations in creating video, the students have done their best to record their performance. conclusion from the results and findings discussed in the previous chapter, some conclusions are made related to designing the model of engaging activities for speaking of procedure text. first is about the existing assessment used by english teacher. in the need analysis of defining phase, the writer conducted interview with the teacher to obtain information related to speaking assessment done in the school. it was found that teacher had already implemented performance assessment to assess students‟ speaking skill for procedure text in the class. students were asked to do individual presentation on procedure. second, there are some processes that need to be followed in designing engaging speaking activities. first is designing phase in which the writer conducted need analysis and it was done by interview. second was designing phase to design lesson plan and activities. third is developing phase to create necessary documents needed in producing the assessment handbook and to validate the handbook from the experts. fourth is implementing phase. in this phase, the assessment product was tried out in the class. fifth is evaluating phase to obtain students‟ response after they participated the speaking activities in the class. third, the speaking result from both groups was found that the speaking assessment model developed in this study was not effective t test < t table (0,167 < 1,697). related to students‟ anxiety level, most students in both groups had moderate level on foreign language anxiety. however, the questionnaire results shows that there is no much difference between experimental and control groups. students in both classes enjoy the speaking assessment activities even though students in the control group did not play flash cards and do the role play. students from both argued that video recording may be fun but it is little bit complicated to do. related to designing engaging speaking activities, the writer recommended some suggestions for teacher. first, teacher should consider students‟ feeling when they are having speaking assessment. second, teacher should design speaking activities that allow students to feel less anxious when they are speaking. this study has some limitations in addressing anxiety in foreign language learning. first, the main goal of this study was to develop speaking assessment model that combined some activities to create less-stress environment in speaking assessment. second, this study only investigated students‟ anxiety level in two classes. this study does not provide any information on relationship between students‟ anixty and students‟ speaking performance. therefore, it is difficult to conclude whether the students‟ anxiety may have any influence on students‟ speaking performance. given the limitations above, other researchers can do more studies on anxieties especially on speaking. there are not many studies done to examine students‟ anxiety in indonesia. therefore, it is great opportunity for other researchers to do dwi amalia putri, dwi anggani linggar bharati, januarius mujiyanto/ eej 9 (1) (2019) 98 106 105 more researches on students‟ anxiety in learning foreign language that happens in indonesia. references adnyani, n. w. s., seken, i. k., & nitiasih, p. k. 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(2013). using stand-up comedy in teaching speaking at senior high school. journal of english language teaching, 2(1), 438–447. retrieved from http://ejournal.unp.ac.id/index.php/jelt /article/view/2632 thiagarajan, s., semmel, d. s., & semmel, m. i. (1974). instructional development for training teachers of exeptional children: a sourcebook. utami, f. s., pabbajah, m., & juhansar, j. (2018). the implementation of jumbledsentences toward students‟ skill in writing report text. english review: journal of english education, 7(1), 115–124. https://doi.org/10.25134/erjee.v7i1.1501 .received yulianti, & bharati, d. a. l. (2017). the effectiveness of scrabble and wordsearch games to teach vocabulary to students with different interests. eej, 7(3), 262– 269. eej 10 (2) (2020) 214 224 english education journal http://journal.unnes.ac.id/sju/index.php/eej digital literacy via readers’ responses towards humor presented in “9gag memes” finalistiyaningsih, dwirukmini, djokosutopo universitas negeri semarang, indonesia article info ________________ article history: recived 10 december 2019 accepted 27 march 2020 published 20 june 2020 ________________ keywords: digital literacy, reader‟s response, humor, memes ____________________ abstract ___________________________________________________________________ language education by using digital literacy via reader response approaches towards humor presented in social media will attract the student attention during learning process. the purpose of this research is to analyze the text produced by learners in order to explain how they provide responses towards humorous, fearing, annoying, pitiful, and confusing memes.this research is a qualitative research. the approach of the research is descriptive approach. this research was a readers response analysis focusing on descriptive qualitative. the data collecting done by observation, documentation and questionnaires. the subject of the study are students of sma negeri 1 pecangaan jepara. the method applied in this research is general theory of verbal humor and reader „s response theory as the approach in which the researcher related the contexts of the data to the data analyzed in order to make replicable and valid inferences from data to its context. the result of the research shows digital literacy skill of the xii grade of sma negeri 1 pecangaan jepara students is quite good. the reader accepts the aspects of humor through their current contribution on their response inside their peer group. © 2020 universitasnegeri semarang correspondence address: kampus universitas negeri semarang, kelud, semarang, 50233 e-mail: fina.listiya@yahoo.com p-issn 2087-0108 e-issn 2502-4566  finalistiyaningsih, dwirukmini, djokosutopo/ eej 10 (2) 2020 214 224 215 introduction communication is a way to share information among people. the process involves participants to negotiate their role in this process based on their consciousness or unconsciousness. the participants involved in the communication process are called the senders and the recipients. however, in the communication process, a sender must encode the information into an appropriate form to lead the recipients to understand the meaning of the message being conveyed. online communication is not only conducted by using sms and telephone anymore. it is developed further to the other patterns called social media. social media is computer-mediated tools which allow people to create, share or exchange information among people. people can also share ideas, pictures or videos in virtual communities and social network. social media allows the users to use their own creativity and also exchange those user-generated contents in the memes. language as a tool for human communication grows up with the condition of its era. in this internet era, many new languages arise which mostly from computer-mediated communication, especially from social media used by a billion people around the world. the language is not only created but also managed simply from the name of software or application used. crystal (2004) stated that internet language becomes the fourth media after writing, speaking and signing. in the communication process in social media, the way people interact change. the technology becomes the latest part of the social process which causes each user having different responses toward the same thing presented. the responses of readers often being manipulated by the statements that were more humorous, more understandable, and more polite. the responses may vary according to the context of social media where the ambiguity may happen. humor is a popular choice to make people laugh in modern society. humor makes fun of seriousness and manipulates the readers thought on their lighter side. a person has humorous character may create jokes to make the people around them laugh. these people like to use humor can only be understood by themselves and their community. it is ability can be developed over time by practicing. responses from the reader play a very important role in making issues about what important or unimportant in the interaction. the responses are affected by many different things. severin (1988) suggests that different people react to the same message in a very different way. the reaction is related to the process of decoding, how people process specific information based on their own experience and knowledge. there are several studies conducted related to reader‟s response, it is a group of studies focusing on readers‟ response analysis conducted in various literary text. utami, zaim & rosimela (2014) try to find out the effect of reader response strategy and students‟ reading interest towards students reading comprehension of narrative text. they find that reader response strategy had significant effect in students‟ reading comprehension narrative text which resulted in achieving higher score. iskhak (2015) applies reader-response theory to investigate its significance for teaching literature in efl teacher education in indonesia. the result of his study show that readers response strategies offer some benefits such as promoting aesthetic experience, empowering students‟ voices, and improving students‟ motivation and interest in reading achievement. the present study also match with the study conducted by iskhak et. al (2017) who applied readers‟ response theory by rosenblatt on investigating the effect of readers‟ response journal on the quality of the students of teachers trainee‟s responses to literary works. the theory is suitable to be used in literature reading especially in seeing the reader as an active participant. nurazizah, agustien & sutopo (2018) investigate the students‟ ability in negotiating meaning in casual conversation. this study can finalistiyaningsih, dwirukmini, djokosutopo/ eej 10 (2) 2020 214 224 216 be related with the present study because there is also negotiation. in the study, the researchers finds that the students face language problems in conversation. however they use some strategies to compensate their language problems such as using minor clause, speaking in their native language, and doing non verbal communication. djiwandono (2013) aims to develop critical thinking skills and critical attitude of learners for learning language is suitable to be related with this present study. he applies a training to raise the learners awareness of thinking critically. the training finds that critical thinking skills will lead the students as the readers to have a good interpretation in learning in accordance with the improvement to find solution for problem encounter. kamal (2012) conducts study about the use of internet in language teaching and learning english as a foreign language. he find internet is an entity related to literacy and has significant implication for teaching and learning process. warny (2018) conducts study which can be related to the present study. this study aims to examine students‟ experience in using technology in learning english outside classroom. the students are expected to increase their english ability by using the advancemeent of technology as the new resources of information. the study examines the use of technology to encourage the development of learner autonomy which include aspects of learning motivation, metacognitive, awareness, self confidence and social skills. digital literacy is also related to the present study. there are some previous study which are used as the reference. dynel (2016) proposes a study on humorous internet memes focusing on advice animal image macros. the study finds that humorous advice animal memes can be technically conceived as visual-verbal jokes. this study can be related to the present study since the study also focus on visual verbal jokes. putri & himmawati (2015) conduct research about readers response upon 9gag memes by english lecturers department. humor attracts different responses from different readers. the parameter used to decide whether the readers get the idea of the humor come from the responses. purnama (2017) presents the importance of utilizing technology products to promote students‟ engagement in classroom activity. the study shows memes and instagram can be used as one of the strategies to develop an innovative teaching and learning process. the study applies digital literacy which has specific purpose to apply technology in the classroom activities. therefore the study has the most significant novelty to be studied further since the ability in using digital technology affect the improvement of students‟ understanding in literacy area. the purpose of the present study is to analyze the text produced by learners in order to explain how they provide responses towards humorous, fearing, annoying, pitiful, and confusing memes. the problems which are mostly found in the present study is seen in text produced by readers. the text shows their subjective response towards the media presented. their engagement in producing text is still based on their efference stance which mean that they only focus on what they see on the meme whereas in reader‟s response theory the readers should put theirselves on aesthetic stance to get more meaningful response. methods this study assumes that there are five assumptions relate to this study. first, it was assumed that learners provide different responses towards humorous memes. second, it was assumed that learners provide different responses towards fearing memes. third, it was assumed that learners provide different responses towards annoying memes. fourth, it was assumed that learners provide different responses towards pitiful memes. fifth, it was assumed that learners provide different responses towards confusing memes. the method applied in this research is general theory of verbal humor (1994) and readers responses theory (1978) as the approach in which the researcher related the finalistiyaningsih, dwirukmini, djokosutopo/ eej 10 (2) 2020 214 224 217 contexts of the data to the data analyzed in order to make replicable and valid inferences from data to its context. the researcher also tapped into getting the possible responses from the readers by providing a responsive and interactive environment for the discussion. the subject of the study is two groups consist of 5 students each. they represent thirty two students of the second grade of state senior high school 1 pecangaan jepara majoring in language program. they were taken as the subject of the study and became the readers of “9gag memes”. in collecting data, the researcher collects from 9gag website and learners responses. the researcher observed the website to collect the data needed for the research. the researcher had the role in transcribing the memes into sentences. the researcher also collected learners responses towards humor presented in “9gag memes” as readers responses. the researcher took the role as the data collector. findings and discussion the analysis of the study focused on the response provided by the readers. how readers provide response towards humorous memes, how readers provide response towards fearing memes, how readers provide response towards annoying memes, how readers provide response towards pitiful memes, and how readers provide response towards confusing memes. . response towards humorous memes readers‟ responses towards humorous memes were represented by responses given by two groups of student consist of five students each. the readers provide responses towards three humorous memes. the example of responses provided by the readers were displayed in figure below; no data response 1. athoinah: “the picture tells a person who is hallucinating that he has girlfriend, when the original (truth) is not”. figure 1. response towards humorous meme the first humorous meme showed that the first group grasped the idea of the meme. some member of the group even paraphrased the some important words in the meme to show their understanding about the humor implied which meant that they actively used their prior knowledge in aesthetic reading. the second group members reflected their responses on the meme to show their engangement in the transaction. only one readers showed his attachment in efference reading. m. athoinah explained the aspect of meme which meant that he still used his prior knowledge in efference reading. however he showed his involvement in providing response towards first humorous meme. no data response 1. hatta: “you will be overdose haha”. dien: “so shocked he died”. figure 2. response towards humorous meme the second humorous meme also showed that the first group member show the understanding of the readers about the humor presented in meme. the second group also gave their own assumption towards the meme. the transaction between the reader and text shaped understanding response. the responses from hatta and dien showed their contribution to the transaction between the reader and text which shaped approprite response towards the meme. finalistiyaningsih, dwirukmini, djokosutopo/ eej 10 (2) 2020 214 224 218 no data response 1. sherly: “what kind of plant are you? why do you want to do photosynthesis?”. figure 3. response towards humorous meme the third humorous meme presented the understanding of the first group member about the misconception of the meme. they tried to explain by questioning the meme through paraphrasing important concept. the second group member showed their awareness towards the message implied. most of response given showed engangement in the ideas of the meme. sherly described that she understand very well about the context of the meme. based on the fact, she even showed her curiousity by questioning about what kind of plant and why human want to do photosynthesis. the responses provided by learners in the form of humorous response have confirmed the theory of proposed by raskin (1985) and attardo (1994). as shown in the the analysis of data findings, the laughter is employed by the readers in providing response. response towards fearing memes readers‟ responses towards fearing memes were represented by responses given by two groups of student consist of five students each. the readers provide responses towards three fearing memes. the example of responses provided by the readers were displayed in figure below; no data response 1. sherly: “mother asks the child to buy an apartment and drive her child away, and from there his son was afraid”. figure 4. response towards fearing meme the first fearing meme showed that the first group enganged towards the meme by answering the prohibition in the meme. the second group member retold the meme. they showed their understanding by explaining the meme which was the indicator of reading comprehension. one readers, sherly explained the meme in detail. she provided her response out the feeling of the child after being scolded by the mother. no data response 1. edgina: “because korea is nuclear expert”. m. athoinah: “don’t bomb my country haha”. figure 5. response towards fearing meme the second fearing meme presented multiple ideas from the transaction between the first group member and the meme. the member of the meme emphasized the message implied in the meme to show their engagement. the second group conducted the transaction with the meme to shape appropriate responses based on the assumption of the text. there were two readers provide similar response about nuclear which meant they understand the message implied on the meme. finalistiyaningsih, dwirukmini, djokosutopo/ eej 10 (2) 2020 214 224 219 no data response 1. syifa: “honestly grandma had been suspicious why her name had never been called by grandpa”. dien: “safe zone haha”. figure 6. response towards fearing meme the third fearing meme showed the first group member who noted most part of the meme. they addressed issues shown in the meme. the second group member elaborated the idea of the meme. the response given mostly sutable with the theme implied in the meme. frome the response provided by the readers, syifa and dien wanted to show the reason why grandpa apply white lies. the response were mostly suitble with the humor implied in meme. the reader understand that grandpa afraid to call grandma using her name because he want to save his marriage life. the responses provided by learners by showing their understanding that the meme was fearing have confirmed the theory of proposed by ohman (1986) and beattie (1779). ohman‟s (1986) analysis of fear is relevant to some complexities. there is an expectation of failure to reach a goal in fear. it is cited as one of the core basic emotion. it provokes response to warn about dangerous situation, unexpected obstacles or failures. fear helps person to navigate potential danger. in providing response in the the analysis of data findings, the the readers mostly employed the response of feeling inferior which showed their fear. however the readers‟ engangement in providing response towards fearing memes showed their self confidence in involving theirselves in using technology as one of learning media response towards annoying memes the readers provide responses towards three annoying memes. the example of responses provided by the readers were displayed in figure below; no data response 1. syifa: “sweet at the beginning, bitter at the end haha....”. hatta: “it’s like flying into the cloud then dropped to the deep of the sea. it’s hurt me bro haha”. lula: “it was like falling from eiffel tower”. figure 7. response towards annoying meme the first annoying meme showed that the first group comprehend the meme easily. they justified the meme to show their understanding. the second group member gave the same response by joking towards the meme instead of feeling annoyed eventhough they were detected to be annoyed from their anger expression. the responses from syifa, hatta, and lula were detected to be annoyed by the meme but turned it to be a joke. they threw sarcasm instead of saying it directly that they felt annoyed by the boyfriend‟s answer. no data response 1. syifa: “maybe he has brain failure haha”. figure 8. response towards annoying meme the second annoying meme presented multiple justification from the transaction between the first group member and the meme. most member of the group commented to show they enjoy being a part of the transaction. the learners engange in the process of aesthetic finalistiyaningsih, dwirukmini, djokosutopo/ eej 10 (2) 2020 214 224 220 reading. the second group members were also caught to be involved in the conversation. they also give their justification towards the meme. only syifa provided different response. she guessed the illness which was suffered by the the patient and turned it as a joke. no data response 1. lula: “this what my mother always said hahaha”. figure 9. response towards annoying meme the third annoying meme showed the first group member reply to the meme. they taught other readers what they learnt from the meme to show their understanding of the meme. the second group member generated multiple ideas to lead the readers to write different kind of responses. lula even had her own response by comparing the situation on the meme with her own experience at home. her honest response showed that it was well known for teenager that mother is scary person at home. she made her mother self-esteem as a joke in order to give appropriate response towards the meme. the responses provided by learners by showing their understanding that the meme was annoying have confirmed the theory of proposed by attardo (1994) and hobbes (1840). hoobes suggested laughter is triggered from the feeling of superiority with respect to others. it also can be triggered by feeling superiority with respect with ourselves. the feeling of superiority is equivalent with the feeling of inferiority felt by others or ourselves in a past moment. in providing response in the the analysis of data findings, the the readers mostly employed the response of feeling inferiority. response towards pitiful memes the readers provide responses towards three pitiful memes. the example of responses provided by the readers were displayed in figure below; no data response 1. hatta: “i am poor boss! but don’t lower my life!”. lula: “you are too honest boss”. figure 10. response towards pitiful meme the first pitiful meme showed that the first group aware about what happen in the meme. they concentrated on the meme which led them to feel the same way as the worker. the second group member played their role to give response towards the meme. they tried to be involved in the conversation and gave the approriate response. hatta‟s response and lula‟s response were concentrated to answer the boss statement. they tried to involve in the conversation done between the boss and his worker. no data response 1. zuni: “actually apple is fruit haha”. figure 11. response towards pitiful meme the second pitiful meme attracted the readers to answer the meme. they pretended to be one of the consumer of specific product. they showed their understanding of the message implied. the second group constructed specific responses to the relevance of the meme. they related the meme to the real situation. zuni gave her response by relating apple with the real situation. apple on the meme was kind of device, but on the real situation was kind of fruit. finalistiyaningsih, dwirukmini, djokosutopo/ eej 10 (2) 2020 214 224 221 no data response 1. dien: “it’s not clear if there’s a difference”. figure 12. response towards pitiful meme the third pitiful meme showed the first group member attractively enganged and interested to the conversation. they interacted with the meme by giving related answer. the second group member showed their interaction by supporting and acknowledging the meme. dien‟s response which was not match with the message implied on the meme. she questioned the fact about the difference between the tea bag and germany team. whereas the meme meant to not only compare in normal way but also violated it to construct humor for the meme. it meant dien has lack of knowledge background about violation which caused humor. from majority of responses provided by learners by showing their understanding that the meme was pitiful have confirmed the theory proposed by stein & trabasso (1992). stein & trabasso stated in sadness there is a failure to attain or maintain a goal. pity expresses a negative evaluation of bad situation of others. sometimes it insult or humiliate the recepient. the recepient of the humiliation is suffered but cannot improve the situation. in providing response in the the analysis of data findings, the the readers mostly employed the response of feeling pitiful towards humor presented in the memes. response towards confusing memes the responses towards three pitiful memes were provided by readers. the example of responses provided by the readers were displayed in figure below; no data response 1. sherly: “are you hungry? no i’m sleepy haha”. m. athoinah: “what is your status? i”m online”. figure 13. response towards confusing meme the first confusing meme showed that the first group presented the indicator of reading comprehension. most of the member repeated the question of the meme own their own language. the second group member attempted to engange in the meme seriously. they pretended to be involved in the conversation. sherly‟s response and m. athoinah repeated the question of the meme on their own language. the repetition showed the understanding of the readers towards the message implied on the meme. no data response 1. m. athoinah: “starbucks always spell people name’s incorrectly”. figure 14. response towards confusing meme the second confusing meme showed the understanding of the first group member. the member of the group noticed pattern and the theme of the meme which show their engagement. the second group member gave their responses by recalling the detail of the meme. one of the group member even noticed special pattern on the object spoken. m athoinah‟s response showed he knew the most famous information about starbuck which liked to spell the customer‟s name incorectly. finalistiyaningsih, dwirukmini, djokosutopo/ eej 10 (2) 2020 214 224 222 no data response 1. dien: “boss does not ask you the name of the day, but boss means that you go out from the office. you discharge girl haha.... this because you come late third time this week”. figure 15. response towards confusing meme the third confusing meme presented the participation of the first group member. they tried to construct new responses by focusing their attention on the relevance. the second group member interested to the meme. their response showed their clarification to the relevance of the question and the answer. dien tried to provide longer response by showing her understanding. she expained that come late three times will cause the boss fire the worker. she understand the boss implicit meaning and shared the information to the other reader. the theory proposed by freud (1974) explained to a theory of “mimetic representation”. the theory stated that we expend a large packet of energy to understand something large and a small packet of energy to understand something small. the responses provided by learners by showing their understanding that the meme was confusing. the readers mostly applied the response of feeling confusion towards humor presented in “9gag memes”.the responses which were produced by the readers showed their active engagemenet in reading activity. conclusion and suggestion based on research questions that were asked at the beginning of this thesis, some conclusions can be drawn. conclusions in this research are about the response of each aspect of humor that are presented in “9gag memes”. according to the whole analysis, the researcher has the conclusions related to humor implemented in “9gag memes” and how readers provided responses towards humor implemented in “9gag memes”. first, it finds that the readers provide different response towards humorous memes. second, it finds that the readers provide different response towards fearing memes. third, first, it finds that the readers provide different response towards annoying memes. fourth, it finds that the readers provide different response towards pitiful memes. five, it finds that the readers provide different response towards confusing memes. in the first research question the present study analyzes the response towards humorous memes presented in “9gag memes”. it is found that readers sucessfully experience both reading activity, efferent reading and aesthetic reading. the responses from the readers are clearly identified the theory proposed by rosenblatt (1978). it means humorous memes meet the readers understanding towards message implied. therefore it is based on general theory of verbal humor proposed by attardo (1994). in the second research question the present study analyzes the response towards fearing memes presented in “9gag memes”. it is found that readers sucessfully experience both reading activity, efferent reading and aesthetic reading. the responses from the readers are clearly identified the theory proposed by rosenblatt (1978). it means humorous memes meet the readers understanding towards message implied. therefore it is based on general theory of verbal humor proposed by attardo (1994). in the third research question the present study analyzes the response towards annoying memes presented in “9gag memes”. it is found that readers sucessfully experience both reading activity, efferent reading and aesthetic reading. the responses from the readers are clearly identified the theory proposed by rosenblatt (1978). it means humorous memes meet the readers understanding towards message implied. therefore it is based on general theory of verbal humor proposed by attardo (1994). in the fourth research question the present study analyzes the response towards pitiful finalistiyaningsih, dwirukmini, djokosutopo/ eej 10 (2) 2020 214 224 223 memes presented in “9gag memes”. it is found that readers sucessfully experience both reading activity, efferent reading and aesthetic reading. the responses from the readers are clearly identified the theory proposed by rosenblatt (1978). it means humorous memes meet the readers understanding towards message implied. therefore it is based on general theory of verbal humor proposed by attardo (1994). in the fifth research question the present study analyzes the response towards confusing memes presented in “9gag memes”. it is found that readers sucessfully experience both reading activity, efferent reading and aesthetic reading. the responses from the readers are clearly identified by the theory proposed by rosenblatt (1978). it means humorous memes meet the readers understanding towards message implied. therefore it is based on general theory of verbal humor proposed by attardo (1994). finally, the researcher suggests for those who would like to conduct research on digital literacy to use more platforms on the internet. 9gag memes which are used as digital literacy tools in this research aim to get the idea about how to incorporate memes into classroom activity to educate the learner. it is also aimed to teach the learners how to give response in such context to show the learner‟s comprehension of key concept in digital literacy. to sum up, in my data, digital literacy via readers response towards humor presented in “9gag memes” can be considered as useful strategy to enrich the learner‟s english proficiency since learners provide different responses towards each meme. knobel and lankshear (2008) states since digital literacy helps broaden insight and latest information in getting new knowledge in education field. the teacher should maintain the concept from manual into digital by developing the concept of digital literacy. digital literacy will give contribution towards students‟ engagement in classroom activity effectively. digital literacy via readers‟ response theory deserves to get more attention from the educators and the students since it is new trend in efl context. the weakness of this present study is it does not focus on how to measure the quality of subjective response from the readers but it is concerned with the implementation of digital technology in teaching learning process. the present study recommends to next researcher to explore more about the same topic to uncover the nuances of digital literacy via readers‟ response to understand the way the readers‟ engage in classroom interaction by the application of technology. references attardo, s. 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(2012). the use of internet in language teaching and learning english as foreign language. let: linguistic, literature and english teaching journal, vol. 2, no. 1 (2012). knobel, m., & lankshear, c. (2007). “online memes, affinities, and cultural production”. in m. knobel & c. lankshear (eds), a new literacies sampler (pp. 199227). new york: peter lang publishing, inc. lazarus, r. s. (1991). emotion and adaptation. new york, ny: oxford nurazizah, n., agustien, h. i. r., & sutopo, d. (2018). learners‟ ability to negotiate meaning in interactional conversation. elt forum 7 (1) (2018). öhman, a. (1986). face the beast and fear the face: animal and social fears as prototypes for evolutionary analyses of emotion. psychophysiology, 23(2), 123-145. purnama, a. d. (2017). incorporating memes and instagram to enhance student‟s participation. llt journal, vol. 20, no. 1, april 2017. putri, i. n. & himmawati, d. r. (2016). reader‟s response upon 9gag‟s meme by lecturers in english department. language horizon vol 04 no 02, pp 105115. raskin, v. (1985). semantic mechanism of humor. riedl publishing. dordrecht, the netherland. rosenblatt, l. m. (1978). the reader, the text, the poem: the transactional theory of the literary work. carbondale, il: southern illinois university press. severin, w.j., & tankard, j.w. (1988). communication theories: origins, methods, uses. (2nd ed.). white plains, n.y.: longman. shifman, l. (2013). memes in a digital world: reconciling with a conceptual troublemaker. journal of computer. mediated communication, 18 (3). 362-377. stein, n. l., & trabasso, t. (1992). the organisation of emotional experience: creating links among thinking, language, and intentional action. cognition and emotion, 6(3-4), 225-244. utami, e., zaim, m., rozimela, y. (2014). the effect of reader response strategy and students‟ reading interest towards students‟ reading comprehension of narrative text at grade x sma 2 kota bengkulu. elt, english language teaching, vol. 2, no. 1 (2014). warni, s. et al. (2018). the use of technology in english as a foreign language learning outside the classroom: an insight into learner autonomy. llt journal, vol. 21, no. 2, october 2018 weiner. 1989. the oxford english dictionary. oxford: clarendon press. eej 8 (4) (2018) 508 514 english education journal http://journal.unnes.ac.id/sju/index.php/eej lecturers and students’ perception and practices of students’ presentation to enhance their speaking skills firdausi wimad saritwa1, sri wuli fitriati ,2 abdurrachman faridi2 1. ma nahdlatul ulama, jepara, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: recived 25 august 2018 accepted 10 october 2018 published 23 december 2018 ________________ keywords: perception, classroom practices, students’ presentation, speaking skills ____________________ abstract ___________________________________________________________________ this study aimed to explain: (1) the perceptions of english lecturers of uin walisongo semarang towards students’ presentation in enhancing students’ speaking skills, (2) the perceptions of english department students of uin walisongo semarang towards students’ presentation in enhancing students’ speaking skills, (3) the classroom practices of students’ presentation in learning english at uin walisongo semarang, (4) the implementation of students’ presentation in helping students to enhance their speaking skills. this study is a classroom discourse analysis which employs a descriptive qualitative approach. in order to collect the data, the researcher used personal interview, classroom observation, and open questionnaire. this study presents that: (1) the english lecturers of uin walisongo semarang have good perception towards the students’ presentation in enhancing the students’ speaking skills. (2) the english department students of uin walisongo semarang have good perception towards the students’ presentation in enhancing the students’ speaking skills, only some students who have negative perception. (3) there are three main stages of classroom practices of students’ presentation in learning english at uin walisongo semarang. those are the presentation itself, question and answer session, and the last is getting feedback from the lecturers. (4) students’ presentation brings benefits for students in helping them to enhance their speaking skills. students are motivated to speak actively, and it encouraged them to achieve the grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. © 2018 universitas negeri semarang correspondence address: jl.benteng portugis km.5 clering, jepara, indonesia e-mail: firdausi1wimad@gmail.com p-issn 2087-0108 e-issn 2502-4566 firdausi wimad saritwa, sri wuli fitriati, abdurrachman faridi/ eej 8 (4) 2018 508 514 509 introduction nowadays, language teaching methodology is shifted from getting learners to analyse a language to getting learners to use a language. students do not only attempted to learn the grammatical rule of language, but also they have to speak and understand the language that they learn. moreover, in the speaking class, students are not recommended to memorize and imitate the dialogue which is provided on the text books merely; however they are supported to construct a natural communication using target language. for gaining the objective of learning in the university, lecturers and students have to think about the appropriate technique which is implemented in teaching learning process. one of the techniques which is always used to learn english as a foreign language in the university is students’ presentation. in holding students’ presentation, students are attempted to read and master the subject that will be presented, make note-taking, try to synthesizing and outlining the material before they present the subject in front of the class. thus, through using this kind of technique, students can get some benefits in developing their motivation in learning english independently, enhancing their knowledge and mastery of vocabulary (wasiah & carascalao, 2015). moreover, it is able to increase the students’ achievement in speaking evaluation. students are demanded to make sentence(s) quickly using appropriate vocabulary and produce good pronunciation (sujiyana, 2010). the researcher believe that teachers might use this technique to help their students for learning and developing their communicative competence of using a target language. in conducting students’ oral presentation at universities, both the lecturers and the students have important roles. since the underpinning theory of this technique is communicative language teaching which has the goal to enable students to communicate in the target language (larsen & freeman, 2001, p. 128), rather than being a model for the target language, control the direction and pace of learning, then monitors and corrects the learners’ performance, the lecturer has roles in facilitating language learning, guiding within the classroom procedure and activities, and organizing the classroom as a setting for communication and communicative activities (richards & rodgers, 2014, pp. 98-99). meanwhile, students have a role as communicators. they are actively engaged in negotiating meaning (larsen & freeman, 2001, p.129). they are expected not only to master the lesson materials, but also they have to communicate their knowledge and thinking with appropriate utterances, they should try to make themselves understood in understanding others. students also have to know some strategies to involve the audience (questions, comprehension checks, and tasks), respond to the audience input, and use non-verbal communication such as gaze, facial expression, movement, and gesture (cheung, 2017). for those reasons, discovering the lecturers and students’ perceptions and classroom practices of student presentation technique is very crucial. subsequently, the researcher would like to find out the real situations of students’ presentation technique which is held in the english foreign language (efl) students’ class and to what extent the implementation of students’ presentation enhances their speaking skills. besides mastering the material of the lesson, students are attempted to communicate what they master to their friends in front of the classmates, therefore they must be able to use correct pronunciation, speak fluently and correctly. for gaining those indicators they have to master sufficient vocabulary and should be able to arrange their sentences in order to be understood (safari & fitriati, 2016, p.88). however, there are some psychological problems faced by the students in speaking english such as students are afraid of making mistake, they felt ashamed, and most of them were anxious. those problems appear because of some factors such as students were afraid if they cannot convey the message clearly and being ridiculed by their friends, and they were shy because they felt that they did not have good firdausi wimad saritwa, sri wuli fitriati, abdurrachman faridi/ eej 8 (4) 2018 508 514 510 pronunciation, then they were also ashamed if their friends laugh at their wrong pronunciation (jannah & fitriati, 2016, p.76). those problems will prevent their performance, so that the presentation will not run well. hence, the role of student perceptions is of great importance in language teaching practice, so that efl teachers have to understand students’ attitudes and perceptions for the purpose of preparing and implementing an efl curriculum and adopting appropriate teaching approaches which are learner-based (mccaslin & good, 1996; norris-holt, 2002; savignon & wang, 2003, richards & nunan, 1990; richards & lockhart, 1994 in faridi & arifin, 2017, p.141). therefore, the researcher would like to know whether the perceptions of lecturers and students of students’ presentation in enhancing students’ speaking skills align with the classroom practices. then, to what extent the implementation of student presentation enhance students’ speaking skills. method this study is a classroom discourse analysis which employs a descriptive qualitative approach. it is implemented because the main objective of the study is to explain the english lecturers and students’ perception towards students’ presentation to enhance their speaking skills. the details which are provided in this study about the classroom practices of students’ presentation as a technique to teach english at uin walisongo semarang. the subject of this study consist of four english lectures and seventy students of english department at uin walisongo semarang. all of the lecturers implemented students’ presentation as a technique to teach english in their class. moreover, the seventy students have different grade, there are from 4th and 6th semester. the instruments used in this study were observation, interview, and open questionnaire. in this case, open questions enable participants to write a free account in their own terms, to explain and qualify their responses and avoid the limitations of pre-set categories of response (cohen, et.al 2007, p.321). the researcher analyzed the data in line with the theoretical framework based on the theoretical studies chosen. they were richard and rodger (2014) and larsen and freeman (2001) for the students’ presentation and brown (2003) for the speaking skills. in general, to analyze the data in this study involves generating natural units of meaning, classifying, categorizing and ordering the units of meaning, structuring narratives to describe the content, and interpreting the data (cohen et.al, 2007: 470). therefore, after collecting the data, the researcher focused on the data by referring to the formulation of the research problem and displayed those data to help her understood the findings then explained them. findings and discussion the findings presented the data obtained from the interview, questionnaire and classroom observation. it firstly described english lecturers’ perceptions towards students’ presentation in helping their students to enhance their speaking skills which was obtained through interviewing four of them. furthermore, it described english language education students’ perceptions towards students’ presentation in helping them to enhance their speaking skills which was gained from open questionnaire. the findings gained from classroom observation presented the classroom practices of students’ presentation in learning english at uin walisongo semarang. in addition, it explain the implementation of students’ presentation. moreover, the discussion showed the interpretation of the collected information. english lecturers’ perception towards the students’ presentation to enhance their speaking skills the findings showed that english lecturers of uin walisongo semarang have a good perception towards the implementation of students’ presentation in enhancing students’ firdausi wimad saritwa, sri wuli fitriati, abdurrachman faridi/ eej 8 (4) 2018 508 514 511 speaking skills. they argue that students are motivated and encouraged to drill themselves to speak up in front of the audience when they asked the students for conducting presentation. students, generally practice to speak or deliver the material before conducting the presentation. they are conscious that they have to understand the material and make their friends as the audience understand also. to make the audience get the point of the presentation, they have to build their speaking skills through practicing before conducting the presentation. during the presentation, the students are demanded to explaining the material in front of the audience and it is controlled by the lecturer. they should speak up clearly in order to make the audience understand what they mean. they are forced also to build a good communication in the discussion section. the audience are allowed to give suggestion, objection, and question related to the presentation in the target language. then, the presenters have an obligation to give respond to the audience in target language too. they are not allowed to say haphazardly, on the other hand they should argue based on the knowledge. students also would get feedback from the lecturers after conducting presentation related to their performance, including the speaking aspect. some students were unconsciously used ungrammatical sentences when they deliver the material, and sometimes they were mispronounce when they discus with their friends while conducting presentation. then, the lecturer would give some correction. it was very important to the students in enhancing their speaking skills. however, the problem occurred when the students were unmotivated to speak. passive presenters would only conduct monologue in delivering the material, so that they only read the slides of powerpoint for example, without trying to construct communication with the audience, while passive audience only be good listeners, so that there were not a good discussion in the presentation. anyway, the problem would be solved when the lecturers controlled the students’ activity, for example, gave the students obligation to write some points which delivered by the presenter, ask some questions, or give some response to the presenter. furthermore, the lecturer also should give motivation to the students to speak up in english well. students’ perception towards the students’ presentation to enhance their speaking skills thirty students (60% of the participants) stated that students’ presentation is good for students in enhancing students’ skill and activeness. they stated that students’ presentation is encouraged them to speak up in front of the audience, although they do the mistake related to their speaking such as using ungrammatical sentences or mispronounce, they will get feedback and correction from the lecturers or their friends. students have an opportunity to build their knowledge and skill. they have been given a chance to perform in front of the class and get the experiences they need for their affective and cognitive development. they should able to transfer their knowledge through delivering the material and discussing it with their friends as a team or as the audience. a good team work in the students’ presentation is motivate them and reduce their stress. it also help them to acquire the target language through the use of interactive group activities. whereas, twenty students (40% of the participants have negative perception towards students’ presentation in helping them to enhance their speaking skills because some presenters just read the slides of powerpoint and they did not present the material clearly. so that, the audience do not understand clearly about the material. sometimes, some presenters also do not construct a natural communication with the audience, so that the audience could not achieve the intents of the presenters. moreover, there was no positive interaction between the presenter and the audience. the audience just kept silent in the discussion section, only if there was a lecturer who controlled the students, students would be active to ask some questions. firdausi wimad saritwa, sri wuli fitriati, abdurrachman faridi/ eej 8 (4) 2018 508 514 512 motivation and feedback from the lecturers is very important to support the students for learning english, in this case, to develop students’ speaking skills through conducting presentation. the presence of lecturer was needed in helping the students when the students found some difficulties to speak or to present the material. the lecturer also could be a consoler or effective communicator who linked the speaker intention and the hearer interpretation through using paraphrase, confirmation, and feedback (richard & rodger, 2014: 99). it means that, the lecturer should guide and control the students in the implementation of students’ presentation in enhancing students’ speaking skills. classroom practices of students’ presentation in learning english at uin walisongo semarang students’ presentation has given a contribution to make maximum cooperative activities involving group of students in the classroom. trough conducting students’ presentation, the lecturer have built positive relationship among students. students are required to develop their critical thinking. they should empower their skill to achieve the goal of activities. students’ presentation represents a language as a means on interpersonal and social interaction. in the classroom practices of students’ presentation in learning english at uin walisongo semarang, english department students are obliged to interact using both written and spoken language. in presenting the material, students prepared some media such as slides of powerpoint, pictures, or media in helping them delivering the material. they, they should interact with the audience and develop their interaction during the discussion section. another advantages of students’ presentation in the classroom practice is help the students in developing their positive interdependence and individual accountability. the students are supposed to plan, monitor, and evaluate their own learning. they have role as tutors, checkers, recorders, and information sharers. all of the students in the classroom are encouraged in the classroom activity. their participation in the classroom determine their achievement in acquiring their second language acquisition. during the classroom practices of students’ presentation, the lecturers do not act as a model or the central of learning activity. on the other hand, the lecturer is a facilitator who helps the student trough giving feedback, encouraging the groups, supplying resources, managing conflict, and observing students. the implementation of students’ presentation in helping students to enhance their speaking skills there are three different views of input in language acquisition, those are the behaviorist, the mentalist, and the interactionist (ellis, 1994: 243). in the behaviorist input, there are three important element which contributes to students’ second language acquisition, those are stimulus, response, and reinforcement. based on the mentalist input, students are believed to have ‘a black box’, they are equipped with innate knowledge of the possible forms that any single language can take, and enable learners to arrive the rules of the target language. furthermore, according to the interactionist input, students are acquired the language trough the complex interaction of the linguistic environment. pedagogically, students’ presentation represents canale and swain (1980 in richard & rodger, 2014: 89) theory of communicative competence. that is the competency of students in communicate appropriately and accurately. it involves grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. practically, the students employ their grammatical competence during the presentation. they try to arrange their utterances grammatically, so that the audience could caught their intention. they also use sociolinguistic competence. they should realize the communicative purpose of the interaction, the role relationships, and the shared information of the participants. moreover, they firdausi wimad saritwa, sri wuli fitriati, abdurrachman faridi/ eej 8 (4) 2018 508 514 513 also employ discourse competence, when they should construct their meaning cohesively and coherently. furthermore, students are encouraged to use strategic competence in the implementation of students’ presentation. during the presentation, both of the presenters and the audience should realize when they have to initiate, terminate, maintain, redirect, and repair communication. the use of students’ presentation in enhancing students’ speaking skills will be accomplished if the lecture and the students comprehend the approach underlying the theory, the design of the method, and their roles in the classroom practices. although, there are some criticism of students’ presentation, it could not decrease its function in helping students to enhance their speaking skills. based on the findings and discussion above, the researcher convinces that this study supports other findings that have been carried out by previous researchers. through conducting students’ presentation, students are able to gain some benefits especially which is related to their speaking skills, as explained by wasiah and carascalao (2015) that through using this kind of technique, students are motivated to enhance their knowledge and vocabulary mastery. students’ presentation also can help students to produce grammatical sentences and good pronunciation (sujiayana, 2010). furthermore, lecturers and students’ perceptions of students’ presentation has a significant role in the implementation of students’ presentation as stated by faridi and arifin (2017, p.141). conclusion first, english lecturers of uin walisongo semarang have good perception towards students’ presentation in helping their students to enhance their speaking skills. they believed that students’ presentation brings some benefits to their students such as it motivates the students to drill themselves to speak before conducting the presentation, and practice to construct real communication when they conduct presentation. in addition, english department students of uin walisongo semarang have different perceptions towards students’ presentation in enhancing their speaking skills. thirty students as participants stated that they believed students’ presentation can help them in enhancing their speaking skills. they believed that students’ presentation encouraged them to practice to speak more. however, twenty students stated that they are not sure that students’ presentation can help them to enhance their speaking skills. they stated that they believed that some students just conducted monologue or read the slides when they conduct presentation. furthermore, there are three main stages of classroom practices of students’ presentation. those are the presentation itself, question and answer session, and the last is getting feedback from the lecturers. in the stages of students’ presentation, english lecturers and students have the same big role. as a consoler, the lecturer should be a good communicator who link the speaker intention and the hearer interpretation trough using paraphrase, confirmation, and feedback. furthermore, students are demanded to present the material, communicate with the audience related to the topic, and build natural communication in the discussion section. hence, students’ presentation brings benefits for students in helping them to enhance their speaking skills. students are motivated and encouraged to practice for speaking. they have to prepare themselves to understand the material and make the audience understand what they are saying in the presentation. while conducting the presentation, they are demanded to communicate with the audience in delivering the material and in discussing the topic. after the presentations, they get the feedback from the lecturer that could help them to enhance their speaking skills. firdausi wimad saritwa, sri wuli fitriati, abdurrachman faridi/ eej 8 (4) 2018 508 514 514 references arifin, a.r. and faridi, a. (2017) the students’ perception and achievement of english reading comprehension using cognitive language learning strategy. english education journal, 7(2), 139-148. brown, d.h. (2003). language assessment; principles and classroom practices. london: longman. cheung, y.l. (2008).teaching effective presentation skills to esl/efl students. the internet tesl journal, 6(16) 1-2. http://iteslj.org/techniques/cheungpres entationskills.html cohen, et.al. 2007. research methods in education. london and new york: routledge. ellis, r. (1994). the study of second language acquisition. oxford: oxford university press. jannah, m and firiati,a. (2016). psychological problems faced by the year –eleven students of ma nuhad demak in speaking english. english education journal of unnes, 6(1), 65-78. larsen, d. and freeman. (2001). techniques and principles in language teaching. second edition. oxford: oxford university press. richards and rodgers. (2014). approaches and methods in language teaching: third edition. cambridge: cambridge university press. safari, m. & fitriati,s.w. (2016). learning strategies used by learners with different speaking performance for developing speaking ability. english education journal of unnes, 6(2), 87-101. sujiyana. 2010. implementing group presentation using power point (gpppt) to improve the students’ speaking competence. surakarta: sebelas maret university. wasiah, m & carascalao. (2015). language learning strategy in teaching english university students. eltlt international conference proceedings october 2015 1-5. this study aimed to explain: (1) the perceptions of english lecturers of uin walisongo semarang towards students’ presentation in enhancing students’ speaking skills, (2) the perceptions of english department students of uin walisongo semarang towards students’ presentation in enhancing students’ speaking skills, (3) the classroom practices of students’ presentation in learning english at uin walisongo semarang, (4) the implementation of students’ presentation in helping students to enhance their speaking skills. this study is a classroom discourse analysis which employs a descriptive qualitative approach. in order to collect the data, the researcher used personal interview, classroom observation, and open questionnaire. this study presents that: (1) the english lecturers of uin walisongo semarang have good perception towards the students’ presentation in enhancing the students’ speaking skills. (2) the english department students of uin walisongo semarang have good perception towards the students’ presentation in enhancing the students’ speaking skills, only some students who have negative perception. (3) there are three main stages of classroom practices of students’ presentation in learning english at uin walisongo semarang. those are the presentation itself, question and answer session, and the last is getting feedback from the lecturers. (4) students’ presentation brings benefits for students in helping them to enhance their speaking skills. students are motivated to speak actively, and it encouraged them to achieve the grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. introduction nowadays, language teaching methodology is shifted from getting learners to analyse a language to getting learners to use a language. students do not only attempted to learn the grammatical rule of language, but also they have to speak and understand ... for gaining the objective of learning in the university, lecturers and students have to think about the appropriate technique which is implemented in teaching learning process. one of the techniques which is always used to learn english as a foreign l... in conducting students’ oral presentation at universities, both the lecturers and the students have important roles. since the underpinning theory of this technique is communicative language teaching which has the goal to enable students to communicat... subsequently, the researcher would like to find out the real situations of students’ presentation technique which is held in the english foreign language (efl) students’ class and to what extent the implementation of students’ presentation enhances th... hence, the role of student perceptions is of great importance in language teaching practice, so that efl teachers have to understand students’ attitudes and perceptions for the purpose of preparing and implementing an efl curriculum and adopting appro... method this study is a classroom discourse analysis which employs a descriptive qualitative approach. it is implemented because the main objective of the study is to explain the english lecturers and students’ perception towards students’ presentation to enh... the subject of this study consist of four english lectures and seventy students of english department at uin walisongo semarang. all of the lecturers implemented students’ presentation as a technique to teach english in their class. moreover, the seve... the instruments used in this study were observation, interview, and open questionnaire. in this case, open questions enable participants to write a free account in their own terms, to explain and qualify their responses and avoid the limitations of pr... the researcher analyzed the data in line with the theoretical framework based on the theoretical studies chosen. they were richard and rodger (2014) and larsen and freeman (2001) for the students’ presentation and brown (2003) for the speaking skills. in general, to analyze the data in this study involves generating natural units of meaning, classifying, categorizing and ordering the units of meaning, structuring narratives to describe the content, and interpreting the data (cohen et.al, 2007: 470)... findings and discussion the findings presented the data obtained from the interview, questionnaire and classroom observation. it firstly described english lecturers’ perceptions towards students’ presentation in helping their students to enhance their speaking skills which w... english lecturers’ perception towards the students’ presentation to enhance their speaking skills the findings showed that english lecturers of uin walisongo semarang have a good perception towards the implementation of students’ presentation in enhancing students’ speaking skills. they argue that students are motivated and encouraged to drill the... students, generally practice to speak or deliver the material before conducting the presentation. they are conscious that they have to understand the material and make their friends as the audience understand also. to make the audience get the point o... during the presentation, the students are demanded to explaining the material in front of the audience and it is controlled by the lecturer. they should speak up clearly in order to make the audience understand what they mean. they are forced also to ... students also would get feedback from the lecturers after conducting presentation related to their performance, including the speaking aspect. some students were unconsciously used ungrammatical sentences when they deliver the material, and sometimes ... however, the problem occurred when the students were unmotivated to speak. passive presenters would only conduct monologue in delivering the material, so that they only read the slides of powerpoint for example, without trying to construct communicati... students’ perception towards the students’ presentation to enhance their speaking skills thirty students (60% of the participants) stated that students’ presentation is good for students in enhancing students’ skill and activeness. they stated that students’ presentation is encouraged them to speak up in front of the audience, although th... students have an opportunity to build their knowledge and skill. they have been given a chance to perform in front of the class and get the experiences they need for their affective and cognitive development. they should able to transfer their knowled... whereas, twenty students (40% of the participants have negative perception towards students’ presentation in helping them to enhance their speaking skills because some presenters just read the slides of powerpoint and they did not present the material... motivation and feedback from the lecturers is very important to support the students for learning english, in this case, to develop students’ speaking skills through conducting presentation. the presence of lecturer was needed in helping the students ... classroom practices of students’ presentation in learning english at uin walisongo semarang students’ presentation has given a contribution to make maximum cooperative activities involving group of students in the classroom. trough conducting students’ presentation, the lecturer have built positive relationship among students. students are r... students’ presentation represents a language as a means on interpersonal and social interaction. in the classroom practices of students’ presentation in learning english at uin walisongo semarang, english department students are obliged to interact us... another advantages of students’ presentation in the classroom practice is help the students in developing their positive interdependence and individual accountability. the students are supposed to plan, monitor, and evaluate their own learning. they h... during the classroom practices of students’ presentation, the lecturers do not act as a model or the central of learning activity. on the other hand, the lecturer is a facilitator who helps the student trough giving feedback, encouraging the groups, s... the implementation of students’ presentation in helping students to enhance their speaking skills there are three different views of input in language acquisition, those are the behaviorist, the mentalist, and the interactionist (ellis, 1994: 243). in the behaviorist input, there are three important element which contributes to students’ second la... pedagogically, students’ presentation represents canale and swain (1980 in richard & rodger, 2014: 89) theory of communicative competence. that is the competency of students in communicate appropriately and accurately. it involves grammatical competen... practically, the students employ their grammatical competence during the presentation. they try to arrange their utterances grammatically, so that the audience could caught their intention. they also use sociolinguistic competence. they should realize... the use of students’ presentation in enhancing students’ speaking skills will be accomplished if the lecture and the students comprehend the approach underlying the theory, the design of the method, and their roles in the classroom practices. althoug... based on the findings and discussion above, the researcher convinces that this study supports other findings that have been carried out by previous researchers. through conducting students’ presentation, students are able to gain some benefits especia... conclusion first, english lecturers of uin walisongo semarang have good perception towards students’ presentation in helping their students to enhance their speaking skills. they believed that students’ presentation brings some benefits to their students such as... in addition, english department students of uin walisongo semarang have different perceptions towards students’ presentation in enhancing their speaking skills. thirty students as participants stated that they believed students’ presentation can help... furthermore, there are three main stages of classroom practices of students’ presentation. those are the presentation itself, question and answer session, and the last is getting feedback from the lecturers. in the stages of students’ presentation, e... hence, students’ presentation brings benefits for students in helping them to enhance their speaking skills. students are motivated and encouraged to practice for speaking. they have to prepare themselves to understand the material and make the audie... references arifin, a.r. and faridi, a. (2017) the students’ perception and achievement of english reading comprehension using cognitive language learning strategy. english education journal, 7(2), 139-148. brown, d.h. (2003). language assessment; principles and classroom practices. london: longman. cheung, y.l. (2008).teaching effective presentation skills to esl/efl students. the internet tesl journal, 6(16) 1-2. http://iteslj.org/techniques/cheungpresentationskills.html cohen, et.al. 2007. research methods in education. london and new york: routledge. ellis, r. (1994). the study of second language acquisition. oxford: oxford university press. jannah, m and firiati,a. (2016). psychological problems faced by the year –eleven students of ma nuhad demak in speaking english. english education journal of unnes, 6(1), 65-78. larsen, d. and freeman. (2001). techniques and principles in language teaching. second edition. oxford: oxford university press. richards and rodgers. (2014). approaches and methods in language teaching: third edition. cambridge: cambridge university press. safari, m. & fitriati,s.w. (2016). learning strategies used by learners with different speaking performance for developing speaking ability. english education journal of unnes, 6(2), 87-101. sujiyana. 2010. implementing group presentation using power point (gpppt) to improve the students’ speaking competence. surakarta: sebelas maret university. wasiah, m & carascalao. (2015). language learning strategy in teaching english university students. eltlt international conference proceedings october 2015 1-5. eej 9 (2) (2019) 164 171 english education journal http://journal.unnes.ac.id/sju/index.php/eej developing problem-solving based assessment to stimulate critical thinking and creativity of students’ writing skill rifki nurlaili hidayat, dwi rukmini, dwi anggani linggar bharati universitas negeri semarang, indonesia article info ________________ article history: recived 19 october 2018 accepted 15 february 2019 published 20 june 2019 ________________ keywords: assessment, writing, problem-solving, critical thinking, creativity ____________________ abstract ___________________________________________________________________ this study was focused on the issues related to the development of problem-solving based assessment model especially in term of writing assessment to stimulate the critical thinking and creativity of the students. research and development (r&d) was used as a research design in this study. the subjects of this study were the students of x mipa 6 at sma sultan agung 1 semarang in the academic year of 2017/2018. questionnaire, interview, observation checklist, and tests were used as the instruments in collecting the data. in addition, the researchers collaborated with the teacher in developing the problem-solving writing assessment module. the result of this study revealed that there was a significant improvement of the students’ writing skill, critical thinking skill, and creativity skill. it was proven by the mean score results of the pre-test and post-test. the students’ score improvement of the writing skill was 47.83 to 70.83, and critical thinking and creativity skill was 42.67 to 60.13. moreover, the paired sample t-test results showed that there was significant different between the result of pre-test and post-test. in conclusion, the problem-solving based assessment is applicable to stimulate the critical thinking and creativity of the students’ writing skill. 2019 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jl. kelud utara iii semarang 5023, indonesia e-mail: rifki.nh@students.unnes.ac.id p-issn 2087-0108 e-issn 2502-4566 rifki nurlaili hidayat, dwi rukmini, dwi anggani linggar bharati/ eej 9 (2) 2019 164 171 166 introduction assessment is an important component in the implementation of the 2013 curriculum. assessment and learning cannot be separated due to the assessment result is also used to enhance the learning. as stiggins (2001) explained that assessment is the process of gathering information about student learning for improvement of learning. thus, the assessment that is applied by the educators (teachers), educational units (schools), and government should be well implemented based on or referring to the 2013 curriculum. the assessment in the 2013 curriculum is closely related to critical thinking skills. according to the fisher (2001), critical thinking is that mode of thinking about any subject, content or problem in which thinkers improve the quality of their thinking by skillfully taking over structures inherent in thinking and imposing intellectual standards on them. one way to develop critical thinking of the students is with applying problem-based learning and problem-based assessment. as has been stated by shakirova (2007) that with the existence of critical thinking skills on students, it may enable students to deal effectively with social, scientific, and practical problems. it means students who are able to think critically are able to solve problems effectively. therefore, merely having knowledge or information is not enough. in order for students to be able to solve problems and be able to make effective decisions in their personal lives, they must be able to think critically and creatively. the terms of assessment can be applied to various aspects of language skills, i.e. listening, speaking, reading, and writing. one of the four language skills that have a level of difficulty in learning that is writing skill. this skill involves high-level thinking skills because it requires students to come up with ideas and creativity in the form of works. brown (2001) claimed that writing is a thinking process. further, he states that writing can be planned and given with an unlimited number of revisions before its release. thus, to enhance the learning, teachers should be able to integrate learning and assessment effectively in order to stimulate critical thinking and creativity of the students. related to the research on the development of problem-solving writing assessment to stimulate the students’ critical thinking and creativity, several studies had become the background as a reference on this study. the first previous study was about assessment especially about authentic assessment that was conducted by aliningsih and sofwan (2015), wati, bharati and hartono (2014), marhaeni and artini (2015), nurgiyantoro and suyata (2009), wahyuni (2010) and merta et al (2015). in their research, they generally stated that authentic assessment is an assessment requiring students to use the same competencies, or combinations of knowledge, skills and attitudes, that they need to apply in their criterion situation in professional life. the result of the study indicated that the teachers need assistance in providing various types of authentic assessment instruments that can be used in learning. the next previous study is about critical thinking and creativity itself. hanurawan and waterwoth (2007), muhfahroyin (2009), khoiri et al (2017), areni and syafri (2015), zaida and sofwan (2015), kristanto and susilo (2015), sulaiman et al (2017), barnet and francis (2013) had conducted a study on critical thinking and creativity in different ways but with the same goal, that was to analyze and to enhance the critical thinking and creativity of the students. generally, the results of their research stated that the ability to think critically and creatively was needed by the students to face the realworld problems today. therefore, it was very important to be owned by every student. their previous studies could be used as practical guidance for our study, because it was relevant with our present study especially in term of assessment, critical thinking and creativity related to the 2013 curriculum. however, our research was not the same as those above who only describe the authentic assessment, critical thinking and creativity in general as well as the problems faced by the rifki nurlaili hidayat, dwi rukmini, dwi anggani linggar bharati/ eej 9 (2) 2019 164 171 167 teacher, but this research focused more on how to develop that assessment especially problemsolving based assessment model to stimulate the critical thinking and creativity on a certain skill in english language teaching. in conclusion, from the discussion above, it can be seen that the assessment model that should be implemented by the teacher in the teaching and learning process can influence the students’ learning outcomes. therefore, the study on the development of assessment model was very important to be implemented. thus, in this study, the researchers tried to conduct the research about the assessment model that used by the teacher and tried to develop it especially in the development of problem-solving based assessment model to stimulate the critical thinking and creativity of the students’ writing skill. methods in accordance with the problem and the purpose of the research, this research was designed in the form of research and development (r & d) based on borg and gall (1983) theory. the steps of research and development in this study was simplified into three main stages, and every stage have some main activities. the first stage was define and design stage. this stage consists of two main activities; (a) research and collecting information, (b) planning to design writing assessment. the second stage was development stage. this stage also consists of two main activities; (a) developing of preliminary form of writing assessment, (b) tray out of developed product. and the third stage was final stage; producing final product in the form of a set of assessment (module) to develop problemsolving writing assessment to stimulate the students’ critical thinking and creativity. in addition, the subjects of this study were the english teacher and tenth grade students of sma sultan agung 1 semarang in the academic year 2017/2018. the school was chosen because the 2013 curriculum has been implemented in all classes, especially in tenth grade. besides questionnaire, interview, observation checklist, and tests were used as the instruments in collecting the data in this study. result and discussions in this phase, the researchers present the findings and discussions of the developing problem-solving based assessment model to stimulate the critical thinking and creativity of the students’ writing skill. the sections in this part will follow the statement of the research objectives. define and design stage this stage was a stage to identify the problems that exist in the learning process and assessment and become the basis for designing product in the form of a set of assessment to be made. there were two main activities that have been done by the researcher at this stage: (a) research and collecting information, (b) planning to design writing assessment. research and collecting information the step that had been done for collecting information in this research were observation, interview and questionnaire. to get the information about the existing assessment used by the teacher in order to analyze the students’ need, the researchers conducted preliminary research by observing the documents relating to the writing assessment. based on the analysis of documents, the researchers got the following findings: 1) the learning devices used by the teacher were complete enough, they were syllabus, lesson plan (rpp), textbooks and lks. 2) the syllabus and lesson plan used by the teacher came from mgmp team that had been revised in accordance with the conditions of the school. 3) the students’ daily test scores were still under the kkm. 4) the assessment that was used by the teacher still did not reflect critical thinking or creative assessment. based on this analysis, the researchers concluded that the documents used and those made by the teacher were quite suitable to be used for teaching, because if it viewed from the truth of the concept, it was included in the good criteria, it rifki nurlaili hidayat, dwi rukmini, dwi anggani linggar bharati/ eej 9 (2) 2019 164 171 168 was in accordance with the curriculum that should be used, but unfortunately it was not in accordance with the problems that students must face in their daily lives, or in the other words it had not trained students to be critical thinking and creative. besides using the observation, the researchers also collected the information through interview and questionnaire towards the english teacher and the students. based on the result of questionnaire and interview indicated that the teacher knew about problem-based learning (pbl) and he had ever applied pbl for assessing writing, but it was not maximal. because there were several obstacles such as lack of time in learning and lack of teacher’s knowledge about how to assess the students using this model of assessment. on the other hand, the lack of skills and knowledge of students in solving the problem was also one of the obstacles faced. this was due to the teacher only asked the students to write a text and assessed the students’ writing by looking at the text structure, and grammar. the students seemed to be passive since the activity in the teaching and learning process. the students just asked to write a text without any stimulation of being creative and critical learners. as a result, the researcher concluded that the teacher needed to develop problem-based writing assessment which could stimulate students’ critical thinking and creativity. planning to design writing assessment after collecting information about the students’ needs and problems, the next step the researchers made a preparation to design preliminary draft of the problem-solving writing assessment model, which was referred to the mapping of core competences and basic competences, syllabus, and lesson plan based on 2013 curriculum. at this planning stage, preparations were made relating to the preparation of making the problem-solving writing assessment model. the planning stages that was done in this research included several stages as follows: (1) identification of aspects contained in core competencies and basic competencies and identification of material. (2) preparation of syllabus, lesson plan (rpp) and questions for evaluation. (3) preparation of validation sheet of expert judgment. development stage the next step was the development stage. there are two main activities that was done in this stage: developing of preliminary form of writing assessment in this case, the researchers helped the english teacher to develop problem-solving writing assessment model with the purpose was to improve the students’ critical thinking and creativity. before developing the preliminary product, the first thing we did was determine the core and basic competence that would be used in accordance with the syllabus of senior high school. in this study we would use the core and basic competence 3.8 and 4.8 which was related to the material of narrative text. after determining the core and basic competence, the next stage we made lesson plan that was in accordance with the demands of 2013 curriculum. in this case, the lesson plan we made was focused on writing skill and problem-based learning. the implementation of the lesson plan was divided into 4 meetings. after making the lesson plan, the next stage the researchers assisted the teacher in making several questions related to the narrative text. the arrangement of questions was started from the simple questions to the critical questions which related to the problem-solving model, so that through these questions, it was expected that students can develop their creativity and critical thinking. in addition, to measure the critical thinking and creativity we made the rubric for measuring critical thinking and creativity. the rubrics were adapted from assessing outcomes and improving achievement: tips and tools for using rubrics, edited by rhodes, copyright 2010 by the association of american colleges and universities. rifki nurlaili hidayat, dwi rukmini, dwi anggani linggar bharati/ eej 9 (2) 2019 164 171 169 after all the preliminary form of writing assessment was made, then it would be validated by the expert judgment. the expert judgment consisted of two experts, they were prof. dr. suwandi, m.pd (senior lecturer at upgris) and farida fahmalatif, s.pd., m.pd (senior english teacher at sman 1 jambu). the validation was carried out in two stages; the validation of lesson plan and the validation of assessment product. the following are the results of validation of two experts. figure 1. the validation result of lesson plan based on the figure above, it can be seen that the validation result of the appropriateness of learning objectives got the mean score 4.2; the appropriateness of contents got the mean score 3.5; the appropriateness of language use got the mean score 3.3; and the appropriateness of time allocation got the mean score 4. the acquisition of scores for each aspect came from the acquisition of the average score of each indicator. figure 2. the validation result of assessment product based on the figure 4.2 above, it can be seen that the validation result of the appropriateness of the contents got the mean score 4.2; the appropriateness of the presentation got the mean score 3; the appropriateness of the language got the mean score 3.4; and the appropriateness of the lay-out got the mean score 3.6. the acquisition of scores for each aspect came from the acquisition of the average score of each indicator. on the other hand, besides giving a score in every aspect they also gave some suggestion which their suggestions were very helpful for the researchers in perfecting the product. the first, mrs. farida fahmalatif said that the main activities that were made in the lesson plan must be in accordance with the problem-based learning model, and students achievement indicators must be as detailed as possible. the second, prof. dr. suwandi advised us to make some questions that lead to the problem-solving questions and the steps in problem-solving writing assessment module must in line with the lesson plan. try-out of developed product (field testing) the try out was conducted in the class x mipa 6 and the class consisted of 30 students. a try out or field tasting was conducted to test the effectiveness of product that had been developed. product effectiveness testing was carried out by using an experimental design (before-after / one group pre-test post-test design). the students were given an initial test (pre-test) to find out how far the initial ability of the students before being given learning material of writing using a problem-solving based assessment model. after being given the initial test (pre-test), the students were given the treatment. further after being given the treatment, the students were given the final test (post-test) to determine the extent of the influence of the writing assessment based on the problem-solving model on the development of students’ critical thinking and creativity. the following table were the results of the try-out of the developed product which include the result of pre-test and post-test of writing skill, and the rifki nurlaili hidayat, dwi rukmini, dwi anggani linggar bharati/ eej 9 (2) 2019 164 171 170 result of pre-test and post-test of critical thinking and creativity skill. table 1. the result of pre-test and post-test of writing skill mean pre-test mean post test 47.83 70.83 the table above shows that the mean score of pre-tests was 47.83 and the mean score of post-tests was 70.83. it means that the mean score from pre-test to post-test has increased. from the result above, it can be concluded that there was a significance difference between pre-test and post-test, because the students’ ability was different after got the treatment, so the developed problem-solving writing assessment model was effective, and it can be used as writing assessment in the process of teaching and learning process in the class. in addition to measure the level of students’ writing skill in general, here the researchers also measured the level of critical thinking and creativity of the students, because the main purpose of developing this product was to stimulate students' critical thinking skill and creativity. the following were the results of pretest and post-test of critical thinking and creativity skill. table 2. the result of pre-test and post-test of critical thinking and creativity skill mean pre-test mean post test 42.67 60.13 based on the results of the statistical test above it can be seen that there were significant differences in the ability of the students’ critical thinking and creativity before and after being given the treatment. the mean score of the students increased from 42.67 to 60.13. therefore, it can be concluded that the developed problem-solving writing assessment model was effective to stimulate the students’ critical thinking and creativity. producing final product after the product is tested and revised, the last stage in this research and development was producing final product. the product of this research and development was a set of assessment which it was finalized with some interface designs (module). based on the findings presented above, it can be concluded that the findings of our study were in line with some of the findings of previous studies. one of the early findings presented that high order thinking (hot) assessment instrument as assessment for learning was effective to train student’s high order thinking skill (hots) and effective measured student's thinking skills in accordance with the level of each student's thinking (kusuma, rosidin, abdurrahman, suyatna, 2017 and hairida, 2016). in addition, widana (2017) also stated in his findings that hots assessment could increase the students’ motivation to learn and improve the students’ learning outcomes. their findings were in line with our study since the results of our findings also produced an effective assessment product that can improve the students’ critical thinking and creativity. conclusion and suggestion based on the result and the discussion above, the researchers concluded that the teacher actually had ever applied problemsolving for assessing writing, but it was not maximal. because there were some obstacles faced by the teacher. one of the biggest obstacles was lack of the teacher’s knowledge about how to assess the students using this model of assessment. thus, here the researchers tried to help the teacher to develop problem-based writing assessment which is expected to stimulate students’ critical thinking and creativity. after the developed product was completely developed by us and validated by the expert judgment, then it was tested to determine its effectiveness. the results of the test showed rifki nurlaili hidayat, dwi rukmini, dwi anggani linggar bharati/ eej 9 (2) 2019 164 171 171 that the problem-solving writing assessment had positive effect toward the students’ critical thinking and creativity. it can be proven from the students’ mean score in pre-test and post-test. the results of the statistical tests showed a significance value lower than the significance level α = 0.05, so it could be concluded that the developing problem-solving based assessment module was effective to stimulate the students’ critical thinking and creativity especially in writing skill. furthermore, in order to give contribution to research development in the assessment field, the results of this study are expected to be used as a reference for developing similar research, especially the research and the development of assessment modules in learning english. the other researchers can develop assessment modules with different learning model characteristics and material. references aliningsih, f., & sofwan, a. (2015). english teachers’ perceptions and practices of authentic assessment. language circle: journal of language and literature. x (1), 19-27. areni, g. k., & syafri, f. (2015). critical thinking in teaching writing book review. language circle journal of language and literature. ix (2), 141150. barnett, j. e., & francis, a. l. (2012). educational psychology: an international journal of experimental educational psychology. educational psychology. 32 (2), 201-211. brown, h. d. (2001). teaching by principles: an interactive approach to language pedagogy. new york: pearson education. fisher, a. (2001). critical thinking: an introduction. uk: cambridge university press. hairida. (2016). the effectiveness using inquiry based natural science module with authentic assessment to improve the critical thinking and inquiry skills of junior high school students. jurnal pendidikan ipa indonesia. 5 (2), 209215. hanurawan, f., & waterworth, p. (2007). teachers' perception of developing students' critical thinking thorugh controversial issues discussion. jurnal ilmu pendidikan. 14 (3), 185-194. khoiri, basuki, i. a., & priyatni, e. t. (2017). assessment of exposition text to develop critical thinking skills for junior high school students. international conference on language, society and culture in asian contexts, kne social science, 347–357. kristanto, y. e., & susilo, h. (2015). pengaruh model pembelajaran inkuiri terbimbing terhadap kemampuan berpikir kritis dan hasil belajar ipa siswa kelas vii smp. jurnal pendidikan dan pembelajaran. 22 (2) , 197-208. kusuma, m. d., rosidin, u., abdurrahman, & suyatna, a. (2017). the development of higher order thinking skill (hots) instrument assessment in physics study. iosr journal of research & method in education. 7 (1), 26-32. marhaeni, a., & artini, l. p. (2015). asesmen autentik dan pendidikan bermakna: implementasi kurikulum 2013. jurnal pendidikan indonesia. 4 (1), 499-511. merta, i. m., suarjana, i. m., & mahadewi, l. p. (2015). analisis penilaian autentik menurut pembelajaran kurikulum 2013 pada kelas iv sd no. 4 banyuasri . ejournal pgsd universitas pendidikan ganesha. 3 (1), 1-10. muhfahroyin. (2009). memberdayakan kemampuan berpikir kritis siswa melalui pembelajaran konstruktivistik. jurnal pendidikan dan pembelajaran. 16 (1), 88-93. nurgiyantoro, b., & suyata, p. (2009). pengembangan model asesmen otentik dalam pembelajaran bahasa. cakrawala pendidikan. xxviii (3) , 224-237. shakirova. (2007). technology for the shaping of college students’ and upper-grade students’ critical thinking. russian education & society, 42–52. rifki nurlaili hidayat, dwi rukmini, dwi anggani linggar bharati/ eej 9 (2) 2019 164 171 172 stiggins, r. (2001). student-involved classroom assessment. new jersey: merrill prentice hall. sulaiman, t. (2017). implementation of higher order thinking skills in teaching of science: a case study in malaysia. international research journal of education and sciences. 1 (1), 1-3. wahyuni, s. (2010). pengembangan model asesmen otentik dalam pembelajaran keterampilan berbahasa indonesia lisan di sekolah menengah atas (sma). litera. 9 (1), 69-79. wati, a., bharati, d.a.l., hartono, r. (2014). the scientific approach in teaching speaking for various texts. english education journal (eej), 4(2), 145-150. widana, i. w. (2017). higher order thinking skills assessment (hots). journal of indonesian student assessment and evaluation (jisae). 3 (1), 32-44. zaida, n., & sofwan, a. (2015). incorporating critical thinking skills into an english textbook for junior high school students of semarang city. the journal of educational development. 3 (2), 148157. eej 10 (2) (2020) 174 181 english education journal http://journal.unnes.ac.id/sju/index.php/eej expression of attitude by both governor candidates of election debate in pennsylvania 2018 azwar anas, abdurrachman faridi, sri wuli fitriati universitas negeri semarang, indonesia article info _____________ article history: recived 09 december 2019 accepted 19 march 2020 published 20 june 2020 keywords: attitude expression, governor election debate _____________ abstract this study aimed to investigate attitude in the governor election debate in pennsylvania 2018 and to explain how application attitude in efl learners by both governors candidate as reflected from the use of attitude systems are realized. data got in the form of transcription from the video was analyzed by using martin and white theory (2005). this study used three different marks for collecting the data, bold for effect, underline for judgement while the garlic for appreciation. based on the finding among three types of attitude that appreciation was the dominant used compared affect and judgement. appreciation made the speakers can be able to arrange the positive attitude than emotional in communication interpersonal and also made the speakers more appreciative one another than personal. meanwhile, the expression of attitude resource from the two speakers took a great implication for the english learner in the classroom. from the appraising items of attitude realized by the speakers in governor election debate that students expected to use it for more pro active in teaching learning process since positive respond will be respected and linguistic interaction feel pleased and enjoyable. © 2020 universitas negeri semarang correspondence address: kampus pascasarjana unnes, semarang. jl. kelud utara iii semarang 50237, indonesia e-mail: azwaranas585@gmail.com p-issn 2087-0108 e-issn 2502-4566 azwar anas, abdurrachman faridi, wuli fitriati/ eej 10 (2) (2020) 174 181 175 introduction people need language to communicate with the others in the particular setting. by using language, people can negotiate thought and feeling or their intention to achieve the social relation. in the same way, eggins (2004, p. 12) argue that language is viewed as the system to make interpersonal meaning in maintaining social relationship and attitude toward each other. therefore, it is very important which language to be arranged as well as possible in order to be meaningful. .meanwhile, people use the language in different ways to convey the content of information which can be done into spoken and written text. the written text can be expressed into writing papers, journal and book. whereas, in term of the spoken text which language can be expressed by the speaker directly through speech, conversation, debate to express their feeling, thought, or excellent idea through utterance in which can be understood by the listener in certain situation. halliday and hasan (1985, p. 5) argue that the way in understanding of language lies in the study of the text. according to him, a text is a semantic unit which is not only exchange sound, words or sentence with one another but also to make meaning. however, meaning should be constructed based on the context. meaning related to this presents study is interpersonal meaning is one of the important aspects to express attitude and judgment in a text. it can be done by the researcher in analyzing the system of appraisal in a spoken text that is realized by two speakers in governor election debate in pennsylvania 2018. appraisal deals with system of meaning to make the text meaningful. according to martin and white (2005) stated that appraisal is related to work on evaluation in other models in various ways. appraisal itself is regionalized as three interacting domains include attitude, engagement and graduation. this study concerns to attitude as the subsystem of appraisal. attitude concerned to expression of speakers‟ feeling, including emotional reaction, judgments of behaviour and evaluation of things. it comprised into three aspects such as affect, judgment, and appreciation (martin & white, 2005). in this sense, attitude deals with the evaluation of speakers‟ feeling including reaction and emotion while delivering their language in certain situation. expression of speakers‟ feelings can be understood through system of attitude. the first type of attitude will be affect. it deals with expression of feeling toward things covering happy or sad, confident or anxious, interested or bored. relation with system of feeling, it divided into four emotions of feeling including, dis/inclination, un/happiness, in/security, and dis/satisfaction. concerning with expression of desire related to dis/inclination for instance want, suggest, longing. concerning with the expression feeling both positive and negative related to un/happiness such as glad, like, hate. concerning with the expression of our feeling covering peace and anxiety in relation to our environment, covering of course the people share them with us related to in/security for instance confident, make sure, trust. concerning with our feelings of achievement and frustration toward phenomena or things in relation to the activities in which we are engaged, covering our roles as both participants and spectator related to dis/satisfaction for instance satisfied, pleased angry, sick of, bore martin & white ( 2005, p. 48-51) the second type of attitude is judgement. it deals system of behaviour toward phenomena or things, including when we admire or criticize, praise or condemn about people or something relate to judgment. it consist of normality, capacity, tenacity, veracity, propriety (martin & white, 2005). normality related to how unusual someone in their behaviour such as cool, fortunate, normal. capacity deals with capacity of someone in their performance such as competent, smart, and productive. tenacity concern to how resolute people in their behaviour such as loyal, brave, and resolute. veracity deals with attitudes which describe of someone behaviour involve how truthful he/her in their behaviour. propriety related to how ethical someone in their attitude to others people such as sensitive, polite, humble (martin & white, 2005, p. 52-53). the third type of attitude is appreciation. appreciation is a system of meaning which construing our evaluations of things, especially things we make and performances we give, but also including natural phenomena what such things are worth (how we value them) martin & white (2005, p. 56 ). it comprise of reaction, composition, valuation. reaction deals with affection or emotive which involve impact (did it grab me) such as dramatic, attractive, lively and quality (did azwar anas, abdurrachman faridi, wuli fitriati/ eej 10 (2) (2020) 174 181 176 i like it such as enchanting, beautiful, good. composition related to perception toward our view order which involve balance about did it hang together such as consistent, balance, harmonious and complexity deals with, was it hard to follow such as rich, pure, clear. valuation concerned to cognition toward our considered opinion such as valuable, appropriate, helpful martin & white (2005). in area of attitude, it has been studied by a number of researchers. some of researchers concerned to analyze attitudinal resources which expressed in various text such as narative text, newspaper, art and cultural news discourse, economic news and speech. they were fitriati (2018), wigunady (2014), ekawati (2015), arunsirot (2012), kawamitsu (2012), ngo, unsworth & feez (2012), zhang (2016), li (2016), dinamika (2018), mafruchatunnisa (2016), priayatmojo (2011), jalilifar and savaedi (2012), ghasani and sofwan (2017), novi (2019), wijayanto (2016).priayatmoko (2011) has performed a study which analyze appraisal in obama‟s speech. the aim of the study was to know the way obama in delivering speech in the front of the unite states people. the study used appraisal to analyze the language used during the speech taken place. moreover, study conducted by soliha and awalaturrohmah (2018) focused on comparison of the use of attitude between high and low ability students in argumentative speech. this study only concerns to one item of attitude. this present study is not only concern to investigate attitude but also concern to explain the application of attitude in efl learner of how the kinds of attitude which reflected from spoken text of debate by the both of governor candidate. based on the finding of this research that two candidate‟s governor produced more appreciation than affect, and judgement. by using appreciation make two candidates to be respect toward arguments each others. the main purpose of this research is to evaluate expression of attitude in spoken text of governor election debate. the result of evaluation that speakers used abundant appraising items of attitude in governor election debate. kinds of attitude used when they inspire to take the public attention of their utterance and to be focus their argumentation, suggestion or show feeling of affection while present their opinion in order to pennsylvania people care and responsive of what is their intention. in other side, the realized kinds of attitude when they deliver their vision and mission in the front of the people in order to attract sympathy and vote from the public. furthermore, the previous researcher conducted research in debate. mardiana (2018) reported a research about the use of appraisal and debate structure in english debate competition of senior high school students. finding showed that appreciation used dominantly by the students in debate competition. however, the present study is focused on governor election debate. in 2018, pennsylvania society had to choose new governor for the next period. the governor election computed only two candidates. they were tom wolf as a previous governor and republican challenger called scott wagner, political debate aimed to get the sympathy and supporter from the whole people. in this good moment, candidates of governor have great chance to deliver their vision and mission in accordance with the pennsylvania peoples‟ need. in other side, they can show the political point of view as the basic reference for the pennsylvania people to decide their choice. the governor debate held in 2018 in pennsylvania. methods the main goals of this research is to find kinds of attitude used by governor in election debate in pennsylvania 2018, to explain application of attitude in efl learner of how the kinds of attitude which reflected from spoken text of debate by the both of governor. to meet the objective of the study, the researcher used the discourse analysis as research design. research design deals with the planning and the procedures for research which span the decisions from broad assumptions to detailed methods of data collection and analysis (creswell, 2009). generally, the current study employed qualitative research. there are several kinds of qualitative, namely grounded theory, ethnographic research, case study, and historical research. therefore, i classified the current study as a case study. the researcher started to high light or transcribe the date which got from the video about governor election debate, then after transcribing the data into several clause, i read the text several times to get a deep understanding the meaning of the text. meanwhile i analyzed the data based on the martin & white theory (2005) including attitude, engagement and graduation. in this occasion, i concerned attitude as a subsystem of azwar anas, abdurrachman faridi, wuli fitriati/ eej 10 (2) (2020) 174 181 177 appraisal resource. it contains three types namely affect, judgement and appreciation. the way to express speakers‟ feeling related to affect. the way to decide the system of behavior of someone related to judgement. evaluation value of someone or things toward phenomena in certain situation related to appreciation. the last, i classified the words based on the categorization one another. this study used three different marks for collecting the data, bold for affect, underline for judgment while the garlic for the appreciation. results and discussions the findings on the distribution of attitude in the spoken text of governor election debate are presented in table 4 based on the table 4 showed that appreciation produces more than others appraising item of attitude. appreciation got 194 (41%) from the analysis result of spoken text of governor election debate. the next subsystem of attitude is affect which had 152 (32%) then followed by judgement 127 (26%). this finding confirms with the previous studies done by soliha (2018), mardiana (2018). it showed that the students make their speeches based on the topic given by using appreciation resources since they appreciate and evaluate things/phenomena, especially the topic given. in this study, the both candidate of governor make their argumentation in accordance with social phenomena which happen in the pennsylvania. they use appreciation to evaluate the phenomena. sometimes they show positive appreciation and negative appreciation in which the goals for attract the sympathy of the public. in this debate, they do need to appropriate language to support their position. even they must be able to convince the pennsylvania people toward vision and mission to take the solution of the social problem. the detail categories and samples of attitudinal words are presented in table 1. table 1 maps out the detailed description of appraising items of affect as the dominant distribution after appreciation in the governor election debate table 1. distribution of appraising item of affect types of aff utterancet percentage (%) dis/inclination 76 50 un/happiness 26 17 in/security 23 15 dis/satisfaction 27 18 total 152 100 from the table 1 above showed that there were 50% (76) appraising items of dis/inclination, 17% (26) appraising items of un/happiness, 15% (23) appraising items of in/security, 18% (27) appraising items of dis/satisfaction. it indicated that from the 4 types of affect, the much greater proportion was dis/inclination, while the least proportion was in/security. the dis/inclination got the most proportion and percentage, 50% (76), because the debate conversation many more explain about their hope and speakers‟ vision and mission and they to do by and mostly talked about their future social-life towards something possession such as leadership, subject matter, person become governor life etc. then, appraising item of happiness found 17% (26). it is an affect type that contains a feeling and emotion. it means that speakers show their feeling in conveying opinion. meanwhile, apprising item of security had low percentage 15% (23 items). this type of effect is likely less to be understood by the hearer as a signal of a coming support. the clause in the text 7 wagner felt insecurity toward people commits a crime. the phrase commit crime, it indicates that speaker want to express feeling insecurity felt by society. the dis/satisfaction is higher than happiness. it had 18% (27) because the speaker mentioned several times about it related any services field work statement exchange of situation for society. it is an apprising item signing that debate process harmony. the example of appraising item of inclination talked in the text 1. my expectation (+inclination) of harrisburg was that it needed help. by using the word expectation, wagner conveys his feeling of desire toward governor with expectation to pay attention of harrisburg society for getting better life. then, my lovely wife is with me tonight talked in the text 1. my lovely wife include (+happiness) feeling, wagner applies the words to show his deep positive feeling of happiness towards his wife who always give support and a great spirit for himself. meanwhile, in the text 1 involve feeling of security, we have to believe (+feeling of security) we serve, believe indicate that speaker azwar anas, abdurrachman faridi, wuli fitriati/ eej 10 (2) (2020) 174 181 178 express his feeling of security toward pennsylvania people. this means that speaker trust to governor to be able to give best service to create bright future of pennsylvania people. therefore, that's interesting (+satisfaction), interesting’ means there is something attractive. it applied by wagner to express his positive feeling of satisfaction toward his aspiration to improve budgeting of harrisburg. it is excerpted from text 17. furthermore, the samples of judgment in the spoken text of governor election debate are described in table 2. table 2. distribution of appraising items of judgement types of judg utterance percentage (%) normality 20 16 capacity 37 30 tenacity 12 9 veracity 27 21 propriety 31 24 total 127 100 relating to the table 2 above, there were 16% (20 items) judgement of normality, 30 % (37 items) judgement of capacity, and 9 % (12 items) judgement of tenacity, 21% (27 items) judgement of veracity, 24 % (31 items) judgement of propriety. it showed that from the 5 types of judgement, the much greater proportion was capacity, while the least proportion tenacity. the capacity got the most proportion and percentage, 30% (37 items), because the debate conversation many more explain about their competence and skill in giving prosperity for pennsylvania people. then, two apprising item of judgement called normality 16% (20 items) normality were items that is considered something special toward change point of view and situation faced in order to have responsible to take part in social life, 9% (12 items) judgement of tenacity. it had low percentage because the both speakers seldom express explicitly which oriented toward the social problem solving. propriety deals to something including moral, ethical, sensitive and care of thing. it had the second much greater proportion after capacity about 24 % (31 items) because the speakers several times mention care and sensitive toward the main need of the whole people. this is an appraising items indicate that process debate apply ethical in communication the example of appraising item of normality talked in the text 1. it's great ( + normality ) to be here tonight. it shows that speaker express his positive feeling of valuable toward something new and prestige which he has even it is being valuable experience for the first time during his life. using this word, the speaker deliver a big honorable for him to be able to appear in the front of the public. meanwhile, in the text 13 involve judgement of capacity. there are again 200 thousand to 400,000 skilled (+capacity) labor positions open. wagner express capacity of someone to get certain position in field work. wagner stated that labor get the good position in the field work should have skill. furthermore, in the text 5 talked i'd like to challenge (+tenacity) you on that last friday evening, this would be an event. the word challenge on the example above is utilizing of tenacity since from point of you of martin and white (2005, p. 52) stated that tenacity concerns to how resolute someone is. however, in the text 1 founded example of veracity.we have to do things in a more transparent and open way (+veracity). speaker applied the specific word transparent and open way veracity to express the positive veracity of realization of the program and allocation fund to achieve the target. transparent and open way is one of the expressions of feeling delivered by the speaker in order to everything will run well in accordance the right rule. the last, in the text 1 involve kinds of propriety. i'm doing it with ethics1 and integrity2 (+propriety) i don't take my salary. the underline word „ethics‟ is to express good attitude in realization something. the word „ethics‟ used by tom wolf to build the publics‟ belief toward his performance. meanwhile, the samples of appreciation in the spoken text of governor election debate are described in table 3. table 3 maps out the detailed description of appraising items of appreciation as the dominant distribution among three kinds of attitude in the governor election debate. table 3. distribution of appraising items of appreciation types of appreciation utterance percentage (%) reaction 76 39 composition 70 36 valuation 48 25 total 194 100 azwar anas, abdurrachman faridi, wuli fitriati/ eej 10 (2) (2020) 174 181 179 from the table 3 above showed that in the debate, there were 39% (76 items) of reaction, 36% (70 items) of composition, 25% (48 items) of valuation. it indicated that from the three types of appreciation, the much greater proportion was reaction, while the least proportion was valuation. the appraising items of reaction got the most proportion and percentage, 39% (76 items), because the debate conversation many more express appreciation both positive and negative toward aspiration for performing as agent of change. in one side they should give belief and great hope in the future to public however they constant to give appreciation to each other. it expressed several times in the text which aimed at making a good cooperation. then, two apprising items of appreciation is composition of 36% (70 items) which it related to perception of the speaker based on the evaluation the phenomena occurred in term of social framework. two speakers tend to make constructive point of view which oriented toward balance and harmonious and consistent in certain purpose. the third type of appreciation is valuation. as we know that evaluation deals with the evaluation the worthwhile in the both governor candidate utterance. this type got 24% (48 appraising items). this appraising items of appreciation got low percentage since types valuation is not used many times in the two speaker utterance. it indicates that a debate process provide the constructive appreciation each other. the example of appraising item of reaction talked in the text 12. i think we need to reform our legislative system, we need to do a better job (+reaction), we need to make it more responsive. the phrase „better job’ is example of the positive reaction. this is as reaction of the tom wolf regarding legislative system need to be reformed to make it more responsive. therefore, by doing reform legislative system which it provides good impact for the quality service of the pennsylvania people. meanwhile, we agree (+composition) with this that we need to have a harrisburg. the appraising item of this system is positive composition. tom wolf applied this word agree to express his feeling of composition toward commitment to create balance and union of pennsylvania. therefore, in the text 1 involve example of valuation. punishment is absolutely essential (+ valuation) and called for the crimes that were committed there. the phrase „absolutely essential‟ that it is a part of positive valuation example. according to martin and white (2005) state that positive valuation concerns to „was it worthwhile? or is it important? the speaker evaluates the phenomena about the system of punishment for the crime actors to be given prisoner based on the valid low. application of attitude in efl learner of how the kinds of attitude which reflected from spoken text of debate by the both of governor the result of this study contributed for developing in english context and contribution for english foreigner learners. relation with the evaluations of spoken text in governor election debate that expression of attitude which constructed by the both of governor in debate context can be applied in english learner. the expression of attitude can be affect, judgement and appreciation. through affect, the speakers show their character of feeling toward things including their desire and hope to be achieved. according to martin and white (2005) affect is a system of feeling covering positive feeling and emotional reaction of things. those are happy, please, enjoy, sad, hate, suffering. then judgment is used by the speakers to develop their opinion into constructive argumentation. through appreciation, the speakers convey the valuable things based on the evaluation from the phenomena faced. therefore, application attitude in english learner manifested from the kinds of attitude constructed by tom wolf and wagner. affect deals with system of feeling. using affect, the students can express their appropriate language through positive feeling more than emotional reaction in interaction both with their teachers and their classmate in english language teaching process. meanwhile, expression of character deals with the judgement. through judgement, the students can develop their argumentation by giving rational reason and feedback with one another. then, appreciation, by using kinds of appreciation have potency to make students‟ interaction in the classroom more respect and appreciative than emotion with one another. conclusions the present study is to analyze spoken text of election debate in pennsylvania 2018 in order to explain the way affect systems is used by both governors, to analyze spoken text of election debate in pennsylvania 2018 in order to explain the way judgement systems is used by both governors, to azwar anas, abdurrachman faridi, wuli fitriati/ eej 10 (2) (2020) 174 181 180 analyze spoken text of election debate in pennsylvania 2018 in order to explain the appreciation systems is used by both governors, to analyze of spoken text of election debate in pennsylvania 2018 in order to explain the application attitude in efl learners by both governor as reflected from the use of attitude systems are realized. based on the analysis result whole text used in governor election debate that there are so many appraising items of attitude realized in governor election debate by governor candidates in pennsylvania 2018 about 473 appraising items of attitude. it can be seen from the table 6. however, from the tree types of attitude that appreciation is the highest percentage in whole text compared affect and judgement with got 41%. it indicates that speakers prefer using appreciation in conveying statements and argumentation based on the evaluation the phenomena faced than affect and judgment. by using appreciation makes their argumentation more persuasive than emotional reaction. then with got 32% found in affect and followed by judgement with total 26%. however, the expression of attitude resource from the two speakers took a great implication for the english learner in the classroom. the first, from the appraising items of attitude realized by the speakers in governor election debate that students expected to use it for more pro active in teaching learning process since positive respond will be respected and linguistic interaction feel pleased and enjoyable. the second, the students expected to utilize the appraising items of judgement to be able to develop their opinion and point of view based on the norm, system of behaviour to construct the rational reason to be meaningful communication. the third, the students and the teacher expected to use it to appreciate the positive value and grade in order that students‟ performance to be appreciated. references arunsirot, s. 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(2016). appraisal system on the jakarta post opinion “a human rights memorial: jokowi and the sorcerer‟s stone”. vision: journal for language and foreign language learning, 5(1), 169-188. retrieved from journal.walisongo.ac.id https://doi.org/10.15294/eej.v9i1.26950 eej 9 (4) (2019) 565 574 english education journal http://journal.unnes.ac.id/sju/index.php/eej types and functions of hedges and boosters in graduate students’ research articles danu angga vebriyanto, januarius mujiyanto, sri wuli fitriati universitas negeri semarang, indonesia article info ________________ article history: recived 20 june 2019 accepted 15 august 2019 published 23 december 2019 ________________ keywords: hedges, boosters, research articles ____________________ abstract ___________________________________________________________________ hedges and boosters are important rhetorical devices for increasing or reducing the force of claims in academic writing. compared to other aspects rhetorical patterns or devices in research articles, quite surprisingly the use of hedges and boosters in research articles has attracted little attention from researchers. this study aimed to investigate the use of hedges and boosters employed by graduate students in research articles. this study was a descriptive qualitative study of twenty research articles written by graduate students aiming at revealing the realization of types and functions of hedges and boosters as well as their relations based on the taxonomy of hyland (1998) and salager-meyer (1997). the strategies were elaborated into five sub-research questions to seek for types, functions, and relation of hedges and boosters. the objects of the study were the research articles written by graduate students. the data were gathered through documentation. the findings revealed that there were seven types of hedges and eight types of boosters employed by students. dealing with the functions of hedges and boosters, it was discovered that the graduate students employed four functions of hedges and three functions of hedges. moreover, it was discovered that hedges and boosters tend to be clustered together to create harmonic combination. the present study suggests the efl lecturers to pay attention to the significance of hedges and boosters to enrich the students’ knowledge on the parts of discourse. it might become references for advisors to have many attentions on the students under their guidance. © 2019 universitas negeri semarang  correspondence address: kampus universitas negeri semarang, kelud, semarang, 50233 e-mail: danu.a.v@gmail.com p-issn 2087-0108 e-issn 2502-4566 danu angga vebriyanto, januarius mujiyanto, sri wuli fitriati/ eej 9 (4) (2019) 565 574 566 introduction research articles are media for graduate students to openly put forward and communicate their proposition which are likely to support or negate other researchers’ findings. therefore, the employment of rhetorical devices such as cautious language as the acceptance of the graduate students’ research contributions depend widely on how these are presented to the academic community. as part of rhetorical devices, hedges and boosters are essential. hedges and boosters perform a vital role in report of academic research (hashemi and shirzadi, 2016, p.34) in order to secure acknowledgment of their findings and assertions, researchers present their proposition both confidently and cautiously (hyland, 1998,2000, pp.1-2). hedges such as may, perhaps, and likely refer to linguistic strategies which are used to reduce categorical commitment, express possibility rather than certainty, while boosters such as clearly, obviously and of course, on the other hand, refer to any linguistic devices and strategies which are employed to convey voice conviction, affirm a proposition confidently and proposing firm contention about a state of affairs (hyland,1998,pp.2-3). the study of hedges and boosters help to portrait an important component of academic argument since claims and argumentation are tried to be included by writers in their academic writing (bruce, 2005, as cited in tran, 2013). if the writers can present their claims both confidently and cautiously, they will be considered as having sufficient scientific skill and to be accepted as the member of scientific community he or she is attending. nevertheless, hedges and boosters need to be employed proportionally across the text. disproportionate (i.e. overuse of hedges) utilization of hedges in a text might also have unfavorable effect on the researcher’s authority. the overuse of hedges can be considered as researchers’ lack of scientific skills on the addressed area. researchers need to accentuate their proposition with some degree of certainty and persuasion (peacock, 2006;p.62, sanjaya, 2013). regarding the rhetorical functions inborn in hedges and boosters, there has been a growing interest on hedges and boosters in various research investigations. studies aimed at investigating the use of hedges and boosters in research articles have largely examined english texts from different disciplinary fields. other studies assess how hedges and boosters are utilized in english and in other languages. in indonesian context, with the exception of (salichah, irawati, & basthomi, 2015; sanjaya, 2013, 2015), studies of the use of hedges and boosters on english research articles written by indonesian scholars are very little. therefore, study on this area is still worthinvestigating. dealing with these facts, the presents study is going to investigate about the use of rhetorical devices (hedges and boosters) by indonesian graduate students on their research articles. another fact that can be traced is that indonesian researchers likely face some problems and even rejection when they want to publish their research article on international journals. it is possibly caused by the fact that their rhetorical pattern their rhetorical patterns do not match the common rhetorical english patterns (adnan, 2009,pp.107-125). the present study is going to provide further investigation about the rhetorical pattern, particularly rhetorical devices (hedges and boosters), employed by indonesian researchers. furthermore, the objective of the present study is to investigate the types and functions of hedges and boosters as well as their relation in research articles written by graduate students. methods the present study employed qualitative method to collect and analyze data. the object of the study are types and boosters employed danu angga vebriyanto, januarius mujiyanto, sri wuli fitriati/ eej 9 (4) (2019) 565 574 567 graduate students in their research articles. there were 20 research articles analyzed in the present study. each research articles were labeled as a1(research article 1) until a20.the first part of data analysis involves a careful investigation into the hedges and boosters markers used in the aforementioned data inspired from salager-meyer (1997), hyland (1996) crompton (1997) ,vartalla (2001) and hyland (2004). the next step is quantification of the qualitative data into counts and percentage of each of lexical and syntactic markers based on the occurrence of words regarded as hedges and boosters. the next is analyzing the basic pragmatic functions of lexical and syntactic hedges and boosters as used contextually in the data are interpreted by some theoretical concept of hedges and boosters. this builds a logical chain of evidence, noting causality and making inferences. results and discussion in this study, there are five main findings to answer the research questions, i.e. types of hedges, types of boosters, function of hedges, functions of boosters, and relation of hedges and boosters. types of hedges the present study found that all graduate students hedged their claims or propositions in their research articles. it means that graduate students soften or weaken the force of claims proposed on their research articles in order to avoid any possible negative feedback from readers. this result is in line with the result of studies conducted by hyland (1996), salagermeyer (1994), and vartalla (2001). they confirmed that hedges are having critical role and abundant in academic writing. in the present study, the discussion of hedges covered two aspects, namely types and functions. the types of hedges are elaborated in this part. the types of hedges as proposed by salager -meyer (1997), cover seven categorizations, namely; modal auxiliary verb, modal lexical verb, adjectival, adverbial and nominal phrases, approximator of degree, quantity, frequency, and time, introductory phrases, if clauses and compound hedges. it was discovered that the seven types of hedges were employed by graduate students in their research articles. the first type of hedges which was highly used by the graduate students is modal auxiliary verbs (68%). it comprised more than half of total hedging device. this result is different from the result study conducted by hyland (1998) that found the highest type of hedges employed in the research articles was lexical verb. this difference could be affected by the fact that hyland studied research articles written by native speaker while the present study investigated the research articles written by nonnative speakers, in this case the present study investigated indonesian graduate students’ research articles. in the other hand, the similar result was spotted on the study by kazemi (2016) and salichah (2015), they discovered that the modal auxiliary verbs were highly used by non-native speakers, in this case, he investigated research articles written by iranian and indonesian students. the high proportion of the use of modal auxiliary verb can explain that it is the most familiar type of hedges typically taught to and digested by efl learners. furthermore, modal auxiliary verbs tend to be used to avoid over generalization and reduce the directness of proposition. this fact can be observed in the following example. the use of gambits in the debate might contribute to each part of students’ debate structure. (a1) the example above was taken from the excerpt of a1. the use of modal auxiliary verb “might” above is associated with probability and possibility. by the use of “might”, the writer tried to soften his or her categorical proposition so that the overstatement can be avoided. it confirms the study of salager-meyer (1997) and kazemi (2016) which proposed that medal auxiliary verb was employed by writers to mitigate their commitment to certain proposition or claim. in the excerpt above, the writer proposed that the use of gambit had possible danu angga vebriyanto, januarius mujiyanto, sri wuli fitriati/ eej 9 (4) (2019) 565 574 568 contribution for each part of students’ debate structure. the second type of hedges that was used the most by all graduate students is modal lexical verb. the use of modal lexical verbs show that the writers just delivered their personal opinion or idea on their propositions. it confirms study by salager-meyer (1997) which proposed that modal lexical hedges can express the writers’ personal opinion towards or on the contrary, it expresses their strong belief. in the present study, this type of hedges was realized linguistically by the use of words such as seem, appear, assume, imply and suggest. it was discovered that the word “seem” had the highest proportion. this result is different from the result study conducted by hyland (1998) which found that the most commonly occurring lexical verb employed in the research articles was “suggest”. it can be seen that the writer employed the modal lexical verb “seem” to helm him or her to propose his or her proposition about the possible main concern of speech. by the use of “seem” in the sentence, the force of writer’s proposition was softened. the use of word “appeared” in the sentences tends to have the same role as the use of modal lexical verb “seem”. in this case, it was employed by the writer to show his own view about new information in his or her claim so that the overstatement could be avoided. the third type of hedges which was utilized by graduate students is approximators of degree, quantity, frequency, and time. this type of hedges is used to indicate that the exact figures cannot be mentioned in the writers’ proposition precisely. it confirms the study conducted by salager-meyer (1997) and vartalla (2001) which proposed that approximators of degree, quantity, frequency, and time are commonly used for indicating that “the exact figures are irrelevant or unavailable or when the state of knowledge does not allow the scientists to be more precise”. in the present study, this type of hedges was realized linguistically by the use of words such as often, usually, and generally. it was discovered that the word “often” had the highest proportion. it was shown that the writers did not mention the exact degree of frequency of how often the teacher repeated their questions and also the display of low motivation to read of poor readers. functions of hedges the next discussion is about the functions of hedges realized in graduate students’ research articles. the theory of functions of hedges are based on the study conducted by hyland (1998) that proposed the theory of poly-pragmatic functions of hedges. it has been discovered in the research findings that all graduate students employed certain functions of hedges in their research articles. it was revealed that writeroriented hedge function had the highest percentage of function of hedge compared to the others. there are 636 sentences written by graduate students on their research articles contained the realization of writer-oriented hedge function. the percentage is 54%. the second highest frequency of function of hedges is reliability hedges with the frequency 399 times (34%). it is followed by reader-oriented hedge on the third place and attribute hedge on the last place. as the lowest place, attribute hedge can be found in 43 sentences produced in research articles with the proportion 3.7%. this result is different from the study conducted by musa (2014) which proposed that the reliability hedge function had the highest proportion followed by accuracy hedge function on the second place. this difference is possibly caused by the fact that the present study investigated research articles written by non-native speakers while the study conducted by musa (2014) investigated research articles written by native speakers. the first function of hedges that was analyzed in this discussion is writer-oriented hedge. in this function, writers mitigate their claims by reducing their responsibility on performing act on their proposition in order to avoid any possible negative feedback from readers. agentless passive, impersonal subject and attribution to the source are served to realized linguistically this kind of function. the highest language device used on the present study is agentless passive. it confirms the study danu angga vebriyanto, januarius mujiyanto, sri wuli fitriati/ eej 9 (4) (2019) 565 574 569 conducted by hyland (1998). the realization of writer-oriented can be seen in the following example. (1) further, it is explained that the careful use of two or more observers can lead to a more valid and reliable data. (a3) (2) even so, the transcription in this research was adjusted into a quiet different form (a13) (3) the result analysis of the research is still a dialogue form. it means that dialogue can be used to teaching english as a foreign language (tefl). (a17) it can be seen from the examples above that the use of passive voice could minimize the involvement of the writers on performing act which was in turn it can help them to mitigate their claim. another language device that was used by graduate students to fulfil writeroriented function is impersonal subject. it can be observed on example 13 and 14 that graduate students employed impersonal subjects and also epistemic lexical verb to show the tentativeness of their claims as well as to decrease the force of their proposition. these examples also indicate that the writers were not prepared to personally guarantee the proposition. it seems that they avoid to be seen fully and personally committed to truth of their proposed claim. (4) qualitative research tends to analyse their data inductively. (a2) (5) this fact implies that the difference of engagement adopted by the speakers was relied on entertain and attribute in the last speech. (a4) the second function of hedges that was analysed in the present study is reliability hedges. it has been revealed that reliability hedges served as the second highest category of function of hedges employed by the graduate students in their research articles. in the present study, reliability hedges served as tools functioned to convey the writers’ assessment and confidence toward the truth of their claims or propositions in order to avoid overstatement. it was in line with the result of the study proposed by hyland (1998) and musa (2014). furthermore, the language devices which are used to realize this function in the present study are modal auxiliary verbs and adverbs of certainty. it was also revealed that modal lexical verbs are mostly used by the graduate students in their research articles. in the above examples, the writers tried to propose their claims by indicating the degree of probability which was done by the use of modal auxiliary “may” and “might” and it was used to shield them against overstatement. there was also an interesting finding showed in examples. it was revealed that in one sentence can contain two categories of functions of hedges, writer-oriented hedge and reliability hedge. the writer-oriented hedge was realized by the use of attribution to the source and the reliability hedge was realized by the use of modal auxiliary verb “may”. reliability hedges were also realized by the use of adverb of certainty. the next category of function of hedge is reader-oriented hedges. by using reader-oriented hedges, the graduate students tried to indicate that their proposed claims were their personal opinion. the readers were given a room to be involved in the discussion. this kind of function was further realised by the use of first personpronoun and if clause. in the present study, it was discovered that the use of first-person pronoun was higher than if-clause. the writers used the pronoun “i” and “we” on high proportion. it can be seen in the following examples that the writer employed the subject pronoun “i” in their proposition to indicate his or her own act as well as opinion. moreover, the use of subject pronoun “we” indicated that the writer seeks to involve the readers on the discussion. the other linguistic realization of reader-oriented hedge was the use of if clause. it can be seen on example 22 that if clause was used by the writer to involve readers. the writer proposed a claim as one possibility among many alternative possibilities. types of boosters instead of mitigating the force of their propositions, the graduate students also strengthened their propositions by using boosters. based on the research finding danu angga vebriyanto, januarius mujiyanto, sri wuli fitriati/ eej 9 (4) (2019) 565 574 570 mentioned before, it was discovered that all graduate students employed certain types of boosters in their claims or propositions. the boosters were generally used by the graduate students to increase the degree of persuasion and certainty of their proposition so that the acceptance from the reader or the research articles can be achieved. the types of boosters as proposed by hinkel (2002) and demir (2017) covered 8 categorizations, namely verbal boosters, certainty modal and semi-modals, adverbs or emphatics, intensifier or amplifier, quantifier, adjective boosters, noun boosters, and universal pronoun. in the present study, it was discovered that almost all of the graduate students employed certain of those types of boosters. the first type of booster which was highly used by the graduate students in their research articles was certainty modal and semi modal with the percentage up to 33%. this result is in line with study of the use of boosters by native speakers conducted by hyland (199b) which stated that the most frequent boosters were “will”, “show”, and “the fact that”. the different result was explored by demir (2017) which discovered that native writers and nonnative writers highly used adjective boosters and adverb boosters. dealing with the linguistic device that was highly used was “should”. it has the percentage up to 52%. the second highest modal verbs employed here was “will” (33%). the following example shows that the writers increase the force on their propositions in order to indicate that the truth of the claims can be regarded as generally accepted knowledge in the discipline. (6) the word “replacement” is not appropriate in the form of word. it should be replaced into “replacing”. then it becomes “activity of replacing”. (a20) (7) the data analysis revealed that students should behave positively in term of affective domain. (a12) (8) by understanding the generic structure of debate or debate structure, the students will be able to deliver their speech structurally, wellmanage and understandably. (a1) the second type of boosters discussed in this chapter is verbal booster. this type of booster is regarded as the second highly used type of booster because it has the percentage up to 25%. it realized linguistically by the use of verb such as show (50%), find (32%), indicate (14%) and demonstrate (3%). the use of those verbs on research articles can be seen in the following examples. it demonstrates that the writers used the verb “show, find, and indicate” to increase their commitment towards the propositions to persuade the readers to the truth of their claims. the claims that were proposed by the writers were also built on evidence and data they have provided. the following examples revealed interesting finding since the verbal boosters and hedges can be clustered together within a sentence. the presence of hedges (attribution to the source) could supported the verbal boosters (show, found, and indicate) to perform their function to persuade the reader that their claims are based on the facts. (9) the finding showed that there was no student who had an accurate translation. (a3) (10) based on the analysis, i have found that the diphthongs that were influenced by serawai melayunese dialect. (a8) (11) meanwhile, the finding of this research indicates that students agreed with rp technique being implemented in the class discussion. (a12) the third type of boosters explored in this chapter is universal pronoun. in the present study, universal pronoun was realized linguistically by the use of “all, every, and no”. it was discovered that the pronoun “all” has the highest proportion of all universal pronoun employed by the graduate students. it supports the study conducted by salichah (2015). the use of “all” dominated more than half percent (55%). it was followed by “every” in the second place and “no” in the third place. it was discovered that the use of universal pronoun by danu angga vebriyanto, januarius mujiyanto, sri wuli fitriati/ eej 9 (4) (2019) 565 574 571 the writers is for boosting its persuasive qualities as well as showing certainty. functions of boosters this chapter provides the discussion about the functions of boosters employed by graduate students in their research articles. based on the research finding above, it can be seen that almost all graduate students in the present study employed certain functions of boosters in their propositions. the functions of boosters employed by graduate students were showing evidential truth, showing certainty and showing accepted truth. this result is in line with the study conducted by skelton (1997), hyland (1998). furthermore, it can be seen on the research finding that the percentage of the function of showing accepted truth is up to 43% compared to another functions (showing certainty (32%), showing evidential truth (25%)). this new finding can be regarded as the novelty of the present study since there hasn’t been any study which explore about it. the first function of boosters discovered in the present study is for showing evidential or implicit truth. in the present study, it was discovered that this particular function was realized by the use of verbal boosters. the realization of showing evidential or implicit truth in research articles can be seen in the following examples. (12) the result of the analysis on the students’ indonesian-english translation shows that there are 21 translation errors of 26 error categories based on the ata’s standard of translation error. (a20) (13) based on the analysis, i have found that the diphthongs that were influenced by serawai melayunese dialect. (a8) the examples above shows that the writers employed verbal boosters such as “shows” and “found” to indicate that their propositions are based on the facts or the evidence. this can lead to the increase of the truth value of their proposition so that the purpose of persuading the readers can be fulfilled. the second function of boosters discovered in the present study is for showing certainty. this function is realized by the use of intensifier, quantifier and universal pronoun. in the present study, it was discovered that this function was highly realized by the use of universal pronouns (51%). as in the following examples, the writers employed universal pronoun “every” and “all” in their propositions to increase its persuasive qualities as well as showing certainty. (14) english as international language need to be understood in every particular area where knowledge is distributed, not only in literature area. (a2) (15) in the way to practice english, students need to express all the words meaningfully (a15) the last function of boosters discussed in the present study is showing accepted truth. this function was highly used by the graduate students. it can be seen on the research finding that the percentage of the function of showing accepted truth is up to 43% compared to another functions (showing certainty (32%), showing evidential truth (25%)). this new finding can be regarded as the novelty of the present study since there hasn’t been any study which explore about it. the function of showing the truth which already generally accepted in the discipline was realized by the utilization of modals and semimodals, adverbial boosters, adjectival boosters, and noun boosters. it has been discovered that certainty modal and semi-modals were occurred frequently to realize this function. the percentage is up to 84%. the realization of the function of showing the truth which already generally accepted in the discipline id depicted in the following examples. the following example shows that the writers increase the force on their propositions by the use of certainty modal “should” in order to indicate that the truth of the claims can be regarded as generally accepted knowledge in the discipline. (16) the word “replacement” is not appropriate in the form of word. it danu angga vebriyanto, januarius mujiyanto, sri wuli fitriati/ eej 9 (4) (2019) 565 574 572 should be replaced into “replacing”. then it becomes “activity of replacing”. (a20) (17) the data analysis revealed that students should behave positively in term of affective domain. (a12) relation of hedges and boosters in graduate students’ research articles the interesting aspect that was explored in the present study is the fact that hedges and boosters can be found clustered together in s single sentence. hedges and boosters have different communicative functions within a text. hedges are employed by writers to decrease the force of their claims or propositions, while boosters are used by writers to strengthen the force of their claim. although it seems that they have contradictory function, based on the research finding of the present study, hedges and boosters can be found clustered together within a sentence to create mutually inclusive combination. in the present study, it was found that impersonal subject which represents the function of hedges and verbal boosters are the most frequently found in combination. the occurrence of those combined device is 17 times. the combination of impersonal subject and verbal booster can be seen in the following examples. in the example 38 and 39, it can be observed that the writers employed the impersonal subjects “the result of the study” and “the findings” to avoid personal responsibility for the propositional truth while at the same time, they used verbal boosters “show” to show that their claims or propositions were true or evidential, not just judgement claim. (18) "the results of the study showed that in each class session, 62% to 73% of the class time was devoted to teacher talk and almost 20% to 25% was allocated to student talk with the rest of the class time devoted to other tasks such as the groups works to related questions or issues raised by the teacher to the whole class." (a6) (19) " the findings show that that most of the texts have elaborating relationship with the images because they give detail information about text." (a11) conclusion there are 5 conclusions that can be drawn in the present study. the first conclusion is dealing with the types of hedges employed by graduate students in their research articles. it was discovered that the graduate students employed all 7 types of hedges in their research articles. those seven types of hedges are modal lexical verb hedges, modal auxiliary verb hedges, adjectival adverbial nominal modal phrase hedges, adverbial modal phrase hedges, nominal modal phrase hedges, approximators of degree, quantity, frequency and time, introductory phrase hedges, if-clause, and compound hedges. the first type of hedges which was highly used by the graduate students is modal auxiliary verbs (68%). it comprised more than half of total hedging device. the second conclusion is dealing with the functions of hedges employed by graduate students in their research articles. it was discovered that all graduate students employed certain functions of hedges in their research articles. those functions of hedges are readeroriented hedges, writer-oriented hedges, attribute and reliability hedges. reader-oriented hedge category deals with the function of hedges for allowing a space for readers to involve in discussion about certain topic discussed by writer and also indicating claims or propositions as provisional not permanent and final. writeroriented hedges were used by the writers for avoiding any possible falsification of the proposition. writer-oriented hedges was realized by writers’ attempt to lessen their involvement in the proposition and maintain a distance from it. the third conclusion is dealing with types of boosters employed by graduate students in their research articles. in the present study, it was discovered that all of the graduate students employed certain types of boosters in their claims or propositions. the types of boosters as danu angga vebriyanto, januarius mujiyanto, sri wuli fitriati/ eej 9 (4) (2019) 565 574 573 proposed by hinkel (2002) and demir (2017) covered 8 categorizations, namely verbal boosters, certainty modal and semi-modals, adverbs or emphatics, intensifier or amplifier, quantifier, adjective boosters, noun boosters, and universal pronoun. in the present study, it was discovered that almost all of the graduate students employed certain of those types of boosters. the type of booster which was highly used by the graduate students in their research articles was certainty modal and semi modal with the percentage up to 33%. the fourth conclusion is about the function of boosters employed by graduate students in their research articles. . based on the research finding above, it can be seen that almost all graduate students in the present study employed certain functions of boosters in their propositions. the functions of boosters employed by graduate students were showing evidential truth, showing certainty and showing accepted truth. the last conclusion is about the relation of hedges and boosters in the graduate students’ research articles. the interesting aspect that was explored in the present study is the fact that hedges and boosters can be found clustered together in single sentence. hedges and boosters have different communicative functions within a text. hedges are employed by writers to decrease the force of their claims or propositions, while boosters are used by writers to strengthen the force of their claim. although it seems that they have contradictory function, based on the research finding of the present study, hedges and boosters can be found clustered together within a sentence to create mutually inclusive combination. in the present study, it was found that impersonal subject which represents the function of hedges and verbal boosters are the most frequently found in combination. the occurrence of those combined device is 17 times. references adnan, z. 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(2013). hedging: a comparative study of research article results and discussion section in applied linguistics and chemical engineering. english for specific purposes world, 41(1), 113. vassileva, i.(2001). commitment and detachment in english and bulgarioan academic writing. english for specific purposes, 20(1), 83-102 eej 9 (1) 2019 1 10 english education journal http://journal.unnes.ac.id/sju/index.php/eej students’ gambits and debate structure in national university debating championship (nudc) 2018 of west java yayang gita permatasari gunawan, sri wuli fitriati, issy yuliasri universitas negeri semarang, indonesia article info ________________ article history: recived 23 august 2018 accepted 24 october 2018 published 15 march 2019 ________________ keywords: gambit, debate structure, debate, communicative competence. ____________________ abstract ___________________________________________________________________ this study aimed to explain the appropriateness of using gambits in students‟ debate competition, the debate structure realized in the students‟ debate competition, the contribution of gambits to the students‟ debate structure, and the ways the students overcome the difficulties of using gambits in the debate competition. to achieve the aims, this study used discourse analysis as the research design. to collect the data, this study used video recorder in observation and interview as the instrument. this study applied keller and warner (1988)‟s theory about conversation gambits and harvey-smith (2011)‟s theory about debate structure to analyze the data. the subjects in this study were 40 undergraduate students (20 teams) from different universities participating in national university debating championship (nudc) 2018 of west java. their debate competition (five exhibitions) were observed, transcribed and analyzed. the objects of the study were the students‟ gambits and debate structure. the findings from observation showed that most of debaters used variety of gambits from opening, linking and responding gambits to deliver their speech appropriately. most of debaters applied the debate structure in the debate competition. only one or two debater/s did not apply some parts of the debate structure. the use of gambits gave high contribution to the students‟ debate structure to support them in making introduction, rebuttals, arguments, and conclusion in their debate speech. the results of interview showed that most of students learned gambits naturally and to overcome the difficulties of using gambits in any situation was by learning and practicing hard to make the speech perfect. © 2019 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jalan kelud utara iii semarang 50237, indonesia e-mail: onenuwa@gmail.com p-issn 2087-0108 e-issn 2502-4566 yayang gita permatasari gunawan, sri wuli fitriati, issy yuliasri/ eej 9 (1) 2019 1 10 2 introduction humans are not born with the competency of understanding everything that happens in the world immediately. they need process and time to understand it all. for example, when second/ foreign language learners begin to learn english, they should be able to master four language skills (listening, speaking, reading, and writing) and three language elements (vocabulary, grammar and pronunciation) before they understand the new language. by mastering these is one way to achieve communicative competence in order to communicate in english very well. to achieve communicative competence, english teachers should provide communicative activities to stimulate students speaking english in the classroom. debate is a very suitable activity. through debate, learners will know how to make sentence, to state their ideas, and to have the ability to apply their knowledge in giving reason through theories, values, and attitudes (darby, 2007) fluently in public speaking skills (al-mahrooqi and tabakow, 2015, p. 418). besides, the learners can also develop their critical thinking through debate because they will think about how to respond others‟ opinion and state their ideas in a limited time (herlinda, 2016, p. 6). however, challenges may happen when implementing debate in the classroom since not many students mastering english grammar and vocabularies. to face this, strategies are needed to help them speak english naturally and fluently in debate activity. these strategies are communication strategies which are strategies that learners use to overcome the difficulties which arise when attempting to produce the language (maldonado, 2016). according to celce-murcia (1995), one communication strategy to face communication difficulties is gambits. keller and warner (1988, p. 4) state that a gambit is a word or phrase which helps speakers to express what they are trying to say. for example, we use gambits to introduce a topic of conversation (opening gambits) such as „in my opinion…‟, i think …‟, to link what we have to say to what someone has just said (linking gambits) such as „because of that…‟, „i mean…‟, and to respond to what we have heard (responding gambits) such as „that‟s right‟, „i disagree‟, (keller & warner, 1988, p. 4). these gambits are very useful strategies to help l2 learners to express their ideas on the spot, naturally and fluently in debate activities. since debate is a kind of discourse in form of spoken text and in systemic functional linguistics “creating a text means creating meanings” (ghasani, 2017, p. 1), it means that students need discourse competence so that their meanings or arguments in debate delivered successfully toward audience and judge. besides, they should be able to deliver interpersonal meanings which express their attitudes and judgments (gerot & wignell, 1994, p. 13) toward an issue in debate structurally. discourse competence refers to the selection, sequencing, and arrangement of words, structures, and utterances to achieve a unified spoken message (celce-murcia, 2007). one sub-area that contributes to the discourse competence is generic structure which means “formal schemata that allow the user to identify an oral discourse segment” (celce-murcia, 2007). by understanding the generic structure of debate or debate structure, the students will be able to deliver their speech structurally, wellmanage and understandably. according to harvey-smith (2011, p. 62), an introduction, rebuttals, arguments and conclusion are structure of debate. moreover, several previous studies have become background to support this study, such as the use of gambits applied in conversation (soerjowardhana, 2015), textbook (maesaroh, 2013), speaking ability (nikmehr & farrokhi, 2016), teacher's talk (dufon, 2010), game (faizal, 2016), debate competition (herlinda, 2016), and ego depletion (jr. et al., 2012). besides, other previous studies that deal with debate competition (ikawati et al., 2018), interpersonal meaning (mujiyanto, 2017), communicative competence (fauziati, 2016), spoken discourse (fitriati, 2016), and written yayang gita permatasari gunawan, sri wuli fitriati, issy yuliasri/ eej 9 (1) 2019 1 10 3 discourse (nur, 2012) are also used to support this study. however, based on the previous studies above, they mostly investigate one area, such as debate competition focusing on the use of gambits only. therefore, we combine the use of gambits with debate structure as the focus of the study. as explained above that both of them are necessary to achieve students‟ communicative competence. this statement is also supported by celce-murcia (1995) who clarifies that various components of communicative competence are interrelated. it indicates that since gambits is a sub-area of strategic competence and debate structure is a sub-area of discourse competence, thus both are interrelated and necessary to achieve communicative competence. this combination can help the students as debaters to make arguments naturally and structurally to deliver interpersonal meanings successfully. hence, this study aims to explain the appropriateness of using gambits in students‟ debate competition, the debate structure realized in the students‟ debate competition, the contribution of gambits to the students‟ debate structure, and the ways the students overcome the difficulties of using gambits in the debate competition. through the investigation, we hope this study can give pedagogical implications for both teachers and students that to speak naturally we need strategy and to speak structurally we need to understand discourse. the combination of mastering strategic and discourse competences can support whoever second/ foreign language learners achieve communicative competence. methods this study focused on the spoken text. we tried to analyze the use of gambits and debate structure by debaters dealing with interpersonal meanings to achieve communicative competence. therefore, the data were analyzed qualitatively. in order analyze the debate speech employed by the debaters, we used discourse analysis as research design in this study. mccarthy (1994, p. 5) clearly explains that “discourse analysis is concerned with the study of the relationship between language and the contexts in which it is used.” furthermore, we applied conversation gambits theory proposed by keller and warner (1988) and debate structure theory suggested by harvey-smith (2011) to capture students‟ judgment towards an issue given in their speech as in debate competition. according to cresswell (2012), subject/ object of the study is a subject that the researcher plans to study in the research. in the present study, the subjects were 40 undergraduate students (20 teams) from different universities participating in national university debating championship (nudc) 2018 of west java. five debate exhibitions from the competition had been observed, transcribed and analyzed. meanwhile, the objects that became the focus of the study were the students‟ gambits and debate structure. moreover, cresswell (2012, p. 14) states that an instrument is a tool for measuring, observing, or documenting the data. it means that research instrument is necessary to help researchers to gather the data. since we observed debate competition conducted by undergraduate students, we used tape recorder in observation as an instrument to collect the data. in addition, we used interview as well to find out the debaters‟ difficulties in conducting debate. meanwhile, there were five steps to analyze the data, namely transcribing, reading, categorizing, analyzing and triangulation. we used investigator triangulation to make sure that the data were valid and accurate. results and discussion in this part, we present the results of the study, i.e. the appropriateness of using gambits in students‟ debate competition, the debate structure realized in the students‟ debate competition, the contribution of gambits to the students‟ debate structure, and the ways the students overcome the difficulties of using gambits in the debate competition. yayang gita permatasari gunawan, sri wuli fitriati, issy yuliasri/ eej 9 (1) 2019 1 10 4 students’ gambits after conducting the analysis of the gambits, some findings were found. the summary of the findings of the appropriateness of using the opening gambits (og), linking gambits (lg) and responding gambits (rg) in students‟ debates are shown below. table 1. the types of gambits found in the debate types of gam bits debate 1 debate 2 debate 3 debate 4 debate 5 f % f % f % f % f % og 55 27 38 18 53 20 66 25 74 29 lg 12 6 63 15 5 74 18 4 69 18 7 70 17 1 67 rg 20 10 16 8 31 11 15 5 10 4 total 20 1 10 0 20 9 10 0 26 8 10 0 26 8 10 0 25 5 10 0 opening gambits (og) keller and warner (1988, p. 5) state that opening gambit helps us to introduce ideas into the conversation since the beginning of a conversation is usually the most difficult part for most people. based on table 1, there were found 55 (27%) gambits in the debate 1, 38 (18%) gambits in the debate 2, 53 (20%) gambits in the debate 3, 66 (25%) gambits in the debate 4, and 74 (29%) gambits in the debate 5. there were seven classifications og found in the study, as the examples below. (1) stating personal opinion i think that it is a great security err.. to protect the country from the illegal workers. we believe that the illegal workers is still the company that should take the responsible, responsibility, no matter what. (2) stating the main problem but the point is they are forbidden to talk with the lecturers about the exploitation of company because they are perceived to be receptive to the education processor, ladies and gentlemen. (3) surprising news and you know that every children have their unique in passion, they should speak up, should act what they want because it is human right, you know. (4) listing excuses it is first, the government or the host government needs to collect and needs a database about how many foreign or how many illegal foreign people in the country. (5) changing the subject and let’s move to my first argument, it’s about education aspect and economical aspect. (6) an unpleasant thought actually it’s very different thing because in education, students educated to be discipline person not to follow the political game but actually in practical politics they just want to make them political person or something like that to join the game in politics. (7) offering a suggestion. so, what you should do is to spread realization so that people believe in those rules, right? linking gambits (lg) according to keller and warner (1988, p. 35), linking gambits deal with words/ phrases used by the speakers/ listeners to link their idea to what someone else has just said. based on table 1, there were found 126 (63%) gambits in the debate 1, 155 (74%) gambits in the debate 2, 184 (69%) gambits in the debate 3, 187 (70%) gambits in the debate 4, and 171 (67%) gambits in the debate 5. there were thirteen classifications of lg found in the study, as the examples below. (1) thinking about the problem from that case, the first speaker doesn’t say to another cases that’s actually more significant cases, more than just what happened in california. (2) emphasising a point my question is, how we can implement this thing when our nation is actually bias enough even though for example we are doing a ktp and so on and so far. (3) giving reasons because in the senior high school level and also the college level, this is the place where a children or a person, they are deciding upon what will they be, what is their identity. yayang gita permatasari gunawan, sri wuli fitriati, issy yuliasri/ eej 9 (1) 2019 1 10 5 (4) having good reasons because of what? because we see that this social-credit system is actually needing a lot of people, needing a lot of technologies and needing a lot of err.. you know like exploiting technology towards the country itself. (5) thinking ahead if the parents push the children to become better, better, better, their children will improve and then they will have more independent than before. (6) correcting yourself first, yes of course that the national.. i mean, the asean nation is different culture, and also different specific special group. (7) taking it for granted one of the member of government team said that the subject relates to the foreign workers in the country. in fact, this country, i mean national security isn’t good enough. (8) demanding explanation how can the government manage all of the society? (9) taking things into consideration and if there is no freedom given by the parents, rebellion will be happened, they escape from their house. (10) countering arguments even if they want to learn about political, they will see in another media or in another area, in another chance, mr. speaker. (11) generalising most of them are the ones that have higher education and they are jobless. (12) illustrating your point for example when you.. only when you already have enough money or spare money for exporting your capacitive advantage for example from other country, for example, you can use that money to bring err.. you can use that money to build more internet, for example. (13) finishing your story. that’s why we propose this motion. responding gambits (rg) keller and warner (1988, p. 61) state that responding gambits are used to give respond to other speakers‟ idea, opinion, argument or view. these are used to give the other speakers some feedback about what they are saying. there were found 20 (10%) gambits in the debate 1, 16 (8%) gambits in the debate 2, 31 (11%) gambits in the debate 3, 15 (5%) gambits in the debate 4, and 10 (4%) gambits in the debate 5. there were six classifications of rg found in the study, as the examples below. (1) right or wrong no, that is wrong. (2) crowd reaction come on, make it clear! (3) agreeing/ disagreeing i agree.. i agree that this social-credit system should not be implemented in developing country. i don’t think so. (4) responding interpersonally no, ladies and gentlemen. (5) showing interest yes, please. (6) accepting a compliment thank you so much. the examples above showed that the debaters used variety of gambits from opening, linking and responding gambits to support them in delivering their speech in form of arguments, rebuttals, reasons, and suggestions in the debate competition. according to keller and warner (1988)‟s theory, there were some gambits in present analysis that were used appropriately and some which did not. however, mostly the debaters applied them appropriately. students’ debate structure talking about debate structure, according to celce-murcia (2007, p. 47), structure or generic structure is formal schemata that allow the user to identify an oral discourse segment as a conversation, narrative, interview, debate, etc. this study observed debate competition in university level and it was applied british parliamentary (bp) as the debate style. in bp yayang gita permatasari gunawan, sri wuli fitriati, issy yuliasri/ eej 9 (1) 2019 1 10 6 style, every speaker needs to make sure they spend a seven-minute speech with the most important aspects of what they have to say either to support their own team or against other team‟s arguments. the debate structure of bp in this study was (1) introduction; (2) rebuttals; (3) arguments; and (4) conclusion. based on the analysis, mostly students applied the four steps of debate structure in their speech. however, there were some who did not apply one or two part/s of them. debate 1 the motion of debate 1 was “thbt host government should take pro-worker approaches on illegal foreign workers (i.e obliging companies to pay back wages and damages v. deporting workers).” thbt is abbreviation for „the house believe that‟. it means, while the government side supported the host government to take pro-worker approaches on illegal foreign workers, the opposition side opposed it. in debate 1, most of debaters realized the four steps of debate structure, except prime minister (pm) and government whip (gw). in case of pm, the pm did not deliver rebuttals to the opposition team. rebuttal is the attack to the opposition‟s arguments. rebuttal involves introducing evidence and reasoning to weaken or destroy another‟s claim (freeley & steinberg, 2009, p. 164). the reason was because the pm was the first speaker in every debate exhibition. that‟s why the pm only gave introduction, explained arguments and lastly made conclusion. the pm‟s role did not need to carry on rebuttals to attack the opponent since the pm came first to open the debate exhibition. meanwhile, government whip (gw) is a part of government team. the gw did not convey the rebuttals to the previous speaker, member of the opposition (mo) from opposition team. however, according to harvey-smith (2011, p. 32), gw‟s role may introduce new contentions, but it‟s not generally recommended, rebut what the mo said and summarize the debate. it means the gw should rebut what the mo had said. otherwise, the gw did not realize the rebuttals for mo instead. debate 2 the motion of debate 2 is “thr the taming of tiger parenting in asian countries”. thr means „the house regret‟. it indicates that the government side opposed or prevented the taming of tiger parenting in asian countries, while the opposition side supported it. in debate 2, all debaters realized the application of four debate structure from introduction, rebuttals, arguments, and conclusion. however, the pm did not realize rebuttals. the same reason came to the pm like in the debate 1 that the pm did not need to convey the rebuttals. debate 3 “ths the implementation of socialcredit system developing nations” is the motion of debate exhibition 3. the word ths is the abbreviation of „the house should‟. it indicates that the government side was the one who supported the motion while the opposition was the one who opposed it. in debate 3, there were only prime minister (pm) with the same reason as debate 1 and 2 who did not realize the rebuttals and deputy prime minister (dpm) who did not realize rebuttals as well. according to harvey-smith (2011, p. 30), the role of dpm is to rebut what leader of the opposition (lo) said and continues opening government case. dpm may also need to include some „reinforcement‟ of the case, depending on the job done by pm. since both pm and dpm are both part of opening government (og), dpm should give fully support pm and attack lo who would attack pm. however here, the dpm did not realize the rebuttals to attack the lo in the very first place. debate 4 in debate 4, “thr the introduction of practical politics in tertiary education institutions” is the motion of debate. the abbreviation of thr is same with debate 2, it means „the house regret‟. therefore, the government side of the house should prevent the introduction of practical politics in tertiary education, while opposition side of the house should support it. in debate 4, pm and yayang gita permatasari gunawan, sri wuli fitriati, issy yuliasri/ eej 9 (1) 2019 1 10 7 government whip (gw) were the only two who did not completely realize the debate structure. while the pm did not realize rebuttals (same reason with debate 1, 2 and 3), the gw did not realize arguments. as the rule of debate is supporting team by providing arguments and attacking the opponent team with rebuttals, the gw was considered failed because the gw did not realize the arguments. gw‟s job may introduce new contentions, but it‟s not generally recommended, rebut what the mo said and summarize the debate (harvey-smith, 2011, p. 32), although gw did not need to introduce to the new claim, gw should support his/ her team member, member of the government (mg), as a part of closing government by providing arguments. furthermore, after we analyzed the scripts and categorizing each text into four parts of debate structure, we found that leader of the opposition (lo) delivered arguments two times in debate 4. the steps were introductionarguments-rebuttals-arguments-conclusion. according to harvey-smith (2011), the best speech should follow the rule. therefore, although the lo did not break the rule by realizing all the steps, having twice arguments was too much. debate 5 in the last but not least debate exhibition, the motion is “thbt asean member states should prioritize regional digital divide closure over domestic economic growth efforts”. it was same with debate 1, thbt means „the house believe that‟. thus, the government side supported the motion while the opposition side against it. in debate 5, two debaters did not realize some parts of debate structure, namely pm and gw. the case of the pm was understandable like in debate 1, 2 3, and 4, on the other hand, the gw did not realize introduction and rebuttals. it was similar case with debate 1 and debate 4 that gw may introduce new contentions, rebut what the mo said and summarize the debate (harvey-smith, 2011, p. 32). however, beside the gw did not realize the rebuttals, he/ she also did not apply the introduction to open the speech. based on the discussion above, most of debaters followed the rule of british parliamentary style that there should be four parts in delivering debate, namely introduction, rebuttals, argumentation, and conclusion. only one or two debaters did not realize one or two part/s of the debate structure. even though it seems like it was unnecessary to follow the rule as long as the message and intention were fully delivered, but it was necessary for adjudicators as the judge to decide which team who deserves to win. hence, the debate structure must be systematic and well structured. contribution of gambits to the students’ debate structure the use of gambits in the debate might contribute to the each part of students‟ debate structure. for example, in making introduction, the debater in debate 1 used “so, the house believe that the host government should take pro-action or pro-approaches for the illegal workers the same as the pro-workers.” (pm), and “ok, before i go to my argumentation, i would like to rebut what this first speaker from the opening government said.” (dlo), in order to open their debate speech. harveysmith (2011, p. 62) states that introduction tells audiences where the speakers are going to take them by outlining the case that contains the names of arguments. from the example, pm (prime minister) used gambits so, the house believe that to introduce to the topic about the illegal workers. besides, dlo (deputy leader of the opposition) used gambits ok, before i go to to begin the topic before jumping to the arguments. furthermore, there were some gambits that gave contribution in delivering rebuttals. according to freeley & steinberg (2009, p. 164), rebuttal is the attack to the opposition‟s arguments. rebuttal involves introducing evidence and reasoning to weaken or destroy another‟s claim. one instance of rebuttals in debate 2 was “first, he said that err.. parents.. parents will command their children to enter the yayang gita permatasari gunawan, sri wuli fitriati, issy yuliasri/ eej 9 (1) 2019 1 10 8 university that the parents want to be.” (dpm). dpm (deputy prime minister) used gambit first at the beginning of the utterance to introduce to his/ her own rebuttals towards the opponent. here, dpm was ready to make a list of rebuttals to attack the opponent‟s arguments. meanwhile, there were also several gambits that the debaters used to deliver arguments. freeley and steinberg (2009, p. 5) state that “argumentation is reason giving in communicative situations by people whose purpose is the justification of acts, beliefs, attitudes, and values”. therefore, arguments are opinions or reasons explained by the speakers to support the issue or their statement. the gambit example used in the argument in debate 3 was “first, the opposition mentioned that the developing countries and developed had different characters. it is true that both countries have different characters, but their goals are the same to make their citizens become prosperous.” (mg). here, mg (member of the government) used the gambits first and it is true.. but to make his/ her own argument and reasons to support and defend his/ her own team. last, the gambits contribution to the conclusion part. according to sellnow (2005, p. 63), conclusion includes a sense of closure in a way that might help the audiences or listeners remember the main topic and ideas by restating the thesis statement, briefly summarizing main points, and offering a clincher. the example of using gambits to make a conclusion was displayed in debate 4 such as “so, i think it’s not urgency, is not right action if the government wants to apply this kind of motion in this country for example, mr. speaker. that’s why the government beg to propose this motion.” (ow). here, ow (opposition whip) used so, i think and that’s why as gambits to briefly summarizing the main points in the debate and ended his/ her own speech. based on the discussions above, the use of gambits gave high contribution in debate structure to support debaters conveying introduction, rebuttals, arguments, and conclusion. hence, the speech could be delivered naturally and structurally and the interpersonal meanings are delivered successfully. ways the students overcome the difficulties of using gambits in debate competition to know how the debaters overcome their difficulties of using gambits in debate, we conducted interview to five debaters that became the participants in nudc 2018 of west java. to analyze the interview data, we used thematic analysis by braun & clarke (2006). thematic analysis is a method for identifying, analyzing and reporting patterns/ themes within data (braun & clarke, 2006, p. 79). we identified and analyzed the commonalities of the students‟ responses in the interviews after giving 12 same questions each to them. based on the interview above, the debaters answered similar responses. we could conclude that first, most students learned gambits naturally, not in the classroom. hence, they used them in speaking english but they did not know that those were gambits. second, to overcome difficulties of speaking english by using gambits in any situation is by learning and practicing hard to make the speech perfect. based on the explanation above, the findings extend the previous studies that focused on one sub-area only, such as the use of gambits in conversation (soerjowardhana, 2015), textbook (maesaroh, 2013), speaking ability (nikmehr & farrokhi, 2016), teacher's talk (dufon, 2010), game (faizal, 2016), debate competition (herlinda, 2016), and ego depletion (jr. et al., 2012). while the previous studies focused on the use of one sub-area of communicative competence, gambits (strategic competence), this study combined two sub-areas of communicative competence, gambits and debate structure (strategic and discourse competence). according to the results and discussion, the combination of two competences made the students debate speech became more natural, well-structure, well-manage and understandable to achieve the students‟ communicative competence. yayang gita permatasari gunawan, sri wuli fitriati, issy yuliasri/ eej 9 (1) 2019 1 10 9 conclusion there are some conclusions that can be drawn from the present study, as follows: the discussions above showed that the debaters used variety of gambits from opening, linking and responding gambits to support them in delivering their speech in the debate competition. gambits can help the debaters as a strategy to speak english naturally and fluently to achieve communicative competence. furthermore, most of them used gambits appropriately based on the theory while some of them did not. in applying debate structure, most of debaters followed the rule of british parliamentary style that there should be four parts in delivering debate speech, namely introduction, rebuttals, arguments, and conclusion. by applying the debate structure makes the students‟ speech systematic, wellstructured, well managed, and understandable from the beginning until the end of their speech. the use of gambits gives high contribution to the students‟ debate structure. they support them to open the introduction, make rebuttals to attack the opponents, make their own arguments to support their own team, and summarize conclusion in the end of their speech. hence, the interpersonal meanings in the debate are delivered successfully. based on the findings from observation and interview with five debaters in nudc 2018 of west java, we could conclude that first, most students learn gambits naturally, not in the formal forum. that‟s why they tend to speak freely without following the rules since they did not know the theory. second, to overcome the difficulties of speaking english by using gambits in any situation is by learning and practicing hard to make the speech perfect. references al-mahrooqi, r. i., & tabakow, m. l. 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(2015). gambits: conversational strategy signals used by nonnative speakers of english in natural conversation. semarang: dian nuswantoro university of semarang. eej 9 (2) (2019) 198 205 english education journal http://journal.unnes.ac.id/sju/index.php/eej the influence of class shift on achieving semantic meaning in the english-indonesian translation of yule’s pragmatics muhammad aulia taufiqi, rudi hartono, januarius mujiyanto universitas negeri semarang, indonesia article info ________________ article history: recived 23 january 2018 accepted 11 march 2019 published 20 june 2019 epted 24 march 2018 approved 12 mei 2018 published 20 june2018 ________________ keywords: translation, class shift, semantic meaning ____________________ abstract ___________________________________________________________________ the important of translation can be seen in our daily life. translation can be found in many aspects of our life such as books, newspaper, magazines, novel, comics, even movies. one important aspect in translation study is class shift. class shift deals with the changing of word classes in source language to the target language. hence one language and others are different, this study aimed to know the influence of class shift on achieving semantic meaning in the english-indonesian translation of yule‟s pragmatics. qualitative research is the type of this research and descriptive qualitative as research design. there are three chapters of the book which are chosen randomly as the data on this study. the total number of data is 98 from those three chapters. the results of the study show that there are seven types of class shift which are found in this study such as adjective to adverb, adjective to noun, adjective to verb, adverb to adjective, adverb to noun, adverb to verb, and verb to adjective. there are two types of class shift which often appear in this study. those are adjective to noun and adverb to adjective. class shift can be occurred anytime. the occurrence of class shifts does not guarantee anything in achieving meaning of a sentence. © 2019 universitas negeri semarang correspondence address: kampus pascasarjana unnnes, jl. kelud utara iii semarang 5023, indonesia e-mail: auliataufiqi@gmail.com p-issn 2087-0108 e-issn 2502-4566 muhammad aulia taufiqi, rudi hartono, januarius mujiyanto / eej 9 (2) 2019 198 205 199 introduction translation is not something new nowadays. it is partly the impact of language differences used by people to communicate. people use both spoken or written form to communicate with others in their environment (hartono, 2014, p. 249). translation acts as a bridge of communication and relation among people who speak different languages (kantiastuti, 2014, p. 1). as a mean of communication, translation can be used for multilingual notices such as reports, papers, articles, correspondence, textbooks, advice and recommendations for every branch of knowledge (newmark, 1988, p. 7). translation may be employed to verify whether messages contained in a source language are readily presented in a target one (mujiyanto, 2011, p. 57). therefore, translating is very necessary for conveying the meaning of one language to another language. meaning is very important to be understood in translating. newmark (1988) defines translation as rendering the meaning of a text into another language in the way that the author intended the text. in addition, translation is the replacement of textual material in one language (source language) by equivalent textual material in another language (target language) (catford, 1978, p. 20). in line with catford, hartono (2011) argues that translators should be able to find out the closest and most natural meaning of words for the target language they aim (p. 1). the messages that translated by translators also should contains the meaning (hartono, 2014, p. 183). moreover, translation as the result of a linguistic-textual operation in which a text in one language is re-contextualized in another language (house, 2015, p. 2). so, every activity which done by translators should consider the meaning of the source language (sl) and target language (tl) in order to make the message of the text conveyed clearly to the readers. the globalization era makes people in indonesia aware to study foreign language especially english. according to safitri and faridi (2017), english is a global language that is universally used as a tool for communication both in spoken and written forms by most people in the world. it is learned by most of people because english has been an international language (p. 280). in line with this statement, safari and fitriati (2016) stated that english has increasingly become the medium in every domain of communication, both in local and global contexts. as a result, there is a demand for speakers who can use english effectively in every country (p. 88). in learning english, students especially in english department, use many books as their references. most of the books are written in english. however, there are many books that have been translated into indonesian. it aims to make learners easy in understanding the content of the book. in fact, they still face some difficulties to understand the material due to the different aspects of the source language and the target language. translating is a difficult task; it needs a complex set of competence (yuliasri, 2016, p. 325). in line with yuliasri, budiana, sutopo, and rukmini (2017) stated that translating is not an easy task because each language has its own rules in phonetic, structure and word (p. 2). although it is difficult, many people compete to be translators such as foreign language students, teachers, lecturers, or people who mastered more than two languages. they try to translate from small to large things such as short stories, articles, books, novels, or movies subtitle. hartono (2015) argued that translating is a complex and complicated process because it is not only rendering forms of language but also transferring meanings and styles of culture (p. 129). the meaning should be similar (same), accurate, natural, and communicative with the source language into the target language. sari and yuliasri (2017) added that the translation process is needed to obtain a high quality of translation in target language or at least equal with the source language. moreover, bassnett (2005) argued that translation needs a great deal of skill, preparation, knowledge, and an intuitive feeling for the texts more than just dictionary (p. 52). so, it is very important for the translators muhammad aulia taufiqi, rudi hartono, januarius mujiyanto / eej 9 (2) 2019 198 205 200 considering the meaning in translating a text, especially a book. several previous studies have become the preliminary research on this study. for examples, suhaila (2010), akbari (2012), susana (2014), and dorri (2016). they focused on unit and structure shifts in different setting and data analyses. furthermore, kalantari and karimnia (2011), muhtalifah (2011), bánhegyi (2012), hosseini-maasoum and shahbaiki (2013), maula (2015), herman (2017), sipayung (2018) have conducted similar research which focused on translation shift only. the style of presenting the data and result is also quite similar although the data of the research are different. based on the explanation above, i analyze yule‟s “pragmatics” which translated by indah fajar wahyuni. in this study, i focus on the influence of formal shifts on achieving semantic meaning. methods this research used descriptive qualitative method as the research design. this research focuses on analyzing the influence of class shift on achieving semantic meaning in the englishindonesian translation of yule‟s pragmatics. the data of this study is taken from „yule‟s pragmatics book‟. three chapters of the book are used as the sample of data which are chosen randomly. in analyzing the class shift, i used catford‟s theory to lead the findings in this study. as stated in the background of the study, the writer analyzed the influence of class shift on achieving semantic meaning. this thing needs to be considered because every translation should convey the meaning in target language equally. therefore, it was very important to do a research deal with this topic. i reported the results of this research based on the research problem. it can be found in the results and discussion sections. first, i showed the result data with some explanation and elaboration to make details. then, i put the discussion about the results. result and discussion after analyzing the data, i found out a number of class shift from three chapters of the book which were chosen as the sample. the general description about the occurrences of class shift is shown in table 1. table 1. occurrences of class shift in the english-indonesian translation of yule‟s pragmatics the result of this study found that there were seven class shifts occurred in the englishindonesian translation of yule‟s pragmatics. those were; adjective to adverb, adjective to noun, adjective to verb, adverb to adjective, adverb to noun, adverb to verb, and verb to adjective. these were the examples of findings that the writer found in this study. adjective to adverb the first was the changing of class word from adjective to adverb in the english-indonesian translation of yule‟s pragmatics. in this study, i only found one case of it. this was the example of adjective to adverb; (1) st: we shall consider these linguistic forms here as indicators of potential presuppositions, which can only become actual presuppositions in contexts with speakers. (yule, 1996, p. 27) tt: disini kita akan menganggap bentukbentuk linguistik ini sebagai petunjukpetunjuk presupposisi potensial, yang hanya akan menjadi presupposisi yang sebenarnya dalam konteks dengan penutur. (wahyuni, 2006, p. 46) book chapter number of data number of class shift chapter 2 24 7 chapter 4 36 12 chapter 8 38 11 total 98 30 muhammad aulia taufiqi, rudi hartono, januarius mujiyanto / eej 9 (2) 2019 198 205 201 from the example above, the bold word indicates the class shift in that sentence. the word ‘actual’ in english is adjective. then it was translated into bahasa indonesia ‘sebenarnya’. the word ‘sebenarnya’ belongs to adverb in bahasa indonesia. therefore, there was class shift in that sentence, adjective was changed into adverb. however, the changing of class shift did not influence the meaning. it is because both of them has the same meaning. in other words, the meaning from source language was transferred successfully into target language. adjective to noun there were several data found which indicated as adjective to noun. in this study, i found 9 times. these were the examples of adjective to noun; (2) st: any linguistic form used to accomplish this „pointing‟ is called a deictic expression. (yule, 1996, p. 9) tt: bentuk linguistik yang dipakai untuk menyelesaikan ‘penunjukkan’ disebut ungkapan deiksis. (wahyuni, 2006, p. 13) in example (2) which is taken from chapter 2, the word ‘deictic’ is an adjective in the source language and it was translated into ‘deiksis’ which is noun in the target language. therefore, the class of word changes from adjective into noun. this example is also the same case with datum number 4, 21, 22, and 23. in example (16), there was no affixation in the target text. nevertheless, the meaning was not easy to be understood. therefore, it was categorized as less achieved. (3) st: the entailment (a necessary consequence of what is said) is simply more powerful than the presupposition (an earlier assumption). (yule, 1996, p. 32) tt: entailmen (suatu keharusan akibat dari apa yang dikatakan) secara sederhana lebih berpengaruh daripada presupposisi itu (suatu asumsi lebih dini). (wahyuni, 2006, p. 55) another example of adjective to noun is taken from chapter 4 of yule‟s pragmatics. the word ‘necessary’ was an adjective in english and it was translated into ‘keharusan’ which was noun in bahasa indonesia. in this case, the changing of class did not influence the meaning. the meaning in source language can be understood without any distortion. adjective to verb the next category which was found in this study was adjective to verb. there were three data found in this study. here were the examples; (4) st: deixis is a technical term (from greek) for one of the most basic things we do with utterances. (yule, 1996, p. 9) tt: deiksis adalah istilah teknis (dari bahasa yunani) untuk salah satu hal mendasar yang kita lakukan dengan tuturan. (wahyuni, 2006, p. 13) in example (4), the word ‘basic’ was an adjective in the source language and it is translated into ‘mendasar’ which was verb in the target language. this thing was influenced by affixation in the target language. in this case, the translator added prefix (men-) in the word ‘mendasar’ because the root word of ‘basic’ in target language was ‘dasar’. therefore, the class of word changed from adjective into verb. however, by adding the prefix ‘men-’, the meaning in the source text did not change in the target text but there was a little change in the sentence to make it more natural and easier to be read in the target language. so that, the example 4 could be concluded as less achieved. (5) st: it is worth noting at the outset that presupposition and entailment were considered to be much more central to pragmatics in the past than they are now. (yule, 1996, p. 25) tt: penting untuk diperhatikan sejak dini bahwa presupposisi dan keberadaan entailmen dianggap jauh lebih memusat terhadap pragmatik di waktu lampau daripada di waktu sekarang. (wahyuni, 2006, p. 42) muhammad aulia taufiqi, rudi hartono, januarius mujiyanto / eej 9 (2) 2019 198 205 202 the word ‘central’ was an adjective in the source language and it was translated into ‘memusat’ which was verb in the target language. therefore, the class of word changed from adjective into verb. in this case, the translator added prefix (me-) and changed the word ‘pusat’ to be ‘memusat’. this was occurred because there was no ‘mepusat’ but they used ‘memusat’ in the target text. thus, translator could render the text accurately. adverb to adjective the fourth was the class shift of adverb to adjective. there were several examples found by the writer in this study. the examples could be seen in the discussion below; (6) st: an entailment is something that logically follows from what is asserted in the utterance. (yule, 1996, p. 25) tt: entailmen adalah sesuatu yang secara logis ada atau mengikuti apa yang ditegaskan di dalam tuturan. (wahyuni, 2006, p. 43) the word ‘logically’ was an adverb and it was translated into ‘logis’ which was an adjective in the target language. therefore, the class of word changed from adverb into adjective. in this example, the word of ‘logically’ was a combination between (logic) and (-ally). the word (logic) was the root and (-ally) as the suffix. generally, in bahasa indonesia, the suffix (-ally) was translated into „secara‟. in this case, the translation could be understood by the readers. nevertheless, there was a parts of translation which required the readers to read more than once to understand them. therefore, the example 6 was categorized as less achieved. (7) st: in the analysis of how speakers‟ assumptions are typically expressed, presupposition has been associated with the use of a large number of words, phrases, and structures. (yule, 1996, p. 27) tt: dalam analisis tentang bagaimana asumsi-asumsi penutur diungkapkan secara khusus, presupposisi sudah diasosiasikan dengan pemakaian sejumlah besar kata, frasa, dan struktur. (wahyuni, 2006, p. 46) the word ‘typically’ was an adverb and it was translated into ‘khusus’ which was an adjective in the target language. therefore, the class of word changed from adverb into adjective. however, the meaning of the sentence was achieved though there was a shift within. adverb to noun the next class shift analysis was adverb to noun. this was one of the examples which found in this study; (8) st: these patterns of conversational interaction differ substantially from one social group to another. (yule, 1996, p. 72) tt: pola interaksi percakpan ini secara substansi berbeda dari kelompok sosial satu dengan kelompok sosial lainnya. (wahyuni, 2006, p. 123) in example (8), it could be seen that the word ‘substantially’ was adverb. then, it was translated to ‘substansi’ which was a noun in target language. both of them had the same meaning. therefore, it could be concluded as achieved. adverb to verb the next category was adverb to verb. it occurred 3 times. the examples of data analysis are as follow; (9) st: one function of stress in english is, in this approach, clearly tied to marking the main assumption of the speaker in producing an utterance. (yule, 1996, p. 33) tt: salah satu fungsi penekanan dalam bahasa inggris dalam pendekatan ini ialah secara jelas terkait dengan penandaan asumsi utama penutur dalam menghasilkan tuturan. (wahyuni, 2006, p. 58) similar with the other examples and explanation above, in this example (9), the word ‘clearly’ was an adverb in source language. then, it was translated to be ‘jelas’. this was categorized as class shift since there was a change of class of word after translating. muhammad aulia taufiqi, rudi hartono, januarius mujiyanto / eej 9 (2) 2019 198 205 203 however, the meaning was still the equal between source and target language. therefore, it was achieved. (10) st: there are other kinds of overlap and they are interpreted differently. (yule, 1996, p. 74) tt: ada jenis-jenis „overlap‟ lain dan ditafsirkan berbeda. (wahyuni, 2006, p. 126) in this example (10), the word ‘differently’ was an adverb in source language. then, it was translated to be ‘berbeda’. however, the meaning was still the equal between source and target language. therefore, it was achieved. verb to adjective the last category of class shift found in the analysis was verb to adjective. it occurred 2 times. the examples of data analysis are as follow; (11) st: many of the features which characterize the turn-taking system of conversation are invested with meaning by their users. (yule, 1996, p. 76) tt: banyak fitur yang memberikan karakteristik sistem pengambilan giliran bicara dimasukkan dalam makna oleh pemakainya. (wahyuni, 2006, p. 121) in example (11), the word „characterize‟ is translated to be „karakteristik‟. so that there is class shift from verb to be adjective. however, the meaning of the word is equal. therefore, the meaning is achieved. (12) st: the active participation style will tend to overwhelm the other style. (yule, 1996, p. 76) tt: gaya partisipasi aktif cenderung melimpah kepada gaya lainnya. (wahyuni, 2006, p. 131) similar with example (11), in example (12), it can be seen that the word „overwhem‟ is a verb and it is translated to be „melimpah‟ in target language which can be categorized as adjective. even though, there is shift in this sentence, the meaning of the word is equal. those are all the types of class shift that occurred in yule‟s pragmatics. in this study, the class shift from adjective to noun and adverb to adjective are more frequent than the other types. both of the class shift occurred 9 times in yule‟s pragmatics. then, the class shift from adjective to verb and adverb to adjective occurred 3 times in the translation. the class shift from adverb to noun and verb to adjective happened twice in yule‟s pragmatics. then, the last type of class shift that occurred in the translation is adjective to verb which only occurred once. it can be said that most of the class shift that occurred in yule‟s pragmatics were adjective to noun and adverb to adjective. furthermore, the occurrences of class shift in the translation did not give a lot of influences to the semantic meaning. it is because sometimes the word in source language has the similar meaning with target language even though they had the different class of word. therefore, the result of class shift based on nababan, nuraeni, and sumardiono (2012) theory of accuracy (p. 51-52), acceptability and readability in translation product indicated that most of them achieved. the occurrences of class shift in yule‟s pragmatics was not only influenced by the grammatical differences between english and bahasa indonesia, but also influenced by the translator itself. as stated by fathurrohman (2017) that the translator does the class shift to avoid misunderstanding by rephrasing construction that could be confusing when the data literally translated (p. 55). conclusion from the research finding and discussion, there are seven class shifts occurred in the english-indonesian translation of yule‟s pragmatics. those are; adjective to adverb, adjective to noun, adjective to verb, adverb to adjective, adverb to noun, adverb to verb, and verb to adjective. i conclude that class shift can be occurred anytime. this also happens in the case of achieving semantic meaning. the occurrence of class shifts does not guarantee anything in achieving meaning of a sentence. it muhammad aulia taufiqi, rudi hartono, januarius mujiyanto / eej 9 (2) 2019 198 205 204 is purely influenced by the translator itself in how the translator translates the source language into the target language. so that the translator must consider everything that involves source language, target language, how does the class shifts occur and the achievement of meaning. references akbari, m. 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http://www.repository.uinjkt.ac.id/dspace/handle/123456789/3745 https://ojs.unud.ac.id/index.php/linguistika/index https://ojs.unud.ac.id/index.php/linguistika/index https://ojs.unud.ac.id/index.php/linguistika/article/view/21852 https://ojs.unud.ac.id/index.php/linguistika/article/view/21852 http://proceedings.id/index.php/eltlt/article/view/58 http://proceedings.id/index.php/eltlt/article/view/58 194 english education journal eej 7 (3) (2017) http://journal.unnes.ac.id/sju/index.php/eej realization of teachers’ questions to uncover students’ cognitive domain of english subject matter in classroom interaction anita rizky kurniawati1,sri wuli fitriati2 1 stikes hakli semarang 2 universitas negeri semarang, indonesia article info article history: recived 10 august 2017 accepted15 october 2017 published01 december 2017 keywords: teacher questioning, cognitive level of questions, english subject matter, classroom interaction abstract when teachers conduct a lesson, the activity of posing questions always appears in it. the activity of posing questions includes the skills of asking cognitive level of questions in which a teacher must acquire. this study was undertaken in order to investigate the teachers' questioning skill in asking cognitive level of questions during the teaching learning activity. questioning which can reveal students’ mastery in the english subject matter was analyzed. in conducting the questioning, the purposes of the questions when they posed the questions and the ways the teachers keep their students active in responding their questions are also discussed. this discourse study was based on the analysis of the teacher talk in class. the analysis was based on the recorded data of the four english teachers when they conducted lessons in class. to collect the data, i used video recording, field notes, and interview. the recorded data was transcribed. from the transcription, the way the teachers ask question in asking cognititve level were analyzed based on the revision of blooms taxonomy (2001) and the way the teachers keep their students active in responding their questions were analyzed according to the questioning techniques proposed by jacobsen (1999). then, the data from interview were transcribed and the data from field notes were analyzed qualitatively. the findings show that the teachers posed all of the types of cognitive level of questions for various ways. remembering questions were done to asses the extent to which students’ background knowledge were. in the understanding level, the questions train the students’ understanding to convey the information by using their own words. in the analyzing level, the questions require the students to use their analysis to solve the problem and use their logical reasoning to the question given. in the evaluating questions require the students to state the reason and think critically. in the creating question level require the students to create an original product based on the information given where they are driven to think creatively and critically. related to the teachers’ purposes in posing the question, there are seven major points of the teachers’ purposes in posing question. finally, the result is related to the way the teachers keep the students active in responding the questions. the teachers used all of the questioning techniques. they are redirection, probing, prompting, wait-time and rephrasing. it can be concluded that the teachers use all types of cognitive level of questions both for low level and high level questions. although almost all of the questions delivered by the teachers is low level questions but the teachers has tried to give more high level questions. © 2017 universitas negeri semarang correspondence address: jalanpamularsih raya semarang e-mail: anitawati74@yahoo.com p-issn 2087-0108 e-issn 2502-4566 anita rizkykurniawati & sri wulifitriati/ eej 7 (3) (2017) 195 introduction fundamentally, one of the purposes of language teaching is to make the students able to communicate in target language. therefore, it is expected that teacher can give the students sufficient exposure to the target language during the lesson by encouraging the students to participate and to get involved more.unfortunately, the expected active interaction desired rarely occurs during teaching and learning process due to the less motivation to participate possesed by the students, especially in indonesia.teacher’s domination in classroom interaction can discourage students to participate and speak more in the target language. moreover, studies made by daniel (2006) confirm that students have difficulties using the language and in interacting in the classroom. one of the important roles to play by the teacher in the classroom is as the initiator and sustainer of interaction. according to brown (2001), the most common way or strategy to initiate the classroom interaction is by asking questions to the students since questioning is one of the best ways to develop teachers role as an initiator and sustainer of interaction. by asking questions, the students are expected to actively give responses to the questions being asked to them since every question that the teacher gives to the learners needs an answer or responses from the learners. then, there will be active interaction and communication established between teacher and students when the students give answer. tollfeson (1989) postulates that asking questions in english classroom requires knowledge of the questioning skills. it means that teachers should have a good knowledge of questioning skill in their classroom.thus, we cannot ignore that having questioning strategies are very important for teachers and students. it will help a teacher to plan questions and answers session effectively. harvey (2000) states that questioning strategy is most effective when it allows pupils to become fully involved in the learning process. therefore, it is absolutely vital for the teacher to direct their instruction at a clear and specific goal. they should understand how, why and when they pose questions to their students. so that it can enhance students participation in the learning process. there are many types of question that can be applied by the teacher as a teaching strategy. according to grabowski (1996) different types of questions require different levels of cognitive processing and learning. in the past 15 years, it has been found through the research that questions may be classified into levels. these levels have been developed into hierarchy as stated in the revision of taxonomy of bloom (2001). it concerns on the simpler cognitive abilities to more complex cognitively. six types of question defined by bloom is a way to increase student learning by using a starting question to gradually increase the cognitive learning of a student.relating to those explanation, i am interested in applying bloom taxonomy, especially for the cognitive domain, to analyze teachers’ questions in english classroom interaction. in teaching learning process, the teachers need to know the ability of the students and how far the students understand the material which has been taught. thus, by applying cognitive level of questions, teacher can investigate the students mastery of the knowledge in comprehending the lesson. moreover, by analyzing the teachers’ questions in the teaching learning procss, we can make better understanding to what extend that questions can give the opportunity of better understanding about the subject matter or the lesson departing from the explanation above, the main concern of this study is the discussion about teachers’ questions in asking cognitive level of questions during the teaching learning activity. questioning which can reveal students’ mastery in english subject matter will be discussed. the discussion of the teachers’ questions was based on a revision of bloom’s taxonomy adopted from anderson and krathwohkl (2001). it is expected to be able to know the way the teachers ask questions in order to test students’ knowledge including six anita rizkykurniawati & sri wulifitriati/ eej 7 (3) (2017) 196 levels of cognitive domain of bloom’s taxonomy. the components are remembering, understanding, applying, analyzing, evaluating, and creating. in addition, i investigated not only the teacher questioning skill in asking cognitive level of questions but also the purposes of the questions when they posed the questions and the techniques that they used to keep their students active in responding their questions. bloom’s cognitive taxonomy there are six levels of bloom’s taxonomy and questions at each level require the students respond to use a different kind of thought process. below are the explanations of each type of question in the latest revision of the bloom’s taxonomy from the lowest to highest level. (1) remembering this is the first and also the lowest level of taxonomy. in this level, the students are expected to answer kind of question by remembering the information, recalling or recognizing the idea, material or phenomena. during this time, students are not asked to manipulate information but merely to remember it just as it was learned. (2) understanding in the understanding level, the students need to be able to grasp the essential information in the communication and also convey the information by using their own words. commonly, the activities in understanding question are interpreting, summarizing, paraphrasing, classifying, and explaining. (3) appying in this third question level, the students need to apply the information. it means that the students use the information that previously learned to solve the problem in the new case. (4) analyzing analysis means process of reducing a complex topic or substance into smaller parts to gain better understanding. to answer this type of question, the students need to be able to use their higher critical thinking. it requires students to think critically and comprehensively. they need to breakdown the information, identify the relation of parts of the information and also make a conclusion. (5) evaluating evaluation questions belong to a higher order type of question. similar to analyzing questions, this kind of question does not have one correct answer. to answer this kind of question, students are provided with sets of ideas, problems or situations. then, they are asked to state their opinion to make a judgment on the ideas, problems or situations. (6) creating creating is the highest level of questions that ask students to perform original and creative thinking. these kinds of questions require students to produce original communications, to make predictions, and to solve problems. although applying questions also require students to solve problems, creating questions differ because they do not require a single correct answer but, instead, allow a variety of creative answers. methods in this research, i used qualitative method to study the problem. in the discussion of qualitative research there are some types of study. one of them is the study on document analysis. the document analysis is a study which focuses on the analysis and interpretation of written, recording, and notes. discourse analysis is one of the types of the study in the document analysis. in this study the discourse analysis focuses on the analysis and interpretation from recording data.in this study, i investigated the teacher questioning skill in the form of teachers talk and interpreted within the classroom discourse. in this study, there were four participants as the subjects of the study. they were four english teachers of smpn 13 semarang who were observed. the object of the study is the teachers questions skills in asking cognitive level of questions during the teaching learning activity. questioning which can reveal students’ mastery in the english subject matter was discussed. the discussion of the teachers’ anita rizkykurniawati & sri wulifitriati/ eej 7 (3) (2017) 197 questions was based on a revision of bloom's taxonomy. it is expected to be able to know the way the teacher ask questions in order to test students’ knowledge including six levels of cognitive domain of bloom’s taxonomy. in conducting the questioning, the reason why the teacher posed the questions and how the teachers keep their students active in responding their questions are also important so they are also the object of the investigation too. the unit of analysis of the study is the teachers’ questions in asking cognitive level of questions which were conducted by four english teacher in smpn 13 semarang. each cognitive level of question was analyzed based on the revivion of bloom’s taxonomy (2001). in addition, i investigated the purposes of the questions when they posed the questions which were analyzed based on the classification of brown and wragg (2003). furthermore, to know how do the teachers keep their students active in responding their questions were analyzed according to the questioning techniques proposed by jacobsen (1999). to collect the data from this study, i employed several instruments. they were classroom observation, interview and field notes. after the data are collected, they are analyzed. there are four steps used in methods of data analysis. first, it was the process of transforming spoken data into written form. the first and the second turns of the teachers’ performances were transcribed. next, it was identifying the data. in the process of identification, teachers’ talk and the students’ talk were separated. all of the teachers’ talks from the transcription were identified, and then they were used for the next process of classifying. the next step is classifying. in this step, the teachers’ talk in asking questions were classified according to the six levels of cognitive domain. the classification of the cognitive level of questions based on a revision of bloom’s taxonomy (2001). then, their talks were classified according to the questioning techniques proposed by jacobsen (1999) to analyze how the teachers keep their students active in responding their questions. and the last one, to answer the purposes of the questions when they posed the questions was analyzed based on the classification of brown and wragg (2003). the last step is i drew an inference. the findings of the data analysis will be cross-checked by using triangulation. in this study, i used the triangulation of methods. in this type of triangulation, three instruments of collecting the data were employed, those were video recording, classroom observation, and interview. result and discussion i found that the teachers use all types of questions both for low level and high level questions. in all of the classes, the level of question dominating the teaching and learning process is the low level question which is the understanding level. related to the teacher’s purposes in posing the question, there are seven major points of the teachers’ purposes in posing question. finally, the result is related to the questioning techniques used by the teachers. the teachers used all of the questioning techniques. they are redirection, probing, prompting, waittime and rephrasing. types of question level in the teachers’ teaching the findings shows that the teachers posed questions at remembering level were for various ways. it served as lead in parts to the lesson, to review the previous meeting’s topic, to recall students’ knowledge on a certain topic being discussed, and to direct students’ attention to classroom activities. all of the remembering questions asked here were done to asses the extent to which students’ background knowledge were, before the teacher posed the subsequent higher level questions. in the understanding question level, the teachers posed questions at this level were for various ways. it served to check the students understanding of the material being discussed, to elicit the students’ answer in their own word in explaining the material being discussed, to check the students’ understanding in constructing anita rizkykurniawati & sri wulifitriati/ eej 7 (3) (2017) 198 meaning of the learned lesson, and to check the students understanding in translating the meaning from english into indonesian on the material which is being discussed. all of the understanding questions asked here were trains the students’ understanding to convey the information by using their own words which has been discussed before. next, in the level of applying, it is inferred from the obtained data that the teachers posed questions at this level were for various ways. it served to attract students’ attention and get them interested in applying a procedure in a given situasion, to encourage the students to be able to think creatively and critically, and to encourage discussion among the students in finding some issues related to the material given. in asking the applying questions level here, the students should use the information that previously learned to solve the problem in the new case. in the analyzing question level, the teachers posed questions at this level were for various ways. it served to stimulate the students to think critically by analyzing an information given, to engage in discussions to analyze the text given by the teacher, to determine a point of view of presented information, and to determine how the information given relate to one another. all of the analyzing questions asked here require the students to use their analysis in finding out the information that is asked by the teacher, solve a problem through the information given, and use their logical reasoning to the question given. meanwhile, in the level of evaluating, it is inferred from the obtained data that the teachers posed questions at this level were for various ways. it asked the students to think critically in order to elaborate their opinion about the topic which is being discussed and to make a judgement about an argument based on the students criteria and standard. all of the evaluating questions asked here require the students to state the reason and think critically in order to consider whether the argument which is being discussed is appropriate based on their criteria. finally, in the creating question level, it is inferred from the obtained data that the teachers posed questions at this level were for various ways. it served to produce a creative thinking in making a sentences by using the student own words, to develop the answer from the previous information, and for devising a procedure in accomplishing a task given by the teacher. all of the creating questions asked here require the students to create an original product based on the information given. by using this kind of question, the students are driven to think creatively and critically. purposes in posing the questions related to the teacher’s purposes in posing the question, it can be concluded that there are seven major points of the teachers’ purposes in posing question. those are (1) to asses the extent to which students’ background knowledge were and recall lessons taught earlier, (2) to attract students’ interest immediately and bring about the feeling of curiosity among students, (3) to assess students’ understanding of what the teacher has taught, (4) to stimulate students’ thinking skills, (5) to encourage students to think creatively and critically, (6) to engage in discussions to solve a problem and investigate it further, and (7) to promote discussion among members in a group while they were engaging in the same activity. the results show that seven purposes found in this study, consistent with the literature reviewed by the researcher. these seven purposes which emerged from the data in this study were mostly in line with the teacher’s purposes categories presented by brown and wragg (2003) according to richard and lockhart (1994), questions may encourage students to think and focus on the content of the lesson. questions can enable teachers to check students’ understanding and mastery of grammar and the content of texts. in a word, enhancing students’ language learning is one of the important purpose of teacher questioning. this study also concludes that the main purpose of teachers’ anita rizkykurniawati & sri wulifitriati/ eej 7 (3) (2017) 199 questioning is to improve students’ language learning. questioning techniques finally, the result is related to the questioning techniques used by the teachers. i concluded that the teachers used all of the questioning techniques. they are redirection, probing, prompting, wait-time and rephrasing. the teachers applied redirection strategies several times since it can makes the students keep pay attention of the teacher’s lesson explanation. the use of wait time by the teachers makes the students able to think more, for they have sufficient time to think. it is important because the ability of each student to catch the ideas or questions is different. in waittime students also can emerge their memories and find the appropriate answers. from the data showed that the observed teacher used wait-time a lot. then, the use of probing technique as a way of supporting and developing students’ thinking skill. furthermore, the use of rephrasing by the teacher to make the students understood of their questions. they used them when the students did not catch their questions because of the long questions, so they used short questions with clear words. the technique of phrasing was mostly applied in the examples above is by constructing the simple and clear questions orally. the use of prompting by the teachers help the students to get the right answer by helping him/her through a series of questions or by giving a clue. according to the result of the data, the teacher apply all techniques of questioning during the classroom activities. conclusion the result of the study shows that the teachers posed all of the types of cognitive level of questions for various ways. remembering questions were done to asses the extent to which students’ background knowledge were. in the understanding level, the questions trains the students’ understanding to convey the information by using their own words. in the analyzing level, the questions require the students to use their analysis to solve the problem and use their logical reasoning to the question given. in the evaluating questions require the students to state the reason and think critically. in the creating question level require the students to create an original product based on the information given where they are driven to think creatively and critically. related to the teacher’s purposes in posing the question, there are seven major points of the teachers’ purposes in posing question. finally, the result is related to the questioning techniques used by the teachers. the teachers used all of the questioning techniques. they are redirection, probing, prompting, wait-time and rephrasing. from this study, it can be concluded that the teachers use all types of questions both for low level and high level questions. in all of the classes, the level of question dominating the teaching and learning process is the low level question which is the understanding level. although the result of the data shows that almost all of the questions delivered by the teachers is low level questions, actually the teachers has tried to give more high level questions but the students still have difficulties to answer. the future study is expected to conduct further studies on classroom questioning to investigate the problems in detail and their solutions in relation to the language classrooms. thus, looking into classroom questioning in particular can provide useful information concerning the problems related to classroom questions and the effectiveness of teachers’ questions that are planned for a lesson. references anderson, l, & krathwohkl, d.r. (2001). a taxonomy for learning, teaching and assessing: a revision of bloom’s taxonomy of educational objectives. new york: addison wesley longman. bloom, b. (1956). taxonomy of educational objectives: the classification of educational goals: cognitive domain. new york: longman green. brown, g., & wragg, e.c. (2003). questioning. london: routledge. anita rizkykurniawati & sri wulifitriati/ eej 7 (3) (2017) 200 daniel, e. (2006). classroom interaction and its influence on the development of trainees’ speaking skills in english at 10 + 1 level in technical and vocational training institute. grabowski, b. l. (1996). generative learning: past, present, and future. in d. h. jonassen (ed.). handbook of research for educational communications and technology. new york: simon and schuster macmillan. harvey, s. (2000). strategies that work: teaching comprehension to enhance understanding. ontario: stenhouse publishers. jacobsen, d.a. et al. (1999). methods for teaching (5th ed.). new jersey: prentice hall. richards, j.c., & lockhart, c. (1994). reflective teaching in second language classrooms. cambridge: cambridge university press. tollfeson, j.w. (1989). a system of improving questions. forum, 27, 45-70. 21 eej 9 (4) (2019) 541 557 english education journal http://journal.unnes.ac.id/sju/index.php/eej the formative assessment backwash in english instruction at kristen nusantara vocational school kresna rahma aji1, rudi hartono2 1. smk kristen nusantara kudus, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: recived 20 june 2019 accepted 13 august 2019 published 23 december 2019 ________________ keywords: formative assessment conversation cycle, elicitation, feedbacks ____________________ abstract ___________________________________________________________________ this case study focuses on covert backwash of formative assessment in english instruction and aims to provide framework of teacher’s instruction realizations in administering formative assessment.the subject was a teacher selected by certain established categories. data collection techniques are observational recording, interview, and questionnaire. the instruments of data collection are checklist of lesson plan, interview, observational recording, and questionnaire. the findings consist of twenty claims. the conclusions are (1) teacher’s elicitation as key point, (2) elicitations to develop cognitive, (3) numbers of elicitation depending on the existence of students’ responses, (4) deeper involvement by teacher’s feedbacks, (5) no gap during grammar class orientation, (6) slow response, (7) active and interactive demands for the teacher, and (8) life on-going process of learning. the research suggests english teachers (1) to implement formative assessment conversation (2) to implement the claim because it is helpful in developing student cognition; (4) to provide sometimes of facc absence for students to get ready into the next step and (5) the non-verbal attributes seen on the teacher facilitated the realization of formative assessment conversation to be understood by the students. this research is only limited on teacher without seeing the backwash on the students’ sides. since it was sought to see the covert backwash, then the unit of analysis was classroom activity, specifically in formative assessment conversation cycle, in which it was administered orally. further investigation is expected to see the backwash on other types of formative assessment administration. © 2019 universitas negeri semarang  correspondence address: sunggingan, central district, kudus (59317) e-mail: ajisakatranslation@gmail.com p-issn 2087-0108 e-issn 2502-4566 kresna rahma aji & rudi hartono/ eej 9 (4) (2019) 541 557 542 introduction the use of assessment in learning is always connected each other, even to teaching and learning. it links between a state of content standard to realization of the content (hakuta and jacks, 2009). assessment results may be used for various purposes, included to form students’ understanding or knowledge construction (sheerman et al., 2008). it is seen as diagnosis to find out students’ learning difficulites and to improve students achieving better competences and masteries by using both incoming stimuli and existing knowledge instead of merely absorbing transmitted knowledge (berlak, 1992; gipps, 1994; wiliam, 1994 in bell and cowie, 2001a). the assessment having such benefit is called formative assessment (evans, zeun, and stanier, 2014). other benefit of formative assessment deals with its formal and informal natures without requiring any written recording during its implementation by eliciting students and immediating use of knowledge in instruction – denoted to create learning (ruizprimo and furtak, 2007; william, 2010 in vingsle, 2014). ruiz and furtak formulate a model to notify the use of informal formative assessment known as esru cycle to seek information during teaching an learning through interaction between teachers and students, and then to be used in the teaching and learning process simultaneously to foster knowledge of the student. it is frequently an unplanned occurrence done by teacher through his professional knowledge and skill to mediate, keep, help, and create situation for students to practice (vingsle, 2014). thus, it becomes very important for english teachers of vocational high school to find well-planned and organized way to facilitate learning process (derakhshan & shirmohammadli, 2015; ministry of national education, 2006 in newhouse & suryadarma, 2011). situations due to formative assessment implementation as explained previously are called backwash of formative assessment. backwash is defined as negative effect and or direct or indirect of certain assessment practices used to change students’ learning or teaching methods, generally categorized into positive or negative (luke, 1995; othman, 2007; watkins, dahlin, and ekholm, 2005). when the assessment is used to reflect the skills and content taught in classroom, it is considered as positive backwash (bedford, 1995) the implementation of formative assessment is actually suggested by 2013 curriculum. through the curriculum, vocational school students are educated to seek the knowledge by themselves through observing, questioning, exploring and experimenting, associating and analyzing, and communicating, known as scientific approach (kemendikbud 2013 in nidhra & dondeti, 2012). its learning activity can be done into some models such as discovery learning, problem based approach, and project based approach (purnawarman, ratnaningsih, & gunawan, 2017). the implementation of formative assessment and the expectations of 2013 curriculum are done by teacher instructions. several studies undertaking teacher instruction: y. huei wang, chao, and liao (2011), doiz, lasagabaster, and sierra (2011), pawan and craig (2011), torres-olave (2012), and yang, gamble, hung, & lin (2014) and studies about backwash of assessment and formative assessment by hult & liljeström (2011), falk (2012), and syafei (2012) have not investigated backwash of formative assesment to teacher instruction. dealing with backwash, according to wang, yan, and liu (2014), there are three backwash models from experts to ease further researchers’ understandings started from: hughes’ basic model (1989), anderson and wall’s model (1993), and prodromous’ overtcovert model (1995). the backwash of assessment to teacher may influence pedagogic principles occurring in the class, overt-covert model (prodromou, 1995). formative assessment is understood to be applicable in every kind of assessment inside of learning process, applied both written or oral inside of teacher – students’ interaction (weurlander, söderberg, scheja, hult, and kresna rahma aji & rudi hartono/ eej 9 (4) (2019) 541 557 543 wernerson, 2012). in classroom interaction, formative assessment dynamically involves teacher and student talks adjusted to best meet the current learning needs for their students through informal, discrete, and frequent interaction (broussard, 2014). the quality of the assessment is strongly depended on the quality of classroom interaction (antón, 2015). in another hand, backwash is defined as negative effect and or direct or indirect of certain assessment practices used to change students’ learning or teaching methods, generally categorized into positive or negative (luke, 1995; othman, 2007; watkins, dahlin, and ekholm, 2005). when the assessment is used to reflect the skills and content taught in classroom, it is considered as positive backwash (bedford, 1995). in this thesis, formative assessment is assumed to have backwash toward english instructions of the teacher seen from formative assessment conversation and teacher’s nonverbal communication. formative assessment conversation is defined as daily instructional dialogues embedding assessment into an activity already occurred in the classroom, consisting of teacher elicit question, students’ responses, teacher recognition on students’ responses, and information collected uses to learning in which continuously modified while learning is taking place (duschl, 2003; duschl and gitomer, 1997 in ruiz-primo, furtak, and araceli ruiz-primo, 2006). this cycle will be used as methodological triangulation for selecting classroom talk categorization system called fiander interaction analysis system (fiacs). in another hand, this thesis also anticipates any non-verbal behavior in the class contributing to the backwash of formative assessment. therefore, an analysis system, zoric’s and schmid’s non-verbal category (2007), dealing with non-verbal behavior having the backwash will be also needed. method this case study had purposes investigate certain phenomenon in depth and to provide framework, in this case, the backwash of formative assessment in english instruction (given, 2008; yin, 2014). therefore, the researcher had role as a human instrument to observe, to interview, to mediate data collection, to analyze, to encode, and to report (watson, 2010). the main unit of analysis is classroom activity, such as instruction, classroom talks, teacher and student activities (lom, 2012). the data are formative assessment conversation (morrison, 2015) and nonverbal communication (krauss, chen, and chawla, 1996). the research subject was a teacher selected by established categories of good teacher from various combinations of possible traits (scates and douglas, 1950). to ease the process of selecting the teacher, there was a need to examine whether the subject fitted the study objectives (martínez-mesa, gonzález-chica, duquia, bonamigo, and bastos, 2016). to protect her privacy, a pseudonym was given (pan and li, 2013). data collection techniques are observational recording, interview, and questionnaire. the instruments of data collection are checklist of lesson plan, interview, observational recording, and questionnaire. checklist was used to confirm the essential elements and facilitated researcher ensuring compeleteness in carrying out task ( garloch, 1947; frels, sharma, onwuegbuzie, leech, and stark, 2011; hagströmer, ainsworth, kwak, and bowles, 2012). dealing with observation, a pilot study was initially done (bartlett, 2013; j. fraser, fahlman, arscott, and guillot, 2018; teijilingen and hundley, 2001). on the pilot test, this thesis employed observer as participant to collect the information better in non-threatening situation (b. kawulich, 2014). however, participant observation had weaknesses such as probability of the observer to lack of interest or to miss a certain occasion (b. b. kawulich, 2005), then it was decided to use video recording. this observational recording was considered to be more flexible and facilitate the investigation to get detail and precise data (bowman, 1994; kresna rahma aji & rudi hartono/ eej 9 (4) (2019) 541 557 544 halimaa, 2001; penn-edwards, 2004). the observational guideline used was h. m. inamullah et al guideline (2011) done by writing down the categories of fiacs developed by bailey (1974) and zoric, smid et al (2007) nonverbal communication categories. the procedure to collect the data by recording was also adopted from inamullah et al’s participant observation guideline: standardized open-ended interview employs worded identical questions to allow participant contributing much detailed information as they desire and allow researcher asking probing questions as means of follow-up (turner, 2010; gall, gall, and borg, 2003 in turner, 2010). turner (2010) suggests to prepare interview by selecting participants, constructing effective research questions, and using useful questions without making earlier assumption. the questionnaire was carefully designed started from its question wording, choices of response formats, question sequences, questionnaire formats, and aspects of presentation (mccoll et al., 2001). in this research, the questionnaire was used to ease the process of selecting teacher as the subject. techniques of analyzing data were transcribing (roberts, 2006) and co-ocurrence coding (guest & mclellan, 2003). the coding covers three analysis systems: fiacs, esrcu, zoric and smid’ model. triangulation was done by using expert judgment adopted from retnawati and mujiyanto (2015). the content of this study is presented based on srqr model by by o’brien, harris, beckman, reed, and cook (2014). results and discussion based on observational recording, transcription, and interview, twenty claims were found: 1) the student readiness, 2) the student prior knowledge, 3) teacher recognition, 4) positive student engagement as feedback, 5) teacher personal feeling, 6) series of elicitation, 7) cognitive ability and cognitive source, 8) direct instruction, 9) discourse filler, 10) instructional orientation and teacher’s attitudes to silent period, 11) student idea development, 12) teacher’s question tag, 13) theme based instruction, 14) lowering complexity of elicitation question, 15) discourse marker, 16) purposes of elicitation, 17) purpose of calling student name, 18) revised language instruction, 19) absence of formative assessment conversation cycle, and 20) formative assessment conversation cycle to check current cognitive level. the students’ readiness the teacher spent time directing, sharing information, and delivering instructional orientation to brainstorm the students about the given material (observational recording, 03/09/18; transcription, 23/10/18). when they know what they learn, they will be motivated and ready to learn. it is in line with study done by kırmızı (2015) and the teacher statement based on interview (interview, 05/11/18). this finding about students’ readiness is in line with findings of agherdien, mey, and poisat (2018) and kapur (2015). students’ prior knowledge the teacher to find the current understanding level of the students after listening to her explanation so she knew what to do in the next teaching sequence by an elicit question(observational recording, 03/09/18; transcription, 23/10/18). it is in line with aksan and çelikler (2015) telling about preliminary knowledge of students before teaching. the teacher also argued that the students’ prior knowledge influenced learning outcome in the end of the class (interview, 05/11/18). it is also in line with hailikari, katajavuori, and lindblom-ylanne (2008). teacher’s recognition the teacher’s recognition had purpose to positively reinforce the students, as for example, by saying good (observational recording, 03/09/18; transcription, 23/10/18). this finding about positive reinforcement in teacher’s recognition is also supported by kelly and pohl (2018) and rumfola (2017), showing that positive reinforcement made students kresna rahma aji & rudi hartono/ eej 9 (4) (2019) 541 557 545 feeling better and being ready to learn. positive student engagement as feedback the teacher directed a student individually to answer her elicit question (observational recording, 03/09/18; transcription, 23/10/18). it is a positive feedback engagement by involving one of the student to think, making him as the model for the others to actively engage (hattie and timperley, 2007; rivers et al., 2017). teacher personal feeling the teacher accepted hr’s feeling then she expressed her personal feeling by saying “you are brilliant” (observational recording, 03/09/18; transcription, 23/10/18). this realization of teacher’s recognition is influenced by the previous step of formative assessment cycle by expressing her personal feeling (saunders, 2013; zembylas, 2003). it is also a positive feedback, reinforcement, and encouragement to an individual. series of elicitation when an elicitation was not answered by the students, the teacher tried to elicit again (observational recording, 03/09/18; transcription, 23/10/18). it influences the cycle of formative assessment conversation to have series of elicitations, proving well-structured questions to get a certain variable, the response of the student in this case (gosling, 2018). in this case, the response of the students was uncertain and could not be predicted (quigley, colson, aspinall, and cooke, 2018). cognitive ability and cognitive source one student at a time shared his response while the others keeping silent (observational recording, 03/09/18; transcription, 23/10/18). it happened since the others had not developed cognitive abilities and resources to bear and to effect on the subject matter (berkowitz and stern, 2018; gill and prowse, 2014). direct instruction based on (observational recording, 03/09/18; transcription, 23/10/18), the direct instruction was simply directing the students to look at the example consisting new information, maintaining her instructional goal and promoting the process of knowledge instruction (boleware, n.d.; kenny, 1980; liem and martin, 2013). discourse filler a discourse filler appeared (observational recording, 03/09/18; transcription, 23/10/18) with no intention to mediate the learning but instead to plan the next utterance and manage the interaction of classroom sequence(erten, n.d.; navarretta, 2015). instructional orientation and teacher’s attitude to silent period the teacher expressed instructional orientation to review current knowledge, allowing the students to engage in learning and to understand more complex matter (celal akdeniz, 2016; lazarides and rubach, 2016; marzano, gaddy, and dean, 2000). she asked question and directed the whole class to share their opinion (observational recording, 03/09/18; transcription, 23/10/18). a silent period occurred (observational recording, 03/09/18; transcription, 23/10/18), it had purposed to allow the students understanding and assimilating the message of the question (gilmore in king, p.39, 2011; vassilopoulos and konstantinidis, 2012). developing students’ idea there was a formative assessment conversation part – using students’ response – also functioned as elicitation in the end of teacher’s utterance, it influenced to the subsequent instructions (observational recording, 03/09/18; transcription, 23/10/18). the english instructions had purpose to encourage one of the students volunteering himself, to get his identity, and to develop his own idea and to provide chance to be active in the class (noor, 2014; sharpe, 2008). kresna rahma aji & rudi hartono/ eej 9 (4) (2019) 541 557 546 tag question of the teacher on observational recording (03/09/18) and transcription (23/10/18), the teacher asked a tag question a follow up based on the teacher’s previous statement to confirm the students’ understanding by providing space for student to contribute (jovanović and pavlović, 2014; kimps, davidse, and cornillie, 2014). the tag question in which was influenced by the formative assessment conversation had purposes to develop critical thinking skills and construct the students’ knowledge (atwood, turnbull, and carpendale, 2010). theme based instruction after the teacher assumed the students to have already understood the linguistic features of the material, she then continued to construct it into a complete text (observational recording, 03/09/18; transcription, 23/10/18). however, before she got into the complete text, she showed prambanan temple picture as a theme of the learning material (observational recording, 03/09/18; transcription, 23/10/18). according to alptekin, erçetin, and bayyurt (2007), this kind of instruction, known as theme based instruction or content based instruction, focuses on meaning rather than form so it will develop cognitive and linguistic factors simultaneously. moreover, theme based instruction also provide more integrated activities and tasks (cheung & yang, 2009). lowering complexity of elicitation questions teacher’s repeated question occured since there was no response noticed, to lead and get better understanding, the teacher adjusted the question by lowering the level or complexity of elicit question into tag question – involving, making, enabling, and training them thinking to higher order thinking (abosalem, 2016; arnellis, jamaan, and amalita, 2018; fianti and s, 2017; freahat and smadi, 2014; riandari, susanti, and suratmi, 2018; sari, budiyono, and slamet, 2018; suprapto, fahrizal, priyono, and k., 2017; tikhonova and kudinova, 2015; wun and harun, 2017). then, she repeated it to ease the students in answering the question (observational recording, 03/09/18; transcription, 23/10/18). discourse marker another backwash was in the form of discourse marker of the teacher (observational recording, 03/09/18; transcription, 23/10/18). it imposed a relationship between some aspects of separated discourse segment, such as a turn taking signal or beneficially guiding for explaining the intention in communication (alraddadi, 2016; chapet, 2009; b. fraser, 1991). this embedded discourse marker in english instruction also has textual function, aiding the speaker to structure and organize the sequence of teaching, contributing to the development of a higher-level explicature and encoding a procedural constrain on context selection (schourup, 2011; talebinejad and namdar, 2011). purposes of elicitation the backwash of formative assessment are mostly seen after initial elicitation of each cycle (observational recording, 03/09/18; transcription, 23/10/18). an elicitation is not only a teacher-posted question to stimulate, provoke, and make students listening carefully, analyzing their thought, thinking critically, initiating discussion, and reviewing materials but also to incorporate students’ thought into teachers’ instructions realized in five categories (fitriati, isfara, and tristanti, 2017; jafari, 2013; kopf and effelsberg, 2007; qi and sykes, 2016; sahin, 2007). thus, it allows teacher to express more instructions until the purposes of elicitation categorized as: to inform, confirm, agree, commit, repeat, and clarify are achieved (jafari, 2013). purposes of calling student name this claim could be seen when there was a student raising his hand, the teacher’s talk had intention to instruct the student to start speaking (observational recording, 03/09/18; transcription, 23/10/18). this instruction was done by calling the student’s name to foster the learning and to make the student feeling kresna rahma aji & rudi hartono/ eej 9 (4) (2019) 541 557 547 appreciated and exist (glenz, 2014; middendorf and osborn, 2002). revised language instruction this claim could be seen when the teacher gave chance to the student by asking a question, any other? (observational recording, 03/09/18; transcription, 23/10/18) then, in this elicitation, the teacher indirectly criticized the whole class, by expecting the students to be sensitive to the criticism, by purpose to let them coping with the problem and to improve (mizokawa, 2013, 2014; skipper and douglas, 2015). there was also unsuccessful bit of language instruction revision (observational recording, 03/09/18; transcription, 23/10/18). it had indirect purpose to let the students recognizing the correct language structure in the question (tomková, 2013; w. yang, 2010). while revising her instruction, it was accounted to have spaced-repeated question, separated by other turn takings, provided processing time to boost their performance (observational recording, 03/09/18; transcription, 23/10/18; horness, 2016; rouhi, nabavi, and mohebbi, 2014; smith, 2012). this repetition was responded well by the student’s answer although after that the teacher requested a clarification to rephrase the answer clearly by encouraging him to speak again (baradeyah and farrah, 2017; purver, 2004). absence of formative assesment conversation cycle the condition where the teacher gave the students work to perform and demonstrate their past experience story in front of the class (observational recording, 03/09/18; transcription, 23/10/18). in this part, there was not any facc observed and accounted but some teacher corrections, teacher – student silent periods, and the use of discourse marker existed (observational recording, 03/09/18; transcription, 23/10/18). facc to check current cognitive level based on observational recording (03/09/18) and transcription (23/10/18), there was only one facc to check the current cognitive level of the student. since, there was a slight of silent period, the teacher uttered an instruction as a clue for the student. then, after the student answered as expected, the teacher recognized the response by encouraging him, inviting the whole class to give applause (observational recording, 03/09/18; transcription, 23/10/18). in this cycle, it was not found any using student’s response step since no gaps were found during previous steps of the cycle (observational recording, 03/09/18; transcription, 23/10/18). the realization of teacher’s instruction in administering formative assessment the teacher’s instruction realizations in administering formative assessment were done indirectly. it was initially done to the whole class in each facc. the forms of these indirect instructions were elicit questions. those questions were mostly in the form of whquestions, functioning to get the information from the students. however, when the first elicitations were not responded well, the teacher added more-simpler indirect questions, or would change the instructions into direct instructions to get the responses. then, when the responses were as expected, the teacher appreciated the students by using indirect instructions. all of those episodes were backwash of formative assessment conversation in teacher’s english instruction to decrease students’ apathy emergence (abbas and thaheem, 2018). there were also some faccs in which were entailed by other faccs. they were not considered to have gaps but instead the teacher intended to involve the students into deeper discussion. by playing this role as what winters and america (n.d.) refers as a circle keeper could students connecting ideas by thinking in a new ways or insight. the used of discourse markers were also noted in the findings. they were uttered by the teacher to give her chance in moving to the next sequence of teaching, activity, or giving her chance to think. kresna rahma aji & rudi hartono/ eej 9 (4) (2019) 541 557 548 teacher’s management in following up the gaps there was no gap or unexpected responses found in the findings. it happened due to what marashi and tehran (2018) called as traditional-grammar oriented class, causing no content information exchange. however, there were some slow responses of the students and silent periods. to overcome these, the teacher facilitated and eased the students by orally uttering clues. the realization of nonverbal communication attributes according to zoric, smid et al (2007), there are 10 categories of nonverbal communication. after analyzing, there were found: chronemics, kinesics, oculesics, physical appearance, proxemics, silence, and vocalics. among those categories, the most frequent appearing categories were chronemics and kinesics. in terms of chronemics, the finding of this thesis aligns with muchemwa (2013) showing that the teacher perceived time, structured it, and reacted to it to set the stage of classroom communication. the teacher admitted she intentionally spoke with normal speech rate to let the student understand the instruction and the delivered material. meanwhile, in case of kinesics, she admitted it was her habit to do so. therefore, she did not realize for what specific purposes she did it. however, due to teacher’s kinesics, it was believed she could manage the class well and formed students’ communicative competence in nature of paralinguistic (antes, 1996; barabar and caganaga, 2015). conclusion the conclusions are (1) they key point of formative assessment was teacher’s elicitation because teacher knew the ideal cognitive level of students to have understood the material given; (2) the elicitations were not only merely asking questions but they were intended to involve the students thinking and developing their cognitive level; (3) the numbers of elicitation might vary, depending on the existence of students’ responses. when the was an absence of the response or students’ apathy, it might trigger more elicitations to keep the students following the learning; (4) the feedbacks given by teacher were not only limited by gaps found during formative assessment cycle, but they were also given to involve the students into deeper discussion; (5) the gap was no gap found during the learning since it implemented traditionalgrammar oriented class; (6) instead of gaps, the problems appearing on students’ responses were slow responses; (7) in this thesis, formative assessment demands the teacher to be active and interactive to communicate with the students; and (8) the formative assessment was a life ongoing process of learning. the research suggests (1) to implement formative assessment conversation, according to the findings, teacher should be more aware and literate to deal with the on-going cognitive level, preliminary knowledge, and readiness of the students; (2) positive student engagement, teacher recognition, teacher’s personal feeling, direct instruction, instructional orientation, teacher’s attitudes to silent period, theme based instruction, lowering complexity of elicitation question, calling student name, developing student’s idea, tag question of the teacher, revising language instruction, teacher’s criticism, space-repeated question, and teacher’s request at student to clarify could help teacher to deal with the on-going learning problems in the class; (3) question was not only used to be answered but it could be used to help the students in developing their cognition; (4) moments of lack or absence of facc or the emergence of discourse filler provided time for students to get ready into the next step of teaching as well as providing teacher’s time to move to the next sequence of teaching; and (5) the non-verbal attributes seen on the teacher facilitated the realization of formative assessment conversation to be understood by the students. this article investigates the covert backwash of formative assessment toward english instructions by analyzing the teacher’s formative assessment conversation regardless kresna rahma aji & rudi hartono/ eej 9 (4) (2019) 541 557 549 from positive and negative backwash. it was done by using formative assessment conversation cycle called as esru cycle to see teacher’s feedbacks. however, it was too broad so that fiacs was needed to analyze what was going within the cycle. unfortunately, these research instruments were not tested first to check their reliability. however, by using interview to crosscheck the claims, it could bridge and close the gap. in another hand, there is also limitation by using zorich’s model (2007) to investigate non-verbal attributes entailing english instructions of the teacher. this model only covers the attributes attached on the teacher but it does not give further categories to indicate the purposes of the attributes. to overcome the problem, the interview is used to reveal what is going on within the attributes. the use of interview is important for this research to keep consistency of the findings and claims of the research. therefore, it is believed this research still reliable to contribute. this article focuses on covert backwash of formative assessment in english instructions. therefore, it is only limited on teacher without seeing the backwash on the students’ sides. since it was sought to see the covert backwash, then the unit of analysis was classroom activity, specifically in formative assessment conversation cycle, in which it was administered orally. further investigation is expected to see the backwash on other types of formative assessment administration. references abbas, s., & thaheem, s. s. 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types of maxims flouting of grice‟s maxims in pearls before swine web comic and their contributions to create humor in the comic. this study was descriptive qualitative research in the form of discourse analysis. 30 episodes of the comic were used as data. the data were then collected and analyzed under three big steps proposed by miles and huberman (1994, p. 10). the results of the study revealed that all types of maxims were flouted in web comic. the most prominent flouting was the flouting of relevance maxim, then followed by the flouting of quantity maxim, manner maxim, and quality maxim became the least maxim that was flouted. maxim of quality contributed to create humor as in the flouting there were sarcastic words which were intentionally used to trigger funny situation. the use of flouting of quantity maxim was indicated on the use of exaggeration which enhanced the information and blown thing up beyond the response needed. relevance maxim was flouted by using both facetiousness and repartee. meanwhile, in the flouting of manner maxim, the contributions were on the use of insult and pun. © 2020 universitas negeri semarang correspondence address: jatitumpang, bandungharjo, donorojo, jepara regency, central java 59454 e-mail: rizkafa94@gmail.com p-issn 2087-0108 e-issn 2502-4566 rizka fauziah, issy yuliasri, dwi rukmini/ english education journal eej 10 (2) (2020) 164 173 165 introduction in the middle of today‟s society, a comic is used as a medium of communication, such as transferring information and expressing sympathy of certain condition that occurs in certain society. comic does not only attract children‟s interest, but also adult‟s. as children usually enjoy the story in a comic through colorful pictures and attractive animations, adults tend to enjoy comic through its content, either as a web comic in newspaper, magazine, comic book, or online media. pearls before swine is an american web comic written and illustrated by stephan pastis. it chronicles the daily lives of an ensemble cast of suburban anthropomorphic animals: pig, rat, zebra, goat, and fraternity of crocodiles, as well as a number of supporting characters. each character represents an aspect of pastis‟own personality and world view. generally, the way the writer communicates to the readers through comic is by creating jokes. the jokes in every comic have different characteristics between one another, for example the jokes that contain political issue, family life, philosophy, satire, or purely humor. there are some cartoonists or comic writers that either intentionally or unintentionally make humor in comic. an individual can disobey the grice‟s cooperative principles just to create hilarious web comics to amuse the readers. thus, the theory of cooperative principle by grice will be used in this research to analyze the meaning of utterances in pearls before swine web comic since it is intended to study meaning in use or meaning in context (levinson, 1983; thomas, 1995; yule, 1996). retnowaty (2013, p. 70) adds that the cooperative principle enables one participant in a conversation to communicate on the assumption that the other participant is being cooperative. however, sometimes people fail to observe maxims. grice (as cited in thomas , 1995, p. 64) states that there are five ways of failing to observe a maxim, those are flouting a maxim, violating a maxim, infringing a maxim, opting out a maxim, and suspending a maxim. thomas (1995, p. 64) states that from five ways of failing to observe a maxim, the most important category is flouting. flouting take place when participants are unable to apply certain maxims in their conversation and leads to misunderstanding on their conversation. when they flout maxims in conversation, they put certain implied meaning on their utterances. it means what they say and what they mean does not accord. thus, the researcher intends to focus on analyzing the flouting of grice‟s cooperative principles in pearls before swine web comic and find out the contribution of maxims flouting in creating humor. dealing with the topic above, some studies have been conducted by some researchers. studies focusing on maxims flouting has been conducted by khosravizandeh & sadehvandi (2011); boubakri (2014); dewi & putra (2014); yuliasri (2014); affifatusholihah & setyawan (2016); agustinia & ariyanti (2016); putri et al (2017); zebua et al (2017); ayasreh & razali (2018). all of the previous study analyzed the maxims flouting of grice‟s cooperative principle. khosravizandeh & sadehvandi (2011) and boubakri (2014) conducted study which only focused on analyzing one maxim. meanwhile, studies conducted by affifatusholihah & setyawan (2016) and zebua et al (2017) focused on analyzing maxims flouting in tv program. yuliasri (2014) and agustinia & ariyanti (2016) have similar topic with this study which related to humor. yuliasri explored the shift of maxim flouting in translation which affected humor in donald duck comic, agustinia & ariyanti analyzed maxims flouting in tv series. from the previous studies above, the researcher intends to analyze the flouting of grice‟s cooperative principles in pearls before swine web comic and then find out their contribution to create humor. https://en.wikipedia.org/wiki/comic_strip https://en.wikipedia.org/wiki/comic_strip https://en.wikipedia.org/wiki/stephan_pastis rizka fauziah, issy yuliasri, dwi rukmini/ english education journal eej 10 (2) (2020) 164 173 166 methods this study was descriptive qualitative research since the researcher collected and analyzed data by describing to make a conclusion. the object of the study was 30 episodes in pearls before swine web comic which were taken randomly. the unit of analysis was utterances containing maxims flouting in pearls before swine web comic. the data then collected and analyzed through three big steps proposed by miles and huberman (1994: 10). the data were classified based on the maxim flouting and find out the contribution of each flouting to create humor by analyzing using the rhetorical devices proposed by berger (1995). results and discussion the flouting of quality maxim the first research problem in this study deals with the flouting of quality maxim. the flouting of quality maxim happened if the participant lied or denied something that was believed to be false in order not to get some punishment from someone else. then, the participant used irony statement when he/she flouted. it also happened when the speaker used sarcastic words to mock the hearer. this type of maxim flouting occurred only 3 times in data analysis and became the least maxim flouting. the example of flouting could be seen below. example 1 context : there was a customer that asked rat about the numerical keypad on the bathroom door. man : excuse me, but i notice there‟s a numerical keypad on the bathroom door. can i get the code? rat : sure. it‟s the year the american civil war started. man : i don‟t know the year. rat : then i guess your dumbness precludes you. the conversation above told that a customer asked rat about the numerical keypad on the bathroom door. however, rat didn‟t answer by giving the code directly, he instead said that the code was the year the american civil war started. the man did not know the year, then rat flouted maxim of quality by mocking the man that his dumbness precluded him to know the answer. example 2 context : rat asked goat about the kindest thing he could do for others. rat : what do you think is the kindest thing you can do for others? goat : well, it‟s hard and takes a lot of patience, but i think it‟s to accept other people for who they are. rat : i accept you for the idiot you are. the conversation above told that rat asked goat about the kindest thing he could do for others. then goat answered that it was hard and took a lot of patience, but it might be done by accepting other people for who they were. a few moments later, rat met pig and would like to express what he had known from goat‟s explanation. however, rat misunderstood to goat‟s explanation. he said to pig that he accepted pig for the idiot he was. thus, he flouted maxim of quality because rat used sarcastic word to insult pig. from those examples above, it showed that maxim of quality was flouted by mocking/ blaming which all had been done by rat. this was because stephan pastis created rat as sarcastic, condescending, self-centered, insulting, and often violent character in most of dialogues in the comic. regarding to grice‟s guideline in categorizing maxim flouting, unfortunately the researcher did not find any statements in the conversation about another rule of flouting quality maxim which said that the participant lied or denied something that was believed to be false in order not to get punishment from someone else. however, the use of sarcastic words also gave contribution in the flouting of quality maxim. it was based on berger‟s theory (1995: 54) that he classified sarcastic words as one of rhetorical devices which triggered the flouting of quality maxim. the flouting of quantity maxim the second research problem in this study dealt with the flouting of quantity maxim. the flouting of quantity maxim occurred when rizka fauziah, issy yuliasri, dwi rukmini/ english education journal eej 10 (2) (2020) 164 173 167 a speaker blatantly gave more or less information than the situation required. it means that the participant did not explain to the point. finally, the participant usually flouted this maxim because he/she used insufficient words to talk. it means that he/she gave incomplete words when he/she was speaking. this type of maxim flouting occurred 23 times in data analysis. examples of the flouting could be seen below. example 3 context : goat asked rat about what he was eating. goat : what are you eating, rat? rat : pizza. i have a cold pizza for breakfast every morning. the conversation above told that goat asked rat about what he was eating. then rat answered “pizza. i have a cold pizza for breakfast every morning”. it could be inferred that rat added unnecessary information since goat only asked about food he ate. he should give contribution by answering the question as much as needed. however, rat answered by giving more information than was needed. thus, he flouted the maxim of quantity. example 4 context : the waiter offered rat and pig a favor. waiter : can i get you two anything else? pig : just the check. the conversation above showed that the waiter asked whether rat and pig needed a favor. however, pig only answered “just the check” since he had done eating and would like to pay the bill. pig‟s answer flouted maxim of quantity because he gave less information to the interlocutor in which it caused misunderstanding to the next conversation. from the findings, it related to grice‟s theory and also some previous studies that have been conducted by some researchers (affifatusholihah and setyawan 2016; and zebua 2017). their findings showed that there were some misunderstanding because of the less information the hearer goat from the speaker, so s(he) did not get the point. there were also some utterances that the speaker gave much information than was actually required. this condition caused ineffective conversation because of unnecessary information. the flouting of relevance maxim the third research problem in this study dealt with the flouting of relevance maxim. there were some reasons why the participants flouted the maxim of relevance. one of them was the conversation unmatched. usually, the participants did the wrong causality. besides, they did not speak the same topic. they would change the topic or avoid talking about something. this was usually used to hide something. it means that the participants keep secret or something in order that nobody knew about it. this type of maxim flouting occurred 32 times in data analysis and became the most frequently occurred. examples of the flouting could be seen below. example 5 context : goat and pig asked a help to rat since goat‟s car battery‟s dead and they were stranded. goat : hey, rat. pig and i need your help. my car battery‟s dead and we‟re stranded. rat : oh, no. i‟d help, but i‟m having my own emergency. i can‟t leave my house. goat : oh my god. what happened? rat : new season of „game of thrones.‟ the conversation above showed that goat and pig asked a help to rat since goat‟s car battery‟s dead and they were stranded. however, rat could not help them because he said he was on emergency himself. hearing rat‟s response, goat asked what emergency he had, and he answered that there was a new season of game of thrones. thus, rat flouted maxim of relevance since his answer was not relevant to what goat meant by „emergency‟. it also implied that rat tried to avoid helping them, so he changed the topic by saying that he could not move anywhere because there was new season of „game of thrones.‟ example 6 context : pig introduced armadillo to goat. then goat asked armadillo about his family. pig : hey, goat. this is our new neighbor, mr. armadillo. goat : well, hello. do you have any family? rizka fauziah, issy yuliasri, dwi rukmini/ english education journal eej 10 (2) (2020) 164 173 168 armadillo : i used to, but they were all run over by cars. goat : i‟m sorry. what were their names? armadillo : buck, toyota, honda, ford, and hyundai. the conversation above showed that pig introduced armadillo to goat. then goat asked armadillo about his family members. he said that his family members were crashed by cars. then goat wondered about his family members‟ names by saying “what were their names?”, unfortunately armadillo misunderstood to goat‟s question. he did not mention his family members‟ names but the names of cars instead. thus, armadillo flouted maxim of relevance since his answer was irrelevant to goat‟s question because of misunderstanding. finding of this research was the same as what grice meant about the flouting of relevance maxim. it was also the same as the previous studies that have been conducted by some researchers (dewi and putra, 2014; and agustinia and ariyanti, 2016). their finding showed that the flouting of relevance maxim occurred because the interlocutors gave irrelevant answer. in addition, they also changed the topic that was being discussed to avoid talking about something. however, the amount of the flouting of relevance maxim was different from some previous study (yuliasri, 2014; and putri, 2017). their finding showed that the flouting of relevance maxim was the least maxim flouting that occurred in data analysis. this was because the different object of the study which caused different result. the flouting of manner maxim participant flouts the maxim of manner when he/she used ambiguous language. he/she used another language such as foreign language which made the participant did not understand. sometimes, this flouting was used by the participant to exaggerate things. it means that the participant represented greater things. moreover, participant used slang in front of people who did not understand. this type of maxim flouting occurred 10 times in data analysis. examples of the flouting could be seen below. example 7 context : pig clarified to old woman wanda about her complaint of what she had seen to pig and rat‟s house to police. then pig gave curtains to her. pig : hey, old woman wanda, rat says you‟ve been complaining to the police about some of the stuff you‟ve seen going on at our house. wanda : you bet i have and will continue to. why? pig : because it‟s curtains for you. the conversation above showed that pig clarified to old woman wanda about her complaint of what she had seen to pig and rat‟s house to police. then pig gave curtains to her. seeing what pig was holding, she was shocked and fainted. it was because the clause “it‟s curtains for you” could be translated both literally as being slang. in fact, pig intended to give the old woman curtains so that she did not look after his house anymore. however, she misinterpreted it as the word “it‟s curtains for you” was one of slang that sometimes was used in gangster movie which meant that the interlocutor was going to be killed. since the meaning of pig‟s statement was ambiguous, it flouted maxim of manner. example 8 context : guard duck told his plan to build a nice bunker that the army can use later by participating mack and his sicko friend to help. pig : hey, lil‟ guard duck. shouldn‟t you be at a military base? duck : i got bored so i fled. i‟m absent without leave. pig : you‟re a.w.o.l? duck : yep, but i‟m handy. so i thought i‟d build a nice bunker that the army can later use. that way, if they catch me, they might go easy on me. pig : but how are you gonna get the money for that? duck : my friend mack here is gonna help. mack : well, not me, exactly, by my sicko friend. he‟s got a lot of cash. rat : what‟s guard duck doing? rizka fauziah, issy yuliasri, dwi rukmini/ english education journal eej 10 (2) (2020) 164 173 169 duck : i‟m building a.w.o.l and mack‟s sicko is gonna pay for it. the conversation above showed that pig wondered that guard duck should be at military base. guard duck said that he was bored so he went a.w.o.l. a.w.o.l. is generally used by american and british to express that the army fled from the post. however, to some other people out from america and britain that word might sounds ambiguous. thus, it flouted maxim of manner. another part of the conversation that flouted maxim of manner was when guard duck would build a bunker and asked mack‟s sicko friend to pay since he got a lot of money. this situation also became ambiguous since the word „sicko‟ belonged to pun, in which the word sounded the same but had different meaning. it could refer to sick people and to mexican „sicko people‟. thus, it flouted maxim of manner. from the analysis of the findings, it could be concluded that the findings was related to grice‟s theory that flouting of manner maxim was flouted when the speaker used ambiguous language. the use of ambiguous language was caused by the occurence of pun and slang. pun is a word that sounds the same but has dual meaning. it could trigger ambiguity if both the speaker and the hearer did not refer to the same context. meanwhile, slang is a type of language that consists of words and phrases that are regarded as very informal, are more common in speech than writing, and are typically restricted to a particular context or group of people. since different community sometimes had different slang, it would affect to the conversation between people with different background community. there would be ambiguity because of misunderstanding the conversation. the contribution of maxims flouting to create humor table 1. the contribution of flouting quality maxim to create humor excerpt episode1/fl2/ql situation the man did not know the year that rat meant, however rat mocked him. narrative man : i don‟t know the year. rat : then i guess your dumbness precludes you. script opposition flouting maxim of quality rhetorical device sarcasm the situation happened when a customer met rat to ask the security code to the bathroom door. however, rat didn‟t answer by giving the code directly, he instead said that the code was the year the american civil war started. the man did not know the year that rat meant, then rat flouted maxim of quality by mocking the man that his dumbness precluded him to know the answer. the speaker used sarcasm as the rhetorical device in which it was a form of irony that was intended to hurt someone. in relation to humor, this type of rhetorical device was used as structuring tool to comic creation. humor was created by using this device in order to amplify the humorous effect. table 2. the contribution of flouting quantity maxim to create humor excerpt episode8/fl12/qn situation goat asked rat about what he was eating. narrative goat : what are you eating, rat? rat : pizza. i have a cold pizza for breakfast every morning. script opposition flouting maxim of quantity rhetorical device bombast the data above illustrated how humor was created from rat‟s utterance. the situation happened when goat was asking rat about what he was eating. then rat answered “pizza. i have a cold pizza for breakfast every morning”. he flouted maxim of quantity by adding unnecessary information that affect to rizka fauziah, issy yuliasri, dwi rukmini/ english education journal eej 10 (2) (2020) 164 173 170 ineffective conversation. in relation to humor, the rhetorical device used was bombast, in which it was a hyper-inflation of language. table 3. the contribution of flouting relevance maxim to create humor excerpt episode2/fl3/rl situation goat was calling rat to ask help to him because goat‟s car battery‟s dead. however rat said that he had his own emergency and could not leave his house. narrative goat : hey, rat. pig and i need your help. my car battery‟s dead and we‟re stranded. rat : oh, no. i‟d help. but i‟m having my own emergency. i can‟t leave my house. goat : oh my god. what happened? rat : new season of „game of thrones.‟ goat : i question whether that‟s an actual emergency. rat : can‟t move. send food. script opposition flouting maxim of relevance rhetorical device facetiousness the situation above showed that goat was calling rat to ask a help to him since goat‟s car battery‟s dead and goat and pig were stranded. however, rat could not help them because he said he was on emergency himself. hearing rat‟s response, goat was shocked and asked what emergency he had, and he answered that there was a new season of game of thrones. thus, rat flouted maxim of relevance because his answer was not relevant to what goat meant by „emergency‟. it also implied that rat tried to avoid helping them, so he changed the topic by saying that he could not move anywhere because there was new season of „game of thrones.‟ in relation to humor, the rhetorical device used was facetiousness. it was called joking or teasing. speaking facetiously was usually saying one thing when it meant the opposite. the hearer sometimes could not determine whether the speaker was serious or not. table 4. the contribution of flouting manner maxim to create humor excerpt episode22/fl49/mn situation pig visited old woman wanda‟s house and clarified about an issue he heard from rat. narrative pig : hey, old woman wanda, rat says you‟ve been complaining to the police about some of the stuff you‟ve seen going on at our house. wanda : you bet i have and will continue to. why? pig : because it‟s curtains for you. script opposition flouting maxim of manner rhetorical device pun/ wordplay the situation above showed that pig clarified to old woman wanda about her complaint of what she had seen to pig and rat‟s house to police. then pig gave curtains to her. seeing what pig was holding, she was shocked and fainted. it was because the clause “it‟s curtains for you” could be translated both literally as being slang. in fact, pig intended to give the old woman curtains so that she did not look after his house anymore. however, she misinterpreted it as the clause “it‟s curtains for you” was one of slang that sometimes was used in gangster movie which meant that the interlocutor was going to be killed. since the meaning of pig‟s statement was ambiguous, it flouted maxim of manner. in relation to humor, the rhetorical device used was pun. pun is a joke made from word play. it was a word that sounded the same but have dual meaning. because of misunderstanding happened between pig and old woman wanda in interpreting the clause “it‟s curtains for you”, ambiguity occurred, then it resulted a humor. according to incongruity theory (mcghee, 1979), humor was seen as something unexpected, out of context, inappropriate, unreasonable, illogical, and exaggerated. humor rizka fauziah, issy yuliasri, dwi rukmini/ english education journal eej 10 (2) (2020) 164 173 171 also occurred from a conflict between what is expected and what actually occurs in the joke. data analysis of flouting quality maxim showed that it related to incongruity theory because the use of sarcastic words in the conversation which triggered to humor. in addition, the same relation also happened on data analysis of flouting quantity maxim, relevance maxim, and manner maxim. the flouting of quantity maxim was also related to incongruity theory because there were the contribution of bombast and exaggeration as rhetorical devices to create humor. bombast is the hyper-inflation of language and a mismatch between word and action. meanwhile, exaggeration is enhancing reality and blowing things up far beyond the reality. the flouting of relevance maxim also used rhetorical devices to trigger humor, namely facetiousness and repartee. facetiousness is called as joking or teasing. speaking facetiously is usually saying one thing when it means the opposite. the hearer sometimes could not determine whether the speaker was serious or not. besides, repartee is defined as saying something quickly as flash. it could be said as a quick and witty retort in responding to slight or putdown remark. conclusion and suggestion based on the analysis and discussion of this present study, there are some conclusions that can be drawn. firstly, maxim of quality was flouted by the participant of conversation since he used sarcastic words which were more like mockery. this maxim flouting becomes the least maxim used by the comic writer. secondly, maxim of quantity was flouted by the participant of conversation by giving more or less information needed by the interlocutor. the more information found in conversation sometimes becomes unnecessary. however, if the participant gives less information, it will become incomplete sentence which can lead misunderstanding between the speaker and the hearer. thirdly, maxim of relevance was flouted by the participants as they did not speak the same topic because of misunderstanding or it could happen to hide something by changing the topic or something. this type of maxim was the most prominent flouted by the comic writer this was because irrelevant words could easily trigger humor. fourthly, maxim of manner was flouted by the participants as they did not speak clearly and orderly. they tended to use ambiguous words which caused misunderstanding between the characters. also, there were some situations that the participant insulted the interlocutor by using impolite word. lastly, there were some contributions of grice‟s maxim flouting to create humor in pearls before swine web comic. in the flouting of quality maxim, it contributed to create humor since the comic writer used sarcastic words. they were used intentionally to trigger funny situation. in the flouting of quantity maxim, the contribution was on the use of exaggeration in which it enhanced the information and blown thing up beyond the response needed. in the flouting of relevance maxim, the contributions were on the use of both facetiousness and repartee. meanwhile, in the flouting of manner maxim, the contributions were on the use of insult and pun. insult was a direct use of verbal aggression to degrade the interlocutor, while pun was a word that sounds the same but have dual meaning. this word could cause ambiguity when applied in conversation. the conclusions explained above lead the researcher to provide some suggestions. it is beneficial for students of english education to learn more about cooperative principle and apply it in conversation. moreover, the comic readers should be able to differentiate the use of cooperative principle and understand the rhetorical devices which contribute to create humor. furthermore, the next researchers are suggested to broaden to analyze other types maxims non-observance. in addition, since this researcher just focused on written text, it will be better if the next researchers analyze the spoken text by using natural occuring data which can be rizka fauziah, issy yuliasri, dwi rukmini/ english education journal eej 10 (2) (2020) 164 173 172 taken from different background, such as age, gender, occupation,etc. this present study, however, still has some weaknesses since the researcher did not interview the comic writer of pearls before swine to ask his intention in flouting the maxims and the meaning behind the flouting which triggered to create humor. besides, the researcher only asked one triangulator to validate the data, therefore the evaluation might be biased. references affifatusholihah, l., & setyawan, a.h. 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https://jurnal.uns.ac.id/pjl/article/viewfile/1406/10080 http://journal.unnes.ac.id/sju/index.php/eej http://journal.unnes.ac.id/sju/index.php/eej https://www.awej.org/images/allissues/specialissues/translation3/19.pdf https://www.awej.org/images/allissues/specialissues/translation3/19.pdf rizka fauziah, issy yuliasri, dwi rukmini/ english education journal eej 10 (2) (2020) 164 173 173 12(1), 103-113. doi: https://doi.org/10.15294/lc.v12i1. 11474 https://doi.org/10.15294/lc.v12i1.11474 https://doi.org/10.15294/lc.v12i1.11474 eej 9 (3) (2019) 368 381 english education journal http://journal.unnes.ac.id/sju/index.php/eej the implementation of scaffolding technique in teaching english to the students of high schools in semarang –a case of high school english teachers in semarang nesti noor hayati 1, djoko sutopo2, abdurrachman faridi 2 1. sma n 2 semarang, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: recived 03 february 2019 accepted 22 july 2019 published 15 september 2019 ________________ keywords: implementation, scaffolding technique, senior high schools ____________________ abstract ___________________________________________________________________ the use of appropriate teaching technique to teach english in senior high schools in the context of efl determines the quality of the students‟ achievement because the success of their efforts to reach the learning goals cannot be separated from teacher‟s role in assisting the process of learning.the research was conducted to describe the implementation of scaffolding technique in 6 senior high school in semarang and to analyze the obstacles and factors underlying found in the process of the implementation used in the classroom by applying dewerianka‟s scaffolding model.the data were taken from classroom interactions of 6 teachers in 6 public senior high schools in semarang. the research subjects were 6 english teachers and 10th grade students in 6 different public schools. there were four stages of scaffolding technique suggested by dewerianka, they were building the field, modeling, joint construction, and independent construction. the result shows that the implementation of scaffolding technique contributes to the students‟ ability. it was seen on (a) the students were able to produce the text depending on the purpose, social contexts, and medium in oral or written forms and (b) the teacher gave the contribution during individual work and reduced the contribution during pair work or group work. the strengths of the scaffolding technique in teaching english for 10th grade students are (a) to build the character of the students, and (b) to measure the ability of the students when producing the texts. meanwhile, the obstacles were: (a) the differences of characters and ability among students, (b) limited time allotment for english class, and (c) school facility. this research will be beneficial as the source of information and reference related to the english teaching in efl context. © 2019 universitas negeri semarang correspondence address: jl. sendangguwo no.1, gemah, kec. pedurungan, kota semarang, jawa tengah 50246 e-mail: ynesti.nh@gmail.com p-issn 2087-0108 e-issn 2502-4566 nesti noor hayati, djoko sutopo, abdurrachman faridi/ eej 9 (3) 2019 368 381 369 introduction efl learners in high schools find challenges to master academic content. it is more likely to happen when the learning process occurs in non english-speaking country like indonesia. this situation is like what tutyandari (2005) found in her research that most students keep silent because they lack of self confidence, lack of prior knowledge about topics and because of poor teacher-learner relationship. more specifically, language teaching becomes problematic in the context of teaching english as a foreign language in indonesia. according to jarvis and atsilarat in yulia (2013), the problems have varied, including the students‟ level of proficiency, the class size and the time allocated. furthermore, based on the writer‟s experience as an english teacher in the high school where the writer has taught english for about 14 years many students find english difficult to learn. the english grammar and vocabulary become their main reasons. it is in line with what al-mekhlafi & nagaratnam (2011) stated in their research that students also find it difficult to transfer their grammatical knowledge into communicative language use and they find difficulty in using the grammatical terms to be applied in the wider context of spoken and written language. referring to the above situation, efl teachers have prominent role to support and assist their students in order to be successful in the learning process. the teachers need to design supports that provide necessary assistance to enable learners to accomplish tasks and develop understandings that they would not quite be able to manage on their own. to cope with such problems, teacher can elaborate techniques in teaching english as second or foreign language, one of them is scaffolding technique. scaffolding, as most people understand, is placed around the outside of new buildings to allow builders‟ access to the emerging structure as it rises from the ground. the builders remove the scaffolding when the building is able to support itself. the metaphor of scaffolding has been widely used in recent years to describe teachers‟ temporary support in providing learners temporary supporting structures that will assist learners to develop new understanding, new concept, and new abilities. the concept of scaffolding has its origins in the work of the psychologist vygotsky as well as in studies of early language learning. scaffolding is a kind of techniques to facilitate a learner‟s transition from assisted to independent performance. bodrova (1998) says that the term “scaffolding” was coined by bruner (wood, bruner, & ross, 1976) to specify the types of assistance that make it possible for learners to function at higher levels of their zones of proximal development (zpd). the term, first introduced by wood, bruner, and ross in 1976, is a metaphor to capture the nature of support and guidance in learning. the term was used by them to describe the nature of parental tutoring in the language development of young children. there are several studies related to scaffolding technique used in teaching english for high school studentss. these studies show that the implementation of scaffolding technique to teach english can bring effective and successful result for learners as they finally can perform the language skills very well without any assistance from teachers. moreover, the studies also show that the scaffolding technique is effective to be implemented in efl context to develop learners‟ listening, speaking, reading, and writing skills. first, in a discourse study conducted by kim (2010) to upper primary english language learner (ell) in the united states, it showed that teachers‟ scaffolding through questions could support the growth of esl students‟ thinking and language skills. according to the researcher, teacher questions were a powerful tool for guiding students in mastering the linguistic and cognitive development of english nesti noor hayati, djoko sutopo, abdurrachman faridi/ eej 9 (3) 2019 368 381 370 as a second language (esl). this study is crucial to be carried out because scaffolding technique has been proven for years as effective english teaching technique. thus, it is important to know that the implementation carried out by teachers in handling english class may give good result. the purpose of this study was to investigate the implementation of scaffolding techniques as they occurred in the language classroom. in this case, this study was attempting to reveal the teachers‟ scaffolding technique implementation on tenth graders‟ oral and written performances in sma negeri 2 semarang, sma negeri 11 semarang, and sma negeri 15 semarang. three research questions guided this study. first, when teaching english in a class, how do teachers implement the scaffolding technique to the students of grade 10 of senior high schools? second, what difficulties do teachers find in implementing the scaffolding technique? third, why do teachers find difficult in implementing the scaffolding technique and what solutions do they need to overcome the problems? to answer these questions, the writer applied a qualitative case study design. accordingly, she used qualitative method in both data collection and analysis. methods the writer employed qualitative method to gather and analyze data. closely related to data collection, the notion of trustworthiness in this study is supported by the length of engagement within the research sites or time triangulation and methodological or data triangulation to produce rigorous and comprehensive analyses. due to the length of engagement and persistent observation, she observed each language classroom until she got the comprehensive data. the observation was done in the second semester of academic year 2017/2018, and took about six months to collect the data, starting from november 2017 – may 2018. as long as more meetings were needed, more meetings were added to the length of data collection in order to gain comprehensive data. to this extent, the amount of time to gather the data is able to strengthen the trustworthiness of the findings of the study. and due to data triangulation in producing rigorous and comprehensive analyses, there were three sources of data to answer three research questions of this qualitative study. those were (1) classroom observation, (2) recorded classroom interaction and its transcripts, and (3) questionnaires. after the data were collected, then they were analyzed step by step. the first data collection method was observing. the purpose of observation was to record the use of scaffolding technique that were provided by the teachers. it was also used to record the students‟ responses to the teacher‟s scaffolding. moreover, it was also utilized to record the way teachers overcome the problems they found during the implementation of scaffolding in the class. as the writer said before that she observed each teacher until i got the comprehensive data. the research was carried out through a structured observation of teacher-students interaction under normal classroom conditions (2 x 45 minutes). the six teachers' efl classrooms were recorded at each time, according to the schedule. findings and discussion findings the aim of the research is to describe how teachers implement the scaffolding technique in their class, the obstacles the teachers found in the class, factor underlying the obstacles, and how the problem solving they take. implementing scaffolding techniques is challenging for english teachers. as the students engaging in the teachers‟ classes are likely to feel pleased to any multiple assistance which the teachers provide. additionally, they are also tended to be in high spirit to learn listening, speaking, reading, and writing in english classes. therefore, teachers must be wellprepared to carry out various classroom nesti noor hayati, djoko sutopo, abdurrachman faridi/ eej 9 (3) 2019 368 381 371 activities that can invite their students eagerness in learning english. based on the observation sheet, the teachers conducted some or all the stages of scaffolding techniques suggested by dewerianka (2001, as cited in hammond). they are (1) building the field, (2) modelling, (3), joint construction, and (4) independent construction. of 6 teachers, there are four teachers who implemented all types of scaffolding technique. they are t1, t3, t5, and t6. these four teachers conducted various activities in each type of scaffolding. besides, they also generated various learning materials in each type of scaffolding. they brought and used some interesting learning materials into the classroom meeting, for example pictures, video recording, listening audio, slides, worksheets and learning logs. moreover, the learning materials given by the teachers were mostly authentic ones, such as listening audio performing song and video of native speakers presenting a conversation. therefore, the teaching learning process occurred in lively atmosphere. on the other hand, t2 and t4 did not implement all the types of scaffolding. t2 implemented only two types of scaffolding, they were joint construction and independent construction. t2 did not give her students prior knowledge dealing with the materials she was going to teach. besides, she provided only student worksheet for all classroom meeting. moreover, students themselves must actively find learning materials since they can easily find the materials on the internet and worksheet. consequently, the process of teaching and learning in her class ran monotonously since almost all students contributed passively. unlike t2, t4 implemented only one type, that was modelling. based on the observation, the writer found that t4 provided several different materials for modelling stage, such as picture, reading text, video recording, listening audio, and student worksheet. unfortunately, the teacher missed the other three types: building the field, joint construction, and independent construction. he did not give his student background knowledge related to the material he was going to carry out in the class. moreover, since he provided only the learning materials, his english class tends to be teachercentered rather than student-centered. in addition, he did not provide chance for his students to have such a brainstorming time. as the consequence, students mostly kept silent during the class because they did not get enough opportunities to share their opinion. in the present study, the writer observed the implementation of scaffolding in four different levels: building the field, modelling, joint construction, and independent construction. scaffolding in building the field based on the classroom observation, the teachers elaborated various materials to help students this level. in the first type of scaffolding, the writer found that t1, t3, t5, and t6 provided prior knowledge dealing with the topic. these teachers used pictures, videos, and things in their surroundings to elicit some important vocabularies. besides, they made interactions with the students to introduce some new words. dealing with the new words used in the listening material, for example, all these teachers asked their students to not only find the meaning but also the correct spelling and pronunciation in the dictionary. taken from t1‟s and t3‟s classes, the followings excerpts are the examples of scaffolding implementation in the level of building the field. t1 : before we start the lesson, do you still remember the material we have talked before last week? come on please raise your hand. (the teacher walked around the students but no students answered) sss : writing? t1 : what material that we talk last week? sss : reading? t1 : pardon? what‟s that about? that‟s about personal? sss : letter? t1 : what is the generic structure of personal letter? what‟s the purpose? come on please raise your hand. the generic structure of personal letter. come on. nesti noor hayati, djoko sutopo, abdurrachman faridi/ eej 9 (3) 2019 368 381 372 close your book, please. come on please raise your hand. do you still remember the generic structure of personal letter? anyone know? okay, yes you mr. adit, come on s1 : address, date, and then salutation t1 : and then salutation sms : and then name and then introduction t1 : introduction or? sss : opening t1 : yes opening, pardon? sss : content . . . t1 : content yes content. it‟s the? sss : the body. t1 : yes, body? yes? s2 : and closure. t1 : closure? okay, it can be closure or closing then the next? sms : and then err ... signature. t1 : signature? before signature? what is it? please, raise your hand difs : commentary. t1 :that‟s commentary? okay, commentary and next is signature sss : yes, signature. in the above excerpt, t1 provided scaffolding to assist the students in rewinding their memory dealing with the prior knowledge. fillmore stated that prior experience becomes a context for interpreting the new experience ... prior experiences serve as the context within which the language being used is to be understood (as cited in gibbons, 2002, p. 40). thus, what t1 had carried out in her classroom was the realization of scaffolding technique. scaffolding in modelling level the next will be the description of scaffolding in modelling level implemented by the teachers. in the modelling level, four teachers provided some materials as the modelling for students. based on the observation, five teachers provided modelling level and one teacher did not. the writer found that t1 and t3 used songs, t5 used monologue audio, while t4 and t6 used a video. all the speakers and singers are english native speakers so that students could get precise modelling in drilling up their skill in the modelling level. meanwhile, t2 did not provide modelling materials for their students. she directly gave materials to their students without giving any example. as the evidence, the following excerpt is taken from t3 class. she taught a material about simple past tense. before she discussed further about it, she gave her students two songs consisting past tense verbs. the following is the example. t3 : okay, have you got the paper? sss : yes. . t3 : okay, there are songs. have you ever listened to the songs? s : no, no, no because this is not my favourite song. please, play the song, ma‟am. t3 : okay, but please do not find the lyrics by your phone on the internet. sss : oh, no (kidding). t3 : there are ten incomplete sentences. it is sentences, not only missing words. are you ready? sss : not yet. t3 : not yet? please, come on be ready. okay, are you ready? i will play the songs and you please listen. sss : (busily talking each other). t3 : the first song i will play, because it is rather difficult song, so i will play three times, please listen (playing the song). sss : (listening to the song). t3 : kecil ya suaranya? sss : ma’am, suaranya nggak kedengeran. t3 : (arranging the volume of the speakers). sss : yes, enough, ma‟am. t3 : okay, please listen. sss : (continuing to listen the song). t3 : enough? (after ten minutes) sss : no, please play the song again. t3 : do you think it‟s enough? s : no. t3 : okay, i will play the song again but only one more. sss : okay. s : only one, ma‟am? nesti noor hayati, djoko sutopo, abdurrachman faridi/ eej 9 (3) 2019 368 381 373 in the above activity, t3 gave songs to the students as the modelling for the example of simple past tense. by using the songs, students could understand how to apply simple past tense in a sentence. moreover, they also knew how to pronounce the english words correctly as the singers showed in the songs. in this case, the use of modelling taken from authentic sources can inspire the students to improve their english. another evidence of modelling is taken from t6 class. the teacher taught narrative to her students by using authentic video. the following is the excerpt as the evidence. t6 : next week, you are going to have drama performance. but before that, please watch these videos as your reference. who is she? sss : cinderella. t6 : yes. it is cinderella. very familiar ya. you are very familiar ya. who is she? sss : cinderella. t6 : right. cinderella again ya. who is he? (showing another video). sss : king arthur t6 : yes, right. king arthur. who‟s next? sss : snow white. t6 : yes, right. it is snow white. next, who is he? sss : spongebob t6 : who? sss : spongebob. t6 : so, what is the video about? sss : narrative. t6 : what about this one?. sss : yes, seven dwarfs. t6 : it is for the example of the narrative. if we discuss about the narrative, especially about the generic structure of the performance of the narrative, do you remember the generic structure of narrative? s : orientation, complication, resolution, and reorientation. t6 : yes, right. now, observe the characters in the videos and analyse whether they are antagonist or protagonist. sss : okay, ma‟am. seen in the above evidence, t6 asked her students to watch some videos as the student would have drama project in the following week. first, she asked the students to analyze the video and answer the question related to generic structure. then, she also instructed the students observe and analyze the characters. so before the project of drama starter, t6 gave the modelling to the students so that they could get enough reference dealing with the project they were going to complete. scaffolding in joint construction level the next stage is joint construction. in this stage, the writer found that t1, t2, t3, t5, and t6 different strategies depend on the topic they carried out in the class. some of them divided the students into some groups, while others asked the students to work in pairs. by working in groups or in pairs, students can have discussion to exchange information and answer questions in the tasks. in this stage, the students also experienced to express their opinion dealing with the tasks. the evidence for this level is taken from the excerpt of t2. she classified her students into a group of four. then she asked them to have discussion dealing with the material about „too‟ and „enough‟. t2 : okay, finished? do you understand? one ... (counting to ask her students to stop working). ini mana kelompoknya? sss : ini dengan kelompok itu, ma’am (pointing two other students sitting beside them). t2 : coba pindah saja ke depan. di depan situ. (asking two students to move and join two other students) sss : (two students moved and joined other students). t2 : terus kamu sama siapa? you? (asking one student who sat alone). s : no (telling the teacher that she had no partner). t2 : (looking around the class to find a group that the student could join). ya sudah, nesti noor hayati, djoko sutopo, abdurrachman faridi/ eej 9 (3) 2019 368 381 374 berarti ada satu grup yang kelebihan satu orang. ya udah kamu di sini (asking the student to join her classmates who sat at the front row). sss : (some students changed their seating arrangement). t2 : okay, i think it‟s enough for you to understand what is said by the material on page eight. okay. mel and rus, one of you must be ready for the presentation of err ... the group to tell me, to tell us what is the err ... the material for sure. siapa yang mau menyampaikan? you may err ... you may say your idea in bahasa or in english. ayo. okay, now it‟s time for you to present. the first presentation will be delivered by dewi and friends. the floor is yours. d : assalaamu’alaikum warahmatullaahi wa barakaatuh. good morning. today, we will present about our discussion about „too and enough‟. first, my name is dewi rahayuning. f : my name is faiza (one of the dewi‟s group members). a : my name is anida (one of the dewi‟s group members). a : my name is asih handayani (one of the dewi‟s group members). d : okay, let‟s start. the meaning of „too‟. too means something is more that what we want or need (reading material on the text book). the pattern of „too‟. first pattern. too + adjective + to infinitive to show something that you really want or need. from the above evidence, t2 classified the students into some groups. then she gave the material to discuss. after the students had finished the discussion, they performed the presentation in front of the class. besides t2, the other four teachers also conducted joint construction well. contrast with the other teachers, the writer found that t4 asked the students to complete the task individually without carrying out the joint construction level. as previously they did not get enough knowledge and modelling, they did not experience the joint construction level as well. students did not understand what the teacher actually instructed to do. consequently, most of the students could not complete the task well. scaffolding in independent construction teaching in the last level of scaffolding, that is independent construction, is challenging for teacher and student. in one hand, all teachers‟ assistance must be „removed‟ and students must be able to perform independently without any helps from teacher. on the other hand, teacher must be able to convince and encourage their students that they can do the task well without any more supports from their teacher. in the recent study, the writer found that five teachers (t1, t2, t3, t5, and t6) implemented the independent construction level, both inside and outside class. only t4 did not give opportunities to his students to perform individually. he asked the students to listen the answer of the question without giving them chance to express their opinion. as the evidence for the scaffolding in independent level, the following excerpts are taken from t3, t5, and t6. t3 : okay, now you can write your answers here (pointing the whiteboard). anyone, you can write your answers here one by one. number one? (offering her students a chance to answer) . s1 : me, ma‟am. s2 : me too, ma‟am. t3 : okay, please queue. one by one, please. sss : (around 15 students came up in front of the class to write their answers) t3 : (coming to some students and asking questions dealing with their answers). nesti noor hayati, djoko sutopo, abdurrachman faridi/ eej 9 (3) 2019 368 381 375 s : bu, kalau nggak bisa njawab kayak gitu gimana? salah nggak papa? t3 : ya, nggak papa. coba saya lihat. it‟s okay. let me see (going to another student and asking some questions). s : yes, ma‟am. t3 : can you get all the answers? sms : yes, ma‟am. t3 : are you sure with the answers? sms : yes. t3 : what do you think about this song? sms : err ... happy song? t3 : yes, right. (leaving the student and going to another one). let me see your answers. s : this, ma‟am. t3 : can you complete all? sms : just some, ma‟am. t3 : it‟s okay. sss : (seeing their classmates‟ answers on the whiteboard) t3 : okay, now look at your friends answers on the whiteboard. who wants to make it complete? sss : (some students raised up their hands). t3 : okay, please write your answers. sss : (some students came up and wrote their answers on the whiteboard). the above evidence demonstrates that students are relatively active. they show their contribution independently and confidently. t3 did not provide support anymore since her students are able to complete the task by themselves. although some students spoke in bahasa indonesia in teacher – student interaction, other students generally had responded t3 in english fluently. it shows that t3 had successfully implemented all the scaffolding levels in the class. as the results, her students can perform english well independently. obstacles in building the field level in implementing scaffolding in building the field level, all the teacher participants stated that they found obstacles in designing or determining the materials. besides, time allotment for each session is also considered as obstacle in carrying out scaffolding in this level. each session of english class is 2 x 45 minutes. in addition, the numbers of students per class which are too much and the school facilities which sometimes do not work properly contribute to the difficulties that the participants face in their teaching process. obstacles in modelling in modelling level, four participant teachers (t2, t3, t4, and t6) stated that the obstacle is dealing with finding or designing authentic sources. all the participants agree that the sources for modelling level must be authentic. however, these kinds of materials are not always available in their surroundings. if so, teacher must adopt and adapt the materials first before they are used in the class. unlike the four teachers, t1 and t5 stated that the authentic sources are easy to find. according to them, teacher can get the materials easily on internet. besides, teacher will have chance to adopt and adapt the materials which are in line with the learning goals. obstacles in joint constructions in this level, all the participants stated that the obstacle is dealing with how to motivate students to engage in pairs or group works. according to the participants, they already divide students into some pairs or groups in order to make students have more time to practice in groups without feeling under pressured. in fact, most of students consider joint construction level is like the time „to relax‟. therefore, they do not get involved seriously in the process. they waste much time only for chitchatting. only a few students experience this level enthusiastically; they practice speaking english actively, have brainstorming, exchange information, etc. obstacles in independent level in this level, the writer found that all the teachers face almost the same kind of obstacle. in all classes that the writer observed, the writer found that the teachers found it difficult to handle students who have low participation in nesti noor hayati, djoko sutopo, abdurrachman faridi/ eej 9 (3) 2019 368 381 376 the class. they are in general relatively passive. they do not have eagerness to practice english both in oral and written skills. although the numbers of passive students are relatively lower than the active ones, the teachers stated that handling such passive students is so challenging. teacher must be always ready to support them in order to avoid them from being frustrated. factors underlying obstacles in building the field based on the teachers‟ questionnaires, two teachers (t2 and t4) stated that they found difficulties in implementing scaffolding during building the field because of numbers of student and time allotment. these two factors inhibit the teaching learning process run smoothly. as the solutions, the teachers usually provide materials which are not too much unlike t2 and t4, there are three teachers (t1, t3, and t6) who stated as designing authentic materials for listening is not easy to do, they always use the same materials every year. meanwhile, t5 said that students can cause the obstacles in scaffolding listening when they have less endurance during the process. as the solutions, she makes placement test in every early semester to map the students‟ ability. so she designs materials which are in line with the ability and students will not feel frustrated to undergo this level. factors underlying obstacles in modelling based on the teachers‟ questionnaire, all the teachers stated that the main factor underlying obstacle in modelling is lack of teacher knowledge. they realize that teacher must improve their teaching skill through teacher training and alike. however, the numbers of classes they must handle per semester make them difficult to join the training. to solve this problem, t1, t2, t3, t5 and t6 decided to join online trainings. t4 did not give clear answer dealing with the solution. factors underlying obstacles in joint construction according to the teachers‟ questionnaire, students‟ low awareness and motivation in understanding english are the main factor underlying the obstacle in this level. all the teachers also agree that the numbers of student in a class make them hard to check how deep their students have understood the materials. four teachers (t1. t2, t3, and t6) use group discussion to solve the problem. t4 did not give exact answer, while t5 agrees that students must be given project to complete and each student must submit their own written report. factors underlying obstacles in independent construction according to the teachers‟ questionnaire, the factor underlying obstacles in this level is dealing time allotment given in each session. they stated that the time provided to teach the materials and to give corrective feedback is very limited. besides, students‟ eagerness to practice english independently is very low since their vocabularies and grammar are poor. the solution from t1, t2, t3, t4, and t6 is almost the same, that is by giving students opportunity to perform in front of the class. meanwhile, t5 stated that the solution is that by giving the chance to practice english not only inside but also outside class. discussion scaffolding technique is an integral part of teaching. it always occurs in most classrooms, including english class. it has been the subject of a large number of empirical studies. however, it is not possible to form clear conclusions that can serve as the basis information for teachers on how implementing scaffolding technique. the question that follows then why. the answer lies in the complexity of scaffolding technique as a potential tool for acquisition. furthermore, the various students‟ ability in learning makes them could not meet the learning standards. at this point, teachers have to reflect on the teaching practices in order to find out solutions in helping the students nesti noor hayati, djoko sutopo, abdurrachman faridi/ eej 9 (3) 2019 368 381 377 achieve the learning goals. this is in line with hammond‟s statement (2001) that scaffolding is specific help that enables learner to achieve a task which not be possible without support. there is a finite goal. in addition, scaffolding is a way of supporting a learner to achieve that goal. in the recent study, it can be concluded from evidence proposed in the previous subsection that the students cannot perform confidently and independently when the teacher did not give adequate scaffolding. the implementation of scaffolding technique to teach english this study showed that the teachers implemented scaffolding techniques in almost similar ways. the data collected show that the scaffolding types are conducted by some or all the teachers participating in this research. meanwhile, the results of classroom observation by using videotaping and transcription show that four teachers used various activities to scaffold their students learning process. it is also shown that the four teachers are capable in scaffold teacher – students interactions. scaffolding in building the field in the recent study, the writer found that the teachers elaborated various materials to help students get involved in the learning process. based on the class observation through videotaping, it was found that the teachers used song, pictures, video, and audio as the tools to scaffold their students‟ in this level. what the teachers did here is in line with what hammond (2001) noted. she mentioned that experiences at the beginning of a unit can support students to develop new understandings. the teachers are able to make connections to existing knowledge by reminding students of a shared experience. in the previous part, it is explained that the use of song as a listening material can work well to give prior knowledge to students. when students have enough information dealing with the topic under discussion, they will involve smoothly to the materials given in the next session. however, in the findings it is found that some teachers did not offer prior knowledge in building the field. when the experience does not exist, students are failed to construct knowledge in their minds. akhbar and sukarno (2016) found in their research that during building the field stage teachers must provide explanation that contain verifications and clarification for giving students better understanding. students would be confused when there is no any input for them. in addition, barnes in hammond (2001) explained that some students seem unable to learn because the information they engage with is not internalised. therefore it is inaccessible when it must be applied in new context. to conclude, scaffolding in building the field is very important to carry out. scaffolding in modelling in this study, it is proven that modelling can encourage student to practice english actively both inside and outside class. by giving modelling, students can get enough reference to practice english and perform it in the next level, both in group and independently. it is also proven that authentic modelling cause students practice more enthusiastically, for example they imitate the way a native speaker speak in english fluently with the correct pronunciation. hammond (2001) mentioned that in the modelling stage, teacher and students share as initiators. they share responsibility. when this stage is carried out by teacher, students can take this opportunity to construct more supportive help that they need in the next stage. in the recent study, unfortunately, the writer found teacher who did not provide enough source in the modelling stage. this is in contrast to what hammond suggested. as the consequence, students are failed to perform in the next level, that is joint construction. in conclusion, teachers must provide sufficient modelling for students. when this stage is left out, students are not able to prepare themselves to gain responsibility that will be used in the next stage. nesti noor hayati, djoko sutopo, abdurrachman faridi/ eej 9 (3) 2019 368 381 378 scaffolding in joint construction in the recent study, joint construction level can increase student motivation to learn english. teacher can use this level as peerassistance session. in fact, students like to listen their classmates explanation when they do not understand to some materials. most of students feel shy to ask the question to their teachers. in the study, the writer found that students from the class with teachers who provided joint construction stage are more dominant in the interaction rather than the one which was not supported with the stage. this situation is in line with what nguyen (2013) found in his research. he reported that peer scaffolding in the joint construction stage was effective for the learners because it assisted them to overcome different difficulties while doing the task. therefore, this level can give benefits to both sides. al-yami in safa and rozati (2016) proved in his research that interactive activities contributed to students‟ higher achievement. findings in his research revealed that students who did not get enough chance to engage in joint construction stage were significantly lower in achievement. thus, it is proven that teacher must as well implement the scaffolding through joint construction stage. scaffolding independent construction as english is a foreign language in indonesia, students speak english only in their english class. consequently, they do not have enough time and place to practice it. from this study, it can be seen that students who always get all levels of scaffolding from the teacher can finally perform and practice english independently and confidently. although this process is never easy and takes much time in the implementation, the result is always satisfactory. teacher can provide enough support for students and students finally reach the learning goal. however, in the present study, the writer found one teacher who did not provide adequate chance for students to perform independently. as the consequence, students are not able to explore more what abilities they have acquired in learning english. the findings of the present study were in line with those of wood and middleton and yellen and masters (in zarandi and rahbar, 2016) who approved that successful teachers use scaffolding strategies as an instructional tool to help individual students learn language skill. the results of this study also approved what poorahmadi and mehrani and modarresi (in zarandi and rahbar, 2016) found as scaffolding can improve general proficiency of efl language learners. to sum up, the findings of this study also confirm three principles of scaffolding in gibbon (2002). the first is scaffolding links with and build on what learners bring to school: their language, culture, understandings, and experience. the second, related to in the second language acquisition and the language demands of the mainstream curriculum, scaffolding provides the kind of support to enable them to learn successfully through collaboration with teacher and with other students. the third is willingness to “hand over” to students the responsibility to use what they have learned independently, in new contexts and for their own purposes. obstacles in implementing scaffolding technique the obstacles described in this study are in general found by all the participants. it means that the stakeholders must take an action to solve the problems. dealing with the numbers of students, for example, government must limit the ideal numbers of students in every class. besides, government must also complete the school facilities with equipments needed in learning process. on the other hand, teacher must also actively improve themselves to be better facilitators. factors underlying the obstacles in implementing scaffolding technique teachers stated that the obstacles are caused by many factors. in this recent study, most teachers have proposed good problem solving for each obstacle. it means that scaffolding technique can be implemented in the nesti noor hayati, djoko sutopo, abdurrachman faridi/ eej 9 (3) 2019 368 381 379 classroom in any different situations. despite the problems and their factors, many researches on scaffolding implementation resulted in positive way. conclusion the present study was aimed to seek answers for three formulated problems coming up from providing scaffolding technique in classroom setting. firstly, the writer described the implementation of scaffolding to engage the students in social practices of learning language. it is found that most participants implemented scaffolding technique in their class completely. the students that undergo complete scaffolding from their teachers can finally perform more independently and confidently rather than the ones who did not experience the complete scaffolding. secondly, she described the teachers‟ obstacles in implementing scaffolding during the classroom interaction in learning language. teachers found many obstacles during the implementation. the obstacles are found in all levels of scaffolding. the kind of obstacles in each level is different from one teacher and another. thirdly, she also described the factors underlying teachers‟ obstacles and the problem solving. factors underlying the obstacles are internal and external ones. from the internal factors, most participants stated that being lack of knowledge and teaching skill is the most dominant one. meanwhile, students, time allotment, school facilities, and government policies are considered as the external factors. seeking answers for the first research question, she indicated that the implementation of teachers‟ scaffolding technique in the present study attempted to match the students‟ needs; which can be seen from the evidence of teacher – student interaction. during the teaching learning process with their students, teachers showed activeness and eagerness to respond students‟ utterances, give inputs, feedbacks, discuss the materials with their students, and read the students‟ works. they interacted and collaborated in finding the solution on the students‟ problems during the classroom interaction. teachers also had various priorities in giving the feedback. this could mean that the teachers prioritized and considered which areas their students were capable most. the scaffolding implementation was able to trigger students‟ activeness in the class and students‟ language learning. the writer revealed three points of interpretation in describing the way teachers provided their scaffolding: first, teachers believed in the importance scaffolding technique through sequence of types that is building the field as prior knowledge to the students‟ improvements. next, teachers applied modelling in the classroom meeting. they used various authentic sources. then teachers conducted the step of joint construction in the classrooms. the last, teachers used independent construction to encourage students to perform independently. second, teachers realized the obstacles occurred in the implementation of scaffolding technique in the classroom setting. third, the writer could reveal the factors underlying teachers‟ obstacles in implementing scaffolding technique. however, results also showed that not all teachers implemented the types of scaffolding completely and accurately. consequently, students who were not supported by appropriate scaffolding could not complete the tasks well. overall, the research showed that the teachers implemented scaffolding technique appropriately and wisely though the teachers faced obstacles as complex phenomena, which were not easy to define or tackle. implying the findings of the study to research goals, the present study could give deeper insight on the study of teachers‟ implementation of scaffolding technique in the language classrooms. in broader context, regarding the implementation of curriculum 2013 that promoted student active learning, the present study could be an example that encouraged the students in independent learning where the teachers should present as the guided participant to facilitate the students‟ engagement in learning through a set of activities and finding nesti noor hayati, djoko sutopo, abdurrachman faridi/ eej 9 (3) 2019 368 381 380 out solutions for the students‟ learning challenges. references agustien, h. i. r. 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(2013). teaching challenges in indonesia: motivating students and teachers‟ classroom language. indonesian journal of applied linguistics. vol. 3. no 1. pp. 1 – 16. eej 10 (3) (2020) 266 272 english education journal http://journal.unnes.ac.id/sju/index.php/eej the impact of grice maxims infringement in adventure of tintin towards communication purposes atika fitriyani , januarius mujiyanto , suwandi universitas negeri semarang, indonesia article info ________________ article history: received 5 september 2019 accepted 5 juni 2020 published 15 september 2020 ________________ keywords: cooperative principle, maxims infringement ____________________ abstract ___________________________________________________________________ communication is one of the crucial tools for life which without communication people can not interact with others. in order to have a good communication, people must obey the maxims. maxim is a principle proposed by the philosopher paul grice whereby those involved in communication assume that both parties will normally seek to cooperate with each other to establish agreed meaning. the aim of this study is to find out the infringement maxim in the story of the adventure of tintin and to know the impact of infringement maxim in communication purposes. in obtaining the data, the researcher used descriptive qualitative to find out the out the infringement maxims among the caharcters. the object of this study is the dialogue among the characters of the adventure of tintin which infringe grice’s maxim. the results of this research are the most of the characters in the dialogue infringe the maxim of quality in order to entertain the readers. the researcher found out 30 data for the infringement of qualitative maxim, 27 data for the infringement of quantitative maxim, 19 data for the infringement of maxim of manner, and 29 data for the infringement of maxim of relevance. © 2020 universitas negeri semarang correspondence address: kelud utara 3 kampus pascasarjana unnes 34572 e-mail: atikafitriyani@yahoo.com p-issn 2252-6455 e-issn 2502-4507 in atika fitriyani, januarius mujiyanto, suwandi/ 10 (3) (2020) 266 272 267 introduction in communication, there are some communication rules that must be obeyed by the speaker. one of them is the cooperative principle. cooperative principle is the importance rules that must be followed to make the communication runs well. the cooperative principle is a principle of conversation that proposed by h.p grice (1975). people have to obeyed the rules of cooperative principle to avoid missunderstanding between speaker and hearer. it was one of big proplem that happened in communication, they talked based on what they know and do not care about the background of the hearer. in cooperative principle there are four basic maxims that should be obeyed by the speaker as a guideline during communication. there are maxim of quality, maxim of quantity, maxim of manner, and maxim of relevance. maxim of quality is which says that speakers are expected to be sincere, to be saying something that they believe correspond to reality. it can be concluded that the speaker has to say something that actually happened without exaggerating. sometimes the speaker want to attract the intention of the speaker by expressing something excessively. the second maxim is maxim of quantity, which say that the speakers should be as informative as is required, that they should give neither too little information nor too much. some speakers give answers or responses that are excessive and did not accordance with what is asked. the speakers do not straight to the point of the conversation, they are more likely to add more information than is needed. the third maxim is maxim of relevance. means that the speakers are assumed to be saying something that is relevant to what has been said before. the last maxim is maxim of manner, ehich means that the speakers should something in the right way or avoid the ambiguity. even though there was a rules that must be followed, sometimes people break the maxim for several reasons. in cooperative principle, breaking the rules it is called non-observance maxims. there are several kinds in breaking the rules of cooperative principle. there are violation, flouting, opting out, suspending, and infringement. breaking the rules of cooperative principle sometimes are needed, because to make a humour in the conversation or in dialogue. there are some many kinds of nonobservance maxim that had been mentioned, but the focus of this research is in infringement maxim. infringement maxim is the condition or situation that happened because the speaker has an imperfect command of language, the speaker unconfident at that time. according to thomas (1995) explains that infringing maxim of nonobservance could occur because the speaker has an imperfect command of the language (a young child or a foreign learner), the speaker’s performance is impaired in some way (nervousness, drunkenness, excitement). some studies have been investigated by several researchers that focused on infringement maxims. osunbade and adenji (2014) discussed about infringement maxim and implicit meaning in conversation. the result that found in the research is the infringement maxim conversation enhances a better understanding of how implicit meanings of conversational discourse can be generated in the contexts of information based maxim in the texts, to aid the interpretation and understanding of the author’s messages to the readers. furthermore, there are some studies related to the non-observance maxims. the similar studies come from hidayatim and indarti (2013); qasim, akram, and masroor (2015); nababan and djatmika (2017). those studies was investigated about the nonobservance maxims in the conversation. the result of those studies found that the used of non-observance maxims in the conversation. atika fitriyani, januarius mujiyanto, suwandi/ 10 (3) (2020) 266 272 268 people break the rules to give the implicit meaning the the readers or hearer. there was another study about nonobservance maxim discussed by several researcher. in these studies found that there are some research stated that people break the maxim to entertain the listener, to attract the interlocutor attention, and sometimesit happens accidentally. another purpose to break the maxim is to build their self confidence. they gave more explanations in order the audience satisfied and to comfirm the real information toward the negative thinking of audience at the previous time. those reserach have a crucial role in writing the research, but rukmini, zebua, and saleh’s research is consideredto be investigated in the next research. because their findings clasified the types of flouting and violation maxim in the conversation between male and female utterances in the talk show based on their maxim. the result are the male mostly did the flouting than violating. from the overall of violation and flouting they done, quantity maxim was dominantly flouted by male participants. it meant that the researcher not only focused on violation and flouting based on maxim but also investigated the flouting and violation maxim between male and female. it meant that their research shows a lot of aspect from the flouting and violation maxim itself and that research is considered as good one to be investigated (see laraswati, kusumayanti & setiarini, 2018; dahnilsyah, 2018; astuti & zulaeha, 2018; budiana & djuwari, 2018; dwi, 2015; es, 2015; labobar, 2018; utami, 2019; and zebua, rukmini & saleh, 2017; ayasreh & razali, 2018; qasim, akram & masroor, 2015; sinaga & dahnilsyah, 2018; ayasreh, al-sabti, awwad, mansoor & razali, 2019). however, the previous studies are different from the current study of infringement in the adventure of tintin towards communication purposes. this study found that the author bltantly make some characcters in the comic infringe the maxims to enterteined the reader. the current study is about the impact of grice maxims infringement in adventure of tintin towards communication purposes. in this study, there are five objectives of the study that have been discussed. the first is to analyze the actors utterances to explain the infringement of the quality maxims, second is tp analyze the actors utterances to explain the quality maxim, the third is to analyze the actors utterances to explain the infringement maxim of relevance, the fourth is to analyze the actors utterance to explain the infringement maxim of manner, and the last is to analyze the impact of the infringement maxim in communication purposes. methods in this study, the researcher used descriptive qualitative research design. this research used qualitative research because the data is served in a text. this research investigated the utterances used by the characters in the story of the adventure of tintin. the data that used by the researcher is 6 series comic book from the story of the adventure of tintin. the data are about the maxim infringement invoked by the characters in the story of the adventure of tintin. in this study, the subjects are the story of the adventure of tintin. then, the object of this study is the characters utterances and the conversation between characters in the story of the adventure of tintin. the steps in collecting the data are started with reading the comic of the adventure of tintin, which is there was six series of the stories. then, observing every utterance which is infringes by the characters. after the researcher collecting the data and analyzed the data based on the research questions. there are first is analyzed the characters utterances based on the infringement maxim of quality, second is analyzed the characters utterances based on the infringement maxim of quantity, third is analyzed the characters utterances based on the infringement maxim of relevance, fourth is analyzed the characters utterances based on the infringement maxim of manner, and the last is analyzed the impact of infringement maxim in atika fitriyani, januarius mujiyanto, suwandi/ 10 (3) (2020) 266 272 269 communication purposes fro the story of the adventure of tintin. findings and discussion in this research, there are 95 of the maxim infringement had been found by the researcher from the comic series of the adventure of tintin. there are some series of the story from the adventure of tintin that have been choosen as a data resources. there are tintin in tibet, the crabs with the golden claws, red rackhams treasure, the shooting stars, the prisoners of the sun, and the red sea shark. the infringement maxims that happened in this comic strip is blatantly wiriten by the author to attract the intention from the reader. there are some results that found by the researcher. infringement of quality maxim infringement maxim of quality that caused by cognitive impairement invoked by captain haddock: captain : w-w-w-what happened? i ate one of those things. it was just like swallowing a volcano in full blast! tintin : it was a red pimento, captain.... pepper!....... from the dialogue between captain haddock and tintin, it can be seen that captain haddock was shocked and he was over reacted to show his feeling. based on the cooperative principle theory, captain haddock has failed in generating implicature, because he has a temporary cognitive impairment caused by shock conditional made captain haddock unable to speak well. from the dialogue above, the researcher found that in addition to the context of the dialogue happened, some marks that showed captain haddock infringing a maxim of quality was shown by language style spoken by captain haddock in the form of the letters w-w-wand the way he spoke that was too dramatical. infringement of quantity maxim tintin : someone forced to sail in this ville tub and....... captain : ville tub? .... i.... d-d-d-do you know i’m captain haddock! and i can have you-y-y-you claped in irons! from the dialogue between captain haddock and tintin, it can be seen that captain haddock does not answer tintin’s question correctly. captain haddcok failed in generating implicature, because he has temporary cognitive impairment caused he was under liquor. from the dialogue above, there was a mark that indicated the appearence of infringement maxim of quantity from the used of triplet letters and captain haddock gave the information more than needed. infringement of manner maxim tintin : but... no it’s impossible! captain :what?... what is so impossible? tintin : that the treasure can be here! captain : w-w-w-what? why? from the dialogue between captain haddock and tintin, it can be seen that tintin failed in generating implicature because he was shock caused he was saw unexpected thing. there was a marked that indicated the infringement maxim of manner, the used of triplet letter and the way how captain haddock countered mr. tintin’s statement that indicated there was an error in maxim of manner. therefore from that conversation it can be said that tintin failed in generating implicature based on theory of cooperative principle. infringement of relevance maxim tintin : ssh!.... not a sound! captain : who-who....who are you? from the dialogue between tintin and captain haddock, it can be seen that captain haddock failed in generating implicature, because he was under liquor caused by whisky. there was a mark that has been indicated captain haddock failed the infringemet maxim of relevance that used of stumbeled word and atika fitriyani, januarius mujiyanto, suwandi/ 10 (3) (2020) 266 272 270 triplet words. it can be seen that captain haddock failed the maxim of relevance because he did not speak based on what tintin say. captain hadock utterance did not appropriate with the rules of infringement maxim of relevance. the impact of grice maxims infringement in the adventure of tintin towards communication purposes. communication is the imparting or exchanging of information or news between one to another. through communication, people can interact and socialize each other. according to scudder (1980), states that all living creatures whether human beings, animals or plants, communicate in different ways. some use speech, other sounds, body movements or gestures to communicate, and all living entities communicate. communication represents a process involving two or three or more people. the way people interpret messages affects their relationship. communicators usually consciously choose the form and substance of messages. the form and substance of a message provokes a response in the person or people it is directed at. by infringes the maxim of cooperative principle in communication, people can convey things in implicit way. the speaker can express what they want to say based on what they want, not based on the rules of cooperative principle. in this case, the researcher can show and explain how is the impact of infringement maxim in communication purposes in real situation based on the comic of the adventure of tintin. by infringes the maxims, it can help the speaker express their feeling that happened in that situation. infringed the maxims in the conversation between the speaker and hearer sometime it make the speaker easier in delivering or expressing the secret things. and the impact of infringement maxims in communication purposes is to entertain the hearer and to make a joke between the speaker and hearer or between the writers to the readers. in communication, sometimes we need interesting topic to make a better situation or condition between the speaker and hearer. the humour that happened in the conversation is spontanious. the humour that created in the conversation happened blatantly to make the hearer interested in doing the conversation with the speaker. according to morell (1983) theory deals with the cognitive side of humor, by being an intellectual reaction to something that is unexpected, illogical, or inappropriate in some other way. sometimes the speaker make a humour in communication is to make the hearer happy. moreover, the relationship between this study and previous study is discussed about infringement in the comic strip and novel. osunbade and adenji (2014) discussed aboutinfringement and implicit meaning in the nigerian novels. prasojo, nababan, and djatmika (2017) discussed about infringeement in the comic strip. the data that had been found in the previous study showed that infringement and the implicit meaning helping the readers to know better undestanding about the meaning of the text. and the data also showed that infringement maxim can create the humour in the comic strip or novel that had been investigated. conclusion from 95 utterances that have been analyzed and discussed in the comic of the adventure of tintin, it can be concluded that most of the characters in that story infringed the maxims tucked condition. where the total number of infringement maxims that have been found in the series of the adventure of tintin. there are tintin in tibet, the crabs with the golden claws, the red rachkams treasure, the shooting star, the prisoners of the sun, and the red sea shark. based on the data that have been found in the comic of the adventure of tintin, mostly the characters infringed the maxim to entertain the reader and make the story more interested and fun. mostly captain haddock infringed the maxim, because he was one of the main atika fitriyani, januarius mujiyanto, suwandi/ 10 (3) (2020) 266 272 271 character in that comic. comic is one of the most important role in the daily life. sometime peoples read the comic for entertain their self and to make a good mood. the author blatantly infringed the maxims to attract the attention from the readers. therefore, the result of this study is infringing the maxim of cooperative principle is needed. to makethe readers or the hearer know what the speaker means and to deliver the message in implicit meaning. related to the process of humour, there are some aspects distinguished the utterances funny in the story of the adventure of tintin. the example the relief aspects, and incongruity of the word of the lexis aspect. in the comic, the used of relief aspects is to make one of the speakers release his tension. furthermore, the used of incongruity of the lexis to make the readers feel strange with the utterance and then they laugh. after the researcher discussed this study deeply, the researcher found some weaknesses in this study. the data in this study is limited, its hard to find the infringement maxim in the daily communication among people, and the previous studies who discussed about infringement is limited. references ayasreh, a.m., sabti, n.a., awwad, a.s., mansoor, m., & razali, r. (2019). instances of violation and flouting of the maxim by gaddafi interview during arab spring. international journal of english and education, 8(1), 185-193. budiana, k.m., & djuwari. (2018). the nonnative students’ motivation in learning english at stie perbanas surabaya. language circle: journal of language and literature,12(2), 195-202. dahnilsyah, m.s. (2018). the implication of violation of cooperative principle in discourse on corruption of indonesia lawyers club. journal of educational sciences, 2(1), 64-71. dwi, a.e.s. (2015). an analysis of flouting maxim in efl classroom interaction. journal vision, 4(2), 243-259. grice, h. paul (1975) logic and conversation. new york: oxford university press. hidayati, n. n. (2018). pelanggaran maksim (flouting maksim) dalam tuturan tokoh film radio galau fm: sebuah kajian pragmatik. journal of education and training, 5(2), 165-181. labobar, m. 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(2018). the implication of violation of cooperatove principle in discourse on corruption of indonesia lawyer club. journal of educational sciences, 2 (1), 64-71. thomas, j. a. (1995). meaning in interaction:an introducation to pragmatics.routledge. taylor & francis group. london & ney york. utami, h. (2019). a study of politeness stratgies and flouting of maxim used in the dead http://journal.unnes.ac.id/sju/index.php/eej http://journal.unnes.ac.id/sju/index.php/eej atika fitriyani, januarius mujiyanto, suwandi/ 10 (3) (2020) 266 272 272 poets society 1989 movie. 7(1), 215-228. https://doi.org/10.31686/ijier.vol7.iss1. 1306. zebua, e., rukmini, d., & saleh, m. (2017). the violation and flouting of cooperative principles in the ellen degeneres talk show. language circle: journal of language and literature, 12(1), 103-113. https://doi.org/10.31686/ijier.vol7.iss1.1306 https://doi.org/10.31686/ijier.vol7.iss1.1306 107 eej 3 (2) (2013) english education journal http://journal.unnes.ac.id/sju/index.php/eej developing written englishweb-based materials for junior high school students andika farid abdillah  , dwi rukmini prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia info artikel ________________ sejarah artikel: diterima oktober 2013 disetujui oktober 2013 dipublikasikan november 2013 ________________ keywords: call; reasearch and development; technology in language learning ____________________ abstract ___________________________________________________________________ the research tried to answer some problems: (1) the lack of online written materials for seventh grade students outside the school or during day-off; (2) what kinds of online materials the seventh graders needed; (3) how was online materials developed; (4) how effective was the online materials, and (5) what were the advantages and disadvantages of the online materials. the researcher adopted some steps in educational research and development proposed by borg and gall in junior high school 21 semarang. the researcher chose one class of sevent graders that had 24 students in it. in conducting the study, the researcher observed the existing materials and interviewed the teacher for the need analysis. after that, the researcher developed the online materials, then conducted the expert validation to some experts and tests and gave questionnaires to the students. the researcher, then, calculated the product’s effectiveness by using t-test. it was found out that the product was considered effective based on the t-test result and very good based on the questionnaire analysis. there were also some online materials available, yet they were not so attractive and complete. finally, the researcher also found out some advantages and disadvantages from the product. © 2013 universitas negeri semarang  alamat korespondensi: kampus unnes bendan ngisor, semarang, 50233 e-mail: pps@unnes.ac.id issn 2087-0108 andika farid abdillah et al / english education journal 3 (2) (2013) 108 introduction the use of technology in teaching and learning process has become an obligation for teacher in many national and international schools. a big question arises if we discuss the topic of technology in language learning. why should we as teachers use technology in language teaching? learning a second language is both an intensive and time-consuming process. according to foreign service institute (fsi) in blake (2008: 1) estimates that anywhere from 700-1,320 hours of full-time instruction are needed to reach a level of high fluency. the ideal language learning allocation can be more than 44 weeks at 30 hours per week or 1,320 hours. yet, the fact shows that students, particularly in junior high school on average spend 160 hours per academic year actively studying english or 6 hours per week. it indicates that students need more time to learn english in order to achieve better or even the best fluency in english. strother (2005) found that the online program help the students and they can learn english better. his research was intended for professional learners in aviation and the researcher’s was intended for seventh graders of junior high school students. suharmanto and ratih (2012) found out that his product was good in terms of its appereance, level of difficulty, attractivenes, coverage, and substance. this research differ from the researcher’s was that this research was only covered reading materials, where the researcher’s covered both reading and writing. the last research was conducted by prihartiningsih (2012) in which she used facebook in teaching descriptive text to her students. the result revealed that after applying letsdescribeit for teaching descriptive text, the students became more understand the use of descriptive text, when the need to use it and how to construct a descriptive text. the limit of allocation time of face-to-face meetings in classroom per academic calendar forced teachers to have advance innovation in teaching the students. the use of language laboratory to enhance the students’ listening and speaking skills is one of the example. but unfortunately, the language laboratories in general do not provide students with advance technology such as computers. language laboratory is usually only equipped with desk, head-set, control panel and computers for teachers and lcd projector and wide lcd screen. luckily for some students in good schools have got their own laptop or portable computers. this is an advantage for teachers who usually apply technology in language learning. it is a must for teachers particularly in good schools to master and apply technology during or after the teaching and learning process. teachers should have the ability to operate the language laboratory and moreover computer technology. learning computer assisted language learning (call) software, cd-roms, and office software applications have become common place in many teaching and learning environments and teachers must make use of them. hartman and ditfurth (2010: 28) stated that teachers in the computermediated communication have more roles. he/she helps students with tools and facilitate the teaching and learning process to a larger extent in face-to-face classrooms. the use of technology at schools are hoped to be one medium for students to learn more active. technology can also change the paradigm of teacher-centered to be student-centered. use of technology such as computers and the internet inside and outside the class generally motivates students to learn (evans 2009: 11). this new paradigm will increase the students’ autonomy that is hoped to enhance the students’ academical achievement. lee (2011: 87) viewed that teachers has an important role in supporting and motivating students to solve problem, make decision and reviewing their progress. based on the two statements above, technology will change the paradigm from the teacher-centered in which teachers are active during the teaching and learning process, into student-centred in which students are more active and autonomy. teachers are only the facilitator during the teaching and learning process. they motivate and support then help students who have difficulties and by doing so it is hoped that students’ quality will be enhanced. hadjerrouit (2010: 115) summarized the core of web-based learning as the chart below. andika farid abdillah et al / english education journal 3 (2) (2013) 109 diagram 1. characteristics of web-based learning from the pedagogical point of view, webbased learning is combined with some pedagogical strategies such as learning theories, teaching methods and learning strategies applied in the classroom. from the technological point of view, web-based learning needs the web browser or internet; the scripting languages to create php / html; multimedia which covers audio, video, and images; and authoring software to create the materials. meanwhile, the content of the web-based learning resources cover the topic of discussion, task-based activities, quizzes, exercises, and assignments based on the school-based curriculum. the changes of advanced technology now can also be used in the part of our education systems. teaching and learning process can be more fun, flexible, efficient, and interactive. yet, online module has not been developed and segmented well especially for the junior high school students. compared to materials for senior high school students and college students, materials for junior high school students are less provided. students often get bored by the traditional menthod of teaching and learning. that’s why the demand for interactive online webbased learning is getting higher and more needed in the future. so that, learning can be more flexible in terms of time and place. after giving some brief introduction above, the researcher aware that there were some problems that this research tried to answer. those problems were (1) the lack of online written materials for seventh grade students outside the school or during day-off; (2) what kinds of online materials the seventh graders needed; (3) how was online materials developed; (4) how effective was the online materials, and (5) what were the advantages and disadvantages of the online materials. research method the study of this research adopted the research and development approach. it aims to develop a web-based learning materials wich consists of english grammar, expressions, genres, short functional texts, daily quizzes, remedial, and enrichment programs intended for the seventh grade of junior high school students. borg and gall (1983: 772) define research and development as a process used to develop and validate educational products. it will use ten steps proposed by borg and gall, (1) need analysis, (2) planning, (3) developing preminary form of products, (4) preliminary field testing, (5) main product revision, (6) main field testing, (7) operational product revision, (8) operation field testing, (9) final product revision, and (10) dissemination and implementation. out of the ten steps above, the researcher adopted only seven steps in his research. web-based learning resources pedagogy didactic philosophy learning theories instructional design teaching methods asessment methods learning strategies technology web/internet hypermedia multimedia scripting languages prog. languages authoring tools content topics & subtopics concepts task-based activities quizzes exercises assignments andika farid abdillah et al / english education journal 3 (2) (2013) 110 the study was conducted in an english class at state junior high school 21 semarang of the seventh grade students from april 15th 2013 until june 11th 2013 in which the students tried to access the online materials from april 22th 2013 until june 4th 2013. there were 24 students in the class. the students were the combination between male and females and their english proficiency level were diverse. to answer the three questions stated above, the researcher used some instruments; such as observation, interview, questionnaires, documentation and test. observation was used to get information or data about the situation in the teaching-learning process. interview was used to gather some prior information about the teacher’s need in creating the online materials. then, questionnaires were used to gather information about effective dimensions of product preference and personal comments of the students about the online product given. finally, the test which covered reading and writing which was useful to find out the students’achievement result in the form of scores. by conducting the test, the researcher was able to calculate the effectiveness of the online product by using the two varaince t-test. research result and discussion in the research and development the researcher followed some steps. the first step was coonducting the analysis. there were two kinds of analysis conducted the researcher. first, the researcher tried to find out and observe what kinds of online materials available for the junior high school students. there was indeed an online materials for junior high school students. the product was developed by the ministry of education and culture, yet there was no classification in the materials whom it was intended to. when the researcher tried to access there was no specivif materials for the seventh graders. when the researcher search the key word “english” the researcher found seom materials but they were not well-developed. the other websites and blogs also provided such english materials for download, yet they were not made interactivelly for the students. then, the researcher interviewed the teacher and some students. the result showed that the students needed materials that were not boring for them. they wanted materials which were attractive enough. by using multimedia and online technology interactive materials could be created and developed. moreover, they asked online materials that provided a guide for them when the access the materials. meanwhile, the teacher asked an effective way of assessment for tasks, assignments, or homework. she asked the researcher to make some topics to be included in the learning materials based on the syllabus. this online materials would be very helpful during the school’s day-offs for the seniors to preare for their national exams. moreover, it would be also an advantage if she could supervise and got the result remotely. based on those analyses the researcher could create and develop a new brand interactive online materials for students which could be accessed in any multimedia device. the next step was creating the interface of the website. the researcher used the blogger service by google as the host of the website. this choice was made based on the capacity and service considerations, moreover it is free. the reseacher downloaded the available template then edited it with a syntax editor provided within the blogger service. after the interface, menus, and submenus of the website were done, the researcher then developed the materials by using a software called wondershare quiz creator. here, the researcher planned the topic of discussions that were going to be put in the online website then created and published them online. in each topic of discussion, the researcher started with the login page for the students. only students who got user name and password could log in. then, there was a welcome screen which provided the greeting from the researcher. after that there was a briefl explanation about the indicators and goals of accessing the topic. next was the brief explanation of the materials the students was learning. here, the students could know the samples, part of the text, kinds of questions reading comprehension that might appear in a test, and many more. finally, it was followed by series of exercises and tasks. andika farid abdillah et al / english education journal 3 (2) (2013) 111 there were some types of exercises the researcher developed. the first one is blan page in which the researcher put the examples and explanation about the topic here. second was the most common type of question, the multiple choice question. as it was intended for the junior high students, the researcher made four choices with one correct answer and three distractors. then, the true and false question. here a text was followed by some question in which the students should click on the correct or false statement based on the text. after that, the matching. matching meant that the students should match or continue the statement on the left with the correct match on the right. next, the click on the pciture which was appropriate in the topic of descriptive text. here the students were asked to click on the correct picture based on its descriotion. then we have sequencing which was appropriate to measure the skills of students. here, the students were asked to sequence the correct oreder of jumbled sentences. finally was the short essay in which the students were asked to compose a simple text based on the instruction. after finishing with the website interface and developing the materials, then the researcher should upload the online materials into the server. here, the researcher use a free cloud server named opendrive. after uploading the materials, then the researcher made the links from the online cloud server into the website. finally, the online writteh materials were ready to be accessed. the website created was also helpful to the students. the researcher was stand by and supervise the students remotely. if the students found some difficulties or might ask questions, they could chat or video call the researher from the chat bar of the virtual room menu. these two tools were proven helpful to the students. they felt asthey were guided when they accessed the online materials. after they finished with each topic, the researcher would get the result of the work by email. before conducting the trial, the researcher asked the validation of the product from some experts. there were three experts for this product. one lecturer and one teacher were in charged of validating the curriculum and materials content of the online product. then one it expert was in charged of the layout and technical advancemet of the online product. after the revision as it was suggested by the validators, the researcher then would conduct a trial in the real teaching and learning process. a pre-test was conducted to measure the initial performance of the students. then, the students access the online materials both at schools and at homes during the research period of two weeks. then they were asked to conduct the posttest. the result showed that there was significant increase of the students’ performance before and after they use the online product. table 1. students’ pre-test and post-test result no student code's pre test post test 1 e-01 7.5 8.25 2 e-02 6.7 7.75 3 e-03 6 8 4 e-04 8 9 5 e-05 7.25 8.5 6 e-06 7.5 8.25 7 e-07 6.25 7.25 8 e-08 5.75 7.5 9 e-09 7.25 8.5 10 e-10 7.25 9 11 e-11 5.5 7.25 12 e-12 6.7 7.5 andika farid abdillah et al / english education journal 3 (2) (2013) 112 13 e-13 7.5 8 14 e-14 7.5 8.75 15 e-15 7.5 9 16 e-16 6.7 7.5 17 e-17 6 8.5 18 e-18 6.25 8 19 e-19 6 8 20 e-20 5.75 7.5 21 e-21 3.25 6 22 e-22 7.5 8.25 23 e-23 7.5 8.5 24 e-24 8 9.25 25 e-25 7 8.5 168.1 202.5 average 6.724 8.1 score > 7.2 13 1 in the pre-test there were 13 students who got score below 7,2 and after the treatment there was only 1 student who got velow the minimum score. based on the table above, we know that, there was an increase of around 20% between the average score in the pre-test (6.7) with the score in post-test (8.1). so, we can conclude that the online english materials helped students in increasing their achievement. after finding out the result in both pre and post-test, the researcher then tried to calculate the “t-test” to find out the product’s effectiveness. the result of the “t-test” was 9.00213. this was proven by the tobservewas higher than the ttable (9.002 >0.26 or 25.5%. the result of the t-test showed that the tobserve was higher than the ttest. so, we could conclude that the researcher’s hypothesis that the product was effective was acepted. finally, in finding out the advantages and disadvantages of the product, the researcher gave questionnaire to the students and asked them to fill it in online. here, the researcher used the linkert scale. when responding to a likert questionnaire item, respondents specify their level of agreement or disagreement on a symmetric agree-disagree scale for a series of statements. thus, the range captures the intensity of their feelings for a given item as stated by burns et al (2008: 245). table 2. the students online survey result no. statements point category 1. it is easy to access the web-based materials from any gadget 46.4 excellent 2. the interface and layout of the webpage and the flash program is attractive. 40 very good 3. the program is attractive to be used to learn english better outside the classroom. 40.4 very good 4. you can use this program easily without any guidance from your teacher. 34 good 5. the instruction given in the web-based materials are clear enough and easy to understand for you. 37.6 very good 6. the tasks in the web-based materials are interesting and enjoyable to you. 40.8 very good 7. the web-based materials help you to learn english 40 very good andika farid abdillah et al / english education journal 3 (2) (2013) 113 more active. 8. the web-based materials are also appropriate to be used in the classroom. 41.2 very good 9. the program can motivate your better in learning english 37.2 very good 10. the speed access of the web-based materials is fast. 30 good based on the table above, the average category of the questionnaire result was very good. it showed that the product had positive impact to the students. there were some advantages of having this online product. students could be more autonomous and they would not get bored of learning english. learning is now more flexible and fun. yet, the lack of internet speed or multimedia devices were some of the obstacle of having such online materials. conclusion referring to the research findings and discussions, the researcher could draw some conclusions. there ware some online materials available over the web. yet, there was only a few or none that was intended for the seventh grade students of junior high school. then, the online materials were needed for the students and the teacher. both tried to find a new way of attractive and efficient learning. especially when the seventh graders were studying at home during the schoolbreak. creating and developing english online materials were not simple. there were some steps that should be followed. after creating the interfase of the website, the researcher planned which materials were to be put in the website, and then designing the flash program so that the materials were attractive enough for both students and teacher. the researcher also provided the chat box service and virtual foom as a space for interaction for both teacher and students on the web. based on the calculation of the t-test, the product was considered effective in improving the students’ achievement. moreover, based on the students’ questionnaire it was found out that the students’ opinion toward the online product could be classified as very good. some good impacts of having the online product were that students could be more independent and motivated in learning. motivation means good achievement. yet, the lack of internet and technology infrastructure became one of big obstacle of having such online product. references blake, r. j. 2008. brave new digital classroom: technology and foreign language learning. washington: georgetown university press borg, w.r. and m.d. gall. educational research: an introduction. new york: longman inc. bsnp. 2006. panduan penyusunan kurikulum satuan pendidikan jenjang pendidikan dasar dan menengah. jakarta: badan standar nasional pendidikan burns, et al. 2008. basic marketing research. new jersey: pearson education evans, m. j. 2009. digital technology and language learning: a review of policy and research evidence. in m. j. evans (ed) review of research in education. new york: continuum international publishing group. pp 7 – 31 hadjerrouit, s. 2010. developing web-based learning resources in school education: a user-centered approach. interdiciplinary of elearning and learning objects. 10/2. pp 117 – 13 hartmann, a. and m. ditfurt. 2010.introduction to english language teaching. berlin: klett. hutchinson and waters. 1987. esp: a learning center approach. cambridge: cambridge university press lee, l. 2011. blogging: promoting learner autonomy and intercultural competence through study abroad. language learning and technology. 15/3. pp 87 – 109 prihartiningsih, a. 2011. developing materials for teaching descriptive texts through andika farid abdillah et al / english education journal 3 (2) (2013) 114 facebook for year even students of junior high school on http://journal.unnes.ac.id/sju/index.php/eej/art icle/view/147 sato, t. 2010. do multimedia-oriented visual glosses really facilitate efl vocabulary learning? a comparison of planar images with three dimensional images on http://www.asian-efljournal.com/pdf/volume-12-issue-4sato%26suzuki.pdf. accessed on 11 october 2011 http://journal.unnes.ac.id/sju/index.php/eej/article/view/147 http://journal.unnes.ac.id/sju/index.php/eej/article/view/147 http://www.asian-efl-journal.com/pdf/volume-12-issue-4-sato%26suzuki.pdf http://www.asian-efl-journal.com/pdf/volume-12-issue-4-sato%26suzuki.pdf http://www.asian-efl-journal.com/pdf/volume-12-issue-4-sato%26suzuki.pdf 68 eej 3 (2) (2013) english education journal http://journal.unnes.ac.id/sju/index.php/eej the awareness and realization of grice’s cooperative principles in the conversations among non-native english speakers retnowaty prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia info artikel ________________ sejarah artikel: diterima oktober 2013 disetujui oktober 2013 dipublikasikan november 2013 ________________ keywords: awareness, realization, grice’s cooperative principle, implicature, conversation ____________________ abstract ___________________________________________________________________ pragmatics gives different interpretation of meaning even when it is not said or written. this study was using descriptive qualitative approach. the objects of the study were non-native english speakers at the fourth semester of post-graduate program (s2) majoring english education of semarang state university in the academic year 2012/2013. the unit of analysis of this study were utterances which contain the observance and non-observance of grice‟s cooperative principle. furthermore, to know how they were aware of those principles, a pragmatic awareness test was given to each participant. based on the test, most participants were aware enough of grice‟s cooperative principle. from all utterances, most participants appeared to observe the maxim of relation. it can be inferred that they tried to answer the question with relevant answer. the realization of non-observance of grice‟s cooperative principle was mostly shown in flouting the maxim of quantity that they gave more or less information than it was needed. moreover, we can infer that non-native english speakers who were aware of grice‟s cooperative principle would be easier to realize it in their conversations because they understood the concept of how to create successful, effective and efficient communication. © 2013 universitas negeri semarang  alamat korespondensi: kampus unnes bendan ngisor, semarang, 50233 e-mail: pps@unnes.ac.id issn 2087-0108 retnowaty / english education journal 3 (2) (2013) 69 introduction we try to convey our meaning as clearly as possible in the conversation because we want to make other people understand what we are talking about. as grice (1975:45) stated, speakers intend to be cooperative in conversation because a successful conversation will happen if the speaker and the hearer can understand each other‟s utterances well. they are also expected to obey cooperative principle to conduct an efficient and effective use of language in conversation. grice (1975:45) introduces cooperative principle as follows: “make your contribution such as required, at the stage at which it occurs, by the accepted purpose or direction of the talk exchange in which you are engaged”. that is to say, we need to say everything essentially based on our purpose when we are doing conversation with other people. cooperative principle has four maxims: maxim of quantity, maxim of quality, maxim of relevance, and maxim of manner. those maxims can be used to describe how participants in conversation derive implicatures. it is a common phenomenon. and it often happens in our daily life when we talk to other people. grice uses the term implicature to refer to what a speaker can infer or suggest, as different from what the speaker factually says. because there are times when people say (or write) exactly what they mean, but generally they are not totally explicit. since, on the other occasions, they try to transfer something more than their words. moreover, grice‟s theory is an attempt at explaining how a hearer gets from what is said to what is meant, from the level of expressed meaning to the level of implied meaning. however, before realizing grice‟s cooperative principle and its maxims, it is better to be aware or understand the knowledge about them. it is very helpful. we can say that the awareness may influence the realization. the knowledge of grice‟s cooperative principle and its maxims will guide people conducting efficient and effective use of language in conversation since they are learning english as a foreign language and their grammatical knowledge does not guarantee a corresponding level of pragmatic awareness and that even advanced learners may fail to comprehend or to convey the intended intentions. there have been a number of researches concerning with the phenomena of cooperative principle, its maxims and conversational implicature. one of the studies is conducted by masykuri (2011), that is “non observance of cooperative principle in english comic strip: the adventure of tintin; the black island”. in his study, masykuri describes the conversational implicature found in the dialog among characters in comic strip entitled the adventure of tintin; the black island, which is influenced by non-observance maxim. the most common type of non-observance maxim found in his study is violating the maxim of quantity (23%) and no characters violate maxim of manner (0%). another study is conducted by pajarwati, e. in 2012 in the study entitled “the grician cooperative principle in native and non-native communication breakdowns”. the study shows that the maxims that occasionally found in the english conversation of the native and nonnative speakers at rumah belajar cinta anak bangsa (rbcab) were the quantity one. the way they convey messages tended to be less or more than required. the second place was taken by the maxim of quality and the percentage of the two maxims had a far cry. they avoided saying words that they believe to be false. maxim of relation was flouted only five times in the conversation. the consideration of being relevant with the topic was held tightly by the respondents. the maxim of manner mostly stuck with the regulation. mostly, those violations arouse because of the lacking of vocabulary, grammar and cultural background that supported the breakdown to occur in the study. the differences among this study and the other previous studies are on the research problems. the first previous study just explains that there are conversational implicatures found in the dialog among characters in comic strip retnowaty / english education journal 3 (2) (2013) 70 entitled the adventure of tintin; the black island, which is influenced by non-observance maxim and analyzed how each non-observance of the maxims occurs in that comic strip. the second previous study just shows that the maxims that occasionally found in the english conversation of the native and non-native speakers. it also finds some violations because of the lacking of vocabulary, grammar and cultural background that supported the breakdown to occur in the study. moreover, it seems that this study is more interesting than the previous studies because it explores deeper and wider areas. this study does not only describe how non-native english speakers realize grice‟s cooperative principle whether they observe it or not, but also describes how their awareness of grice‟s cooperative principle. furthermore, this study will describe how their awareness of grice‟s cooperative principle may influence their realization in their conversations by using a pragmatic awareness test which the other previous studies did not do. based on the studies above, a topic relayed to awareness and realization of cooperative principle in casual conversation among nonnative english speakers has not been worked out. it motivates me to conduct a study of this particular interest. speech act speech act is one of pragmatics elements introduced by austin in 1962. according to austin, the speech act itself can be divided into three component acts which underlie the issuing of an utterance: locutionary acts, illocutionary acts, and perlocutionary acts. a locutionary act “includes the utterance of certain noises, the utterance of certain words in a certain construction and the utterance of them with a certain „meaning‟” (austin, 1962:94). in summarized, locutionary acts are those acts which convey literal meaning with the help of a given syntax and lexicon (for example, it is cold in here). an illocutionary act is viewed as the force carried with words or sentences (to illustrate, by telling someone “it is cold in here”, someone is actually asking someone else to close the window). it is the act performed in saying the locution. the last is perlocutionary act which means the consequential effect of utterance on an interlocutor or the change caused by the utterance (for instance, someone closes the window because of someone else‟s statement). grice’s theory of cooperative principle and its maxims the cooperative principle enables one participant in a conversation to communicate on the assumption that the other participant is being cooperative. otherwise communication would be very difficult, and perhaps break down altogether. in short, these maxims specify what participants have to do in order to converse in a maximally efficient, rational, co-operative way: they should speak sincerely, relevantly and clearly, while providing sufficient information. grice‟s cooperative principle consists of several maxims that appear very simple, straightforward, and common-sensual at first sight, they are the maxims of quality, quantity, relevance and manner. if the participants both have the expectation to achieve a successful conversation, they must cooperative with each other, and speak sincerely, sufficiently, relevantly and clearly. the cooperative principle by grice (1975) has four maxims, and each has their own regulations respectively: 1. the maxim of quality: (i) do not say what you believe to be false; (ii) do not say that for which you lack adequate evidence. 2. the maxim of quantity: (i) make your contribution as informative as is required for the current purpose of the exchange; (ii) do not make your contribution more informative than is required. 3. the maxim of relevance: (i) make your contribution relevant. the maxim of manner: (i) avoid obscurity; (ii) avoid ambiguity; (iii) be brief (avoid unnecessary prolixity); (iv) be orderly. non-observance of the maxims retnowaty / english education journal 3 (2) (2013) 71 any implied meaning risks being (mis) understood by the hearer as the speaker intended it to be uptaken, since a speaker may imply something that the hearer may fail to infer appropriately. as a result, there are cases when a speaker fails a maxim or several maxims in conversation in order to convey additional meaning. he/she may intentionally or unintentionally fail to fulfill the maxims due to their purpose(s) of interaction. he/she does not fulfill a particular maxim, for example, they do not speak clearly and choose to lie (thomas, 1995:64). non-observance of the maxims means the maxims in cooperative principle are not obeyed the cooperative principle. one major reason for non-observing the maxims is to make conversation easier. the other reason we use the conversational to communicate indirectly are we sometimes need to avoid telling the truth because our frankness may hurt us or someone else and speech acts can cause faced threatening acts to their addressee. grice (1975) in thomas (1995:74) stated that a participant in a talk exchange may fail to fulfill a maxim in various ways, which include the following: flouting the maxim, violating the maxim, infringing the maxim, opting out the maxim, and suspending the maxim. methods this descriptive qualitative study focused on data interpretation based on the research problems and concentrated on the result of pragmatic test about the awareness of grice‟s cooperative principle and also the recorded conversations among the participants. the main focuses on this study were how non-native english speakers were aware and realized the observance and non-observance of grice‟s cooperative principle among their friends in their conversation. data in this research were the result of pragmatic test about the awareness of grice‟s cooperative principle and utterances which contained the observance of grice‟s cooperative principle and also utterances which contain implicature for non-observance of the grice‟s cooperative principle. they were produced by non-native english speakers at the fourth semester of post-graduate program (s2) majoring english education of semarang state university in the academic year 2012/2013 based on some reasons, such as: they were all in the same level; they were relatively in the same average score; they have studied pragmatics subject and they have been studying english for the same period of time, since elementary until now. based on creswell (2007:37), in qualitative research, researcher is as the key instrument. thus, the key instrument is the researcher herself since she was the one who actually gather the information. she learnt the previous studies, obtained the data and analyzed them. the researcher then interpreted the awareness and realization of cooperative principle and the relation between them based on her experiences and background knowledge. she was supported by other instruments, like pragmatic awareness test, camera and mobile phone to get the data. she also prepared a pragmatic awareness test to know their awareness of grice‟s cooperative principle. a multiple choice inferencing task was compiled by applying and/or adapting some of the items devised by bouton (1988, 1994, 1999) in murray (2011:8-18). these examples were deliberately chosen because they were found in some literatures. in other words, some studies have been used them as the instrument. they were also felt to have authenticity as a sample because the preferred multiple choice responses had originally been developed on the basis of actual native speaker interpretations of speakers‟ meaning in a set of scenarios. furthermore, the distractors were adapted from the most common non-native speakers‟ „incorrect‟ answers. however, there were some modifications according to the needs. the data were obtained by choosing five pairs, making an appointment with each pair when and where they can do the conversation by calling them or sending text messages, meeting them two by two in scheduled the time and retnowaty / english education journal 3 (2) (2013) 72 place, asking each pair to do pragmatic awareness test first before they did a conversation, allowing to them talk freely with their partner using english for approximately half an hour (if they had difficulties in maintaining the conversation, the researcher would give some topics to help them), taking their photos with a camera while recording their utterances using mobile phone, also transcribing and analysing the utterances produced by them and lastly, analysing the results of the test. analysis, results and discussions this section shows the data analysis which covers the presentation of findings. it gives descriptions of how non-native english speakers are aware of grice‟s cooperative principle in their conversation. it also gives descriptions of how non-native english speakers realize the principle including the observance and non-observance of grice‟s cooperative principle in their conversation. and the last, it gives descriptions how the awareness of grice‟s cooperative principle is related to its realization in non-native english speakers‟ conversations. non-native english speakers’ awareness of grice’s cooperative principle this section presents non-native english speakers‟ awareness of grice‟s cooperative principle from the test. there were fifteen multiple-choice questions related to grice‟s cooperative principle. from fifteen questions, for the accumulation, the participants could answer nine questions correctly and six questions incorrectly according to preferred responses. realization of grice’s cooperative principle this section presents the realization of grice‟s cooperative principle found in the conversations among non-native english speakers. the general profiles of how non-native english speakers realize the observance and nonobservance of grice‟s cooperative principle are presented in table 1. then, there is a classification of observance of the maxims in the table 2 and the classification of non-observance of the maxims in table 3. the percentage of each frequency found in the table 1, 2 and 3 is only a way to get more accurate descriptions about them. table 1. realization of grice‟s cooperative principle no. realization of grice’s cooperative principle frequency % 1 observance of maxim 688 82.9% 2 non-observance of maxim 142 17.1% total 830 100% from all utterances by non-native english speakers‟ conversations from the first until the fifth conversation, most appear to observe the maxims of grice‟s cooperative principle. it is the first findings. it is shown from the table that there are 82.9% utterances which observe the maxims. this study indicates that there is a tendency that the participants did not create many implicatures in their conversations. they tried to observe all maxims, like the maxim of quantity, quality, relation and manner. they also tried to speak clearly, truthfully, gave just right amount of information and answered the question with relevant answer in order to directly address the partner‟s goal in asking the question. furthermore, the participants sometimes did not observe grice‟s cooperative principle. it is the second findings. it is shown that there are 17.1% utterances which did not observe the maxims. retnowaty / english education journal 3 (2) (2013) 73 table 2. classification of observance of grice‟s cooperative principle no. classification of observance of grice’s cooperative principle frequency % 1 observing the maxim of quantity 110 16.00% 2 observing the maxim of quality 180 26.16% 3 observing the maxim of relation 201 29.21% 4 observing the maxim of manner 197 28.63% total 688 100% from all utterances by non-native english speakers‟ conversations from the first until the fifth conversation, most appear to observe the maxim of relation, and the percentage is 29.21%. it can be inferred that they tried to answer the question with relevant answer in order to directly address the partner‟s goal in asking the question. table 3. classification of non-observance of grice‟s cooperative principle no. classification of non-observance of grice’s cooperative principle frequency % 1 flouting the maxim of quantity 64 45.1% 2 flouting the maxim of quality 12 8.5% 3 flouting the maxim of relation 54 38% 4 flouting the maxim of manner 10 7% 5 violating the maxim 1 0.7% 6 opting out the maxim 1 0.7% total 142 100% from all utterances by non-native english speakers‟ conversations from the first until the fifth conversation, most of the participants appear to flout the maxim of quantity. it is shown from the table that there are 45.1% utterances from the participants that flout the maxim of quantity. this study indicates that there is a tendency that the participants sometimes do not observe the maxims, especially the maxim of quantity because they gave more or less information than needed. realization of observance of grice’s cooperative principle in the conversations among non-native english speakers if we observe all the maxims, we will answer clearly (manner), truthfully (quality), give just the right amount of information (quantity) and answer the question with relevant answer in order to directly address the partner‟s goal in asking the question (relation). presentation of the data was done by presenting important phrases only. the following excerpt from the conversations in which the observance of grice‟s cooperative principle was done by the participants. example 1 (dialog 1, between e and r) e and r are classmates. they were talking about patinese culture. r (181) : so you are poor (laughing), the patinese is poor, can i say like that? e (182) : no when e and r werere talking about patinese culture, r asked whether he can conclude that patinese is poor by expecting motorcycle or other presents from the man who wants to propose the girl from pati or not. then, e answered by saying “no”. e observed the maxim of manner by answering clearly. she observed the maxim of quality by answering truthfully. she also observed the maxim of quantity by giving just the right amount of information by saying no and she observed the maxim of relation by directly addressing r‟s goal in asking the question. she has said precisely what she meant, no more or less, and has generated no retnowaty / english education journal 3 (2) (2013) 74 implicature (i.e. there is no distinction to be made here between what she says and what she means, there is no additional level of meaning). it can be inferred that e observed the maxim of quantity, quality, relation, and manner. realization of non-observance of grice’s cooperative principle non-observance of the maxims means the maxims in cooperative principle are not obeyed the cooperative principle. there are some types of non-observance of the maxims like flouting, violating, infringing, opting out, and suspending the maxim. presentation of the data was done by presenting important phrases only. the following excerpt from the conversations in which the maxim of quantity is flouted by the participants. example 2 (dialog 3, between a and t) a and t are classmates. they were talking about maxim which is one of pragmatic‟s lesson they got in their class. a (226) : why do you say maxim? what can, can you give me the example of what is it maxim? t (227) : maxim is a word, when a and t were discussing maxim as one of pragmatic‟s lesson they got in their class, a asked a question about the definition of maxim itself and the example of it. however, t only answered that maxim is a word. the hearer or a still does not get the complete answer. t should give explanation and example about maxim that was being asked by a. here, we found the speech acts from this dialog, they are locutionary act, illocutionary force and perlocutionary effect. locutionary act is what the speaker said or the literal meaning of the utterance. t said maxim is a word. in fact, it is true that maxim is a word. the illocutionary force is the intention of speaker in this case t, by saying that utterance. t maybe wanted to tell a joke by not completing his answer. to crosscheck the truth, we can prove it by looking at the perlocutionary effect which is how the utterance was received by the listener. the perlocutionary effect shows that a laughed at his next turn and he thought that t was joking by mentioning maxim as a word, not its real definition because everyone in this world knows that maxim is a word. the locution and illocution literally have different meaning. this example shows the hearer gets the point of what the speaker intends to, even though the speaker says less of word. it can be inferred that t flouted the maxim of quantity because he provided insufficient information. the awareness of grice’s cooperative principle by non-native english speakers and its realization in their conversations from all questions from the test, most participants appeared to aware the grice‟s cooperative principle. this study indicates that there is a tendency that the participants understand the basic concepts of grice‟s cooperative principle and the maxims. they tried to answer the questions with their knowledge about them, without opening the books or browsing in the internet. if we look the utterances by non-native english speakers‟ conversations from the first until the fifth conversation, most appeared to observe the maxims of grice‟s cooperative principle. the table below shows the realtion between the awareness and realization of grice‟s cooperative principle to make the analysis clearer. retnowaty / english education journal 3 (2) (2013) 75 table 4. the awareness and realization of grice‟s cooperative principle no awareness of grice’s cooperative principle frequency % realization of grice’s cooperative principle frequency % 1 aware 86 57.3% observance 828 99.76% 2 not aware 64 42.7% nonobservance 2 0.24% total 150 100% total 830 100% after looking at the explanation above, it can be concluded that there is a relation between non-native english speakers‟ awareness of grice‟s cooperative principle and their realization in conversation. based on the test, 57.3% of the questions have been answered according to the preferred responses. it can be inferred that the participants were aware enough of grice‟s cooperative principle. and later when they did conversations with their friends, they realized the observance of the maxims better than the non-observance ones. it is shown from the table that there are 99.76% utterances which observe the maxims. from the description, we can infer that non-native english speakers who are aware of grice‟s cooperative principle will be easier to realize it in their conversations. in other words, the awareness of grice‟s cooperative principle is closely related to its realization in non-native english speakers‟ conversations. conclusion the study was set to describe how nonnative english speakers are aware and realize the grice‟s cooperative principle, also the relation between the awareness and the realization in their conversations. based on the findings of the study, it can be concluded that most participants were aware of grice‟s cooperative principle. in the realization, most participants observed grice‟s cooperative principle because it describes best practices in a conversation in order to facilitate the process of conversation to be smoother for both the listener and the speaker, but the participants frequently did not observe these maxims in order to achieve certain purposes. lastly, non-native english speakers who were aware of grice‟s cooperative principle would likely be easier to realize it in their conversations because they understood the concept of how to create successful, effective and efficient communication. in other words, the awareness of grice‟s cooperative principle is closely related to its realization in non-native english speakers‟ conversations. grice‟s cooperative principle can be one of the solution to conduct successful, efficient and effective communication, like has been stated by grice (1975). although cultural background is usually a quite problem for us, it can be handled by a good cooperation between the speaker and the hearer. references austin, j. l. 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http://www.celea.org.cn/teic/79/080801_66. pdf. downloaded on 04 september 2012. retnowaty / english education journal 3 (2) (2013) 77 sperber, d. & wilson, d. 1986. relevance: communication & cognition. oxford: blackwell publisher ltd. thomas, j. 1995. meaning in interaction: an introduction to pragmatics. new york: addison wesley longman publishing. wang, h. 2011. conversational implicature in english listening comprehension. journal of language teaching and research, vol. 2 (5), pp. 1162-1167. available online at: http://ojs.academypublisher.com/index.php/ jltr/article/view/5542. downloaded on 01 july 2012. yule, g. 1996. pragmatics. oxford: oxford university press. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that 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required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f0a1c412007 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f117dff20fd • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare eej 9 (2) (2019) 189 197 english education journal http://journal.unnes.ac.id/sju/index.php/eej the realization of interpersonal, ideational, and textual meaning in graduate students’ research paper hesti eka wardani1, djoko sutopo2, abdurrachman faridi3 1. smk pelayaran wira samudera, semarang, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: recived 23 december 2018 accepted 28 february 2019 published 20 june 2019 ________________ keywords: realization, interpersonal meaning, ideational meaning, textual meaning, research paper ____________________ abstract ___________________________________________________________________ systemic functional linguistics offers a model of approach in analyzing discourse concerning to reveal how language is used to negotiate meaning. research paper, also known as research article presents students’ work in a process of academic which involving students’ understanding and interpreting knowledge in applying knowledge in a certain phenomenon. therefore, this study aimed to explain the realization of interpersonal, ideational, and textual meaning in graduate students’ research paper. descriptive qualitative research design was used in this study with ten research papers form graduate students of english language education program in universitas negeri semarang were taken as the subject of analysis. mood, transitivity, and theme analysis was used to achieve the data analysis. the findings revealed that the meanings were realized by the students’ language choice. interpersonal meaning realized in the research papers showed that the research papers were carrying the speech role as giving information. moreover, the students took role as the information giver in the third person point of view. ideational meaning realized in research papers showed that the students presented their experience in state of being and doing through relational process and material process with help of other process types, participant roles and circumstances to support their presenting. textual meanings were realized through the use of theme structure by giving high concern on the subject of the clause as the main delivered message point. the realization of the meanings also could give benefit to students in having the guideline when they are proposed to write research paper. © 2019 universitas negeri semarang correspondence address: jl. kokrosono, no. 70, semarang 50179, indonesia e-mail: hestiekawardani19@gmail.com p-issn 2087-0108 e-issn 2502-4566 mailto:roniwahyudi@students.unnes.ac.id mailto:roniwahyudi@students.unnes.ac.id hesti eka wardani, djoko sutopo, abdurrachman faridi/ eej 9 (2) 2019 189 197 190 introduction higher education students are expected to be able to conduct research and writing research paper. this way is intended to report the research result along with brief explanation and fundamentals theory. the students are hoped to understand theories, apply them in a certain subject of field, explore in broader areas, interpret the results, and organize it in a well composed research paper. research paper (henceforward rp) uses a typical organizational pattern, known as the imrd format, stands for introduction, methods, results, and discussion (swales and feak, 2001, p. 155). the four different sections thus are identified with four different purposes. acquiring academic writing proficiency needs not only mastering the technical and formal aspects of the genre but also the ability to think in more abstract terms. the technical and formal aspects are including using source of references and citations whereas the abstract term means ability of reflecting on vocabulary choice and language usage within the academic context. in this way graduate students can be fully comprehend to write a meaningful and proper research paper. concerning about language as a resource for making meaning, it deals with the clauses that encode three strands of meaning which are ideational (experiential), textual, and interpersonal meaning. gerot and wignell, 1994, p. 22 specifically explain: “ideational meaning, meaning about things and ideas, are realized in the clause by options from transitivity: processes, participants, and circumstances; and clause complex. textual meaning, which make language contextually and co-textually relevant are realized in lexicogrammar through thematic and information system. interpersonal meanings are realized in the lexicogrammar through selection from the system of mood.” in systemic functional linguistics, the terms of realization is used to discover the relationship of the abstract construction of language in strands of meanings either experiential meanings, interpersonal meanings, or textual meanings. matthiesen, teruya, and lam (2010) insist that the realization is the representation in the systemic functional linguistics that associates with a term in a system. coffin (2010) realizes that systemic functional linguistics focus on the notion of language use as functional that enable people to represent the experience of the world (the experiential function), to interact with others (the interpersonal function), and to create coherent and cohesive text (the textual function). besides, these three functions, metafunction, reflect to the idea of register, and language. the following figure displays the realization among genre, register, and language. figure 1. metafunction in relation to register and genre (adopted from halliday and webster, 2009: 160) cunanan (2011) proposes that systemic functional linguistics is an effective way to report and to pattern language as a resource for making meaning and choices. moreover, there are three main kinds of meanings in sfl. lock (1996) mentions that there are three types of meanings within grammatical structures that are as experiential meanings, interpersonal meanings, and textual meanings. sujatna, 2012 adds that clause representation of experiential meaning is realized by transitivity system, clause exchange of interpersonal meaning is represented by mood and residue system, and clause as message of textual meaning is realized by theme and rheme system. halliday and metthiesen, 2004, p. 61 state that experiential meanings deal with construing model of experience. interpersonal meanings perform social relationship, while textual hesti eka wardani, djoko sutopo, abdurrachman faridi/ eej 9 (2) 2019 189 197 191 meanings focus on creating relevance to context. moreover, eggins, 2004, p. 111 asserts that language is structured to make the three kinds of meanings. grammatical resource of transitivity, theme and mood is the area to find ideational, interpersonal and textual meanings. bilal (2012) and kamilah (2014) attempted to identify three meanings in metafunction in literary works of thank you m’am and invictus. both studies revealed how metafunction analysis reveals hidden characteristics and intention of the main role. furthermore, the studies also proposed benefit of metafunction analysis in efl learning concerning on how language can be used to achieve communicative goals in different context. madjdi and nurchayo (2014) attempted on applying metafunction analysis in news item text. the result showed the author of news item texts applied classification, description, and identification to express categorical distinction, quality and qualifier, possessive relation, facet and measure. similarly to majdi and nurcahyo (2014), haig (2010) and hidayat (2014) seek the realization of ideational meaning in written discourse of bulletin and newspaper. haig (2010) showed metafunction characteristics and its relation to ideology. meanwhile, hidayat (2014) revealed elements of transitivity analysis appear on news items in newspaper which shows dominant existence of participants more than processes and circumtances. therefore, this current study aimed at presenting the realization of interpersonal, ideational, and textual meaning in students’ research paper and its benefit for students. methods this study applied a descriptive qualitative research design. the object of study was taken by asking personally to the students. there were ten research papers taken as the subjects of the study. the analysis was focused on the abstract section of the research papers. there were three analyses being conducted to answer the research questions, which were (1) how is the interpersonal meaning realized in the students’ research paper? (2) how is the ideational meaning realized in the students’ research paper? (3) how is the textual meaning realized in the students’ research paper? (4) how does meaning realization give benefit to students in writing research paper? the analyses were intended to see the language choice of the students in writing research paper regarding the mood, transitivity, and theme. in order to collect the data, the observation sheets were used for the mood analysis, transitivity analysis, and the theme analysis. the data were analyzed and interpreted according to underlying theory. result and discussions from the data analysis, it was found that the graduate students expressed interpersonal, ideational, and textual meanings in a particular way. the findings were based on theory from eggins (2004) and presented in the tables below. table 1. summary of mood type analysis mood type mood elements sum of analysed items declarative subject^finite 119 interrogative finite^subject wh/subject^finite wh^finite^subject exclamative wh^subject^finite^ predicator imperative subject^finite total 119 it was pointed out in table 1 that there were 119 clauses applying positive declarative mood consist of subject and finite element. the findings of mood analysis in this study showed that the graduate students’ research paper functioned as a medium to exchange information. it gave information of a certain topic to be known to the reader. the information is the object of being exchanged and given by the students as the writer. hesti eka wardani, djoko sutopo, abdurrachman faridi/ eej 9 (2) 2019 189 197 192 table 2. data summary of subject analysis no subject total 1 i 0 2 you 0 3 he 0 4 she 1 5 we 0 6 they 11 7 it 6 8 that 0 9 this 2 10 there 6 11 this study 15 12 this research 3 13 this paper 1 14 the result of the research 1 15 the results 1 16 the findings 5 17 the objectives of this study 4 18 the aim of this paper 2 19 the researcher 5 20 the writer 7 21 people 1 22 definite noun phrase or proper names 1 23 less explicit expressions such as pronouns 1 24 the subject of this study 1 25 a video analysis of the conversation 1 26 the use of definite noun phrase 1 27 this visual context 1 28 indefinite noun phrase "someone" 1 29 deixis 5 30 the data collection 1 31 some of types deixis 1 32 discourse 1 33 language 1 34 the interpretation of utterances 2 35 documentary technique 2 36 the source of data 5 37 the arguments 2 38 interpretation 1 39 bbc news indonesia 1 40 the role of context 1 41 the frequently speech function 1 42 the dominant illocutionary type 1 43 the conversations between moana and grandma tala 1 44 descriptive qualitative method 1 45 the dominant types of illocutionary act and speech function 1 46 illocutionary act 1 47 the study of meaning 1 48 both of them 1 49 the study of language 1 50 language without meaning 1 51 the other speech act 1 52 conversations 1 53 the casual conversation 1 54 a total of 76 sentences 1 55 the sample 1 56 the translator of the rainbow troops novel 1 57 most of the derivational words 1 58 the method of the research 1 59 the understanding about the process of derivation 1 60 this article 1 61 five articles 1 62 person deixis, 2 63 place deixis, 1 64 time deixis, 1 65 discourse deixis 1 66 social deixis 1 67 the suara merdeka 1 68 the use of arguments 1 69 the function of arguments 1 70 the predicates 1 total 132 table 2 presented the subject choices by the students. here it could be seen that the students rarely used pronouns subject. only 11 times subject “they” appeared pointing the object of the study. subject “it” was used six times revealed the students’ concern to point their studies. the students also used subject “there” in showing the existence of a certain phenomenon in their research papers. from the mood hesti eka wardani, djoko sutopo, abdurrachman faridi/ eej 9 (2) 2019 189 197 193 analysis, it was revealed that the students applied mostly noun phrase “this study, this paper, this research, this article, the aim of the study, the objective of the study, the result, the findings, the data collection, the source of data” to present their studies, while in mentioning themselves, the students applied the third-person representative “the writer and the researcher”. moreover, the students used the particular phrases to indicate their research papers. the phrases were related to their specific area of study in their research papers. “deixis, language, the visual context, the study of meaning, illocutionary act, the speech act, the casual conversation, discourse, interpretation, definite noun phrase” were several chosen subjects found in this study. table 3. summary of finite analysis no finite types sum 1 finite: simple present 59 2 finite: present continuous 0 3 finite: present perfect 0 4 finite: simple past 57 5 finite: past continuous 0 6 finite: past perfect 2 7 finite: modal 6 total 124 other findings for interpersonal meaning were presented in table 3 showing the existence of finite in mood element. the students supported their ideas with choice of finite use in their research papers. from the analysis, it was recorded that the students used various kinds of finite. they are simple present finite, 59 times; simple past finite, 57 times; 2 times of past perfect finite; and 6 times modal finite. seeing the evidence, it was seen that the students tend to use temporal finite more than modal finite. the finite showed the students used equal numbers of present and past finite to show sequence of time in the students’ research paper. meanwhile, modal finite was used only in few times to show the students’ presumption on their arguments. based on the explanation above, the findings were intended to answer research question number one which is to explain the interpersonal meaning realized in graduate students’ research paper. based on eggins (2005: 110) stated that interpersonal meaning is involving the realization of roles and relationship. the use of declarative mood indicated the papers carried the speech role as giving an exchange. meanwhile the subjects of the papers gave evidence that the papers played role as an exchange of information. therefore, the students as the writer of the research papers were taking role as the main information giver in their research papers. moreover, the way the students pointed themselves using third-person representative as the writer, the researcher showed the distant relationship between the students as the writer of the research papers and the readers as the audience. table 4. summary of transitivity analysis number of clauses transitivity analysis process type participants circum-stances 119 clauses 140 203 84 the findings of ideational meaning covered findings in constituents of transitivity analysis. there were findings of analysed process, participants, and circumstances. the findings based on eggins (2004) portrayed in table 4 revealed there were 119 analysed clauses and resulted for 140 processes, 202 participants, and 86 circumstances found in the students’ research papers. hesti eka wardani, djoko sutopo, abdurrachman faridi/ eej 9 (2) 2019 189 197 194 table 5. summary of process types n o process type su m 1 material 56 2 mental cognitive 4 affective 0 perceptive 0 3 relationa l attributive: intensive 29 attributive: circumstantial 1 attributive: possessive 1 identifying: intensive 41 identifying: circumstantial 0 identifying: possessive 0 4 behaviou ral 0 5 verbal 1 6 existentia l 7 total 140 moreover, it was portrayed in table 5, it was recorded that relational process shared the most amount of process selection. there were 72 relational processes, 31 stood for attributive relational and 41 stood for identifying relational. material process also occurred in the research paper 56 times. mental process came in cognitive aspect 4 times in the research papers. existential process appeared 7 times, and verbal process appeared once. the process types helped the students decide which experience to share to the readers. the readers also could figure out what the students tried to tell to them by examining the process choices. table 6. summary of participants n o process type participa nt su m 1 material actor 26 goal 38 range 15 2 mental senser 4 phenomenon 3 3 verbal sayer 0 receiver 0 target 0 verbiage 1 4 behavioural behaver 0 range 0 5 existential existent 7 6 relational attributive carrier 27 attribute 23 7 relational identifying token 34 value 27 total 203 the second transitivity element, participant, was presented in table 6. the findings showed out there were 202 participants taking part in the research papers while making configuration to the process types. in making configuration on attributive relational, there were 27 carrier and 23 attribute as the participants. meanwhile, as much 34 token and 27 value participant roles participated in identifying relational process. on top of that, 26 actor, 38 goal, and 15 range were seen making arrangement for material process. moreover, there were seven participant roles in mental process, 4 times as senser and 3 times as phenomenon. lastly, there were seven existent to complement the participant role for existential process, and 1 verbiage as the participant to verbal process. in accordance with the process types, the participant roles would show how the experience had been built. hesti eka wardani, djoko sutopo, abdurrachman faridi/ eej 9 (2) 2019 189 197 195 table 7. summary of circumstance no circumstances sum 1 extent 5 2 location 34 3 role 9 4 manner 12 5 matter 19 6 accompaniment 1 7 cause 5 total 84 table 7 showed the existence of circumstances, the last element in transitivity system. there found 84 times in various kinds. location circumstances shared the most used circumstances in the research papers. there were 34 location circumstances telling the time and place of a specific phenomenon. circumstance of matter and manner showed less distinct in number. the former appeared 19 times, while the latter appeared 12 times. besides, there were also circumstance of role, 9 times, circumstance of cause, 5 times, circumstance of extent, 5 times, and circumstance of accompaniment which occurred only once. although the circumstances occurred as the complement in a certain event or experience, the existence of circumstance helped the students to portray more detail in their information in the research papers. by the means of transitivity analysis, the researcher attempted to answer the research question number two. this was intended to explain the realization of ideational meaning in the students’ research papers. the ideational meaning is a meaning about how the language user represents reality through language (eggins: 2004). paying attention to the findings in this study, it could be seen that the students as the language user represent reality through various process types simultaneously and participants which took part in particular roles. simultaneous use of relational process of attributive and identifying show the students’ effort to show the world of relation to the reader. in addition, the students also show the experience of action by using material processes. the configuration between relational process and material process, followed by existential and mental process showed the readers capture the sequence of relation, event, thought, and existence in the research papers. textual meaning, described by eggins (2004) as structural configuration of a clause which is organised as clause of message and achieved in theme system by using theme and rheme analysis. table 8. summary of theme analysis no theme sum 1 topical theme marked topical 8 unmarked topical 63 2 interpersonal 0 3 textual 7 4 multiple theme textual-topical 36 interpersonal-topical 3 textual-interpersonal-topical 1 total 118 from the data of analysis portrayed in table 8, it could be seen that the theme fell on several configuration. the students used topical theme in two ways, marked and unmarked topical theme. unmarked topical theme appeared more frequent than marked topical theme. by this choice, the students were showed paying much attention on the beginning of their explanation using the topic as indicated as the subject of the clause. textual theme also appeared 7 times showing the students’ attempt to apply the conjunctive agents in their explanation. besides the single theme, multiple theme also became the choice for the students to portray the theme. textual-topical theme was the most frequent configuration theme occurred in the research paper, followed by interpersonaltopical theme and textual-interpersonaltopical theme. research paper is defined as a form of written communication which presents information and ideas clearly and effectively hesti eka wardani, djoko sutopo, abdurrachman faridi/ eej 9 (2) 2019 189 197 196 (modern language association of america, 2009). for this purpose, the students are needed to clearly reporting their research in research paper using proper language. eggins, 2004 claims language is modeled as networks of interconnected linguistic systems from which the language user choose to create meanings to achieve communicative purposes. a text, as a product of a sequence of choices realizes the contextual dimension of field, tenor, and mode. the multiple structural dimension and its description of the clause allows us to describe how language makes meanings simultaneously. through grammatical analysis, the text realized three strands of meaning introduced by halliday on metafunction, which are interpersonal, ideational, and textual meanings. halliday, 1994, cited in eggins, 2004, p. 329 argues that systemic analysis of a text can be beneficial in contrasting between the interpretation and explanation; secondly it can be beneficial to recognize the difference between understanding of a text and its evaluation. related to the theory, the realization of three strands of meaning in this study gave a sight to the students on how the research papers were made. how those meanings are realized simultaneously and making up a structured and meaningful text as explained in the former discussion were the ultimate example to the students. the configuration of meanings was needed to set up a well-structured research paper. hence, in order to write a research paper the students needed to pay attention on their language choices and how they put them in a sequence to create meanings. through the data analysis from the three analyses which had been conducted, it was revealed that realizing interpersonal, ideational, and textual meaning can give benefit to students. it gives the students example of how they should compose and structure their ideas to write research paper. interpersonal meaning can guide the students on how they should use language to support their intention related to their role as the writer of a research paper. ideational meaning realization can help the students to choose the proper verbs to show the process which suits to their purpose. it also helps the students to make configuration with the participant roles and the circumstances. textual meaning realization gives the students benefit in term of giving the students sight on how they put their concern in right place as theme and develop the theme in rheme position according to their aim. in this way, the realization of the meanings can be beneficial to the students. following wallwork (2011), research papers should reveal the answer of 1) why was the study is carried 2) why was the writer writing the research paper 3) what did the researcher do 4) what were the results 5) what was the conclusion and recommendation. through the findings of this current study, the realization of interpersonal, ideational, and textual meaning in research paper can help students to select the language use in suiting to their aim and reveal the aforementioned questions. reveal the experience in the research paper. the findings were related to the former study conducted by xuan (2018). it was described in his study that registerial difference exists in the deployment of process type in different writing tasks. moreover, this present study added pedagogical implications which were by showing the benefit for the students in writing process. conclusion from the research findings and discussion, the researcher concluded that the students position themselves as the information giver from third point of view. the students introduced to the reader the relationship between the participant role and its configuration with the circumstances to expand their ideas. the data analysis showed the students maintain the consistency on the theme related to the topic of their research. by the sequence of theme and rheme also showed that the students were in effort to make coherent of their text in written mode. fourthly, the conclusion of pedagogical implication showing the benefit of meanings realization to the hesti eka wardani, djoko sutopo, abdurrachman faridi/ eej 9 (2) 2019 189 197 197 students is the use language choices and configuration can help the students in making research paper. by realizing the three strands of meanings, the students are given guide on how they should organize their language choice properly to create meaning and achieve communicative purpose of the research paper. references bilal, h. 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(2008). acamic writing and publishing: a practical handbook. new york: routledge. hidayat, y. (2014). the ideational meaning realised in the written discourse in online newspaper on abdul qodir jaelani (aqj). english education journal, 4(1), 24-30. kamilah, f. (2014). analysis of invictus: halliday's metafunctions. bandung: indonesia university of education. locke, t. (2004). critical discourse analysis. london: continuum international publishing group. madjdi, a., & nurcahyo, a. (2016). recognizing the meta-function of news item. jurnal sosial budaya, 7(1), 7-12. sujatna, e.t.s. (2012). sundanese verbs in mental processes: a systemic functional linguistics approach. international journal of linguistics, 4(4), 468-476, doi: 10.5296/ijl.v4i4.2577 attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f11bda720b5 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare attention required! | cloudflare please enable cookies. sorry, you have 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this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f0aae7a209d • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f11bd222055 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f0f4da1209d • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare eej 10 (1) (2020) 110 114 english education journal http://journal.unnes.ac.id/sju/index.php/eej the interpersonal meaning of verbal text and visual image relation in english textbook for junior high school grade viii annisa kumara dewi, dwi rukmini, mursid saleh universitas negeri semarang, indonesia article info ________________ article history: recived 09 december 2019 accepted 16 february 2020 published 15 march 2020 ________________ keywords: verbal text, visual image, interpersonal meaning, conversations ____________________ abstract ___________________________________________________________________ this study aimed at explaining the relations between verbal text and visual image in english textbook for junior high school grade viii in terms of interpersonal meaning. the first is the checklist of verbal text analysis by halliday in eggin (2004) to analyse the verbal text. the second is the checklist table for visual image analysis by applying the theory of kress and van leeuween (2006). the last is about the relation between verbal text and visual image in terms of interpersonal meaning (royce‟s theory; 2007). the findings show mostly every chapter is dominated by declarative sentences. in declarative mood, the sentence indicates to state something or explain something. some conversations indicate the image acts and the gazes of them are „offer‟, they could be explained that the images address us indirectly, the viewer is not the object, but the subject looked. the represented participants are the object of the viewer‟s dispassionate scrutiny, no contact between the viewer and the represented participants. the image acts and the gazes happen between represented participants and represented participants. the eye contacts prove the verbal text produced by the represented participants. verbally, the statement and question relate through intersemiotics reinforcement of address. the activities between represented participant and represented participant happen verbally in which the viewer do not joint in the conversation. as visually, the eyeline just happened between represented participant and represented participant without the viewer. it could be said relationship happened when the verbal text supports the visual image. © 2020 universitas negeri semarang correspondence address: kampus universitas negeri semarang, kelud, semarang, 50233 e-mail: annisa.kumara93@gmail.com p-issn 2087-0108 e-issn 2502-4566 annisa kumara dewi, dwi rukmini, mursid saleh/ eej 10 (1) 2020 110 114 111 introduction nowadays, people prefer to use the modern media in communication than the conventional media. they also excited knowing how some modes used in the same condition can produce the meaning. the communication is not only done in verbal but also in nonverbal. communication skill is one of soft skill that must be mastered well by people in daily activities. a textbook is one of media for students‟ learning. the government has not published yet the legitimate english textbook for students grade viii so the teacher uses english textbook entitled “buku teks pendamping bahasa inggris untuk siswa smp-mts kelas viii” created by debi karmila and ratna juwita. in textbook itself, there are some materials related to 2013 curriculum. the teacher chooses this textbook because there are some verbal texts and visual images in every chapter. verbal text and visual image have a role as the tools to shift the meaning. in this context, learning highlight in a process communication between learners and the source of learning. students and teachers will do the learning communication if the message can be delivered clearly, shortly, and of course meaningfully. here, the teacher should know the theories about verbal text and visual image relation in order to explain some mistakes which appear in the conversations. images show us that the conversational texts take a long time to read and to make more understandable from the utterances itself (kress, 2010). liu and dianning (2014) explore the multimodality of two representative efl textbook series for chinese college students, their visual and verbal semiotic modes were compared. busa (2010) investigated how multimodal resources can be used to teach oral communication strategies, as exemplified in a course taught at the university of padua, italy. damayanti (2014) conducted a textual analysis on four english language textbooks used in indonesian primary schools. jacobs (2012) describes a semester-long freshman learning community in which multimodal texts were used as primary texts along with traditional texts to support students‟ academic literacy skills. jewit (2009) explored school multimodality and literacy and asks what these changes mean for being literate in this new landscape of the 21st century. shanahan (2013) stated the discourse surrounding multimodal composition was analyzed via inductive analysis. bezemer and gunther (2008) argue in writing processes now longer the central mode of representation in learning materials-textbooks,web-based resources, teacher-produced materials. salbego, viviane, and maria (2015) investigate how multimodality in english textbooks may scaffold learning through visual text. wu (2014) stated image-text relations are expounded based on systemic functional multimodal analysis framework in this article. a though analysis of the logical relations between the visual and verbal elements in picture books is also given in terms of elaboration, extension, enhancement and projection. royce (2007) analysed ctivities based on multimodality can enhance students‟ understanding of a plot when they read narrative genres. unsworth (2006) studied about presentation that draws on two large on-going australian government funded research projects in which the author is a chief investigator, to describe emerging functional semiotic of image/text relations and their realizations, for approaches to multimodal literacy education. the conclusion of these previous studies are some researchers conduct the research about efl textbook that used the teacher in the classroom to know the relation about visual and verbal making of it. i conduct this research to know the relations between verbal text and visual images in terms of interpersonal meaning in the english textbook. the teachers should know the interpersonal meaning of verbal text and visual image relation available in the english textbook. furthermore, this study will help the teacher to create or provide the good verbal text and visual image as the media for teaching and learning english by knowing the image-text relation. annisa kumara dewi, dwi rukmini, mursid saleh/ eej 10 (1) 2020 110 114 112 method the researcher analyzes in the context of visual social semantic (kress et al, 1996; 2006), based on our experienced and familiarity with them. the interpersonal meaning developed by kress and leeuwen in their gvd (grammar of visual design) have grounded the researcher‟s descriptive qualitative analysis in this research. furthermore, the theory from halliday (1994, 2004) about inter-semiotic and logical-semiotic will anlyze using systemic functional grammar. and the theory of royce will be grounded the relation between verbal text and visual image. all of verbal texts and visual images in conversations at the beginning of the chapter of english textbook for junior high school grade viii entitled “buku teks pendamping bahasa inggris untuk siswa smp-mts kelas viii” created by debi karmila et al is the data of the study to examine relation between verbal text and visual image in order to produce meaning. it has 262 pages and 12 chapters for one year study period. i continued to analyse the data. there are some step as follow: (1) identifying, the first step of analysing the data is identifying the data. after all the data retype in the observation sheet, i identified the verbal texts and visual images in the efl textbook. (2) classifying, after the data had identified based on the theory of language metafunction and textimage relations, then i continued categorize or classify the data into three observation sheet. there were verbal text, visual images and textimage relation. (3) interpreting, after the data collected and described the data of language metafunction and text-image relations. i continued to interpret the data. in this stage, i interpreted based on research problems of this research as follows: the interpersonal meaning of verbal text in english textbook, the visual images in english textbook in terms of interpersonal meaning, the relation between verbal text and visual images in the english textbook. (4) inferring, after the whole data of this study were interpreted then i continued to last steps in analysing data that is inferring. in this part, i drew conclusion based on the findings and discussion. results and discussions mostly every chapter is dominated by declarative sentence. in declarative mood, the sentence indicates to state something or explain something. here, the student dominated to give explanations from the teacher‟s question. it means the students more active in the class and the teacher as the facilitator in the teaching learning in the class. and teacher used interrogative sentences (whquestion) to stimulate the students active in the class. once the teacher used imperative sentence to make student obedient with the teacher‟s role and make them pay attention in teaching and learning process in the classroom. it indicated that the teacher had the high power than the students. the speech role is “give”, we can saw from the conversation, statement dominated by student‟s speech. it means the students wanted to respond the teacher‟s question. and most of commodity is about information, because here the students tried to give explanation about teacher‟s question. and “good and service” was appeared because the teacher give command to student‟s attitude or imperative sentence. the image acts and the gazes of them were „offer‟, they could be explained that the images address us indirectly, the viewer was not the object, but the subject looked. the represented participants were the object of the viewer‟s dispassionate scrutiny, no contact between the viewer and the represented participants. they offered the viewers the items of information, object of contemplation, impersonally. the image acts and the gazes happen between represented participants and represented participants. the eye contacts prove the verbal text produced by the represented participants. for example, in the conversation 4, the teacher says that “one of you please clean the whiteboard”, what he says supported by the gestured of his body that pointed his hand to the whiteboard. the size of frame is medium close shot, it means that the images indicate the subject approximately at the annisa kumara dewi, dwi rukmini, mursid saleh/ eej 10 (1) 2020 110 114 113 waist. the social distance was close personal distance, what the people says in the conversation commonly happen in students‟ and teacher‟s daily activities in teaching and learning processes. the point of view is subjective and horizontal, means that there is relation with the viewer‟s daily activities since the english textbook was the students‟ literature. they had same experience with the english textbook. sometimes, what the speaker did in the conversation, also do by the viewers or the students in their daily activities. the conversation 1 and conversation 8, the image acts and the gazes did not show both „demand‟ and „offer‟. actually, there was an activity between the teacher and the students in the classroom for conversation 1 and conversation 8 was about daily activities between students and others students outside of the classroom, but there was no an eyeline between the viewer with the represented participant, and there was no eyeline between represented participant and represented participant. they did not make sense when two people doing conversation face to face but there is no an eyeline between them, what they did becoming ambiguous with the verbal text appear in their conversation. verbally, the statement and question relate through intersemiotics reinforcement of address. the activities between represented participant and represented participant happened verbally in which the viewer did not joint in the conversation. as visually, the eyeline just happened between represented participant and represented participant without the viewer. it could be said relationship happened when the verbal text supported the visual image. for example, conversation 2, the teacher and the students did activities outside the classroom. the teacher asked ed, “can you play basketball ed?”, the teacher‟s question was such as the verbal text. visually, his hand touched the basketball, and his eyeline connect to ed. and when ed answer the questions, their gesture and eyeline supported each other. but for conversation 1 there was conversation between teacher and students in the classroom. the teacher asked to dani, “dani, what are you doing? do you know what we are talking about?” and dani answer the teacher‟s question, “i‟m sorry, sir. i did not pay attention to what you were talking about”. what teacher and dani said including verbal text, when the teacher asked to dani, his eye contact concerned to dani but here when dani gave his answer, there was no eyeline dani to the teacher. what the verbal text produced, did not support with the visual image. dani gesture also did not suitable with the verbal text he produced. you can see the conversation 1 and 2 to make clear the explanation; conversation1 conversation2 all of the conversations relate by reinforcement address, just two conversations (conversation 1 & 8) that do not complete the categorized of visual image that should support the verbal text. the interaction happened just between represented participant and represented participant since it is conversation so no need the viewer to join in the activities. but the contain of conversation relate with the viewer since it is english textbook so it relates with students‟ and teacher‟s daily activities. conclusions the analysis shows that the realization of interpersonal meaning in verbal text available in the english textbook grade viii dominated by declarative mood/ statement and question. it annisa kumara dewi, dwi rukmini, mursid saleh/ eej 10 (1) 2020 110 114 114 means that the people in the dialogue need more the „demand and give‟ the information rather than „demand and give‟ good and services. the next analysis decelerates that the realization of interpersonal meaning in visual image available in the english textbook grade viii dominated by the interaction between represented participant and represented participant. there was no contact with the viewer. here, the viewer should have the illusion that the represented participants did not know they were being looked at, and in which the represented participants had to pretend that they were not being watched. the last analysis is the relations between verbal text and visual images in terms of interpersonal meaning at the english textbook grade viii. all of the conversations relate by reinforcement address, just two conversations (conversation 1 & 8) that do not complete the categorized of visual image that should support the verbal text. it could be said that this book is good media for teaching and learning. references bezemer, jeff and gunther kress. 2008. writing in multimodal texts: a social semiotic account of designs for learning. busà, maria grazia. 2010. sounding natural: improving oral presentation skills. padova: university of padua. damayanti, ika lestari. 2014. gender construction in visual images in textbooks for primary school students. bandung: universitas pendidikan indonesia. eggins, suzane. (2004). introduction to systemic functional linguistics (2nd ed). new york; london halliday, m.a.k. (2004). an introduction to functional grammar (3rd edn). revised by c.m.i.m. matthiessen. london: edward arnold. jacobs, gloria e. 2012. developing multimodal academic literacies among college freshmen. portland, oregon, usa: college of education, portland state university. jewitt, c. (ed) (2009), routledge handbook of multimodal analysis. london, routledge. kress, g. & t. van leeuwen. (2006). (2nd ed.). reading images: the grammar of visual design. london: routledge. kress, g. (2010), multimodality: a social semiotic approach to communication. london, routledge falmer. liu, xiqin and dianning qu. 2014. exploring the multimodality of efl textbooks for chinese college students:a comparative study. china: south china university of technology, china; guangdong university of foreign studies and central south university. royce, t. 2007. intersemiotic complementarity: a framework for multimodal discourse analysis. in t. royce & w. bowcher (eds), new directions in the analysis of multimodal discourse (pp. 63-109). malwah, nj and london: lawrence erlbaum associates. salbego, nayara, viviane m. heberle, and maria gabriela soares da silva balen. 2015. a visual analysis of english textbooks:multimodal scaffolded learning. shanahan, lynn e.2013. composing “kidfriendly” multimodal text: when conversations,instruction, and signscome together. unsworth, len. 2006. image/text relations and intersemiosis: towards multimodal text description for multiteracies education. wu, shuxuan. 2014. a multimodal analysis of image-text relations in picture books. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f08f84720b5 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare eej 9 (1) 2019 18 24 english education journal http://journal.unnes.ac.id/sju/index.php/eej the quality of direct procedures in students’ indonesian translation of english folklore drama scripts citra amiliani abdul gani universitas negeri semarang, indonesia article info ________________ article history: recived 23 september 2018 accepted 08 november 2018 published 15 march 2019 ______________ keywords: direct procedures, translation quality, translation problems ____________________ abstract ___________________________________________________________________ according to vinay and darbelnet (1995), direct translation refers to the transposition of source language message element by element into target language based on either structural parallelism or metalinguistic parallelism. however, both parallelisms are not realized by the student translators so that sometimes they apply inappropriate direct translation. therefore, this study is aimed to assess the quality of students‟ direct translation procedures according to larson (1994) in indonesian rendering of english folklore drama script. this study employed descriptive qualitative method with the involvement of respondents for quality assessment. the result reveals that 445 direct procedures consisting of 45 borrowing translations, 18 calque translations, and 382 literal translations produce 249 accurate, 64 sufficiently accurate, and 132 less accurate translations. dealing with clarity, 314 are considered as clear, 71 sufficiently clear, and 60 less clear translations. in addition, the analysis of naturalness results 285 natural, 51 sufficiently natural, 58 less natural, and 51 unnatural translations. the problems derived from students‟ direct procedures are the use of unacceptable loan word and word by word translation which can create misinterpretation. therefore, the students should increase their awareness of the structural and metalinguistic parallelisms between source and target language. © 2019 universitas negeri semarang correspondence address: unnes campus pascasarjana jalan kelud utara 3, semarang, 50233 e-mail: citraamiliani@gmail.com p-issn 2087-0108 e-issn 2502-4566 http://journal.unnes.ac.id/sju/index.php/eej citra amiliani abdul gani/ eej 9 (1) 2019 18 24 19 introduction along with the development of technology and science in this 21st century, evaluation studies in translation will still be crucial and interesting issue to be observed. "how can a translation work be good?" is an important question in a discussion of translation quality assessment. answering the question is not simple, because an assessor should have the criteria in accordance with the theory of translation assessment used. for instance, larson‟s translation quality assessment (1984) proposed three criteria to assess translation product: accuracy, clarity, and naturalness. according to melis (1997), the theory can be applied to assess some objects such as published translation, professional translation, and student translation. translators have many differences in producing their texts. one of them mentioned by mujiyanto (2015) is translation length. he argues that it is caused by different use of different style in equalizing words and sentences in original texts with their translations. due to the different aspects of the source language and the target language, translation involves many procedures and methods in order to achieve the equivalence of the translated works. the translator may use procedures that differ according to contextual factors of both of the source language and target language. newmark (1988) mentions the difference between translation method and translation procedures. he writes that, while translation methods relate to whole texts, translation procedures are used for sentences and the smaller unit of language (p. 81). there are two types of translation procedures based on vinay and darbelnet (1958); they are: literal or direct translation which covers three techniques of borrowing, calque and literal; and oblique or indirect translation which covers four techniques of transposition, equivalent, modulation and adaptation (venuti, 2000, p. 84-93). direct translation procedures are used when structural and conceptual elements of the source language can be transposed into the target language. for example, „all deer‟ which is translated into „semua rusa‟. it is the example of literal translation because it is directly transferred from source text into a grammatically and idiomatically target text. on the other hand, oblique translation procedures are used when the structural or conceptual elements of the source language cannot be directly translated without altering meaning or upsetting the grammatical and stylistics elements of the target language. for example, „crocodile and mouse deer‟ which are translated into „buaya dan kancil‟. it is the example of transposition technique because it replaces one word class with another without changing the meaning of the message. the use of procedures and techniques in translating literary works such as short story, novel, and scripts is not as easy as other texts, especially for student translators. a number of studies showed that students tend to translate source text literally to the target text. that happened since direct procedures are the easiest way for students to render the source language text into target language text. according to vinay and darbelnet (1958), translating word by word is acceptable as long as the language of source text is structurally and conceptually similar to the language of the target text. otherwise, non-equivalences between source and target language text will arise problems of misunderstanding which causes messages from the source language text fail to be captured by the target language reader. some researchers of student‟s translation evaluation notified the results that problems in translation are commonly arisen from students‟ literal use or word by word translation. lestiyanawati (2014) informed the result of her research that literal technique was the most frequently used by the students in translating english news items into indonesia. she added, however, most of literal translations are inappropriately applied. another researcher is wulandari (2014) who examined the problems in translating indonesian proverbs into english. the result of her study showed that cultural problem was the most problems in translating indonesian proverbs. it occurred because the students translated proverbs literally. moreover, problems in translating legal english text into indonesian were the other research conducted citra amiliani abdul gani/ eej 9 (1) 2019 18 24 20 by clara (2015). she also concluded her findings that the students‟ application of literal or word by word translation was the primary problem in translating legal text. the other researches of translation problem had also been conducted by hartono (2009), (2010), and (2011). this indicates that students should be aware of nonequivalence problems between source and target text language. therefore, several worth strategies are proposed by baker (1992) to overcome the problems of nonequivalence. the situation led a consideration that the quality of direct or word by word translation used by the student translator should be evaluated. by taking into consideration of direct procedures evaluation, english folklore drama scripts translated into indonesian by the students of third semester in english department of university of swadaya gunung jati is interesting object to be examined since direct procedures are more involved in translating some terms of english folklore into indonesian. therefore, i intend to analyze the quality of direct translation which is used by the students. method this research uses descriptive qualitative approach. all dialogues and narrations of english folklore drama scripts and their indonesian translation will be corpus data in this study. the unit of analysis mainly focuses on direct procedures used by third semester students of english department at university of swadaya gunung jati in indonesian translation of english folklore drama scripts in the forms of words, phrases, and clauses. in this research, the researcher has role as a data collector for collecting data from respondents, as a data analyst for analyzing the quality of direct procedures in terms of accuracy, clearness, and naturalness, and as data reporter for reporting and explaining the findings. for the research, i used observation checklist as the instrument to collect and analyze the data easily. there are some procedures for collecting the data. first, i am doing close reading the source texts “english folklore drama scripts” and their indonesian translation. i will comprehend the individual words, phrases, clauses, and sentences of whole text of source and target texts. all instances of direct procedures are underlined, noted down, and put in the table of checklist study guide based on classification. after classifying, direct procedures are assessed in term of accuracy, clarity, and naturalness. i also collect the data from respondents‟ quistionnaire. the result of inaccurate, unclear, and unnatural translation will be analysed and categorized based on the classification of problems. in procedures of analyzing data, all instances from english folklore drama scripts and their translation are categorized based on vinay and darbelnet‟s (1985) theory of translation procedures: literal, calque, and borrowing. subsequently, they are assessed by applying larson‟s theory of translation quality assessment (1984) in terms of accuracy, clearness, and naturalness. the result of translation quality assessment of direct procedures is interpreted. the occurrences of accurate, clear, and natural translations will be compared with inaccurate, unclear, and unnatural. finally, the conclusion of the result is derived based on the discussion of findings. as this study employs qualitative approach, investigator triangulation is considered as the most appropriate for this research. according to cohen, et al (2007), investigators triangulation is defined as the use of more than one observer in the research setting. therefore, some investigators will be asked to confirm the results and to maintain the objectivity of the research. the investigators are respondents from lecturers as expert ratters and graduate students as readers. further, it is explained that the careful use of two or more observers can lead to a more valid and reliable data. results and discussion based on the theory of vinay and darbelnet‟s (1985) translation procedures, there are 445 direct procedures found in both english folklore drama scripts and their translations. the most frequently used procedure is literal with 382 out of 445. on the other hand, borrowing gets 45 out of 445 and calque is as the least used procedure in which gains 18 out of 445. those all result of three procedures became data of the citra amiliani abdul gani/ eej 9 (1) 2019 18 24 21 research which will then be examined their quality of translation based on larson‟s translation quality assessment (1984). the quality assessment of borrowing translations the quality assessment of 45 borrowing translations result 20 accurate, 5 sufficiently accurate, and 20 less accurate translations. dealing with clarity, 22 data of borrowing translations are considered as clear, 7 are sufficiently clear, and 16 are less clear. in addition, the result of naturalness analysis shows that 23 borrowing translations are included as natural, 3 are sufficiently natural, 2 are less natural, and 17 borrowings are categorized unnatural. to represent the others some examples of each value are pointed out as follows: (data 022) st: jalaludin akbar tt: jalaludin akbar the example used pure loan word in rendering. it is borrowing with no change in the form and meaning. pure borrowing usually used in translating the name of person. since changing the name of person in translation is at risk of changing the character intended in the source text. therefore, jalaludin akbar was accurately translated into target text. (data 070) st: two cookies would be 1 cent? tt: dua cookies jadi 1 sen? the pure borrowing translation of cookies was ratted sufficiently clear since it is fairly easy to understand, but sometimes, in certain case, the translation is not understandable. the word cookies refers to kue-kue kering in indonesia. nowadays, however, some people say it kukis, using mix loan word. it is adjusted to the habit of indonesians who write the word based on what it is spelled. (data 376) ss: pencil case tt: pensil case this translation of pure borrowing was rated less natural. the translation sounds foreign since indonesian people can easily know it as foreign terms. otherwise, indonesian context, they usually say kotak pensil to refer pencil case. based on the students‟ translation test result, the errors made by the students related to the accuracy are the addition of the words or information which are not related to the context, and inappropriate choices of word. the problems that have been mentioned also occur in this study in producing less accurate borrowing translations. according to mona baker (1992, p. 26-42), the problems of less accurate translations can be overcome with the translation by a more general word. moreover, the clear borrowing translations in this study got the percentage less than 50% since the students translators usually use unfamiliar terms that are not easily understood by the target readers. therefore, according to baker (1992, p. 26-42), the problem can be overcome by using a more neutral translation and less expressive word. based on the findings, the assessment of unnatural borrowing translation was influenced by the failure in catching the equivalent meaning in either source text or target text so that the borrowing translation sounds strange and it was not in accordance with the culture of target readers. therefore, the student translators need to learn the difference of cultural concept between source and target language. the quality assessment of calque translations the quality assessment of 18 calque translations shows 12 calque translations are accurate, 1 is sufficiently accurate, and 5 are less accurate. the clarity assessment results 16 clear and 2 sufficiently clear. in addition, the result of naturalness analysis shows that 12 calque translations are included as natural, 4 are sufficiently natural, 1 is less natural, and 1 is categorized unnatural. to represent the others some examples of each value are pointed out as follows: (data 058) ss: pie brownies tt: pai brownies this calque translation has generally been sufficiently accurate. in indonesian context, there is no another terms to refers the source phrase. therefore, indonesian people borrow the source terms. however, based on indonesian context, the arrangement of target text as a citra amiliani abdul gani/ eej 9 (1) 2019 18 24 22 translation should be turned into brownies pai since the head of the phrase in source text was brownies. (data 107) ss: we can do this “tactic test” now! tt: kita bisa melakukan “tes taktik” ini sekarang! the translation of tactic test into tes taktik was rated as clear calque translation. the meaning of target text was easily understood even by people unfamiliar with the source text. therefore, indonesian people can catch the intended meaning of the source text. (data 362) ss: bus conductor tt: kondektur bus the calque translation from bus conductor into kondektur bus was natural. the style of translation does not sound strange since the term is usually used by indonesian people in their daily life. it refers to a person checking the ticket or withdrawing the fare on bus. this result of accuracy assessment of calque translations contradicted the result of a study conducted by yuri (2016). she analyzed english department students‟ accuracy in translating natural science text from english into bahasa indonesia. the finding showed that there was no student who had an accurate translation. in this case, the students should improve their ability in applying translation strategies (baker, 1992) and their awareness of different culture had by source and target language. furthermore, the result of clarity assessment showed that the translators tend to maintain the characteristics of the source language in the target language. in this case, to cope less clearly calque translation, mona baker (1992, p.26-42) argued to translate by using a loan word or loan word plus explanation. in addition, the naturalness assessment of 18 calque translations results 66.8% natural, 22.2% sufficiently natural, 5.5% less natural, and 5.5% unnatural. according to the finding of unnatural translation, the student translation was suggested to create natural expression of the target text which contained equivalent meaning with the source text. the quality assessment of literal translations the quality assessment of 382 literal translations reveals that 217 literal translations are accurate, 58 are sufficiently accurate, and 107 data are less accurate. relating to clarity, 276 data of literal translations are considered as clear, 62 are sufficiently clear, and 44 literal translations are less clear. moreover, the result of naturalness analysis shows that 250 data of literal translations are categorized natural, 44 literal translations are sufficiently natural, 55 are less natural, and 33 literal translations are included as unnatural. to represent the others some examples of each value are pointed out as follows: (data 110) ss: the king’s men did look in the “king’s test room.” tt: orang-orang raja melihat ke "ruang tes raja." the source text has not been fairly translated since several parts of source text have been omitted and misinterpreted. to be adjusted to the meaning of the sentence, the phrase the king’s men will be more accurate when it is translated into para pengawal raja or pengawalpengawal raja. (data 081) ss: one day the king saw a man with some fish tt: suatu hari raja melihat seorang lelaki dengan beberapa ikan the translation of the source text was considered as less clear literal translation. the word dengan in the target text can create misinterpretation since with in the source text refers to an activity done by the man. therefore, to get more clear understanding, the target text should be turned into suatu hari raja melihat seorang lelaki membawa beberapa ikan. (data 204) ss: i will get them out tt: saya akan menerima mereka keluar the translation of the source text sounds strange so that the target readers can feel that it was a product of translation. the word menerima in target text interrupts the intended meaning of the source text. the word get in the source text refer to a verb that express the idea of somebody causing another person to do something citra amiliani abdul gani/ eej 9 (1) 2019 18 24 23 (causative verb). therefore, the verb get should be translated into meminta, memaksa, or menyuruh. the understanding of the finding above confirms that the assessment of each criteria for a direct translation may create either different or similar result. for instance, the translation of barber into barbir was assessed as accurate, sufficiently clear, and less natural. this instance was in line with the result of study conducted by lestiyanawati et al (2014). they had measured the quality of the translation techniques used by the sixth semester students of the english department in translating news item texts from english into indonesian and showed the result that 155 sentences were found as accurate, 172 sentences were clear and 164 sentences were natural. otherwise, the translation of bus conductor into kondektur bus has created the similar result as accurate, clear, and natural direct translation. this example has supported the study of yarahmadzehi et al (2013) in evaluating the translation procedures used in persian translations of english phrasal verbs in harry potter and the order of the phoenix. the result of the study concluded that equivalence is the most frequent as well as the most successful translation procedure used in the persian translations. the result confirms this present study in drawing a conclusion that the student translators not only can create errors in translation but also can produce good translation which is accurate, clear, and natural. the accuracy assessment of literal translations results 43.2% accurate literal translations. the result was influenced by the inappropriateness of word choice that was not in accordance with the context of target text. cited in baker (1992), the researcher recommended the students' solutions resort to some strategies like guessing the meaning form the context, using approximate synonym, or just leaving it empty. moreover, the problems derived from less clear literal translation was influenced by unacceptable word by word translation that can create unfamiliar and ambiguity expression. in light of the result, according to baker (1992), it was recommended to build students‟ awareness of cultural differences and translation strategies so that they can translate by using cultural substitution. additionally, the assessement of literal translations results 65.5% literal translations natural. on the other hand, the main reason that make the assessment of translation unnatural is the strangeness involved in the target text so that the target readers can easily guess that it was a translation. in this case, as previously mentioned that the student translators need to apply other strategies, for instances; explanation, omission, illustration, etc (baker, 1992). conclusion and suggestions based on the findings, it can be understood that 445 data of direct translations result 249 data are classified as accurate, 64 direct translations are sufficiently accurate, and 132 are less accurate direct translations. dealing with clarity, the findings showed that 314 direct translations are clear, 71 are categorized sufficiently clear, and 60 direct translations are less clear. moreover, the result of naturalness assessment showed that 285 are natural direct translations, 51 direct translations are included as sufficiently natural, 58 are less natural, and 51 direct translations are unnatural. the problems derived from students‟ direct procedure are the use of loan word and word by word translation which are unacceptable in the culture of target readers and can create misinterpretation. therefore, the students should increase their awareness of the structural and metalinguistic parallelisms between source and target language. moreover, besides direct translation, they are also suggested to master other translation procedures and strategies. references baker, m. 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(1958). comparative stylistics of french and english: a methodology for translation. in venuti, l. (ed.) 2000, the translation studies reader (p. 84–93). london: routledge. williams, m. (2009). translation quality assessment. ottawa: university of ottawa press. yuri, a. (2016). an analysis of english department students‟ accuracy in translating natural science text from english into bahasa indonesia. journal of english language teaching, 5(1), p. 153162. eej 9 (2) (2019) 267 275 english education journal http://journal.unnes.ac.id/sju/index.php/eej the realization of refusal strategies in political interviews used by donald trump--the president of the united states of america hindria ariyanti rodiah, dwi rukmini, januarius mujiyanto universitas negeri semarang, indonesia article info ________________ article history: recived 03 february 2019 accepted 27 may 2019 published 20 june 2019 ________________ keywords: refusal strategies, political interviews, social status, language learners __________________ abstract ___________________________________________________________________ refusal is not simple to be taught to language learners. it is challenging act due to its intrinsically face threatening nature. this study is aimed at finding out the realization of refusal strategies in five different channels of political interviews used by donald trump--the president of united states of america. the method of collecting data is documentation. the researcher uses descriptive qualitative in analyzing the data. the results show that there are direct and indirect refusal strategies used by president trump in five different channels of political interviews. in direct strategy, there are „no‟ and negative willingness. moreover, in indirect strategy, there are excuse reason and explanation, promise for future acceptance, statement of principle, threat or negative consequences, criticizing or statement of negative feeling or opinion, and verbal avoidance. further, there are the similarities and differences of refusal strategies used by president trump among the five different channels of political interviews. the similarities are shown in the interview with cnn; he is more indirect to refuse the interviewers‟ want. it is similar to the interview with fox and cbs news that he is more indirect too. in addition, the differences are shown that in the interview with cnn, fox, and cbs news, he uses more indirect refusal strategies. in contrast, in abc and cnbc news, he uses more direct refusal strategies. in term of social status, he uses more of indirect refusal strategies to the interviewers who have lower social status. it means that he wants to soften the offending of interlocutor‟s face in refusals. this study also gives pedagogical implication for the language learners to improve their pragmatic competence especially in refusal speech act. thus, they can use refusals appropriately for communication. © 2019 universitas negeri semarang correspondence address: kampus universitas negeri semarang, kelud, semarang, 50233 e-mail: hindriaariyanti@gmail.com p-issn 2087-0108 e-issn 2502-4566 hindria ariyanti rodiah, dwi rukmini, januarius mujiyanto/ eej 9 (2) (2019) 267 275 267 introduction language is communication system which is used by people in the world. people use language to interact with other to reach their purposes in their life. they can share their information, their experiences, their hopes, their feelings and their thoughts for other because of the use language in their communication. moreover, according to yule (2006, p.124) when study language, it not only observes the components of language but also how the way language is used. further, people have their intention in saying something and the interaction will be successful if the hearer can get the speaker‟s intention. it means that people must know the manner of using language, thus they can understand the use of language correctly and also can achieve the speaker‟s intention. realization is the key term of this study. realization is also called as the speech production. it is the practice in performing the speech, especially refusal speech act strategies. the realization of the speech will be success when it is appropriate with the context of the speech. refusal is a speech act that is very possible to result face threatening act. it can be the risk for interlocutor‟s face. further, refusal strategies are the way to give negative respond in different situations or contexts of speech. beebe, takahashi and uliss-weltz (1990, p.56) proposes two main strategies of refusal namely direct and indirect strategies. they also mentioned that there are two points of view of refusal which are interesting to be studied. first, refusal speech act is complex. in real communication, it involves to a long negotiated sequence, and the degree of indirectness respond that usually exists because of the risk for offending one‟s interlocutor. second, form and content of refusal speech act vary based on the eliciting of speech act, such as invitation, offer, request, or suggestion. moreover, refusal is also sensitive to the social parameters namely social status and the degree of intimate. nowadays, in using language in communication, the people must master pragmatic competence. pragmatic competence is the ability to use language in proper context. pragmatic is how the use of language in communication (leech, 1983, p. 1). chomsky (1980) also said that pragmatic competence is the people knowledge to use language appropriately for various purposes in their life. it means that it is used to understand the speaker‟s intention so the hearer can respond appropriately based on the context of speech. moreover, people also must understand that speaking fluency without pragmatic competence can result face threatening act. face threatening act is the act which is risky in communication. it happens because face is something that is emotionally invested, and also can be lost, maintained, or enhanced, and it must be constantly attended to in interaction (brown and levinson, 1987, p. 61). thus, people should understand how to use language which is suitable to save another‟s face so the interaction can be harmoniously. in fact, refusal is not simple to be taught in second or foreign language learner. it is challenging act due to its intrinsically face threatening nature. in delivering refusal, the speaker should think how to avoid face threatening act because it is negative respond to the interlocutor‟s want. some researchers such as can and cengizan (2015) and cifty (2016) had been conducted the studies about refusal strategies used by different groups of learners. both of them compared between the learners of turkish and english in making refusals. they used discourse completion task to take the data. as a result, turkish learners made different strategies with the learners of english native speaker. it happened because of the difference of socio-pragmatic competence. thus, the second or foreign language learners should be pragmatically and socio-culturally competent in using target language (hymes, 1972, p. 281). the learners‟ inability in using appropriate utterances that is appropriate with contexts is a great problem in learning language. hindria ariyanti rodiah, dwi rukmini, januarius mujiyanto/ eej 9 (2) (2019) 267 275 268 moreover, understanding social status in delivering speech is also needed. based on trosborg (1995, p.364) social status is the power of the speaker to the hearer in delivering speech. it consists of higher, equal, and lower power of the speaker. the existence of social status influences the choice of speech act strategies. on the other hand, political interview is political communication between the journalist as the interviewer and the politician as the interviewee. it discusses the political situation in a country. moreover, the president is the politician who leaded the country. president donald trump is the current president in the united states of america. he is often asked to be interviewed to discuss about the country of united states of america. he often uses refusals to respond the interviewers‟ questions. the use of trump‟s refusals in interviews is interesting to be studied because it is natural communication between the interviewer who has lower social status and the interviewee who has higher social status. the existence of social status will influence the use of refusal strategies. based on the phenomenon above, it is very significant for the people to communicate appropriately in real interaction among others based on the pragmatic competence. it is not enough for them to be only fluent in speech. they should speak appropriately to the others too in order to maintain social interaction especially in refusal speech act. thus, this study is aimed at finding out the realization of refusal strategies in five different channels of political interviews used by donald trump--the president of united states of america. methods this study assumes that president donald trump uses both direct and indirect refusal strategies. this study is designed as qualitative. it belongs to case study. it analyzes the data based on the existing theory. the subject in this study is donald trump. the object of this study is the utterances of refusals produced by president donald trump during the political interviews in five different channels. there are five channels of political interviews namely: cnn, cbs, fox, abc, and cnbc news. in collecting data, the researcher uses documentation of the political interviews transcript in five different channels. moreover, the procedures are determining videos of political interviews in youtube; and downloading the transcript of the political interviews. in analyzing the data, the first step is identifying refusal utterances. the second step is classifying the refusal utterances into the refusal strategies using the theory from bebee et al. (1999). then, the next step is accounting the refusal strategies. then, the refusal strategies are compared in five different channels. finally the data are interpreted. results and discussion the results show that there are direct and indirect refusal strategies used by president donald trump in five different channels of political interviews. in direct refusal strategy, it is found that there is the type of non performative. it consists of „no‟ and negative willingness or ability strategy. meanwhile, in indirect refusal strategy, it is found that there are six types of indirect refusal strategy used by president donald trump namely criticizing or statement of negative feeling or opinion strategy, excuse reason and explanation refusal strategy, promise for future acceptance strategy, statement of principle strategy, threat or statement of negative consequence strategy, and verbal avoidance strategy. non performative of “no” strategy non performative of “no” strategy is used by president donald trump to show his directness in refusing to answer the interviewers‟ question. it is also used to refuse incorrect statements. saying “no” is non performative expression for refusal (kaur and singh, 2013, p. 23). the use of “no” strategy also shows the refusal for interlocutor‟s request. this strategy has high possibility to offend the interlocutor‟s face because it is negative respond for the hindria ariyanti rodiah, dwi rukmini, januarius mujiyanto/ eej 9 (2) (2019) 267 275 269 interlocutor‟s want. it belongs to negative response to another speech act such as request, invitation, and suggestion (sattar, lah and suleiman, 2011). as an example in the interview with fox news at 07.15 minutes, when the interviewer said that president trump‟s team was preparing written answers. in fact, president trump refused by saying “no, no, no, not my team”. he refused directly by using “no” strategy. thus, it implies that by using this strategy, president donald trump is possible to make face threatening act to the interviewers‟ positive face. the other example is found at 08.15 minutes of fox news interview. wallace as the interviewer asked president donald trump to envision a situation into his second term where he thought that he was as good as the president to lead the country and he was very useful for the country so he tried to change the constitution, finally he could get the third term to lead the country again. in fact, president trump refused wallace‟s request to envision that situation. he refused by saying “no, no”. this utterance means that he would not to envision that situation. it implies that president trump expresses his refusal by using explicit strategy. in fact, it can offend the interlocutor‟s face. in a study from chojimah (2018), she found that most of the learners avoided in using direct refusal strategy such as “no”. it is because the use of “no” for refusal can result face threatening act to the interlocutor. non performative of negative willingness/ability strategy non performative of negative willingness/ability strategy is also used by president donald trump in the interviews. negative willingness/ability strategy for refusal indicates unwillingness expression. in other words, it is used to show or to express unwillingness to do something or to comply something. the direct way of refusing something is simply to say “i can’t,” “i will not,” or “i don’t think i can” (abed, 2011). in a study from chojimah (2015), she found that direct refusal strategy is often realized through inability expression for examples “cannot, may not”. many refusal utterances are marked by the word „not’. as an example in the interview with abc news at 22.21 minutes, president donald trump refused by saying “i don't wanna discuss things”. it implies that president donald trump uses this strategy to show his unwillingness to answer or to give his opinion on the interviewer‟s question. in addition, in a study from ulum, sutopo and warsono (2018), they found that president trump used performative verb „refuse‟ in the debate with clinton in 2016. here, he did not want to talk to the audiences about his opinion. the other example is found at 03.04 minutes of cnn interview. when yamiche said to president trump that the republican party was seen as supporting white nationalist, in fact, president trump refused yamiche‟s statement by saying “oh i don’t believe that. i don’t believe that”. here, president trump showed his negative willingness in refusing yamiche‟s statement. in addition, he said “i don’t believe that” twice. it means that president trump would show his belief that yamiche‟s statement was false. this strategy shows president trump‟s direct expression to refuse the interviewer‟s statement. it implies that he shows his refusal explicitly by saying refusal directly to the interviewer. excuse, reason and explanation strategy the strategy of excuse, reason, explanation refusal strategy is used by president donald trump to show his indirectness of refusal. this strategy can soften the offending of interviewers‟ face during the interviews. here, president donald trump wants to show his refusal by using regret and it is followed by reason and explanation based on the fact. it is in line with the study from demirkol (2016), han and burgucu-tazegul (2016) who found that the learners tended to use excuse, reason, explanation strategy to express their refusal in some situations. this strategy is to show that the speaker does not want to hurt his/her interlocutor‟s feeling (chojimah, 2015, p. 913). it means that excuse, reason, and explanation hindria ariyanti rodiah, dwi rukmini, januarius mujiyanto/ eej 9 (2) (2019) 267 275 270 strategy can make president donald trump to relieve face threatening act to the interviewers. the example in the interview with fox news at 07.16 minutes, president donald trump gave reason and explanation in refusing the interviewer‟s statement by saying ” i’m preparing written answers”. he gave his reason and explanation that the one who prepared written answer was only himself not his team. in the interview, it implies that reason explanation strategy is used by him to soften the face threatening act to the interlocutor. the other example is found at 08.33 minutes of fox interview. when wallace as the interviewer said that there was a security concern, it made president trump cannot go. then, president trump cut his talk and refused his statement by saying “excuse me. not security concern – they wouldn’t allow me to go-”. here, president trump refused the statement because there was no security concern. he used excuse, reason, and explanation strategy to refuse wallace‟s statement. it implies that this strategy can soften the offending of interlocutor‟s face in refusal. promise of future acceptance strategy promise for future acceptance strategy is used by president donald trump to show his appointment to give the information for the interviewers‟ in the future time. arisetyarini and yuliasri (2017), kohar, bharati and rukmini (2018) in their study found that promises were the most common used by the debaters in a campaign speech. in addition, mubais and sofwan (2018) also found that the students used future action, promise to act and predictive assertion strategy in promising. kartikasari (2016) also found that most used promises strategy was future action. the use of promise is to delay acceptance and the refuser does not refuse the request on the spot, but she/he promises to accept in future (kaur and singh, 2013, p. 23). this promise has functions as a refusal. as an example at 07.37 of abc news interview, david muir as the interviewer told about the relitigating of presidential campaign in the last time. then, president donald trump refused to give his opinion on it through promising for future acceptance strategy. he said “we’re looking at it for the next time”. it means that president trump promised to give information about that topic in the next time. the other example is found in the interview with fox news at 04.11 minutes. president donald trump refused to answer the question by saying “i will tell you”. it means that he made promise to tell the interviewer. it implies that president donald trump makes promise as the refusal strategy and he has obligation to accept the interviewers‟ want in the other time. in a study from ulum et al. (2018), they found that during the debate in the campaign speech with clinton in 2016, president donald trump used promise strategy which could be seen through modal auxiliary verb “will”. it is in line with this study that also found that president donald trump used “will” in his promise for future acceptance strategy for refusal during the interview in five different channels. it implies that he has the obligation to do something/to give the information to the interviewer in the future. statement of principle strategy statement of principle strategy is used by president donald trump to show his principle that he has his own opinion which can be different with other people. as an example in the interview with cbs news at 08.41 minutes, president donald trump refused to answer the question by saying “i have my own opinions”. he did not want to answer the question and he refused to respond on it. in a study from aliakbari and changizi (2012), they found that the statement of principle/self-defense was frequently used to refuse the interlocutor‟s suggesstion. in the interview, it implies that the use of statement of principle strategy also indicates that president donald trump expresses his self-defense to not to be forced to answer the interviewers‟ question. the other example is found at 08.43 minutes of cbs news interview. john dickerson as the interviewer tried to get president trump‟s answer in the question. in fact, president trump refused to give his answer. hindria ariyanti rodiah, dwi rukmini, januarius mujiyanto/ eej 9 (2) (2019) 267 275 271 he said “you can have your own opinion”. it means that he had principle that other people had their opinion. the utterance shows that he used the statement of principle strategy for refusal. in line with the study from chan and chengizan (2015), they found that the participants tended to use a specific principle which indicated that the people avoided in using direct refusal strategy and they intended to use indirect refusal/explicit intention to the interlocutor. it implies that the use of this strategy can soften the offending to the interlocutor. threat or statement of negative consequences strategy threat or statement of negative consequence strategy becomes the least frequent type of refusal strategy used by president donald trump in the interviews. it is the strategy to hurt the interlocutor‟s feeling (kaur and singh, 2013, p. 25). the use of this strategy is shown through the example in the interview with cbs news at 08.40 minutes, when the interviewer asked about his opinions, then president trump refused by saying “you don’t have to ask me”. it implies that he states negative consequences to the interviewer. the consequence is that he will be angry if the interviewer repeated the same question again. the use of this strategy is president trump‟s expression to refuse for answering the question indirectly. in a study from ulum et al. (2018), she found that donald trump used threat strategy in responding clinton‟s statement during the debate. he said that something harmful would happen if clinton‟s plan was realized. in the interview, it implies that president donald trump uses this strategy in order to hurt the interlocutor‟s feeling. it has high possibility to result face threatening act to the interlocutor‟s positive face. criticizing of statement of negative feeling or opinion strategy criticizing or statement of negative feeling or opinion strategy is used by president donald trump in the interviews. in this strategy, president donald trump tries to give negative comment to the interviewers‟ question. this is the strategy when the refuser gives negative comment on the offered thing (chojimah, 2015, p. 912). it is the attempt to dissuade the interlocutor. as the example, in the interview with fox news at 11.20 minutes, president donald trump gives his comment that the question is the stupid question by saying “you ask a lot of stupid question”. it is negative feeling or opinion strategy to refuse in answering the question. it implies that by using this strategy, president donald trump insults and attacks the interviewers. the other example is found at 02.58 of cnn interview. yamiche as the interviewer asked president donald trump about white nationalist. in fact, before she finished her question, president trump cut it and he refused to respond in the question. he refused by saying “i don’t know why would you say that... that’s such a racist question”. here, president trump said that the question was a racist question. it means that he used criticizing or statement of negative feeling or opinion strategy for refusal. in line with the study from aliakbari and changizi (2012) who found that the participants used criticizing or statement of negative feeling or opinion strategy to refuse the people who had equal and lower social status. it is the strategy to insult or attack the interlocutor. in the interview, it implies that president donald trump uses this strategy for refusal in order to insult or attack the interviewer. verbal avoidance strategy verbal avoidance strategy is used by president donald trump in the interviews when he avoids answering the interviewers‟ question. there are topic switch and gratitude as the ways of avoiding strategy used by him. the term of topic switch means that he wants the interviewers to forget the question then discuss the other topic. topic switch is to shift and to divert the conversation to the other topic. as an example, in the interview with cnn news at 02.08 minutes, when the interviewer asked the question then president donald trump cut it and he refused to respond the question by saying hindria ariyanti rodiah, dwi rukmini, januarius mujiyanto/ eej 9 (2) (2019) 267 275 272 “ok, just sit down please”. it implies that he diverted the conversation on the topic. in addition, gratitude means that he wants to finish in discussing the topic. the use of gratitude can soften the refusals made (kaur and singh, 2013, p. 24). it is the act of telling someone else that we are grateful about what they have done. in the interviews, it also shows that president donald trump cuts the interviewers‟ question for many times because he avoids the topic being discuss. as an example, in the interview with cbs news at 08.46 minutes, the interviewer asked president trump about his opinions. then, he refused to give his opinions. he said “okay, it's enough. thank you. thank you very much”. it is switching the topic and gratitude in refusal. it implies that he avoided giving his answer to the question. the other example is found at 02.04 minutes of cnn interview. peter alexander as the interviewer tried to ask president donald trump. before he finished asking the question, then president trump cut the question. he did not want to respond on that question. president trump refused to answer the question by saying “you aren’t the best”. it implies that he avoided answering the question by switching the topic. the similarities and the differences of refusal strategies among the five channels there are the similarities and the differences of refusal strategies used by president donald trump among the five different channels of political interviews. in the interview, the dominant use of indirect refusal strategy happens in cnn. it is similar to fox and cbs news. the other similarity is that the dominant use of direct refusal strategy happens in the interview with abc and it is similar to cnbc news. meanwhile, the differences are the dominant use of indirect refusal strategy that happens in the interview with cnn, fox, and cbs news. it is different with the interview with abc and cnbc news because the dominant use is direct refusal strategy. based on the explanation, it can be concluded that in the interview with cnn, fox, and cbs news, president donald trump is more indirect to refuse the interviewers‟ want. meanwhile, in the interview with abc and cnbc news, president donald trump is more direct to refuse the interviewers‟ want. the relation between the strategies and the social status in the five different channels of political interviews, the relation between refusal strategies and social status analysis shows that the use of indirect refusal is higher than direct refusal strategy. in fact, president donald trump has higher social status than the interviewers. these findings are in line with the study from abed (2011), it is found that iraqi speakers were more polite and used indirect refusal formulas for refusing. moreover, in the study from umale (2012), he found that both the british and the omanis also used indirect strategies to refuse requests (umale, 2012). further, the study from izadi and zilaie (2014) found that persian speakers employed indirect strategies more than direct strategies in refusals. it means that these studies found more of indirect strategies than direct strategies in refusals. the speakers tend to use indirect strategies to show his refusal implicitly to the hearer rather than to show the refusal explicitly because they try to save the interlocutor‟s positive face. the existing of social status between interlocutors becomes the major factors that influence the choice of refusal strategies. social status affects the directness or indirectness of refusals (al-mahrooqi and al-aghbari, 2016). furthermore, soepriatmadji (2010) and umale (2011) in their studies also mentioned that there were some factors that can affect the choice of refusal strategies; one of them is social status. in other words, the choice of refusal strategies is sensitive to the existing of social status. the dominant use of indirect refusal strategies used by president donald trump in the five different channels of political interviews in which president donald trump has higher social status than the interviewers means that he prefers to use indirect strategies in refusals for the people who have lower social status. it implies that he shows the want to soften the face threatening act hindria ariyanti rodiah, dwi rukmini, januarius mujiyanto/ eej 9 (2) (2019) 267 275 273 for refusing the interviewers‟ want. he also tends to use refusal strategies implicitly to the hearer. as a result, this study gives pedagogical implication for the language learners to improve their pragmatic competence especially in refusal speech act. they should understand the context of speaking. thus, they can use refusals appropriately in real communication. conclusion and suggestion based on data analysis, president donald trump uses both direct and indirect refusal strategies in five different channels of political interviews. in direct strategy, it is found that there are two types of non performative strategy used by president donald trump. they are „no‟ strategy and negative willingness or ability strategy for refusal. moreover, it is found that there are six types of indirect refusal strategy used by president donald trump namely excuse reason and explanation strategy, promise for future acceptance strategy, statement of principle strategy, threat or negative consequences strategy, criticizing or statement of negative feeling or opinion strategy, and verbal avoidance strategy. further, there are the similarities and differences of refusal strategies used by president donald trump among the five different channels of political interviews. the similarities are shown in the interview with cnn; president donald trump is more indirect to refuse the interviewers‟ want. it is similar to the interview with fox and cbs news that he is more indirect too. meanwhile, in the interview with abc news, president donald trump is more direct to refuse the interviewers‟ want. it is similar to the interview with cnbc news that he is more direct too. in addition, the differences are shown that in the interview with cnn, fox, and cbs news, president donald trump uses more indirect refusal strategies. in contrast, in the interview with abc and cnbc news, he uses more direct refusal strategies. however, in term of the relation to the social status, the calculation shows that president donald trump uses more of indirect refusal strategy than direct refusal strategy. in fact, he has higher social status than the interviewers. it can be concluded that he wants to soften in offending the interlocutors by using refusal implicitly to the people who have lower social status. since that refusal is the most face threatening act than the other speech acts. it is not enough for the speakers to be only fluent in speaking, but also they should have pragmatic competence. moreover, the speakers are also need to consider to the existing of social status. as a result, they can use the utterances appropriately especially in refusal speech act. there are still many kinds of speech acts that can be found in the political interviews. therefore, it is better for the future 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(2006). the study of language. united kingdom: cambridge university press. eej 8 (4) (2018) 461 468 english education journal http://journal.unnes.ac.id/sju/index.php/eej the influence of teachers’ code switching on students’ understanding of their messages ari putri haryanti, januarius mujiyanto , a. faridi universitas negeri semarang, indonesia article info _____________ article history: recived 20 july 2018 accepted 2 september 2018 published 23 december 2018 ______________ keywords: code switching, students’ responses, students’ perception, teachers’ influence ______________ abstract in indonesia, english is a compulsory subject that is learnt by students for the first time in junior high school. although the teachers are expected to use english in the classroom, sometimes students do not understand the explanation. code switching becomes a natural part of classroom interaction in foreign language classroom. therefore, this study aimed to explain the use of code switching, students perceived the teachers’ code switching, the students respond to the teacher’s code-switching practices and the influence of teachers’ code-switching practices on students’ understanding in the teaching learning process. it was conducted at smp n 1 comal. the method used in this research was qualitative study. to get the data, researcher used observation, video recording, questionnaire and interview. the results of the study showed that first there were six functions of code switching in the foreign language classroom, those are to explain grammar, to manage classroom, to index a stance of empathy or solidarity, to translate words, to help students when they have difficulty in understanding and to emphasis some points. second, the students preferred a combination of indonesia and english in the classroom. third, there were five responses from students in the teaching learning process, those were specific response, choral response, open-ended or students initiated response, silence and laughter. fourth, teachers believed that code switching had positive influences in teaching english for their students. © 2018 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jl. kelud utara iii semarang 5023 indonesia e-mail: arput.haryanti@gmail.com p-issn 2087-0108 e-issn 2502-4566 ari putri haryanti, januarius mujiyanto, a. faridi/ eej 8 (4) (2018) 461 468 462 introduction english is one of the international languages that is used by many countries as a main tool of communication. it also plays an important role in some fields such as technology, knowledge, art, international relationship, education, etc. to face the globalization era, people should master english as an international language. considering the importance of english, indonesia government put an attention of english as one of the compulsory subjects in every formal education. in 2013, the government created a new rule that english is no longer a compulsory subject in elementary school in indonesia. in this case, english in junior high school is the first level for the students to get the english lesson. even though the students spend a long time in language classes, they do not achieve a desirable level in various language skills. it is because english is seen as a foreign language (efl) in which it is not widely used by learners in their immediate social context (saville-troike, 2006, p. 4). besides in the english classroom, students rarely use english for communication or interaction with others and they tend to use indonesian language or their local language to communicate inside or outside the classroom. in addition, our society cannot encourage students to use english as a communicative tool. as a result, many of them still have some difficulties when they have to communicate by using english. considering the ability of students in english, the role of the teacher becomes important in the classroom. the teacher should use a strategy to make the communication run smoothly. the teacher as a key role in the classroom should have good interaction and competencies which potentially support and help the students to improve their skills in learning english (febriana & faridi, 2016, p.32). teachers should make sure the students understand the explanation of the teacher in the classroom. the point is although the teacher is expected to use english in the classroom; sometimes the students do not understand the explanation of the teacher. in some cases, the teachers have to switch from the target language to the first language to make the teachinglearning process effective. this is the most common phenomenon in the foreign language classroom. because another language presents in the classroom besides english, it is a situation that leads the codes are switched. in the foreign language classroom, code-switching is naturally occurring to make the teaching-learning process run smoothly. code-switching refers to the mixing of two or more languages in discourse by bilinguals (or multi-lingual). it is used by the teacher as a communicative strategy to make sure the students understand the instruction or the explanation of the teacher. the teacher must be able to convey instructions with clear language that can be understood by their students. as teachers, they have to have a communicative competence in the teachinglearning process. communicative competence can be defined as the knowledge of how to use one's linguistic system appropriately in a situation. it is used by the teacher to focus on exploring alternate ways of using what the students do not know for the transmission of a message. several previous studies have become the background for this study. tobing & rahmina (2016), kustati (2014), nurhayati (2014), bawono & rini (2014), fatimah (2017), hartati et.al (2018), fitriyani (2013), hede & mardijono (2015), and itmeizeh et. al (2014) conducted a research in the esl/efl classroom. the purpose of their study was to investigate the types and functions of code-switching. there were three types of code switching found in the teachers’ interaction with students namely: intersentential code-switching, intra-sentential codeswitching, and tag switching. other previous studies related to codeswitching in esl/efl classroom. febriani (2017), margana (2013) stylianou-panayi, (2015) marsakawati (2017) pagano (2010) agreed that code-switching could be one of the strategies to make students understand better. using code-switching can make students’ better ari putri haryanti, januarius mujiyanto, a. faridi/ eej 8 (4) (2018) 461 468 463 comprehension and efficiency of the subject. furthermore, ahmad (2009) and yatağanbaba & yıldırım (2015) added that code-switching could be a positive strategy due to the various functions it had for learners with low english proficiency. although the teachers had high english proficiency levels, they did not maximize the target language in their classroom interactions because it was strongly believed that teachers’ code-switching was an effective teaching strategy when dealing with low english proficient learners. most of the previous studies that related code switching the types and functions of codeswitching. in addition, some studies proved that code-switching could be a positive strategy by teachers in efl/esl classroom. from those previous studies above, the researcher did not find students’ perception and students’ responses related to teachers’ code-switching. responses from students are expected to make sure students understand teachers’ instruction. however, according to nugroho (2010), in the classroom interaction, the teacher is dominating because it is difficult for teachers to get students' oral responses. he explains that the factors leading to student reticence in the classroom are low english proficiency of students, students' lack of confidence and fear of making mistakes and being laughed at, teachers' intolerance of silence, the uneven allocation of turns because teachers tend to ask brighter students to answer questions, and students' not being able to understand teachers' instructions. in order to deal with the condition and situation mentioned above the use of codeswitching in the classroom especially for teaching english to the students need to be investigated. regarding this, this study would focus on the code-switching that is used by the teachers in the teaching-learning process and how code-switching practices influence students’ understanding of the teachers’ messages. in addition, this study also would like to investigate the perception of students toward the use of code-switching in the classroom and to find out whether or not incorporating indonesian in the classroom gives benefits for students in learning english. the results of this research are expected to enrich the study on code-switching and to give a significant contribution of the theory of the implementation of code-switching in the teaching-learning process. furthermore, it is expected to broaden the influences of the implementation of code-switching in the teaching-learning process especially who conduct the instruction in the bilingual setting. method this research belongs to case study design. the aim of the study was to investigate code-switching in the english classroom. this research was conducted in the natural classroom setting where human behavior and events occurred and the analysis was interpretative. the subjects of the study were the english teachers and students of smp n 1 comal. the researcher was a main role of this research as data collector, observer and interviewer. the unit analysis of this study used code-switching utterances of the teachers. this study concerned on the classroom interaction of teaching-learning process. the data was collected through observation, video recording, interview and questionnaire. the procedures of analyzing data were identifying the data, classifying the data, reducing the data, tabulating the data, codification of the data, interpretating the data and concluding the data. to avoid the subjectivity, two techniques of triangulation are suggested to be in this research were methodology triangulation and investigator triangulation. for methodology triangulation, i employed some instruments such as observation sheet, video-recording, interview and questionnaire. maenwhile, for investigator triangulation, there were were three other researchers that help me in conducting this research ari putri haryanti, januarius mujiyanto, a. faridi/ eej 8 (4) (2018) 461 468 464 results and discussions in this part, the researcher presented the results of the teachers’ code-switching in the english classroom. results the use of teachers’ code-switching in the classroom the first objective of this study was to explain the use of code-switching in the classroom. in order to examine the use of codeswitching done by the teachers, the researcher observed the classroom activities for eight times. this observation would be support by the teachers’ interview about the use of codeswitching in the classroom. it was expected to explain the teachers’ code-switching in the teaching-learning process. the following description is about the finding of the use of teachers’ code-switching in the classroom. there are six functions of codeswitching in the foreign language classroom, those are to explain grammar, to manage classroom, to index a stance of empathy or solidarity, to translate words, to help students when they have difficulty in understanding and to emphasis some points. the findings realized that the teachers switched the code 215 times through eight classroom the first function was to explain grammar. through observing the classroom activities, it revealed that the teachers used codeswitching to explain grammar in some areas such as to ask questions, give information and give instructions. in the explaining grammar, the teachers usually switched the codes for the students. the teachers usually explained grammar in indonesia to make students’ understanding better. because of the purpose was to make students understand the materials especially grammar, the teachers used indonesia more than english in the teaching-learning process. this was similar with what one of the teachers said in the interview, she said that “when i explain the materials especially for grammar, i always use indonesia.” the second function was to manage classroom. the teachers used code-switching in the teaching-learning process mainly to manage the classroom. in the classroom interaction, the teachers need to make sure the communication between teacher and students run smoothly. the teacher should manage the classroom properly. through observing the classroom activities, it revealed that the teachers used code-switching to manage classroom in some areas such as to ask questions, give information, give instructions, praising/encouraging, joking, criticize students and use students’ ideas. the third function was to index a stance of empathy or solidarity. in the classroom interaction, the teachers also used codeswitching to show their empathy or solidarity. through observing the classroom activities, it revealed that the teachers used code-switching to index a stance of empathy or solidarity in some areas such as to ask questions, give information, give instructions, praising/encouraging, joking and criticize students. the fourth function of code-switching was to translate words. in foreign language classroom with low english proficiency of students, translating words was one of the common duty for the teachers to make students able to understand the meaning of the words. through observing the classroom activities, it revealed that the teachers used code-switching to translate words in some areas such as to give information, use students’ idea and repetition. this was similar with what one of the teachers (t3) said in the interview, he said that “i think when i teach use english, my students do not understand the meaning but when i use indonesia they more understand. it is different when i use with english.” in addition, he said that when he used english and then translate them into indonesia, it would help the students mastered the language. the fifth function of code-switching in foreign language classroom was to help students when they have difficulty in understanding. in the explaining materials, the teachers usually switched the codes for the students. the teachers usually explained materials in indonesia to help ari putri haryanti, januarius mujiyanto, a. faridi/ eej 8 (4) (2018) 461 468 465 students to understand the lesson. through observing the classroom activities, it revealed that the teachers used code-switching to help students when they have difficulty in understanding in some areas such as to ask questions, give information, give instructions, praising/encouraging, joking and criticize students. the last function of code-switching in foreign language classroom was to emphasize some points. through observing the classroom activities, it revealed that the teachers used codeswitching to emphasize some point in some areas such as to ask questions, give information, give instructions, praise/encourage, joke and criticize students. students’ perception of teachers’ code switching students of smp n 1 comal used indonesia and javanese as their daily communication. they only used english in the teaching-learning process. because of those factors, students seemed to be aware that their ability in english is relative low. the teachers also agreed with that. in the interview, some teachers also emphasized the students’ english ability was relatively low. the reason was that some of the students did not get english in their elementary school. the english teacher used code-switching to help the students understand better. based on the observation, all the teachers used to switch the code in the teaching-learning process although the amount of the codes switch was different between one and another. students’ responses to teachers’ code switching the third objective of this study was to explain the students’ responses of the teacher’s code-switching in the classroom. the following description is about the finding of the use of teachers’ code-switching in the classroom. the findings realized that the teachers switched the code 215 times through eight classroom observations. from 215 times code-switching, there were five responses from students in the teaching-learning process, those were specific response, choral response, open-ended or students initiated response, silence and laughter. the first response for teacher talk was specific response. in this case, students responded to the teacher within a specific and limited range of available or previously shaped answers. through observing the classroom activities, it revealed that there were five points when the students gave specific response for the teachers, those were when the teachers asked questions, gave instructions, praised/encouraged, criticized students and repeated something. the second response for teacher talk was choral response. choral response was response by total class or part of class. through observing the classroom activities, it revealed that there were five points when the students gave choral response for the teachers, those were when the teachers asked questions, gave information, gave instructions, criticized students and repeated something. the third response for teacher talk was open-ended or student initiated response. in this case, students responded to the teacher by initiated giving their own ideas, opinions, reactions or feelings. through observing the classroom activities, it revealed that there were three points when the students gave specific response for the teachers, those were when the teachers asked questions, gave instructions and repeated something. the fourth response for teacher talk found in this study was silence. in the classroom interaction, there was a period quiet called silence. through observing the classroom activities, it revealed that there were seven points when the students gave choral response for the teachers, those were when the teachers asked questions, gave information, gave instructions, praised/encouraged, used students’ ideas, criticized students and repeated something. the last response for teacher talk found in this study was laughter. there were two situations when the students responded to the teacher by laughing, those are when the teacher ari putri haryanti, januarius mujiyanto, a. faridi/ eej 8 (4) (2018) 461 468 466 joked and when the teacher praised or encouraged someone. the influence of teachers’ code switching based on the classroom observations, the teachers switched the codes from english to indonesia and vice versa in the teaching-learning process. some teachers used to switch the codes in explaining something assuming the students did not understand. once the teacher asked questions, students remain silent while others murmured among themselves. then most of them switched to indonesia after assuming that students did not understand the language rather than elaborating more or rephrasing the questions in the english language for them to understand the questions asked in the english language. according to the result of teachers’ interview, english teachers of smp n 1 comal believed that code-switching had positive influences in teaching english for their students. usually it was used by the teacher as a communicative strategy to make sure the students understand the instructions or the explanations of the teachers. by using codeswitching, the teachers would be able to convey instructions or explanation that can be understood by their students. it was used to help the students understand of the subject matter, poor background of the students’ language and to make difficult vocabularies to be understood by students. disscussion the use of teachers’ code-switching in the classroom the use of code-switching in the classroom was unavoidable in the foreign classroom. during classroom observation activities in smp n 1 comal, the english teachers were observed that they taught using the english and indonesia in english classroom. during the classroom observations, it found that there were six functions of code-switching in the foreign language classroom, those are to explain grammar, to manage classroom, to index a stance of empathy or solidarity, to translate words, to help students when they have difficulty in understanding and to emphasis some points. students’ perception of teachers’ code switching related to students’ perception of teachers’ code-switching, students perceive that the use of indonesia in the classroom helps them to communicate with their teachers. students also agreed that the use of indonesia in the classroom was very helpful to make them understand the materials better. based on the result of the questionnaire, many of the students preferred a combination of indonesia and english in many situations such as explaining materials, explaining grammar, teacher’s instructions, informing a test and etc. overall, students were more comfortable if the teachers use both languages, not only english or indonesia. this result indicated that they were afraid if they did not catch the meaning properly. they took less risk for misunderstandings in some situations by using indonesia as a tool of communication. students’ responses to teachers’ code switching response was a reaction to a question, experience, or some other type of stimulus. when the teacher switched the code from english into indonesia, students would give some responses. students of smp n 1 comal responded well related to the teachers’ codeswitching. in the classroom interaction, the core of interaction between teacher and student was liveliness. in order to achieve effective learning, the teacher should have the ability to manage the class well. teachers must be able to convey instructions with clear language that could be understood by their students. one indication that the students understood the instructions was when they responded the instructions correctly. meaningful and understandable instructions would lead the students to respond to their ari putri haryanti, januarius mujiyanto, a. faridi/ eej 8 (4) (2018) 461 468 467 teacher. it could be considered as the starting point of effective teaching and learning process. however, it seemed like most of the teachers switched the code into indonesia assuming the students would not understand if they were using english. in many cases, they did not even try to speak in english. they explained the materials directly in indonesia. actually, the teacher could do some strategies to deal with it. when the teacher asked the students to do something, she would give times for students to think. the teacher also could ask the students “do you understand?” or “do you understand what i mean?” to asked some responses from the students. the influence of teachers’ code switching related to the influence of code-switching on students’ understanding of learning english, they believed code switching had positive influences on the students. teachers of smp n 1 comal stated that code-switching made their teaching-learning process run smoothly because indonesia is their mother tongue language. most of them switched between english and indonesia language to make students understand the materials. conclusion and suggestion conclusion from the findings and discussions, firstly the researcher explained teachers’ the use of code switching in the teaching learning process. through observing the classroom activities, it revealed that the teachers used code switching to index a stance of empathy or solidarity in some areas such as to ask questions, give information, give instructions, praising/encouraging, joking and criticize students. secondly, the researcher explained students perceived the teachers’ code switching in the teaching learning process. based on the result of the questionnaire, many of the students preferred a combination of indonesia and english in many situations such as explaining materials, explaining grammar, teacher’s instructions, informing a test and etc. it was because students were aware their ability in english was relative low so that code switching was needed as a tool to make them communicate and understand. thirdly, the researcher explained students’ responsesto the teachers’ code switching. based on the observations, there were five responses from students in the teaching learning process, those were specific response, choral response, open-ended or students initiated response, silence and laughter. forthly, the influences of teachers’ code switching in the teaching learning process since the researcher wanted to know the influence of code switching in the classroom interaction. the teachers claimed that code switching had a positive influence for students. by using code switching, the teachers would be able to convey instructions or explanation that can be understood by their students. suggesstion this study merely explains the use of code-switching, students’ perception of the teachers’ code-switching, the students’ response to the teacher’s code-switching and the influence of teachers’ code-switching practices. this study was already shown that sociolinguistic study can be conducted in a classroom setting. therefore, the researcher suggests to the further researchers who are interested in to describe code switching deeply particularly about a sociolinguistic study to use the similar theory or combination theories. moreover, the researcher suggests to the further researchers to analyze other elements or to analyze the same discussion by a different issue. references bawono, k.o.& rini, j.e. (2014). the use of mother tongue in general english program for teenagers in the second and fourth levels. k@ta, 2 (2) 45-53. retrieved from kata.petra.ac.id ari putri haryanti, januarius mujiyanto, a. faridi/ eej 8 (4) (2018) 461 468 468 fatimah, d. n. (2017). why is there code switching in efl classroom? a case study in a vocational school in cimahi west-java. facisiola. retrieved from ejournal.upi.edu. febriana, e. & faridi, a. (2016). the junior high school english teachers’ fulfillment of the four competencies. retrieved from english education journal, 6 (1). journal.unnes.ac.id. febriani, r.b. 2017. the roles of language shift in english language teaching. vision, 6 (1). retrieved from journal.walisongo.ac.id fitriyanti, i. d. (2013). code-switching used by students in speaking class activity (the case at dian nuswantoro university semarang). language circle: journal of language and literature. retrieved from journal.unnes.ac.id. hartati, s., murni, s.m & dirgeyasa, i.w. (2018). code switching used by mathematics and science teacher in classroom interaction. international journal of language learning and applied linguistics world, 17 (1). retrieved from www.ijllalw.org. hede, g. & mardijono, j.j. (2015). a study of code-switching used by an english teacher in teenager’ efl class. k@ta, 3 (2). retrieved from kata.petra.ac.id itmeizeh, m., ibnian, s.s & sha'fout, m.(2014).codeswitching among teachers of english language service courses at pauc: types and functions. asian journal of humanities and social studies, 5 (4). retrieved from www.ajouronline.com. kustati, m. (2014). an analysis of code-mixing and code-switching in efl teaching of cross cultural communication context. al-ta'lim journal, 21 (3), 147-178. retrieved from journal.tarbiyahiainib.ac.id. margana. (2013). code switching in the english learning process in senior high schools. litera, 12 (1) 39-52. retrieved from journal.uny.ac.id. nurhayati, s.r. (2014). teacher’s codeswitching to l1 in an english as a foreign language classroom in a senior high school in banten. prosiding prasasti ii. retrieved from jurnal.uns.ac.id pagano, a.e. (2010). code‐switching: a korean case study. griffith working papers in pragmatics and intercultural communication, 3 (1), p. 22-38. retrieved from www.griffith.edu.au rahmina, r. & tobing, r. l. (2016). the use of code switching in english language learning at ma mu’allimaat muhammadiyah yogyakarta. 18. litera, 3 (2). retrieved from journal.uny.ac.id. stylianou-panayi, n. (2015). code switching in an efl environment. linguistics and literature studies 3 (6): 259-263. retrieved from http://www.hrpub.org yatağanbaba, e. & yıldırım, r. (2015). efl teachers' code switching in turkish secondary efl young language learner classrooms. international journal of linguistics, 7 (1). retrieved from http://dx.doi.org/10.5296/ijl.v7i1.6750. http://www.ajouronline.com/ http://www.griffith.edu.au/ http://www.hrpub.org/ http://dx.doi.org/10.5296/ijl.v7i1.6750 eej 10 (2) (2020) 201 207 english education journal http://journal.unnes.ac.id/sju/index.php/eej the paratactic and hypotactic constructions in research article abstracts at 2018 iset proceedings sri kurnia. s, sri wuli. f, dwi rukmini universitas negeri semarang, indonesia article info ________________ article history: recived 08 december 2019 accepted 26 march 2020 published 20 june 2020 ________________ keywords: clause complex, taxis, article abstract ____________________ abstract ___________________________________________________________________ the present study was a part of larger research aimed at analysing the research article abstracts taken from international conference on science and education and technology 2018 (iset 2018). this study was descriptive study under sfl analysis in research article abstracts at 2018 iset realized from 170 clause complexes. under a sfl theory, the data were collected through retrieving twenty relevant article abstracts on the international conference on science and education and technology 2018 (iset 2018). the article abstracts are analysed using the framewok of systemic functional linguistic as suggested by halliday & matthiessen (2014). however, in this study the writer employs the taxis sytems which covers elaboration, extension, and enhancement. besides, logico-semantic relation is also analysed which covers projection and expansion. the findings reveal that there are 81 clause complexes of parataxis which are realised 47%, afterwards, there are 35 clause complexes of hypotaxis which are realised 20.5%. hence, the researchers is more using parataxis then hypotaxis. bassed on the findings, it is recommended that english teacher can apply clause constructions to encourage the english learners to think critically. after being able to implement their critical thinking, the english learners are hoped to be able to read critically. through having critical reading, they are suggested to be able to evaluate both their works and the other works as the main purpose in learning systemic functional linguistics. © 2020 universitas negeri semarang correspondence address: unnes bendan ngisor campus, semarang, 50233 e-mail: rianapermatasari0305@gmail.com p-issn 2087-0108 e-issn 2502-4566 mailto:rianapermatasari0305@gmail.com sri kurnia, sri wuli, dan dwi rukmini / english education journal 10 (2) (2020) 201 207 202 introduction systemic functional linguistics (henceforward sfl) is a theory which firstly developed by emiratus professor m.a.k halliday from sydney university, australia. in sfl, it covers spoken and written form. spoken and written form are assumed as text (derewianka, 1990; halliday & webster, 2009) as quoted by hidayat (2014, p. 26-27). sfl covers not only contexts, but also metafunction. one of metafunctions is logical meaning. dealing with logical meaning, its grammar elements cover taxis at which it is well-known as the type of interpendency. taxis is divided into two types, those are parataxis and hypotaxis. parataxis is equal and independent entities. meanwhile, hypotaxis relates to a main clause through a dependency relationship. besides, logico-semantic system is also covered in logical meaning (eggins, 2004, p. 258). dealing with parataxis and hypotaxis as mentioned in the preceding paragraphs, those are used to analyse clause complexes appeared in the texts as cited by halliday & matthiessen (2014, p. 428). in addition, clause complexes are formed out of logical-semantic relations that link clauses, typically one pair at a time, as a interpendent on one another (halliday & matthiessen, 2014, p. 432). dealing with the logical meaning such discussed in the preceding paragraph, it focuses on clause complexes which covers taxis and logico-semantic relation. these regions of clause complexes are used to analyse the article abstracts in proceeding of international conference on science and education and technology 2018 (iset 2018). in analysing the texts, the writer segments the clause complexes (cc) to be simple clause (move) as suggested by butt, et al., (2000, p. 295). various studies have been conducted focussing on clause complex such carried out by tam (2012), rodrigues-júnior (2018), eid (2016), isaac (2017), adjei and opoku (2017), tse (2010), srinon, and white (2011), andersen, and holsting (2018), bertinetto, and ciucci (2012), sunardi (2017), zuhri (2014), jomaa, and bidin (2019), ma‟mun (2017), rukmini (2014), arigusman (2018), sipayung (2016), khodijah (2015), anggraeni, farikah, and indriani (2018), and yuniar (2018). they conducted the study referring to the clause complex in online news text, and narrative. from those studies, the writer concludes that the taxis refers to speaker‟s mean either in speech or conversation. rukmini (2014) designs a research entitled “the quality of clause complexes in article abstracts written by semarang state university graduate students”. this study found out that the abstracts are good. hence, the quality of them are considerable good, since there are 37.5 percents which are problematic. the study focuses on analysing the quality of clause complexes in article abstracts written by semarang state university graduate students. the study has succeeded to explore the taxis constructions. in short, the study can be summarized that rukmini (2014) conducted the study entitled “the quality of clause complexes in article abstracts written by semarang state university graduate students”. in conducting the research, she took article abstracts written by universitas negeri semarang graduate students. then, she analysed the article abstracts by using taxis system. related to the present study, rukmini (2014) employed taxis system in analysing article abstracts. actually, it has similarity to the present study carried out by the writer, particularly on the aspect of taxis. through this similarity, the previous study investigated the taxis system on clause complex. thus, this previous study is going to be the reference for the writer to analyse taxis system. meanwhile, the data is in the form of the article abstracts which covers taxis system such parataxis, hypotaxis, and logico-semantic relation. concerning on taxis, several studies were undertaken by, ngongo (2018), cerban (2016), cerban (2011), sujatna (2012), bisiada (2013), sulistyaningrum, and rasyid (2015), vries (2008), mulyani (2017), and they used taxis sri kurnia, sri wuli, dan dwi rukmini / english education journal 10 (2) (2020) 201 207 203 under sfl to analyse the thesis writing text, and short story. the first researcher is ngongo (2018). the study conducted by him entitled “taxis and logico-semantic relation in undergraduate students‟ english theses writing text: a systemic functional linguistics approach”. his study focused on 10 english theses writing texts written by undergraduate students of artha wacana christian university. the results showed that hypotaxis was used higher than parataxis. regarding to the results above, the writer argues that the students using unequal status in order to explain idea clearly. it is suggested that the teacher should give more exercises to students in using varieties of taxis and logicosemantic relation to enhance students‟ writing knowledge. in short, the study can be summarized that ngongo (2018) conducted the study entitled “taxis and logico-semantic relation in undergraduate students‟ english theses writing text: a systemic functional linguistics approach”. the study aims at finding out the realisation of taxis taken from english theses writing texts written by undergraduate students. to gain the data, he took 10 english theses writing texts, then those were analysed by applying halliday framework (1994). the results of the study reported that the use of taxis and logico-semantic in theses writing realised textual meaning of text that is important for a text cohesion. related to present study conducted by the writer, it has similarity to ngongo‟s (2018) study. this present study also focuses on taxis and logico-semantic relation. through the similarity, the previous study carried out by ngongo (2018) is going to be one of researchers for the writer to analyse taxis system based on the data. meanwhile, dissimilarity between ngongo‟s (2018) study and the present study is in the data. ngongo (2018) took 10 english theses writing texts as the data, meanwhile the writer took 10 article abstracts texts as the data. method in this present study, the writer employs descriptive study. the descriptive study itself can be understood as describing in giving state of affairs as fully and carefully as possible (fraenkel, wallen, hyun, 2012, p. 15). it is because the writer analyses and interprets the meaning comprehensive visual data than number to know the clause constructions in abstracts of iset. the writer analysed the article abstracts through paratactic constructions, hypotactic constructions, and also logicosemantic relation, at which in paratactic and hypotactic covers elaboration, extension, and enhancement. meanwhile, logico-semantic relation covers expansion and projection. the system of expansion consists of three main options: elaboration (relations of restatement or equivalence), extension (relation of addition), and enhancement (relations of developement). the three types of expansion clauses are labeled with =, +, and x. projection consists of two choices: locution and ideas. the locution projected clause is labeled with “, while the idea projected clause is labeled with „. then, the writer describes the result in descriptive. results and discussions the writer delineated that there were actually lot of instruments in systemic functional grammar. nevertheless, the writer applied clause complexes which includes parataxis and hypotaxis combined by logico-semantic relation according to halliday and matthiessen (2014, p. 438); gerot and wignell (1994, p. 92); and but, et al., (2000, p. 29). sri kurnia, sri wuli, dan dwi rukmini / english education journal 10 (2) (2020) 201 207 204 figure 1. the realisation of taxis and logico-semantic relation based on figure 1, the writer concluded that in the first abstract, parataxis was realised in 2 clause complexes. meanwhile, hypotaxis was realised in 1 clause complex. in other words, parataxis was realised 2.4%, meanwhile hypotaxis was realised 2.8% which were constructed in the article abstracts. in the second abstract, parataxis was realised in 2 clause complexes. afterwards, hypotaxis was realised in 1 clause complex. in other words, 2.4% of parataxis and 8.5% of hypotaxis were constructed in the article abstracts. in the third abstract, parataxis was realised in 11 clause complexes. further, hypotaxis was realised in 2 clause complexes. in other words, 13.6% of parataxis and 5.7% of hypotaxis were constructed in the article abstracts. in the fourth article, parataxis was realised in 1 clause complex. then, hypotaxis was realised in 1 clause complex. in other words, 1.2% of parataxis and 2.8% of hypotaxis were constructed in the article abstracts. in the fifth abstract, parataxis was realised in 6 clause complexes. next, hypotaxis was realised in 2 clause complexes. in other words, 7.4% of parataxis and 5.7% of hypotaxis were constructed in the article abstracts. furthermore, in the sixth abstract, parataxis was realised in 2 clause complexes. then, hypotaxis was realised in 1 clause complex. in other words, 2.4% of parataxis and 2.8% of hypotaxis were constructed in the article abstracts. in the seventh abstract, parataxis was realised in 7 clause complexes, but the hypotaxis is not constructed in the seventh abstract. in other words, 2.4% of parataxis were constructed in the article abstracts. in the eighth abstract, parataxis was realised in 7 clause complexes. furthermore, hypotaxis was realised in 4 clause complexes. in other words, 8.6% of parataxis and 11.4% of hypotaxis were constructed in the article abstracts. in the nineth abstract, parataxis was realised in 4 clause complexes. afterwards, hypotaxis was not realised in the nineth abstract. in other words, 4.9% of parataxis and were constructed in the article abstracts. in tenth abstract, parataxis was realised in 6 clause complexes. next, hypotaxis was realised in 2 clause complexes. in other words, 7.4% of parataxis and 5.7% of hypotaxis were constructed in the article abstracts. meanwhile, in the eleventh abstract, parataxis was realised in 3 clause complexes. then, hypotaxis was realised in 3 clause complexes. in other words, 3.7% of parataxis and 8.5% of hypotaxis were constructed in the article abstracts. in the twelfth abstract, parataxis was realised in 3 clause complexes. moreover, sri kurnia, sri wuli, dan dwi rukmini / english education journal 10 (2) (2020) 201 207 205 hypotaxis was realised in 1 clause complex. in other words, 3.7% of parataxis and 2.8% of hypotaxis were constructed in the article abstracts. in the thirteenth abstract, parataxis was realised in 2 clause complexes. afterwards, hypotaxis was realised in 2 clause complexes. in other words, 2.4% of parataxis and 5.7% of hypotaxis were constructed in the article abstracts. in the fourteenth abstract, parataxis was realised in 3 clause complexes. next, hypotaxis was realised in 2 clause complexes. in other words, 3.7% of parataxis and 5.7% of hypotaxis were constructed in the article abstracts. in the fifteenth abstract, parataxis was realised in 3 clause complexes. furthermore, hypotaxis was realised in 1 clause complex. in other words, 3.7% of parataxis and 2.8% of hypotaxis were constructed in the article abstracts. moreover, in the sixteenth abstract, parataxis was realised in 7 clause complexes. afterwards, hypotaxis was realised in 4 clause complexes. in other words, 8.6% of parataxis and 11.4% of hypotaxis were constructed in the article abstracts. in the seventeenth abstract, parataxis was realised in 4 clause complexes. next, hypotaxis was not realised in the seventeenth abstract. in other words, 4.9% of parataxis were constructed in the article abstracts. in eighteenth abstract, parataxis was realised in 2 clause complexes. furthermore, hypotaxis was realised in 1 clause complex. in other words, 2.4% of parataxis and 2.8% of hypotaxis were constructed in the article abstracts. in nineteenth abstract, parataxis was realised in 4 clause complexes. then, hypotaxis was realised in 2 clause complexes. in other words, 4.9% of parataxis and 5.7% of hypotaxis were constructed in the article abstracts. finally, in the twentieth abstract, parataxis was realised in 2 clause complexes. then, hypotaxis was realised in 1 clause complex. in other words, 2.4% of parataxis and 8.5% of hypotaxis were constructed in the article abstracts. parataxis was realised in 2 clause complexes. further, hypotaxis was realised in 3 clause complexes. in other words, 2.4% of parataxis and 8.5% of hypotaxis were constructed in the article abstracts. furthermore, the writer concluded that from those twenty articles, 47% of parataxis was constructed in the research article abstracts, while 20.5% of hypotaxis was constructed in the research article abstracts. although the writer found parataxis in a form of percentage, its realisation was more than the hypotaxis realisation of clause complexes. in fact, after finding out the whole results of twenty article abstracts, the result could be asserted that the article abstracts at 2018 iset proceedings used more paratactic than hypotactic with regard the results on the preceeding point, the writer found out that from the aforementioned twenty article abstracts, 47% of parataxis was constructed in the article abstracts. meanwhile 20.5% of hypotaxis was constructed in the article abstracts. the realisation of paratactic was more than hypotactic realisation of clause complexes. in fact, after finding out the whole results of twenty article abstracts, the result could be asserted that the researchers used more paratactic than hypotactic. concerning the results of paratactic and hypotactic realisations, the writer then assumed that the quality of them are considerably good, since the 32.5% were problematic. the problem is cuased by the fact that the sentence looked like a paratactic clause complex, but when it was segmented, the writer cannot segment or label it. references adjei, a.a., & opoku, k. (2017). the expansion relations of clause complexing (cc) in the editorials of the daily graphic. journal of literature, languages and linguistics: an international peer-reviewed journal, 30, 12-26. andersen, t. h., & holsting, a. e. m. (2018). clause complexing in systemic functional lingustics – towards an alternative description. functional linguistics, 5(10), 125. anggraeni, h.s., farikah, & indriani, l. (2018). an analysis of parataxis and hypotaxis sri kurnia, sri wuli, dan dwi rukmini / english education journal 10 (2) (2020) 201 207 206 construction in descriptive text written by first graders of smk bandar sungai buaya malaysia in the year 2017. journal of research on applied linguistics language and language teaching. arigusman. (2018). an analysis of student‟s narrative text writing: an sfl approach. international. journal of languages, literature and linguistics, 4(2), 93-100. bertinetto, p., m., & ciucci, l. (2012). parataxis, hypotaxis and para-hypotaxis in the zamucoan languages. linguistic discovery, 10(1), 89-111. bisiada, m. (2013). from hypotaxis to parataxis: an investigation of english-german syntactic convergence in translation. unpublished thesis: university of manchester. butt, d., rohandda, f., susan, s., & colin, y. (2000). using functional grammar an explorer’s guide. sydney: macquarie university. cerban, m. (2016). the taxis structure in the short story „the neva star‟ by c. d. rose. convergent discourses. exploring the contexts of communication. tirgu mures: arhipelag xxi press. eggins, s. (2004). an introduction to systemic functional linguistics. london: continuum interpersonal publishing group. eid, f.m.s. (2016). functional analysis of clause complex in the language of news websites texts: a comparative study of two articles. international journal of scientific and research publications, 6(6), 323-334. fraenkel, j.r., wallen, n.e., & hyun, h.h. (2012). how to design and evaluate research in education, eight edition. new york: the mcgraw-hill companies. gerot, l., & wignel, p. (1994). making sense of functional grammar: an introductory workbook. australia: gerd stabler. halliday, m.a.k., & matthiessen, c.m.i.m. (2014). halliday’s introduction to functional grammar, (4th ed). usa and canada: routledge. hidayat, y. (2014). the ideational meaning realised in the written discoursein online newspaper on abdul qodir jailani (aqj). unpublished thesis, semarang: universitas negeri semarang (unnes). isaac, o.n. (2017). the elaborative logicosemantic relation of conjunctions in ekegusii texts. africology: the journal of pan african studies, 11(1), 218-235. jomaa, n. j., & bidin, s. j. (2019). reporting and quoting: functional analyses of logico-semantic relations of clause complex citations the southeast asian journal of english language studies. 25(1), 158 – 178. khodijah, s. (2015). an analysis of complex sentences translation in novel of mirror image from english into indonesian. unpublished thesis, jakarta: universitas islam negeri syarif hidayatullah jakarta. ma‟mun, n. (2017). grammatical intricacy on students‟ writing. vision: journal for language and foreign language learning, 6(1), 89-98. mulyani. (2017). the analysis of english native speaker and esl texts using fars approach. geisempena english education journal (geej), 4(2), 195-203. ngongo, m. (2018). taxis and logico-semantic relation in undergraduate students‟ english theses writing text: a systemic functional linguistics approach. journal of arts, science, and commerce, 9(2), 146-152. rodrigues-júnior, a., s. (2018). clause complexes as the basis for construing the narrative point of view in translation context. d.e.l.t.a., 34(1), 41-54. rukmini, d. (2014). the quality of clause complexes in article abstracts written by semarang state university graduate students. the new english teacher, 8(1), 121-131. sipayung, k., t. (2016). metafunction realisation on students‟ descriptive paragraphs. international journal of linguistics, 8(6), 20-30. srinon, u., & white, p. (2011). clause complexes analysis on thai university students‟ english essays in a longitudinal genre based course. proceeding of the sri kurnia, sri wuli, dan dwi rukmini / english education journal 10 (2) (2020) 201 207 207 international conference: doing research in applied linguistics. sujatna, e.t.s. (2012). applying systemic functional linguistics to bahasa indonesia clauses. international journl of linguistics, 4(2), 134-146. sulistyaningrum, s.d., & rasyid, y. (2015). the logico-semantic relation of students‟ presentation in acceleration program of sma labschool jakarta. international journal of language education and culture review, 1(1), 41-54. sunardi. (2017). logical meaning realisations in the agreement text on common effective preferential tariff scheme for the asean free trade area. the 1st education and language international conference proceedings center for international language development of unissula, 1(1), 842 850. tam, n.t.m. (2012). the notion of clause complex in systemic functional linguistics. vnu journal of foreign studies, 29(4), 25-36. tse, y.k. (2010). parataxis and hypotaxis in the chinese language. international journal of arts and sciences, 3(16), 351-359. vries, m.d. (2008). asymmetric merge and parataxis. cjl/rcl interfaces, 53(2-3), 130. yuniar, r. (2018). logico-semantic relation of clauses used in analytical exposition written by the third semester students of english department. journal of research on applied linguistic, 2(1), 121-128. zuhri, f. (2014). the analysis of appropiate texts in reading comprehension skills and strategies 4 textbook for use by the students of the english department of unesa. the 61st teflin international conference, uns solo. 1, 262-265. eej 10 (1) (2020) 28 36 english education journal http://journal.unnes.ac.id/sju/index.php/eej cohesion and coherence in undergraduate students’ argumentative essays aulia priangan, mursid saleh, dwi rukmini universitas negeri semarang, indonesia article info ________________ article history: accepted 19 august 2019 approved 22 august 2019 published 15 march 2020 june2018 ________________ keywords: cohesion, coherence, argumentative essays ____________________ abstract ___________________________________________________________________ this study aims to investigate cohesion and coherence in argumentative essays written by undergraduate students at syekh nurjati state islamic institute of cirebon, west java, indonesia. this study used discourse analysis as a research design. five argumentative essays were chosen based on purposive sampling. the five argumentative essays were analyzed using halliday and matthiessen (2014) theory that contributing to the cohesion of the text, namely cohesive devices. then, it was analyzed using thornbury (2005) theory about coherence. the results of this study showed that undergraduate students at syekh nurjati state islamic institute of cirebon tend to use reference more frequently than the other grammatical cohesive devices. from 755 occurrences of grammatical cohesive devices which presented in the five argumentative essays, 532 of them were in the form of reference. besides, they also tend to use repetition more often than the other lexical cohesive devices in their argumentative essay. it always present in the five argumentative essays. furthermore, the thematic progressions were organized well. it is showed by the occurrence of two or more thematic progressions in each argumentative essay. © 2020 universitas negeri semarang correspondence address: kampus pascasarjana unnnes, jl. kelud utara iii semarang 5023, indonesia e-mail: auliapriangan@gmail.com p-issn 2087-0108 e-issn 2502-4566 aulia priangan, mursid saleh, dwi rukmini / eej 10 (1) 2020 28 36 29 introduction four language skills are essential to master by a language learner. they are listening, speaking, reading and writing. harmer (as cited in muhib, anggani & hartono, 2014; anggrayani, sofwan & saleh, 2015) states that writing is a skill that is as important as listening, speaking, and reading, but writing skill is more difficult for students to learn. it is because writing skill requires high-level thinking skills (hidayat, rukmini, & bharati, 2019, p. 166). hence, writing has long process to express ideas (mamduhan, fitriati & sutopo, 2019, p. 85). writing is undoubtedly important for students of college (amperawaty & warsono, 2019, p. 30). it becomes the main tool for learning especially students of language department. then, it is generally assumed as the most essential activity for measuring student‟s achievement. besides that, fitriati and yonata (2017) assert that due to the complexity of writing, it can be used as the parameter of a result of students‟ language development (p. 252). this is because students of the college are demanded to be able to express their ideas both in non-academic and academic writing such as writing text, an essay and a final project. as asserted by suwandi (2016), the ability to write a text has played an important role for college students in indonesia since it is one of the requirements to graduate from university. language is realized as text (halliday & hasan, 1976; thornbury, 2005; sutopo, 2014) and variety of texts are used in a college. one of them is argumentative essays. an argumentative essay is an essay in which we agree or disagree with an issue then using reasons to support the opinion (oshima & hogue, 2006, p. 142). anderson and anderson (1997) assert that an argumentative essay allows its writer to express their opinion on a topic and support that opinion with strong logic and evidence. hence, an argumentative essay is a type of writing which requires its writer to defend a position on a topic using pieces of evidence. besides that, the argumentative essay is different from the other texts because it is considered the most difficult writing which requires all the expository skill that students have learned. furthermore, fahnestock and secor (1983) believed that writing argument prepares students for the kinds of writing tasks demanded in a college courses and careers. as a result, the argumentative essay has become a complicated assignment for some undergraduate students as well as english department students. there are some features in a text that make it good. some of them are cohesion and coherence. as asserted by halliday and hasan (as cited in rahmawati, rukmini, & sutopo, 2014, p. 107) that cohesion and coherence are two properties that make a text good. cohesion refers to relation of meaning that exists within text and defines what it is a text (halliday & hasan, 1976, p. 4). it means that cohesion should always be presented in the text. it is because cohesion promotes clarity within text which is achieved through the implementation of cohesive devices. cohesive devices are the words and strategies the writer uses to make a meaningful connection between ideas within a text clear to the reader. meanwhile, coherence means clear and reasonable connection to each part in a sentence and it should be connected in smooth and logical order (fengjie, xiuying, & chuanze, 2014). in other words, coherence refers to the unity or connectedness that makes the sentences in the text hangs together. cohesion and coherence are essential features in the text. however, some undergraduate students do not use cohesion and coherence correctly. chen (2008) reports that misuse of cohesive devices become the common problem found in composing an exposition text. then, emilia, habibi and bangga (2018) assert that the exposure to an argumentative genre is still limited both in native tongue and english in indonesia context. that problem leads researcher to investigate whether or not the undergraduate students‟ argumentative essay implement cohesion and coherence. besides, the complexity of delivering arguments in argumentative essay is interesting area to be researched. it is because argumentative essays which considered as the complicated assignment for students will be written by their highest ability. hence, they will use cohesive devices optimally to achieve coherent argumentative essays. therefore, this aulia priangan, mursid saleh, dwi rukmini / eej 10 (1) 2020 28 36 30 study is worth to be conducted to reveal the most frequent of cohesive devices which were employed in the argumentative essays and how well coherence can be achieved. methods the design of this study is discourse analysis. this study uses discourse analysis due to the objects of this study, which are five argumentative essays written by undergraduate students of the english department. the researcher analyzes the most frequent of cohesive devices and investigates how well coherence is achieved in argumentative essays. the primary data of this study are five argumentative essays under the same topic that the lecturer has decided before. the five argumentative essays are chosen based on purposive sampling. the researcher analyzes the cohesion and coherence by using the table of cohesion and coherence check lists which adapted from halliday and matthiessen (2014) and thornbury (2005). in analyzing the lexical cohesive devices, the researcher also uses online application for easier the process of analysis. after that, the researcher puts findings into some tables and writes the interpretation for each of them. at last, the researcher does the triangulation by asking an expert of cohesion and coherence theory as an investigator in order to validate the findings. findings and discussion grammatical cohesive devices the first research problem in this present study deals with the most frequent of grammatical cohesive devices. grammatical cohesive devices contribute to cohesiveness of a text. there are three types of grammatical cohesive devices; reference, ellipsis and substitution, and conjunction. yet, in the five argumentative essays, the researcher does not find the use of ellipsis and substitution. in other words, there are only two types of grammatical cohesive devices which use in argumentative essays written by undergraduate students of syekh nurjati state islamic institute of cirebon. it can be seen in the table below. table 1. grammatical cohesive devices t e x t reference ellipsis and substitutio n conjunction p d c c v n e l ex e n 1 54 37 6 1 37 7 2 14 83 1 27 10 3 55 48 7 2 31 10 4 30 74 1 3 37 14 5 58 58 7 1 2 17 12 ∑ 21 1 30 0 2 1 1 9 15 1 53 the bold one indicates the most frequent of grammatical cohesive devices. it shows that reference is the most frequent of grammatical cohesive devices use in five argumentative essays. reference, in the form of demonstrative reference and personal reference dominate the grammatical cohesive devices in the five argumentative essays. based on the number of occurrence of reference, it shows that demonstrative reference is the most used of grammatical cohesive devices in argumentative essays written by undergraduate students of english department at syekh nurjati state islamic institute of cirebon. here are some examples of grammatical cohesive devices. example 1 personal reference they are interesting in ict due to it offers some easiness for them to access many resources that might help them to doing their tasks. personal reference in example above is presented in bold. the word “they” is used to represent the word “pupils” in the previous sentence. then, the word “them” and “their” also relate to the word “pupils” in the previous sentence. however, the word “it” is used to represent the word “ict” in the previous clause. the use of personal reference is to increase readers‟ interest in reading the text. aulia priangan, mursid saleh, dwi rukmini / eej 10 (1) 2020 28 36 31 example 2 demonstrative reference this study shows that there are at least 30 million teenagers in indonesia who access the internet technology. the word “this” points out that it refers to the first argumentative essay. then, the word “there” emphasizes the word “indonesia”. furthermore, the article “the” emphasizes that the phrase “internet technology” is specific because it is mentioned before in previous paragraphs. example 3 comparative reference it will give chance for pupils to be more creative due to they will learning by themselves. the word “more” includes into the comparative reference because it has degree of comparison. in degree of comparison, the word “more” is in the comparative degree. it means that the word “more” is used to compare someone or something. then, in example above, it is used to emphasize the adjective which is added by it. in other words, the word “more” emphasizes that the phrase “more creative” is higher than the word “creative”. reference as part of grammatical cohesive devices creates cohesion by creating links between elements in a text. besides that, hameed (2008) states that reference as form of grammatical cohesive devices have function to retrieve presupposed information in a text and must be identifiable for it to be considered as cohesive (p. 84). demonstrative reference keeps track of information through location using proximity references like “this, that, these, those, here, there, then, and the”. halliday and hasan (1976) refer demonstrative reference as „verbal pointing‟ to indicate a „scale of proximity‟ to the presupposed reference (p. 57). it means that demonstrative reference is used to build cohesiveness in a text by keeping track of information. therefore, the readers will know which of information that being discussed and where it refers to. demonstrative reference is the most used grammatical cohesive devices in the five argumentative essays. then, most of the demonstrative reference which found in those five argumentative essays is in the form of “the”. halliday and hasan (1976) state that the use of “the” commonly referred to as a define article, acts to specifically identify (p. 71). it means that the writer of argumentative essay tries to specify the information given in essay in order the readers will easily understand which information that being discussed. besides that, it also creates cohesiveness within an essay because the information or idea given is hanged together in essay. lexical cohesive devices the second research problem in this present study deals with the most frequently used of lexical cohesive devices. lexical cohesive devices contribute to the cohesiveness within a text. it consists of repetition, synonym, hyponym, and meronymy. however, not all of the five argumentative essays employe all type of lexical cohesive devices. it can be seen in table 2 below. table 2. lexical cohesive devices text lexical cohesive devices r s h m 1    2     3    4   5    table 2 above displays the occurrence of lexical cohesive devices in five argumentative essays. it shows that repetition and synonym were employed by the writer of each argumentative essay. it means that repetition and synonym are the most frequently used of lexical cohesive devices in the five argumentative essays. the analyses of lexical cohesive devices are based on halliday and matthiessen (2014). then, the analysis of repetition and synonym are done with two online applications namely wordcounter and twinword. wordcounter is used to help the researcher in determining the repetition which occurs in argumentative essays. meanwhile, twinword version 0.9.4 is used to aulia priangan, mursid saleh, dwi rukmini / eej 10 (1) 2020 28 36 32 analyze synonym in argumentative essays. here are some examples of repetition and synonym which are found in the five argumentative essays. example 3 repetition it shows the fact that over the past 20 years, ict gives positive effects for pupils’ learning progress (mumtaz, 2017). from that fact, it means that ict has an important role for pupils. moreover, it can be seen from the fact that pupils will get higher motivation when they used ict as a tool in learning english (hennessy, ruthven, & brindley, n.d.). they are interesting in ict due to it offers some easiness for them to access many resources that might help them to doing their tasks. repetition in the example above is showed in bold. repetition is repeating of word or phrase to create interconnection. the word which is repeated in the example above is ict. it means that “ict” being the discussion topic in the argumentative essay. it also appropriates with the title of the first argumentative essay, “the impacts of ict in teaching and learning english”. the function of using repetition in this context is to make the idea clearer. example 4 synonym education is a tool to get better opportunity in our life, due to that, it is important for us to become an educated person. there are many essential things that must be applied for an educated person; one of them is mastering language. synonymy is showed in bold. the function of synonymy is to create cohesiveness in the text. the word “important” is synonymous with the word “essential”. repetition and synonym are part of lexical cohesive devices used by those five argumentative essays. however, based on the frequency of occurrence of lexical cohesive devices found in five argumentative essays, repetition is the most frequently used by the writer of argumentative essay. it can be seen in appendix that repetition as part of lexical cohesive devices dominated the other types of lexical cohesive devices. furthermore, the result of this present study is in line with the previous studies (indriani, 2012; faizah & bahri, 2014; rahmawati, et al 2014; adiantika, 2015). repetition occurs when word or phrase is repeated continuously in a text. it also has function to build cohesiveness within a text. it is because the information or idea given is repeated so the readers will aware that it is the information or idea that the writer tries to deliver. besides that, repetition is the easier way to create cohesiveness within a text compared to other lexical cohesive devices. it is because the writer just needs to repeat the information or idea that wants to deliver. coherence the third research problem in this present study aims to draw the thematic progression the five argumentative essays. the five argumentative essays are analyzed based on thornbury (2005) theory of thematic progression. there are three types of thematic progression, namely zigzag, constant and multiple. those three types of thematic progressions are found in five argumentative essays. it can be seen in table 3 below. table 3. thematic progression text thematic progression zigzag constant multiple 1 28 11 2 2 23 14 4 3 11 13 8 4 19 21 0 5 13 22 0 ∑ 94 81 14 table 3 above shows the number of thematic progression that appears in each argumentative essay. the bold one indicates the dominant pattern in each essay. it can be seen that two argumentative essays are dominated by zigzag pattern. then, three argumentative essays are dominated by constant pattern. however, the occurrence of zigzag pattern in five argumentative essays is the most frequently employed by all of the writers. from 189 aulia priangan, mursid saleh, dwi rukmini / eej 10 (1) 2020 28 36 33 patterns of thematic progression which exist in five argumentative essays, 94 of them are in the form of zigzag patterns. here are the examples of each pattern of thematic progression that found in argumentative essays. example 5 zigzag pattern zigzag pattern occurs when the comment in the previous sentence became topic in the next sentence. in example above, the bold one indicates the process of changing from the comment into the topic. it can be seen that “language” which is placed in comment became topic in the next sentence. then, the phrase “all over the world” in comment became topic in the next sentence. but, the phrase “all over the world” is changed into “international”. as mentioned earlier that zigzag patterns dominate the occurrence number in the five argumentative essays. it means that zigzag pattern is the most frequently used in argumentative essays written by undergraduate students of syekh nurjati state islamic institute of cirebon. besides zigzag pattern, the writers of five argumentative essays also employ constant pattern. here is the example. example 6 constant pattern in first grade of associate elementa ry school, can tell them vocabulary that is near with their activity or environment with the pictures. we for example, the teacher gives them a pictorial dictionary. in second grade, we have a tendency to tell them an easy song in english and raise them to sing along. for example, the teacher asks children to sing a song twinkle-twinkle little star. constant pattern occurs when the writer uses the same topic in sentences. in example above, the bold one indicates the topic in each sentence. it can be seen that the word “we” and “the teacher” are the topic. the word “we” appears because the writer positions him/herself and the readers as a teacher. example 7 multiple topic pattern on the contrary, using ict in teaching and learning process will obtain some improvises for both teachers and pupils. pupils will obtain their enjoyment and easiness to learn english. they also get easiness to access some sources that help them to doing their tasks. further more, teachers will obtain easiness to teach pupils without any detail explanations. multiple topic patterns are a development topic with repeating word of a comment in some next topic. it can happen when the new topic are formed from the same comment. in example above, the topic „pupils‟ and „teachers‟ are formed from the comment of the first sentence. therefore, it is included into multiple topic patterns. there are many essential things that must be applied for an educated person; one of them is mastering language. language is a fundamental aspect to communicate with other people in all over the world. in this case, the role of english as an internatio nal language is very needed to interconnect with in this globalization era. aulia priangan, mursid saleh, dwi rukmini / eej 10 (1) 2020 28 36 34 multiple topic patterns are rarely used by the writer of argumentative essays at syekh nurjati state islamic institute of cirebon. from the five argumentative essays which are chosen as the subject of this present study, only three of them that employed this kind of topic patterns. besides that, the number of occurrence of multiple topic patterns is the lowest among other. it only occurs 14 times from 189 occurrences of thematic progression. in conclusion, zigzag pattern occupies the first position of the most frequently used of thematic progression in five argumentative essays written by undergraduate students of syekh nurjati state islamic institute of cirebon. then, it is followed by constant pattern of thematic progression. the last, multiple topic patterns occupy the last position. an understanding of how information is structured within a text and the ways of its delivered is essential for cohesion and coherent in a text. hawes (2015) states that theme and rheme act as the building brick of cohesion but its role in thematic progression contribute to coherence of a text (p. 93). it means that the use of thematic progression in an argumentative essay contributes to its coherence. there are three types of thematic progression found in the five argumentative essays. those are constant pattern, zigzag pattern, and multiple topic patterns. each argumentative essay employs two or more thematic progression. for instance, the first, the second, and the third argumentative essay use three types of thematic progression. meanwhile, the fourth and the fifth argumentative essay only use two types of thematic progression in the form of constant pattern and zigzag pattern. thus, it is in line with thornbury (2005) who asserts that it would be rare to find a longish text that adopted one pattern at the exclusion of others (p. 40). it means that the five argumentative essays use thematic progression in the right way. it is because an argumentative essay is not only use one type of thematic progression. besides that, the implementation of thematic progression demonstrates how the writers mix and combine their argument in the way they feel is most coherent. therefore, the writers combine the three types of thematic progression in their argumentative essay. the occurrence of zigzag pattern in five argumentative essays is the most frequently employed by all of the writers. from 189 patterns of thematic progression which exist in five argumentative essays, 94 of them are in the form of zigzag patterns. zigzag pattern of thematic progression is used when the writer wants to build continuity within a text. it is because zigzag pattern occurs when the comment in previous sentence became the topic in the following sentence. it means that the topic will develop, not focus on one topic. in addition, eggins (2004) also states that the zigzag pattern can be the solution for the theme re-iteration which does not have a sense of cumulative development. furthermore, the use of zigzag patterns in argumentative essay reinforces the arguments in within a text. then, it is also in line with the previous study that conducted by undayasari and saleh (2017) which was revealing that writers in maintaining the focus and reinforcing the arguments in the texts use zigzag pattern as much as re-iteration pattern. the result of analysis from the five argumentative essays in this present study also shows that there is no big difference between the occurrence of constant pattern (re-iteration) and zigzag pattern. the constant pattern occurs 81 in five argumentative essays meanwhile zigzag pattern appears 94 times. conclusion from the research finding and discussion, this study has some conclusions related to the research problems. the first research problem deals with the most frequent of grammatical cohesive devices in undergraduate students‟ argumentative essays. it is found that reference, particularly demonstrative reference, is frequently used by undergraduate students at sykeh nurjati state islamic institute of cirebon in their argumentative essays. demonstrative aulia priangan, mursid saleh, dwi rukmini / eej 10 (1) 2020 28 36 35 reference is used to build cohesiveness in a text by keeping track of information. the second research problem deals with the most frequent of lexical cohesive devices in undergraduate students‟ argumentative essays. it is found that repetition is the most frequently used by undergraduate students at sykeh nurjati state islamic institute of cirebon in their argumentative essays. it is mostly used by undergraduate students because repetition is assumed as the simple way to build cohesiveness within a text. the third research problem deals with thematic progression in undergraduate students‟ argumentative essays. it is found that the implementation of thematic progression is well because each argumentative essay uses more than one type of thematic progression. besides that, zigzag pattern dominates the five argumentative essays written by undergraduate students of english department at syekh nurjati state islamic institute of cirebon. for further research, we suggest for the use of interview as part of data collection. through interview, the researcher will know the reason behind the occurrence of certain types of cohesive devices in undergraduate students‟ argumentative essays. besides, it 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http://dx.doi.org/10.17509/ijal.v5i2.1349 https://journal.unnes.ac.id/sju/index.php/eej/article/view/22129 https://journal.unnes.ac.id/sju/index.php/eej/article/view/22129 eej 9 (3) (2019) 399 409 english education journal http://journal.unnes.ac.id/sju/index.php/eej the ideological construction of the 2015 paris attacks in the jakarta post nafisah nurzakiyah , yan mujiyanto, djoko sutopo universitas negeri semarang, indonesia article info ________________ article history: recived 08 march 2019 accepted 22 july 2019 published 15 september 2019 ________________ keywords: cda, socio-cognitive approach, text, ideology ____________________ abstract ___________________________________________________________________ the terrorist attacks makes the global phenomenon in the world as the radical action by terrorist group. therefore, this study wants to find out the ideological constuction of the 2015 paris attacks in the jakarta post. the writer analyzed the data by using critical discourse analysis which is proposed by van dijk. this theory known as socio-cognitive approach which analyzes the object of the study into three levels: text, socio-cognitive, and societal analysis. the expected of the study, the writer applies the qualitative method to observe the study. the finding of this study revealed that the jakarta post emphasizes the bomber in paris is claimed by islamic group or isis. the writer found that isis in paris attacks is depicted as violent group. therefore, the people around the world cares about this case. from the findings, it was true that the power or dominant group can influence the text to spread the ideology to the society. © 2019 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jl. kelud utara iii semarang 5023, indonesia e-mail: nafisahnurzakiyah@gmail.com p-issn 2087-0108 e-issn 2502-4566 nafisah nurzakiyah, yan mujiyanto, djoko sutopo/ eej 9 (3) 2019 399 409 400 introduction some radical actions happened in the world because of the terrorist group like in paris in the year of 2015. it is the important problems because of the death of some people in this tragedy. then, the writer chooses to observe the paris attacks 2015 in the jakarta post newspapers. starting on the evening of 13 november 2015, a series of coordinated terrorist attacks occurred in paris, the capital of france, and its northern suburb, saint-denis. beginning at 21:20 pm, three suicide bombers struck near the stade de france in saint-denis, followed by suicide bombings and mass shootings at cafés, restaurants, and a concert hall in paris. the attackers killed 130 people, including 89 at the bataclan theatre, where they took hostages before engaging in a stand-off with police. there were 368 people who were wounded, 80–99 seriously so. seven of the attackers also died, while authorities continued to search for accomplices. in the condition when the terrorist problem occurs, for example the terrorist problem in paris 2015, media search an important thing about news to report continuously and accurately to the society because the mass media can influence the thought of people. moreover, media discourse is the representative of ideology. the ideology becomes a part of the text because a style of language can show the ideology of the texts. van djik (1995, p. 28) argues that ideologies require production and reproduction through public text and talk, which in our modern times are largely generated or mediated by the mass media. it appears that the media has a purpose in presenting the news with the deal to share their ideology to the readers. the authentic product of social interaction is text. thornburry (2005) argued that a text is something meaningful, making sense, and obviously in spoken and written language that can be seen as a product of social cultural context. then, thornbury (2005: 6) states that text has various macro functions such as to deliver a message, show feeling, exhibit regulation, interact, and play some roles as well. in addition, bloor and bloor (2004: 5) also define text as any stretch of language, regardless of length that is spoken or written for purposes of communication by real people in actual circumstances. it means that language is the major element of text production especially news reports. the content of media is a written language such as words, numbers, pictures, and graphics. according to reah (2004, p. 71), word choice is a powerful tool for establishing an ideological stance. moreover, the language in media is not only as the tool to interpret the message, but also to determine the public interpretation. the writer applies critical discourse analysis (cda) in analyzing this phenomenon. cda is a kind of social discourse analysis that studies the language phenomenon about the sentence combination, coherence, speech act, and the topic change that happens in our social interaction and communication (van djik, 1997). cda focuses on the relation of power, domination, control, and discrimination which is manifested through language (wodak 1995, cited in blommaert, 2005). moreover, cda also see that the language as important factor, how the language is used to identify the imbalance of dominance in the society (eriyanto, 2001,p. 7). the aim of cda is to know the hidden meaning of the text because the text in cda is not only seen as the collection of words but also as the purposeful text. it is because the journalist has a big power on attracting the readers‟ attentions. it is caused by the difference of ideology and mission brought by each journalist. no wonder, sometimes similar topics are found but the meanings employed are different among each other. then, it will influence the reader‟s point of view of that article. therefore, the journalist must employ the news values in producing the news article. in terms of news values, boyd (1994, in swinyard, 2012:9) states that news journalism has a broadly agreed set of values, often referred to as „newsworthiness‟. newsworthiness of news journalism means that what is happening in the society; what is atrracting the reader‟s interest; what is affecting the readers; and what is https://en.wikipedia.org/wiki/terrorism https://en.wikipedia.org/wiki/terrorism https://en.wikipedia.org/wiki/paris https://en.wikipedia.org/wiki/france https://en.wikipedia.org/wiki/saint-denis,_seine-saint-denis https://en.wikipedia.org/wiki/stade_de_france https://en.wikipedia.org/wiki/bataclan_(theatre) nafisah nurzakiyah, yan mujiyanto, djoko sutopo/ eej 9 (3) 2019 399 409 401 entertaining the readers are the important values for journalist.in this study, the writer focuses on the socio-cognitive approach by van djik as the theory. van djik combines the three dimensions of discourse: text, social cognition, and social context. the elements of the text can be more understood from the table below: table 1. elements of the text text structure the subdivision of textstructure elements macrostructure the global meaning of the text thematic topic superstructure the way of the text is arranged schematic scheme microstructure the text‟s meaning that was applied in the text semantic style meaning from the text which want to be insisted setting, detail, meaning, presupposition, syntax style it is observing the form and organization of the sentence sentence form, coherence, pronoun stylistic style it is observing the diction is used lexicon rhetoric style how and what way the tendency is presented graphic, metaphor, expression therefore, the point of his analysis combines those three dimensions in unity of analysis (eriyanto, 2001, p. 224). the three dimensions of discourse can be more understood from the figure below: figure 1. three dimensions of discourse the next, there are some studies of ideological construction as embedded in media discourse and text and how language is used to maintain ideology. a study made by rahmatika (2008) looked at the discourse strategies used in buletin da‟wah al islam by hti. she found that there are some strategies used by al-islam journalist in reporting the caliphate issue and correlation with the ideological concept from van djik. another study made by nugroho (2009) identified at word-choice of headline news on muslim issues used in the jakarta post. he found that the lexicon used to clash the discourse is the lexicon used to show the hidden ideology and create critical reader, while the lexicon used to marginalize is the lexicon to blame or to corner the enemy. then, the study by almeida (2011) discussed about palestinian and israeli voices in five years of u.s. newspaper. he found that the discourse is characterized by terms denoting violence, conflict, and negative emotion. the next study comes from warsono (2007) entitled a critical discourse analysis to unmark the ideological stance behind „al-qaeda in the asia pacific: origin, capability, and threat‟. this study on cda reveals the terrorism ideology embedded in the text. this study analyzed the article published in newspaper. therefore, the differences of previous study with writer‟s study are the issue and the approach. then, the writer tries to analyze this present study with a different issue and approach. in this study, the writer focuses on online news in the jakarta social context social cognition text nafisah nurzakiyah, yan mujiyanto, djoko sutopo/ eej 9 (3) 2019 399 409 402 post news related the 2015 paris attacks. axel (2003) states that online news informs the reader with „reliable‟ information in all topical fields it cover. it means that the readers can get information through internet and find the message of the text news. the importance of this study is to construct the ideology of news report issue of the 2015 paris attacks in the jakarta post. ideological construction is a system of meaning that helps define and explain the world and that makes value judgments about world which is created by the media or people (croteau, & hoynes, 2003, p. 159-160). here, the writer tries to reveal the ideology of the 2015 paris attacks in the jakarta post because it might have different styles in presenting the news which influences the ideological construction of the news. the significance of this study are: theoretically, the result of this study can be used as a reference for the other researcher when they are conducting simliar studies about cda in media especially news cases in the newspapers. practically, it is contribute to the readers especially the teachers in understanding the writers‟ intention. it also can provide information for the readers so they can be more aware of what they read. pedagogically, this study is hopefully significant to provide available input for education system and to dedicate the findings to teachers and students who are conducting teaching and learning process. method cda is to know the hidden meaning of the text because the text in news report about paris attacks in not only seen as the collection of words but the text always has a purpose. in this study, the writer focuses on the socio-cognitive approach by van djik to reveal the ideological contruction on 2015 paris attacks in the jakarta post. this study focuses on the text of the news articles. there are some assumptions related to this study. first, the writer assumed that the socio cognitive approach as part of cda that helping the reader to understand effectively meaning of the news article. it is because socio cognitive approach involves looking sentence of the text and refers to the ideology of the text. second, the writer assumed that the socio cognitive approach have the positive impact in creating understanding about the ideological concept from van djik. in analyzing the data of this study, the writer applied the qualitative method rather than quantitative method because the writer‟s data used newspaper. the object to be investigated focused on paris attacks on 14, 15, 16, 18, 20 november 2015 of the jakarta post. as the data analyst, the writer observe the ideological construction of paris attacks 2015 in the jakarta post. in collecting the data, the writer tries to observe in the web on www.thejakartapost.com. then, the writer began by reading all the news reports in these webs. then, the writer tries to classify the news reports that talked about bomb cases in paris 2015. the next is identifying the news reports based on the text, social cognition, and social context analysis. for the next step, the writer focuses on interpreting the news. the last, the writer concludes the news reports. in this study, the writer used triangulation as a tool to test the validity of the data in order to avoid bias. triangulation is divided into six, namely time triangulation, space triangulation, combined levels of triangulation, theoretical triangulation, investigator triangulation, theoretical triangulation, and methodological triangulation (denzin, 1970 cited in cohen, 2007). the writer takes investigator triangulation to test the validity in this study. the writer engaged expert to validate the data in order to decreasing bias in gathering and analyzing the data. results and discussions this chapter explains and discusses the results of the analysis in associating about paris attacks in 2015. the study presents the finding about the ideological construction of the 2015 paris attacks in the jakarta post newspaper. http://www.thejakartapost.com/ nafisah nurzakiyah, yan mujiyanto, djoko sutopo/ eej 9 (3) 2019 399 409 403 the idoelogical construction of the 2015 paris attacks in the jakarta post newspaper this part explains how the jakarta post newspaper in online news construct about the ideology of the 2015 paris attacks. the analysis is done by employing socio-cognitive approach proposed by van dijk. the elements that are analyzed focus on textual analysis. in the textual analysis, the writer analyzed macrostructure (topic), superstructure (title, lead, and comments), and microstructure (semantics, syntactic element, stylistic, and rhetoric). macrostructure analysis macrostructure is used to find out the topic of the text. topic is a general idea which is created by news writer to inform people. topic shows the dominant concept and the most important thing of the text. topic shows how news writer describes event with their ideology. topic is usually supported by detail which displays a series of fact so that they are coherent. in this study, the topic of the first news article entitled paris police raid bulding in raid on attacks planner is raid on attacks planner by paris police. after after analyzing the news article, the writer found that the topic of the news article can be seen in the firts until fourth line of the first paragraph. the sentences are as follows: residents are evacuated by the police in saint denis, north of paris, france, and wednesday. a woman wearing an explosive suicide vest blew herself up as heavily armed police tried to storm a suburban paris apartment where the suspected masterminded of last week’s attacks was believed to be holed up, police said wednesday. since the first paragraph is also as the lead to guide the readers and part of the introduction to introduce the readers to know the issue, this topic can be found from this paragraph. moreover, the writer determined the topic of this news also after reading the whole story and observed the details. next, the second news report entitled world leaders pressed for response to paris attacks. the writer found the topic is the response of world leaders to fight the extremist group after paris attacks. in this news articles, the writer found that the topic of the news article can be found in these sentences are presented below: pressed for a strong answer to the islamic state group’s assault on paris, the world’s top industrial and developing nations are set to outline their coordinated response to what president barack obama has described as an “attack on the civilized world”. the leaders of the group of 20 leading rich and developing nations were wrapping up their twoday summit in the turkey monday against the backdrop of heavy french bombardment of the islamic state’s stronghold in iraq. the bombings marked a significant escalation of frence’s role in the fight against the extremist group. it can be seen from the sentences above that the journalist gives the detail explanation about the plan to fight against the extremist group because of the attack on the civilized world. therefore, the journalist emphasize the topic in these sentences. the third news report entitled indonesia condemns paris atacks, calls for international action. the topic of the news report of this news article is indonesia calls for international action to respond paris attacks.it can be seen from the first paragraph of this article as follows: president joko “jokowi” widodo has expressed his most sincere condolences to the people of france following coordinated terrorist attacks on the country’s capital, paris, on friday, which left more than 120 people dead. the news writer had positive statement toward indonesia calls for international action after paris attacks. the news writer supported the way to call for international action to respond paris attacks. later, the fourth news article entitled is group claims paris attacks, says france at „top‟of list. the topic of the fourth news article is france especially paris as at „top‟ of list in attacks by is group. then, the writer found the nafisah nurzakiyah, yan mujiyanto, djoko sutopo/ eej 9 (3) 2019 399 409 404 topic of the news comes from the first sentence as follows: the islamic state group on saturdayclaimed responsibility for a wave of attacks in paris that killed 127 people and said france would remain at the “top of list” of its targets. the last news entitled bali beef us security, local awareness after paris attacks. the topic of fifth news article is bali increases necessary security to ensure the safety of local and foreigners in the country after paris attacks. these are the sentences as follows: national police deputy chief comr. gen. budi gunawan (center) meets with traditional balinese security guards known as pecalang during an event in denpasar on thursday. budi was in bali to oversee preparations for the forthcoming simultaneous regional elections, which will be held next month. the police will deploy more than 13,000 personnel to ensure the security of the elections.( jp/zul trio anggono ) superstucture analysis the superstructure represents the way of how the text is arranged, so it can have a coherent meaning. the scheme shows what parts of the text are arranged and organized to create a unity of meaning. the story is the content of the whole news. superstructure can be found by finding title and lead, situation or process of the event and comment from other people. in the first news article, it can be seen that paris police conducted raid on attacks planner to save the good condition after the paris attacks. it is because the attacks planner must be responsibility of the bomb cases. then the lead of the first article “resident are evacuated by the police in saint denis, north of paris, frence, wednesday”. from the lead, it can show that paris police is very enthusiasm to protect the society from the crime. moreover, the attacks planners are evacuated to stop the bomb happen in paris.in these situations, the news writer wanted to show that paris police tried to arrest the entire extremist group behind the bomb cases. the news writer tried to conclude that police have identified of subject of their manhunt as salah abdeslam whom french police accidentally permitted to cross into belgium on saturday. one of his brothers, brahim, blew himself up in paris. therefore, the news writer seemed to show the hardness work of paris police in raid on attacks planner.the last element which is analyzed in superstructure is comments. the comments in the first news article as follows: they said one man was also killed and two people arrested in the standoff, which began in the early hours of the morning and was continuing more than four hours later. a senior police official said he believed abdelhamid abaaoud, a belgian islamic state militant, was inside the apartment in the paris suburb of saint-denis with five ither heavily armed people. the news writer wrote these first comments from the paris police. the word „they‟ in the first comment is police. these comments above describe the power of paris police in hunting the fugitives. it is because the news writer tries to give the overview to the readers that the police‟s operation happened with unexpectedly violent resistance. besides that the news writer shows up the powerful of paris police. then, the news writer found the superstructure of the fifth news article entitled bali beefs up security, local awareness after paris attacks. from the title, it can be seen that bali is build up the security to ensure the safety of local and foreigners in the country. the lead of the fifth news is as follows: national police deputy chief comr. gen. budi gunawan (center) meets with traditional balinese security guards known as pecalang during an event in denpasar on thursday. budi was in bali to oversee preparations for the forthcoming simultaneous regional elections, which will be held next month. the nafisah nurzakiyah, yan mujiyanto, djoko sutopo/ eej 9 (3) 2019 399 409 405 police will deploy more than 13,000 personnel to ensure the security of the elections. lead is the introduction of the news report which has a purpose to give the general portrait about issue. the purpose is to make the readers feel familiar with the content of the article. as the consequence, the reader will be expected to have sentimental value to the text and believe that it is reliable to be followed. the lead above tells there is a regional elections which will be held next month. national police deputy chief comr. gen. budi gunawan (center) meets with traditional balinese security guards to ensure the security of the elections. the lead and the title brought the same issue that bali increases security after paris attacks to save the people around there during regional elections. the news writer wrote this title and lead to show the readers that the big effect after bombing in paris makes other countries to be more vigilant against any potential threats. here means is group as the radical group threats around the world especially bali has suffered two large-scale terrorist attacks in the past. the next is about situations.the situations in the fifth news articles are: bali has suffered two large-scale terrorist attacks in the past. on oct. 12, 2002, an al-qaeda affiliated cell organized an attack targeting two popular nightclubs in kuta using suicide bombers and a powerful car bomb. 202 people, mostly foreign tourists, died when the bombs exploded that night, one at the sari club and the other at paddy'�™s pub in the same area. more than 200 people were injured. the second attack, took place on oct. 1, 2005, and involved three suicide bombers, claiming 20 lives. from these situations above, the news writer presents some incidents of bombing happened in paris and bali in different year on oct. 12, 2002 and on oct. 1, 2005 as the dangerous situation to be more vigilant. in this case, the news writer wanted to show that is group as the extremist group causes some largescales terrorist attacks in the past. therefore, anticipation is the good way to keep the security around the world especially in bali for the forthcoming simultaneous regional elections. moreover, the the last element which is analyzed in superstructure is comments. the comments in the fifth news article are presented below: 'balinese people are very welcome, very open, and very positive in their thinking. thus, they need to be more vigilant [against any potential threats],' he said on thursday 'we have reminded all bali police personnel to increase vigilance. of course, there are some [security] measures that must be implemented, which i cannot convey here,'he said. budi said that the role of local residents and pecalang (traditional balinese security guards) would be influential, assisting local law enforcers to maintain security in the resort island. these comments describes in bali must take an active role in securing the resort island to prepare regional elections. and, in bali need to be more vigilant against any potential threats from is group. the writer uses these comments to show the negative side of is group threats. therefore, the security is one of the most crucial way to keep the local and foreigners in the country after paris atacks. here, implicitly the news writer presents the negative side of is group that they can threaten to every place in the world. microstucture analysis the microstructure level of the text consists of semantic, syntax, stylistic, and rhetoric elements. in semantic element, the linguistic features which were observed include the background, the details, and the presupposition. in the syntax element, the writer attempted to see the pattern in sentence formation, pronoun, and also coherence in the text. in the stylistic element, the writer observed the linguistic features such as a lexicon. then, in nafisah nurzakiyah, yan mujiyanto, djoko sutopo/ eej 9 (3) 2019 399 409 406 the rhetoric elements, the writer searched the graphic of the news. a. semantics semantics deals with the meaning of the text in the news articles. semantics can be found by analyzing the background, detail, meaning, and presupposition in the news article. these elements which written by news writer will influence the reader ideology. in the background, the writer observe the reason why the event happens. by giving background in the news article, the news writer seems give their own ideology to the reader sothat the ideology is accepted by the society (van dijk in eriyanto, 2001). from the article, the writer identified that the background of the article is as follows: anothe police official said a woman wearing an explosive suicide vest blew herself up, and a man was also killed. police say they are hunting for two fugitives suspected of taking part as any accomplices. that would bring the number of attackers to at least nine. therefore, the news writer use the bakground to support their idea that paris police action as the best idea to arrest the criminal. it is also seemed that paris police is very powerful institutions. then, in the detail is related to how news writer control the information before the news writer wrote the news. news writer will present much information that gives those advantages or good image. on the other hand, news writer will present few or wipe out information that gives them disadvantages. the details of the first news article are as follows: another witness, amne guizani, said he heard the sound of grenades and automic gunfire. “they were shooting for an hour. nonstop. there were grenades. police vans and fire trucks rushed to the scene north paris. these details describe how the paris police raid on attacks planner related bomb cases is the big attack happened. the police are struggle to against the attackers to defend and secure paris after bombing situation.it means that the detail supported news writer‟s idea that the raid that seemed very dangerous situation. it is show that the negative side of the islamic states or isis. from the maeaning is about element of microstructure which to observe the information from news writer whether implicitly or explicitly explained. the news writer wrote the information which is gives them advantages will described explicitly and clearly. this sentence is the meaning that found in this article “the official, who was not authorized to be publicly named according to police rules but is informed routinely about the operation, said scores of police stormed the building and were met with unexpectedly violent resistance”. in these sentences, it gives the real situation of paris after the bombing cases happened. the news writer informs which paris police conducted raid with the violent resistance by the attackers. the news writer only uses the explicit meaning to show that paris police raid are considered as the unexpectedly violent resistance by attackers. in conclusion, the news writer seemed use meanings which are explicit to show their idea that the paris police raid are considered as the unexpectedly violent resistance but ended with arrest the attackers. b. syntax syntax is used to find sentence structure, coherence, and pronoun.sentence structure is categorized as syntax aspect which is used to think logically and causally―which is about the structure of subject and verb. sentence structure is divided into four: active sentence, passive sentence, deductive, and inductive (van dijk in eriyanto, 2001). the writer found the passive sentence“they said one man was also killed and two people arrested in the standoff, which began in the early hours of the morning and was continuing more than four hours later”.in this case, the use of passive sentence is to present the object of the sentences. the news writer tries to give information that in the raid action, the police kill the criminal but the person was killed still unknown. nafisah nurzakiyah, yan mujiyanto, djoko sutopo/ eej 9 (3) 2019 399 409 407 then, the coherence is the relation of clauses or sentence in the text. coherence can be found in conjunctions which relate facts. coherence is divided into three, namely conditional coherence, differential coherence, and denial coherence (van dijk in eriyanto, 2001). the writer found the conditional coherence in this sentence “a woman wearing an explosive suicid vest blew herself up as heavily armed police tried to storm a suburban paris apartmentwhere the suspected mastermind of last week’s attacks was believed to be holed up, police said wednesday”.in this sentence, the news writer uses conditional coherence to combine the information relates the woman wearing an explosive suicide vest blew and the suspected mastermind of last week‟s attacks. the news writer relates these facts to show that they connected each other. c. stylistic stylistics can be found in lexicon. lexicon indicates how the news writer chooses the word (diction). the writer found the dictions from some sentences are: “then there was second big explosion. then two more explosions. there was an hour of gunfire. sporadic bangs and explosions continued, and at 6:30 a.m. at least seven explosions shook the center of saint denis. associated at the scenecould hear what sounded like grenade blasts from the direction of the standoff. police vans and fire trucks rushed to the scene north paris. from the sentences above it can be seen that the news writer use the word “explosion”, “gunfire”, “grenade blasts”, and “fire truks” in order to show the dangerous situation in raid attacks planner between the paris police and the attackers. in conclusion, the news writer use diction to present that the condition is very harmful but in fact ended successfully because the police have identified one subject of their manhunt, salah abdeslam. he claimed as the member of isis. d. rhetoric rhetoric element is used to know how the emphasis is put in the news, which in this case can be seen from the graphics. graphics are used to understand the emphasis or focus from the letters type (bold, italic, underline, bigger font), the picture, the table, and the diagram (eriyanto, 2001). from this news article, the writer found the picture as present below: figure 2. national police deputy chief comr. gen. budi gunawan (center) meets with traditional balinese security the news writer provides a picture which is relates effect of paris attacks in bali. this picture describes that national police deputy chief comr. gen. budi gunawan (center) meets with traditional balinese security guards to oversee preparation for the forthcoming simultaneous regional elections. they seemed smile and say hello each others. from the picture, the news writer seems to show that the relation between the police and security guards to save locals and foreigners in bali island. it it seems to show the power of police and traditional balinese security guards to against the radical group after paris attacks. it is because there was a bombing in bali claimed by isis in the year 2002. it means that indonesia must be vigilant after paris attacks. therefore, the journalist show this picture to emphasize the dangerous situations after paris attacks. moreover, we can also see that there is bold word used by the news writer. the use of bold word by the news writer seems to be used to attract the reader to be more concern on that bold word. here is the bold word which was found in the article:the word: gearing up nafisah nurzakiyah, yan mujiyanto, djoko sutopo/ eej 9 (3) 2019 399 409 408 the use of the bold word is to explain more about bali beef up security after paris attacks. the news writer uses the type of the letters to bring the readers in understanding more about the content of the news. then, the news writer uses italic type of the letters to emphasize the important part of the news article. it can be seen from this sentence: national police deputy chief comr. gen. budi gunawan (center) meets with traditional balinese security guards known as pecalang during an event in denpasar on thursday. making rhetoric in the news article makes the readers focus on the words which have the bold or italic type letters. the word “pecalang” here means that there is security guard in maintaining bali island after paris attacks. so, the readers focus on the words and interest with news article. therefore, the news writer uses rhetoric to show that the good relation between police and security guard to increase the security after paris attacks. to sum up the explations above, the writer uses socio cognitive approach can diclose the ideological construction in the news report about paris attacks in the years 2015 in the jakarta post. based on this study, the writer found the journalist can influence the text to spread the message to the readers. the jakarta post news report emphasizes that paris attacks is under the dangerous situations and blame to the islamic states as violent people so this terrorist must be arrested. conclusion news writer or news reporter has certain ideology. according to min (1997) found that the media has certain ideology. any news report about the world is come from a particular ideological position because news writer or news reporter has certain ideology. it means that the news reports produce meanings that construct ideological representations of the social world to people.therefore, the media construct ideological representations of the world and their representations can shape people‟s ideology toward the world. ideology of media can influence people‟s ideology through language use and discourse (van dijk, 2000). much discourse which is produced in society express certain ideology based on opinions. in the jakarta post might has different strategies to present their news reports. therefore, the writer actually searching what the ideological construction of news reports of the 2015 paris attacks in the jakarta post. in analyzing the discourse we cannot only concentrate on the text, but also from how the text is produced because text consists no specific meaning. the meaning is given by the person who writes the text, so it is possible contains any ideologies that construct the person‟s belief and knowledge (eriyanto, 2001). from the findings, it was true that the power or dominant group can influence the text to spread the ideology to the readers. the finding of this study is the jakarta post news report emphasizes that the bomber in paris is an islamic group or isis. the writer found that isis in paris attacks is depicted as violent group therefore the people around the world cares about this case. the writer found that the jakarta post news online has power and access to spread the ideology through the text in the news. overall, the significance of this study is: theoretically, the involvement of this study is to importance in linguistics field. practically, it can be used as reference to the discourse analyst who is interested in the same topic with the writer. finally, the writer hopes that more research on news report will be done by using another approach. the writer also hopes that future researches more develop to construct the ideology of some other media. references almeida, e. p. (2011). palestinian and israeli voices in five years of u.s. newspaper discourse. international journal of communication 5 axel, b. (2003). gatewatching, not gatekeeping: collaborative online news.media international australia incorporating culture and policy:quarterly journal of media research and resources. nafisah nurzakiyah, yan mujiyanto, djoko sutopo/ eej 9 (3) 2019 399 409 409 blommaert, j., & bulcaen, c. (2002). “critical discourse analysis”. annual review of anthropology. 29, 447-466 bloor, t.andbloor, m. (2004).the functional analysis of english: second edition. london: oxford university press inc cohen, et al. (2007). research methods in education (6thed). new york: routledge. croteau, d.,& hoynes, w. (2003). media/society : industries, images, andaudiences. third edition. california: pine forge press. eriyanto.(2001).analisiswacana: pengantaranalisis teks media. yogyakarta: lkis. min, s. j. (1997). constructing ideology: a critical linguistic analysis. studies in the linguistic sciences, 27(2), 147-165. nugroho, w. (2009).word-choice of headline news on muslim issues used in the jakarta post. thesis, english letters and language department, humanities and culture faculty, the state islamic university of maulana malik ibrahim malang. rahmatika, r. (2008). microstructure strategy in buletin da'wah al islam by hizbut tahrir indonesia .thesis, airlangga university, surabaya. reah, d. (2004). the language of newspapers. london: routledge. swinyard, n. (2012). “media security: is the story worth the risk?”. journal of crowd security and security management, 2(2), 6-13 thornbury, s. (2005).beyond the sentence: introducing discourse analysis. thailand: macmillan publishers van dijk, t. a. (1997). (ed). discourse as interaction in society.in discourse as social interaction.london : oxford. van dijk, t. a. (2000). ideology and discourse : a multidisciplinaryintroduction. barcelona : pompeu fabra university press. van dijk, t.a. (1995). power and the news media.in d. paletz (ed.), political communication and action.(pp. 9-36). cresskill, nj: hampton press warsono. (2007). a critical discourse analysis to unmark the idological stance behind „al-qaeda in the asia pacific: origin, capability, and threat‟. dissertation: state semarang university. eej 8 (4) (2018) 479 488 english education journal http://journal.unnes.ac.id/sju/index.php/eej the ideational meaning in khalil gibran’s work “the prophet” isti kristiani, djoko sutopo , warsono universitas negeri semarang, indonesia article info _____________ article history: recived 20 july 2018 accepted 27 september 2018 published 23 december 2018 ______________ keywords: code switching, students‟ responses, students‟ perception, teachers‟ influence ______________ abstract literary language is the link between fellow members of society in social and cultural activities, but the style of language in literature is different from the language in daily conversation. this study focused on reporting the analysis of ideational meaning realized in khalil gibran‟s work “the prophet”. therefore, this study aimed to explain the realization of processes of transitivity realized in khalil gibran‟s work “the prophet” and the realization of circumstance of transitivity realized in khalil gibran‟s work “the prophet”. this study was chosen because the language in the poetry is different from language in the daily conversation. interpreting meaning of poetry use transitivity to explain how a meaning is represented in a sentence. this study was a qualitative which the data taken from the internet and chosen the collection of poetry in khalil gibran‟s work. the data were gathered through observation sheet and analysed using the theory of transitivity. the result of this study showed that all processes of transitivity were realised in khalil gibran‟s work, material processes was the highest frequency with total 609, and material processes were dominated among processes. the study also showed that only five circumstances of transitivity were realized in khalil gibran‟s work. the circumstance of location was the highest frequency with total 170. by learning the ideational meaning, teacher and student will be able to interpret every meaning in poetry. for the next future research, it can be reference to analyses kinds of literature by using transitivity. © 2018 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jl. kelud utara iii semarang 5023 indonesia e-mail: arput.haryanti@gmail.com p-issn 2087-0108 e-issn 2502-4566 isti kristiani, djoko sutopo, warsono/ eej 8 (4) (2018) 479 488 480 introduction a literary work is a way to express the feelings of an author. one of the unique literary works is poetry poetry is the art of expressing. it is a literary form and expression of the poet‟s feeling with unique language. elements of poetry are line, imagery, figure of speech, rhythm, rhyme, and stanza. poetry is composition of lyrics, full of meaning, feeling imaginatively and composed by concentrating the power of language. aji (2018) in his research stated literature is able to present various phenomena and always presents different nuances than other papers. various phenomena that occur cannot be separated from the intellectuals of the authors (writers) in presenting it. patterns of poetry are imagination, reality, and experience in the creation of quality literary work is could be enjoyed by audiences or readers. ollila & joe, (2016, p. 1) poetry is a kind of verbal or written language that structured rhythmically and tell a story, express any kind of emotion, idea, or state of being. poetry is used to achieve this artistic expression in several ways. poetry is a literary work has a distinct language and words, different from drama and prose, although there are some prose and drama that use poetry language in its application. the language in poetry is representative of the writer's feelings. poetry is a form of literature and it uses beautiful words. the beauty of poetry is caused by the diction, figure of speech, rhyme, and rhythm contained in the literary work. study of language has become imperative because it is very important to interpret the meaning of language, as halliday (1985, p.14) states “a language is interpreted as a system of meanings, accompanied by forms through which the meanings can be realized and answer the question” and “how are these meanings expressed?”. we should understand the meaning of language by interpreting a system of meaning. system functional linguistic is a theory of language which socially oriented. according to halliday (1985a), there are three major functions of language, namely ideational, interpersonal, and textual meaning. according to thompson (1996:78) transitivity refers to a system for describing the whole clauses, rather than just the verb and its object. halliday (1994:106) language enables human beings to build a mental picture of reality. it is to make sense of what goes on around them and inside them. according to kress (1976, p. 169) transitivity is representation in language processes. halliday states that there are three components of transitivity process, namely: a. the process itself, b. participants in the process, c. circumstances associated with the process. transitivity structure in the texts is explained how the field of the situation being constructed. it is a semantic system specifying different types of processes which form separate semantic categories on the basis of which experience is reflected language. the transitivity system of language is to analyse the language of speakers and writers. transitivity is the study of the structures of sentences, which is represented by processes, the participants involved in these processes, and there are six types of processes, material, mental, behavioral, relational, verbal, and existential. meanwhile, there are nine types of circumstances, extent, location, manner, cause, contingency, accompaniment, role, matter, and angle. anggraeni, et al. (2015) stated that participants are the people, ideas, or things that participate in the processes. the participants carry out the processes under circumstances. the participant‟s roles are realized by the nominal groups. there are twenty types of participants in realizing the experiential meanings. processes are the physical activities, mental and verbal activities, state of being and having are referred to as processes. processes are realized by the verbal group of the clause. circumstances are the conditions in which processes are occurring. bloor & bloor (1995:110) cited in alfiana, (2012) states processes are central to transitivity. the process canters on part of the clause and it is isti kristiani, djoko sutopo, warsono/ eej 8 (4) (2018) 479 488 481 realized by the verbal group, but it can also regarded as what „goings-on‟ are represented in the whole clause. furthermore, circumstance is a kind of contingent fact or subsidiary situation which is associated with the process or the main situation. several previous studies have become the background for this study. hariswari (2013), suyastrawan (2013) isti‟anah, (2018) conducted the research using theory of transitivity. the aim of their study was classified type of processes in transitivity. there were processes of transitivity found and some of processes were dominated in their research. furthermore, nguyen (2012) in her research stated that transitivity analysis gives more detailed and it provides linguistic evidence to support the interpretation. qasim, et al. (2018) also stated that transitivity system is a reliable tool for understanding literary works, and ideational system from systemic functional grammar was applied for understanding the meanings of a literary text. in order to deal with the condition and situation mentioned above, the use of transitivity in literary work especially in poetry need to be investigating. this study would focus on processes and circumstance of transitivity. the results of this study are expected to give a contribution of theory ideational meaning and learning parts of transitivity will help to understanding in making meaning, especially in poetry analyses. in addition, this study will help in teaching and learning process, by using transitivity to increase the understanding of literary enthusiast. method this study was a qualitative study which the data were taken from khalil gibran‟s work “the prophet”. it has 28 poems and written in english. after the data collected in observation sheet, the writer continued to analyze the data. there are some steps as follow: (1) identifying, the writer identified the data after read all the poetry in the book. the writer identified the data which is indicated or categorized of component transitivity based on the theory of transitivity. (2) classifying, the writer continued with classifying or classify into types of components transitivity. in this study, there are two components of transitivity, the first is processes and the second is circumstances. in the processes itself, there are six parts; material, behavioral, mental, verbal, relational, and existential. in the circumstances itself, there are nine parts: extent, location, manner, cause, contingency, accompaniment, matter, role, and angle. (3) reducing, after the data classified, the writer continued to reduce or simplify the data in order to make the reader easy to understand the data. in this step, the writer only collected and described the data only about processes, circumstances. (4) interpreting, the writer interpreted the data based on research problem. (5)inferring, the writer continued to last steps in analyzing data which is inferring. in this part, the writer made conclusion about all findings and discussion in the previous chapter of this study. to avoid subjectivity, the writer used expert‟s judgment from the person who is considered an expert in the field of this research. according to burns (1999:169) triangulation is one of the most common techniques of checking for validity. the goal of triangulation is gather multiple perspectives on the situation being studied. after the data were analysed by the writer, the data were validated by two expert‟s judgment. results and discussions the writer presented the findings to answer the research questions; there were two main research questions with sub-research questions. the realization of processes transitivity realized in khalil gibran‟s work “the prophet”, and the realization of circumstances of transitivity realized in khalil gibran‟s work “the prophet. the findings consist of the distribution of processes, circumstances, and also examples. there are also discussions about the findings in this part in order to make the reader understand the information easily. isti kristiani, djoko sutopo, warsono/ eej 8 (4) (2018) 479 488 482 results the realization of processes transitivity realized in khalil gibran’s work “the prophet” the first objective of this study was to explain the realization of processes of transitivity in khalil gibran‟s work “the prophet, there were 28 poems. here, the examples of each processes of transitivity in poetry. material processes of transitivity realized in khalil gibran’s work “the prophet”. halliday (1994: 110), states material processes express the notion that some entity physically does something which may be done to some other entity. example: the word “when you” as actor, “kill” as material and “a beast” as goal and it indicated the author used process of doing something physically, bodily, and materially. behavioural processes of transitivity realized in khalil gibran’s work “the prophet” behavioral processes are processes physiological and psychological like breathing, dreaming, snoring, smiling, looking, watching, and listening. behavioral processes have only one participant, who is behaving labeled behaver. behaver is also conscious being like a senser, it is not sensing but the process is one of doing. there is also range as the scope of the process. example: the myrtle breathes its fragrance into space the word “the myrtle” as behaver, “breathes” as behavioural processes, and “its fragrance into space” as range. it indicated the author used process behaving (physiologically and psychologically). mental processes of transitivity realized in khalil gibran’s work “the prophet” mental processes are processes indicating perception of verbs refers to “seeing”, and “feeling”, “desiring”, “thinking” and emotion “liking”. there are four types: affective or reactive (feeling), cognitive (thinking), inclination, and perceptive (perceiving through five senses). senser and phenomenon is participant in mental processes. the senser is a conscious being, and the phenomenon is that which is sensed, felt, thought or seen. example: the word “he” as senser, “loves” as mental (affect) processes, “the arrow” as phenomenon, it indicated the author used process of sensing. verbal processes of transitivity realized in khalil gibran’s work “the prophet” verbal processes are processes indicating perception of verbs refers to “seeing”, and “feeling”. it processes of saying, and symbolically signalling. there are two distinct clauses, the projecting clause encodes a signal source “sayer” , signalling “verbal process” and the other “projected clauses. the participants are sayer, target, receiver, and verbiage. sayer is the signal source, target is the one acted upon verbally, receiver is the one to whom the verbalization is addressed, and verbiage is a name for the verbalization. example: the sentence “and the priests and the priestesses” as sayer, “said” as verbal processes, “unto him” as receiver, it indicated that the author used processes of communication. relational processes realized in khalil gibran’s work “the prophet” (when) you kill a beast say to him in your heart (and) the priests and the priestesses said unto him he loves the arrow isti kristiani, djoko sutopo, warsono/ eej 8 (4) (2018) 479 488 483 relational processes are processes of being and having. it can classify to assign a quality or identify something. there are two modes in relational processes. first, attribute is processes which assign a quality. carrier and attributive are the participants in relational processes. meanwhile, the second mode is identifying processes which establish an identity, the participant roles are token and value. attributive relational and identifying relational are two modes in relational processes. example: the word “you” as carrier, and “are” as attributive, and “the bows “as attributive, it indicated the author used expressing, possession, equivalence and attributes. existential processes realized in khalil gibran’s work “the prophet” existential processes are processes represent something exist or happened; it can be said processes about the existence. the processes are expressed by verbs of existing, such as be, exist, arise and it is signalled by „there‟. the participant of this process called existent. example: the word “there” as existential and “knowledge” as existent, it indicated the author used process or represent that something exists or happen. the realization of circumstance of transitivity realized in khalil gibran’s work “the prophet”. the second objective of this study was to explain the realization of circumstance of transitivity in khalil gibran‟s work “the prophet, there were 28 poems. here, the examples of each circumstance of transitivity in poetry. the result of this study showed only five circumstances were realized in khalil gibran‟s work “the prophet”. the realization of circumstance of extent transitivity realized in khalil gibran’s work “the prophet” extent construes the extent of the unfolding of the process in space-time: the distance in space over which the purpose unfolds or the duration in time during which the process unfolds. example: 1) duration the sentence “once a year” showed duration of circumstance. the realization of circumstance of location transitivity realized in khalil gibran’s work “the prophet. location describes the location of the unfolding of the process in space time. the source, path, and destination of movement are include of place not only location. examples: 1) place the word “the city” showed place of circumstance. 2) time the word “in the autumn” showed time of circumstance. the realization of circumstance of manner transitivity realized in khalil gibran’s work “the prophet manner describes the way of process is actualized. manner comprises three subcategories: means, quality, and comparison. here, the examples but the result you are the bows (when) there is knowledge then a hermit, who visited the city once a year, came forth and said, then a hermit, who visited the city once a year, came forth and said and in the autumn, when you gather the grapes of your vineyards for the winepress, say in your heart isti kristiani, djoko sutopo, warsono/ eej 8 (4) (2018) 479 488 484 of these analyses showed means and comparison of circumstance only. in quality of circumstance was not realized in the poetry. 1) means the sentence “these are the believers in life and the bounty of life” showed means of circumstance. 2) comparison the sentence “and to the open handed the search for one who shall receive is joy greater than giving” showed comparison of circumstance. the realization of circumstance of cause transitivity realized in khalil gibran’s work “the prophet cause is something that tells about why. there are three types of cause, which construes the cause why the process is actualized. reason tells what causes the process, purpose tells the purpose, and behalf tells for whose sake. here, the examples but the result of the analyses showed reason of circumstance only. in purpose and behalf of circumstance were not realized in the poetry. 1) reason the sentence “for recognition and their hidden desire makes their gifts unwholesome” showed reason of circumstance. the realization of circumstance of accompaniment transitivity realized in khalil gibran’s work “the prophet circumstance of accompaniment accompaniment tells about with or without who or what and is can be probed by who or what else. there are two types of accompaniment. they are comitative and additive. comitative represents the process as a single instance of a process. additive represents the process as two instances. here, the examples but the result of the analyses showed reason of circumstance only. in additive of circumstance was not realized in the poetry. 1) comitative the word “with” showed comitative of circumstance. discussions the realization of processes of transitivity realized in khalil gibran’s work “the prophet based on the findings presented in the previous section, it can be identified there were 6 kinds of processes realized. transitivity system is the experiences life and consist of „goings-on‟ happening, doing, sensing, meaning, being and becoming (halliday, 1995:106). halliday also state in the transitivity, the verbs can be classified into six processes, material, mental, behavioral, verbal, relational, and existential processes. transitivity specifies the different types of process which is recognized in the language and the structures (1985b: 101). the result showed material processes had the highest frequency with total 609 or 37%, followed by mental processes with total 516 or 32%, relational processes with total 234 or 14%, verbal processes with total 199 or 12%, behavioural processes with total 59 or 4% and the last was existential processes with total 19 or 1%. material processes were dominated among processes. it indicated the author presented the these are the believers in life and the bounty of life, and their coffer is never empty and to the open handed the search for one who shall receive is joy greater than giving there are those who give little of the much which they have and they give it for recognition and their hidden desire makes their gifts unwholesome in your aloneness you have watched with our days and in your wakefulness isti kristiani, djoko sutopo, warsono/ eej 8 (4) (2018) 479 488 485 poetry process related to doing something physically, bodily, or materially. the entity who or which does something is the actor. mental processes were the second of the highest frequency, which processes involves states of sensing, the process of emotionally, intellectually, and sensory. the third processes with the highest frequency were relational; it indicated the author presented processes expressing possession, equivalence, attributes. the fourth processes with the highest frequency were verbal processes; it indicated the author presented the process of communication. behavioural processes were the fifth of the highest frequency, it indicated author presented of process behaving (physiologically and psychologically). the last was existential which involves the process or represent something exists or happen. material processes realized in khalil gibran’s work “the prophet” the findings of material processes of transitivity realized in the khalil gibran‟s work “the prophet” showed there were 609 frequencies of material processes, and material processes were dominated. it indicated the author wrote a process related to doing something physically, bodily, or materially. based on the findings above, material processes of transitivity were realized in the khalil gibran‟s work “the prophet”. behavioural processes realized in khalil gibran’s work “the prophet” the findings of behavioural processes of transitivity realized in the khalil gibran‟s work “the prophet” showed there were 59 frequencies. it indicated the author wrote a process related to physiologically and psychologically. based on the findings above, behavioural processes of transitivity were realized in the khalil gibran‟s work “the prophet”. mental processes realized in khalil gibran’s work “the prophet” the findings of mental processes of transitivity realized in the khalil gibran‟s work “the prophet” showed there were 516 frequencies. it indicated the author wrote a process related to physiologically and psychologically. based on the findings above, mental processes of transitivity were realized in the khalil gibran‟s work “the prophet”. verbal processes realized in khalil gibran’s work “the prophet” the findings of verbal processes of transitivity realized in the khalil gibran‟s work “the prophet” showed there were 199 frequencies. it indicated the author wrote a process related to process of saying. based on the findings above, verbal processes of transitivity were realized in the khalil gibran‟s work “the prophet”. relational processes realized in khalil gibran’s work “the prophet” the findings of relational processes of transitivity realized in the khalil gibran‟s work “the prophet” showed there were 234 frequencies. it indicated the author wrote a process related to expressing, possession, equivalence and attributes. based on the findings above, relational processes of transitivity were realized in the khalil gibran‟s work “the prophet”. existential processes realized in khalil gibran’s work “the prophet” the findings of existential processes of transitivity realized in the khalil gibran‟s work “the prophet” showed there were 19 frequencies. it indicated the author wrote a process or represent that something exists or happen. based on the findings above, existential processes of transitivity were realized in the khalil gibran‟s work “the prophet”. the realization of circumstance of transitivity realized in khalil gibran’s work “the prophet” the finding showed that some circumstances were realized in khalil gibran‟s work “the prophet”. circumstance of location was the highest frequency with total 170 or 85%. isti kristiani, djoko sutopo, warsono/ eej 8 (4) (2018) 479 488 486 it indicated the author used circumstance of location to construe the location of the unfolding of the process in space-time, followed by circumstance of manner with total 20 or 10%, circumstance of accompaniment 13 or 6 %, circumstance of extent 10 or 5%, and the last circumstance of cause 5 or 1%. the writer found there were no frequency in the circumstance of contingency, role, matter, and angle. halliday (2004: 261-276) differentiates circumstances into four types based on their purpose in a clause. there are enhancing (extent, location, manner, cause, and contingency), extending (accompaniment), elaborating (role), and projection (matter, angle). the realization of circumstance of extent transitivity realized in khalil gibran’s work “the prophet”. the findings of circumstance of extent of transitivity realized in the khalil gibran‟s work “the prophet” showed there were 10 frequencies. it construed the unfolding of the process in space-time: the distance in space over which the purpose unfolds or the duration in time during which the process unfolds. moreover, circumstance of extent was realized in khalil gibran‟s work “the prophet”. the realization of circumstance of location transitivity realized in khalil gibran’s work “the prophet”. the findings of circumstance of extent of transitivity realized in the khalil gibran‟s work “the prophet” showed there were 170 frequencies. it construed the location of the unfolding of the process in space time: the place where it unfolds or the time when it unfolds. moreover, circumstance of location was realized in khalil gibran‟s work “the prophet”. the realization of circumstance of manner transitivity realized in khalil gibran’s work “the prophet”. the findings of circumstance of manner of transitivity realized in the khalil gibran‟s work “the prophet” showed there were 20 frequencies. it construed the way in which the process is actualized. manner comprises four subcategories. moreover, circumstance of location was realized in khalil gibran‟s work “the prophet”. the realization of circumstance cause of transitivity realized in khalil gibran’s work “the prophet”. the findings of circumstance of cause of transitivity realized in the khalil gibran‟s work “the prophet” showed there were 5 frequencies. it construed the cause why the process is actualized. moreover, circumstance of location was realized in khalil gibran‟s work “the prophet”. the realization of circumstance contingency of transitivity realized in khalil gibran’s work “the prophet”. the findings of circumstance of contingency of transitivity realized in the khalil gibran‟s work “the prophet” showed there is no frequency. moreover, circumstance of contingency is not realized in khalil gibran‟s work “the prophet”. the realization of circumstance accompaniment of transitivity realized in khalil gibran’s work “the prophet”. the findings of circumstance of accompaniment of transitivity realized in the khalil gibran‟s work “the prophet” showed there were 13 frequencies. moreover, circumstance of accompaniment was realized in khalil gibran‟s work “the prophet”. it indicated there is represents the process as a single instance of a process and represents the process as two instances. the realization of circumstance role of transitivity realized in khalil gibran’s work “the prophet”. the findings of circumstance of role of transitivity realized in the khalil gibran‟s work “the prophet” showed there is no frequency. moreover, circumstance of role was not realized in poetry on giving in khalil gibran‟s work “the prophet”. isti kristiani, djoko sutopo, warsono/ eej 8 (4) (2018) 479 488 487 the realization of circumstance matter of transitivity realized in khalil gibran’s work “the prophet”. the findings of circumstance of matter of transitivity realized in the khalil gibran‟s work “the prophet” showed there is no frequency. moreover, circumstance of matter was not realized in poetry on giving in khalil gibran‟s work “the prophet”. the realization of circumstance angle of transitivity realized in the khalil gibran’s work “the prophet”. the findings of circumstance of angle of transitivity realized in the khalil gibran‟s work “the prophet” showed there is no frequency. moreover, circumstance of angle was not realized in khalil gibran‟s work “the prophet”. conclusion & suggestion conclusion based on the two research questions proposed in this study, there were two conclusions must be presented. the conclusion was elaborated to draw some more detailed conclusion. in this study for the first research question, the realization of processes of transitivity realized in khalil gibran‟s work “the prophet” found that material processes have the highest frequency and material processes were dominated among processes, followed by mental processes, relational processes, verbal processes, behavioural processes and the last was existential processes. based on the result, the writer concluded that all processes of transitivity are realized in khalil gibran‟s work “the prophet”. the finding of second research question, the realization of circumstance of transitivity realized in khalil gibran‟s work “the prophet” showed that circumstance of location has the highest frequency, it meant location construes the location of the unfolding of the process in space-time: the place where it unfolds or the time when it unfolds, circumstance of location was dominated among circumstances, followed by circumstance of manner, circumstance of accompaniment, circumstance of extent and the last was circumstance of cause. the writer found that there were no frequency in circumstance of contingency, matter, role and angle. the writer concluded that only five circumstances that realized in khalil gibran‟s work “the prophet”. suggesstion in ideational meaning, language acts as a conveyor of ideas. by learning the ideational meaning, teacher and student will be able to interpret every meaning in poetry. teaching literature is a process that is given intentionally through the design of lessons designed by the teacher must pay attention to the character of students so that learning outcomes can be obtained maximally. in poetry writing, there is a compaction of words with various forms of language power, so that for the teacher, based on explanation in the previous section that transitivity is the study of structure sentence, it can help to make meaning in analyzing of poetry. for the student, enjoying and learning poetry is to broaden horizons, refine manners, and improve knowledge and language experience. references alfiana, y. 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(2013). transitivity of english verb in brave a mother‟s love movie storybook. jurnal humanis, vol.7, no.1. retrieved on february 7th 2018 from: https://ojs.unud.ac.id/index.php/sastra/ article/view/5958 https://journal.unnes.ac.id/sju/index.php/eej/article/view/6847 https://journal.unnes.ac.id/sju/index.php/eej/article/view/6847 https://ojs.unud.ac.id/index.php/sastra/article/view/8822 https://ojs.unud.ac.id/index.php/sastra/article/view/8822 http://dx.doi.org/10.21093/di.v17i1.741 https://doi:10.5539/ijel.v2n4p8 http://www.joejantas/ https://doi.org/10.5539/ijel.v8n3p303 https://ojs.unud.ac.id/index.php/sastra/article/view/5958 https://ojs.unud.ac.id/index.php/sastra/article/view/5958 eej 9 (4) (2019) 428 436 english education journal http://journal.unnes.ac.id/sju/index.php/eej using revised bloom’s taxonomy to evaluate higher order thinking skills (hots) in reading comprehension questions of english textbook for year x of high school kurnia atiullah1, sri wuli fitriati,2 dwi rukmini2 1. man temanggung, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: recived 03 february 2019 accepted 25 july 2019 published 23 december 2019 ________________ keywords: higher order thinking skills (hots), reading comprehension questions ____________________ abstract ____________________________________________________________ higher order thinking skills (hots) has been widely recognized as a set of important devices of cognitive development. the research was conducted to evaluate the availability of higher order thinking skills in reading comprehension questions of the english textbook for year x of high school published by ministry of education. there are 158 reading comprehension questions from 15 reading texts which are analyzed using revised bloom’s taxonomy. an intuitive approach to the analysis of qualitative data is taken for the study in which an individual researcher intuitively relates data from various instruments to each other (smaling, 1987) in meijer, et al (2002, p. 146). the data were analyzed qualitatively to determine the cognitive level of each questions according to revised bloom’s taxonomy, question types based on which cognitive process is required to answer and forms of questions. the result shows that majority of reading comprehension questions in the textbook being studied is in the lowest level of revised bloom’s taxonomy; remembering with 134 items whereas higher order thinking skills are only found in 24 out of 158 items. it was concluded that the reading comprehension questions of the english textbook for year x of high school is lack of higher order thinking skills. the result of the study is expected to benefit the english teachers, textbook writers and further researchers to elaborate the implementation of higher order thinking skills in english teaching and learning. © 2019 universitas negeri semarang correspondence address: jl. jenderal sudirman 184, temanggung, indonesia e-mail: kenhatchiko@gmail.com p-issn 2087-0108 e-issn 2502-4566 mailto:roniwahyudi@students.unnes.ac.id kurnia atiullah, sri wuli fitriati, dwi rukmini/ eej 9 (4) 2019 428 436 429 introduction the conduct of the study is mainly intended to examine to what extent higher order thinking skills is integrated in reading activities of year x english textbook published by indonesian ministry of education in 2017. there have been some studies which evaluate the english textbooks in the light of higher order thinking skills in indonesia. however, a study which aims at examining higher order thinking skills in the current textbook published by the ministry of education has not been found. therefore, the result of this study is hoped to contribute in the betterment of the textbook content with the emphasis on the accommodation of higher order thinking skills. higher order and lower order thinking skills are two sets of thinking skills compared in terms of the complexity degree of a thinking process. the two thinking processes are defined by experts in different ways yet agree on some common grounds. in lewis and smith (2009, p. 132), meier (1993) described higher order thinking skills as reasoning or productive behavior. on the other hand, lower order thinking skills are categorized as learned behavior or reproductive thinking. as reasoning or productive behavior, higher order thinking skills enable a learner to work on a problem which are not immediately recognized by his/her learned behavior. in other words, higher order thinking skills are used to solve a problem where learned behavior is not applicable without reasoning. an example given is a learner’s ability to manipulate the formula of parallelogram by converting a parallelogram to a rectangle of the same area. reasoning is thus used to solve the problem. according to maier (1993), a problem occurs when a target or a solution is not achieved by the first effort and therefore needs reasoning to work it out. bloom’s taxonomy was named after benjamin bloom, then an associate director of the board of examinations of the university of chicago, who initiated a discussion among a group of evaluation experts from across united states to outline some educational objectives and assessments for institutions to use (krathwol, 2002, p. 212). revised bloom’s taxonomy introduces six grades of cognitive process namely the cognitive domain of remembering, understanding, applying, analysing, evaluating and creating in which the first three stages are classified as lower-order thinking skills and the other three upper stage belong to higherorder thinking skills. higher-order thinking skills and reading are two interconnected skills. in reading, students not only have to understand the meaning of the words written down (yu-hui, 2010, p.60). she further emphasizes that reading involves a complicated, actively thinking mental activity which requires the students to experience, predict, verify and acknowledge information based on reader’s background knowledge and experience. doing a reading task will need the students’ effort to recall and apply what they have learnt (this process resembles transferring in higher-order thinking skills) to perform some critical thinking about the reading text they have to deal with to make meaning. when the students find difficulties in achieving the objectives of a reading task, either finding main ideas, supporting ideas, detailed information, or implicit information, their problem-solving skills is urgent to be used. providing that reading assignment is a complicated task, it will be harder for students to perform well without equipping themselves with higher order thinking skills. some studies on the indonesian students’ reading difficulties revealed that some of the issues which hamper indonesian students to achieve good result in reading test are students’ passive attitude and students’ lack of reading strategies (suryanto, 2017, p. 201-202). some reading difficulties also found in the students’ insufficient vocabularies, lexical inefficiency, structural complexity, language inaccessibility, poor reading skills, lack of schemata, and students’ low motivation (rahman, 2007, p. 153). to relate these issues with higher order thinking skills, students’ incapability of applying their linguistic knowledge to assist them in reading shows students’ lack in transferring skills kurnia atiullah, sri wuli fitriati, dwi rukmini/ eej 9 (4) 2019 428 436 430 while their passivity in classroom might indicate the deactivation of critical thinking and their sufficiency in reading strategies is an evidence of the absence of problem solving process. should there be a solution in increasing students’ reading skills, it must be a qualified textbook which facilitates the development of both reading skills and higher order thinking skills. the latest english textbook published by the indonesian ministry of education was revised in 2017 in is one of the teaching resources widely used by english teachers of secondary high schools. the textbook was published before buku pegangan pembelajaran berorientasi pada ketrampilan berpikir tingkat tinggi (handbook of higher order thinking skills-oriented teaching) issued by indonesian ministry of education in 2018. however, it is supposed to response the need of implementing higher order thinking skills in english classrooms as stated in the background of the textbook that the practical framework of the 2013 curriculum implementation in classroom put one of the emphasizes on the reinforcement of students’ critical thinking which is part of higher order thinking skills. regarding reading activity, a good textbook should provide enough reading materials along with recommended teaching strategies and samples of reading comprehension questions with which the teachers equip themselves for teaching and developing higher order thinking skills at the same time. textbook remains to have an essential part in the english teaching and learning activities in classroom. most teachers use textbook as their main teaching reference. especially in reading activities, many teachers still depend on the reading material and exercises provided by the textbook. some teachers even do not elaborate further to decide what strategies to be best used in a certain reading activity. thus, developing a qualified textbook which facilitate teachers whose time and ideas are limited will need a careful analysis on its content not only to improve its quality but also to adjust with the current objectives of english education in general. since indonesian education has been encouraged to innovate with higher order thinking skills, promoting students’ higher order thinking skills through textbook is an important decision to take. thus, evaluating to what extent higher order thinking skills has been adopted in the reading activities of the textbook, especially reading comprehension questions is vital. the evaluation will yield in insightful feedbacks for the betterment of the textbook. a thorough analysis of the content of the textbook which specifies in reading comprehension questions will benefit in the improvement of the reading comprehension exercises to be used by teachers in classrooms. there are also some studies which shed light on the inclusion and implementation of higher order thinking skills in reading activity. keshta and seif (2013, p. 47-69) conducted a study to evaluate the treatment and availability of higher order thinking skills in english for palestine grade 8 in reading comprehension. using content analysis card, his study sought to collect data about to what extent the reading exercises include analysis skills, synthesis skills, and evaluation skills. the findings suggested that higher order thinking skills in reading exercise are not well covered, not well implemented nor well distributed. an interesting study on how higher order thinking skills affect students’ reading ability is done by samelian (2017). through series of guided-reading sessions and independent work time, she collected and evaluated students’ responses and analyzed them in terms of the level of understanding and comprehension of the text, the use of higher order thinking skills and justification and evidence-based report. in the end of the study she found that guided reading strategy has led into a deeper understanding, more questions, and secure and specific comprehension. the critical thinking approach has helped the students to get engaged in the kurnia atiullah, sri wuli fitriati, dwi rukmini/ eej 9 (4) 2019 428 436 431 activity. the impact of the study to herself as a teacher was that she improved her higher-level questioning skills and realized that questioning and students’ thinking are significantly interconnected. method this study is a descriptive qualitative study which uses content analysis as the method of the study. the method is used to describe the content of the textbook. one of the purposes of this method is to identify the higher-order thinking skills in reading questions presented in the english textbook for year x students of high school by using the revised bloom’s taxonomy. the source of the data in this study is the reading questions available in year x english textbook for students. the reading questions to be used as the data of the study are the ones given after some functional and short functional texts. unit of analysis in this study is reading questions which aim at advancing students’ comprehension. the smaller unit analysis of the reading questions will include the grammatical form of the questions and the action verbs used in the questions. in qualitative studies, the human investigator is the primary instrument for the gathering and analyzing of data (ary et al, 2010, p. 241). therefore, in this study, as the researcher i play the roles of a data collector and analyst. as a data collector, i collect the data utilizing a number of instruments and analyze the data by referring bloom (1956, p. 70), anderson, l. w., & krathwohl,d.r. (2001, p. 40), nuttall (1996, p. 186) and pearson and johnson (1972) as presented by day and park (2005, p. 62-65) in relation with reading questions. two forms of checklist will be used to assess the availability of higher order thinking skills i the questions. the first one is a checklist classifying the questions according to revised bloom’s taxonomy. the result will then be triangulated using the types and comprehension forms of questions. the researcher herself will be the reviewer who performs analysis of the questions based on the criteria provided in the checklist form. results and discussions using revised bloom’s taxonomy (2001), this study finds that among 158 items comprising from 26 items of yes/no reading questions and 132 items of w/h questions of the year x english textbook, 119 items (75.31%) of them belong to this cognitive domain of remembering. most of reading comprehension questions in the textbook contains questions whose answers can be easily located in the texts. the first reading text given to the readers is an email sent by hannah to her penpal alia contains eight reading questions which all of them entail the readers to recall the previous information learnt from the text such as “does hannah want to be alia’s friend?”. to respond to this question, students can simply refer to the excerpt of the text which stated, “ i’d really like to be your e-pal”. it is also revealed that there are only 10 reading comprehension questions or 6.32 % of them which meet the qualification of understanding domain. surprisingly, out of 158 reading comprehension questions being studied, there are found only four questions which fulfil the criteria of applying level. like applying level, it was found there are only four questions which include analysing level. next, the study found there are 14 items or 8.86 % which reflects the incorporation of this evaluating level of higher order thinking skills. regarding the highest level of cognitive domain in revised bloom’s taxonomy, there are only six questions which meet the criteria of the level, or 3.80% of the total number. answering the main problem of the present study about the availability of higher order thinking skills in the reading comprehension questions of year x english textbook, the present study concluded that year x english textbook entitled bahasa inggris kelas x by ministry of culture and education does not adequately provide reading kurnia atiullah, sri wuli fitriati, dwi rukmini/ eej 9 (4) 2019 428 436 432 questions which facilitate the students in developing their higher-order thinking skills. this is proved by the findings which indicated that there are only 24 reading questions fall into higher order thinking questions while questions which are considered as lower thinking order outnumbered by 134 items out of 158 items in total. this means that the availability of higher order thinking skills in the textbook is only 15.18% compared to that of the reading questions which belong to lower order thinking skills which are 84.81%. this is quite surprising and disappointing fact considering that reading questions are supposed to be fostering students’ higher order thinking skills rather than lower order thinking skills. having analysed the reading comprehension questions of the textbook being studied and classified them into each category of the revised bloom’s taxonomy does not necessarily justified the findings. in the light of bloom’s taxonomy, there are some distinguishing opinions among experts. despite the fact that both original and revised bloom’s taxonomy are being referred by many as indicators for pedagogical assessment and learning objectives, criticisms have been made pointing out the taxonomy to be oversimplifying the nature of thinking and its relationship to learning (furst, 1994) in rahman and manaf (2017, p. 246). widodo, an associate professor in shantoung university and a prominent researcher in the field of english education sparked a debateable opinion on the application of bloom’s taxonomy which discreetly divide thinking processes into six hierarchical cognitive domains. on one of his facebook’s feed (april 16, 20119) he wrote that grouping levels of thinking into lower order thinking skills and higher order thinking skills are questionable as each level contains skills which are not deliberately hierarchical. he further argued that all levels of the cognitive domains are in fact, interdependent. besides, he highlighted the use of operational words in bloom’s taxonomy which are widely agreed as indicators for the attainment of a certain level. he disapproved the use of those operational words as the only indicator for the accomplishment of each thinking level, saying that those operational words are too general and cannot function as a valid and reliable assessment tool. taking the above criticisms into consideration, i believe it is important to compare the analysis based on revised bloom’s taxonomy with questions analysis based on the grammatical features; types and forms to figure out the relevance of the questions with the cognitive skills required in responding the questions. as discussed in chapter 2, questions are distinguished grammatically into five types of questions namely yes/no questions, alternative questions, true/false questions, w/hquestions (who, what, when, where, which, how, why), and multiple-choice questions. meanwhile, in relation to the cognitive aspects employed by the students to respond, questions are classified into six hierarchical categories namely questions of literal comprehension, questions involving reorganization or reinterpretation, questions of inference, questions of evaluation, questions of personal response and questions concerned with the reader’s prediction as proposed by nutall (1996, p. 186) and pearson and johnson (1972) in day and park (2005, p. 62-65). reading comprehension questions contained by the english textbook for year x students are dominated by open ended questions (w/h questions) by 87.97% while only 16.45% of the total items are in the form of closed ended questions (yes/no questions). this is very interesting as open ended questions are regarded as helpful for teachers to engage students in higher-level questions (roth, 1996) as cited by cakir and cengiz,( 2016, p. 61). it is believed that open ended questions emphasizes on the process of working together and stimulates students’ ability to connect new information with their background knowledge and interest kurnia atiullah, sri wuli fitriati, dwi rukmini/ eej 9 (4) 2019 428 436 433 (panitz, 1999) as quoted further by cakir and cengiz (2016, p.61). in addition, according to lee, kinzie, and whittaker (2012) in cakir and cengiz (2016, p.62), open ended questions facilitates students in exploring and expanding the answers by elaborating their thinking and rationale. as the result, the data above likely shows a larger number of reading comprehension questions in the english textbook for year x which promote students’ higher order thinking skills. however, assumption made by merely classifying the questions into open and closed ended questions seems to be inadequate. having a deeper look into the questions by analysing the cognitive aspects called for answering the questions is needed to result in a thorough conclusion. the data below presents the review on the reading comprehension questions based on the cognitive skills involved in solving the problems. it is important to note that six divisions of the questions based on the cognitive skills required are graded in terms of thinking complexity from the least complex to the most complex one. in other words, these six categories suggest that literal level is the lowest order thinking skills, reorganization or reinterpretation is the second lowest, and inference is the third lowest. next, evaluation level is the fourth level higher than the previous three, personal response is the fourth higher order thinking skills, and the top one is prediction level. literal comprehension is when the reader might obtain information which is explicitly presented in the text. this is like that of remembering in revised bloom’s taxonomy. next, reorganization or reinterpretation is when the readers need to combine several literal information to generate a correct interpretation. this is equal to understanding. the third one is inference. it entails the readers to dig the implied information and to put together information to result in a solution to be applied in new situation or to answer the question. this level is connected to applying level in bloom’s taxonomy. then, evaluation level. this form of question demands reader’s evaluative view and sometimes justify it based on grounded reasons and true evidences but not personal ones. this level is the same as evaluating which takes the fifth place in revised bloom’s taxonomy. almost similar to evaluation level is the following type which is called personal response question. this type of question enquires the reader’s opinion where objective evidences and data are not always necessary. this level falls into evaluating in revised bloom’s taxonomy. the highest one is this cognitive level according to the type of the question is prediction level. in this stage, the readers are challenged with providing their prediction by imagining and estimating the result based on their learned information and background knowledge. this final level is equal with the top rank of the cognitive domain in revised bloom’s taxonomy, creating. from the comparison above, it is observable that each level in both categories correspond to each other. even though the definition carried by each level of thinking in both groups differs in some extent, the values contained by each division is equal respectively. it is also recognizable that the three-lower level of both categories; revised bloom’s taxonomy and question type agreed the definition of lower order thinking skills while the upper three levels confirm the requirement of higher order thinking skills. thus, discussing reading comprehension questions based on the question types will help validate the classification made based on revised bloom’s taxonomy in the findings. as expected, triangulation by theory using questions analysis based on the type and comprehension forms indicated the same number of 134 items for lower order thinking skills and 24 items for higher order thinking skills. however, there is a slightly different in the number of questions in each category. kurnia atiullah, sri wuli fitriati, dwi rukmini/ eej 9 (4) 2019 428 436 434 table 1. summary of questions according to revised bloom’s taxonomy basic competences number of questions the revised bloom’s taxonomy total remembering understanding applying analyzing evaluating creating hannah’s email 8 8 0 0 0 0 0 8 saidah’s email 10 10 0 0 0 0 0 10 congratulating and complimenting alif 6 4 2 0 0 0 0 6 congratulating and complimenting dita 6 3 2 0 0 0 1 6 tanjung puting 13 7 2 2 0 2 0 13 taj mahal 14 6 1 2 2 3 0 14 niagara falls 12 10 0 0 0 0 2 12 concert cancellation 8 7 1 0 0 0 0 8 course registration 7 6 1 0 0 0 0 7 meeting my idol 13 9 1 0 1 2 0 13 the battle of surabaya 13 5 1 0 1 5 1 13 bj. habibie 12 12 0 0 0 0 0 12 cut nyak dien 16 15 0 0 0 0 1 16 malin kundang 10 8 0 0 0 1 1 10 strong wind 10 9 0 0 0 1 0 10 total 158 119 items = 75.31% 11 items = 6.96% 4 items = 2.53% 4 items = 2.53 % 14 items = 8.86% 6 items = 3.79% 158 items = 100% kurnia atiullah, sri wuli fitriati, dwi rukmini/ eej 9 (4) 2019 428 436 435 table 2.summary of types and comprehension forms of questions reading texts number of questions types and comprehension forms ttotal literal reorganizational inferential evaluative personal response predicting hannah’s email 8 8 0 0 0 0 0 8 saidah’s email 10 10 0 0 0 0 0 10 congratulating and complimenting alif 6 4 0 2 0 0 0 6 congratulating and complimenting dita 6 2 3 0 1 0 0 6 tanjung puting 13 7 2 2 0 1 1 13 taj mahal 14 6 0 3 2 3 0 14 niagara falls 12 10 0 0 0 1 1 12 concert cancellation 8 7 1 0 0 0 0 8 course registration 7 6 1 0 0 0 0 7 meeting my idol 13 10 1 0 1 1 0 13 the battle of surabaya 13 5 1 0 2 4 1 13 bj. habibie 12 12 0 0 0 0 0 12 cut nyak dien malin kundang strong wind 16 10 10 15 8 9 0 0 0 0 0 0 0 1 0 1 1 1 0 0 0 16 10 10 total 158 119 items = 74.05% 10 items = 6.322% 5 items = 3.16% 7 7 items = 43.43% 13 items = 8.22% 4 items = 2.53% 158 = 100% conclusion and suggestion in conclusion, this present study conveyed that the english textbook for year x of high school published by ministry of education revised edition 2017 does not provide enough reading comprehension questions which stimulate students’ higher order thinking skills. the comparison between reading comprehension questions which require students’ lower order thinking skills and the ones which foster students’ higher order thinking skills shows a significant gap by 134:24 in totals, or 84.81% of the total number is categorized as lower-order thinking skills questions and leaving only 24 (15.18%) reading comprehension questions regarded as promoting higher order thinking skills. findings of this study are evident that teachers should not depend solely on textbook in developing teaching material. when higher order thinking skills become english teacher’s concern and is are believed to be important to be fostered, it is better for english teachers to enrich their teaching materials with various resources other than english textbook provided by the kurnia atiullah, sri wuli fitriati, dwi rukmini/ eej 9 (4) 2019 428 436 436 government. textbook writers also should carefully consider choice of texts and reading comprehension exercises as to stimulate the growth of students’ higher order thinking skills. the data gained from this study is an important reference for further studies and hopefully benefit the researcher in seeing through the problems of english teaching in indonesia in the light of the development of higher order thinking skills. references ary, d., jacobs, l. c., irvine, c. k. s., & walker, d. (2010). introduction to research in education. cengage learning. anderson, l. w., krathwohl, d. r., & bloom, b. s. (2001). a taxonomy for learning, teaching,and assessing : a revision of bloom's taxonomy of educational objectives. new york; london: longman. bloom, b. s. (1956). taxonomy of educational objectives. boston, ma: allyn & bacon. cakir, h., & cengiz, o. (2006). the use of open ended and closed ended questions in turkish classrooms. open journal of modern linguistics. 6, pp. 60-70. day, r.r., & park, j.s. (2005). developing reading comprehension questions. eric. 17 (1), pp.60-73. nuttall, c. (1996). teaching reading skills in a foreign language (2nd ed.) with chapter on testing reading by j. charles alderson. oxford: heinemann english language teaching meijer, p.c., verloop, n., & beijard, d. (2002). multi-method triangulation in a qualitative study on teachers’ practical knowledge: an attempt to increase internal validity. quality & quantity, 36, 145-147 lewis, a., & smith, d. (1993). defining higher order thinking. theory into practice, 32(3), 131-137. keshta, a.s., & seif, a. (2013). evaluating higher order thinking skills in reading of english for palestine grade eight. asian journal of education and e-learning. 01 (01), pp. 47-69. krathwohl, d. r. (2012) a revision of bloom’s taxonomy: an overview. theory into practice college of education, the ohio state university. 41(4), 213-218. samelian, l. a. (2017). how higher order questioning and critical thinking affects reading comprehension. retrieved from https://digitalcommons.hamline.edu/h se_all/4345 rahman, m. h. (2007). an evaluation of the teaching of reading skills of english in bangladesh. (master’s thesis). https://www.asian-efl-journal.com rahman, syukron a., manaf nor f. a. (2017). a critical analysis of bloom’s taxonomy in teaching creative and critical thinking skills in malaysia through english literature. english language teaching. 10 (9), 245-256. seif, a. a. a. q. a. (2013). evaluating the higher order thinking skills in reading exercises of english for palestine grade 8. asian journal of education and e-learning. 1(1), 47-69 suryanto. (2017). an investigation on english reading comprehension problems in indonesian cultural contexts. the 1st international conference on education, science, art and technology (the 1st icesat. 200-205 widiati, u., rohmah, z., & furaidah. (2017). buku siswa bahasa inggris kelas x sma/ma/smk/mk edisi revisi 2017. kementerian pendidikan dan kebudayaan republik indonesia yu-hui, l., li-rong, z., yue, n., (2010) application of schema theory in teaching college students reading. canadian social science 6(1), 59-65. https://digitalcommons.hamline.edu/hse_all/4345 https://digitalcommons.hamline.edu/hse_all/4345 https://www.asian-efl-journal.com/        eej 10 (3) (2020) 273 281 english education journal http://journal.unnes.ac.id/sju/index.php/eej english teachers’ perception and implementation of authentic assessment for speaking based on 2013 curriculum isnayani tabi’ul mursyida1, abdurrachman faridi1, suwandi2 1. universitas negeri semarang, indonesia 2. universitas pgri semarang, indonesia article info ________________ article history: received 5 september 2019 accepted 31 juni 2019 published 15 september 2020 ________________ keywords: teachers’ perception, authentic assessment, speaking, 2013 curriculum. ________________ abstract authentic assessment is one of important aspects in 2013 curriculum promoting an idea of assessing students’ authentic skills including speaking. however, many teachers claimed to have difficulties in implementing it properly. this research aims at explaining the english teachers’ perception and implementation of authentic assessment for speaking based on 2013 curriculum in state senior high schools in semarang. descriptive qualitative method is applied in this study. by using purposive sampling technique, sixteen english teachers from sixteen state senior high schools in semarang were involved. there were four instruments to collect the data, namely questionnaire, interview, document analysis, and classroom observation. the findings of this research revealed that the english teachers had good perception of authentic assessment for speaking both in the concept, preparation and implementation. however, in the actual implementation, it was proven that the teachers did not apply authentic assessment for speaking as required by 2013 curriculum. this was due to several problems such as limited time, teachers’ lack of creativity, students’ motivation and other reasons. therefore, this study was expected to help teachers broaden their knowledge on authentic assessment for speaking as well as improve the implementation in accordance with the standard and purpose of the assessment. © 2020 universitas negeri semarang  correspondence address: kelud utara 3 kampus pascasarjana unnes 34572 e-mail: isna.mursyida@gmail.com p-issn 2252-6455 e-issn 2502-4507 isnayani tabi’ul mursyida, abdurrachman faridi, suwandi/ eej 10 (3) (2020) 273 281 274 introduction the implementation of 2013 curriculum in senior high school level has been one of many concerns since 2013 curriculum was first applied in 2013 replacing the previous curriculum named 2006 curriculum or schoolbased curriculum. the 2013 curriculum itself promotes a grand idea of restoring character education and improving students’ creative thinking. it is claimed as the main reason of the new curriculum development. however, up to 5 years of its implementation, several studies conducted in senior high schools in several regions in indonesia revealed that there are still many problems faced by teachers and institutions where the 2013 curriculum is implemented. the problems are low teacher’s quality, inadequate infrastructure, and curriculum which has not been standardized (marijan in anugrahwati, 2015). one of those that needs special attention is the low quality of teachers in implementing the 2013 curriculum in their teaching and learning process. in teaching, teachers’ understanding of the curriculum as the base of the teaching and learning process directs them on how to manage their classes, starting from preparing learning devices, selecting materials that are in accordance with students' needs, the use of teaching techniques, to the assessment process. in several studies, some english teachers claimed that they were still not familiar with the changes in the 2013 curriculum, which changes affected many aspects in their teaching practice. one of the fundamental changes promoted by 2013 curriculum is a change in the assessment standard, namely authentic assessment. authentic assessment, as defined by o'malley and pierce (1996), is an evaluation process that involves multiple forms of performance measurement reflecting the student's learning achievement, motivation, and attitudes. in other words, this kind of assessment requires teachers to measure all domains of students’ skill (cognitive, affective and psychomotor) during the learning process. also, authentic assessment aims to assess students' abilities related to the real world, namely how students apply their knowledge and skills to tasks and problems in the real world. as stated by wiggins (1990) that authentic assessment contains tasks and procedures in which students are asked to apply knowledge and skills to solve real-world problems and provide authentic tasks. in english language teaching, one of students’ skills that needs special attention in the assessment is the speaking. yet, for some reasons, assessing speaking is usually considered difficult for teachers. in a pre-observation stage, the researcher had small interview with several teachers during english teachers association meeting asking them about their understanding about authentic assessment and how they apply it to assess their students’ speaking. the result is that there are still many teachers who do not have sufficient understanding about the concept of authentic assessment so that they do not apply it properly to their students’ speaking. they claimed that there are several difficulties holding them back from applying a good and proper assessment for their students. a critical issue in the assessment for speaking is the selection of criteria for evaluating students’ performance. stiggins (as cited in butler and stevens, 1997) points out that the selection of these criteria should be one of the first steps in designing performance assessments. this can actually help students to understand on what aspects they will be judged so that they can perform as they are expected. the second difficulty is in the actual implementation of speaking assessment because it is difficult to test a large number of students in a relatively short time, so teachers tend to only assess the students’ speaking at the end of the teaching and learning process of their stage. another challenge is in designing the authentic assessment. as khaira and yambo (2005) stated in holt, segrave & cybulski (2012) that authentic assessments should resemble meaningful performances in real world contexts and should involve real life tasks with multiple solutions for the student, teachers must be able to determine tasks that are in accordance with the needs of students in the real world and able isnayani tabi’ul mursyida, abdurrachman faridi, suwandi/ eej 10 (3) (2020) 273 281 275 to improve students' critical thinking and problem solving skill. this was supported by o’malley and pierce (1996) saying that authentic assessment requires teachers to have proper understanding and commitment to use, because it needs an intensive preparation and procedures to be applied effectively. in other words, without the teachers’ deep understanding, sufficient and proper knowledge and skills of the assessment concept, they will face problems in applying it. based on the explanation above, in this research, the researcher attempts to describe the english teachers’ perception and actual implementation of authentic assessment for speaking based on 2013 curriculum in state senior high schools in semarang. from the research findings, the researcher hopes that this research provides adequate and meaningful information as well as recommendation for senior high school english teachers on preparing and implementing a good and proper authentic assessment for students’ speaking. method this study assumed that most of senior high school english teachers as the subject of this study have good perception on authentic assessment for speaking. it means that they already have good understanding on the concept of authentic assessment for speaking as well as understand how to implement it properly. however, in the actual implementation, it is assumed that the teachers might face several problems that prevent them from implementing a good authentic assessment for speaking. the subject of the study is sixteen english teachers from state senior high schools in semarang determined by using purposive sampling. here, the schools involved are pilot schools in implementing 2013 curriculum since academic year 2013/2014. thus, the researcher assumed that the teachers from these schools had more knowledge and experience related to authentic assessment practices so that their contribution would be able to meet the purpose of this study. then, as the objects of this study, the teachers’ perception and the actual implementation of authentic assessment for speaking in their classes were analysed. in collecting data, the researcher used questionnaire, interview, document analysis and classroom observation. the teachers were asked to show their level of perception by responding to several statements in the questionnaire related to the concept, preparation and implementation of authentic assessment. then, the interview was conducted to confirm the questionnaire results by knowing the teachers’ real perception from their direct statements. the document analysis was to gain information on how the teachers actually prepared their authentic assessment and to see whether the assessment documents met the curriculum requirements. lastly, classroom observation was to find out whether the teachers implemented the authentic assessment for speaking as planned and to know what problems the teachers faced during the process and how they coped with them. results and discussions teachers’ perception from the results of the questionnaire and interview, it is revealed that almost all teachers had good perception of authentic assessment, both of the concept, preparation and implementation. they defined authentic assessment as a form of progressive assessment carried out in conjunction with the learning process, not just at the beginning or at the end of learning, to monitor the progress and evaluate the students’ learning. this is in accordance with the definition of authentic assessment in the decree of the ministry of education and culture number 53 year 2015 concerning education assessment standards, that authentic assessment is the process of gathering information/ data on learning outcomes of students in the aspects of attitudes, knowledge, and skills that are planned and systematically carried out to monitor the process, learning progress, and improvement of learning outcomes through assignments and evaluations of learning outcomes. the teachers also explained that authentic assessment is an isnayani tabi’ul mursyida, abdurrachman faridi, suwandi/ eej 10 (3) (2020) 273 281 276 assessment engaging students to perform a task that is applicable to their real life rather than a formal assessment that is considered as a source of anxiety for students since they are affected by the results. as wiggins (1998) claimed that authentic assessment refers to the idea that assessment should engage students in applying knowledge and skills in the same way they are used in real world outside school. this result showed that there was a good improvement since the result of the study by trisanti (2014) explained that several english teachers in central java at that time still had poor understanding of authentic assessment. supporting the teachers’ perception about the definition of authentic assessment, the teachers could also explain the characteristics of authentic assessment, especially compared to traditional assessment. they stated that authentic assessment is a more complex assessment, where teachers do not only assess students' knowledge, but also their skills and attitudes. when traditional assessment tends to only collect students’ final results that are oriented to product, authentic assessment is done during the learning process to know the progress of students’ learning (brown, 2001). in its form, authentic assessment is also more varied than traditional assessment, especially to assess students' speaking skill. the teachers mentioned that authentic assessment for speaking can be carried out through practices, products, projects, portfolios and/ or techniques in accordance with the competencies assessed as exemplified in the decree of ministry of education and culture number 23 year 2016 about education assessment standard. from the sixteen teachers, there were four types of assessment technique that they said they frequently used, namely presentation, dialog practice, group discussion, and question and answer. below is the table of frequency of the assessment techniques used by the teachers. table 1 teachers’ use of speaking assessment techniques assessment technique percentage of the technique use presentation 75 dialog practice 69 group discussion 50 question and answer 12.5 the results in the table above show that presentation, dialogue practice and group discussion are the favorite speaking assessment techniques for the english teachers in this study. they stated that those techniques are the most suitable techniques for senior high school students since they are more active and critical speakers. moreover, in their future education, their ability to present a material well and have active discussions will be very useful. moreover, the teachers were also aware of the benefits of implementing authentic assessments for both teachers and students. in line with the teachers' understanding that authentic assessment is conducted to control students’ learning progress, authentic assessment is considered beneficial for teachers to detect students' problems in learning and help students overcome their problems and improve their abilities. this is in line with andrade & cizek (2010) that authentic assessment has the purpose of understanding the students' learning and conceptual organization, identification of strengths, diagnosis of weaknesses, areas for improvement, and as a source of information that teachers can use in instructional planning and students can use in deepening their understandings and improving their achievement. for students, authentic assessment emphasizes the provision of real-life tasks that can be applied in the students’ real life. authentic assessment is also expected to train students to independently recognize their abilities, evaluate themselves and think critically to overcome the problems they have. while completing the tasks, students will also automatically learn new things that might spontaneously occur. as stated by o'malley & isnayani tabi’ul mursyida, abdurrachman faridi, suwandi/ eej 10 (3) (2020) 273 281 277 pierce (1996) that there are several direct implications for authentic assessment that implicitly also explain the benefits of authentic assessment, namely: (1) authentic assessment occurs when students construct new information as they learn in the class, (2) students should have opportunities to demonstrate the knowledge and skills they have acquired, and at last, (3) the assessment should accommodate complex and critical thinking through the class activities. further, in understanding the preparation of authentic assessment, all teachers agreed that before authentic assessment is carried out, teachers need to arrange a lesson plan. this is in accordance with the mechanism of authentic assessment implementation suggested in the decree of the ministry of education and culture number 23 year 2016 concerning education assessment standard that the design of an assessment strategy by educators is carried out during the preparation of the learning implementation plan based on the syllabus. the syllabus is further developed into a lesson plan. a lesson plan including a clear scoring criteria guides teachers to be able to carry out authentic assessment in a coherent and procedural manner, helps teachers conduct a fair and objective assessment, as well as to minimize obstacles that occur during the implementation. according to the teachers, in addition to preparing lesson plans, it is also important to determine the appropriate assessment materials and techniques. the implementation of authentic assessment is expected to be interesting and useful for students, so teachers must be creative in determining assessment materials and techniques that are appropriate to the needs of the students. according to endler & parker (1994), teachers must provide tasks that go to the heart of essential learnings by asking for exhibitions of understandings and abilities that matter as well as tasks that resemble interdisciplinary real-life challenges, not schoolish busywork that is artificially fragmented and easy to grade. in line with the perception of the concept and preparation of authentic assessment, the teachers also had a good perception of its implementation. they stated that authentic assessment for speaking can be done through various techniques, such as presentation, dialogue practice, group discussion and question and answer. the selection of assessment techniques is based on the learning materials, students’ individual abilities, and the effectiveness and efficiency of the implementation. they said that in applying authentic assessment for their students' speaking skill, ideally they conduct assessment two to three times in one semester. there was even a teacher who claimed to assess students’ speaking skill at every meeting. it is intended to meet the purpose of authentic assessment, which is to evaluate students’ learning progress. however, various problems were experienced by the teachers so that the perfect picture of the implementation of authentic assessment for speaking that they expected was difficult to realize. teachers’ implementation from the results of document analysis and direct observation it is proven that the teachers performed procedural stages of authentic assessment for speaking according to the 2013 curriculum described in the decree of the ministry of education and culture number 23 year 2016 about education assessment standard, namely: a. arrange assessment plans; b. develop assessment instruments; c. carry out the assessment; d. utilize the results of the assessment; e. report the assessment results in numeric form with a scale of 0-100 and description. the teachers were proven to have prepared the assessment by making lesson plans that contained detailed learning plans although there were some teachers who did not explain in detail the assessment plans, which was about the assessment techniques, instructions and scoring criteria. next, along with determining the assessment techniques, several teachers developed the assessment instruments by isnayani tabi’ul mursyida, abdurrachman faridi, suwandi/ eej 10 (3) (2020) 273 281 278 making an assessment rubric that was suitable with the material. the teachers stated that rubrics are more specific to evaluate students’ performances and products resulting from an authentic task. this is based on mertler (2001) that rubric is scoring guide, consisting of specific pre-established performance criteria, used in evaluating student’s work on authentic assessment. here, the teachers applied different scoring criteria for their rubrics. for example, for teachers who used dialogue practice techniques, the criteria were vocabulary, grammar and pronunciation. another example for teachers who used presentation techniques, the criteria given are fluency, vocabulary, grammar and pronunciation. unfortunately, not all of the teachers employed scoring rubrics containing scoring criteria, so that they directly took the students’ final score without considering each aspect of students’ speaking. in the actual implementation in classroom, the teachers mostly used presentation, dialogue practice, and group discussion. the teachers argued that they liked to use presentation because the english materials in senior high schools are dominated by long text or essay that needs every student to present to see their individual comprehension of the texts. this shows that the teachers tend to use task-based assessment and performance-based assessment to assess their students’ speaking as long as they reflect students’ real life needs in speaking english. in this case, different result shown in the study by jannah & hartono (2018) which found that teachers in senior high schools tend to use role play to assess speaking. during the classroom observation, the teachers’ problems in implementing the authentic assessment and how they dealt with them were observed. the researcher categorized those problems into three types, namely technical problems, teachers’ problems, and students’ problems. 1. technical problem a. limited time english subject is only given 90 minutes for every class each week with a large number of students in each class (36 to 40 students). it seemed inadequate to carry out the whole package of learning perfectly, including assessment. the teachers claimed that to overcome this problem, they often modify the assessment techniques by using paired or grouped assessment, or they look for additional time outside the classroom to complete the assessment. 2. teachers problems a. scoring criteria the teachers tend to ignore the use of scoring criteria. whereas, scoring criteria are very important to understand every student' abilities in accordance with the aspects of speaking. if teachers assess students without going through criteria, they will have difficulty in understanding each student's constraints. in fact, to help students improve their speaking ability, the teachers must know every student's problem since the treatment will be different depending on the needs of every student. b. creativity the teachers were found lacking of creativity in applying assessment techniques. the teachers can try to use other techniques such as oral interviews, story or text retelling, writing samples, projects and exhibitions, experiments and demonstrations, constructed response items, teacher observation and portfolios as promoted by o’malley & pierce (1996). in addition, cohen et al. (2008) stated that authentic assessment could also be applied through portfolios, self and peer assessment, observation, recording, interviews, role play, etc. c. instruction before starting the assessment, almost all teachers did not convey the detail of the assessment; the purpose, the benefits, the technique, the instructions, including the assessment criteria. the teachers generally only explained the techniques and instructions. communicating the purpose and benefits of assessment to students is very important to increase the students’ motivation in following the assessment process. moreover, mentioning the assessment criteria. students have the right to know how they will be assessed and what isnayani tabi’ul mursyida, abdurrachman faridi, suwandi/ eej 10 (3) (2020) 273 281 279 they should do to meet the assessment criteria to get the best score. d. feedback in the assessment process, while the teachers were observing the students’ performances, the teachers did not use special notes to record the detailed performance of each student. as a result, the teachers did not provide direct feedbacks to the students soon after they performed, but only general feedbacks at the end of the assessment process. whereas, positive feedback is very important for every student so that they know which parts of their abilities needed to upgrade, or what aspects of their speaking they should improve. so, it is better for the teachers to give direct feedbacks to the students to help them evaluate their performances. 3. students’ problems a. motivation students’ motivation affects their engagement with the assessment process and also influences the results of their performance. as revealed by apriliyanti, warsono & mujiyanto (2018) that the results of students’ assessment depend on their motivation since it is the second factor in building speaking english competence. however, this problem can be overcome with teachers’ support. one way is to convey the purpose and benefits of an assessment to students’ achievement in school and their real life so that they understand why they need to follow the assessment process and perform their tasks well. b. speaking skill many of the teachers stated that mostly their students had problems in pronunciation and grammar, and they kept repeating the same mistakes over and over. khunaifi & hartono (2015) assumed in their study that this was caused by fossilization that was suffered by the students. it should also be the teacher's active role in helping students overcome this constrain. the teachers must dig deeper into students' individual ability regarding the aspects of speaking skills and help them improve based on their individual needs. then, the teachers can give special exercises to students at school or projects at home that are useful and meaningful for them. conclusion and suggestion based on the data interpretation and discussion above, the conclusions could be finally drawn that the english teachers in state senior high schools in semarang had a good perception both on the concept, preparation and implementation of authentic assessment. however, they also considered several problems that might block their way in implementing a proper authentic assessment for speaking. meanwhile, the document analysis and classroom observation results revealed that the english teachers in this study conducted authentic assessment for their students’ speaking, but it was not properly compatible with the 2013 curriculum standard. from the findings, several teachers were found putting their perception into practice. on the other side, several teachers did not implement the authentic assessment for speaking as they had perceived. the teachers were proven as well-prepared by arranging a lesson plan, yet they missed many details in the lesson plan especially in the assessment part. many of them also did not provide scoring rubric. they were also found conducting speaking assessment only once in this semester. this surely did not meet the authentic assessment purpose which is to control students’ progress. all these shortfalls were claimed by the teachers due to several problems. as the consequences, they used some strategies in overcoming those problems such as by modifying assessment technique and managing their time well so that the assessment process could run as planned. considering the research results, the researcher provide some suggestions for teachers related to the authentic assessment for speaking, both in the preparation and in the implementation, and also for future researchers. in preparing the authentic assessment for speaking, the teachers should pay more attention on giving details to their lesson plan. they should provide the material and the assessment isnayani tabi’ul mursyida, abdurrachman faridi, suwandi/ eej 10 (3) (2020) 273 281 280 details including the technique, the instructions and the scoring criteria in the form of rubric. a well-prepared assessment leads to a good assessment practice and helps teachers to minimize problems that might arise during the process. while in the implementation, the teachers should utilize the scoring criteria well in order to collect accurate data on the aspects of students’ speaking skill. it also helps teacher to give proper feedbacks for students based on their individual performance. the feedback is hopefully expected to encourage students to improve their speaking skill. then, dealing with the problem of limited time, the researcher suggest the teachers to improve their creativity in using assessment techniques. they can utilize many types of assessment techniques that they consider the most effective and efficient in accordance with the assessment material, the number of students and the time provided. references andrade, heidi l. & cizek, gregory j. (2010). handbook of formative assessment. london: routledge. anugrahwati, y. (2015). the integration of second core competence (ki 2) of curriculum 2013 in english classes. journal of english language teaching: elt forum, 4(1). retrieved from http://journal.unnes.ac.id/sju/index.php /elt apriliyanti, r., warsono, & mujiyanto, j. (2018). the correlation between interest, motivation, english self-concept and english speaking performance in nursing students. english education journal, 8(2), 138-147. brown, h. douglas. (2001). teaching by principles: an interactive approach to language pedagogy (2nd ed.). new york: pearson education. butler, f. a., & stevens r. (1997). accommodation strategies for english language learners on large-scale assessment: student characteristics and other considerations. los angeles: university of california, national center for research on evaluation, standards, and student testing (cresst). cohen, l., manion, l., morrison, k., & wyse, d. 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(2012). professional education using e-simulations: benefits of blended learning design. hershey, pa: igi global. jannah, w., & hartono, r. (2018). students' speaking assessment used by english teachers based on the 2013 curriculum. english education journal, 8(3), 359–369. khunaifi, h., & hartono, r. (2015). teacher's and student's perceptions of corrective feedback in teaching speaking. english educational journal, 5 (2), 14-20. mertler, c. (2001). designing scoring rubrics for your classroom. practical assessment, research and evaluation, 7(25). o’malley, j. michael., & pierce, lorraine v. (1996). authentic assessment for english language learners: practical approaches for teachers. massachusetts: addison wesley publishing company. isnayani tabi’ul mursyida, abdurrachman faridi, suwandi/ eej 10 (3) (2020) 273 281 281 trisanti, n. (2014). english teacher’s perspective on authentic assessment implementation of curriculum 2013. the 61st teflin international conference, 1173–1175. wiggins, g. p. (1990). the case for authentic assessment. practical assessment, research & evaluation, 2(2). wiggins, g. p. (1998). educative assessment: designing assessments to inform and improve students’ performance. san fransisco: jossey-bass publishers. eej 9 (2) (2019) 226 233 english education journal http://journal.unnes.ac.id/sju/index.php/eej the semantic equivalence of culture specific terms in the englishindonesian translation of novel the duchess war by courtney milan susi navik, rudi hartono, djoko sutopo universitas negeri semarang, indonesia article info ________________ article history: recived 23 february 2019 accepted 30 april 2019 published 20 june 2019 ________________ keywords: semantic equivalence, culture-specific terms, translation ____________________ abstract ___________________________________________________________________ this study aims to classifyand identify how the semantic equivalence of culture-specific terms achieved in english-indonesian translation of novel the duchess war. the aims then break down into five, following newmark’s categorization of culture-specific terms; ecology, material, social, organizations, customs, and ideasand thelast is gestures and habits. the original novel investigated entitled the duchess war by courtney milan and its translation entitled “skandal sang duchess”translated by eka budiarti as the subject of this study. the limitation of this study covers up the semantic equivalence of culture-specific terms of the english-indonesian translation of novel the duchess warby considering the seven types of meaning proposed by leech (1974); conceptual, connotative, stylistic, affective, reflective, collocative, and thematic meaning.descriptive qualitative research is employed in this study. the data gathered through 490 sentences containing culturespecific terms were identified and after reducing the redundancy of the data, researcher found there are 106 types of culture-specific terms and categorized into five categorizations following newmark’s. the result shows of 106 culture-specific terms, there are 20,75% ecology culture, 39,62% of material culture, 16,04% of social culture, 21,70% of organizations, customs, and ideas, and the last is gestures and habits that has 1,89% of data.based on the data, there are some similar culture-specific terms found based on the data gained. the same culture-specific terms categorization found, but the meaning is different, or the same in meaning but different in tt translation. those happened because the translator considers the context in the usage of certain terms. all the data has been examined by the expert and the different meaning due to the suitable context in the novel the duchess war. hence, the culturespecific terms between st and tt are semantically equivalent. © 2019 universitas negeri semarang correspondence address: kampus universitas negeri semarang, kelud, semarang, 50233 e-mail: naviksusi@yahoo.com p-issn 2087-0108 e-issn 2502-4566 mailto:naviksusi@yahoo.com susi navik, rudi hartono, djoko sutopo/ eej (2) 2019 226 233 227 introduction translating a novel is a lot more complicated than translating a short article. in translating the novel, a translator should be well valued in changing the source text into target text. because literature work mostly contains the author’s expression besides the impression of something intended to the reader, the aspect of sense, feeling, culture, and value must be considered to make the message remained. however, delivering the meaning not only covers two different languages but also culturespecific life in a wrap. as in the recent years of 21st century, people communicate not only in the scope of the local group in the same culture but also broad wide. the great impact goes to the development of information exchange in line with the meaning and value contained in the society. it becomes a common and habit for people to exchange knowledge from one country to others. however, sometimes the different language of one country becomes a constraint in communication, especially, english which becomes an international language. although it is the most spoken language in the world, not all people, especially in indonesia, can communicate well both in active and passive. there are so many indonesian people who do not merely understand when they read the text in english. the translation is needed to break the problem. translation can be used as a vehicle to transfer culture. one of the media is through literary works whether it is a novel, article, short story or manual. catford (1965:1) defined translation as being “a process of substituting a text in one language for a text in another.” as the translation developed, the unit of translation was no longer a word or a sentence or a paragraph or a page or even a text that literary constituted language but in fact of culture. because of that case, translator is needed to make readers grasp the meaning of the original and feel the culture as a whole. translator needs to master not only the language, but also the culture from the original text. trivedi (2007:280) stated in benjamin’s book “language being in effect a vehicle of the culture”. it means that language not only becomes a bridge to cope the gap between the cultures, but also as a mean to help diversity among people. it is supported by torop (2002:593) who also noted “culture operates largely through translational activity, since only by the inclusion of new texts into culture can the culture undergo innovation as well as perceive its specificity”, which means that culture plays a regular role in the codes, canons, and ideological values of the society and the result of the translational activities are inseparable from the concept of culture. translation is always an activity which involves socio-cultural factors (lou, 2010). the differences background among people make the cultural constraints which have a great impact on translation. it is because not all terms have the equivalence in one culture into another. for example, the word “duke”, “duchess”, contains a cultural value in england. those culture-specific terms cannot be easily translated in another language, in this case, indonesia. the translator’s role has the important duty to find the equivalence in translational activity. because for some reader especially indonesia, in order to catch the cultural message of the novel, they need such helpful effort to overcome the language. the language diversity can make the message of the content story do not maximally deliver to the readers. hence, for the important achievement of the cultural message, the translation novel is created as a helper. the study aims to give significances in terms of theoretical, practical, and pedagogical contribution to english language teaching and learning context through the semantic equivalence of culture specific terms which contain in the novel. method this study assumes that there are many culture-specific terms found in the novel “the duchess war” and its translation “skandal sang susi navik, rudi hartono, djoko sutopo/ eej (2) 2019 226 233 228 duchess”. there are also semantic equivalences achievements by considering the seven types of meaning proposed by leech (1974). since the researcher collected, analyzed, and made conclusion from the data, so this study can be categorized as a descriptive qualitative research. this study focused on describing about englishindonesian translation of culture specific terms and how those semantic equivalences are achieved by the translator. the subject of the study is the original novel entitled “the duchess war” written by courtney milan and its translation “skandal sang duchess” which is translated by ekabudiarti. the object is culture-specific terms contained in english-indonesian translation novel “the duchess war” (2012) and “skandal sang duchess”(2016). the researcher employs herself to collect data through selecting and reading the two versions of the novel. the data being investigated are the original book entitled the duchess war and its translated version entitled “skandal sang duchess”. the original book is written by courtney milan in length of 316 pages, while the indonesian version is translated by eka budiarti in length 480 pages. the written data of both novels contained culture-specific terms as the main data sources. the unit of analysis was words and phrases containing culture specific terms. in gaining the data, the researcher needs instrument to ease the process of analyzing culture specific terms related to the duchess war novel. the researcher read, underlined, and compared the cst contained in both version of the novel. after that, the researcher put the purposive data into table and gave a code to the data. the process of analysis data consists of (1) classifying, (2) reducing, (3) interpreting, and (4) inferencing. results and discussions this section aimed to answer the five main problems of this study. those are related to the semantic equivalence of culture specificterms achieved in the english-indonesian translation of the novel the duchess war.since the main research question is broken down into five sub questions, the result also broken down into five sub headings. the result can be seen on the table below: susi navik, rudi hartono, djoko sutopo/ eej (2) 2019 226 233 229 table 1. semantic equivalence of cst found in tdw novel from the recapitulation data above, there are 490 sentences containing culture-specific terms found in the novel entitled the duchess war. after reducing the redundancy, there are 106 culture-specific terms which consists of 22 belonging to ecology culture, 42categorized as material culture, while social culture covers 17data, followed by 23 data belonging to organization culture, and 2 data from gestures and habit culture. the dominant results in sequences occur in (1) material culture, (2) organizations, customs, and ideas, (3) ecology, (4) social, and (5) gestures and habits. while the semantic equivalence of culture-specific terms shows that ecology culture achieves semantic equivalence through conceptual, connotative, affective, and collocative meaning. both material and social culture contains the whole meaning except affective meaning and thematic meaning. meanwhile organizations, customs, ideas culture achieves its semantic equivalence through conceptual meaning, connotative meaning, conc. conn. sty. aff. refl. collc. them. total ecology f f f f f f f f % flora 1 6 0 1 0 0 0 8 7,55 fauna 1 5 0 0 0 0 0 6 5,66 local winds 4 0 0 0 0 0 0 4 3,77 plains 0 1 0 0 0 2 0 3 2,83 ice 0 0 0 0 0 1 0 1 0,94 sub total 22 20,75 material f f f f f f f f % food & drink 3 3 1 0 2 0 0 9 8,49 clothes 8 9 0 0 0 0 0 17 16,04 houses & towns 0 1 0 0 0 9 0 10 9,43 transport 1 1 0 0 0 0 0 2 1,89 unit of money 0 4 0 0 0 0 0 4 3,77 sub total 42 39,62 social f f f f f f f f % work 5 1 1 0 1 2 0 10 9,43 leisure 1 2 3 0 1 0 0 7 6,60 sub total 17 16,04 organizations, customs, ideas f f f f f f f f % social 1 4 7 0 0 0 0 12 11,32 legal 0 0 1 0 0 1 0 2 1,89 religious 1 0 0 0 0 1 0 2 1,89 artistic 2 1 4 0 0 0 0 7 6,60 sub total 23 21,70 gestures and habits f f f f f f f f % gestures and habits 0 0 0 1 1 0 0 2 1,89 sub total 2 1,89 total 106 100 semantic equivalence cst categorization susi navik, rudi hartono, djoko sutopo/ eej (2) 2019 226 233 230 stylistic meaning, and collocative meaning. then gestures and habit only employ affective meaning and reflective meaning. meaning is called as conceptual when it is logical, cognitive, or connotative content. at the level of semantic representation, the conceptual meaning explained in the form of semantic representation using the abstract symbol and contrastive features. contrastive features underlie the classification of sounds in phonology (leech, 1974:9). based on data found in tdw novel, there are 28 data or 26,42% related to conceptual meaning that consists of ecology in the amount of 6 data. these 6 data in sequentially order are: 12 data of material culture, 6 data of social culture, 4 data of organizations customs ideas, and none of data belongs to gestures habits. connotative meaning is the part of associative meaning. newmark (1988:16) define connotative meaning as “an aura of ideas and feelings suggested by lexical words”. meanwhile, leech (1988) defines connotative as the meaning beyond conceptual meaning which means that a certain word may sounds the same denotatively but it has different meaning based on one’s culture, background, and society. there are 38 data translated in connotative meaning or 35,85% with the proportion of ecology culture reached 11 data, material culture consists of 19 data, followed by social culture which has 2 data, and there are 6 data belongs to organizations, customs, and ideas. there is no data found in gestures and habit related to connotative meaning. affective meaning is the meaning created as the effect of situation and environment in which sentence or utterance produced. it is usually conveyed through the conceptual and connotative content of the word used. based on the gaining data, the researcher found there are only 2 data achieving affective meaning or 1,89%. they are 1 data related to ecology and 1 data from gestures and habits. reflective meaning is the meaning appeared by the speakers responding something they see. there are 5 data or 4,72% found related to reflective meaning. there are 2 data belong to material culture, 2 data from social culture, and 1 data from gestures and habits. collocation means a group of words that often go together or that are likely to occur together. collocative meaning is the associated meaning acquires the two words common occur and has the common meaning when it occurs together. for example the words pretty and handsome have the meaning of good looking. handsome usually co occurs with man and boy, while pretty is usually co occurs with girl and woman, but they suggest different attractiveness of the adjectives. there are 16 data reached collocative meaning or 15,09% which consist of: 3 belong to ecology culture, 10 are material culture,social grasp 2 data, and 1 data belongs to organizations, customs, and ideas. none of data belongs to gestures and habits. while from the thematic mening, there is no data found in regarding thematic meaning. the result of the analysis presented in finding shows that there is semantic equivalence achieved in translating cst of englishindonesian novel tdwthrough considering the conceptual meaning, connotative meaning, stylistic meaning, affective meaning, reflective meaning, and collocative meaning. there are 6 cst of ecology, 12 cst of material, 6 cst of social, 4 cst of organizations, customs, and ides which achieve conceptual meaning. there are also cst which achieves connotative meaning consist of 11 from ecology, 19 from material, 2 from social, and 6 from organizations, customs, and ideas. moreover, the stylistic meaning achieved with the detail of 1 material, 4 social, 12 is for organizations, customs, and ideas. the affective meaning also achieved with the detail that is 1 data from ecology and 1 data from gestures and habits. the reflective meaning achieved in the amount 2 material, 2 social, 1 gesture and habits. the last one, because there is no data found achieved thematic meaning, there are less data which reached collocative meaning that are 3 data from ecology, 10 data from material, 2 social, and only 1 data belongs to gestures and habits. in grasp, the data shows that (1) cst with the same categorization and different susi navik, rudi hartono, djoko sutopo/ eej (2) 2019 226 233 231 achievement of semantic equivalence, (2) cst with the same categorization but different in tt translation, (3) cst with different categorization and different semantic equivalence. conclusion there are some conclusions which can be drawn based on the research questions stated in the previous study. from the total 490 sentences containing cst in tdw novel, there are 106 data gained and categorized based on newmark’s (1988) cst categorization. the researcher found there are ecology culture in the total of 22 (20,75%), material culture in sum of 42 (39,62%), social culture is 17 (16,04%), organizations, customs, and ideas in the amount of 23 (21,70%), and gestures & habits culture is 2 (1,89%). based on the data, the most frequently found is material culture, the second is organizations, customs, and ideas, followed by ecology, social culture, and then the last is gestures and habit which only has less data. then, according to semantic equivalence achievement, there are cst contain conceptual meaning in the amount of 28 data (26,42), connotative meaning is 38 (35,85%), stylistic is 17 data (16,04%), affective meaning is 2 data (1,88), and 5 data (4,72%) is reflective meaning followed by collocative meaning which has 16 data (15,09%) and no data found related to thematic meaning. there are some similar cst found based on the data gained. the same cst categorization but the meaning is different, or the same in meaning but different in tt translation. those happened because the translator considers the context in the usage of certain terms. all the data has been examined by the expert and the different meaning due to the suitable context in the novel tdw. hence, the cst between st and tt are semantically equivalent. references akbari, monireh. 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(2010). translation of english and chinese addressing terms from the cultural aspect. journal of language teaching and research, 1 (5), 738-742. 94 eej 3 (2) (2013) english education journal http://journal.unnes.ac.id/sju/index.php/eej improving students’ participation in speaking class through role play (the case at grade xi of state senior high school 1 pemalang in the academic year of 2012/2013) khafidin prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia info artikel ________________ sejarah artikel: diterima oktober 2013 disetujui oktober 2013 dipublikasikan november 2013 ________________ keywords: students’ participation, speaking class, role play ____________________ abstract ___________________________________________________________________ the objective of this research is to improve students’ participation in speaking class through the role play technique. the researcher employed collaborative classroom action research design. the research was conducted in a single class consisting of thirty six students. the procedure of the research consists of four main steps: planning, implementation, observation and reflection. to collect the data, he used some instruments i.e. observation checklist, questionnaire, and test. after the data were collected, the researcher analyzed them. the findings of this research showed that the students' participation improved from one cycle to the following cycle. this can be seen from the result of each cycle. the students’ participation in pre-cycle was poor, in the first cycle was fair and in the second cycle was good. the students’s speaking ability also increased from one cycle to the following cycle. this can be seen from the mean of students’ speaking ability in pre-cycle was 75, in the first cycle was 79 and in the second cycle was 83. from the result of the research showed that the students actively participated in speaking class, their speaking ability was better and the teacher can implement the teaching technique appropriately. © 2013 universitas negeri semarang  alamat korespondensi: kampus unnes bendan ngisor, semarang, 50233 e-mail: pps@unnes.ac.id issn 2087-0108 khafidin / english education journal 3 (2) (2013) 95 introduction speaking is the most difficult part in learning a foreign language because it is usage sense involves the manifestation either of the phonological system or grammatical system of the language. the reality shows that the most learners rarely use english in the classroom are still facing difficulties in dealing with conversation or discourse although they are actually understand the utterance ( harmer, 2003: 251-252). based on the preliminary study conducted at state senior high school 1 pemalang on january 2013, the researcher found out some problems related to the instructional activities in this school. those problems are that: 1) the students have low speaking ability; 2) the students have low participation in learning english; and 3) the teacher still uses monotonous and inappropriate teaching techniques. comparing to other techniques, role-play seems the most interesting one for the students. in role-playing technique, the students act or pretend to be someone else in the actual world situation that is brought into the classroom. utilizing the technique, peer learning is also encouraged and sharing of responsibility between the teacher and the learner in the learning process takes place. besides, for the shy learners, for instance, role play helps them by providing a mask where learners with difficulty in conversation are liberated. based on some reasons mentioned above, the researcher implemented the use of role play technique at the eleventh year students of state senior high school 1 pemalang. hopefully, it is useful to be used by the english teachers at this school or other people as one of teaching strategies among many other strategies in improving students’ partcipation in speaking class. method this study is an action research. the design of this kind of research is based on the spiral model suggested by kemmis and mc taggart (1988). here, the researcher planed, acted, observed and reflected on the improvement of students’ participation using role play in speaking class. before the researcher entered to the action, he got the preliminary study. he conducted preobservation to find out the real problems faced by students. the collaborator helped to do the observation checklist. to support observation, the researcher gave a questionnaire to students and pretest. from this event, the researcher found some problems of students in learning process. it was continued by doing the action. the research was conducted in sman 1 pemalang. it is located in jl. jendral gatot subroto pemalang. the subjects of the research are the students of the grade xi science program in the academic year of 2012/2013. there are 36 students consist of 15 males and 21 females. the research was conducted on january until may 2013. the researcher conducted two cycles in the research. every cycle included planning, observing, acting and reflecting. in the planning the researcher carried out preparing syllabus, lesson plan and teaching materials. while the researcher was teaching, he was also observing the students’ activities, their response and participation. it is qualitative data. there are six indicators to observe the student’s participation, namely : 1) listens when student or teacher speaks; 2) asks questions; 3) answers teacher and student questions; 4) becomes involved in planned activities; 5) takes part in class or role play; and 6) makes positive comments to other students. the criteria of participation improvements are poor, fair, and good participation. the researcher also took performance assessment to know students ability in speaking skill. it is quantitative data. there are five aspects according to brown (2004:172) to assess speaking, namely : grammar, vocabulary, content, fluency and pronunciation. there are some useful steps to get an overall framework in analysis : preobservation data, assembling data, coding the data, comparing the data, building meanings and interpretations, and reporting the outcomes, to present research finding from beginning to end. finding and discussion the students’ problems in pre-observation from the observation checklist and questionnaires, the researcher found out three big problems related to the instructional activities in this school. those problems are that: 1) the khafidin / english education journal 3 (2) (2013) 96 students have low speaking ability; 2) the students have low participation in learning english; and 3) the teacher still uses monotonous and inappropriate teaching techniques. the description of the students’ problems obtained through preliminary study can be seen below : no problems indicators 1 the students’ low speaking ability the students just gave a little response when they were asked in english. when the students were asked to give opinion, they just spoke a few words. the students just smiled or silent when the teacher tried to converse with them out of classroom. 2 the students’ low participation in learning english the students got ashamed and less confidence to ask something and to answer the questions the students did not pay attention to the teacher and were not enthusiastic to the subject matter. the students seemed get bored soon and uninterested in english subject. the students did not participate actively in the instructional activity. some students look sleepy during the instructional process 3 the teachers’ monotonous and inappropriate use of teaching techniques classroom activities were mostly based on the reading text. the teacher just explained about the language and gave written task. in speaking class, the teacher just explained the expressions and read the dialogue. beside conducting pre-observation and questionnaires, the researcher carried out the pretest to know the students’ speaking ability. the result showed that their speaking ability was low. the mean of the students’ skill in speaking was 75. there is no student got score that category was very good. there were 31 students (86%) got score between 72 until 84. this category was good. there were 5 students (14%) got score 60 until 68. this category was fair. the implementation of role play in the teaching of speaking this action research was conducted in two cycles. role play was conducted in every cycle; thus there were two role play. the first role play was conducted in the first cycle in the last of february and the middle of march 2013. during this week, the researcher divided into 3 meetings, namely; 25th and 28th of february 2013 and 11th of march 2013. this cycle was purposed to introduce the material and example of the dialogue, applaying the role play and feedback discussion. the first meeting was aimed to introduce the material and explain it by giving example of role play from the dialogue. before the students did role play, they construct a dialogue in pairs about an expressions. the second meeting was aimed to applay the role play. they played role play in pairs in front of the classroom. the third meeting was aimed to do feedback from the role play activities. students gave comments the role play for other pairs. the second cycle was conducted in the middle of march, the last april and the first may 2013. in this cycle the researcher divided into three meetings, namely; 20th of march, 25th of april, and 2nd of may 2013. this cycle was purposed to khafidin / english education journal 3 (2) (2013) 97 overcome the weaknesses of the first cycle. based on the first cycle, the students still had weaknesses on grammatical rules, building vocabularies and pronunciation. the students still had shyness and awkward in doing role play. there are some students still felt embarrassed when they wanted to answer the teacher’s questions, gave comments and responded to other students' comments. so the researcher used the big groups for students to do role play. the first meeting was review of previous materials. the second meeting applied the new role play for students. the third meeting was aimed to do feedback from the role play activity. students gave comments, questions and answer in english. about the role play for other groups. they were more self-confident in these activities. the result of the improvement of participation based on the observation, the role play technique could improve the students’ participation in speaking class. a lot of students enthusiastically listened to the teacher in teaching and learning from the beginning until the end. they becames involved in planned activities. they took part in making the conversation in groups. all of them joined in creating the dialogue’s transcript. they looked happy because they could devote and exchanged their ideas. all students took part in class doing the role play. they all carried out their conversation in groups. they showed their action in front of the class. they were more self-confident in performing the role play. shyness could be reduced because they were playing with a lot of friends. they helped each other in the roles. the class atmosphere was more alive because there were questions and answers. the liveliness in speaking was more widely, not only in the role play, but after they had played the role play. they were active in providing questions and answers and devoted their ideas. they felt more self-confident and were not shy to give comments. their comments were varied. their participation in speaking were better. actually, the feedback discussion was important to motivate students in speaking english. the result of the improvement of student’ participation can be seen below : pre-observation cycle 1 cycle 2 a) there were some students who didn’t pay attention when the teacher explained the material of teaching. b) there were not students who became involved in planned activities. all students sat down on their chair to wait the teacher taught. c) only few students who took part in class doing the conversation. d) there were only few students who gave questions and answers. e) all students did not gave comments or response in learning because there was not time for them to do it. f) their participation in a) the students begun enthusiastically listening to the teacher in learning process. b) students becames involved in planned activities. c) all students took part in class doing the role play. but they still had shyness and awkward in doing role play. d) there were some students who asked and answered the questions. but they still had a shame to raise their hands although actually they knew the answer. e) it is not more than five students who gave comments or response. they felt less confident a) a lot of students enthusiastically listened to the teacher in learning process. b) all students became involved in planned activities. c) all students took part in class doing the role play. they were more self-confident in performing the role play. d) the class atmosphere was more alive because there were questions and answers. they felt more self-confident e) the number of students who provided commentary had grown more than previous cycle. khafidin / english education journal 3 (2) (2013) 98 learning speaking was poor. to give comments. f) their participation in learning speaking was fair. f) their participation in learning speaking was good. it is better than previous cycle. the result of the improvement of speaking ability after conducting cycle 2, the mean of the students’ skill in speaking was improving. it could be seen from their achievement score that was 75 in pre-cycle, 79 in the first cycle and 83 in the second cycle. in the last cycle, from 36 students, 34 students had an increased achievement score, 2 students had no score improvement, and there were not students had a decreased achievement score. before cycle 2 was conducted, the lowest score was 60 in pre-cycle but after conducted cycle 1 and 2 the lowest score was 64. the highest score in pre-cycle was 84, after conducted cycle 1 and 2 the score increased from 88 to 92. it means that the students’ speaking ability increased from one cycle to the following cycle. the result of improvement of speaking ability can be seen below : category scor e precycle cycle 1 cycle 2 very good 85100 0% 6% 39% good 7084 86% 83% 58% average 5569 14% 11% 3% poor 4054 0% 0% 0% very poor 0-39 0% 0% 0% the highest, the lowest, and the mean of speaking ability score. category score pre-cycle cycle 1 cycle 2 highest 84 88 92 lowest 60 64 64 mean 75 79 83 response in questionnaires the students’ response to the learning speaking by using role play can be reflected from the questionnaire response in the last cycle. all students can understand the material of expressions given by the teacher . they said that the rule of the game in role play is easy to do by them. the examples of the expressions given by the teacher are clear. learning topics in speaking is very suitable so they very like to learn this topics and they always pay attention to the teacher's explanation in learning english. they always response teacher’s greeting in the first and the last teaching. there were 26 students (72%) not embarrassed to ask the teacher if they got less understanding in learning english while 10 students (28%) still felt embarresed to give questions. but about 35 students (97%), they asked to their friends if the lesson is not clear. so they can solve the problems in learning by their friends and all of them always worked together to make conversation of role play although there were 3 students who did not joined discussion to creat the conversation transcript of role play in their groups. there were 24 students (67%) who were not embarrassed to raise their hands to answer the teachers’ questions so the learning teaching can run well. in the first cycle, there were a few notes when the students played the role play in pairs. there were 11 students (30%) still felt clumsy to play role play and 16 students (44%) felt shy when they played a role play with their partner. hereafter the researcher changed the technique of role play by doing in groups. it got the following result that there were oly 3 students (8%) felt clumsy to play role play and only 4 students (11%) felt shy when they played a role play with their groups. they khafidin / english education journal 3 (2) (2013) 99 have had a self-confidence to speak english. beside that, there were 33 the students (92%) were challenged to speak english through role play. they also enthusiastic to response their friends’ acting in role play by yells and giving applause. finally all students (100%) said that learning speaking with role play is fun. the researcher was sure that the action he had conducted so far was successful. response from students’ comment in journal from the students’ journals or students’ notes, it can be concluded below : no questions and comments 1 how do you feel during in learning speaking ? all students said that they were very happy (97%), only one student who said that he was nervous (3%) 2 what difficulties do you get in learning speaking on the expressions ? they got difficulties on : grammar (3%) and pronunciation (36%) vocabulary (22%) and expressions (16%) nervous and shy (6%), and no problem (17%) 3 what is your response about the role play technique ? they said that the role play technique was : very good (22%) very fun (39%) very interesting (28%) active, effective and creative (11%) 4 what is your impression to the teacher’s style in teaching ? they said that the teacher was : fun 50%) interesting (31%) very good and communicative (7%) spirit and energic (9%) patient (3%) 5 what is your advice for the role play technique in learning speaking ? they said that : they needed a large room as like hall (22%) duration in role play should be longer (8%) they should support the role play with more equipments (3%) role play was good and no problem (31%) the students should made better in role play (36%) conclusions the problems that were faced by the students of grade xi of state senior high school 1 pemalang in speaking ability can be found in preliminary study before conducted the action research by observation checklist, questionnaires and the oral-test. the problems are, 1) the students have low speaking ability; 2) the students have low participation in learning english; and 3) the teacher used monotonous and inappropriate teaching technique. the role play technique can be implemented in the teaching of speaking by the action from cycle to cycle. there were four steps to do the research : planning, action, observation, and reflection. the first cycle, students played the role play in pairs and the second cycle, the students practiced the role play in big groups. they have played role play better from cycle to cycle. khafidin / english education journal 3 (2) (2013) 100 the role play technique gave positive contribution in learning speaking. the students can both build their participation and make the students’ speaking skill better. it is proven by the students’ participation which is increasing from time to time. the students’ speaking skill also was assessed in every cycle and the results showed that their speaking skill was increasing. beside that, the students got fun and joy during teaching learning process. it can be seen from the student’s response in journal toward the learning speaking through role play. the students can respond the questions with long answers from the teacher and the students. they can also explain and give comments about role play activities. references brown, h. d. 2004. language assessment principles and classroom practices. white plains, new york : person education, inc. burns a. 2010. doing action research in english language a guide for practitioners. new york : routledge celce-murcia m. and donna brinton. 2001. teaching english as a second or foreign language. publisher: heinle elt; 3 edition. green dafne. (2008). class participation in a teacher training college: what is it and what factors influence it? vol. 11 winter 2008 huang, i. y. 2008. role play for esl/efl children in the english classroom. retrieved september 26 th , 2008 from: the internet tesl journal, vol. xiv, no. 2, february 2008 (http://iteslj.org/techniques/huangroleplay.html) journal of engineering education, 93 (3), 223-231. 2004 : does active learning work? a review of the research by michael prince, department of hemical engineering, bucknell university : 2004 kemmis, s. & mctaggart, r. 1988. the action research planner. victoria: deaklen university press. harmer, j. 2003. how to teach english. london: longman. harmer, j. 2003. the practice of english language teaching, 3rd edition. london: longman. rocca kelly a. 2010. student participation in the college classroom: an extended multidisciplinary literature review. communication education vol. 59, no. 2, april 2010, pp. 185_213 http://www.alibris.com/search/books/author/celce-murcia%2c%20marianne/aid/854052 http://www.alibris.com/search/books/author/brinton%2c%20donna/aid/644318 http://iteslj.org/techniques/huang-roleplay.html http://iteslj.org/techniques/huang-roleplay.html eej 10 (1) (2020) 76 84 english education journal http://journal.unnes.ac.id/sju/index.php/eej realization of communication tasks in negotiating meaning among efl learners nita sitta rachma1 , abdurrachman faridi2, dwi rukmini2 1. ef english first semarang, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: recived 09 september 2019 accepted 10 february 2020 published 15 march 2020 ________________ keywords: communication tasks, negotiation of meaning, students' interaction, and second language acquisition ____________________ abstract ________________________________________________________________ people currently live at a time where the ability to speak english fluently has become a must for those who attempt to advance in certain fields. in classroom context however communication task is considered as a crucial element of english language teaching. as a strategy of communication, negotiation of meaning plays as a process through which the speakers go to clearly comprehend one another. the aims of this study are to analyze the realization of different communication tasks in negotiating meaning and to dig up those tasks in order to explain its impact on negotiation of meaning. a qualitative method is applied in this study where twenty undergraduate students majoring in english language education took part in it. the students were paired and assigned to perform five different communication tasks. the result showed that communication tasks had been effectively used as an opportunity for students to elicit the occurrences of negotiation of meaning in interactions. moreover, it was discovered that each task type yielded different amount of negotiation. information gap task came out as the most productive task in promoting negotiation of meaning among the other four with some negotiation of meaning strategies employed by students during negotiation; clarification request, confirmation checks, and comprehension checks. in conclusion, engaging students in such communication tasks leading to negotiating meaning helps them in developing their linguistic acknowledgement. it is due to the frequent use of negotiation of meaning strategies can contribute to language development of efl learners in all level of proficiency. © 2020 universitas negeri semarang correspondence address: jl. mt. haryono no.798a, karangturi, kec. semarang tim., kota semarang, jawa tengah 50124 e-mail: nitasittarachma@gmail.com p-issn 2087-0108 e-issn 2502-4566 nita sitta rachma, abdurrachmanfaridi, dwi rukmini/ eej 10 (1) 2020 76 84 234 introduction language is considered as the most crucial part in communication. among the members of a society, it is essentially a means of communication used by them to talk to others in their daily life. thoughts, emotions, feelings, and desires can be clearly expressed through language (mulyati, 2013). its importance has eventually brought many people to learn the international language, which is english as their second language. it is true that people nowadays live at a time where the ability to fluently speak english, as the second language, has become a must for those who attempt to advance in certain fields (al-sibai, 2004). furthermore, in the process of acquiring second language (l2), both meaningful interactions and natural communications in the target language are required in order to convey and understand massages rather than the form of their utterances. however, when language (s) being used is/are not speaker’s first language, a fairly demanding effort needs to be taken seriously by the speakers in the way communication is conducted (mujahadah, rukmini, and faridi, 2018). as stated by jiwandono and rukmini (2015), various strategies and tactics must be employed as the efforts made by them in order to resolve conversational troubles when the communication is disrupted. in classroom context however many second language learners have attempted and failed or less succeeded in their efforts to master a second language communication skills. moreover, they highly concern with their primary goal as learning english in order to enable them to communicate fluently in different circumstances with a range of conversation partners whom they might have a higher language ability than the learners themselves. in fact, most of efl learners are reluctant to keep their interaction going once a communication breakdown occurred during the conversation. they seem to be quiet or not trying to expand their exact meaning further. nevertheless, there are some strategies that can actually be used by learners in order to deal with communication breakdown. one of them is negotiation, another key role for successful communication. it is the process in which the learners and the interlocutor administer and interpret their utterance which provokes adjustments to linguistic forms, conversational structure or message content so that they can reach mutual understanding (gass and mackey, 2006). patterson and trabaldo (2006) added that both interaction and negotiation have successfully attracted special attention as important elements of language acquisitions in sla. talking about classroom interaction and communication in english language, although having the grammar and vocabulary resources can help put a sentence together, it is the opportunity to interact and to negotiate meaning that truly promotes language development. as a result, teachers must create opportunity for students so that they can get learning opportunities as individuals. hence, communication task is considered as an important element of english language teaching. it is defined as tasks which elicit learners to comprehend, produce, or interact in the target language while their attention is primarily focused on meaning rather than form (nunan, 1989; cited in ellis, 1997). it can also create opportunities for the language learners to use target language and improve their linguistic competence. dealing with communication tasks, teachers usually create small-group activities (conducted with dyadic communicative interactions) seen as beneficial in several ways; it may increase the amount of class time available nita sitta rachma, abdurrachmanfaridi, dwi rukmini/ eej 10 (1) 2020 76 84 78 to an individual student in order to practice the target language, it can also avoids selfconsciousness and anxiety that commonly prevent some students for speaking up in front of the whole class, and it can help in creating a positive and relaxed language learning. there are some strategies for meaning negotiation used by efl learners during their interaction including different kind of questions; this study uses those types of feedback defined by long (1996) for example, confirmation checks (is this what you mean?), comprehension checks (do you understand?), or clarification request (can you say it again, please?). the main purpose is obviously to deliver the message to the interlocutor as clear as possible. in order to lead to the natural process of negotiation of meaning, various communication tasks must be provided. moreover, a number of second language acquisition (sla) studies on interaction has widely argued that engaging in communicative language tasks may help learners in acquiring second language in several ways (carascalao, bharati, & faridi, 2019). following sla research tradition, this study analyzes the realization of communication tasks in negotiating meaning and how the tasks make impact on negotiation of meaning. pica et al (1993) summarizes the most frequently used tasks in the study of interaction into five types of tasks; information gap task, jigsaw task, decision making task, problem solving task, and information exchange (opinion change) task. all the tasks are adopted from a book written by friederike klippel entitled keep talking: communicative fluency activities for language teaching published by cambridge university press (1985). this study attempts to further explore the realization of five different communication tasks used in negotiating meaning. particularly, this study focuses on the negotiation incidence occured in five different communicative tasks; information gap task, jigsaw task, decision making task, problem solving task, and opinion exchange task. besides, how the tasks make impact on negotiation of meaning will also be discussed in the present study. method a qualitative research was employed for the current study. it was used to investigate and find out the realization of communication tasks in negotiating meaning. this was a qualitative research which used transcription of students’ language production gained from negotiation sessions as the main source of data. in addition, this study employed five different communication tasks involving information gap task, jigsaw task, decision making task, problem solving task, and opinion exchange task. this study focused on undergraduate students as the subject. more specifically, the participants were students of english language education study program, department of language and art at universitas pgri semarang (upgris). all of the participants were at the fourth semester in the academic year 2018/2019. they were purposefully selected on the basis of their result on ‘intensive speaking’ subject in the previous semester. the total number of the participants was 20 students. they were then divided into ten groups. each group consisted of two mixed-ability learners. in the current study, the object was particularly the language production generated by students during their interaction engaged in five different communication tasks. the tasks were used as the main instrument of the study where the participants performed in the communicative activities. audio-recorded and transcribed were then applied for the analysis. there were some methods used by the researcher in collecting the data. first, as communication tasks were the main instrument of the study, the data were gained from the language productions produced by efl students who were engaged in information gap task, jigsaw task, decision making task, problem solving task, and opinionexchange task. second, there were 20 students divided into pairs of mixed abilities to facilitate the discussion or interaction. they received a brief training of negotiation of meaning strategies prior to engaging the five different communication tasks instructions. nita sitta rachma, abdurrachmanfaridi, dwi rukmini/ eej 10 (1) 2020 76 84 79 then, students were involved in a series of negotiation of meaning over five different communication task types. each of which was approximately took less than 15 minutes recording. however, the five tasks were not given at the same day. after collecting the data, the participants’ interactions while carrying out the communication tasks in the form of audiorecording was then transcribed to serve as representation of the details of participants’ verbal conduct. having been recorded, the data were then transcribed and coded for t-i-r-rr (triggerindicatorresponsereaction to the response) on the basis of gass and varonis (1985) model of negotiation of meaning to measure its incidence. moreover, there were some basic steps undertaken in the process of analyzing the data: first, from the students’ language production which had been transcribed and coded, the researcher would find out the sequence of meaning negotiation strategies occurred during the interaction. second, the researcher would classify and identify each stage of negotiation process; triggerindicatorresponsereaction to the response as it had been also used by luciana (2005) in conducting her research. then, the researcher would further analyze the feedback (or as long (1996) calls them “negotiation strategies”) such as repetition, comprehension check, confirmation check, and clarification request. results and discussion in this section, this research informed about the findings resulted from students’ language production in the form of transcription. basically, this study tried to dig up the realization of five different communication tasks in negotiating meaning and to analyze those five communication tasks in order to explain its impact on negotiation meaning. by using gass and varonis (1985) model, the findings showed that the negotiation of meaning incidence always began with a trigger (t) which gave rise to incomplete understanding on the part of the listener; an indicator (i) which meant the hearer’s signal that understanding had not been completed; a response (r) which was the original speaker’s attempt to clear up the trouble; and a reaction to response (rr) which might signal the hearer’s acceptance or remaining difficulty with the repair. below was one of the negotiation incidence found in the current study. 127 e: and then, the picture of the woman um.. read a book. t 128 f: wait, a book? like novel? i 129 e: um.. i think so. it’s like um.. romance novel like that. r 130 f: oh okay, i get it. rr based on the findings, all pairs were generally able to come up with good and flowing negotiation sessions. analysis of the transcript showed that participants, either high or low proficiency, succeeded in making sure that the conversation continued. they were basically able to produce no isolated utterances even though not all utterances were grammatically correct. this was supported by rashid (2016) stated that in a conversation involving a group of friends, it is common for the friends to be supportive and take up the topics introduced. apparently, the current study showed that different task types generated different amounts of interaction and negotiation of meaning. this conformed to the previous study of interaction among l2 learners in efl settings conducted by courtney (1996) and rahmawati, rukmini, and sutopo (2014). the realization of each communication task and its incidence were presented below. the realization of information gap task in negotiating meaning information gap is a task that involve conveying or requesting information from the pair or group members (brown, 2001). based on the findings, information gap task yielded 591 exchanges from the total ten conversations. there were 84 indicators leading to negotiation of meaning incidence produced by ten pairs of students engaged in the ‘picture puzzle’ activity. from the 84 indicators, clarification request strategy appeared as the mostfrequently used by students. it occurred 44 times in all ten nita sitta rachma, abdurrachmanfaridi, dwi rukmini/ eej 10 (1) 2020 76 84 80 conversations of information gap task. confirmation check was as the second mostfrequently used strategy which came 30 times. the least strategy found in this type of task was comprehension check which presented 10 times of all ten conversations. this finding is supported by lee (2001), he stated that several major strategies used by language speakers in dealing with negotiation for meaning include clarification requests, confirmation checks, and comprehension checks. in many studies information gap had been proven to provide the students with a greater opportunity for negotiation. for example, yufrizal’s study (2001) indicated that information gap tasks were more productive than the other two (jigsaw and role play tasks). “more interaction and negotiations were produced by learners when they were assigned the information gap and jigsaw tasks”. moreover, futaba (1995) also agreed that information gap tasks generated more negotiations of meaning than jigsaw tasks. this might happen because when students were undertaking information gap tasks, the other student who got complete information had to deliver that information to their partners who did not have other access to the information. here, students who had the complete information were forced to explain it clearly. thus, the interlocutors were required to request clarification or check their understanding. in this way, information gap tasks stimulated the participants to produce longer turns and to negotiate meaning more. the realization of jigsaw task in negotiating meaning judging from the criteria set up by pica et al (1993), jigsaw tasks and information gap task have many things in common. in the current study for example, both tasks required the participants to request and supply information. again, the present study found that the participants used confirmation checks, clarification request, and comprehension check as negotiation of meaning strategies in performing the jigsaw task, particularly in the ‘town plan’ activity. based on the findings, this task produced less number of exchanges compared to information gap task, which was 591 times from all ten conversations. from that number of exchange, 72 indicators leading to negotiation of meaning incidence were produced by ten pairs of students engaged in the ‘town plan’ activity where clarification request strategy appeared as the mostfrequently used with 43 indicators, followed by confirmation check as the second most-frequently used strategy with 27 indicators, and ended by comprehension check which only appeared two times of all ten conversations. the finding of this study confirmed a part of courtney’s (1996) finding on the rating of five task types. in his study, it was found that the students in hong kong rated jigsaw task as the second most encouraging task after information gap. since students had to share information during this jigsaw activity, it was also possible that the participants were benefited from the process of negotiation for meaning in terms of making comprehensible input to their interlocutors during the interaction. the realization of decision making task in negotiating meaning as it had been explained in the previous chapter that decisionmaking task was defined as a task where learners were given a scenario (situation) and were asked to find out the answer to the problem. in this task, both participants had access to the same information and they would end up with making decision of the best answer (s) chosen. in addition to this type of task, a communicative activity called ‘nasa game’ was taken by the researcher in conducting this study. based on the finding, this type of task yielded 579 exchanges with 60 indicators leading to negotiation of meaning. same as the two previous tasks, clarification requests seemed to be the highest strategy used by students with 37 times, confirmation check appeared as the second position with 20 indicators and comprehension check strategy were found three times in all ten conversations. this result however came out as the least production of negotiation of meaning compared nita sitta rachma, abdurrachmanfaridi, dwi rukmini/ eej 10 (1) 2020 76 84 81 to the two previous tasks; information gap task and jigsaw task. in fact, decision making task could produce high exchanges yet with less production of negotiation meaning. a study conducted by brown (1991) supported this finding. he analyzed three decision making tasks in three small groups of students. he concluded that the number of clarification request, comprehension checks, and confirmation checks were considerably lower than 24 per cent noted by pica and doughty (1986) in other types of communication tasks; information gap and jigsaw. this indicated that decision making task was not providing as rich as an opportunity for negotiation of meaning as one might wish. further, yufrizal (2001) pointed out that both information gap task and jigsaw task were different from the decision making (in the form of role-play) task especially in the goal orientation and the outcome options. he added that in both information gap task and jigsaw task, the participants had the same or convergent goals and a single outcome was expected from task completion while in the decision making task the participants could have different goals and more than one outcomes were expected from its completion. thus, it could be said that information gap task and jigsaw task differed slightly from each other, but these two tasks were expected to differ significantly from the decision making task. the realization of problem solving task in negotiating meaning the finding of this study showed that problem solving task did not seem to lead too much on negotiating meaning. based on the data analysis, out of 667 exchanges produced by students engaged in problemsolving activity, only 43 indicators were found in leading to negotiation of meaning where clarification request appeared only 24 times and 19 times for confirmation check. it could be seen that this type of task discovered only two types of negotiation strategies such as clarification request and confirmation check. a comprehension check strategy was not found in all ten conversations. this might be due to the students’ ability in inferring what meaning was carried by the speaker. even though they did not fully understand the whole message, they could eventually use the non-verbal language to help modify their linguistic knowledge. this finding also indicated that decision making interaction did not trigger more negotiation. this was supported by choi (2012), stated that task types differently influenced the learning of the two linguistic targets; the one-way information gap task was more effective for learners in the short term than was the decision-making task. the realization of opinion exchange task in negotiating meaning based on the data analysis, opinion exchange task generated the highest exchanges among the other four tasks; information gap task, jigsaw task, decision making task, and problem solving task. 720 exchanges was found in all ten conversations done by students engaged in the ‘guide’ activity which was by far as the most productive task. however, only two negotiation strategies were discovered from this task; clarification request and confirmation check. yet, the finding showed that confirmation check strategy was produced by students in dealing with some communication breakdown quite often. it appeared 35 times even though the clarification request strategy was slightly higher with 36 times. in this type of task, it seemed that students would be strongly encouraged to talk when a confirmation check took place. this might be due to the opportunity received by learners to be engaged in discussion and exchange of ideas during this task. this then stimulated students to interact and negotiate more in the conversation (fernández-garcía and martinez-arbelaiz, 2002). eventually, this had confirmed that the role of negotiation for meaning was very obvious in a second language environment. nita sitta rachma, abdurrachmanfaridi, dwi rukmini/ eej 10 (1) 2020 76 84 82 the impact of the five communication tasks on negotiation of meaning in the present study, efl learners had to perform five different communication tasks; information gap task, jigsaw task, decision making task, problem solving task, and opinion exchange task. to come up with an answer to the sixth research question, the researcher tried to dig up more about the incidence of negotiation of meaning production found in every task. from the transcription of students’ language production, it could be seen that each task yielded different numbers of exchanges as well as the negotiation of meaning occurrence. the table below explained the incidence of negotiation of meaning in all ten conversations engaged in five different communication tasks. table 1. explained the incidence of negotiation of meaning in all ten conversations engaged in five different communication tasks type of communication tasks total exchanges negotiation of meaning strategies clarification request confirmation check comprehension check information gap 591 44 30 10 jigsaw 539 43 27 2 decision making 579 37 20 3 problem solving 667 24 19 opinion exchange 720 36 35 according to the table above, it was indicated that communication tasks had clearly promoted the incidence of negotiation of meaning which was believed by many researchers as by the five different communication tasks which then benefitted students in learning a second language, especially in face to face communication. it was obviously true that a task played important roles in facilitating language acquisition process as it contributed as one variable that affected negotiation of meaning. the finding showed that the five different communication tasks were able to stimulate negotiation of meaning. above all, communication tasks had been found by the researcher to generate more opportunities for the students to negotiate. it was also considered good for them to practice more negotiations in their interaction as a communication strategy that clarified meaning to facilitate comprehensible messages. conclusion and suggestion the conclusion was presented according to the data which had been analyzed in the previous units. from all the data analyses about the realization of communication tasks in negotiating meaning, the research was concluded as follows: this present study revealed that communication tasks had been effectively used to elicit the occurrences of negotiation of meaning in interactions. referring to the finding of the research, communication tasks provided an opportunity for learners in negotiating meaning. it was shown that every task type yielded different amount of meaning negotiation. this had confirmed that the role of negotiation for meaning was very obvious in a second language environment. the findings indicated that information gap tasks came out as the productive task in promoting negotiation of meaning among the other four. it was also found that more interaction nita sitta rachma, abdurrachmanfaridi, dwi rukmini/ eej 10 (1) 2020 76 84 83 and negotiations were produced by learners when they were assigned the information gap, jigsaw tasks, and opinion exchange task. the current study also revealed that information gap provided learners with more opportunities to produce more complex utterances. in sum, it was argued that information gap was a type of task that was most productive yet provided the most opportunities for negotiation of meaning. the finding also displayed some negotiation of meaning strategies employed by students such as clarification request, confirmation checks, and comprehension checks. nevertheless, clarification request appeared as negotiation strategy that was most-frequently used by students in each type of communication tasks. it was obvious that the students used those strategies to help them in conveying and negotiating meaning. in conclusion, engaging students in such communication tasks leading to negotiating meaning effectively helped them in developing their linguistic acknowledgement. it was due to the frequent use of negotiation of meaning strategies might contribute to language development of efl learners in all level of proficiency. considering the benefits that students might get during negotiation of meaning process, it was strongly suggested that teachers should encourage their students to negotiate for meaning during l2 interactions so that positive development in the target language could be accelerated. therefore, learners should be provided with tasks that encouraged them to perform as language users and as natural speakers as possible. however, there were several suggestions related to this research such as it could become an additional reference to the existence of communication tasks in regard with negotiation of meaning in real communication. bringing the above ideas within the classroom framework, it was necessary for teachers to use various communication tasks and implemented communicative activities that promoted negotiation of meaning which was able to support comprehensible output and input. therefore, it was suggested that teachers provide more opportunities for learners to interact with each other in the classroom. the current study however only focused on analyzing the realization of communication tasks in negotiating meaning regarding to five different tasks summarized by pica (1993) and three negotiation strategies; clarification request, confirmation check, and comprehension check defined by long (1996), pica, and daughty (1985). besides that, this study only focused on the interaction among efl learners in classroom context. thus, for other researchers, there were still many other types of tasks which could be used to promote natural interaction in negotiating meanings. they could analyze the one-way or two ways communication task and many others. also, further researchers might also conduct a research in a more natural interaction such as the way people negotiate and interact in their daily interaction or english debate conversation instead of classroom interaction. those perhaps would be a crucial topic to be investigated for further studies in the field of second language acquisition. in short, future researchers may consider doing more in depth research which examines how negotiation for meaning activities are developed in particular interactions amongst non-native language learners or native to nonnative learners. references al-sibai, d. (2004). promoting oral fluency of second language learners. educational linguistics. department of english. king saud university. brown, d. (2001) teaching by principles: an interactive approach to language pedagogy. longman. carascalao, o. y., bharati, d. a. l., & faridi, a. (2019). the effectiveness of inside-outside circle and jigsaw techniques in teaching interpersonal conversation for high and low self-confident students. english education journal, 9(1), 114-127. retrieved from http://journal.unnes.ac.id/sju/index.php /eej http://journal.unnes.ac.id/sju/index.php/eej http://journal.unnes.ac.id/sju/index.php/eej nita sitta rachma, abdurrachmanfaridi, dwi rukmini/ eej 10 (1) 2020 76 84 84 courtney, m. (1996). talking to learn: selecting and using peer group oral task. english language teaching, 50(4). ellis, r. (1997). second language acquisition. oxford, england: oxford university press. fernández-garcía, m., & martinez-arbelaiz, a. (2002). negotiation of meaning in nonnative speaker – non-native speaker synchronous discussions. calico journal, 19(2), 279-284. futaba, t. (1995). second language acquisition through negotiation: a case on non-native speakers who share the same first language. unpublished ph.d dissertation. the university of pennsylvania. gass, s. m., & varonis, e. m. (1985). task variation and non-native / non-native negotiation of meaning. in s. m. gass & c. g. madden (eds). input in second language acquisition. cambridge: newbury house publishers. jiwandono, d., & rukmini, d. (2015). types of classroom interactions in the implementation of mini drama script project. english education journal, 5(2). retrieved from http://journal.unnes.ac.id/sju/index.php /eej lee, l. (2001). online interaction: negotiation of meaning and strategies used among learners of spanish. recall, 13(2), 232244. long, m. 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(1985). input and interaction in the communicative classroom: a comparison of teacherfronted and group activities. in s. m. gass. & c. g. madden (eds.), input in second language acquisition (115-136). rowley: newbury house. pica, t., kanagy, r., & falodun, j. (1993). choosing and using communication tasks for second language instruction and research. tasks and second language learning (1-22). cleveland: multilingual matters. rahmawati, a., rukmini, d., & sutopo, d. (2014). the unity of meanings in the vocational high school english textbook. english education journal, 4(2). retrieved from http://journal.unnes.ac.id/sju/index.php /eej rashid, s. (2014). efl learners’ negotiation of meaning. international journal of applied linguistics and english literature, 1(3), 217222. yufrizal, h. (2001). negotiation of meaning and language acquisition by indonesia efl learners. teflin journal, 12(1), 60-87. http://journal.unnes.ac.id/sju/index.php/eej http://journal.unnes.ac.id/sju/index.php/eej http://journal.unnes.ac.id/sju/index.php/eej http://journal.unnes.ac.id/sju/index.php/eej http://journal.unnes.ac.id/sju/index.php/eej http://journal.unnes.ac.id/sju/index.php/eej http://journal.unnes.ac.id/sju/index.php/eej http://journal.unnes.ac.id/sju/index.php/eej eej 9 (3) (2019) 327 333 english education journal http://journal.unnes.ac.id/sju/index.php/eej the existence of pragmatic markers in americas’ got talent judges’ commentaries maria fridolin naben, januarius mujiyantio, abdurrachman faridi universitas negeri semarang, indonesia article info ________________ article history: recived 10 february 2019 accepted 28 june 2019 published 15 september 2019 ________________ keywords: pragmatic markers, americas’ got talent, judges’ commentaries ____________________ abstract ___________________________________________________________________ this study attempts to explain the use of pragmatic markers in americas’ got talent judges’ commentaries. the aims of the study are to analyze the existence of verbal and visual pragmatic markers and explain their relationship. the verbal pragmatic markers are categorized into four types based on the typology of pragmatic markers proposed by fraser (1996). they are basic markers, commentary markers, parallel markers, and discourse markers. while the visual pragmatic markers divided into thinking face, pointing with gaze and hand movement and smile following the pragmatic function facial gestures from bavelas & chovil (2013). this research employed descriptive method with qualitative approach. the object of the study is judges of americas’ got talent season 13 which consist of simon cowell, heidi klum, mell b, and howie mendel. the study revealed that the judges used the basic markers to express the main message of the comment, commentary markers to express the message contains in the comment toward the main message, parallel markers to express the complement message toward the main message and the discourse markers to express the relation between the main message and the other utterance. the visual pragmatic markers performed also signals certain message related to verbal markers. the judges performed the thinking face to signal the word search, pointing with gaze and hand movement to emphasize the messages convey in utterance and smile to signal pleasure. this research could provide an understanding of efl learners in using pragmatic markers as a way to improve communication strategy in communication. © 2019 universitas negeri semarang correspondence address: pascasarjan unnes, jl. kelud utara iii, semarang, 50237, indonesia e-mail: mariafridolinnaben@gmail.com p-issn 2087-0108 e-issn 2502-4566 maria fridolin naben, januarius mujiyantio, abdurrachman faridi/ eej 9 (3)2019 327 333 328 introduction pragmatic marker is one of the pragmatic issues which studied continuously from a number variant perspective. fraser (1996) defined pragmatic markers as non-propositional part of sentence meaning which can be analyzed into different types of signals. pragmatic markers indicated by words such as well, you know, i mean, uh, but, look, listen and many others. those words also labeled as pragmatic particles (östman, 1981), discourse markers and include items such as you know (schiffrin 1987), pragmatic expressions (erman, 2001), discourse operators (redeker, 1990). the functions of pragmatic markers were varied, depending on how the speakers use the markers. fraser (1996) classified the function of pragmatic markers as basic markers, commentary markers, parallel markers, and discourse markers. sometimes the functions of pragmatic markers depend on gender and age (erman, 2001). clark & fox (2002) found that words like uh, eh, hmm, oh function as an interjection in pragmatic markers. therefore, the pragmatic marker is a bunch of words which have the potential to convey a certain message. regarding pragmatic markers function, there are several studies conducted based on pragmatic markers function proposed by fraser (1996). feng (2008) presented a typology of pragmatic markers in chinese and described in a detailed way the semantic, morphological and syntactic properties of each subtype of conceptual and non-conceptual pragmatic markers in chinese. he found that chinese nonconceptual pragmatic markers can be grouped into contrastive, elaborative, and inferential. muhaimi (2011) analyzed the types, functions, and contributions of pragmatic markers in building coherent in written narratives. the finding revealed that the contribution of pragmatic markers based on the types in the narrative text in accordance with the narratives principle segment. except in daily communication and written discourse, the use of a pragmatic marker also found in television shows. americas’ got talent is one of the most western popular television shows with the highest number of viewers all over the world, include indonesia. kompas.com reported that the sacred riana on america's got talent 2018 is ranked as the most popular video on youtube indonesia with the total audience 0f 4,9 million only in three days released. in every performance of the show, the judges will give comments to motivate, appreciate or advice the participants. during the show, the judges often used linguistic expressions such as you know, i mean, well, look, listen, hmm, and many other which considered as pragmatic markers in their commentaries to signal certain messages to the listeners. the pragmatic markers’ message not only sent verbally but also implicated in audio (the speakers’ tone) and visuals (facial expressions). there are so many studies investigated the relationship between verbal, audio and visual cues in representing messages. doumont (2002) divided communication into verbal and nonverbal. verbal refers to language (semantic and syntax) while nonverbal refers to vocal communication (tone, rate, and volume of the voice) and visual communication (pictures, gestures and facial expressions). ekman, friesen and ellsworth (1972) more focused discussing visual expressions facial expressions which categorized into surprise, fear, anger, disgust, sadness, and happiness. they believed that the face provides more than one kind of signal to convey more than one kind of message. subsequently, bavelas and chovil (2013) divided the facial gestures in pragmatic function into thinking face, pointing with gaze and hand movement and smile. the relationship between verbal and visual cues studied both in written and oral discourse. in case of written discourse, mujiyanto (2016), pahlevi & warsono (2018) and pertama et al (2018) found that visual image plays an important role to encourage the readers to understand the verbal text. dealing with oral discourse, saputra & sutopo (2016) analyzed the relation between verbal and visual expressions in the movie. the result of the study pointed out that verbal expression which signaled surprise, maria fridolin naben, januarius mujiyantio, abdurrachman faridi/ eej 9 (3)2019 327 333 329 fear, disgust, anger, happiness, and sadness are registered by changes in the forehead, eyebrows, eyelids, cheeks, nose, lips, and chin. to sum up, following the classification of pragmatic markers by fraser (1996) and facial gestures in pragmatic function by bavelas and chovil (2013), this research intended to analyze the existence of pragmatic markers in americas got talent judges’ commentaries to explain the relationship between verbal and visual pragmatic markers. this study is different from previous studies above since it is not only present the pragmatic markers function in signaling message verbally but also through visual cues. method to achieve the formulated research question, the researcher selected the videos of americas’ got talent (season 13) to be analyzed. the object of the research is the judges’ commentaries from the quarter-final to the final round. in collecting the data, the researcher used some documents as the research instrument. the documents were in the form of a table to analyze the commentaries to find the pragmatic markers used and visual expressions presented by the judges. after collecting the data, the researcher classifying the pragmatic markers proposed by fraser (1996) and identifying the visual expressions based on bavelas and chovil (2013). this research focused on the relationship between verbal and visual pragmatic markers in signaling the message conveyed. findings and discussion after analyzing the judges’ commentaries, there are some findings related to verbal pragmatic markers. the researcher identified that there are at least 328 linguistic items of verbal pragmatic markers found in americas’ got talent judges’ commentaries. the researcher found 11 types of verbal markers based on classification by fraser (1996). it is identified that 62 verbal pragmatic markers belong to the basic markers, 93 cases went to the commentary markers, 16 cases fit into parallel markers and 156 cases owned by discourse markers. there are three visual expression and language features relate to verbal expression since this study adopted the facial gestures in pragmatic function by bavelas and chovil (2013). from the 11 types of verbal pragmatic markers found, only four types are related to the visual expressions mention about. visual markers found in other verbal markers were generally inconsistent. the example can be seen as follows i i think what you did was actually fantastic for the show ii it is so hard and you make it look so easy iii you are one funny lady figure 1. visual expressions performed in declarative verbal markers the pictures above present different visual expressions on one type of verbal pragmatic marker, declarative basic marker. the picture i present the thinking face, the picture ii present pointing with gaze and hand movement, and picture iii present the smile visual expression. declarative basic marker signals the speaker belief about the statement. although the messages conveyed in the verbal markers were the same, the facial gestures performed were different so that it could influence on addressees interpretation. this situation also occurs in other verbal markers, so it was difficult to determine the visual gestures appropriately. therefore, the researcher identified only pragmatic idiom, vocative markers and solidarity markers that associated with the visual pragmatic markers mention. maria fridolin naben, januarius mujiyantio, abdurrachman faridi/ eej 9 (3)2019 327 333 330 the relation between pragmatic idiom verbal pragmatic markers and thinking face visual expressions it was identified that the expression of thinking face found in pragmatic idiom lexical basic markers. the thinking face performed by the speaker when he/she said the linguistic expressions of pragmatic idiom lexical basic markers. aaa, there few things that i think figure 2. the relation between verbal markers and thinking face markers perform by mell b(quarterfinal week 1: the pac dancer) the figure above shows the visual expression thinking face of mell b when she used the verbal pragmatic marker aaa (pragmatic idiom) in her comment aaa.. there few things that i think to pac dancer. in this case, she liked the music but not the choreography. at the same time, she looks raised her hand with the palms facing forward to timing. she was looking straight forward with thinking face expression. the visual expressions thinking face above signaled the word search. in similar, the verbal pragmatic marker aaa, also conveyed the message that she was thinking about what to say next. the other example also found in simon cowell comment below i think mell when mell you gave this girl aaa, amanda the golden buzzer was the best thing that you needed. figure 3. the relation between verbal marker and thinking face performed by simon cowell (quarterfinal week 1: amanda mena) the expression on the figure above presents simon cowell’s expression when he commented on amanda mena performance. he said “i think mell when mell you gave this girl” then broke off with pragmatic idiom aaa, while showing his thinking face and continued with “amanda the golden buzzer was the best thing that you needed”. he brought his right hand to face with the collected finger as an interactive word search and his eyes looking down. similar to mell, simon also employed pragmatic marker aaa, as the word search expression. but, in this case, simon performed his thinking face when said pragmatic idiom aaa, signaled the word search to repair the previous utterance. the finding above shows that verbal markers pragmatic idiom associated with the thinking face which called as a pair of a collateral signal by goodwin & goodwin (1998). the pragmatic idiom like aaa, umm, uh and stuff like that called as a collateral signal to timing, delays, rephrasings, mistakes, repairs, intentions to speak, and the like (clark & fox, 2002). in similar, bavelas and chovil (2013) also proposed thinking face as a collateral signal because the facial gestures in which the speaker pauses, turns his or her head or looks away, often with a blank, puzzled, or thoughtful face also word search acts. therefore, it can be said that the verbal pragmatic idiom lexical markers (aaa, umm) improve the thinking face of the speaker. the way of speaker uses verbal marker while thinking is a communication strategy to break the silence. the relation between vocative verbal pragmatic markers and pointing with gaze and hand movement visual expression. pointing with gaze and hand movement visual expression generally found almost in every utterance. in this section the researcher found that pointing with gaze and hand movement visual expression more associated with vocative verbal markers which can be seen on the example below maria fridolin naben, januarius mujiyantio, abdurrachman faridi/ eej 9 (3)2019 327 333 331 amanda, i just adore you figure 4. the relation between verbal markers and pointing with gaze and hand movement perform by mell b (semifinal week 1: amanda mena) the picture above shows mell b commented on amanda mena’s performance. when she said amanda, i just adore you, she looked to amanda with up head movement, raised her both hands with open finger and pointed out to amanda with a smile. in this comment, mell b used a vocative marker, amanda. the verbal marker signals that mell b sent the message or spoke to amanda. while the visual marker is pointing with gaze and hand movement. the speaker pointed her gaze and hand to the addressee or amanda. so, the way of mell b said amanda with the presented visual marker signals that she was really sent the message i just adore you to amanda. the relation between vocative markers and pointing with gaze and also found in heidi klum comment below you guys are ready for vegas. figure 5. the relation between verbal markers and pointing with gaze and hand performed by heidi klum(semifinal: zurcahro) the figure above also shows the use of vocative verbal markers and pointing with gaze and hand movement visual expression performed by heidi klum. the verbal marker you guys signaled that the heidi sent the message to the addressee (zurcahro). the visual expression presents the speaker’ gaze and hand pointed to the addressee. she looked at the addressee and pointed with her index finger to zurcahro. therefore, the relation between verbal pragmatic marker you guys and speaker gaze and hand movement signals that the utterance ready for vegas was sending to the addressee (zurcahro). the verbal vocative marker actually uses a name, standard title, occupation name or a general noun as the linguistic expression. when a speaker uses a vocative marker in he/she utterance, it explicitly sending the message to the vocative addressed. (fraser,1996). while the visual marker gaze and hand movement function to accompany the verbal markers in order to emphasize or draw attention. reciprocal gaze patterns help coordinate turns and addressee feedback (bavelas and chovil, 2013). so, when the speaker uses the vocative marker, it should be accompanied by the speaker gaze so that the addressee considers that the message is sending to him/her. the relation between solidarity verbal pragmatic markers and smile visual expression similar to pointing with gaze and hand movement, smile visual expression also found almost in every utterance. but, the researcher found that only linguistics expressions of solidarity verbal markers were associated with smile visual-verbal markers. the example can be seen as follows good luck my baby girl figure 6. the relation between verbal markers and smile visual markers performed by howie mendel (semifinal: courtney hadwin, singer) the figure above presents that howie mendel used solidarity verbal marker my baby girl which signals the speaker solidarity (proximity). when said my baby girl, howie didn’t make any hand movement because the utterance was the end of his speech. he only maria fridolin naben, januarius mujiyantio, abdurrachman faridi/ eej 9 (3)2019 327 333 332 looked forward to the addressee (courtney) and gave a smile which signals pleasure. so, the way of the speaker said my baby girl with smile expression signals that the speaker was happy when he said good luck to the addressee which he called my baby girl. the last example of solidarity verbal markers also presented as follows well done, my love figure 7. the relation between verbal marker and smile by mell b (quarterfinal final: brian joseph king) mell b also used the solidarity markers my love when she commented on brian performance. the solidarity markers my love signals that mell b was really like brian. when saying my love, mell looked at the addressee (brian) and gave a smile which signals pleasure/happiness. therefore, the smile performed by mell when saying my love signaled that she really like brian. the solidarity markers signal the speaker solidarity/proximity with the addressee. the linguistics expression such as my baby girl, my love, sweetie, sister signal that the speaker felt emotionally close with the addressee. the smile in the solidarity markers also signals the speaker’s pleasure. the speaker presented the smile because she/he felt close with the addressee. the only smile that expresses genuine positive emotion is the "felt” smile (ekman, 1985). therefore, the relation between solidarity markers and smile signals the speaker’s positive emotion towards the addressee. the explanation above shows that the visual pragmatic markers played important role in interpreting the verbal pragmatic markers. as stated by domount (2002) that body language are less controlled by the speaker. it can be said that gestures tell the truth. this situation does not mean that the addressee could notice what the speaker say is true or false. since the pragmatic markers are also relevant to the efl learners’ communicative needs, the verbal pragmatic markers could help them to maintain or smooth their communication. in the other hand, the visual pragmatic markers could be the direction for the efl learners or even the english teacher to respond or give proper feedback. conclusion this research answers the problem the relation between verbal pragmatic markers and visual pragmatic markers. the visual pragmatic markers and verbal pragmatic markers simultaneously not only helped the addressee to interpret the message conveyed by the speakers but also the speaker in sending the message. the verbal pragmatic markers (aaa) helped the speakers to break the silence when the speaker was thinking or searching words for what to say next. in the other hand, the pointing with gaze and hand movement supported the speakers to emphasize the verbal message. if the speaker used the vocative markers (amanda, you guys) without looked or pointing at the addressee, the listener would be confused to whom the message was addressed. in similar, the visual expressions smile in solidarity markers helped the addressee to interpret the message. the smile performed when said the solidarity markers (my baby girl¸ my love) emphasized that the speaker really like or love the addressee. the existence of pragmatic markers as language devices in communication are need to be observed deeply, not only in verbal and visual but also in audio (speakers’ tone, volume, and pitch). therefore, it is better for the future study to analyze the message conveyed in audio pragmatic markers so that it will provide additional knowledge regarding pragmatic markers. maria fridolin naben, januarius mujiyantio, abdurrachman faridi/ eej 9 (3)2019 327 333 333 references bavelas, j., & chovil, n. 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(1987). discourse markers. cambridge: cambridge university press eej 10 (2) (2020) 131 142 english education journal http://journal.unnes.ac.id/sju/index.php/eej structures and functions of lexical bundles in findings and discussion sections of graduate students’ thesis wahyu dyah nur anis wachidah, sri wuli fitriati, widhiyanto universitas negeri semarang, indonesia article info ________________ article history: recived 09 december 2019 accepted 18 march 2020 published 20 june 2020 ________________ keywords: lexical bundles, structures and functions of lexical bundles, findings and discussion section, students’ thesis ____________________ abstract ___________________________________________________________________ lexical bundles is a combination of words which consists of three or even more words that frequently occur together in particular registers. it is seen as an important aspect that should be mastered in order to create a qualified text. this study aims at analyzing the lexical bundles used in findings and discussion sections of graduate students’ thesis in terms of structures, functions, and the role of lexical bundles in forming coherence of the students’ texts. this study employs qualitative approach. the data are taken from 10 chapter iv, findings and discussion of graduate students’ thesis. in the process of analysis, the researcher uses three instruments in the form of tables to collect and analyze the lexical bundles manually based on the structures of lexical bundles proposed by biber, et. al. (1999), and the functions of lexical bundles proposed by hyland (2008) framework. there are 74 lexical bundles found in the students’ texts. the findings reveals that first, the lexical bundles found in the students’ texts make use of all the twelve structural forms and the most dominantly used is structure type 4 other prepositional phrase (fragment); second, the lexical bundles found in the students’ texts serve all of the three functional types and the most dominantly used is text-oriented function and third, the lexical bundles found in the students’ texts have an important role in forming coherence of the texts. it indicates that the lexical bundles make use of two coherence items such as reference and transition signals. © 2020 universitas negeri semarang correspondence address: kampus universitas negeri semarang, kelud, semarang, 50233 e-mail: wahyudyah.naw@gmail.com p-issn 2087-0108 e-issn 2502-4566 wahyu dyah nur anis wachidah, sri wuli fitriati, widhiyanto/ eej 10 (2) (2020) 131 142 132 introduction university students face different challenges when they enter academic world. they challenged to get their final projects or thesis at the end of their study and their articles to be published. the ultimate goal of teaching and learning english is communicative competence aiming at how students create texts in appropriate context. since english become a foreign language for indonesian people, there are some problems occur in the english language teaching and learning. frequently, most of the students feel difficulty in writing their final projects or thesis. they find the difficulties in producing a communicative writing and in utilizing an appropriate grammar and vocabulary. most of the students did not use an appropriate sequence of word in writing their texts, so that their texts don’t make sense. whereas, students should convey their intended meaning of their writing to the readers, so they get the points of their writing. in order to make it good as well as communicative competence, they should expand their ideas like experts and they need to learn certain sequences of word frequently used by established academic. one important component to achieve communicative competence is formulaic expressions which enable students to create natural and fluent in spoken and written texts. formulaic expressions defined as a prefabricated word or group of words that mostly used by english native speakers in their daily communication (celce-murcia, 2007). it can be meant that formulaic expressions is a multi-word expression that commonly used by native speakers in written and spoken texts. lexical bundles is one of formulaic expressions classification which frequently used in both spoken and written language naturally. the term “lexical bundles” was first defined by biber et al., (1999) in the longman grammar of spoken and written english. they define that lexical bundles are recurrent expressions, regardless of their idiomaticity, and regardless of their structural status, simply sequences of word forms that commonly go together in natural discourse. the use of lexical bundles help writers to build the meanings in a text and making sense of certain registers (hyland, 2008). it is seen as an important aspect that should be mastered in order to convey a communicative purpose and to create a qualified text either spoken or written language. furthermore, there are three reasons why the recurrent word combinations are significant for the development of academic writing skills; first, lexical bundles are usually repeated and an essential part of the structural material. second, they are frequently used, lexical bundles are defining markers of successful writing. third, these bundles are the combination of grammar and vocabulary, thereby lexicogrammatical underpinnings of a language (coxhead & byrd, 2007 as cited in ucar, 2017). studies on lexical bundles structurally and functionally have been conducted by some researchers in spoken register, such as lectures, public dialogue, political speech, group discussions, and conversations (aini, faridi, & fitriati, 2018; cortes, 2009; darweesh & ali, 2017; neely & huang, 2013b) and in written register, such as research articles, students’ final projects, theses, dissertations, argumentative text, textbooks (allan, 2017; hyland, 2008; islami, fitriati, & mujiyanto, 2019; jalali, 2013; kwary, ratri, & artha, 2017; yang, 2017). however, there was a difference between the uses of lexical bundles structurally and functionally in the academic prose and conversation (biber, conrad, and cortes, 2004). as the pioneer study, biber et al. (1999) found that conversation and academic prose present distinctive distribution patterns of lexical bundles. they found that the most structural forms in conversation was lexical bundles that incorporate verb phrase fragment, while the most structural forms in academic prose was lexical bundles that incorporate noun phrase and prepositional phrase. in the next study, conrad and biber (2005) revealed that conversation tends to use more personal stance expressions, while academic prose use more referential expressions. wahyu dyah nur anis wachidah, sri wuli fitriati, widhiyanto/ eej 10 (2) (2020) 131 142 133 those previous studies found some points related to this study about lexical bundles. however, this present study is different from those previous studies. this present study focuses on analyzing written register, particularly chapter iv, findings and discussion sections of graduate students’ thesis as the research object. furthermore, this study also focuses on analyzing three, four, and five word bundles. the aims of this study are to analyze the use of lexical bundles in term of structures and functions and also their role in forming coherence in the findings and discussion sections of students’ thesis. method this study employed qualitative study and designed as a discourse analysis particularly textual analysis, since the main data is in the form of phrases or clauses. this study focused on analyzing written form as the main data. the object of this study were chapter iv, findings and discussion section of students’ thesis of graduate program of english language education of universitas negeri semarang. the researcher choose 10 data randomly and analyze the lexical bundles found in the students’ thesis as the primer data in this study. there are some steps conducted to gather the data. first, collecting 10 chapter iv, findings and discussion section of graduate students’ thesis randomly from the library of unnes and give a number for each text in order to help the researcher easily for the next process of collecting the data. second, identifying all lexical bundles found and highlighting the data which contained any kinds of lexical bundles presented in the findings and discussion sections. third, grouping all the bundles identified in each text and placing them into table based on the number of students’ texts. the bundles which appear at least three times in three to five texts are included as lexical bundles that will be analyzed. the last, collecting all bundles which categorized into lexical bundles and placing them into a table based on their structural forms and functional types. after the data gathered, the researcher conducted several steps to analyze the data manually. first, categorizing the structures of lexical bundles which adopted from biber et al’s. (1999) study. second, categorizing the functions of lexical bundles which adopted from hyland’s (2008) study. third, analyzing the role of lexical bundles in forming the coherence in findings and discussion sections of the students’ thesis. fourth, interpreting and explaining the use of structural forms and functional types of lexical bundles found in the findings and discussion section of graduate students’ thesis and the role of those bundles in forming coherence of the texts. the last, describing the findings based on the three research problems in present study and discussing the findings by presenting some relevant theories. findings and discussion based on the results of analysis, i found 74 lexical bundles occurred in 10 of chapter iv, findings and discussion sections of graduate students’ thesis. the 74 bundles found would be analyzed based on their structures and functions, and their role in forming coherence of the students’ texts. structures of lexical bundles in findings and discussion sections of graduate students’ thesis biber et al. (1999) categorize the structural forms of lexical bundles in academic prose into twelve. accordingly, i found that those 74 lexical bundles occurred can be identified into twelve structure categories of lexical bundles. the analysis of structural forms of lexical bundles would be presented in the following table: wahyu dyah nur anis wachidah, sri wuli fitriati, widhiyanto/ eej 10 (2) (2020) 131 142 134 table 1. structures of lexical bundles in students’ texts structures of lbs lexical bundles type 1: noun phrase with of-phrase fragment both of the the result of the role of the findings of the analysis of the examples of the use of the relation consists of this part consists of the mean score of the type 2: noun phrase with other post-modifier fragments the relation between the text is below type 3: prepositional phrase with embedded ofphrase fragment in terms of in front of the in the form of in the case of in this context of type 4: other prepositional phrase (fragment) according to the as a result based on the from the data in line with in this case in this section according to example above by looking at the from the analysis results for example in the from the result of in the following table in the same time on the other hand wahyu dyah nur anis wachidah, sri wuli fitriati, widhiyanto/ eej 10 (2) (2020) 131 142 135 type 5: anticipatory it + verb phrase/adjective phrase it showed that it means that it is different from it was supported by it was indicated that it was found that it was related to it is found that it refers to the it showed from the it can be concluded that it can be seen that it can be said that it can be indicated that type 6: passive verb + prepositional phrase fragment is divided into can be identified as can be used in can be seen in can be shown in type 7: copula be + noun phrase/adjective phrase is one of type 8: (verb phrase +) that-clause fragment the researcher found that the result showed that the researcher showed that the data showed that that would be achieved by that would be done by that focused only on the type 9: (verb/adjective +) to-clause fragment can be used to can be related to to be able to to refer to the type 10: adverbial clause fragment as can be seen in type 11: pronoun/noun phrase + be (+…) there were only there was a there were no there is no there are some there is a there are a lot of there is significant different between this is in line with type 12: other expressions such as the wahyu dyah nur anis wachidah, sri wuli fitriati, widhiyanto/ eej 10 (2) (2020) 131 142 136 as can be seen in table 1 above, the most dominant structural form of lexical bundles in findings and discussion sections of students’ thesis is structure type 4 other prepositional phrase (fragment). it is found that there are 15 lexical bundles appeared for type 4, such as according to the, based on the, from the data, in this case, in this section, according to example above, etc. these bundles can be identified in a formula prepositional + phrase fragment. the second structural form that mostly occur is type 5 anticipatory it + verb phrase/adjective phrase which consists of 14 lexical bundles such as the bundles it was supported by, it was indicated that, it was found that, it was related to, it is found that, etc. these bundles are used report the writer’s kind of stance related to studies. the next structural form is the lexical bundles that incorporate noun phrase with ofphrase fragment, which symbolized as type 1 and it consists of 10 lexical bundles such as the bundles both of the, the result of, the role of, the findings of, the analysis of, the examples of, etc. this structure is aimed to identify a variety of abstract qualities and identification of amount. the other structure is type 11 pronoun/noun phrase + be (+…) which consists of 9 lexical bundles such as the bundles there were only, there was a, there were no, there is no, there are some, there is a, etc. these bundles in this form are used to inform packaging purposes and to link information that follows. structure type 8 (verb phrase +) thatclause fragment which consists of 7 lexical bundles such as the bundles the researcher found that, the result showed that, the researcher showed that, and the data showed that, type 3 prepositional phrase with embedded of-phrase fragment which consists of 6 lexical bundles such as the bundles as a result, in terms of, in front of the, in the form of, in the case of, and in this context of, which is used to show logical relations. type 6 passive verb + prepositional phrase fragment which consists of 5 lexical bundles such as the bundles is divided into, can be identified as, can be used in, can be seen in, and can be shown in, which is used to marks a locative. type 9 (verb/adjective +) to-clause fragment which consists of 4 lexical bundles such as the bundles as can be used to and can be related to, which is aimed to identify previous findings or known information. type 2 noun phrase with other post-modifier fragments which consists of 2 lexical bundles such as the relation between and the text is below, which is used to identify relationships among entities. then, it is found only 1 lexical bundles occurred for each of type 7 copula be + noun phrase/adjective phrase such as is one of, type 10 adverbial clause fragment such as as can be seen in, which used for deictic reference to other discourse segments. the last is type 12 other expressions which only consists of such as the. in conclusion, the results of this study revealed that type 4 other prepositional phrase was the most frequently used lexical bundles in findings and discussion sections of graduate students’ thesis structurally. it is in line with the finding of the previous studies carried out by arani, jalali, and moini (2015) and ucar (2017). they carried out a study on lexical bundles in research articles which found that the largest structural category of lexical bundles in research articles was other prepositional phrase. functions of lexical bundles in findings and discussion sections of graduate students’ thesis hyland (2008) proposed three functional types of lexical bundles, they are researchoriented, text-oriented, and participant-oriented. the findings showed that from the total 74 lexical bundles found in the students’ texts, there are 28 lexical bundles classified as researchoriented, 34 lexical bundles classified as textoriented, and 12 lexical bundles classified as participant-oriented. it can be said that the most functional type of lexical bundles appeared in findings and discussion sections of graduate students’ thesis is text-oriented. the analysis of functional types of lexical bundles would be presented in the following table: wahyu dyah nur anis wachidah, sri wuli fitriati, widhiyanto/ eej 10 (2) (2020) 131 142 137 table 2. functions of lexical bundles in students’ texts functions of lexical bundles lexical bundles research-oriented location in front of the in the same time in this context of procedure the role of the use of it was supported by quantification both of the is one of there were only there was a there were no there is no there are some there is a there are a lot of the mean score of the description in line with the findings of the analysis of the examples of such as the for example in it was related to the relation consists of this part consists of this is in line with there is significant different between that only focused on the topic text-oriented transition signals on the other hand resultative signals as a result it showed that the result of from the analysis results from the result of it was indicated that it was found that it is found that it showed from the the data showed that the researcher found that the result showed that wahyu dyah nur anis wachidah, sri wuli fitriati, widhiyanto/ eej 10 (2) (2020) 131 142 138 the researcher showed that structuring signals from the data in this section it means that in the following table it refers to the the text is below to refer to the it is different from it can be concluded that it can be said that it can be indicated that it can be seen that framing signals according to the based on the in this case in terms of the relation between according to example above in the case of in the form of participant-oriented stance features to be able to that would be achieved by that would be done by engagement features is divided into by looking at the can be identified as can be used in can be used to can be related to can be seen in can be shown in as can be seen in as can be seen from table 2 above, the first functions of lexical bundles is researchoriented. the findings showed that there are 28 lexical bundles which categorized into researchoriented. this type is functioned to help writers to structure their activities and experiences of the real world (hyland, 2008, p. 13). furthermore, the researcher found three bundles such as in front of the, in the same time, in this context of categorized as location research-oriented, three bundles such as the role of, the use of, it was supported by categorized as procedure, ten bundles such as both of the, is one of, there were only, there was a, there were no, there is no, etc., categorized as quantification, and twelve bundles such as in line with, the findings of, the analysis of, the examples of, such as the, for example in, it was related to, etc., categorized as description. the bundle in the same time as location research-oriented indicate time. by using this bundle, the writer tried to explain the exact time of something happened in the research or the real world. the bundle the use of as procedure research-oriented explained about the step of a process. by using this bundle, the writer tried to explain the step of process in wahyu dyah nur anis wachidah, sri wuli fitriati, widhiyanto/ eej 10 (2) (2020) 131 142 139 conducting something in the research. the bundle there are some as quantification researchoriented was used to describe a quantity of something. by using this bundle, the researcher tried to explain the quantity of scores or frequency as a result of the research analysis. the bundle the findings of showed a description of how the findings or the results of the research. by using this bundles, the researcher tried to describe the findings of the research being conducted. the second functions of lexical bundles is text-oriented. the results showed that there are 34 lexical bundles which categorized into textoriented. this type concerned with the organization of the text and its meaning as a message or argument includes (hyland, 2008, p. 13). moreover, the researcher found one bundle, it was on the other hand which classified as transition signals, thirteen bundles such as as a result, it showed that, the result of, from the analysis results, from the result of, it was indicated that, etc., classified as resultative signals, twelve bundles such as from the data, in this section, it means that, in the following table, it refers to the, the text is below, etc., classified as structuring signals, and eight bundles such as according to the, based on the, in this case, in terms of, the relation between, etc., classified as framing signals. the bundle on the other hand as transition signals text-oriented is used to establish additive or contrastive links between elements. by using this bundle, the writer contrast two arguments in the research. the bundle as a result as resultative signals is used to mark inferential or conclusion of the findings. by using this bundle, the writer describe the inference or the result of the research being conducted. the bundle it can be concluded that as structuring signals is used to make a conclusion about something. by using this bundle, the writer tried to make a conclusion of particular topic related to the research. the bundle in the case of as framing signals is used to situate arguments of something. by using this bundle, the writer situated the arguments by specifying the case of the topic. the final functional type of lexical bundles is participant-oriented. the researcher found that there are 12 lexical bundles which categorized into participant-oriented. this type focused on the writer or reader of the text (hyland, 2008, p 14). the bundles of this type consists of to be able to, that would be achieved by, and that would be done by which categorized into stance features participant-oriented and nine bundles such as is divided into, by looking at the, can be identified as, can be used in, can be used to, can be related to, etc., categorized into engagement features. the bundle to be able to as stance features is used to indicate possibility or ability. meanwhile, the bundle can be used to as engagement features is aimed to show information that has been known. in conclusion, the results of this study showed that text-oriented is the most functional types of lexical bundles appeared in findings and discussion sections of graduate students’ thesis. it means that the students concerned with the organization of the text and the argument of the research includes. it is in line with the finding of the previous studies carried out by amirian, ketabi, and eshaghi (2013), arani, jalali, and moini (2015), chen and baker (2010), gungor and uysal (2016) and jalali (2013). they found that text-oriented were most frequently used in the academic prose. in this case, the academic prose is in form of students’ texts and research articles. the role of lexical bundles in forming coherence of graduate students’ thesis as a result of analysis, the researcher found 29 bundles of the total 74 occurrences bundles that identified as coherence in findings and discussion sections of graduate students’ thesis. the researcher found two coherence devices in the students’ texts, such as reference and transition signals. there are 17 bundles categorized into reference, such as in this context of, it was supported by, this part consists of, it was related to, this is in line with, it showed that, etc. structurally, those lexical bundles can be identified as structure type 3, type 5, type 1, type wahyu dyah nur anis wachidah, sri wuli fitriati, widhiyanto/ eej 10 (2) (2020) 131 142 140 11, and type 4. then, functionally they can be classified into research and text oriented. besides, there are 12 bundles categorized into transition signals, such as in the same time, in front of the, for example in, such as the, on the other hand, as a result, etc. structurally, those lexical bundles can be identified as structure type 3, type 4, type 12, type 2, type 5, and type 10. then, functionally they can be classified into research, text, and participantoriented. according to analysis results, it can be concluded that lexical bundles have an important role in forming coherence in findings and discussion sections of graduate students’ thesis. it can be seen from the analysis of structures and functions of lexical bundle in the students’ texts which has relation to coherence devices. conclusions and suggestions based on the analysis and discussion of this present study, some conclusions can be drawn. conclusions in this study are about the use of lexical bundles structurally and functionally and their role in forming coherence in findings and discussion section of graduate students’ thesis. first, the twelve structural forms of lexical bundles in academic prose which proposed by biber et al. (1999) are used by graduate students in writing their thesis. furthermore, structure type 4 other prepositional phrase (fragment) was identified as the most structural forms of lexical bundles used in the students’ texts for specifying a particular discourse context, identifying particular location, and contrasting two arguments or events presented. second, the three functional types of lexical bundles which proposed by hyland (2008) are used by graduate students in writing their thesis. in addition, the most functional type of lexical bundles used in students’ texts is textoriented. which means that the students concerned with the organization of the text and the argument of the research includes. third, the use of lexical bundles have an important role in forming coherence of the students’ texts. it can be seen from the analysis of structures and functions of lexical bundles in the students’ texts which has relation to coherence devices, that is reference and transition signals. the conclusions explained above lead the researcher to provide some suggestions. for efl learners, this study may give additional source about the structures and functions of lexical bundles as one of formulaic expressions in writing texts, especially in findings and discussion section of students’ thesis. this will help students to create a coherence text and achieve a communicative purpose of the text. for english teachers, this study could participate as the additional knowledge for educational material. then, it may contribute to be used as a reference in teaching word arrangement, especially for structures and functions of lexical bundles in order to create a qualified text in the process of teaching and learning english. as we have found that lexical bundles could make writers more natural in writing their texts. furthermore, this study still has weaknesses since the researcher only used one expert judgment to verify the validity of the data, therefore the interpretation might be biased. in addition, since this study only focuses on the use of lexical bundles in written discourse especially in findings and discussion section of students’ thesis. therefore, further researchers might conduct such topic and find out more about lexical bundles in different parts of students’ thesis except findings and discussion section or in different registers, it could be in spoken or written form. references aini, n., faridi, a., fitriati, s.w. (2018). the comparison of lexical bundles in conversation texts between four corners and english intensive course books. english education journal, 8(4), 445-451. retrieved from wahyu dyah nur anis wachidah, sri wuli fitriati, widhiyanto/ eej 10 (2) (2020) 131 142 141 http://journal.unnes.ac.id/sju/index.php /eej allan, r. (2017). from do you know to i don't know: an analysis of the frequency and usefulness of lexical bundles in five english self-study books. corpus pragmatics, 1, 351-372. amirian, z., ketabi, s., & eshaghi, h. (2013). the use of lexical bundles in native and non-native post-graduate writing: the case of applied linguistics ma theses. journal of english language teaching and learning, 11, 1-30. retrieved from https://ww.researchgate.net/publication /278329958 biber, d., conrad, s., & cortes, v. (2004). if you look at ...: lexical bundles in university teaching and textbooks. applied linguistic, 25(3), 371-405. retrieved from https://doi.org/10.1093/applin/25.3.371 biber, d., johansson, s., leech, g., conrad, s. & finegan, c. (1999). longman grammar of spoken and written english. harlow: longman. celce-murcia, m. (2007). rethinking the role of communicative competence in language teaching. in e. a. soler and m. p. s. jorda (eds). dordecht: springer. chen, y. h. & baker, p. (2010). lexical bundles in l1 and l2 academic writing. language learning & technology, 14(2), 30-49. retrieved from https://www.researchgate.net/publicatio n/45681690 conrad, s. & biber, d. (2005). the frequency and use of lexical bundles in conversation and academic prose. internationales jahrbuch fur lexicographie, 20, 56-71. retrieved from https://pdxscholar.library.pdx.edu/ ling_fac darweesh, a. d. & ali, a. a. (2017). discoursal analysis of lexical bundles in political speeches. 1, 51-64. retrieved from http://www.uokufa.edu.iq/journals/inde x.php/kufa_arts/article/view/548 gungor, f. & uysal, h. h. (2016). a comparative analysis of lexical bundles used by native and non-native scholars. english language teaching, 9(6), 176-188. doi: 10.5539/elt.v9n6p176 huang, d. z. (2013b). lexical bundles in private dialogues and public dialogues: a comparative study of english varieties. corpus linguistics: abstract book (eds.). 119120. lancaster: ucrel. https://pdfs.semanticscholar.org/d3c6/1 5a7c7d23eaa719806876405ad7aadbba177 .pdf hyland, k. (2008). as can be seen: lexical bundles and disciplinary variation. english for specific purposes, 27, 4-21. doi:10.1016/j.esp.2007.06.001 islami, s. a. d., fitriati, s. w., & mujiyanto, j. (2019). structure and function of lexical bundles in the literature review of undergraduate students final projects. english education journal, 9(1), 62-73. retrieved from http://journal.unnes.ac.id/sju/index.php /eej jalali, h. (2013). lexical bundles in applied linguistics: variations across postgraduate genres. journal of foreign language teaching and translation studies, 2(2), 1-29. doi:10.22034/efl.2013.79199 jalali, z. s., moini, m. r., & arani, m. a. (2015) structural and functional analysis of lexical bundles in medical research articles: a corpus based study. international journal of information science and management, 13(1), 51-69. retrieved from https://www.researchgate.net/publicatio n/281242979 kwary, d. a., ratri, d., & artha, a. f. (2017). lexical bundles in jurnal articles across academic disciplines. indonesian journal of applied linguistics, 7(1), 132-140. doi:dx.doi.org/1017509/ijal.v7il.6866 neely, e. & cortes, v. (2009). a little bit about: analyzing and teaching lexical bundles in academic lectures. language value, 1(1), https://www.researchgate.net/publication/45681690 https://www.researchgate.net/publication/45681690 http://www.uokufa.edu.iq/journals/index.php/kufa_arts/article/view/548 http://www.uokufa.edu.iq/journals/index.php/kufa_arts/article/view/548 https://dx.doi.org/10.22034/efl.2013.79199 wahyu dyah nur anis wachidah, sri wuli fitriati, widhiyanto/ eej 10 (2) (2020) 131 142 142 17-38. retrieved from http://www.erevistes.uji.es/languagevalue ucar, p. (2017). a corpus-based study on the use of three-word lexical bundles in the academic writing by native english and turkish non-native writers. english language teaching, 10(12), 28-36. doi:10.5539/elt.v10n12p28 yang, y. (2017). lexical bundles in argumentative and narrative writings by chinese efl learners. international journal of english linguistics, 7(3), 58-69. doi:10.5539/ijel.v7n3p58 eej 10 (1) (2020) 53 60 english education journal http://journal.unnes.ac.id/sju/index.php/eej the influence of kemak sanirin dialect towards students’ english pronunciation martinus mau ati1, januarius mujiyanto2, suwandi2 1. sma negeri 3 atambua, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: recived 10 february 2019 accepted 08 july 2019 published 15 march 2020 ________________ keywords: kemak sanirin language, dialect, pronunciation __________________ abstract __________________________________________________________________ this qualitative research attempted to review the influence of kemak sanirin dialect towards students’ english pronunciation. the objectives of the study were to explain the influence of kemak sanirin dialect towards students’ english pronunciation of vowels, consonants, diphthongs, and consonant clusters and to explain the way teachers play their roles to improve students’ pronunciation. this study employed descriptive qualitative method. the subjects of this study were 18 students from eleventh grade students of sma negeri 3 atambua. the data were collected by using questionnaire, students’ recording, observation checklist, and interview. then, the results of this study show that kemak sanirin dialect contributed some positive transfer on vowels (i, ɪ, u, e, ʊ, and ə), insignificant negative transfer on consonants (p, b, k, r, s, g, m, etc.) and siginificant negative transfer on consonant (z), significant positive transfer on diphtongs (eɪ, aɪ, au) and significant negative transfer on (ɔɪ, ɛə, əʊ, and ɪə), significant negative transfer on three consonant clusters, while teacher did play his roles in improving students’ pronunciation. © 2020 universitas negeri semarang correspondence address: kabuna, kakuluk mesak, belu regency, east nusa tenggara e-mail: martinusmauati94@gmail.com p-issn 2087-0108 e-issn 2502-4566 http://journal.unnes.ac.id/sju/index.php/eej mailto:martinusmauati94@gmail.com martinus mau ati, januarius mujiyanto, suwandi/ eej 10 (1) 2020 53 60 54 introduction the study of linguistics refers to five main parts they are, the study of phonology, morphology, syntax, semantics, and pragmatics. linguistics is the root of the language and language is a medium that is used by the people in communicating in order to share the ideas and thoughts. that means that, language and linguistics can not be separated because they complete each other. the problem is that mastering a language is not something that easy. there are parts of a language which need to be learned in order to master it. moreover in context of english, we know that it is an international language which plays important role in global communication. besides, it is also as a foreign language for us. because of that, it seems not as easy as we imagine in mastering it. as added by agustin, et. al., (2015) that in indonesia context, where english is a foreign language (efl), preliminary observation and own experience have shown that the use bahasa indonesia (l1) in the english language (l2) classroom can not be avoided due to a number of factors. moreover, jannah and fitriati (2016) stated that, it is an undisputed fact that english as an international language is the most widely used around the world. mastering english means having the ability to acquire four main skills of english. as stated by mirbagheri (2014) if a foreign language is considered as a communicative media, in order to communicate to others, you need to know it and its skills including: listening, speaking, reading, and writing. added by suryanto (2014) that as a foreign language, english is rarely used outside the clasroom context. it is not easy because we know that english itself not only has main skills but it also has sub-skills like, grammar, vocabulary, and also the pronunciation. to speak english fluently, we need to master all those skills because we are learning english as a foreign language with different grammar, different vocabulary, and also different pronunciation. in case of pronunciation, the problem is not about the students but it is also about the teachers. as stated by ahmad shah et al. (2017) that another challenge in teaching pronunciation faced by esl teachers is the difficulty in deciding focused area of pronunciation for their lessons. according to marcellino, (2008, p. 58) professional factors may cover the teacher’s class preparations, mastery of the discussed topics, and teaching-learning strategies, among others. as also stated by nugroho (2019) that teacher is one of the important factors that affect the students’ motivation in learning english. he continued that, the way their english teachers teach will have a great impact on students’ motivation in learning english. but sometimes the teachers do not realize about that problem which makes them hard to solve this problem. in order to make the teaching and learning pronunciation become easier, the teachers should realize about it. there are some studies that have been conducted related to this study. those previous studies are as follows; septiani (2014) linguistic realization of requests in english and javanese performed by javanese efl learners. the subjects of the study were eleventh grade students, fifteen males and fifteen females. the data were collected by means of roleplay which made the atudents were asked to perform in roleplay comprising twelve context of situations based on brown and levinson’s (1987) varriables common to most speech act situations: power (p) social distance (d) and ranking of imposition (r). students’ performance were then videotaped and analyzed based on blum-kulka and olshtain (1984). furthermore, syaputri (2014) pronunciation errors made by senior high martinus mau ati, januarius mujiyanto, suwandi/ eej 10 (1) 2020 53 60 55 school students in reading english texts aloud. the objective of this study was to identify the types of pronunciation error, causes of pronunciation error, the teacher/students way to overcome pronunciation error, and teacher’s influence in causing students’ pronunciation error. the method used in this study was descriptive qualitative and the objects of the study were 15 students of eleventh graders global madani school bandar lampung. the data taken by asking the students to read the text provided then students’ pronunciation were analyzed by the researcher. and the data of the analysis showed that the students’ pronunciation errors were defined into three types they were pre-systematic, systematic, and post-systematic errors. according to the data, the students got the difficulties in pronouncing [ŋ], [d], [ʤ], [ʧ], [z], [θ], [ʃ], [g]. these phoneme errors were found in initial, medial, and final positions of the words. the causes of errors were interference, intralingual, and developmental errors. and based on the interview between the researcher and the teacher, the teacher overcome those problems by using three ways they were; repetition, silence, and correction. izzah and sukrisno (2017) the effectiveness of using songs and dialogues to teach students’ pronunciation. the research was conducted to observe fourty eight seven graders of smp n 17 pekalongan’ pronunciation ability in pronouncing the simple phrases. the participants were devided into two groups for the experimental research. the first group used songs in teaching and learning the pronunciation and another group used dialogues while the data of this study were taken from the recorded voice and the teacher’s notes. the method used in this study was quantitative and spss was also used to analyze the data. while the result of the study showed that in general, the group used songs produced better result than the group used dialogues. the participants that used songs tended to attend the pronunciation class more willingly and showed more enthusiasm in conducting the activities. meanwhile the participants that used dialogues were distracted after hearing the songs sung in the group that used songs. the suggestion of this research for the teachers is that the must know how to control the situation and to keep the students from disturbing other classes because sometimes singing songs make the students over enthusiastic. sumner and samuel (2009) the effect of experience on the perception and representation of dialect variants. the study addresses two main questions (1) how are cross-dialect variants recognized and stored? and (2) how are these variants accomodated by listeners with different levels of exposure to the dialect? the study aslo has three claims as the result (1) dialect production is not always representative of dialect perception and representation, (2) experience strongly affects a listener’s ability to recognize and represent spoken words, and (3) there is a general benefit for variants that are not regionally-marked. from all the previous studies above, there is not any studies have focused on the segmental features of pronunciation and the roles of the teachers in teaching english pronunciation moreover about kemak sanirin dialect. that is why the objectives of this study are, 1) to analyze students’ english pronunciation in order to explain the influence of kemak sanirin dialect towards students’ english pronunciation of vowels, 2) to analyze students’ english pronunciation in order to explain the influence of kemak sanirin dialect towards students’ english pronunciation of consonants, 3) to analyze students’ english pronunciation in order to explain the influence of kemak sanirin dialect towards students’ english martinus mau ati, januarius mujiyanto, suwandi/ eej 10 (1) 2020 53 60 56 pronunciation of diphthongs, 4) to analyze students’ english pronunciation in order to explain the influence of kemak sanirin dialect towards students’ english pronunciation of consonant clusters, and 5) to analyze students’ english pronunciation in order to explain the way teachers play their roles to improve students’ pronunciation. the study of pronunciation itself becomes more difficult because the students who study it are coming from different background in case of language itself. some students are familiar with english pronunciation, while some others feel like english is new to them for example students of sma n 3 atambua, for them english is new because it is a foreign language. however english learners are required to master all the aspects of english including pronunciation no matter it is as a foreign langauge (efl) or a second language (esl) for them. as stated by mirza (2015, p. 486) that, since the english language is spoken nowadays worldwide and is highly used in many workplaces, both efl and esl learners need to become proficient in english in general and improve their pronunciation in particular. this is supported by widdowson in coskun (2011, p. 46) that, english no longer belongs to native-speakers, but to everyone who speaks it. but in fact, the aspects of english are so difficult to be mastered. that is why the ways of teaching and learning of pronunciation need to be found in order to overcome this problem. another reason why english pronunciation still difficult for the students because they are more confortable in using their first language (l1) in their daily communication whether at home or school instead of using english. whereas, to be fluent on english pronunciation they need to practice it again again because practice is the best way to improve the pronunciation. based on those reasons, kemak sanirin dialect becomes the researcher’ consideration as the topic of this research with an excuse that this study could be able to help the students in improving their pronunciation of english and to overcome those problems in learning english pronunciation. method this study employed the descriptive qualitative method which means that this research was described qualitatively. which also means that the data was not presented in statistical way. according to creswell, (2014, p. 32) qualitative research is an approach for exploring and understanding the meaning individuals or groups ascribe to a social or human problem. emerging questions and procedures were involved in this process of research and the data analyzed inductively which means from particular to general theme. eighteen students of sma n 3 atambua were the subjects of this research. the subjects were taken from two different classes, they were eleventh grade students class ipa 1 and class ips 1. each level had twenty five students but from those twenty students there were only nine students taken as the sample from each class. however, those eighteen students’ activities were recorded all. those two classess are choosen in order to know the difficulties in learning english pronunciation faced by the students from each class. another consideration by choosing two different classes of the students because the researcher would like to see the differences of students’ ability in pronouncing english words. while the object the study was the english pronunciation by eighteen students from two classes of the study. because the scope of this study was limited on segmental feature, this study was focusing on the influence of vowels, consonants, diphthong, and consonant clusters toward students pronunciation of english and teacher’s roles in improving students’ pronunciation. martinus mau ati, januarius mujiyanto, suwandi/ eej 10 (1) 2020 53 60 57 results and discussions the findings and the discussion the study are presented below. the findings of the study are based on the research questions. since there were five research questions then there are five findings of the study. it covers english vowel, consonants, diphthongs, and consonant clusters and teachers role in improving students’ pronunciation. english vowels influenced by kemak sanirin dialect. students’ pronunciation of english vowel sounds have been presented in the tables in previous section. after the analysis of their pronunciation of english vowel sounds, it clearly seen that kemak sanirin dialect contributed small positive and negative transfer on students’ pronunciation of english vowels. this could mean that, english vowel sounds are not too influenced by kemak sanirin dialect. here are the analysis; it could be seen from the data in the previous section that all the vowel sounds (i, ɪ, u, e, ʊ and ə) could be pronounced correctly by all the students because those are short vowels. as stated by roach (2009, p.13) that english has a large number of vowel sounds; the first one to be examined are short vowels. the easiness might be caused by the similarities of the vowels between kemak sanirin language and english. besides, those vowel sounds also existed in bahasa indonesia which means that, the easiness of the students’ pronunciation is also influenced by vowel sounds of bahasa indonesia. but, some of the students failed in pronouncing sound [e, ə] they tended to pronounce [ʌ, a]. english consonant influenced by kemak sanirin dialect the findings of the english consonant clusters have been presented all in the previous section. from the findings, it can be seen that kemak sanirin dialect contributed insignificant negative transfer on students’ english consonant sounds. consonant sound like [p, b, k, r, s, g, m etc.] are easy for them to pronounce because those consonant are also available in kemak sanirin language. the only english consonant sound that difficult for the students is sound [z]. few students tended to pronounce [s]. as stated by roach (2009, p. 10) that the word vowel and consonant are very familiar ones, but when we study the sounds of speech scientifically we find that it is not easy to define exactly what they mean. this also might be caused by the inexistence consonant [z] in kemak sanirin language. english diphthong influenced by kemak sanirin dialect english diphthong is becoming one of the researcher’s focus because there is big difference between kemak sanirin language and english related to their diphthongs. some of english dipthongs are not available in kemak sanirin language which makes some english diphthongs become hard for the students to pronounce. english diphthongs that are not too hard for the students to pronounce are [eɪ, aɪ,and aʊ] because these sounds have close sound to kemak sanirin diphthongs [ei, ai, au]. while the other english diphthongs like [ɔɪ, ɛə, əʊ and ɪə] are too hard for the students to pronounce because of the inexistence of those english dipthongs sounds in kemak sanirin language. as stated by roach (2009, p. 17) that the most important thing to remember about all the diphthongs is that the first part is much stronger than the second part. this means that, kemak sanirin martinus mau ati, januarius mujiyanto, suwandi/ eej 10 (1) 2020 53 60 58 language contributed some negative transfer to english diphthong sounds. english consonant cluster influenced by kemak sanirin dialect some of english consonant clusters were not too difficult for the students to pronounce while some other english consonant clusters became the serious challenge for them. generally, the one which more difficult was the three consonant cluster. this because, in kemak sanirin language there is no one word that consists of three consonant cluster whether in the initial, medial, or even final. this became the big challenge for them in pronouncing english consonant cluster sounds. while for two consonant cluster, students still found easiness in pronouncing its sound because oftenly, it easily found in kemak sanirin words. this made the students became familiar with the sound of two consonant cluster of english. teacher’s roles in improving students’ english pronunciation based on the interview between the researcher and the teacher who taught the students, it can be conclude that the teacher did have an awareness in improving students’ english pronunciation. it indicated by his statement that he did correct his students pronunciation, he modeling in front of the class to show the correct pronunciation to his students. however, pronunciation still becomes the serious problem for the students because to overcome students’ wrong pronunciation needs many ways or methods. teacher’s awareness is not the only way, it needs to be supported by complete facilities of the school as quoted from teacher’s statement in the interview. conclusion below are the conclusions of this study which taken from the findings and the analysis of the study. based on the analysis, it could be concluded that, kemak sanirin dialect gave insignificant negative transfer on english vowel sounds [i, ɪ, u, e, ʊ, ə] it was indicated by students’ pronunciation that from 18 students there were only 2 students pronounced wrongly vowel [i, e] while 16 students did it correctly. it occured because those vowel sound [i. ɪ, u, e] existed in kemak sanirin dialect and of course in bahasa indonesia. eventhough vowel sound [ʊ, ə] did not exist in kemak sanirin dialect but they had close sound to vowel [u, e] that was why students were easy to pronounce those vowel sounds. same as vowel sounds, kemak sanirin consonants also gave insignificant negative transfer on students’ pronunciation of english consonant sounds [p, b, k, r, s, g, m etc.]. all 18 students could pronounce those consonant sound correctly. this was because those consonant sounds not only existed in bahasa indonesia but they also existed in kemak sanirin dialect. while only few students could not pronounce consonant sound [z] correctly because there was no sound [z] in kemak sanirin language eventhough it also exists in bahasa indonesia. kemak sanirin diphthongs gave more significant negative transfer on students’ pronunciation of english diphthongs [əʊ, ɪə] because there were 4 students failed in pronouncing diphthong [əʊ] and also 4 students failed in pronouncing diphthong [ɪə]. the difficulties caused by the inexistence of those two diphthong sounds [əʊ, ɪə] in kemak sanirin dialect. while other diphthongs like [aɪ, eɪ, aʊ] had close sound to kemak sanirin diphthongs [ai, ei, au] that was why those english diphthong martinus mau ati, januarius mujiyanto, suwandi/ eej 10 (1) 2020 53 60 59 sounds [aɪ, eɪ, aʊ] were easy for the students to pronounce. it was proven by 18 students’ pronunciation which could be clearly heard. generally, kemak sanirin did give significant positive transfer to two consonant cluster sounds. this occurance just because two consonant clusters were available in kemak sanirin dialect which made english two consonant sounds were not too difficult because students were familiar with them. while kemak sanirin gave significant negative transfer on students’ pronunciation of english three consonant cluster sounds because there is no three consonant cluster sound in kemak sanirin dialect. students english pronunciation was really becoming one of the teacher concer attentions in teaching english. the problems that still found by the students in pronouncing english words were caused by the inexistence of certain speech sound of english in kemak sanirin 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(2014). pronunciation errors made by senior high school students in reading english texts aloud. english education journal, 4(1), 38-45. eej 9 (1) (2019) 34 40 english education journal http://journal.unnes.ac.id/sju/index.php/eej the use of cohesive devices to achieve coherence in the background section of the students’ formal writing anis amperawaty 1, warsono2 1.yayasan pendingmas, purwokerto, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: recived 15 september 2018 accepted 26 november 2018 published 15 march 2019 ________________ keywords: discourse, cohesive devices, coherence, background section, final project ____________________ abstract ___________________________________________________________________ a good writing is one that is cohesive and coherence. cohesive and coherence are essential textual components to create organized and comprehensiveness of the texts. coherence refers to the quality of being meaningful or we can say that coherence is when a text hangs together. the research has been intended to find cohesion and coherence devices in the background sections of the students’ formal writing. the sources were 10 background sections of the students’ final projects from undergraduate students at universitas negeri semarang. the qualitative analysis was performed to explore the results. the results of the analysis showed that the background sections of the students’ formal writing contain all kinds of cohesion and coherence devices. the background sections of the students’ final project contain grammatical cohesion (reference, ellipsis, substitution, conjunction) and lexical cohesion (reiteration and collocation). coherence devices (theme-rhyme and micro level) are also contained in the data. through this article the writers want to help students to have a better understanding of making background sections in their final projects. © 2019 universitas negeri semarang correspondence address: jl.karang salam beji purwokerto, indonesia e-mail: danisanis60@gmail.com p-issn 2087-0108 e-issn 2502-4566 anis amperawaty, warsono / eej 9 (1) (2019) 34 40 35 introduction writing is recorded thought that can be edited and revised; therefore, it is more complex. to be able to write a text, the students must be able to master some elements of rhetorical structures of the text, such as mastering the social function, language features and schematic structures of the texts. in addition to that, the students must also be able to master some competencies such as organization, logical development of ideas, grammar, punctuation, spelling, mechanics, style and quality of expression. murray (2009) says that writing as a process which entails rehearsing, drafting and revising. this process involves the exploration of thought, the composition of a written draft, revision, and lastly, the final draft. for second language learners, especially in college, writing is undoubtedly important. students are required to analyze, compare and inform through writing; nevertheless, lack of practice, especially structured writing, makes them lack of experience to convey their ideas into a cohesive writing. moreover, when they reach the end of their study, they should write a final project as part of a requirement to graduate. when learners are unable to create a well-constructed and understandable composition, they will be able to create a good final project. there are many things to take into account in writing. some of them are cohesion and coherence. halliday and hassan (1976: 2830) emphasize the importance of cohesion as well as coherence discourse in order to achieve well construct and understandable writing. final project is an academic writing, and hence, it inevitably needs appropriate cohesion and coherence in order to be accepted as academic writing. students are expected to be able to write a long paper which is mainly consisted of five chapters on a certain topic. the paper should be effective in terms of quantity and quality. students are expected to be able to demonstrate their ability to express their ideas clearly and analyze their research findings. here, the writers finds the gap is cohesive devices used in some selected background of study from undergraduate students. in cohesion there are five cohesive devices, namely conjunction, references, substitution, ellipsis and lexical conjunction. cohesive devices are often not considered. in additional, the essential thing is in creating the background of study majority use of language is not in accordance with the context of the discussion, when doing grammar check from some of the students’ final project, the writers found out that many students misplaced the conjunction from their final project which then distracted her attention to understand their writing ideas. an easy example is when they use “on the other hand” to signals additional information. based on explanation above, the writers think it was really important to conduct the study about these product (background sections) because these product reflect the undergraduate students’ ability in writing. this previous study was triggered by some studies earlier such as done by rukmini (2014) that conducted a study about the quality of clause complexes in article abstracts written by graduate students at universitas negeri semarang. therefore, the writers want the further investigation on undergraduate students’ abilities in writing, especially writing a background of study by undergraduate students of universitas negeri semarang by examining the cohesion and coherence. against this backdrop, the writers analyze cohesion and coherence in background of study from undergraduate students at universitas negeri semarang. this study was aimed to investigate the use of cohesive devices in student final projects available in background sections from undergraduate students at universitas negeri semarang. there were three reasons why the writers conduct this study. first was the writers has interested in these phenomena and wants to know the quality of students’ writing in term of using cohesive devices to integrate sentences in their background sections. second reasons were to give contribution in cohesive devices analysis. for the future researcher can use this study as their reference. it was also important for the teacher to develop their skill in teaching english. anis amperawaty, warsono / eej 9 (1) (2019) 34 40 36 whether, there are several study about the use of cohesive devices but in this study there is a difference. in this study, the writers not only analyze the use of cohesive devices but also want to see the achievement of coherence in it. method in order to answer the research questions, the writers used descriptive qualitative design. qualitative research is fundamentally interpretive, it means that the researcher makes an interpretation and descriptions of the data he or she analyze. creswell (2003) stated that qualitative approach in one in which the inquirer often makes knowledge claims based primarily on constructivist perspectives ( the multiple of individual experiences meaning socially and historically constructed, with an intent of developing a theory or pattern) or advocacy/participatory perspectives (political, issue-oriented, collaborative or change-oriented ) or both. this design would describe intensive and specific how the use of cohesive devices in students’ background sections. this study is using descriptive analysis approach because the result of this research in descriptive data and written words. the writers took 10 backgrounds from 10 final projects which published since the year 2016 to 2017. results and discussion results reference based on the findings, it can be identified that there are 3 kinds of reference, personal reference, demonstrative reference and comparative reference. the use of reference was aimed to give explicitness towards the item that the speakers talked about. it is in line with halliday and hasan (1976:31) that the use of reference is to signal retrieval. thus, the audience are not misled in understanding the speech. the results showed that demonstrative reference has the highest percentage with the total of 237 (60%) and followed by personal reference with the total of 119 (30%) and the last was comparative reference with the total of 39 (10%). it means that most of the text contained of the appointment of orally where speakers identify the reference by means of put him in scale distance. it is essentially a form of verbal pointing. second processes with highest number was personal reference 30%. they can be classified that personal reference expressed by personal pronouns and serves to indicate individual or subject. comparative reference found in this text was 10%. it was the lowest percentage. comparative reference expressed by adjectives and adverbs that serves to compare elements in terms of identity or in common. substitution based on the findings, it can be identified that there are 3 kinds of substitutions. they are nominal substitution, verbal substitution and clausal substitution. the results showed that verbal substitution has the highest percentage with the total of 65 (53%) and followed by clausal substitution with the total of 35 (29%) and the last was nominal substitution with the total of 22 (18%). it means that most of the text contained of the replacement of lingual unit that categorized verbal with other part lingual that have same category. second processes with highest number was clausal substitution 29%. they can be classified that clausal substitution expressed the replacement of lingual unit that categorized clausal or sentence with other part lingual. . nominal substitution found in this text was 18%. it was the lowest percentage. nominal substitution is a replacement of lingual unit that categorized nominal with other part lingual that have same category. it is usually expressed by substitute one/ones (singular/plural) and same. ellipsis based on the findings, it can be identified that there are 3 kinds of ellipsis. they are nominal ellipsis, verbal ellipsis and clausal ellipsis. the result showed that nominal ellipsis has the highest percentage with the total of 89 (51%) and followed by formal ellipsis with the total of 83 (48%) and the last was clausal ellipsis with the total of 2 (1%). it means that most of the text showed by numerals or other anis amperawaty, warsono / eej 9 (1) (2019) 34 40 37 quantifying words which formed of three categories: ordinal (first, next, last, third, etc), cardinal (one, two, three, four, five) and indefinite quantifier (many, much, more, few, several, etc). it is essentially a form of verbal pointing. second processes with highest number was verbal ellipsis 48%. they can be classified that verbal ellipsis means the omitting lexical word of the verbal group. clausal ellipsis found in this text was 1%. it was the lowest percentage. clausal ellipsis expressed by various speech functions, such as statement, question, response, and so on, has modal element and propositional element as the parts of clausal ellipsis. conjunctions based on the findings, it can be identified that there are 4 kinds of conjunction. they are additive conjunction, adversative conjunction, clausal conjunction and temporal conjunction. the conjunctions used in the text present the connection between an ideas to another whether the idea is a new information, a supporting idea, an exemplification, and the like. the results showed that additive conjunction has the highest percentages with the total of 138 (64%) and followed by clausal conjunction with the total of 37 (17%) and the third one was adversative conjunction 27 (13%) and the last was temporal conjunction with the total of 12 (6%). it means that most of the text contained of the additional information without changing information in the previous clause or phrase. second processes with highest number was clausal conjunction 17%. they can be classified that clausal conjunction was marks the relationship of reason, result and purpose. adversative conjunction found in this text was 13%. it was the third one, adversative conjunction is marked in the text by the coordinating conjunction. the lowest percentage was temporal conjunction. temporal conjunction expressed the time sequence relationship which exist between sentences. reiteration reiteration covers repetition, synonymy, superordinate, and general words. based on the findings above, the speeches used repetition more than the other types of reiteration. it implicated that the speakers attempted to recall the items they were talking about to the audience. the results showed that general word has the highest percentage with the total of 222 (76%) and followed by repetition with the total of 61 (21%) and the third was synonym with the total of 8 (3%). the last was subordinate with the total of 0 (0%). it means that most of the text contained general words, these can be general nouns, as thing, stuff, place, person, women and man. second processes with highest number was repetition 21%. they can be classified that the repetition of words or word phrases occurred within the text. the third one was synonym 3%. there were several repeating word by using another word that has the same meaning or almost the same. subordinate found in this text was 0%. it was the lowest percentages. all the sentences didn’t use subordinate. collocation the results showed that collocation that used in text 7 has the highest percentage with the total of 16 (22%) and followed by text 3 with the total of 14 (20%) the third one was text 4 with the total of 12 (17%) the fourth was text 6 with the total of (13%), the fifth one and the sixth one has same percentage they were text 2 and 5 with the total of 6 (8%) then followed by text 1 with the total of 5 (7%). then the next was text 10 with the total of 3 (4%). the ninth one was text 9 with the total of 1 (1%). the last was text 8 with the total of 0 (0%). collocation deals with the relationship between words on basis of the fact that these often occur in the same surrounding. collocation is regular combination words in which to fulfill the meaning, this words must occur together such as fast food of quick food and powerful engine instead of strong engine. achievement of coherence coherence analysis involved the analysis of thematic progression along with its logical relations within the text. in term of thematic pattern, as eggins (2004) argues there are three main patterns of thematic development can be observed namely theme rhyme analysis and anis amperawaty, warsono / eej 9 (1) (2019) 34 40 38 zigzag pattern according to the analysis of text 1, it was only found theme reiteration and zigzag pattern fold within the text. it can be seen as an example of zigzag pattern below. example: learning a second language is not an easy matter to discuss nowadays, most people are required to be able to master english language, both for communication and for other matters. in formal case, english is used for business communication and public relation moreover, english language has become a subject in indonesian schools, whether in elementary school, junior high school, senior high school and even vocational school. based on the findings, it can be identified that there are 4 kinds of micro level. they are additive, adversative, clausal and temporal. the results showed that additive has the highest percentage with the total of 149 (48%) and followed by clausal with the total of 101 (32%) and the third one was temporal with the total of 47 (15%) last was adversative with the total of 15 (5%). it means that the most of the text contain additive relation, it showed the relation is the next sentence gives detail about or specifies the previous sentence. then followed by clausal relation, it means that the movement of the relation in this text is from general to specific. after that was temporal, it means that the relation in this text is the second sentence provides a reason for the situation or request mentioned in the first sentence. then last relation is adversative it showed that the relation implies the chronological order of events. it is assumed that the first sentence happened before the second. the second sentence claims the problem solving toward the problem stated in the first sentence. discussion there are three researchers who did similar research with the writers, they were also analyzed about cohesive devices and coherence. but there are several differences with the present research. two previous researchers only analyze about cohesive devices in part of final projects (abstract) and one researcher was analyse about the wholeness of thesis but there is differences in using theory. she was use coherence theory from oshima and hougue (1991) and in this study the writers was analyzed the use of cohesive devices in students’ backgrounds sections and also want to achieve coherence by using micro level and theme rhyme analysis. the writers use theory from halliday and hassan (1976). then, the results of this study was divided into seven sections. the first section was a discussion of the findings of references in students’ background section. second section was a discussion of the findings of substitution. the third section was discussion of the findings of ellipsis, then the fourth section was discussion of the findings of conjunction. the fifth section was discussion of the findings of reiteration. next, the sixth section was discussion of the findings of collocation and the last section was discussion of the achievement of coherence in students’ background section. the previous researchers who analyse about part of final projects or thesis are, luthfiyah, alek and fahriany from syarief hidayatullah state islamic university of jakarta. the study is a discourse analysis which uses a qualitative research design to investigate cohesion in thesis abstracts. the data of this study are written data about cohesive devices in the abstracts. the data sources are the students’ thesis abstracts of department of english education in uin syarif hidayatullah, jakarta from the period of 2014. then, other similar research comes from cut irna liyana, she was analyzed about cohesion and coherence in english education students’ thesis. the aim of this study is to describe the cohesion and coherence as wholeness aspect of discourse in english education students’ thesis. this study is a qualitative research. the data sources in this study are the thesis of three students that were obtained by purposive sampling. furthermore, analysis of the data was done by identifying and classifying the data that related to cohesion, based on the theory of halliday and hasan (1976), and related to coherence, based on the anis amperawaty, warsono / eej 9 (1) (2019) 34 40 39 theory of oshima and hogue (1991). from analysis, it was found four things related to cohesion and coherence. first, the use of grammatical cohesion devices in thesis, which consists of reference, substitution, ellipsis, and conjunction; and the use of lexical cohesion devices, which consists of reiteration and collocation, was used in thesis. second, the violence of cohesion device was found in grammatical devices, such as reference and conjunctions. third, the use of coherence devices, which consists of key nouns repetition, use of pronouns, transition signal, and logical order of chronology was found in students’ thesis. fourth, the cause of the error coherence of thesis consists of keyword repetition errors, inconsistent pronouns, inappropriate transition signal, grammatical errors, and inappropriate punctuation. after that, the last similar one is farikah from tidar university. she was analysed about cohesion analysis of student's thesis abstract of post graduate program of state university of semarang. from analysis, the cohesive devices they used are references, substitution and ellipsis, conjunction and lexical cohesion. the percentage of use of each cohesive device can be seen as follows: reference is applied 100 % or 5 abstracts use reference as cohesive devices. substitution is applied 40 % or two abstracts use substitution as cohesive devices. ellipsis is used 100 % of five abstracts use ellipsis as cohesive devices. conjunction as applied 100 % or five abstracts use conjunction as cohesive devices and lexical cohesion is applied 100 % or five abstracts use lexical cohesion as cohesive devices. conclusion the purposes of this research were to answer seven research questions. first, whether the reference used appropriately in background sections of students’ final project. second, whether the substitution used appropriately in background sections of students’ final project. third, whether the ellipsis used appropriately in background sections of students’ final project. fourth, whether the conjunction used appropriately in background sections of students’ final project. fifth, whether the reiteration used appropriately in background sections of students’ final project. sixth, whether the collocation used appropriately in background sections of students’ final project. seventh, whether the zigzag pattern and micro level coherence used appropriately in background sections of students’ final project. the answer to the seven questions were obtained by analyzing the use of cohesive devices in the background sections of students’ final project to achieve coherence. based on the data collected through documentation, there were 6 kinds of cohesive devices used in the background sections. the total amount use of reference was 395 appropriately used including 119 personal references, 237 demonstrative references and 39 comparative references. the substitution was 122 used, there were 22 sentences of nominal substitution appropriately used, 65 sentences of verbal substitution and 35 clausal substitution appropriately used. the ellipsis was 174 used, there were 89 of nominal ellipsis, 83 of verbal ellipsis and 2 clausal ellipsis. the conjunction was 214, there were 138 of additive conjunction, 27 of adversative conjunction, 37 of clausal conjunction and 12 of temporal conunction. the reiteration was 292 appropriately used, there were 61 repetition of key words appropriately used. they repeated words/nouns in the sentence and paragraph. in fact, there was no connection of ideas when the words of repetition key words were used. then, 8 of synonym, 1 subordinate and 222 general words. the collocation was 72 appropriately used. the micro level or logical relation was 312, there were 149 additive, 15 adversative, 101 clausal and 47 temporal. suggestions based on the result of this research, there are some suggestions this may be useful to be considered. they are described as follow: 1. by observing the result of this research, the teacher should improve the using of anis amperawaty, warsono / eej 9 (1) (2019) 34 40 40 cohesive devices to achieve coherence in students’ formal writing. it could be done by learning processes to prevent incoherent text of students writing. 2. the students should study about how to use the cohesive devices to achieve coherence in written form. 3. it is also suggested to the next researcher to do research about coherence in written form and other language skills. it is intended to see and compare the result among them. the result is also useful to seek the most effective way to overcome those useless of each kind of cohesive devices and each language skill. limitations there are two limitations of the present study that might be used as the consideration for future study. the first limitation is cohesive and coherence occurrence and frequency had to be reviewed manually. the writers need so much time to analyze it. the second limitation is that the main focus of the study was on examining 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https://doaj.org/article/646a6c7ce8b04484be25ff77da5692cd https://doaj.org/article/646a6c7ce8b04484be25ff77da5692cd http://repository.uinjkt.ac.id/dspace/bitstream/123456789/248/1/91786-abdul%20rohim-fah.pdf http://repository.uinjkt.ac.id/dspace/bitstream/123456789/248/1/91786-abdul%20rohim-fah.pdf http://repository.uinjkt.ac.id/dspace/bitstream/123456789/248/1/91786-abdul%20rohim-fah.pdf http://journal.unnes.ac.id/sju/index.php/eej http://journal.unnes.ac.id/sju/index.php/eej eej 9 (4) (2019) 476 – 483 english education journal http://journal.unnes.ac.id/sju/index.php/eej the inclusion of ideology in jokowi’s speech viewed from the perspective of appraisal theory gisty listiani1, dwi rukmini2, widhiyanto2 1.universitas islam sultan agung, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: recived 18 may 2019 accepted 31 july 2019 published 23 december 2019 ________________ keywords: appraisal, appraisal system, ideology, jokowi’s speech ____________________ abstract ideology is a belief towards a particular idea which is commonsensical as it is required by the society as the answer of particular issues. in common practices, ideology might become considerable since it is realised through the use of words that are meaningful and powerful. one language feature that can be used to convey ideology is appraisal resources. this research aimed to describe the inclusion of ideology viewed from the perspective of appraisal theory. it employed descriptive qualitative approach. the object of the study is a speech text performed by jokowi in the world economic forum of asean 2018. the results of the study depicted that there were seven ideology strategies that had been implemented viewed from the attitude appraisal analysis. the seven ideologies were implication, consensus, hyperbole, pre-supposition, national self glorification, lexicalization, and irony. besides, the ideology inclusion in jokowi’s speech viewed from the perspective of engagement appraisal pointed that there were six ideology strategies that were implemented by the speaker. they are implication, evidentially, pre-supposition, national self glorification, hyperbole, vagueness, and consensus. in addition, the inclusion of ideology in jokowi’s speech viewed from the perspective of graduation appraisal conveyed that there were four ideologies applied in the speech, they were implication, hyperbole, national self glorification, and number game. by taking account of the results, this study is expected to escalate the quality of english teaching and learning dealing with words understanding beyond the meaning. © 2019 universitas negeri semarang correspondence address: jl. kaligawe raya no.km. 4, terboyo kulon, kec. genuk, kota semarang, jawa tengah 50112 e-mail: gisty.listiani@gmail.com p-issn 2087-0108 e-issn 2502-4566 gisty listiani, dwi rukmini, widhiyanto/ eej 9 (4) (2019) 476 – 483 477 introduction ideology is “the basis of the social representations shared by members of a group” (dijk, 1998). the members among a group having the same intention places ideology as the rationale to achieve goals. the ideology might be considered as the right answer of challenges and problems. consequently, individuals use it as the basis of taking action and responsibility when responding to some issues. it might be related to political issues, business practices, social phenomena, economical situations, social activities, and etc. the term “ideology” also has several definitions out of which fairclough chooses two: “any social policy which is in part or whole derived from social theory in a conscious way” (fairclough, 2001a). thus, the importance of ideology cannot be separated from a logical way of thinking that is in line with social norms existed among the society. ideology as a system of beliefs can be expressed in “symbols, rituals, discourse and other social and cultural practices” (dijk, 1998). it is presented as a belief that is commonsensical at it is required by the society as the answer of particular issues. this belief is expressed through the use of acceptable ways in society. it can be conveyed both in written and spoken form. in written form, people tend to write a book with million series of words that make it worth to read. in spoken practice, people choose to narate an argumentation comprising their point of view. the utterance produced becomes the media of communication between the speaker and the listener. one of the spoken language forms is speech. speech is a public speaking activity in the form of formal talk performed by a speaker to express his or her opinion or give a depiction about a thing or topic. there are many purposes of speech intended by the speaker like directing the people to agree with the speaker’s asumption, giving such picture about social phenomena, encouraging people to cope with the current issues, and creating a positive impression to those who hear the speech. regarding the meaning delivery, language features are employed to engage the listener with the content of the text. one of the language fatures that is commonly presented in speech is appraisal. appraisal refers to the attitudinal colouring of talk along a range of dimensions including: certainty, emotional response, social evaluation, and intensity (eggins, 1997). it is a domain in linguistics that concerns with interpersonal assessment. appraisal is one of three major discourse smeantic resources construing interpersonal meaning (alongside with involvement and negotiation) (white, 2005). the presence of appraisal in speech depicts the flexibility of language using. it shows how language can be used to emphasize certain thought or belief so that it can engage the listener with the main point being conveyed by the speaker. futhermore, appraisal is positioned as an essential part of the speech in order to strengthen the intention of the speaker. the speech of president jokowi is chosen since every word delivered by this number-one person of indonesia is believed to be meaningful. his speech in economic forum becomes the focus of the study as it may emerge misunderstanding when the messages are not well-interpreted. the speech itself may reflect the image of language used. through the speech, the ideology of president jokowi can be revealed so that the audiences can grasp the real intention and ideology of jokowi instead of being misunderstood with the opposite meaning. hence, this study is carried out in order to assist the audiences to comprehend the meaning and messages conveyed by jokowi. a number of previous study concerned with appraisal and its implications have been conducted by many experts. the application of appraisal in teaching critical reading has been conducted by (ruo, 2016; akbarzade, 2014; hidayati, 2017; and liu, 2010). the results of the study indicated that the application of appraisal theory to the teaching of college english reading is very helpful for students in their reading comprehension in terms of experiencing a better understanding and developing students’ critical thinking. several studies related to the implementation of gisty listiani, dwi rukmini, widhiyanto/ eej 9 (4) (2019) 476 – 483 478 appraisal system in the speech performed by well-known figure have been carried out by (anggraini, 2018; rohmawati, 2016; maula, 2018; mafruchatunnisa, 2016; ananda, nababan, and santosa, 2018; and also suprihatin, 2016). those studies revealed that in delivering speech public figures employ all categories of appraisal, but they tend to use positive attitude when dealing with issue that is being encountered. then, the most dominate graduation in both speeches is force since they want to emphasize their intention towards a particular issue. another topic such as the realization of appraisals in students’ essay writing has also been studied by several experts (xinghua and thompson, 2009; ngongo, 2016; ngongo, 2017; wihadi, 2018; yang, 2016; se, allison, 2003; neviarouska, prendinger, ishizuka, 2010; hee, 2008; mori, 2017; wang, 2010). the results indicated that when students are instructed to write an essay, they tend to be more personal and emotional rather than appreciative. furthermore, regarding the elucidation of ideology, there have been many researchers who conducted a study about the theory underpinning an analysis of ideology. various studies are presented to give understanding in revealing ideology of an individual. several researchers use critical discourse analysis in figuring out the ideology of a speaker in a speech. (nova, 2013; riyono, emzir, lustyiantie, 2018; bulan, kasman, 2018; shojae, youssefi, shams, 2013; tawfik, 2017; arifin, 2016; nwaugo, 2015; wirth-coliba, 2016; zheng, 2015) indicated that textual aspects and contextual aspects were considered as the representation of meaning. besides, critical discourse analysis also revealed that logical reasoning, the correlation between pronoun and methaphor also brings up ideology and personal assumption of the research subject. according to the previous studies presented above, it can be seen that further study related to the implementation of appraisal in revealing ideology is necessary to be carried out. most of the studies employ critical discourse analysis (cda) as a research method to investigate an ideology. thus, i intend to carry out a research with objective to uncover the meaning being proposed as well as ideology by collaborating appraisal theory with ideological theory. the integration will make the research worth to be conducted since the findings cover the inclusion of ideology in speech text performed by president jokowi viewed from the perspective of three appraisal classification by martin and white (2005) and it will also be supported by ideological strategies of van dijk (2004). it comprises of two main discursive strategies of 'positive selfrepresentation' (semantic macro-strategy of ingroup favouritism) and 'negative otherrepresentation' (semantic macro-strategy of derogation of out-group) which are materialized through some other discursive moves such as 'actor description', 'authority', 'burden' ('topos'), 'categorization', 'comparison, 'consensus', 'counterfactuals', 'disclaimer', 'euphemism', 'evidentiality', 'example'/'illustration', 'generalization', 'hyperbole', 'implication', 'irony', 'lexicalization', 'metaphor', 'selfglorification', 'norm expression', 'number game', 'polarization', 'us-them', 'populism', 'presupposition', 'vagueness', 'victimization (dijk t. a., 2004). besides, the results of the study are believed to have a contribution in escalating the quality of english teaching and learning as it transforms limitation of the lesson about structuring words can be transformed into understanding words beyond meaning. method the object of this research is a speech text performed by jokowi in the the world economic forum of asean 2018. the units of analysis is clause level analysis. the clause level analysis is conducted to identify the appraisal category used in the speech text and will be enhanced with the elucidation of ideology inclusion from each appraisal category. this research employs a research design that integrates the main parts of the study including research questions, objectives of the study, theoretical framework, research method and validity of the research. those five gisty listiani, dwi rukmini, widhiyanto/ eej 9 (4) (2019) 476 – 483 479 components affect each other whether it is directly or indirectly. first, the goals of the research are defined to lead the study as it develops in a systematic way. the goals becomes the the guidance to establish what needs to be find out in the next step of the research. in this study, the goals consists of three significant points to be figure out. the goals are (1) to analyze the ideology inclusion in jokowi’s speech viewed from the perspective of attitude appraisal, (2) to analyze the ideology inclusion in jokowi’s speech viewed from the perspective of engagement appraisal, (3) to analyze the ideology inclusion in jokowi’s speech viewed from the perspective of graduation appraisal. those three questions are the target of the study to be elucidated as it becomes the reasons of why this study is conducted. second, the goals are constructed from the theoretical framework in which the theory underlying appraisal resources and ideological strategies are employed. the appraisal theory is used to elucidate the ideology in a speech since it provides a unique role to convey the meaning of the speaker. besides, every category has significant function to represent what is believed by him or her. then, the inclusion of idelogy is presented from those three appraisal categories to reveal that the use of language corresponds to the speech text to convey the main purpose and focus of the speaker. third, after the theoretical framework is set, the research question is establish as a guidance to obtain the research findings. in this study, three research questions are presented. they are: (1) how is the inclusion of ideology in jokowi’s speech viewed from the perspective of attitude appraisal? (2) how is the inclusion of ideology in jokowi’s speech viewed from the perspective of engagement appraisal? (3) how is the inclusion of ideology in jokowi’s speech viewed from the perspective of graduation appraisal?. the presence of research questions function to keep the study on its focus and purposes so that the researcher does not emerge a new case when conducting further step. four, the goals of the research is defined by the research method employed in the study. this study uses descriptive qualitative method with aims to explain how attitude appraisal conveys the inclusion of ideology in jokowi’s speech, to elucidate how engagement appraisal reveals the inclusion of ideology in jokowi’s speech and to clarify how graduation appraisal depicts the inclusion of ideology in jokowi’s speech. these three aims will be systematically explained by taking consideration on descriptive qualitative method starting from determining the classification of appraisal system in clause level analysis. then, it is continued with an explanation of ideological analysis supported by appraisal categorization. fifth, in order to avoid any bias, the validity of the study will be proven by employing investigator triangulation. the validity will be proven from the triangulation of sources, theories, method, and research findings. the investigator triangulation aims to verify that the study has been conducted systematically and resulted credible findings which can be accounted for. results and discussion the inclusion of ideology viewed from the perspective of attitude appraisal there were several ideology strategies included in attitude appraisal, such as implication, consensus, hyperbole, presupposition, national self glorification, lexicalization, and irony. in general, ideology strategy of implication dominated the speech viewed from the analysis of attitude appraisal. the domination of implication was followed by pre-supposition and lexicalization. the least ideology strategies employed in attitude appraisal were consensus, hyperbole, national self glorification and irony. in general, it can be said that jokowi, as the speaker of the speech, was keen on emphasizing attitude by providing highlight before coming up with his true intention. he tended to convey the baseline in order to engage the audiences with the core of his statement. engaging the audiences with the essence was his gisty listiani, dwi rukmini, widhiyanto/ eej 9 (4) (2019) 476 – 483 480 strategy to drive them in understanding the real issue of his utterance. that was the reason of why every statement comprised of implication. besides, pre-supposition was presented as jokowi talked about common issues that the audiences have already noticed. this kind of attitude was implemented by jokowi to examine the same perspective between he and the audiences. he took up the issues in his speech in order to lead the audiences into the further discussion so that the audiences grasped the point he started from. another kind of attitude that was found in the speech was the attitude of jokowi in describing thanos. thanos itself was a movie character used by the speaker as a representation of a bad character. this characterization was based on the ideology of lexicalization in which the speaker expressed criticism and pessimism about something through the reflection of a character. moreover, the lexicalization was also accompanied by the use of hyperbole to exaggerate meaning that aimed to drive the audiences to the real threat caused by thanos. jokowi also expressed an attitude of pride through the glorification of his own country. he mentioned a great success of indonesia when hosting the 18th asian games and para games. he also mentioned various partners from many countries that participated in that big event to amaze the audience and to prove the power of indonesia. in addition, jokowi also attempted to create agreement and solidarity by providing statement that engaged the audiences with a sense of cooperation in coping with certain issue. he employed the ideology of consensus by expressing such reaction, feeling, and attitude including particular partners that were claimed to have responsibility to go through with a global issue related to economic and human civilization. however, there was also an irony emerged in the speech. the speaker showed how something did not work as it should be. it worked inappropriately that certain parties should bore the burden while others enjoyed the benefits. the inclusion of ideology viewed from the perspective of engagement appraisal the engagement appraisal analysis led to a finding that ideology strategy of implication was frequently employed by jokowi. it still dominated the speech followed by other idelogy strategies particularly evidentially, presupposition, national self glorification, hyperbole, vagueness, and consensus. it meant that by stating his position jokowi had certain intention to deliver the real message to the audiences. implication was mostly used when jokowi expressed his point of view. he collaborated words such as “i believe” with particular statement with a purpose to show confidence about what has been taken into consideration and to engage the audiences with a perspective he offered. the statements uttered by the speaker was also supported by facts taken from scientific research. it depicted how jokowi carefully planned his speech before he performed it in the economic forum. he employed evidentially ideology in order to inform the audiences about credible findings that are possible to be the cornerstone of joint policy. in addition to the ideology strategy of implication and evidentially, there were four ideology strategies that were again included in the speech viewed from the perspective of engagement appraisal. they were presupposition, national self glorification, hyperbole, and consensus. presupposition was implemented as a signal that the speaker and the audiences shared the similar point of view. national self glorification was chosen as the speaker emphasized his position as indonesian people who took a part in launching government program and showed pride because his country successfully created a remarkable progress. furthermore, hyperbole was still used in order to mark out the real problem of human being so that the audiences could have a sense of responsibility in maintaining the world peace. furthermore, consensus was applied to build solidarity among the audiences which focused on the resources management. gisty listiani, dwi rukmini, widhiyanto/ eej 9 (4) (2019) 476 – 483 481 solidarity among countries was expected and considered as the key of cooperation and collaboration in keeping up with global challenges, especially economic and humanity issues. the consensus ideology was appropriately implemented by the speaker to invite the audiences to stand ready towards smart management of world energy resources. however, not all intention was clearly uttered by the speaker. there was the time when jokowi manipulated words simply for attracting the audiences’ attention. he employed ideology strategy of vagueness to emerge question that was required explanation. it was not just a strategy to drive people curious, but it was such a satire. this ideology then stood out as an approach that led the audiences to refer to their own selves and helped them realize the main point of the speaker. the inclusion of ideology viewed from the perspective of graduation appraisal the analysis of graduation appraisal in jokowi’s speech confirmed the inclusion of several ideology strategies. the ideology strategies comprised in the speech viewed from the graduation classification were hyperbole, implication, national self glorification, and number game. generally, the analysis indicates that implication was frequently used by the speaker followed by national self glorification, hyperbole, and number game. the speaker tends to convey about amount and intensify some words with aims to emphasize particular issues that need to be aware by the audiences. from the analysis of graduation appraisal, the ideology of implication was inserted generally in order to provide detailed improvement related to quantity and intensity of an object of discussion. it required to be emphasized as the speaker was obligated to share an obvious explanation to make the speech worth the meaning. to make it sound harmonious, the speech was once again supported by the use of hyperbole that included certain character. thanos as a bad guy in the movie was placed as a real thing in human’s live. thus, it gave a sense of truth that was necessary to be taken into account by the audiences since the speaker referred to all of them. another ideology strategy included in the speech was self national glorification. jokowi, as the speaker, mentioned various artists and participants in the asian game to create a good impression towards indonesia. he uttered the expression of quantity in order to describe the excitement and euphoria of that fabulous event. in addition, number game emerged as the least ideology strategy implemented by the speaker. number game ideology represented the number of indonesian start up and the gain from that industry. the speaker applied the combination of words and number in order to claim commitment and credibility in joining global competition of technology and digital economy. conclusion and suggestion the first analysis of attitude appraisal in jokowi’s speech conveyed that there were seven ideology strategies that had been implemented viewed from attitude appraisal analysis. the seven ideologies were implication, consensus, hyperbole, pre-supposition, national self glorification, lexicalization, and irony. those ideologies were related to the feeling, opinion, reaction, and attitude of jokowi in responding the digital economy and technology revolution. jokowi applied the ideology of implication to emphasize his opinion about natural resources which was limited, human talent which claimed to be infinite, industry 4.0 which had been launched in indonesia and the accomplishment of indonesia in hosting the 18th asian game. beside, the implication was also used to describe thanos as a symbol of greed that may cause destruction. related to those description, jokowi presented a sense of solidarity and togetherness in managing world resources reflected from the use of consensus ideology in order to create peace all over the world. it was also supported by hyperbole to exaggerate the meaning and to make the speech sound gisty listiani, dwi rukmini, widhiyanto/ eej 9 (4) (2019) 476 – 483 482 attractive. pre-supposition was applied as the speaker shared common knowledge as the starting point to come up with the main argumentation and it continued with a declaration of pride towards the achievement of indonesia in designing technological progress that was reflected from the inclusion of national self glorification. moreover, lexicalization was produced to described thanos as a bad character that was followed by an irony to allude the impact of craftiness of certain parties. the analysis of ideology inclusion in jokowi’s speech viewed from the perspective of engagement appraisal depicted that there were six ideology strategies that were implemented by the speaker. they are implication, evidentially, pre-supposition, national self glorification, hyperbole, vagueness, and consensus. the engagement analysis indicated the ideology possessed by the speaker as a reference of position he took. the general analysis indicated that the implementation of implication was related to the acknowledgement of believe towards particular point of view with reference to the speaker itself and the speaker’s position in coping with trade wars. in order to support his argument, the evidentially ideology was presented with reference to scientific research which claimed about economic improvement. pre-supposition existed as the ideology which led the speaker to convey common views related to the progress of human talent and technology revolution. in addition to this, the speaker also showed pride and excitement by claiming the triumph of indonesia in launching industry 4.0 government program. moreover, the ideology of hyperbole also existed in relation with a proposition infinity wars caused by trade wars completed by the use of vagueness ideology as an approach to drive the people to do selfevaluation related to their position in global economic issues. the speech then was ended by statements that reflected consensus ideology as the speaker decided to collaborate and cooperate with all of the parties taking part in keeping the peace of the world to manage the world resources well for the sake of humanity. the inclusion of ideology in jokowi’s speech can be seen from the perspective of graduation appraisal. it was clearly conveyed that the analysis of graduation appraisal resulted in the implementation of four ideology strategies. the four ideologies were implication, hyperbole, national self glorification, and number game. graduation appraisal analysis aims to provide an overview about the quantity and intensity of an object of discussion. in this part, the use of implication conveyed how the speaker mentioned about infinity war which implied about a massive scale of war that may bring up chaos and devastation. it also explained about the shift of energy resources that changed from coal and power plant into solar panel and wind turbine. related to the global tranformation, the speaker applied number game ideology by informing the audiences about indonesian innovation that had successfully built up four “unicorn” or common known as start up with billion dollar valuation in indonesia. this statement added the speaker’s ideology of national self glorification as he pointed the huge quantity of asian game’s athelets and participants who put on that glorious show. last, the inclusion of idoelogy viewed from graduation appraisal indicated that the speaker once again implemented hyperbole as a satire to make people aware of evil ambitions inside all of us. in addition, in order to contribute to the research development and related parties, this study are expected to be applied as a reference to share knowledge and theory of appraisal resources in order to escalate the quality of english teaching and learning. by explaining the application of appraisal theory both in written and spoken language, it is believed that the limitation of the lesson about structuring words can be transformed into understanding words beyond meaning. moreover, it is also expected that the next researchers can manage a further study about the application of appraisal resources in spoken language whether it is formal or informal interaction. besides, the inclusion of ideology may be investigated by gisty listiani, dwi rukmini, widhiyanto/ eej 9 (4) (2019) 476 – 483 483 employing ideology theory proposed by other experts. despite its contribution and strengths, this study also indicates weakness that may trigger bias as the interpretation was gained from clause analysis instead of text level analysis. thus, the ideologies presented in the results and discussion were varied so that the conclusion was not wrapped into one big idea of ideology reference of the speaker. references akbarzade. 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(2015). comparative study on the appraisal resources of china daily's disaster news. theories and practice in language studies, 2118-2130 eej 9 (1) (2019) 84 92 english education journal http://journal.unnes.ac.id/sju/index.php/eej coherence in the narrative texts of eastvaganza story writing contest for senior high-school students rifqi hazmi mamduhan1, sri wuli fitriati2, djoko sutopo2 1. smk al hikmah cirebon, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: recived 15 october 2018 accepted 19 december 2018 published 15 march 2019 ________________ keywords: micro-level coherence, macro-level coherence, narrative, writing contest ____________________ abstract ___________________________________________________________________ this study analyzes narratives written by six students who joined a story writing contest. it is assumed that the students who joined in the writing contest had fair knowledge in writing, so the texts may achieve coherence. this study uses qualitative research in the form of discourse analysis. the focuses of the study are to investigate micro and macro level coherence, tense use, and the context of situation of the texts. this study uses the theories from thornbury (2005), ellis (1997), and eggins (1994). this study is aimed to know the quality of coherent text in the students‟ narrative. the findings of this study showed that constant theme patterns became the most frequent occurred in the narratives followed by zig-zag patterns and sentences which has no patterns. the sentences which have patterns might be logic in continuity. for the macro-level coherence, key word aspect became the most found in the narratives. the words represented the main characters in the stories. the macro-scripts showed that the narratives mostly use the script orientation-complication-resolution in arranging the paragraphs. the tense errors were found in almost all narratives. the findings showed three narratives had more errors than correct ones. the situational coherence showed that the fields in the texts were about heroes who had done something precious in their life. the tenors of the texts were same, namely between story writers and story readers. the modes of the texts were also the same. the texts are delivered by written media, so the texts did not have visual and aural distance between story writers and story readers. the goal of the texts is only for constructing experience. © 2019 universitas negeri semarang  correspondence address: jl. imam bonjol no.13 bobos dukupuntang,cirebon, indonesia e-mail: qiehaz@yahoo.co.id p-issn 2087-0108 e-issn 2502-4566 rifqi hazmi mamduhan, sri wuli fitriati and djoko sutopo/ eej 9 (1) 2019 84 92 85 introduction the study of coherence has been explored by many researchers. they have revealed their statements about coherence studies. coherence is the way a group of clauses or sentences (a text) respects to the context of situation and therefore consistent in register and respect to itself and therefore cohesive (halliday and hasan, 1976: 23). in other words, thornbury (2002: 36) said coherence is capacity of a text to „make sense‟. this relates to the connected sentences in a text to make the text meaningful and can be understood by readers. the term coherence cannot be separated with cohesion. cohesion may refer to the ways in which sentences are connected by cohesive devices through which readers can perceive the semantic relationship between the sentences (suwandi: 2016). the study discussed the coherence and cohesion analysis of the final project abstracts of the undergraduate students of pgri semarang. the other discussion comes from eyyup coskun (2009). he investigated the text coherence in the narrative texts of turkish student and bilingual uzbek students in turkey. the focus was to compare the coherence text between two groups of different students. the text coherence was also investigated by zheng (2009) in his study: text coherence in translation. the target of the study was to obtain the coherence of a target language text from a source text during the process of translation. the other coherence should be revealed in spoken language. for example, manipuspika (2014) accomplished coherence in talk shows. she showed conversational coherence achieved within talk show in both english and indonesian talk shows. in case of coherence, students write to express their idea. writing has long process in order to express our idea in a writing. knapp and watkins (2005: 15) say learning to write is a difficult and complex series of processes that require a range of explicit teaching methodologies throughout all the stages of learning. additional statement stated by halliday (2004: 5) that says the process of writing has four main elements: planning, drafting, editing and final version. a writer should also concern on some writing aspects such as: structure, lexical density, nominalization, cohesive devices and punctuation. those must be there because written language is more complex to produce language. it should be clear to make the readers understand what the purpose of the text. that is why some students who learn english as a foreign language face difficulty in writing english text. teaching writing english is taught as a foreign language in indonesian curriculum. if we take one curriculum used in indonesian: school-based curriculum (ktsp) for instance, students are taught the four language skill integratedly. two are receptive skills, and two other are productive skills. they should organize the system of language well in order to be understood. concerning on the importance of the purpose, teaching writing is one of them, and it will be a challenge for english teachers to teach writing. students should be going to produce text in oral or written. however, the strategies of teaching writing have not been over ever. there are always new methods to teach writing at the class or outside class, at least to prompt students‟ willingness in writing. one can be used to motivate students to write english text is through writing contest. contest can be defined a competition in which people try to win something (hornby, 2000: 282). a writing contest also has purpose to make participants to compete in writing a text. the text that is written is various from short functional text such as advertisement and letters, until genre text such as: descriptive, exposition and stories. the scoring for the contest is also various. the points of scoring are also commonly such as content, organization of text, vocabulary and grammar. related to the complexity in writing and one way to know students‟ ability in writing, the study investigated the quality of students‟ writing in a writing contest. the writing contest emphasized narratives as the genre of the rifqi hazmi mamduhan, sri wuli fitriati and djoko sutopo/ eej 9 (1) 2019 84 92 86 contest. the participants were also from senior high school students who definitely get writing matters from school. there were known how far the students master writing skills and known the output of the writing. that was the object of this research, to analyze the students‟ writing. this study had purpose to analyze the coherence of the narratives. in this study, there were some narratives written by students. the students joined english story writing contest in “eastvaganza” event on november 10, 2016. that event was the english contest for all students in cirebon region, west java indonesia. the researcher analyzed the coherence and compared six students‟ narratives whose stories become the best six. the writer chose this topic in order to know the complexity of writing, especially english writing. it is a challenge for everyone, including indonesian students. it needs other language component mastery like grammar and vocabulary. it needs other features like creativity and critical thinking of students. one of factors that influences the students‟ interest in language learning especially writing is “anxiety”. anxiety is known as a factor in academic performance (brown, 2007, p.162 as cited in astrid, a., et al: 2017). the lack of students‟ anxiety mostly becomes one barrier in second language learning. that is why it needs a new strategy to increase students‟ interest in learning second language especially writing. in writing, there should have many features and one of them is coherence. this term is used to make texts related together to deliver an information to readers. furthermore, the finding of coherence on the texts will show us how informative the texts are. the texts that are chosen are from students‟ narratives writing in a story writing contest. narratives are different than other texts in terms of goal, generic structure and the features. in narratives, those should have some features such as characters, plot, theme, and message delivered for readers. in the generic structure also different, narratives have orientation as the first opening in the text; it tells us about the characters involved, time and place the story happened, and the beginning of the story. the second, third or fourth paragraph, it usually emerges complication as the first of where the story will go on. even, whether the story is good or bad is decided in the complication session. and narratives are ended in resolution as the last step of the story; it will tell whether the story will end well of bad. sometimes narratives are closed by “coda” or the good lesson which is taken from the story. that makes different; narratives require a “coda” to have readers affected to do or not to do something in the story. writing narratives is so different; the writers, moreover students who write narratives are looked as high-englishquality students. this reason makes the researcher interested to investigate students‟ narratives. senior high school (sma) students have learned english since junior high schools (smp), even since elementary schools (sd). the students of course have learned writing skill since the last high schools and at least have competed writing competence. studying narratives is same; they have got the narrative lessons since junior high school in reading and even in writing. the writing contest can improve their writing skill, especially in narratives. the writing contest was held by english tutors community in cirebon: the east in november 2016, in the event eastvaganza. a writing contest was probably still rare for indonesian students, especially in writing stories. even in cirebon region, that event may be probably rarely held. this way made the researcher to choose narratives writing competition as the target of research. because it was a writing competition, there were the winners in the end. in the eastvaganza contest, there were chosen the big six of students in the ranking. the choosing of big six was according to the score of the judges. the committee added the scores for the two judges to be cumulative score. the scores became the last score for the game. from rifqi hazmi mamduhan, sri wuli fitriati and djoko sutopo/ eej 9 (1) 2019 84 92 87 the result of the score, it was known the coherence of the stories. in addition, it was also to know the quality of writings from the students‟ narratives. method this research is a qualitative study that uses discourse analysis. the data were taken from students‟ story texts. the unit of analysis focused on sentence and clause. in this study, there was identification the text coherence on the students‟ narrative texts. it showed the relationship among each sentence and showed the meaning of the writings. the researcher took only six narratives of students who joined eastvaganza contest to be analyzed. the objects of the study are the texts written by students who joined eastvaganza contest. there were nine narratives from nine participants in this study. the researcher only took six narratives based on the ranking of participants. the big six of participants were taken according to committee‟s last score recapitulation; and the committee‟s scoring was based on the judges‟ first scoring. then there was an analysis of coherence in terms of micro-level, macro-level, tense use and situational coherence. the main instrument was the researcher himself because this research area was discourse in coherence analysis which concerned with analyzing the text. there were some procedures in collecting data. they were as follows: 1.) getting the story texts of all participants of eastvaganza writing contest. the researcher was able to ask the text file from the committee of eastvaganza, then to be printed. the data were taken only six narratives based on the big six ranking of participants in the end of the contest. the six narratives taken were based on the result from judges. 2.) after collecting the six of them, next there were taken as the main data of coherence analysis. 3.) close reading the whole of students‟ stories. it was to know first the content of the story and to have attention the connection among sentences and paragraphs. that was as the first of coherence analysis and the tense use analysis. after the data were collected, they were analyzed using the following steps: 1.) in collecting data, the researcher prepared the printed story texts. then, they were read and given marks in each unit of analysis. 2.) in reviewing and exploring the data, the researcher began to read the data carefully. then the researcher reviewed the whole data in order to get the understanding of the text. and the researcher made a table to analyze the text then separated the text from sentence by sentence and determined the coherence. 3.) in coding the data to make it easy in analyzing, the researcher marked the text number and the clause. for example, narrative text 1 was shortened „nt.1‟ and the clause 1 in the narrative text 1 became „c.1 nt.1‟. 4.) in analyzing the micro-level coherence of the texts, the researcher used thematic progression and logical relationship theories from thornbury‟s (2005). from the relation, it was known the theme & rheme, cohesive devices, and whether the topic relates or no. 5.) in analyzing the macro-level coherence of the texts, the researcher used theory from thornbury‟s (2005) in order to explore the key words and macro-scripts in each narrative. in analyzing the correct and error tense, the researchers took theory from ellis (1997) as cited in ratnah (2013). the analysis categorized tense error in three parts: error of verb selection, error of omission, and double verb/passive error. the error sentences were marked by different colors. then, the sentences were separated with the error categorization and given the possible/correct ones. 6.) in analyzing the situational coherence of the texts, the researcher categorized each sentence into three variables according to eggins (1994): field, tenor, and mode. to analyze it, it is taken generally all paragraphs. here is the example of situational coherence analysis taken in a narrative. in this study, the researcher used triangulation on some theories of analysis of coherence. micro-macro level coherence analysis was taken from thornbury‟s theory (2005). the other theory which related to rifqi hazmi mamduhan, sri wuli fitriati and djoko sutopo/ eej 9 (1) 2019 84 92 88 thornbury‟s was by eggins (1994). it guided the analysis of situational coherence. the other theory about tense error used theory from ellis (1997) as cited in ratnah (2013). to add the certainty of analysis result, because the object was students‟ story writing in writing contest, the researcher compared with the scoring by judges. it was to compare the scoring from the committee, scored by the judges and for the researcher‟s analysis. results and discussions the micro-level coherence in terms of thematic progression and logical relationship are taken from eggins (2004) cited in fitriati & yonata (2017); which has three main patterns: theme reiteration or constant pattern, zig-zag pattern, and multiple-rheme pattern. the findings of the thematic progression and the logical relationship in the six student‟s texts can be seen in the table below. table 1. the overall result of thematic progression found in six students‟ texts n o text consta nt theme pattern zigzag patte rn multi ple theme patter n rogue senten ce tot al 1 ketu aji 27 23 9 60 2 the friendly giant 19 12 7 38 3 the true hero 35 21 25 81 4 friends hip butterfl y and bee 27 13 4 44 5 hero 23 20 19 62 6 werew olf 35 16 2 20 73 total 156 105 2 84 358 in the table, we see that from the six texts, there are 358 patterns. it shows constant theme pattern becomes the most used to link sentences with 156 numbers, followed with zig-zag pattern 105 numbers, multiple-theme pattern 2 numbers and rogue sentence 84 numbers. in the reality of narratives, knap & watkins (224: 2005) say that narratives set up a complexity of some sort that must be resolved. it is different that recount where it has shown that the story steps come from orientation and events without any significant complication appeared. however, narratives reflect more complex story stages added with complication or problem. so far, knap & watkins (2005) explain narratives are not only in the structure of orientationcomplication-resolution, but it can be develop more than that according to how writers make their stories. in the macro-level coherence from the six texts, the writers had their own style to write their stories. the use of writer‟s point of view as the third person or only the story teller becomes the most used, but sometimes the writers use first person reference or use both first and third person. there are also some structures used, at least using simple structure: orientation – complication – resolution, or using structure: orientation – problem – solution – resolution, or possibly using: orientation – first problem – second problem – resolution. well, this differentiation is not a matter in narratives. even if the writers do not put the complication, the stories can still run. the next analysis is the use of past tense in the story texts. except for direct speech, it can use other tense. that makes all verb uses should be changed into past forms. the use also occurs in the time signal that should be changed into past time signal forms. in this research, the writers write narratives and of course, those should be written in past tense. however, we can see form the findings that the writers are not qualified enough to use tense in their text. those can be seen in the table below. rifqi hazmi mamduhan, sri wuli fitriati and djoko sutopo/ eej 9 (1) 2019 84 92 89 table 2. the summary of tense error in six texts n o text total of sentenc e with correct tense error of verb selectio n error of omissio n double verb/err or passive total of sentenc e 1 ketu aji 40 16 2 2 60 2 the friendly giant 10 27 1 38 3 the true hero 11 58 11 2 82 4 friendshi p butterfly and bee 11 25 4 5 45 5 hero 50 10 2 1 63 6 werewol f 61 5 5 2 73 total 182 142 24 13 361 in the table, we see that from the six texts, there are 361 sentences. it shows the sentences with correct tense are only 182 numbers. the rests prove the writers still make mistakes in verb selection with 142 numbers, error of omission with 24 numbers, and use of double verbs or passive voice errors with 13 numbers. the next discussion is about the situational coherence of the texts. one of definition of coherence that is stated by halliday & hasan (1976: 23) that the clauses or the sentences arranged in a text should be related to the context. the contexts can be context of culture and context of situation. further, eggins (1994) states the context of situation is similar to situational coherence. in other words, everything occurs that relate to the text. as gerot & wignell (1995) classify that there are three variables in situational coherence: field, tenor and mode. in sum, the six texts written by the students have same theme and goal. the theme is about hero and the goal is general narrative itself: to entertain readers; or to teach the moral value from the text. we see from the findings in each text has almost similar variable of situational coherence. field : hero story tenor : writers to readers mode : written to be read the fields of the texts are same, about hero stories. however, each text has different views about hero. this represents the writers‟ thinking when they wrote the story. if we know, from the text 1, the hero means someone who fought to defend his land from his enemy. text 2, is almost similar to text 1, which name hero as someone who could defend his place form danger. in text 3, the writer thinks that the real hero is someone who struggle for family. text 4, is also almost similar to text 1 and text 2; the hero is someone who struggled to make its land/place better. text 5 does not explain more about what hero means, but focuses more on hero that someone who always do good action in its life. in the last text, there is contradiction between good hero or bad hero, because the focus of the story is on the hero who made good action in the past, but made a wrong decision in the end. tenor means the participants and their statuses. the statuses of participants in the texts are similar too. the texts are all written, so the writers of the texts are students who joined story writing contest. in this case, they are story writers. the second interactant is for general; for story readers who enjoyed reading stories. if we detail the six narratives, we can know different kinds of narratives there. the first narrative seems to be folklore from someone‟s experience. the 2nd and 5th narratives seem to be fable where the characters who played are all animals. meanwhile the 3rd, 4th and 6th narratives are similar to kind of short stories or pieces of novels. we can see the plot of the three stories which have some conflicts and writers‟ view. even, the stories may be able to have longer stories than now stories. the mode is the way the message of the story delivered to the readers. it is also similar with the six texts. because the texts are written, they do not have visual distance, aural distance and feedback. the communication between the writers and the readers is limited and indirect. it is perhaps different than letter, e-mail or short messages; they do not have visual distance and rifqi hazmi mamduhan, sri wuli fitriati and djoko sutopo/ eej 9 (1) 2019 84 92 90 aural distance, but have rapid feedback between interactants. between the writers and the readers of short messages can communicate each other. for experiential distance, the story seems nonfiction, although there are some stories which seem to be real stories. those are used for constructing experience. it means the language constituting social process called language as reflection.in the table, we see that from the six texts, there are 361 sentences. it shows the sentences with correct tense are only 182 numbers. the rests prove the writers still make mistakes in verb selection with 142 numbers, error of omission with 24 numbers, and use of double verbs or passive voice errors with 13 numbers. conclusion the conclusion is drawn in order to answer the statement in the objective of research. the present study was to investigate the coherence in students‟ narratives in eastvaganza writing contest. it investigated the micro-level and macro-level coherence, the tense use, and the context of situation of the texts. in micro-level coherence, this only discussed the thematic progression and the logical relationship. for the thematic progression, many writers used the constant theme pattern in building the new theme of each sentence. the pattern was more dominant than the zig-zag pattern and even the multiple theme patterns which were rarely used. however, besides the three patterns, the writers still did many rogue sentences or jumping idea, so there were some sentences which were not identified. in other words, rogue sentences made the sentences were out of readers‟ expectation. it analyzed the macro-level coherence. this only discussed the key words and the macro-scripts which were there in the texts. the key words could represent the theme and topic of the texts. likewise, in the texts had same theme about hero, but here had not to be the word hero mentioned many times in the texts. the other words could be representative to symbolize hero. for example, the text 1, text 2, and text 4, the main characters who became hero were always mentioned many times such as the words: young man or ketu aji, the giant, and the butterfly and the bee. this also occurred in text 3, when the word mother/mom as the hero was mentioned more. more than that, the other words were only supporting words which could explain what the heroes had done in the stories. besides key words, the other macro coherence was macro-script. the scripts were like the generic structure which arranged paragraph-by-paragraph to become a text. as we see in finding, from the six texts, at least the writers used simple structure: orientation – complication – resolution, or using structure: orientation – problem – solution – resolution. possibly there were some stories using: orientation – first problem – second problem – resolution. it also was about tense use. for narratives which tell readers past events, the tense used past tense. the finding showed the writers still felt difficulty to understand past tense. it was shown that only text 1, text 5 and text 6 which had sentences with correct tense more than the errors. it meant the writers were carefully to use the tense, so they could avoid doing the mistakes. nevertheless the text 2, text 3 and text 4 had error tense more than the correct, so it would possibly made the text incoherent with many tense errors. it meant the writers were less careful to write the texts or did not have fair knowledge in writing english stories. the context of situation contained three variables: field, tenor and mode. the fields of the texts were same, about hero stories. however, each text had different views about hero. this represented the writers‟ thinking when they wrote the story. the tenors of the texts were also same, between story writers to story readers. the mode of the texts delivered the message by written media. the texts did not have visual distance, aural distance and feedback. for experiential distance, the texts were used for constructing experience. it meant the language constituting social process called language as reflection. rifqi hazmi mamduhan, sri wuli fitriati and djoko sutopo/ eej 9 (1) 2019 84 92 91 references ary, d; jacobs, l.c.; razavich, a.; & sorensen, c. 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(2009). text coherence in translation. english language teaching (www.ccsenet.org/journal.html), vol. 2 no. 3, pp. 53-57. eej 9 (1) (2019) 74 83 english education journal http://journal.unnes.ac.id/sju/index.php/eej the professional and pedagogic competences of english teachers with different ukg (teaching competence test) achievement levels iis siti aisyah1, issy yuliasri2, warsono2 1. smp muhammadiyah 3 bandung, indonesia 2 universitas negeri semarang, indonesia article info ________________ article history: recived 15 october 2018 accepted 19 december 2018 published 15 march 2019 keywords: professional competence, pedagogic competence, ukg achievement levels ____________________ abstract ___________________________________________________________________ professional and pedagogic competences are the basic aspects for effective teaching and learning to take place in classrooms. they are dealing with the quality of teaching-learning process. however, the average score of ukg (teacher competence test) in indonesia did not achieve standard expected target. this mixed-methods study is aimed to reveal professional and pedagogic competences of english teachers with different ukg achievement levels. quantitative method was employed in the first phase through student questionnaire to investigate students‟ perception on their english teachers‟ professional and pedagogic competences performed in classrooms. 14 classes students of six junior high schools in bandung, west java, were chosen as participants.the total number of students was 474 with 14 english teachers as subjects of the study. in the second phase, this study employed a descriptive qualitative method through classrooms observation and documentation to reveal how english teachers with different ukg chievement levels performed their competence in classrooms. five teachers out of the 14 teachers under study were chosen as participants.the finding reveals that based on students‟ perception, professional and pedagogic competences demonstrated by english teachers in classrooms do not fully reflect their ukg achievement levels. in some aspects, the teachers with lower ukg achievement are not perceived worse than those with higher ukg achievement. this finding is in line with the finding based on classrooms teaching performance of the five english teachers‟ under study. in some parts of lessons, the lower achievers could even perform better than the highers. © 2019 universitas negeri semarang correspondence address: phh mustopha no.90/209 c, bandung, indonesia e-mail: iis28sitiaisyah@gmail.com p-issn 2087-0108 e-issn 2502-4566 mailto:iis28sitiaisyah@gmail.com iis siti aisyah, issy yuliasri, warsono/ eej 9 (1) (2019) 74 83 75 introduction teaching english as foreign language is not an easy task. according to richards (2011), not everyone who speaks english can teach english. english language teaching is seen a career in a field of educational specialization. this profession requires a specialized knowledge base obtained not only through academic study but also practical experience (richards, 2011). moreover, english teachers have more burdens because the curriculum not only emphasizes on the mastery of linguistics competence but also communicative competence in written and oral skill. it is supported by agustien (2014) who contends that the main purpose of language learning is to develop the ability to communicate (communicative competencies) and discourse competence is the core of the ability to communicate. the statement contended by agustien above also prescribed in indonesia department of education regulation that communication in english is intended to understand and express information, thought, feeling, and develop science, technology, and culture by using the language. the ability to communicate in a full understanding is the ability of discourse. furthermore celce-murcia, et al. (1995) in agustien (2014) explains that the ability of discourse is "choice, sequence, word order, structure, and text of speech to achieve coherent oral and written texts". from the statements above, it can be concluded that teaching english is not only about transferring knowledge to students in the classrooms. english teachers need to conduct effective and efficient learning therefore their students can gain good communicative competences. in order to make students learn effectively and efficiently, teaching english does not only require english speaking skill but also teaching competences. regulation number 14 of indonesian ministry of national education (2005) about teachers and lectures defines competence as “a set of knowledge, skill, and attitudes a teacher must have, fully comprehend and master to perform his/her professional task”. regulation of indonesian ministry of national education (2007) also develops four core competences of teacher competence standards. they are pedagogic, personal, social, and professional competence acquired through professional education. pedagogic competence is the competence in managing students‟ learning. personal competence includes having good and steady personal characteristics. professional competence is a competence in mastering the subject matter broadly and deeply. whereas social competence means competence in communicating and interacting effectively and efficiently with learners, colleagues/fellow teachers, parents/guardians, and community (minister of national education number 16, 2007). theoretically stated, teacher competence affects many aspects of education. it is one of the factors determine the quality of learning and the quality of students, which in turns determine the quality of education. however, the fact indicates the lack of teachers‟ comprehension of professional and pedagogic competences. the national average results of teacher competence test or uji kompetensi guru (ukg) in indonesia for two areas (professional and pedagogic competences) is below the minimum competence standards (http://www.thejakartapost). this fact is supported by several previous studies both in domestic and international frame. in domestic frame, the findings reveal that english teachers‟ competences have not been developed as they were expected (syahrudin, ernawati, & ede, 2013; husin, 2013; siki, 2013; febriana & faridi, 2016). meanwhile in foreign frame, the results report that teachers‟ utmost weakness area is to make the subject matter applicable to the real world situation (ghazi et al, 2013). other studies uncover that not all competences required by curriculum are demonstrated by english teachers and english student teachers (cubukcu, 2010; kizilaslan, 2011; tawalbeh & ismail, 2014; zhao & zhang, 2016). based on the fact supported by previous studies as outlined above, this study focusses on http://www.thejakartapost/ iis siti aisyah, issy yuliasri, warsono/ eej 9 (1) (2019) 74 83 76 investigating whether the teachers‟ achievement of ukg represents their teaching skill with the aim to describe teacher competence performed in classrooms by english teachers with different ukg achievement levels in four point of views. they are; 1) students‟ perceptions of professional competence performed in the classrooms by their english teachers, 2) students‟ perceptions of pedagogic competence performed in classrooms by their english teachers 3) professional competence performed in classrooms by english teachers, 4) pedagogic competence performed in classrooms by english teachers. methods this study employed a mixed-methods design that implementing sequential which quantitative data come first in the first phase followed by qualitative data in the second phase (cresswell, 2009). questionnaire was used in the first phase in order to measure or describe any generalized pictures which matches this study aim: to explore students‟ perception of english teachers with different level of ukg perform their professional and pedagogic competences in the classrooms. in the second phase, this study included a descriptive qualitative method through classroom observation and documentation to complement the qualitative components from teacher and also as triangulation in order to help get a full picture of how english teachers with different achievement levels of ukg perform their professional and pedagogic competences in the classrooms. in the first phase, the participants were six junior high school students in bandung, east java, indonesia. the total number of students was 474 of 14 classes from state and private schools. these students participated in this study by perceiving their english teachers in performing their professional and pedagogic competences in the classrooms. the total number of english teachers under study was 14. and named t1 (teacher 1) to t14 (teacher 14). the classes were chosen purposively based on their english teachers‟ agreement. the english teachers under study were grouped into three groups based on the level of their ukg score. they are group 1, 2, and 3. the ukg score levels are classified based on assessment standard prescribed in decree of national education department (2017). the obtained scores are converted into scale 1-100 and then classified into four levels from very poor to excellent. level 1 is classified “very poor” with score 1-50, level 2 is “fair” with score 51-70, level 3 is “good” with score 7190, and level 4 is excellent with score 90-100 (national education department, 2017). since the obtained score of the perceived english teachers are at a range of 1 90, in this study, the teachers are grouped into three. group 1 (level 1) and group 2 (level 2) are represented by five teachers. meanwhile group 3 (level 3) is represented by four teachers. in the second phase, five teachers out of 14 teachers under study were chosen as participants, namely, t1 from group 1, t6 and t9 from group 2, t11 and t12 from group 3. they were observed in relation to their classroom practices. the same 45 items in four likert scale are developed in questionnaire and observation checklist to explore two components of professional competence and eight components of pedagogic competence as prescribed in rule of minister of national education number 16 (2007). the components of professional competence explored includes: 1) mastering the materials, structural, concept, and knowledge mindset of subject matter, and 2) developing learning materials creatively. meanwhile the components of pedagogic competence include: 1) mastering students‟ characteristic, 2) mastering learning theories and learning principles, 3) developing the curriculum related to subject matter 4) implementing effective teaching and learning, 5) integrating ict in teaching and learning process, 6) developing students‟ learning potential, 7) communicating effectively, emphatically, and mannerly with students, and 8) assessing students‟ learning. iis siti aisyah, issy yuliasri, warsono/ eej 9 (1) (2019) 74 83 77 results and discussions professional and pedagogic competences performed by english teachers with different ukg achievement levels presented and discussed as follow. students’ perception of english teachers professional competence performed in classrooms english teachers professional competence performed in classrooms based on students‟ perception is described in two components. concerning the first component of professional competence (mastering the materials, structural, concept, and knowledge mindset of subject matter), the findings uncover that generally english teachers of all groups show good performance in three indicators, namely: mastering of knowledge of subject matter as the essence of teacher‟s quality; providing samples of english words and grammatical structures; monitoring his/her own speech and writing for accuracy. nevertheless they are considered have the lack of english proficiency due to the poor performance of other three indicators, namely: maintaining use of english; maintaining fluent use of english in the classroom; giving explanations and instructions in english. this findings indicate that the teachers need improvement in english proficiency. they must be encouraged to activate their passive english by starting to speak and use english in class and school environment. therefore, they are more confident to use the language in classrooms. in performing the second component of professional competence (developing learning materials creatively in classrooms as perceived by students), all groups demonstrated good classroom practices in providing learning material creatively that meets the level of students‟ progress but still need improvement in using various learning resources creatively. this finding indicates that the teachers were likely to use monotonous learning resources. this is not in line with wachidah, gunawan, and diyanti (2017) who state that in language learning, the experience of using various learning resources enables students to realize that different texts can have the same social function and purpose or vice versa. they are also supposed to aware that various kinds and contents of text are caused by different purposes and context of communication. students’ perception of english teachers’ pedagogic competence performed in classrooms. teachers‟ pedagogic competence classroom performance based on students‟ perception is presented in eight components. concerning the first component (mastering students‟ characteristics) , the teachers of all groups failed to know their students‟ characteristics well; need improvement in calling students‟ by name; need improvement in identifying students; demonstrating good identifying student‟s learning difficulties. based on the findings above, it is obvious that this mastering students‟ characteristics appears as a big challenge to the perceived english teachers. collecting this information is not an easy thing. in indonesia, in order to be a certified teacher and able to receive teacher certification allowance, teachers are required to teach at least 24 periods in a week which last 40 minutes of each period. since english language class of junior high school is held 4 periods in a week, the english teachers must teach at least six classes with about 30-36 students in each class to fulfil the requirement. this condition becomes an obstacle in mastering the big number of students‟ characteristics. in performing the second component (mastering learning theories and learning principles), all groups need improvement in applying student-centered approach, making use of teaching methods creatively, and making use of various teaching technique creatively. this fact is supported by leo (2013) who stresses that some teachers who claim their classroom iis siti aisyah, issy yuliasri, warsono/ eej 9 (1) (2019) 74 83 78 activities to be students-centered are actually still teachers-centered. kuma (2016) suggests school administrators support student-centered management and provide training and skills to their teachers because teachers and their students will have higher outcomes and success. more various teaching methods and tecniques should be adopted, modified, or varied by teachers since according to forsyth and mcmillan in leo (2013), variety reawakens students‟ involvement in the course and their motivation. in developing curriculum related to subject matter (the third component), lesson topic was well-introduced by all groups. nevertheless, all groups demonstrated the lack of awareness of the importance of clarifying students the learning objectives before the lesson begins. on the other hand they performed good classroom practice in evaluating whether the objectives have been achieved at the end of the lesson. this finding is not in line with nsw education and communities (2014) who contends that “at the beginning of the lesson, it is crucial to share the specific learning objective and explain how it contributes to achievement of the global goals in the learning sequence”. this helps students see the „big picture‟, make connections, understand the purpose of and reason for the lesson. in accordance with the fourth component of pedagogic competence (implementing effective teaching and learning), it can be concluded that all groups are perceived wellimplemented safe learning environment in the classrooms. they are also categorized „very good‟ in managing effective teaching-learning time. nevertheless, they need improvement in performing lesson material readiness and using various media. on the other hand, all groups are perceived good in performing taking a transactional decision in the learning of teaching appropriate with the evolving situation. these findings indicate that the teachers need to go to class with good preparation since students are able to identify whether the lesson are well prepared or not especially by students who want to learn seriously. furthermore leo (2013) stresses that „teachers may lose students‟ respect if they do not prepare the lesson well‟. they also need to explore and utilize more various media in order to make teachinglearning process more interesting and avoid boredom. concerning the fifth component (integrating ict in teaching and learning process), all groups performed unsatisfying classroom practice in utilizing projector, gadget, and internet. this finding is not in line with the curriculum applied in indonesia, namely revised 2013 curriculum that integrates ict in teaching-learning process. a crucial factor that had prevented the teachers and students from using ict in teaching and learning is the lack of ict tools such as computers, slide projectors, and limited internet access. concerning the seventh component (communicating effectively, emphatically, and mannerly), the teachers performed outstanding performance in ensuring relaxed atmosphere, giving clear explanation and instructions, checking students‟ understanding and maintaining rapport. they also showed good performance in checking whether students‟ completing their assignment and providing comprehensive review of important lesson content. these findings indicate that the teachers are percieved as a good communicator in transfering knowledge supported by classroom relaxed atmosphere and good mutual respect among students and their teacher. concerning the last component of pedagogic competence (assessing students‟ learning in the classrooms) performed by teachers based on students‟ perception, feedback on students ‟performance including praises is provided sufficiently by all groups. group 3 performed the best classroom practice of all since it is categorized „very good‟. meanwhile the other groups are categorized „good‟. in using varied assessment tools for students‟ learning and progress, all groups performed „good‟ classroom practice. in keeping accurate records of students‟ learning and progress according to the intended learning objectives, all teachers are perceived need improvement because the scores iis siti aisyah, issy yuliasri, warsono/ eej 9 (1) (2019) 74 83 79 fall in low level of good. in providing selfassessment and peer-assessment, group 1 and group 2 are perceived failed to demonstrate good performance since they fall in level „poor‟. meanwhile group 3 is considered almost poor because it falls at low range of „good‟. in giving remedial test to the students who do not achieve minimum standard criteria, all groups performed „good‟ classroom practice with score range. unfortunately, with respect to giving enrichment to the students who have achieved good progress), the teachers show “poor” and “very poor” performance. english teachers’ professional competence performed in classroom in mastering the materials, structural, concept ,and knowledge mindset of subject matter (component 1) the findings show that all teachers under observation succeeded in mastering teaching materials (indicator 1) and providing examples of english words and grammatical structures (indicator 5). nevertheless, in several indicators, namely, maintaining use and fluent of english (indicator 2 and 3), giving explanation and instructions in english (indicator 4), and maintaining english environment (indicator 7), t1, t9, and t12 still need improvement since they are categorized „poor‟. meanwhile t6 is successful since she is categorized „very good‟ and t11 are categorized „good‟. concerning indicator 6 (monitoring his/her own speech and writing for accuracy, t1 and t9 still need improvement. meanwhile t6, t11, and t13 showed „good‟ classroom performance. concerning developing learning materials (the second component), all teachers under observation provided sufficient learning materials creatively (indicator 1). t1, t6, and t9 provided sufficient various learning resources as well (indicator 2). meanwhile t11 and t12 need improvement in indicator 2. the finding above indicates that english was less used by three out of five teachers under observation including the teacher with good ukg achievement in giving explanation and instruction. according to them, mother tounge was used to ease communication. consequently, students tended to speak their own language in classroom. this is not appropriate since according to lunberg as cited in coburn (2016), the english input the teachers produce is important for development of learner oral production. she also notes “how the teachers‟ code switching (between l1 and l2) seems to negatively affect learners‟ oral production and how the teachers‟ lack of language confidence may “rub off” on learning”. based on the evidences, during teaching, all teachers happened to made language inaccuracy covering pronunciation, confusion of gender, tenses, and preposition as stated by nell and muller (2010). corrections on their speech and writing were done immediately when they realized doing mistakes. nevertheless these mistakes still occurred unconsciously especially in pronunciation. this evidence is supported by sukrisno (2015) who reveals that english pronunciation inaccuracy has often made by english teachers without being aware of it. consequently, their students will receive a wrong model in the early process of learning which will be copied and employed by them for the rest of their lives (sukrisno, 2015). the findings above suggest that the teachers need improvement in english proficiency. english teachers’ pedagogic competence performed in classrooms in terms of pedagogic component, the findings are described in eight components. in mastering students‟ characteristics (the first component), all teachers knew students‟ characteristics well. calling students‟ by their names was well-performed by t1, t6, and t11. meanwhile t9 and t12 performed „very good‟ classroom practice. concerning identifying students‟ potential, all teachers performed good classroom performance. it means students‟ potential were well-identified. this finding indicates that students‟ strength and weakness are well-explored. in identifying students‟ background knowledge, the finding reveals that all teachers showed „good‟ classroom performance. in identifying students‟ learning iis siti aisyah, issy yuliasri, warsono/ eej 9 (1) (2019) 74 83 80 difficulties, the finding reveals that t1, t9, and t12 performed „very good‟ classroom practice. meanwhile t6 and t11 showed „good‟ performance. these findings indicates that their performance is not different significantly. the findings above show that all teachers realized the important of mastering students‟ characteristics for the sake of efficiency and effectiveness. they put an effort to call their students‟ name individually. therefore students may feel touched, welcome, andrespected by yheir teachers. as a result, a rapport is established (leo, 2013). concerning the second component (mastering learning theories and learning principle), all teachers implemented cooperative learning because their students learned in group as described by kagan and high in astuti (2016) that in cooperative learning students work in group. t6 and t11 were successfull in engaging their students equally and interacted simultaneously in the lesson. nevertheless, t1, t9, and t11still need improvement since they still dominated the lesson activities and flow of information is one way from the teachers to students. this is not appropriate with yuliasri (2016) who states that the 2013 curriculum postulates student-centered learning, active learning, and learning in groups are used, which also means that cooperative learning is applicable. apparently, some challenges were faced by the english teachers in practicing cooperative learning in classroom. one among the challenges is unavailability of community of cooperative learning practitioners (astuti, 2016). in developing curriculum related to subject matter (the third component), lesson topic was well introduced by all teachers. the finding suggests that the teachers have awareness in introducing what is generally being talked about or theme (wong and wong, 2011). however, t9 and t12 failed to clarified lesson objectives. all teachers performed outstanding classroom performance in checking whether objectives have been achieved. t9 and t12 need to improve their classroom practice in clarifying lesson objectives since it helps students focus on what learning is going to be. it is supported by hattie as cited in wong and wong (2011) who says “simply tell students what they will be learning before the lesson begins and you can raise student achievement as much as 27 percent”. concerning the fourth indicator (implementing effective teaching and learning in the classrooms), all teachers were outstanding in creating learning environment that ensure standard safety as contended by indiana department of education (2015) that classrooms is free from obstacle i.e cords, learning tools are available but safely displayed and easily accessible. they performed good managing effective learning time and preparing the readyused lesson material. nevertheless, t1 need improvement in using various media. t6, t9, t11 are categorized „very good‟ and t12 is categorized „good‟. all of them did not perform taking a transactional decision in the learning of teaching appropriate with the evolving situation. concerning integrating ict in classroom (the fifth component), t1 need improvement, t6 and t9 are classified „very good‟. meanwhile t11 and t12 failed to integrate it. gadget such as mobile phone was seldom used by t2, t9, and t12. t6 performed „good‟ classroom practice and t11 failed to perform it. these findings indicate that ict was not integrated by all teachers in classrooms. most of classrooms under observation were not facilitated by slide projectors. the projector was only available in t9‟s classroom which is a state school. the other problem is inadequate access to ict resources such as computers, a network infrastructure, and connectivity. this fact becomes the main reason why the teachers were reluctant to use ict as teaching-learning tool, not because they were not competent in using it. therefore, the obstacles to access ict at school must be minimized. the findings of the sixth component (developing students‟ learning potential) show that all teachers performed sufficient supporting students‟ self confidence, encouraging students to do their utmost, providing them with activities to apply knowledge in classroom, andposing questions to encourage thinking. iis siti aisyah, issy yuliasri, warsono/ eej 9 (1) (2019) 74 83 81 nevertheless t1, t9, and t12 need improvement in promoting students‟ participation in the classroom since only certain students were dominant and the others tended to be passive. meanwhile t6 and t12 showed very good performance since their students participated actively during the lesson. concerning the seventh component (communicating effectively, empathically‟ and mannerly), all teachers succeeded in performing relaxed atmosphere in class as stated by grif and wal (2011) through addressing their students in a positive manner, demonstrating warmth and empathy towards all students, and reacting with humor and stimulate humor (t6 and t11). they also succeded in giving clear instructions and explanation to students, checking students‟ understanding, checking students‟ assignment completion, maintaining rapport, and performing good classroom practice in providing comprehensive review of most important lesson content and vocabulary items time to time. concerning assessing students‟ learning (the eighth component), the data reveals that all teachers gave sufficient oral feedback including compliment. with respect to written feedback, the evidence reveals that t9 and t12 gave not only score and grade but also the strength and weakness of students‟ work in terms of communicative purpose of text, structure of text, and language features covering spelling and tenses. this is appropriate because according to wijayanti, bharati, and mudjianto (2015), implementation of the written feedback improve the students‟ writing skill in grammar practice. it could also improve the students‟ interest in learning grammar and they will be more careful in writing especially in punctuation and spelling. the other teachers only give eritten feedback in form of scoring and grading. all teachers assessed students‟ attitude, knowledge, and skill as prescribed on ministry of education number 26 year 2016 about assessment standard which covering three competences, namely, attitude, knowledge, and skill. other finding reveals that concerning assessment tools, the finding is in line with the research conducted by mutmainah, faridi, and astuti (2017) who find that in practice, the teachers under observation mostly used observation for assessing students‟ attitude. for assessing knowledge, the teachers preferred applying written test. meanwhile for assessing skills, the teachers tended to use performance and project-based assessment because of familiar with those two kinds of techniques. remedial programm was provided sufficiently by all teachers. however, enrichment was not demonstrated by all teachers during observation. this is not in line with sudiro (2016) who explains that in mastery learning, struggling learners who have not achieved minimum standard criteria and advance learners need to be provided by equal opportunities to pursue learning based on their strength and weakness. remedial program is given to struggling students and enrichment is given to advance learners. conclusions based on students‟ perception, the major conclusion of the study is that, in some cases, professional and pedagogic competencess performed by english teachers in classrooms do not reflect their ukg achievement levels. in some aspects, teachers with lower ukg achievement are not perceived worse than those with higher ukg achievement. on the other hand, teachers with higher ukg achievement level are not always perceived better. the study also found that in some aspects, their performance is not different significantly. the finding above is in line with the finding on teachers‟ classroom teaching performance. this study had used empirical findings to show that different ukg achievement levels of five english teachers under study were not fully reflected in their classroom teaching performance. in some parts of lesson, the lower achiever could even perform better than the higher achiever. iis siti aisyah, issy yuliasri, warsono/ eej 9 (1) (2019) 74 83 82 suggestions this study reveals that different levels of teachers‟ ukg achievement were not congruent with their classroom performance. it means using ukg could not serve as the basis for teacher competence measurement since competence not only covers knowledge but also skill and attitude. therefore in order to gain more comprehensive and accurate teacher competence measurement, it is suggested that the assessment should not only use cognitive test. classroom observation and students‟ survey should be used as other assessment tools. the results of this multiple measurement implementation are aimed to map teacher competence thoroughly, not only in terms of knowledge but also skill, and attitude. this study also reveals that teachers performed good classroom practice in mastering subject matter. nevertheless english was less used in classrooms due to the lack of their english proficiency. it is also recommended that the teacher training conducted to follow up their ukg achievement should be aimed not only to help teachers gain better ukg score as experienced by me but also to improve their teaching skill including english proficiency, applying various student-center teaching techniques, applying assessment, etc to be implemented in classroom. references agustine, h. i. r. 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between hillary clinton and donald trump rangga permana 1, mursid saleh 2, sri wuli fitriati2 1. universitas islam sultan agung, semarang, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: recived 12 may 2019 accepted 30 july 2019 published 23 december 2019 ________________ keywords: debate, critical thinking, soundness of arguments ________________ abstract ________________________________________________________________ this study aimed to assess the soundness of arguments uttered by the presidential candidates donald trump and hillary clinton in the first american presidential debate 2016. this study was a qualitative study using criterial approach proposed by hughes (2014). the data were analyzed based on three criteria namely, acceptability, relevance and adequacy. the results of the study show that hillary clinton gave 24 arguments supported by 70 premises. 50 of her premises met the criteria of acceptability, and 59 premises met the criteria of relevance 19 met the criteria of adequacy. overall 5 of her arguments have all the premises fulfilled all the criteria of soundness. while for donald trump, he produced 25 arguments, 21 were acceptable, 20 relevant, and 3 adequate. out of his 25 arguments, only 1 met all the criteria and can be considered as a sound argument. the findings indicated that hillary clinton made stronger and sounder arguments since they were supported by more accurate and logical premises. trump failed to give sound argument since most of his premises were more focused on attacking his opponent’s personality rather than providing solid evidences or convincing reasoning. the results of this study should be beneficial for high school, college students or everyone who are interested in debating as an example of how to create a logically strong and sound argument. . © 2019 universitas negeri semarang correspondence address: jl. kaligawe raya no.km. 4, terboyo kulon, kec. genuk, kota semarang, jawa tengah 50112 e-mail: ranggapermana25@gmail.com p-issn 2087-0108 e-issn 2502-4566 http://journal.unnes.ac.id/sju/index.php/eej rangga permana, mursid saleh, sri wuli fitriati/ eej 9 (4) (2019) 467 – 475 468 introduction for more than a millennium, people have been developing way sofcommunication. speaking, writing, making gestures,sign language doing transactions, debating, making speeches, or sending e-mail are only a few examples of how people do communication every day. smith (1966) defines human communication as a subtle set of processes through which people interact, control one another and gain understanding. communication thus is the thing which human being should do in various contexts, to make others understand, believe, or even do what they want. in other words, communication is a way to influence others. one example in which public speaking is used as a way to influence others is a debate. freeley & steinberg (2012) defined "debate" as “the process of inquiry and advocacy, a way of arriving at a reasoned judgment on a proposition”. this definition shows that debate can be used to influence others to change their judgment about a certain proposition by providing enough reason to support it. each side of debaters tries to convince their opponents and also the listeners to believe in their proposition. to do this they need to employ what socalled critical thinking skill. critical thinking is a term given to a wide range of cognitive skills and intellectual dispositions needed to effectively identify, analyze and evaluate arguments and truth claims (basham et al, 2011). from this definition, it can be concluded that critical thinking is crucial for debaters to have because it will help them to analyze their opponent’s argument for weaknesses also help them to form logical support for their proposition.critical thinking has long become parts of efl teaching. for example in the form of debate. ebata (2009) conducted a research on the effectiveness of debate in efl classes. the result of the research was the use of debate in efl classes is especially effective in strengthening learners’ speaking skills, and the information students learn from their research plays a vital role in building their reasoning ability. in addition, debating allows them to utilize the related vocabulary they picked up from their reading. finally, by evaluating their debate, students can learn from each other about their own strengths and weaknesses. this study however did not address the important aspect of critical thinking skills which are important for the students. kennedy (2007) in her study tried to integrate debates as part of her instructional strategies in order to promote active participation of the students. the result of her study showed the benefits of using in-class debates as an instructional strategy also include mastery of the content and the development of critical thinking skills, empathy, and oral communication skills. however this study did not investigate the quality of arguments produced by the students. as an example of how powerful the impact of debate and critical thinking in influencing or even altering people’s judgment, we can refer to a presidential debate. due to its nature which involves a logical and systematic way of thinking, debate, which involves the use of critical thinking, has been in the world of education as a teaching technique. there have been many pieces of research that have proved that critical thinking is beneficial in education. more specifically critical thinking skill taught through debate. allen et al (1999) in his research on a debate as a method of language teaching found that student participation in debate promotes the use of critical thinking and boost confidence. dewar (2011) stated that critical thinking skill developed through the practicing of debate makes the students consider two perspectives, not just their own. one of the debates which can be used as an example of the application of critical thinking skills is the presidential debate, in this case, american presidential debate. this is a part of the campaign program in which the rangga permana, mursid saleh, sri wuli fitriati/ eej 9 (4) (2019) 467 – 475 469 presidential candidate gave their opinions about certain topics, usually the most current controversial issues during the time of election (cpd, 2018). as an example of how powerful the impact of debate and critical thinking in influencing or even altering people’s judgment, we can refer to the presidential debate. kaid, mckinney, & tedesco, (2000) pointed out that debates may be the only televised political event capable of attracting the attention of the “marginally attentive” citizen. mckinney & warner (2013) in their voter survey found out that after primary debate before 2012 election there are 35.4% voters who change their vote and there are 22.6% of swing voters who made up their mind. the numbers above show how influential the presidential debate toward the outcome of the election. the voters may change their preference based on the performance of the candidate in the debate. thus, the candidates need to present convincing arguments to make the voters believe and vote for them and that is when they need critical thinking skills. the strategy used by candidates to be able to convince voters with their arguments means the candidates should create what socalled sound argument. a sound argument is an argument that has both logical strength and true premises. cotrell (2005) defined an argument as using reasons to support a point of view, so that other party may be persuaded to agree. hughes (2014) stated that an argument is a set of statements which claims that one or several of those, called premise, support another of them called conclusion. a premise is a proposition upon which an argument is based or from which a conclusion is drawn. the conclusion of an argument is the claim that the argument tries to convey that supported by other statements (premise) hughes (2014) stated that a sound argument needs to fulfill three criteria. first it must have acceptable premises. without acceptable premises and argument has no support and no reason to believe its claim. the second is that the premises must be relevant to the conclusion. an argument may have premises that are known to be true, but that nevertheless fails to provide any support for its conclusion. this is what happens when the premises are not relevant to the conclusion. clearly, if the premises of an argument are to support its conclusion they must supply us with information that is relevant to the question of whether or not the conclusion is true. precisely what information is relevant to the truth of a particular conclusion may sometimes be difficult to determine, but it is clear that what we are looking for is relevant information. the logical strength requirement also gives rise to our third criterion, namely, that the premises must be adequate to support the conclusion. a premise may be both true and relevant to the conclusion, but it may nevertheless not be adequate to support the conclusion. adequacy is usually (but not always) a matter of degree. in most cases, a true, relevant premise can provide the support that ranges from very little to a great deal. it will determine whether an argument is sound or defective. we are not entitled to pass final judgment on any argument until we have assessed it against each of these criteria. if it meets all three criteria we should conclude that it is a sound argument. method this study used a qualitative approach. the data analyzed in this study were classified into two. the first is primary data which were taken from videos of the first presidential debate between downloaded from several sources namely fox news (2016), the washington post (2016), and new york times (2016). the videos were then transcribed. this transcription was verified by comparing it with several other transcriptions available online (politico, 2016). meanwhile, rangga permana, mursid saleh, sri wuli fitriati/ eej 9 (4) (2019) 467 – 475 470 the secondary source is the references, from which the supporting theories were taken. it includes books, dictionaries, websites, as well as the previous research on a similar topic. there were several steps taken in this study to carry out the data collection adapted from some sources (miles and huberman, 1994; berg, 1989, and creswell, 2012). those steps namely reading the transcription, identifying the arguments, premise, and conclusion, and classifying them. not all of the transcription is used. only statements were analyzed. imperatives, interrogatives, tags, and others are omitted. after that the identified premises and conclusions were classified in the table as follows table 1. invertory table after the data had been collected and classified the next step is to analyze it. hughes (2014) suggested several steps analyze the soundness of an argument. the first step is to assess the acceptability of the premise. after assessing the acceptability, the next step is to assess the relevance of the premise. even if a premise is acceptable or true, but if it is irrelevant to the claim of the conclusion, it will fail to provide any support. similar to the previous step the assessment of relevance also was conducted the author and co-researchers and the judgment will be decided by majority decision the last step is to assess the adequacy of premise to support the conclusion of the argument. for this one only premises which are acceptable and relevant since failing one of these two criteria will render the premises inadequate. even if the two previous criteria have been fulfilled, that does not guarantee a premise adequately support the conclusion. this assessment is also conducted by a group of peer researchers and the decision is decided through majority decision. results and discussions acceptability is one of the requirement of soundness based on criterial approach so the first step in finding out the soundness of an argument is by assessing the acceptability of its premises. those premises were first examined for their acceptability by five different examiners independently. the results of the examination from the examiners were compared. for the premise to be considered acceptable, it has to be accepted by 3 out 5 examiners. numbers of arguments produced by hillary clinton was 24 arguments with 71 premises. the results of the argument’s assessment are as follows datum number found in sentence premises conclusions 1 p1________ p2________ c_________ 2 p1________ c_______ rangga permana, mursid saleh, sri wuli fitriati/ eej 9 (4) (2019) 467 – 475 471 table 2. the result of hillary clinton’s argument’s assesment argument number premise acceptable premise relevant premise adequate premises 1 7 7 7 2 2 7 3 3 3 3 3 3 3 4 2 1 2 5 2 2 0 6 2 1 1 7 2 1 2 8 1 0 1 9 6 1 6 10 3 3 3 3 11 2 2 2 2 12 2 2 2 2 13 2 0 2 14 3 3 2 15 2 1 1 16 2 2 2 2 17 1 1 1 1 18 4 4 4 1 19 4 2 4 20 1 1 1 21 2 2 2 1 22 1 1 1 23 3 3 3 2 24 6 4 4 total 70 50 59 19 out of the 70 premises produced by hillary clinton, 50 premises are acceptable. 12 out of 24 arguments have all their premises acceptable. 59 out of 70 premises are considered relevant to the conclusions of their arguments. 15 out of 24 arguments have all of their premises relevant to the conclusions. from all 25 arguments only 14 arguments have all their premises acceptable and relevant therefore they can be assessed for adequacy. the result of hillary clinton’s premise adequacy assessment show that only few of her argument have all of the premise adequate to support the claim of their conclusions. in total there are 5 argument which all of their premises provide logical support to the conclusion. thus it can be concluded that out of 24 arguments produced by hillary clinton only 5 that can be considered as sound arguments. there are several reasons why many of hillary clinton’s argument failed to meet the criteria of sound argument. the first reason is the unacceptable premise. many of the unaccepted premises was caused by inaccuracy of what the premise claimed. it can be proven by the existence facts to counter them. the example of the premise which is inaccurate is the 1st premise of hillary clinton’s argument number 2 where she claimed that donald trump’s tax plan was the biggest tax cut and would only benefit the wealthy citizens of america. this might be true according to donald trump’s old tax plan, however by the time of the debate the plan had been revised. the rate of the tax rangga permana, mursid saleh, sri wuli fitriati/ eej 9 (4) (2019) 467 – 475 472 reduction had been lowered, thus made the premise unacceptable. another reason why a premise cannot be accepted is exaggeration. in premise 1 of argument number 4 hillary clinton claimed that during her husband’s presidency everybody’s income went up. obviously it is an exaggeration and overgeneralization. the second reason why hillary clinton’s argument failed to meet the criteria of sound argument is due to the premises of that argument being irrelevant. hughes (2014, p 130-138) says that an argument whose premises are irrelevant to its conclusion obviously suffers from a major weakness. what we need from our premises, if they are to be relevant to the truth of the conclusion, is that they should make it more likely that the conclusion will be true. we cannot expect that the truth of a premise will always guarantee the truth of the conclusion, but we can demand that it makes the conclusion more likely to be true than it would be if the premise were false. in brief, a premise is relevant when it makes it reasonable to accept the conclusion. the example of this irrelevance can be seen in argument 2 premise 2 and 3, hillary clinton in the conclusion the wanted that ensure that donald trump’s tax plan was a model of trickle down economy, yet the premises explained about what happen during the financial recession. both of the premises even if they are acceptable or true, will not guarantee the truth of what the conclusion claimed since what already happened in the past will not make sure the same thing happen in the future. in these two premises hillary clinton did what is called as post hoc fallacy, a situation where one relies on the past to justify what will happen in the future. the third reason is the inadequacy of the premise to support the claim of the conclusion. to be called adequate, an argument does not only needs to be acceptable and relevant but also could provide enough support for the claim of the conclusion to be justified (hughes, 2014) due to its nature, thus adequacy is a matter of degree, the degree of how strong is the conclusion’s justification provided by its premises. an argument may have all of its premise acceptable and relevant it does not guarantee their logical strength to support the claim of the conclusion. the example of inadequacy can be seen in the first argument by hillary clinton claimed that “we have to build an economy that works for everyone, not just those at the top”. the argument supported by several premises. the first premise is hillary clinton wanted to invest in the people of america. in the previous section it was mentioned that it was acceptable and relevant. however that does not provide the strong support the conclusion needs. even if we apply the principal of charity in this premise, it still fail to provide strong support for the conclusion since nobody can guarantee whether hillary clinton’s intention will be realized or not. the second premise supported the truth of the first premise. unfortunately since it have not been realized, it cannot provide the solid support needed. the third premises stated that the national minimum wage should be raised. this premise, like other premises in this article, does not provide any hard evidence, which means it cannot strongly support the conclusion. while the rival candidate, donald trump, during the debate produced 25 arguments with total premise of 59 premises. for the first criterion, acceptability, only 20 out of 59 premises are considered as acceptable. similar to the hillary clinton’s, many of donald trump’s premises were unacceptable because they were inaccurate. for example the second premise of the first argument stated that china is devaluing their currency to in or der to keep the price of their product competitive. this claim could not be accepted since it could not be easily accepted by common sense and required evidence which was not provided. counter evidence also exists. according to jin xing and congcong zhang, xinhua’s chief economic editor, “the practice of keeping currency rangga permana, mursid saleh, sri wuli fitriati/ eej 9 (4) (2019) 467 – 475 473 artificially low to boost exports had been practiced in late 1990’s. however imf report shows that china’s real exchange rate has risen by 39.5 percent since the end of 2004. last year, the international monetary fund declared that china’s currency was no longer undervalued.” (new york times, 2016) similar to the hillary clinton’s, many of donald trump’s premises were unacceptable because they were inaccurate. for example the second premise of the first argument stated that china is devaluing their currency to in or der to keep the price of their product competitive. this claim could not be accepted since it could not be easily accepted by common sense and required evidence which was not provided. counter evidence also exists. according to jin xing and congcong zhang, xinhua’s chief economic editor, “the practice of keeping currency artificially low to boost exports had been practiced in late 1990’s. however imf report shows that china’s real exchange rate has risen by 39.5 percent since the end of 2004. last year, the international monetary fund declared that china’s currency was no longer undervalued.” (new york times, 2016) an example of a premises are even blatantly opposing fact. like the premise where donald trump claimed that his father only gave a small loan when he started his business. while there are many proofs that indicate otherwise. beside against the fact or not supported by hard evidence, hyperbolic statement also appeared in donald trump argument for example in argument number 11 where he claimed that hillary clinton has fought isis for the rest of her adult life. this statement was highly exaggerated since according to centre for analysis of terrorism’ report, isis was formed in 2003 after us military aggression in iraq. in terms of relevance, 21 out of 59 premises are considered as relevant to the conclusion. the reason of these irrelevance is the lack of logical connection between the premise and the conclusion.the example of fallacy that caused a premise to be irrelevant can be found in argument 4 where, in the premise, donald trump claimed that mexico applies 16% vat tax when the country trades with the u.s. to support the conclusion’s claim that america needs to renegotiate its trade deal. what was not mentioned in the premise was the nature of the vat tax itself. vat tax does not only apply to u.s’s product but every product sold in mexico including the domestic product. mexico doesn’t get any leverage against us from this tax. therefore this premise is irrelevant. this misinterpretation or probably intentional misleading is called red herring fallacy. in term of adequacy donald trump also perform very poorly. from all 25 arguments only 3 arguments which have all their premises, in this case 6 premises, relevant and acceptable. from those those number 1 premise from 1 argument failed to meet the criteria of adequacy. the example of premise which is fail to fulfill the criteria of adequacy is premise in argument number 3. this argument claimed that donald trump’s tax plan will create many jobs like what people have ever seen since ronald reagan era. this conclusion supported by one premise which claimed that part of the donald trump tax plan is to cut the tax from 35% to 15% companies, big and small business. although the premise is acceptable and relevant, but it could not provide support the conclusion. it is true that tax cut can stimulate businesses to flourish, but that does not guarantee that many new jobs, especially numbers of jobs people have never seen since ronald reagan. the detail on the assessment of donald trump’s arguments’ assessment can be seen in the table 3. rangga permana, mursid saleh, sri wuli fitriati/ eej 9 (4) (2019) 467 – 475 474 table 3. the result of donlad trump’s argument’s assesment the table indicated that there are 3 premises from two different arguments successfully fulfill the criterion of adequacy. however, only 1 of donald trumps arguments which met the three criteria. conclusion based on the data above it can be concluded that hillary clinton produce more sound arguments compared to donald trump. even though hillary clinton produced less arguments compared to donald trump, but she has more premises. this indicates that she provide more support for her claims. she give more reasons for people to accept her arguments. while donald trump’s arguments are lack of support. in this study principal of charity is applied in interpreting the meaning of each statement. there was no access to directly confirm the meaning or intention of the speakers, hence the beast way is to interpret the meaning of the statements in the best way possible. for the future researchers who are interested in this field of study should consider to directly clarify the meaning of the statements to speaker to avoid any misinterpretation. also for suggestion of further study, researcher may investigate the application of soundness theory in teaching writing argument number number of premise acceptable premise relevant premise adequate premises 1 2 1 1 2 3 1 1 3 1 1 1 4 2 0 0 5 2 1 1 6 2 0 0 7 1 0 1 8 4 2 2 9 2 0 0 10 2 1 1 11 2 1 1 12 3 0 0 13 2 1 1 14 2 0 0 15 2 0 0 16 1 0 0 17 3 2 2 18 3 2 2 19 3 3 3 1 20 2 1 1 21 2 2 2 2 22 3 2 2 23 2 0 0 24 1 0 0 25 1 0 0 total 59 20 21 3 rangga permana, mursid saleh, sri wuli fitriati/ eej 9 (4) (2019) 467 – 475 475 especially argumentative essay or discussion text references allen, m., berkowitz, s., hunt, s., & louden, m. 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http://onlinelibrary.wiley.com/doi/10.1111/josh.1966.36.issue-5/issuetoc eej 10 (2) (2020) 242 251 english education journal http://journal.unnes.ac.id/sju/index.php/eej the implementation of scientific approach in teaching speaking with appropriate lesson plan based on 2013 curriculum fajar sodik, abdurrachman faridi, mursid saleh universitas negeri semarang, indonesia article info ________________ article history: received 15 october 2018 accepted 3 february 2019 published 20 june 2020 ________________ keywords: scientific approach, speaking, lesson plan, 2013 curriculum, case study ____________________ abstract ___________________________________________________________________ this study focused on the implementation of scientific approach in teaching speaking with appropriate lesson plan. the steps consist in observing, questioning, associating, experimenting and communicating. this study also focused on the appropriateness of lesson plan viewed from 2013 curriculum guideline. this study used case study in qualitative descriptive. the sample in this study was three english teachers at smp negeri 40 semarang. the result shows that english teachers at smp negeri 40 were implementing scientific approach based on 2013. the implementation was in five main steps. they were observing, questioning, associating, experimenting and communicating. all the steps had been implemented well based on 2013 curriculum. there were some problems in implementing scientific approach. the problems in implementing scientific approach in teaching speaking were in communicating step and the difficulties in time management, confidence of the students and also pronunciation. related to the appropriateness of the lesson plan, all the principles and criteria had been fulfilled except the attention on the students’ differences and developing the culture in reading and writing. the finding can be used by as a reference in implementing scientific approach. © 2020 universitas negeri semarang correspondence address: kelud utara 3 kampus pascasarjana unnes 34572 e-mail: fajarsodik994@yahoo.com p-issn 2252-6455 e-issn 2502-4507 fajar sodik, abdurrachman faridi, mursid saleh/ 10 (2) (2020) 242 251 243 introduction human life will be difficult without communication. as a social creature, we need other human in our life. transferring meaning and information will be difficult without language. in the development of human life in history and area, it creates different language and culture. the problems come when people who have different language meet in one place. they need a tool of communication which is understood in order to make transferring meaning and information running well. english is the one of the languages which is chosen as an international language which is used to communicate among the people who have different countries and languages. there are many reasons for mastering english. the reasons are because of some factors like economics, travel, information exchange, and popular culture (harmer, 2001, p.3). in this case, it is reasonable if the students must master english well. the purpose of teaching is to absorb and develop science, technology and art, and also to increase international relationship (harmer, 2001, p.4). apriliyanti & mujiyanto, (2018) found that the goal of english teaching is for communication. it is supported by yuliarti & warsono (2016) who found that the communiation ability in english is the goal in english teaching. the development of science, technology and art dominantly came from the western countries, almost of those countries use english as a national language. it will be difficult from indonesia in developing science if the indonesia’s generations do not master english well, because the international literatures also written in english. indonesia is implementing 2013 curriculum based on scientific approach. scientific approach is an approach which refers to the techniques of investigation of the phenomenon, acquiring new knowledge, or correcting and integrating previous knowledge (kemendikbud, 2013, p.1). scientific approach in 2013 curriculum consists in five main steps. they are observing, questioning, associating, experimenting and communicating. scientific approach is used in teaching and learning, included in english teaching and learning in productive and receptive skill. speaking and writing involve producing language. listening and reading involve processing sounds or letters and matching that information with language knowledge stored in memory (coleman &klapper, 2005, p.55). the skills must be taught to the students by using appropriate strategy, method and approach. in example for strategies in teaching speaking, seritwa, fitriati & faridi (2018) and budianto, saleh & rukmini (2018) conducted a research of using presentation strategy to improve students’ speaking skill. the result showed that presentation strategy helped the students in enhancing their speaking skill. there is relation between mastering productive skills and receptive skills. the input from the productive skill must be received comprehensively by using receptive skills. this is as a reason about the importance of mastering receptive dan productive skills. krashen in omaggio (1986, p.122) states that input that is comprehended is the primary source of acquisition of the grammar and vocabulary of the target language and that learners will begin to produce the language naturally. the communication and transferring meaning will be delivered if the speaker is able to speak and write in acceptable language, and the receptors have good receptive skills. there is relation between mastering speaking skill and knowing language. bailey and savage (1994, p. vii) state that the ability to speak a language is similar with knowing the language itself, because speaking is the basic means of human communication. language means communication, transferring meaning and feeling, and those are will be effective if it is transferred by speaking way rather than writing. mastering speaking has same goal with the use of knowing language. the goal is to fajar sodik, abdurrachman faridi, mursid saleh/ 10 (2) (2020) 242 251 244 communicate. chaney as cited in kayi (2006) stated that speaking is the process of building and sharing meaning through the use of verbal and no verbal symbol, in variety of context. language is transferring meaning in communication. the communication and meaning will be delivered if the speaker is able to speak in acceptable language, so the listener will get the input comprehensively. implementing scientific approach will challenge the teacher to use scientific approach in teaching language. it will have some problems in implementing scientific approach in productive and receptive skill in english wati, bharati & hartono (2016) found that the problem during the implementation is about the difficulties to use target language fully during teaching learning activity. ekawati (2017) found that the problems in implementing scientific approach in teaching speaking were the class is too big, lack of vocabularies, and pronunciations. in curriculum 2013, there is guidelines in arranging and developing a lesson plan. the lesson plan in 2013 curriculum is not only about opening, core activity and closing, but also has criterias and principles in developing opening, core activity and closing. the criterias and principles must be followed by the teachers in order to make an effective and efficient the process of teaching and learning and also in achieving the goal of teaching. by following the principles in arranging lesson plan, the teaching and learning will accordance with the curriculum itself. based on the explanation above, the researcher thinks that learners need an approach which is not only facilitates students in developing students’ productive in speaking skills, but also by using appropriate lesson plan based on 2013 curriculum. the novelty of this study with previous studies is not only in the implementing of scientific approach, but also in investigating the lesson plan in teaching speaking based on 2013 curriculum. method this study used qualitative case study research design. it is implemented because this study has an objective to investigate the implementation of scientific approach in teaching speaking with appropriate lesson plan. according to cresswell (2003) one of the purposes of qualitative research is to understand the participants’ point of view of the events, situations, and actions that they were involved with and of the explanation that they gave about their lives and experiences. this study developed a study in scientific approach based on 2013 curriculum in teaching speaking. the scientific approach consists in five main steps. they are observing, questioning, associating, experimenting and communicating. this study investigates the appropriateness of teachers’ lesson plan in teaching speaking with the guidelines in designing lesson plan based on 2013 curriculum. the subject of the study was three english teachers at smp negeri 40 semarang. this study used observation, questionnaire and interview to help the writer in collecting data for this research. after the data were obtained, the data were analyzed. there were some steps of data analysis first step was categorizing the finding in the observation, interview and questionnaire from the teachers and students. the second step was categorizing the data for the implementation in each step in scientific approach in teaching speaking. the third step was comparing the appropriateness of the lesson plan with lesson plan guidelines. afterward, analyzed the finding and interpret the data. the last step was making conclusion. results and discussion the study was conducted to find out the ability of the teachers in implementing scientific approach which consisted in five in teaching speaking based on curriculum 2013.the five steps are observing, questioning, associating and communicating.the research was conducted on 19th august-22th august 2019 located at smp fajar sodik, abdurrachman faridi, mursid saleh/ 10 (2) (2020) 242 251 245 negeri 40 semarang. the data were collected by using observation, interview and questionnaire. in this study the finding will be explained in some points based on the research questions. the first point is about the implementation of five steps of scientific approach based on the 2013 curriculum. the second point is about the problem in implementing scientific approach in the real context of teaching and learning, especially in teaching speaking based on curriculum 2013. in this part also will be explained about the achievement the goal of teaching by using scientific approach in the class compared with the criteria of the goal achievement in the 2013 curriculum. observing step in teaching speaking by the teachers based on 2013 curriculum in education, curriculum is one of aspects in determining the successful of teaching and learning. without curriculum, the goal of learning, the process of teaching and learning and also the kind of assessment will not have a clear concept. as an impact, the goal of education is difficult to be achieved. based on the reason about the importance of curriculum, the teachers must implement curriculum based on the principles, rule and paradigm of curriculum itself. now, 2013 curriculum is available in indonesia. in its implementation, 2013 curriculum is based on scientific approach which is consisted in 5 steps, observing, questioning, associating, experimenting and communicating. practically, the english teachers at smp negeri 40 semarang implemented similar activity in observing steps in teaching speaking. in scientific approach, observing step has a main goal. according to hosnan ( 2014, p.39), observing step as a way to get fact in objective data in order to be analyzed based on the level of students’ understanding. based on the theory, the observing step by t1, t2 and t3 had been fulfilled in observing step. based on the previous explanation, t1, t2 and t3 gave text to be observed by the students. this activity stimulate the sense’ of the students to get factual data about the material, in this teaching learning about the implementation of prohibition and obligation in the real context. in this activity, the students were also able to observe the expression in prohibiton and obligation. the text also suitable with the level of the students’ understanding. they were able in observing, understanding, and finding the expression in prohibition and obligation. drilling in observing step performed by t1, t2 and t3 actually as a supporting activity, because it was a speaking class. although it was done orally, we had to back with the meaning of observing step itself. observing step was about the using of senses in identifying something. pronouncing and driling were also an activity which used senses organ. in summarize, the activities performed by t3 in observing step were not different with t1 and t2. the activities were about displaying and observing the text, finding the expression of obligation and prohibition and the last was drilling. the differences were only on the kind of text by t1, dialogues by t1 and t2 and vocabulary enrichment by t1. based on those data and finding, the researcher assumed that the goal of observing steps by t1, t2 and t3 had been achieved based on the theory and factual data. questioning step in teaching speaking by teachers based on 2013 curriculum questioning step in scientific approach actually as a way in improving the activeness and gaining more information of the students in teaching and learning. according to permendikbud number 81a (2013), questioning is activities to giving question about the information which is not understood by the students from the object that is observed to get more information about the object itself. based on this theory, t1, t2 and t3 had completed questioning step based on scientific approach. in the context of achieving goals in observing step, hosnan (2014, p.36) stated that there are some goals in observing step. fajar sodik, abdurrachman faridi, mursid saleh/ 10 (2) (2020) 242 251 246 table 1. the goals achievent of questioning step by t1, t2, and t3 no the goals of questioning step achievement t1 t2 t3 1 to grow the students’ curiosity, interest, and students’ attention about the topic of teaching. √ √ 2 to make students more active in teaching learning process √ √ √ 3 to diagnose the students’ difficulties √ √ √ 4 to increase students’ speaking ability, giving question giving answer logically and systematically. √ √ √ 5 to increase students’ participation in discussion and to develop students’ thinking ability √ √ 6 to grow students’ openness about receiving opinion and to develop students’ social tolerance √ 7 to became student used to thinking spontaneously to face the problem which came suddenly √ 8 to guide students’ politeness in speaking in the growing the students’ curiosity, interest, and students’ attention about the topic of teaching, t1 and t2 had fullfilled this point. the students of t1 and t2 were more active in this step. the students were directly asked the questions. it showed that the students were curious because they were interested giving questions which came from their observing step. in this case, the students in the class of t3 were need more stimulation for giving questions. it indicated that the students had low confidence and they were low in curiosity. related to increase the activeness of the students in teaching speaking, the students in the class of t1, t2 and t3 were more active during implementing this step. the students in t1 were more active than another class. t1 gave chance to ask questions and also answering the questions. in the class of t2, the students were active in giving questions but they did not give a chance to answer the questions, the questions were answered directly y the teacher. in the class of t3, the students need more stimulation for giving the questions and active in the class. in identifying the difficulty of the students, the students in the class of t1, t2 and t3 basically in the vocabulary mastery. all the questions were about the meaning of the words. the solution from t1 to minimize this problem was by using “kamus kecil”, the students wrote new word in their book. the solutions by t2 and t3 were by using drilling several times on the new words following the meaning. unfortunately, the difficulty of the students in t3 class was more complex. the less activeness of the students in giving question indicated that the students were had low confidence and motivation. the solutions from t3 was more active in students teacher communications. in improving speaking skill, the questioning step performed by t1, t2 and t3 had already completed this goal. the students were able to give questions and in the class of t1, the students were able to answer the questions. related in improving participation of the students in speaking class, only happened the students in the class of t1 and t2, they were independently gave questions and participations without more stimulation from the teacher. while the students of t3, the participations were like forced and it didn’t come from the curiosity of the students. in receiving opinion, only t1 who achieved this goal. the student received the opinion from their friends who answered their questions. while in other classes, the students automatically received the answer and opinion because the teacher directly answered the questions. fajar sodik, abdurrachman faridi, mursid saleh/ 10 (2) (2020) 242 251 247 to sump up, questioning step performed by t1, t2 and t3 used same activity. the activity only stimulate to the students for giving questions about the text and material about obligation and prohibition. the difference was only on the respons of the teacher in answering students’ questions. t1 gave a chance for the students to answer the questions. t2 answer the questions but using analogy and synonim. so, mutual interaction was happened between t2 and the students. the last, t3 answering the question directly about the meaning of the words. t3 also did’n give chance for the students in answering the questions. t3 also gave more stimulate to the students for giving the questions. experimenting step in teaching speaking by teachers based on 2013 curriculum experimenting step in scientific approach is a way in collecting and developing informations. according to permendikbud no. 81a, experimenting step in scientific approach has some aims. the aims of experimenting is developing the charracters of careful, honest, respect, increasing the ability in collecting informations in various ways. this step also as a practical activity based on the theory that had already learnt. in the end, the students will have more understanding deeply not only in the theory, but also about the application of the theory in the real context in the students’ life. based on the aims in experimenting step above, the implementation of experimenting step by t1,t2 and t3 had positif impact in teaching speaking. group discussion in this step were able to improve the activeness of the students. the interraction and discussion among the students helped them in improving their understanding the material deeply. this activity also helped the students in developing creativity, critical thinking, and ability in asking the opinion. so, indirectly also improving the students’ speaking skill. in this step, t1 also asked the students to find the social functions of the expressions in obligation and prohibition. so that, the students were able to understand when and where used the expression in the real context of communication. the problems during the implementation of experimenting step were in the time alocation. dividing the group and discussion needed much time. another problem in implementing this step was in the activeness of the students. based on the observations, there were some students who less active during the discussion. there were also students who did activities out of the discussion. so, the teacher need more active in controling the students and asked them to be focus in their discussion. associating step in teaching speaking by the teachers based on 2013 curriculum in associating step, the students develop information by using comparing the result of experimenting step, correlating with the real context, or developing knowledge by using another sources. hopefully, the students are able to increase their understanding by using their own thinking. according to konsep pendekatan scientific approach (kemendikbud, 2014, p.3) there are 2 types of associating step in scientific approach, there are inductive and deductive associating. figure 1. inductive and deductive associating based on the figure.2, inductive associating viewed a phenomenon or situation specifically to get a comprehensive conclusion. in other side, deductive association viewed phenomenon and situation comprehensively to get a specific conclusion. in developing students thinking, those types of associating are able to be implemented. this step is not only increase the students to associate the phenomenon and fajar sodik, abdurrachman faridi, mursid saleh/ 10 (2) (2020) 242 251 248 situation, but also should have influence in improving students’ speaking skill. in associating step, the t1 used inductive reasoning. it was happened because the teacher designed the worksheet in giving some expressions in obligation and prohibition specificly. then, the students should associate the using of those expression in the various situations. associating step performed by t2 was in group discussion. the teacher gave worksheet contain uncomplete dialogue, the students should complete the dialogue by using the expressions in obligation and prohibition. in association in group discussion, the students were able in comparing and completing in various different ideas. in this activity, the students were able to use their critical thinking in associating and completing the dialogue by using appropriate expressions. in this step the teacher used deductive associating. the different activity was performed by teacher 3 (t3). t3 was only presenting video in expressing obligation and prohibition. then the students were instructed to identify the expressions in obligation and prohibition which used in the video. the effect in teaching speaking, this activity gave more understanding of the students in the material because the teacher used the real example in video about the application of obligation and prohibition. in this step, the teacher used deductive associating. communicating step in teaching speaking by teachers based on 2013 curriculum the last main step in scientific approach based 2013 curriculum is communicating. in this step, the students present the result of their understanding in the associating and communicating step. this step also able to measure the ability of the students in mastering the material. in the communicating step, the teacher is a facilitator. communicating step also as a way in improving the students’ skill in practicing theory and developing the students’ confidence in expressing ideas. in communicating step, t1, t2 and t3 did this step in group. in communicating step, t1 gave a different task with the previous activity in associating and experimenting step. the students arranged a disordered dialogue. the dialogue was about the obligation and prohibition. then, the students were presenting the dialogue in pair. in communicating step by t2, the teacher also gave different task with the activity in experimenting and associating step. in this step the students arranged a disordered dialogue and also arranged their own dialogue. in pair, the students presented their result in front of class. the similar activity in communicating step also performed by t3. in this class, the groups were consisted in 4 students. based on the actiity in experimenting and associating step, the students also arranged dialogue. in the last, the students presented the dialogue and write the expressions in the whiteboard. talking about the effect in teaching speaking, based on the interview to the t1, t2 and t2, they were agree that communicating step had more effect in teaching speaking. it was reasonable because in communicating, the students were able to expressing the ideas, presenting the discussion results, and practicing the theory which directly increasing the students’ speaking skill. in the class of t1, t2 and t3, creating and performing the dialogue based on the theory was not only as a process of presenting the result of the discussions, but also as a way in measuring the students’ understanding and also improving the students’ speaking skill. the problems in implementing scientific approach in teaching speaking nothing is perfect in this world. it is also for implementing scientific approach. the problem can be from the teachers or students. the complexity of the step, students’ character, limited time allocation and also the teachers’ knowledge about scientific approach itself were also some factors in causing problem during implementing scientific approach. the differences of the students’ character are also a challenge for the teachers. we have to admit fajar sodik, abdurrachman faridi, mursid saleh/ 10 (2) (2020) 242 251 249 that it will be difficult in designing a teaching model, method and approach to cover all the students’ differences. at least, an improvisation action is needed to minimize the risks as a problem in implementing scientific approach, especially in teaching speaking. based on the observation, the problem also comes from the using target language during the teaching learning. the teachers used english and bahasa in teaching speaking. it is in line with wati, bharati & hartono (2016) who found that the problem during the implementation of scientific approach is about the difficulties to use target language fully during teaching learning activity. the teachers assumed that if they used full english, the students would be difficult in understanding material. the problem was also in managing time. the teachers said that it was difficult in managing time in implementing scientific approach in teaching speaking, especially in communicating step. it was happened because mostly, communicating step was in presenting the result in experimenting step. the limited time was used during this process. the solution by using group presentation was a great deal. all the students were still able to present their result and ideas without losing the essence of communicating step itself. in implementing scientific approach in teaching speaking, the students were enthusiast in following the processes in teaching and learning. in order to measure the satisfaction of the students in implementing scientific approach, questionnaire was distributed. based on the analysis, the level of satisfaction about the implementing scientific approach was 91%. less than 15% in each step who gave unsatisfied respond. most of the unsatisfied students giving respond about the capability of the teacher in delivering material. by achieving almost more than 90% in each indicator, it indicated that students followed each step in scientific approach without any significant problem. it was supported by the result of observation. the students were enthusiast in following teaching and learning processes by using scientific approach. the speaking classes were more interactive. it was also supported by using multimedia and technology. related to the problems of the students in teaching speaking, the researcher also distributed questionnaire in order to know the students’ problem in teaching speaking. the sample was 130 students. based on the sample, 92% students still had difficulty in speaking skill. the result of the questionnaire also showed that only 35% students had confidence in speaking english. the appropriateness of lesson plan in teaching speaking based on 2013 curriculum the last finding is about the appropriateness of the teachers’ lesson plan in teaching speaking based on 2013 curriculum. the principles of lesson plan in 2013 curriculum had aim to arrange a lesson plan systematically. it is important because lesson plan is like a bunch of steps in achieving the goal of teaching. so, the processes of teaching will be more efficient in achieving the goal. lesson plan also helps the teachers in specifying the goal, steps, material and time allocations based on the syllabus. there are some principles in developing lesson plan based on 2013 curriculum that will be compared with the lesson plan by english teachers at smp negeri 40 semarang. there were 3 lesson plans in teaching speaking by 3 english teachers. the analysis was not only on the appropriateness of lesson plan with the principles in lesson plan guidelines, but also in the components of lesson plan based on 2013 curriculum. in the appropriateness of the teachers’ lesson plans in teaching speaking with the principles of lesson plan development based on 2013 curriculum, almost all the principles in drafting lesson plan based on 2013 curriculum had been fulfilled. related to the principle in paying attention to individual differences of the students, there were no teachers who designed the lesson plan which had attention to this point. all steps in those lesson plans didn’t have activity and step which focused on the individual differences of the students. in other word, all the activities and step in the lesson fajar sodik, abdurrachman faridi, mursid saleh/ 10 (2) (2020) 242 251 250 plans were for all the students without differentiate the students’ differences. in fact, the lesson plan should be arranged by paying attention to gender differences, initial abilities, intellectual level, interests, learning motivation, talents, potential, social abilities, emotions, learning styles, special needs, learning speed, cultural background, norms, values, and / or the environment of students . in encouraging the active participation of the students, lesson plans by t1, t2, and t3 had completed the criteria. the steps in scientific approach directly developed the activeness of the students. observing, questioning, associating, experimenting and communicating demanded the activeness of the students. by practicing those steps, the activeness of the students in teaching and learning developed automatically. related to teaching speaking, this principle was in line with the goal of teaching speaking. the activeness of the students in questioning and communicating were able to increase the speaking skill of the students. in developing a culture of reading and writing, the lesson plan by t1, t2 and t3 did not contain the criteria. in the criteria of developing a culture in reading and writing, the learning process is designed to develop a fondness for reading, a variety of reading comprehension, and expression in various forms of writing. in fact, in the lesson plans which arranged by t1, t2 and t3 didn’t have activity in stimulating the reading culture. the teachers didn’t facilitate other sources in teaching learning process. so, the students only focused on the material in power point. the teachers didn’t give a chance for students to find in other sources. in the principle of providing feedback and follow up, the lesson plan contains a program in giving positive feedback, strengthening, enrichment, and remedies. based on the analysis, the lesson plans by t1, t2 and t3 had fulfilled this point. in the end of teaching and learning processes, all the lesson plans had feedback in the form of written and spoken test and also remedial. related to teaching speaking, this point was as a test for the students’ understanding about the material. the feedback also helped the students to measure their speaking skill in theory and practice. the step in teaching and learning also should be integrated in one step to another. it is about linkages and cohesiveness. the cohesiveness is not only on the step, but also in the activity in each step. based on the analysis, the lesson plan by t2 didn’t fulfill the criteria. it was happened because the activity in experimenting, associating and communicating step used similar activities, it was about completing dialogue. so, it was only like using similar activity for different steps. in using information and communication technology, t1, t2 and t3 used projector and power point slides in teaching and learning process. in this case, t3 also used video as an additional media in teaching speaking. by using technology, the process of delivering material would be easier. the students were enthusiast in teaching and learning. the using of slides in power point was more efficient. so, the principle about using technology in teaching and learning, especially in teaching speaking had been completed by t1, t2, and t3. conclusion after conducting the research about the implantation of scientific approach in teaching speaking with the appropriate lesson plan based on 2013 curriculum which performed by 3 english teachers at smp negeri 40 semarang, the conclusions are drawn based on the analysis in chapter iv. first, the english teachers at smp negeri 40 were implementing scientific approach based on 2013. the implementation was in five main steps, observing, questioning, associating, experimenting and communicating. second, there are some problems in implementing scientific approach. all the teachers were deals that the problem was in communicating step and the difficulties in time management. the problem in teaching speaking was about the confidence of the students and also pronunciation. third, related to the appropriateness of the lesson plan, all the fajar sodik, abdurrachman faridi, mursid saleh/ 10 (2) (2020) 242 251 251 principles and criteria had been fulfilled except the attention on the students’ differences and developing the culture in reading and writing. hopefully, this research gives positive effect in english teaching and learning. this research is not perfect. assessment in teaching speaking based on 2013 curriculum is not discussed in this research. the researcher hopes that other researchers interested in conducting study about assessment in teaching speaking based on 2013 curriculum. references abidin, y. (2014). desain sistem pembelajaran dalam kontek skurikulum 2013.bandung: pt. refikaaditama. budiyanto, s. m., saleh, m., rukmini, d., & sofwan, a. (2018). developing a model of teaching speaking through discussion and presentation for accounting education students of ums and iain surakarta in 2014/2015 and 2015/2016 academic year. english education journal, 8(1), 74. https://doi.org/10.17507/tpls.0801.10 coleman, j & klapper, j. 2005. effective learning and teaching in modern languages, london: routledge creswell. j.w. (2012). planning, conducting, and evaluating quantitative and qualitative research. boston: pearson education. daryanto.(2014).pendekatanpembelajaransainti fikkurikulum 2013. yogyakarta: gava media. ekawati, y. n. (2017). english teachers’ problems in applying the 2013 curriculum. english review: journal of english education, 6(1), 41-48. doi: 10.25134/erjee.v6i1.769 harmer, jeremy. (2001). the practice of english language teaching (3rd edition).new york: longman. kemendikbud. (2013).konseppendekatan scientific, jakarta: kemendikbud hosnan. m (2014). pendekatan scientific dan kontesktualdalampembelajaranabad 21. bogor: ghalia indonesia. mujahadah, s., rukmini, d., & faridi, a. (2018). the realization of communication strategies used by extrovert and introvert students in conversation. english education journal, 8(2), 178–185. retrieved from http://journal.unnes.ac.id/sju/index.php /eej omaggio, a.c. (1986). teaching language in context. boston: heinle&heinle publisher. saritwa, f.w., fitriati, s.w & faridi, a. (2018). lecturers and students’ perception and practices of students’ presentation to enhance their speaking skills. english education journal, 8 (4), 508 – 514. wati, a., bharati, d.a.l & hartono, r. (2014). the scientific approach in teaching speaking for various texts (the case of three teacher candidates of wiralodra university indramayu in the academic year 2013/2014). english education journal, 4(2), 145-150. wulan, n., agustien, h. i. r., & rukmini, d. (2018). spontaneity and interactivity features displayed in student s ’ transactional conversations in english for nursing program. english education journal, 8(4), 469–478. yuliarti, a & warsono. (2016). hedges in classroom speeches by english students in graduate program. english education journal, 6(1), 11–19. https://doi.org/10.17507/tpls.0801.10 http://journal.unnes.ac.id/sju/index.php/eej http://journal.unnes.ac.id/sju/index.php/eej eej 10 (2) (2020) 190 200 english education journal http://journal.unnes.ac.id/sju/index.php/eej the shift of the thematic structure in english-indonesian translation of flipped subtitles veny nur aini, sri wuli fitriati, dwi anggani linggar bharati universitas negeri semarang, indonesia article info ________________ article history: recived 08 december 2019 accepted 20 march 2020 published 20 june 2020 ________________ keywords: edmodo media, chamilo media, kwl strategy, reading comprehension of recount texts, reading habits ____________________ abstract ________________________________________________________________ this study analysed the thematic structure in english-indonesian translation of the movie subtitles entitled flipped in order to explain the shift and modulation occurrences from the source text (st) to the target text (tt). this research was initiated by the issue that systemic functional linguistic (sfl) theory was possible to apply in translation research. this study was a descriptive qualitative research. the subjects of the study were the dialogues (english script and indonesian subtitles) and the objects were the thematic structure elements (textual, interpersonal, and experiential themes) of the movie. the findings showed that there were 259 shifts occurred within textual theme‟s components, interpersonal theme‟s components, topical theme‟s components, theme‟s components, and between theme-rheme. those indicated some shift and modulation types. there were 232 shifts found for 5 shift types and 40 shifts found for 6 modulation types. moreover, there were two shift categories found (double changes). there were 23 shifts for 7 double changes categories. from this new categories, i inferred that it was possible if two types of shift or one type of shift + one type of modulation were together transform a sentence. on the other hand, it was impossible for two types of modulation were found in a sentence. in conclusion, theme as the beginning of a sentence can be used as the first detector of the shift occurrence from st to tt. we can see either the structure shift or the perspective shift from it. therefore, translators and language learners can be helped by seeing this movement. © 2020 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jalan kelud utara iii semarang 50237 e-mail: venynuraini@gmail.com p-issn 2087-0108 e-issn 2502-4566 http://journal.unnes.ac.id/sju/index.php/eej veny nur aini, sri wuli fitriati, dwi anggani linggar bharati/ eej 10 (2) 2019 190 200 191 introduction translation is important for communication or only just for giving-taking information across the world, even the process of the translation itself bears benefits for language learners. it had been proved that translation study had some benefits. for example, a study had been conduct by hartono (2014) had applied grammar translation method (gmt) in translating narrative texts from english into indonesian language. it was because english narrative texts were also sources of reading and teaching materials used in indonesia. english narrative texts needed to be translated into the indonesian language accurately and naturally based the culture and context. in addition, ghoreishi and aminzadeh (2014) proved that by knowing the translation shift in children‟s literature, the children could improve their reading skill, and also increase students‟ vocabularies through audio-visual media. western film is a kind of audio-visual media which represents language diversity in a same time. by hearing the speakers say while reading its subtitle, we are able to identify what differences between english as source language and indonesian as target language in the movie. it reflected in these previous studies that analysed the translation technique and shift in some movies texts. they used the scripts and the subtitles of the movies as the data for analysing such as a research had been done by dipawangsa (2012) which the aims were to identify, describe the types of shift and the translation equivalence occurring in the translation of noun phrases in the sherlock holmes: a game of shadows movie‟s subtitle. the result of this research there were 4 types of shift identify in the data source, namely structure shift, class shift, unit shift, and intra-system shift which appeared in the form of phrases. the other study had been conducted by yolanda and yuliasri (2016) analysed the translation technique and assessed the quality of english – indonesian translation of pun in tolkein‟s the hobbit. the quality assessment of the study was obtained from the respondents. the respondents were divided into two, they were expert ratters (the lecturers) and target readers (the teenagers). in conclusion, they had similarity in aim that was to find out the shift of englishindonesian translation in movies. the translation from the sl into the tl cannot have exact equivalence since both languages are widely different in structure and cultural background. therefore, the translators have to make shift in this transfer process. shift is divided into two types, they are shift or transposition where the change of grammar occurs and modulation where the change of point of view occurs. for example, some of researchers such as aisya (2015); putra (2015); and setyaningsih (2013) analysed the shift of some phrases (noun, prepositional, verb phrases) in some literary texts (poem, novel, and movie). others analysed clauses or sentences in various text such as purnomo (2015) in tourism texts; and yuliasri (2014) in a comic. while, the study of modulation had been done by megawati (2014) which the research discussed the novel time flies for ms wiz written by terence blacker and translated into indonesian by mala suhendra entitled ms wiz kembali ke silam in which to find the modulation used in translating from source language (english) to a translation in the target language (indonesian). a text, according to halliday dan hasan (1985) is a collection of meaning codified in words and structures. it is a process and product of social meaning in a situational context. it is always influenced by field, tenor, and mode, and also its situational and cultural contexts. thus, it is possible to apply systemic functional linguistic (sfl) theory to translation research since the fact that translation itself is a meaning-realization process which involves choices of different language resources. it offers a framework to catch the shift phenomena through the textual veny nur aini, sri wuli fitriati, dwi anggani linggar bharati/ eej 10 (2) 2019 190 200 192 metafunction concept (textual theme, interpersonal theme, and ideational / experiential theme) that will investigate the changes of the thematic structure from sl to tl. it has been applied by some researcher in various translation texts such as andrianie et al (2014) in a movie; damayanti (2012) in thesis abstracts; kadhim (2013) in news texts ; nurfadhilah (2016) in a novel; rosa et all (2017) in history texts; sofyan (2009) in factual texts; suwarso (2013) in a comic; wang (2014) in authentic translation texts; and wangi (2014) in film texts. for example, damayanti (2012) that analysed types of themes, theme equivalence, theme shifts in the indonesian-english translation of 10 thesis abstracts of postgraduate program of semarang state university from the last two years (2010-2011). the result showed that topical theme dominates the entire texts at 80.16% (198 out of 247) in st and 79.56% (222 out of 279) in tt. the theme shift occurred through three processes: (1) by changing the grammatical function within the theme (11.7%), (2) by adding more themes (14.7%) and (3) by deleting themes (3.4%). next, a study had been done by nurfadhilah (2016) discussed the shift of thematic structure in the english translation of indonesian complex sentences from okky madasari‟s novels entitled maryam and its translation the outcast. the result showed that indonesian complex sentences were translated into three forms of sentences (simple, compound, and complex). the shift of thematic structure occurred in two types of shift: the shift in type of theme and the shift between theme and rheme. the shift occurred because there was difference of grammatical structure between source text (st) and target text (tt). although there was a shift in theme structure, it did not affect the equivalence of indonesian complex sentences which translated into english. while, suwarso (2013) analysed the theme element of english version and indonesian translation in bilingual comic the little prince. there were two categories were divided there: topical theme marked that usually subject as complement (adjunct, conjunction, finite, and predicator), and topical theme unmarked that usually subject as pronun (i, he, she, it, and so on). the shift of these categories generally did not have much effect on the meaning of the clause and text. subtitles are kind of movie texts which represent language diversity. since subtitles have big role in transfer meaning of the movie context, so it is important to analyse the language system embedded whether in the dialogue (st) or in the subtitle (tt). hornby (2000, p. 721) states that language is the use, by human, of a system of sounds and words to communicate. this means that language is a kind of system used by some particular communities in order to communicate and share ideas. meanwhile, some functional linguistics experts have their perspectives of language. in his book introducing to functional grammar, halliday (1994, p. xvii) defines language as a system for making meaning. thus, it is useful for the translators or language learners to analyse language or wording system in movie texts through systemic functional linguistics. some of previous studies that i have reviewed before only analysed types of transposition and modulation in some translation texts. while the others only make the thematic structure shifts as their final findings. but in this recent study, i will combine two of them. therefore, after i the shifts of the thematic structure between english dialogues (st) and indonesian subtitles (tt) of a western movie entitled flipped are found, they will be classified into shift (transposition) and modulation types. method this study analysed the thematic structure in english-indonesian translation of flipped subtitles in order to explain the shift and modulation occurrences from the source text to the target text. this study was a veny nur aini, sri wuli fitriati, dwi anggani linggar bharati/ eej 10 (2) 2019 190 200 193 descriptive qualitative research. the subjects of the study were the dialogues of english script and indonesian subtitles of teen romantic movie entitled flipped. while, the objects of the study were the thematic structure elements (textual, interpersonal, and experiential themes) of the st and tt which were analysed through multiple theme components from halliday (1994). after collecting the data of the thematic structure shift, they were classified according to the objectives of this research, they were classifying the level shift and category shift proposed by catford (1965, p. 73-82): (1) level shift; (2) structure shift; (3) class shift; (4) unit shift; and (5) intra-system shift. second, free modulation proposed by viney and darbelnet (cited from newmark, 1988, p. 88-89), they were (1) negated contrary; (2) abstract for concrete; (3) cause for effect; (4) a part for the whole; (5) one part for another; (6) reversal of term; (7) active for passive; (8) space for time; (9) intervals and limits; (10) change of symbols. the last, i was helped by the advisor as the expert to check whether the data analysis had been corrected or not. findings and discussions this section consisted of the number occurrences relating the thematic structure shift which had been categorized into three shift types based on the research questions. but apparently, the new category came up in the result of the data analysis. therefore, there was an addition category in this section. consequently, this section was divided into four subsections including level shift, category shift, modulation, and double changes occurrences. the level shift occurrences from english to indonesian translation of the thematic structure in flipped subtitles. there were 3 thematic structure shift variation found for level shift occurrences. the dominant level shift occurred in interpersonal theme where the shift occurred within interpersonal theme‟s components (vocative, modal, finite, and whinterrogative). there were 25 thematic structure shifts categorized in level shift through those theme‟s components, for example: in interpersonal (finite → whinterrogative) have you seen their yard? finite nominal group interpers onal topical theme rheme apakah kamu sudah melihat halaman mereka? whinter. nominal group interpers onal topical theme rheme there was shift between interpersonal theme‟s components, from finite „have‟ (st) to wh-interrogative „apakah‟ (tt). that was a shift from grammar (st) to lexis (tt). in this case the finite „have‟ was used to ask something with the pattern „have+s+v3...?‟. since indonesian had no finite, it was replaced by „apakah‟ which belonged to in wh-interrogative of indonesian language, and there was an additional adverb „sudah‟ before the verb „melihat‟. thus, it belonged to level shift occurrence. the category shift occurrences from english to indonesian translation of the thematic structure in flipped subtitles. category shift is still divided into four shifts, they are structure shift, class shift, unit shift, and intra-system shift as below: the structure shift occurrences there were 145 thematic structure variation found that were classified into three types of structure shift, they were 44 shifts for word order re-arrangement, 99 shifts for omission, and 2 shifts for addition. the domination occurrence happened within the theme‟s veny nur aini, sri wuli fitriati, dwi anggani linggar bharati/ eej 10 (2) 2019 190 200 194 components (textual, interpersonal, and topical themes). there were 88 shifts found there, for example: word order rearrangement theme and rheme (theme→rheme / rheme→theme) what being up there meant to me. embedded clause topical theme rheme betapa berartinya bagiku berada di atas sana. cir.adjunct topical theme rheme that was the shift occurrence within the topical theme‟s components, from embedded clause “what being up there” becomes circumstantial adjunct “betapa berarti bagiku”. it indicated word order rearrangement from st to tt. there were change places between theme (st) to rheme (tt) and rheme (st) to theme (tt). omission in theme (textual+topical → topical) well, a girl like that doesn‟t live next door to everyone. cont. nominal group textu al topical theme rheme gadis seperti itu tidak tinggal di seberang rumah setiap orang. nominal group topical theme rheme there was change from textual+topical theme to topical theme only. a continuative „well‟ was omitted, and began with the nominal group „a girl like that‟ that was translate into „gadis seperti itu‟. it was strange for indonesian people using continuative word like „well‟. in addition, since the translation product was for subtitle, so the translator had to minimize the sentence. continuative did not influence the context. it was regarded as only an additional word. therefore, a lot of continuative omission found in the findings of this study. addition theme and rheme (theme→rheme) proud of you. cir. adjunct topical theme rheme ayah bangga padamu. nominal group topical theme rheme there was shift from st to tt, the theme „proud of‟ in st moved to rheme in tt because an addition of nominal group „ayah‟ as the subject in tt. thus, the translator added subject „ayah‟ because it would be confusing if there were no subject that refer to the speaker clearly. the addition of „ayah‟ did not change the meaning, but only made the text understandable. it only changed the pattern of the sentence as viney and darbelnet (cited from newmark, 1988) said that shift as transposition which involved replacing one-word class with other without changing the meaning of the message. therefore, it was belong to structure shift type. the class shift occurrences there were 2 thematic structure shift variation and 3 class shift variation found. the change from noun phrase (np) into verb phrase (vp) was dominant. there was 3 shifts occurred within topical theme‟s components and 1 shift occurred from theme into rheme, for example: in topical (np→vp) veny nur aini, sri wuli fitriati, dwi anggani linggar bharati/ eej 10 (2) 2019 190 200 195 a puzzle, and a ... nominal group (np) topical theme menyusun gambar dan .... nominal group (vp) topical theme there was shift within nominal group in topical theme from st to tt. the nominal group „a puzzle‟ in st was a noun phrase. it was translated into „menyusun gambar‟ that was a verb phrase. it indicated a class shift occurrence. it because there was a shift from noun into verb. the unit shift the unit shift or rank shift was divided into 2, they were upward rank and downward rank. based on the result showed that the downward rank shift was more than upward rank shift. there were 10 downward rank shifts. while, there were only 1 upward rank shift. then, the dominant downward rank shift occurred between theme and rheme, for example:upward rank theme and rheme (rheme → theme rheme) i have a rash. nominal group topical theme rheme kulitku merah – merah. nominal group topical theme rheme there was upward rank in the shift of st to tt. it was indicated by the rheme in st developed into theme rheme. the rank of „a rash‟ in the st was a phrase that was translated into „kulitku merah-merah‟ in tt. the rank of „kulitku merah-merah‟ in the target text was a clause. therefore, there was a unit shift from a phrase (st) into a clause (tt). the other finding was from down rank type that occurred between theme and rheme also, for example: down rank theme and rheme (theme rheme → rheme) they are not? nominal group topical theme rheme bukan. cir. adjunct topical theme there was downward rank in the shift of st to tt. it was indicated by the theme rheme in st minimized into theme only. the rank of “they are not?” in the st was a sentence that was translated into “bukan?” in tt. the rank of „bukan‟ in the target text was a word. therefore, there was a unit shift from a sentence (st) into a word (tt). intra-system shift the findings showed that there were two classifications were found for intrasystem shift in thematic structure. there were 2 shifts for pluralism and 1 shift for quantifier. all of their shifts occurred within topical theme‟s components (nominal group, embedded clause, circumstantial adjunct, and predicator as theme), for example: in topical (pluralism) have you boys ever performed in front of an audience? finite nomin al group interpe rsonal topical theme rheme apa kalian pernah bermain di depan veny nur aini, sri wuli fitriati, dwi anggani linggar bharati/ eej 10 (2) 2019 190 200 196 penonton? whinter. nomin al group interpe rsonal topical theme rheme in english (st), “you” has two classifications of pronouns. first, as the second person (single) of subject pronouns which correspond with “kamu” in indonesian (tt). second, as the second person (plural) of subject pronouns which correspond with “kalian” in indonesian. in this case, there was a morpheme –s in the noun phrase “you boys” that was a plural maker. while, the plural marker of indonesian was repeating the word twice. so, the corresponding system of “boys” was “lelaki-lelaki”. it was not realized in the tt. it because intra-system shift was done to consider the acceptability of the st in the tt. although the st had its corresponding system in the tt, the corresponding system was not used. another option was done to maintain the meaning of st in the tt. therefore, the word “boys” was omitted. then, the word “you” was translated into “kalian” since the st indicated a plural noun. the modulation occurrences from english to indonesian translation of the thematic structure in flipped subtitles. the result showed that there were 6 modulation types found in some thematic structure shift variation. there were 9 negated contrary, 14 abstract for concrete, 4 cause for effect, 1 a part for the whole, 2 space for time, and 10 change of symbols. thus, there were 40 modulations had found in the thematic structure shift variation of the texts which the domination shift occurred in topical theme. there were 24 changes occurred within topical theme‟s components (nominal group, embedded clause, circumstantial adjunct, and predicator as theme), for example:abstract for concrete in topical (in predicator as theme) go on. predicator topical theme makanlah. predicator topical theme there was a modulation shift occurred in predicator of the topical theme, from st “go on” translate into tt “makanlah”. actually, the literal meaning of „go on‟ is „pergi ke atas‟ or „naik‟. but, it is able to translate into some words base on the context such as „pergilah‟, „ayo‟, and „makanlah‟ just like in the sentence above. in this case, because of the concept of “go on” was abstract, so it was translated into “makanlah”. it was done because the translator wanted it to be concrete. so, the readers could easily catch the context. cause for effect theme and rheme (theme → theme rheme) not for me. adjunct topical theme aku tidak akan memakanya. nominal group topical theme rheme there was a thematic structure shift from theme in st became theme rheme in tt. this structure shift indicated a modulation. the st sentence “not for me.” was a cause sentence that was translated into an effect sentence in tt “aku tidak akan memakannya.” as vinay and darbelnet (cited from newmark, 1988) stated that cause for effect was kind of explicative modulation. it tended to make clear the implicit meaning, or, veny nur aini, sri wuli fitriati, dwi anggani linggar bharati/ eej 10 (2) 2019 190 200 197 make something explicit into implicit such as the cause for effect, and the means for the result. the double changes occurrences from english to indonesian translation of the thematic structure in flipped subtitles. based on the table, there were 23 shifts occurred in 7 double changes categories of 2 thematic structure shift variation. the categories were (1) structure shift + level shift, (2) structure shift + class shift, (3) structure shift + unit shift, (4) structure shift + negated contrary of modulation, (5) structure shift + abstract for concrete of modulation, (6) structure shift + a part for the whole of modulation, and (7) structure shift + change of symbols of modulation. the domination came to the forth category (structure shift + negated contrary of modulation) where there were 8 modulations occurred between theme and rheme, for example:structure shift + class shift theme and rheme (rheme→theme / rheme→theme) a chiken is born. nominal group topical theme rheme kelahiran seekor ayam. nominal group topical theme rheme there was word order re-arrangement from st to tt where there were the change places between theme (st) to rheme (tt) and rheme (st) to theme (tt). it indicated that structure shift occurred there. not only structure shift, but also class shift occurred there. it could be seen from the change of st „born‟ that was a verb into tt „kelahiran‟ that was a noun. thus, it was clear that there was a class shift also between st into tt from verb into noun in this text. structure shift + negated contrary theme and rheme (theme→rheme / rheme→theme) nothing like fresh eggs. nominal group topical theme rheme telur segar adalah yang terbaik. nominal group topical theme rheme there was word order re-arrangement from st to tt where there were the change places between theme (st) to rheme (tt) and rheme (st) to theme (tt). it indicated that structure shift occurred there. not only structure shift, but also modulation occurred there. it could be seen from the change of the word in st „nothing‟ into tt „yang terbaik‟. it translated negative word in the st into positive word in the tt. therefore, this shift was categorized in negated contrary. conclusions and suggestions the findings showed that there were 259 shifts occurred within textual theme‟s components, interpersonal theme‟s components, topical theme‟s components, theme‟s components, and between themerheme. those indicated some shift and modulation types. there were 232 shifts found for 5 shift types. the structure shift dominated the shift occurrences from st to tt of the thematic structure in flipped subtitles. for modulation, there were 40 shifts found for 6 modulation types. the abstract for concrete dominated the modulation occurrences from st to tt of the thematic structure in flipped subtitles. moreover, apparently there were two shift categories found in one datum (double changes). there were 23 shifts for 7 double changes categories. from this new categories, i inferred that it was possible if two types of shift or one type of shift + one type of modulation were veny nur aini, sri wuli fitriati, dwi anggani linggar bharati/ eej 10 (2) 2019 190 200 198 together transform a sentence. on the other hand, it was impossible for two types of modulation were found in a sentence. in conclusion, theme as the beginning of a sentence can be used as the first detector of the shift occurrence from source text (st) to target text (tt). unfortunately, this study only focused on the theme‟s components including textual, interpersonal, and topical themes. it only analysed the movement of the theme‟s structure of the sentences in the texts. consequently, this research could not covered the rheme‟s structure progression of the sentences in the texts. whereas, there must be a lot of shift occur within the rheme‟s components that was found from st to tt. there are some suggestions according to the conclusions. first, the translators must have a thorough understanding of the field of knowledge such as in textual, interpersonal, or experiential meaning. it will help them in transforming structure from sl to tl appropriately in transposition. in addition, in applying modulation, the translator must have broader experiences and memories both in sl and tl which will help in translating a phrase or clause or sentence naturally. through the present analysis, the translators are able to get experiences by analysing the translation techniques used in english indonesian translation here. second, through this film analysis, the teacher 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published 20 june 2019 ________________ keywords: assessment, speaking, discovery learning, critical thinking, creativity _________________ abstract ___________________________________________________________________ in the teaching and learning process, assessment is considered a critical component of curriculum design to determine whether the goals of education have been achieved. in fact, many teachers still have difficulties to design a suitable assessment instrument. to complicate the matter, it should align with the teaching and learning objectives of the 2013 curriculum which requires the teacher to foster the students' critical and creative thinking. this study aimed to explain the development of discovery-based speaking assessments to stimulate students' critical thinking and creativity at the tenth graders of mipa 3 at sma sultan agung 1 semarang in the academic year of 2017/2018. research and development (r&d) was applied in this study. this study utilized quantitative and qualitative data through the questionnaire, interview, observation, and test as the instrument in collecting the data. the teacher collaborated with the researcher in developing the discovery-based speaking assessments module. after that, the module was revised based on the experts’ suggestions before conducting the main field testing. the result of the study showed that there were improvements in the students' score after they were taught using the discovery-based speaking assessments module. a paired sampled test result yield that there were significant improvements in the students’ mean score in the post-test compared to their pre-test. the significant improvements indicated that discovery-based speaking assessments were effective to improve the students' speaking skill, critical thinking, and creativity. © 2019 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jl. kelud utara iii semarang 5023, indonesia e-mail: roniwahyudi@students.unnes.ac.id p-issn 2087-0108 e-issn 2502-4566 mailto:roniwahyudi@students.unnes.ac.id roni wahyudi, dwi rukmini, dwi anggani linggar bharati/ eej 9 (2) 2019 172 180 173 introduction the emergence of the 2013 curriculum requires the teacher to use the scientific approach in the teaching and learning process. discovery learning is one of the suggested teachings methods in this curriculum. this method requires the learners to find the target information or conceptual understanding independently through the provided materials with minimal guidance such as manuals, simulations, feedback, example problems (alfieri et al, 2011). similarly, gholamian (2013) stated that in this method, teachers do not directly teach the subjects, instead, they facilitate the students to find and discover themselves. furthermore, ramdhani (2017) argued that principally, in discovery learning, the teacher delivers the material not in the final form to encourage the students to find the knowledge by themselves. then, they combined it to their already existing knowledge to achieve final understanding. rahmi and ratmida, (2014) concluded that discovery learning expects the students to discover the facts or the contents of the topic through observing and experimenting activities because the teacher does not present them at the beginning of the lesson directly. the implementation of the teaching approach requires the teacher to apply appropriate assessment instruments as well. brown (2004) stated assessment, as an inextricable part of the teaching-learning process, are necessary components of a successful curriculum. accordingly, the teacher must have a sophisticated understanding of assessment literacy to help them in creating and using the assessment properly. by doing so, the teacher can help the learners to achieve the learning objective and guide them in performing the specifics skills. in contrast, the lack of this competency might affect the teacher to neglect the importance of assessment as an aid to improve the instructions and students’ achievement. moreover, teachers might have difficulties to design and implement assessments according to the curriculum requirements. zaim, (2017) found that english teachers were not ready to implement the scientific approach into the teaching and learning process, particularly in the assessment part. (wijayanti, 2015). the main reason for teachers' difficulties is the lack of teachers' comprehensive understanding of curriculum 2013, including the implementation of assessment, such as planning, conducting and reporting the result of students' achievements (retnawati et al, 2016). hence, it is important for the teacher to have adequate assessment literacy to tailor the curriculum requirements. nowadays, high order thinking skills become the requirements of the most curriculum, including the 2013 curriculum in indonesia. as hassan et al (2016) stated that there is stronger awareness about the importance of higher-order thinking skills triggered by the changes in education at the international level, so the students must be equipped with the knowledge and skills requires in solving their daily life problem. however, the result of his study showed that teachers were reluctant to implement hots in their teaching due to their limited competency. teachers, as an important aspect in the successful learning process, need to understand, practice and apply hots in order to teach the skills effectively (azis et al, 2017; barak & dori, 2009). there are some strategies that can be used to enhance hots in the classroom such as (a) take the mystery away and teach the concept of concepts, (b) name and categorize concepts, (c) move from concrete to abstract and back, (d) teach inference and connect concepts, (e) teach question-answer relationships, (f) include brainstorming activities in the lessons, (g) use teaching techniques that provokes higher thinking levels, (h) emphasize feedback generation for students. (chinedu and kamin, 2015). the development of students hots occurs as a result of continuous practice involving tasks to stimulates the thinking skills in analyzing information to determine the problem, evaluating the problem and creating new workable solutions (chinedu & kamin, 2015; hassan et al, 2017). these tasks are in accordance with the characteristics of hot roni wahyudi, dwi rukmini, dwi anggani linggar bharati/ eej 9 (2) 2019 172 180 174 assessment proposed by widana (2017): (a) measuring the high-level thinking skills (analyzing, evaluating and creating), (b) based on contextual issues (typically in the form of cases), and (c) is not routine (not familiar). the incorporation of hots in the teaching and learning process can encourage students to think critically and help students develop more innovative and imaginative ideas (miri et al, (2007); smith & darvas, 2017). however, ku (2009) argued that teaching critical thinking is not a simple task to do because the students should learn to enhance skills in judging information, evaluating alternative evidence and arguing with solid evidence. this competency is both vital for students to perform well in school and also a requirement in future workplaces, social and interpersonal contexts involving careful and independent decision making. however, a study by dwee et al (2016) revealed that even though the teachers are aware that students lack critical thinking skills, they do not really emphasize these skills. they prefer to focus on the subject matter because of their insufficient knowledge on how to integrate critical thinking skills into the courses. so, teacher instructional competence is important in integrating critical thinking skills into their teaching (leon-abao, 2014). in teaching for critical thinking, heijltjes et al (2014) stated that explicit instruction combined with practice is required such as the use of task (zhou et al, 2013; shehab & nusbaum, 2015; rahman & samanhudi, 2010) and question (cojocariu & butnaru, 2014). in conclusion, the teacher preference of assessment model in the teaching and learning process can affect the students’ learning outcomes. thus, in this study, the researcher is interested to conduct the research about the existing assessment model used by the teacher and in developing a discovery-based speaking assessment to stimulate the critical thinking and creativity of the students’ speaking performance. methods this study used the research and development (r&d) design in developing the discovery-based speaking assessment model to stimulate students’ critical thinking and creativity. the steps of r&d that applied in this research as the following: information collecting, need analysis, planning and developing, expert validation, doing the first revision, trying out, doing the second revision, and producing the final product. to get the data, the researcher used questionnaires, interview, observation, and tests. the data were both qualitative and quantitative. the qualitative data was gathered through observation, interview, and questionnaire. whereas the quantitative data was gathered through tests. result and discussions in this phase, the researcher presents the findings and discussions of the developing discovery-based speaking assessment module to stimulate students’ critical thinking and creativity. the sections in this part will follow the statement of the research objectives. teacher’s assessment on students’ speaking performance the research finding revealed that the teacher neither used discovery learning in his teaching nor developed the assessment based on this approach. as an alternative, he preferred to use the scientific approach. however, the teacher did not implement it properly, he still dominated the teaching and learning process. actually, the learning process was teachercentered because he explained the material directly to the students instead of being a facilitator who helps the students to learn through the steps of the scientific approach. the teacher also tended to focus his teaching more on the subject matter and reading skill. he involved them in a lot of reading activities related to the subject matter such as content, generic structure, and language feature of the roni wahyudi, dwi rukmini, dwi anggani linggar bharati/ eej 9 (2) 2019 172 180 175 text. since speaking skill was neglected, the students had limited opportunity to practice their speaking ability. consequently, they were reluctant to speak english in the discussion because they had difficulties to express their ideas in english. another finding showed that the teacher had difficulties in implementing high order thinking skills (hots). the teacher did not implement hots in the speaking assessment practice. he merely asked the students to retell a narrative story without any additional hot tasks as a guidance. in this type of assessment, the students tend to memorize the text to perform the task. besides, the teacher only employed criteria such as pronunciation, intonation, grammar, and content as guidance in scoring the students' performance. as the teacher did not involve hots in the assessment, the researcher could not find the critical thinking and creativity scoring rubric in the teacher’ teaching document. the above findings indicated that the limitation of the teacher knowledge about high order thinking and its implementation affected the teacher in his teaching. in this case, the teacher preferred to exclude hots in his speaking assessment and he also did not provide critical thinking and creativity scoring rubrics. this finding is in accordance with a study by zaim (2017) that found the english teachers were not ready to implement the scientific approach in their instructions, especially in the assessment process (wijayanti, 2015). additionally, retnawati et al (2016) also found that the teacher had difficulties in developing the instrument of attitude, implementing the authentic assessment, formulating the indicators, designing the assessment rubric for the skills, gathering the scores from multiple measurement techniques, and finding feasible application for describing the students’ learning achievements because they were confused with the assessment system. type of assessment to stimulate the students’ critical thinking usmeldi et al (2017) stated that critical thinking is a complex form of thinking activity in analyzing, differentiating, choosing, identifying, assessing, and developing more specific ideas to make rational decisions. similarly, dwee et al (2016) concluded that critical thinking is a skill that helps learners to achieve a better understanding by actively evaluating different perspectives to discover a problem solution. based on this statement, the teacher can enhance the students critical thinking by using high order thinking questions. these questions should make the students to conduct a thorough analysis to provide a conclusion, such as asking the students to find out the similarity of two narrative stories. furthermore, snyder and snyder (2008) suggested that education instructors can enhance students' critical thinking skills by making students active in the learning process using instructional strategies. one of the strategies is a group discussion called expert group. during the discussion, the students should play a role as an expert in delivering specific information to the other groups. as walker (2003) stated that the classroom discussion can promote critical thinking. besides, rashid and qaisar (2017) alleged that role play develops critical thinking by engaging students in different case scenarios to demonstrate real-life situations. they also explained some benefits when using role play such as (a) removing the students’ ambiguities of question at issue, (b) improving their language skills through the exchange of dialogues with each other, (c) helping them in exploring and presenting new perspectives by imagining the real-life characters, (d) learning new knowledge while exchanging dialogues with each other to represent a specific character. type of assessment to stimulate the students’ creative thinking in order to stimulate the students’ creative thinking, the teacher can use hots questions which require the students to propose possible actions if they become the characters in the story and change part of the story based on their imagination. through this kind of questions, the roni wahyudi, dwi rukmini, dwi anggani linggar bharati/ eej 9 (2) 2019 172 180 176 students can practice exploring the story with a different sight. this will give them an opportunity to explore their mind and having tremendous imagination. indeed, it will stimulate their creativity in retelling the story by offering different actions and resolutions based on their imagination. rahman (2018) argued that developing the learning model to train the students to discover from their learned problem and the previous experiences can facilitate the students developing a creative way of thinking. additionally, hassan et al (2016) stated that the usage of hots item in the assessment can test the students’ cognitive ability in using the information to generate or think of new ideas and new ways. developing discovery–based speaking assessment to stimulate the students’ critical thinking and creativity the researcher collaborated with the teacher to develop the discovery-based speaking assessment module to stimulate the students critical thinking and creativity. the first step was to define the basic competencies that were 3.8 and 4.8., then developed it into the indicators. after that, the teacher allocated six meetings to implement the assessment module. the module consisted of a lesson plan, teaching materials, and critical thinking and creativity scoring rubrics. before the researcher applied the developed assessment in the classroom, the researcher asked the experts to validate the discovery-based speaking assessment that had been developed. after some revision as suggested by the expert, the discovery-based assessment was ready to be implemented. the implementation of discovery-based speaking assessment initiated by giving pre-test to the students in the first meeting to measure their critical thinking before the treatments. finally, after several treatments, the students did their post-test in the last meeting to measure their critical thinking after the treatments. this module used high order thinking questions to stimulate the students’ critical thinking. the hots questions required the students to find the similarity of two narrative texts. to answer the questions, the students should comprehend and analyze the text thoroughly to form a conclusion. walker (2003) stated that questions should be designed to promote the evaluation and synthesis of facts and concepts. furthermore, iakovos (2011) argued that teachers can develop the students’ critical thinking by asking questions which require students not only to seek or retrieve information, but also to analyze, logically process, apply, and evaluate it. she also suggested that students should work together in pairs or groups, with or without guidance from the teacher, in order to negotiate answers to questions. in addition, hakim (2018) stated that the implementations of the learning process, which provide a construction process, trained in reasoning and thinking critically by focusing on active learning. whereas to stimulate the students creative thinking, the students were involved in the activities which require the students to change the part of the story based on their imaginative thinking such as asking the students to develop different resolution to the story and asking the students to offer alternative actions as if they were the characters in the story. as hamza and griffith (2006) suggested that presenting openended, obscure questions for which there are no obviously right or wrong answers fostered the students creative thinking. similarly, ritter and mostert (2017) argued that the students produce a novel solution when they are forced to think of possible changes to an existing idea or product. further, creativity happens as a result of the imaginative thinking process of the students (tan et al, 2016; zabihi et al, 2013) the effectiveness of discovery-based speaking assessment to stimulate students’ critical thinking and creativity. the result of the students’ scores on the pre-test and post-test showed that there were improvements in the students' achievement. on the pretest, the students mean score was 56,3. whereas, on the post-test, the students mean score improved to 77,6. the improvements on roni wahyudi, dwi rukmini, dwi anggani linggar bharati/ eej 9 (2) 2019 172 180 177 the students score then analyze thoroughly using a paired sample test. the result of t-test showed that the sig (2 tailed) value (0.00) is lower than 0.05. this indicated that the improvement was significant. thus, it can be assumed that discovery-based assessment was effective to improve the students speaking skill. the effectiveness of the discovery-based assessment module to improve the students speaking skill should be in accordance with the improvements in the students’ critical thinking and creativity. hence, the researcher analyzed the students critical thinking score in pre-test and post-test. the mean score of the students’ in the pre-test was 56,8, whereas in the post-test was 76.8. apparently, there were improvements in the students critical thinking score. then, to prove whether the improvements were significant or not, the researcher used a paired sample test. the result of the t-test showed that the sig (2 tailed) value (0.00) is lower than 0.05. so, it can be said that there was a significant improvement in students critical thinking skills after they were taught using the discovery-based speaking assessment module. as ramdhani et al (2017) found that there were improvements in the students' achievement score after they were taught using the discovery learning method. likewise, ahour and mostafee (2009) argued that discovery learning enhances the performance of efl learners speaking ability. further, discovery learning is effective to improve the students’ critical thinking (kistian et al, 2017; martaida et al, 2017; yuliani & saragih, 2015). finally, the researcher also analyzed the students creative thinking score in the pre-test and post-test. the mean score of the students’ creativity score in the pre-test was 56,3. after the treatments, the students mean score in the posttest was 76.81. thus, it can be said that there was an improvement in the students' score after they were taught using the discovery-based speaking assessment module. afterward, the researcher conducted a paired sample test, the result of t-test showed that the sig (2 tailed) value (0.00) is lower than 0.05. it means that there was a significant improvement in the students' creativity after they were taught using the module. to conclude, the discovery-based speaking assessment module is effective to improve students' creativity. rahman (2017) also concluded that the discovery learning model had the opportunity to motivate the students to think creatively in the learning and teaching strategy subject. similarly, istiqomah et al (2018) concluded that using the discovery learning model can improve the students’ creativity attitude. in addition, rambe et al (2018) stated that the developed discovery learning device increase the students creative thinking. conclusion and suggestion the result of the preliminary result showed that the english teacher did not implement the discovery learning method because he had limited knowledge to implement it in the teaching and learning process. consequently, he preferred to use the scientific approach in his teaching plan. however, the researcher did not find the proper assessment instruments to stimulate the students critical thinking and creativity in his teaching documents. further, the researcher also noticed the teacher tendency to neglect the speaking skill because the teacher more focused on the subject matter and other skills such as reading. so, it can be concluded that the teacher did not use hots assessment to stimulate the students’ critical thinking and creativity in his teaching, especially when he assessed the students speaking performance. accordingly, the researcher and the teacher collaborated to develop the discoverybased speaking assessment module. this assessment module aimed to stimulate the students’ critical thinking and creativity through various ways. firstly, the students’ critical thinking was stimulated by asking the students to find the similarity of two stories and also answering hots questions which require implied answers. secondly, the students’ creative thinking was stimulated by asking the students to change the story by providing a different roni wahyudi, dwi rukmini, dwi anggani linggar bharati/ eej 9 (2) 2019 172 180 178 resolution of the story. finally, they should present their answer through oral performance. afterward, the researcher conducted pretest and post-test to prove the effectiveness of the discovery-based speaking assessment module to stimulate the students’ critical thinking and creativity. the result of the analysis on the students’ mean score showed that there were improvements in the post-test compared to the pre-test. then, the result of the paired sample test indicated that the improvements were significant. the significant improvements prove that the discovery-based assessment module is effective to improve the students’ speaking skill, critical thinking, and creative thinking. in conclusion, the result of this research shows that the discovery-based speaking assessment module can improve the students’ critical thinking and creativity. further, the researcher encourages english teachers to 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(2013). developing students’ critical thinking skills by task-based learning in chemistry experiment teaching. creative education, 4(12a), 40-45. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f128835a613 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare eej 9 (1) (2019) 128 143 english education journal http://journal.unnes.ac.id/sju/index.php/eej teachers’questioning strategies to scaffold students’ learning in reading nur anisah1, sri wuli fitriati 2 , dwi rukmini3 1. kb-tk nasima semarang, indonesia 2. universitas negeri semarang, indonesia article info ______________ article history: recived 18 october 2018 accepted 15 january 2018 published 15 march 2019 ________________ keywords: questioning strategies, scaffolding, reading ____________________ abstract ______________________________________________________________ the objectives of this study are to analyze the type of teachers‟ questioning strategies to scaffold students‟ learning in reading, to analyze the students‟ responses to answer the teachers‟ questions, to analyze teachers‟ questioning strategies in order to explain how the questions scaffold students‟ learning in reading. the instruments used are classrooms observasion, teachers‟ interviews, and document analysis. this study uses descriptive qualitative approach: a case study in nasima junior high school by means of questioning strategies proposed by wragg and brown (2001). the data are taken from classroom interaction of three teachers and sixty two students in three classes in nine meetings.the study shows that the teachers used all variant of key tactic questions. the most frequent strategy is listening to replies and responding tactic. in the term of students‟ responses, the mostly response is active response in pure english. in the case of teachers‟ questioning strategies to scaffold students‟ learning reading, structuring, pitching and putting clearly, and directing and distributing tactic frequently perfome in before reading activities. during reading activities, the teachers performe all variant of key tactic question to scaffold the students, exceptly pacing tactic was never applied. in after reading activities, teachers mostly play sequencing tactic and pitching and putting clearly tactic to scaffold students‟ learning reading. © 2019 universitas negeri semarang correspondence address: jl. pusponjolo tengah raya no.69, semarang e-mail: nur_anisah1982@yahoo.com p-issn 2087-0108 e-issn 2502-4566 http://journal.unnes.ac.id/sju/index.php/eej nur anisah, sri wuli fitriati, dwi rukmini/ eej 9 (1) 2019 128 143 129 introduction enhancing students‟ reading skill in english is not easy in indonesia because english is a foreign language that it is not used in daily communication. otherwise, among the four english skills, reading is more emphasized to be taught in indonesia as the item tests of the national examination. thus, mastering reading skill is very important as ekadini, rumini and faridi‟s (2018) stated that mastering reading skill is the one of the fundamental factors in gaining success in the academic field. furthermore, seventh grade is as the early stage of learning english in junior high school. concequently, teachers need some strategies in mastering reading skill. fitriati (2017) stated that teachers totally can control the class in which they find and use some questioning strategies that are appropriately applied on students. reading instruction literature also suggests that question strategies can be taught to students in order to enhance reading comprehension (hudson, 2007). questioning strategy is the strategies used by (normally) teachers to get learners to respond that typically entail asking questions (walsh, 2011). in this study, i focused on the use of teachers‟ questioning strategies to scaffold students in learning reading. those strategies examined to scaffold the students‟ reading comprehension by analyzing the types of teachers‟ questioning strategies, the classification of students‟ responses and its scaffolding in learning reading. the teachers‟ questioning strategy proposed by wragg and brown (2001) were used. the classifications are structuring, pitching and putting clearly, directing and distributing, pausing and pitching, prompting and probing, listening and responding, sequence. in the term of students‟ response, it classified into active response in pure english, in mixed english-indonesia, in pure indonesia, and passive response in keep silent. and in the term of scaffolding in learning reading, it analyzed into the usage of teachers‟ questioning strategies in before, during and after reading. researches and practices on teachers‟question strategy in language education have been conducted in various context, such as type and method of questioning ( erianti, akib and baso, 2016; dos et al, 2016).those studies revealed that asking good questions must be considered more important in pre-service education and teachers must be supported with in-service trainings to be more effective in asking questions. then, the study about the effect of questioning behavior on students‟ critical thinking ( shen and yodkhumlue, 2008). the results showed that more teacher asked highercognitive questions and it could facilitate students‟ critical thinking in classroom. related to the study about cognitive level of questioning (ariani, 2014; davaudi and sadeghi, 2015; lanelli, 2015). ariani‟s (2014) result study showed that the teachers used various cognitive levels of questions but they mostly used comprehension level questions which are in the lower order of cognition. davaudi‟s (2015) result showed that most of the studies focused on elementary, secondary and university levels and from 1974 to 2014, 60 studies were conducted on questioning in education. 21 studies emphasized on the role of teacher questioning, 17 focused on student questioning and 22 did not mention the type of questioning in this regard. whereas lanelli (2015) investigated the effectiveness of metacognitive awareness by request technique. in the term of teachers‟ questioning in classroom interaction (qashoa, 2013; ndun, 2015; sujariati, rahman and mahmud, 2016; rido, 2017). the result showed that display question were highly uttered by the teachers than referential question and the functions of questions were for eliciting information, checking students‟ understanding, and encouraging them to participate more in classroom. fitriati, isfara and trisanti (2017) also conducted the function of teachers‟ questions, it was to enhance students‟ verbal responses. whereas, milawati (2017) investigated teachers‟ questions to stimulate students‟ thinking, chin (2007) investigated teachers‟ question to nur anisah, sri wuli fitriati, dwi rukmini/ eej 9 (1) 2019 128 143 130 stimulate productive and critical thinking in classroom discourse. then, naz (2017) investigated students‟ perceiving in teachers‟ question. in the term of teachers‟ questioning strategy and technique, rido, ibrahim and nambiar (2015) conducted the study on interaction management and elicitation technique. as addition, there were some studies which conducted in indonesian elt context. those conducted by suryati (2015) and sagita (2018) who analyzed teachers‟ use of interaction strategies by using different analysis system. the findings revealed that most frequent strategies were initiation response feedback (irf) patterns, display questions, teacher echo, and extended teacher turns, while students‟ extended turns were rare. it was argued that in order to improve the indonesian elt, there was a need to provide an alternative to elt classroom interaction. then, there were some studies about reading. koeswirono, asrori and setyaningsih (2014) investigated the problems faced in teaching learning process of reading comprehension. in addition, suryanto (2017) conducted the problems faced to comprehend english text. pentimonti (2014) conducted the study on extra textual talk during shared reading. and cahyono (2006) also reviewed the reading pedagogy on reading process and reading instruction on the efl context. other studies also focused on the technique to improve students‟ reading skill. gustadevi, ngadiso and asib (2012) used number head together technique, then, purwoko, pudjobroto and setyaningsih (2014) used reciprocal teaching technique. other studies were swardiana, susilohadi and asrori (2014) who used directed reading thinking activity. hidayah, ngadiso and rais (2014) also used learning cell technique, then, arbryan, rochsantiningsih and asib (2014) used web quests technique. futhermore, riantika, suparno and setyaningsih (2014) used knowwant to know leaned strategy, koeswiryono, asrori and setaningsih (2014) used visual impairment strategy, and siswanti, ngadiso & setyaningsih (2012) used small group discussion. addition, sari, asib and sarosa (2013) used think pair share, febrianto, nurkamto and susilohadi (2013) used group work strategy. keep in the technique to improve students‟ reading skill, there were dwiyanti, yufrizal and sukirlan (2014) who used short story, muthiah, suparman and sukirlan (2013) used system questioning strategy. some studies also focused on the strategy to improve narrative text. there were alberti (2014) used story grammar strategy,then wicaksono and munir (2014) investigated the applicability of self questioning in comprehend narrative text. focused on reading descriptive text, there was desmawati and yani (2013) combined the strategies of shared reading and fat-skinny. then apriliaswati and suhartono (2014) investigated students‟ reading comprehension in descriptive text by using pqrst technique. in the term of scaffolding in reading, an action research conducted by huggins and edward (2011) found if instructional scaffolding would make an impact on students‟ reading and writing performance. the result showed graphic organizers, as scaffolding tools in the classroom, can help to improve reading comprehension, and students can benefit in several ways when teachers scaffold the process of writing a research paper. mckenzie‟s (2011) study also was to examine how personnel in one diversely populated school employed scaffolding to accommodate ells. its implications for social change included strategies for classroom teachers and their administrators concerning scaffolding reading instruction with ells in order to help these students increase their reading performance levels. other study that has similar topic with my study is teachers‟ strategy in teaching reading. there was the study by antoni (2010) investigated the effect of teachers‟ strategy on students‟ responses. then, rosyita and faridi (2017) compared the effect of theme based instruction and competence based language teaching. rosari and mujiyanto (2016) also nur anisah, sri wuli fitriati, dwi rukmini/ eej 9 (1) 2019 128 143 131 investigated the effectiveness of know-wantlearned and collaborative strategic reading. same with rosyita (2017) and rosari (2016), arifin and faridi (2017) also used cognitive language learning strategy on their study. kept on teachers‟ strategy on reading, chotimah and rukimini (2017) conducted the differences of student team achievement division and group investigation. then sukarni, rukimini, sofwan and hartono (2017) conducted about strategy based reading instruction and ekadini, rukmini and faridi(2018) also investigated the use of cognitive and structure proposition evaluation strategies in toefl reading comprehension. the close relation topic to my study is the study about teachers‟ questioning strategy in reading. the study about the effect of teachers‟ questioning strategy on efl reading comprehension conducted by el-koumy(1996), akkaya and demirel (2012). same with those study, thohir, shaleh, rukmini and mujiyanto (2017) conducted the impact of question answer relationship (qar) and self questioning (sq) on reading ability. furthermore, thohir (2017) investigated the comparison between qar and sq. but wijayanti (2014) compared the students‟ reading comprehension by pre-questioning technique and conventional technique. then, sunggingwati and nguyen (2013) investigated the practice of teachers‟question and teaching reading on the text book. the studies reviewed above show that there are many teachers‟ question studies have been conducted in various contexts, however, studies of teachers‟ question in the field of reading have not much done yet. whereas, the purpose of teaching english as a foreign language in indonesia under the 2013 curriculum is to develop students‟ communicative competency both oral and written language (permendikbud, 2016). therefore, the language instruction used by the teachers must be integrated with the component of teachers‟ question and its role in classroom context. therefore, this research intends to fill the gap with the focus on the usage of teachers‟ question in reading. this study is needed to be done to give a contribution to the theory of teachers‟ questioning strategy in terms of reading, and its contribution to english language teaching and learning in the indonesian context. methods this study belonged to case study qualitative research. according to wragg and brown (2001), teachers‟ questioning stategy analysis is the analysis in the field of seven key tactic questions. thus, in this study, i explained the key tactic question in teachers‟ questioning strategy in reading english language class and its role to scaffold the students‟ competence. the research participants were two female teachers and a male indonesian teacher of english in smp nasima semarang. he was addressed as teacher c. and, two female english teachers addressed as teacher a and b respectively. the instruments of this study were audio recording and an interview guideline. there were three steps in procedures of analyzing data namely: transcribing, classifying, and analyzing. based on the need of the study, i used investigation triangulation to minimize the subjectivity of the researcher‟s own interpretation. the expert involved in this study was prof. dr. warsono, m.a. besides investigation triangulation, member checking also was used to validate the judgments towards the findings where english teachers of smp nasima semarang were interviewed in order to confirm the language function used in the classroom. results and discussion this section provides teachers‟ questioning strategies, students‟ responses in reading class, in addition, the teachers‟ questioning strategies to scaffold students‟ learning in reading. nur anisah, sri wuli fitriati, dwi rukmini/ eej 9 (1) 2019 128 143 132 teachers’ questioning strategies 1. structuring structuring is one of the tactic question that provides the clues or signposts for the sequence of question and the topic, reviews the series of questions and explanations based on previous lesson or statement of objectives. t.13: we have learned about people. now we are going to learn about descriptive text about animal. do you ever read your book about animal? t.42: today, we learn about descriptive text about animal. it is not like adam's pet, aurel's pet. it is not rabbit. it is not hamster. it is the unique pet. what is it? (teacher b) from the excerpt above, the teacher usually did structuring tactic in the opening lesson, before they started the activity to review. it was indicated by the clause we have learned about people. then followed by question do you ever read your book about animal?. in addition, structuring from teacher b also played to give the clues of something for sequence the topic of descriptive text about animal. it was indicated by the clause it is not like adam's pet, aurel's pet. it is not rabbit. it is not hamster. it is the unique pet. sequence the topic noticed in this turn-taking in form of asking something (what is it?). to elicit the data about the first function of asking the question, i utilized interviews. the result of the interview showed the teachers agreed that the role of the teacher‟s question in facilitating language learning in the classroom was very important. giving question is important in terms of building interaction in the classroom. teacher b “when we are teaching reading usually we have three stages. they are pre, main and after reading stage. actually, in pre reading stage, i usually ask the student to brainstorm first. for example we are going to learn about descriptive text about a certain animal. i will give a clue, topic, or a picture or asking questions about their daily live related to the topic or maybe their own experience.” she often asked the student to brainstorm in pre reading, gave the clues and asked question about their daily live related to the topic. the elaboration above, in line with xiao yan (2006) statement who stated that teacher used questions for the following purposes: to check or test understanding, knowledge or skill and to get learners to review and practice previously learned material. pitching and putting clearly pitching is the tactic by selecting approprietly the recall-narrow, recallbroad,thought-narrow or thought-broad of question. putting is the tactic by phrasing the question by using words to the pupil. t.39: what‟s about you? it can be someone around you, it can be someone special, it can be famous people in the world. t.40 : my mother t.41: why do you choose your mother as your idol? (pausing). is she helpful? is she kind? (teacher a) teacher a asked to the pupil about her idol. she used thoughtbroad of question. it was indicated by the clause what’s about you?. after the pupil answer my mother, she asked the detail answer why do you choose your mother as your idol?. she paused for a while because she did not get the response, thus she phrased the word “helpful” and “kind” to asked the reason. from the excrept above, it showed that theacher played pitching and putting clearly tactic. the result of the interview showed the teachers agreed that the role of asking questing in narrow and broad is very useful. teacher a “i usually give in simple one i usually write my question in the whiteboard. for example here what is your name? where do you live?... i usually use open question start from the simple one. if some of the students who are good in english, i give more difficult question.” she often used open question start from the simple one to help the student whome are not good in english. and she deliver the difficult question to whome are good in english. the result of the current study is consistent with the findings of the previous studies (sofyan & mahmud, 2014; putri, 2015; aisyah, 2016; winarti, 2017) which concluded nur anisah, sri wuli fitriati, dwi rukmini/ eej 9 (1) 2019 128 143 133 that teachers‟ questions take up a very high percentage of in language classrooms. this is also consistent with qashoa‟s study (2013) which revealed that teachers engage in a large amount of questioning since questioning is a key tool for classroom interaction. the data collected confirmed that the use of the questioning techniques used in english classes helped students become more involved in classroom interaction. directing and distributing directing is one of the tactic question when a pupil‟s response contains an error, or mispronounce words, or utter something with poor intonation, then the teacher is tempting to address the same question to turn the question back to the same pupil, with giving him further assistance. distributing is the tactic when the teacher delivers the question to the pupil who estimate has low concentration or losing attention, sometimes it is not only one or two willing respondents, but also reduces the risk of class control. the finding for directing and distributing tactic question showed on excrept below. t.82: how about their face? t.83: sule.. t.84: yes, sule .. t.85: sule face is round t.86: sule's face has around andjjustine..? t.87: justine is not t.88: what about justine biber? justine biber has.. t.89: justine biber has oval face. (teacher b) from excrept above, teacher b checked the students‟ knowledge by asking the differences of physical appearances of justine biber and sule biber. it was indicated by the clause how about their face? she gave the assistance to the student to answer it. it was indicated by clause sule's face has around and justine..? she asked to whole students in the class to response the questions. she wanted to keep control of the class. the result of the interview showed the teachers agreed that the role of directing tacting is very useful. teacher b “ i will give them some additional question that later help the students can answer the question... i will use for example: where do you live?live is stay in certain place”. she often gave the students some additional questions that later help them can answer the question. it is consistent with the result of brown (2001) states that students need directions and facilitations regarding how they should demonstrate the whole ideas they own systematically. pausing and pacing pausing is wait time for three seconds or more from the teacher to the students to pace before they answer the question. pacing is the deeper questions so the student have along time to think until the next lesson or the next meeting. the findings showed that all of teachers have wait time in every their questions, they gave the pace for students to answer the question between three or five seconds. but for the pacing tactic, all of the teacher never used it. teacher c used it once in the end of lesson but it was in the deeper task, not in the question. it showed on the excrept below. t.90: oke the next, please prepare the dialog. after that you can report. listen carefully. you report and practice the dialog in front of the class. oke. are you ready? (pausing) t.91: mmmm(silent) t.92: are you ready?.if you do not understand please open your book,and look at your note. (teacher c) teacher c used pausing tactic for the whole questions. he gave the deeper task in the end of lesson but it was not in question. he structured by explaining the task to prepare the dialog and practice it in front of the class. he closed by asking are you ready?. he hoped that the students have along time to think and prepare it until the next lesson or the next meeting. he repeated the question are you ready? twice because the students‟ response was not positive. nur anisah, sri wuli fitriati, dwi rukmini/ eej 9 (1) 2019 128 143 134 the result is similar with the previous study by ndun (2015). she found that students needed to give wait time to answer the question. the students learned better from have more seconds to response the higher order question than the lower one. prompting and probing prompts and probes are follow-up question when the first answers are inadequate or inappropriate. prompts contain hints, while probes require more detailed answers. after analyzed the data, the findings showed that the teachers used prompting and probing tactic directly but sometimes they used only prompting tactic separately. the results showed that they used three forms of prompting tactic by rephrasing the question in different words, asking a sequence of simple questions then lead back to the original question and providing a review of information then asking question to recall. sometimes they rephrased in the simpler question in bahasa. t.60: what is he like? t.61: he likes banana..hehehe t.62: is he handsome? t.63: yes.. t.64: what is he like? what is justin biber like? t.65: he has white skin t.66: yes, he has white skin (teacher a) teacher a played a sequence of simple question that lead back to the original question. it was indicated by clause what is he like?. it showed on turn taking 60 and lead back on turn taking 64. she used the simple question is he handsome? because the students‟ answer was inapropriate he likes banana. she kept to lead back to the original question and get the appropriate answer about justin biber‟s physical appearances from the students what is he like? what is justin biber like?. the result of the interview showed the teachers agreed that prompting and probing delivered to give them opportunities to answer. teacher a “in seven grade i always to speak english during teaching learning process, but when some of them do not unsderstand they were confuse my question, i usually give them opportunities to answer my question but if they do not understood my explanation but if they do not understand i usually explain my lesson by the easier one that can be understood by the students. but when they still do not understand, yeah i speak in bahasa.” she believed that if the students do not understand or confuse with her questions, she often gave the opportunities to answer, then she followed by the simpler one and the last way she translated in bahasa indonesia. the result is similar with the previous study by sujariati (2016). she found that the teachers repeated their questions to clarify the meaning sense of the questions, and translated it into bahasa indonesia when the teachers find difficulties on students in understanding the question. listening to replies and responding listening to replies is the tactic when the teacher listen to the students‟answer and then ready to replies. responding is the move you make after a pupil answers or comments. some teachers‟ responses are ignored, acknowledges, repeated verbatim, part of answer echoed, paraphrased, praise contribution, corrected, prompted, probe. this strategy category took up dominant portion from the whole lesson. they mostly used acknowledges to response the correct answers. sometimes they used repeated verbatim, part of answer echoed and corrected to response the students‟ answer. it showed on the excrept below. t.85:adam. do you already write about iguana? t.86: yes. its skin is very brown. its tail is long.it has four legs. it has claw. t.86: good (teacher b) from the excrept above, teacher b used listening to replies and responding tactic. she distributed the questions to adam. it was indicated by clause do you already write about iguana?. then she listened to adam‟s answer. after that she gave response acknowledge by saying good. nur anisah, sri wuli fitriati, dwi rukmini/ eej 9 (1) 2019 128 143 135 sequencing sequencing question is a subtle art. a set of questions may each be sound, but together produce chaos. as indicated earlier, the linch pins of a sequence are often the responding moves of the teacher in between questions. all of teachers mostly used narrow to broad, but for teacher a and b, they used sircular path and they used broad to narrow again. t.29: nara, do you have pet at home? t.55:yes, work book. i want you write about iguana. everything. you can write what already you know about iguana. apa saja tentang iguana. if you know iguana is a pet.just write. what else? i will give you three minutes to write what you already know about iguana. t.87: good. now before we learn more, i want you tell me, what do you want to know about iguana. what do you want to know about iguana? ian? t.152:yes. there are three paragraphs. now, stressing the first paragraph. i want one of you to read the text. who wants to read? t.214: so, after you read and understand the text i want you to read under the text there are some shapes, there is mind mapping there. what you have to do is write the information of each paragraph. i will give you the example. you have five minutes. you may discuss and write the mind mapping. on the circle you write the title. on the square shape you write the outline of first paragraph, the second and the third paragragh. only the idea of paragraph. (teacher b) from the excrept above, it showed that teacher b asked about pet at home then she asked the students to read the text, after that gave the questions related the text, she asked them to make mind mapping of the idea of each paragraph. it showed that she led back to the text by asking the idea of each paragraph. she played this sequence because teacher b believes his students have capabilities in explore the text. students’ responses in answering teachers’ question students‟ response analyzed based on the way they responded. there are four responses of the students, these classified on active response in pure english, active response in mixed english-indonesia, active response in pure indonesia, and passive response in keep silent. the researcher found that mostly the students‟ responses were active by giving answer in english and rarely giving answer in mixed english-indonesia. sometimes they kept silent when teachers delivered the questions. it because they limited in meaning and vocabulary, and shamed when they were false in answer. but after the teachers encouraged them their anxiety melted and started to give response. active response in pure english for the students‟responses in answering the questions, the result reveal that the active responses in pure english mostly found. it showed on the excrept below. t.42: number fourteen. what does sule do? (pausing) he is a famous.... ? t.43: comedian t.44: indonesian comedian t.45: he is comedian in indonesia (students of teacher a) the teacher asked what does sule do?. she used wait time before she gave assistance to the students by delivering he is famous...?. the students‟ responses are between one up to five, but commonly their responses arround one up to three words. the result is similar with the previous study by ndun (2015) that display and referensial questions can provoke the students to give the responses mostly one up to three words. active response in mixed indonesa-english for the students‟ responses in mixed english-indonesia rarely found in this study. it showed on excrept below. t.39: number thirteen. how many siblings does he have? do you know sibling? t.40: yes, saudara (students of teacher a) from the excrept above, the student answered the question “do you know sibling?” by saying mixed english-indonesia in clause nur anisah, sri wuli fitriati, dwi rukmini/ eej 9 (1) 2019 128 143 136 “yes, saudara”. the students‟ responses in mixed indonesia-english rarely found in this study. active response in pure indonesia for the students‟ responses in pure indonesia, it showed on the excrept below. t.38: who wants to try number one? t.39: aku t.40:oke. who wants to be the partner? t.41:icha t.42:icha?oke. (they read exercise number one) (students of teacher c) from the excrept above, it showed that the students interacted actively to read the answer and gave possitive response even the teacher delivered to answer the exercise. thus, when the teacher distributed to students to answer, they were active, it was showed by one of student stated in bahasa “aku-me”. it showed that when teacher used distributing tactic, the students‟ responses were active even in indonesia. in the example of the students‟ responses in bahasa showed on the excrepts below. t.46:.number fifteen. how does he speak sundanese? how does he speak sundanese?artinya apa ? t.47: bagaimana dia bisa berbahasa sunda t.48: jawabannya apa? t.49: mmm t.50: he can speak sundanese fluently.what is the meaning of fluently?(pausing) fluently artinya apa? t.51: lancar. (students of teacher a) from the excrept above, it showed that the students‟ of teacher a needed wait time to answer the question what does sule do? until the teacher delivered the simpler question by saying he is a famous..? then the student replied comedian, other student stated indonesian comedian and the complete one by he is comedian in indonesia. it was indicated that when the teacher gave assistance that refered to directing tactic, the students‟ responses were active. then the students met the difficulty in answered the question of how does he speak sundanese?, until the teacher repeated that question twice. but they kept in silent. until the teacher used bahasa and they replied in bahasa again. using the question in simpler refered to prompting and probing tactic. the result of classroom observasion empowered by the result of teacher‟s interview. teacher a. “maybe arround eighty percent they use english.because most of them are graduate from the elementary school who have learned english......their responses are very active, they try to answer my question as good as possible. ...but when i ask them then they just keep silent, i usually encourage them by giving the simple question then most of the students understand”. teacher a stated that arround eighty percent of students replied in english and very active. it means that arround twenty percent of students varied in giving responses, they responded in mixed english-indonesia, in pure indonesia, and passive response in keep silent. the findings of this study are in line with the previous study conducted by ndun (2015) where students‟ responses were more frequent in chorus answer than other ways, volunteer and self answer. this is a fact that the students mostly give the active responses prefer than passive responses in classroom. passive response in keep silent students response in keep silent perfomed in the excrept below. t.37: who is your idol? (pausing). t.38: (keep silent) t.39: who is your idol? (pausing). siapa idolamu? t.40: (keep silent) t. 41: keisha, who is your idol? (pausing).who is your idol? t.42: mmmm (students of teacher a) from the example above, it showed that the students gave passive response in keep silent. the teacher tried to delivered the question many times even in indonesia. the teacher delivered the question to the same student but it have no impact. it because the student need more time to give the response and think to find the correct answer for the question. keep silent is the poor response by the target language. in this study, the findings showed that every class has one nur anisah, sri wuli fitriati, dwi rukmini/ eej 9 (1) 2019 128 143 137 student who has limited understanding and performed passive response. teachers’ questioning strategy to scaffold students in reading scaffolding is a learning process designed to promote students involve stronger understanding. it means the teachers‟ questioning strategies can promote the students‟ understanding involve stronger in learning reading. the realization of form of scaffolding are from the students‟ responses, firstly they are giving response inadequate answer then move to be adequate, or from reply inappropriate move to reply appropriate answers, or from do not understand move to understand the meaning, or from keep silent move to be active in giving response. the term scaffold the students includes before reading activities, during activities and after activities. t.109: bu ida..number 1.. t.110: question number one. what kind of this text? if you describe about someone, it calls the descriptive text. do you find the difficult word? t.111: yes.. t.112: artinya apa,bu? t.113: in english t.114: he hehehe [the voice is too low] t.115: do you listen? t.116: no t.117: sibling,what meaning? t.118: do you know sibling?(pausing) sibling means brother or sister. (students of teacher a) from the excrept above, it is the example of scaffolding during reading activities. it was indicated by the claues bu ida..number one.. teacher a gave the response by explaining kind of the text as the direction for the students, she emphasized to describe the descriptive text. then she led back to the narrow-thought question do you find the difficult word?. after the students answered yes then one student asked about the meaning of sibling. but for the first, he spoke in bahasa then the teacher asked him to speak in english. but his voice was too low, he uttered something with poor intonation, then the teacher was tempting to address the same question to the same student. that‟s why the teacher responded by delivering question do you listen?, hopefully that student spoke loader. then the student spoke loader by saying sibling, what meaning?. after that the teacher rearanged the structure of question by saying do you know sibling?. it was indicated that by giving assistance and addressing in same studentdirecting and distributing tactic, by using narrow questionpitching tactic, and by paraphrasing listening to replies and responding tactic, made the students to speak loader and brave to speak in english and also know the meaning of word „sibling‟ by the paraphrased from teacher „sibling means brother or sister‟. from the result of teachers‟ interviews, the researcher also found that teachers scaffolded the students in reading by many ways. teacher c “(reading) sangat penting karena ini merupakan landasan dasar untuk dia dalam memahami kosa kata, kalimat berikutnya karena ketika membaca sebuah narasi sebuah cerita bentuk literasinya selalu dalam bentuk pemahaman paragrap, pemahaman kalimat, pemahaman kata.... sehingga mengawali dalam pelajaran reading kita mulai dari kosa kata, pengenalan kata, kata dirangkai kalimat, kalimat dirangkai menjadi paragarap. jadi kita fokus ke memperbanyak kosa kata disusun menjadi kalimat. reading is very important because it is the base knowledge to know the vocabularies, and the next sentences because when they read a narrative text, a descriptive text they should know the meaning of paragraph, sentences and vocabs. ..so, for reading lesson we start from vocabs, meaning of words, arrange in sentence then in paragraph.” teacher b “we should teach seven graders reading is because in our real life we always given text in english or maybe in indonesia to read and comprehend the text, i think the most important thing is how to teach reading by giving experience to students and to be able to comprehend the text and give the information from the text.” nur anisah, sri wuli fitriati, dwi rukmini/ eej 9 (1) 2019 128 143 138 teacher a “i usually give in simple one, i usually write my question in the whiteboard. for example here what is your name? where do you live? when they do not understand what i mean, i usually write on the white board and then i give some questions. after that i usually rearrange the answer when i write in the white board some of the students answer my question. after that i usually rearrange the students‟ answer to make them understand into reading or maybe by giving some data: name, birth or picture, i try to encourage to the students.” it showed that teacher c scaffolded the students to know the meaning of paragraph, sentences and vocabs by helping them to make list of vocabs and arranging the word to sentence and paragraph. meanwhile, teacher b scaffolded the students in reading by giving experience to students and to be able to comprehend the text and give the information from the text. then, teacher a scaffolded in reading to encourage the students and make them understand into reading by asking the simple question, rearranging the answer and by giving some pictures, and resourches. the structuring, pitching and putting clearly, directing and distributing, prompting and probing, listening to replies and responding tactic gave the possitive and active responses from the students in answer the questions. the findings empowered by the previous study. the previous study also studied the benefit of questioning strategy to elicit the students‟response in english as efl by fitriati (2017). she found that when the teachers used some questioning strategies, it could give much benefits. they were to elicit the student‟ answers, the students had an opportunity to hear the teachers‟ english utterances again as to make them confident to respond, the students were more active because repetitive questions made them became focus, made the students more active in the discussions and it could lead to the conclusions of the lesson. conclusion and suggestion this section provides the conclusion of the study, limitations and suggestions for future research. conclusion after analyzing the teachers‟question strategy in reading class, it was found that all variant of key tactic question delivered by teachers in reading class. the teachers performed their question strategy mostly in listening to replied and responding tactic. they never used pacing tactic, even the theoretically based on wragg and brown (2001) the pausing tactic are the couple of pacing tactic, but the findings in this study only pausing tactic that found in reading class. furthermore, other tactic also realized unpair according to their couple, teachers applied directing tactic without followed by distributing tactic, and they delivered pitching only but did not follow by putting clearly. thus, it was not always that the couple of tactic realized in pair usage in reading class. for students‟ responses, the responses were produced by the students mostly answering in english. meanwhile, throughout the interview of the teachers, arround seventy five to eighty percent responses performed by the students was expressing their answer active in english. they also answered in mixed english indonesia and pure indonesia rarely. in case of teachers‟ questioning strategies to scaffold in reading, the types of tactic performed by the teachers were also varied. they include giving direction by directing and distributing tactic, asking to make mind mapping to recall by pitching and putting clearly tactic, and lead the sequence from broad to narrow by sequnce tactic. the implication from the results of this study give the possitive impact when the teachers deliver the question in vary tactic consistenly in reading. the students‟ reading comprehension will increase with the scaffold from the teachers with applying the questions nur anisah, sri wuli fitriati, dwi rukmini/ eej 9 (1) 2019 128 143 139 tactic. if the teachers decrease in questions tactic, they always use yes/no questions only, the students‟ comprehension will low. the using of questioning strategy can deliver along the reading process. in pre reading, during reading and post reading. in pre reading, the teachers can use structuring and narrow-recall of pitching and putting clearly question. during reading, the teachers can use all of key tactic question. and in the post reading, the teachers can use sequence tactic, broad-recall or narrow-recall of pitching and putting clearly, pausing and pacing in the end of lesson. if the pausing and pacing tactic do not found in whole structure in this study, but the impact of pacing tactic by asking the deeper question in the end of class can make the students reach the higher order thinking in reading. suggestions depending on the findings of the study, suggestions can be made for future research. the findings of this study may only apply to the participants and situations involved in this research, and thus further research is required to assess the extent to which these findings are generalizable across the region. this research opens up further areas of research investigation which have not been as prominent in classroom research until now. this difference can lead to a more detailed study of teachers' questioning strategy and teacher's competence which is applicable to and effective in the context of reading classrooms at different levels. in this study, pausing and pacing tactic which was used in teachers‟ questioning strategy was focused only on pausing tactic. future studies might well consider other categories of pacing tactic such as ask the deeper question in the end of reading class. another suggestion, the methodology of analysis used in this study can be used as the foundation to investigate not only techers‟ question strategy realization in reading but also in other skill in teaching english in efl classroom and also to investigate the realization in other level. moreover, the investigation might yield different results if students of the classes are surveyed and interviewed as well. this inclusion would allow for a comparison of what teachers and students think about language functions which was realized in teachers‟ questioning strategy. then, the data of teachers‟ questionings in this study were audio recordings of three indonesian teachers which is essentially spoken english as a foreign language. future recommendations would be to compare teachers in other parts of the world that use english as a first/second language in constructing their teaching and investigating various factors influencing the realization of language functions in their questioning strategy. another area of further research is needed to use different discourse as the unit of analysis, especially the ones involving written discourse. for instance, investigating the use of teachers‟ questions in an english textbook, or research articles can apply in any discipline. it will build larger corpora in order to lead a more accurate analysis and more generalizable findings. additionally, another direction for future research involves experimental design. such a study could address the crucial issues of effectiveness and comprehensibility of teachers‟ questioning strategy in relation to the students‟ output. however, 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language used for communication. it analyzes a victory speech by donald trump as the newest president of america from the perspective of sfl especially dealing with the tenor of the discourse of the speech. in other words, this study is about interpersonal meaning of the speech which can be used to dig up speaker‟s attitudes towards what s/he is saying in the speech. in conducting this study, i had two objectives to achieve. first, this study tried to understand the interpersonal meaning of donald trump‟s victory speech by looking deeply on the mood system of the clauses of the speech which means analyzing the two constituents of mood which are subjects and finites of the clauses in the speech. second, it also tried to uncover donald trump‟s attitudes towards americans by applying the appraisal theory proposed by martin. appraisal offers an ideal analytical framework to systematically identify interpersonal meanings in language. the result of analysis showed that the most subject found in the speech was i – donald trump which meant that trump himself was responsible to what he was saying in the speech. the finites in the speech were mostly stated in simple present tense which was meant that in delivering his speech, trump gave the general truth at the moment of the speaking. since most of the clauses were declarative clauses, trump was considered to share information in this case he share his vision and mission for future america to the audience. that shared information was further analyzed with the appraisal theory which led to the conclusion that trump gave positive attitudes towards americans. based on this study, finally we come to an understanding that it‟s important to understand any kinds of speech well. one among ways to do it is by analyzing that speech through its interpersonal meaning and its appraisal system. this study is useful for readers, especially english department students in order to be able to understand the meaning behind a text well. © 2019 universitas negeri semarang correspondence address: kampus universitas negeri semarang, kelud, semarang, 50233 e-mail: andinyta@gmail.com p-issn 2087-0108 e-issn 2502-4566 andini syita savitri, warsono, puji astuti/ eej 9 (4) (2019) 527 540 528 introduction nowadays, communication like delivering a speech in front of publics has become important part of our lives and one important thing which is related to communication is language. language must have developed out of human needs to establish interpersonal relations. through language, people promote peace among themselves. concurrent with this, communicative language teaching must be applied to the learners that focuses on communicative competence. as stated by larsen and freeman (2008, p. 121), “communicative language teaching aims broadly to apply the theoretical perspective of the communicative approach by making communicative competence as the goal of language teaching and by acknowledging the interdependence of language and communication”. it becomes clear that being able to communicate requires more than linguistic competence. there is a theory of language in which language function becomes the centre of discussion when it is talking about the function of language in communication. this theory was developed by halliday (1994) and it is named systemic functional linguistics (sfl). from the perspective of sfl, language is viewed as a system for making meanings: a semantic system, with other systems for encoding the meaning it produces (halliday, 1994: xvii). sfl also sees that language is structured to make three main kinds of meanings simultaneously (halliday in eggins, 1994, p. 3). those three simultaneous kinds of meanings are experiential, interpersonal, and textual. furthermore, eggins (1994, p. 227) says that these three types of meaning are known as the metafunctions. besides, gerot and wignell (1994, p. 13) stated, “interpersonal meanings are meanings which express a speakers‟ attitude and judgments.” analyzing interpersonal meanings is interesting because it is trying to find how feelings and values are negotiated. in this study, the text that was analyzed under the scope of interpersonal meaning is donald trump‟s victory speech which was delivered from new york hilton midtown in n.y.c. it was delivered right after he won the president election. the election was called early wednesday morning after the gop nominee earned the necessary 270 electoral votes to become president. his stunning victory rocked the world and defied the predictions of most pollsters, political pundits and correspondents. although there are many presidents of america before him, but there were many researchers who hava reserched about them, for example barack obama. according to the reason above, i choose the newest one. the analysis of donald trump‟s victory speech in terms of its interpersonal meaning may lead us to uncover how donald trump‟s attitude and judgement toward american people. as the president of america, donald trump is the representative of america. knowing his attitude and judgment means that we will know how well he will bring america to be better country in future by implementing his vision and mission as said by donald trump in his speech, so that we can learn his way positively. in this study, the writer would like to analyze the propositional structure of donald trump‟s speech which focuses on the mood system in the speech. in doing so, the speech is divided into clauses (clause-complexes), in which each is analyzed interpersonally. moreover, in order to gain further understanding about donald trump‟s attitudes and judgement towards american, the appraisal system is applied in this study so that the speech is also broken down into word level to see the appraisal potentials found in that speech. by these analyses, we can reveal the meaning behind the line, or the unspoken meaning. based on the explanation, the writer thinks that it is important to analyze donald trump‟s speech in terms of interpersonal meaning to find out the intended goal of the study. this study is intended to realize the interpersonal meaning in donald trump‟s speech. other studies have been conducted to find the use of interpersonal meaning in public speech. hastomo (2011) conducted a study andini syita savitri, warsono, puji astuti/ eej 9 (4) (2019) 527 540 529 about the interpersonal meaning of a obama‟s speech through the mood system and the degree of modality used in the clauses of the speech. this finding was an understanding about obama‟s judgment and attitude, and also the impact implied in the issues obama delivered in his speech. (sari, 2013; shanty, 2014; sukarno, 2008; nurani, 2010, gunawan, 2015) analysed similar part about interpersonal meaning in public speech. then another study, (dyah w, 2011; yipei, et al., 2013) deals with analysing not only interpersonal meaning but also textual meaning. it analyzes a speech from the perspective of sfl especially dealing with the tenor of the discourse and metadiscourse of the speech in general, all of the previous studies above have one aspect in common, which is analyzing three metafunctions such as interpersonal meaning, ideational meaning and textual meaning. the relation of the previous study with this study is in analysing interpersonal meaning. the previous study can get some sources about discourse analysis in the term of interpersonal analysis. besides, this study is quite different from those previous studies because this study analyse not only interpersonal meaning but also the mood system in donald trump‟s victory speech. the object of the study is also different; this study focuses on public speech. for the conclussion, the writer thinks that it is important to analyze donald trump‟s victory speech in terms of interpersonal meaning to find out the intended goal of the speech. method in order to answer my research questions, i used a qualitative approach which means that the data was analyzed qualitatively. since this study was about the relationship between language and its context, discourse analysis was also used in this study. the source of data in this study, i used victory speech of donald trump which was cited in online website of cnn and social media such as youtube. since this study was about interpersonal meaning, the clause-complexes became the unit of analysis. this study also used appraisal system so that the unit of analysis is also on word-level that is appraisal potentials. thus, there are two units of analysis of this study; clause-complexes for analysing the interpersonal meaning of the speech and appraisal potentials for looking on the appraisal system. the data is transcribed into written transcript, and then was identified, selected, and also classified based on the analysis needs, which was relevant to the topic research. in the investigation, data of this research result can be tested and judged by expert using triangulation theory. this kind of triangulation carried out by researcher which uses more than one theoritical perspectives in investigating issues. however, in applying this kind of triangulation, the researcher must comprehend the theory used and its relevance to the issues in carefully so as to produce the appropriate conclusions. in this case, the researcher involves two experts who have knowledge based on their background regarding researcher‟s topic to check out and analyze this research has valid conclusion or not whether this research will answer the research question and achieves the purpose of the research. findings and discussions in this part, the researcher presented the results of the interpersonal meaning in trump‟s victory speech. findings the use of the mood system in donald trump’s victory speech mood has important role in realizing interpersonal meaning because it is the point in forming the speaker‟s judgments ant attitudes. when it takes on the text, it plays a critical role in carrying out the interpersonal function of the clause. thus, mood consists of two components which are subject and finite. andini syita savitri, warsono, puji astuti/ eej 9 (4) (2019) 527 540 530 subject halliday (1985a, p. 76) in eggins (1993, p. 156) states “…subject realizes the thing by reference to which the proposition can be affirmed or denied. it provides the person or thing in whom is vested the success or failure of the proposition, what is “held responsible”.” there were some subjects found in donald trump‟s speech: 1. i've just received a call from secretary clinton. 2. she congratulated us, it's about us, on our victory, 3. we must reclaim our country's destiny and dream big and bold and daring 4. and they should all be on this stage, but that's ok. they're great i, she, we, and they were the examples of subject found in the speech. the complete analysis of subjects found in the speech can be seen in appendix. the table below shows the frequency of subjects found in trump‟s speech. table 1. frequency of subject used in trump‟s victory speech from the table above, it‟s clear that the most frequently subject found in the speech is i. i here refers to the speaker of the speech that is donald trump. it means that the most responsible person for that speech is trump himself. the second position belongs to we. in some utterances, we refers to trump and all people of america. it gives impression that there is unity between the government of america and all of the citizens in giving response to celebrate the victory of trump because of winning the president election. finite halliday (1985a, p. 75) in eggins (1994:157) defines finite in terms of its function in the clause to make the proposition definite, to anchor the proposition in a way that we can argue about it. primary tense primary tense means past, present or future at the moment of speaking (gerot and wignell, 1994, p. 27). it indicates the different times at which action takes place. for example: 1. we owe her a major debt of gratitude for her service to our country. 2. she congratulated us 3. we will begin the urgent task of rebuilding our nation and renewing the american dream. the table below shows the frequency of the primary tenses found in the speech. table 2. frequency of primary tense used in trump‟s speech past tense present tense future tense total 16 36 25 77 most of clauses in the speech are stated in simple present tense. according to azar (1989, p. 11), there are three usages of simple present tense, which are for expressing /indicating 1) general statements of fact, 2) habitual or everyday activity, and 3) a situation that exists right now, at the moment of speaking. thus, the finding indicates that trump gave the general fact at the moment of the speaking. what trump shared was the real condition at the time of speaking. modality “modality indicates the speaker‟s judgment of the probabilities of the obligations involved in what he or she is saying” (gerot and wignell, 2011, p. 28). the examples of modality are presented as follow: i yo u the y w e sh e h e it othe rs tot al 2 6 5 7 22 2 1 1 4 77 andini syita savitri, warsono, puji astuti/ eej 9 (4) (2019) 527 540 531 1. ..that i will be president for all americans, .... 2. we must reclaim our country's destiny, 3. and they should all be on this stage, ... the table below shows the frequency of the modals found in the speech. table 3. frequency of modals used in trump‟s speech no. modals frequency 1. will 20 2. can 1 3. must 1 4. should 1 total 23 residue as stated by eggins (1994, p. 161), residue component is the other component of the clause that is somehow less essential to the arguability of the clause than is the mood element, but residue component can also contain a number of functional elements: predicators, complements, and any number of different types of adjuncts. predicator predicator is the part of the clause that tells us about what is actually happening. 1. to all republicans and democrats and independents across this nation, i say it is time for us to come together as one united people. 2. i've spent my entire life and business looking at the untapped potential in projects and in people all over the world. 3. i've gotten to know our country so well, tremendous potential. the bold words above tell us about what is (are) one(s)/something(s) doing toward one(s) or something(s). the predicator indicates what activity that occurs in a situation. (pratama, 2010, p. 42) complement complement is the part of residue that answers the question „is/had what‟, „to whom‟, „did to whom‟, „did to what‟. eggins (1994, p. 163) says that a complement can get to be subject through the process of passivizing the clause. adjunct adjuncts are clause elements which contribute some additional (but non-essential) information to the clause. they don‟t have the potential to become subject. (eggins, 1993, p. 165). conjunctive adjunct “conjunctive adjuncts include items such as „for instance‟, „anyway‟, „moreover‟, „meanwhile‟, „therefore‟, „nevertheless‟. these conjunctive adjuncts have a textual function and so fall outside of analysis of mood” (gerot and wignell, 1994, p. 34). here are the examples of conjunctive adjunct found in the speech: 1. as i've said from the beginning, ours was not a campaign, 2. and we will put millions of our people to work as we rebuild it. 3. and i love this country. comment adjunct gerot and wignell (1994:35) states that comment adjunct expresses the speaker‟s comment on what he or she is saying. furthermore, they (1994:35) give the examples of comment adjunct such as „frankly‟, „apparently‟, „hopefully‟, „broadly speaking‟, „understandably‟, „to my surprise‟. here are the examples of conjunctive adjunct found in the speech: 1. i mean that very sincerely 2. and we're going to be doing a job that hopefully you will be so proud of your president. andini syita savitri, warsono, puji astuti/ eej 9 (4) (2019) 527 540 532 mood adjunct “mood adjuncts relate specifically to the meaning of the finite verbal operators, expressing probability, usuality, obligation, inclination or time” (gerot and wignell, 1994, p. 35). unfortunately, there is no mood adjunct found in this speech. evaluation of trump’s attitudes through the appraisal system in trying to uncover trump‟s attitudes, this analysis also uses the appraisal theory proposed by martin and white (2005). according to them, there are three kinds of attitude which are affect -expressing people‟s feeling, judgment -judging people‟s characters, or appreciation - appreciating things. through the analysis of appraisal system especially concerning with attitude will be covered. affect – expressing people’s feeling the findings of affect used in the research based on the appraisal theory stated by martin and white (2005) showed out of .... clauses, ..... of them contained the affect items and ..... of them contained no affect items. by analyzing affect involved in trump‟s speech, we will uncover trump‟s feeling to who/what is/are in his speech. from 56 items expressing trump‟s feeling, 32 of them are explicitly/directly showing trump‟s feelings or affect towards americans because of his victory, 22 of them are showing for his family and 6 of them are showing feelings for his rival of presedential election hillary clinton. furthermore, all those 52 items are positive affect and 4 of them are negative affect. table 4. distribution of affect used in trump‟s victory speech appraiser positive affect negative affect total donald trump 52 4 56 these were affect used by donald trump toward americans: 1. "now it's time for america to bind the wounds of division, have to get together. 2. i say it is time for us to come together as one united people. 3. i pledge to every citizen of our land that i will be president for all americans, and this is so important to me. 4. working together, we will begin the urgent task of rebuilding our nation and renewing the american dream. 5. every single american will have the opportunity to realise his or her fullest potential. these were affect used by donald trump toward his family: 1. and now i'd like to take this moment to thank some of the people who really helped me with this, 2. ... what they are calling tonight, very, very historic victory. 3. first, i want to thank my parents, 4. great people. i've learned so much from them. 5. they were wonderful in every regard these were affect used by donald trump toward hillary clinton as his rival: 1. she congratulated us, it's about us, on our victory, 2. .... and i congratulated her and her family on a very, very hard-fought campaign. 3. i mean, she fought very hard. 4. hillary has worked very long and very hard over a long period of time, 5. .... and we owe her a major debt of gratitude for her service to our country 6. i mean that very sincerely. andini syita savitri, warsono, puji astuti/ eej 9 (4) (2019) 527 540 533 judgment – judging people’s character the findings of judgment used in the research based on the appraisal theory stated by martin and white (2005) showed out of .... clauses, ..... of them contained the judgment items and ..... of them contained no judgment items. judgment refers to the act of judging people‟s character in discourse. thus, by looking into expressions of judgment found in trump‟s speech which tells many things about america. white (2001) states that judgment is similar to affect in the sense that both can be positive and negative and they may be judge explicitly or implicitly. however, unlike affect, judgments differ between personal judgments of admiration or criticism, and moral judgments of praise or condemnation (martin and rose, in press: 26). admiration and praise are kinds of positive judgments, while criticism and condemnation are negative judgments. here is the table showing the result of judgments analysis of trump‟s speech: table 5. distribution of judgment used in trump‟s speech personal judgements moral judgements positi ve negati ve admi re criti ze prai se conde mn 31 1 31 1 the table above shows that there are 31 items of positive judgments which consist of 31 items showing admiration. the one other is negative judgments which consist of 1 item showing criticism. these were judgments used by trump in his victory speech: 1. she congratulated us, it's about us, on our victory, 2. .... and i congratulated her and her family on a very, very hard-fought campaign. 3. i mean, she fought very hard. 4. hillary has worked very long and very hard over a long period of time, 5. .... and we owe her a major debt of gratitude for her service to our country appreciation – appreciating the value of things the findings of appreciation used in the research based on the appraisal theory stated by martin and white (2005) showed out of .... clauses, ..... of them contained the judgment items and ..... of them contained no appreciation items. appreciation deals with aesthetic evaluation of humans – with appreciating the value of things in discourse. so, it differs from judgment for appreciation is done towards “things”. martin and rose (in press: 56) explain that the system (of appreciation) is organized around three variables – reaction, composition, and valuation. shortly, reaction is about the degree how such kind of text/process captures our attention or about the impact of it to us, composition is about our perceptions of proportionality in a text/process, and valuation is about our assessment of the social significance of the text/process. thus, analyzing the expressions showing appreciation found in trump‟s speech will also lead us to uncover trump‟s attitudes. here is the result of appreciation analysis found in the speech: table 6. distribution of appreciation used in tump‟s victory speech tot al reac tion compo sition valua tion posit ive nega tive 13 3 6 21 2 in trump‟s speech, he used appreciation which around 23 items, consisted of 13 reaction, 3 composition, and 6 valuation composition. the 21 items of them are positive appreciation and 2 of them are negative appreciation. these were appreciation used by donald trump in his speech: andini syita savitri, warsono, puji astuti/ eej 9 (4) (2019) 527 540 534 1. she congratulated us, it's about us, on our victory, 2. .... and i congratulated her and her family on a very, very hard-fought campaign. 3. i mean, she fought very hard. 4. hillary has worked very long and very hard over a long period of time, 5. ... and we owe her a major debt of gratitude for her service to our country the pedagogical implementation of interpersonal meaning in english teaching learning based on the findings, it is worth presenting the pedagogical implications that can be considered as the contribution of the study to the teaching of english, especially the teaching in the framework of promoting our literacy level. firstly, english teachers especially those in higher education may find it beneficial as valuable input to better understand and raise their linguistic awareness of the importance of the linguistic features in writing a text. such a linguistic awareness is important since it will eventually drive english teachers to influence their students in the way they write a text as a speech. moreover, the result of this study can also be used as an example of how to write a good text or speech by manipulating various language features to expositions. these, in turn, will improve the students writing skills by using the appropriate and proper choices of words (dictions) as the realization of their interpersonal meanings. secondly, students learning english will not only find it useful to improve their linguistic awareness which is important in the text-making processes (speaking and writing) but also they can make their analysis when they speak a speech or when they speak in front of the audience as the orator. such a linguistic awareness will become a potential for them to lead to the production of good texts and be a good speaker or orator. thus, the knowledge about those language features is very important when we write or produce texts and read the text aloud or speak in front of audience. it is within this context that this study is expected to raise awareness of english teachers and learners of the use of those language features. it is also expected that this linguistic awareness will, in turn, enable english teachers to teach writing and speaking better to their students. this linguistic awareness will facilitate learners of english in producing beautiful and quality texts that can work properly. also, the students can increase their knowledge in critical discourse analysis to understand any kind of texts especially expositions. discussion the use of mood system in trump’s victory speech mood shows the role or position of the speakers in the conversation whether the speaker is demanding or asking things, services, or offers. the system of mood allows people to interact with each other. i present the mood elements which can be the consideration to determine the mood type. a clause consists of mood and residue. the mood elements are subject and finite, while residue are predicator, complement, and adjunct. subject and finite are the key to determine what mood realized in the clauses. mood elements are subject and finite. subject is the nominal element while finite is the verbal element. residue is less essential than mood in anchoring the proposition. residue contains predicator, complement and adjunct. from the findings above, it‟s clear that the most frequently subject found in the speech is i. i is a pronoun which used for substitute the person who is speaking. i here refers to the speaker of the speech that is donald trump. it means that the most responsible person for that speech is trump himself. in addition, ahmad yusri (2017) also analyzed the mood system of the discourse of abdul qodir jaelani, the finding oh his study is by identifying clause structures of the four texts, andini syita savitri, warsono, puji astuti/ eej 9 (4) (2019) 527 540 535 we, readers or listeners, are able to interpret what is the purpose of communication whether offering or demanding (proposal), or giving information (proposition) especially between semantic organization of interaction and grammatical differences among speakers. of the four texts, the speakers and the writers use full and elliptical declarative, interrogative; yes/no polar and wh-content, and imperative: suggestions and command in delivering their message as spoken and written texts in order to create intelligible information. the differences of his study and this study is from the findings, it is clear that the most frequently subject found in the speech is i. i is a pronoun which used for substitute the person who is speaking. i here refers to the speaker of the speech that is donald trump. it means that the most responsible person for that speech is trump himself. then finite shows the proposition, tense, and polarity. there are three kinds of finite used in the speech that are past tense, present tense and future tense. most of clauses in the speech are stated in simple present tense which is mean the purpose of using present tense is a situation that exists right now, at the moment of speaking. thus, the finding indicates that trump gave the general fact at the moment of the speaking. what trump shared was the real condition at the time of speaking. the use of affect in trump’s victory speech based on the finding stated in the previous section, it could be concluded that for example, (i) i say it is time for us to come together as one united people. (ii) i pledge to every citizen of our land that i will be president for all americans, and this is so important to me. (iii) working together, we will begin the urgent task of rebuilding our nation and renewing the american dream. (iv) we are going to fix our inner cities and rebuild our highways, bridges, tunnels, airports, schools, hospitals. (v) we're going to rebuild our infrastructure, which will become, by the way, second to none. based on the example above, trump showed the inner feeling about his happiness by winning the presidential election and explained his promises toward the future of america which will he bring as president. in example (i), he expressed his emotion of willingness towards american to walk along by his side as one united people because without united citizen america can not be a powerful country. in relation of this statement it can be looking at the next example in (ii), his happines to be president described in the line “it‟s important for me”, and he needs support from the citizen to make a better country for america. in (iii), trump said his willingnes to change the country‟s dream by renewing and rebuilding the foundation of the country. the example (iv and v), trump explained us about his plans or his comittment for america as a new president such as fix the infrastructure, rebuild the highway, bridges, and others building. just like another new president, he talked many plans to make a better america in future. for example, (i) and now i'd like to take this moment to thank some of the people who really helped me with this, (ii) first, i want to thank my parents, (iii) great people. i've learned so much from them. (iv) they were wonderful in every regard from the example above it can be seen the feeling of trump towards his family, for his parents, his brothers and sisters, and his family his self. in (i) his true feeling of happines to thank people who support him during the campaign. it can also showed in the example (ii till iv) he showed us his satisfaction being chosen as president that night and he is very thankful to his parent because he can learn many things from them. in addition, he also mention about andini syita savitri, warsono, puji astuti/ eej 9 (4) (2019) 527 540 536 his wife and their children because of their motivation that make him stronger during the election campaign. for example, (i) she congratulated us, it's about us, on our victory, (ii) .... and i congratulated her and her family on a very, very hard-fought campaign. (iii) i mean, she fought very hard. (iv) hillary has worked very long and very hard over a long period of time, in presidential election there is a winner and a loser, it also found in america. trump and hillary clinton as the candidate of presidential election of that country. as a winner, trump also mentioned about hillary in his speech, it showed in example (i) as trump said, hillary showed his feeling about his victory, she congratulated him. as a rival, it was a good manner for celebrating another victory, although it was not her victory. in (ii) till (iv) trump also showed his respect for hillary because of her willingness to fight during the long campaign. it was good to see them become respect each other. the findings of this study was similar with noor aini‟s study in 2011. she investigated interpersonal meaning of barack obama‟s speech at university of indonesia: the study of barack obama‟s attitudes and judgments towards indonesia. noor aini also found from 14 items expressing obama‟s feeling, 12 of them are explicitly/directly showing obama‟s feelings or affect towards indonesia. furthermore, all those 12 items are positive affect. he conclude that both obama and america have good feelings/positive affect towards indonesia which means that obama has good attitudes towards indonesia. the differences between the finding of this study and noor aini‟s study was the frequency of affect that was used by donald trump are higher than obama because the speech it self is containing about the inner feeling of him winning the presidential election in america. it can be seen that the affect is mostly used in the speech to deliver how happy he is before americans. the use of judgement in trump’s victory speech based on the finding of the judgment used in the speech, it could be seen that. the examples are shown down below. (i) i mean, she fought very hard. (ii) hillary has worked very long and very hard over a long period of time, (iii) .... and we owe her a major debt of gratitude for her service to our country (iv) i mean that very sincerely. (v) i pledge to every citizen of our land that i will be president for all americans, and this is so important to me. there are 31 items of positive judgments which consist of 31 items showing admiration. based on the example above, trump showed the admiration of judgement toward hillary clinton. in example (i) she fought very hard, (ii) hillary has worked very long and very hard over a long period of time, the word fought very hard shows a positive capacity, s/he is capable to do something. the second type of judgment realized in the conversations is normality. the example is (iii) we owe her a major debt of gratitude for her service to our country. the word gratitude for her service in the clause shows a positive normality, the satisfaction feelings.. the third type of judgment realized in the conversation is propriety. it is related to ethics. the examples are as follows. a. (iv) i mean that very sincerely. b. (v) i pledge to every citizen of our land that i will be president for all americans, and this is so important to me. very sincerely and pledge to every citizen can be analyzed as social sanction judgment. it is an evaluative judgment concerned with moral regulation. in this case, noth of them are including the positive moral. andini syita savitri, warsono, puji astuti/ eej 9 (4) (2019) 527 540 537 there are three types of judgment realized in the speech. these are normality, capacity, and propriety. the positive judgment is used by the speaker to show the admirations and praise, while negative judgment is used to show critic and condemnation. related to finding of judgement, isni mafruchatunnisa (2016) also analyzed about interpersonal meanings in michelle obama‟s speech at memorial service for dr. maya angelou based on the result of the appraisal analysis, it can be concluded that michelle obama mostly used judgment as one of the aspect from attitude analysis to show her admiration towards dr. maya angelou. she praised dr. maya angelou‟s action who bravely cross the line and face some obstacles to make a place for black women at that time. there was difference between his study and this study. the first was the gap of percentage used in judgement analysis of the study. this study finds that judgement less used than affect because the speech is about victory and it contains of donald trump‟s feeling. the use of appreciation in trump’s victory speech the words wonderful, fantastic, great, powerful, better, beautiful, etc. are used in the to express the appreciation. these words are used for giving reaction of seeing an object. the word very hard and though are also used in the speech to show composition. a. the first example, the word a beautiful thing shows a positive reaction of evaluating a phenomenon like in “it's going to be a beautiful thing.” b. the second example of composition in the speech are (i) and i congratulated her and her family on a very, very hard-fought campaign. (ii) this was tough. very hard fought and though show the evaluation of complexity. c. the third example is about valuation “and we're going to be doing a job that hopefully you will be so proud of your president.” hopefully shows a positive valuation in the speech. the types of appreciation realized in the speech are reaction, composition and valuation. the speakers gives a reaction after evaluating something and the composition or complexity of something. in addition there was a study that also analyzed the victory speech of barack obama who was a president of america before donald trump by ding ailan (2017). the finding among resources of appreciation, resources of valuation are all positive and make up a proportion of 51.5% of the total number. barack obama speaks highly of the great social significance of the election campaign. the former president foregrounds the great social significance of the american dream which is used as a uniting concept to foster national solidarity and restore public morale. he emphasizes the importance of traditional values of patriotism, responsibility, self-reliance and national unity. however there was also differences between his study and this study, the used of appreciation also seen in trump‟s speech but the frequency is less. the vision and mission of trump is a little difference with obama. he highlights the power of faith and hope to stir his people‟s passion to work wonders. he emphasizes the power of democracy by clearly exhibiting his strong sense of superiority of a super-power. the pedagogical implication of the findings to english education in learning english, students should be able to deliver, not only good and meaningful speech but also need to be expressive as same as the native speaker and also to make it less tedious and more interesting. as we know, english is not used as the second language in indonesia except for the native language. in this globalization era, people can find english is used in many places, in books and etc whether it is a long word or just a short one. some of them are able to understand or to use it but to deliver the andini syita savitri, warsono, puji astuti/ eej 9 (4) (2019) 527 540 538 speakers own personal meaning and judgments is not easy. since english only taught in classrooms and private classes and not in daily lives, the students should make their own time to practice using it. because learning it in the classroom through textbooks and homework only will not increase their skills especially how to use english to socialize. for some students, english is seen as a learning material in class only about how can they pass standard grades. therefore students still think learning english is difficult when class and teacher cannot support student learning well. based on the study by dian candra prasetyanti (2011), it is worth presenting the pedagogical implications that can be considered as the contribution of the study to the teaching of english, especially the teaching in the framework of promoting our literacy level. firstly, english teachers especially those in higher education may find it beneficial as valuable input to better understand and raise their linguistic awareness of the importance of the linguistic features in writing a text. secondly, students learning english will not only find it useful to improve their linguistic awareness which is important in the text-making processes (speaking and writing) but also they can make their analysis when they speak a speech or when they speak in front of the audience as the orator. such a linguistic awareness will become a potential for them to lead to the production of good texts and be a good speaker or orator. considering the explanation before, the researcher wanted to find the pedagogical implication of the findings towards english education. through learning attitude, the teacher can teach them how to talk or do conversation naturally, with a happy exclamation, showing their sad expression, expressing their disappointments, their interest and etc. they may have good or bad feelings, happy or sad which can be expressed directly or indirectly. the finding from this research showed that through words, the students could determine one‟s behavior, their feeling, their ideas, and their value towards things and people viewpoint. it also helped them to deliver a more meaningful and varied talk. according to ellias (2003), among parents and educators around the world about what they want young people to be like; that is, they want young people to be fully literate, to be able to benefit from and make use of the power of written and spoken in various forms. the discourse analysis used in this research gave the teachers new materials to be given to the students. through written form, the students could learn about how to utter their personal judgment and expression into text or verbal communication. besides that, the students could also figure the other‟s personality and character as a started to socialize in daily life. literate here means that the students not only understand the literal meaning of the written words or being able to rewrite them but also can use any form of the languages whenever it comes across. conclusion and suggestion conclusion studying interpersonal meaning of a speech means that we are trying to understand about the speaker‟s intention by looking deeply on the mood system of the clauses in the speech. analyzing the system of mood in the clauses of trump‟s speech, i find that almost clauses in that speech are declarative and persuasif which means that trump wanted to share information and persuade to the audience by delivering his speech before americans. the information which is shared is mostly about his plans to the future america which will he bring as the new president. in addition, his audiences were not only americans, but the world since hundreds people around the world witnessed it. therefore, it‟s important to know trump‟s attitudes towards americans wherein information is shared. appraisal theory which is part of the interpersonal meaning helps us uncover trump‟s attitudes and judgments. based on appraisal theory, there are three kinds of attitude; affect - expressing people‟s feeling, judgment -judging andini syita savitri, warsono, puji astuti/ eej 9 (4) (2019) 527 540 539 people‟s characters, or appreciation - appreciating things. in this victory speech, various appraisal resources are tactfully used to justify trump‟s ambitions, plans, policies and viewpoints. without doubt, trump‟s victory speech is a success, which effectively rebuilds public confidence, fosters a strong sense of responsibility among the public and rallies the american people to the national issues ahead. among resources of affect, positive ones make up the total number which coincides with the hopeful and optimistic tone of this victory speech. in the victory speech, trump shows his optimism about american‟s future in spite of temporary challenges and difficulties. among resources of judgment,. positive resources of propriety are used to justify the cause of promoting peace, democracy, equality, prosperity and progress. among resources of appreciation, resources of valuation are all positive and make up almost the whole total number. the president foregrounds the great social significance of the american dream which is used as a uniting concept to foster national solidarity and restore public morale. the president emphasizes the importance of traditional values of patriotism, responsibility, self-reliance and national unity. he highlights the power of faith and hope to stir his people‟s passion to work wonders. suggestions some suggestions are addressed to readers, especially to the english department students in order to be able to understand the meaning behind of a text well. they should think critically and it‟s better for them to have a good mastery on how doing discourse analysis for example by applying sfl theory to analyze a text. the next suggestion is addressed to english teachers who are interested in systemic functional linguistics. it‟s better for them to apply the implementation of discourse analysis in teaching learning process – encouraging their students to have critical thinking. the last suggestion is addressed to the next researchers; there are many topics that can be the field of the study like this. finally, from trump‟s speech, we discover that trump gave positive attitudes and judgments towards americans and also shared these issues to the world. however, there are some weaknesses by conducting this study. first, many researcher has been conducting the study with similar idea, although the result is absolutely different. second, because this research is qualitative, the analysis of the speech depend on the writer‟s perspective, it may different with another researcher in grouping element of the apparaisal system. this research did not analyze the whole component of appraisal system, just took one component of it that is attitudes. it may give less knowledge if the reader want to know the appraisal system deeply. references dyah, noor a.w. 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(2013). investigating the interpersonal and textual meaning of steve jobs‟ stanford speech in terms of hyland‟s metadiscourse theory. international journal of language and linguistics. 1(4), 90-96. http://www.grammatics.com/appraisal/appraisal http://www.grammatics.com/appraisal/appraisal eej 9 (4) (2019) 501 – 508 english education journal http://journal.unnes.ac.id/sju/index.php/eej the use of music background in teaching reading comprehension for negative and positive students’ perception dery saefudin , mursid saleh, warsono universitas negeri semarang, indonesia article info ________________ article history: recived 20 may 2019 accepted 1 august 2019 published 23 december 2019 ________________ keywords: learning style, music background, students’ perception, reading comprehension. ____________________ abstract reading is a kind of activity to transfer the information and to comprehend the writer’s ideas by the learner through the written or the printed words. learning achievement is not only determined by the one factor such as teaching method, but also it is affected by some learning factors. besides, learning is affected by psychological factor such as classroom atmosphere.this study used experimental research. it was aimed to comparing the effectiveness of beta wave music, acoustic music, no music, as music background when learning english. this study was experimental research by using factorial design, it was 3x2 factorial design and use technique of multi factor analysis of variance (annova) which helped to understand the effect of two or more independent variables upon a single dependent variable, the independent variables are beta wave music, acoustic music, and no music, and the dependent variable is the students’ achievement in reading comprehension of tenth graders of sman 4 kota cirebon. for moderating variables are positive and negative students’ perception toward music background.mostly, students with positive perception were affected by music background whether acoustic and beta wave music as well as none-music background in learning reading comprehension.while students with negative perception were positively affected even a few students were negatively affected by beta music background when they learn reading comprehension. because, they thought that the music were annoying, then the students felt uncomfortable. but it was different with students with negative perception in experiment a that used acoustic music background. they were positively affected by acoustic music background.the use of acoustic melodic music was effective in developing students’ reading comprehension both of students with positive and negative perception toward. while the use of beta wave music background was effective in developing students’ reading comprehension for students with positive perception but it was not effective for students with negative perception. © 2019 universitas negeri semarang correspondence address: kampus universitas negeri semarang, kelud, semarang, 50233 e-mail: dery.saefudin@gmail.com p-issn 2087-0108 e-issn 2502-4566 dery saefudin , mursid saleh, warsono, suwandi/ eej 9 (4) (2019) 501 – 508 503 introduction in learning a foreign language especially english language, there are four skills that students need to master. those are receptive skills which consist of listening and reading, and productive skills related to speaking and writing. the skills are taught to students from elementary school till junior and high school even in university; one of them is reading. the fact is when the students face the examination; the test is reading text form. reading is a kind of activity to transfer the information and to comprehend the writer’s ideas by the learner through the written or the printed words. as ogle and blachowicz (2008) stated that reading is essential. it is the process by which people gain information and ideas from books, manuals, letters, contracts, advertisements and a host of other materials. learning achievement is not only determined by the one factor such as teaching method, but also it is affected by some learning factors. slameto (2010) states that there are internal and external factor which affect students’ achievement. internal factor comes from within the students, while external factor is from the outside of the students. those factor that should be considered and minimised by the teacher, so that, the students can get their best. besides, learning is affected by psychological factor such as classroom atmosphere (walberg and greenberg as cited in de porter et al., 2001). comfortable atmosphere also can keep concentration and boost motivation. in reading, concentration is an important thing that we should have because sometimes we find reading difficulties when we comprehend the passage. a teacher must consider these factors because a succession of learning is not only cause by good teaching method but also internal and external factors of students such as students’ psychological and fatigue level (mahmoudi, 2015). every student has their own activities before coming to the class, so that, every student will have their own fatigue. level of fatigue will affect students’ concentration and motivation in the class. students which have high level of fatigue will not be enthusiastic to follow the class. of course, it would be very detrimental to the students because it would affect their learning achievement. a teacher must consider this learning factor, thus, learning can get better. music is widely used by the human and exist in human life. since long time ago, music is used to religion events, but nowadays music is used widely in any human aspect. some science disciplines have developed the use of music in their expertise. in education, music is used in one of english language teaching method that developed by george lozanov (1978), suggestopedia. the principle of this method is increasing learning acceleration and makes learner learn unconsciously. one of characteristic of suggestopedia is the use of music. music plays very important role in suggestopedia. for this method, music is used to make a relaxation to the students. students will learn better with relax condition. kind of music which is used in suggestopedia is classical music such as mozart, beethoven, etc. classical music has so many benefit for human. this kind of music is believed can enhance iq, decrease stress level and be as a therapy. classical music is unfamiliar with indonesian. classical music is very old school and comes from western, so that, this kind of music is familiar in origin region. classical music seems to unacceptable by indonesian people. indonesian people seems more accept degung or karawitan music than classical music event those kinds of music have same instrumental music. although music has extraordinary effect on the human body and soul, but not everyone like the music. some people say that music is disrupting when they listen to music during learning, but some people keep enjoying to listen to music even when they are learning. disrupting or not is based on their perception toward music as a stimulus that is received by their sense. perception can affect the result of learning. what students perceives toward stimulus from the students when learning will dery saefudin , mursid saleh, warsono, suwandi/ eej 9 (4) (2019) 501 – 508 504 affect toward their psychology and cognitive aspect. when students have negative perception toward stimulus from the teacher, they will not enjoy the class and get concentration. therefore, it is important to consider for the teacher to give right stimulus in order students give positive perception toward teacher. in this study, i aimed to apply music background in learning reading comprehension with considering students’ perception toward music background. it is reasonable to say that this topic is understudy based on the explanation above. method this study used experimental research. it means that i aimed at comparing about the effectiveness of beta wave music, acoustic music, no music, as music background when learning english. this study is categorized as experimental research by using factorial design, it is 3x2 factorial design and use technique of multi factor analysis of variance (annova) which wishes to understand the effect of two or more independent variables upon a single dependent variable, the independent variables are beta wave music, acoustic music, and no music, and the dependent variable is the students’ achievement in reading comprehension of tenth graders of sman 4 kota cirebon. for moderating variables are positive and negative students’ perception toward music background. this study focused on the students’ reading comprehension score viewed from students’ perception toward music background. while the sample of this research was taken from tenth grade class of sma n 4 cirebon. there were three classes which are selected purposively. in this research, there are three kinds of variable as like independent, moderator and dependent variable. for detail, music play becomes independent variable; students’ perception is moderator variable, while students’ reading achievement is dependent variable. i aimed to investigate the effect of using beta wave music and acoustic music if when applied in teaching reading for negative and positive perception students. in this study, questionnaire used to get information regarding students’ perception toward music background. questionnaire is given after first treatment. there were 11 statements. then, the value of each questions were: 1 = strongly disagree; 2 = disagree; 3 = neutral; 4 = agree; 5 = strongly agree. every answer has their’ own score. meanwhile, test was a method that used to measuring a person’s ability, knowledge, or performance in a given domain (brown, 2004). the tests which are used in this study are tryout, pre-test and post-test. the explanation of each test can be seen as follows: 1. tryout tryout is conducted in the beginning of the study. it is done to see whether the test items given for pre-test and post-test are valid and reliable or not. the researcher only uses test items which are valid and reliable for pre-test and post-test. 2. pre-test pre-test is given by the researcher to both experimental groups. it is given before the students get treatments. 3. post-test post-test is given after the researcher gives the treatment. it is conducted to know the result of the treatment whether the treatments to both groups succeed or failed. dery saefudin , mursid saleh, warsono, suwandi/ eej 9 (4) (2019) 501 – 508 505 result and discussions the effectiveness of beta wave music background to positive and negative students’ perception table 1. paired sample test of beta wave music positive perception pretest and posttest group test the table above, showed that the value of sig. (2-tailed) was lower than 0.05. it meant, the use of beta wave music background was effective for students with positive perception toward music background in achieving reading comprehension. table 2. paired sample test of beta wave music negative perception pretest and posttest group test then, the use of beta wave music background in achieving reading comprehension was not effective for the students with negative perception toward music background in teaching learning activity. it can be seen from the value ov sig. (2-tailed) was higher than 0.05. beta wave music is a music wave in which has 13hz – 21 hz. this music was a kind of binaural music. beta music was used to brain wave therapy because the frequency produced as same as brain wave beta phrase. this kind of music also was used in three sections of teaching. music background was played for the first time before starting the class. in this activity the students were expected to prepare themself. the students were expected to raise their mood, attention, and decrease fatigue level due to the last class. by listening beta wave music background, hopefully students reached emotional stability, improved their motivation, energy, and the feling of happiness and confindent. the activities was done at this section were greeting and checking students’ attedance. the music was played again when the students come into main stage. after the teaching was finish giving the material, the music was played then the teacher let the students discussed and understood the material given. the learning environtment formed was little bit different from accoustic music sample group. in this sample, the researcher asked some of the students about their feeling to the music played and learning environtment when the students were having discussion and undestanding material. some students commented that music is weird and some of them commented that music is not enjoyable. the last, music was played in post stage or at the end of the class. when the teacher gave refelction and reinforcement from today, the music was played again. it was played in order for colling down after their body and mind were used to think and gain the material. the researcher asked the students again about the music played. some students said that not really enjoy listening to the music. the felt disturbed when beta wave music played. the effectiveness of acoustic music background to positive and negative students’ perception table 3. paired sample test of accoustic music positive perception pretest and posttest group test paired differences t df sig. (2tailed) m ean std. deviation std. error m ean 95% confidence interval of the difference lower up p er pair 1 betawave_negative_ group _pretest betawave_negative_ group _posttest -2.857 11.127 4.206 -13.148 7.434 -.679 6 .522 paired differences t df sig. (2tailed) m ean std. deviation std. error m ean 95% confidence interval of the difference lower up p er pair 1 betawave_positiv e_group _pretest betawave_positiv e_group _postest -11.304 12.175 2.539 -16.569 -6.040 -4.453 22 .000 paired differences t df sig. (2tailed) m ean std. deviation std. error m ean 95% confidence interval of the difference lower up p er pair 1 accoustic positive group pretest – accoustic positive group postest -12.609 14.212 2.963 -18.754 -6.463 -4.255 22 .000 dery saefudin , mursid saleh, warsono, suwandi/ eej 9 (4) (2019) 501 – 508 506 the table above, showed that the value of sig. (2-tailed) was lower than 0.05. it meant, the use of acoustic music background was effective for students with positive perception toward music background in achieving reading comprehension. table 4. paired sample test of accoustic music negative perception pretest and posttest group test then, the use of acoustic music background in achieving reading comprehension was effective for the students with negative perception toward music background in teaching learning activity. it can be seen from the value ov sig. (2-tailed) was lower than 0.05. accoustic music which is used to used for relaxation was choosen as music background in learning english for students with different perception through music. in accoustic music, the musical instrument used did not use electricity to produce sound, but the sound is produced from the instrument itself. the music were played in some sections during class. music background was played for the first time before starting the class. in this activity, the students are expected to prepare themself because in order to raise their mood, attention, and decrease fatigue level due to the last class. by listening accoustic music background, hopefully students would enjoy and comfort to follow the class so that the students will gain the material better than when the students were not treated by listening accoustic music background. the activities done at this section were greeting and checking students’ attedance. the music was played again when the students come into main stage. after the teaching was finish giving the material, the music was played then the teacher let the students understand the material given. there was no any noise produced by the students that distrub the learning process. the learning environment form was looked like in the library, the environtment seemed quiet including when the students were understadning the text. some of the students were asked about their feeling to the music played and learning environtment when the teacher helped students to explain and help students to understand the material given. the last, music was played in post stage or at the end of the class. when the teacher gave refelction and reinforcement from today, the music was played again. it was played in order for colling down after their body and mind were used to think and gain the material. accoustic music background seemed was accepted by the students. nontheless, there were some students seemed not really enjoy listening to the music. they felt distrubed when the music was played during the class. the data analysis showed that accoustic music background was effective applied for positive and negative students perception (see table 4.18) toward that kind of music background. those data showed that there were increasing of achievement. if the sig value was < 0.050 meant that there was correlation among the variables of pretest and posttest (see table 4.15 and 4.18). how could it happen? in learning process, music helped students reaching students’ optimum psychology to follow the class and gain the material given uniconsiously. the beats of music unconsciously affected the students which indirectly affected psychology and cognitive abilities. both of students with negative pereception and positive perception were no differences, they were increased significantly. paired differences t df sig. (2tailed) m ean std. deviation std. error m ean 95% confidence interval of the difference lower up p er pair 1 accoustic negative group pretest – accoustic negative group postest -7.143 7.559 2.857 -14.134 -.152 -2.500 6 .047 dery saefudin , mursid saleh, warsono, suwandi/ eej 9 (4) (2019) 501 – 508 507 the effectiveness of no-music background to positive and negative students’ perception table 5. paired sample test of no music positive perception pretest and posttest group test the table above, showed that the value of sig. (2-tailed) was lower than 0.05. it meant, the use of acoustic music background was effective for students with positive perception toward music background in achieving reading comprehension. table 6. paired sample test of no music negative perception pretest and posttest group test then, the use of acoustic music background in achieving reading comprehension was effective for the students with negative perception toward music background in teaching learning activity. it can be seen from the value ov sig. (2-tailed) was lower than 0.05. in traditional teaching learning activity, teacher came to class. then checked the attendance and introduced to the learning materials. the students follow all of the activity. they were ordered to do all of the instruction that teacher given. then teacher, close the class by evaluating and homework. that strategy in english learning activity gave a common atmosphere whereas the students did not get any psychological and cognitive stimulation. it affected the students’ achievement in learning english. based on the data findings, the students who belonged to positive perception group were able to follow english materials well. but, the students who had negative perception were not able to gain the materials as good as the students with positive perception. it meant that, traditional teaching learning activity was effective to help students in achieving the learning materials, but it was still not enough to help the students with negative perception. because there was no intervention to increase the students’ motivation in teaching learning activity. griffee (1992:4) states there were 6 advantages by using music and song in language class, they are: 1) classroom atmosphere, which helped to set the class into fun and relaxing condition; 2) language input; 3) cultural input; 4) text; 5) supplement, as the supported textbook; and 6) teaching and students’ interest. conclusion thus, the data that was highly accurate. then, the correlation of each variable were answered and proved in quantitative data. the contrast of each variable was explained at discussion sections. it was aimed to avoid the ambiguity. mostly, students with positive perception were affected by music background whether acoustic and beta wave music as well as none-music background in learning reading comprehension. while students with negative perception were positively affected even a few students were negatively affected by beta music background when they learn reading comprehension. because, they thought that the music were annoying, then the students felt uncomfortable. but it was different with students with negative perception in experiment a that used acoustic music background. they were positively affected by acoustic music background. in short, the conclusion of this study can be stated as follows: the use of acoustic melodic music was effective in developing students’ reading paired differences t df sig. (2tailed) m ean std. deviation std. error m ean 95% confidence interval of the difference lower up p er pair 1 nom usic_positi ve_group _prete st nom usic_positi ve_group _postt est -9.130 12.400 2.586 -14.493 -3.768 -3.531 22 .002 paired differences t df sig. (2tailed) m ean std. deviation std. error m ean 95% confidence interval of the difference lower up p er pair 1 nom usic_negative_ group _pretest & nom usic_negative_ group _posttest -4,286 12,724 4,089 -16,054 7,482 -,891 6 ,407 dery saefudin , mursid saleh, warsono, suwandi/ eej 9 (4) (2019) 501 – 508 508 comprehension both of students with positive and negative perception toward. while the use of beta wave music background was effective in developing students’ reading comprehension for students with positive perception but it was not effective for students with negative perception. besides, there were differences between students’ reading comprehension score which is taught with use music and not use music. it can be seen from the average score between them. references bekhet, z.j. 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(2009). a study of pronunciation problems of english learners in china. asian social science, 5(6), 141-146. retrieved from http://www.ccsenet.org/journal/index.p hp/ass/article/view/2490 366 eej 10 (3) (2020) 366-373 english education journal http://journal.unnes.ac.id/sju/index.php/eej the effectiveness of socrative and kahoot to teach grammar to students with different interests maesaroh , abdurrachmanfaridi, dwiangganilinggarbharati universitas negeri semarang, indonesia article info ______________ article history: received 20 september 2019 accepted 22 january 2020 published 15 september 2020 ______________ keywords: keywords: grammar, socrative, kahoot and interests. ______________ abstract _______________________________________________________ this study aimed at examining the effectiveness of socrative and kahoot to teach grammar to students with different interests. the objectives of the study were, to analyze high and low interests students’ score of grammar in order to explain the effectiveness of socrative, to analyze high and low interests students’ score of grammar in order to explain the effectiveness of kahoot, to analyze the significant difference between the students with high interests after being taught by using socrative and kahoot to teach grammar, to analyze the significant difference between the students with low interests after being taught by using socrative and kahoot to teach grammar, to analyze how the interaction is among teaching, students’ interests and grammar. it was an experimental research with 2x2 factorial design. questionnaire, observation and test were used. the data from questionnaire and grammar test were analyzed quantitatively using t-test and anova.the results of this research showed that socrative to students with high and low interests (79.17 and 57.50) and kahoot to students with high and low interests (85.50 and 62.86) are effective. the mean score of kahoot multimedia was higher than socrative in teaching grammar. there was no significant interaction among the use of multimedia, students’ interests and students’ grammar achievement. correspondence address: kampus pascasarjana unnes kelud utara 3 sampangan semarang, indonesia e-mail: maesaroh420@gmail.com p-issn 2087-0108 e-issn 2502-4566 maesaroh, et al./ eej 10 (3) (2020) 366373 367 introduction the trend of 21st century in teaching learning is truly widespread in all over the world. indonesian society has become inseparable by the digital age. hence, it should be fit with the presence of a new era which is digital era. mahajan, mueller, cambel and ramakrishnan (2012) in (garba, byabazaire, and busthami, (2015) stated that 21st century is characterised with amazing developments in information technology. the use of technology in education as a multimedia in the teaching and learning process is very important. multimedia can be an effective tool to increase the activity of students in the teaching and learning process and provide many benefits not only for teachers but also for students. as reported in an article written by patel (2013), technology has changed the dynamics of educational institutions and has also influenced the educational system. however, 21st century has led teachers to hold new outlook in their teaching learning process. especially in teaching english. english in indonesia is as foreign language. the use of technology in education is very beneficial for teachers and for those who are learning a foreign language (aziz, 2018). in learning english, there are many things that must be mastered by students to be able to write english with the correct structure or speak english with the right arrangement. such as mastery of vocabulary, pronunciation, and or grammar. according to dykes (2007), grammar is a language to talk about language. so, it means that grammar is important in producing language. most of junior high school students think that grammar is the most difficult subject to learn. it is becaused they are asked to recognize many tenses and rules of english language. teachers have to know how to make students interested in grammar. to take part in learning and activities well, children certainly must have their own interests in the lesson, either by the latest methods, interesting techniques or by using media that they like. according to crow (1993) interest may be used to refer to motivating force which force someone to give attention to other people, thing or an activity. which can be interpreted that someone's interest is not only to others but also to the activities carried out. so that the activities carried out will feel good if done with high interests because there is motivation in it. one of the way to improve students’ grammar is using multimedia. in this study, the multimedia that is used are socrative and kahoot. those are kinds of online quizzes or tests. students can play it with or without download the application itself. goodman (2003) explained that multimedia is an important thing related trends in education that have flowed through and around the factory system, causing some changes in approaches to education. this research was conducted at the eighth grade students of junior high school at smp al-azhar 5 cirebon in the school year 2019/2020 which is aimed to know the effectiveness of socrative and kahoot to teach grammar proficiency through scientific approach with high and low students’ interests. the study focused on the use of socrative and kahoot multimedia to teach grammar of the eighth grade of smp al-azhar 5 cirebon. this study found the effect of using socrative and kahoot multimedia on the achievement of students’ interests. there are seven objectives of the study; (1) to analyze high interests students’ scores of grammar in order to explain the effectiveness of socrative multimedia. (2) to analyze low interests students’ score of grammar in order to explain the effectiveness of socrative multimedia. (3) to analyze high interests students’ score of grammar in order to explain the effectiveness of kahoot multimedia. (4) analyze low interests students’ score of grammar in order to explain the effectiveness of kahoot multimedia. (5) analyze the significant difference between the students with high interests after being taught by using socrative and kahoot multimedia to teach grammar. (6) the significant difference between the students with low interests after being taught by using socrative maesaroh, et al./ eej 10 (3) (2020) 366373 368 and kahoot multimedia to teach grammar. (7) analyze how the interaction is among teaching multimedia, students’ interests and grammar. this research is expected to be useful for the readers who are concerned with socrative and kahoot as a multimedia in teaching grammar. the findings could give contributions on three aspects; theoretically, practically and pedagogically. the effectiveness of socrative and kahoot multimedia for students with high and low interests in grammar is that theoretically, this study is expected to contribute beneficial theories to the use of socrative and kahoot to teach grammar. this study added an empirical support to the existing theories of teaching grammar using socrative and kahoot. this could be reference for other instructors or researchers in the future to conduct the advance research related to this topic. practically, the result of this study will provide an essential information of using socrative and kahoot as multimedia technology in teaching grammar. pedagogically, this study gave more understanding about the use of socrative and kahoot in teaching grammar. based on all the problem and all the important issues stated above, in this study, the researcher would like to show the effectiveness of multimedia that can make students interested in learning grammar in junior high school. they are socrative and kahoot multimedia. method in this study, the researcher used an experimental research. this study belongs to a quantitative research. this study was a quasiexperimental study with 2x2 factorial design. there were two groups 2x2 factorial design. there were experimental group one and experimental group two. the researcher gave the different treatment for each group. the first treatment was socrative miltimedia. it was given to the experimental group one. while the experimental group two was taught by using kahoot multimedia. students’ personality represented students with high and low interests. this study used pre-test and post-test with the two group of experimental. the researcher did the study at smp al-azhar 5 cirebon. the experimental group one was viii.d and the experimental group two was viii.e. each of the class consists of 34 students. the object of the study was the use of two multimedia for teaching grammar proficiency. the two multimedia were socrative and kahoot. socrative used in experimental group one while kahoot used in experimental group two. these two multimedia used to teach students with two different personalities. they were high and low interests in english. the students were at the eighth grade of smp alazhar 5 cirebon. the population was the eighth grade of students at smp al-azhar 5 cirebon in academic year 2019/2020. the total number of the population were 204 students which were divided into 6 classess. they were a,b,c,d,e and f. each class has 34 students. there are three kinds of instrument in this research for collecting the data. they are test (pre-test and post-test), observation checklist and questionnaire. the result of the test used to know the students’ achievement in learning grammar before and after using the two media (socrative and kahoot). the questionnaire was used to classify students’ personalities. there are two kinds of personalities used as moderating variable in this study. they are high and low interests in english. this instrument used to observe the students’ interests during english class directly. i did the observation for experimental one and experimental two. there were several activities done in this research for three months from the fifth week of july to the third week of october 2019. first, i tried out the instruments including questionnaire sheet on the fifth week of july and grammar test to viii.f on the first week of august. after trying out the instruments, i conducted some activities to find the students’ interests. i gave a close-ended questionnaire for viii.d and viii.e on the second week of august. it was to know the students’ interests of english. in the third week of august, i observed the students behavior in both classes. maesaroh, et al./ eej 10 (3) (2020) 366373 369 after i got the data about the students’ interests from both classes, i gave them a grammar pre-test in the fourth week of august. the test had 20 test items about grammar. after knowing the result, i started the experiment from the first week of september until the third week of september in ten meetings. to find the effectiveness of the multimedia, post-test was given to the students of viii.d and viii.e in the fourth week of september. after that, the data were analyzed and the report was started to write. i used closed-ended questionnaire, observation checklist and test. qualitatively, i analyzed the data from observation, and then i analyzed the data from questionnaire and grammar test quantitatively using t-test and anova. to find out the mean score, standard deviation, standard error and other detailed data depended on the specific purpose of the analysis, this research was analyzed using certain formula to collect the data. the data were from the students’ scores from pre-test and post-test. thus those data was reported through statistical analysis in statistical packages for social sciences (spss) computer program to form tabulation of the data. results and discussions in this part, the researcher presented the findings of the study from the observation, test and questionnaires. the study was conducted at smp al-azhar 5 cirebon for students at the eighth grade. experimental class one was treated by using socrative multimedia and experimental class two was treated by using kahoot multimedia. they were treated by using that multimedia in eight meetings. according to the results of this research, all hypotheses of the research questions were answered. in this section, there was the discussion of the research that explains the effectiveness of both multimedia. they are socrative and kahoot multimedia. the data were analyzed in statistical analysis by using spss version 22.0. the data were derived from the questionnaire to know the students interests. to determine high and low interests, the total score of the questionnaire of each student were compared by the students’ grade point average (gpa) in english subject in the each class. gpa in the socrative class was 63. those who got less than gps belong to low interests, while those who got the same or higher than gpa were categorized into high interests. gpa in kahoot class was 65. so those who got less than gps (65) belong to low interests, while those who got the same or higher score than gpa were categorized into high interests. the result showed that 18 students at socrative experimental class got the scores more than 63 and there were 16 who got less than 63. while in kahoot experimental class, there were 20 students got the scores more than 65 and there were 14 who got less than 65. in terms of the effectiveness of socrative multimedia for students with high interests, the findings showed that there was significant improvement to students with high students post-test scores. the mean score increased 8.34 points. it showed that the pre-test was 70.83 and the post-test was 79.17. the mean of post-test was higher than the mean of pre-test. it means that socrative is effective to teach grammar to students with high interests. it is also supported by t count measurement. t count is higher than t table, which means that ha is accepted. in regard to the effectiveness of socrative multimedia for students with low interests, the findings showed that there was significant improvement to students with low students posttest scores. the mean score increases 8.75 points. it showed that the pre-test was 48.75 and the post-test was 57.50. the mean of post-test was higher than the mean of pre-test. it means that socrative is effective to teach grammar to students with low interests. it was also supported by t count measurement. t count was higher than t table, which means that ha is accepted. the findings related to the effectiveness of kahoot multimedia for students with high interests, it showed that there was significant improvement. the mean score increased 11.5 points. it showed that the pre-test was 74.00 and the post-test was 85.50. the mean of post-test was higher than the mean of pre-test. it means maesaroh, et al./ eej 10 (3) (2020) 366373 370 that kahoot was effective to teach grammar to students with high interest. it was also supported by t count measurement. t count was higher than t table, which means that ha is accepted. furthermore, the findings on the effectiveness of kahoot multimedia for students with low interests, showed that there was significant improvement to students with low students post-test scores. the mean score increased 11.79 points. it showed that the pretest was 51.07 and the post-test was 62.86. the mean of post-test was higher than the mean of pre-test. it means that kahoot was effective to teach grammar to students with low interest. it was also supported by t count measurement. t count was higher than t table, which means that ha is accepted. in addition, the findings on the significant difference between the students with high interests after being taught by using socrative and kahoot, showed that the statistical calculation as follows : the value of sig. (2tailed) was 0.023<0.05. it means that there was significant difference between the students’ test score of the first experimental class that was taught by using socrative multimedia and the second experimental class that was taught by using kahoot multimedia to students with high interests. socrative and kahoot multimedia gave improvement on the students’ achievement in grammar from pre-test to post-test for students with high interest. the students’ score in socrative multimedia raised 8.34 points. while in kahoot, it raised 11.5 points. the result showed that the mean score of students who were taught by using socrative multimedia was 79.17 and the students who were taught by using kahoot multimedia was 85.50. it can be concluded that socrative and kahoot multimedia were effective to increase the students’ achievement in grammar. the improvement between the two classes was 6.33 points. from the fact, it can be concluded that the mean of kahoot multimedia was more effective than socrative to teach students with high interest. it was 85.50. moreover, the findings on the significant difference between the students with low interests after being taught by using socrative and kahoot, showed that socrative and kahoot multimedia gave improvement on the students’ achievement in grammar from pre-test to posttest for students with low interests. the students’ score in socrative multimedia raised 8.75 points. while in kahoot, it raised 11.79 points. the result showed that the mean score of students who had socrative multimedia was 57.50 and the students who had kahoot multimedia was 62.86. it can be concluded that socrative and kahoot multimedia were effective to increase the students’ achievement in grammar. the improvement between the two classes was 5.36 points. it can be concluded that the mean of kahoot multimedia was more effective than socrative to teach students with low interests. it was 62.86. the findings related to the interaction among the use of multimedia, students’ interests and grammar, the result showed that f value of multimedia was 9.757 and the sig. value of multimedia was 0.003. since the sig. value was less than 0.05, it indicated that there was significant effect difference on the students learning achievement between the first experimental class treated by socrative multimedia and the experimental class treated by kahoot multimedia. the f value of interests was 140.169 and sig. value was 0.000. since the sig. value was less than 0.05, it means that there was significant difference in students’ test score between students with high and low interests. the value of sig. of multimedia and interests was 0.068 and sig value 0.795. it was more than 0.05, it means that there was no significant difference between multimedia and students’ interests to teach grammar. this study has proven the implementation of two multimedia. they are socrative and kahoot as multimedia. those multimedia are used for teaching grammar in experimental class one and experimental class two for high and low students’ interests. i provide suggestions theoretically, practically and pedagogically. theoretically, the research about the effectiveness of socrative and kahoot maesaroh, et al./ eej 10 (3) (2020) 366373 371 multimedia to teach grammar to students with high and low interests can be used as addition knowledge to the english teacher to improve students grammar. beside that this research can take for consideration to future researchers in conducting study related to the topic which can apply those multimedia to know the effectiveness of both multimedia. practically, by using socrative and kahoot multimedia, it can help teachers to teach grammar in fun and different way. it is more comfortable than traditional teaching media. it can also help students in facing the problem especially in grammar. students will be easier understanding grammar even for low students interests. it can overcome students anxiety and fearless in learning grammar. therefore the teaching and learning process will be more enjoyful. pedagogically, this research can add general knowledge especially in teaching multimedia which are interactive and effective. they are socrative and kahoot. they can be implemented by english teachers in teaching grammar. teachers can use multimedia to help the students dealing with grammar problem. conclusion and suggestion this present study focused on the comparison of two multimedia in teaching and learning grammar; the use of socrative multimedia and kahoot multimedia. those multimedia were used to teach grammar to the students with high and low interests. the aim of this study was to find the answer of the seven formulated problems or research questions. the data gathered from experimental class one and experimental class two were analyzed. based on the findings, the conclusion can be drawn as follow : first, there was significant difference in the students’ score of high students’ interests in the first experimental class one. socrative multimedia was effective and has significant difference when it was used to teach grammar to the students with high interests in experimental class one. it can be seen from students’ pre-test and post-test score. the mean score of post-test was higher than the mean score of pre-test. the statistical analysis showed that the significance value was lower than the level of significance. it means that socrative multimedia is effective and has significance difference when it is used to teach grammar to high students’ interests level. next, socrative multimedia is effective to teach grammar to students with low interests. it is proven by the result of statistical analysis and the mean score. it showed that the significant value was lower than the significance level. the mean score of post-test was higher than the mean score of pre-test. thus, it can be stated that socrative multimedia is effective and has significance difference when it is used to teach grammar to low students’ interests of level. thus, the result reveals the fact relates to the effectiveness of kahoot multimedia to teach grammar to students with high interesst. it can be seen from the score of pre-test and post-test. the mean score of post-test was higher than the mean score of pre-test. therefore, the use of kahoot multimedia is effective to teach grammar to students with low interests because it gives significant result toward students’ grammar achievement. then, kahoot multimedia is effective to teach grammar to students with low interests. it is proven by the result of statistical analysis and the mean score. it showed that the significant value was lower than the significance level. the mean score of post-test was higher than the mean score of pre-test. thus, it can be stated that kahoot multimedia is effective and has significance difference when it is used to teach grammar to low students’ interests of level. in addition, there is a significance difference in effectiveness of socrative and kahoot multimedia to teach grammar to students with high interests. the mean score of the post-test of experiment class two that is treated with kahoot multimedia is higher than the mean score of post-test of experimental one that is treated with socrative multimedia. in other word, kahoot multimedia is more effective than socrative multimedia to students with high interests. thus, there is significance difference of maesaroh, et al./ eej 10 (3) (2020) 366373 372 using socrative and kahoot multimedia to teach grammar for students with high interests. furthermore, there is a significant difference on the effectiveness of socrative and kahoot multimedia to teach grammar to students with low interests. it can be seen from significance value which it is lower than significance level. and the mean score of posttest in experimental class two that is taught by using kahoot multimedia is higher than the mean score of post-test of socrative multimedia. therefore, kahoot multimedia is more effective than socrative multimedia in teaching grammar to students with low interests. as a result, there is no interaction among the use of multimedia, students’ interests and grammar achievement. the statistical analysis showed that the significance value of multimedia is lower than significance level. and the significance value of interest is higher than the significance level. it means that there is no interaction among the use of multimedia, students’ interests and grammar achievement. this study has proven the implementation of two multimedia. they are socrative and kahoot as multimedia. those multimedia are used for teaching grammar in experimental class one and experimental class two for high and low students’ interests. i provide suggestions theoretically, practically and pedagogically. theoretically, the research about the effectiveness of socrative and kahoot multimedia to teach grammar to students with high and low interests can be used as an addition knowledge to the english teacher to improve students grammar. beside that this research can take for consideration to future researchers in conducting study related the topic which can apply those multimedia to know the effectiveness of both multimedia. practically, by using socrative and kahoot multimedia, it can help teachers to teach grammar in fun and different way. it is more comfortable than traditional teaching media. it can also help students in facing the problem especially in grammar. students will be easier understanding grammar even for low students interests. it can overcome students anxiety and fearless in learning grammar. therefore, the teaching and learning process will be more enjoyful. pedagogically, this research can add general knowledge especially in teaching multimedia which are interactive and effective. they are socrative and kahoot. they can be implemented by english teachers in teaching grammar. teachers can use multimedia to help the students dealing with grammar problem. this study showed that the implementation of socrative and kahoot multimedia in teaching grammar. those multimedia are effective for both students with high and low interests in grammar. however, based on the result, kahoot multimedia is more effective than socrative multimedia in teaching grammar. the result also shows that there is no effective interaction among the use of multimedia, students’ interests and grammar achievement. references agustina. 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(2011). technique in teaching grammar for the first grade of junior high school student through games.english teaching journal,3(2), 33– 37.doi: 10.26877/eternal.v3i2.2246 https://doi.org/10.2478/mjss-2018-0132 https://doi.org/10.1177/2379298116689783 https://doi.org/10.1177/2379298116689783 eej 9 (2) (2019) 219 225 english education journal https://journal.unnes.ac.id/sju/index.php/eej the use of attitudinal domain in the english version of wedding procession natoni at south central timor yusanti nenci faot , sri wuli fitriati , abdurrachman faridi universitas negeri semarang, indonesia article info ________________ article history: recived 03 january 2018 accepted 18 march 2019 published 20 june 2019 ________________ keywords: appraisal, attitude, wedding procession natoni ____________________ abstract ___________________________________________________________________ this research investigated the attitudinal domain in the english version of wedding procession natoni. the language of evaluation: appraisal in english by martin and white (2005) book was used as a foundation in this research. the data which consisted of photos documentation were analyzed by the researcher. the unit of analysis of this research was words or phrases in the english version of wedding procession natoni. there were several procedures for analyzing data including reading, identifying, categorizing, and analyzing. in order to validate the findings, the data, and analysis of this research had been examined and judged by researchers. two of them were from universitas negeri semarang who previously conducted the appraisal system research and a lecture of ukaw kupang as an expert who has previously conducted some research related to appraisal system. the findings revealed that the appreciation was the highest appraising used in the wedding process. the use of appreciation in appraising subsystem made a man and woman able to give advice to each other in a successful wedding procession which can be seen through words or phrases they used. in conclusion, this research suggested that speakers should use the appropriate words or phrases in order to avoid misunderstanding in giving advice. in addition, by understanding the attitudinal domain, people can create a good conversation to interact with each other. © 2019 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jl. kelud utara iii semarang 50237, indonesia e-mail: nencifaot@gmail.com p-issn 2087-0108 e-issn 2502-4566 yusanti nenci faot, sri wuli fitriati , abdurrachman faridi/ eej 9 (2) (2019) 219 225 220 introduction language can be used to express the writer or speaker's opinion to other people, things and situations. there exist opinion-related meanings in language as resources of evaluation or appraisal in language. according to martin and white (2005, p. 35), appraisal is composed of three interacting domains namely attitude domain (feelings, emotional reactions, judgments of behavior and evaluation of things), engagement domain (sourcing attitudes and the play of voices around opinions in discourse), and graduation domain (grading phenomena whereby feelings are amplified and categories blurred). attitude, engagement, and graduation as the appraisal resources are applied to “negotiate our relationship with others by our own positive or negative attitudes” (wan, 2008). as one kind of appraisal resources, attitude plays an important role in the expression of interpersonal meanings of language. attitude refers to a way someone behaves to each other or in a particular situation, especially when this shows how people feel. in appraisal framework, attitude refers to values by which speakers pass judgments and associate emotional or affectual responses with participants and processes (white, 2001). attitude, alongside with engagement and graduation, constitutes the appraisal framework in language. appraisal framework is an approach to explore, describe and explain the ways a language is used to evaluate, adopt stances, construct textual personas and manage interpersonal positioning and relationships. thus, it explores how speakers/writers pass judgment on other speakers/writers, their utterances, material objects, happenings and states of affairs, and thereby form alliances with those who share these views and distance themselves from those who do not. then, it explores how attitudes, judgments and emotive responses are explicitly presented in texts and how they may be more indirectly implied, presupposed or assumed. in addition, it explores how expressions of such attitudes and judgments are, in many instances, carefully managed so as to take into account the ever-present possibility of challenge or contradiction from those who hold differing views. speakers/writers used the resources of attitude to negotiate social relationships, by telling their listeners/readers how they feel about things and people. in other words, by attitudes people can negotiate social relationships through speech include ritual speech. a number of studies related to appraising speech have been conducted, such as ghasani (2017), mardiana (2018) in students‟ speech. ghasani (2017) explained the appraisal and the speech structure on the students‟ speeches in speech contest of esa week competition. the findings mapped out the high use of appreciation of attitude, entertain of engagement, and focus of graduation applied. the use of appreciation appraising items makes students‟ speeches more appreciative than personal and emotional. similarly, mardiana (2018) investigated the appraisal system manifested in students‟ debate competition, the students‟ realization of using appraisal, and the contribution of appraising items to debate structure. the findings mapped out the higher use of appreciation in attitude, disclaim in engagement, and force in graduation applied. ding ailan (2007), indria (2015), rohmawati (2016) in obama‟s speech. ding ailan (2007) conducted research of attitudinal resources in obama's victory speech from the perspective of appraisal theory. the result of this research was in obama‟s victory speech, most of the attitudinal meanings are positive which communicates messages of hope, optimism. indria (2015) was interested to analyze the appraisal on the 2013 inaugural address delivered by president barack obama. the study showed that president barack obama used all of the types of attitude elements in his 2013 inaugural address, which are, affect, judgment, and appreciation. the most dominant type of attitude is judgment, the second is appreciation, and the least is affect. furthermore rohmawati (2016) described and analyzed obama‟s attitudes towards phenomenon happened in america and the world realized in the speech yusanti nenci faot, sri wuli fitriati , abdurrachman faridi/ eej 9 (2) (2019) 219 225 221 using the appraisal system analysis. the speech analysis was done by breaking down the speech into several clauses and analyzing them to find out the appraisal devices and the types of attitudes used. there were 323 clauses consist of 51 affects, 155 judgments, and 117 appreciations. su (2016) in chinese leaders‟ speech, and sutomo (2016) in jokowi‟s speech. su (2016) conducted research about chinese leaders‟ speech which was delivered at the national university of singapore on november 7th, 2015. it found that there are more positive resources in mr. xi‟s speech in order to construct a harmonious relationship with his listeners. on the other hand, sutomo (2016) attempted to construe the appraisal system of jokowi‟s speech at the apec ceo in beijing china. the analysis focused on engagement, attitude, and graduation systems of the speech. the results revealed that the most dominant appraisal device was the attitude system, and jokowi positioned himself at the same level as the participants of the apec conference who were mostly the top leaders in their countries. however, based on the studies reviewed above showed that there were many appraising speeches have been conducted in various contexts. however, studies of appraising ritual speech have not been done before so it is needed to be conducted. ritual speech is a spoken activity which is undertaken primarily for symbolic purposes (mbete, 2008). its implementation is based on religion or traditions of a particular community. in this study, the researcher analyzed the ritual speech from timor ethnic which is called natoni. natoni is a cultural practice or performance that is done with word or sentences in the language of dawan or uab meto (mother tongue of a group ethnic from south central timor regency). natoni performed in various events including in wedding procession. natoni is used in the wedding procession at south-central timor society to send a message, and giving advice between man and woman reciprocally to make the wedding event successful. to achieve a successful event, the speakers should convey their feeling with a good attitude. giving a good attitude is important to negotiate social relationships. by understanding aspects of the attitudinal domain of appraisal theory, the people would know the appropriate words or phrases in giving advice to make good relationship with others. method this study aimed to explain attitudinal domain manifested in the english version of wedding procession natoni and to explain the implications of the findings on english language teaching. the study was qualitative research with discourse analysis research. bavelas, kenwood, and phillips (2002) defined discourse analysis as the systematic study of naturally occurring (not hypothetical communication in the broadest sense, at the level of meaning (rather than as physical acts or features). it studies beyond the sentence boundaries that investigate everyday conversation, the written discourse of all types, narrative, and other kinds of written or spoken text (celce-murcia & olshtain, 2007, p.4). the object of this research was the english version of wedding procession natoni. while the unit analysis of this research was words or phrases that used in the procession. the researcher collected the data by photos documentation. several procedures for analyzing data including reading, identifying, categorizing, and analyzing. in order to avoid a bias, the researcher used triangulation as a tool to test the validity of the study (cohen, manion, & morrison 2007, p. 142). denzin (1970) as cited in cohen (2007) divided triangulation into six, namely: time triangulation, space triangulation, combined levels of triangulation, theoretical triangulation, investigator triangulation, and methodological triangulation. in this study, the researcher used investigator triangulation. the data and the analysis of this study had been examined and judged by two researcher from universitas negeri semarang who previously conducted the yusanti nenci faot, sri wuli fitriati , abdurrachman faridi/ eej 9 (2) (2019) 219 225 222 appraisal. in addition, a lecture of ukaw kupang as an expert who has previously conducted some researches related to appraisal system. result and discussion this section followed the statement of the research objectives. the attitudinal, affect, judgment, appreciation‟ manifested in the english version of wedding procession natoni text. the summary of the result on the text of the english version of wedding procession natoni as follows. the use of ‘affect’ in the english version of wedding procession natoni text. affect: un/happiness words or phrases belonged to affect (un/happiness) used in the english version of wedding procession natoni text was: „joy, shake hands, rejoice, thank you, praise, shake hands, big hugs, broken, misunderstanding‟. two examples of affect (un/happiness) as follows: tw+ :with the joy 1 we will hear what is your goal and purpose. tm+ :shake hands 1, please. we hope, we can sit in front of you. affect: in/security the affect (in/security) was found in the text namely „declare, delivered, together, deliver, reveal, accordance, inform‟. two examples of affect (in/security) as follows: tm+ :we've talked and it's time we declare1 our….. tm+ :as we have already delivered 1 that our prince…. affect: dis/satisfaction the words belonged to affect (dis/satisfaction) were: „pleased, invite, gifts (five times)‟. those words used in the english version of wedding procession natoni text. tw+ :we are pleased 1 that.. tm+ :we invite 1 you for getting together. 1 = affect the use of ‘judgment’ in the english version of wedding procession natoni text. judgment: social esteem normality tw+ : we‟re proud. 2 tm+ : in the initial agreement. 2 tm+ : from main family 2 (father, mother, sisters, and brothers) about the gifts. capacity tw+ :we are ready. 2 tw+ : let us agree. 2 tm+ : we are ready 2 to listen. tenacity tw+ : we cannot reject 2, we ….that we can adaptable2 with others. judgment: social sanction veracity tw+ : for kindness 2. we inform truthfully2 that…..2 tm+ : therefore we do not want to avoid 2 our custom. propriety tw+ :with humility 2, we open up for conversation. tw+ :we respect 2 your will. tm+ :we ask humbly 2 that woman families could accept it. tm+ :her father who take care and bring up2 so that….. tm+ :her brothers, sisters, grandma, grandpa, forefathers for caring2. the use of ‘appreciation’ in the english version of wedding procession natoni text. words and phrases belonged to judgment (social sanction) in the english version of wedding procession natoni text was: „excited (twice), appreciate, fixated, special bond, gladly, sweetest orange, good eyes, sweetest orange, welcome, beautiful girl, good intention, appreciation (twice), perfect, great wisdom‟. reaction tw+ :we are excited 3 because we would like… tm+ :we appreciate 3 ….. composition tw+ :the woman‟s families are complete 3 tm+ :we see your big family 3 examples above represented the words or phrases used in the english version of wedding procession natoni text. the speakers have used 2 = judgment yusanti nenci faot, sri wuli fitriati , abdurrachman faridi/ eej 9 (2) (2019) 219 225 223 words „permission and complete (twice)‟ and phrases „great hope, highly approve, holy marriage (twice), great agreement (twice), and big family (three times)‟. valuation tw+ : our intention 3 today is to tell you that… tm+ : our important 3 goal and purpose.. the words belonged to „valuation‟ above covered words or phrases manifested in the english version of wedding procession natoni text. the speakers were used words: „important, intend, intention (five times)‟ and phrases „real witnesses (three times), struggled maternity‟. the analysis has shown that affect type showing behavior or attitude involves happy or sad toward man and woman side. this finding is related to martin and white‟s (2005, p. 42) statement who said that affect is concerned with registering positive and negative feelings. the affect type in which the use of un/happiness was the most used followed by dis/satisfaction and in/security. it seemed that affect values were rated high if compared to judgment values. resources of 4un/happiness, dis/satisfaction and in/security seems to be used since the man and woman stated their attitude by expressing what they feel (happy/sad) with positive and negative attitude, how they secure in giving intention, state their confidence and deals with both of the families‟ feeling to achieve the communicative purpose. the type of judgment social esteem, more normality related to the question „how special‟ was occurred dominantly in the text rather than capacity and tenacity. in this way connected with ngongo (2017) who said that the students‟ theses writing were more personal and emotional. the text showed that the man and woman‟s families stated their attitude that the event was important to the speaker of each side tried to use appropriate words/phrases in every step of the procession. just a few social sanction judgment which has been found in the samples. the veracity „how honest‟ was seen in the text. 3 = appreciation social sanction or moral judgment concerned with moral regulation or whether the behavior of someone or a group is seen as ethical or truthful. finally, a positive appreciation was presented in the text of wedding procession. that is to say, the use of the attitudinal meaning in appreciation is determined by the appraised. referring to appreciation itself that covers reaction related to the questions: impact „did it grab me?‟, quality „did i like it?‟, composition under the questions: balance „did it hang together?‟ complexity „was it hard to follow‟ and valuation related to the question: „was it worthwhile?‟. the highest portion found in the text was reaction: quality ‘did i like it?’ with six words and seven phrases belonged to it. in this case, the text of english version of wedding procession natoni is related to the nature of the topic in which varies in the recent social phenomena happened in the society. the use of appreciation in appraising items made their speech in the wedding procession event more appreciative rather than personal and emotional as said by ghasani and sofwan (2017, p. 153). this point made the wedding procession successful and also achieved the communicative purpose which is to give advice. conclusion and suggestions this section provides a conclusion and suggestions for speakers‟ of natoni, english teacher, and future researcher. conclusion the investigation revealed that in the english version of wedding procession natoni text, the affect sub-system used in the text which the speaker of man and woman expressing their feelings. parvin (2015) stated that affect is concerned with the manifestation of the emotions brought alive to the speaker or the writer, which can be positive or negative, depends on the speaker intention. moreover, the judgment subsystem also manifested in the english version of the wedding procession natoni. there were social-esteem and socialsanction as attitude toward the behavior, with yusanti nenci faot, sri wuli fitriati , abdurrachman faridi/ eej 9 (2) (2019) 219 225 224 those kinds of judgment, the meaning construing attitudes to people and the way they behave as in martin and white (2005: 52). the judgment sub-system took the least proportion in the english version of the wedding procession natoni. furthermore, the investigation maps out that in the english version of the wedding procession natoni have predominantly used appreciation subsystem rather than affect and judgment ones within the attitude system. it is related to the nature of the topic in which varies in the recent social phenomena happened in the society. appreciation in appraising items is used for giving intention, information or notice about what someone should do in the wedding procession to make the event successful. in giving advice, the speakers should be able to use the appropriate words or phrases so there is no misunderstanding. it could be seen that the speakers of man and woman side in the english version of wedding procession natoni were chose the appropriate words/phrases so the important event can be held well and successful. suggestions in this present research, the findings were limited on the attitudinal domain used in the english version of wedding procession natoni text. the suggestion can be made for the speakers of natoni, english teachers, future researcher. there are some suggestions according to the conclusions presents as follows: for the speakers of natoni, they need to be good in giving attitude with others, learn the way to create a good attitude in using the appropriate words or phrases that is suited to the context within every step of the procession. the speakers should be able to pay more attention to their utterances in order to deliver good advice to avoid misunderstanding and also can minimalize fine custom. for the english teachers, this study showed the importance of attitude which helps personal interaction with others. in this case, the teachers need to give students lots of practice in analyzing their speaking especially to give advice. therefore, students‟ can develop a better understanding of their speaking skills through speech. for the future researchers, this study was not covered all text of natoni in the english version and this study only revealed the attitudinal aspect. since not all aspects of appraisal are used in this research, better comprehend studies are needed to conduct by the future researcher. references ailan. (2017). the analysis of attitudinal resources in obama‟s victory speech from perspective of appraisal theory. higher education of social science, 12 (1), 37-44. doi:10.3968/9376. bavelas et al. (2002). discourse analysis. in m. knapp & j. daly (eds.), handbook of interpersonal communication (3rd ed. pp. 102129) bilger (2017). appraisal in preservice teachers‟ reflections on microteaching experience. international association of research in foreign language education and applied linguistics elt research journal 2017, 6(1), 138-153 issn: 2146-9814. celcea-murcia, m., & e. olshtain. (2007). discourse and context in language teaching: a guide for language teachers. new york: cambridge university press. cohen, l. et. al. (2007). research methods in education. london: routledge. fitriati, s. w., solihah, y. a., & tusino. (2018). expressions of attitudes in students‟ narrative writing: an appraisal analysis. lingua cultural 12(4), 333-338. https://doi.org/10.21512/lc.v12i4.4789 ghasani, i. b. (2017). appraisal and speech structure of contestants‟speechesv in the esa week competition. english education journal, 7 (2), 145-155 indria. (2015). appraisal in the 2013 inaugural address of president barack obama. study program of english, department of languages and literatures, faculty of cultural studies, universitas brawijaya. mardiana. (2018). the use of appraisal and debate structure in english debate https://doi.org/10.21512/lc.v12i4.4789 yusanti nenci faot, sri wuli fitriati , abdurrachman faridi/ eej 9 (2) (2019) 219 225 225 competition of senior high school students. english education journal. 8 (3) 2018 403 – 410. martin, j.r & p. r. r. white. (2005). the language of evaluation; appraisal in english. new york; palgrave macmillan. mbete., & aron. (2013). "khazana verbal kepadianas local knowledge representation, function maintenance and environmental protection in the community wejewa language and language kodi,sumba barat daya". research report, not published. denpasar: lppm udayana university. ngongo, (2017). systemic analysis of text appraisal on students‟ theses writing in english. journal of scientific research and studies. 4(4), 67-72. parvin. (2017). cda undertaken through sfl: employment of appraisal in critical discourse analysis of the news. international journal of linguistics and literature (ijll). 6 rohmawati, i. (2016). appraisal devices realizing attitudes in barack obama‟s inaugural speech, 5(1). retrieved from http://journal.walisongo.ac.id su, t. (2016). positive discourse analysis of xi jinping‟s speech at the national university of singapore under appraisal theory. journal of language teaching and research, 7(4), 796-801. sutomo, j. (2015). analysis of interpersonal meaning realized in online news texts of the bali times, 10 (1). retrieved from http://www.unisbank.ac.id/ojs/index.ph p/fbib1/article/view/3737 wan, yau ni. (2008). the exchange of interpersonal meaning in call centreconversation.systemic functional linguistics in use. odense working papers in language and communication. 29. white, p.p.r. (2001). appraisal: the language of attitudinal evaluation and intersubjective stance. http://journal.walisongo.ac.id/ 52 eej 3 (2) (2013) english education journal http://journal.unnes.ac.id/sju/index.php/eej the effect of jigsaw and pair switch patrner present on the high and low motivated students’ vocabulary mastery afief fakhruddin  issy yuliasri, dwi anggani linggar bharati prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia info artikel ________________ sejarah artikel: diterima oktober 2013 disetujui oktober 2013 dipublikasikan november 2013 ________________ keywords: jigsaw and pair switch partner-present; english vocabulary; students motivation; experimental study ____________________ abstract ___________________________________________________________________ this study is investigated the effect of jigsaw and pair switch partner present on the high and low motivated students‟ vocabulary mastery. the statement of problems were (1) how significant is the vocabulary mastery if high motivated students were treated with jigsaw, (2) how significant is the vocabulary mastery if high motivated students were treated with pair switch partner presents, (3) how significant is the vocabulary mastery if low motivated students were treated with jigsaw, (4) how significant is the vocabulary mastery if low motivated students were treated with pair switch partner presents, (5) how significant is the vocabulary mastery if high and low motivated students were treated with jigsaw, (6) how significant is the vocabulary mastery if high and low motivated students were tratedwith pair switch partner presents, (7) is there any interaction between vocabulary mastery, strategy, and students motivation. this study was exprimental factorial design. this study used test, questionnaire and observation. the result showed that all results were not significants, and only pair switch partner present gave effect to the high motivated students and there was not interaction between vocabulary mastery, strategy, and students motivation. it can be concluded that the strategy were not effective. © 2013 universitas negeri semarang  alamat korespondensi: kampus unnes bendan ngisor, semarang, 50233 e-mail: pps@unnes.ac.id issn 2087-0108 afief fakhruddin et al/ english education journal 3 (2) (2013) 53 introduction some students have low motivation in learning vocabulary; when a teacher explains the material some students just focused on their own activity, thus this makes them have unconfident in learning english as a target language. this will even make them gradually give up studying english. on the other hand, the good mastery of vocabulary will help students understand english. in addition, their english skills will gradually improve. therefore, teachers should design various teaching activities in class to make students not feel bored to learn vocabulary. the teacher is one of the key factors of the success in teaching and learning a second language besides the students themselves. this is usually happen when the students do not have any motivation to learn english, especially vocabulary. in this case, the teacher has to motivate students to learn more about vocabulary. in a teaching learning process, the teacher has to apply appropriate techniques concerning with the way the teacher organizes subject matter, teaching tools and teaching materials. vocabulary sessions can be uninteresting when students have to memorize lists of words and do completion exercises only. students sometimes have to learn definitions of words by looking up the words in a glossary or a dictionary. one way to enliven the lessons is using cooperative learning. mastering english vocabulary is important for the students who learn english as a foreign language. the understanding towards the content of a certain english text will decrease if the students do not have sufficient mastery of vocabulary. therefore, the students have to enrich their vocabulary and to improve their english skill. teachers can use the approach above to stimulate students acquiring the knowledge as well as creating interpersonal and team skills. traditionally, classes always consist of good students and weak students. in learning english, the weak students sit in isolation as they lack of confidence. working in groups, therefore, is believed as a good alternative approach to help solving students‟ problems. learning is the primary activity of students in the classroom involving some important elements. harris (1979:9) suggests that there are two very important elements in language: grammatical structure and vocabulary. from this statement, vocabulary is one of the important elements in language that should be mastered by students. learning in a group enables each member to improve their individual ability. in class, each student has a different background and ability. such conditions can also happen in teaching and learning of english vocabulary. for example, one student might have good english vocabulary mastery, while others do not. this kind of condition will bring benefits for the students with poor vocabulary through the interaction in group. it means that cooperative learning models especially jigsaw and pair switch partner presents are among the strategy where students learn in a small group divided into 4 or 6 heterogeneous students. as has been mentioned in the background of the study, vocabulary is an important part in english as well as a basic factor in language mastery. in this study, the researcher tried to investigate the effective way in teaching vocabulary and also to investigate how the students‟ motivation in learning vocabulary, and also how to make students motivated in mastering vocabulary. the researcher summarizes several problems; how significant is the vocabulary mastery if the high motivated students are treated with jigsaw strategy, how significant is the vocabulary mastery if the high motivated students are treated with pair switch partner present, how significant is the vocabulary mastery if the low motivated students are treated with jigsaw technique, how significant is the vocabulary mastery if the low motivated students are treated with pair switch partner present, how significant is the vovabulary mastery if the high and low motivated students are treated with jigsaw technique, how significant is the vovabulary mastery if the high and low motivated students are treated with pair switch partner presents afief fakhruddin et al/ english education journal 3 (2) (2013) 54 technique, is there any interaction between vocabulary, strategy, and student‟s motivation. the objectives of the study are as follows; to describe how significant of the vocabulary mastery if the high motivated students are treated with jigsaw strategy, to describe how significant of the vocabulary mastery if the high motivated students are treated with pair switch partner present, to describe how significant of the vocabulary mastery if the low motivated students are treated with jigsaw technique, to describe how significant of the vocabulary mastery if the low motivated students are treated with pair switch partner present, to describe how significant of the vocabulary mastery if the high and low motivated students are treated with jigsaw technique, to describe how significant of the vocabulary mastery if the high and low motivation students are treated with pair switch partner presents technique, to see the interation between vocabulary, strategy, and student‟s motivation. according to brown (2001:47), cooperative learning is a kind of activity where students work together in pairs and groups; they share information and come to help each other. there should be a team whose players must work together in order to achieve goals successfully. slavin in isjoni (2009:15) also notes that „in cooperative learning, students work together in a group which consists of four members to master the material given by the teacher. it means that cooperative learning technique consists of members of group that will make students more active in the learning process. johnson and johnson (1991: 40) state that four members are the ideal numbers of the group as they set up natural pairs work. edward (cited in isjoni, 2009:55) also states that four members of each group are effective. from the explanation above, it can be concluded that cooperative learning is a learning model in which the groups consist of four members, working together towards a group task to master material initially presented by the teacher. according to lie (2008:29), cooperative learning is not only about learning in a group work, but also dividing the members of group. the implementation of cooperative learning procedures in the right way gives effective impact for the teachers in managing the classes. it means that if the cooperative learning technique is used in group work, the students will be focused on student activity in discussing the material. cooperative learning typically begins with the selection of group members based upon predetermined criteria design to create positive effect in small group learning. cuseo (1992: 50) states that this criterion includes: group formatting, learning styles, and gender. johnson and johnson (1993: 61) also state that there are some considerations in formatting a small group in cooperative learning. they are as follows; heterogeneous teams. groups should contain both males and females and students of different ability levels. if possible, different ethnic backgrounds and social classes should be represented as well, one class is divided into some small groups. each group consists of four members. instructor as facilitator, cooperative learning involves the instructor as a facilitator and consultant in the group learning process. the instructor does not sit in on group discussions; instead, he/she circulates among the groups offering support. the instructor is not dominant at all; instead, he/she acts as a learners‟ peer. this allows the instructor to interact with the students in more personal, informal and collaborative manner than would be possible with a traditional learning. from the explanations above, it can be concluded that each group of cooperative learning has four or six members from different ability and also different social background, so it can affect mainly the student‟s motivation in learning a new material. in the cooperative learning, the teacher‟s position is as a facilitator and consultant in a teaching learning process. she/ he can explain and answer the material in the last of discussion. afief fakhruddin et al/ english education journal 3 (2) (2013) 55 research method according to nunan (1992:2-3) research is a process of formulating question, problems, or hypotheses; collecting data or evidence relevant to the questions/ problems/ hypotheses; and analyzing or interpreting the data. research is carried out in order to prove or disapprove, show up, carried out what is planned, to support the point of view, to find out unknown things, to discover the cause of problem, and to find the solution or to get a result with scientific methods objectively. in this study, the researcher used a quantitative research method the researcher used factorial design. according to mc kay (2006:6) quantitative research method is a research study that is used to analyze population or sample. quantitative method begins with a research question or hypotheses. quantitative method can be used to verify which of such hypotheses are true. this research is aimed to analyze the hypothesis. the participants of this study were 40 students of language and culture centre. a population is any group of individuals that have one or more characteristics in common that are interesting (best, 1998). according to best (1998:13). “a sample is a small proportion of population selected for observation or analysis.” approximately 40 students of iain syekh nurjati from the fourth semester will take part of this study. thus, the researcher is relatively confident in choosing them as the participants of the study. in this study, the researcher used anova (analysis of variance). anova is used to test the hypothesis that the means among two or more groups are equal, under the assumption that the sampled populatios are normally distributed. research finding the researcher have collecting the data in systematic way to find the effect of jigsaw and pair switch partner present on highly and lowly motivated students in mastering vocabulary. the researcher took observation in language culture centre and has some findings as follows: the researcher classified them by using try out, and quitionaire. in the questionnaire, there were some question about motivation in learning english. in the questionaire some lowly motivated students were bored when the techniques were treated to the students, and in othe other hand highly motivated students, less of them were motivated and active when the teacher used jigsaw and pair switch partner in the classroom. after the students had answered, the researcher divided students into two kind of motivation; highly motivated and lowly motivated students. and, the next step was doing pre test before the researcher gave the treatment and make students group. and the last step was give the post test. there were 40 students for ech classes. 20 students forexperimental class one and 20 students for experimental class two. the researcher used normality test to findout whether the sample belongs to the normal distribution or not. based on the kolmogrove result, it can be seen that the data on pretest in experimental one (0.835 and 0.984 >0.294 ) at the level significant α 0.05, and on the other hand the data in the pretest from experimental two is (0.963 and 0.973 >0.294) at the level significant α 0.05 it indicates that ho is accepted. based on the result above, it can be concluded that the data on pre test in both of experimental class were accounted as normal distributional data, and the null hyphotesis is accepeted. in the second result, it can be seen that the data on the post test (0.877 and 0.711 > 0.294) in level significant 0.05. and from experimental class two (0.707, and 0.757 > 0.294) in level significant 0.05. this was indicates that ho was accepted. from the result above, it can be concluded that the data in both of the post test is accounted as normal distribution. from the result on the both of table above shows that all the data has normal distribution. the data analysisi is done by using anova (analysis of variance comparing more than 2 variables) was able to be done. after calculating afief fakhruddin et al/ english education journal 3 (2) (2013) 56 data with normality test, the researcher used homogenity test. homogenity test was used to make sure the homogeneity of variants. based on the table above, it can be seen that levante statisyic score is 0.065 and sig. 0.800. based on sig. scores, sig. α > 0.065, 0.0.65 > (0.05). it can be concluded that the data were homogeny. from the result of levene statistic, it can be shows that levene statistic is 0.232 and sig score is 0.633. the sig score was sig. α > 0.232 (0.633 > 0.05), it can be concluded that the data in post test were homogeny. from the both of the table above, it can be that that the varience of data have characteristic of homogency. it is because pre test and post test data p value >0.05. those data was taken from pre test and post test score. from explanation above, it can be concluded that variances of two groups have characteristic of homogeny. to learn english vocabulary is not as easy as people imagine. students will face some difficulties in enriching their vocabulary. improving their own language was easier than that of english as it is not their native language. the researcher saw that students find it difficult in improving their english vocabulary. as said before, that the use of jigsaw technique here was to evaluate the students‟ vocabulary mastery after the treatment given. the activity in jigsaw technique was emphasized on recognizing and understanding english vocabulary so students were able to put these cognitive codes into spoken and written symbols. table 1. result for high students treated with jigsaw paired samples statistics mean n std. deviation std. error mean pair 1 pre-test 1st experiment high motivated 70.00 10 9.718 3.073 post-test 1st experiment high motivated 71.50 10 8.182 2.587 based on the table above, it can be seen that the means score for students who learn with jigsaw technique are 70.00 and, on the other side the means score in post test is 71.50. from the result above, it means that the students did the test seriously and effectively, because the means score range was not too far. on the other resultcan be shows that the t-table in the pre test and post test is -0.439, on the other hand t-table is 2.262, at significant level α = 0.05, and in level of significance 0.671. based on the reseult above, it means that jigsaw technique did not give an effect to the high motivated students in their vocabulary mastery the data were not significant. it can be seen from the tcounts is lowest than t-table, so ho was accepted and ha was rejected. from the explanation above, it can be concluded that the data was not significant. table 2. result for high students treated with pair switch partner presents paired samples statistics mean n std. deviation std. error mean pair 1 pre-test 2nd experiment high motivated 59.00 10 9.661 3.055 post-test 2nd experiment high motivated 74.70 10 8.994 2.844 afief fakhruddin et al/ english education journal 3 (2) (2013) 57 it can be seen from mean score 59.00 and in the other post test score in high motivated students means score is 74.70 from the result above, it means that some students were enthusiastic in doing the test and excercises in the classroom, because the means score in post test was better than pre test result. it can be seen that tcounts score was -4.700 and the t-table score was 2.262 at significant level α = 0.05, based on the result above, it can be seen that tcount scores was higher than t-table at significant level α = 0.05. so, ha was accepted and ho was rejected. based on the result above, the result of this study supports the study hypothesis that there was a significant result after the high motivated students were treated with pair switch partners. it means that the pair switch partner present gave an effect to the high motivated students in their vocabulary mastery. it indicated that the students in the experimental class two really showed excitement with pair switch partner presents as a medium to teach vocabulary. table 3. result for low students treated with jigsaw paired samples statistics mean n std. deviation std. error mean pair 1 pre-test 1st experiment low motivated 62.10 10 7.781 2.461 post-test 1st experiment low motivated 66.00 10 10.220 3.232 from the rseult above, it can be seen that, the mean of low motivated students was 62.10 and the mean of post test score was 66.00. it means that most of low motivated students in learnt english vocabulary using jigsaw technique got low scores after getting the treatment. it means that jigsaw technique did not have effect to make the students active in learning vocabulary at the experimental class one. in the other rseult, it can be summarize that t counts score is -0.784, and on the other result t tables score is 2.262 at significance level α = 0.05 (sig.2 tailed), from the result above, it can be concluded that the jigsaw technique was not approriate to give effect for low motivated students in mastery vocabulary. this is because tcounts is lower than t-table, so ho was accepted and ha was rejected. from the result above, it can be concluded that the data was not significant. table 4. result for high students treated with pair switch partner presents paired samples statistics mean n std. deviation std. error mean pair 1 pre-test 2nd experiment low motivated 64.80 10 9.705 3.069 post-test 2nd experiment low motivated 69.10 10 8.386 2.652 from the result above, it can be seen that the mean of pre test was 64.80 and the mean of post test was 69.10. from the data above, it can be seen that the means range between pre test and post test were not too far. it means that pair switch partner gave less effect to the students in learning vocabulary. tcounts score -1.314, and t table is 2.262. based on the explanation above it can be concluded that ho was accepted and ha was rejected. it was because t-counts score was lower than t tabel at significant level α = 0,05 in (sig.2-tailed). afief fakhruddin et al/ english education journal 3 (2) (2013) 58 table 5. result of high and low motivated students treated with jigsaw group statistics gain n mean std. deviation std. error mean jig saw high motivated 10 1.50 10.814 3.420 low motivated 10 3.90 15.730 4.974 based on the correlation result, it can be seen that the means score between high motivated students and low motivated students are 1.50 and 3.90. it means that the means scores‟ range was not too high. from explanation above, it can be concluded that jigsaw did not improve students vocabulary mastery. it can be seen that t counts score is 0.398, and on the other hand t table score is 2.100 at significance level α = 0.05 sig (2tailed). it means that ho was accepted and ha was rejected. based on the research findings, it can be concluded that there was not significant result for students who treated with jigsaw technique for high and low motivated students. table 6. result of high and low motivated students treated with pair switch partner presents group statistics gain n mean std. deviation std. error mean psp high motivated 10 15.70 10.563 3.340 low motivated 10 4.30 10.350 3.273 from the correlation table above, it can be seen that high motivated students means score is 15.70, and low motivated means score is 4.30. based on the result, it can be summarize that all of high motivated students get a high means score, and the differences beetween high and low motivated students was high. it can be seen thatthe t counts is 2.438 and the t tavle is 2.100, at significance level α = 0.05 sig (2-tailed) it means that ho is rejected and ha is accepted. in the learning process some of students faced difficulty. basically, the entry level of the ability of experimental class was good. in the last calculating data, the result showed that f counts result for each source. the first data was strategy, and the result of f-counts strategy was 3.656. on the other hand, f counts motivated was 1.389. and the last f counts of strategy* motivated was 3.266. on the other hand, the f table was 4.091. it means that fcounts for each source is lower than f-table (4.091). so, it can be concluded that there were not significant result between strategy and students motivation in mastery vocabulary, and there was not interaction between vocabulary, strategy and students‟ motivation. conclusion after conducting research, the researcher found that not all of students were undersatand how to learn english with jigsaw and pair switch partner presents. it can be seen from the result of research. the researcher found that only pair switch partner present treated for highly motivated students was significant. on the other hand, there was not significant result for each experimental classes, and also there was not relationship between vocabulray, strategy and students motivation. refrences brown, h. d. (2001). principle of language learning and teaching. new jersey: prentice hall, inc. afief fakhruddin et al/ english education journal 3 (2) (2013) 59 best, j. w., & kahn, j. v. (1998). research in education: eight editions. chicago: a viacom company. cuseo jb. (1992). “cooperative learning vs. smallgroup discussions and group projects: the critical differences. cooperative learning and college teaching”.http://www.bu.ac.th/knowledgece nter/ epaper/july_dec2005/saovapa.pdf. retrieved on oct,10 th 2012 harris, d. p. (1979). testing english as a second language. new york: mcgraw-hill book company. isjoni. (2009). cooperative learning mengembangkan kemampuan belajar berkelompok. bandung: alfabeta. johnson &johnson. (1994). “creativity and collaborative learning”; j. thousand, a. villa and a. nevin (eds); brookes press. http//www.cooperation.org/pages/overviewpaper.html. retrieved on oct,10 th 2012. lie, anita. (2008). cooperative learning: mempraktikan cooperative learning di ruang kelas. jakarta: pt. gramedia widiasarana indonesia. mckay, s. lee. (2006). researching second language classrooms. new jersey: lawrence erlbaum associates, inc. nunan, d.(1992).research method in language learning. new york; cambridege university press. eej 10 (1) (2020) 46 52 english education journal http://journal.unnes.ac.id/sju/index.php/eej the influence of semendenese south sumatra dialect (sssd) towards students’ english pronunciation niro arif sas, abdurrachman faridi, mursid saleh universitas negeri semarang, indonesia article info ________________ article history: recived 10 february 2019 accepted 04 july 2019 published 15 march 2020 ________________ keywords: dialect, pronunciation, english pronunciation ____________________ abstract in the process of acquiring l2, most of the students usually face many difficulties in pronunciation. one of the problems is l1 transfer. therefore, the objectives of this study is to explain the influence of semendenese south sumatra dialect (sssd) towards students’ english pronunciation of english vowels, consonants, diphthongs, consonant clusters, to explain the effort of the teacher in developing of the student’s pronunciation. this study used descriptive qualitative research. the results of this study can be concluded that sssd gives positive transfer on the final vowel sound [ǝ]. since this vowel sound existed in sssd in words were frequently produced on final position. moreover, sssd did not strongly give positive transfer on students’ pronunciation of english vowels [ɪ], [ʌ], [ʊ], [e], [ɒ], consonants [p], [b], [t], [d], [z], [k], [g], [f], [h], [s], [m], [n], [ŋ], [l], [r], [w], [j], final diphthong sounds [ɔɪ] and [aʊ], and consonant clusters [st], [pr], [str], and [spr]. moreover, sssd did not strongly give negative transfer on the substitutions of long vowel sounds [i:], [ɜ:], [ɑ:], [u:], [ɔ:], and [æ] into short vowel sounds [ɪ], [ǝ], [ʌ], [ʊ], [ɒ], [e], consonant sounds [tʃ], [dӡ], [v], [ɵ], [ð], [ʃ], [ӡ] into sounds [t], [j], [p], [f], [d], [z], and diphthong sounds [iǝ], [eǝ], [ʊǝ], [eɪ], [ǝʊ]. it occurred not only because of these sounds did not exist in sssd sound system, but it was also influenced by spelling interference from l1 and lack of pronunciation training. last, the effort of teacher in developing students’ pronunciation was still lack and had to be improved. © 2020 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jl. kelud utara iii, semarang 5023, indonesia e-mail: niroarif10@gmail.com p-issn 2087-0108 e-issn 2502-4566 http://journal.unnes.ac.id/sju/index.php/eej niro arif sas, abdurrachman faridi, mursid saleh/ eej 10 (1) 2020 46 52 47 introduction english plays an important role in our education, communication and national life systems. according to patel and jain (2008, p. 6) english is an international language. as an international language, english is needed and very important in the world, because english is used as a tool for international communication. it plays an important role in many aspects of life such as education, economics, technology and international relations. based on fraser (2000, p. 25), he mentioned that there are other supported subskills that should be considered by the students. those are vocabulary, grammar, pragmatics, and pronunciation. he also emphasized that pronunciation is seen as the most prominent sub-skill in speaking. this view is also supported by morley (in gilakjani, 2012, p. 3). during the process of language acquisition, all students whose english is not their native language will face some problems in pronunciation. knowing the fact that in indonesia is considered as a country which has wide range of cultural background and mother tongues indirectly affect the way of their l2 production. furthermore, since the students’ mother tongue has been used as daily language, consequently, it has been instilled as a part of their habit. definitely, it is difficult for them to produce new language (murcia, brington & godwin, 2010, p. 16). in line with this statement, those phenomena are found by the researcher in one school area in talang padang, tanggamus region. that is ma pemnu talang padang tanggamus lampung. most of the students use semendenese language as their daily communication. according to saleh et al (1979, p. 10) semendenese language is one of the languages that are used by the people in indonesia. semendenese language is used by most of the people who live in semende darat in muara enim regency, south sumatra province. from the observation and interview to some english teachers who teach there; l1 reflects the sounds in english. for example, the students mispronounced frequently certain words in english ’father’, ‘going’, ‘think’, ‘best’, ‘street’, and students’ name with the initial sound ‘z’ for example ‘zamuri’. they tended to substitute sounds [f] and [o] into sounds [p] and [ʊ]. so, it sounded like /paː.ðǝ/ and /gʊɪŋ/. furthermore, the word ‘think’ that should be pronounced /ɵɪŋk/ becomes /tǝhɪŋ/, ‘best’ that should be pronounced /best/ becomes /bɪs/, ‘street’ that should be pronounced /stri:t/ becomes /sǝtǝrɪt/, and ‘zamuri’ that should be pronounced /zɑmʊrɪ/ becomes /sɑmʊrɪ/. based on those phenomena, i tried to relate to the theory of pronunciation problem, ramelan (1999, p. 5-7) states that: ….the difficulty encountered by the student in learning a second language can be used by the different elements between tl (target language) & nl (native language), the same sounds having different distributions, the same sounds between nl and tl but allophonic in tl, similar sounds between nl and tl with slightly different quality, or the same sound between nl and tl when occurring in cluster. in addition, avery and ehrich (in collin & mees, 2013, p. 258) further explain that language transfer can happen in three ways. first, as the problems are presented above, the difficulties arise because the mother tongue has been implanted deeply as part of habit. second, certain features in l1 sound system do not exist in l2 sound system. third, different sound system between l1 and l2 also contributes to the difficulties of students’ english pronunciation. similarly, selinker (1972, p. 211) believes that some linguistic forms of l1 are transferred to the l2 which mainly results in several errors because l1 and l2 have slightly different linguistic features. there are many relevant studies which have been conducted by the researchers on this topic in indonesia context, english becomes a foreign language. from these studies can be concluded that the aims of the research are to identify pronunciation errors made by the students and to identify causes of the errors. most of the students got difficulties in niro arif sas, abdurrachman faridi, mursid saleh/ eej 10 (1) 2020 46 52 48 pronouncing consonant sounds /ŋ/, /f/, /v/, /d/, /dӡ/, /tʃ/, /z/, /ð/, /ɵ/, /ʃ/. and the causes of the errors are due to the l1 interference, intralingua or developmental factors (fauzi, 2014; haryani, 2016; and syaputri, 2016; rukmini and jumaroh, 2016). the other studies come from some researchers. one of the researchers by dewi, mujiyanto, sukrisno (2017) examined the influence of brebes javanese dialect in english pronunciation. the results of this study are bjd gives negative transfer on the vowel sound [ɪ], and diphthong [eɪ], [aɪ], [ɔɪ], and [ɪə]. however, it gives positive transfer on the consonant sounds final [b], final [d], and final [g]. it does not give any transfer to the english initial cluster /st/, /spr/, and /str/. in addition, the teachers give pronunciation practice in their teaching process (dewi, mujiyanto, & sukrisno, 2017; moedjito and harumi, 2017; ali, 2013; islamiyah, 2012; lisa, mujiyanto, & faridi, 2019; falahuddin, saleh, & fitriani, 2019; mulya & mujiyanto, 2018). those studies above mostly discussed about an error analysis whereby the researchers desired to find out the interference or negative effect of l1 towards english pronunciation (l2). there are few studies which have conducted a positive and negative transfer of l1. moreover, i choose this topic because it is still limited being researched in indonesia. furthermore, i choose semendenese south sumatra dialect, since there is no study ever conducted to any semendenese south sumatra dialect influences on the students’ english pronunciation as far as i concern. therefore, in this case, i conduct the study about the influence of semendenese south sumatra dialect towards the english pronunciation among the students positively and negatively on segmental aspects. therefore, the basic objective of this research is to describe and explain the influence of semendenese south sumatra dialect towards the english pronunciation among the students and to explain the effort of teacher in developing students’ pronunciation. method this research employed qualitative research design. this design suited the aims of this study, which are to explore and explain the influence of semendenese south sumatra dialect towards the english pronunciation among the students. the subjects of this study were eleventh grade students who were originally from tanggamus lampung. the participants were taken from two classes. they were xi a and xi b. the reason why i chose these two classes was because they were taught by the teacher who originally comes from tanggamus lampung. in addition, the object of this study is english speech sounds. in this study, multiple techniques used to obtain the data. they were questionnaire, recording, interview, and observation. first, questionnaire is employed to obtain the data about students’ background. second, recording is used to collect the data about students’ english pronunciation, those were english vowels, consonants, diphthongs, and consonant clusters sound. the data were taken from student’s recording. third, interview was applied to gather the information about the effort of the teacher in developing students’ pronunciation. fourth, observation is also used to gain more information about the teachers’ performance as the input model to develop students’ pronunciation. furthermore, the data were analyzed through some ways: (1) data highlight, (2) data classification, (3) data reduction, (4) data analysis and interpretation, and (5) data presentation. results and discussion the followings are the findings and discussions of this study after recording the students’ pronunciation. niro arif sas, abdurrachman faridi, mursid saleh/ eej 10 (1) 2020 46 52 49 english vowels influenced by sssd based on the analysis i found that all of the students pronounced correctly final vowel sound [ǝ] as in word ‘era’. after i checked the students’ recording deeply, i heard that they could pronounce properly vowel [ǝ]. the easiness of pronunciation was identified as a transfer from sssd. since sssd is characterized by vowel [ǝ] at the end of the some words. for example, in words ‘dimana’, ‘coba’, ‘nanti’, ‘dua’, ‘tiga’, ‘kopi’, ‘gila’, ‘bodoh’ were pronounced as [dimanǝ] (‘where’), [cubǝ] (‘try’), [kǝlǝ] (‘later’), [duǝ] (‘two’), [tigǝ] (‘three’), [kawǝ] (‘coffee’), [gilǝ] (‘crazy’), [bangǝ] (‘stupid’). therefore, sssd significant influence students’ pronunciation. furthermore, vowel sound that tended to have insignificant transfer from sssd. all of the students could pronounce the initial, medial, and final vowel sound [ɪ] in word ‘important’, ‘this’, ‘many’ and medial vowel sound [ʊ] properly in word ‘book’. it did not mean it was influenced purely by sssd. the easiness of this pronouncing was identified because of similarity features both sssd and english. moreover, those sounds also existed in bahasa indonesia and sssd sound system. therefore, the correctness of pronunciation is insignificantly influenced by sssd. however, there were other sounds such as [i:], [u:], [ɔ:], [a:], [ɜ:], [æ] identified difficult to be pronounced by the students. they tended to substitute them with short vowel sounds [ɪ], [ʊ], [ɒ], [ʌ], [ǝ], [e]. it is in line with ramelan (2003, p. 66). he stated that indonesia students may face difficulties in pronouncing [æ] sound, due to the inexistence of this vowel in their native language. although the students could not pronounce those sounds improperly, it did not mean it was influenced negatively due to the inexistence of those vowels in sssd only. this phenomenon can occur because of another external factor that might influence their english pronunciation such as training transfer i.e formal pronunciation instructions which also contributes the students’ english production. since pronunciation is viewed as an integral part in communication. therefore, intelligible pronunciation has become the major goal of pronunciation. it also help the students are better in understanding native speakers production as well as to improve their english pronunciation (wei, 2008, p. 129). based on this statement, it can be concluded that the production of students’ pronunciation really depend on the instruction id given by the teacher in the process of teaching and learning. certainly, the absence of adequate formal training potentially affects the students’ knowledge about proper pronunciation. definitely, this condition will result the errors are produced by the students. therefore, it can be said that sssd give insignificant negative transfer to the students’ pronunciation on vowel sounds. english consonants influenced by sssd dealing with the consonant sounds, it has been found that sssd gave insignificant transfer on students’ pronunciation of english consonant sounds.after analyzing all of the consonants sounds; it has been found that sssd gave insignificant positive and negative transfer on students’ english consonants. however, the researcher didn’t find the consonants those were significantly influenced by sssd. from the analysis, the students could pronounce english consonant sounds properly such as [p], [b], [t], [d], [z], [k], [g], [h], [s], [m], [n], [ŋ], [l], [r], [w], [j]. it was because these consonant sounds also existed in sssd and bahasa indonesia sound system. that is why they feel so easy to pronounce those sounds. so, it can be concluded that the easiness of pronouncing was merely influenced by sssd. furthermore, from the analysis i found that the students had difficulties to pronounce sounds [tʃ], [dӡ], [ɵ], [ð], [ʃ], [ӡ], [f]. it was because these sounds didn’t exist in sssd and bahasa indonesia sound system. they tended to replace it with the nearest sounds such as [c], [j], [z], [t], [d], [s] [p] that existed in bahasa indonesia and sssd. in addition the students could not pronounce properly sound [v] in initial, medial, and final. almost of the students niro arif sas, abdurrachman faridi, mursid saleh/ eej 10 (1) 2020 46 52 50 pronounced sound [v] into sound [f] and [p]. in fact sound [v] did not exist in sound sssd system. although the students could not pronounce this sound improperly, it did not mean it was influenced negatively by sssd, due to the existence of those consonants in sssd sound system. as in the previous discussion, another external factor such as lack of pronunciation instruction in the classroom certainly can influence their english pronunciation. furthermore, students’ motivation was still low, lack knowledge of pronunciation. it means that sssd gave insignificant negative transfer to their english pronunciation. english diphthongs influenced by sssd based on the analysis, it has found that sssd gave insignificant transfer on students’ pronunciation of english diphthongs. after analyzing all of the diphthong sounds, it has been found that sssd gave insignificant positive and negative transfer on students’ english diphthongs. however, i didn’t find the diphthongs that are significant influenced by sssd. form the analysis, the students could pronounce english diphthong sound properly that is final sound [ɔɪ] in word ‘boy’. it was because this diphthong sound also existed in sssd as in word [baloi] (‘crazy’), [asoi] (‘plastic bag’), and [bebeloi] (‘soaking wet’). furthermore, many students could pronounce the diphthong sound in initial sound [aɪ] properly in word ‘idea’. and all of the students could pronounce the final sound [aɪ] properly in word ‘by’. since the diphthong also existed in sssd as in word [empai] (‘new’), [kudai] (‘later’), and [bangai] (‘spoiled’). moreover all of the students could not pronounce these diphthongs [ʊǝ], [eǝ], [eɪ], [ǝʊ] properly. for example in word ‘replace’, ‘their’, ‘our’, ‘posed’. in fact, the correct pronunciation should be [rɪ’pleɪs], [ðeǝ], [‘aʊǝ(r)], [pǝʊz]. i found most of them pronounced it with [rɪ’plɪs], [dɪr], [ɒr], [posed]. it was also supported by the fact that these diphthongs [ɪǝ], [eǝ], [ʊǝ], [eɪ], [ǝʊ] didn’t exist in sssd sounds system. the absence of sssd transfer in consonant clusters based on the analysis, i found that all of the students could pronounce two and three consonant clusters [st], [pr], [str], and [spr] properly. although they could pronounce them properly, it didn’t mean that sssd gave significant positive transfer. since in sssd two consonant clusters [pr] were sometimes inserted [ǝ] as in word ‘prigal’ (‘proffered’). semendenese people tended to pronounce it as [pǝrɪgal] not [prɪgal]. there are other possibly factors influence the correctness of their pronunciation, such as the students are able to recognized the words or teacher gave pronunciation training to the students. it can be concluded that there is an absence of sssd transfer on students’ pronunciation of english consonant clusters. teacher’s effort in developing the students’ pronunciation this part presented the teacher’s contribution in giving pronunciation practice to develop their student’s pronunciation. to collect the data, the researcher used interview and observation checklist as the instruments in order to find out the effort of the english teacher in developing students’ pronunciation in the classroom. based on the interview and observation result, it was found that the teacher trained the students’ pronunciation in teaching process. it was proven from the observation that the teacher trained their students’ pronunciation when they read a dialogue or read a text in the class. moreover, from the interview, the teacher also stated that most of the students faced difficulties in pronouncing sound double [e], for the example: beef, greeting, speech, etc. he further explained that these difficulties occurred because of some factors. he stated that because the students seldom practice and they have lack vocabularies. then, because the student’s daily life, the students speak some traditional language, so, when they speak international or second language, they have some difficulties. furthermore, he stated that dialect may niro arif sas, abdurrachman faridi, mursid saleh/ eej 10 (1) 2020 46 52 51 influence the students’ pronunciation, each of the students have different traditional language or special dialect, where, it is always used by them in their daily communication, so it is can be one factor the students’ difficulty in pronunciation in second language. from the observation and interview results, the researcher also observed the efforts of the teacher in correcting and monitoring students’ pronunciation. i saw the teacher sometimes gave some corrections to the students’ speech. the teacher stated that he corrected the students’ pronunciation when they make mistakes. for the example: when the students say ‘god morning’, the teacher corrected it with ‘good morning’. in addition, he was never using media for teaching english pronunciation, but he stated that just used internet and some videos to practice the students’ pronunciation. from the explanation above can be concluded that pronunciation instruction was granted attention by the teacher. therefore, the teacher has a little awareness about his effort in teaching pronunciation. as the result, the teacher was also seldom to monitor and correct the students’ pronunciation, and never using media in teaching pronunciation. apparently, the previous studies only observed the comparison of both languages towards common speakers. some previous studies only focus on positive or negative transfer, but in this study meanwhile try to examine both positive and negative transfer that occured in english pronunciation on segmental features. the result of the study are expected to be a benifical discovery for the teachers and students especially in tanggamus, lampung. conclusion the conclusions of this study are sssd give positive transfer on students’ pronunciation of english final vowel sound [ǝ]. in addition, sssd give insignificant positive transfer on students’ pronunciation of english short vowel sounds [ɪ], [ʊ], [ɒ], [ʌ], [e], consonant sounds [p], [b], [t], [d], [z], [k], [g], [h], [s], [m], [n], [ŋ], [l], [r], [w], and [j], final diphthong sound [ɔɪ], and consonants clusters [st], [sp], [str], and [spr]. moreover, sssd give insignificant negative transfer on the long vowel sounds [i:], [u:], [ɔ:], [a:], [ɜ:], there were substitutions into short vowel sounds [ɪ], [ʊ], [ɒ], [ʌ], [ǝ], [e], consonant sounds [tʃ], [dӡ], [f], [v], [ɵ], [ð], [ʃ], [ӡ], diphthong sound [eǝ], [ʊǝ], [eɪ], [ǝʊ]. furthermore, pronunciation instruction is least granted attention by the teacher. therefore, the teacher has a little concern about his effort in teaching pronunciation. as a result, teacher was also reluctant to monitor and to correct students’ pronunciation. furthermore, the teacher never use media in teaching students’ pronunciation, he sometimes use internet and some videos in teaching pronunciation. the last, the weakness of this study is the text that is used by the researcher does not contain all sounds in segmental features of pronunciation; those are initial, medial, and final sounds of vowels, consonants, diphthongs, and consonant clusters. therefore, i suggest to fellow researchers who want to conduct the same topic, she/he can check the text first and ensure the text that will be used contains all sounds in segmental features of pronunciation; those are initial, medial, and final sounds of vowels, consonants, diphthongs, and consonant clusters. references ali, e.m. t. (2013). pronunciation problems: acoustic analysis of the english vowels produced by sudanese learners of english. international journal of english and literature, 4(10), 495-507. doi: 10.5897/ijel 12.031 collins, b., & mees, i.m. (2013). practical phonetics and phonology (3rd ed.). new york: routledge. dewi, r., mujiyanto, j., & sukrisno, a. (2017). the influence of brebes javanese dialect toward students’ pronunciation of english speech sounds: a case study in sman 1 niro arif sas, abdurrachman faridi, mursid saleh/ eej 10 (1) 2020 46 52 52 brebes. english language and literature international conference (ellic), 1, 189-194. falahuddin, m.a., saleh, m., & fitriati, w.w. (2019). the influence of mid-east sundanese dialect (l1) in the pronunciation of english among english department students at university majalengka. english education journal, 9(2), 157-163. fauzi, f. (2014). error analysis of sundanese english pronunciation on fricatives sounds. al-turas, 20 (1), 199-217. fraser, h. (2000). coordinating improvements in pronunciation teaching for adult learners of english as a second language. canberra: detya. gilakjani. (2012). a study of factors affecting efl learners’ english pronunciation learning and the strategies for instruction. international journal of humanities and social science, 2(2), 119128. haryani, ohoiwutan, j.e., & hastini. (2016). the analysis of students’ error in stress placement in english pronunciation. ejournal of english language teaching society, 4(1), 1-9. doi: 10.22487/j23341841.2016. v 4.i1.5996. islamiyah, m. (2012). error analysis on english sound produced by english learners: the influence of transfer. leksika, 6(1), 1-9. lisa, b.h, mujiyanto, j, & faridi, a. (2019). the effect of buginese languagr transfer on students’ pronunciation: a case study at sman 4 barru. english education journal, 9(3), 334-341. mulya, d., & mujiyanto, j. (2018). the influence of serawai malaynese dialect towards students’ english pronunciation. english education journal, 8(3), 292-300. murcia, m.c., brington, d. m., & goodwin, j.m. (2010). teaching pronunciation. edinburgh: cambridge university press. patel, m. f., & praveen m. jain. (2008).english language teaching. jaipur: sunrice. rukmini, d., & jumaroh. (2016). the efl teachers’ pronunciation of english words containing spellophononetic patterns. proceeding of 5th eltlt international conference: world english in language teaching, literature, and translation in the context of asia, 185-190. saleh, y. et al. (1979). bahasa semende. jakarta: pusat pembinaan dan pengembangan bahasa, departemen pendidikan dan kebudayaan. selingker, l. (1972). inter language. international review of applied linguistics, 10(3), 214-231. syaputri, w. (2014). pronunciation errors made by senior high school students in reading english texts aloud. english education journal, 4 (1), 38-45. eej 10 (1) (2020) 102 109 english education journal http://journal.unnes.ac.id/sju/index.php/eej english word stress production of male and female madurese students syarifah  , warsono, sri wuli fitriati universitas negeri semarang, indonesia article info ______________ article history: recived 09 december 2019 accepted 16 february 2020 published 15 march 2020 ______________ keywords: stress production, madurese local language, male and female ______________ abstract _______________________________________________________ pronunciation is very important in speaking. most of english learners usually face some difficulties in pronouncing english words properly especially in word stress. one of the influential factors is because of first language interference. therefore, the objective of this study was to analyze students‟ stress production of two, three, four, five, and six syllable words in order to explain the possible factors that influence the madurese male and female students in pronouncing english word and to analyze students‟ stress production of syllable words in order to explain the influence of gender on students‟ pronunciation. this research employed qualitative descriptive research. the subjects of this study were 20 students of madura islamic university. the data were collected by using questionnaires, students‟ recording and table. the result of this study shows that madurese dialect gives significant positive influence on two syllable words stress on first syllable. it is because in madurese dialect sound system, stress in two syllable words are frequently produced on first position. meanwhile, male and female students were almost the same in pronouncing stress correctly on three until four syllable words. on the contrary, they put stress improperly on words that consist of five to six syllables. in this case, the students put the stress correctly and incorrectly from three until six syllable words, it does not indicate that it was influenced by madurese local language. the possible factors affecting the students‟ word stress is because of motivation, age, target language exposure, lack of pronunciation training and lack of knowledge about the rules of word stress. last, gender does not influence much in pronunciation moreover in word stress. in segmental feature, female students‟ pronunciation consonant is better than that of male students but not in vowel. the students who pronounce correctly were the students who always train themselves. pedagogically, this study can be the additional information to develop male and female students‟ stress production. © 2020 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jl.kelud utara iii semarang 5023, indonesia e-mail: syarifah.gc@gmail.com p-issn 2087-0108 e-issn 2502-4566 syarifah , warsono, sri wuli fitriati/ eej 10 (1) 2020 102 109 103 introduction language is very important for human beings in their daily activities, as it is a tool to communicate with each other. language covers four skills. speaking is one of the four language skills beside listening, speaking, and writing. as rivers (1981) argued that speaking is used twice as much as reading and writing in our communication. in this era of globalization, english is important for our lives, because english is an international language, we can communicate with other people in this world by using english, preferably using correct pronunciation. pronunciation is the important thing in communication, especially to speak in english. people can understand what we say if our pronunciation is correct. pronunciation is the way for producing the sound of the speech. there are three parts of pronunciation: stress, articulation, and intonation. according to crystal (1987), stress is called a supra-segmental phoneme because it can only occur with the segmental phonemes. stress emphasizes the syllables of a word. articulation is the changing of the teeth, lips, and tongue which affects the different sound produced. intonation is rising or falling sound when speaking. university students in indonesia have difficulties in identifying the stress of one or more syllables. it is because the students have already leaned a specific stress pattern for the individual words. they often mistress words with suffixes because they tend to defend the stress for the stem which had been studied earlier. the example is the word „circulate‟ which is stressed on the first syllable and the word „circulation‟ which is stressed on the second syllable. we should study words stress production, because word stress plays a very important role in english speaking. it is not just optional for english language but a very essential and important part of the language. misplacement of stress can be big problem for the students‟ pronunciation. therefore the students should pay attention more of the rules of syllable word. it will influence the students‟ pronunciation in understanding the partners‟ messages. there are several factors that influence students‟ pronunciation mastery. they are motivation, age, target language exposure, attitude, instruction, and mother tongue (gilakjani, 2011). besides that, there are also some factors that influence students‟ pronunciation especially word stress, such as lack of pronunciation training, lack of knowledge about the rules of word stress and dialect. indonesia has some dialects such as javanese dialect, balinese dialect, and madurese dialect. madura is one of the islands in indonesia, exactly a small island. madurese is used by maduranese or people who live in madura island and in the other regions in east java, such as gersik, banyuwangi, probolinggo, jember, bondowoso, lumajang, pasuruan, and mojokerto. certainly, four more regencies located on madura island also speak madurese, they are bangkalan, sampang, pamekasan, and sumenep. there are three dialect of madurese, such as bangkalan dialect, pamekasan dialect, and sumenep dialect. this study only focuses on the central dialect (pamekasan), because this study will be conducted in madura islamic university, which is located in pamekasan. the students in indonesia, especially madurese seem shy to speak english, but they talk actively in their l1 or mother tongue. brown (2000) found that a second language learner meets some difficulties, because his li affects his l2 especially in adulthood, and this effect is the result of li transfer; so it is a significant source of making errors for second language learners. ladefoged (2001) shows that mother tongue has clear influence on learning l2 pronunciation. where li and l2 rules contradict, errors are expected to be committed by foreign learners. all that can be linked to what is known as the interference between li and l2. many students find difficulty to make distinction between the sound and the stressing in english. there are two types of the influence of l1. if the influence of l1 make an error in l2, negative transfer occurs. otherwise, when l1 influence l2 as facilitator, it is called positive influence. syarifah , warsono, sri wuli fitriati/ eej 10 (1) 2020 102 109 104 there are several relevant studies which have been conducted by the researchers on this topic. such as bian (2013); liu (2017); lee et al ( 2019); weda ( 2012); arienintya (2016); arslan (2012); yuan and cheng (2017). these studies were basically about the influence of l1 toward english stress. meanwhile, the differences are the kinds of speech acts and the findings. bian (2013) discussed about contrastive analysis of english and chinese stress. his experiments are conducted to investigate the reasons of difficulties of chinese efl learners‟ in english stress. liu (2017) investigated the production of word stress by 70 chinese college students in their reading aloud. the result showed that improper assignment of word stress mostly occurs in two syllable words, three syllable words and the first syllable. the factors which cause for these problems were lack of knowledge of rules on english word stress and learners‟ insensitivity to syllabic structure of english words. lee et al (2019) investigated the extent to which the phonological features of l1 (korean) influence the processing of an l2 (english) lexical stress and sentence focus. the results showed that having lexical stress and phrasal accent on l1 facilitated the acquisition of l2 prominence, but the differences in how this information was used at l1 might have a negative effect in its acquisition. weda (2012) investigated stress shifts of english utterances made by indonesian speakers of english. he found that most of the students could not identify word stress, monosyllabic, dissyllabic, trisyllabic word, words with suffixes or words with prefixes. the highest frequency of english stress made by students is words with suffixes, followed by trisyllabic, dissyllabic, and monosyllabic word, while words with prefixes are minor one. furthermore, other studies related to relationship between dialectic accents and english pronunciation. the similar studies come from uddin and monjur (2015); omar et al (2015); dustan and jaeger (2015); ma and tan (2013). uddin and monjur (2015) investigated he relationship between dialectic accents of bangladeshi efl (english as a foreign language) learners and standard english pronunciation. mostly the teachers and students think that regional accent has an influence on their english accent. while, their school do not have enough logistic support such as multimedia, ohp, tape recorder and cd player for teaching pronunciation properly. omar et al (2015) investigated contact of dialect clusters between malay penisula and sumatera. their finding showed that that even though there is adaptation in parts of minority communities, it is not ready. dustan and jaeger (2015) investigated dialect and influences on the academic experiences of college students. their findings suggested that for more vernacular students, dialect can influence participation in class and their beliefs that the people will perceive them as intelligent or scholarly based on their speech. ma and tan (2013) investigated the negative transfer of sichuan dialect to the study of english pronunciation. they analyzed the common errors in their pronunciation and the reasons so as to make some suggestions on how to teach and learn english pronunciation. moreover, the similar studies also come from some researchers which discussed about about english speech sounds both positive and negative influence. such as dewi et al (2017); moedjito and harumi (2008); islamiyah (2012). dewi et al (2017) investigated the influence of brebes dialect in english pronunciation entitled the influence of brebes javanese dialect toward students‟ pronunciation of english speech sounds. they found that bjd gives negative transfer on the vowel sound [ɪ], and diphthong [eɪ], [aɪ], [ɔɪ], and [ɪə]. however, it gives positive transfer on the consonant sounds final [b], final [d], and final [g]. it does not give any transfer to the english initial cluster /st/, /spr/, and /str/. in addition, the teachers give pronunciation practice in their teaching process. moedjito and harumi (2008) investigated indonesian efl teachers and native english speaker‟s perceptions of mispronunciations of english sounds by indonesian efl learners. they found that 20 mispronunciations (12 consonants and 8 vowels) were perceived as common by the indonesian efl teachers. syarifah , warsono, sri wuli fitriati/ eej 10 (1) 2020 102 109 105 islamiyah (2012) investigated error analysis on english sound produced by english learners. this study is aimed at revealing and describing the errors in pronouncing english sounds made by the english learners because of the negative transfer from their first language (l1). those studies above mostly discussed about an error analysis whereby researchers‟ desired to find out the interference or negative effect of l1 towards english stress. there are some studies which have been conducted to investigate positive and negative transfer of li. the writer chose this topic because it has not been much researched in indonesia, especially in madurese. and the study only focuses on suprasegmental aspect of pronunciation. therefore, the writer chose the factors affecting the english word stress production of male and female madurese students, since there were no study ever conducted as this study in madura. therefore, the object of this study were to analyze students‟ stress production of two, three, four, five, and six syllable words in order to explain the possible factors affecting the madurese male and female students in pronuncing english word and to analyze students‟ stress production of syllable words in order to explain the influence of gender on students‟ pronunciation. method this research employed qualitative research design which was aimed to explore and to explain the influence of madurese local language towards students‟ english stress production. the subjects of this study were the english education department students at madura islamic university. it consisted of 20 students, there are 10 male and 10 female students who were from pamekasan regency. the participants were taken from three classes, they were from second, fourth, and six semesters. the reason why the researcher choose these three semesters because it was enough to take the participants who were from pamekasan regency. if researcher took one class or one semester is not enough to be the participant of this research. moreover, the researcher did not chose eight semesters because they were busy with their thesis. there were multiple instruments, they are questionnaire, recording, and table. first, questionnaire was used to obtain the data of the students‟ background and identity. the researcher spread out the questionnaire to all of the students to know who are from pamekasan regency. second, recording was employed to collect the data of the students‟ word stress production. the researcher used the students‟ recording as source data of this research, after they read the list of word and sentences. third, table was employed to measure the data in analyzing the influence of gender to pronunciation. last, the data were analyzed through some steps; (1) highlight, (2) selection, (3) classification, (4) data analyzing and interpretation, and (5) data presentation. results and discussion the following are the findings and discussion of this research after the researcher recorded the students‟ word stress production. this part is divided into six parts based on the research questions of the research. factors influencing students’ productions of two syllable words after analyzing all of two syllable word, it was found that all of the male and female students gave stress correctly on the first syllable in the word „formal‟, „teaching‟ and they put stress correctly in the word ‟around‟ on final syllable, it wasbecause stress placement in madurese dialect, particularly two syllable words, is usually put on the first syllable as in the word [cetak](head), and [putoh](need). it is in line with the theory of garlson et al (1985) that the most common word type in english is two-syllable words with a strong initial syllable and a weak second syllable. therefore, madurese local language give significant positive influence on the students‟ pronunciation of two syllable english words in first position. similar results were also found in a study which was conducted by bian (2013) in chinese syarifah , warsono, sri wuli fitriati/ eej 10 (1) 2020 102 109 106 context. the finding showed that the students tended to stress on the first syllables of the word that have two syllables. factors influencing students’ productions of three syllable words after analyzing all of the three syllable words, it was found that all of the male and female students gave stress correctly on the first syllable in the word „primary‟, „normally‟, and they put the stress correctly on medial syllable in the word „aesthetic‟. in line with the theory of li (1999) which says that most words of two syllables have their stress on the first syllable, words of three or more syllables are stressed on the third syllable from the end, and words suffixed with -ity, -ish, ion, -ic, -ian, etc, nearly always show their stress on the syllable immediately before the suffix. in this case, the students‟ three syllable words is not indicated that influence by local language. the possible factors affecting the students‟ three syllable words is motivation, it based on their desire to pronounce the word correctly when the researcher recorded the students‟ voice. according to celce-murcia & ucla (2013) argue that one of several factors that influence students‟ pronunciation mastery is motivation. students‟ motivation is one of affective variables that can give great influence of their pronunciation. gatbonton, et al (2005) has the same finding that having a personal or professional goal for learning english can influence the need and desire for achieving native-like pronunciation. the students who have great motivation to learn language will be possible to achieve the target language in every aspect such as pronunciation. factors influencing students’ productions of four syllable words based on the analysis of six syllable words, it was found that all of the male and female students gave stress correctly on the third syllable in the words „education‟, „fundamental, and „systematic‟. according to celce-murcia et al (1996) certain suffixes allow penultimate stress pattern in which case the syllable before the suffix or second syllable from left is stressed. in this case, the students‟ four syllable words is not indicated that influence by local language. the possible factors affecting the students‟ four syllable words is motivation, it based on their desire to pronounce the word correctly when the researcher recorded the students‟ voice. according to gilakjani & ahmad (2011) state that one of several factors that influence students‟ pronunciation mastery is motivation. students‟ motivation is one of affective variables that can give great influence of their pronunciation. bernaus, et al (2004) has the same finding that having a personal or professional goal for learning english can influence the need and desire for achieving native-like pronunciation. the students who have great motivation to learn language will be possible to achieve the target language in every aspect such as pronunciation. it is different with the students who do not have motivation to learn language to be better, they will impossible to achieve the target language. factors influencing students’ productions of five syllable words after analyzing all of five syllable words, it was found that some of male and female students gave stress mostly incorrectly in the word „contemporary‟, they put the stress on the first, and third syllable, and some students put the stress correctly on the second syllable. they put the stress correctly on the third syllable on the word „undergraduate‟. on the contrary, all of the male and female students put the stress incorrectly on the third syllable in the word „particularly‟. the students who put the stress incorrectly in five syllable words, it is indicated that influence by certain factors. the possible factors is age and target language exposure, it based on the answer of students‟ questionnaire that most of the students studied pronunciation at the first time is in english course and in university. therefore, it certainly influence the students‟ pronunciation especially word stress, although they study english at the first time in elementary school. study english in elementary school, junior high school and senior high school is not a focus for learning syarifah , warsono, sri wuli fitriati/ eej 10 (1) 2020 102 109 107 pronunciation, the teachers only teach vocabulary, reading, and so forth. as the result, when the students study pronunciation at the first time in university, they will get difficulties in learning pronunciation. in line with the theory of celcemurcia (2013) who claimed target language exposure and age as two of factors that may influence pronunciation learning. factors influencing students’ productions of six syllable words based on the analysis of six syllable words, it was found that some of the male and female students gave stress incorrectly on the word „responsibility‟, they put the stress at the second syllable, and some students put stress correctly on the fourth syllable. then, they put the stress correctly on the fourth syllable on the word „totalitarian‟. and, some of the male and female students gave stress incorrectly on the word „desertification‟, they put the stress on the second syllable, but mostly the students gave stress correctly on the fifth syllable. the students who put the stress incorrectly in six syllable words, it is indicated that influence by certain factors. the possible factors is age and target language exposure, it based on the answer of students‟ questionnaire that most of the students studied pronunciation at the first time is in english course and in university. therefore, it certainly influence the students‟ pronunciation especially word stress, although they study english at the first time in elementary school. study english in elementary school, junior high school and senior high school is not a focus for learning pronunciation, the teachers only teach vocabulary, reading, and so forth. as the result, when the students study pronunciation at the first time in university, they will get difficulties in learning pronunciation. in line with the theory of gilakjani (2011) who claimed target language exposure as one of factors that may hinder pronunciation learning. besides that the possible factors affecting students word stress is lack of pronunciation and lack of knowledge of the rule of word stress syllable. this phenomenon was identified due to the nonexistence of specific stress placement rule in multisyllabic word. therefore, the students tended to pronounce it carelessly. they tended to put the stress wherever they feel so easy to pronounce it. it is a line with the research which was conducted by mulya (2018) in context serawai malaynese dialect. the finding which showed that the participants might put stress incorrectly in multisyllabic word is not indicated influence by serawai malaynese dialect, but it because other factors such as lack of pronunciation training. the major problem affecting the students‟ pronunciation of word stress is lack of pronunciation training. it can be seen when the researcher records them, they produced much improper pronunciation. the students gave stress wherever they feel so easy to pronounce the words. as we know that word stress has some rules and not all of the students know the rules. in pronouncing english word stress, we cannot stress wherever we want. according to li (1999) despite the fact that there is no simple rule that governs the happening of word stress, there are some rules of pronouncing word stress that learners may observe to facilitate themselves in pronouncing english words. therefore, besides lack of pronunciation training, the students also lack of knowledge of rules on english word stress. the finding showed that the students tended to be correct in pronouncing words from three to six syllables. it did not mean that their pronunciation was influenced by fist language, but other factors, such as watching english movie, listening to english broadcast and taking an english course etc. may have had the role in determining their pronunciation. based on the questionnaire results some students who have good pronunciation are students who had taken an english course. students’ pronunciation influenced by gender after analyzing all of the syllable words, it was found that mostly some of the male and female students gave stress incorrectly on five until six syllable words, and they have difficulties in pronouncing the words that have three until six syllables. the students can pronounce the word syarifah , warsono, sri wuli fitriati/ eej 10 (1) 2020 102 109 108 correctly or incorrectly, it is not purely because of the influenced by gender, it depends on their pronunciation training. but in segmental feature, the researcher found that female students are better in producing consonants than male students but not in vowel sounds. it is in line with the previous study conducted by jahandar et al (2012) who conducted a gender-based approach to pronunciation accuracy of advanced efl learners. the results revealed that female outperform male subjects in producing accurate consonants, but not vowels. according to mr.roy, a native speaker, the differences between male and female voice is females‟ voice never changes, different from males‟ voice which changes when they get mature, their voice will be deeper and clearer, but when they were young their voice is like the females‟ voices which is weak. when the students read a sentence and word faster, the more mistake they made, especially male students who tended to read the sentence and word quickly. some male and female students of the second semester, need more pronunciation practice. conclusion the conclusions of this study were madurese dialect gives significant positive influenced on two syllable words stress by putting stress on first syllable. it is because in madurese dialect sound system, stress in two syllable words is frequently produced on first position. furthermore, the students‟ three syllable words is not indicated that influence by local language. the possible factors affecting the students‟ three syllable words is motivation. therefore, the students put stress correctly. then, the influence of madurese local language has not been found in four syllable words. the students‟ four syllable words influence by their motivation to pronounce the words correctly. then, the negative and positive influence of madurese local language also has not been found in the production of five syllable words. it is indicated that influence by certain factors. the possible factors is age and target language exposure, it based on the answer of students‟ questionnaire that most of the students studied pronunciation at the first time is in english course and in university. while, madurese local language has not been found to have given positive or negative influence on the pronunciation of six syllable words. it can be influenced by other factors such as age, target language exposure, lack of pronunciation training, lack of knowledge about the rules of word stress. this phenomenon was identified due to the nonexistence of specific stress placement rule in multisyllabic word. therefore, the students tended to pronounce syllable word carelessly. they tended to put the stress wherever they feel so easy to pronounce them. male and female students‟ pronunciations are almost the same. gender does not influence much on students‟ pronunciation, especially on word stress. in segmental feature, female students‟ pronunciation of consonant is better than that of male students but not of vowel. male and female students‟ pronunciations of vowel are often incorrect, they need more practice and training in pronunciation. the students who pronounce correctly are those who always train themselves. mostly the students who pronounce words correctly are those who joined english course or the students always practice speaking with their friends. students‟ pronunciation are significantly influenced by lack of pronunciation training. students‟ pronunciation is also influenced how fast they pronounce words or sentences such as in this study, the faster they read the more mistakes they made whether male or female. in this study, between male and female who have much correction is male students, because male students read the text quickly. all of the students need more pronunciation training, moreover the students of second semester. there is a female student who pronounces the word “students” incorrectly, she pronounces „/ˈstʌː.dənt/‟ and there is a male student also pronounces the word “around” incorrectly, he pronounces „/əˈrraʊnd/‟. references arienintiya, d. 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(2015). contact of dialect clusters: the malay peninsula and sumatera. open journal of modern linguistics, 5, 459 469.retrieved from http://dx.doi.org/10.4236/ojml.2015 .55040. http://doi:10.18502/kss.vli3.770 https://doi.org/10.1016/j.langsci.2019.01.002 https://doi.org/10.1016/j.langsci.2019.01.002 https://doi.org/10.15294/eej.v8i3.23484 eej 9 (1) (2019) 107 113 english education journal http://journal.unnes.ac.id/sju/index.php/eej the implementation of cultural dimensions in the “bahasa inggris” english textbook for eleventh graders ahmad yusron auladi, dwi rukmini, djoko sutopo universitas negeri semarang, indonesia article info ______________ article history: recived 18 october 2018 accepted 31 december 2018 published 15 march 2019 ______________ keywords: cultural dimensions, textbook, bahasa inggris. ______________ abstract this study aims at explaining the implementation of the cultural dimensions in the textbook. there are four cultural dimensions analysed in this research, they are product, practice, perspective, and person (moran, 2001). product dimension refers to goods and services. practice dimension refers to how the member of culture manipulates the product. perspective dimension refers to perceptions, beliefs, and attitudes. person dimension refers to the personal experience and story of the cultural members. this study applied descriptive qualitative research with interactive data analysis, consisting of (1) data collection, (2) data reduction, (3) data interpretation, and (4) conclusion (miles & huberman, 1994). in this study, it is found that the author of the textbook implemented the cultural dimensions by inserting text and pictures that are related to the cultural dimensions. from the results of the research, it can be concluded that cultural products dominated the content of the textbook. © 2019 universitas negeri semarang  correspondence address: kampus universitas negeri semarang, jl.kelud utara 3, semarang, 50233. e-mail: yusron_ikip@yahoo.co.id p-issn 2087-0108 e-issn 2502-4566 http://journal.unnes.ac.id/sju/index.php/eej mailto:yusron_ikip@yahoo.co.id ahmad yusron auladi, dwi rukmini, djoko sutopo/ eej 9 (1) 2019 107 113 108 introduction nowadays, the content of the textbook becomes an important issue in the education field on the ground that textbook is one of the primary media in a teaching-learning process. very often there is inappropriate content found in the textbook related to inappropriate words, text, grammar, and so on. the examples of inappropriate content are adult content, the picture representing violence act, or inappropriate story included in the textbook. in another case, some of the appropriate materials like national history, national figure biography, and other valuable story found less in the textbooks. the domination of the fairy tale or myths appears as another problem. rather than giving the national history, some authors of the indonesian textbook tells more about narrative stories. there are some moral values can be found in the narrative stories, but the true story of an inspiring figure will be more valuable. the first reason is that culture is the basis in the social interaction of the society; thus the study of the cultural content in the textbook is needed to discover the cultural aspects that should be taught in the language classroom. the second reason for the eleventh-grade textbook is chosen as the object of the study is that because the eleventh-grade textbook is the beginning level in studying about another culture. learning about culture at the beginning level is needed to give the basic knowledge about culture in general. the third reason that the english textbook entitled bahasa inggris is chosen is because the textbook used in the senior high school level and it should contain a lot of cultural aspects. the language is closely related to the culture and both cannot be separated. the existence of the culture can be expressed from the certain expression used by the member of a culture. in the foreign language classroom, as an example, students will learn how the foreigners show their own culture in their own way. language is the one that constructs and supports the existence of the culture. the language that is used by the children constructs their cultural background more than their own parents. the interaction between the children or students with their friends, teachers or neighbor through the language they use every day has a big role in construct their culture. zajda and freeman (2009, p.93) state that the language is essential due to the role in the nation-building process. the language's role in the nation-building process shows that the language is very important in the rise of the national culture. english as the example has the different forms in many countries that we call as british, american english, asian english and so on. further. abushihab (2016, p.1) states that the culture and language are related or unrelated in the foreign language learning. he points out that the cultural plays the important role in learning the foreign language as it motivates the students in learning. the teacher can get the interest of the students for learning the foreign language by telling the history of the folklore of the target language. the literature of the target language will interesting thing for the students to understand what the story or history told about and enriches their knowledge about the target language they learn. brown (2007, p.188) gives the definition of culture as a dynamic system of rules, implicit, and explicitly followed by a social group to ensure their life extension, including the attitudes, values, beliefs, norms, and behaviors. it is shared by a group but differentiated by the specific unit of the groups, communicated across the generations, relatively stable but with the potential to change across the time. other experts, jourdan, and tuite (2006: 101) define the culture as a set of complexly rational mental phenomena. the laws and habit as the cultural product come from the complex mental phenomena occurring in the society or groups. many of the group members put the mental phenomena to have the form of hierarchical rules for constructing propositions, constitutive rules, and regulatory rules. next, peoples and baily (2012, p.39) state that culture is the basis of human social life and interactions that provide norms, values, expectations, attitudes, symbol, and other knowledge used to ahmad yusron auladi, dwi rukmini, djoko sutopo/ eej 9 (1) 2019 107 113 109 communicate, cooperate, etc. culture influences the interaction among the members of society from the very beginning; every person interacts each other by using the language to express the cultural values, attitudes, and so on. culture as the basis of the human social life and interactive has been taught not only by parents to their children in a home environment but also by the kindergarten teacher. moran (2001) mentions that there are four dimensions of culture, namely products, practices, perspectives, and person. those four points are related to the isolated objects, cultural events or cultural activities, norm and values, and the background of a certain figure. differently, peoples and bailey (2012) state that the cultural dimensions are divided into five categories. they are norms, values, symbols, classification, and worldviews. meanwhile, in teaching and learning area, simsek (2014, p.6) emphasizes that cultural awareness is the student’s awareness of their own culture behavior and awareness of other’s cultural behavior. students’ cultural awareness is related to their knowledge about their source culture and the target culture they learn. as mentioned earlier, culture in the educational area can be found in the textbook. cunningsworth (1995: 7) defines the textbook as a material resource to help the teacher in achieving the objectives of the learning activity. the objective of the textbook should correspond to the teacher's objectives. the general objective is to help the students to improve their knowledge concerning english language and culture. naseem (2015: 2) states that textbook is a fruitful tool to help the teacher in providing knowledge to the students in organized ways. the teacher can use the cultural materials from the textbook so that he or she can give more materials to the students. textbook consists the materials the students' need based on the syllabus guidance, so the teacher can directly follow the guidance and teach the materials as provided in the textbook. some previous studies have been conducted on the implementation of cultural aspects in the textbook, but they used different theory or different object. ibnus and mujiyanto (2018) conducted the research which aims at investigating the textbook from the politeness perspectives. the results of the study show that the textbooks represent all of the politeness strategies in equal percentages. next, rodriguez (2015) analyzed the cultural content form three efl textbooks that used as main instructional resources. the study aims to discover the elements of surface and deep culture that found in the textbook. the result of the study shows that the surface culture is dominant in the textbooks. other studies by margana (2017) investigated the development of the english textbook oriented to the enhancement of higher order thinking skill. the results show that the english textbook triggers students to establish their higher order thinking skills. tum (2014) analyzed the cultural elements from a turkish textbook for foreigners. the study aims to discover the domination of native culture, target culture, and international culture. the result shows that the native and the international culture are dominants. several other previous studies are also conducted to culture, but they do not use the textbook as the main object of the study. hermawan (2012), for example, conducted the research to discover the masculinity in indonesian popular culture. the result of the research shows that the masculinity tends to be represented by both men worshiping patriarchal values. next, hilman (2015) set out the study to explore and identify the indonesian cultural lexicons analysis used in a novel entitled "saman”. the results of the research show that there are four manners used in the analysis, they are loanword, cultural equivalent, functional equivalent and addition. next, chusna (2017) conducted the research to analyze the role of gender in audience reception in banyumas. the results of the research show that present gender roles in society may be affected by the preserving culture. next, anshori (2018) conducted the research to identify the cultural construction of sudanese in local mass media in west java. the results of the research show that the construction of the local mass media is classified as the ahmad yusron auladi, dwi rukmini, djoko sutopo/ eej 9 (1) 2019 107 113 110 national, cultural, islamic, and other cultural aspects. method this study applied a descriptive qualitative research. cresswell (2012: 16) states that a qualitative research is a research that explores the phenomenon from the perspective of distance education students. the qualitative design is used since the study concerned with the non-numerical data. in this study, i analyzed the implementation of the cultural dimensions in "bahasa inggris" english textbook. the textbook is downloaded from website www.bukupaket.com/. i, as the researcher, used the data such as pictures and texts that are related to the cultural dimensions in the textbook. in addition to the description, the researcher also uses numerical data to show the percentage of the cultural content. those data need to be collected and identified since they can help the researcher in discovering whether it representing the cultural dimensions. following miles and huberman (1994), there are four steps used in analyzing the data in this study: (1) data collection, (2) data reduction, (3) data interpretation, and (4) conclusion drawing. in order to test the credibility of the data, i as the researcher applied the triangulation of method or technique. thus, i not only obtained the data by analyzing the cultural content in the textbook but also by interviewing the textbook users. results and discussion this chapter discusses the research results and discussion of the analysis of the cultural dimensions in the “bahasa inggris” english textbook to answer the research questions. the results of this study are divided into four categories. the first section presents the findings of the products dimensions found in the textbook; the second section presents the findings of the practices dimensions; the third section presents the perspectives dimensions, and the last section presents the data analysis of the person dimensions. these results contain four major sections, i.e. the implementation of the product dimension, the implementation of the practice dimension, the implementation of perspective dimension, and the implementation of the person dimension. there are 54 cultural dimensions that are found in the textbook. they are spread out in 8 chapters and 1 enrichment. the finding shows 28 products, 12 practices, 5 perspectives, and 9 persons. the cultural dimensions found in the textbook are implemented in form of text and picture, it can be explicit or implicit. product dimension product dimension found in the textbook is exemplified in the following datum. figure 1. example of product dimension in the picture 4.2.1 we can see an example of a product in form of a short story entitled “the enchanted fish”, this story is adapted from a short story entitled “the fisherman and his wife” that was written by grim brothers in 1812. this story is almost similar to the story of danau toba. the fisherman and his wife is a story about a poor fisherman and his wife who lived close by the seaside. one day, the fisherman got a talking fish when he fishing in a sea. the talking fish begged to him to release it again and told the fisherman that he was an enchanted fish, so the fisherman put the fish back into the water. the fisherman told about the talking fish, then his wife told him that he should asked something to the fish. finally, the fisherman asked the fish to make them rich and http://www.bukupaket.com/ ahmad yusron auladi, dwi rukmini, djoko sutopo/ eej 9 (1) 2019 107 113 111 the fish granted his wish. unfortunately, the wife never satisfied and asked for more. at the end of the story, the fish took everything back and they became poor again. this story told the reader that they have to be glad to whatever they got in this life, do not be greedy. another example is the illustration of bullying. this illustration presents a boy who covers his face when several people point at him, the boy has got bullied by several people (can be his classmates). the illustration shows how to depress the boy is because his classmates bully him. the illustration gives the general image of the negative effects of bullying. practice dimension silvia (2015) states that practice dimension refers to some rituals, daily activities, cultural events in society such as holiday celebrations, ceremonies, past traditions and alike. meanwhile, suadi (2016) states that practice refers to customs, traditions, rituals, and daily life. an example of practice dimension found in the textbook is presented in the following datum. figure 2. an example of practice dimension found in the textbook is presented in the following datum. the picture above represented a ballroom dance party held in paris. ballroom dance is a dance where a couple performs any particular dance with the pattern of predictable steps and movements. the dances included in the ballroom dance are the waltz, slow fox fort, and quick step. this dance is different from the traditional dance of indonesia because the ballroom dance has different moves and technique. the other examples of practice dimension are a wedding ceremony and opening ceremony. a wedding anniversary is a celebration held by a married couple to commemorate their wedding date, the married couple celebrates it by holding a small party or dinner party. meanwhile, opening ceremony or ribbon-cutting ceremony is an official ceremony of a new-constructed location or the ceremony to start an event. perspective dimension an example of perspectives dimension found in the textbook is shown in the datum below. figure 3. an example of perspectives dimension found in the textbook is shown in the datum below. the true story or biography of president soekarno is an inspiring story because it told about the effort of president soekarno to resist the colonialism in the world. his spirit in resisting the colonialism has inspired the next leaders or presidents after him to resist the colonialism. megawati soekarno putri, as the example, inspired by her father and stated her disagreement with american invasion in iraq in 2004. in 2018, president joko widodo did the same act as his senior and stated his disagreement when israel claimed jerusalem as their capital city. this fact indicates his success in leaving his ideology to the next generation. person dimension ahmad yusron auladi, dwi rukmini, djoko sutopo/ eej 9 (1) 2019 107 113 112 the example of a person dimension found in the textbook is presented in the following datum. figure 4. the example of a person dimension found in the textbook is presented in the following datum. the picture above represented the national patriot of indonesia, ki hajar dewantara. ki hajar dewantara is the founder of taman siswa, the first educational organization in indonesia. his motto and idealism has adopted by the next generations and becomes the identity of indonesian culture. this results of this study confirm the results from the previous study by suadi (2016) revealing the implementation of the product, dimension, practice, and person dimension in another textbook entitled “when english rings a bell”. another study by silvia (2015) reveals the implementation of the cultural product in the textbook entitled “english on sky and english in focus”. then, the study by chao (2011) and suadi (2016) found that there are some practice dimensions implemented in the textbook. conclusion based on the research questions that are stated, there are 4 conclusions that can be drawn. the first conclusion is that the author implemented the product dimensions by inserting products such as short stories, poems, and songs, and travel destinations. secondly, regarding the author of the textbook implemented the practice dimension by inserting 3 celebration events, and 9 daily conversations that underlie the products. the celebrations found in the textbook refer to the party, opening ceremony, and wedding anniversary. meanwhile, the daily conversation is related to the conversation that underly the products such as movies and the ceremony itself. third, the author of the textbook implemented the perspective dimension by inserting 2 inspiring stories of president soekarno and ki hajar dewantara. besides that, the author inserting 3 moral values from the short stories such as the enchanted fish, letter to god, the last leaf, and vanity and pride. dealing with the personal dimension, the author of the textbook implement it well by inserting the biography of patriots such as president soekarno and ki hajar dewantara, the author also mentions another figure such r.a. kartini, mariah carey, henley, frost, king, hughes, and seager. from the research results and discussion, i would give some suggestions particularly to the author of the textbook. regarding the implementation of the product dimensions the author has been implemented it well by inserting some stories, poems, songs, and illustration. unfortunately, the product dimensions are dominated by the target or the international culture. there are no short stories that represent the local culture. the author had better insert some of the local stories from the students' background culture because they should know about the story or legend. regarding the practice dimensions, the author should implement it explicitly in the textbook because the students may not realize it when the practice implemented implicitly. the last is the implementation of the personal dimension, the author should insert one or more short biography about the figure from the foreign culture such as abraham lincoln because mentioning some foreign figures only is not enough. references brown, d. (2007). principles of language learning and teaching, fifth edition. new york: longman. ahmad yusron auladi, dwi rukmini, djoko sutopo/ eej 9 (1) 2019 107 113 113 chusna, a., taufiqurrohman, m., & suzanna, l. (2017). gender role in rural life: an audience reception analysis on banyumas films in reformation era. lingua cultura, 11(2), pp. 115-119. cunningsworth, a. 1995. choosing your coursebook. oxford: heinemann. hermawan, f. f. (2016). masculinity in indonesian popular culture in the early era of the new order regime. lingua cultura, 11(1), pp. 47-52. hilman, e.h. (2015). the translation of indonesian cultural lexicons in the novel saman. lingua cultura, 9 (1), pp. 67 – 74. ibnus, n. & mujiyanto, y. (2018). the comparison of politeness components between new headway intermediate student’s book and bahasa inggris sma/ma/smk/mak kelas x. english education journal, 8 (1), pp. 76-86. margana & widyantoro, a. (2017). developing english textbooks oriented to higher order thinking skills for students of vocational high schools in yogyakarta. journal of language teaching and research, 8 (1), pp. 26 -38. moran, p. (2001). teaching culture: perspectives in practice. boston. henley & henley rodriguez, a.r.r. & espinar, a.m.l. (2015). general and specific culture learning in efl textbooks aimed at adult learners in spain. studia anglica posnaniensia, 50 (1), pp. 5 – 25. doi: 10.1515/stap-20150014. rodriguez, l.f.g. (2015). the cultural content in efl textbooks and what teachers need to do about it. universidad nacional de colombia, facultad de ciencias humanas, 17 (2), pp. 167-187. http://dx.doi.org/10.15446/profile.v17n 2.44272 . silvia, a. 2015. the representation of culture in english textbook prescribed for high schools in indonesia. indonesian journal of english education, 21 (1), pp. 1-16 tum, g. & uguz, s. (2014). an investigation on the cultural elements in a turkish textbook for foreigners. social and behavioral sciences 158, pp. 356–363. doi: 10.1016/j.sbspro.2014.12.100. http://dx.doi.org/10.15446/profile.v17n2.44272 http://dx.doi.org/10.15446/profile.v17n2.44272 eej 9 (2) (2019) 254 266 english education journal http://journal.unnes.ac.id/sju/index.php/eej the implementation of character education in the english teaching learning using 2013 curriculum naelatut thoyyibah, rudi hartono & dwi anggani l. bharati 1. ma terpadu yasin kebonagung, demak, indonesia 2. universitas negeri semarang article info ________________ article history: recived 03 february 2019 accepted 20 may 2019 published 20 june 2019 ________________ keywords: character education, english teaching learning, 2013 curriculum _________________ abstract ___________________________________________________________________ the present study is caused by juvenile delinquency and the problem of moral deficiency of young generations nowadays. the character building is recently much needed in indonesian education as a way to overcome those problems because strengthening personal and social of morality is one of the fundamental aims of life and moral education is one of important aspects of education. the ministry of education (moe) of the republic of indonesia is implementing its new curriculum named 2013 curriculum. one of the ultimate goals of this new curriculum is to improve the moral and character of the students. this study was aimed to describe how the teachers implement character education in english teaching learning process at smp n 1 kebonagung demak. the data were obtained by conducting a document study, observations and interviews. the subject of this research were two english teachers in smp n 1 kebonagung as purposive sampling who taught in the classroom observed to get the data about implementation of character education in learning process classroom. this study revealed that teachers had implemented some character values in the teaching learning process. the most frequent was religiousness, honesty, discipline, perseverance/hard work, independence, democracy, curiosity, achievement respect, responsibility, communicative competence of character values into their teaching learning process. moreover, the implementation of character education gives teachers with several advantages and challenges in teaching process. © 2019 universitas negeri semarang  correspondence address: jl.kyai haji yasin rt 01. rw.05 desa kebonagung kec. kebonagung kab. demak, indonesia e-mail: naylamstrong@yahoo.com p-issn 2087-0108 e-issn 2502-4566 naelatut thoyyibah, rudi hartono, dwi anggani l. bharati/ eej 9 (2) 2019 254 266 255 introduction juvenile delinquency and the problem of moral deficiency of young generations has become a world apprehension. nowadays, the characters of education have been included in the school curriculum, but there were still increased in the moral degradation such as students’ bullying, students’ brawl, drug use, sexual harassment and lying to other people just for hiding mistakes. those are the illustration from the situation in the society even though there are some children that have been educated in the school with the good curriculum, so the character building is recently much needed in indonesian education as a way to overcome those problems. most teachers are still not able to integrate character education in their teaching learning because there is not a good model and specific design for character education then their understanding and concept about it is still not comprehensive. based on the reasons discussed, the present study is conducted to find out and explain the implementation of character education in the english teaching learning using 2013 curriculum. today, strengthening personal and social of morality is one of the fundamental aims of life and moral education is one of important aspects of education. there is no human that was born perfectly with the good behavior. they will grow into good people when they are supported by some factors that have been developed in their environtment or institution, such as religious facility, educational environment, good families and government. character education is anything that school might try to provide outside of academics, especially when the purpose is to help children grow into good people (kohn, 1997) character education must be internalized in the formal and informal condition. at times it has been integrated in small ways into many order pieces of the curriculum. good character can not be established automatically, but it needs a long time and habituation. the long term process by which positive personality traits are developed, encouraged, and reinforced through example study and practice. goldberg (2003) added that character education refers to a teaching activity that helps students to find the universal value, core value, and moral education, so it can enable the students to think and act within a moral scope. he added that the content of character education should include knowledge and morals. the first is the education in the moral cognition; the students should be taught to recognize moral values and must be able to predict the sensibility the influence of moral behaviour. the second is the education in moral emotion; students should be able to address the issues of individual preferences and the influence of moral character on future behavior. the third is education in moral behavior; the students should be taught to make moral judgements, identify between the models of corect and incorrect behavior. there are 18 character values to be developed (kemendiknas, 2010). they are religiousness, honesty, discipline, tolerance, hard work/persistence, creativity, independence, democracy, curiosity, patriotism, nationalism, appreciation on achievement, friendliness/communicative competence, peace loving, literacy, care for environment, social responsibility, responsibility. given the importance of character education above mentioned, our government of the republic indonesia sees the essence of character education to be re-birthed and reimplemented in education system within the country. the ministry of education (moe) of the republic of indonesia is implementing its new curriculum named 2013 curriculum. one or the ultimate goal of this new curriculum is to improve the moral and character of the students. curriculum change in indonesia has occurred in many times. nowadays, the national education department has changed the previous curriculum-school based naelatut thoyyibah, rudi hartono, dwi anggani l. bharati/ eej 9 (2) 2019 254 266 256 curriculum (sbc) 2006-with the new one called 2013 curriculum. the existence of 2013 curriculum becomes a great attention and leads to controversy for most people, because some people regard 2013 curriculum is not ready to implement. however, the curriculum change especially 2013 curriculum is purposed to reach better education system. the implementation of 2013 curriculum will be successful if all the components of education give their supports and contribution to it. the character values of 2013 curriculum will be conveyed through them. in the implementation of 2013 curriculum, there are three related dimensions. they cannot be separated. they are planning, teaching learning process, and learning evaluation. their lesson plan can help the teacher in choosing the suitable materials, methods, strategies in their teaching learning and the evaluation procedures will be used to know the product of teaching learning process and students’achivement. as one of schools in demak which has implemented 2013 curriculum, smp 1 kebonagung demak obviously supported the english teachers to implement the curriculum. the school has given some supports in many aspects, such as school regulation, teacher training, character as habituation, good facility and etc. considering all the issues stated above, the writer will know how the implementation of 2013 curriculum by the english teachers smp 1 kebonagung demak. their integration of character education is starting from planning, the process of teaching learning, and evaluating. it become an obligatory subject and as one of the subjects that examined in the national examination. learning english is necessary, especially for indonesian students. smp 1 kebonagung demak is one of the alternative schools that have integrated character values and fun learning through teaching and learning process. method this study is a qualitative; a case study that was undertaken in order to describe how character education is implemented in smp 1 kebonagung demak. the main object of this study is to explain the integration of character education in the english teaching learning process using 2013 curriculum. the research conducted in smp negeri 1 kebonagung, demak. i purposively selected smp negeri 1 kebonagung has apply the 2013 curriculum for eighth semesters. there were two english teachers of smp negeri 1 kebonagung that became the participants in order to gain the data. i purposively selected them as the subject of the study. furthermore, the researcher was an outsider researcher that had responsibility in the data observer, collector, analyzer, and reporter. the data which is obtained is in the form of transcript of video recording, observation note, interview transcript, teaching documents. results and discussions this part presents and describes the findings related to the implementation of character education in the teaching learning process using 2013 curriculum. the study presents the findings in five parts, (1) the integration of character education in the english teaching learning using 2013 curriculum; (2) the teachers’ role in internalizing character education in the english teaching learning using 2013 curriculum the integration of character education in the english teaching learning using 2013 curriculum this descriptive study was conducted in smp n 1 kebonagung demak. there were two english teachers who become the participants of this research. for privacy reasons they will be referred to as the first teacher (t1) and the second teacher (t2). these two teachers come from different grade naelatut thoyyibah, rudi hartono, dwi anggani l. bharati/ eej 9 (2) 2019 254 266 257 class but still in same school. the first teacher (t1) taught in the seventh grade and the second teacher (t2) taught in the eighth grade. the data were obtained from analyzing teacher’s lesson plan by using lesson plan analysis checklist, classroom observation by using observation checklist, and interview. in the finding above, the researcher has described (1) character values that were integrate in the lesson plans (2) the character values that were integrate in teaching learning process. the integration of character values in the syllabus and lesson plan before doing class observation, the researcher analysed the syllabus and lesson plans from the two english teachers. teachers in making lesson plans are always based on syllabus. the syllabus was generally used by teachers as a basis to make a lesson plan. syllabus is generally used by teachers in planning of learning, carrying out learning and developing assessment systems for students. from the data (see appendix 1), it showed that the english teachers created the syllabus based on the new model of syllabus stated in teacher’s guide on character education published by ministry of national education. based on the data above it revealed that teachers integrated character education in their syllabus. they integrated it in the special column namely the character value beside the basic competence (kompetensi dasar). in analysing the documents especially syllabus and lesson plans, i focused on certain basic competences inserted certain characters that were taught by the teachers during my classroom teaching learning observation. in the basic competence (kd) 3.3 (knowledge aspect), and 4.3 (skill aspect) for teacher that taught in the seventh grade and the basic competence (kd) 3.3 as knowledge aspect, and 4.3 as skill aspect taught in the eighth grade. in the seventh grade the teacher taught the material about time and in the eighth grade learned about invites someone and prohibit expression. from the analysis of the lesson plans (see appendix 2) given by the teachers, the lesson plan, teaching material and media were adjusted to those basic competences. from those basic competences, it was written some expected character values in their syllabus, i.e. religiousness, discipline, independence, curiosity, honesty, perseverance, responsibility, confidence. the teaching and learning process is divided into three parts, namely: pre-activity, whilst-activity, and post activity. the teachers mentioned the character values in a special point in the lesson plan and “in the end of learning activities”. the researcher found some characters that were planned to be implemented by the teacher. the researcher took two samples of lesson plans from each teacher; therefore, the researcher got four lesson plans in total. the first lesson plan given by the first teacher (t1), the material was about the name of the days, months, name of time in the days, the time in numeral, dates, and years. in the syllabus and lesson plan the focus character values in first meeting are honesty, discipline, confidence, responsibility, and cooperation (see appendix 2) and in the learning material the teacher developed some characters values which were religiousness, discipline, confidence, honesty, hard work, curiosity, the environmental care, nationalism. the second lesson plan from the first teacher (t1) contained the focus values of religiousness, honesty, confidence, discipline, responsibility, cooperation whereas in the learning material the teacher added some character values were discipline, confidence, honesty, hard work, curiosity, cooperation. the teaching material was about determined the name and the number of things, animals, and the building in the surrounding (see appendix 2). the next lesson plan from the second teacher (t2) with the teaching material giving instructions, inviting someone, and prohibition included the focus values of honesty, discipline, responsibility whereas in the learning material the teacher developed some character values were religiousness, honesty, naelatut thoyyibah, rudi hartono, dwi anggani l. bharati/ eej 9 (2) 2019 254 266 258 discipline, curiosity, responsibility, hard work, environmental care (see appendix 2). the material of the second lesson plan is greeting card that included some focus values were politeness, care, love in peace, and cooperation. meanwhile in the teaching material the teacher developed some characters were religiousness, honesty, confidence, responsibility, cooperation, hard work, environmental care and cooperation. although some of the values were not included in the character values launched by the government, but those values were appreciation and open-mindedness (see appendix 2). as we can see from the results above, all the teachers mentioned the character values in a special point in their lesson plan. the researcher could also find the elaboration of character values in the learning activities point. from the four lesson plans as a sample provided by the first teacher (t1) and the second teacher (t2), the researcher found 13 character values. the most frequent was religiousness, confidence, discipline, hard work, responsibility, honesty, curiosity, cooperation and environmental care. the integration of character values within english classroom teaching learning after analysing the lesson plans, the researcher did the observations to see the implementation of character building in the english teaching learning process. all observation was conducted in one semester. each meeting was 80 minutes. each observation was conducted in different classes by teachers to make the finding more specific and accurate. the researcher observed the first teacher (t1) class for about eight meeting and the second teacher was five meetings in the eighth grade. the first observation was done on saturday, october 13rd 2018. the class observed was class 7.i. the topic was about an oral and written text to state and ask about date and month of the friends’ birthday by using question “when is your birthday?” and after that the teacher asked the students to demonstrate their works in front of class. in the pre-activity the teacher inserted the character values of discipline, curiosity, and communicative competence. in the whilstactivity the character values of honesty, democracy, independence, appreciation in achievement integrated during this meeting, and in the post activity the teacher taught honesty and reading interest (see table 4.2 in appendix 4). the second observation was done on monday, october 15th, 2018. the class observed was 7.i. in the second meeting, the topic was about the national date in indonesia. in the pre-activity the teacher taught the character values of religiousness, discipline, curiosity, and communicative competence. the character values of independence, spirit of nation/patriotism, appreciation in achievement. in the post activity the character values of honesty that were implemented in the teaching learning process (see table 4.3 in appendix 4). the third meeting was done on monday, october 15th, 2018. the class observed was 7.g. in the third meeting, the topic was about the days in a week. during this meeting, the teacher taught the use of “before and after” in statement. in the preactivity there were religiousness, discipline, curiosity communicative competence of character values that were implemented. the character values of independence, democracy, creativity, hard work were inserted in the whilst activity and honesty in the post activity (see table 4.4 in appendix 4). the fourth meeting was done on thursday, october 18th, 2018. the class observed was 7.h. in the fourth meeting, the topic was about what the schedule of a week in the class from monday until saturday. during this meeting, the teacher divided the class into several groups. every group consist of 4 people. in teaching learning process the teacher has integrated the character values of religiousness, discipline, curiosity, communicative competence in the pre activity naelatut thoyyibah, rudi hartono, dwi anggani l. bharati/ eej 9 (2) 2019 254 266 259 and in the whilst activity teacher inserted the character values of independence, democracy, creativity, hard work, appreciation in achievement. the character values of honesty inserted in the post activity (see table 4.5 in appendix 4). the fifth meeting was done on, october 20th, 2018. the class observed was 7. h. in the fifth meeting, the topic was about when is your friends’ birthday? during this lesson, the teacher make the students are more active creative to look for their friends’ birthday by asking “when is your birthday?” and after that the teacher continued the next material, “the national date”. in the pre activity the teacher has integrated the character values of religiousness, discipline, curiosity, communicative competence. the character values of independence, hard work, democracy, creativity, appreciation in achievement in the whilst activity and in the post activity were patriotism, literacy (see table 4.6 in appendix 4). the sixth meeting was done on saturday, october 20th, 2018. the class observed was 7.i. in the sixth meeting, the students presented their work about schedule of their class in a week. there are 9 groups that demonstrated their work. during this lesson, the teacher integrated character values of religiousness, discipline, communicative competence in the post activity. the character values of honesty, responsibility, independence, appreciation in achievement that were inserted in the whilst activity and honesty in the post activity (see table 4.7 in appendix 4. the seventh meeting was done on monday, october 22th, 2018. the class observed was 7.i. in the seventh meeting, the students did their daily test on this month that is about vocabularies test and after that the teacher continued the material about things about noun in some place. the students had divided into 6 groups that each group had different assignment in difference places. during this daily test, the teacher had inserted the character values of religiousness, discipline, communicative competence in the pre activity. the character values of honesty, tolerance, responsibility, hard work, appreciation in achievement that were implemented in the whilst activity and the character values of honesty in the post activity (see table 4.8 in appendix 4). the eighth meeting was done on friday, october 26th, 2018. in this meeting the researcher observed the second teacher (t2) class for about eight meeting. the first class observed was 8.a. the topic was about “invite someone to do something” but before this material, the teacher has given vocabulary test for about 20 minutes. during this meeting, the teacher taught the character values of religiousness, discipline, communicative competence in the pre activity. in the whilst activity there were honesty, responsibility, hard work, curiosity. in the post activity the teacher inserted the character values of appreciation in achievement (see table 4.9 in appendix 4). the ninth meeting was done on friday, november 2nd, 2018. the class observed was 8.b. in the ninth meeting, the students learned about how to make some regulations in several places using modal “must and must not”. the teacher divided class with 6 groups. every group made 10 regulations in different places. in the pre activity the teacher integrated character values of religiousness, discipline, communicative competence, curiosity. the character values of creativity, hard work, independence that were integrated in whilst activity. and the character values of appreciation in achievement and honesty in the post activity (see table 4.10 in appendix 4). the tenth meeting was done on saturday, 3rd november 2018. the class observed was 8.e. in the tenth meeting, the students identified the structure to make a greeting card. there were 6 groups that displayed their work on the wall and read their work in front of class. during this lesson, the teacher integrated character values of religiousness, discipline, care for environment communicative competence, curiosity in the naelatut thoyyibah, rudi hartono, dwi anggani l. bharati/ eej 9 (2) 2019 254 266 260 pre activity. the character values of creativity, hard work, independence, which were inserted in whilst activity and the character of appreciation in achievement and honesty in the post activity (see table 4.11 in appendix 4). the eleventh meeting was done on wednesday, 8th november 2018. the class observed was 8.f. in the eleventh meeting, the teacher taught the students about how to show the things in the place using “there is or there are”. the teacher had divided the class becoming 4 groups. they must go to the place that had been determined by the teacher. during this lesson, the teacher integrated character values of religiousness, discipline, curiosity, communicative competence, and care for environment in the pre activity. the character values of hard work, creativity independence were inserted in whilst activity and the character values of honesty in the post activity (see table 4.12 in appendix 4). from the classroom teaching learning observation and field notes about the character education values and how the teacher implemented them in english teaching and learning process can be concluded that in general, the english teachers of smp n 1 kebonagung has been integrated some character in their teaching learning. the most frequent was religiousness, honesty, discipline, perseverance/hard work, independence, democracy, curiosity, achievement respect, responsibility, communicative competence of character values into their teaching learning process. the teachers’ role in internalizing character education in the english teaching learning using 2013 curriculum from the observation and field notes about the character values and how the teacher internalized them in teaching and learning english activities were found that there were fourteen character values implemented in the teaching learning activity. in detail, it can be explained bellow: religiousness teachers had internalized religiousness value in the beginning of the classroom activity. teacher asked the students to pray first before starting their lesson. the information about this activity can be seen based on the following explanation: at 07.00 the teacher let the students pray before starting the lesson. the teacher says: “before we start our lesson today, let‟s reciting basmallah together”. and all the students: “bismillahirrohmanirrohim”. the evidence above was categorized as religious aspect on the teachers or students’ performance in the teaching learning activity. teacher said: “let’s reciting basmallah together” in classroom activity. it indicated that teacher had implemented religious aspect in the beginning of teaching learning activity. honesty honesty is attitudes based on one’s effort to make a person who is trustworthy in speech, action, and work (kementerian pendidikan nasional, 2010). the honesty aspect can be seen on the following sentences: teacher says “okay let’s do it by you. don’t be cheating and please be honest!” all the students say “yes ma‟am”.the utterance in confirmed that honesty was implemented in the classroom activity. teacher gave instruction to students to do their assignment based on their self. teacher forbade all the students for cheating and asked them to be honest. it indicated that honesty had been integrated in the teaching learning activity. tolerance in the classroom activity, there were indicators that showed the teachers did not differentiate for special needs of the students in the classroom. data from interview indicated that in tolerance aspect, the teachers gave opportunity for all students to join in a group in the teaching learning activity. the teachers also did not differentiate between smart students or low ability students. it showed that tolerance had been internalized by the teachers naelatut thoyyibah, rudi hartono, dwi anggani l. bharati/ eej 9 (2) 2019 254 266 261 in the english teaching learning process. the tolerance aspect can be seen on the following sentences: teacher says, “okay let‟s count from number 1 until 6 to determine the groups. because every group has different place for looking the things in the room”. students say, “one student mention one number from 1-6”. discipline to internalize this value, the teachers started from their personality and habituation. the teachers were as figure or model that can make the students will be discipline. it can be viewed when the teachers came on time into class and after that they checked students’ attendance in the classroom. the first activity done by teachers was checking students’ attendance in the classroom. it is one of indicators mentioned in character value by (kementerian pendidikan nasional, 2010). the discipline aspect can be seen on the following sentences: at 07.05 the teacher checked the students’ attendance. teacher mentioned name of the students one by one. teacher says: “who is absent today?” the students answer the teacher by saying present or absent. the finding above indicated that teacher regularly checked the students’ attendance before beginning the lesson. the sentence “who is absent today” indicated that teacher implemented character education in the classroom activity. checking the students’ attendance had a function to know existence of the students in the classroom. they must come on time or ask permission first to the school officer first to come late. if they violated the regulation, they would get warning from the teacher. perseverance/hard work in the classroom teaching learning process teacher were creative to create an earnest condition in learning activity by giving the good technic and method. teachers made the students more active, creative, and competitive in the classroom activity and also gave suggestions and motivation to them when they were passive and lazy, so almost all of students had followed the teaching learning process by more hard work and more competitive. it can be seen on the sentences: teacher says: “open your book please! can you find the difficult word from the text?” students answer: “yes ma’am”. teacher says: “let’s find the difficult word now! please one you write the word on the white board!” students answer: “yes ma’am”. teacher says: “okay, now write on the white board the difficult word!” then all students say: “yes ma’am”. independence the ability of independence can be seen when the teacher asked the students opening the textbook and finding the difficult word from the text. the teacher asked the students to find difficult words and write them on the white board later one by one. it can be seen from these utterances. teacher says “let’s find the difficult word now! please one you write the word on the white board!”. students answer “yes ma’am”. based on the utterances above the teacher gave the students’ opportunity to work independently. so, it created the condition that integrated the character value of independence in the classroom teaching learning process. democracy the teacher made class discussion to internalize character values of democracy in the classroom teaching learning activity. each group consisted of 4 until 5 members who presented different topic of the text. by working in group, students learned how to express their opinions with others and share the ideas but still respected to those who have different ones. teacher says: “okay, have you done? now we divided our class by some groups, a group consists of 4 people and please makes your own group! we discuss together.” students answer: “yes sir”. naelatut thoyyibah, rudi hartono, dwi anggani l. bharati/ eej 9 (2) 2019 254 266 262 curiosity to internalize the character values of curiosity the teachers usually created the supportable atmosphere that the students can take an effort to know more depth about material in the teaching learning activity. the teachers also helped the students to understand material deeply and made the students to increase their curious in learning activity. it can be seen on the following utterances: teacher says:” open your book please! can you find the difficult word from the text?”students answer: “yes ma‟am”. teacher says: “let‟s find the difficult word now! please one you write the word on the white board!” students answer: “yes ma‟am”. teacher says: “okay, now write on the white board the difficult word!” students answer: “yes ma‟am”. nationalism in the process of learning activities, student have to show the way of thinking, acting ,and loyalty for language, social, culture, economic and politics to support progress of nations. to comprehend the concept of this value, there is an indicator to achieve implement of character education by showing the picture of president, vice president, state symbol in class. in this teaching learning material, the teacher taught about the national day in indonesia, so he asked the students to memorize the important date about the national day. based on this material the students indirectly learned and know about the important date in indonesia, so they were expected to loyal and love their country and can take the good philosophy and moral value of this national day. teacher says: “okay, now what is national education days?”. students answer: “hari pendidikan nasional”. teacher says: “okay good then national awakening days? what is it? if you don‟t know the meaning you can look at the date first”. students says: “hari kebangkitan nasional”. teacher says: “independence day?”. students answer: “hari kemerdekaan” teacher says: “what is youth place day?”. students answer: “sumpah pemuda”. teacher says: “now close your book! i will ask some questions with the sentence “when do we celebrate……. (kapan kita memperingati)?” achievement respect the concept of character gives student more opportunities to assist with other student in classroom. two indictors that show the concept of social care are giving empathy for classmate in learning process and also building a situation in harmony each other. teacher says: “anyone can help to correct and fix the sentence of fifth group? if you can fix it, i will give you more point later”. students answer: “we must use helmet in the road”. teacher says: “okay now write down on the white board”. teacher say: “it is good, i will give you point plus. now we see that it's not simple. after must there must be v1. okay give applause for your friend.” communicative competence one learning activity that supports to develop communicative manner is discussion. in classroom activities, teachers are friendly in interaction with students. the good interaction happens when there is a communication effectively between student and teacher in learning classroom process (kementrian pendidikan nasional, 2010). communicative is the students' ability to communicate is emphasized through the interaction between teacher and student. the more often this was done; the ability of students to communicate using the right diction will increase. this is shown in the following sentence: teacher says: “what is your schedule on tuesday?” students answer: “bk, and forgot sir”. teacher says: “don‟t you remember all schedules?” students answer: “not all sir”. teacher reply: “so, how to know your schedule every day?” students say; “we see on the paper that we put on the wall in our room”. teacher says: “oh like that. it is good” reading interest/literacy in classroom activities, students are given opportunity for reading the text book before the class is begun; and sometimes gave the students assignment for their homework so naelatut thoyyibah, rudi hartono, dwi anggani l. bharati/ eej 9 (2) 2019 254 266 263 at least they read the book although just answered the assignment. it relates that new curriculum teachers could growth student reading interest, which is at present student less motivated to reading of books. from the evidence, the teacher had stimulated reading habit in class and in home. teacher says: “now, look at the textbook page 52. there are some special dates here that you must know and learn. these dates are usually commemorated as national date in our country indonesia.” students answer: “yes sir.” environmental care the classroom cleanliness becomes important to build of student aware of environment care. there are two indicators that implementation of character education in aspect of environment care, which is keeping clean classroom environment and there is a trash bin in class. students say: “ assalamu‟allaikum wr. wb”. teacher answer: “wassalamu‟allaikum wr. wb”. pray together first. if you are not neat yet please tidy up! use your “hasduk” neatly. look down if there is trash, please throw it away students : “yes sir”. (the students throw the rubbish into the garbage). teacher says: “okay sit down please.” responsibility in the process of learning activity, teachers are responsible to educate students in class, so that students can implement the obligations in learning activity. this shown in following the sentences: teacher says: “you said that your class is superior class?” students say: “yes sir.” teacher asks the students: "please do not go outside of the class before the resting time! you can not go outside the class except there are assignments from the teacher or who have permission because all of you must be responsible for your attitude." students answer: “yes sir.” teacher says: “okay the time is up, the last i say wasalamalamaikum wr. wb.” conclusion the teachers had implemented character education in their planning and in the teaching learning process. from the document analysis and pre teaching interview, it was revealed that both of them planned to integrate the character values were written on their syllabus and lesson plan all the teachers mentioned the character values in a special point in their lesson plan. the researcher could also find the elaboration of character values in the learning activities point. from the four lesson plans as a sample provided by the first teacher (t1) and the second teacher (t2), the researcher found 13 character values. the most frequent was religiousness, confidence, discipline, hard work, responsibility, honesty, curiosity, cooperation and environmental care. from the classroom teaching learning observation and field notes about the character education values and how the teacher implemented them in english teaching and learning process can be concluded that in general, the english teachers of smp n 1 kebonagung has been integrated some character in their teaching learning. the most frequent was religiousness, honesty, discipline, perseverance/hard work, independence, democracy, curiosity, achievement respect, responsibility, communicative competence of character values into their teaching learning process. the teacher as one of other important components in teaching and learning activities had many roles. here, the teachers are not simply as a mentor who transfer knowledge, in this case english, but also as a facilitator and model that demonstrates and applies character virtues to the students based on the national values and culture. teacher had instilled the character values to the students especially the seventh and eighth grade of smp n 1 kebonagung. for example; students was trained to stay disciplined, enterred the classroom on time; students was trained to maintain cleanliness and self-tidiness; students was trained to maintain class cleanliness and naelatut thoyyibah, rudi hartono, dwi anggani l. bharati/ eej 9 (2) 2019 254 266 264 school environment; students was trained to become religious such as praying first before starting the lesson, tolerance in class such as respecting to the other students; asking students to help each other; showing students about how to be honest, they forbade cheat on the tests or exams at school, and there are many more things that can be instilled in the teaching learning activity. references abu, mokhtar, & hasan (2015). how to develop character education of madrassa students in indonesia. journal of education and learning. 9(1), 79-86. retrieved from https://media.neliti.com/media/public ations/71404-en-how-to-developcharacter-education-of-ma.pdf agoobola & tsai. 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(2011). character education in a muslim school : a case study at a comprehensive muslim school’s curricula. thesis miami. florida: florida international university, 2011 http://ejournal.undiksha.ac.id/index.php/jopai/ http://ejournal.undiksha.ac.id/index.php/jopai/ https://www.researchgate.net/publication/314599815 https://www.researchgate.net/publication/314599815 http://www.e-iji.net/ http://dc.etsu.edu/etd/706 eej (2018) 8 (4) 2018 523 529 english education journal http://journal.unnes.ac.id/sju/index.php/eej the choice of larson’s translation strategies and the resulted quality of indonesian translation of hyperboles in the shrunken head novel ratih oktaviani, yan mujiyanto, mursid saleh universitas negeri semarang, indonesia article info ________________ article history: recived 08 august 2018 accepted 15 october 2018 published 23 december 2018 ________________ keywords: translation strategies, hyperbole, translation quality ____________________ abstract ___________________________________________________________________ in translating hyperboles, the effect of exaggerating something from the source text when translated literally into the target text can cause a strange meaning and less acceptable because the terms are not in accordance with the rules of the target language. this study aimed to analyze the translation strategies used by the translator in translating type of hyperboles and its translation quality in the shrunken head novel. the descriptive qualitative research approach is used as a research design. the results of the study showed that there are two types of hyperboles found in this novel, namely overstatement of numbers and quantity and impossible description. then, there are three strategies that used by translator to translated types of hyperbole in this novel, namely the sense of the word may be translated non-figuratively, retaining the word in the original but to add the sense of the word and substituting a figurative expression from sl to tl. the analysis on translation quality showed that 212 data of hyperboles (88%) considered as accurate, 207 data (86%) belongs to acceptable and 164 data (68%) are considered as high readability. © 2018 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jl kelud utara iii, semarang 50237 e-mail: oktaviani.ratih@yahoo.co.id p-issn 2087-0108 e-issn 2502-4566 ratih oktaviani, yan mujiyanto, mursid saleh / eej 8 (4) 2018 523 529 524 introduction generally speaking, translation is a process of transferring the meaning from the source language to another language by considering the culture within it. as kuncoro & sutopo (2015, p. 9) explained translation is not just a process of changing words into a different language, it has to do with culture since language is an integral part of the culture and it is a tool for cultural mediation. in addition, a translator must be skilled in translating the sl into tl without changing the purpose or the message in tl. newmark (1988, p. 94) said that culture as a way of life that is typical of a community by using particular language as a means of expression. it can conclude that each language group has its own culturally specific features. in the process of translating books from the sl into the tl, there are some obstacles that will always be found by translators, such as language and cultural differences. therefore, a good translator must be able to master the source language and the target language to understand the cultural and linguistic backgrounds so that translators can overcome the obstacles of language and cultural differences in translating certain texts. likewise, in the translation of hyperbole, translators often find some difficulties in translating into the target language. hyperbole is used by the author to give the effect of exaggerating a situation so that it can create dramatic literary works, while at the same time increasing the beauty of his/her work. the effect of exaggerating something from the source text when translated literally into the target language can lead to oddities and less acceptable because the sentences are not in accordance with the rules of the target language. therefore, it is necessary to choose the equivalent words and special attention to translate hyperbole, so the message to be conveyed and the effects to highlight by the author of the source text can be maintained after being translated into the target language. basically, hyperbole is part of figurative language. according to henkemans (2013, p.1), hyperbole is a rhetorical trope by means of which statements are made that are obviously exaggerated and thus untrue or unwarranted. furthermore, altikriti (2016, p. 126) explained that hyperbole is one of the most widely used figurative of speech that often uses in daily communication or literature that reflects over-exaggerates the speaker’s meaning through his/her intense feeling and sincere attitude towards the listener. christodoulidou (2011, p. 145) describes two types of hyperbole as follows overstatements of number and quantity; the speaker tends to overstate numbers of times and years, such as hundreds, thousand and impossible description; the speaker makes a hyperbolic description of a situation which serves as an impossible description. larson (1998, p. 124) proposed three strategies in translating figurative language, they are the sense of the word may be translated non-figuratively, retaining the word in the original, but to add the sense of the word and substituting a figurative expression of the target language for the figurative expression of the source language. dealing with it, the translation strategies of hyperboles used by translator can affect the translation quality. according to larson (1998, p. 529) and nababan, nuraeni and sumardiono (2012, p. 50-52), the translation quality covers accuracy, acceptability and readability. there are some previous studies related to this study. amelia & firdaus (2016) and qomariah & thahara (2015) focused on personification and metaphors translation. their studies revealed that literal technique of translation is one of the most frequently used techniques used by the translator of the novel. yolanda & yuliasri (2016) and cahyaningrum (2009) found that good characteristics of translation were achieved due to accuracy, acceptability and readability of the target language. this study is different from previous studies because the researcher offered a new ratih oktaviani, yan mujiyanto, mursid saleh / eej 8 (4) 2018 523 529 525 topic that focuses on the translation of hyperbole and choose the different source. the researcher also used translation strategies that focus on translating figurative language from larson (1998, p. 124). therefore, this study aimed to analyze the translation strategies used by the translator in translating type of hyperboles and its translation quality in terms of accuracy, acceptability and readability in the shrunken head novel. methods this study used descriptive qualitative research approach. the sources of data used in this study are original novel curiosity house series entitled “the shrunken head” by bestselling author lauren oliver and h.c. chester and indonesian translation translated by lulu fitri rahman, published in 2016 and the respondents. the respondents are divided into two, they are expert raters and target readers. in collecting data, the researcher used document and questionnaire. the document was used to collect the data of hyperboles. meanwhile, the questionnaire was used to assess the translation quality. the researcher used accuracy, acceptability and readability rating instruments to determine the degree of hyperbole translation quality. in this study, the data collected are analyzed by classifying type of hyperbole as well as translation strategies applied in translating hyperbole in the shrunken head novel, reducing the data which is not suitable. interpreting the data is also a part of data analysis, drawing an inference from the results of the analysis based on statement of the problems and provide the suggestion. results and discussion in this section, we present the results and discussion of the strategies in translating types of hyperbole and the quality of hyperboles translation. strategies in translating types of hyperboles based on the types of hyperbole from christodoulidou (2011, p. 145), there are two types of hyperboles, namely overstatement of numbers and quantity and impossible description. the table below shows the distribution of each kind. table 1. types of hyperbole types of hyperbole frequency of usage percentage (%) overstatement of numbers and quantity 29 data 12.03 impossible description 212 data 87.97 total 241 data 100 from table 1, it can be seen that impossible description dominates in 87.97 % with 212 data. then, it is followed by overstatement of numbers and quantity 12.03% with 29 data. meanwhile, in analyzing the translation strategy of hyperbole, the researcher used translation strategy proposed by larson (1998, p. 124). the detail about the use of translator strategies is pointed in the table below: table 2. strategies for translating hyperbole no. translation strategies frequency of usage percentage (%) 1 the sense of the word may be translated nonfiguratively. 31 12.86 2 retaining the word in the original, but to add the sense of the word. 191 79.25 3 substituting a figurative expression from sl to tl. 19 7.89 total 241 100 from table 2, it showed that 191 times (79.25%) retaining the word in the original, but to add the sense of the word become the ratih oktaviani, yan mujiyanto, mursid saleh / eej 8 (4) 2018 523 529 526 most strategies that used by the translator in translating hyperbole. the second rank is the sense of the word may be translated nonfiguratively used 31 times (12.86%). last, the researcher found that substituting a figurative expression from sl to tl was used 19 times (7.89%). the sense of the word may be translated nonfiguratively. example 1 st: he sat up, his heart rocketing into his throat. tt: dia langsung duduk, jantungnya berdebar kencang. (datum 030) according to christodoulidou (2011, p. 145), there are two types of hyperbole, namely overstatement of numbers and quantity and impossible description. the above datum shows that the author used impossible description. impossible description can be seen from the following sentence “his heart rocketing into his throat”. the word “he” refers to thomas. thomas was awakened on tuesday morning. he was very surprised when he heard shouts from outside the museum. the author tried to explain this condition of the character’s feeling by exaggerating it. then, the translator used strategy in translating this type of hyperbole using strategy proposed by larson (1998, p. 124), namely the sense of the word translated non-figuratively. the change of meaning of english language is the sentence “his heart rocketing into his throat” which is translated into “jantungnya berdebar kencang” (lt: his heart is beating fast) in indonesian language. in here, the translator changed the hyperbole in english language into non-figurative in indonesian language. the translator may find difficulty in finding equivalent meaning for the target language. the meaning of source text cannot be understood by the target readers. additionally, if the translator translated the sentence literally it does not give the same effects as the original text. that is why the translator chose to transfer hyperbole to nonfigurative by using daily language. retain the word in the original, but to add the sense of the word. example 2 st: thomas stood and turned the radio up a few notches, even though he’d heard the ad a million times at least. tt: thomas berdiri dan hanya supaya philippa jengkel, mengeraskan volume suara radio meskipun sudah ribuan kali dia mendengar iklan itu. (datum 004) from the datum, we can conclude that the author used type of hyperbole, namely, overstatement of numbers and quantity. the author used “a million times” to overstate numbers of times. from that sentence, thomas has listened to the advertisement on the radio repeatedly and the author tried to exaggerate it. in translating this type of hyperbole, the translator tends to retain the word in the original language. retaining the word in the original text can be seen from the following phrase “a million times” was translated into “ribuan kali” (lt: a thousand times). translator changed it to "a thousand times" because this is often used by indonesian people instead of "a million times". although there is the difference in number, the hyperbole shows the same meaning in the indonesian hyperbole. translator tried to maintain hyperbole in the english language when translating it into the indonesian language. it means the translator in translating hyperbole from the source language into target language without changing the purpose or the message in the source language. the translator tried to give a dramatic impression of a sentence and also aims to attract the attention of readers. ratih oktaviani, yan mujiyanto, mursid saleh / eej 8 (4) 2018 523 529 527 substitute a figurative expression from sl to tl. example 3 st: thomas’s heart dove into his shoes. tt: jantung thomas seketika memerosot. (datum 062) from the datum above, from the sentence “thomas’s heart dove into his shoes”, the author tried to put impossible description as types of hyperbole. thomas was outside even before the sun broke free of the horizon, his mind was turning over everything that had happened in the museum lately. he was very worried about mr. dumfrey. the author tried to explain thomas’s feeling about the fear of something going on against mr. dumfrey. then, the translator used the strategy in translating this type of hyperbole using the last strategy proposed by larson (1998, p. 124), namely substituting a figurative expression from sl to tl. translator used this strategy when they do not find an equivalent meaning in indonesian language. the sentence “thomas’s heart dove into his shoes” translated into “jantung thomas seketika memerosot” (lt: thomas's heart immediately slumped). the meaning of “memerosot” in indonesia is slide down. the effect of exaggerating something from the english text when translated literally into the indonesian text can cause a strange meaning and less acceptable because the terms are not in accordance with the rules of the indonesian language. that is why the translator substitutes the hyperbole expression in the english language into the hyperbole in indonesian language. translation quality accuracy accuracy is related to how the text of the source language can be conveyed correctly into the target language by the translator without any addition or reduction. the percentage of accuracy in hyperboles data can be seen in the table below: table 3. percentage of accuracy category frequency of data percentage (%) accurate 212 88 less accurate 27 11 inaccurate 2 1 total 241 100 as seen from table 3, there are 212 data of hyperboles (88%) which are categorized into accurate translation, 27 data (11%) that classified into less accurate translation and 2 data (1%) belongs in inaccurate translation acceptability acceptability refers to a translation in accordance with the rules, norms and cultures prevailing in the target language. a translation of hyperbole is said to be acceptable if the hyperbole translation sounds natural and familiar. the percentage of acceptability in hyperboles data can be seen in the table below: table 4. percentage of acceptability category frequency of data percentage (%) acceptable 207 86 less acceptable 29 12 inacceptable 5 2 total 241 100 based on the translation quality analysis, the translator noticed that 207 hyperboles translation (86%) are categorized as acceptable. 29 data (12%) are categorized as less acceptable and 5 data (2%) categorized as inacceptable. readability the readability of hyperbole translation deals with how easily the translation can be read and understood by the target readers. ratih oktaviani, yan mujiyanto, mursid saleh / eej 8 (4) 2018 523 529 528 moreover, the following table shows the percentage of hyperbole translation for readability level: table 5. percentage of readability category frequency of data percentage (%) high readability 164 68 sufficient readability 51 21 low readability 27 11 total 241 100 from 241 data, the researcher found 164 hyperboles are considered as high readability (68%), 51 data (21%) of hyperboles are considered as sufficient readability and 27 data (11%) are considered as low readability. although the researcher still found some hyperboles translation that is not appropriate, the researcher concluded that the translation of hyperbole in the shrunken head novel is accurate, acceptable and high readability. the translation hyperboles in the shrunken head novel have good quality. the translator uses the appropriate strategies to translate hyperboles, so it can produce good translation. based on the findings, the appropriate strategies to translate language can produce good translation. the result supports the findings of another research done by muchtar & kembaren (2018), they found that the quality of text translation is pretty good, but there were some cultural terms that have no equivalence in the target text, and they caused the target readers confused and influenced the translation quality of the text. yolanda & yuliasri (2016) found that pun to non pun technique dominates in 46.2%. the analysis on translation quality shows 18 (77%) translation are considered as less accurate, 127 (52.3%) translations are belong to less acceptable and readability level shows that 133 (54.7%) translation are categorized as high readability. conclusion from the research findings and discussion, the researcher is able to draw the conclusion. first, the analysis of strategies in translating types of hyperboles in the shrunken head novel shows that the translator used two types of hyperbole in this study. they are impossible description and overstatement of numbers and quantity. the researcher has found that impossible description appeared very often that overstatement of numbers and quantity. impossible description dominates in 87.97 % with 212 data. then, it is followed by overstatement of numbers and quantity 12.03% with 29 data. then, there are three strategies that used by translator to translated types of hyperbole in this novel, namely the sense of the word may be translated nonfiguratively, retaining the word in the original but to add the sense of the word and substituting a figurative expression from sl to tl. retaining the word in the original, but to add the sense of the word become the most strategies that used by the translator in translating hyperboles in this novel. in this research, the researcher found this strategy was used 191 times (79.25%) by the translator. the translator applied this strategy much more than the other strategies. the second rank is the sense of the word may be translated nonfiguratively. this strategy was used 31 times (12.86%). the last strategy is substituting a figurative expression from sl to tl. in this research, this strategy was used 19 times (7.89%). the second, the analysis of the level of accuracy in translating hyperbole in the shrunken head novel showed that 212 data of hyperboles (88%) which are categorized into accurate translation. it means the message of hyperboles of the source language is successfully conveyed to the target language. then, there are 27 data (11%) that classified into less accurate translation. it means that not ratih oktaviani, yan mujiyanto, mursid saleh / eej 8 (4) 2018 523 529 529 the whole of hyperboles from the source language is transferred to the target language. the last, only 2 data (1%) belongs in inaccurate translation. it means that messages from source text are not delivered successfully into the target text. the third, the analysis of the level of acceptability in translating hyperbole in the shrunken head novel showed that 207 hyperboles translation (86%) are categorized as acceptable. it means the translated hyperbole is natural, familiar to the target reader and it does not sound strange. it is followed by less acceptable, there are 29 data (12%). the translation of hyperboles are the translation feels less natural, it sounds strange and the aesthetic point cannot be felt as well in the target language. the last category is inacceptable that has 5 data (2%). it means translation of hyperbole is unnatural, not familiar to the reader and it sounds very strange. the fourth, the analysis of the level of readability in translating hyperbole in the shrunken head novel showed that 164 data (68%) are considered as high readability. it is because the translation is easy to read and understand by target readers. next, the researcher found 51 data (21%) of hyperboles are considered sufficient readability. the data of hyperbole are categorized as sufficient readability if the translation of hyperbole can be understood but there is a certain part that should be read more than once to understand. the last category is low readability which has 27 data (11%) of hyperboles. translated hyperbole has low readability because the translation is difficult to understand or it cannot be understood at all by the target readers. references altikriti, s. (2016). a pragmatic analysis of hyperbole in john keats ‟ love letters to fanny brawn. journal for the study of english linguistics, 4(1), 126–143. https://doi.org/10.5296/jsel.v4i1.9885 christodoulidou, m. (2011). hyperbole in everyday conversation. 19th international symposium on theoretical and applied linguistics, 143–152. henkemans, a. f. s. (2013). the use of hyperbole in the argumentation stage. ossa conference archive, 1–9. kuncoro, h., & sutopo, d. (2015). the ideology in the indonesian-english translation of cultural terms. english education journal, 5(2), 8–13. larson, m. l. (1998). meaning-based translation (2nd editio). lanham, maryland: university press of america. nababan, m. (2012). pengembangan model penilaian kualitas terjemahan. kajian linguistik dan sastra, 24(1), 39–57. newmark, p. (1988). a textbook of translation. prentice hall. new york. purwanti, s. e., & mujiyanto, y. (2015). the ideology in the indonesian-to-english translation of cultural terms in toer ’ s bumi manusia. english education journal, 5(2), 63–69. yuliasri, i., & hartono, r. (2014). translation techniques and equivalence in the indonesian translation of humor in harry potter and the sorcerer’s stone. translating asia: then and now. yuliasri, i. (2015). students’ choice of translation techniques and quality of their translations. eltlt international conference proceedings. https://doi.org/10.5296/jsel.v4i1.9885 159 eej 11 (1) (2021) 159-165 english education journal http://journal.unnes.ac.id/sju/index.php/eej the use of semantic lexical relation in rowling’s “harry potter and the deathly hallows” diah ayu setianingrum, januarius mujiyanto, sri wuli fitriati universitas negeri semarang, indonesia article info ________________ article history: accepted 29 november 2020 approved 07 january 2021 published 15 march 2021 ________________ keywords: lexical relations, synonymy, antonymy, hyponymy. ____________________ abstract ___________________________________________________________________ semantics is the study of words’ meaning. one of the branches of semantics is a lexical relation study. it refers to the relationship between the meaning of words. the focus of this article is the explanation of the use of three types of lexical relations: synonymy, antonymy and hyponymy in the rowling’s novel “harry potter and the deathly hallows”. the study aims to explain the use of the elements or the three types of semantics lexical relation appeared in that novel.this study employed qualitative research in the form of content analysis which deeply investigates the meanings in the novel. the units of analysis are words that appeared in the novel, taken from the whole chapters of the novel. therefore, the object is semantics lexical relations comprising three types of lexical relations: synonymy, antonymy and hyponymy.the findings show that each type of lexical relation is interconnected with one another. the most dominant type that is used by the author of the novel is antonymy. there were 148 out of 319 items, followed by synonymy with 97 finding items and then hyponymy with 26 finding items.this current study hopefully can enhance the teacher or lecturers and the students english language education to involve the semantics lexical relation. moreover, the findings and discussions can be applied in english language education study program, specifically in the semantics subject. the implications of lexical relation could be found not only in an english textbook but also in literature work such as novel, poetry, poem, even in play or drama, which is the subject that is required to learn by every single student. correspondence address: kampuspascasarjanaunnes, semarang. jl. keludutara iii semarang 50237, indonesia e-mail:setianingrum.diahayu@gmail.com p-issn 2087-0108 e-issn 2502-4566 diah ayu setianingrum, et al./ english education journal 11 (1) (2021) 159-165 160 introduction learning about the system of language, we have particular study that we learned to understand the phenomenon of language itself. it is called as linguistics (wijaya, 2016). there are so many fields that categorize every type of linguistics subject, one of them is semantics. semantics is the study of meaning that is used for understanding human expression through language (cruse, 2004). in daily life, people often make a statement or express an utterance about the possibility that something in the case. people do not always know what exactly happens in this world: some assumptions can be based on the real world, like some phenomena that may refer to what is being assumed, for example, a dark cloud in the sky that can be used to predict rain, while others can be just based on the speaker's belief that something is the case. semantics closely related to applications in real life including word sense and its meaning, so that in this study will be focused on one of semantic’s subject, it is called as lexical relations. moreover, words are sometimes called as lexical items or lexeme. words meaning might be characterized not only in term of its component features but also in term of its relationship to other words. this approach is called as lexical relation (yule, 2010, as cited in febriasari, 2018). in the lexical relations, it describes relationship among word meanings. it is the study of how lexicon is managed and how the lexical meanings of lexical items are related to each other. there are several types of lexical relations, such as; homonym, polysemy, synonymy, antonym, hyponymy, and metonymy (palmer, 1976). meanwhile, this study would be focus on showing the use of lexical relations which are synonymy, antonymy and hyponymy based on yule’s (2010) theory 4th edition. to make it specific, this article investigated the using of lexical relations in the written form that is in the novel. (welek and weren, 1970, as cited in pahlawanita, 2018) said that, as a literary work, it represents a story about human life experiences. there are two kinds of novel, they are fiction novel and non fiction novel. one of the best-selling fiction novel is harry potter by j.k. rowling. this novel is considered to be one of the popular and famous novels in the world. the novel contains interesting story that makes everyone knows about the world of magic. those stories have such a useful information to entertain and to persuade the readers making their imagination after reading this novel. the author uses so many words to describe something. besides, to make it more interesting, the author also chooses the words that contains semantic lexical relations such as synonymy, antonymy and hyponymy, and then the readers have their assumptions to interpret the meaning. on the other hand, lexical relations in the novel harry potter and the deathly hallows has not investigated yet, it is because of the newest title of the harry potter’s novel series. these study problems are only limited to the three-part of semantic lexical relations, how is the use synonymy, antonymy and hyponymy in the rowling’s novel “harry potter and the deathly hallows”. the previous studies that have been conducted in the past time in relevance with this study are also a part of a writer's thesis findings. in the area of synonymy, this article is in line with febriasari (2018) which is the similarity in our findings are, firstly the five types of lexical relation which is analyzed by the author and secondly the type of synonymy is mostly dominant in her findings. but still, the different object is the dissimilarity of our study and also the type of synonymy here comes to the secondhighest dominant in these findings. in line with her, inst & aziz (2018) delved various sense relations which is similar with five types of lexical relation (synonymy, antonymy, homonymy, and polysemy), then their paper ended with a conclusion that revealed the merits of a linguistic treatment of these refined semantics aspects. in line with the previous study conducted, a. m. hussein et al., (2017) also used yule's theory which is similar with this current article, but the dissimilarity is he investigated the phenomenon of synonyms and also his object study has discussed the idea of no total similarity in meaning among words in the glorious qur'an. this article contradicts with ridwan (2015) who diah ayu setianingrum, et al./ english education journal 11 (1) (2021) 159-165 161 researched analysing diction and lexical relation through editorial in jakarta globe august edition. the types of lexical relation that analysed by him was from john saeed's theory which are synonyms, antonyms, hyponyms, meronyms, retronyms. where the type meronyms and retronyms are not discussed in this current article. and then, the study conducted by altay (2017) conversely it appeared to used vocabulary learning strategies in language classrooms. although, the things that are analyzed in his study (the five types of lexical relation) is the same like this current study his study points at semantics mapping particularly in lexical relations as a practice for efl learners by suggesting its pros and cons and thus aims to raise awareness with this respect. in line with altay, the previous study of synonymy which contradicts with this article, was purposed by alghazali & al-musawi (2015) their study aimed to investigate the translation accuracy of qur'anic synonymy into english and the synonyms renditions will be assessed in the light of a translation quality assessment model to pinpoint how far accuracy has been attained. the previous studies of lexical relations particularly in antonymy, they are from gao & zheng (2014) their study aimed to investigate the antonymy in english texts and this focus is the use of antonymy in specific english texts from a linguistic perspective. in line with gao, the next previous study is from salih (2015) his paper is about a proposal of new different ways for giving opposite meanings of words, changing only one letter of a word can make antonyms. the main purpose of this study is to apply the creative process of thinking for opposite words instructions. the other study is coming from anis & saddhono (2013) they are students of sebelas maret university, their study discussed the lexeme antonym in using the affixation "mekan" especially analyzing in morphosemantics. the last previous study of antonymy group is about the role and function of antonymy which purposed by gjergo & delija (2014) they discussed in detail the role and functions of antonyms in language and speech discourse. meanwhile, the contradict of antonym findings, they are; purposed by the study from widhiarso & haryanta (2016) his finding indicated that, although both tests assessed similar content, responding to an antonym test requires complex cognitive process is more than responding to a synonym test. lastly, the last studies regarding hyponymy will be noted. first, the previous study of hyponymy which was conducted by telaumbanua & sihombing (2017) their research findings are, part of the body is the most dominant type of hyponymy category that is appeared in the short story of "the voyage". the conclusion of the research is the best way to remember words through hyponymy for efl learners. in so doing, students can enrich their vocabulary and can write and speak in english confidently. another findings research which is the same like this current research is purposed by ihsan et al., (2015) it deals with the use of hyponymy in teaching vocabulary to the learners is effective, despite his research using the preexperimental method or quantitative research. similar to ihsan, the study of the effectiveness of hyponymy purposed by puspita (2019) gave good significant influence of using the hyponymy to improve students vocabulary. her findings research as same as this current findings research but the difference is only the method of her research used a quasi-experimental design. the other similar previous research is conducted by nyambura & gathigia (2018) concluded that hyponymy is employed in gĩkũyũ church sermons to create relationships between hyponyms and super-ordinate terms, even their research used the semantic field theory (sft) but still, the point that they find out is hyponymy. while the other contradict study which is analyzed the hyponymy from ekoyanantiasih (2015), her study emphasized that the hyponymy of the verbs containing the meaning of "to take" using the descriptive method based on nida's (1975). the theory was based on her assumption of study that a lexeme contains a systematic semantics unit and a configuration of meaning which could be sorted into the smallest components. the result showed that the lexeme diah ayu setianingrum, et al./ english education journal 11 (1) (2021) 159-165 162 base as the superordinate has many hyponymies and one of them is jung jung, dong dong. so it is then concluded that this study is considered novel compared with the previous studies aforementioned because this study is taking the most recent novel from the harry potter series as its subject, which was not done by the previous researchers mentioned yet. according to the latter statement and also based on the background above, the research problems of this research are; how is the use synonymy in rowling’s novel “harry potter and the deathly hallows”, how is the use antonymy in rowling’s novel “harry potter and the deathly hallows”, how is the use hyponymy in rowling’s novel “harry potter and the deathly hallows”. therefore, the purpose of this articles is to explain the use of synonymy, antonymy and hyponymy in rowling's novel "harry potter and the deathly hallows". moreover, this article can contribute to the enrichment of semantics study, particularly in synonymy, antonymy and hyponymy. then, it can be developed to understand more and improve theories of lexical or sense relations in the semantics subject. methods this study deals with the use of lexical relations semantics in the novel “harry potter and the deathly hallows” by j.k. rowling. to make connections between the design and objective of the study, the type of research fits in this study was content analysis. thus this present study applied the qualitative content analysis because the study dealt mostly with nonnumerical data in the form of language or linguistics forms. this was in line with the qualitative content analysis which deeply investigates the meaning in the textual documents. through lexical relations, it would make us more understand when the focus was in the process of identifying, describing and analyzing each of type the lexical relations which are synonymy, antonym, and hyponymy. the data of analysis or the subject of this study was the current words that were appeared in rowling’s novel “harry potter and the deathly hallows”. the data were taken from the whole chapter of the novel. the object of the study was semantic lexical relations comprising each type of lexical relations, which were synonymy, antonymy and hyponymy appeared in the novel. the e-book was downloaded from the official website available on google which was from handsomebee.com. being naturalistic qualitative research, the primary instrument in this study was human instrument: the researcher. that was i as the researcher herself, who determined the scenario of this research. therefore the researcher was as the data collector, the data analyst, the data reporter. the primary instrument in this study was i as the researcher herself. i played the role of the designer, the data collector, the data analyst, the interpreter, and the reporter of the research findings. moreover, in the primary instrument, there were tables and the coding system as the several secondary instruments in line with the study objectives. after the data were collected, then i analyzed them and related to the three questions of study which followed six steps of creswell (2012), they were; reading the text, identifying the lexical relations words as the data, classifying the lexical relation forms which are synonymy, antonymy, and hyponymy, after that reducing the data that more relevant, so interpreting the data, reporting the data and the last drawing the data. to get the trustworthiness, there were several criteria to be fulfilled, the two of which were credibility and dependability. the credibility of data was obtained employing triangulation. in this study, the researcher would use triangulation of theory and validator. in triangulation of theory, i considered using the trustworthiness of the study by using multiple perspectives namely, theories of yule (2010) and keidler (1998), in order to avoid the research bias. i also used validator triangulation to strengthen data analysis. i chose one lecturer from universitas negeri semarang, prof.dr.dwirukmini, m.hum, because she is one of the experts in semantics study so that she diah ayu setianingrum, et al./ english education journal 11 (1) (2021) 159-165 163 could give me any suggestion and validation. by applying both triangulations, the researcher expected the result of this study would be valid and consistent for the same data because the dependability data was obtained by providing detail, in-depth explanation of data in the data analysis and presentation. results and discussions semantic lexical relation refers to the relationship or the connection between one lexeme to another or one word to another word. followed by yule’s (2010) theory, there are five types of lexical relation semantics. they are; synonymy, antonymy, hyponymy, homonymy, and polysemy. the analysis of lexical relation semantics allows us to identify to explain their use, meanwhile in the focus of this article would be in the use of synonymy, antonymy, and hyponymy appeared in narrative and conversation in the novel. besides, lexical relations are a type of semantics relations which have a significant role in the explanation, analysis and use of the meanings of words within sentences (malik, 2017). the use of synonymy in rowling's novel "harry potter and the deathly hallows" synonymy word is the words those have similarity in meanings, in line with yule (2010) synonymy word that two words or more with very closely related meanings. in other words, the use of synonymy happens when two words or more appeared in one sentence with similarity in meanings. the total finding of this type of lexical relation was 97 in numbers, this makes synonymy the second-highest finding of lexical relation types in the novel. the sample of synonymy’s findings“he had trusted dumbledore, believed him the embodiment of goodness and wisdom.” (ch.18/pg.360/l.6). on this sample, the synonymy found in the word “trusted” and “believed”. those two words share the same meaning which stands for having faith toward someone or what the person is saying, in the case of the sentence, the word “trusted” and “believed” refer to albus dumbledore. in this sample of findings, the use of synonymy word is often used by rowling as the author of the novel, it makes the sentence simpler and also easy to read by all generation. furthermore, synonymy becomes the second most findings, it is due to the researcher claimed that a more comprehensive view of synonymy would cover not only words as units of synonymy, but even more complex linguistic constructions. the use of antonymy in rowling's novel "harry potter and the deathly hallows" antonymy is two words having the opposite meaning which is in line with yule (2010) that antonyms word is two forms or words with the opposite meanings. in other words, the use of antonymy happens when two words appeared in one sentence with the opposite in meanings. the total finding of this type of lexical relation is 148 in numbers, this makes antonymy the first highest findings of lexical relation types in the novel. the sample of antonymy’s findings“the sword that lies inside it is a fake, this is the real one.” he looked from one to the other of them.” (ch.24/pg.489/l.19). the antonymy that was spotted on the sample is the use of word “fake” and “real”. it is commonly known that the total opposite of the word fake is the word real. it can also be proven through the sentence, the word "fake" refers to the sword inside the lestranges’ vault and the word "real" refers to the sword which showed by the griphook or goblin. in this sample of findings, antonymy is one of the lexical relation types that almost found in this study. it is because of antonymy helps achieve textual cohesion. it reveals the opposition and the unity of objects in languages. applying it in english texts such as in the novel correctly reveals the oppositeness of objects and produces a strong sense of comparison. therefore, many the writers are fond of and good at employing antonyms in their literary works, because it makes the works artistically charming and powerfully convincing, and also it contributes to diah ayu setianingrum, et al./ english education journal 11 (1) (2021) 159-165 164 achieving characterization, scene description, statement of opinions, discussion and refutation. moreover, the linguistic study of using antonymy in english texts helps readers understand and appreciate the authors' intention much more easily. the use of hyponymy in rowling's novel "harry potter and the deathly hallows" hyponyms words occur when the meaning of one form is included in the meaning of another, then the relationship is called as hyponymy, yule (2010). in other hands, it is the phenomenon of the relationship of the type between a more general thing (hypernymy) and more specific things (hyponymy), for example, fruits are hypernymy and then apple, banana, grapes, avocado are hyponymy. the total finding of this type of lexical relation is 26 in numbers, this makes hyponymy claim the third finding of lexical relation types in the novel. the sample of hyponymy’s findings“harry quietly extracted his rucksack from hermione’s beaded bag, and from inside it, the photograph album hagrid had given him so long ago.” (ch.16/pg.321/l.16-17). on this sample is indicated that the word “rucksack” relates to the word “bag”. their relation in the term of hyponymy is that the word “rucksack” is part of the word “bag”. it means that the word “bag” takes a larger portion or hypernym than the word “rucksack” as in the definition, the “bag” may have different parts that can be (shoulder bag, purse, tote), and “rucksack" is one of “bag” part. in this sample of findings, hyponymy is one of lexical relation type that rarely found in this study. the researcher stated that due to the words which have been introduced and described at the beginning of serial harry potter’s novel. that is why hyponymy becomes the lowest dominant that is found by the writer. conclusion based on the findings and discussion before, the conclusion of this article is the use of antonyms which were 148 items was the most commonly found in the rowling’s novel, followed by the use of synonymy were 97 items and then the use of hyponymy were 26 items. so that, antonymy is crowned as the highest percentage among the other lexical relation compared with synonymy and hyponymy. the reason foreshadowing why the researcher claims antonymy as the highest percentage is being used on so many occasions by rowling is due to being found to be practical to comprehend by the readers. based on gao & zheng (2014)stated that antonymy plays rather important roles in specific english texts, especially in poetry, novels, dramas, speeches and proverbs. therefore, antonymy helps the english textual cohesion such as in this novel. teachers or lecturers who emphasize the study or the use of antonymy in class will find their students have a higher reading ability. this study limited to analyzing the types of lexical relations words which are antonymy, synonymy and hyponymy in the rowling’s novel“harry potter and the deathly hallows” to support semantics study. further, for those who want to do the research, they have to upgrade object which is going to be analyzed, not only novel but it could be the other of a non-fiction book. pedagogically, the results of this study can be used as the supporting teaching materials to teach students of english language development in semantics subject. also, it can enhance the lecturers and the students to involve the multimodality in the semantics study, especially in antonymy, synonymy and hyponymy of semantic lexical relations. however, the study of using lexical relations should not stop at the linguistic level. exploring the rhetorical function of lexical relations may help us improve the ability to use language and heighten the effect of language output. references al-ghazălli, m. f., & al-musawi, a. j. 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(2010). the study of language, 4th edition. cambridge university press. eej 10 (2) (2020) 208 213 english education journal http://journal.unnes.ac.id/sju/index.php/eej the use of cohesive devices in english education journal articles written by graduate students of universitas negeri semarang faizah, djoko sutopo, abdurrachman faridi 1, mts. nahjatus sholihin, rembang, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: recived 08 december 2019 accepted 26 march 2020 published 20 june 2020 ________________ keywords: cohesive devices, english education journal articles, graduate students of unnes ____________________ abstract ___________________________________________________________________ this study was a discourse analysis aimed to investigate the use of cohesive devices in english education journal articles written by graduate students of unnes. the objectives of this study are to analyze cohesive devices in the article in order to explain the use of references in journal articles written by graduate students of unnes, to analyze cohesive devices in the article in order to explain the use of substitutions in journal articles written by graduate students of unnes, to analyze cohesive devices in the article in order to explain the use of ellipses in journal articles written by graduate students of unnes, to analyze cohesive devices in the article in order to explain the use of conjunctions in journal articles written by graduate students of unnes, to analyze cohesive devices in the article in order to explain the use of reiterations in journal articles written by graduate students of unnes, to analyze cohesive devices in the article in order to explain the use of collocations in journal articles written by graduate students of unnes. the objects of this research were english journal articles which are written by graduate students of unnes. the 15 english education journal articles were analyzed using halliday and hasan’s (1976) theory. the results of this study showed that graduate students of unnes used 6 types of cohesive devices, namely repetition, substitution, ellipsis, conjunction, reiteration, and collocation. references were more frequently than the other cohesive devices. on the other hand, the undergraduate students of unnes rarely used substitution and ellipsis to achieve their writing. © 2020 universitas negeri semarang correspondence address: unnes bendan ngisor campus, semarang, 50233 e-mail: fazafaizah99@gmail.com p-issn 2087-0108 e-issn 2502-4566 faizah, djoko sutopo, abdurrachman faridi/ english education journal 10 (2) (2020) 208 213 209 introduction language is a tool of communication. it is divided into spoken and written. people can not only get information but also share or convey ideas through writing (undayasari & shaleh, 2018). sometimes writers (students) get some difficulties when they write. some studies indicated that students have problems and difficulties in organizing ideas and arguments cohesively and critically, using appropriate styles of writing, and expressing their thoughts clearly in using english (gunawan & aziza, 2017). their writings are expected can be read and understood easily. a good writing not only restates the message or idea using sentences or expressions that are grammatically correct, but also has to organize idea or message in a form which is easy to understand (pratiwi, rukmini, & faridi, 2017). to make the writings can be read and understood easily, we need to use cohesive devices correctly. one of the requirements to graduate from master’s degree in the university is submitting their journal article written in english. many students got have difficulties when they develop their idea in writing. when they write, they deliver the message to the reader. a reader need to give clear enough information from the journal article. a journal article contains of some part including abstract until references. they are many paragraphs within the text. all paragraphs have a topic sentence and supporting sentences, and some paragraphs also have a concluding sentence (oshima & hogue, 2006, p. 2). it means that there is a correlation between a topic sentence and supporting sentence. the important elements of a good paragraph are unity and coherence. the unity of meanings of texts can be realized from cohesion, coherence, and thematic progression (rahmawati, rukmini, sutopo, 2014). according to oshima and hogue (2006, p. 18) unity means that a paragraph discusses one and only one main idea from beginning to end. oshima and hogue (2006) also explained that the second part of unity is that every supporting sentence must directly explain or prove the main idea. the second element of a good paragraph is coherence. oshima and hogue (2006) stated that the latin verb cohere means “hold together.” they also stated that for coherence in writing, the sentences must hold together, that is, the movement from one sentence to the next must be logical and smooth. there must be no sudden jumps. each sentence should flow smoothly into the next one. according to halliday and hasan (1988, p. 84), “an important contribution to coherence comes from cohesion: set of linguistic resources that every language has (part of the textual metafunction) for linking one part of a text to another. in other words the text is coherent if the text uses cohesive devices correctly. to build the coherence of the text we need to use cohesive devices. to produce a cohesive text we need to use cohesive devices. there are 6 types of cohesive devices, namely reference, substitution, ellipsis, conjunction, reiteration, and collocation. this study was a discourse analysis aimed to investigate the use of cohesive devices in english education journal articles written by graduate students of unnes. the objects of this research were english journal articles which are written by graduate students of unnes. the 15 english education journal articles were analyzed using halliday and hasan’s (1976) theory. based on the background of the study above, this study attempts to address the following research problems: 1. how are references used in english education journals articles written by graduate students of unnes? 2. how are substitutions used in english education journals articles written by graduate students of unnes? 3. how are ellipses used in english education journals articles written by graduate students of unnes? 4. how are conjunctions used in english education journals articles written by graduate students of unnes? faizah, djoko sutopo, abdurrachman faridi/ english education journal 10 (2) (2020) 208 213 210 5. how are reiterations used in english education journals articles written by graduate students of unnes? 6. how is collocation used in english education journals articles written by graduate students of unnes? the objectives of the study are to analyze cohesive devices in article in order to explain the use of references in journal articles written by graduate students of unnes, to analyze cohesive devices in article in order to explain the use of substitutions in journal articles written by graduate students of unnes, to analyze cohesive devices in article in order to explain the use of ellipses in journal articles written by graduate students of unnes, are to analyze cohesive devices in article in order to explain the use of conjunctions in journal articles written by graduate students of unnes, to analyze cohesive devices in article in order to explain the use of reiterations in journal articles written by graduate students of unnes, to analyze cohesive devices in article in order to explain the use of collocation in journal articles written by graduate students of unnes. methods the design of this research is qualitative research. the objects of this study are 15 journal articles which are written by graduate students of unnes. the source of the journal articles was http://journal.unnes.ac.id/sju/index.php/eej. the unit of analysis in this research is the sentence of english education journal article. in collecting the data, the researcher did some steps. those were downloading the english education journal articles from internet, identifying cohesive devices starting from references, substitutions, ellipses, conjunctions, reiterations, and collocation. the steps in analyzing the data were gathering the data from english education journal article, reading several time those articles,breaking up those article into sentences, categorizing those sentences based on the cohesive devices. in categorizing cohesive devices, the researcher used the table of cohesion check lists which adapted from halliday and hasan (1976). results and discussion references the first research question is this research is how are references used in english education journals articles written by graduate students of unnes. references contribute in making a cohesive text. the graduate student used references appropriately. they used personal references, demonstrative references, and comparative references. here are some examples of references: example 1 personal reference the first group was the first experimental group in which it was taught by close reading instruction and the other one was the second experimental group taught by explicit reading instruction.(article 1) from sentence above, it can be seen that the writer tried to make a cohesive text by using the personal reference. the word it is the personal reference because the word it belongs to the personal pronoun that refers to “the first experimental group”. example 2 demonstrative reference this study was a quasi-experimental study aimed to find out the effectiveness of close reading and explicit reading instructions to enhance the students’ reading comprehension to students with high and low motivation. (article 1) from the sentence above, it can be seen that the writer tried to make a cohesive text by using a demonstrative reference such as this study, the effectiveness, and the students’ reading comprehension. the word this study is a demonstrative reference because the refers to what the writer does. the word the effectiveness of close reading and explicit reading instruction and the students’ reading comprehension are demonstrative references because the belongs to the demonstrative reference. example 3 comparative reference the first group was the first experimental group in which it was taught by close reading instruction and the other one was the second experimental group taught by explicit reading instruction. http://journal.unnes.ac.id/sju/index.php/eej faizah, djoko sutopo, abdurrachman faridi/ english education journal 10 (2) (2020) 208 213 211 from the sentence above, it can be seen that the other one is comparative reference because the other one compared with the first group. those compared two things, first the first group as the first experimental group and the second group as the second experimental group. substitutions the second research question is this research is how are substitutions used in english education journals articles written by graduate students of unnes. the findings indicated that the undergraduate students of unnes used nominal substitutions and clausal substitution. below is an example of nominal substitution: the first group was the first experimental group in which it was taught by close reading instruction and the other one was the second experimental group taught by explicit reading instruction.(article 1) the word one in the sentence above indicated that the word one took the place of the word the experimental group. it is the evidence that the writer used a substitution in order to make a cohesive text. below is an example of clausal substitution: efficient reading consists of clearly identifying the purpose in reading something. by doing so, students know what they are reading and looking for and able to leave out the potential distracting information in the text. (article 2). there was a substitution in the example above. it was so that belongs to clausal substitutions. it was shown in the second sentence as well. the word so is actually functioned to replace the whole clause of the previous sentence. it should be “by doing efficient reading consists of clearly identifying the purpose in reading something, students know what they are reading and looking for and able to leave out the potential distracting information in the text. ellipses the third research question is this research is how are ellipses used in english education journals articles written by graduate students of unnes. the findings revealed that the undergraduate students used one type of ellipsis, namely nominal ellipsis. the examples below illustrate the use of ellipsis as a cohesive device in english journal article: then, the next consisted of rereading activity, identifying the author’s affirmation, provide supporting detail to the author’s affirmation, analyzing the connection of the author’s affirmation, and discussion. the use of ellipsis in the example above is realized. the writer of the journal article omitted a noun. the possible interpretation of the complete sentence may be interpreted as then, the next of reading activities as the second procedures consisted of re-reading activity were identifying the uthor’s affirmation, provide supporting detail to the author’s affirmation, analyzing the connection of th author’s affirmation, and discussion. conjunctions the fourth one is this research is how are conjunctions used in english education journals articles written by graduate students of unnes. the findings showed that the undergraduate students used 4 types of reference. they are additive conjunction, adversative conjunction, clausal conjunction, and temporal conjunction. here are the examples of conjunction: example of additive conjunction the effectiveness of close and explicit reading instructions to enhance reading comprehension to highy and lowly motivated students. (article 1) the conjunctive used in example above is an additive conjunction. the conjunctive and connects the phrase “the effectiveness of close and the effectiveness of explicit reading instruction reading comprehension to highly motivated student and lowly motivated students. the conjunctive and connects two linguistic units that are grammatically equal or similar. example of adversative conjunction in 2013, indonesian ministry of education and culture mandated a 2013 curriculum as the extension of unit level of education-based curriculum. however, in 2013 curriculum, there faizah, djoko sutopo, abdurrachman faridi/ english education journal 10 (2) (2020) 208 213 212 are some reductions for time allocation for certain subjects; one of them is english subject. (article 1) to show a sentence that contradicts or contras with the previous start, the writer used however. however was categorized as adversative conjunction. this would make the connections between the sentences sound more cohesive. example of causal conjunction explicit reading instruction was also not effective to enhance the students’ reading comprehension to students with high and low motivation. therefore, there was no interaction among teaching techniques (close and explicit reading instructions), motivation (students with high and low motivation), and reading comprehension. (article 1) there was a causal conjunction therefore. the student used it in order to create a logical consequence between sentences. the causal conjunction above had a function perfectly well as a conjunction so and separating it with comma instead of a semicolon is acceptable. example of temporal conjunction previously, the last change of the curriculum was in 2006.(article 1) in this case, the student used temporal conjunction previously. the word previously indicated anything that happened before. reiterations the fifth one is this research is how are reiterations used in english education journals articles written by graduate students of unnes. the findings indicated that the undergraduate students of unnes used 3 types of reiteration, namely repetition, synonym, and general word. here are some examples of reiterations: example of repetition this study was a quasi-experimental study aimed to find out the effectiveness of close reading and explicit reading instructions to enhance the students’ reading comprehension to students with high and low motivation. (article 1) the use of reiteration in example above was realized by repetition. the effectiveness of close reading and explicit reading instructions to enhance the students’ reading comprehension to students with high and low motivation is repetition that related to the title of english journal article 1. example of synonym (1) the first is that the late preparation of english can be a weakness for the students to deal with the job opportunities in global economic era. (article 1) (2) the second is related to the career world. when the students are not well-prepared of english, their career opportunities can be slower than the persons who acquire english well. (article 1) the example (1 & 2) showed that the student used synonym. the word job showed the same meaning with career. those two synonyms above had in important role in the text because they not only created cohesion but also decorated the text to make it more entertaining. example of general word for the purpose of this study, there were only two classes selected to be the samples. (article 1) from example above, it was showed that the student used a general word. the word two classes was a general word because there is no a specific information. collocations the last one is this research is how are collocations used in english education journals articles written by graduate students of unnes. the findings showed that the students used collocation in order to produce a cohesive text. below is the example of collocation: the samples of this research were the second semester students of islamic business and economics faculty at public islamic institute of purwokerto in the academic year of 2016/2017. (article 1) the example above showed that the student used collocation. the word the samples of this research is a strong collocation with the word research. furthermore, the result of this present study confirms to the previous studies (adiantika, 2015; emelia et al, 2018; amperawati, 2019). conclusion based on the findings and discussion, this study has six conclusions related to the research faizah, djoko sutopo, abdurrachman faridi/ english education journal 10 (2) (2020) 208 213 213 question. the first research question deals with how are reference used in english education journal articles written by graduate students of unnes. it is found that 3 types of references are used by undergraduate students of unnes. the second research question deals with how are substitutions used in english education journal articles written by graduate students of unnes. it is found that 2 types of substitution are used by undergraduate students of unnes. they are nominal substitution and clausal substitutions. they did not use verbal substitution. the third research question deals with how are ellpises used in english education journal articles written by graduate students of unnes. it is found that 1 type of substitution is used by undergraduate students of unnes. it is nominal ellipsis. they did not use verbal ellipsis and clausal ellipsis. the fourth research question deals with how are conjunctions used in english education journal articles written by graduate students of unnes. it is found that 4 types of conjunction are used by undergraduate students of unnes. they are additive conjunction, adversative conjunction, causal conjunction, and temporal conjunction. the fifth research question deals with how are reiteration used in english education journal articles written by graduate students of unnes. it is found that 3 types of substitution are used by undergraduate students of unnes. they are repetition, synonym, and general word. the sixth research question deals with how are collocations used in english education journal articles written by graduate students of unnes. it is found that undergraduate students of unnes used collocations appropriately. references adiantika, h. n. (2015). cohesive devices in efl students’ expository writing. english review: journal of english education, 4(1), 94-102. retrieved from https://journal.uniku.ac.id/index.php/e rjee/article/view/316 amperawaty, a. & warsono. (2019). the use of cohesive devices to achieve coherence in the background section of the students’ formal writing. english education journal, 9(1), 34-40. emilia, e., habibi, n., & bangga, l.a. (2018). an analysis of cohesion of exposition texts: an indonesian context. indonesian journal of applied linguistics, 7(3), 515523. gunawan, w. & aziza, f. theme and thematic progression of undergraduate thesis: investigating meaning making in academic writing. indonesian journal of applied linguistics, 7(2), 413-424. halliday, m. a. k & hassan. r. (1976). cohesion in english. london: longman oshima, a. & hogue, a. (2006). writing academic english.california: addison wesley publishing company pratiwi, y. e., rukimi, d, & faridi, a. the linguistic problems of students’ competence in writing business letters. language circle: journal of language and literature, 11(2), 117-126 retrieved from: https://journal.unnes.ac.id rahmawati, a. rukmini, d. & sutopo, d. (2014). the unity of meanings in the vocational high school english textbook. english education journal, (4) 2, 106-113 undayasari, d. & shaleh, m. (2018). comparison of thematic structure and progression between english and indonesian exposition texts written by undergraduate students of upi (rhetorical study). english education journal (eej), 8(1), 43-50. https://journal.uniku.ac.id/index.php/erjee/article/view/316 https://journal.uniku.ac.id/index.php/erjee/article/view/316 https://journal.unnes.ac.id/ eej 10 (2) (2020) 225 233 english education journal http://journal.unnes.ac.id/sju/index.php/eej the implementation of initiation–response–feedback (irf) in efl writing class fajar nugroho dwi atmojo, mursid saleh, widhiyanto universitas negeri semarang, indonesia article info ________________ article history: recived 10 december 2019 accepted 17 march 2020 published 20 june 2020 ________________ keywords: irf, efl, writing class ____________________ abstract ___________________________________________________________________ classroom interaction has been an interesting discussion in the research of discourse as well as language education itself. this research was aimed to analyze the implementation of initiation-response-feedback (irf) model in efl writing class. irf is a pattern of classroom interaction found by sinclair and coulthard in 1975 that stands for teacher initiation, students‟ response and feedback by teacher. this study was a case study with several steps conducted by its researcher in analyzing the data. the analysis of the data began with the process of organizing data from the result of recording, transcribing data into paper-based transcriptions, coding the data, calculating the occurences of the teaching exchange pattern and irf pattern, reporting the findings, and interpreting the findings. the results of the study showed that both teacher and students implemented the irf model in teaching and learning process, especially in writing class. in this study there are five teaching exchanges which occurred based on sinclair and coulthard (1975)‟s model including teacher inform, teacher direct, teacher elicit, student inform, and check. furthermore, the classroom interaction process in efl writing class reflected the patterns of irf sequence. as the conclusion, it is recommended that the teacher should maintain the effectiveness of classroom interaction and give much opportunity to the students to take role in classroom verbal interaction through reflecting the irf pattern in teaching learning process particularly in efl writing class. © 2020 universitas negeri semarang correspondence address: kampus universitas negeri semarang, kelud, semarang, 50233 e-mail: fajarnugrohodwiatmojo@gmail.com p-issn 2087-0108 e-issn 2502-4566 fajar nugroho dwi atmojo, mursid saleh, widhiyanto/ eej 10 (2) 2020 225 233 226 introduction in this globalization era, it cannot be denied that english has been an international language, used by people all over the world to communicate to each other both in spoken and written interactions. no wonder, the fundamental characteristics of authentic real life examples of both spoken and written discourse are important for the learners (ghufron & saleh, 2016). thus, it is not surprising that the teaching of english is carried out in many parts of the world including in indonesia where teaching english concerns more on the written language. unfortunately, there are many challenges in writing especially for high school learners (kusuma & saleh, 2017). in reality students often produce error in writing (kusuma & saleh 2017). this makes writing class is interesting and therefore this study deals with it. in creating an interactive foreign language classroom, it is important for teacher to pay attention to the language used and to the categories of teacher talk in particular. in terms of teacher talk, several researchers have argued that the excessive amount of teacher talk in the classroom does not offer enough opportunities for student talk time and does not promote active learning and students‟ participation (davies, 2011; walsh, 2002). only a small part of the student talk shows initiation related to the learning materials. teacher‟s domination in classroom interaction can discourage students to participate and speak more in the target language (kurniawati & fitriati, 2017). it means that the teachers do not give chance to the students to talk. a study on teacher talk in classroom interaction has been conducted by sukarni and ulfah (2015) showed that the teacher is more active in the interaction. similarly, the study conducted by sagita (2018) also aims to analyze teacher and the student talk in classroom interaction and finds the similar finding that the teacher generally did most of talking during the lesson a common problem for efl teachers is dealing with a passive class where students are unresponsive and avoid interaction with the teacher. the students seem shy or lazy to ask a question to and/or to answer to the question from the teacher. they prefer to become passive rather than active to participate in learning process actively. furthermore, the environment around the students is not quite supportive and the opportunities to apply the target language are even fewer. sometimes a teacher seeks interaction in a teaching learning process, such as asking questions to the class as a whole, expecting at least one of the students to respond. obviously, there will be times when no student is willing to answer the teacher's question, but often students do not answer even if they understand the question, know the answer, and are able to produce the answer. classroom interaction has been an interesting discussion in the research of discourse as well as language education itself. the construct refers to the interaction between teacher and students. according to (hall, 2011) classroom interaction is a term that used to analyze who goes on among people in classroom when language is involved. interaction in the classroom is an essential part of teaching learning process. interaction or human interaction has been defined as a process whereby two or more people engaged in reciprocal actions. the teacher maybe use bilingual (indonesian and english) for the whole interactions with the purpose that the students can understand what the teacher said. classroom interaction that is focused by the researcher in this study is about how the teacher and students participate to talk during teaching learning process. study on teacher talk has been conducted by many researchers. they analyze the classroom interaction from lower level of education up to higher education or college. for instance, the studies on teacher talk in young learners‟ classroom have been conducted by inceçay (2010), setiawati, (2012), pujiastuti (2013), and mulyati, (2013) and sukmawati (2018). meanwhile, puspadewi & jurianto (2012), sukarni & ulfah (2015), and sagita (2018) conducted the study on teacher fajar nugroho dwi atmojo, mursid saleh, widhiyanto/ eej 10 (2) 2020 225 233 227 talk in junior high school. furthermore, the studies on teacher talk in senior high school have been conducted by putri (2015), aisyah (2016), iswan (2016), wasi‟ah (2016), irmayani & rachmajanti (2017) and huriyah & agustiani (2018). in addition, kiasi & hemmati (2014), nurpahmi (2017) and munawir (2017) conducted the study on teacher talk in university. teacher talk in this present study is analyzed using sinclair and coulthard initiationresponse-feedback (irf) model. according to dagarin (2004) argues that classroom interaction is two way process between the participants in the language process, the teacher influences the learners and vice versa. furthermore, interaction in the classroom is categorized as the pedagogic interaction which means the interaction in the teaching and learning process (sarosdy et al, 2006). the investigation on the structural organization of classroom interaction has been conducted by many researchers. the classic investigation of sinclair and coulthard (1975) showed that there are acts, moves, exchanges, and transactions in all talk in teacher-students interaction. the basic unit of teacher-student communication in this system is the „irf exchange‟, in which a teacher initiates an interaction, the student response, and the teacher then provides some follow-up or feedback. initiation-response-feedback (irf) model is a model of classroom interaction which provides guidance for analysing spoken language, which was developed from classroom interaction (mccarthy, 2002). some studies have been conducted to explore irf in the classroom. rustandi & mubarok (2017), for example, conducted the study that aims to analyze the reflection of irf (initiation-response-feedback) in speaking class and investigating the dominant sequence among i, r, and f. the result showed that student response becomes the dominant sequence of irf in speaking class. poole (2005) has attempted to investigate the irf in various subjects in us, taiwan, and south africa. it shows that irf pattern varies across the subjects, countries and cultures as the variables of the study. the patterns are insightful and important in terms of giving pedagogical implications toward classroom interaction. further, the pedagogical implications offer a way to facilitate learning or acquisition through possibility of repair and common feedback in irf (seedhouse, 2004). in addition, studies focusing on irf have been conducted by the work of nicholson (2014). it aims to give a brief overview of the sinclair & coulthard model, examining it particularly at the level of exchange, move and act. the result show that the sinclair and coulthard‟s model is useful for understanding classroom communication as it is an effective tool for seeing the roles classroom participants play, the types of talk they participate in and the quality of output derived from the type of questions asked in the classroom. ginting (2017) also analyzed the importance of opening moves in classroom interaction. the purpose of this study was to describe the types of opening moves used by the teacher through the learning process. the result showed that elicitation and bound types were the dominant ones and followed by re-innitiation, direct, repeat, inform, listing, and check. there has been interest in conducting research on irf sequences. marzban, et al, (2012) conducted a research about the possibility of irf structure change. the participants were ten adults in english as foreign language classes in a private language school in naqadeh, iran. the researchers used video tapes, audio recordings, transcription, and field notes as instruments to collect data. the result of the research shows that irf sequences actually limited students‟ opportunity to contribute their talk in class. the researchers though that the teacher should give the students multiple opportunities to engage in interaction in classroom. in conclusion the researchers suggested for teacher to implement isrf (teacher initiation-student struggle-teacher response-student feedback) sequences in class. it is because based on their findings, isrf sequences could help students to have more opportunities to talk in classroom interaction. fajar nugroho dwi atmojo, mursid saleh, widhiyanto/ eej 10 (2) 2020 225 233 228 the examples above are some from many studies concerning on initiation-response feedback (irf) model proposed by sinclair and coulthard (1975) to analyze teacher student interaction in english classroom during teaching learning process. however, those previous studies are different with this present study which is primarily intended to provide complete pictures of how irf model is implemented by the teacher and the students in teaching and learning writing and how the reflection of irf in efl writing class. therefore, this present study is expexted to fill the gap in the literature. method this study, following anisah, fitriati, & rukmini (2019) employs case study qualitative research design. a qualitative study, according to suparman (2009), reports the result obtained from qualitative analysis through detailed descriptions of the processes which the researchers need in arriving at the categories and patterns of research. in addition, according to creswell (2012) process, meaning, and understanding gained through words or pictures are the aspect that the researcher is interested in qualitative study. moreover, qualitative research tends to be a research design describing the data in descriptive form which consist utterance, written data or human behaviour (bogdan & taylor, 1992). through this design, the researcher will collect, analyse, and interpret a variety of data. the subjects of the study are an english teacher and 30 students in class 7a of smp n 2 pangkah. the data focus on the teaching learning process by analyzing the interactional conversation among teacher – students and students – teacher. the object of this study is the utterances produced by the teacher and students in the classroom interaction in collecting data, the researcher use classroom observation, video-recording, and lesson transcript to gain the data. in term of observation the resarcher conduct three observations in three meetings. once the data are gathered, the researcher are conduct the several steps. first, the researcher conducts a discussion with the chosen english teacher in the research setting, namely the junior high school about a class that is regarded better than the other classes in order to give the significant data. second, the researcher conducts the observation in the chosen class three times with the purpose to collect the data as accurate as possible since observing interactions that occur in the learning process show effective conversations between teacher and students (widiyastuti & rustono, 2018). third, the researcher records the teaching and learning processes. to assist the video recording, the researcher uses note taking. fourth, the researcher later transcribes the teaching and learning processes and write all of them in the research instrument in order to ease the researcher himself analysing the data. fifth, the researcher uses the theory of irf model proposed by sinclair and coulthard (1975). lastly, the researcher presents and elaborates the data in paragraph. findings and discussion the implementation of initiation-responsefeedback (irf) this research finds various findings in term of the implementation of initiationresponse-feedback (irf) by the teacher in teaching writing. the analysis shows that the teaching exchange pattern which the teacher implements most is teacher elicit. below is the example showing this teaching exchange pattern. table 1. the example of teacher elicit with initiation-response-feedback (irf) moves t : what does it look like? (i) s : it is round (r) t : it is round. good. (f) the example of the analysis above shows that the teacher initiates the interaction with the students. the teacher gives the student a question about the shape of the ball. the fajar nugroho dwi atmojo, mursid saleh, widhiyanto/ eej 10 (2) 2020 225 233 229 purpose of the teacher is to activate the background knowledge of the students about describing something since they will learn description text. this initiation is responded by one student properly. he responds by saying the shape of the ball, round. it means he knows what the teacher is trying to say. after the response, the teacher also provides that student a feedback by praising him in front of the other students. this is absolutely suggested because the exsistence of the feedback indeed is able to encourage that student to engage more in the interaction and also to motivate the other students to join in the interaction. table 2. the example of teacher elicit with initiation-response (ir) moves t : what is the title? (i) s : i‟m proud of indonesia (r) from the example above, it can be seen that the teacher initiates the interaction with the students. the teacher asked the student about the title of the topic that they are learning. this initiation is responded by the students. they respond by saying the title of the topic correctly. it means they understand the teacher initiation. however, the teacher does not give any feedback to the students. this is not suggested because the exsistence of the feedback actually is able to encourage the students to engage more in the interaction. table 3. the example of teacher direct with initiation-response (ir) moves t: okay, sekarang udah tahu ya, sekarang coba kita lihat dialog yang ada … open your book page one hundred and fifty. there is a dialog. sudah? one hundred and fifty. (i) s: nv (open the book) (r) from the example above, it can be seen that the teacher initiates the interaction with the students. the teacher asked the student to open the book in order they can learn the dialog. this initiation requires the student to respond by showing non verbal response. the students open the books to learn the dialog exactly like what the teacher instructs. it means they understand the teacher initiation. however, the teacher does not give any feedback to the students. this is not suggested because the exsistence of the feedback in any kind of forms actually is able to encourage the students to engage more in the interaction. table 4. the example of teacher inform with initiation (i) move t: today we have a new lesson. kita hari ini adalah materi baru. chapter seven. (i) from the example above, it can be seen that the teacher informs an information to the students. she gives the students an advice to respect their friends who are presenting certain topic in front of the class. the purpose of the advice is to build good character inside the students‟ mind. unfortunatelly, the students do not give any response for that advice. this triggers some speculations. first, the students are possibly afraid of the teacher, although they actually are able to respond using english. second, the students are possibly do not understand at all what to say to respond the teacher‟s initiation. table 5. the example of teacher inform with initiation-response (ir) moves t: it‟s thick. it has a blue hard cover. (i) sss: it‟s thick. it has a blue hard cover. (r) from the example above, it can be seen that the teacher informs an information to the students. she gives the students an information about the description of the thing in the dialogue. then, the students give the response by repeating what the teacher said. this triggers a speculation that students are possibly understand at all what to say to respond the teacher‟s initiation. table 6. the example of check with initiationresponse (ir) moves t: jelas ya? (i) s: jelas (r) fajar nugroho dwi atmojo, mursid saleh, widhiyanto/ eej 10 (2) 2020 225 233 230 from the example above, it can be seen that the teacher initiates the interaction with the students. the teacher checks the comprehension of the students. she makes sure that the students indeed understand the topic that they are learning. this initiation is responded by the students. they respond by saying that the topic is clear enough for them. it means they understand the teacher initiation. the implementation of student inform pattern in efl writing class this research finds only one finding in term of the implementation of initiationresponse-feedback (irf) by the students in learning writing since the students do not implement the students elicit. they prefer to be silent because they do not know what should be said or asked to the teacher. the analysis shows that the exchange pattern which the students implement is student inform with initiationfeedback (if) moves. below is the example showing this teaching exchange pattern. table 7. the example of student inform with initiation-feedback (if) moves s: bu, salah bu. to critisize. (i) t: saya kok dengarnya pride ya. oh criticize. (f) in the example above, when the teacher explains about the title of the topic lesson in that meeting, a student initiate to correct her by saying “bu, salah. to criticize” for reminding the teacher that she makes a mistake. the feedback from teacher is by giving comment that she hear “pride” instead of criticize, and then making a correction by herself. the reflection of initiation-responsefeedback in efl writing class the findings of this study show the interactions in efl writing class which are divided into teacher initiations, student responses and teacher feedbacks. these interactions occurred in teaching learning process. from the analysis of the data, it shows that the teacher initiation is the highest score calculated from the observation. then, at the second place is student‟s response. finally, the third place is teacher feedback. in this regard, the teacher initiation is the dominant pattern in the classroom interaction in speaking class rather than response of the students and feedback from the teacher. table 8. the example of teacher initiation in efl writing class s: what is the purpose? apa sih tujuan kita belajar ini? dibaca di situ ada, tujuannya apa? anggi tolong dibaca yang keras. read aloud. (i) t: to make them stand out. (r) s: ya, the purpose is to make them stand out. (f) from the example above, it can be seen that the teacher initiates the interaction with the students. the teacher asked the student about the title of the topic that they are learning. this initiation is responded by one student. she respons by saying the purpose of the topic correctly. it means she understands the teacher initiation. after the response, the teacher also provides that student a positive feedback. this is absolutely suggested because the exsistence of the feedback indeed is able to encourage that student to engage more in the interaction and also to motivate the other students to join in the interaction. table 9. the example of student response in efl writing class t: what is the dialog above? i) s: notebook. (r) t: ya, the purpose is to make them stand out. (f) from the example above, it can be seen that the teacher initiates the interaction with the students. the teacher asked the student about the topic of the dialog that they are learning. this initiation is responded by one student. she responds by saying the topic of the dialog correctly. it means she understands the teacher fajar nugroho dwi atmojo, mursid saleh, widhiyanto/ eej 10 (2) 2020 225 233 231 initiation. however, the teacher does not give any feedback to the students. this is not suggested because the exsistence of the feedback actually is able to encourage the students to engage more in the interaction. table 10. the example of teacher feedback in efl writing class t: apa itu round? i) s: kata sifat (r) t: good! (f) the example of the analysis above shows that the teacher initiates the interaction with the students. the teacher gives the student a question about what the part of speech of round. this initiation is responded by one student properly. she responds by saying “kata sifat”. it means she knows what the teacher is trying to say. after the response, the teacher also provides that student a feedback by praising him in front of the other students. this is absolutely suggested because the exsistence of the feedback indeed is able to encourage that student to engage more in the interaction and also to motivate the other students to join in the interaction. the other feedback which find in this study is repetition. below is the example of the feedback. table 11. the example of teacher feedback in efl writing class t: okay, this is a dialog between siapa? i) sss: edo dan beni (r) t: ya, dialog between edo and beni (f) from the example above, it can be seen that the teacher initiates the interaction with the students. the teacher asked the students who is the people on the dialogue that the students are learning. this initiation is responded by the students. they respon by saying the name of the participants in the dialog. after the response, the teacher also provides that students a feedback by repeating the student‟s response. this is absolutely suggested because the exsistence of the feedback indeed is able to encourage that student to engage more in the interaction and also to motivate the other students to join in the interaction. the teacher also use extending feedback as shows in the following figure. table 12. the example of teacher feedback in efl writing class t: bila temannya sedang presentasi kalian harus apa? (i) sss: menghargai (r) t: good! (f) as it can be seen, the teacher doesn‟t only repeat identically the student‟s answer, but also the teacher added some words by saying “menghargai dan mendengarkan”. the result of this study showed that the dominant occurred among i, r and f in the classroom interaction on efl writing class was teacher initiation. regarding the interaction during teaching and learning process in efl writing class, walsh (2011) stated that interaction is an aid of showing how teachers can create opportunities for learning through their use of language and interactional resources. by verbal and noninteraction, teachers facilitate students‟ involvement by constructing language in which students are involved to create learning opportunities. conclusion and suggestions based on the result of this present study, it can be concluded that this present study has three main findings. first, it is found that the teacher was implemented the irf model suggested by sinclair and coulthard (1975). the model that implemented by the teacher consists of four teaching exchange patterns, namely teacher elicit, teacher inform, teacher direct, and check. second, it was found that the studants were implemented the irf model suggested by sinclair and coulthard (1975). the model that implemented by the students only consists of one teaching exchange patterns, namely students inform. third, it was found that the interaction during teaching learning activities in efl fajar nugroho dwi atmojo, mursid saleh, widhiyanto/ eej 10 (2) 2020 225 233 232 writing class was reflected of irf pattern sequences. this study obviously needs the future studies to enrich the findings. it will be better for further researchers to conduct the study about classroom interaction in which the other patterns in classroom interaction such as scaffaolding and private speech pattern, not only interaction pattern between teacher-students and studentsteacher, but also interaction pattern among students-students. applying the irf pattern can be difficult to analyze every utterance and place it into its appropriate irf category. this is primarily true because the speaker can choose to do or say anything they like. for this reason, irf has been widely criticized by many including willis (1983) who argue the weaknesses of the model include being too product-oriented or situational. additionally, coulthard (1985) himself acknowledges that the model has some drawbacks, for example addressing discontinuity in discourse. even though the process was quite difficult, in the end, it was not impossible to find appropriate discourse data to fit into the irf model. references aisyah, n. 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(1983). the implication of discourse analysis for the teaching of oral communication. unpublished ph.d thesis. university of birmingham. eej 9 (3) (2019) 342 353 english education journal http://journal.unnes.ac.id/sju/index.php/eej baker’s strategies used in translating english idioms into indonesian in crazy rich asians by kevin kwan okta maya fitri , abdurrachman faridi, rudi hartono universitas negeri semarang, indonesia article info ________________ article history: recived 10 february 2019 accepted 09 july 2019 published 15 september 2019 __________________ keywords: idioms, translation, translation strategies ____________________ abstract _________________________________________________________________ the use of appropriate strategies to translate idioms determines the quality of the idiom translation because the meaning of idioms cannot be extracted from its each component word.the research was conducted to describe the types of idioms found in crazy rich asians novel and to analyze the strategies used in translating the idioms by applying baker’s translation strategy.the data were taken from idioms found in crazy rich asians novel. there were 325 data which were analyzed qualitatively to determine the types of idioms and what strategies were employed. the result shows that opaque phrases dominated of all idiom types, followed by semi-transparent phrase, semi-opaque phrase and transparent expression. there were five strategies employed in translating idioms, they were using an idiom of similar meaning and form, using an idiom of similar meaning but dissimilar form, translation by paraphrase, translation by omission and literal translation. translation by paraphrase is the most frequent strategies used to translate idioms because the equivalent idioms in bahasa indonesia are not available. even though in baker’s strategy does not include literal translation, this strategy is applicable to translate transparent expression, but it is not appropriate in translating opaque phrases. this research will be beneficial as the source of information and reference related to the translation of idioms. © 2019 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jl.kelud utara iii semarang 5023, indonesia email: oktamayafitri@gmail.com p-issn 2087-0108 e-issn 2502-4566 okta maya fitri, abdurrachman faridi, rudi hartono/ eej 9 (3) 2019 342 353 343 introduction one of the tasks that translator should deal with is translating idioms. idioms come with entailment that includes cultural aspects, religious beliefs, culture specific items, superstitions and different ideology of people from diversified societies or nations. idioms can be distinguished easily by native language speakers, but to those who are not of, they will find it difficult to comprehend. baker (2011) claims that mostly for foreign language learner culture poses a big problem on account of cultural setting (as cited in ling, 2017, p.1295). idioms reflects the characteristic of language, the community’s way of life and culture. when translating idioms, there might be counterpart of the expressions but they cannot always be applied in the same context. idioms are parts of the figurative languages that cannot be separated from novel. in translating english idioms into indonesian in “crazy rich asians,” a novel from kevin kwan, it is inevitable to encounter the problem of finding idioms equivalence because both languages are distinctively different in both linguistics and cultures. so, it is up to the translator’s ability to be cognizant of idioms. besides that, the translator should employ the appropriate strategies in translating idioms. because, when the strategies are correctly applied, the product of the translation will be able to represent the message conveyed by tl. in this case, the lost translation and misunderstanding can be avoided. translating idioms compels the translator to utilize some strategies to provide a good idiom translation. baker (1992) suggest five strategies of translating idioms and fixed expressions (as cited in sadeghi and farjad, 2014, p. 249). they are using an idiom of similar meaning and form, using an idiom of similar meaning but dissimilar form, translation by paraphrase, translation by omission and compensation strategy. there are several studies related to strategies used in translating english idioms into indonesian. saputro (2012) investigated the strategy used in translating idioms in harry potter and the deathly hallows. in his study, he concluded that the most strategy used in idiom translation is translation by paraphrase. in line with saputro, khosravi and khatib (2012) also conducted study to analyze the application of strategies in translating english idioms into persian in novels. khosravi and khatib reached the conclusion that translation by paraphrase is the most frequent strategy used. lafta (2015) also gives the same conclusion that the translation by paraphrase the most common used strategy in idiom translation. besides that, sugiarti and andini (2015), rahmaganti and himmawati (2015), and ili (2016) have come to conclusion that among baker’s idiom translation strategies, translation by paraphrase appears to be the most employed by translators to translate idioms. however arezi (2015) who conducted similar study presents different result when dealing with strategies in translating idioms. arezy’s study examined the applied strategies in the translation of idiomatic expressions in 2 american subtitle movies, namely mean girls (2004) and bring it on! (2009). he concluded that the use of the baker’s strategies in translating idioms is not equally distributed since the high frequency of the strategy used is translation by omission. according to the previous studies mentioned above, it has not been known the study which investigates strategies used to translate idioms from english into indonesian in crazy rich asians novel by kevin kwan. the novelty of this research okta maya fitri, abdurrachman faridi, rudi hartono/ eej 9 (3) 2019 342 353 344 is this novel also contains many idioms which are totally different from indonesian when it comes to the context of use. besides, the diversity of idioms this novel provides will give advantages to the writer because the more idioms founds the more accurate date will be resulted. this study is crucial to be carried out because this novel is considered as a best-selling novel but after reading it, there are some idioms which translated incorrectly. thus, it is important to know that strategies used in translating idioms are appropriate to deal with problem of equivalence found in english idioms. the aim of the research is to describe what types of idioms found and then to analyze what strategies applied in translating the idioms in crazy rich asians novel. therefore, this research, theoretically, will help to improve the knowledge of strategies in translating idioms in novels. practically it can be used as a guidance to comprehend the realization of translation strategies in translating idioms. pedagogically, this study will be advantageous to the students in improving the knowledge about the realization of translation strategies in translating english idioms into indonesian. methods this research used descriptive qualitative method to analyze 325 idioms found in crazy rich asians novel. the subject of this research focuses on the two versions of novels, the original version written by kevin kwan entitled “crazy rich asians” and the indonesian version “kaya tujuh turunan.” the object of the study is indonesian translation of english idioms in the novel of crazy rich asians and its original book. then, the object of the study focuses on idioms which are represented in the two novels. those idioms are analysed to know what types of idioms and the translation strategies used by the translator and how it realized. after the data were collected, then they were analyzed step by step. firstly, identifying and selecting the idioms by italicizing and bolding the words. secondly, after the data was identified, then it was classified to its idiom types based on fernando and flavel’s theory. thirdly, it is reducing. there were some data that were reduced because it was found that the same idioms occurred more than once. thus, those idioms were removed, so that the main focus was on the problem at hand. the next step was interpreting. after classifying the data, i explained the analysis of how the implementation of translation strategies were being applied in translating english idioms into indonesian in crazy rich asians novel into the data sheet, then interpreted it. fourthly, reporting the result of the analysis and the last step is drawing the conclusion about the implementation of translation strategies in translating idioms in crazy rich asians indonesian translation novel and giving suggestions related to the result of the problem. results and discussion the aim of the research is to describe what types of idioms and to analyze the strategies in translating idioms in crazy rich asians. after conducting the analysis, it can be found that there are 325 idioms. they are categorized into four types of idioms as proposed by fernando and flavel (1981). those idioms are classified into transparent expressions (te), semitransparent expression (se), semi-opaque phrase (so) and opaque phrase (op) which are summarized in the table below. okta maya fitri, abdurrachman faridi, rudi hartono/ eej 9 (3) 2019 342 353 345 table 1. the summary of english idiom types found in crazy rich asians chapter types of idioms total te se so op part 1 30 37 31 60 158 part 2 16 24 17 26 83 part 3 14 18 24 28 84 total 60 79 72 114 325 based on the table above it can be seen that there are 325 idioms found in crazy rich asians novel by kevin kwan. those are divided into opaque phrases which dominate the whole idioms with 114 data, followed by semi-transparent phrase idioms which have 79 data. while the total idioms of semi-opaque phrase are 72 and the least amount of all idioms is transparent expression with 60 data. after identifying it is described the realization of translating strategies in translating idioms. according to the result of the analysis, it is found that four out of five idiom translation strategies proposed by baker (2006) are used to translate idioms. they are using an idiom of similar meaning and form (uismf), using an idiom of similar meaning but dissimilar form (uismdf), translation by paraphrase (tbp) and translation by omission (tbo). one strategy that cannot be found in the translation of idioms is compensation strategy (comp). besides those strategies, it is also found the other strategy proposed by newmark (1988). it is that the translator also applies literal translation (lt) in translating idioms. the analysis of the strategies used for translating idioms can be seen in the table below. table 2.the application of idiom translation strategies to id. to tal uis mf uis md f t b p t b o co mp l t t e 6 0 60 st 16 1 52 2 8 79 s o 7 3 57 2 3 72 o p 8 4 87 3 1 2 11 4 to tal 31 8 19 6 7 8 3 32 5 from the data provided in the table above, it can be perceived that the highest frequency of translation strategies applied is translation by paraphrase which the total of occurrence is 196. evidently, semitransparent phrase, semi-opaque phrase and opaque phrase are translated by paraphrase. surprisingly, in second place, the literal translation is applicable in some cases of idiom. it appears that literal translation is used to translate transparent expressions with 60 data. however, this strategy is also applied in translating semitransparent phrase, semi-opaque phrase and opaque phrase. the other frequent strategy used is using an idiom of similar meaning and form with 31 data, and followed by using an idiom of similar meaning but dissimilar form with 8 data. rarely does the translator translate the idiom by omission, which in this novel, the total of data translated by omission is only 7. the only one strategy that does not occur in this study is compensation. okta maya fitri, abdurrachman faridi, rudi hartono/ eej 9 (3) 2019 342 353 346 types of idioms in the translation of crazy rich asians related to the types of english idiom, there are 325 english idioms found in crazy rich asians. with 114 data, opaque phrases are the highest number of idioms, then it is followed by semitransparent phrase with 79 data, semiopaque phrase with 72 data and transparent expression with 60. those types of idioms have changed in forms after translated into indonesian. nevertheless, there are four english idioms that have equivalent idioms in bahasa indonesia, but for some reasons, the idioms are not translated using the similar idioms. for example: sl: nick was over bright and early. tl: oh tidak, nick sudah datang pagi-pagi. (chapter 11, p.392) the idiom bright and early means very early, and it has a similar idiom in bahasa indonesia pagi buta. pagi buta means very early before the sun rises. so, instead of using pagi-pagi to render the idiom bright and early, the translator can use pagi buta to make the translation has the same impact as in sl text. transparent expressions transparent expression is the type of idiom which is close in meaning to the literal one (dumitascu, 2007, p. 4). the meaning of an idiom of this type can be inferred from the meaning of its constituent. that is why this kind of idiom is considered to have a clear meaning or easily predicted. in the novel, there are 60 units of data of transparent expressions. one of the example is: sl: nick said, turning around reflexively to make sure no one in the cozy little spot had overheard him. tl: kata nick, secara reflex berbalik untuk memastikan tidak ada orang di sudut yang nyaman itu mendengar perkataanya. when make sure is translated into bahasa indonesia some of the element of the idiom words have a literal meaning that can be predicted from its constituent words. make sure means memastikan has the meaning that is derived from one of individual words of make sure. the meaning of the idiom is to find out or do something so that one has no doubt about whether something is true, correct, will happen, etc. semi-transparent phrases semi-transparent phrase is a kind of idiom that has a component that links the literal and figurative meaning or it can be regarded as metaphors that have a counterpart with a literal meaning (saputro, 2012, p. 26). in crazy rich asians, there are 79 data that belong to semitransparent phrase. for example, sl: “well, until something happens, there’s no point making a big deal out of it,” tl: “yah, sampai sesuatu terjadi, tidak ada gunanya membesar-besarkan hal ini.” make a big deal means to treat (something) as very important or too important which the indonesian translation of the idiom is membesar-besarkan hal ini (to exaggerate this matter). this idiom can be translated literally and it still has a logical meaning. meanwhile, the figurative meaning is close to the literal one. if we break down each word of make a big deal, it consists of make, a, big, and deal. make means create, big of considerable size and deal a particular form of treatment given or received. when all those words combined and translate literally, it means to create a great compromise which shows that the literal meaning has the similarity that of figurative. therefore, the idiom make a big okta maya fitri, abdurrachman faridi, rudi hartono/ eej 9 (3) 2019 342 353 347 deal is semi-transparent expression because the figurative meaning has a counterpart in literal meaning. semi opaque phrase semi-opaque phrase is regarded as a metaphor idiom which is not completely intelligible (dumitascu, 2007, p. 5). furthermore, the expression is separated into two parts: a part of the phrase has a literal meaning and while the other part has a figurative sense. there are 69 data out of 325 idioms found in this novel. one of the example of semi-opaque phrase can be described below: sl: daisy said in a whisper, relishing that she was the one breaking the news to eleanor. (chapter 2, p. 37) tl: bisik daisy, menikmati kenyataan bahwa dialah yang pertama menyampaikan kabar ini kepada eleanor. the idiom meaning of breaking the news is to tell someone about some important new information. in bahasa indonesia, it is translated into menyampaikan kabar (deliver the news). if we pay close attention to the meaning of the idiom, one of the word still carries the literal meaning. in this case, the word news maintains its literal meaning, and break denotes the figurative meaning. besides that, the action of breaking news is not something logical. thus, this idiom expression belongs to semi-opaque idioms. opaque phrases opaque phrase can be considered as a full idiom because the meaning cannot be obtained from its each word constructing it (dumitascu, 2007, p. 6). when it is translated literally, the meaning of this idiom is completely incomprehensible. this opaque phrase is proven to be the most frequent idioms that is found in the novel. the example of this idiom can be depicted as follow: sl: “anyway, we were dining with all these ang mor* vips and mps† visiting from singapore and as usual cassandra shang is holding court.” (chapter 7, p. 63) tl: “anyway, kami sedang makan dengan semua tamu vip dan ap ang mor yang sedang berkunjung dari singapura, dan seperti biasa casandra shang menguasai semuanya.” holding court means to be the center of attention among friends or admirers. the indonesian translation of holding court is menguasi semuanya (control everything). it is considered as an opaque phrase because the meaning itself cannot be derived from each of the words constructing it. hold means arrange and take part in (a meeting or conversation). court means the place where a court meets. the combination of hold and court create a new meaning that is totally different from when the meaning is obtained from the individual word. if it is forcefully translated literally, there is a chance that it will lose its meaning. the realization of translating strategies in translating english idioms regarding to the translation strategies used by the translator in translating idioms, there are five strategies employed by the translator found in the novel. apparently, not only baker’s (2006) idiom translation strategies but also newmark’s (1988) is applied in the idiom translation. they are using an idiom of similar meaning and form, using an idiom of similar meaning but dissimilar form, translation by paraphrase, translation by omission and literal translation. however, there is one baker’s strategy that doesn’t appear in the findings because all the okta maya fitri, abdurrachman faridi, rudi hartono/ eej 9 (3) 2019 342 353 348 translation idioms are already covered by the implementation of those five strategies. thus, the compensation strategy is not applied at all in idiom translation. using an idiom of similar meaning and form this strategy is applied when tl shares idioms that are equal in meaning lexical items. it means that the tl idioms have similar structures as in sl and the meaning of translated idioms is identical to the meaning of st idioms (habizar, 2016, p. 47). in this matter, the meaning and lexical items of indonesian idioms are equivalent to that of english idioms. nevertheless, it goes without saying that not every english idiom has a counterpart in bahasa indonesia because those two languages are different. that is why this strategy is less frequently used in translating idioms (ili, 2016, p. 281). the example of translating strategy using an idiom of similar meaning and form is expressed below: sl: but it all came to a shocking end nine days before the most lavish wedding asia had ever seen when astrid and charlie were sighted having a screaming match in broad daylight. (chapter 9 of part one, p. 80) tl: namun semua itu berakhir dengan mengejutkan sembilan hari sebelum pernikahan palimg mewah yangpernah terjadi di asia, saat charlie dan astrid sedang perang mulut hebat di siang bolong. in broad daylight is an idiom which means it happens during the day, when it could have been seen and prevented. this idiom is translated into siang bolong which also belongs to an idiom in bahasa indonesia. we can see it from the back translation above that in broad daylight is translated into in the middle of the bright day. and siang bolong means in the middle of the day when the sun shines so bright. the idioms in both language also share the equivalent lexical units in terms of forms. in english in broad daylight is a prepositional phrase and in bahasa indonesia di siang bolong is also a prepositional phrase. so, it is clear that between in broad daylight and di siang bolong are idioms that lexically and semantically equal. using an idiom of similar meaning but dissimilar form besides the strategy explained above, the other strategy used in translating idioms is using an idiom of similar meaning but dissimilar form. this strategy is used when the translator encounters the idiom which has no similar lexical items in tl, but still shares the similar meaning (baker, 2006, p. 74). from the data provided by those two strategies, it can be said that the occurrence of those two strategies are very rare because of the difficulty in translating idioms as explained by winarto and tanjung (2015).the examples are described below: sl: he was absolutely head over heels in love with rachel… (chapter 4 of part one, p.49) tl: nick jatuh cinta setengah mati pada rachel… according to online cambridge dictionary, head over heels in love means completely in love with another person. this meaning is similarly shared with its translation that is jatuh cinta setengah mati. it means to completely fall in love. the meaning of both idioms is similar as it is shown in the back translation above. however, there is a difference in the lexical form. the form of head over heels in love is an adjective phrase, while bahasa indonesia jatuh cinta setengah mati the form okta maya fitri, abdurrachman faridi, rudi hartono/ eej 9 (3) 2019 342 353 349 becomes verbal phrase, i.e. to completely fall in love. translation by paraphrase translation by paraphrase is the most preferred strategies in translating english idioms into non-idiomatic expression in bahasa indonesia. baker (2006) states that translation by paraphrase is the most common way of translating st idioms which do not have the equivalent in tt. it is not easy to find the equivalent of sl idiom or there is no appropriate idiom and then transferred it into tl idiom. hence, the translator tries to render the meaning of st idiom using words in tl which are similar or close in meaning to st, but the words do not make up an idiom. in other words, almost the whole idioms of all type are translated using this strategy because it can enable the translator to reproduce message in tl which is equivalent to sl idiom (kovacs (2016, p. 76; saputro, 2012, p. 27; ahmadi, 2017, p. 114). the examples are described below: sl: maybe he had always been shielded by their grandmother, since he was the apple of her eye. (chapter 4 of part one, p.49) tl: mungkin nick selalu dilindungi oleh nenek mereka, karena merupakan cucu kesayangan.) the apple of her eye is an english idiom, which according to online cambridge dictionary means the person who someone loves most and is very proud of. if we analyze word by word, the meaning has no relation with words forming it. the indonesian translator may not have been able to find the idiom with an equivalent meaning and form in indonesian, and simply paraphrase it into cucu kesayangan. if the words are back translated, the apple of her eye changes into beloved grandson. even though, the indonesian translation is not in the form of idiom, but it can convey the message contained in the sl. translation by omission the omission strategy is when the translator chooses not to translate the idioms because the equivalent is not available in tl, the meaning is not easy to be paraphrased and it is omitted because of the stylistic reasons. therefore, the use of this strategy can be regarded as justifiable, if the omission is to avoid the lengthy explanation and the inexistence of idiom does not affect the whole meaning of the text (2018, p. 135). besides that, according to the result of the findings, translation by omission is the least used strategy as stated by lafta (2015). from the analysis of the idiom translation in the novel, there are some idioms translated by omission. one of the example of idioms translated by omission can be seen as follow: sl: now rachel was absentmindedly rubbing her index finger back and forth over her upper lip, her brow slightly furrowed. (chapter 4, p. 45) tl: sekarang rachel tanpa sadar menggosokgosokkan jari telunjuk kebibir atasnya, alisnya sedikit mengerut. the idiom meaning of back and forth is backward and forward. this expression is decidedly omitted from the indonesian translation because without the existence of this idiom the meaning is still clearly perceived and does not affect the whole message of the text. literal translation besides those strategies above, in this research, it is also found the literal translation. there are 83 out of 325 data translated literally. this strategy proposed by newmark (1988) is unavoidable in the idiom translation especially when idioms of source language is similar to those of the okta maya fitri, abdurrachman faridi, rudi hartono/ eej 9 (3) 2019 342 353 350 target language in terms of words choice, collocation and social meaning (chen, 2009, p. 166). 60 out of 83 data are literally translated correctly. even though being translated literally, the meanings of the idioms are not distorted and still maintain the idiomatic expressions. however, 23 idioms which are translated literally are not able to preserve the sl idiom meaning. as a result, the indonesian idiom translation sounds unnatural and the impact of the intended message form the sl cannot be successfully received by the readers. oualif (2017, p. 30) also adds that the translator should avoid the literalism because in translating idiom, there are cultural aspects that should be considered. the example of idioms is described as follow: sl: …swathed in an airy confection for what seemed like ten hours, guzzling down diet cokes to fight off her jet lag. (chapter 4, p.48) tl: … terbalut dalam baju rancangan halus untuk rentang waktu yang rassanya sudah sperti sepuluh jam, dan sibuk menenggak diet coke untuk melawan jet lag. the idiom fight off means fighting or struggling. when it is translated into indonesian, it becomes melawan (fight). fight off is a word combination from fight and off. fight means struggle to overcome, eliminate, prevent and off is a preposition. in bahasa indonesia, fight off is translated literally because the idiom does not form a new meaning. even though the literal translation is used, there is not any loss in meaning. the similar studies have been conducted in dealing with strategies in translating idioms. those studies, found that the common strategies used for translating idioms were using an idiom of similar meaning and form, using an idiom of similar meaning but dissimilar form, translation by omission, and literal translation. for example, in habizar (2016) who investigated the strategy used in translating idioms in “ziarah” from indonesian into english, while lafta (2015) conducting the similar study which aimed to analyze the strategies used in translating idiom from english to arabic in “animal farm.” besides, winarto and tanjung (2015) carried out study to analyze the strategies used and the degree of meaning equivalence in transformer iii-dark of the moon. my study is in line with them because it is also investigating the strategy used in translating idioms. those studies reached conclusion that the best way to deal with translating idioms by strategies proposed by baker, they are using an idiom of similar meaning and form, using an idiom of similar meaning but dissimilar form, translation by paraphrase, and translation by omission. the differences between my study and those studies are that my study analyze from english into indonesian translation. besides that, the object of the study is also different, which is the novel analyzed is from english into indonesian. conclusion based on the results of the research, it can be concluded that opaque phrase appeared more frequently in the novel. when opaque phrases were translated into indonesian, the translator used translation by paraphrase strategy to deal with them. besides that, this strategy can be used to translate semi-transparent phrase and semiopaque phrase. apparently, literal translation comes after translation by paraphrase. this strategy is applicable in dealing with transparent expressions, but it is not applicable when translating other types of idioms, especially opaque phrase because, when translators forcefully okta maya fitri, abdurrachman faridi, rudi hartono/ eej 9 (3) 2019 342 353 351 employ literal translation to translate opaque phrases, the meaning will be distorted and the intended meaning will not be received by the recipients. in addition to the findings, the translation of english idioms into indonesian applies translation by paraphrase to almost the idioms shows the greater gap of culture between english and indonesian. however, in some cases, the english idioms can be translated using an idiom of similar meaning and form and using an idiom of similar meaning but dissimilar form. the number of the idioms which were translated using these two strategies are small. due to the difference of culture, these idioms cannot be found the equivalent in bahasa indonesia. it also occurs in translation by omission. the translator used this strategy when the existence of the idioms does not affect the meaning of the message of the text. the last strategy which does not appear is compensation strategy. it is due to when translating the idioms, the other five strategies can cover the problems of translating idioms. references ahmadi, mohammad. 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(2015). an analysis of english idiomatic expressions in transformers iiidark of the moon, the translation strategies and their degrees of meaning equivalence. baster: bahasa, sastra dan terjemahan, 1 (1), 20-34 2004. concise oxford dictionary (eleventh edition). oxford university press. eej 9 (1) (2019) 41 55 english education journal http://journal.unnes.ac.id/sju/index.php/eej realization of actional and formulaic competence in teachers’ talk in english language class andi tenry lawangen aspat colle, sri wuli fitriati universitas negeri semarang, indonesia article info ______________ article history: recived 15 september 2018 accepted 26 november 2018 published 15 march 2019 ________________ keywords: actional competence, formulaic competence, teachers‟ talk ____________________ abstract ______________________________________________________________ a number of studies have investigated the phenomenon of teachers‟ talk to explain its role in the process of acquiring a target language in a classroom setting. however, studies of teachers‟ talk in the field of communicative competence and it sub-competence have not much done yet. three english teachers at sman 1 semarang, sma nasional karangturi semarang, and sma mardisiswa semarang were involved in this spoken discourse study to explain the realization of actional competence which proposed by celce_murcia et al. (1995) and formulaic competence based on the biber et al‟s. (2004) theory in teachers‟ talk. furthermore, this study also explained the relationship between those competencies. the findings of this study revealed that english teachers mostly performed actional competence in five sub-categories namely asking questions, giving instructions, explaining, reacting to interlocutors‟ speech, and complementing. related to the realization of lexical bundles, teachers‟ talk mainly contained verb phrase along with dependent clauses. in contrast, lexical bundles that incorporate noun phrase and preposition fragments accounted for only a small proportion of lexical bundles. dealing with the relationship between both competences, it revealed that there is a stock of lexical bundles on each language function. seeing there is a relationship between both competences, the teachers must choose appropriate utterances in a given situation as the model for the students. the teachers need to maintain a balance, they are not only focused on grammar and pronunciation, but also have adequate knowledge and competence of lexical bundles for performing appropriate language functions. © 2019 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jalan kelud utara iii semarang 50237, indonesia e-mail: tenry.colle@gmail.com p-issn 2087-0108 e-issn 2502-4566 andi tenry lawangen aspat colle, sri wuli fitriati/ eej 9 (1) (2019) 41 55 42 introduction in indonesia, most students are frequently exposed to english in the classroom. in other words, classroom language is the chief source of foreign language learning and in some places are the only source. the kind of language used by the teacher for instruction in the classroom is known as teacher‟s talk. according to sinclair and brazil (1982), teacher‟s talk is the language in the classroom employed to give directions, explain, and check students‟ understanding. seen from that definition, it can be said that when those three kinds of activities occurred, language functions are also derived. the functional use of language is not only based on certain grammatical rules but also it is how we understand the context and use the language in order to fulfill those purposes. in brief, a language function is a language that is performed for social purposes. in this study, i focused on the realization of language functions in teachers‟ talk and highlight seven categories of language functions which proposed by celce-murica et al. (1995) in actional competence. seven categories of language functions in this competence are an interpersonal exchange, information exchange, opinions, feelings, suasion, problems, and future scenarios (1995). furthermore, celce murcia et al., said that “the frequency of language functions in real life communication has resulted in highly conventionalized forms, fixed phrases and formulaic expression in every language” (1995, p.19). in other word, language functions are typically associated with conventionalized formulaic routines. consequently, teachers also need to build up a repertoire of such phrases in their talk to be able to perform language function effectively. thus, celce-murica (2007) added a new component of communicative competence was formulaic competence. formulaic competence under investigated in this study was lexical bundles because those are a recurring sequence of three or more words that appear frequently in natural discourse, either oral or written (biber et al., 2004). researches and practices about actional and formulaic competence in language education have been conducted in various context, such as actional competence in students‟ talk (sutopo, 2015), formulaic competence in conversation (neno & agusties, 2016; khusnita & rukmini, 2016), formulaic competence on written discourse (rukmini & sugiati, 2017), teachers‟ talk time (rezaee & farahian, 2012, liu & zhu, 2012; tsegaye & davidson, 2014; husna, hartono & sofwan, 2015). sutopo (2015) concerned on how language functions acquired by a student of preschool at mondial education. the study concluded that with the parents help the child acquired a number of language functions namely interpersonal exchange, information exchange, opinions, feelings, suasion, problems, and future scenarios. in another context, neno and agustien (2016) carried out a descriptive qualitative study about formulaic competence manifested in students‟ interaction of english study program in timor state university. it was found that the students used collocations and lexical bundles mostly. similarly, khusnita and rukmini (2016) investigated realization of formulaic competence in 13 students of english department of unnes graduate program. the finding indicated that inserts were produced mostly, followed by collocation. in addition, it was known that the students were more familiar with literal meanings instead of idiomatic meanings. however, there were many unnatural expressions in their interactions therefore formulaic expressions have to get more attention in teaching instruction. rukmini and sugiati (2017) analyzed the application of formulaic expressions in the conversation texts of senior high school english textbooks grade x, xi, and xii entitled “bahasa inggris”. the result demonstrated there were only four of five formulaic expressions types identified, they were lexical bundles, idiomatic phrases, collocations, and inserts. meanwhile, they did not frequently occur in the conversation texts of the textbooks. it was concluded that the expressions were not native-like, so the andi tenry lawangen aspat colle, sri wuli fitriati/ eej 9 (1) (2019) 41 55 43 conversation texts of the textbooks need to be improved. in teachers‟ talk time context, rezaee and farahian (2012) asked 12 intermediate learners to participate in their study to examine the amount of teacher talk in the classroom and investigated the role of teachers' questions on students' learning. the results of the study showed that in each class session, 62% to 73% of the class time was devoted to teacher talk and almost 20% to 25% was allocated to student talk with the rest of the class time devoted to other tasks such as the groups works to related questions or issues raised by the teacher to the whole class. in addition, liu and zhu (2012) analyzed the phenomenon of teacher talk time in college english class in university of jinan (ujn). the finding revealed that teacher talk time dominated most of the class time, which coincided with the questionnaires, 67% of respondents thought that their teacher spoke more than 20 minutes per class. further, tsegaye and davidson (2014) researched the proportion of teacher and students talking time in the language classroom in the ethiopian context. it was found that efl teachers used an average of 83.4% and students were only an average of 16.6% of the classroom time to talk. this implies that teachers dominated the class and gave less opportunity for students‟ interaction and language use which was against the rule of communicative language teaching. moreover, behtash and azarnia (2015) addressed the teacher‟s talk time of 4 iranian language school teachers. the findings revealed that teachers talk had a large proportion of class time that was almost 75% of the class time while student talk time (stt) comprised less than 20% of the class time. lastly, husna, hartono, and sofwan (2015) aimed at finding out the pattern of teacher‟s talks and students‟ talks occurred during the classroom interaction of the second semester of cendekia utama nursing college. the result showed that the most dominant pattern occurred in the classroom interaction was the teacher spent (55.7%) while students spent (40.3%) in their time. the findings of those studies above were in line with the literature reviewed on ttt which came to the conclusion that teacher talk usually comprises more than two-thirds of the class time. thus, one-way communication still dominants class teaching and learning. the studies reviewed above show that there are many teachers‟ talk studies that have been conducted in various contexts. however, studies of teachers‟ talk in the field of communicative competence have not much done yet. whereas, the purpose of teaching english as a foreign language in indonesia under the 2013 curriculum is to develop students‟ communicative competency both oral and written language (permendikbud, 2016). therefore, the language instruction used by the teachers must be integrated with the component of communicative competence such as actional and formulaic competence. the appropriate model of language functions and lexical bundles in teachers‟ talk are important for students in english acquisition. thus, this research intends to fill the gap with the focus on the realization of actional and formulaic competence as sub-competence of communicative competence at teachers‟ talk. this study is needed to be done to give a contribution to the theory of communicative competence in terms of actional and formulaic competence, and its contribution to english language teaching and learning in the indonesian context. method this study belonged to qualitative research used spoken-discourse analysis research. according to boston (2002), spoken discourse analysis is the analysis in the field of spoken and focus to its functions. functions here mean that the analysis focuses on the meaning, the intention and the one‟s reason for saying it. thus, in this study, i explained the actional and formulaic competence which were realized in teachers‟ talk in english language class. the research participants were one andi tenry lawangen aspat colle, sri wuli fitriati/ eej 9 (1) (2019) 41 55 44 indonesian male teacher of english in sma negeri 1 semarang. he was addressed as teacher a. and, two female english teachers in sma nasional karangturi semarang and sma mardisiswa semarang. they were addressed as teacher b and c respectively. the instruments of this study were audio tape recordings and an interview guidelines. there were four steps in the procedures of analyzing data, namely: transcribing, highlighting, classifying, and analyzing. based on the need of the study, i used investigation triangulation to minimize the subjectivity of the researcher‟s interpretation. the expert involved in this study was dr. fernandes arung, m.pd. he is a lecturer in sembilanbelas november kolaka who has previously conducted some researches related to communicative competence qualitatively. besides investigation triangulation, member checking also was used to validate the judgments towards the findings where english teachers of sma negeri 1 semarang, sma nasional karangturi semarang, and sma mardisiswa semarang were interviewed in order to confirm the language functions used in the classroom. results and discussion this section provides realization of actional and formulaic competence in teachers‟ talk, in addition, the relationship between both of competencies in spoken discourse. realization of actional competence in teachers’ talk in english language class interpersonal exchanges greeting tt.1 : assalamualaikum warahmatullahi wabarakatuh ts.1 : waalaikumsalam warahmatulahi wabarakatuh tt.2 : good morning guys! ts.2 : morning, sir t t.3 : how are you today? from the excerpt above, the greeting was the first words exchanged by the interlocutors. the teacher usually did it in the opening phase, before they started the activity and welcomed the students who joined the class that day. it was indicated by the clause assalamualaikum warahmatullahi wabarakatuh, good morning then followed by saying the addressee name was guys. in addition, greeting expression from teacher a followed by the students‟ response by replying morning, sir as well, and then continued to the content of the conversation, pre-sequence before content noticed in this turn-taking in form of asking students‟ live (how are you today). leave taking, during teaching activity, the teacher performed leave-taking by utilizing the expression happy weekend everyone which is a sign of stating goodbye. identifying oneself, the english teacher introduced myself to the students as the researcher who joined in their english language class that day. it could be noticed by the clause i'll tell you a bit about her. she is a student from semarang state university, she's …. expressing gratitude, the example of the expressing gratitude that is expressed by saying thank you. expressing compliment/praising, most of the acts of complimenting in this research were expressed by using the word “good”. it occurred frequently in the whole lesson. in accordance with that, crespo (2002) states that the teacher gave compliment or praises will help students to build their selfesteem in order to convey their thoughts. thus, teacher‟s activities are not only conducting lesson plan and develop teaching material but also praise and encouragement in motivating students to learn as thomas in burnett (2002) referred praise as the positive reinforcement to stimulate desirable behavior. andi tenry lawangen aspat colle, sri wuli fitriati/ eej 9 (1) (2019) 41 55 45 he also suggested that praise could be a motivational tool in not only classroom interaction but also teacher-students relation by describing behavior or assignment that merits the praise, mentioning student‟s name, and choosing the praise word carefully. in other words, in doing their daily activities in the classroom, the teacher can support students with praising, complimenting and tell the students that their ideas and works are valuable. reacting to interlocutor’s speech it is used to indicate that someone gives attention or follow the speaker‟s speech. the teacher performed this language function by repeating the student‟s answer. information exchanges asking questions, it was marked by the use of interrogative form in term of wh-question (how do you translate word proverbs into indonesia?) and yes-no question (do you know what proverbs mean). language function of asking question appeared to be the most frequent one in teachers‟ talk. the result of the current study is consistent with the findings of the previous studies (sofyan & mahmud, 2014; putri, 2015; aisyah, 2016; winarti, 2017) which concluded that teachers‟ questions take up a very high percentage of teachers‟ talk in language classrooms. questioning is demonstrated as being widely used in the observed efl classrooms because asking questions have some functions such as: building interaction to elicit the data about the first function of asking the question, i utilized interviews. the result of the interview showed the teachers agreed that the role of the teacher‟s question in facilitating language learning in the classroom was very important. giving question is important in terms of building interaction in the classroom.teacher c “memberikan pertanyaan juga bisa sebagai bahan exercise untuk speaking. jadi, ketika saya menanyakan sesuatu dalam bahasa inggris, mereka menjawabnya meskipun tidak sempurna semua inggrisnya, mesti satu dua tiga kosakata yang pakai bahasa inggris, ada beberapa anak yang dicampur, bagi saya itu tidak masalah, membuat anak belajar latihan berkomunikasi didalam kelas” (giving question to the students can be used as the speaking exercise. when i ask something in english, although they answer my question imperfectly, some students combine between english and indonesia, but i think, it is no a problem, as far as they can practice their ability to communicate in the classroom) in teacher-students interactions, increasing the use of questions from teachers could develop the active participation of students as yanfen and yuqin (2010) stated, “by asking students some questions, the interaction will be motivated quickly and heatedly.” this is also consistent with qashoa‟s study (2013) which revealed that teachers engage in a large amount of questioning since questioning is a key tool for classroom interaction. the data collected confirmed that the use of the questioning techniques used in english classes helped students become more involved in classroom interaction checking students understanding & reviewing the previous material the teacher is likely to ask for students‟ understanding within an issue. look at to the excerpt below: t.143 : okay, today we gonna be talking about proverbs and riddles. so, do you know what proverb means? do you know what proverbs mean? the proverb means in indonesia, i give you an example, like „united we stand, divided we fall‟. that one of the proverb. what is it? „there is no gain, without pain‟. that's proverbs. (what what) what are they? t.144 : yes, what do you call it in indonesia then? (teacher a) in the presented excerpt, the question was asked in order to assist students in getting the notion of the proverbs. teacher a asked students by saying “do you know what proverb means?” in which account the close-ended questions as students answered with a short phrase “yes” this type of questions is often being administered by the teacher as he always trying to ensure students understand each word that becomes the topic material in teaching activity. questions were not merely given to ensure students‟ understanding, the teacher also asked the students to review the previous material given as said by teacher c in the interview section. “giving question itu saya gunakan sebagai satu tolak ukur, tolak ukur dalam mengukur kemampuan siswa atau mengukur seberapa jauh pemahaman siswa andi tenry lawangen aspat colle, sri wuli fitriati/ eej 9 (1) (2019) 41 55 46 dalam memahami penjelasan atau materi yang saya sampaikan … untuk mereview mata pelajaran, atau materi yang sudah disampaikan sebelumnya tadi” (i performed giving question activity as a tool in order to measure the students’ understanding about the material given by me …. it also used for review the previous material) she often reviewed the previous material by asking questions because she assumed that the students would try to understand every question from the teacher and remember it. in addition, the teachers often repeated their questions many times until the students could answer them correctly. the elaboration above, in line with xiao yan (2006) statement who stated that teacher used questions for the following purposes: to check or test understanding, knowledge or skill and to get learners to review and practice previously learned material. stimulating the students‟ interest/participation in learning research by gall (1984, p.56) reveals that “questioning can stimulate students‟ interest, encourage them to think and focus on the lesson content.” on the other hand, the role of teachers in asking the question is very essential to make students talk a lot and to give them the opportunity to think a lot as well. in nystrand and gamoran (1997) as cited in zhang (2010) stated that only authentic discourse can engage students, and authentic questions must stimulate students to think and reflect on the consequences of their ideas, not just recall their past experiences. then, al-farsi (2006) stated that the teachers sometimes used questions to give new information. example: okay, today we gonna be talking about proverbs and riddles. so, do you know what proverb means? do you know what proverbs mean? the proverb means in indonesia, i give you an example, like „united we stand, divided we fall‟. that one of the proverb. what is it? „there is no gain, without pain‟. that's proverbs. (what what) what are they? (teacher a) teachers a gave the students new vocabulary that the students might be not known before. he did not give them the meaning in bahasa indonesia directly, but he preferred to give them many questions as a clue so that the students could catch the meaning. according to the result of the interview, the reason for the teacher used this way was to encourage them to think first in order to make them understand the meaning of the new word by themselves. the role of the teacher here was a facilitator in the learning process in the classroom. brown (2001) explained that a less directive role might be described as facilitating the process of learning, of making learning easier for students: helping them to clear way roadblocks, to find shortcuts, to negotiate rough terrain. giving information the goal of informing is to tell someone about certain facts they do not know. informing was occurred in teachers‟ talk as in example as follows: t.283 : waktu sangat berharga atau penting maka manusia harus menggunakan waktu sebaik mungkin. do you use time very well? …. t.284 : for the western people, time is money. if you work to someone and then you can't be a lazy worker at all. because they have already paid you some money, so they will ask you to come up with the good work. even maybe when you fell (fell) bit unwell and then they will say 'come on, you have to work because i have paid you' that happens in the western. then, number two kinds of proverbs. we have aphorism. these proverbs offer advice. (teacher a teacher a informed the students about western working habit which is very disciplined. then, he continued told his students that although you were sick, you still need to go work because they have already paid you. the language function of giving information produced by the teacher above was expressed in order to enrich the students‟ knowledge. explaining the example of it is presented in the highlighted below: t.42 : opposing views. at the same or different views? t.43 : yes, see. paragraph two and three in opinion essay, explain two things of the same points of views. and paragraph four you guys also address the opposing opinion. opinions which are different from paragraph two and paragraph three. (teacher b) teacher b was trying to enlighten the students about the generic structures of opinion essay. she explained the material after the students answered her question, where she andi tenry lawangen aspat colle, sri wuli fitriati/ eej 9 (1) (2019) 41 55 47 explained that paragraph two and three in opinion essay provide two similar points of views and the fourth paragraph explain the opposing point of view. giving explanation or lecturing is the most important part in teaching and learning as it where all the information is being conveyed to the students in the teaching and learning process. it was a dominant language function in all classes. as putri (2015) revealed in her study about the type of teacher talk in efl class of a vocational school in bandung which was showed, teacher relied hard on asking questions then, lecturing the students. in line with yanfen and yuqin‟s study (2010), giving explanation was also in a high number of teacher talk after asking questions. the teachers in the classes explained more about the new material that the students never knew before. for example, in the first meeting in teacher a class, the teacher was going to explain the material about proverb and riddles (now we gonna be talking about proverb and riddles. okay. we are going to talk about proverb and riddles). he used the word “to be going to,” in this case, the teacher would explain much information about the topic to make the students understand. expression of opinions expressing opinion relating to this language function, the teachers performed it to state their though. it was acknowledged as i think. finding out about someone’s opinion the teachers performed this expression in form of wh-question by saying what do you think it is important? in another occasion, the english teachers also performed this in yes-no form (do you think having breakfast is important?) and modal/semi-modal verb question (can i have other opinions?) expressing feelings expressing of likeness it showed in the utterances i would be glad if you come forward voluntarily. expressing of dislike it was acknowledged by utterances i don’t like pointing. expressing of disappointment, an example of stating disappointment is exemplified below: t.1 : so, the reason why i do not, i did not respond immediately to solomon, an apology is because i have mix feeling t.2 : i have mix feeling of wanting to understand the situation and disappointed at the same time. by the way, mo, even before you said that you already forgiven. t.3 : okay, boys, girls, we need to go quickly as we already lose fifty minutes. well, for today. let‟s just feel okay about this. i just hope that next friday things would be better. (teacher b ) in this context, the teacher expressed this feeling because almost her students came late in the classroom after joining science class in the laboratory. dealing with feelings had a small frequent of teacher talk type during the observation. it was in a line with zambrano‟s study (2003) that dealing with feelings shown by the teacher was only 0.48%. it means that dealing with feelings rarely happened in the class. it also supported by nasir, daud, and masturah‟s research (2016) which investigated the categories of teacher‟s talk that occurred in an english classroom of a senior high school in banda aceh. the result of this study showed the lowest frequency of the teacher‟s talk type during the observation was dealing with feeling. this type of teacher‟s talk took place only 7 utterances (1.5%) during three meetings. expression of suasion giving suggestion the aim of suggesting is to give or mention an idea, possible plan, and action for other people to consider. the example of giving suggestion in teacher‟s talk was you’d better ask your father. 'father, tell me what my name is? what does it mean?' requesting the purpose of requesting is to ask politely something or someone to do something. the teacher produced requesting during the andi tenry lawangen aspat colle, sri wuli fitriati/ eej 9 (1) (2019) 41 55 48 teaching and learning process as shown in the clause can you share it. giving instruction/directions all teachers often gave many instructions/directions during the classes. because it was one way to make the students practicing their english in the classroom. the example of this expression was teacher a instructed the students to close their books repeatedly when he tried to dig the students‟ prior knowledge up about topic under discussion that day by saying close it! close it! close your book, please! it is not the time to open your book, yet (t.78) and hallo! okay. close your book! (t.79). this language function category also took up dominant portion from the whole lesson. the direction was provided in order to guide students doing given assignments. as brown (2001) states that students need directions and facilitations regarding how they should demonstrate the whole ideas they own systematically. the instructions were given whenever students are asked to have group discussions, doing a presentation, or reading a passage. t.149 : guys. then you choose five of them, if you have reasons please tell your friend why do you choose those five proverbs no the other proverbs. you may come up with the reasons, each of it or maybe the whole you talk about the reasons in general about why you choose those five proverbs. at least, you have reasons why you choose that one. minimal ada alasannya sih kenapa sih kamu memilih sebanyak itu kok hanya five of them. t.150 : after choosing them, memorize them, and then, tell them in front of the class. it‟s free when you think you're ready to come up in front of the class. again, for those who have been ready to come to the front of the class, please do. are you ready kamal? (teacher a) in the presented excerpt above shows, teacher a was asking students to tell five proverbs that they had chosen and also explained the reasons why they chose them using their own language. giving advice teacher a performed this language function in the discussion section and related to the students who came late that day. the teacher advised the students to manage their time by saying so, you have to manage your time well. make sure that you go to bed quite early. not more than eleven (teacher a) persuading/encouraging encouraging happened in the middle of the teaching and learning process where the teacher and the students were interacting interpersonally. the example of encouraging was performed by a teacher in order to support his students to be more active in the classroom by saying don't feel afraid of saying something. come on! … if you mistake, it's okay. mistakes, making mistake is part of learning, right? so, feel free (feel free) and feel okay if you want to say something just say it. you don’t have to be afraid, … come on, you can do it! (teacher a) granting permission tthe purpose of granting is to allow someone to do something. granting found in this study deals with accepting student‟s permission to enter the classroom by saying yes, coming please (teacher c). expression of problems apologizing it is the act of saying sorry. it shows that someone is feeling sorry for having done something that causes other people problems or troubles. the example of apologizing performed by the english teacher involved the clause i’m sorry (teacher b). it is understandable since the word sorry is generally used to signal an apology. forgiving the teacher performed this competence was indicated in clause by the way mo, even before you said that you already forgiven (teacher b). expression of future scenarios expressing hopes it is used to express hope for someone‟s success or happiness. here is an example of andi tenry lawangen aspat colle, sri wuli fitriati/ eej 9 (1) (2019) 41 55 49 wishing let’s just feel okay about this. i just hope that next friday things would be better (teacher b). expressing and eliciting plans the example of this expression was very clearly performed by the teacher at the end of teaching activity, it was: next monday, we're going to expand your writing into complete opinion or for and against essay. yes. happy weekend ipa 1 (teacher b) discussing capabilities of doing something the example of this language function was performed by saying come on, you can do it! this expression uttered because teacher a believes his students have capabilities in relating to english skill. realization of formulaic competence in teachers’ talk in english language class teachers‟ talk mainly contained a verb phrase along with dependent clause fragments. in additions, lexical bundles that incorporate noun phrase and preposition fragments accounted for only a small proportion of lexical bundles. concerning the first main structural category “verb phrase fragments”, english teachers were noticed of using 1st/2nd person pronoun + vp fragment (you don’t know, i think, i want to you), 3rd person pronoun + vp fragment (it’s gonna be, we are going to talk), verb phrase (we have to, don’t forget). then, they also used a yes-no question (have you got, do you know, do you want to) and wh-question fragments (what does it mean?, what is it? where are you?). though less frequent, discourse marker + vp fragments (i mean). moreover, no example of “verb phrase (with a passive verb)” was found in the participants‟ talk. these findings, accordance with several previous studies such as biber et al., (1999); biber et al., (2004); hyland, (2008a); and conrad and biber (2015). biber et al., (1999) earlier research about lexical bundles in conversational and academic prose showed that in conversation, almost 90% of all common lexical bundles incorporate verb phrases. building upon the structural categories developed earlier, biber et al., (2004) investigated the use of lexical bundles in university classroom teaching and textbooks. this previous study provides a finding that almost 90% of the lexical bundles in spoken discourse were clausal that incorporate a verb phrase such as i don’t want to, we’re going to do. “1st/2nd person pronoun + vp fragments” were the most common structure in teachers‟ talk, since speech relies heavily on a more direct physical context to deliver the meaning or message, the english teachers chose active verbs as the preferred simple and straightforward structures to best convey their lessons. then, common active verb phrase (going to + verb) helps to raise the students‟ awareness towards the forthcoming information, on the other hand, it also has a function to publicize the topic material that would be taught. relating to this structure, the pronoun we in the bundle we are going to discuss … was by far the most frequent lexical bundle in the corpus. it shows the teachers dependence on using engagement markers especially the first person plural (we) to make the students feel that they are part of the activity. they are required to be engaged in the process of learning rather than being a mere listener. this adds to the social dimension in academic lectures that traditionally were viewed as serving monologic and transactional purposes that are often not analyzed for efforts in making contact with the audience. second most frequent among the major categories were lexical bundles incorporating dependent clause fragments. english teachers were found to use 1st/2nd person pronoun + dependent clause fragments (i don’t know if, i don’t know what), wh-clause fragments (…+ know how many …., …. + know what does …. mean?), to-clause fragments (if you want to say, … + would like to …), and the last, that-clause fragments (i think that we have to …., i believe that …). the frequent use of the dependent clause category may manifest consistent features of spoken discourse which included more clausal lexical bundles in spoke discourse (biber et al., 2004). andi tenry lawangen aspat colle, sri wuli fitriati/ eej 9 (1) (2019) 41 55 50 biber et al., (2004) investigated the use of lexical bundles in two university instructional registers: classroom teaching and textbooks showed that conversation primarily contains more bundles incorporating clause fragments. concerning on sub-categories of dependent clause fragments, one way of raising the students‟ awareness is through using a variety of dependent clause structures, especially in the case of “if clause fragments” such as if you turn around in: by the way, if you turn around, we've got a visitor today. yes. i'll tell you a bit about her. she is a student from semarang state university, she's doing her master degree and why she here because she need to collect some data for her research. so, she's a student and researcher at the same time. miss. tenry (teacher b) the use of this sub-structure in teacher b‟s talk in order to raise the students‟ attention towards my existence as the research in the classroom that day. the least frequent category was lexical bundles in teachers‟ talk was incorporating noun phrase/preposition phrase fragments. the subcategories of this structure revealed that teachers only used a noun phrase with of-phrase fragments (the kids of, the example of, most of the time) and prepositional phrase expressions (at the end of, for a long time, at the same time) during teaching and learning. findings seem to be in line with the previous studies on academic english (biber et al., 1999; biber & conrad, 1999; hyland, 2008b). biber et al., (1999) earlier finding of lexical bundles on academic prose showed that almost 70% of the common bundles in academic prose consist of noun phrase expression (e.g. the nature of the) or a sequence that bridges across two prepositional phrases (e.g. as a result of). a similar result, biber and conrad (1999) which comparing lexical bundles across register namely academic writing and conversation showed that noun phrase and prepositional phrase fragments (e.g. one of the most, an increase in the) are two most important patterns in academic writing. those finding above was also confirmed by hyland (2008b) who informed that grammatical features of 70% of bundles found in written academic discourse as preposition + noun phrase fragments (on the basis of, in the case of), noun phrase + of-phrase fragments (a wide range of, one of the most) as well as anticipatory it fragments (it is possible to, it is clear that). thus, this fact lends support to the idea that spoken registers uses more verb phrases and dependent clause bundles and does not normally use bundles with a noun and prepositional phrases, as opposed to academic prose. the relationship between actional and formulaic competence in teachers’ talk in english language class the relationship between both of competence could reveal in the example patterns of suggesting, requesting, and giving advice are most contained “1st/2nd pp + vp fragments structure”. e.g. 1 ooo, you don't know. you‟d better ask your father. 'father, tell me what my name is? what does it mean? lexical bundles you'd better + … is categorized into “1st pp + fragments structure” where it usually used to perform language function of giving a suggestion. e.g. 2 if you just can open it at atmodo, could you share it at line? i think it is also easy, right? i mean to share the file to the line. example number 2 is comprised of “yesno question fragments” namely could you …? in order to perform language function of requesting. e .g. 3 so, you have to manage your time well. make sure that you go to bed quite early. not more than eleven. the lexical bundle you have to + … does the participant to give an advice perform associating with “1st pp + fragments structure” and it. based on the findings presented above, it can be understood that there is a relationship between actional competence in term of language function and formulaic competence particularly on lexical bundles on spoken discourse. one of the early findings of lexical bundles was that they are present in written and spoken registers alike and they were considered “as building blocks in the construction of andi tenry lawangen aspat colle, sri wuli fitriati/ eej 9 (1) (2019) 41 55 51 discourse” (cortes, 2013). lexical bundles are seen as “important building blocks of coherent discourse and characteristic features of language use in particular settings” (hyland, 2008, p.8). in the same line, biber, connor, and upton (2007) maintain that move patterns are considered as the “main building blocks” of a register (p. 53). since lexical bundles learnt as “wholes and not as strings of individual words” (perezlantada, 2014, p.83), they may be automatically retrieved and rendering speech more fluent. it also functions as discourse frames to express new propositional information, structuring a discourse and facilitating “pragmatically efficient communication”. it is evident that structural types of lexical bundles tend to perform a specific function in a specific register. in other words, as explained by celce-murcia et al., (1995, p.19), “the frequency of language functions in real life communication has resulted in highly conventionalized forms, fixed phrases, and formulaic expression in every language”. in simple word, lexical bundles are realized or manifested in the language functions. conclusion and suggestion this section provides the conclusion of the study, limitations and suggestions for future research. conclusion after analyzing the realization of actional competence in terms of language function in teachers‟ talk, it was found that in interpersonal exchanges, the english teachers performed their competence by performing a greeting, leavetaking, introducing someone, expressing gratitude, giving a compliment and reacting to interlocutor speech. reacting to interlocutor‟s speech frequently occur in the teachers‟ talk, it means that the clause or clause complexes happened in the spoken language. similarly, one of many characteristics of the spoken register is a response occur to show attention given to interlocutor directly, this clearly shows us about the differences between spoken and written language. for information exchanges competence, the sub-categories were produced by the teachers namely asking for information, giving information, and giving an explanation. meanwhile, throughout the analysis of the data, only one category of expressing opinion performed by the teachers was expressing and finding out about opinion. the next competence was expressing feeling, it was performed by the participants in form of expressing like dislike, and disappointing. in the case of expression of suasion, the sub-categories performed by the teacher were also varied. they include giving a suggestion, requesting, instructing/direction, advising, persuading/encouraging, and granting permission. then, expression of the problem was also performed by the teachers that spread out only in the sub-category of forgiving and apologizing. the last, in line with sub-categories of future scenarios expression, the teachers performed this competence in terms of expressing hope/wishes, expressing plans/intentions, and discussing the possibility and capability of doing something. from the realization of language functions above, there are five sub-categories of language functions which were mostly occurred in the teachers‟ talk namely asking for information/questioning, giving instruction/direction, explaining/lecturing, reacting to interlocutors‟ speech, and complementing/praising. secondly, related to the realization of lexical bundles in teachers‟ talk, it can be concluded that lexical bundles mainly contained verb phrase along with dependent clauses. in contrast, lexical bundles that incorporate noun phrase and preposition fragments accounted for only a small proportion of lexical bundles. this finding aligns with the findings of previous researchers where that academic speech primarily comprises more lexical bundles with verb and clause fragments, while academic writing reported using more bundles andi tenry lawangen aspat colle, sri wuli fitriati/ eej 9 (1) (2019) 41 55 52 incorporating noun and prepositional phrase fragments dealing with the relationship between actional and formulaic competence, this study reveals that the frequency of language functions used has resulted in highly conventionalized forms, fixed phrases, and formulaic expression. in simple word, each social move or language functions, there is a stock potential expression (lexical bundles) on it. such as language function of asking questions are associating with “yes-no question fragments” such as do you want …?, are you going …? and “wh-question fragments” such as how do you …?, what are you …?. language functions of giving an opinion, suggesting, requesting are comprised of 1st/2nd pp + vp fragments lexical bundles such as you need to …, you have to …, you’d better ….. thus, seeing there is a relationship between actional and formulaic competence in teachers‟ talk, where language functions that are occupied teachers‟ talk in teaching activity include many set phrases (lexical bundles), thus it needs attention. the teachers must know enough about it to choose appropriate utterances in a given situation as the model for the students. thus, it needs to maintain a balance: the teachers are not only focused on grammar and pronunciation but also have adequate knowledge and competence of vocabulary and stock phrases (lexical bundles) for performing appropriate language function. because mastering only vocabulary and phrases for speech acts without appropriate knowledge of and focus on grammar and pronunciation will result in fluent but inaccurate and therefore limited oral competence. mastering only grammar and phonology results in linguistically accurate but socially dysfunctional oral communication. limitations this study was carried out with 3 language teachers at senior high school level through spoken discourse analysis of their talk in the classroom setting. yet, since the result can change in the different level of school with a different setting, it may not be possible to generalize the findings of the study. even though the participants performed language functions and lexical bundles through their talk, it is not obvious whether those are taught in the classroom. therefore, the use of language functions and lexical bundles by the participants may not be based on the assumption that they are taught in the classroom. the methodology used in conducting this study could also be considered as a limitation where the study did not investigate the effectiveness of actional and formulaic competence in the teachers‟ talk. it described these teachers‟ competencies which were realized in their speech production but not how effective they are in facilitating students‟ language acquisition. suggestions formulaic competence that was realized in teachers‟ talk was focused only on lexical bundles. future studies might well consider other categories of formulaic competence such as insert, idioms, and collocations to be used in order to collect comprehensive data. the methodology of analysis used in this study can be used as the foundation to investigate not only actional and formulaic competence realization as the component of communicative competence but also six components of communicative competence in teaching english in efl classroom and also to investigate the realization among those components. moreover, the investigation might yield different results if students in the classes are surveyed and interviewed as well. this inclusion would allow for a comparison of what teachers and students think about language functions and lexical bundles which was realized in teachers‟ talk. then, the data of teachers‟ talk in this study was an audio recording of 3 indonesian teachers which is essentially spoken english as a foreign language. future recommendations would be to compare teachers in other parts of the world that use english as a first/second andi tenry lawangen aspat colle, sri wuli fitriati/ eej 9 (1) (2019) 41 55 53 language in constructing their teaching and investigating various factors influencing the realization of language functions and lexical bundles in their talk. another area of further research is needed to use different discourse as the unit of analysis, especially the ones involving written discourse. for instance, investigating the realization of actional and formulaic competence in an english textbook, or research articles in any discipline. it will build larger corpora in order to lead more accurate analysis and more generalizable findings. additionally, another direction for future research involves experimental design. such study could address the crucial issues of effectiveness and comprehensibility of teachers‟ talk in the relation to the students‟ output. references aisyah, n. 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(2009). classroom discourse and student learning, asian social science, 4 (9), 80 -83. doi: 10.5539/ass.v4n9p80 http://dx.doi.org/10.5539/ass.v4n9p80 115 eej 3 (2) (2013) english education journal http://journal.unnes.ac.id/sju/index.php/eej the use of a write-pair-square strategy to improve the students’ active participation in writing descriptive text (the case of tenth graders of kesatrian 2 semarang senior high school in the academic year of 2012/2013) dwi arni siti margiyanti prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia info artikel ________________ sejarah artikel: diterima oktober 2013 disetujui oktober 2013 dipublikasikan november 2013 ________________ keywords: teaching descriptive text, write pair square, active participation. ____________________ abstract ___________________________________________________________________ many problems faced by students in participating in the classroom and writing a text. this study discussed the use of write-pair-square strategy to improve the students‟ active participation in writing descriptive text. the objectives of the study are to find out the implementation of writepair-square in teaching descriptive text and to investigate the improvement of students‟ participation and writing achievement after being taught by using write-pair-square strategy. the research focused on teaching of descriptive text by using write-pair-square as the strategy. the subjects are sma kesatrian 2 semarang students. this study used classroom action research that was carried out through a pre-test, first and second cycle activities. the result showed that the students‟ progress of participation improved. the average score of pre-test was 11.27, post-test 1 was 20.13, and post-test 2 was 30.24. it also showed that students‟ mastering descriptive improved. the average achievement of students‟ pretest was 63.27, first cycle test was 70.23 and post test was 77.66. according to this study, i conclude that teaching descriptive text by using write-pair-square as the strategy is helpful for students. it is recommended for english teachers to use write-pairsquare as the strategy for students‟ improvement of their writing skill. © 2013 universitas negeri semarang  alamat korespondensi: kampus unnes bendan ngisor, semarang, 50233 e-mail: pps@unnes.ac.id issn 2087-0108 dwi arni siti margiyanti / english education journal 3 (2) (2013) 116 introduction teaching writing in traditional way is still can be found in many schools. harmer (2004) pointed out in his book that in some teaching, particularly in teaching writing, students write a composition in the classroom which the teacher corrects and hands back the next day covered in red ink. the students put the corrected pieces of work in their folder and rarely look at them again. this situation can be found in some schools in indonesia. that kind of activity in teaching language teaching is considered as traditional teaching (tl) method. dealing with student‟s improvement in learning language, especially in writing skill, there is shifting happen in educational field. the shifting here is from tl method into cooperative learning (cl) method. there are several definitions of cl suggested by some researchers. one of the definitions is pointed out by felder and brent (2007). they suggested that cl refers to students working in teams on an assignment or project under conditions in which certain criteria are satisfied, including that the team members be held individually accountable for the complete content of the assignment or project. from this definition, students are not working alone, individually. they work within a group which has the same goal. another definition of cl is suggested by slavin in syafini and rizan (2010). he describes cl as students working in small groups and are given rewards and recognition based on the group‟s performance. by doing the activity together, they can socialize with their peers. the involvement of each members is highly required since they are dependent each others. the success of the group depends on their hands. everybody is involved in the activity. the fast learners will help the slow ones. the slow ones will learn how the fast learners do the activity. they will work together to finish the task. compare to the cl, tl has less advantage in the process of learning. it is in line with the statement suggested by felder and brent. they say: “ relative to students taught traditionallyi.e with instructor-centered lecture, individual assignments, and competitive grading cooperatively taught students tend to exhibit higher academic achievement, greater persistence through graduation, better high-level reasoning critical thinking skills, deeper understanding of learned material, greater intrinsic motivation to learn and achieve, greater ability to view situations from others‟ perspectives, more positive and supportive relationships with peers, more positive attitudes toward subject areas, and higher self-esteem” (felder and brent, 2007). when the teachers are using traditional learning, the students are asked to accomplish the task individually. there will be competition among them. the fast learners will get more success than the slow ones. they will get busy with themselves and try their best to fulfill what the teacher wants them to do. they ignore their friends because it is nothing to do with the others. the most important are they, themselves. from the definitions above, i can conclude the description of cooperative learning. they have several main points; (1) it is a sort of strategy of learning; (2) the base in group work with group goal; and (3) the activity requires teamwork. given these facts, it seems like cooperative learning is a suitable to be implemented both in small or big classes. however, creating groups will likely be benefit for big classes, like in indonesian schools. this activity will be useful both for students and teachers. students who are working in group will actively participate in small groups. since most of indonesian students are typically still ashamed if they have to participate in front of the classroom. therefore, instead of actively involved, they will tend to keep silent and just listen to the teachers. writing plays its big role in expressing students‟ idea. hence, writing is still considered as the important skilled that should be taught to the students. the skill of expressing oneself in the form of writing has been the aim of many teachers to cultivate in their students. the ability of writing can be cultivated by using the dwi arni siti margiyanti / english education journal 3 (2) (2013) 117 appropriate method so that the students can learn effectively and can reach the ultimate result. sometimes students face their own problem in learning how to write. teachers should know their obstacles in order they can overcome the students‟ problem in doing activity of writing. in traditional learning, writing is assessed merely by evaluating the product of students‟ writing. they submit their writing to the teacher and the teacher will correct them and give it back. the only aspect that is evaluated is only the text produced by the students. although sometimes the teachers give kind of comment that praise the students if their works are considered as a good one or the teacher will give those corrections or comment to the students for improving their ability in the future time. this is what so called product oriented. however, nowadays, the paradigm of this product oriented has already shifted. the process oriented is now being considered as the thing that teacher should notify. in cooperative learning, the students are not depending on the teacher. they are not merely listening to the teachers‟ lecture. they actively participate in the classroom activity. they work in groups and they play role within the group. student‟s active participation also becomes the issue of this study. the participant of the students will be one of the discussions in this paper. the students‟ participation can be seen for example by observing whether the students ask the question to the teacher. syafini and rizan (2010) mentions that in group works sometimes the participation of the group members is not equal and there are group members who indulge on a free ride without contributing the group work and objective. in one group there are different students with different characteristic. this characteristic that defines the different participation of the students. there are some techniques under the umbrella of cooperative learning. they are group-investigation, student teams achievement division (stad), learning together, jigsaw, murder and write-pair-square (jacobs et al, 1997). all of them are suitable to be implemented in the language teaching. i am interested in write-pair-square in teaching writing to my students. the reason is because it covers both group and pair work. moreover, it seems like it is preferable in improving their writing skill. working in groups not only increases students‟ active participation but also build their social skill development, improves communication, enhance the independence and accountability. hence, using cooperative learning through write-pair-square is likely useful to be implemented in my classroom. education deals with students, teachers and knowledge. teacher as the one who has the knowledge should share the knowledge they have already had to the students through teaching and learning activity. students as the subject of the study are guided by the teachers to learn something, in this case is language. in the process of teaching and learning, the teachers give many efforts in order the knowledge can be transferred effectively. there are many techniques used by teachers to improve students‟ ability. one of them is teaching using cooperative learning. however, in the real education field in indonesia in which we can see it from the existing schools whether they are public or private, general or vocational, and primary or secondary schools, we can still easily find that traditional learning activity is still used in teaching learning process. we cannot simply say that traditional teaching is not good. however, many researchers have conducted and find that traditional learning is not adequate enough to meet the students‟ need. campbell in syafini and rizan (2010) suggested that rote learning has been a common practice in today‟s educational scene in language learning. hence, in this study, i pick a cooperative learning implementation to prove the previous study about the effectiveness of using cl in language teaching. students‟ active participation or students‟ active participation is one of the aspects of educational success. in cl, students‟ active participation is highly required. the students are the centre of the lesson. they play a dwi arni siti margiyanti / english education journal 3 (2) (2013) 118 big role in making the process successful. it is very difficult to make the students willingly participate in the teaching learning process. they will feel ashamed with their friends or even with the teachers. it is because of lack interpersonal communication between students and teachers. therefore, teachers should aware about this problem. guiding the students to become familiar with communication will create a good atmosphere around the students. dealing with students‟ active participation, it still has a relationship with the character of the students. students characters are different each other. therefore, teachers should know each students character in order they will have a treatment based on their character. this is the unique phenomena of being a teacher. since they face several different students with different interpersonal and characters in one place. the demand of producing active students that can involve actively in the classroom becomes goal that should be fulfilled by the teachers. society generally and parents particularly want their children become a good student with high academic competence and good manner. it is because after they graduate from school, they will encounter the world with all of its challenges. students supposed to involve in every activity in the classroom actively. the fact happens in the field yet is different from the theory. some students are open to the teachers and the rests are not. syafini and rizan (2010) suggested that xtroverts generally produce more action with fewer thoughts whereas introverts produce numerous thoughts with little action. although we know that everyone is unique with their own characters and talents, it becomes a problem when these differences are encountered in the classroom, moreover in a big classroom. the extrovert students will expose their existence while the introvert sometimes feels intimidated since they are too shame to express their opinion. in this case, teachers need to know each student‟s intelligence so that they can explore their own talent. this heterogeneous situation makes the treatment that should be done by the teachers are different. the theories above are the ideal situations that actually should happen in education field. however, the facts in the real field are sometimes still far from the ideal ones. they are still many problems happen in making the harmony between theories and facts. considering the facts that different from the ideal situation, i think it is needed to conduct a study about how to overcome this problem. therefore, i need to give it a try on using cooperative learning to improve students‟ active participation and writing skill. related to the background above, the researcher formulated the research problem as follows: (1) what problems are faced by the tenth graders of sma kesatrian 2 in participating and writing a descriptive text? (2) how is a write-pair-square strategy implemented in the classroom activity? (3) how is the students‟ participation improvement when they are taught by using a write-pair-square strategy? (4) how is the learners‟ achievement in writing description text improved by using a write-pairsquare strategy? research methods in this research, i applied qualitative approach to identify the use of writing-pairsquare in improving students‟ active participation in writing descriptive text. in completing this research, i collected data and information from the main source, namely field research. this term referred to my efforts in obtaining the empirical data from the subject of the research. i also conducted the activity of gathering information from library facilities such as references and books which supported the efforts in conducting this research. i decided to carry out an action research in sma kesatrian 2 semarang as i had been teaching there and wanted to know how is the effective way in using a write-pair-square to improve students‟ active participation and their writing ability. the research design of this study was action research. it took two cycles. each cycle consisted of three meetings excluded the pre and post-test. each cycle had four steps; they were dwi arni siti margiyanti / english education journal 3 (2) (2013) 119 planning, acting, observing, and reflecting. the place of this research was at a private school. it is sma kesatrian 2 semarang at gajah raya street number 58, semarang. the research was conducted in the second semester of the academic year of 2012/2013. the pre-cycle test was conducted on april, 24 2013. the second cycle was conducted on april, 30 2013 – may, 8 2013. second cycle was conducted on 14-21 may 2013 and post test 2 was conducted on may, 22 2013. in this research, some instruments were used in form of observation sheet, outsider observer, field notes, rubric of students‟ active participation, students‟ observation sheet, and test. observation sheet was used to describe the exact situation during the research was conducted. it was be used by the outsider observer. he filled the observation sheet while doing the observation. i collaborated with one of the teachers in my school to do the observation during this research was conducted. the data analysis in this study consisted of observation sheet, students‟ participation scoring, students‟ observation sheet, and writing test. findings and discussion the preliminary research was conducted before the research was undertaken. i observed the students while i was teaching them. i had taught them for almost two semesters. according to the teaching experience and two semesters activities, i could identify the problems are faced by the students in learning english. some of the problems are; (1) lack of learning sources; (2) lack of motivation; (3) family background; (4) lack of interest; (5) lack of motivation; (6) lack of practice; (7) no support from the environment; (8) lack of participation and (9) low competence. those problems make the students‟ ability in writing skill is unsatisfying. in this study i concerned with the problems dealing with lack of participation and writing problems. the following paragraphs are the discussion about those two problems. the pre-test was conducted in order to know the students‟ prior achievement in writing description text. moreover, it was given to dig students‟ weaknesses in writing. the pre-test was given to the students on wednesday, 24th april 2013, before the research was conducted. the students were asked to produce a description text after given a short explanation and sample about descriptive text. the results of the students‟ writing were analyzed based on the rubric of scoring writing test. the time allotment given was 90 minutes. the result of this pre-test would be compared with the result of the test after students were given treatments. the aim of this comparison was to determine the improvement of students‟ writing skill of descriptive text. after administering the pre-test, the result was analyzed to get the students‟ score. the result of this pre-test analysis would underline the process of planning for the first cycle. the result of the pretest was attached in the following table (appendix 11). the following table was the summary of the pre-test result. table 1. the summary of pre-test result category organization content grammar punctuation style total mean 13.17 19.80 14.83 3.70 11.70 63.27 % 65.83 66 59.33 74 58.83 13.33 based on the data presented in appendix 11, the mean score was calculated as follows. dwi arni siti margiyanti / english education journal 3 (2) (2013) 120 according to the pre-test analysis, the average of the students‟ result was 63.27. the passing grade of writing test was 75. the percentage of the student that achieved the passing grade was 13% (4 students). using the same formula, the mean of each category was calculated. the result showed that the mean of organization was 13.17, content was 19.80, grammar was 14.83, punctuation was 3.70, and style was 11.77. this score then would be analyzed to get the description of their competence in writing descriptive text. the first post-test was conducted after the third meeting of cycle 1. the students were given an answer sheet and asked to write a descriptive text about animal. the time allotment was 45 minutes. after giving the material, worksheet and exercise using write pair square strategy, the students were expected to produce a good descriptive text. the students‟ results of writing were evaluated and it was constructed into a result table. it was attached in the appendix 12. the following table was the summary of post-test 1 result table 2. the summary of post-test 1 result category organization content grammar punctuation style total mean 15.17 22.07 17.60 3.90 11.60 70.23 % 75.83 73.56 70.4 78 57.5 70.23 based on the students‟ writing result table, it was found that the average score of students‟ writing in the first post-test was 70.23. the students that achieved the passing grade of writing test were 18 students (70.23%). the same formula was applied to analyze each category in writing rubric. from the calculation, it was found that the mean of organization was15.17. in other words the students‟ organization competence achieved by them was 75% if it was compared to the maximum score. the result of mean score and achievement percentage of content, grammar, punctuation, and style was respectively 22, 07 (73.55%); 17.60 (70.4%); 3.90 (78%); and 11.50 (57.5%). generally, there were improvement found based on average score and each rubric category except in style category. the reflection was constructed based on the process during the actions and observation was undertaken. the reflections were as follows. 1. students‟ participation result showed that the students‟ participation was still in poor category. 2. based on the result of students‟ writing, it was found that they were still poor in category style. it was because when they were composing a descriptive text, almost all of the students were confused in choosing the vocabulary. sometimes they did not know the english word of the word that they wanted to write. sometimes they misused the english word. for example they used „see‟ instead of „watch‟ in „i see television with my brother‟ while actually he meant „i watch television with my brother‟. 3. they found difficulty in making a group in the process of „square‟. it was because the instruction was not clear enough for them. before they did the „write pair square‟ i only informed them that they were going to work individually, in pairs and in group. however, i did not give instruction how to make a group after they shared with their partner. this lack of information made them took quite long time to make a group. 4. in „pair‟ step, they find difficulties about how to make the result of sharing. some of them wrote the point and others wrote in form of paragraph. it made the students confused since there was no clear instruction about the form of „pair‟ discussion result. 5. in doing the individual work, they still look at their friends‟ result. it could be found when the students were doing worksheet and in the process of „write‟ in write pair dwi arni siti margiyanti / english education journal 3 (2) (2013) 121 square strategy. when they were still having discussion in writing their opinion, it was useless since after they did „write‟ process they would have „pair‟ work where they would discuss their own work to their pair. 6. in doing the „square‟ process, it was expected that all of the students would participate actively in sharing and discussing the topic. however, in fact there were only some students who controlled the discussion while other members were only kept silent without giving any idea. some of them did not contribute because they did not know what to say but the others seemed not too enthusiastic in taking a part. 7. by having some worksheet in each material, they complained that they were bored of doing the written exercise. based on those reflections, i decided to conduct the second cycle. the planning would be based on the problems in the reflection of this cycle. i expected by having the second cycle there would be improvement. the second post-test was conducted after the third meeting of cycle 2. the students were given an answer sheet and asked to write a descriptive text about person. the time allotment was 45 minutes. after giving the material, worksheet and exercise using write pair square strategy, the students were expected to produce a good descriptive text. the students‟ results of writing were evaluated and it was constructed into a result table. it was attached in the appendix 13. the following table was the summary of post-test 2 result. table 3. the summary of post-test 2 result category organization content grammar punctuation style total mean 18.17 23.00 19.00 4.07 12.85 77.07 % 90.83 76.67 76 81.33 51.33 76.67 based on the students‟ writing result table, it was found that the average score of students‟ writing in the second post-test was 77.07. this number was higher if compared to the average score in cycle 1. it showed that the students‟ writing competence was improved. the students that achieved the passing grade of writing test were 23 students (76.67%). the number of students that achieved the passing grade was also increased. in the beginning, most of them were passively participate in classroom. however, by applying write pair square strategy they got opportunity to willingly participate and involved themselves in classroom activity. to make it clear in understanding the research result, the observation result of the activity was pictured in the following diagram: dwi arni siti margiyanti / english education journal 3 (2) (2013) 122 diagram 1. the result of research observation by observer and students. the figure above showed that the observation done by the observer was in line with what students thought. it meant that there was a balance between the observer‟s opinions with students‟ point of view. the observer observed started before and during the research was done. then the result was derived from the calculation of the average score derived from each meeting. it was done to find the changes of each meeting. in the end of the research the students were given an observation sheet to make sure that the data was taken from both sides, from observer‟s and students‟ opinion. another issue in this research was students‟ active participation. the following was students‟ development of participation that had been observed before and during the research. diagram 2. the result of research observation by observer and students. table 4. the classification of students‟ achievement percentage level of achievement 67-100 34-66 0-3 excellent good poor 2 2.1 2.2 2.3 2.4 2.5 2.6 2.7 preparation presentation methods personal characteristic teacher-student interaction m e a n observer student 15.03 26.84 40.33 pre-cycle cycle 1 cycle 2 students' participation in percentage students participation in percentage dwi arni siti margiyanti / english education journal 3 (2) (2013) 123 based on the diagram above, it was showed that students‟ participation in pre-cycle was 15.03%; first cycle was 26.84% and second cycle was 40.33%. based on the classification of achievement table, the level of achievement of students‟ active participation was poor in precycle and cycle 1 and improved to good in cycle 2. besides participation, another concern in this research was students; competence in writing descriptive text. in the beginning, students were expected showed change during the research or in other words they were expected to improve their competence after being taught using write pair square strategy. the following diagram showed clearly the development of students‟ writing competence from pre-cycle to the end of cycle 2. diagram 3. the development of students‟ writing descriptive competence the diagram above showed that students‟ writing competence in pre-test was improved both the average score and the number of students that achieved the writing passing grade. the mean score in pre-test was 63.27 and the number of students that achieved the passing grade was 13.33% from the total number of the student. the average score of post-test 1 was 70.23 and there were 70.23 % students achieved the passing grade. the last post-test‟s average score was 77.66 and there were 76.67% students achieved the passing grade. the development of students writing competence had some category that could be seen their improvement. each category had different achievement but generally they were improved. the following diagram showed the development of students‟ each category competence in writing descriptive text. 63.27 70.23 77.66 13.33 70.23 76.66 pre-test post-test 1 post-test 2 average score students' passing grade in % dwi arni siti margiyanti / english education journal 3 (2) (2013) 124 diagram 4. the development of students‟ writing descriptive competence in each assessment category from the diagram above it showed that students‟ competence in each assessment category was generally improved. the organization‟s average score in pre-cycle was 13.17; cycle 1 was 15.17; and cycle 2 was 18.17. the content‟s average score in pre-cycle was 19.80; cycle 1 was 22.07; and cycle 2 was 23. the average score of grammar competence in pre-cycle was 14.83; cycle 1 was 17.6; and cycle 2 was 4.07. the average score of style in precycle was 11.77; cycle 1 was 11.50; and cycle 2 was 12.83. conclusion this study concerns with the use of writepair-square strategy to improve students‟ active participation in writing descriptive text. based on the results of the study, the conclusions are as follows. firstly, the main problems faced by the students in the preliminary research were the lack of participation in classroom activity and writing a text especially in grammar and vocabulary. secondly, the write-pair-square was implemented through action research. it consisted of pre-cycle, cycle 1 and cycle 2. in cycle 1 and cycle 2 there were four steps they were planning, acting, observation and reflection. write-pair-square was done in the acting step. it consisted of three activities; write, pair, and square. there was a pre-test and posttest in each cycle. thirdly, the implementation of writepair-square strategy in the classroom activities had developed students‟ active participation. the percentage of students‟ participation had developed from 15.33% into 40.33 % and based on category they are developed from poor into good category. fourthly, the implementation of writepair-square strategy during the research had developed students‟ writing descriptive competence. this strategy had also improved the percentage of the students that gain the passing grade. references felder, r. m., and brent, r. 2007. cooperative learning. active participation: models from analytical science , acs symposium series 970, chapter 4, pp. 34-53. washington dc: america shemical society. available online at: http://www.ydae.purdue.edu/ lct/hbcu/documents/activelearningengineeri ng.pdf [accessed on 13-12-12] harmer, j. 2004. how to teach writing. edinburg: pearson education limited. jacobs et al. 1997. learning cooperative learning via cooperative learning: a sourcebook of lesson plans for teacher education on cooperative learning. singapore: seameo. 13.17 19.8 14.83 3.7 11.77 15.17 22.07 17.6 3.9 11.5 18.17 23.00 19.00 4.07 12.83 pre-cycle cycle 1 cycle 2 dwi arni siti margiyanti / english education journal 3 (2) (2013) 125 syafini and rizan, t. n. 2010. the effects of cooperative learning in enhancing writing performance. available online at: http://www.ukm.my/solls09/proceeding/pd f/ shafini.pdf [accessed on 11-12-12] eej 9 (3) (2019) 361 367 english education journal http://journal.unnes.ac.id/sju/index.php/eej the realization of communication strategies in teacher – student interactions in tunas harum bangsa trilingual national school yosaphat benny suryaningpram1, helena i. r. agustien2, januarius mujiyanto2 1. sd tunas harum bangsa kota semarang, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: recived 03 february 2019 accepted 22 july 2019 published 15 september 2019 ________________ keywords: communication strategies, spoken language, interlanguage, classroom interaction ____________________ abstract ___________________________________________________________________ recently, the need to communicate has been a major concern by many experts. learners tend to do better in written test than spoken one. it raises the awareness that students deem speaking as the most difficult task to do in learning a language. it may lead to the vast assumption that communicating in l2 is impossible to do. however, experts find that communication strategies (css) may become the solution. to fill in the gaps in using a language, learners may use css. this study aimed to see the most frequently used css by young learners. there were 16 primary school students who were divided into two categories based on their proficiency levels: high proficient (hp) and low proficient (lp) students. the data were gathered from the observation of the usage of css in real classroom settings and the result of the interview. the result revealed that hp students tended to use more css than lp students. then, the students tended to use more direct strategies rather than indirect and interactional strategies. thus, it can be stated that certain kinds of css were more familiar for the students to use and may help them to overcome language problem in communicating using l2. © 2019 universitas negeri semarang correspondence address: jln. kemiri candi no 13 a, kota salatiga, jawa tengah 50711 e-mail: yosaphatbennysuryaningpram@gmail.com p-issn 2087-0108 e-issn 2502-4566 yosaphat benny suryaningpram, helena i r agustien, januarius mujiyanto/ eej 9 (3) 2019 361 367 362 introduction observing the efl classroom in indonesia, problems such as lack of confidence, limited vocabulary, low understanding of english grammar, and low frequency of oral practises are very common in speaking. it is very much different with “silence” which some students prefer to do even though it has also become another problem in efl classroom. in short, no communication can be done if no one talks. as a country which places english as a foreign language, indonesia and its educational system mostly implement english learning in classroom setting. hence, students see english as a school subject rather than as a mean of communication. as a result, the students cannot speak good english as they rarely use it in real communication. communication strategies (css) are said to be one of the best solutions to the problem. therefore, this study is worth-doing because the context of efl learning in indonesia creates problems and css may give a beneficial contribution to overcome the problems. aside from them, css are deemed as parts of procedural skills along with l2 speech planning which focus on the performance aspect of actually doing something in real time. as the students in the study are young learners, the strategies will be interesting to investigate considering their level of english mastery. thus, the study aims to find the strategies young learners use in communication. the first and most influential research about css was conducted by tarone in 1977. she conducted a relatively simple research about css. she used 9 people as subjects, and they were asked to describe two simple drawings and a complex illustration. the subjects described them in two different languages: their l2 which was english and their native language. from the transcripts of the data, tarone saw observable strategies in the subjects’ attempts to make themselves understood if they found any difficulties in their oral production. these kinds of strategies are communication strategies because they are observable and interactional. she, then, formulated a kind of taxonomy about css. her taxonomy was laid as the first basis for researches and studies in an interactional approach. this first taxonomy by tarone is very important as it serves as the first taxonomy underlying the later studies by others. hua and jaradat (2012) investigated how and when oral css are used in group discussion. the focus was to examine the differences in the usage of css between high and low proficient speakers of english. the data was taken from the audio recordings and the self-report questionnaires. the data was analysed based on three taxonomies: tarone (1980), færch and kasper (1983), and willems (1987). in the study, the researchers found ten kinds of css used by the subjects. they found out that code switching and interlingual strategies were the most frequent strategies used by the subjects. in contrast, word coinage and intralingual strategies were the least used by them. this kind of research was also done by several numbers of researchers such as: tiono and sylvia (2004), juliany & mardijono (2017), ahmed & pawar (2018), mirzaei & heidari (2012), manzano (2018), al-siyabi (2011), demir, mutlu & sisman (2018), joga (2014), syarifudin, mukminatien, rachmajanti, & kadarisman (2016) and yarahmadzehi, saed, and fahzane (2015). in south east asia, there were a number of scholars who were interested in studying about css. syamsudin (2015) wrote about the usage of css to improve students’ speaking skill. he claimed that most students in indonesia were not able to speak english fluently though they had been studying english for several years. thus, css were needed and deemed to be one of the solutions. a similar research was done by nurdini (2018). she studied about the use of css to improve speaking skill. another similar research was done by hardianti (2016). she made use of discussion as the media to see yosaphat benny suryaningpram, helena i r agustien, januarius mujiyanto/ eej 9 (3) 2019 361 367 363 the students’ css. while most css study is qualitative, ugla, adnan, and abidin (2013) had the quantitative one. some researchers were interested in the teachability of css as they saw that css were a big help for students lacking in many language aspects in speaking. mesgarshahr and abdollahzadeh (2014) talked about the impact of css teaching on student’s willingness to speak. whereas, doqaruni (2013) focused more on the relationship of css in the teacher’s talk. in addition to the study of relation, rastegar & gohari (2016) made a study of relation between css, attitude and oral output. besides that, study by bataineh, al-bzour, and baniabdelrahman (2017) was also about the teachability of css by efl learners. method this study employed a qualitative approach to collect the data. the object of the study is the communication strategies used by the students in the classroom. there were 16 grade four students as the subjects. this study used qualitative data which required the researcher to describe. the data was taken from the observation and the researcher’s note. before collecting the data, the students were classified into two categories namely high porifcient and low proficient students. the students’ final scores are used to separate the high from the low. then, after the data were collected, they were transcribed. from the transcription, the researcher differentiated the css found into three categories for two groups based on the taxonomy offered by dornyei and scott (1997). results and discussion the result of the study was that total frequency of communication strategies used by students was 126 times though some strategies are not being executed. the most frequent cs being used by the students fall into the category of the direct strategies. the second mostly used is the indirect strategies and the last is the interactional strategies. figure 1.the css used by the students as chart 1.1 above shown, the direct strategies mainly dominates the communication strategies used by the subjects by 52%. it reaches more than a half of the strategies being used, whereas indirect and interactional strategies share 28% and 20% of the chart. however, we should differentiate the css used by high proficient and low proficient students to clearly see which css are mostly used by the two groups. about 52% of the communication strategies being used by the students in the observation for 8 times are included in the direct strategies. the rest goes to interactional strategies for 20% and indirect strategies for 28%. next, to see what strategies were used mostly by the groups, table below will clearly show how the distinction goes. 52% 28% 20% communication strategies direct strategies indirect strategies interactional strategies yosaphat benny suryaningpram, helena i r agustien, januarius mujiyanto/ eej 9 (3) 2019 361 367 364 table 1. strategies used by the students in each group css subjects hp lp direct strategies 55 53% 10 43% indirect strategies 22 22% 3 14% interactional strategies 26 25% 10 43% total 103 % 100% 23 % 100% percentage 82% 18% as table 1 shows, of the total of communication strategies used by both groups, high proficient group used more communication strategies than low proficient group. the high proficient group shares 82% of the total communication strategies used in the observation leaving the low proficient group which only shares 18% of the total. it means that the high proficient students dominate the communication in the classroom. they use 53% of direct strategies, 22% of indirect strategies and 25% of interactional strategies. according to the observation notes, the high proficient students are very active and responsive. since they mostly understand what the teacher says, they tend to response with their interlanguage. in the contrary, the low proficient students tend to follow the lessons without involving too much in the communication. they use both direct and interactional strategies for 43% and the rest 14% for indirect strategies. direct strategies this strategy provides “an alternative, manageable means of overcoming the problem and getting the (sometimes modified) meaning across, as with a circumlocution compensating for lack of a word” (dörnyei and scott, 1995). it means the speaker is still able to overcome the problem by recalling all knowledge to maintain a communication. there are 19 types of direct strategies offered by dörnyei and scott. they are message abandonment, reduction, and replacement, circumlocution, approximation, use of all-purpose-word, word coinage, restructuring, literal translation, foreignizing, code switching, use of similar sounding word, mumbling, omission, retrieval, mime, selfrephrasing, self-repair and other repair. in the table 4.4 below, we can see the usage of direct strategies the two groups, hp and lp, used during the observation. table 2. the direct strategies used by two groups direct strategies subjects hp lp message abandonment 13 24% 1 10% message reduction 4 7% 1 10% message replacement 2 3% 0 0% circumlocution 0 0% 0 0% approximation 8 15% 2 20% use of all-purposeword 0 0% 0 0% word-coinage 0 0% 0 0% restructuring 0 0% 0 0% literal translation 8 15% 0 0% foreignizing 0 0% 0 0% code switching 6 12% 2 20% use of similar sounding word 0 0% 0 0% mumbling 1 2% 1 10% omission 0 0% 0 0% retrieval 3 5% 3 30% mime 2 3% 0 0% self-rephrasing 0 0% 0 0% self-repair 3 5% 0 0% other-repair 5 9% 0 0% total 55 100% 10 100% the table shows that here are 55 occurrences of direct strategies used by high proficient students, whereas the low proficient students only shows direct strategies for 10 times. moreover, it shows that high proficient students use message abandonment (24%), yosaphat benny suryaningpram, helena i r agustien, januarius mujiyanto/ eej 9 (3) 2019 361 367 365 approximation (15%), literal translation (15%), code switching (12%), other-repair (9%), message reduction (7%), retrieval (5%), self-repair (5%), mime (3%), message replacement (3%), and mumbling (2%). on the other hand, the low proficient students only use 6 direct strategies. they are retrieval (30%), code switching (20%), approximation (20%), message abandonment and reduction (10%) and mumbling (10%). the high proficient students used more direct strategies than the low proficient ones. it indicates that activeness of the students in class plays an important role in communication. based on the observation note, it is clearly seen that the low proficient students had a very limited access to communicate with the teacher as the high proficient students tended to response quickly to every question the teacher asks. it results in the limited use of direct strategies the students could show. indirect strategies the second strategy the hp and lp students used in the observation is indirect strategies. as like the previous, this strategy also does not include intervention from outside. the speakers solve the linguistic problem without any help from outside. the indirect strategy basically does not provide alternative answer to problems. since it has no relation with problemsolving, it only gives a chance for the speakers to continue and keep the communication channel open. as what dörnyei and scott (142, 1995) said that indirect strategies used to “facilitate the conveyance of meaning indirectly by creating the condition for achieving mutual understanding at times of difficulty.” there are 4 types of indirect strategies in dörnyei and scott taxonomy. they are the usage of fillers, repetitions, verbal strategy markers and feigning understanding. the total case for the indirect strategies is 25 cases. the high proficient students shares 88% of the usage and only 12% are executed by the low proficient students. in the case of hp students, they mostly used repetition (59%) and fillers (41%). there is no existence of verbal strategy markers and feigning understanding by hp students. on the other hand, lp students use fillers, repetition and verbal strategy markers once for each. the following table is the result of observation about indirect strategies. table 3. the indirect strategies used by two groups indirect strategies subjects hp lp use of fillers 9 41% 1 33% repetitions 13 59% 1 33% verbal strategy markers 0 0% 1 33% feigning understanding 0 0% 0 0% 22 100% 3 100% interactional strategies the third type of communication strategies used by the high and low proficient students is interactional strategies. as the name suggests, it deals with interaction with another speakers. moreover, this strategy is used when the speaker is not able to overcome the communication problem themselves. it requires the help from the outside to gain understanding and continue the communication. dörnyei and scott argue that it “involves a third approach to problem management whereby the participants carry out trouble-shooting exchanges cooperatively” (p.142, 1997). so, the interactional strategies are used as the last resource to help the speaker to engage in the communication. the following table displays the interactional strategies used by the two groups of students. yosaphat benny suryaningpram, helena i r agustien, januarius mujiyanto/ eej 9 (3) 2019 361 367 366 table 4.the interactional strategies used by two groups interactional strategies subjects hp lp appeals for help 1 4% 2 20% comprehension check 0 0% 0 0% own-accuracy check 0 0% 0 0% asking for repetition 4 15% 2 20% asking for clarification 3 11% 1 10% asking for confirmation 4 15% 0 0% guessing 4 15% 2 20% expressing nonunderstanding 0 0% 2 20% interpretive summary 2 9% 0 0% responses 8 31% 1 10% 2 6 100 % 1 0 100 % from the table above, the high proficient students used interactional strategies 26 times whereas the low proficient students only used 10 times. however, it shows that the students in both groups found some problems in communication. the high proficient students mostly used responses (31%) and followed by asking for repetition, confirmation and guessing with 15% each. they also used asking for clarification (11%), interpretive summary (9%) and appeals for help (4%). on the other hand, the low proficient students used appeals for help, asking for repetition, guessing and expressing non-understanding for 20% each and the rest are responses and asking for clarification. conclusion the findings of this study showed that both groups of students used different kinds of communication strategies. the direct strategies mostly used by the high proficient students are message abandonment, otherrepair, and literal translation, whereas the low proficient students used retrieval, approximation and code switching. the indirect strategies mostly used by the high proficient students are fillers and repetition. on the other hand, the low proficient students used most kinds of indirect strategies. the high proficient students mostly used responses and asking for repetition. on the other hand, guessing and appeal for help are mostly used by the low proficient ones. the result was very contextual depending on the types of students and the class as a whole. the role of teacher plays a very important role on the student’s choice of using certain communication strategies. references ahmed, s. t. s., & pawar, s. v. (2018). a study of communication strategies employed by radfan college efl students in their classroom interactions. new academia: an international journal of english language, literature and literary theory, 7(3), 163-176. al-siyabi, m. s. (2011). communication strategies employed by omani foundation year students. international journal of teaching and education, 2(3), 144. bataineh, r. f., al-bzour, w. k., & baniabdelrahman, a. a. (2017). on the teachability of communication strategies to jordanian efl beginners: exploration and reflection. international online journal of education and teaching (iojet), 4(3), 213-227. demir, y., mutlu, g., & sisman, y. s. (2018). exploring the oral communication strategies used by turkish efl learners: a mixed methods study. international journal of instruction, 11(2), 539-554. doqaruni, v. r. (2013). the relationship between communication strategies and noticing function of output hypothesis in teacher’s talk. the journal of language and linguistic studies, 9(1), 176-205. yosaphat benny suryaningpram, helena i r agustien, januarius mujiyanto/ eej 9 (3) 2019 361 367 367 dörnyei, s. (2007). research methods in applied linguistics: quantitative, qualitative, and mixed method. oxford university press. dörnyei, z., & scott, m. l. (1995). communication strategies: an empirical analysis with retrospection. dörnyei, z., & scott, m. l. (1997). communication strategies in a second language: definitions and taxonomies. language learning journal, 1(1), 173-210. hardianti, r. (2016). a study of elf students’ oral communication strategies in discussions. indonesian elf journal, 2(1), 23-33. hua, t. k. (2012). communication strategies among efl students – an examination of frequency of use and types of strategies used. gema online journal of language studies, 12(3), 831-848. juliany, r. r., & mardijono, j. j. (2017) students’ communication strategies and teacher’s responses in a twelfth grade english classroom in palangkaraya. journal of language, literature and teaching, 5(1), 122-128. joga, j. b. t. (2014). communication strategies in a casual conversation. dinamika bahasa dan ilmu budaya, 9(2), 11-24. kasper, g., & kellerman, e. (1995). communication strategies: psycholinguistic and sociolinguistic perspective. manzano, b. a. (2018). examining the oral communication strategies used by a group of nepalese adult learners in an esl context. the southeast asian journal of english language studies, 24(1), 84-96. mesgarshahr, a., & abdollahzadeh, e. (2014). the impact of teaching communication strategies on efl learners’ willingness to communicate. studies in second language learning and teaching, 4(1), 51-76. mirzaei, a., & heidari, n. (2012). exploring the use of oral communication strategies by (non) fluent l2 speakers. the journal of asia tefl, 9(3), 131-156. nurdini, r. a. (2018). communication strategies used by efl students in improving speaking skill. ijet, 8(1), 355358. rastegar, m., & gohari, s. s. m. (2016). communication strategies, attitude, and oral output of efl learners: a study of relations. open journal of modern linguistics, 6(1), 401-419. syamsudin (2015). communication strategies in speaking skill of elf learners. elite: english and literature journal, 2(1) 126-138. syarifudin, mukminatien, n., rachmajanti, s., & kadarisman, a. e. (2016). communication strategies employed by efl learners in a speaking class. jurnal pendidikan humaniora, 4(2), 64-81. tiono, n. i., & sylvia, a. (2004) the types of communication strategies used by speaking class students with different communication apprehension levels in english department of petra christian university, surabaya. kata, 6(1), 30-46. ugla, r. l., adnan, n. i. b., & abidin, m. j. z. (2013) study of the communication strategies used by malaysian esl students at tertiary level. international journal of english language education, 1(1), 130-139. yarahmadzehi, n., saed, a., & farzane, s. s. (2015). proficiency level and choice of communication strategies: a case study of iranian efl learners. iranian journal of english for academic purposes, 1(4), 99-111. 78 eej 3 (2) (2013) english education journal http://journal.unnes.ac.id/sju/index.php/eej redesigning general english i syllabus for intensive language program agus prayogo , dwi rukmini, dwi anggani linggar bharati prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia info artikel ________________ sejarah artikel: diterima oktober 2013 disetujui oktober 2013 dipublikasikan november 2013 ________________ keywords: general english i; intensive language program; syllabus, syllabus design. ____________________ abstract ___________________________________________________________________ the objectives of this study are: 1) to describe the current general english i syllabus coverage, 2) to find out the iain walisongo student’s needs in general english i. 3) to explain the redesigning processes of the syllabus of general english i, and 4) to explain how suitable is the redesigned syllabus of general english i to iain walisongo students. the study conducted was research and development (r&d) which consists of seven stages to redesign the syllabus. the instruments used to gather the data use questionnaire, interview, observation, and test. the subjects of the study were 68 students. the findings show that the current syllabus of general english i is an integrated course that is mainly about reading and grammar. the students’ needs deal with the materials and activity that can support them to practice and communicate as well as toefl materials. the redesigning syllabus employs systematic procedures including current syllabus, students’ needs, and institution policy that were needed to be considered in determining syllabus components. the syllabus suitability was justified based on five aspects namely lecturer’s ability to develop the syllabus, adult learning characteristics covered in teaching learning activities, characters classification, syllabus practicality, and competence achieved. © 2013 universitas negeri semarang  alamat korespondensi: kampus unnes bendan ngisor, semarang, 50233 e-mail: pps@unnes.ac.id issn 2087-0108 agus prayogo et al / english education journal 3 (2) (2013) 79 introduction syllabus is crucial as it becomes the core of teaching-learning process. hutchinson and waters (2002: 80) defines syllabus as “a document which says what will (or at least what should) be learnt”. on the other hand, nunan (1988) states that syllabus focuses more narrowly on selecting and grading the content. the definitions state broader roles of syllabus such as helping to provide practical basis for assessment, textbook, and learning time division; giving moral support to teacher and learners as it makes the learning task seems manageable; and expressing implicit statement of views on the nature of learning (hutchinson and waters, 2002). from the definitions above we can say that syllabus is a document consists of contents and other components used by teacher in educational programs as guideline as well as map for teaching learning process. the syllabus in this research is intended for english language teaching and learning for adult learners in english for university students’ context in the frame of general english course. as adult learners, university students are typically different from young learners in learning style, method, purposes, needs, activities etc in which all of these should be covered in syllabus. the course is usually in the form of general english in which the goal is usually an overall mastery of the language that can be tested on a global language test (richards, 2003: 33). the general english course should not merely teaching general purposes or aimed to prepare for the test. the learners of general english at iain walisongo are categorized into adult learners and they will use what they learn in different settings and purposes. the syllabus for adult program should take this matter as consideration. in walisongo state institute for islamic studies (iain walisongo) semarang, general english is an integrated english course for nonenglish department students. the course is compulsory for all students and the implementation is organized by the faculties. the course is supposed to integrate the four language skills; listening, speaking, reading and writing skill. during the study at the university, the students will have the course consisting of three levels with two credits for each. dealing with the general english implementation, a preliminary study showed that although the course was supposed to be integrated skills, the general english classes at iain walisongo emphasized only on vocabulary building and reading comprehension. in the teaching-learning process revealed that most of the students state that the process did not provide them with activities to develop spoken skills. around 75 percent of the overall activities were focusing on understanding the written text and they were mostly taught the grammar. this condition led to monotonous process in which the lecturers did not give students varied activities. the lecturers just taught them with the way they study with their lecturers before. this is because their background was not english education program. the lecturers did not use english as instructional language at the classroom so that the students could not get example how english was spoken and used. the material coverage was not balanced to provide these two skills namely written and spoken. the materials learned also led them to focus more on written form, especially english grammar. consequently, by the end of the course they still could not use english to communicate, especially speaking in english. this is what they need actually from the course. considering students’ needs are crucial. the previous study conducted by dehnad et al (2010) concerned a lot on the importance of need analysis in syllabus revision. the need analysis becomes the important aspect and should be taken into consideration in syllabus designing. the major problem of the implementation above is that the process did not facilitate students to communicate adequately. the goal of language teaching is to achieve the communicative competence. teaching-learning must not only focusing on reading comprehension skill and vocabulary, but also presenting more language tasks for students to exercise listening, speaking and writing skills. agus prayogo et al / english education journal 3 (2) (2013) 80 covering these four language skills will provide students to practice productive and receptive skills that will bridge to communicative competence. with the absence of those skills in general english classes, students are unable to use english communicatively. what is needed to solve the problem above is by providing syllabus meeting the students’ needs that becomes guidelines as well as map for teachers. based on the notions above, the need for syllabus that covers goal of language-teaching learning and student’s needs is vital. since the current syllabus is considered unable to fulfill the goal expected, it is necessary to redesign it to meet the students need with goal. on the other hand, the english language teaching at iain walisongo is centered at the language development center. with new goal and new policy, it is hoped that the teaching learning process will be in progress. this study is aimed to describe the current general english i syllabus coverage, to find out the iain walisongo student’s needs in general english i, to explain the redesigning processes of the syllabus of general english i, to explain how suitable is the redesigned syllabus of general english i to iain walisongo students. research method this study employed the modified research and development (r&d) approach by borg and gall (1983) which consists of seven stages to redesign the syllabus namely preobservation, analysis of needs, redesigning syllabus, testing the redesigned syllabus, field testing the redesigned syllabus, data analysis and advancement. the subjects of this study were students of iain walisongo semarang who were taught with general english i syllabus, specifically, tarbiyah faculty (ft-6) and ushuluddin faculty (fu-4) that consisted of 68 students. the try out was conducted in both classes for 14 meetings from march 4th to june 10th 2013 to find out the syllabus suitability. the instruments used to gather the data used questionnaire, interview, and expert validation. the steps of data analysis were conducted in every meeting based on the indicators of syllabus suitability namely lecturer’s ability to develop the syllabus, adult learning characteristics covered in teaching learning activities, characters classification, syllabus practicality, and competence achieved. research result and discussion to redesign syllabus, two major steps were conducted as the basis. the two steps were pre-observation and need analysis. the preobservation was conducted through identifying and mapping the current syllabus of general english i. the data of pre-observation showed that the syllabus of general english i was an integrated course that covered reading, speaking, listening and writing skills. however, the current syllabus of general english i covered mostly grammar and reading as stated in the basic competence and materials. the material to develop english speaking was only stated through the material of requesting. on the other hand, requesting also did not match with basic competence that focused mainly on understanding grammatical rules. the writing activities were practiced through grammar exercises while listening activities was not explicitly stated as they were included and combined with speaking activities. the basic competences did not elaborate the course description especially the material and activity that dealt with speaking skill development. this was because the materials of asking and requesting could not fulfill in expressing feeling, experience, condition, need, and event in english. on the other hand, the time allotment of every material was not mentioned so that the mapping or organization of the course cannot be maintained clearly. since the syllabus was mainly focusing on grammar and reading, it was clear why the teaching learning process did not give adequate practices to communicate in english. as a result, many students feel that the course did not give them adequate practice for speaking. the need analysis was conducted to describe iain walisongo students’ needs through agus prayogo et al / english education journal 3 (2) (2013) 81 questionnaire. the respondents were students, lecturer, and stake holders. based on the analysis conducted, the data showed that the student’s needs deal with the materials and activity that could support them to practice and communicate. the respondents also considered the importance of toefl materials to prepare students for english proficiency test. the character values of respect and responsibility should also be established through teaching learning process in the classroom. viewing from the outcomes of general english i, all of the respondents said the current syllabus of general english i could not meet the students need. so, the redesigned syllabus of general english i should include materials and activities that could support students to practice and communicate. in addition, toefl materials should also be inserted because it was considered as important material that should be learned in the course. after the two major steps were conducted, it was the stage for redesigning syllabus. the basis to the planning of redesigning syllabus of general english i was based on the current syllabus of general english i, student’s needs and institution policy. the syllabus coverage and needs were based on the results of preobservation and need analysis. here, the needs elaborated the learning goals and what to learn in the course. the institution policy managed how the teaching learning process was carried out. after mapping the plan for the course and stating the learning objectives which were based on current syllabus, needs and policy institution, then the mapping was ready to be used for redesigning syllabus. there were several stages in redesigning syllabus of general english i. the first stage of syllabus design process is identifying needs and goals that have been conducted. based on the need analysis, the learning objectives of redesigned syllabus should provide materials and activities that could establish language skill to communicate and prepare for toefl materials. in this process, the syllabus components and materials are determined to meet the learning objectives. the second stage was determining the syllabus components. then, next stage was stating objectives of the course. because the course focused on listening and speaking with main objective to foster ability to communicate, the competence standard of the redesigned syllabus was understanding and demonstrating ability to communicate using variety of appropriate spoken english language and short functional texts, fluently, accurately, and politely in transactional and interpersonal discourse based on islamic teaching. the islamic teaching and values were added because the institution was islamic one. this competence standard was formulated based on the previous research consideration such as current syllabus and needs. this was because the current syllabus did not state the component of standard competence. this standard competence became the basis for basic competence, materials, activities, and indicators. the basic competences of the redesigned syllabus were formulated based on the competence standard. there were only two basic competences stated on the current syllabus. the basic competence should be the frame of the components below it such as materials, teaching and learning activities, indicators etc. therefore, the basic competence of the basic competence of the redesigned syllabus was formulated for every material. after determining the objectives and basic competences, the next stage were selecting and grading the content. in a course with two credits, there were fourteen meetings that should be covered. therefore, there should be various materials prepared. the materials should enable students to foster general communication with consideration that they had learned english since elementary or junior high schools. considering that grading materials could be debatable, the course consisted of twelve kinds of topics. the materials were about language function that can be combined with students’ basic knowledge. the material was started with the basic material that was commonly stated in the first meeting namely introducing oneself. then, the material was followed with like and dislike, describing someone or something, asking for and giving direction, asking for and giving suggestion, complaining and apologizing, agus prayogo et al / english education journal 3 (2) (2013) 82 inviting people, going shopping, talking about jobs, giving presentation, and more focused listening material for toefl. the last two topics were placed in the last because those two materials were considered more difficult than other materials before. the distribution of the materials above became the basis for the next procedure namely selecting and grading the learning task and activities. the learning tasks and activities were graded based on the revised bloom taxonomy of learning. the realization of teaching learning activities with indicators and assessment instrument were based on the standard competence and basic competence of the syllabus. the activities made aimed to foster students activeness and communication skills. the redesigned syllabus was the validated by the expert through expert validation instrument. after validated by the experts, the redesigned syllabus of general english i was ready to be implemented. before implemented, the lecturer was asked to develop it into lesson plan. the lesson plans were then validated by the expert. these two steps were crucial to check whether or not the syllabus meets the basic requirement of teaching administration. then, the syllabus was ready to be implemented. the data analysis of syllabus suitability was based on the field testing of the syllabus. the data were analyzed to explain how suitable was the redesigned syllabus for lecturers and how suitable was the redesigned syllabus of general english i to iain walisongo students. the analysis of syllabus suitability was based on the making process of the lesson plans that were based on the redesigned syllabus. the analysis was supported with questionnaires and direct questions to the lecturers. the analysis was made based on the five indicators of syllabus suitability namely lecturer’s ability to develop the syllabus, adult learning characteristics covered in teaching learning activities, characters classification, syllabus practicality, and competence achieved. based on the implementation in every meeting, it was found that the lecturer was able to develop the lesson plan. the lesson plan made consisted of components such as course identity, competence standard, basic competence, indicators, objectives, materials, teaching learning methods that were stated in the redesigned syllabus. the aspects that were developed by the lecturer was the teaching learning activities according to the discourse of the basic competence. the activities were started with brainstorming to the topic by providing situations and different people involved. then, the activities were continued with listening comprehension activities such as responding, predicting, and gap filling. the identification of expression related topic was made to practice certain topics. the students were also invited to discussion on how islam dealt and regulated the given topics. they were finally asked to practice role play about famous people from different countries to practice fluency and accuracy in their speaking. the activities made by the lecturer were based on adult learning characteristics such as brainstorming and discussion that invited students to share their opinion and ideas as well as developing their critical thinking. the identification process and pair work provided them opportunity to develop their autonomy or independent learning and to improve their creativity. here, the activity’s interactivity was also practiced. the two character classified in the study were respect and responsibility. these two characters were reflected in the activities of discussion, sharing the answer, and practicing. in these activities, students practiced to be responsible to what they have said and done. in such activities, they had forum that also practiced with respect and love by valuing the student’s views, thoughts and concerns. those are what they could contribute to their surroundings. they also practiced to respect other opinions and speaking performances. this could raise students’ motivation to practice because students were respecting each other in the performance. therefore, they did not have to worry when performing. that meant that they respected for the rights and dignity of all agus prayogo et al / english education journal 3 (2) (2013) 83 persons. the activities done were good to develop student’s characters. based on questionnaire in every meeting, it was showed that most of the respondents answered with positive responses or with more than 50%. it was assumed that the teaching learning process based on the redesigned syllabus was suitable to students as more than 60% of the respondents responded positively by considering that what they learned could develop students’ interests to learn english. more than 60% of the respondents considered that understanding the material taught and said that the material and activities provided communication practice and character values. in terms of indicators, the success was recognized with more than 60% of the respondents could understand the discourse, predict the contents of dialog. most of the respondents could explain the material, identify the expression and have ability to demonstrate the topics given. in demonstrating, the respondents were asked to practice the dialog with their partner so that assessment could be taken in order to know whether they could demonstrate or not. this was also happened to test that was conducted to know the competence achieved in seventh and twelfth meetings. in seventh meeting, there were ten fu-4 students who were chosen randomly to practice dialog about the topic. they performed in various events, places, times, and different excuses if the invitation was refused. based on the pretest, only some students who were able to perform well the dialog required. the lowest score was 57 while the highest score was 80. the average score gain in the pre-test was 70.9. however, after the class activities were done, the students gain significant improvement in which some of them could improve their performance as stated in the average score with 77.3. meanwhile in twelfth meeting, there were ten ft-6 students who were chosen randomly to practice dialog about the topic. they performed giving presentation on certain topic. the question and presentation scoring rubric were stated in the appendix 7. based on the pretest, only some students who were able to perform well the dialog required. the lowest score was 57 while the highest score was 72. the average score gain in the pre-test was 65.1. however, after the class activities were done, the students gain significant improvement in which some of them could improve their performance as stated in the average score with 71.5. conclusion based on the research findings and discussions of this study, there were four conclusions that can be drawn. first, the current syllabus of general english i is an integrated course that covers reading, speaking, listening and writing skills. however, the course is mainly about reading and grammar with minor speaking activity performed with request. writing activities are practiced through grammar exercises while listening activities are not explicitly stated as they are included and combined with speaking activities. second, based on the results of the study, the student’s needs deal with the materials and activity that can support them to practice and communicate. they also consider the importance of toefl materials to prepare students for english proficiency test. the character values of respect and responsibility should also be established through teaching learning process in the classroom. these are considerations that should be included and inserted in the syllabus. third, the redesigning syllabus employs systematic procedures that include current syllabus, students’ needs, and institution policy. those considerations are used in redesigning syllabus that was started by identifying mapping the current syllabus coverage, needs and goals. then, it is continued with determining basic competences and followed with selecting and grading contents that include twelve materials are stated and graded from the easy to the more difficult one. the following stage is selecting and grading the learning tasks and activities based on the revised bloom taxonomy of learning. the last stage of redesigning syllabus is selecting and grading the objectives of learning, and other agus prayogo et al / english education journal 3 (2) (2013) 84 components of the syllabus. all of the stages stated are compared with the current syllabus of general english i to provide clear distinction of the redesigned syllabus. fourth, the result analysis of the try out from meeting one up to fourteen shows that the redesigned syllabus is suitable to iain walisongo students as it can meet their needs and contribute to the development of students’ communication skill as shown in the questionnaire that stated the indicators of learning outcomes in every meeting. in term of syllabus implementation after field testing or try out, the redesigned syllabus is justified suitable for lecturer since the lecturer is able to implement, evaluate, and develop the redesigned syllabus. references benesch, s. 1996. need analysis and curriculum development in eap: an example of a critical approach. tesol quarterly 30/4: 723-738 borg, w.r. and m.d. gall. 1983. educational research: an introduction. new york: longman inc. dehnad, a. et.al. 2010. syllabus revision: a needs analysis study. procedia social and behavioral sciences 9(2010): 1307-1312 feez, s. & joyce, h. 2002. text-based syllabus design. sydney: nceltr, macquarie university. hadley, gregory.s. 1999. innovative curricula in tertiary elt: a japanese case study. elt journal.53/2: 92-99 hutchinson and waters. 2002. english for specific purposes: a learning center approach. cambridge: cambridge university press. lickona, thomas. 1991. educating for character: how our schools can teach respect and responsibility. new york: bantam book. nunan, d. 1988. syllabus design. oxford: oxford university press. richards, j.c. 2003. curriculum development in language teaching. cambridge: cambridge university press. white, r. v. 1989. the elt curriculum: design, innovation, and management. cambridge: basil blackwell inc. … eej 10 (1) 2020 9 17 english education journal http://journal.unnes.ac.id/sju/index.php/eej students’ attitudes toward teachers’ written corrective feedback and their writing skill raikhatuz zahroh , januarius mujiyanto, mursid saleh universitas negeri semarang, indonesia article info ________________ article history: accepted 19 august 2019 approved 20 august 2019 published 15 march 2020 ________________ keywords: attitude, teacher‟ corrective feedback, writing skill ____________________ abstract ___________________________________________________________________ this study aims to explain the students‟ behavioral, cognitive, and emotional attitudes toward teachers‟ written corrective feedback, as well as the students‟ competence in writing skill. it is a quantitative research which was designed to prove the hypothesis with statistical analysis. the population of this study is the 3rd semester students of the english education program of unisnu jepara indonesia in the academic year of 2018/2019. the questionnaire participants are fifty students of two classes participating as the sample. the interview utilized open-ended questions. to collect data, questionnaire, interview and writing test were applied. in analyzing the data, this study uses spss software. the result shows that in the term of the students‟ writing skill, the mean score of first test from 50 test takers was 71.1 with the lowest score 52 and highest score 92. the second test shows the mean score was 77.8 and increased 6.7 points. the third test shows the mean score was 80.3 and increased 2.5 points. thus, there was significant increased mean score from first test to last test. there was positive treatment that given by teacher and the participants‟ positive attitude toward teachers‟ corrective feedback. then, the correlation result shows that score with 95% significant level and 50 participant is 0.572. thus, the correlation between both variables can be categorized as moderate correlation. therefore, students‟ attitudes can give moderate impact to students‟ writing skill. in sum, knowing students‟ attitude helps the teacher to achieve learning goals. © 2020 universitas negeri semarang  correspondence address: kampus pascasarjana unnes, jl. kelud utara iii, semarang, 50237 e-mail: raiza_azzahra@yahoo.com p-issn 2087-0108 e-issn 2502-4566 raikhatuz zahroh , januarius mujiyanto, mursid saleh/ english education journal 10 (1) 2020 9 17 10 introduction teachers, for instance, may be providing feedback but students may not accede to it. if students have a negative attitude toward teachers‟ written corrective feedback they will hardly be inclined to use it and it may affect their writing. even though explanations have been given by teacher as feedback based on their performance in carrying out the writing tasks, some students continue to produce essays that are full of errors. in short, in the learning process, learners‟ attitudes can affect the success of the learning process including learning practice and learning method. the term attitude is known as a psychological tendency that is expressed by evaluating a particular entity with some degree of favour or disfavor based on the theory of planned behavior, attitude is determined by the individual‟s beliefs about outcomes or attributes of performing the behavior (behavioral beliefs), weighted by evaluations of those outcomes or attributes. the attitude concept has three components i.e., behavioral, cognitive and affective. (eagly & chaiken, 2013). the behavioral aspect of attitude deals with the way one behaves and reacts in particular situations. in fact, the successful language learning enhances the learners to identify themselves with the native speakers of that language and acquire or adopt various aspects of behaviors which characterize the members of the target language community (kara, 2009). cognitive aspect of attitude involves the beliefs of the language learners about the knowledge that they receive and their understanding in the process of language learning. emotional attitude factors affect s learning process. the teacher and his students engage in various emotional activities in it and varied fruits of emotions are yield. attitude can help the learners to express whether they like or dislike the objects or surrounding situations. it is agreed that the inner feelings and emotions of fl learners influence their perspectives and their attitudes towards the target language (feng and chen, 2009). teachers‟ feedback is the conventional and most commonly used technique to respond students‟ writing. teachers are always seen as the only source of information including in giving corrective feedback. hyland and hyland (2006) stated that written feedback from teachers plays an important role in language writing classes. the teacher may give feedback in two general ways that are direct or indirect. ferris (2002) listed three ways the teachers can use to indicate mistakes are coded (use abbreviation or symbols coding system), uncoded (just use underline or circle without telling the type of errors made) and marginal error feedback (use margin to indicate the number of errors in each line). some previous studies have conducted the investigation on students‟ attitudes towards teachers‟ written corrective feedback and their writing practice. jalaluddin, (2015) found that giving feedback is more helpful to correct students‟ language errors and to make them understand what kinds of errors are. he specifically used direct and indirect feedback as technique to improve hindi students‟ writing skill. whereas, research evidence by (wijayanti, bharati & mujiyanto, 2015) found that students often did grammatical errors. giving feedback also can be employed by students through peer feedback. this technique showed that students were more active, showed positive behaviour, emotional and cognitive engagement to learning activities (astrid, rukmini, sofwan, & fitriati, 2017; burksaitiene, 2011). the effect of corrective feedback to the students‟ writing ability had been investigated by many researchers (e.g., abedi, latifi & moinzadeh, 2010; astrid, rukmini, sofwan, & fitriati, 2017; chuang, 2009; hartshorn & evans, 2015; hong, 2004; kahyalar & yilmaz, 2016; khanlarzadeh & nemati, 2016; purnawarman, 2011; zir, 2016. however, the studies showed varied results because the researchers use various models of corrective feedback. abedi, latifi, moinzadeh (2010) compared error correction with error detection found that error detection along with the codes was better than error correction treatment to raikhatuz zahroh , januarius mujiyanto, mursid saleh/ english education journal 10 (1) 2020 9 17 11 improve writing ability. on the other hand, written corrective feedback pedagogically can be effective to improve linguistic accuracy as replacement for grammar section (hartshorn & evans, 2015; khanlarzadeh & nemati, 2016). the complex one is connected corrective feedback with students‟ anxiety. practically, the implementation of corrective feedback affected students‟ writing ability and its effect influenced by the degree of students‟ writing anxiety (astrid, rukmini, sofwan, & fitriati, 2017). the results of all those studies reveal that students‟ reactions and attitudes to teacher feedback are an intricate matter, intertwined not only with student characteristics like proficiency level, but also with teacher factors, such as teachers‟ beliefs and practices and their interactions with students, as well as the instructional context in which feedback is some earlier studies of teacher feedback show that teachers focused predominantly on language errors in students‟ writing. giving feedback to students obviously can promote students in learning english and improve their language competence. discrepancies between teachers and students often glared in the preferences, attitude and opinion. if they have mutual understanding, the feedback will be productive and neglect useless techniques (miller, 2014; salteh & sadeghi, 2015). to overcome the discrepancies, teachers should ensure that the students understand why and how to correct the errors and they should be more involved in the process of identifying the errors in writing (al shehri, 2008; hamouda, 2011; soler, 2015). in addition, in writing correction, the teachers should keep motivation and build writing confidence. students‟ negative reaction such as dislike, rejection, being frustrated needs to be avoided (belgrave & jules, 2017; grover, 2012; mahfoodh, 2011). many studies center on the effect of feedback on students‟ writing, but they omit learners‟ attitudes toward corrective feedback. needless to say, not all students have the same attitude when it comes to written correction. then, the researcher intends to investigate how the students‟ attitudes toward teachers‟ written corrective feedback are and whether or not there is a correlation between students‟ attitudes toward teachers‟ written corrective feedback and their writing skill. method this study employs a quantitative research quantitative approach that attempts to prove the hypothesis with statistical analysis. the type of this research is a correlational research that is a research that seeks to connect two or more variables based on facts which have occurred through data collection, data processing, then analyzing and finally explaining. the population of this study is the english education students of unisnu jepara, in the academic year of 2018/2019. from the population, two classes will be chosen as the sample of this study that is 3rd semester students includes pbi a1 and pbi a2. a total of fifty students from two classes participated in the interview which utilized open-ended questions. questionnaire, interview and writing test will be used in this study. in analyzing the data, this study uses descriptive statistical and correlation analysis. result and discussion this present study aims to explain the students‟ behavioral, cognitive, and emotional attitudes toward teachers‟ written corrective feedback, as well as the students‟ competence in writing skill. the first aspect is behavioral attitudes toward teachers‟ written corrective feedback. students’ attitudes toward teachers’ written corrective feedback the student‟s responses (n=50) to the survey items (n=30) are scored by the given values; 4=strongly agree, 3=agree, 2=disagree and 1=strongly disagree, respectively. concerning the first research question, the result of descriptive analysis shows that the overall mean score of students‟ attitude among the participants is 2.86 with standard deviation raikhatuz zahroh , januarius mujiyanto, mursid saleh/ english education journal 10 (1) 2020 9 17 12 0.8136. this result reveals that the participants have a positive attitude toward teachers‟ corrective feedback. moreover, the mean scores of the three aspects of attitudes toward teachers‟ written corrective feedback among the respondents differ. the mean score of students‟ behavioral attitude is 2.78 with standard deviation 0.7788, that of the cognitive attitude is 2.99 with standard deviation 0.8482 and the mean score of responses regarding the emotional aspect of attitude is 2.81 with standard deviation 0.8183. students’ behavioral attitudes toward teachers’ written corrective feedback the first attitude is concerning students‟ behavioral attitudes toward teachers‟ written corrective feedback. the statements of behavioral attitude consist of 10 statements of positive and negative. there are seven positive statements and three negative statements. among negative statements, a majority of respondents (58 % strongly disagreed and 26 % strongly disagreed) state that they do not come to writing class when they do many mistakes and also over 50 % of participants disagreed and 22 % of them agreed that they cannot correct all the grammatical and mechanic mistakes which the teachers‟ points out. it means that part of respondent still get difficulty to correct revision. overall, all the positive behavioral items (the first to four statements) obtained the most percent at strongly agree and agree. thus, it can apparently be said that the respondents have positive behavioral attitudes toward teachers‟ corrective feedback. in other words, they have a hopeful and confident demeanor on accepting teachers‟ revision. especially for fifth statement, 42 % of participants agreed and 36 % of them disagreed that they can do revision easily. thus, many of respondents still do revision hardly. students’ cognitive attitudes toward teachers’ written corrective feedback the second attitude is concerning students‟ cognitive attitudes toward teachers‟ written corrective feedback. statements one to ten obtained respondents‟ positive and negative cognitive attitudes toward teachers‟ corrective feedback. in positive attitude, point one to seven generally shows that most of the respondents get advantages after receiving correction from lecturer. 68 % of participants strongly agreed and 8 % disagreed that they have more knowledge when teacher give correction and also over 90 % of participants (56 % strongly agreed and 34 % agreed) know their writing errors after receiving correction. this is indeed an expression of positive cognitive attitudes of the respondents toward teachers‟ corrective feedback. interestingly, regarding the negative statements which are shown in number seven to ten reported that 10 % strongly agreed and 28 % agreed that doing revision is not easy. in addition, in the term of grammatical correction, they give opinion that correction of grammatical errors will help them to be a better writer. in the same way, over 80 % of participants (46% disagreed and 38 % strongly disagreed) think that teacher should not correct students‟ writing mistakes. it means that they need improvement on writing competence by teachers‟ writing feedback. students’ emotional attitudes toward teachers’ written corrective feedback the students‟ emotional attitudes towards teachers‟ written corrective feedback are shown in the table below. as far as the good emotion, more proud, high importance, confidence and enjoyment is focused. over 90 % of participants (48 % strongly agreed and 44 % agreed) like when teachers correct all language errors. in the same line, over 85 % of respondents (36 % strongly agreed and 50 % agreed) feel getting improvement in writing because of students‟ correction. the majority of them shows good and positive attitude towards teachers‟ corrective feedback. the responses regarding the negative emotional aspect of attitude towards teachers‟ corrective feedback reported that over 80 % (48 % disagreed and 34 % strongly disagreed) of participants feel unmotivated when they do many mistakes and also 74 % (54 % disagreed and 20 % strongly disagreed) correct all errors raikhatuz zahroh , januarius mujiyanto, mursid saleh/ english education journal 10 (1) 2020 9 17 13 are frustrating. this finding highlights the importance of teachers‟ corrective feedback to encourage writing performance and they will feel motivated to accept all revisions from teachers. students’ writing skill in this research, three writing tests with different topics were administered to monitor the students‟ progress on writing competence. they were invited to write about the advantages and disadvantage of television or computer for first test, second topic about the plan of my house and the third topic was about education. the result shows that the mean score of first test from 50 test takers was 71.1 with the lowest score 52 and highest score 92. in the second test, the mean score was 77.8 and increased 6.7 points. in the third test, the mean score was 80.3 and increased 2.5 points. thus, there was significant increased mean score from first test to last test (71.1 to 77.8 to 80.3). it can be concluded that there was positive treatment that given by teacher. in other words, the intervention of teachers‟ correction that was given to the students in teaching writing was effective. the result can be illustrated that the students‟ competence in writing skill is still low. the writer summarized that they still made many errors such as singular–plural, word form, word choice, verb tense, add or omit a word, word order, incomplete sentence, capitalization, article, meaning not clear, run-on sentence, and subject – verb agreement. the result of first test, further, shows that only 12 % of participants get score more than 85 predicated as a. the correlation between students’ attitudes towards teachers’ written corrective feedback and their writing skill to find out the correlation between students‟ behavioral, cognitive and emotional attitudes towards teachers‟ written corrective feedback and their writing skill, the data can be calculated using pearson correlation “r” formula. the criteria of this formula are that, if the sig. value (p-value) is less than 0.05, it means that the data is correlated. while, if the sig. value (p-value) is higher than 0.05, it means that the data is not correlated. from the data, i will find out the values and the result is showed below: table 1. correlation value of behavioral aspect correlations sba swc sba pearson correlation 1 .441 sig. (2-tailed) .001 n 50 50 st pearson correlation .441 1 sig. (2-tailed) .001 n 50 50 the table shows that the correlation value with 95 % significant level and the 50 participants is 0.441. meanwhile, the sig. value (p-value) is 0.001. based on the criterion of person correlation test, it can be concluded that there is correlation between students‟ behavioral attitudes towards teachers‟ corrective feedback and students‟ writing competence. moreover, the coefficient correlation is at 0.441 or stated in interval 0.400-0.599. thus, the correlation between both variables can be categorized as moderate correlation. the analysis of correlation between students‟ cognitive attitudes towards teachers‟ corrective feedback and students‟ writing skill can be seen in the table below: raikhatuz zahroh , januarius mujiyanto, mursid saleh/ english education journal 10 (1) 2020 9 17 14 table 2. correlation value of cognitive aspect correlations sca swc sba pearson correlation 1 .463 sig. (2-tailed) .000 n 50 50 st pearson correlation .463 1 sig. (2-tailed) .000 n 50 50 the table above describes that the correlation value with 95 % of significance level and from 50 participants is 0.463. meanwhile, the sig. value (p-value) is 0.000. based on the criterion of pearson correlation test, it can be concluded that there is correlation between students‟ cognitive attitudes towards teachers‟ corrective feedback and students‟ writing skill. moreover, the coefficient correlation is at 0.463 or stated in interval 0.400-0.599. thus, the correlation between both variables can be categorized as moderate correlation. the result of correlation between students‟ emotional attitudes towards teachers‟ corrective feedback and students‟ writing skill which was calculated with pearson correlation in spss can be seen in the table below: table 3. correlation value of emotional aspect correlations sea swc sba pearson correlation 1 .303 sig. (2-tailed) .002 n 50 50 st pearson correlation .303 1 sig. (2-tailed) .002 n 50 50 the table explains that the correlation value with 95 % significant level and 50 participants is 0.303. meanwhile, the sig. value (p-value) is 0.002. based on the criterion of pearson correlation test, the writer stated that there is correlation between students‟ emotional attitudes towards teachers‟ corrective feedback and students‟ writing competence but the coefficient correlation is at 0.303 or stated in interval 0.200-0.399. thus, the correlation between both variables can be categorized as low correlation. therefore, students‟ emotional attitude can only give a small impact. after analyzing the correlation of students‟ attitude toward teachers‟ corrective feedback for each aspect, this part will elaborate the result of correlation between students‟ attitudes towards teachers‟ corrective feedback and students‟ writing skill in terms of all aspect. it was shown in the table below: table 4. correlation value of all aspect correlations sea swc sba pearson correlation 1 .572 sig. (2-tailed) .000 n 50 50 st pearson correlation .572 1 sig. (2-tailed) .000 n 50 50 the table above shows that the pearson correlation score with 95 % significant level and 50 participants is 0.572. meanwhile, the sig. value (p-value) is 0.000. based on the criterion of pearson correlation test, it can be stated that there is correlation between students‟ attitudes towards teachers‟ corrective feedback and students‟ writing skill. as seen in the table above, the coefficient correlation is at 0.572. it is between intervals 0.400-0.599. thus, the correlation between both variables can be categorized as moderate correlation. therefore, students‟ attitudes can give moderate impact to students‟ writing skill. raikhatuz zahroh , januarius mujiyanto, mursid saleh/ english education journal 10 (1) 2020 9 17 15 then, i analyzed the correlation coefficient or the determination coefficient to find out how strong of a linear relationship between two variables. the analysis of determination coefficient can be seen below: coefficient of determination: = (rxy) 2 * 100% = (0.572)2 * 100% = 0.327 * 100% = 32. 7 % coefficient of determination between students‟ attitude towards teachers‟ corrective feedback and students‟ writing skill is 32.7%. it means that the strength of the relationship between students‟ attitude and students‟ writing skill around 32.7 % while the rest (67.3 %) is contributed by other factors. conclusion and suggestion based on the results of the research, the researcher finally draws a conclusion the result of first objective showed that the overall mean score of students‟ attitude toward teachers‟ corrective feedback among the participants was 2.86 with standard deviation 0.8136. this result meant that the participants have a positive attitude toward teachers‟ corrective feedback. to complete the data of questionnaire, the writer also conducted interview with them. it described that the majority of students stated that teachers‟ correction is very useful for them. rest of them said that they could not active on writing class because they had low motivation to join the class. in the term of the students‟ writing skill, the mean score of first test from 50 test takers was 71.1 with the lowest score 52 and highest score 92. in the second test, the mean score was 77.8 and increased 6.7 points. in the third test, the mean score was 80.3 and increased 2.5 points. thus, there was significant increased mean score from first test to last test (71.1 to 77.8 to 80.3). it can be concluded that there was positive treatment that given by teacher. the last research question is the correlation both variables. to find it out, pearson correlation formula in spss was used. the result showed that the score with 95 % significant level and 50 participants is 0.572. meanwhile, the sig. value (p-value) is 0.000. based on the criterion of pearson correlation test, it can be stated that there is correlation between students‟ attitudes towards teachers‟ corrective feedback and students‟ writing skill. as seen in the table, the coefficient correlation is at 0.572. it is between intervals 0.400-0.599. thus, the correlation between both variables can be categorized as moderate correlation. the researcher realizes that this research is still far from the completeness because the writer has limitation in the term of time, a fund and others. the weakness of this research is that it cannot dig dipper into students‟ attitude because it requires more time. then, there are still many unexplained factors such as the types of feedback given from the teacher and another factor that affect the students‟ writing. however, other researchers who have interest in this subject can give contributions for the student. they still have opportunity to complete the result of this research with different objectives. references abedi, l., latifi, m., & moinzadeh, a. 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(2015). the use of written feedback technique to improve the practice of grammar for sentence writing competence. english education journal, 5, 1-5. retrieved from http://journal.unnes.ac.id/sju/index.php /eej zir, saeed m. (2016). the influence of teachers of english written feedback on the eleventh graders’ performance in writing skill in salfit district. (unpublished theses). annajah national university, nablus, palestine. hattie, j., & gan, m. (2011). instruction based on feedback. in r. mayer & p. alexander (eds.), handbook of research on learning and instruction, 249-27. new york: routledge. veliz c. l. . (2013). corrective feedback in second language classrooms. lit. lingüíst. 2008, 19, 283-292. http://dx.doi.org/10.4067/s071658112008000100016 https://eric.ed.gov/?id=ej1100395 http://dx.doi.org/10.14221/ajte.2009v34n3.5 http://dx.doi.org/10.14221/ajte.2009v34n3.5 http://www.urmia.ac.ir/ijltr http://dx.doi.org/10.1016/j.jslw.2007.10.001 http://dx.doi.org/10.1016/j.jslw.2007.10.001 http://dx.doi.org/10.1093/elt/ccn010 https://files.eric.ed.gov/fulltext/ej1080741.pdf https://files.eric.ed.gov/fulltext/ej1080741.pdf http://dx.doi.org/10.1016/j.asw.2013.11.003 http://dx.doi.org/10.1016/j.asw.2013.11.003 http://journal.unnes.ac.id/sju/index.php/eej http://journal.unnes.ac.id/sju/index.php/eej http://dx.doi.org/10.4067/s0716-58112008000100016 http://dx.doi.org/10.4067/s0716-58112008000100016 attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f0f4c842007 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare eej 9 (4) (2019) 459 – 466 english education journal http://journal.unnes.ac.id/sju/index.php/eej the effectiveness of brainstorming and mind mapping to teach writing narrative text for students with extrovert and introvert personalities widya yuliani , dwi anggani linggar bharati, warsono universitas negeri semarang, indonesia article info ________________ article history: recived 12 march 2019 accepted 29 july 2019 published 23 december 2019 ________________ keywords: brainstorming, mind mapping, writing, narrative text, students’ personalities ________________ abstract ________________________________________________________________ teaching english in sma is teaching and learning a foreign language as a part of national education. moreover, modern teaching technique should be developed to encompass the reality. this study aimed to measuring the effectiveness of brainstorming and mind mapping to teach writing narrative text with extrovert and introvert personalities. this research used 2x2 factorial experimental designs. the subjects were the students of class xi ipa 1 and xi ipa 2 of sman 2 tegal. it was divided into two groups, they were extrovert and introvert personality. the instruments were used test, questionnaire, pre-test, and post-test. the finding of this research indicates that brainstorming technique was more effective than mind mapping technique to students with extrovert personality. while there was no significant difference between a student who was taught by using brainstorming technique and those taught by using mind mapping technique with introvert personality. it means that brainstorming technique is more effective to the students with extrovert personality, while mind mapping technique is effective to the students with introvert personality. based on our findings, we conclude that both brainstorming technique and mind mapping technique can help and improve the students in writing skill for both students with extrovert and introvert personality. © 2019 universitas negeri semarang correspondence address: kampus universitas negeri semarang, kelud, semarang, 50233 e-mail: widyayuliani93@gmail.com p-issn 2087-0108 e-issn 2502-4566 http://journal.unnes.ac.id/sju/index.php/eej widya yuliani , dwi anggani linggar bharati, warsono/ eej 9 (2) (2019) 459 – 466 460 introduction as one of the language skills, writing is one of the skills of communication, which can help us to express our idea, feeling, and opinion in written language. writing becomes a difficult subject especially for students because writing is the activity when someone expresses his/her idea, emotion, thought and transfers them into a piece of paper. harmer (2004), the teaching of writing focused on the written product rather than on the writing process. in other words, the students tend to do what rather than the how of text construction. besides, the passive students are having more difficulty in their writing. most of the students experience the writers’ anxiety. they also feel nervous to express their opinions in writing. thus, it can be concluded that students have a feeling of fear and little enthusiasm in writing class. the passive students prefer to remain silent. while, the active students often communicate with teachers and friends. therefore, this can lead to two different personality types namely extrovert and introvert personalities. according to the standard competency in the syllabus of senior high school, the students are expected to be able to write various texts. among the texts, the narrative text should be learned in senior high school. a narrative text is usually used to introduce several stories and deliver them to readers. the researcher has read some similar studies related to brainstorming technique that have been conducted by hermasari (2015), sabarun (2015), erlin (2015), ernidawati (2017), and abdelkarim (2018). the previous studies were conducted using only the brainstorming technique or compared with another technique. they conducted studies on speaking or writing ability. the result of the studies showed that brainstorming could improve the students’ ability. rofi’i (2014), rahmawati (2017), anggrayani (2015), muhib (2014), and sari (2018) had conducted a study using mind mapping in different ways but with the same goal, that was to find out the effectiveness of mind mapping technique. generally, the results of their research stated that by implementing mind mapping, the students were actively involved in the teaching learning process. then, the previous study was about students with extrovert and introvert personalities that was conducted by akbar (2015), valentine (2017), mall-amiri (2013), priska (2016), sri, et al (2017), rahmawati and nurmayasari (2014). the previous studies investigated significant differences among personality types in students’ achievement. based on the result of the research, it was proved that the students with introvert personality have better results in the reading comprehension test than those with extrovert personality. their previous studies could be used as practical guidance for our study, because it was relevant with our present study especially in terms of brainstorming, mind mapping, and students’ personality. however, this research was different from the previous studies above. this research focused on the interaction between techniques and students’ personality. in conclusion, from the discussion above, it can be seen that brainstorming and mind mapping techniques that should be implemented by the teacher in the teaching and learning process can influence the students’ learning outcomes. thus, in this study, the researchers tried to conduct the research about brainstorming and mind mapping techniques especially to teach writing narrative text with extrovert and introvert personalities. method this research was used 2x2 factorial design with pre-test and post-test. there were 45 students of the eleventh grade students of sman 2 tegal. two classes were chosen as experimental group 1 and 2, while the third class was chosen for tryout. widya yuliani , dwi anggani linggar bharati, warsono/ eej 9 (2) (2019) 459 – 466 461 this study was used numerical data and analyzed using numerical comparisons and statistical packages for social science (spss). the quantitative data in this study were taken from try out, pre-test, post-test, and questionnaire sheet. those test were conducted in the form of writing test. the experimental group 1 and 2 had the similar test. the pre-test was used to measure students’ writing before the treatment and the post-test was used to measure students’ writing after the treatment. the questionnaire was used in this research based on eysenck personality inventory (epi). thus, the researcher could classify the students into extrovert and introvert personality. after collecting the data, the researcher analyzed the students’ result of pre-test and post-test by using t-test was used to test the result of teaching writing narrative text by using brainstorming and mind mapping techniques to students with extrovert and introvert personalities. while, anova test was used to check the relationship between variables which differ from one another. results and discussion the purpose of the research was to know the effectiveness of brainstorming technique compared with mind mapping technique in teaching writing narrative text to the students with extrovert and introvert personalities of eleventh grade students of sman 2 tegal. in this study, there were two different groups namely first experimental group, i.e. xi ipa 1, conducted with brainstorming technique and the second experimental group, i.e. xi ipa 2, conducted with mind mapping technique. this section presents the discussion of the whole results of the study. the statistical analysis was used to answer research questions and hypothesis test. before conducting the study, there were two tryouts initiated to describe the validity and reliability of the test. both participation questionnaire and writing test were conducted in the try out. the result shows that all of items in the questionnaire were reliable. however, some of those items were invalid. thus, the invalid items were dismissed. meanwhile, the result of the writing test try out was valid and reliable. after dividing the class into two groups, experiment class one and experiment class two, the students got the pre-test. in here the pre-test was used to determine whether the writing ability of both classes was same. the students also should answer the questionnaire in order to know their learning style. after getting the pre-test, the students got the treatment. experiment class one got the treatment by using brainstorming technique and experiment class two got the treatment by using mind mapping technique. after the treatment had been given to the students, the researcher gave post-test. then, the normality was conducted to know whether the data is distributed normally or not. the normality test was used onesample kolmogorov-smirnov test by spss. the result showed that the significance values of the pre-test score were higher than 0.05 (0.649, 0.595, 0.149, 0.935 > 0.05). it means that the data in pre-test was distributed normally. so, the null hypothesis was accepted. therefore, it can be concluded that pre-test data of both experimental groups have a normal distribution. meanwhile, the result of the normality test of the post-test showed that the significant values of the post-test score was higher than 0.05 (0.1000, 0.987, 0.377, 0.840 > 0.05). it means that the data in post-test was distributed normally. so, the null hypothesis was accepted. therefore, it can be concluded that post-test data of both experimental groups have a normal distribution. then, the homogeneity test was used in order to know whether the data is homogeneous or not. it was as important as normality test because it showed the similarities of the writing skill between students of experiment class one and those of experiment class two. if the data was not homogeneous, the treatment cannot be applied widya yuliani , dwi anggani linggar bharati, warsono/ eej 9 (2) (2019) 459 – 466 462 because it means that the groups do not have the same skill in writing a text. in here, the homogeneity test was measured by using statistical analysis called levene test of homogeneity of variance. the result of homogeneity test of pretest for students with extrovert and introvert personalities showed that the significance score (sig) was 0.366. meanwhile, the result of homogeneity test of post-test for students with extrovert and introvert personalities showed that the significance score (sig) was 0.291. each of it was higher than level of significance (α) = 0.05. as the result, h0 was accepted. therefore, the data of the pre-test and post-test for students with extrovert and introvert personalities in both experimental groups were homogenous. to answering the research questions this part to be discussed the hypothesis test. the explanations were as follows. teaching writing using brainstorming to students with extrovert personality the results showed that there was a significant difference between students writing skill in pre-test and post-test. the mean score of pre-test (69.50) was lower than the mean score of post-test (75.00). it means that the students with extrovert personality have the high score and showed improvement. it was also supported by t-value. t-value was higher than t-table. it showed that 0.014 < 0.05. therefore, ho was rejected and ha was accepted. it means that using brainstorming technique was effective to enhance writing skills of students to extrovert personality. extrovert personality is someone’s personality that is more sociable to others. they have many friends and want to be happy and like to go to the parties. the people who have the extrovert personality are sensationseekers and risk-takers. they like jokes, energetic, and more active. someone who is extraverted, he hypothesized, has good, strong inhibition (eysenck, 1947). the results gave a sign that brainstorming gives positive effect to students’ writing narrative text because it provides many opportunities for students to work with others and more active in class. it was in line with jung (1971) argued that extraverts are open, sociable, and socially assertive, oriented toward other people and the external world. thus, it would be better for students to study in group because they enjoy social activities such as being around and working with others. teaching writing using brainstorming to students with introvert personality the mean score of pre-test result of students with introvert personality who were taught by brainstorming was 64.58. while, the post-test mean score result for this group showed that there was also significant improvement. it means that brainstorming was also effective to teach writing narrative text for students with introvert personality. it was also supported by t-value result. it can be seen that the significant value was 0.000. it showed that 0.000 < 0.05. therefore, ho was rejected and ha was accepted. as stated also by jung (1971) who said that introverts are withdrawn and often shy, and they tend to focus on themselves, on their own thoughts and feelings. they did not like being in crowded situation because they need to concentrate well. it seems that they need full concentration because they were easily distracting especially from the noisy. moreover, the students who had this personality prefer to learnt individually and independently. teaching writing using mind mapping to students with extrovert personality based on the statistical analysis result, students with extrovert personality perform different result on their post-test compared to their pre-test. the mean score of post-test result of students with extrovert personality who were taught by mind mapping was better than the pre-test mean score. moreover based on table 4.17 showed that using mind mapping technique was effective to enhance writing skills of students with extrovert personality. widya yuliani , dwi anggani linggar bharati, warsono/ eej 9 (2) (2019) 459 – 466 463 as stated by buzan (2007), a mind map was the easiest way to put information into your brain and to take information out of your brain. therefore, the students enjoy to write a text and they develop their ideas freely. in addition, buzan in tee (2014) argued that mind mapping was an efficient system of notetaking that makes revision a fun thing to do for students. teaching writing using mind mapping to students with introvert personality students mean score before and after treatment showed significant difference based on the statistical analysis. their post-test (73.29) was better than pre-test (65.00). it was also supported by t-value result. it can be seen that the significant value is 0.001. therefore, ha was accepted and ho was rejected. according to buzan in ernidawati (2017), mind mapping was a graphic representation of ideas (usually generated via brainstorming session). it showed the ideas which were generated around a central theme and how they are interlinked. it was a tool primarily used for stimulating thought. it was line with davis in vitulli and giles (2016) argued that mind mapping is a unique representational strategy, which appears to have particular educational benefits, since pictures and structured diagrams are more comprehensible than just words and a clearer way to illustrate understanding of complex topics. it was hoped that mind mapping strategy can be implemented in teaching and learning writing by the students especially with introvert personality and the teacher. teaching writing using brainstorming and mind mapping to students with extrovert personality the results showed that there were significant improvement by using brainstorming and mind mapping to students with extrovert personality. the mean score of brainstorming (75.00) was higher than the mean score of mind mapping (66.53) to students with extrovert personality. this result was also supported by t-value. where t-value (0.008) was less than 0.05. therefore, ho was rejected and ha was accepted. it means that brainstorming technique was more effective than mind mapping technique to use in teaching writing to the students with extrovert personality. it was line with muhib’s (2014) argument that everybody-writes teachnique was more effective than mind mapping technique for teaching writing. however, this study compared by using brainstorming and mind mapping techniques. the result was also the same. brainstorming was more effective than mind mapping technique to teach writing narrative text with extrovert personality. the result represents that brainstorming gives meaningful contribution for generating ideas, increasing creative efficacy, or finding solutions to problems in individual or group method (wilson, 2013). teaching writing using brainstorming and mind mapping to students with introvert personality the result showed that there was no significant difference between students who were taught by using brainstorming technique and those taught by using mind mapping technique to students with introvert personality. it can be seen from the significant value (0.823) in table 4.24 was more than 0.05 which means there was no significant difference. jung in schultz and schultz (2009), everyone has the capacity for both attitudes, but only one becomes dominant in the personality. in addition, jalili and amiri (2015) argued that introverts prefer spacious interactions with fewer people. introversion personality characteristics were focus on themselves, stolid, less in communication, passive, like being alone, and independent. therefore, to teach introversion learners, the teacher was recommended to give them the task individually because they usually do not really like work in group. widya yuliani , dwi anggani linggar bharati, warsono/ eej 9 (2) (2019) 459 – 466 464 the interaction effect among techniques, students’ personality, and writing skill this part discusses about the interaction among the techniques, students’ personality, and writing skill. from the calculation, the significant value (0.45) was higher than 0.05. it means that there was no interaction among brainstorming and mind mapping techniques, students’ personality, and writing skill. the finding of this research indicates brainstorming technique was more effective to teach the students with extrovert personality, while mind mapping technique was effective to teach the students with introvert personality. furthermore, alavinia and hassanlou (2014) who conducted the research which is similar to the researcher were found that there was no significant correlation between extroversion/introversion and their essay writing performance. since students’ personality was not permanent or changeable. personality is too complex and changeable in different situation and with different people (schultz and schultz, 2009). in addition harmer (2001) argued that one of the disadvantages of writing is getting students to concentrate and it takes time. in order to clear the finding of the mean score, here were the lines. picture 1. the mean score of post-test to students with extrovert personality picture 2. the mean score of post-test to students with introvert personality conclusion based on our findings, we conclude that both brainstorming and mind mapping techniques can help and improve the students in writing skill for both students with extrovert and introvert personalities. however, there were some weaknesses from both techniques. it can seen that brainstorming technique was more effective than mind mapping technique to students with extrovert personality, while mind mapping technique was more effective to students with introvert personality than brainstorming technique. thus, brainstorming technique was effective to be implemented with extrovert personality because students enjoy working with others. this technique should be done in group. while, mind mapping technique was easy implemented with introvert personality because they prefer to learn individually. they did not like crowded situation bacause they need full concentration. it is hoped that the students and the teacher can use those techniques in teaching and learning process. references abdelkarim, n. m. & smadi, m. (2018). the effectiveness of using brainstorming strategy in the development of academic achievement of sixth grade students in english grammar at public widya yuliani , dwi anggani linggar bharati, warsono/ eej 9 (2) (2019) 459 – 466 465 schools in jordan. journal of research gate, 11(3), 1-17. akbar, a. j. (2015). the impact of extroversion and introversion personality types on efl learners’ writing ability. journal of theory and practice in language studies, 5(1), 212218. alavinia, p., & hassanlou, a. (2014). on the viable linkages between extroversion/introversion and academic iranian efl learners writing proficiency. english language teaching, 7(3), 167–175. anggrayani, m. (2015). improving students’ organizing ideas in writing analytical exposition text with mind mapping technique. english education journal, 5(1), 1-5. brown, h. d. (2001). teaching by principles: an interactive approach to language pedagogy (second). new york: pearson education, inc. buzan, t. (2007). the ultimate book of mind maps. jakarta: gramedia pustaka utama. erlin, d.f. (2015). the speaking ability taught by using brainstorming. international journal of social sciences, 1(1), 669-680. ernidawati, & sutopo, d. (2017). mind mapping and brainstorming strategies in students ’ writing with high and low interest. english education journal, 7(2), 164–168. eysenck, h. (1947). dimensions of personality. london: methuen. harmer, j. (2001). the practice of english language teaching (third edit). england: longman. harmer, j. (2004). how to teach writing. london: pearson education limited. hermasari, d. (2015). the effectiveness of online brainwriting and brainstorming techniques in teaching writing to students with different learning strategies. english education journal, 5(2), 28-34. jalili, s., & mall-amiri, b. (2015). the difference between extrovert and introvert efl teachers’ classroom management. theory and practice in language studies, 5(4), 826. jung, c. g. (1971). psychological types (6 edition). princeton, n.j.: princeton university press. mall-amiri, b., & nakhaie, n. (2013). comparing the performance of extrovert and introvert intermediate female efl learners on listening and reading tasks. international journal of language learning and applied linguistics world, 3(3), 11-29. muhib, a., b, d. a. l., & hartono, r. (2014). mind mapping and everybody writes techniques for students with high and low writing achievement. english education journal, 4(2), 99–105. priska, r., a. (2016). comparative study of reading comprehension between students with extrovert and introvert personality at sma n 2 kalianda (a script). lampung: lampung university. rofi’i, a. (2014). improving students’ motivation in writing descriptive texts by using the mind mapping technique. english education journal, 4(2): 114-121. rahmawati, p.m. (2017). the effectiveness of mind mapping-silent card shuffle combination in teaching writing narrative text. english education journal, 6(2), 155-164. rahmawati, s., & nurmayasari, e. (2014). a comparative study between extroverted and introverted students and their speaking ability. a script. bogor: ibn khaldun university of bogor. sabarun. (2015). the effectiveness of using brainstorming technique in writing paragraph across the different level of achievement at the second semester english department students. proceedings of the 1st national conference on english language teaching (nacelt). widya yuliani , dwi anggani linggar bharati, warsono/ eej 9 (2) (2019) 459 – 466 466 sari, l., i. (2018). the effectiveness of vocabulary self-collection and word mapping strategies for teaching vocabulary to maritime cadets with high and low metacognitive awareness. english education journal, 8(1), 35-42. schultz, d., & schultz, s. (2009). theories of personality. canada: macmillan. sri, d. w., saputri, e., & nurlinda, r. (2017). extrovert and introvert students in speaking ability of english department at iain palangka raya. proceedings of the 1st inacelt (international conference on english language teaching). tee, t. k., azman, m. n. a., & mohamed, s. (2014). buzan mind mapping : an efficient technique for note-taking. international journal of social, human science and engineering, 8(1), 28–31. valentine, b. s. (2017). the effect of teaching methods and students’ personalities on students’ achievement in descriptive writing. journal of education and practice, 8(28). vitulli, p., & giles, r. (2016). mind mapping : making connections with images and color. delta journal of education, 6(2), 1–10. wilson, c. (2013). brainstorming and beyond: a user-centered design method. morgan kaufmann. eej 10 (3) (2020) 292 300 english education journal http://journal.unnes.ac.id/sju/index.php/eej the implementation of curriculum 2013 in teaching speaking skill at man 2 bima hikmah fujiati , rudi hartono, sri wuli fitriati universitas negeri semarang, indonesia article info ________________ article history: received 15 september 2019 accepted 06 january 2020 published 15 september 2020 ________________ keywords: curriculum 2013, teaching speaking, speaking skill. _________________ abstract _______________________________________________________________ the aim of this research was to investigate how the implementation of curriculum 2013 in teaching speaking skill at man 2 bima. this study used case study research design. the sample in this study was three english teachers at man 2 bima. the data of this research were collected through interview, questionnaires, observation, video recording, and document analysis. then, they were classified and analysed qualitatively. the results of the research showed that all teachers implemented the curriculum 2013 in teaching speaking and fulfill the criteria. the findings showed that firstly the implementation of curriculum 2013 in preparing the syllabus revealed that there were three english teachers were able in developing and arranging the syllabus in accordance with the 2013 curriculum. second, the implementation of using the lesson plan showed that 90% had been implemented in the teaching and learning activity. third, the implementation of the materials showed that 91,74% was done well. third, the implementation of using media was very effective because it made the students easy to understand the materials or the lesson and the teachers were also easy to deliver the lesson. fourth, the implementation of technique in teaching speaking using observation checklist showed that 86.66% indicators applied well. last, the implementation of assessment and evaluation used the observation checklist showed that 82,85% of indicators were applied well. so, from the all result above, it was concluded that the activities of implementing the curriculum 2013 in teaching speaking skill by the english teachers were appropriate with the standard of 2013 curriculum. © 2020 universitas negeri semarang correspondence address kampus pascasarjana unnes, semarang. jl. kelud utara iii semarang 50237, indonesia e-mail: hikmahfujiati27@gmail.com p-issn2252-6455 e-issn2502-4507 hikmah fujiati, rudi hartono, sri wuli fitriati/ eej 10 (3) (2020) 292 300 293 introduction in english learning, there are four important skills. one of them is speaking. speaking is interpreted as a verbal process of delivering a message by the speaker in a certain way so that the listener can understand. according to sukatmi (2009), speaking is the ability to “deliver a message through a speech” (p. 24). it means that speaking is the ability to pronounce words to express, declare, and deliver thoughts, ideas and feelings. speaking is categorized into the productive skill. it could not be separated from listening. when someone speaks, he produces the text and it should be meaningful. the act of communication through speaking is commonly performed through face to face interaction and occurs as part of a dialogue or other form of verbal exchange. the hearer’s understanding is depend on what is said by speaker and on of what else has been said in the interaction. in the second language learning and teach ing, aleideh, alsobh & alkhasawneh (2016, p. 182) argue that “speaking seems to be the most important skill required for communication. the goal of teaching speaking is improving students’ communicative skill in interacting with others. when learners acquire language, they do not only learn how to compose and comprehend correct sentences as isolated linguistic units of random occurrence; the learners also learn how to use sentences appropriately to achieve a communicative purpose. while in this globalization era, english has been a common foreign language learned. ellis (1994) states that “a large percentage of the world’s language learners study english in order to develop proficiency in speaking” (p. 296). moreover, ellis (1994) also claims that the mastery of speaking skills in learning english became a priority for many second or foreign language learners. the 2013 curriculum emphasizes on the modern pedagogical dimension in learning activities using scientific approach. in principle, the learning activities are educational processes that provide an opportunity for students to develop their potential abilities. it is expected that the curriculum can increase the students’ attitude, knowledge, and skill needed for them to contribute to society, nation, and mankind. therefore, learning activities aim at empowering all potential students to have competence skill. the function of teacher as facilitator is providing students with useful phase (mayer, 2008). it encourages the students to construct new information and interpret their phases in the classroom. dealing with case, the teacher can guide them for more meaningful learning. moreover, in the 2013 curriculum, the function of teacher is a guide who assists the students to find something new by discovering, as what the process of scientific approach has included. the previous researches were focused on 2013 curriculum had been conducted by rafita (2016) see also in; taruna (2015).; noviani (2016).; ninghardjanti, indrawati, rahmanto, dirgatama & huda (2018).; sumual & ali (2017); nugraheni & faridi (2016); prayogo, rukmini & bharati (2013); faridi (2012). the research backed by the status of the sma negeri 2 magelang as pilloting project implementation of curriculum 2013. the aim of the research were: (1) the implementation of the curriculum 2013 in sma negeri 2 magelang; (2) the difficulties or problems encountered in the implementation of the curriculum 2013 in sma negeri 2 magelang; (3) the efforts undertaken in addressing difficulties faced in the implementation of the curriculum 2013 in sma negeri 2 magelang. this research used descriptive qualitative research approach. the subject of this research was the principal, three teachers, five students and five parents of students. data collection techniques used was interviews and documentation. the main instrument was a researcher in doing research that helped interview sheet and guidelines documentation. the data collection, then analyzed using interactive analysis models. its validity was tested through the triangulation of data sources. the results showed that: (1) the implementation of the curriculum 2013 had been running according to the purpose. the goal hikmah fujiati, rudi hartono, sri wuli fitriati/ eej 10 (3) (2020) 292 300 294 was to improve student’s understanding, skills, being active, capability of discussion and character changing, but it still needed to be done throughout the evaluation and improvement aspects; (2) the difficulties faced by teachers in the implementation of curriculum 2013 related to media, learning packaging, assessment of student learning outcomes and provided learning resources. while the difficulties in students was looking for a learning resource for completed the tasks; (3) efforts in tackling the difficulties of implementing curriculum 2013 with carrying out training, workshops, mgmp and iht (in house training). in addition, the assessment of student learning outcomes was done by doing the practice of periodic training. the implementation of curriculum 2013 will challenge the teacher to use scientific approach in teaching language. it will have some problems in implementing scientific approach in productive and receptive skill in english. wati, bharati & hartono (2016) found that the problem during the implementation is the difficulties using target language fully during teaching learning activity. ekawati (2017) found that the problems in implementing scientific approach in teaching speaking were the class is too big, lack of vocabularies, and pronunciations. in curriculum 2013, there is a guideline in arranging and developing a lesson plan. the syllabus and lesson plan in 2013 curriculum is not only about opening, core activity and closing, but also has criteria’s and principles in developing opening, core activity and closing. the criteria’s and principles must be followed by the teachers in order to make an effective and efficient the process of teaching and learning and also in achieving the goal of teaching. by following the principles in arranging syllabus and lesson plan, the teaching and learning will accordance with the curriculum itself. based on the explanation above, the researcher thinks that learners need an approach which is not only facilitates students in developing students’ productive in speaking skills, but also by using appropriate lesson plan based on 2013 curriculum. the novelty of this study with previous studies is not only in the implementing of scientific approach, but also in investigating the syllabus, lesson plan, materials, techniques of teaching, assessment, and evaluation in teaching speaking based on 2013 curriculum. methods this study used qualitative case study research design. it is implemented because this study has an objective to investigate the implementation of curriculum 2013 in teaching speaking with appropriate the syllabus, lesson plan, materials, techniques of teaching, assessment, and evaluation. according to cresswell (2003) one of the purposes of qualitative research is to under stand the participants’ point of view of the events, situations, and actions that they were involved with and of the explanation that they gave about their lives and experiences. this study investigates the appropriateness of teachers’ syllabus, lesson plan, materials, techniques of teaching, assessment, and evaluation in teaching speaking with the guidelines in designing based on 2013 curriculum. the subject of this study was the english teachers of man 2 bima who implemented curriculum 2013 in their lesson. the researcher had taken the headmaster as the participant to know to what extent teachers implement curriculum 2013. in order to gain comprehensive data from different perspective, the researcher had taken the three english teachers from different grade. the data was recorded during teaching learning process in the classroom. so in their implement, the researcher knew and got information how the teachers implementation of curriculum 2013 based on the syllabus, lesson plan, materials, techniques of teaching, assessment, and evaluation in teaching speaking. then, the recording files (data) were transcribed into english written form to indonesian or from indonesian to english in order to make the researcher is easily analyzed. hikmah fujiati, rudi hartono, sri wuli fitriati/ eej 10 (3) (2020) 292 300 295 findings and discussions the data of this study was mainly obtained through the observation of teaching speaking skill at man 2 bima. the observation was done by employing the questionnaires, interviews, classroom observation, and recording of the teaching learning process in the classroom. the observation was involved three english teachers who were selected of the basic of teaching experiences, certified teacher, grades of the students instructed, and educational program. a number of classroom observation was conducted as the main data to explain the teachers’ implementation of curriculum 2013 in teaching speaking skill which were broken down on the seven scopes namely: the way the teachers implementation in preparing the syllabus, using lesson plan, implementing the materials, applying the media in teaching learning process, implementing assessment, and implementing evaluation. the implementation of curriculum 2013 in preparing the syllabus based on the classroom observation of the implementation done by the teacher which was included understanding of curriculum developing, designing learning process, developing students’ abilities and actualizing student’s potency, communication with students, designing and applying assessment were classified as good. it could be seen from the result of data check list on appendix 3. it showed that the class observation held for three times were gotten the predicate as good. in the teachers’ implementation, curriculum developing which also dealt with the development of syllabus. it was needed in order to determine the appropriate material in learning process. in addition, from the observation result on curriculum development showed that basically, three english teachers were able in developing syllabus, because they had arranged the syllabus in accordance with the 2013 curriculum. the development of syllabus was based on the core competence and basic competence as stated in permendikbud number 24 year 2016. the government had prepared the core competence and basic competence for each level of senior high school students. the teacher elaborated by completing the syllabus with 1) learning materials, 2) learning activity, 3) competence achievement indicator, evaluation, 4) time location, and 5) learning source. so the development of the syllabus consisted of 7 columns. further, there were some principles in developing syllabus, they were scientific, relevant, systematic, consistent, adequate, actual and contextual, flexible, and comprehensive. in rearranging the syllabus, they concerned on students’ needs and school facilities. in brief, all the three teachers had developed the syllabus appropriately based on students’ need and school facilities in line with what was required in the 2013 curriculum and chose appropriate learning material of speaking in the syllabus. the implementations of curriculum 2013 of the lesson plan the analysis of observation result in the form of observation checklist was presented for giving the clear explanation. the class observation had been done by the researcher in order to find out the three english teachers implement lesson plan in teaching and learning process. the analysis of lesson plan implemented by the english teachers was done through the observation during the teaching and learning process. the researcher recorded teaching and learning process by the video recording. the researcher made an observation guide regarding to the teaching learning process from preparation to evaluation. in order to find out the way teachers implement the lesson plan in the classroom, there were some ways done for getting the data. the elaboration of the teacher’s implementation was as follows: hikmah fujiati, rudi hartono, sri wuli fitriati/ eej 10 (3) (2020) 292 300 296 table 1. the analysis of the teachers implement the lesson plan based on the syllabus table 2. the result of the observation: based on the observation result, the teacher implemented their ability in the form of lesson plan was well because they had their own lesson plans that became guidance in doing the teaching and learning process because for them the lesson plan was an important thing needed in teaching and learning process. they applied what they wrote on the lesson plan in detail because they believed that the lesson plan gave some benefits for them in doing the teaching and learning process. in lesson plan realization, they arranged the teaching and learning process well, they taught the materials orderly based on what they had written, they built up the students’ knowledge and they delivered the materials well without hesitation. regarding to the syllabus, the teachers got the syllabus from the school. the observation result told that teachers did not competent enough in designing syllabus. regarding to the finding, the researcher suggested that all teachers had to write the material clearly in the lesson plan. for example, when they taught recount text, they had to write definition, purpose, generic structure, language features, and gave the example of recount text. all the teachers should be able to do all steps that they had written in the lesson plan and they should not write what they never did in classroom. the implementation of curriculum 2013 in using the materials of teaching speaking skill in delivering the material, the scientific approach could be done by managing the classroom condition by carrying out the five steps in teaching using scientific approach, they were observing, questioning, experimenting, associating and communicating. using the lesson plan was structurally and at least 90% of the lesson plan stages had been implemented in scope teachers implemented the lesson plan based on the syllabus in teaching and learning process. items score teacher had his/her syllabus and lesson plan. t1 t2 t3 4 4 4 teachers always planned his/her teaching and learning process on the lesson plan for every meeting. 4 4 4 teacher arranged and organized the material for learning process. 4 4 4 teachers applied in detail the whole of lesson plan in his/her teaching. 4 4 3 teacher elaborated the lesson plan with other materials and the environment. 4 3 4 teacher organized the classroom management. 4 4 4 teacher planned the use of media and teaching method. 3 4 4 total score 27 28 27 teacher score percentage criteria 1 27 77 good 2 28 80 good 3 27 77 good hikmah fujiati, rudi hartono, sri wuli fitriati/ eej 10 (3) (2020) 292 300 297 the teaching and learning activity and preparing proper material with the condition of the students who still in the tenth grade of senior high school man 2 bima. in teaching and learning process, the english teacher class 1 thought the material about the about guessing games. each student had their partner then the teacher asked two students to practice the games in front of the class. one student gave the keywords and one else guess it. so, the material taught was very interesting and made students happy and the material was also easier to understand. the english teacher class 2 taught about the suggesting and offering help. she asked the students to find out their partner and asked the students to make a dialogue. after that, the english teacher walked around to manage their students and checked their grammar and vocabulary used. after finishing it, each partner had to practice in front of their friends. meanwhile, the english teacher class 3 taught about offering help or service. this material was same with the previous class but the difference was the students in this class were very active and the language used was full english. when they asked and gave comment about the material in teaching and learning process. regarding to the interview, the teachers were interviewed by using some questions related to their implementation of curriculum 2013 in using the materials of teaching speaking skill which presented as follows: table 3. interview questions in teaching speaking skill, what materials you use in the classroom to support your teaching? t1 uhh yeah we give chance more to the students to do all the activities in the class. uuhh.. if they are bored sometimes we sing together hehehe t2 :umm i used buku paket, modul like that. t3 materials, sometimes i used books and aa i give them related song and if aa sometimes i give them aa maybe some wise words like that. in responding to this question, the teachers gave some reasons that were stated based on what they had done in teaching and learning process. the implementation of curriculum 2013 in using media in the classroom the implementation of curriculum 2013 in using media in the classroom was used in teaching and learning process. the teachers had their own creativity to make the teaching and learning process interesting. it also based on teacher competence or the way the teachers understood about curriculum 2013. the media was applied in the lesson plan, the chosen of the media was driven to make the learning process more interesting, so it could motivate the students during the learning process. in doing the teaching and learning process, the teachers used teaching media or aid in order to make students easily to understand the material instructed, thus the implementation was going well. therefore, to obtain the teachers’ argument in using media based on curriculum 2013, the researcher gave questions as follows: table 4. interview questions do you think teaching methods and media are needed in teaching and learning process? why? teacher 1 : uh yeah i do. it uh facilitates the teachers to present the material. teacher 2: sure, because media will help teacher and students in process aa teaching learning process. teacher 3: of course, because when we teaching and learning process in the classroom the media or method is very important because to support the students when they are boring about the material but there is method or media and it is make students interesting of the materials itself and helps them in doing the teaching and learning process done well and more effective. techniques the teacher used in teaching learning process based on the class observation and video recording, the teachers used scientific approach in teaching learning process. basically, three hikmah fujiati, rudi hartono, sri wuli fitriati/ eej 10 (3) (2020) 292 300 298 english teachers had chosen the teaching material appropriate with the students and in line with the 2013 curriculum. the material related to the teenager daily activity. in the teaching and learning process, the english teachers used discussion techniques in the classroom. so the teacher told the students to sit in the groups and discuss the material given. after the discussion finished, they presented in front of the class. the implementation of assessment based on curriculum 2013 based on the implementation of assessment in curriculum 2013, the teachers’ competence in designing and applying assessment and evaluation were varied. it could be obtained by using students’ hand out, oral assessment, or giving assignment. relating to the 2013 curriculum, the assessment applied was authentic assessment in which there were many elements applied. those components were namely cognitive, skill, and affective. affective is only managed in religion lesson and civic education. in other lesson it was done implicitly. the result of the observation checklist of this competency showed that there was only 82,85% of indicators were applied well. the implementation of students’ evaluation from the observation, the researcher found that all teachers had done all items in evaluating process. after finishing all materials at the end of the learning process, the teachers corrected students’ mistake when the students practice dialogue in front of the class. the way the teachers corrected the students’ mistake were different. some of them corrected it directly, but another was corrected after one student finished their practice. the evaluation done aimed to make all students knew the correct pronunciation of the word so that they could improve their weakness. both of the evaluation ways were good, but the teachers tended to use the second way. the second way of evaluation was useful for all students and it was not only applied for a student who made the mistake but also the other students would not replay the mistake at the second time and they could correct themselves. however, all the students were given spoken test to know their students’ understanding about the material. all the teachers gave feedback to the students, but sometimes they forgot to do it. conclusions based on the research data interpretation and discussion, the conclusion could be drawn that the application of syllabus and lesson plan was applied well by three english teachers in teaching and learning process. from the result of observations showed that three english teachers created their own teaching and learning instruments such as syllabus and lesson plan. then teachers applied at least 95% of the lesson plan on teaching and learning process. moreover, in applying syllabus and lesson plan, the english teachers applied it by seeing from the real situation, condition of the classroom, and the students’ needs in learning. so the syllabuses and lesson plans made were flexible and it was created based on the classroom situation. however, apart from this condition, syllabus and lesson plans made for teachers’ parameter and the standards of teaching and learning process in the classroom. all the teachers believed that method is the main part of teaching and learning component. in this case, the methods were used by the teachers in teaching and learning process basically dominated by scientific approach and communicative approach. in using the teaching media, not all teachers used media when they taught. the teachers who used media agreed that teaching media had many advantages in teaching and learning process. it implied that the use of teaching media could reduce the students’ bored on learning process. on the other hand, the teachers who did not use teaching media assured that the use of teaching media sometimes influence the students’ attention learning process so that they tended to play than learn. regarding to the evaluation on the teaching and learning process, it was not hikmah fujiati, rudi hartono, sri wuli fitriati/ eej 10 (3) (2020) 292 300 299 regularly given by the teachers in every meeting and basically all the teachers gave the evaluation to their students in their own way. the evaluation given was not always in the form of formal test, but also it could be in the informal test. however, the form of the evaluation model was the oral test. hopefully, this research gives positive effect in english teaching and learning process. this research is not perfect because dealing with the problem of using assessment technique, the researcher suggest the teachers to improve their creativity in using 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(2014). the scientific approach in teaching speaking for various texts (the case of http://proceedings.id/index.php/eltltarticle/viewfile/308/306 http://proceedings.id/index.php/eltltarticle/viewfile/308/306 https://doi.org/10.18784/analisa.v1i2.280 https://doi.org/10.18784/analisa.v1i2.280 https://journal.unnes.ac.id/nju/index.php/lc/article/view/7849/5419 https://journal.unnes.ac.id/nju/index.php/lc/article/view/7849/5419 http://dx.doi.org/10.11591/edulearn.v12i1.7075 http://dx.doi.org/10.11591/edulearn.v12i1.7075 http://journal.unnes.ac.id/sju/index.php/eej http://journal.unnes.ac.id/sju/index.php/eej mailto:11110244013@student.uny.ac.id http://dx.doi.org/10.11591/edulearn.v11i3.6429 http://dx.doi.org/10.11591/edulearn.v11i3.6429 https://doi.org/10.18784/analisa.v22i1.150 https://doi.org/10.18784/analisa.v22i1.150 hikmah fujiati, rudi hartono, sri wuli fitriati/ eej 10 (3) (2020) 292 300 300 three teacher candidates of wiralodra university indramayu in the academic year 2013/2014). english education journal, 4(2), 145-150. eej 9 (2) (2019) 206 218 english education journal https://journal.unnes.ac.id/sju/index.php/eej translation errors in students’ indonesian-english translation practice hanifah nur najibah koman, rudi hartono, issy yuliasri universitas negeri semarang, indonesia article info ________________ article history: recived 23 january 2018 accepted 15 march 2019 published 20 june 2019 ________________ keywords: translation errors, student’s translation, indonesian-english translation, ata’s standard errors ____________________ abstract ___________________________________________________________________ this article discusses the translation errors in indonesian-english translation practice that were made by the students. it is based on the research in english education undergraduate program, unnes. descriptive qualitative research method, specifically qualitative data analysis was used in this research. the subjects of the study were the students in indonesian-english translation course. the object of the research was the indonesian-english translation product, produced by the students. the object of the study was translation products which were produced by the students. the data were collected by using a translation test, questionnaires, and interviews. moreover, the data were analyzed using qualitative data analysis. the result of the analysis showed that there were 21 translation errors of 26 error categories according to ata’s framework for standardized error making. in conclusion, the three most prominent error categories made by the students were grammar, syntax, and faithfulness error. the errors were mostly influenced by extratextual factors such as sender, intention, recipient, medium, time, motive, and text function. in addition, lexis was also an influencing factor in making errors. © 2019 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jl. kelud utara iii semarang 50237, indonesia e-mail: hanifahkoman@gmail.com p-issn 2087-0108 e-issn 2502-4566 hanifah nur najibah koman, rudi hartono, issy yuliasri / eej 9 (2) (2019) 206 218 207 introduction translation is needed since it is a crucial task in the process of exchanging information. translating is not an easy task; it needs good mastery of the source language and also the target language. it is not only translating the text literally from the source language into the target language. newmark (1988) states that “translation is rendering the meaning of a text into another language in the way that the author intended the text” (as cited in hartono, 2017, p.10). furthermore, translation is the replacement of textual material in one language by equivalent textual material in another language (catford, 1978). bassnet and guire (1991) say that translation is the substitution of target language meaning from source language meaning through linguistics studies and the target language culture, the essence of translation lies on meaning. a translator must have a good mastery of the two languages involved (yuliasri, 2016). in making a good translation product which is easily understood by the readers, a translator must have a good mastery of the two languages. as pacte (2003) in albir (2005) proposes, translation competence (tc) is made up of five sub-competencies and physiological components. the sub-competencies are bilingual sub-competence, extra-linguistic subcompetence, knowledge sub-competence, instrumental sub-competence, and strategic subcompetence. moreover, angelelli (2009) cited in sundari & febriyanti (2016) constructs the components of translation competence, such as grammatical competence including vocabulary, morphology, syntax, and grapheme; textual competence; pragmatic competence including illocutionary and sociolinguistic; and strategic competence. as stated in the previous paragraphs, it can be concluded that it is not an easy task for the translator to make a good translation product. a translator faces many problems either linguistic or non-linguistic. nord (2001) states that “for pedagogical purposes, translation problems may be categorized as pragmatic, cultural, linguistic or text-specific” (p.64). those problems may cause errors in translation. errors arise because of a lack of knowledge about some elements in the source language or the target language. translation errors are possibly made by the translators. it is also possible to happen in the product of translation made by the students. as we know that the student is not a professional translator, they might make some errors in their translation practice. there are some of the previous studies that concern on the translation errors analysis on the students’ indonesian-english translation practice. kuncoro and sutopo (2015), purwanti and mujiyanto (2015), rahmawatie et.al (2017) and tiwiyanti and retnomurti (2017) conducted the researches about indonesian-english translation in different point of view, namely theme equivalence and theme shift, the ideology, the shift of functional words and the loss and gain in translation. one of the researchers did research on the thesis abstracts, while the others used cultural terms in a novel as the unit of analysis. another researcher, hilman (2015), also conducted research on a novel. however, he analyzed the cultural lexicons of the translation. moreover, related to indonesian-english text, there were some researches in indonesianenglish bilingual text. hartati (2013) conducted research on bilingual tourism brochures. nuraeni et.al. (2016) conducted research on school signboards, while sipayung (2018) conducted research on bilingual history textbook. generally, the discussion of the researches was about the quality of the indonesian-english translation product. in addition, simatupang and galingling (2012), gunawan and rini (2013), rahmatillah (2013), burliani and winiharti (2016), hartono and priyatmojo (2016), ismail and hartono (2016), yuliasri (2016), napitupulu (2017) and salam et.al. (2017) conducted the research about translation errors. they classified the type of errors in various typologies. for examples, hartono and priyatmojo (2016) divided the type of errors, namely mistranslation into the target language, addition, word choice, too free translated, too literal, grammar, punctuation, and spelling. they discussed the errors in soft drink product labels. yuliasri (2016) presented the common linguistic errors made by the hanifah nur najibah koman, rudi hartono, issy yuliasri / eej 9 (2) (2019) 206 218 208 students in translating from indonesian to english. the linguistic errors include diction, technical terms, noun phrase, word class, gerund, number (singular/plural), collocation, parallelism, subject-verb agreement, wh-clause, double predicate, voice (active/passive), and fragment (no predicate). napitupulu (2017) had also conducted research on translation errors. the result was that there are five types of error in the indonesian-english translation of abstracts produced by google translate, namely lexicosemantic, tense, preposition, word order, distribution and use of verb group, and active and passive voice. besides, ambawani (2014), cahyani et.al. (2015), tandikombong et.al (2015) and kamil et.al. (2018) focused their studies only on the grammatical errors in translation. they also classified the type of grammatical errors in various typologies. for example, ambawani (2014) conducted a research on the grammatical errors of indonesian-english translation of abstract by google translate. the grammatical errors are categorized based on surface strategy taxonomy by dulay et.al.(1982) namely omission error, addition error, misformation error, and misordering error. another research conducted by tandikombong et.al (2015) was aimed at describing the grammatical errors made by the fourth-semester and the sixth-semester students in translating indonesian into english. there are eight types of translation error; verb, noun, conjunction, pronoun, adjective, adverb, article, and preposition. in conclusion, from the discussion of previous studies above, the study which discusses the translation errors on the students’ indonesian-english translation product seen from ata’s standard of translation error has not been done before. therefore, this study is important to be implemented. thus, the researchers conducted research about the translation errors seen from ata’s standard of translation error. furthermore, error analysis is needed to find out the translation errors in indonesian english translation product. certain areas of difficulties can be known by this error analysis. therefore, the researchers carried out a descriptive study related to the translation error analysis on the students’ translation practice. the focus of the analysis is based on the ata’s category of translation errors. method this study used a descriptive qualitative method, specifically qualitative data analysis technique. content analysis technique was employed since it is suitable to be used in analyzing the phenomenon of students’ errors in translating indonesian text into english. the subjects of this research were the students in indonesian-english translation course of english education undergraduate program, universitas negeri semarang (unnes), while the object of this research is translation product, produced by the students. the translation product was taken from the pre-test of the indonesian-english translation course. the test consists of some texts that should be translated from indonesian into english. the instrument for collecting data of this study consists of a test, questionnaires, and interviews. the test is in the form of translation writing test that consists of instructions and the indonesian text that should be translated into english. the test was conducted as the pre-test of the indonesian-english translation course. moreover, this study uses a questionnaire and interview as the method of data collection. the questionnaire and interview are intended to find out the reason for the students’ error making. the questionnaire is the data collection method by giving a written set of statements to the informants related to translation errors. the questionnaire in this research use scale items in responding to the items. it was made based on the factors of translating a text. an interview is an activity of getting information by giving some questions to the participant of the research which generates data about translation error from the participant’s perspective. moreover, the technique used in analyzing the data is qualitative data analysis. miles and huberman (1994, pp.10-11) proposes the steps in analyzing the data in qualitative data analysis. the steps are data reduction, data display, and conclusion drawing and verification. hanifah nur najibah koman, rudi hartono, issy yuliasri / eej 9 (2) (2019) 206 218 209 result and discussion result in this part, the writers present translation errors on the students’ translation and the reasons for translation errors. translation errors on the student’s translation the result of the analysis on the students’ indonesian-english translation shows that there are 21 translation errors of 26 error categories based on the ata’s standard of translation error. they are the addition, ambiguity, capitalization, cohesion, faithfulness, grammar, indecision, mistranslation, misunderstanding, omission, punctuation, register, spelling, style, syntax, terminology, unfinished, usage, verb tense, word form/part of speech, and other errors. the sum of the translation errors made by the students is shown in table 4.1. the three most prominent error categories made by the students are grammar, syntax, and faithfulness. grammar becomes the highest category of translation errors which appeared 141 times or 14,3 % of errors found in the analysis. it is followed by syntax 12,1 % and faithfulness 10,2 %. the other error categories were made by the students under 10 %. there are examples of data analysis based on the findings on students’ translation errors. table 1. the sum of translation errors no. translation errors frequen cy percenta ge (%) 1 addition (a) 50 5.1 2 ambiguity (amb) 12 1.2 3 capitalization (c) 40 4.1 4 cohesion (coh) 13 1.3 5 diacritical marks / accents (d) 0 0.0 6 faithfulness (f) 101 10.2 7 faux ami (fa) 0 0.0 8 grammar (g) 141 14.3 9 illegibility (ill) 0 0.0 10 indecision (ind) 13 1.3 11 literalness (l) 0 0.0 no. translation errors frequen cy percenta ge (%) 12 mistranslation (mt) 49 5.0 13 misunderstandin g (mu) 7 0.7 14 omission (o) 92 9.3 15 punctuation (p) 27 2.7 16 register (r) 14 1.4 17 spelling (sp) 26 2.6 18 style (st) 30 3.0 19 syntax (syn) 119 12.1 20 terminology (t) 46 4.7 21 text type (tt) 0 0.0 22 unfinished (unf) 10 1.0 23 usage (u) 45 4.6 24 verb tense (vt) 33 3.3 25 word form / part of speech (wf) 78 7.9 26 other errors (oth) 41 4.2 total 987 100 addition an addition error occurs when the translator introduces superfluous information or stylistic effects. example: st : ini merupakan suatu upaya pembinaan yang ditujukan bagi anak sejak lahir sampai dengan usia enam tahun ….. lt : it is a founding effort which is addressed to the child from birth until six years old ….. tt : it is an effort from government to children until six years old …. note: st =source text, lt=literal text, tt=target text the meaning of the underlined words on the target text “from government” was not mentioned on the source text. the phrase suatu upaya (an effort) on the source text, was translated into “an effort from government”. the translator wrote additional information which was not written on the source text in the sentence. the additional information came from the translator himself/herself. therefore, the meaning of the target text is different from the hanifah nur najibah koman, rudi hartono, issy yuliasri / eej 9 (2) (2019) 206 218 210 source text. the word “usaha” (effort) on the source text does not necessarily mean an effort from government, it may mean an effort from the other party. in conclusion, the phrase “from government” belongs to additional error of translation. ambiguity an ambiguity error occurs when either the source or target text segment allows for more than one semantic interpretation. example: st : seperti yang ditulis nida dan taber (1974), penerjemahan harus bertujuan menyampaikan pesan. lt : as written by nida and taber (1974), translation should be aimed to deliver a message. tt : as if nida and taber (1974), translation aimed to deliver message. on the underlined phrase, the word “if” causes ambiguity in the target text. the meaning of that phrase can be mean as “as though nida and taber” or “meanwhile, if nida with taber”. it seems that the translator should replace the word “if” and add a word after that phrase such as “state” or “wrote”, in order to make the phrase is clearly understood. then, it becomes “as nida and taber (1974) wrote, ….”. from the explanation above, it can be concluded that the underlined phrase is categorized into ambiguity error of translation. capitalization a capitalization error occurs when the conventions of the target language concerning upper and lower case usage are not followed. example: st : pendidikan anak usia dini (paud) adalah jenjang pendidikan sebelum jenjang pendidikan dasar. lt : early childhood education (ece) is an educational level before the elementary educational level. tt : early childhood education is a level of education before elementary school level. the underlined noun phrase on the target text, “early childhood education”, seems good at glance. it was translated from the source text pendidikan anak usia dini (early childhood education). however, the form of the letters concerning upper case and lower case is not correct. according to the electronic dictionary, cambridge advanced learner’s dictionary: third edition, the phrase “early childhood education” should be capitalized each word. it becomes “early childhood education” that is abbreviated as ece. for the reason above, the sample is categorized into capitalization error. cohesion a cohesion error occurs when a text is hard to follow because of inconsistent use of terminology, misuse of pronouns, inappropriate conjunctions, or other structural errors. example: st : menurut larson, dalam penerjemahan dimungkinkan adanya perubahan bentuk. lt : according to larson, in translation, it is possible of form change. tt : according to larson, this has been possible form change. the underlined word (this) does not refer to any other word on the sentence. so, it makes the readers do not understand what the meaning of “this” on the target text is. on the translator’s view, the word “this” is aimed to replace the phrase dalam penerjemahan (in translation). however, the phrase is not stated on the sentence. therefore, the translated text does not deliver the meaning of the source text properly. the phrase dalam penerjemahan (in translation) should be translated into “in translation” instead of “this”. the explanation above shows that cohesion error in translation occurred on the sample faithfulness a faithfulness error occurs when the target text does not respect the meaning of the source text as much as possible. example: st: penerjemahan menurut hoed (2006) adalah kegiatan mengalihkan secara tertulis pesan dari teks suatu bahasa ke dalam teks bahasa lain. lt : translation according to hoed (2006) is an activity of replacing in writing the message of a language text into another language text. hanifah nur najibah koman, rudi hartono, issy yuliasri / eej 9 (2) (2019) 206 218 211 tt: translation according to hoed (2006) is a replacement of message from sourced text into targeted text. the error on this sample is between the phrases teks suatu bahasa ke dalam teks bahasa lain (a language text into another language text) and “sourced text into targeted text”. the meaning of those phrases on the source text and the targeted text is not significantly different. however, the form and meaning of the target text do not respect the source text completely. on the sample above, the phrase teks suatu bahasa (a language text) was translated into “sourced text”. moreover, as seen from the form, the phrase “sourced text” is incorrect; it should be “source text”. meanwhile, as seen from the meaning, the phrase “sourced text” is different from teks suatu bahasa (a language text) which is better to be translated into “text of a language” or “a language text”. summarily, the phrases “sourced text into targeted text” can be categorized into faithfulness error of translation. grammar a grammar error occurs when a sentence in the translation violates the grammatical rules of the target language. example: st: … dan penyelenggaraannya di beberapa negara, paud dilaksanankan sejak usia 0-8 tahun (masa emas). lt : … and its implementation in some countries, ece is implemented since 0-8 years (golden period). tt: … and its implementation in some countries, paud implemented since 0-8 years (golden period). the underlined words on the example above “paud implemented” is seen as a correct form at glance. however, if it is seen from the source text of those words, it becomes an incorrect form. the words “paud implemented” was translated from the words paud dilaksanakan (ece is implemented). the word paud (early childhood education/ece) is actually as an object on the sentence because the sentence on the source text is a passive form. however, on the target text, that word becomes the subject of the sentence. therefore, it is better to add a finite “is” before the word “implemented”. then it becomes “ece is implemented”. according to the explanation above, it is summarized that there is a grammatical error on the sample above. indecision an indecision error occurs when the translator gives more than one option for a given translation unit. example: st : seperti yang ditulis nida dan taber (1974), penerjemahan harus bertujuan menyampaikan pesan. lt : as written by nida and taber (1974), translation should be aimed to deliver a message. tt : just like what nida and taber (1974) wrote/said, tranlating must have a purpose to deliver a message. the translator translated the word ditulis (is written) into “wrote/said”, whereas the meaning of those two words (wrote and said) is different. so, the options from the translator are not appropriate. the word “said” is better to be deleted because the meaning does not follow the source text’s meaning ditulis (is written). the word “wrote” is better to be chosen. in conclusion, giving more than one option which have different meaning in translating a word belongs to an indecision error of translation. mistranslation a mistranslation error occurs when the meaning of a segment of the original text is not conveyed properly in the target language. example: st : catford menekankan bahwa penerjemahan harus berbasis pada kesepadanan. lt : catford emphasizes that translation should be based on equality. tt : catford emphasized that translation must based on contextual conditioning. the error on the sample above is between the word kesepadanan (equality) and “contextual conditioning”. the meaning of “contextual conditioning” is pengkondisian kontekstual (maintaining in a context). therefore, the translated text is not proper to replace the source text’s meaning. the word kesepadanan (equality) can be translated into “equality”. as the result, hanifah nur najibah koman, rudi hartono, issy yuliasri / eej 9 (2) (2019) 206 218 212 ecause of an inappropriate translation, the sample above is categorized into mistranslation error. misunderstanding a misunderstanding error occurs when the grader can see that the error arises from misreading a word. example: st : menurut larson, dalam penerjemahan dimungkinkan adanya perubahan bentuk. lt : according to larson, in translation, it is possible of form change. tt : according to larson, in translation of changes in the form of possible. the sample above shows misinterpreting the structure of the sentence. the meaning of the source text was not delivered properly into the target text. the translator did not use the prepositions “in” and “of” correctly. therefore, the meaning of the translated text is confusing. it is better for the translator to change the underlined words, “in translation of changes in the form of possible.”, into “in translation, it is possible of form change.”. it means that the translator should use the preposition “of” properly and add the finite “is” to make the sentence comprehensible. in conclusion, this error is categorized into misunderstanding error. omission an omission error occurs when an element of information in the source text is left out of the target text. example: st : menurut larson, dalam penerjemahan dimungkinkan adanya perubahan bentuk. lt : according to larson, in translation, it is possible of form change. tt : based on larson, it exists on changing form. the underlined words, dalam penerjemahan dimungkinkan (in translation, it is possible), were omitted which then caused incomplete message delivering. the message from the source text does not conveyed completely. the translator preferred to use a pronoun “it” instead of “in translation, it is possible”. in sum, the example belongs to omission error in translation since the omission of some words caused incomplete delivering of the source text message. punctuation a punctuation error occurs when the conventions of the target language regarding punctuation are not followed. example: st : seperti yang ditulis nida dan taber (1974), penerjemahan harus bertujuan menyampaikan pesan. lt : as written by nida and taber (1974), translation should be aimed to deliver a message. tt : as written by nida and taber (1974) translation should aim at conveying the message. highlighted the underlined words after the writing of year in parenthesis, it should be a comma. however, in the target text, there is not a comma written between the year in the parenthesis “(1974)” and the following word “translation”. the translator should add a comma between “(1974)” and “translation” for a better structure of the sentence. from the explanation above, that sample can be categorized as punctuation error since the omission of a comma between those words. register a register error occurs when the language level or degree of formality produced in the target text is not appropriate for the target audience. example: st : seperti yang ditulis nida dan taber (1974), penerjemahan harus bertujuan menyampaikan pesan. lt : as written by nida and taber (1974), translation should be aimed to deliver a message. tt : just like the written by nida and taber (1974), a translation must have a purpose to deliver the message. the example of register error is on the words “just like”. those words sound informal. the source text of those words is the word seperti (as). in order to make the word politer, the translator should change the words “just like” into “as”. therefore, based on the reason above, hanifah nur najibah koman, rudi hartono, issy yuliasri / eej 9 (2) (2019) 206 218 213 we can say that the sample above indicates a register error in translation. spelling a spelling/character error occurs when a word or character in the translation is spelled/used incorrectly according to targetlanguage conventions. example: st : penerjemahan menurut hoed (2006) adalah kegiatan mengalihkan secara tertulis pesan dari teks suatu bahasa ke dalam teks bahasa lain. lt : translation according to hoed (2006) is an activity of replacing in writing the message of a language text into another language text. tt : according to hoed (2006), translating is an activity of replacing a message from the test of a language into another language test in the written form. the error is on the word “test” above. the word “test” means “exam”. however, the source text teks (text) has different meaning from the meaning of “test”. it can be seen that the translator wrote the wrong spelling of the word “text” by changing the alphabet “x” into “s”. as the result, the meaning of the target text is different from the source text. in sum, it is called as spelling error. style a style error occurs when the style of the translation is inappropriate for publication or professional. example: st : rentangan anak usia dini menurut pasal 28 uu sisdiknas no.20/2003 ayat 1 adalah 0-6 tahun. lt : the range of early childhood according to the law of national education system article 28 number 20/2003 clause 1 is 0-6 years old. tt : the range of early childhood according to uu sisdiknas pasal 28 no. 20/2003 ayat 1 is 0-6 years old. the translator did not translate the particular term uu (law), pasal (article), and ayat (clause). the term uu/undang-undang (law) can be translated into “law”, pasal (article) can be translated into “article”, and ayat (clause) can be translated into “clause”. moreover, it may cause a confusion to the reader of the target text if the translator keeps the original text. the term should be translated into the target text, so the reader understands clearly. summarily, the sample above indicates the error of style in translation. syntax a syntax error occurs when the arrangement of words or other elements of a sentence does not conform to the syntactic rules of the target language. example: st : rentangan anak usia dini menurut pasal 28 uu sisdiknas no.20/2003 ayat 1 adalah 0-6 tahun. lt : the range of early childhood according to the law of national education system article 28 number 20/2003 clause 1 is 0-6 years old. tt : the age length for children in paud according to law sisdiknas (system education national) no. 20/2003 article 28 clause no. 1 is 0-6 years old. the sample above indicates the error on the underlined phrase “system education national”. the reason is that the word order on the phrase is incorrect. om the noun phrase, the main word should be on the last part of the phrase. however, in the sample above, the main word is placed in the initial phrase. it is better for the translation to change the phrase “system education national” into “national education system”. in conclusion, the phrase on the target text above belongs to a syntax error. terminology a terminology error occurs when a term appropriate to a specific subject field is not used when the corresponding term is used in the source text. example: st : penerjemahan menurut hoed (2006) adalah kegiatan mengalihkan secara tertulis pesan dari teks suatu bahasa ke dalam teks bahasa lain. lt : translation according to hoed (2006) is an activity of replacing in writing the message of a language text into another language text. hanifah nur najibah koman, rudi hartono, issy yuliasri / eej 9 (2) (2019) 206 218 214 tt : translation according to hoed (2006) is an activity of diverting the message of a text from a native language into target language. the word “diverting” on the sample above is the translation of the word mengalihkan (transferring). the term “diverting” is not appropriate to replace the word mengalihkan (transferring). the meaning of “diverting” is changing the direction of someone or something. that meaning is not appropriate with the meaning on the source text. it is better for the translator to use the term “transferring” instead of “diverting”. summarily, the error on the sample above is categorized into terminology error. unfinished a substantially unfinished passage is not graded. example: st : rentangan anak usia dini menurut pasal 28 uu sisdiknas no.20/2003 ayat 1 adalah 0-6 tahun. lt : the range of early childhood according to the law of national education system article 28 number 20/2003 clause 1 is 0-6 years old. tt : the …… of early childhood based on pasal 28 uu sisdiknas no.23/2003 ayat 1 is 0-6 years old. as it is seen on the target text, the translator did not finish in translating the word rentangan (range). he / she left a blank space after the word “the” on the underlined part. the blank space there, should be filled by the word “range”. however, the translator left a blank space instead. therefore, because of the unfinished writing of the translation, it indicates an unfinished error. usage a usage error occurs when conventions of wording in the target language are not followed. example: st : pendidikan anak usia dini (paud) adalah jenjang pendidikan sebelum jenjang pendidikan dasar. lt : early childhood education (ece) is an educational level before the elementary educational level. tt : kindergarten is the level of education before elementary or primary school. the use of the word “kindergarten” to replace pendidikan anak usia dini (early childhood education) was not appropriate. the meaning of translated text did not represent the meaning of the target text properly. the translator should be better to translate the phrase into “early childhood education”. therefore, because the convention of wording in the target language is not follow the source text, it is called as usage error. verb tense a verb tense error occurs when the translation includes a verb in the grammatically correct form (person, number, gender, etc.) but conjugated in a tense (and/or mood, aspect, etc.) that conveys a different meaning from the source text. example: st : … , paud dilaksanankan sejak usia 0-8 tahun (masa emas). lt : …, ece is implemented since 0-8 years (golden period). tt : … , ece was held since the age of 08 years (golden age). the form of the underlined word is grammatically correct. however, the aspect does not convey the meaning of the source text properly. the source text is dilaksanakan (is implemented). it should not be past tense, but present tense. on the target text, the translator uses the finite “was” which indicates past time. however, it should be corrected into the finite “is”. therefore, it becomes “is held or is implemented” instead of “was held”. the explanation above is the reason of verb tense error. word form a word form error occurs when the root of the word is correct, but the form of the word is incorrect or nonexistent in the target language. example: st : penerjemahan menurut hoed (2006) adalah kegiatan mengalihkan secara tertulis pesan dari teks suatu bahasa ke dalam teks bahasa lain. lt : translation according to hoed (2006) is an activity of replacing in writing the hanifah nur najibah koman, rudi hartono, issy yuliasri / eej 9 (2) (2019) 206 218 215 message of a language text into another language text. tt : according to hoed (2006), translation is an activity of replacement a written message from a text in a language to a text in another language. the word “replacement” is not appropriate in the form of word. it should be replaced into “replacing”. then it becomes “activity of replacing”. however, if the translator wanted to use the word “replacement”, it should become “replacement of”, not “activity of replacement”. the error on writing the form or part of speech of the word above indicates a word form error. other errors for errors that do not clearly fit the descriptions above, there are two sub-categories: for meaning transfer errors that change or distort the content of the source text and for mechanical errors. example: st : …, perlu diingat bahwa terjemahan yang baik tidak dirasa seperti hasil terjemahan ketika dibaca. lt : …, keep in mind that a good translation is not felt as the result of translation when it is read. tt : … , it is important to remember that a good translation is felt like nontranslated when being read. the error is on the word “nontranslated”. the reason is not related to the meaning of word, but the form of writing the word. the word “nontranslated” should be separated by a hyphen. the hyphen is placed after the word “non”, then it becomes “non-translated”. the error occurred on the sample above is categorized into mechanical error. reasons for translation errors table 2. reason for translation errors no. factors score percen tage catego ry 1 sender 88 84.6 high 2 intention 84 80.8 high 3 recipient 89 85.6 high 4 medium 85 81.7 high 5 place 78 75.0 quite high 6 time 79 76.0 high 7 motive 79 76.0 high 8 text function 86 82.7 high 9 subject matter 66 63.5 quite high 10 content 63 60.6 quite high 11 presuppos itions 55 52.9 quite high 12 text compositi on 78 75.0 quite high 13 nonverbal element 52 50.0 medi um 14 lexis 87 83.7 high according to the result of the questionnaire above, the factors that highly influence the errors making were the sender, intention, recipient, medium, time, motive, text function, and lexis. then, the factors that quite highly influence the translation errors were the place, subject matter, content, presuppositions, text composition, sentence structure, and suprasegmental features. furthermore, the lowest influence factor among others was the non-verbal element. the elaboration of each factor was written in the following paragraphs. discussion each student made translation errors around 9 until 18 categories of translation errors. based on the result of analysis on 15 sentences hanifah nur najibah koman, rudi hartono, issy yuliasri / eej 9 (2) (2019) 206 218 216 that were translated by the students, each student made 21 until 58 times of translation errors. it indicates that the errors made by the students frequently occurred. the findings above in line with a theory from corder (1987) cited in nuril (2014, p. 10) who mentions that error is a systematic deviation when a learner has not learned something and consistently gets it wrong; it is a systematic deviation from the norms of the target language being learned. furthermore, the errors happened on the three categories, namely grammar, syntax, and faithfulness. translation errors in indonesianenglish translation by efl students of indonesia are also influenced by their writing competences. haryanto (2007) states that the most frequent writing errors are grammatical errors, while hariri (2012) revealed a study of morpho-syntactic errors in student writing. grammatical and syntactic errors in translation happened because of the lack of knowledge about the rules in arranging or combining the words into a good sentence. meanwhile, faithfulness errors happened because of the lack of vocabularies in english, so they cannot find the appropriate word in english from the indonesian words. whereas the students on the sixthsemester of english education department had learned about grammar and syntax, but they have not expert yet about those materials. they can be categorized into intermediate learners of english as a foreign language. it can be said that their lack of knowledge became the factor of their errors making. moreover, from the result of the questionnaire, mostly the factors influencing the errors were extratextual factors such as sender, intention, recipient, medium, time, motive, and text function. extratextual factors are the factors outside the source text. it indicates that they will seriously translate the text if the extratextual factors are suitable, but actually, the extratextual factors, when they translated the text being analyzed in this study, is not suitable at all. therefore, it can be the reasons of making translation errors. one more factor that most influenced the translation errors based on the questionnaire was lexis. it means that their lack of vocabularies in english was also influencing the translation errors. conclusions and suggestion according to the result of the analysis, it can be concluded that there are 21 translation errors of 26 error categories based on the ata’s standard of translation error by the students. the errors are the addition, ambiguity, capitalization, cohesion, faithfulness, grammar, indecision, literalness, mistranslation, misunderstanding, omission, punctuation, register, spelling, style, syntax, terminology, unfinished, usage, verb tense, word form/part of speech, and other errors. the three most prominent error categories made by the students are grammar, syntax, and faithfulness. grammar becomes the highest category of translation errors which appeared 141 times or 14,2 % of errors found in the analysis. it is followed by syntax 12 % and faithfulness 10,2 %. the other error categories were made by the students under 10 %. moreover, related to the factors influencing translation errors, the factors that highly influence the errors making were the sender, intention, recipient, medium, time, motive, text function, and lexis. then, the factors that quite highly influence the translation errors were the place, subject matter, content, presuppositions, text composition, sentence structure, and suprasegmental features. last, the lowest influence factor among others was the non-verbal element. from the result of the study that the researchers had done, there are some suggestions that the researchers want to offer especially to the students of english education undergraduate program and the next researchers. for the students of english education undergraduate program, they should be realized of their translation errors making. in this case, they can realize by doing more practice, peer correcting, and re-read the translation text. moreover, they must understand the rules and culture of the target language to minimize errors. for the next hanifah nur najibah koman, rudi hartono, issy yuliasri / eej 9 (2) (2019) 206 218 217 researchers, the results of this study are expected to be used as a reference for developing similar research, especially on the english education students’ translation errors. the other researchers can develop the research using different categories of errors and the factors of making the errors. references albir, a. h. 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(2016). students’ common errors in translation. the 5th eltlt international conference (pp. 325-329). semarang: faculty of languages and arts, state university of semarang. eej 10 (1) (2020) 85 93 english education journal http://journal.unnes.ac.id/sju/index.php/eej the realization of politeness strategies in efl teacher-students classroom interaction dian rahayuningsih, mursid saleh, sri wuli fitriati universitas negeri semarang, indonesia article info ________________ article history: recived 09 december 2019 accepted 10 february 2020 published 15 march 2020 ________________ keywords: realization, politeness strategies, classroom interaction, sociological factors ____________________ abstract ___________________________________________________________________ politeness is one of the prominent issues in pragmatics. it becomes a major issue in education due to the implementation of curriculum 2013 which emphasized on character education. this study aimed at analyzing the realization of politeness strategies and sociological factors influencing the choice of politeness strategies in efl teacher-students classroom interaction at smp semesta bilingual school. this study used qualitative research in the form of classroom discourse analysis. the participants were an efl teacher and 30 efl students in two efl classrooms. the research instruments were made based on brown and levinson (1987) framework of politeness strategies. the findings showed that bald on record, positive politeness, negative politeness, and off records were realized in the classroom interaction. the teacher dominantly used positive politeness to show solidarity and to maintain a close relationship with the students, bald on records to give a clear and unambiguous instruction, negative politeness to minimize the coercion to the students, and off record to give hints. in addition, the sociological factors, namely distance, power, and degree of imposition influence the choice of politeness strategies. as the conclusion, politeness is important in maintaining relationship and creating a comfortable environment in efl classroom. © 2020 universitas negeri semarang correspondence address: kampus universitas negeri semarang, kelud, semarang, 50233 e-mail: dian.rahayu2124@gmail.com p-issn 2087-0108 e-issn 2502-4566 dian rahayuningsih, mursid saleh, sri wuli fitriati/ eej 10 (1) 2020 85 93 86 introduction pragmatic knowledge has become a significant aspect in efl learning in recent years (shabani, 2015). as farashaiyan and hua (2012) stated, in order to interact with speakers of other language and cultures the speaker need to be proficient in both linguistic (grammatical) and pragmatic competences. thomas (1983) asserted pragmatic competence as “the ability to use language effectively to achieve a specific purpose and to understand language in context” (p.93). in bachman‟s (1990) model of language competence, pragmatic competence is a central component incorporating the ability to use the language according to the sociocultural context in which they are uttered (rueda, 2006, p. 173). speakers who are considered "fluent” due to their grammatical knowledge, in a foreign language, may not be able to produce socially and culturally appropriate language, that is, they may still lack of pragmatic competence. an inadequacy of pragmatic competence could lead to pragmatic failure in which speakers could be appeared to be uncooperative, rude, and insulting. moreover, thomas (1983) stated that interlocutors tend to perceive a pragmatic failure as an offence rather than simply a deficiency in language knowledge. thus, the lack of pragmatic proficiencies could lead to communication breakdown. politeness has become a major issue in the study of pragmatics. it deals on how a particular form of language is used strategically in order to achieve the speaker‟s goal (thomas, 1995). it is a complex issue which could be approached by many areas, including pragmatics, sociolinguistics, sociology, social anthropology and social psychology (locher and watts, 2005). regarding this, thomas (1995) stated “politeness in pragmatics are not concerned with whether or not speakers are genuinely motivated by a desire to be nice to one another; instead we observed what is said and the effect of what is said on the hearer” . in the context of language teaching, politeness is believed to enhance learning by providing a lively and friendly atmosphere in classroom and to make a harmonious interaction between teacher and students in teaching and learning process (jiang, 2010; zaenul, 2016). in indonesia, politeness is an important aspect in education. politeness is used to make a harmonious interaction between teacher and students in teaching and learning process (zaenul, 2016). nuh (cited in mariani, 2016), the education minister of indonesia, asserts that politeness of indonesian students is in a state of decline. therefore, it is important to implement politeness strategy in education as it in line with curriculum 2013 which emphasize on good character education. in addition, indonesia‟s education regulation no 20, year 2003, article 3 states that national education functions to develop capacity, character, and a dignified society by enhancing its intellectual capacity (mariani, 2016). thus, politeness become one of the crucial issues in education, specifically in a classroom interaction. one of the most prominent work in the context of interlanguage pragmatic research, which was widely used, was the theory of politeness proposed by brown and levinson (1978, 1987). according to brown and levinson (1987) politeness is defined as redressive action taken to counter-balance the disruptive effect of face-threatening acts (fta). the theory mainly focused on how politeness is expressed to protect participants‟ face. according to them, there are four politeness strategies. these are: (1) bald on record, when the fta is performed „in the most direct, clear, unambiguous, and concise way possible‟ (brown and levinson, 1987); (2) positive politeness, orients to preserving the positive face of other people; (3) negative politeness, orients to preserving the negative face of other people; and (4) off records, a communicative act which is done in such way that it is not possible to attribute one clear communicative intention to the act. aside from politeness strategies, brown and levinson (1987) explained the factors influencing the choice of politeness strategies. according to them, there are two factors that influence the choice of politeness strategies. these are the payoffs of politeness and dian rahayuningsih, mursid saleh, sri wuli fitriati/ eej 10 (1) 2020 85 93 87 sociological factors (brown and levinson,1987, p.71). it is important to know the factors of politeness strategies in order to assess the appropriacy of politeness strategies in relation with the context and circumstances. the sociological factors are distance (d), power (p), and rank of imposition (r). these three aspects will influence the weight of face threatening acts (w) which can be used by the speaker in deciding on what politeness strategies that will be employed. furthermore, payoffs of politeness strategies and sociological factors will be important in order to reveal why a certain politeness strategy is frequently used in communication several studies have been conducted on politeness strategies in efl classroom. some of those studies focused on teachers‟ politeness strategies (jiang, 2010; senowarsito, 2013, peng et al., 2014; zaenul, 2014; sulu, 2015; draginic, 2017; arief et al., 2018), students‟ politeness principle (huang, 2008), students‟ politeness strategies (benham and niroomand, 2011; wijayanto et al., 2013; mahmud, 2018), and politeness in classroom interaction (manik & hutagaol, 2015; mariani, 2015; suwartama & fitriati, 2017; haryanto, weda, & nashruddin, 2018). a study conducted by peng et al. (2014) investigated how teacher applies politeness strategies in the language use. the study was conducted in one of universities in china. the participants were an english teacher and 30 college students. the finding showed, that the teacher conducts his class on term of positive politeness and negative politeness in a practical way. in addition, the adoption of politeness strategies shortens the teacher-student social distance, makes the class interesting, and in turn facilitates english teaching and learning. this study has similar framework with other studies (jiang, 2010; senowarsito, 2013, sulu, 2015, and zaenul 2016) in which it investigated politeness by using brown and levinson‟s politeness strategies. moreover, they also analysed it by the method proposed by jiang (2010) to analysed teacher‟s politeness in academic instructions, motivation, evaluation, and classroom management. the difference was, while jiang (2010) and sulu (2015) investigated both positive and negative politeness, senorwarsito (2013) and zaenul (2016) also investigated bald on record and off record strategies. those studies highlighted the important of conducting politeness studies in efl classroom. some of the studies focused on sociolinguistics aspects (arif et al., 2018; suwartama and fitriati, 2017), while the others are focused on identifying the types of politeness strategies used in the classroom. most of those studies are conducted at university level. only few studies are conducted at junior high schools. those studies are similar with my research, in which it investigated politeness in the classroom setting, however, rather than sociolinguistics, this study focuses on the realization of politeness strategies in relation with pragmatics to which it focuses on directive, expressive, and commisive speech acts at junior high school. moreover, the sociological factors that influence the choices of politeness strategies will be explained. method the study used qualitative case study research in investigating politeness strategies in efl classroom. qualitative research was chosen because it allows researchers to identify issues from the perspective of participants and understand the meanings and interpretations that they give to behavior. since this study focused on the realization politeness strategies in efl classroom interaction, classroom discourse analysis was employed. further, pragmatic approach was used to analyzed students and teachers‟ utterances during classroom interaction, particularly focus on the realization of politeness strategies. this study analysed the realization of politeness strategies in efl teacher and students classroom interaction in smp semesta semarang. 4x40 minutes lessons in two efl classes held by an efl teacher were observed and recorded. the researcher chose junior high school as the research setting in order to explain the efl teacher and student‟s classroom dian rahayuningsih, mursid saleh, sri wuli fitriati/ eej 10 (1) 2020 85 93 88 interaction in relation with the 2013 curriculum‟s implementation which emphasize on character education, specifically on politeness. the teachers involved in this study were chosen based on several criteria: (1) availability and flexibility; (2) having good english proficiency; (2) having enough experience in teaching english. moreover, junior high school was chosen due to an assumption that both the teacher and the students have a good english proficiency level. the data in this research were collected through observation, video recording, audio recording, and interview. the researcher used data observation sheets to note the data which are related to the objectives of the study. in analysing the data, the researcher employed a referential method in which the data were analysed based on the theory explored. furthermore, the data analysis in this research consisted of several steps: (1) trancribing; (2) identifying; (3) classifying; and (4) interpreting. findings and discussion realization of bald onrecord bald on record is one of the strategies used when the speaker made no attempt to minimize the threat to the other person‟s face. this strategy could be used when the speaker had more power that the listener (brown &levinson, 1987). this strategy was found approximately 25% among other strategies during classroom interaction. the realization of this strategy can be seen in the excerpt 1 below. excerpt 1 t: ok. so, if you can edit your own video, then make a channel on youtube and be a singer. s: but my mom doesn’t like it. especially if i active on a social media. my mom prefer me to be a doctor. t : yeah, that‟s like a dream of every parent (laughs). if i can say this, you still have a long way to go. right now, you maybe you want it, next time maybe you don‟t want it. but make sure you know what you want. then, you can talk with your parent, with a cup of tea, a good place. and share your dream, what you love to your parent. make sure they know your passion. share it nicely. from the excerpt above, it can be seen that there were 6 bald on record strategies realized in that exchange. this conversation happened when the teacher and students had a discussion on hobbies and talents. a student said that she was good at editing, therefore, the teacher gave a suggestion to “make a channel on youtube and be a singer”. the teacher said it with no redressive action, that is why it was bald on record (strategy no 2. giving suggestion/advice). then, the student replied “but my mom doesn’t like it” which is an example of bald on record (strategy 1. showing disagreement). further, the teacher said “make sure you know what you want” “share your dream”, “make sure you know your passion”, and “share it nicely” which are some examples of bald on record (strategy 2. giving advice/suggestion). by going on record, it can be assumed that there is an asymmetrical power relationship between students and teacher (brown and levinson, 1987). another example of bald on record can be seen in the excerpt 2 below. excerpt 2 t: i would like to play a video. then we have some questions that we need to answer. you will work together with your friends. don’t forget to write your names. you ready? here i will play the video; you may read the questions first. focus on the part 2 first, so skip part 1. s: okay, miss. in the excerpt above, the teacher gave some instructions to the students. it consists of bald on record, positive politeness and negative politeness. it indicated that the teacher was able to use the three kind of politeness strategies in a single turn. in relation with bald on record, the teacher said “you will work together with your friends” which was a bald on record (strategy number 7. task oriented). she also said “don’t forget to write your name” which was an example of bald on record (strategy number 4. warning). and lastly, she said “focus on the part 2 first, so skip part 1” which belonged to bald on record in imperative form (strategy 5). here, the teacher dian rahayuningsih, mursid saleh, sri wuli fitriati/ eej 10 (1) 2020 85 93 89 used bald on record in order to give a clear and effective direction on what the students need to be done. realization of positive politeness in this strategy, the speaker recognized the friendliness in the relationship with the listeners and their desire to be respected. in addition, this strategy functions to flow the social relationship smoothly with others. it can be seen from the conversation below. excerpt 3 s: before we start the lesson, let’s pray together. aamiin. greeting. assalamu’alaikum warrohmatulahi wabarokatuh. t: wa’alaikumsalam warohmatullahi wabarokatuh. ya allah, that’s very nice, thank you very much. have a seat everyone from the excerpt above, there were 5 politeness strategies realized. first, the students started the lesson by asking the other students to pray together, “before we start the lesson, let’s pray together”. this was an example of positive politeness (strategy 12. including speaker and hearer in one activity) by using the word “we” and “lets” show that they are engage in one activity. it showed that they are cooperators and claim reflexivity. later on, the student and teacher greet each other. brown and levinson (1987) argued that most of the greetings are bald on record. however, in this act, the greeting was carried out in arabic in order to address the muslim. therefore, “assalamu’alaikum” is an example of positive politeness (strategy 4 use in group identity markers: address term). further, the teacher showed more positive politeness by complementing the students “that’s very nice of you. thank you very much” (strategy 2. exaggerate approval). finally, the teacher said “have a seat everyone” which was an example of positive politeness (strategy 10. offer). another example of positive politeness are as follows. excerpt 4 t: ahh… what do you think? why do celebrities, like, you know… do nasty thing to their fans? s: maybe they are annoying? t: very good. nice from the short excerpt above, the speech act “why do celebrities, like, you know… do nasty thing to their fans?” was an example of positive politeness (strategy 3. intensify interest to h) it can be seen from the linguistic marker “you know” that can be used to intensify the interest to h. further, the act “very good. nice” with an exaggerate intonation was another example of positive politeness (strategy 2. exaggerate approval). realization of negative politeness negative politeness orients to preserving the negative face of other people. this is much more likely if there is a social distance between speaker and hearer. negative politeness strategies are also intended to avoid giving offense by showing deference. these strategies include questioning, hedging, and presenting disagreements as opinions (brown and levinson, 1987). the examples of negative politeness are presented on excerpt 5 and 6 below. excerpt 5 s: miss, break time t: break time? really? not yet. you still have a long way to go. okay, two students please come here. one student please erase the blackboard. one student please rewrite this on the board from the excerpt above, there were 2 kinds of negative politeness employed by the teacher. first, the teacher used the word “please” to soften the instruction. the use of word “please”, according to brown and levinson, is an example of negative politeness to indicate a conventionally indirect instruction (strategy 1). being indirect can be realized by including the insertion of sentence internal “please” (brown and levinson, 1987, p.133). moreover, the use of pronoun “one” instead of “you” is an example dian rahayuningsih, mursid saleh, sri wuli fitriati/ eej 10 (1) 2020 85 93 90 of negative politeness (strategy 7. impersonalize s and h). excerpt 6 t: let see. number 1, she speaks same... what? s: not yet miss. t: oh yeah, alright. very good. yeah, everybody you may tried. just write the answer in the board, actually. okay. the answer would be a bit longer excerpt 6 above showed two negative politeness strategies. the teacher tried to encourage the students to answer the question and write the answer on the board. first, she said “everybody you may tried” which showed that the speaker did not coerce h and give h option not to do act. it was marked by the word “may” which is a hedge in the form of modal auxiliary (strategy 2). the second one, “just write the answer in the board, actually” is an example of negative politeness strategy, minimizing the imposition (strategy 4). here, the speaker minimizes the imposition by saying that that the students need to “just write” the answer. the speaker tried to save the hearer‟s negative face and reduce the threat of imposition. realization of off-record off record can be recognized in situations where the speaker, for example, poses an indirect utterance. off record strategy is consider the most polite strategies among all (brown & levinson, 1978) because it allows a speaker to avoid the responsibility for the potentially face-damaging interpretations. the example of off record can be seen in excerpt 7 and 8 below. from the excerpt above, the teacher informed the students that they would continue the listening section. however, one student went off record and by saying “miss, the speaker is broken”. it was off record, because, from the previous section the student‟s complaint about the listening section. moreover, it carried illocutionary meaning that they did not want listening activities. moreover, the utterance violated maxim of relevance from the previous utterance. this, according to brown and levinson is an example of off record strategy, giving hints (strategy 1). the speaker avoids the responsibility for the potential face threatening acts. excerpt 8 s: miss, is this right? t: can you just write it on the board? s: but i want to check it first t: why? s: because i‟m not sure if it is right t: okay, that‟s alright. s: thank you nv: (more students coming for her) t: no, just write it there. i am standing here (move on to the back) from the excerpt above, the teacher said “i am standing here” hinting that she did not want to assess the student answer individually, rather, asked the student to write the answer on the board, so it could be discussed together. the teacher did not necessarily inform her position to the student, but there was another meaning implied when she said “i am standing here” means that she was far away, so better just to write the answer on the board. this, according to brown levinson is an example of off record strategy, giving hints (strategy 1). factors influencing politeness strategies there are three factors that influence the choice of politeness strategies, namely: distance, power, and rank of imposition. relative social distance between the speaker and the addressee is one of the most fundamental factors determining the appropriate level of politeness behavior aside from power and formality dimensions (arif et al., 2018). this study presented some examples on how social distance influence the choice of politeness strategies. both students and teacher have a close social distance relationship. it can be seen from the frequent used of positive politeness and excerpt 7 t: we will continue listening part 1 and part 2, then we will check it together. s: miss, the speaker is broken t: (laughs) no, it‟s working properly. especially, now dian rahayuningsih, mursid saleh, sri wuli fitriati/ eej 10 (1) 2020 85 93 91 bald on record. as suggested by peng et al (2014), by adopting more positive strategy, the teacher means to reduce the threat of ftas and shorten the distance between them. in the data, it can be seen that the teacher was commonly addressed the students by their nickname, as in “seven, tia please?” (54). it showed that the teacher has a solid interest to the students. in exchange 118, the student employed bald on record to show her disagreement, as in “no, i don’t want to be a singer” (419). in terms of power, the finding showed that there is an asymmetrical power relationship between students and teacher. in the classroom context, teachers are supposed to have much knowledge and experience. they are the guiders in the classroom learning activities, and therefore they have more authority over students and have more power than students (peng at al., 2014). a teacher was in the position of institutional power and it could be argued that this gets partly expressed through the use of direct strategies (senowarsito, 2013). in this study, the teacher frequently used bald on record strategies to manage the classroom learning activities. as in “now, look at the picture” (248) and “now you are going to work with your friend” (425). regarding this, it can be assumed that the teacher has more power than students. in some cases, the teacher attempted to decrease her power by using positive and negative politeness strategies. in terms of positive politeness, the teacher tends to include herself in the students‟ activities, as in “then, we have some questions that we need to answer” (139). whereas, in terms of negative politeness the teacher did not coerce the students to do something by using hedges, as in “you may come forward and write down the answer please, from number 1 up to 8” (103). further, to reduce power, the teacher tries to give weight to the students‟ participation on giving opinion, feeling, and ideas. the degree of imposition is one of the factors that influence the choice of politeness strategies. when a speaker shows great ftas in the utterances, the imposition of the act is also getting greater. thus, the speaker will use highly standard politeness strategies in speaking if the speaker wants to minimize the imposition in the utterances. on the other hand, when the imposition in the utterance is not great, the speaker will use less polite strategy. besides, imposition is still situationally varied in value. the findings of the study provide examples on how imposition would affect the choice of politeness strategies. in one occasion, the teacher said “dinda you may move for example, or chacha move please” (209). in that utterance, the degree of imposition is great, therefore the teacher used a highly standard politeness strategies, which is negative politeness. the teacher used modal auxiliary hedge “may” and politeness marker “please” to minimize the effect of fta. in a less degree of imposition, the teacher used bald on record, as in “open your book” (5) and “now, look at these pictures” (248). however, in this study, the researcher assumed that rank of imposition has less influence on the choice of politeness strategies due to the degree of imposition that occurred are, overall, similar. conclusion this research is a study of the realization of brown and levinson‟s politeness strategies in efl teacher-students classroom interaction. it aimed at explaining the realization of politeness strategies, namely bald on record, positive politeness, negative politeness, and off record. in addition, this study aimed at analyzing the sociological factors influencing the use of politeness studies in the classroom (power, distance, rank of imposition). the research can be summarized as follows: first, in relation with the realization of bald on record strategies in efl teacher-students classroom interaction at smp semesta, the findings showed that bald on record strategies are found in the data. these strategies are included showing disagreement; giving suggestion; requesting; warning; using imperative form; offering; and task oriented. bald on records are employed by the teacher to give a clear and efficient instruction, classroom management, and motivation. dian rahayuningsih, mursid saleh, sri wuli fitriati/ eej 10 (1) 2020 85 93 92 second, in relation with the realization of positive politeness in efl teacherstudent classroom interaction at smp semesta, the findings showed that out of 15 sub-strategies of positive politeness, 11 strategies are found in the data. these are: notice, attend to h; exaggerate (interest, approval, sympathy; intensify interest to h; use in group language identity markers; seek agreement; avoid disagreement;presuppose/raise common ground; joke, asset or presupposes; offer, promise; be optimistic; and include both s and h in the activity. the use of positive politeness in the classroom is important in order to maintain the positive relationship between the speaker and the hearer. in addition, through the use of positive politeness, teachers can establish a respectful teacher-students relationship and comfortable classroom atmosphere, which motivates the students to engage in the classroom activities without the fear of embarrassment for their mistakes. third, in relation with the realization of negative politeness in efl teacherstudent classroom interaction at smp semesta. the findings showed that out of 10 sub strategies of negative politeness, only 4 of them appeared in the data. they are: be conventionally indirect; question, hedge; be pessimistic, and minimize the imposition. through the use of negative politeness, teacher maintain students‟ freedom of action and thus given them a certain autonomy in managing their own learning process. fourth, in relation with the realization of off record strategies in efl teacher-student classroom interaction at smp semesta. the findings showed that off records realized in the data, even though it has the least occurrence compared to other strategies. it realized through giving hints; and overgeneralizing. off records are considered as the politest strategies among the other strategies. through off record, the speaker could avoid the effect of face threatening acts. finally, the sociological factors (power, distance, rank of imposition) that influence the use of politeness strategies in efl teacherstudent classroom interaction at smp semesta. in term of power, the interaction between students and teacher show an asymmetrical power relation. the teacher tends to use bald on record strategies in managing classroom activities. in term of distance, the interaction shows that both students and teacher tend to show that they have a close relationship. in term of rank of imposition, since almost all impositions are not heavy, the writer assumed that rank of imposition has less influence to the choice of politeness strategies. based on the conclusion above, there are some suggestions related to further research on politeness strategies. first, to other researchers, since this study has its weakness as it only focused on the realization of politeness strategies in the classroom interaction, it is expected that further research can analyze the use of politeness in many cultures. it is possible for them to compare politeness between cultures as politeness in one culture can differ greatly in other cultures. in addition, they can also analyze non-linguistics aspects of politeness since most politeness studies discuss the linguistics aspect only. it is hoped that research in second language strategies, will enable us to incorporate effective methods of teaching politeness strategies in the efl classroom. second, for english teachers and efl learners. in order to acquire the proper use of english in their utterances, both english teachers and learners need to be aware of pragmatic competence, especially politeness strategies to maintain a positive relationship and establish a comfortable learning atmosphere in the classroom. therefore, the process of learning can go smoothly, and the learning objectives can be achieved. this study, however, is subject to a weakness, in which the researcher did not use member checking technique to verify the accuracy of data to the participants, therefore the interpretation might be biased. references arif, n., iskandar, i., muliati, a., & patak, a. a. 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(2014). teacher‟s politeness strategy in efl classroom and the effect on the learning process. jurnalilmiahrinjani, 4 (4). http://ejournal.ukm.my/3l/article/view/947/866 http://ejournal.ukm.my/3l/article/view/947/866 http://dx.doi.org/10.4304/jltr.1.5.651-655 http://dx.doi.org/10.17509/ijal.v8i3.15258 http://dx.doi.org/10.15639/teflinjournal.v24i1/82-96 http://iojet.org/index.php/iojet/article/view/76/115/ http://iojet.org/index.php/iojet/article/view/76/115/ eej 10 (2) (2020) 182 189 english education journal http://journal.unnes.ac.id/sju/index.php/eej the impact of code switching in conversation of “nebeng boy” youtube vlogs towards communication in english among the participants widi astani , dwi rukmini, djoko sutopo universitas negeri semarang, indonesia article info _____________ article history: recived 09 december 2019 accepted 19 march 2020 published 20 june 2020 keywords: code switching, conversation, youtube vlogs _____________ abstract the present study is aimed at investigating the impact of code switching realized in the conversation of “nebeng boy” youtube vlog. this qualitative research is conducted by observing and analysing the conversations from four downloaded video as the data which then transcribed them in a written form. the data analysis also included the types and the functions of code switching which occurred in those four transcribed conversations in order to ease the researcher in determining the impact. the finding shows that intra-sentential code switching is the most frequent type and repetition is the most frequent function of code switching which occurred, and the impact is that the participants experienced language loss and language gain as the result of bilingualism through code switching. the english ability that is improving, results in the loss of indonesian language ability. bilingualism and oppression of using english language are external factors that also result code switching, which is then give impact to the loss of language that participants have learned before. © 2020 universitas negeri semarang correspondence address: kampus pascasarjana unnes, semarang. jl. kelud utara iii semarang 50237, indonesia e-mail: widiastani89@gmail.com p-issn 2087-0108 e-issn 2502-4566 widi astani , dwi rukmini, djoko sutopo/ eej 10 (2) (2020) 182 189 183 introduction this study was conducted to investigate the impact of code switching in conversation of “nebeng boy” youtube vlogs towards communication in english among the participants based on the following reasons. first, code switching can help people to learn different language through the videos made by the vlogger. using vlog as the object is interesting because vloggers is the biggest content on youtube. it can be used as a good way in communication in order to create clear meaning from the speaker. a good communication is a skill that should have by the vlogger and the guest stars to deliver their message. second, it is related to sociolinguistic because vlog on the youtube channel is one of the media that become social influence. the term of social influence is identical with sociology which is related with sociolinguistic. according to (hickey, 2012), sociolinguistics studies about a traditional language used in society because culture can be known from the language and it can be applied in all groups from all ages and gender. holmes (2013) said, sociolinguistic also learn about social function and meaning behind the language because in this world people speak with a different language, background, and culture. thus, it can be concluded that sociolinguistic is an important part to learn language because sociolinguistic related to daily life. third, code-switching is a common phenomena in our life. many people, especially teachers, students, executives, novices, even vlogger change over words, phrases, clauses, or sentences of english and indonesian in their utterances. interestingly the habit of code switching does not only occur in the direct communication but also indirect communication such as in the social media whether it is written or spoken like on youtube, facebook, instagram, twitter, etc. according to wardhaugh (2006), “code switching is a phenomenon of switching from one language to another in bilingual or multilingual communities”. moreover, hornberger & mckay (2010) defines code-switching occurs when there are two or more languages exist in a community and it makes speakers frequently switch from one language to another language. they also believe that code switching is the alternating use of two or more languages or varieties of a language in the same speech situation. some researchers such as (kiranmayi, 2010); (lehti & eklund, 2012); (huda, 2016); (hmeadat, 2016); (al-aqad, 2018); (haryanti, 2018); (musmuliadi, 2018); and (saiful, 2019) have been conducted related to the topic of the current study in various context.. kiranmayi (2010) conducted a descriptive qualitative research aiming at finding out the attitudes, outlook and need for code mixing and code switching in arabs. lehti & eklund (2012) analyzed how code switching as a local practice is used in teaching and learning swedish as a foreign language. huda (2016) described the code switching and code mixing utterances made by the nine pre-service teachers called novices and the setting was english classes at private islamic senior high school (ma nu demak) using qualitative approach. hmeadat (2016) investigated the impact of limited and regulated code switching on the achievement of the jordanian efl learners. al-aqad (2018) investigated the reasons behind the usage of code switching during english lesson in different teaching environments in palestinian schools. haryanti (2018) concerned on how the use of code switching, students perceived, respond to the teacher‟s code-switching practices and the influence of teachers‟ code-switching practices on students‟ understanding in the teaching learning process. musmuliadi (2018) conducted his study aiming at describing the way teachers‟ code switch in instructional process. saiful (2019) attempted to reveal the cognition of efl teachers to use youtube vlog in english language teaching. to discuss, explain and describe the types of code switching that appeared in the conversations, the researcher used the theory of poplack (1980). they are inter-sentential switching, emblematic/ tag switching, intra-sentential switching. while to discuss, explain, and describe the functions of code switching, the researcher used the theory proposed by gumperz (1982) and holmes (2008), they are changing topic, emphasizing the message, repetition, expressing feeling, joking, quoting someone or something, showing solidarity, translation, equivalence, and interjection. to discuss, explain, and describe the impact of code switching towards communication in english among the participants, the researcher used the theory claimed by wardhaugh (2001). code switching widi astani , dwi rukmini, djoko sutopo/ eej 10 (2) (2020) 182 189 184 may cause impacts to the languages involved in the conversations. some of the impacts are the occurrence of language loss and language diffusion. method this research was a case study and it was a qualitative research. it focused on the realization of the way in which the vlogger and guest stars code switched and to get some information about the functions and impact of using code switching during the conversation. the subject of this study were the vlogger and four guest stars who were interviewed in the nebeng boy youtube vlogs. meanwhile, the object of this study was the realization of code switching used in the conversation which were broken down to several parts as follows: the vlogger‟s and guest stars‟ way to switch their language, the functions of code switching used by them, and the impact that arose in the using of code switching in their conversation.types of data in this study were spoken form as the main data source. the data were transcribed into written form in order that to make the researcher analyzed the code switching occurrence easily. it was conducted in a natural conversation setting and the analysis was interpretive. meanwhile, the procedures of data analysis of this study employed several steps, those were: transcribing, identifying, classifying, reducing, interpreting, and inferring. the unit of analysis of this study focused on the realization of vlogger‟s and guest stars‟ code switching in the conversation that was broken down to several parts of the analysis, they were: the vlogger‟s and guest stars‟ way to switch their language, the functions of code switching which occured in the conversation, and the impact of using code switching arose in the conversation. results and discussions the casual conversations performed by the vlogger and the guest stars were the data used in this study. four conversations were taken which then named c1, c2, c3, and c4. according to poplack theory, i divided code switching into three types; intersentential switching, emblematic/ tag switching, intrasentential switching. the comparison of the occurrence of those kinds of code switching in transcription one until transcription four was described in table 4.1 below. table 1. frequency and percentage of code switching types occurred in c1-c4 n o. types of cs frequency & percentage of occurrence c1 c2 c3 c4 o cc % o cc % o cc % o cc % 1. intersententi al switchi ng 79 38 .3 26 16 .9 55 48 .7 20 19 .6 2. intrasententi al switchi ng 75 36 .4 10 1 65 .6 25 22 .1 40 39 .2 3. tag switchi ng/ emble matic 52 25 .3 27 17 .5 33 29 .2 42 41 .2 total 20 6 10 0 15 4 10 0 11 3 10 0 10 2 10 0 from table 4.2, there were 575 types of code switching that occurred in four conversations in which intra-sentential code switching dominated the conversations. tag switching occurred the fewest among of all code switching types. the amount of inter-sentential code switching occurred in those four conversations was 180 times. while intra-sentential code switching took the most frequent type occurred in those four conversations as it occurred 241 times. and the tag switching occurred 154 times only so that it became the fewest code switching occurred in those four conversations. widi astani , dwi rukmini, djoko sutopo/ eej 10 (2) (2020) 182 189 185 the example of inter-sentential code switching occurred in the four conversations can be seen as follows: c1-2 b : man.., you know, it‟s challenging getting you in the car. karena banyak orang yang bilang, “lu bakal ditolak lah”, “dia mah nggak bakal mau masuk mobil lu”. the data in bold can be categorized as inter-sentential switching because they are in the form of full sentence and clauses. the speaker (b) first talked in english, then he switched to indonesian. the example of intra-sentential code switching occurred in the four conversations can be seen as follows: c1-22 n : oh, oo, mudah-mudahan nggak ada yang cast. b : (laughing) n : tapi iya sometimes maksudnya kayak misalnya pemilu nih ya, i‟ve been doing liputan pemilu itu dari tahun 2004. jadi udah tiga kali pilpres langsung. maksudnya interview orangorang yang sama terus gitu. walaupun kondisinya berbeda, tapi it‟s the same people. mungkin sirkulasi elite juga kan cuma itu-itu aja gitu ya. those words in bold; cast, sometimes, interview, and elite (english) are inserted between indonesian utterances, therefore those can be categorized as intra-sentential switching. the example of emblematic/ tag code switching occurred in the four conversations can be seen as follows: (1) c1-58 b : gila. opening-nya pak jokowi keluar naik motor. oh my god! n : tapi terus yang dibahas soal stunt man. (laughing) the word (in bold) can be categorized as tag switching because the formulaic expression of “oh my god!” becomes the indicator of switching from indonesian to english. based on the theory proposed by gumperz (1982) and holmes (2008), they are ten functions of code switching, they are changing topic, emphasizing the message, repetition, expressing feeling, joking, quoting someone or something, showing solidarity, translation, equivalence, and interjection. the table below is the total occurrence of code switching functions in c1-c4. table 2. functions of code switching occurred in c1c4 n o. function of cs frequency & percentage of occurrence c1 c2 c3 c4 o cc % o cc % o cc % o cc % 1. changin g topic 1 2. 6 1 5 2 5. 7 1 4 2. emphasi zing the message 5 12 .8 1 5 3 8. 6 6 24 3. repetitio n 13 33 .3 4 20 4 11 .4 1 4 4. expressi ng feeling 3 7. 7 7 35 7 20 3 12 5. joking 3 7. 7 1 5 2 5. 7 1 4 6. quoting someone or somethi ng 6 15 .4 1 5 6 17 .1 4 16 7. showing solidarit y 1 2. 6 2 10 1 2. 9 3 12 8. translati on 1 2. 6 2 10 3 8. 6 1 4 widi astani , dwi rukmini, djoko sutopo/ eej 10 (2) (2020) 182 189 186 9. equivale nce 0 0 0 0 0 0 0 0 10 . interjecti on 6 15 .4 1 5 7 20 5 20 total 39 10 0 20 10 0 35 10 0 25 10 0 based on table 4.3, repetition got the highest percentage (18.5%) among the other functions of code switching, while the researcher did not find the code switching function of equivalence (0%). the participants tend to use code switching function of repetition in the conversations. instead of emphasizing the message, the participants mostly switched from indonesian to english by repeating the words. the speakers may use code switching to change the topic that they are talking about. here is an example of code switching functioning as changing topic. c2-18 b : lu tu, by the way ya, sekarang konten-konten lu tu banyak banget paranormal-paranormal. r : paranormal experience. dan banyak banget yang bilang ke gua kalo itu settingan. in the data above (in bold), the speaker b used the phrase „by the way‟ to change the topic. the example of code switching functioning as emphasizing the message is as follows. c2-4 b : (laughing) gila. tapi are you happy, bro? lu happy? r : ya gue happy. b : happy banget? r : ya, gua gua. the data (in bold) above can be catagorized as emphasizing the message. the speaker b gave the stressing statement by using the indonesian word „banget‟ to ensure the speaker r‟s answer. one of the code switching function is to repeat the words or phrases in order to clarify the message. there were totally 18.5% occurrences of code switching functioning as repetition. below is the example of code switching functioning as repetition. c1-11 b : right, right, right. ya, ya, ya. the speaker b repeat what he had said before in english and then switched it in indonesian. this kind of code switching function can be categorized as repetition. the speakers may switch their languages unconsciously to express his or her various kinds of feelings that may come because of several reasons due to the topic in the conversations, such as sadness, angry, confuse, happy, and other feelings. based on the data that have been collected, the speakers performed 20 (16.8%) code switching to express their feeling. one of them is as follows. c4-24 b : gue tau. ntar kita nyanyiin, bro. i love it, bro. the speaker b expressed his feeling about his friend‟s song by switching his language from indonesian to english. the speakers may use code switching to create a humorous talk. here is one example of code switching functioning as joking. c1-33 n : cuma kalau dating di rumah aja ya. so i can see you. b&n : (laughing) b : good luck, bro! n : enggak lah. enggak, enggak, enggak. the speaker n switched from indonesian to english for the purpose of joking. there were totally 17 occurrence or 14.3% of percentage of code switching to quote either from someone or something. one example of code switching functioning as quoting is given below. c1-29 b : how is he see you? kalau orang-orang kan, “wow! najwa shihab! najwa shihab!” what about your kid? is he like, “oh, man. stop it, man. mom, stop it”. the data (in bold) above shows the quotation from other people. the speaker b described the situation when people meet speaker n. there are totally 9 occurrence or 5.9% of code switching in c1-c4 transcription which show solidarity. it mostly happened when the speakers greeted each other when they met. or when the speakers tried to understand others‟ feeling. one example is given below. c2-2 b : gue padahal hari itu kosong. gue datang atau nggak ya? gue datang atau nggak? kan kalo gue widi astani , dwi rukmini, djoko sutopo/ eej 10 (2) (2020) 182 189 187 datang setidaknya congratulate dia, tapi gue nggak diundang, ntar sksd ah ogah ah gue males banget gila. speaker b switched from indonesian to english and inserted the word „congratulate‟ to show his respect to speaker r who had just married. based on the data collection in this study, there were totally 7 occurrence of code switching which have function to translate utterances. the speakers used this in order to make the conversations run smoothly. c3-20 b : what makes you so happy right now? apa yang bikin lu bahagia? what‟s the one thing that makes you really happy right now? in the data above (in bold), the speaker b translated from english sentence into indonesian, so it can be categorized as code switching functioning as translation. the speakers may switch by using the native of equivalent of a certain lexical item in target language without altering the meaning. this kind of code switching function could not be found in c1-c4. the last function of code switching is interjection. interjection is words or expression which are inserted into sentence to convey surprise, emotional feeling, or to attract attention from other interlocutors. based on the data collection, the speakers performed 19 times or 15.9% percentage among all code switching occurred during the conversations. c1-26 b : apa mau ditambahi apa? n : iya soalnya kan dia bilang yang punya modal nggak masuk bui. tapi sekarang masuk bui, punya modal, buinya disulap jadi kamar super mewah. b : oh my god! (laughing) the data above (in bold), the phrase „oh, my god!‟ is included as interjection. the participants experienced language loss and language gain as the result of bilingualism through code switching based on the findings of this study. the english ability that is improving, results in the loss of indonesian language ability. also, the habit of using english more than indonesian language when they communicate in daily life supports the english skill. it is found that they used english form in the indonesian sentences. for instance, the inter-sentential code switching that was performed from indonesia to english, „kamu emang dari kecil you wanna be a famous artist gitu?‟. the clause „you wanna be a famous artist‟ indicates he follows the english form of sentence; „you wanna be a famous artist since childhood?‟ in standart indonesian, he might have used „kamu emang dari kecil pengen jadi artis terkenal gitu?‟, but he prefers to use english form of clause. it is also found that they used indonesian form of sentence in english word. a speaker said, „gue nggak tau gimana tapi yang gue lakuin adalah everyday gue bangun gue mikir akan bekarya apa, gue akan dagang apa, dan gue akan bikin video apa.‟ he did not realize that he used english word „everyday‟. the use of english word in the indonesian form of sentence here indicates that his indonesian ability is somehow loss. moreover, the participants become accustomed to use english words, phrases, clauses, or even sentences, such as „yes‟, „right‟, „actually‟, „oh, my god!‟, „by the way‟ and many more. it means that they unconsciously gain the english language abilities. from a number of code switching performed in the conversations indicate that the participants experience loss of indonesian ability. it could make their indonesian language ability is gone down. conclusion there are three conclusions which answer the statements of the problem in chapter one. the first is to find out the types of code switching which is performed by the vlogger and the guest stars in the conversations of nebeng boy youtube vlogs. based on the theory which has been mentioned in chapter two by pplack, there are three types of code switching; intersentential code switching, intra-sentential code switching, and emblematic/tag switching. from the finding of this study, there are in total of 575 occurrences of code switching. inter-sentential code switching occurred 180 times. intra-sentential code switching took the most frequent type of code switching as it occurred 241 times. while emblematic/tag switching occurred the least as it occurred 154 times. to answer the functions of code switching which are performed by the vlogger and the guest stars in the conversations of nebeng boy youtube vlogs is become the second objective of this study. the most frequent function is to repeat which totally holds the highest percentage; 18.5%. it occurred 22 times. the second position is the function of code-switching widi astani , dwi rukmini, djoko sutopo/ eej 10 (2) (2020) 182 189 188 to express the feeling, which holds 16.8% and occurred 20 times. the highest position of code switching function that is repetition is mostly realized through intra-sentential code switching which are used by the research subjects of this study to clarify something of to give more attention to the words they had said before in different languages so that they switched it. meanwhile the second position of code switching function in this study is to express the feeling which is realized through both inter-sentential and intrasentential code switching. they used it to express their emotion or feeling conveniently. there is one function of code switching which did not occur in this study, that is equivalence. the impact of code switching towards communication in english among the participants in terms of capabilities of the involved language is the last concern of this study. it is found that the participants experienced indonesian language loss and language gain of english. the most significant factors that cause language loss and language gain were the bilingual settings they experienced and the oppression to use english language in their daily life to communicate with others. references al-aqad, m. h. 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https://www.researchgate.net/publication/328066121_efl_teachers'_cognition_in_the_use_of_youtube_vlog_in_english_language_teaching https://www.researchgate.net/publication/328066121_efl_teachers'_cognition_in_the_use_of_youtube_vlog_in_english_language_teaching https://www.researchgate.net/publication/328066121_efl_teachers'_cognition_in_the_use_of_youtube_vlog_in_english_language_teaching https://www.researchgate.net/publication/328066121_efl_teachers'_cognition_in_the_use_of_youtube_vlog_in_english_language_teaching https://www.researchgate.net/publication/328066121_efl_teachers'_cognition_in_the_use_of_youtube_vlog_in_english_language_teaching eej 9 (3) (2019) 410 420 english education journal http://journal.unnes.ac.id/sju/index.php/eej the subtitling strategies and the semantic equivalence of figurative language in now you see me 2 movie nazala wahyu febrianto, issy yuliasri, warsono universitas negeri semarang, indonesia article info ________________ article history: recived 07 july 2019 accepted 23 july 2019 published 15 september 2019 ________________ keywords: subtitling strategies, figurative language, degrees of semantic equivalence ____________________ abstract ___________________________________________________________________ there are so many popular movies in indonesia which come from hollywood (western countries). they uses english as their language. one of the movies we can find is now you see me 2 movie. sometimes, figurative language is used inside the movie. however, it is not easy for indonesian people to understand english. it is why subtitling becomes very important for indonesian. the aims of this study are: (1) to explain the subtitling strategies used in subtitling figurative language in the movie and (2) to explain the degrees of semantic equivalence of the subtitling strategies. this study is a qualitative descriptive research. to collect the data, the writer used transcription and a table of tabulated script. transcription was used to transcribe all the dialogue into a transcript. then, it was tabulated into a table which had been set. all the data was analyzed through transcribing, reading, categorizing, analyzing, interpreting, and drawing conclusion. the result showed that there were 94 utterances of figurative language. from 94 utterances, there were 9 subtitling strategies used; they were expansion, paraphrase, transfer, imitation, transcription, condensation, decimation, deletion, and resignation strategy. the most used subtitling strategy was paraphrase strategy that shared 39.4%. it was used in 37 excerpts. then, the result of semantic equivalence showed that fully equivalent shared 42.5%, increased meaning shared 29.8%, and decreased meaning shared 7.4%. the category of non-equivalent showed that different meaning shared 16% and no meaning shared 4.3%. the equivalent category shared 80.8% of total 100%. © 2019 universitas negeri semarang correspondence address: kampus universitas negeri semarang, kelud, semarang, 50233 e-mail: nazalawahyuf@gmail.com p-issn 2087-0108 e-issn 2502-4566 nazala wahyu febrianto, issy yuliasri, warsono/ eej 9 (3) 2019 410 420 411 introduction translation is not easy to be do. sometimes, translating one language to another language is done without techniques by a translator. it causes so many mistakes of the meaning in target text then the result will not be appropriate with the meaning of the source text. in order to translate accurately, it needs the translation techniques to be acquired. there are several experts who have arguments about translation techniques. for example, there is a vinay and dabelnet theory about translation techniques in 1996 stated that there are seven translation techniques; they are „borrowing‟, „calque‟, „literal translation‟, „transposition‟, „modulation‟, „equivalence‟ and „adaptation‟. fawcett (1997) also supported that those seven techniques can be applied at the linguistic level of lexis, grammar, and text. in the other hand, there are several translation techniques which were developed by molina and albir (2002); they are adaption, amplification, borrowing, calque, compensation, description, discursive creation, established equivalent, generalization, linguistic amplification, linguistic compression, literal translation, modulation, particularization, reduction, substitution (linguistic, paralinguistic), transposition, and variation. moreover, when we talk about translation, there are many people who always talk about equivalence. the paradigms of equivalence have nevertheless consistently conflicted with the inherent indeterminacy of translation, as manifested in the simultaneous viability of several different and equally valid renditions for the one start text (quine 1960, p. 27). it implies that equivalence in translation is very crucial part for translators in the translation process. they have to consider what should they do to keep the meaning as close as possible to the source text to be good translator. there are several previous studies related to this study. zhang & liu (2009), dastjerdi & rahekhoda (2010), hosseinnia (2014), hastuti (2015), sharif & alireza (2015), tabrizi, azizeh, & hossein (2015), bąk and gwóźdź (2016), hooman & mohammad (2017), and senja (2015) did studies about subtitling strategies; the subtitling strategies were specific on gottlieb‟s subtitling strategies. the objects of the studies were movies, novels, and language comparison. the studies dealt with the implementation of gottlieb‟s subtitling strategies found in the objects of the studies. the subtitling strategies discussed in the studies were expansion, paraphrase, transfer, imitation, transcription, dislocation, condensation, decimation, deletion, and resignation. the results showed that all gottlieb‟s theory of subtitling strategies were able to be applied. there were several subtitling strategies which were dominant depending on the object of the studies. then, novianti (2010), panou (2013), dewi, indriyani & citraresmana (2014), utami & sumani (2014), sawant (2015), leung (2016), purwaningsih (2016), maharatna, sudana & krisnawati (2017), and yuspianti (2017) conducted the research about the meaning equivalence from source text into target text. the source texts were taken from google translate, novels, and magazines. the studies were focusing on investigating and analyzing the equivalence and shift of indonesian translation of english adjective phrases in magazine articles, novels, and google translate tools. the conclusions of the studies showed that translation could be said equivalent if the tt fulfilled the term of style, content, culture, function and the other aspects in the st. this statement was for all translation in any language. there is a study that is very close to this study. it was conducted by winarto and sufriati (2015). the study was about the translation strategy and the degrees of equivalence of idiomatic expressions found in transformer iii – dark of the moon. they focused on three aims. they were : (1) the types of english idiomatic expressions; (2) explaining the translation strategies used; and (3) evaluating the degree of meaning equivalence of the translated idioms. the study was a descriptive qualitative research added with complementary quantitative data. they used mona baker‟s theory about translation techniques and they used cristopher bell‟s theory for the degrees of equivalence they. nazala wahyu febrianto, issy yuliasri, warsono/ eej 9 (3) 2019 410 420 412 the results of the study showed that the english idiomatic expressions found in the transformers iii –dark of the moon were divided into the following five categories based on theories proposed by fernando (1996) and hocket (1997). phrasal compound was the most common type of idiomatic expressions. there were 123 idioms or 53,2% of the data that belonged to this type. related to the translation strategies applied in translating idioms, it was found that translation by paraphrasing was most frequently used. more than three fourths of the data units or 170 (77.5%) used this strategy. related to the degrees of meaning equivalence of the translated idiomatic expressions, 185 units of data were considered to be equivalent. in their study, they also gave support and recommendation for the next researchers to conduct researches especially in applied linguistics research, especially in translation field. they stated that it would be very useful for students to develop their knowledge about translation. it would also help them in any works that was related to idiomatic expressions, translation, and semantic equivalence. furthermore, there are so many works must be translated using high proficiency and competence to do; for example are novel, short story and film. sometimes, there are so many kinds of figurative language found in many works to make them stylistic. according to perrine (1977), figurative language is figure of speech, a way of adding extra dimensions to language. it is used by the poets because figurative language can say the words what they want to say through interesting expressions, implicit meaning, and attractive. meanwhile, now you see me 2 is a movie that tells the life of magicians. the characters in the movie often use figurative language to deliver their mysterious purposes. thus, the writer is interested in analysing the figurative language used in the now you see me 2 movie. it gives different challenges considering of translation does not mean only change the word by word; it is about how to keep the content, culture, and the real meaning of the sentences of the source text into target text. then, now you see me 2 movie has different culture with us, as indonesian. it can be important material for learning another culture too. the writer wants to reveal the subtitling strategies in subtitling the figurative language in now you see me 2 movie. the focus of this study is the subtitle of the movie. not only the subtitling strategies, but also the degrees semantic equivalence between figurative language in source text and target text become the topics of this study. it emphasizes on how the translator translates the subtitle of the figurative language into indonesian. hopefully, this study can gain the knowledge of indonesian people about subtitling strategies that is usually used in several movies especially now you see me 2 movie. method this research is a descriptive qualitative research. in doing this study, the writer interprets, explains, and describes all the processes to identify the subject matters. as the specific purpose explained before; this research focuses on interpreting, explaining, and describing the subtitling strategies and the degrees of semantic equivalence. in collecting the data, the writer collects information about translation techniques, semantic equivalence, subtitling process, and kinds of figurative language to enrich knowledge about the topics in this study. after enriching the knowledge about the topics in this study, the writer downloads now you see me 2 movie and then watches it for several times to understand the movie. then, the writer writes both of english (st) and indonesian (tt) script to find the utterances by all the characters in now you see me 2 movie. for getting the valid data, the writer tabulates the script which is set that english (st) is on the left side and indonesian (tt) is on the right side to check them one by one. after collecting the data, the writer makes some steps to analyze the data as follow: the first is transcribing. transcribing means writing the spoken language into written language (text). in this step, the writer writes all the spoken language of the english version and the indonesian nazala wahyu febrianto, issy yuliasri, warsono/ eej 9 (3) 2019 410 420 413 version. the writer does not omit indeed a word. in the process of transcribing, the writer puts both of the english version and indonesian version into a table. the second is reading. reading is the step when all both of the transcribing english version and indonesian version are done. the writer reads all of the scripts carefully to find out the figurative language found in the english version. it also helps the writer to have planning of the next step of the data analyzing; it is categorizing. the third is categorizing. after the writer reads the scripts, the writer finds out the figurative language found in the english script. the figurative language is categorized according to perrine‟s theory. furthermore, the subtitling strategies are categorized using gottlieb‟s theory and the degrees of semantic equivalence are categorized using bell‟s theory. the fourth is analyzing. analyzing means to analyze the data which has been gotten according to the variables. the writer analyzes the subtitling strategies according to gottlieb‟s theory (1992:161170) and the degrees of semantic equivalence according to bell‟s theory (1991:6) in subtitling figurative language found in the now you see me 2 movie. the data analysis serves the process of analyzing from transcribing process from tt into st, categorizing the figurative language, the subtitling strategies used, and the degrees of semantic equivalence. findings and discussion the analysis of figurative language according to perrine (1997) is showed using the table below: table 1. the figurative language found in now you see me 2 movie no. figurative language frequency 1 irony 16 2 symbol 13 3 metaphor 12 4 hyperbole/overstatement 10 5 alliteration 6 6 simile 5 7 metonymy 5 8 understatement 5 9 euphemism 5 10 paradox 4 11 idiom 4 12 personification 3 13 onomatopoeia 3 14 synecdoche 1 15 litotes 1 16 oxymoron 1 total 94 the table above becomes the main data to be analyzed for the further result. after the writer analyzed the figurative language, the writer analyses the subtitling strategies used in subtitling the figurative language in now you see me 2 movie. the analysis of subtitling strategies according to gottlieb (1992) is showed using the table below: table 2. frequency of subtitling strategies used no. subtitling strategies frequency percentage (%) 1 paraphrase 37 39.4 2 deletion 16 17 3 imitation 13 13.8 4 transfer 11 11.7 5 expansion 5 5.3 6 condensation 5 5.3 7 resignation 3 3.2 8 transcription 2 2.1 9 decimation 2 2.1 total 94 100 the table of the result shows that most of the gottlieb‟s subtitling strategies are used; from ten subtitling strategies, there are nine strategies used and one of them is not used in the subtitling nazala wahyu febrianto, issy yuliasri, warsono/ eej 9 (3) 2019 410 420 414 process. the subtitling strategies used are expansion, paraphrase, transfer, imitation, transcription, condensation, decimation, deletion, and resignation. the only subtitling strategy which is not used in the subtitling process is dislocation. the most used subtitling strategy is paraphrase strategy. this result is close to the study result of sharif and sohrabi (2015). paraphrase strategy was the common strategy usually used in subtitling from st into tt. they stated that subtitling strategy was the strategy that could give solution to translate the complicated st into tt. it made the tt easy to be understood by the viewers. it is also supported by the study result of winarto and sufriati (2015). they found that paraphrasing translation was the most used technique in translating the idiomatic expressions found in transformers iii – dark of the moon movie. it was better to paraphrase the meaning from st into tt to make the viewers understood about the dialogues in the movie. the explanation is as below: paraphrase strategy based on the findings, paraphrase strategy is the most dominant strategy used in subtitling the figurative language in now you see me 2 movie. this strategy focuses on paraphrasing (adding or reducing) the meaning of figurative language from st into tt. the meaning also can be mutated from a meaning into another meaning from st into tt. this strategy is used in 37 excerpts out of 94 total excerpts. the example is as follow: excerpt 1 st : okay. see you later, big man. tt : sampai nanti, jagoan. bt : see you, whiz. the subtitling strategy used in subtitling the figurative language above is paraphrase strategy. in this case, this kind of paraphrase strategy is used by the translator in a phrase. we can see the words big man in st as the figurative language is translated into jagoan in tt. there are two words in st, meanwhile there is just one word in tt. it means that there is paraphrasing process from big man into jagoan. deletion strategy based on the findings, deletion strategy is the strategy which is on the second place of the most dominant strategy in subtitling the figurative language in now you see me 2 movie. this strategy is the strategy which focuses on omitting some meaning of st into tt. excerpt 2 st : they fleeced an insurance magnate. tt : mereka melucuti perusahaan asuransi. bt : they slipped off insurance company. the subtitling strategy used in the figurative language above is deletion strategy. this deletion strategy is focused on deleting a part of noun phrase, preposition, or another small part in a sentence. the word an in st is deleted. actually, it should be translated as sebuah. it influences little bit meaning of the figurative language but it does not a big problem. there is a possibility that it is done by the translator because he/she wants to save the space on the screen. imitation strategy according to the findings of this study, imitation strategy takes the third place of the most dominant subtitling strategy used in subtitling the figurative language in now you see me 2 movie. imitation strategy is the strategy which focuses on borrowing the term in st then it is put into tt. excerpt 3 st : the eye has a plan. tt : the eye punya rencana. bt : the eye has a plan. the figurative language the eye above is translated into the eye. there is no addition or reduction in the statement above. there is no grammatical change to. the word in st and tt is the same. it can be concluded that the subtitling strategy which is used in subtitling the figurative language above is imitation strategy. transfer strategy according to the findings of this study, transfer strategy takes the fourth place of the most dominant subtitling strategy used in subtitling the figurative language in now you see me 2 movie. furthermore, transfer strategy is the strategy which nazala wahyu febrianto, issy yuliasri, warsono/ eej 9 (3) 2019 410 420 415 focuses on translating word by word accurately from st into tt. excerpt 4 st : the safe is made of the strongest iron. tt : brankas ini dibuat dari besi terkuat. bt : the safe is made of the strongest iron. the subtitling strategy used in subtitling the figurative language above is transfer strategy. the figurative language the strongest iron in st is translated into besi terkuat in tt. it is translated word by word correctly. there is no any addition of reduction in tt. it is clear that the subtitling technique which is used in the figurative language above is transfer strategy. condensation strategy according to the findings of this study, condensation strategy takes the fifth place of the most dominant subtitling strategy used in subtitling the figurative language in now you see me 2 movie. furthermore, condensation strategy is the strategy which focuses on omitting several meanings from st into tt. it seems like deletion strategy but the process of omitting in this strategy is more extreme than deletion strategy. excerpt 5 st : i'll go straight to him. tt : akan kulaporkan. bt : i will report. the figurative language i’ll go straight to him in st is translated into tt akan kulaporkan. there several words which are deleted into st. it makes the statement in tt leaves several meaning of words of st but the translator still tries to keep the meaning. it can be concluded that the subtitling strategy which is used in subtitling the figurative language is condensation strategy. this kind of condensation strategy omits the subject to save the space on the screen. expansion strategy according to the findings of this study, expansion strategy is on the same position with condensation strategy in subtitling the figurative language found in now you see me 2 movie. furthermore, expansion strategy is the strategy used by the translator by adding some meaning that is not found in st into tt. excerpt 6 st : today marks the beginning of a bright new journey in social networking. tt : hari ini akan jadi penanda era baru dalam jaringan sosial. bt : today will be the mark of new era of social networking. today marks belongs to personification subtitling strategy. in tt, it is translated into hari ini akan jadi penanda. it means that there is additional words in the result of subtitling. if it is transferred accurately from st into tt, it should be hari ini menandai, not hari ini akan jadi penanda. it can be concluded that, the subtitling strategy which is used in subtitling the figurative language above is expansion strategy. this case of expansion strategy changes the grammatical rule of st. resignation strategy according to the findings of this study, resignation strategy takes the sixth place of the most dominant subtitling strategy used in subtitling the figurative language in now you see me 2 movie. furthermore, resignation strategy is the strategy which focuses on omitting several meanings from st into tt very extremely to save the space on the screen. it seems like deletion strategy and condensation strategy but the process of omitting in this strategy is the most extreme strategy in omitting the meaning of st. excerpt 7 st : you pulled a hat out of a rabbit. that was very colorful. tt : kau yang menarik topi dari kelinci itu. bt : you took the hat from the rabbit. there is no translation of the figurative language above. the figurative language in st that was very colorful is translated into nothing. the translator omits the whole figurative language. it can be seen that the subtitling strategy which is used in subtitling the figurative language above is resignation strategy. this kind of resignation strategy deletes the main purpose of the figurative language in st. nazala wahyu febrianto, issy yuliasri, warsono/ eej 9 (3) 2019 410 420 416 transcription strategy according to the findings of this study, transcription strategy takes the seventh place of the most dominant subtitling strategy used in subtitling the figurative language in now you see me 2 movie. it means that it is the last position of the other strategies. furthermore, transcription strategy is the strategy which focuses on borrowing the original term from st then it is put in tt then the term is translated into term in tt according to the context and culture of tt. excerpt 8 st : i had a little tum-tum, couldn't go. tt : aku merasa sakit perut. bt : i feel stomach ache. the figurative language in the statement above occurs in the word tum-tum. according to online oxford dictionary, there is no english word tum-tum. the word is a term which is used by some people as their own language. the word tumtum in st is translated into sakit perut in tt. it is as the result of giving transcription of the word by looking at gesture of the character in the movie. it can be concluded that the subtitling strategy used in subtitling the figurative language above is transcription strategy. decimation strategy according to the findings of this study, decimation strategy takes the last place of the most dominant subtitling strategy used in subtitling the figurative language in now you see me 2 movie same as transcription strategy. furthermore, decimation strategy is the strategy which has the most extreme deletion in subtitling strategy. this strategy often deletes the main meaning and purpose of st. excerpt 9 st : people who don't even know you, think you're an asshole. tt : dan kau? nona bt : and you? girl there are a lot of deletions which are used by the translator in the statement in st to tt above. the deletions make the statement does not have the perfect meaning from st into tt. the result of the meaning in tt is totally different with st. it means that the subtitling strategy used in subtitling the figurative language above is decimation strategy. then, the analysis result of the degrees of semantic equivalence according to bell (1991) is showed using the table below: table 3. the degrees of semantic equivalence no. meaning equivalence frequency percentage (%) 1. equivalent fully or completely equivalent (full) 40 42.5 partly equivalent decreased meaning (dec) 28 29.8 partly equivalent increased meaning (inc) 7 7.4 total of equivalent 76 80.8 2. non-equivalent different meaning (diff) 15 16 no meaning (no) 4 4.3 total of non – equivalent 18 19.2 total of equivalent and non-equivalent 94 100 from the table above, it can be seen that the most dominant figurative language which is translated into indonesian is equivalent. in detail, equivalent is divided into fully equivalent and partly equivalent. fully equivalent shares 42.5%. it means that it is used in 40 excerpts out of 94 excerpts. this result is close to the study result of wiratno and sufriati (2015). they found that there were 185 equivalent excerpts out of total 231 excerpts. it nazala wahyu febrianto, issy yuliasri, warsono/ eej 9 (3) 2019 410 420 417 meant that it shared 80.1% of total 100%. both,the result of this study and the study result done by wiratno and sufriati state the same point that the subtitling results in the movie are equivalent. besides, partly equivalent is divided into two sub-categories; they are increased meaning and decreased meaning. increased meaning shares 7.4%, meaning that it is used in 7 excerpts out of 94 excerpts. then, decreased meaning shares 29.8%, meaning that it is used in 28 excerpts out of 94 excerpts. from the total calculation above about the degree of equivalent meaning, the equivalent meaning shares 80.8%. it means that it is used in 76 excerpts out of 94 excerpts. moreover, the next category is nonequivalent. it is divided into two categories; they are different meaning and no meaning. different meaning shares 16% which means that it is used in 15 excerpts out of 94 excerpts. meanwhile, no meaning shares 4.3% which means that it is only used in 4 excerpts out of 94 excerpts. from the calculation, it can be seen that the total of non-equivalent category is 19.2% which means that it is used in 18 excerpts out of 94 excerpts. fully equivalent excerpt 1 st : the safe is made of the strongest iron. tt : brankas ini dibuat dari besi terkuat. bt : the safe is made of the strongest iron. it can be seen that st the strongest iron is translated into tt besi terkuat. there is no change of meaning. the figurative language of the statement above in st is hyperbole and it is still a hyperbole in tt (the translator keeps the form of the figurative language in tt). the rhythm and the grammar is not changed too. it can be said that the degree of semantic equivalence in the figurative language above is fully equivalent. partial equivalent increased meaning excerpt 2 st : because one thing i believe in is an eye for an eye. tt : karena aku meyakini mata harus dibalas dengan mata. bt : because i believe that an eye is for an eye. the figurative language above belongs to idiom. an eye for an eye may not be translated word by word or it does not have the true meaning. an eye for an eye in st has a meaning that something must be revenged like what he/she has been done. it is translated into mata harus dibalas dengan mata into tt and it becomes to an appropriate meaning. it means that there is additional meaning which is put in tt. so, it can be concluded that the degree of semantic equivalence in subtitling the figurative language above is partial equivalent which belongs to increased meaning. partial equivalent decreased meaning excerpt 3 st : but is it truth? people see the horsemen as noble robin hoods. tt : tapi kebenarannya? orang-orang menganggap the horsemen bagai robin hoods. bt : but the truth?, people think that the horsemen is as robinhood. there is an aspect of st which is not translated into tt. it is the style of st which belongs to alliteration figurative language. actually, the translation result in tt should be an alliteration too; but it is not translated into alliteration. there is no appropriate diction used by the translator when translating from st into tt. it can be said that the degree of semantic equivalence in subtitling the figurative language above is partial equivalent which belongs to decreased meaning. nazala wahyu febrianto, issy yuliasri, warsono/ eej 9 (3) 2019 410 420 418 non equivalent different meaning excerpt 4 st : could you sing a new song? no. tt : tolong berhenti dulu. tidak. bt : please, stop now. no. could you sing a new song in st is translated into tt tolong berhenti dulu. it is subtitled using paraphrase strategy and the result is not appropriate one. the meaning of st is mutated and it is changed into another meaning. it does not represent the real meaning of st totally. it can be concluded that the degree of semantic equivalence in subtitling the figurative language above is non-equivalent which belongs to different meaning. non equivalent no meaning excerpt 5 st : people who don't even know you, think you're an asshole. tt : dan kau? nona bt : and you? girl. there are so many aspects from st which are not translated into tt. grammar, tense, and also form of the figurative language are omitted by the translator. almost of them are gone; it implies that there is no meaning of the figurative language. so, it can be concluded that the degree of semantic equivalence in subtitling the figurative language is non-equivalent which belongs to no meaning. conclusion the result shows that there are nine subtitling strategies used in subtitling figurative language found in now you see me 2 movie. the subtitling strategies used are expansion, paraphrase, transfer, imitation, transcription, condensation, decimation, deletion, and resignation. dislocation strategy is the only strategy not used in the subtitling process. the most dominant strategy used in subtitling the figurative language found in now you see me 2 movie is paraphrase strategy. moreover, the result shows that the most dominant semantic equivalence degree found in this study is fully equivalent category. in this study, the scale of deletion and decimation purely depends on the writer‟s perspective. it can be said that it is very subjective and it becomes the weakness of this study. references bąk, k. and grzegorz gwóźdź. 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http://repository.uinjkt.ac.id/dspace/handle/123456789/36558 http://www.ccsenet.org/journal/index.php/ass/article/view/545 http://www.ccsenet.org/journal/index.php/ass/article/view/545 403 forbidden<br> eej 9 (3) (2019) 296 306 english education journal http://journal.unnes.ac.id/sju/index.php/eej the adjacency pair patterns in spoken interaction of roundtable discussion with susi pudjiastuti jati widya iswara1, dwi rukmini2, widhiyanto2 1. sd n ngaliyan 03, semarang, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: recived 03 february 2019 accepted 20 june 2019 published 15 september 2019 ________________ keywords: ca, adjacency pair patterns, communicative functions, power and status relation, roundtable discussion ____________________ abstract ___________________________________________________________________ conversation analysis (ca) is an issue of pragmatics. ca is a way to analyze a conversation by its elements such as turn-taking, and adjacency pair produced by the speakers. in this present study, the researcher conduct research in the field of ca, but more specific the researcher investigates in the adjacency pair patterns and communicative functions in spoken interaction of roundtable discussion with susi pudjiastuti. since people know that minister susi has a lot of controversy on her duty as an indonesia minister of maritime affairs and fisheries, there are such unique facts that can be seen by this present study. the aims of this research are to investigate how do the adjacency pair patterns construct in the spoken interaction of roundtable discussion with susi pudjiastuti, how the communicative functions realized in the roundtable discussion, and how do the power and status relation reflect to the participants of roundtable discussion. qualitative method used in this present study. the researcher found eleven patterns of adjacency pair that construct in the rountable discussion. then, eleven communicative functions were realized in the roundtable discussion. at last, the researcher found many interruption produced by minister susi, and it shown that power and status relation reflect to the way she is more dominated in the roundtable discussion. this research has beneficial value for teacher, lecturer, and student in order to enrich their knowledge especially in adjacency pair patterns. © 2019 universitas negeri semarang correspondence address: jl. prof. hamka, tambakaji, kec. ngaliyan, kota semarang, jawa tengah 50185 e-mail : jati.iswara@yahoo.com p-issn 2087-0108 e-issn 2502-4566 jati widya iswara, dwi rukmini, widhiyanto/ eej 9 (3) 2019 296 306 297 introduction learning and mastering foreign language, especially english as foreign language, the learners have to learn and understand four skills namely writing, reading, speaking, and listening. then, language has many branches based on its point of views. the one of language branches whose point of view is language use is pragmatics. pragmatics is a branch of linguistics which learns about the use of language with the use of its context. the meaning of the language is understandable if the context is known. limitations of pragmatics are the rules of the use of language form and meaning dealing with the speaker intention, the context and the circumstances. according to crystal (1987: 120) pragmatics studies are the factors that govern our choice of language in social interaction and the effect of our choice on others. based on the theory above, interaction is needed in human life to create a good relationship, business, and also social roles. moreover, tauchid and rukmini (2016) stated that pragmatics intend to identify the intention with which utterances are pronounced and how they may help clarify the meanings behind some grammatical structures that do not render their transparent pragmatics force on the basis of their construction. in line to the statement above, in every conversation in written or spoken form, there is an implicit meaning of its utterance that should be analyzed in order to know how it works and how many elements involve in conversation itself. then, schiffrin (1994:231) stated “conversational analysis is like interactional sociolinguistics in its concerns with the problem of social order, and how language both creates and is created by social context.” in addition from fitriana and sofwan (2017), the use of language shows people‟s relationship and attitude towards others. however, organizing words that will be uttered in turn-taking of conversation will contribute a good notion in order to keep the conversation still alive. meanwhile, conversation analysis has a part namely adjacency pairs and also with its patterns as an equipment in analyzing conversation. then, in anlysing conversation, there is a way in analyzing discourse about interaction between parties namely conversation analysis (ca). ca is one of issues in pragmatics focued on interaction between parties. conversation analysis emphasize in the way parties doing turn-taking and adjacent in creating context of communication. another theory from fitriana and sofwan (2017) state that the use of language shows people‟s relationship and attitude towards others. however, organizing words that will be uttered in turn-taking of conversation will contribute a good notion in order to keep the conversation still alive. conversation analysis has a part namely adjacency pairs and also with its patterns as an equipment in analyzing conversation. according to paltridge (2006: 115) utterances produced by two successive speakers in a way that the second utterances is identified as related to the first one as an expected follow-up to that utterance. here is the example of adjacency pair in the conversation by yule: (1) anna : hello. (greeting 1) (2) bill : hi. (response for greeting 1) (3) anna : how are you? (question 2) (4) bill : fine. (answer 2 for question 2) (5) anna : see ya! (leave taking 3) (6) bill : bye. (response for leave taking 3) based on the example above, the adjacency pair is the result of situation in communication based on purposes, and participant of the conversation itself. moreover, the effect of adjacency patterns will influence the speech function and also communicative functions based on the negotiation produced by the speakers. meanwhile, the effect of status and power relation also have an effect in delivering something, asking, and answering between speakers in the conversation circumstances. for jati widya iswara, dwi rukmini, widhiyanto/ eej 9 (3) 2019 296 306 298 instance, there are four speakers in the discussion, there is one speaker who has higher social status as a minister, and then the rest speakers are only civil servants. here, the governor who attends in the discussion has more power in interrupting, frequent in asking, and has liberties in answering question or response for a statement. in this research, the researcher has found minister susi pudjiastuti as a subject of the research. in short, people know that minister susi is pointed by mr. presiden joko widodo to be a minister of maritime affairs and fisheries of indonesia. then, as a minister, she has a lot of unique things based on her duty, her attitude, and the way she negotiates with people or stakeholders. in another hand, minister susi as a policy maker for illegal unreported unregulated (iuu) fishing boats has an extreme things in shutting down them. she blows up the illegal boats which tried to enter the coastline of indonesia water and catch fish in illegal ways. mr. president joko widodo gives a good signal for minister susi to keep doing right, straight, and strict for illegal fishing boats from all coutries around the world. minister susi has to do that because of she wants to save the aqua culture of indonesia water moreover, there are a lot of people showing their proud and so impressed because of minister susi has a unique background of education. she is only graduated from junior high school as a formal school, and then continue her senior high school by informal institution. based on her background of education, minister susi can speaks english as well and she often attends on international conference as a guest speaker, and also interact with foreign stakeholder around the world. meanwhile, the researcher try to conduct a research based on the unique of characteristics from minister susi in the way of turn-taking, delivering, and answering in the discussion. the researcher also rely on the theory and result of previous study in order to enrich the result. here is previous studies about ca, olutayo (2013), this study attempts to fill this gap by examining natural conversations in television discourse. the findings revealed seven main determinants of patterns and features of turn-taking namely: discourse topic, duration of the programme, composition of the guests/participants, culture, social status, gender and the personality of the hosts. these revealed the nature of the show and participation, floor occupation, shared understanding, turn quantification and emotiveness. ali (2018), this research aims at investigating the way in which turn taking behaviour and interaction pattern help the participants to interpret each other‟s meanings, and comparing between the doctors and shabab wbanat in interaction strategies which are examined qualitatively and quantitatively. the findings showed that both shows are sharing several characteristics of ordinary conversation in spite of being conducted in institutional setting. the doctors tv show is different from shabab wbanat in several spontaneous interferences, symmetrical relations, and mode of interaction. iraqi tv show is closer to institutional talk than the american tv show. two of examples above indicate that turn-taking as interaction in conversation as prominent thing in conversation analysis (ca). another previous studies related to adjacency pair analysis come from hasan (2015) aims to analyse adjacency pair used by main characters in knight and day movie. adjacency pairs are the pair of interchanged utterances between two successive speakers. this study focused on 4 aspects of conversation those are turn-taking, adjacency pairs, preference organization, and pre-sequence and insertion sequence. saputra (2016), this study aims to reveal kinds of adjacency pairs as used in mathematic students‟ conversation using english. since the data were sentences and words, qualitative method was applied in this study. the result of study, there were found a lot of question and answer during the conversation between nonnative speakers, and the another result, there were less of question-answer between non-native jati widya iswara, dwi rukmini, widhiyanto/ eej 9 (3) 2019 296 306 299 speaker to native speaker in the video of conversation. khumaidillah (2016) this study attempts to describe turn taking strategies and adjacency pairs used by the speakers. the data are from one segment of the oprah winfrey show‟s transcription with justin bieber. those are analysed by stenstorm‟s turn taking theories and adjacency pair theories. from the analysis, it was found that both speakers use various turn taking strategies and adjacency pairs. these findings are hoped to be an example for nonnative english speaker in doing english conversation and advance people‟s comprehension of how to organize good conversation structure. the last previous studies about power and status relation come from achsan and sofwan (2016) investigated the tenor of the interaction in the conversation texts found grade x english textbooks as well as the appropriacy of their realization in the given contexts. this study also explains the similarities and differences between conversation texts found in both english textbooks in realizing tenor. this study was a qualitative research employing a descriptive comparative method. the comparative method. the result of lexicogrammatical analysis of conversation texts found in two english textbooks showed the texts of two textbooks were dominated by declarative. hung & deng (2019) investigated in five dynamic language-power relationship in communication have emerged from critical language studies, conversation analysis, the social psychology of language and communication, and also sociolinguistics. since the data consist of words, qualitative descriptive were applied to interpret the findings. the finding revealed power exist at both of micro and macro levels. well, in this present study, the researcher deals with three research pronlem; 1). how do the adjacency pair patterns constructed in the spoken interaction of roundtable discussion with susi pudjiastuti at stimson center. 2). how do the communicative functions realized in the roundtable discussion. 3). how do the power and status relation reflect to the patterns of adjacency pair. method this study deals to qualitative research. then, as cited in astuti (2009:31), qualitative research focuses on specific situation or people and it emphasis on words rather than numbers (maxwell, 1996). based on the statement above, the form of data in this study is spoken and for collecting data, the researcher will interpret through words and also gives explanation on it. this study assumes that there are many items found in the roundtable discussion with susi pudjiastuti at stimson center. the researcher found three items such as adjacency pair patterns, communicative functions, and power and status relation in the roundtable discussion between the parties. since the researcher collected and analyzed data by interpreting to make a conclusion, this study categorized as qualitative research. this study will focus on interpreting english-indonesian translation of conversation between parties during the discussion. in this study, the subjects are the host minister susi pudjiastuti as guest speaker, and the participants of roundtable discussion. then, the conversation between the host and the audience of stimson centre, and also minister susi pudjiastuti is the object of the study. in collecting data, there are four steps such as: 1). watching the video of the roundtable discussion produced by the parties. 2). transcribing the conversation on paper. 3). categorizing the data into instrument sheet. 4). observing the data into pedagogical view. then, in analyzing data, the researcher have six steps, they are: 1). classifying the data into adjacency pair patterns. 2). classifying the communicative functions of spoken interaction of parties. 3). interpreting the adjacency pair patterns constructed in the spoken interaction. 4). interpreting the communicative functions realized in the discussion. 5). interpreting power and status relation of participants. 6). jati widya iswara, dwi rukmini, widhiyanto/ eej 9 (3) 2019 296 306 300 interpreting the findings. 7). reporting the result of study. however, in analyzing the data, the researcher applied many theories to analyze the data. the theory of paltridge (2006) is applied in process analyzing patterns of adjacency pair, then the theory of jakobson (1960), and schiffrin (2006) are applied to analyze communicative functions. then, to analyze power and status relation in the roundtable discussion, the researcher deals with halliday (1989), gerrot and wignel (1994), and eggins (1994). results and discussions adjeceny pair patterns constructed in the discussion the first procedure analysed is adjacency pair patterns constructed in the discussion. schegolff (2007: 3) stated that adjacency pair is a sequential shift produced by the speakers. in line to wiratno (2018) adjacency pair based on the speaker and the hearer then take turns during the exchange. here is the example of analyzing adjacency pair patterns namely announcement. datum 1 sally : but i mean, i think, i read some articles of you explode 3016 vessels at this point. minister susi : yes, and we still have another hundred. datum 2 minister susi : so, that‟s not true if we give different treat. it is not easy to catch them because they are bigger, faster, and they normally in natuna area is escort by the coast guard. sally :the chinese coastguard? minister susi : ya according to paltridge (2006) there are two patterns of adjacency pair namely first pair part and second pair part. the second pair part is the response of the first pair part and it is known as preference structure. those patterns found based on the analysis in the speakers‟ way in delivering turn-taking and also the way the speakers show their interest on question or statement. in line with paltridge‟s theory about patterns of adjacency paur, the examples above show that the utterance produced by the first speaker is a kind of adjacency pair namely announcement. then, the positive response of called acknowledgement. the first example, sally had announce that she reads an article about minister susi explode 3016 vessels, then minister susi gives an acceptance of her statement, and then she acknowledge that there are another hundred vessels had blamed. meanwhile, on second example show that sally just confirmed on minister susi‟s implicit statement about chinese coastguard. when minister susi said “yes”, it means that she acknowledge and give an acceptance based on sally‟s confirmation. based on the amount of adjacency pair patterns analysis, there were seven adjacency pair contructed in the roundtable discussion. the first pair such as: greeting, assessment, request, announcement, question, offer, and assertion.then, second pair part patterns are about preffeences. there are four preferred response, and three dispreferred response found in the discussion. here, minister susi and sally have the most turn in the discussion than the participants to the minister susi or to sally. communicative functions realized in the roundtable discussion according to brown (2000: 248) states that functions of language are essentially the goals that speakers accomplish with language, and sometimes it has relationship with the forms of language. he also mentions that communication functions such as stating, requesting, responding, greeting, parting, etc. based on the statement above the implicit or explicit message in the utterances produced by the speakers has classified into kinds of communicative functions. jati widya iswara, dwi rukmini, widhiyanto/ eej 9 (3) 2019 296 306 301 jakobson (1960) has classified communicative functions into six; referential function, poetic function, emotive function, conative function, phatic function, and the last is metalingual function. well, the researcher gives a couple of emotive function as examples in analyzing communicative functions. let‟s see the analysis below. datum 1 minister susi : i think we do very good so far. i discussed a lot with your ambassador in jakarta. that of course our first contact in jakarta and we do last time in the ocean summit in bali. together discussed few issues of course i would love if the american also assist us more into our island to develop industry, processing of fishing, facility, and logistic. datum 2 sisi : thanks very much sally, thank you very much minister. you’re a lot of been in my heart in this room. i speak for myself and say that’s been very impressed to see what you’ve been able to do. according to jakobson (1960: 355) emotive function is a function of speech that related to the addressor, and it refers to expressive or affective. based on the example and following by jakobson‟s theory, the examples above are kind of emotive function because the speakers say an expressive or affective utterance to the addressor. the researcher found the word “very good” uttered by minister susi, and sentences “you’re a lot of been in my heart in this room. i speak for myself and say that’s been very impressed to see what you’ve been able to do ‟‟ uttered by participant called sisi. both expressive statement above indicate that speakers feel impressed to the addressor after they have got a meeting and sharing an interesting issue. the datums show that functions of language are essentially have implicit meaning based on its form of language. in the discussion, there are 11 communicative functions found such as: 3 referential function, 5 emotive function, 1 phatic function, 1 poetic functions, and 1 metalingual function. in addition, the analysis of communicative functions show that minister susi has ten statements that related to the emotive function and she is more dominating in expressing on turn. power and status relation of the participants based on transcript analysis, the researcher found some proves indicate that speakers have their own self-confident in delivering, stating, or arguing something relevant in the discussion. then, the different level of language used reveal about who speaker is. people with prestigious social status has more dominant in every situation of conversation. well, in analysing about power and status relation, the researcher deals with tenor of discourse theory from many experts. according to gerrot and wignel (1994: 1) tenor is the social relationships between those taking parts. moreover, gerrot and wignel also categorized them into three, such as: 1). status and power relation, means agents roles, peer or hierarchic relation. 2). affect. it refers to degree of like, or dislike, or neutrality. 3). contact, means frequency, duration and also intimacy of social context. there are many interruption happen in the roundtable discussion produced by speakers. let‟s see the datum when minister susi interrupting another speaker. datum 1 sally : wow, thank you for that. i mean that‟s not just a personal story. really we are talking about the important sustainability about economic and natural resources, and i have to say i think... minister susi : (interrupting) 25:21 jati widya iswara, dwi rukmini, widhiyanto/ eej 9 (3) 2019 296 306 302 i have to give a part of the person because sometimes the people don‟t really understand how do you know about that thing. that the question. datum 2 sally : but i mean, i think, i read some of you explode 3016 vessels at this point. sally :okay alright, so everyone… minister susi : (interrupting) 25:42 and to fighting of them. for instance, minister susi has a lot interruption during the discussion, and she dominates it than another speakers. second place to the speaker who interrupts during discussion is sally, and the rest is matt as participant of discussion. based on the result above, minister susi has a high rank of interrupting in the discussion because her status as a minister and guest speaker. well, the power and status that minister susi has is reflect to the way she speaks, conveys, gives statement during the discussion, and dominating the turn than another speakers. conclusion and suggestion this chapter mainly presents three points. first, it presents the conclusions of this study. the conclusions highlight the answers of the three research questions which are stated in the chapter i of this thesis. second, it presents the suggestions that are elaborated for the future research and in the pedagogical implication by teachers, lecturers, and also students. third, it presents the limitation for the future researcher to decide their focus on the studies. in the research question number one is about how the adjacency pair patterns constructed in the roundtable discussion. the researcher found many adjacency pair patters based on the transcript analysing. based on the result of analysis above, it can be seen that those adjacency pair patters are constructed because of the speakers in the discussion have chances to speak, delivering their idea, and also asking for question in order to create harmony of discussion itself. then, in the research question number two is about how do the communicative functions realized in the discussion. according to brown (2000: 248) states that functions of language are essentially the goals that speakers accomplish with language, and sometimes it has relationship with the forms of language. based on the statement above the implicit or explicit message in the utterances produced by the speakers has classified into kinds of communicative functions. the researcher found there are kinds of communicative functions in the utterances produced by the speakers and those functions indicate the realization of communicative function in the roundtable discussion happen because of the speakers produce utterances, and in the utterances have the meaning and it can be classified into communicative function. the research problem number three is about how the patterns of adjacency pair reflect to the power and status relation of the participants. according to gerrot and wignel (1994: 1) tenor is the social relationships between those taking parts. in line with the statement above, the researcher used theory of tenor that relates to the power and status relation in discourse. here, minister susi has a lot of interruption when another speakers deliver their argument or in answering question. in another hand, sally as moderator also has a little of frequency in interrupting another speakers, and matt as a participant only did one interruption. in addition, minister susi as the highest interrupter in the discussion because she has a power and status relation in the discussion as the one and only guest, and also as an indonesia minister of maritime affairs and fisheries. not only about that, but also minister susi has susi airlines, and another business that earns many infestation. in that way, minister susi has a special right in the roundtable discussion. furthermore, this present study is beneficial to the pedagogical implication, to the teachers, and lecturers can take advantages through this research and applied it to their jati widya iswara, dwi rukmini, widhiyanto/ eej 9 (3) 2019 296 306 303 teaching and learning 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(1995). meaning in interaction: an introduction to pragmatics. new york: longman eej 10 (1) (2020) 37 45 english education journal http://journal.unnes.ac.id/sju/index.php/eej edmodo and chamilo media in know-want-learned strategy to teach reading comprehension of recount texts to students with different reading habits siti nafakhati rahmah1 , mursid saleh2, dwi anggani linggar bharati2 1. ma salafiyah syafi’iyah proto pekalongan, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: accepted 19 august 2019 approved 23 august 2019 published 15 march 2020 ________________ keywords: edmodo, chamilo, kwl strategy, reading comprehension, recount texts, reading habits ____________________ abstract ________________________________________________________________ this research is based on the phenomena that the students often find difficulties in comprehending english texts, especially in recount texts. this research aims at investigating the effectiveness of edmodo and chamilo media in know-want-learned strategy to teach reading comprehension of recount texts to students with good and poor reading habits. an experimental research with 2x2 factorial design was applied in this study. the samples of this research were the students of x tkj 1 and x tkj 2 of smkn 1 sragi pekalongan. observation, questionnaires, and tests were the instruments of the research. t-test and anova were the data analysing methods. the research findings revealed that firstly edmodo media in know-want-learned (kwl) strategy was effective to teach reading comprehension of recount texts to students with good and poor reading habits. secondly, chamilo media in know-want-learned (kwl) strategy was also effective to teach reading comprehension of recount texts to students with good and poor reading habits. thirdly, there was no significant difference on the effect of edmodo and chamilo media to teach reading comprehension of recount texts to students with good reading habit. on the contrary, there was significant difference on the effect of edmodo and chamilo media to teach reading comprehension of recount texts to students with poor reading habit. finally, there was no effective interaction among edmodo and chamilo media, reading strategy, students’ reading habits, and students’ reading comprehension of recount texts. © 2020 universitas negeri semarang correspondence address: kwayangan, kec. kedungwuni, pekalongan, jawa tengah 51173 e-mail: sitinafakhatir@gmail.com p-issn 2087-0108 e-issn 2502-4566 http://journal.unnes.ac.id/sju/index.php/eej siti nafakhati rahmah, mursid saleh, dwi anggani linggar bharati/ eej (1) 2020 37 45 38 introduction reading comprehension is an important skill in a daily life. it enables people to find some informations, broaden their knowledge, develop their ways of thinking, develop their skills, and even find entertainment. in reading comprehension, people do not only decode the texts into sounds, but also they take what they have just read into meaning. woolley (2011, p. 15) stated that reading comprehension is the ability of making meaning from text which goal is to gain an overall understanding of what is described in the text rather than to obtain meaning from isolated words or sentences. however, sometimes, it is not easy to comprehend the content of reading text well, including english texts. based on pre observation, most of students in smkn 1 sragi pekalongan still had difficulties in comprehending english texts, especially in recount texts. the causes were poor reading habits, lack of vocabularies, inability in comprehending grammatical aspects, reading frequency, motivations in reading, and other reasons. according to anderson & anderson (1997), recount text is a text that tells about something that has happened or retells past events or activities and has a purpose to give detailed information about what and when those events happened. in recount texts, the use of past tenses which employed verb 2 considered as difficulties for some students. the students sometimes could not place the irregular verbs into the right forms in recount texts. furthermore, the english teacher at this school had tried to use some good strategies to teach reading comprehension of recount texts, but the results were not as good as expected. she had not tried to implement other media to solve the problem. thus, she felt curious maybe the media she used were still problematic. reid (2007, p. 2) stated that reading habits are behavior to read which is done regularly to understand information from written material. it can be said that good reading habit is wellplanned and deliberate patterns in reading which are repeated regularly and tend to occur unconsciously. while, poor reading habit is patterns in reading which are not done regularly and need to be improved. in addition, the english teachers must be active and creative in searching and finding innovative teaching learning media, because they can develop students’ good reading habits, good interest, and good motivation in teaching and learning process. yet, the use of teaching learning media needs to be adjusted with appropriate reading comprehension strategy. as the result from those combinations, the students’ achievement in reading comprehension skill can improve well. therefore, in this study, the researcher tries to implement multimedia technology by using edmodo and chamilo media in knowwant-learned strategy in order to renew the media and strategy which have been used. edmodo media is an educational application that takes the ideas of a social network and refines them and makes it appropriate for a classroom (cauley, 2014). similar with edmodo, chamilo is free website, providing a platform for e-learning and collaboration. it is what is often referred to as a learning management system (lms) (chamilo admin guide, 2015). on the other hand, knowwant-learned strategy is a reading strategy which engages students in recalling what they know, determining what they want to learn, and identifying what they learn as they read, (ogle, 1986). there were some related studies which have been conducted previously. the first studies deal with edmodo media. komara and ramdani (2014) conducted a research which investigated how edmodo was applied in grammar class through a collaborative action research to english education department students. furthermore, patmanthara & hidayat (2018) conducted a research which aimed at discovering whether there was a significant difference between control classes that applied conventional models with experimental classes that apply blended learning model. siti nafakhati rahmah, mursid saleh, dwi anggani linggar bharati/ eej (1) 2020 37 45 39 the next studies deal with chamilo media. jean & maes (2010) conducted a research which was aimed to explain the way chamilo offered a platform that was ready for future developments in a globalized world where life long learning and collaboration would central. bosnić, et al (2013) conducted a research which aim was to describe a two-phase survey of four lmss – chamilo, claroline, ilias and moodle and their characteristics suitable for creating an lms part of a context model, which would be relevant to implement in recommender systems for this purpose. the next previous studies deal with reading strategies. hana, et al (2016) conducted a research which was aimed to find out the effectiveness of gist and kwl strategies to improve reading achievement of male and female students. the result of this study showed that gist and kwl strategies were effective to improve reading achievement of male and female students. khairunnisa (2017) conducted a research to investigate the implementation of k-w-l strategy to develop seventh graders students’ reading comprehension and their involvement in the classroom activities. the next previous studies deal with reading comprehension. gilakjani & sabouri (2016) conducted a research on the similar field which goal was to explain the effective strategies in reading comprehension. then, oktabriyanti, et al (2018) conducted a research aimed to find out the effectiveness of booktrack in teaching reading comprehension on the tenth grade students of a senior high school. the next previous studies deal with recount texts. firnadi and karwono (2014) conducted a research which objectives were to find out the difference result of using stad and jigsaw technique toward students’ reading comprehension in recount text at different high and low reading frequency and to find out there was significant interaction and comparison of reading comprehension in recount text, learning technique, and different reading frequency at the first grade students. hanip & sa’adah (2014) conducted a research which examined the effectiveness of facebook as media in teaching reading comprehension of recount text through project based learning was adapted by joel i. the last previous studies deal with reading habits. haka, sutarsyah, and suka (2010) conducted a research which objective was to find out whether there was significant influence of students’ reading habit toward their reading comprehension. then, iftanti (2012) conducted a research which was aimed to investigate the english reading habits of indonesian students of efl. based on pre observation and some previous related studies conducted by the other researchers, this research is worth to be conducted. it is important because there were no studies which tested two media under the same reading strategy in reading comprehension of recount texts. however, the previous studies supported this research in terms of giving explanation about the benefits of multimedia technology in teaching and learning language. they also showed that reading strategies affected students’ reading comprehension achievement. in addition, they also showed that reading habits became one of factors influencing students’ achievement in reading comprehension. methods this study used an experimental research with 2 x 2 (two by two) factorial design. the objects of this study were the students’ scores of pre test and post test in reading comprehension of recount texts. the samples of this study were the students of x tkj 1 and x tkj 2. another class which was x tkj 3 used as the class for conducting the research instruments. the research instruments were questionnaires, tests, and observation checklists. this research was basically conducted with four main activities, namely try out, pre test, treatments, and post test. firstly, the researcher conducted try out to see the validity, the realibility, and the practicality of the research instruments. then, the students’ reading habit questionnaires were distributed to the first experimental group 1 which was x tkj 1 and to the second experimental group which was x siti nafakhati rahmah, mursid saleh, dwi anggani linggar bharati/ eej (1) 2020 37 45 40 tkj 2. after that, the pre test was conducted to both experimental groups. the next activity was conducting treatments. the treatments for the first experimental group were implementing edmodo media in know-want-learned strategy to teach reading comprehension of recount texts. the treatments for the second experimental group were implementing chamilo media in know-want-learned strategy to teach reading comprehension of recount texts. after treatments given, the post test was conducted. the last activity was distributing the questionnaires of students’ perceptions after taught by using edmodo and chamilo media in know-want-learned strategy in reading comprehension of reacount texts. after all the data obtained, the researcher analyzed the data. the researcher firstly calculated normality and homogeneity tests. one sample kolomogorov-smirnov test by spss 22 was used to analyze the normality of the pre test and the post test. to test the homogeneity of the data, lavene’s for homogeneity variance was used. t test was used to test the result of teaching reading comprehension of recount texts by using edmodo and chamilo media in know-wantlearned strategy to students with good and poor reading habits. while anova test was used to check the relationship among variables. results and discussion in this research, the students were classified into students with good reading habit and students with poor reading habit based on the results of students’ reading habit questionnaire which was adapted from molyneux & macintyre (2006) and iftanti (2012). each of group had the same number of students. the result of students’ reading habits showed that there were 15 students belonged to students with good reading habit and 15 students belonged to students with poor reading habit in the first experimental group. in the second experimental group, there were 15 students with good reading habit and 15 students with poor reading habit. the pre test was given to find out the students’ reading comprehension of recount texts achievement before receiving treatments. it was in the form of multiple choices with 25 questions and consisted of number of reading passages of recount texts. the time allocation for the pre test was 90 minutes. the next stage was giving treatments to the first and the second experimental group. the treatments were given in 10 meetings to each experimental group. in every meeting of the treatments, the learning indicators, the teaching materials, and the teaching and learning activities were the same. however, the difference was the examples of recount text given. so, in every meeting the researcher and the students discussed different example of recount texts. the first experimental group was taught by implementing edmodo media. the second experimental group was taught by implementing chamilo media. both of media were implemented under the steps of knowwant-learned strategy. during giving the treatments, the researcher was monitored by the english teacher by using observation cheklists adapted from ogle (1986) and youniss (2013). the result of observation cheklists in the first experimental group was 82.23%. while, the result of observation cheklist in the second experimental group was 86.53%. it meant that most all aspects in the stages of implementing edmodo and chamilo media in know-wantlearned strategy were applied. after receiving the treatments, post test was conducted at the next step. the post test was used to find out the result of students’ reading comprehension achievement after receiving some treatments. it was also in the form of multiple choices consisted of 25 questions of reading comprehension of recount texts. the time allocation for the post test was 90 minutes. subsequently, the researcher distributed the second questionnaire. it was adapted and simplified from kongchan (2012) and manowong (2016). it was given after treatments to know the students’ perceptions after taught by edmodo and chamilo media in know-want siti nafakhati rahmah, mursid saleh, dwi anggani linggar bharati/ eej (1) 2020 37 45 41 learned strategy. the results showed that the level of agreement on the use of edmodo media in teaching reading comprehension of recount texts of students with good reading habit was 80.4%, while that of level with poor reading habit was 72.73%. on the other hand, the level of agreement on the use of chamilo media in teaching reading comprehension of recount texts of students with good reading habit was 83.33%, while that of level with poor reading habit was 75.33%. after all the data obtained, the researcher analyzed the data. the data were called normally distributed if the level of significance α kolmogorov-smirnov and shapiro-wilk was > 0.05 in the pre test and in the post test. the result of the data of shapiro-wilk in the pre test of the first experimental group were 0.763 for the students with good reading habit and 0.690 for the students with poor reading habit at the level of significance α 0.05. whereas, the data of shapiro-wilk in the pre test from the second experimental group were 0.082 for the students with good reading habit and 0.711 for the students with poor reading habit at the level of significance α 0.05. since sig. of both groups was more than the level significant 0.05, it could be concluded that the data in the pre test of both experimental groups were normally distributed. the data of shapiro-wilk in the post test of the first experimental group were 0.092 for the students with good reading habit and 0.539 for the students with poor reading habit at the level of significance α 0.05. since sig. was more than the level significant 0.05, it could be concluded that the data in the post test of the first experimental group was normally distributed. whereas, the data of shapiro-wilk in the post test of the second experimental group were 0.478 for the students with good reading habit and 0.054 for the students with poor reading habit at the level of significance α 0.05. since sig. was more than the level significant 0.05, it could be concluded that the data in the post test of the second experimental group was normally distributed. the data of pre test and post test were analyzed by using lavene’s for homogeneity variance. the result of levene statistic of pre test was 0.449 and sig. was 0.505. since the sig. was 0.505 > 0.05, it could be concluded that the data in the pre test of the first experimental and the second experimental groups were homogeneous. the result of levene statistic of post test was 1.481 and sig. was 0.229. since the sig. was 0.229 > 0.05, it could be concluded that the data in the post test of the first experimental and the second experimental groups were homogeneous. since all sig. in the pre test and post test were higher than 0.05, the data were considered having characteristic of homogeneity. teaching reading comprehension of recount texts by using edmodo media in knowwant-learned strategy to students with good reading habit the first research question dealed with the effect of edmodo media in know-want-learned strategy to teach reading comprehension of recount texts to students with good reading habit. the result showed that the mean score of post test result was better from the mean score of pre test result. the mean score of the pre test of the students’ with good reading habit in the first experimental group was 61.46. it was improved into 74.8 in the mean score of the post test result. moreover, the paired samples statistic revealed that t count showed 6.472 with df 14. it meant that t0.05;14 = 1.76. since t count = 6.472 > t0.05;14 = 1.76, so the first null hypothesis of this research was rejected. it could be said that there was significant difference in reading comprehension of recount texts of students with good reading habit in the pre test and in the post test. on the other words, edmodo media in know-want-learned strategy was effective to improve the students’ reading comprehension of recount texts to students with good reading habit. furthermore, it was also supported by another result which was from questionnaire of the students’ perception toward the use of edmodo media. it showed that the students’ with good reading habit level of agreement on the use of edmodo media in siti nafakhati rahmah, mursid saleh, dwi anggani linggar bharati/ eej (1) 2020 37 45 42 teaching reading comprehension of recount texts was 80.4%. teaching reading comprehension of recount texts by using chamilo media in knowwant-learned strategy to students with good reading habit the second research question dealed with the effect of chamilo media in know-wantlearned strategy to teach reading comprehension of recount texts to students with good reading habit. the result showed that the mean score of pre test for students with good reading habit who learned reading comprehension of recount texts by using chamilo media in know-want-learned strategy in the pre test was 68.73. the mean score in the post test was 75.86. from that result, it could be said that the students did the tests effectively since the post test result was better than the pre test result. moreover, t count showed 3.002 with df 14. it meant that t0.05;14 = 1.76. since t count = 3.002 > t0.05;14 = 1.76, so the second null hypothesis of this research was rejected. it could be said that there was significant difference in reading comprehension of recount texts of students with good reading habit in the pre test and in the post test. on the other words, chamilo media in know-want-learned strategy was effective to improve the students’ reading comprehension of recount texts to students with good reading habit. furthermore, it was also supported by another result which was from questionnaire of the students’ perception toward the use of chamilo media. it showed that the students’ with good reading habit level of agreement on the use of chamilo media in teaching reading comprehension of recount texts was 83.33%. teaching reading comprehension of recount texts by using edmodo media in knowwant-learned strategy to students with poor reading habit the third research question dealed with the effect of edmodo media in know-wantlearned strategy to teach reading comprehension of recount texts to students with poor reading habit. the result showed that the mean score of pre test for students with poor reading habit who learned reading comprehension of recount texts by using edmodo media in know-want-learned strategy in the pre test was 52.2a post test was 71.26. from the result above, it meant that the students did the tests effectively since the post test result was better than the pre test result. moreover, t count showed 8.088 with df 14. it meant that t0.05;14 = 1.76. since t count = 8.088 > t0.05;14 = 1.76, so the third null hypothesis of this research was rejected. it could be said that there was significant difference in reading comprehension of recount texts of students with poor reading habit in the pre test and in the post test. on the other words, edmodo media in know-want-learned strategy was effective to improve the students’ reading comprehension of recount texts to students with poor reading habit. furthermore, it was also supported by another result which was from questionnaire of the students’ perception toward the use of edmodo media. it showed that the students’ with poor reading habit level of agreement on the use of edmodo media in teaching reading comprehension of recount texts was 72.73%. teaching reading comprehension of recount texts by using chamilo media in knowwant-learned strategy to students with poor reading habit the fourth research question dealed with the effect of chamilo media in know-wantlearned strategy to teach reading comprehension of recount texts to students with poor reading habit. the result showed that the mean score of pre test for students with poor reading habit who learned reading comprehension of recount texts by using chamilo media in know-want-learned strategy in the pre test was 52.40. the mean score in the post test was 75.73. from the result, it meant that the students did the tests effectively since the post test result was better than the pre test result. moreover, t count showed 10.125 with df 14. it meant that t0.05;14 = 1.76. since t count = 10.125 > t0.05;14 = 1.76, so the fourth siti nafakhati rahmah, mursid saleh, dwi anggani linggar bharati/ eej (1) 2020 37 45 43 null hypothesis of this research was rejected. it could be said that there was significant difference in reading comprehension of recount texts of students with poor reading habit in the pre test and in the post test. on the other words, chamilo media in know-want-learned strategy was effective to improve the students’ reading comprehension of recount texts to students with poor reading habit. furthermore, it was also supported by another result which was from questionnaire of the students’ perception toward the use of chamilo media. it showed that the students’ with poor reading habit level of agreement on the use of chamilo media in teaching reading comprehension of recount texts was 75.33%. edmodo and chamilo media in know-wantlearned strategy for students with good reading habit the fifth research question dealed with the effect edmodo and chamilo media in know-want-learned strategy to teach reading comprehension of recount texts to students with good reading habit. the result showed that the mean score of post test of the students with good reading habit which was taught by edmodo media was 74.80. while, the mean score of post test of the students with good reading habit which was taught by chamilo media was 75.86. the value of sig (2-tailed) of equal variance assumed was 0.655 which was higher than the level of of significance (α) = 0.05. therefore, the null fifth hypothesis was accepted. it proved that there was no significant difference on the effect of edmodo and chamilo media to teach reading comprehension of recount texts to students with good reading habit. edmodo and chamilo media in knowwant-learned strategy for students with good reading habit the sixth research question dealed with the effect edmodo and chamilo media in know-want-learned strategy to teach reading comprehension of recount texts to students with poor reading habit. the result showed that the mean score of post test of the students with poor reading habit which was taught by edmodo media was 71.26. while, the mean score of post test of the students with poor reading habit which was taught by chamilo media was 75.73. the value of sig (2-tailed) of equal variance assumed was 0.025 which was lower than the level of of significance (α) = 0.05. therefore, the sixth null hypothesis was rejected. it proved that there was significant difference on the effect of edmodo and chamilo media to teach reading comprehension of recount texts to students with poor reading habit. interaction among teaching media, reading strategy, students’ reading habits, and students’ reading comprehension of recount texts the seventh research question dealed with the effective interaction among edmodo and chamilo media, know-want-learned strategy, students’ reading habits, and students’ reading comprehension of recount texts. the result showed that the significance value (p value) of students’ reading habits of both experimental groups that taught by using edmodo and chamilo media in know-want-learned strategy was 0.230. it was higher than the level of significance (α) = 0.05. it meant that ho was accepted. it proved that there was no significant difference between students with good and poor reading habits on the result of post test. furthermore, it also showed the significance value (p value) of both media in know-wantlearned strategy. the significance value of both media was 0.072, where it was higher than the level of significance (α) = 0.05. it meant that ho was accepted. it could be stated that there was no significant different between the result of post test between edmodo and chamilo media in know-want-learned strategy. as well as it was also demonstrated the significance value of students’ reading habits and both of the media. it was 0.265. it meant that it was higher than the level of significance (α) = 0.05. therefore, ho was accepted. so, it proved that there was no effective interaction between students’ reading habits and edmodo and chamilo media. the dominant result indicated that ho was accepted. it indicated that there was no effective siti nafakhati rahmah, mursid saleh, dwi anggani linggar bharati/ eej (1) 2020 37 45 44 interaction among edmodo and chamilo media, reading strategy, students’ reading habits, and students’ reading comprehension of recount texts. conclusion and suggestion the conclusion of this research was as follows. firstly, edmodo media in know-wantlearned strategy was effective to teach reading comprehension of recount texts to students with good and poor reading habits. secondly, chamilo media in know-want-learned strategy was also effective to teach reading comprehension of recount texts to students with good and poor reading habits. thirdly, there was no significant different effect of edmodo and chamilo media in know-want-learned strategy to teach reading comprehension of recount texts to students with good reading habit. on the contrary, there was significant different effect of edmodo and chamilo media in know-wantlearned strategy to teach reading comprehension of recount texts to students with poor reading habit. furthermore, there was no effective interaction among edmodo and chamilo media, reading strategy, students’ reading habits, and students’ reading comprehension of recount texts. unfortunately, there were some weaknesses of this research. firstly, as the researcher who acted as the teacher needed to master multimedia technology. it allowed more preparation. moreover, since this research involved media which were internet based, so that if the internet connection was in trouble, the research did not run well. there was a suggestion can be drawn from this research. it goes to the english teacher. she should improve the way she taught the students with poor reading habit by using edmodo and chamilo media in know-wantlearned strategy. it is in order to minimize the significant different result toward those media. references anderson, m., & anderson, k. 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(2013). the effectiveness of using (k.w.l) strategy on developing reading comprehension skills for the eighth graders in khanyounis governorate schools. thesis. al-azhar university – gaza. http://www.conference.pixel-online.netf/ microsoft word (setyani rohmatul muthohharoh _eej_finalversion_2020.docx 374 eej 10 (3) (2020) 374-386 english education journal http://journal.unnes.ac.id/sju/index.php/eej the implementation of authentic assessment to assess students’ higher order thinking skills in writing at man 2 tulungagung setyani rohmatul muthohharoh*, dwi anggani linggar bharati, fahrur rozi universitas negeri semarang, indonesia article info ______________ article history: received 20 september 2019 accepted 30 january 2020 published 15 september2020 ______________ keywords: authentic assessment, higher order thinking skills, writing. ______________ abstract _______________________________________________________ pisa (program for international students’ assessment) which focuses on three basics literacy stated that indonesian students are in low position. it is caused by the low ability of indonesian teachers in writing questions of higher order thinking skills; henceforth, hots. therefore, the 2013 curriculum demands teachers to use authentic assessment concerning higher order thinking skills. this study aimed to investigate the implementation of authentic assessment to assess students’ higher order thinking skills in writing at man 2 tulungagung. this study was qualitative research by using a case study research design. the subjects of this study were two english teachers. the data collection methods were an interview guide, observation checklist, and document observation checklist. the data were then collected and analyzed based on miles and huberman (1994). the findings of the study revealed that in implementing authentic assessment to assess students’ higher order thinking skills, these two english teachers did not share scoring rubrics and implement self-assessment for the students because of time limitation. to overcome the difficulties in implementing the authentic assessment, they manage time effectively and efficiently. furthermore, in order to check students’ understanding, the teachers like to walk around the class. this study gives insight about the implementation of authentic assessment which focuses on higher order thinking skills in writing. *correspondence address: kampus pascasarjana unnes kelud utara 3 sampangan semarang, indonesia e-mail: setyanirm@yahoo.com p-issn 2087-0108 e-issn 2502-4566 setyani rohmatul muthohharoh, et al./ eej 10 (3) (2020) 374386 362 introduction education is very crucial for a nation. the function of education is to develop students’ ability and build good characters to face the world. regarding the function of education, the indonesian ministry of education has designed structures and basic framework of curricula. additionally, the indonesian law number 20 of 2003 stated that curriculum is a set of planning and setting about aim, content, learning material, and guidance to carry out the learning activity to achieve a certain aim. in 2013, the indonesian ministry of education has changed the previous curriculum into the 2013 curriculum. it provides a semester credit system learning program. the indonesian law number 20 of 2003 stated that a semester credit system provides education services to students based on talents, interests, and abilities. the students then should complete their education according to their learning pace and should not deviate from the stipulated deadline. the new curriculum brings out pros and cons from educational practitioners especially teachers and students who directly implement the new curriculum in the classroom. one of the problems that are faced by them is the changing of the assessment system. assessment system involves large objectives of education. assessment is the current process that involves a large field (brown, 2004, p.4). authentic assessment encourages not only formative and summative but also other assessments to support the learning process. it is done by teachers to assess readiness, process, and learning outcomes. o’malley & pierce (1996, p.4) defines authentic assessment showing students’ learning, attainment, motivation, and behavior on classroom activities however, teachers still have many challenges in implementing the authentic assessment. according to aliningsih and sofwan (2015); rukmini and saputri (2017), in reality, teachers are not familiar with authentic assessment. therefore, implementation of the authentic assessment does not run effectively. moreover, teachers usually use multiple choices to assess their students (natalia, marhaeni, & dantes, 2013). then, according to marhaeni and dantes (2014), teachers rarely practice designing authentic assessment and most assessments focus on plans. nowadays, the 2013 curriculum demands teachers to use authentic assessment concerning about students’ higher order thinking skills. mohamed and lebar (2017) asserted that authentic assessment has the potential to measure higher order thinking skills among students. widana, parwata, parmithi, jayantika, sukendra, and sumandya (2018) stated that hots assessment measures the metacognitive dimension illustrating the ability to interpret, solve the problem, choose problem-solving strategies, discover new method reasoning, and decision making. the one advantage of hots assessment is to increase students’ learning motivation (widana, 2017). besides, according to pisa (program for international students' assessment) which focuses on three basics of literacy; reading literacy, mathematical literacy, and scientific literacy stated that indonesian students are in a low position. it is caused by the low ability of indonesian teachers in writing questions of hots (widana, 2017). higher order thinking skills is applied in four aspects of language skills: listening, speaking, reading, and writing. writing skill is one skill which has a quite high level of difficulty because writing skill uses the level of intelligence to express ideas into a readable text. dealing with the topic above, some studies have been conducted by some researchers. studies focusing on hots assessment has been conducted by budiman and jailani (2014); rubin and rajakuna (2015); malik, ertikanto and suyatna (2015); schulz and patrick (2016); abosalem (2016); kusuma, rosidin, abdurrahman and suyatna (2017); mohammed and lebar (2017); tanujaya, mumu and margono (2017); widana, (2017); toyoda, (2018). budiman and jailani (2014); kusuma, rosidin, abdurrahman and suyatna (2017) conducted a study which only focused on setyani rohmatul muthohharoh, et al./ eej 10 (3) (2020) 374386 376 developing assessment to students’ higher order thinking skills. meanwhile, studies conducted by rubin and rajakuna (2015); schulz and patrick (2016); abosalem (2016); mohammed and lebar (2017); widana, (2017); toyoda, (2018) and zebua et al (2017) focused on assessing higher order thinking skills. tanujaya, mumu and margono (2017) focused on the relationship between hots and students’ academic achievement. from the previous studies above, the researcher intends to analyze the implementation of authentic assessment to assess students’ higher order thinking skills in writing. methods this study was qualitative research by using a case study research design. the subject of the study was two english teachers. they were teacher io and teacher ss (pseudonym). the object of the study was an authentic assessment to assess students’ higher order thinking skills. the research was conducted in man 2 tulungagung in the academic year of 2018/2019. the units of analysis were lesson plans, materials, test items, and rubrics. the data were collected by an interview guide, observation checklist, and document observation checklist. the data then collected and analyzed through three big steps proposed by miles and huberman (1994, p.10). findings and discussion the implementation of authentic assessment to assess students’ analyzing skills the first research question elaborated the implementation of authentic assessment to assess students’ analyzing skill. in this section, students were giventhe task “find out what is missing” in teacher io’s class and “find the fact from the conditional sentence type 1” in teacher ss’s class. the implementation of authentic assessment to assess students’ analyzing skill is presented in table 1 and table 2. table 1. assessing student’ analyzing skill by teacher io no the implementation of authentic assessment to assess students’ analyzing skill teacher io find out what missing yes no 1 teacher gives the prompts of the writing concerning on analyzing the problem. √ 2 teacher selects the rubrics of analyzing the problem. √ 3 teacher shares the rubrics with students about how to score the students’ activities including analyzing the problem. √ 4 teacher indentifies the benchmark papers √ 5 teacher reviews how students write √ 6 teacher provides time and instructional support for self-assessment and peer assessment √ 7 teacher introduces self-assessment gradually to students √ 8 teacher discusses the writing and gives feedback how to analyze the problem. √ based on table 1, it can be seen that teacher io explained illustration to students about the task that would be done by them. then, he asked them to do the task of finding the missing sentence in a formal invitation. in this task, he did not share the students the criteria consisted in the scoring rubrics because there was no sufficient time to give rubric for many classes. this finding was in line with obeid’s (2017) findings that teachers had no sufficient time to discuss the scoring rubrics especially if they had big class sizes. sharing the rubric in the big class would spend more time. moreover, the rubric was given in each task. as a result, it spent the setyani rohmatul muthohharoh, et al./ eej 10 (3) (2020) 374386 377 other learning activities. however, he had scoring rubric to guide him in assessing students’ writing. the criteria were about content, vocabulary, and grammar. related to the scoring rubrics, teacher io used analytical scoring rubric because the rubric was based on the agreement of english teachers in that school through a lesson plan’s workshop at the beginning semester. meanwhile, han and huang (2017) finding showed that analytic scoring rubric method could be more appropriate for scoring esl’s writing than holistic scoring. the analytic scoring rubric used detail features of criteria along with grading to assess students’ writing. it helped the teachers to provide feedback based on components in rubric directly. next, teacher io identified the examples of formal invitation through powerpoint. he also provided examples from the books. it was done in order to give more understanding of the topic. in doing their writing, teacher io reviewed how students wrote by focusing on their outline and their thinking about the formal invitation. he corrected their writing about structural grammar and content. these terms became the focus in students’ writing to construct good writing. besides, these terms existed in the scoring rubric. teacher io did not give self-assessment because of time limitation. it was line with siow (2015) who stated that self-assessment would make extra time. time-consuming was the main concern for teachers. teacher io perceived that self-assessment spend more time in learning english because the implementation of selfassessment at the end of learning made additional time for teaching and learning. it was also in line with aliningsih and sofwan (2015) finding which stated that the teachers had positive perceptions about authentic assessment but they perceived insufficient time, large numbers of students, and also complicated administration. it was also supported by refnaldi and moria (2017); rawlusyk (2018) who stated that teachers rarely implemented self-assessment in their classroom. the students assessed their work following a guide provided by their teachers. in order to know the students’ understanding, teacher io walked around the students. he checked their writing one by one. if the students had questions, they would ask him. then, teacher io explained the unknown information to them. according to o’malley & pierce (1996, p.139) in conferencing, teachers discuss with students individually about the process how they write. at the end, teacher io discussed the students’ writing generally. table 2. assessing students’ analyzing skill by teacher ss no the implementation of authentic assessment to assess students’ analyzing skill teacher ss find the fact the conditional sentence type 1 yes no 1 teacher gives the prompts of the writing concerning on analyzing the problem. √ 2 teacher selects the rubrics of analyzing the problem. √ 3 teacher shares the rubrics with students about how to score the students’ activities including analyzing the problem. √ 4 teacher indentifies the benchmark papers √ 5 teacher reviews how students write √ 6 teacher provides time and instructional support for self-assessment and peer assessment √ 7 teacher introduces self-assessment gradually to students √ 8 teacher discusses the writing and gives feedback how to analyze the problem. √ based on table 2, it can be seen that teacher ss implemented six activities of authentic assessment suggested by o’malley and pierce (1996). she gave the students the prompt setyani rohmatul muthohharoh, et al./ eej 10 (3) (2020) 374386 378 about the task that would be done. then, teacher ss did not share the students the rubric about criteria that would be assessed by her because she said that she believed that the criteria existed in students’ mind before doing every task. however, teacher ss had criteria in rubric as guidance to assess the students’ writing. the rubric was analytical rubric. she used it because of the agreement among english teachers in that school. han and huang (2017) finding stated that holistic and analytic scoring rubrics did not have a significant impact on the rating of the efl essay. both analytic and holistic scoring rubrics helped teachers in assessing the students’ writing through criteria existed. the rubric of teacher ss was about content, grammar, and vocabulary. teacher ss asked the students to do the task of finding the fact from the conditional sentence type 1. during doing their writing, teacher ss provided the students the examples related to the conditional sentence type 1. she provided many examples of it in order to do the task. then, teacher ss reviewed their writing one by one. she walked around them in order to get closer to her students. besides, she wanted to know the students’ progress in doing the task. then, the students would ask her if they had many hesitations. by scaffolding in learning, teachers and students would obtain the advantages; it gave information for the teacher about the students’ ability and the students knew the unknown knowledge related to the topic. teacher ss did not give self-assessment form to the students because of the time limitation. this finding contradicts fromthe findings of heidarian (2016); nimehchisalem, chye, and singh (2014) which stated that using self-assessment helped students to be more active in their writing because the students corrected their own writing, they could find their weakness and improve it. however, teacher ss was more interested in asking the students classically and walked around them. by these ways, teacher ss would know the students’ progress directly. besides, learners were agreed with teacher assistance in assessment more than their fellow students (chaqmaqchee, 2015). after finishing the writing, teacher ss asked the students to submit their writing to her. then, teacher ss assessed their writing about this task. lastly, teacher ss discussed their writing about the wrong answer generally. it also gave feedback to them about the conditional sentence type 1. table 3. assessing students’ evaluating skill by teacher io no the implementation of authentic assessment to assess students’ evaluating skill teacher io learning activity 1: answer the questions based on the text. yes no 1 teacher gives the prompts of the writing concerning on evaluating the problem. √ 2 teacher selects the rubrics of evaluating the problem. √ 3 teacher shares the rubrics with students about how to score the students’ activities including evaluating the problem. √ 4 teacher indentifies the benchmark papers. √ 5 teacher reviews how students write √ 6 teacher provides time and instructional support for self-assessment and peer assessment √ 7 teacher introduces self-assessment gradually to students √ 8 teacher discusses the writing and gives feedback how to evaluate the problem. √ setyani rohmatul muthohharoh, et al./ eej 10 (3) (2020) 374386 379 the implementation of authentic assessment to assess students’ evaluating skill the second research question comprises the implementation of authentic assessment to assess students’ evaluating skill in writing by teacher io and teacher ss. in teacher io’s class, evaluating skill employed students to do the learning activities 1 about the invitation letter. meanwhile, teacher ss asked students to write the meaning as the example of conditional sentence type 1. these are presented in table 3 and table 4. table 3 shows the implementation of authentic assessment in analyzing skill by teacher io. it can be seen that teacher io asked the students to do the task in the units of selflearning activities. it was about answering the question based on the text presented before. the questions were appropriate questions because it involved the lower and higher cognitive level of bloom taxonomy. it triggered the students’ lower and higher order thinking skills. this finding was in line with kusuma, rosisdin, abdurrahman, and suyatna (2017) finding which stated that the instrument of hots helped students in their higher-order thinking ability as assessment for learning. it can be seen that 50.2 % of students had the hots ability amount. before the students doing the task, teacher io provided the students with the prompts to do the task briefly. he explained the conditions that would be done by them. he provided the students the time to do the task. then, he did not share the students the rubric but he had rubric containing the criteria to assess students’ writing. the criteria were about content, vocabulary, coherence and grammar. almost all rubrics focused on content. teachers io focused on content to assess the students’ writing because it was an important point of the students’ writing. teacher io tended to use analytic scoring rubric than a holistic scoring rubric. it was in line with alsakhi (2019) finding that analytic scoring rubric should be adopted due to its benefits in comparison to a holistic scoring rubric. it empowered a teacher to become more directly involved with each student. teacher io provided them with the examples about the formal invitation. he also explained the structure and the function of the formal invitation. then, teacher io walked around the students to know their progress. teacher io checked their attendance and checked their writing. if there was a mistake, teacher io guided them to make good outline. formally, teacher io did not implement selfassessment for the students because it spent more time. rukmini and saputri (2017) finding stated that the challenges of implementation authentic assessment were time limitation and scoring complexity. the important point in teaching and learning was time because, without time, teaching and learning become more complex activities. then, the allotted time was inadequate to cover all students’ performance. therefore, teacher io overcame it by walking around the students to monitor their understanding. then, the students asked him if there were questions. it motivated the students’ confidence by communicating their understanding of their teacher. next, teacher io explained it intensely. after finishing their writing, the students submitted it to teacher io in order to be assessed by him based on a rubric that had been made before. he assessed the students’ writing objectively. lastly, teacher io discussed the students’ writing about punctuation and grammar generally because these aspects always become the mistakes in students’ writing. personally, he discussed the writing to the students about their mindset in doing a task. teacher io sought a source of the mistakes by guiding the students’ thinking in writing an outline. setyani rohmatul muthohharoh, et al./ eej 10 (3) (2020) 374386 380 table 4. assessing students’ evaluating skill by teacher ss no the implementation of authentic assessment to assess students’ evaluating skill teacher ss write the meaning of conditional sentences yes no 1 teacher gives the prompts of the writing concerning on evaluating the problem. √ 2 teacher selects the rubrics of evaluating the problem. √ 3 teacher shares the rubrics with students about how to score the students’ activities including evaluating the problem. √ 4 teacher indentifies the benchmark papers. √ 5 teacher reviews how students write √ 6 teacher provides time and instructional support for self-assessment and peer assessment √ 7 teacher introduces self-assessment gradually to students √ 8 teacher discusses the writing and gives feedback how to evaluate the problem. √ based on table 4, it can be seen that teacher ss asked students to do a task in the unit of self-learning activities. the task was about writing the meanings ofsome conditional sentences type 1. the sentences of the task included higher order thinking skills. therefore, it motivated students’ thinking to evaluate and decide the best meaning to these conditional sentences. the sentences in the task were appropriate sentence because the documents observation on items indicated that the items had appropriate material, construction, and language aspect. it also measured the cognitive level based on bloom taxonomy revised by anderson and karthwohl (2001) such as analyzing, evaluating, and creating. before doing a task, teacher ss provided students with the prompt about conditional sentences type 1. she also gave them time to do the task. nevertheless, teacher ss did not share the students the scoring rubrics about the criteria that would be assessed by her because she had already shared the rubric in the previous grade. nonetheless, she said that she believed that the students had remembered about the criteria when they are doing the task. however, she had a scoring rubric to assess the students’ writing. the rubric consisted of content, grammar, and vocabulary. these criteria guided teacher ss to assess the students’ writing in every task. by the rubric, teacher ss could avoid the subjectivity. therefore, the students had a different score on each task. teacher ss gave the students the examples about the conditional sentence type1 and the meaning toward it. it made the students more understand about the task that would be done by them. then, they could construct the best writing regarding the correct structure of the correct examples. afterwards, teacher ss reviewed the students’ writing by checking it one by one. she walked around to the students in order to know the students’ progress. according to teacher ss, it substituted the self-assessment activities. teacher ss did not implement self-assessment because of time limitation. thisfinding contradicts from the findings of fung and mei (2015); ratminingsih, marhaeni, and vigayanti (2018) that using self-assessment was powerful and beneficial as well as giving and receiving feedback. besides, teacher ss was not familiar with self-assessment. although self or peer assessment existed in english book, teacher ss rarely used it. the finding was in line with rawlusyk’s (2018) survey which stated that teachers rarely used self-assessment in their classroom. therefore they had no experience of it. hence, teacher ss was more interested in setyani rohmatul muthohharoh, et al./ eej 10 (3) (2020) 374386 381 walking around to the students to monitor their understanding. then, she explained materials in order to understand by the students. after submitting the students’ writing, teacher ss assessed their writing by concerning about the scoring rubrics made by her. it guided her to give the best score to their writing. lastly, teacher ss discussed the students’ writing to confirm their understanding. the implementation of authentic assessment to assess students’ creating skill the third research question explains the implementation of authentic assessment to assess students’ creating skill. creating skill is the higher cognitive level of bloom taxonomy. in creating skill, teacher io implemented the authentic assessment in creating a wedding invitation letter. meanwhile, teacher ss implemented the authentic assessment in creating a dialogue about conditional sentences type 1. the implementation of authentic assessment to assess students’ creating skill is presented in table 5 and table 6. table 5 shows the implementation of authentic assessment in creating skill by teacher io. it can be seen that teacher io provided the students with the prompt about doing the task it also included time to do the task. the item of the task was an appropriate instruction because it had good material, construction, and language use. it measured the students’ higher order thinking skills because the items specified the level of cognitive based on bloom taxonomy revised by anderson and karthwohl (2001). then, teacher io gave a scoring rubric about the criteria that would be assessed. the rubric was analytic scoring rubric. by using the analytic scoring rubric, teachers gave feedback toward the students’ writing directly. it was in line with alshaki’s (2019) finding that an analytic, rather than holistic scoring rubric would allow greater contextual-based learning, and that elimination of cross-grading would empower a teacher to become more directly involved with each student. the rubric involved criteria such as content, grammatical, artificial form because this activity demanded the students to use their creative thinking in making a wedding invitation letter by involving their sense of art. therefore, they should use good imagination in doing the wedding invitation letter. teacher io provided them with the examples of the wedding invitation from local and international invitation in order to motivate the students’ imagination. then, teacher io reviewed the students’ writing. it included selfassessment based on teacher io perception. therefore, he did not implement self-assessment formally because of time limitation. it was in line with aliningsih and sofwan (2015); rukmini and saputri (2017) finding which stated that the teachers had positive responses of authentic assessment, but they were conscious that the challenges of implementation authentic assessment were time limitation and scoring complexity. it was also supported by metin (2013) and idham, nadrun, darmawan (2015) finding who stated that they did not implement self-assessment because of bias on them. besides, using many forms of assessment in the classroom, made it difficult to implement. then, the students were naturally doing self-assessment by comparing their score and their performance. teacher io changed the self-assessment activity by walking around the students to control their writing one by one. by walking around, he knew their understanding about the topic; to what extent they achieved their understanding related to the topic learn by them. then, teacher io knew the students’ ability in doing their writing. for the last, teacher io discussed the students’ writing generally. it was about punctuation and grammatical structure. he corrected the students’ mindset with constructing a good outline personally because he guided the students who had intricate thinking. setyani rohmatul muthohharoh, et al./ eej 10 (3) (2020) 374386 382 table 5. assessing students’ creating skill by teacher io no the implementation of authentic assessment to assess students’ creating skill teacher io create a wedding invitation yes no 1 teacher gives the prompts of the writing concerning on creating the problem. √ 2 teacher selects the rubrics of creating the problem. √ 3 teacher shares the rubrics with students about how to score the students’ activities including creating the problem. √ 4 teacher indentifies the benchmark papers √ 5 teacher reviews how students write √ 6 teacher provides time and instructional support for self-assessment and peer assessment √ 7 teacher introduces self-assessment gradually to students √ 8 teacher discusses the writing and gives feedback how to creating the problem. √ table 6. assessing students’ creating skill by teacher ss no the implementation of authentic assessment to assess students’ creating skill teacher ss make a dialog about conditional sentence type 1 yes no 1 teacher gives the prompts of the writing concerning on creating the problem. √ 2 teacher selects the rubrics of creating the problem. √ 3 teacher shares the rubrics with students about how to score the students’ activities including creating the problem. √ 4 teacher indentifies the benchmark papers √ 5 teacher reviews how students write √ 6 teacher provides time and instructional support for self-assessment and peer assessment √ 7 teacher introduces self-assessment gradually to students √ 8 teacher discusses the writing and gives feedback how to creating the problem. √ based on table 6, it can be seen that teacher ss asked students to create or make a dialogue about conditional sentences type 1 in pairs. in this activity, the students were demanded to use their higher order thinking skills in doing this task. the students should create a dialogue in product assessment. the instruction of task included good instruction because teacher ss used appropriate material, construction, and language use. it also used the contextual stimuli to the students because the task presented the example of a real-life context situation. before doing a task, teacher ss provided the students with the prompt about the setyani rohmatul muthohharoh, et al./ eej 10 (3) (2020) 374386 383 conditions in doing a task. it included the time in doing it but teacher ss did not share the scoring rubrics to them because she said that she believed that they remembered about criteria that would be assessed by her. however, teacher ss had criteria in the scoring rubrics to assess the students’ product. she used analytic scoring rubric because it existed in the lesson plan and agreed in this school. it was in line with refnaldi, zaim and moria (2017) finding who stated that analytic scoring rubric was simple and easy to be implemented because most of the teachers did not use certain scoring rubric since it was complicated. teacher ss gave the students the examples of a dialogue of conditional sentences type 1. it was done to make they had an illustration about the dialogue that would be done by them. then, teacher ss reviewed the students’ writing by checking it one by one. if the students had a misunderstanding, she explained it intensely. she walked around the students to know their understanding instead of implemented selfassessment formally. it was not in line with shatri and zabeli (2018); azarnoosh (2013); siow (2015) finding who stated that using selfassessment stimulated the students’ critical thinking. students would think more and become analytical. after students had submitted their writing, teacher ss discussed their writing generally. it was done to confirm their understanding. the solutions to overcome the difficulties the implementation of authentic assessment to assess students’ higher order thinking skills by teacher io and teacher ss encountered difficulties but they proposed solutions to overcome these difficulties in implementing the authentic assessment. teacher io was conscious that in implementing authentic assessment encountered some difficulties such as large classes and time limitation. it was in line with aliningsih and sofwan (2015); rukmini and saputri (2017) stated that teacher had a positive perception about authentic assessment but allotted time was inadequate to cover all students to performance because each student required their time to perform totally. teacher io had many classes in teaching english, therefore he was difficult to implement different rubric on each task and implement selfassessment formally. therefore, he had the solution to overcome the difficulties. teacher io made the same criteria on each topic but it depended on the topic that would be learned. he also modified the learning activities based on classroom condition. therefore, he was flexible in his teaching and learning process. in order to overcome the time limitation in implementing self-assessment, teacher io walked around the students to know their progress. he monitored the students’ writing by giving a mark on each activity. by walking around, he knew the students’ ability. then, it motivated the students’ confidence by communicating their understanding of teacher io. teacher io also guided them to make a good outline before the students doing their writing. it trained the students’ thinking of doing every task. patiently, teacher io explained the students’ misunderstanding in order to make the students could achieve their understanding well. then, teacher io did not demand the students to use their hard thinking continuously because it depressed the students’ motivation. to attract the students’ motivation, teacher io used pictures in each topic. it was in line with lestari, bharati, and rukmini (2018) finding which stated that media such as a picture or short video could stimulate the students to be critical in thinking. in developing project-based writing assessment, they used comic with to improve the students’ critical thinking. turning to teacher ss difficulties, she encountered some difficulties in implementing authentic assessment to assess students’ higher order thinking skills in writing such as time limitation, students’ motivation, and constructs the appropriate items. teacher ss did not share the rubric because she said that she believed that the students remembered the criteria that would be assessed. nevertheless, she had a rubric to assess the students’ knowledge and skills. in fact, the students could do these tasks well although setyani rohmatul muthohharoh, et al./ eej 10 (3) (2020) 374386 384 they had a misunderstanding about the topic. then, teacher ss did not implement selfassessment formally because of time limitation. siow (2015); aliningsih and sofwan (2015); rukmini and saputri (2017) stated that the implementation of authentic assessment spent more time. it could be seen that self-assessment incurs extra time. the activity of self-assessment which separated from learning activities made teacher required additional time to accomplish the activities and give feedback to the students. to overcome it, teacher ss walked around to the students in order to know their understanding. she was interested in walking around the students because both teacher ss and the students could construct communication intensely. therefore, the students would ask her if there was a misunderstanding. then, she explained it well. another difficulty was motivation. in english learning and teaching, teacher ss perceived that the students had low motivation to use english in a real-life situation. therefore, teacher ss motivated the students by illustrating the english necessity in a real-life situation. she explained the necessity of toefl in higher education and in certain university. the students should have a good score if they wanted to join in the university. therefore, students should focus on learning english. besides, teacher ss gave an explanation about the requirements of a certain university. she explained that the requirement such as application letter which was considered in certain university. therefore, the students should concern about the structure of the application letter. the last difficulty was to construct an appropriate item. nowadays, the test in senior high school used cbt (computer-based test). in cbt involved many items that separated with others. the items in cbt were different from the other tests. therefore, it made teacher ss felt difficult to seek the appropriate items in order to construct a test for the students. based on abosalem (2016), many teachers were not trained in how to construct this type of questions. to overcome the difficulties, teacher ss looked for the items in other books and other items related to national examination because teacher ss wanted to trigger the students’ motivation in doing the test in accordance with the national examination. she sought other books related to the topic that would be discussed because she believed that the books had the same material with others. the difficulty in implementing authentic assessment of these two english teachers was time limitation because the time allotted did not cover the learning activities included authentic assessment activities. it was realized by teacher ss and teacher io but they proposed solutions to overcome the difficulties in order to make teaching and learning successfully. it was done by them in order to make the students achieved their knowledge effectively. conclusion and suggestion based on the research findings, it can be concluded that in implementing authentic assessment to assess students’ higher order thinking skills, teacher io and teacher ss implemented it well although they did not implement some of the activities in assessing writing. in assessing students’ writing, they did not share a rubric about the criteria that would be assessed by him. they did not implement selfassessment in his classroom because of time limitation. to change this self-assessment activity, they walked around to the students to monitor the students’ writing. they proposed solutions to overcome the difficulties in implementing authentic assessment to assess students’ higher order thinking skills. in implementing authentic assessment, teacher io encountered difficulties about time limitation in implementing self-assessment. therefore, he walked around the students one by one to know the students’ understanding. meanwhile, teacher ss encountered difficulties about time limitation, motivation, and constructs the appropriate items for students. dealing with the time limitation, she walked around the students to monitor the students’ progress. then, in order to motivate the students’ learning, she illustrated the real condition in universities and working situation. the students would aware of english. for the setyani rohmatul muthohharoh, et al./ eej 10 (3) (2020) 374386 385 last, to construct appropriate items, teacher ss looked for other books on internet to make appropriate items. for future researchers, it is expected to analyze the implementation of authentic assessment to assess students’ higher order thinking skills based on english teachers’ views in other schools such as in senior high school and vocational school. additionally, the present study focuses on writing skill and probably it has many weaknesses. hence, future researchers are expected to conduct research related to the topic in other skills such as speaking, reading or listening. finally, it is possible for them to compare the implementation of authentic assessment to assess students’ higher order thinking skills in different ways. in order to assess the students’ writing, english teachers can check it one by one then making conference between teacher and students. besides, they can use the alternative authentic assessments. the one alternative authentic assessment that can be used is the portfolio. by using portfolio, they can assess the content of writing then they give comment on students’ work in order to improve the students’ understanding of the topic that has been discussed. unlike single test scores and multiplechoice tests, portfolio provides a multidimensional perspective on student’s growth over time. references abosalem, y. 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(2018). students’ perceptions on selfand peer assessment in enhancing learning experience. mojes: malaysian online journal of educational sciences, 3(2), 21-35. retrieved from http://ajba.um.edu.my/index.php/mojes/art icle/view/12692 undang-undangrepublik indonesia nomor 20 tahun 2003 tentangsistem pendidikan nasional widana, i. w., parwata, i. m. y., parmithi, n. n., jayantika, i. g. a. t., sukendra, k., &sumandya, i. w. (2018). higher order thinking skills assessment towards critical thinking on mathematics lesson. international journal of social sciences and humanities, 2(1), 24-32. retrieved from https://doi.org/10.29332/ijssh.v2n1.74 eej 9 (4) (2019) 484 – 491 english education journal http://journal.unnes.ac.id/sju/index.php/eej the comparison of appraisal resources in argumentative essays written by students with different proficiency levels meli fauziah , warsono, widhiyanto universitas negeri semarang, indonesia article info ________________ article history: recived 18 may 2019 accepted 31 july 2019 published 23 december 2019 ________________ keywords: comparison, appraisal resources,argumentati ve essays, different proficiency levels ____________________ abstract this study aimed to explain the appraisal resources manifested in argumentative essays written by undergraduate students with high and low proficiency level, as well as their similarities and differences of using appraisal resources. this study employed qualitative research in the form of written discourse analysis. the appraisal resources checklist adapted from martin and white (2005) is used to determine the distribution of appraising items of attitude, engagement and graduation in argumentative essays written by high and low proficiency students. out of 16 students chosen as the sample, 8 students are categorized as having high proficiency level, and the others eight belong to low proficiency level. the results of this study revealed that both groups of students utilized all subsystem of appraisal resources. however, high proficiency students dominantly used engagement rather than attitude and graduation. meanwhile, the lows one utilized more attitude than engagement and graduation. in term of attitude, high proficiency students produced more appreciation. it showed that the argumentative essays written by high proficiency students are more appreciative than emotional and judgmental to align their personal voices in conveying their thoughts and opinions. in addition, in term of engagement, both groups dominantly applied entertain item in which it showed that both groups of students are successful to show their authorial voice towards the topic given. finally, in graduation feature, force is dominantly used by both groups of students which means that they tried to intensify and quantify their arguments to build strong persuasion. © 2019 universitas negeri semarang correspondence address: kampus universitas negeri semarang, kelud, semarang, 50233 e-mail: melifauziah94@gmail.com p-issn 2087-0108 e-issn 2502-4566 meli fauziah, warsono, widhiyanto/ eej 9 (4) (2019) 484 – 491 485 introduction writing in english becomes a great challenge for foreign language learners. it is considered as the most difficult skill to be mastered in learning english. unlike the other skills, writing as one of productive skills attempts the learners to have such good consideration about organization, grammar, word choice, language use, as well as mechanics of their writing. through writing, the learners could share their personal stories, experience, opinions and thoughts. the most important thing is the learners should be able to catch the readers‟ attention through their writing. in academic context, undergraduate students are demanded to be able to produce an academic writing. yuliana and gandana (2017, p. 613) stated that academic writing is notably one of the most important skills students need to develop at the tertiary level of education. it means that the students at the university level should be capable of presenting their opinions and arguments through different genre of persuasive writings. under systemic functional linguistics (sfl) tradition, there are three genres of persuasive writing namely analytical exposition, hortatory exposition, and discussion or commonly termed as argumentative essay (emilia & christe, 2013; gerot & wignell, 1994; martin, 1989). those three genres of text are basically similar, but they are different in term of presenting the arguments or opinions about an issue. analytical and hortatory exposition text present only one sided of an issue. meanwhile, argumentative essays consider at least two points of view about an issue (gerrot & wignell, p. 214). at the end, it requires the writers to give conclusion or recommendation to the readers about the issues they have presented. therefore, departing from the function of argumentative essay above, the undergraduate students are intended to present their clear position and voice towards an issue by providing some compatible proofs to support it. in order to express their opinions in the argumentative essays, the students have their own intention through their language use. solihah and warsono (2018, p. 108) stated that the language use will affect the acceptance of information for the readers in which it lies on the meaning of language use and word choice. according to ghasani and sofwan (2017, p.150), the same words do not always make the same meanings if they are used in a different communicative function in a different situation. under the framework of systemic functional linguistics, interpersonal meaning has widely developed into the evaluation of language use known as appraisal theory. according to martin and rose (2003), appraisal theory relates to negotiate the social relationship between the writer and reader. this theory clearly explains the meaning of lexical words that are used by the writers. so, it deals with the use of evaluative language. referring to martin and white (2005), appraisal theory is divided into three big domains namely attitude, engagement and graduation. then, those three domains of appraisal are composed of its specific subsystems. attitude deals with the interpretation of speaker/writer‟s feelings, emotional reactions, judgments of someone‟s behavior and evaluation of things. it comprises affect, judgment, and appreciation. while engagement deals with sourcing attitudes and the play of voices around opinions in discourse. it then comprises disclaim, proclaim, entertain and attribute. moreover, graduation deals with grading phenomena whether the feelings are amplified or categories blurred. it is composed of force and focus items. the clear illustration of appraisal resources can be seen in the following figure; meli fauziah, warsono, widhiyanto/ eej 9 (4) (2019) 484 – 491 486 appraisal resources figure 1. illustration of appraisal resources studies on appraisal have been conducted by some researchers in various field of discourse such as medical discourse (gallardo & ferrari, 2010), political discourse (mazlum & afshin, 2016; novi & fitriati, 2018). in addition, on the field of education, some researches have also been widely conducted under the topic of english research articles (pascual & unger, 2010; wigunadi, 2014; yang & lv, 2015), and students‟ argumentative speech (ghasani & sofwan, 2017; solihah & warsono, 2018). the last, previous researchers have also conducted some research on persuasive writing in term of argumentative essays (mei & allison, 2003; liu & thompson, 2009; lee, 2015; yang, 2016; cheung & low, 2017; lam & crosthwaite, 2018). the previous studies mentioned above especially studies conducted on argumentative essays only focus on analyzing certain subsystems of appraisal like attitude or engagement only. moreover, the studies are only conducted to investigate the students from countries that consider english as their first language (l1) and second language (l2). there is still no research conducted on investigating all three domains of appraisal in argumentative essays produced by efl students. in addition, efl students writing proficiency level are different from one to another. they can be categorized into high and low proficiency level. this reason also becomes the starting point to investigate the appraisal resources produced by undergraduate students with different proficiency level. therefore, this study aimed to analyze the argumentative essays written by high and low proficiency students in order to explain the similarities and differences of appraisal resources (attitude, engagement and graduation) realized by both groups of students. the last, this research paper hopefully could give new insight for the future research on interpersonal meaning especially appraisal resources. method this study belongs to qualitative study and designed as a discourse analysis. this study focused on analyzing written form as the data of this study in term of argumentative essays. the objects of this study were argumentative essays from 16 undergraduate students at iain bengkulu. they are majoring in english education, and they were in the fourth semester students in the academic year 2018/2019. there are some steps conducted to gather the data. first, the researcher give one topic about „indonesian presidential election 2019‟ to the students. they are required to write at least 3-4 paragraphs of argumentative essays. they have to finish the writing in 120 minutes and collect it to their lecturer. before starting the analysis, the researcher firstly classified the result of students‟ argumentative essays into high and low proficiency level by using argumentative essay rubric adapted from heaton (1998). after classifying the students‟ argumentative essays, the researcher used the appraisal resources checklist proposed by martin and white (2005). the data were divided into clauses or clause complexes as unit of analysis. they were analyzed and classified as the „appraising item‟ that were included into appraisal resources in this study. after finishing the analysis, the researcher calculates the occurrence of each subsystem of appraisal found in the argumentative essays written by both groups of students. after that, the researcher put the findings into some tables and did some interpretation into some paragraphs to show the similarities and differences of both groups. to attitude engagement graduation affect judgm ent appre ciation disclaim proclaim entertain attribute focus force meli fauziah, warsono, widhiyanto/ eej 9 (4) (2019) 484 – 491 487 minimize the subjectivity, the researcher needs the triangulation that uses more methods of data collection. in this study, the researcher used investigator triangulation by asking one of lecturers in a local university in semarang, indonesia. moreover, the researcher also asked five inter-raters who are experts in writing classes to categorize students‟ score into high and low proficiency level. therefore, the researcher used expert judgment not only to validate the findings and data analysis but also to give the students‟ score of argumentative essays by using argumentative essay rubric. results and discussion based on the argumentative essays rubric adapted from heaton (1998), the result was that there are 16 students in which eight students are categorized as high proficiency level, and the other eight are low proficiency students. the overall distribution of appraisal resources distribution of appraisal resources in argumentative essays written by both groups of students is presented in the following table. table 1. distribution of appraisal resources among students with high and low proficiency level appraisal resources high proficiency students low proficiency students attitude 60 65 engagement 78 60 graduation 55 43 total 193 168 based on table 1, the students with high proficiency level produced 193 appraising items covering 60 items of attitude, 78 items of engagement and 55 items of graduation. on the other hand, the students with low proficiency level produced 168 appraising items which consist of 65 items of attitude, 60 items of engagement and 43 items of graduation. the table above also showed that high proficiency students dominantly produced engagement items rather than attitude and graduation. meanwhile, the low proficiency students produced more attitude than engagement and graduation. these results clearly show that high proficiency students are able to more successfully exploit the resources necessary for constructing a well-argued text and show a stronger sense of authorship. the detail explanation for each subsystems is explained in the following section. attitude attitude is concerned with the speaker/writer‟s feelings, emotions, and judgment toward something in conveying meaning/information during the interaction (martin & rose 2003; martin & white 2005). under attitude, meaning is concerned with the mapping of feeling in which it covers three regions: emotion (affect), ethics (judgment), and aesthetic (appreciation). the distribution of attitude in argumentative essays written by students with high and low proficiency level can be seen in the following table: table 2. distribution of attitude features attitude features high proficiency students low proficiency students affect 12 8 judgment 22 33 appreciation 26 24 total 60 65 based on the table 2 above, it can be seen that the distribution of appreciation is more than judgment and affect in the argumentative essays written by students with high proficiency level. this finding is in line with the studies conducted by lee (2015), liu & thompson, (2009); liu (2013), ghasani and shofwan (2017), and solihah and warsono (2018). it indicates that high proficiency students make their essays that are related with the topic given by using appreciation resources because they appreciate and evaluate things/phenomena, especially the topic given. in addition, the dominant distribution of appreciation in students‟ argumentative essay is a characteristic of meli fauziah, warsono, widhiyanto/ eej 9 (4) (2019) 484 – 491 488 argumentation (lee, 2015; liu & thompson, 2009; and liu 2013). it is in line with the genre that is investigated in this study, namely argumentative essays. the example of appreciation used by high proficiency student is as follows: (1) in my opinion, both candidates are as well as to become president because they have great missions and visions to develop indonesia. in the example above, the writer applies the word „great‟ to appreciate the visions and missions of both presidential candidates. in this phase, such situation is seen as the natural phenomena in which the writer paid attention for. so that, it is verified that the word „great‟ is classified as the positive item of reaction on the other hand, low proficiency students produces more judgment features rather than affect and appreciation. this result shows that low proficiency students tend to judge someone‟s behavior which is in this case relate to the presidential candidate. the example of judgment can be seen as follows: (2) jokowi is more popular because he has proven when indonesia was hit by disaster, he went straight down to the place where the disaster happened. the existence of word „popular‟ in the clause above is identified as the positive normality of judgment. the writer uses this item to mean that the first candidate of presidential election, in this case jokowi are very wellknown. because of the fact that the word „popular‟ in the above clause means „how special someone/something is,‟ therefore such word belongs to positive normality (martin & white, 2005, p. 52). engagement according to liu and thompson (2009, p. 6), engagement is concerned with the diverse range of linguistic resources whereby writers adjust and negotiate the arguability of their utterances. the distribution of engagement items in the argumentative essays written by high and low proficiency students is set out in table 3. table 3. distribution of engagement features engagement features high proficiency students low proficiency students disclaim 27 15 proclaim 8 9 entertain 38 34 attribute 5 2 total 78 60 as the table 3 maps out, entertain exceeds other engagement appraising items of engagement resources in the students‟ essays. the second place belongs to disclaim with 27 items and proclaim takes up 8 items while there is a very little distribution of attribute with only 5 items. the example of the occurrence of entertain items as engagement features can be seen as follows: (3) from many experiences and challenges he has been through for long time since 2014, make me believe that he is a good president for indonesian country in the next period. (4) i believe prabowo will not do that if he will become president in the future according to mei and allison (2003), entertain uses the option of entertain as the “writer suggests a possible alternative to an implicit belief”. by using modal, she adds that entertain “indicating dialogic space”. furthermore, using entertain means “dialogically expand manner” (mei & allison, 2003). since the students‟ essays belong to persuasive writing, the writer needs to expand their arguments by producing sentence that acknowledges a proposition as one possibility amongst others through the use of modals (mei & allison, 2003). this result confirms the study done by pascual and unger (2010). in their study, the most frequent type revealed in the grant proposals by argentinean researchers is entertain. it indicates that the speaker “elected to open up dialogic space, representing the proposition as one of a range of possible positions” (white, 2002; pascual and unger, 2010). meli fauziah, warsono, widhiyanto/ eej 9 (4) (2019) 484 – 491 489 graduation graduation relates to the grading phenomena in which the writers‟ feelings are amplified and categories blurred. according to martin and white (2005, p.136), graduation is central to the appraisal system. it can define the attitudinal meaning. it can also be a feature in engagement system. the distribution of graduation items in the argumentative essays written by high and low proficiency students is set out in table 4. table 4. distribution of graduation features graduation features high proficiency students low proficiency students focus 12 5 force 43 38 total 55 43 based on the table above, force items are more dominantly used by the students with high and low proficiency level rather than focus items. the words categorize as force in the students argumentative essays can be sen in the following example: (5) that is a little reason1 why i choose prabowo subianto for a better2 indonesia looking at the above example, the item of force is shown through the words „a little reason‟ and „better.‟ the words „a little reason‟ used by the writer to provide for the imprecise measuring of number in which it shows quantification – isolation and infusion. meanwhile, the word „better‟ is kind of force by using modes of intensification – isolating. according to martin and white (2005, p.142), force can be realized via comparatives and superlatives. it is done in order to localized or relative scaling with respect to intensity. below is the example of force found in argumentative essays written by low proficiency students: (6) candidate 1 has its own fans where indonesian people say that as long as he leads indonesia increasingly prosperous. looking at the above example, the item of force is shown through the word „increasingly‟. this word used by the writer to provide for the imprecise measuring of number in which it shows quantification – maximisation. according to martin and white (2005, p. 142), force can be realized through the use of maximisers in order to up-scale the highest possible intensity. since this study reveals that the students use „force‟ rather than „focus‟, it confirms the result of study done by liu (2013) which reveals that the high use of graduation of force in his study. he states that „the frequently employment of graduation as force are to express meaning when the speaker describes the situation or complain about problem‟. therefore, by building up persuasion in describing situation by using graduation of force, the writer can articulate her/his position about topics that matter to her/him with solid logic and reasoning (liu, 2013; yang, 2016; cheung & low, 2017; lam & crosthwaite, 2018). conclusions and suggestions based on the analysis and discussion of this present study, there are some conclusions that can be drawn as follows: firstly, the appraising items were used by both groups of students in spite of it is vary in number depending on their proficiency level in writing. among the three items of appraisal, engagement has the highest number in argumentative essays written by high proficiency students compared with graduation and attitude. in term of attitude item, it is found that the distribution of appreciation exceeds other items. the use of appraising items of appreciation makes the students‟ argumentative essays become more appreciative than personal and emotional. moreover, there is a high occurrence of entertain as a subsystem in engagement then followed by disclaim, proclaim, and attribute. as the main goal of argumentative essays is to persuade, the writers need to expand their arguments by producing words which represent the current proposition as replacing or supplanting. in graduation as system for scaling the meaning, both groups of students apply more force than focus. it verifies that the meli fauziah, warsono, widhiyanto/ eej 9 (4) (2019) 484 – 491 490 students express meanings for describing the situation or complaining the motion and build up persuasion by assessing the degree of intensity and quantity. the conclusions explained above lead the researcher to provide some suggestions. it is beneficial for the english language learners to pay attention toward the interpersonal meaning, especially appraisal resources. they need to explore about appraisal resources in order to convey their personal voices effectively and efficiently. moreover, the english teachers can increase the students‟ writing skill by using appraisal resources to build their personal voice in order to establish persuasion in their essays. the present study still has weaknesses because it only focuses on investigating the appraisal resources in argumentative essays written by high and low proficiency students. therefore, further studies can explore similar cases by comparing among high, average, and low proficiency students in earlier level of education involving the students of junior or senior high school to know their language use to express their arguments and ideas through analytical or hortatory exposition text. furthermore, the further studies can also be carried out to compare and investigate some genres in writing in order to know the distribution of appraisal resources among different genres. references cheung, y.l., & low, t.h. 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(2018). writer‟s voice and engagement strategies in students‟ analytical exposition texts. indonesians journal of applied linguistics, 7(3), 613-620. doi: 10.17509/ijal.v7i3.9812. https://doi.org/10.15294/eej.v9i1.26950 https://doi.org/10.15294/eej.v9i1.26950 https://doi.org/10.15294/eej.v8i1.22162 http://dx.doi.org/10.17507/jltr.0705.23 eej 9 (3) (2019) 334 341 english education journal http://journal.unnes.ac.id/sju/index.php/eej the effect of buginese language transfer on students’ english pronunciation: a case study at sman 4 barru lisa binti harun, januarius mujiyanto, abdurrachman faridi universitas negeri semarang, indonesia article info ________________ article history: recived 10 february 2019 accepted 04 july 2019 published 15 september 2019 __________________ keywords: language transfer, second language acquisition, english pronunciation ____________________ abstract _________________________________________________________________ indonesia is a country consists of various cultures and possesses hundreds of native language. therefore, in the process of l2 acquisition, the impact of l1 on english articulation certainly is seen as a tough obstacle for the indonesian efl learners. in sla, it is known as language transfer. buginese language as one of the native language existed in south sulawesi also gave positive and negative transfer towards english pronunciation. it was proven through a qualitative case study employed towards 20 students from xi ipa 2 at sman 4 barru. to obtain the data, several methods were undergone such as questionnaires, students’ recording, interview and observation. the results of the study showed that buginese language gave major negative transfer towards vowels /ə/ and /æ/, diphthongs /ɪə/, /eə/, /ʊə/ and /əʊ/, consonants /p/, /f/, /ŋ/ and /n/, and also clusters skr/, /spl/ (initial), /sk/, and /bl/. moreover, this language gave minor negative transfer towards long vowels /i:/, /ɑ:/, /ɔ:/, and /u:/ and vowels /ɒ/, also consonants /ʤ/, /ʒ/, /z/, /v/, /ð/, /θ/, /ʧ/, and /ʃ/. it did not give any transfer towards diphthongs /eɪ/ (initial), /aɪ/ (initial and final) and /aʊ/. besides that, buginese language also gave minor positive transfer towards; vowels /ʌ/, /ɪ/, /e/, /ʊ/ and /ɔ/, diphthongs /ɔɪ/, /eɪ/ (middle and final), and /aɪ/ (middle), and also consonants /b/, /d/, /g/, /h/, /k/, /l/, /m/, /r/, /s/, /t/, /w/ and /y/. last, the role of the teacher in improving students’ pronunciation was considered lack and need to be improved. © 2019 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jl.kelud utara iii semarang 5023, indonesia email: lisaharun39@gmail.com p-issn 2087-0108 e-issn 2502-4566 lisa binti harun, januarius mujiyanto, abdurrachman faridi/ eej 9 (3) 2019 334 341 335 introduction language is inseparable from human being as it is road for communicating to each other. as we live in the globalization era, the demand for learning foreign language especially english is increasing as it becomes a communication tool among people around the world. to fluently speaking in english, a number of sub-skills are a must for the efl learners to master involving vocabulary, grammar, pragmatics, pronunciation and others (fraser, 2000). the most supporting subskill according to fraser is pronunciation, as for the speaker with good pronunciation is still understandable even it contains errors within, and speaker with bad pronunciation leads to misunderstanding in communication. however, like any other aspects of english, certainly there will be many affecting factors that might become obstacles for the learners during learning pronunciation. kenworthy (1978) divided the factors that affect the pronunciation learning into the native language, age factor, amount of exposure, phonetic ability, attitude and identity, and motivation. zhang (2009) on the other hand, proposed that factors affecting pronunciation are categorized into two areas, which are named internal and external factors. internal factor focuses on l2 learner themselves, and involves biologic factor (i.e. age, ear perception, and aptitude) and individual differences (i.e. personality, attitude, motivation, identity, individual efforts, and goal setting). external factor involves l2 learner’s learning environment, and relates to learner’s native language, exposure, and educational factors. the impact of native language on english articulation is certainly a tough obstacle for the indonesian efl learners as indonesia consists of various cultures and possesses hundreds of native language. in the process of acquiring the second language, the influence of the prior language is called language transfer or cross-linguistic influence. it is in line with saville-troikes’ (2006) argument that in acquiring second language there is a general agreement that cross-linguistic influence, or transfer of prior knowledge from l1 to l2 is one of the processes that is involved in interlanguage development. the language transfer brings positive and negative effect towards second language acquiring. it is described as positive transfer when an l1 structure or role is used in an l2 utterance and that use is appropriate or correct, meanwhile when an l1 structure or role is used in an l2 utterance and that use is inappropriate and considered as error, it is considered as negative transfer. there were several studies that investigated the positive and negative transfer from l1 towards l2. for instance, dewi (2013) who investigated the influence of brebes javanese dialect comes into conclusion that the dialect gives negative transfer on the vowel sound [ɪ], and diphthong /eɪ/, /aɪ/, /ɔɪ/ and /ɪə/. it also gave positive transfer on the consonant sounds final [b], final [d], and final [g], meanwhile it did not give any transfer to the english initial cluster /st/, /spr/, and /str/. moreover, mulya (2018) found out that serawai melayunese dialect gave strong influence towards sound /aʊ/ and two syllable word stress on final position. in addition, the dialect did not strongly gave negative transfer on the substitutions of long vowel sounds [i’], [ɒ], [ʌ], [ɔ], and [e]. the sounds that did not strongly received positive transfer from the dialect are vowels [ʊ],[ɒ],[ʌ],[ə],[e], consonants [p], [b], [t], [d], [f], [ʃ], [k], [h], [s], [m], [n], lisa binti harun, januarius mujiyanto, abdurrachman faridi/ eej 9 (3) 2019 334 341 336 [l], [r], and diphthong [ɔɪ]. falahuddin (2019), on the other hand, found out that students with mid-east sundanese dialect tended to change sound [æ] with [ʌ], and [e] as well as sounds [əʊ] and [eə] that replaced with sounds [ʌ], and [ɜː] as the negative transfer from l1. the consonants that received negative transfer from l1 could be seen on sound [θ], [ð], [ʧ]. moreover, l1 also positively affected the cluster sounds [pr], [kw], [bl], and [str]. the realization of language transfer also happened to one of native language in south sulawesi namely buginese language. buginese people are bilingual speakers as they use indonesian in formal settings and buginese language in informal context such as daily communication. the strong accent and different phoneme production usually become obstacles for them to learn new language (nasir, 2016). the same matter also goes to english as second language, thus, a throughout investigation related to which phonemes in segmental features that affected by buginese language need to be done. previously, several studies have been conducted to examine sounds that were difficult to be uttered by buginese speakers for instance, /f/ and /v/, /θ/ and /d/, /s/ and /ž/, vowel /æ/ and diphthongs /iə, uə, əu, eə/. the reasons lead to the obstacles are the different sound system between bugis and english and also strong/heavy accent from the dialect. (nurpahmi, 2013; padilah et.al, 2018) apparently, the previous study only observed the comparison of both languages towards common speakers. the current study meanwhile attempts to examine both positive and negative transfer that occurred in english segmental features resulting from buginese language towards students. moreover, the role from the teacher also needs to be analyzed as they also give contribution in improving students’ english pronunciation. the results of the study are expected to be a beneficial discovery for the teachers and students especially in south sulawesi. method this is a qualitative case study that using field note to obtain the data needed. the participants of the study were the students of class xi ipa 2 of sman 4 barru. the total number of students in the class was 24 that later being limited to 20 as the requirement of the research were the students who originally come from barru regency. various ways are undergone to get the data for instance; questionnaires that employed to obtain the data about students’ origin and background, students’, recordings to get the data about their pronunciation. the students are required to read an english text, a list of sentence, and target words that represented initial, middle and final position of each sound, interviews to obtain information related to the role of the teacher in helping the students to improve their english pronunciation, and last, observation to get information related to teacher’s contribution in real situation. the data later analyzed according to few stages such as: (1) designing, (2) selecting, (3) recording, (4) transcribing, (5) categorizing, (6) analyzing and interpreting and (7) presenting. results and discussion the results of the data lead the study to several arguments. it is divided into five parts and explained as follow. lisa binti harun, januarius mujiyanto, abdurrachman faridi/ eej 9 (3) 2019 334 341 337 english vowels affected by buginese language the analysis of the entire english vowels sound leads to three final results. first, buginese language gave minor effects towards /ʌ/, /ɪ/, /e/, /ʊ/ and /ɔ/. these sounds are identified as unproblematic for the students to pronounce. the causing factors that bring the easiness are the facilitation from buginese language and also bahasa indonesia as those sounds are exist in both of the language’s sound systems. this situation is known as positive transfer. as stated by seville-troike (2006) who argued that in interlanguage development, transfer from prior language is one of the processes happening towards second language acquisition. as there were positive and negative form of transfer, apparently positive transfer is a condition where the structure and rule of l1 suitable to be applied in l2. second, buginese language gave minor negative transfer towards vowels /i:/, /ɑ:/, /ɔ:/, and /u:/ and also vowels /ɒ/. from the findings results, it could be stated that the entire words that represent long vowels were substituted into short vowels /ɪ/, /ʌ/, /ɔ/ and /ʊ/, meanwhile, sound /ɒ/ was tended to be pronounced into /ɔ/. the phenomenon was due to the inexistence of both long vowels and /ɒ/ in their first language namely buginese language. even though the inexistence of the sound occurred in buginese language, it could not be said that the first language was the main cause of the negative transfer. other factors might come from the inexistence of the sound in bahasa indonesia and teachers who did not introduce the sound to the students because of lack of time in teaching english. in addition, the major negative transfer from buginese language could be seen in vowels /ə/ and /æ/. buginese language recognized both sound /e/ and /ə/ in its sound system, for instance [mʌegʌ] (many) and [mʌkʌtə] (itchy). however, in pronouncing the entire words in during the recording, i realized that the students overused the sound /e/ and substituted it from sound /ə/, such as in the word ‘development’ [dɪˈvɛləpmənt] that pronounced as [dɛfɛlɔfmɛn]. this phenomenon was one of the negative transfer that comes from buginese language as buginese people most frequently using sound /e/ in their daily communication. moreover, the students had difficulties in uttering sound /æ/ in word ‘act’ [ˈækt] and ‘character’ [ˈkærɪktə] and tended to substitute the current sound with /ʌ/. english diphthongs affected by buginese language dealing with the data gave me several final results related to the effect of buginese language. first, it could be seen that buginese language gave minor positive transfer to diphthongs such as /ɔɪ/, /eɪ/ (middle and final), and /aɪ/ (middle). from the result, it could be concluded that students have no difficulties to produce those sounds and the effects of buginese language as l1 was one of the factors that facilitated the positive transfer. according to nurpahmi (2013), buginese sound system recognized more diphthongs than english. there are /aɪ/, /eɪ/, /aʊ/, /ɔe/, /ʊɪ/, /ɔɪ/, /ʊe/, /aɪ/, /ʊa/, /ɪa/ and /ɪʊ/. apparently in her study, she confirmed that there were four diphthongs that exist both in buginese language and english, namely /aɪ/, /eɪ/, /aʊ/, /ɔɪ/ and according to students’ pronunciation result; the familiarity of the sounds makes them easy to pronounce the represented words. moreover, there were some diphthongs that did not receive any negative transfer from buginese language lisa binti harun, januarius mujiyanto, abdurrachman faridi/ eej 9 (3) 2019 334 341 338 to the students. it is /eɪ/ (initial), /aɪ/ (initial and final) and /aʊ/. even though the students were familiar with those sounds, they seem have difficulties in pronouncing the represented words. the examples were ‘agent’ that tend to be pronounced as [ʌgɛn], ‘aisle’ as [ɛisli], ‘sky’ as [skɪ] and others. as stated by sevilletroike (2006), intralingual errors are the result of incomplete learning of l2 rules or overgeneralization of them and not attributable to cross-linguistic influence. so, the errors made by the students can be categorized as developmental or intralingual errors which due to the limited and incomplete l2 learning that lead to confusion to choose the correct use of sound. last, buginese language gave major negative transfer towards diphthong /ɪə/, /eə/, /ʊə/ and /əʊ/. based on the result in findings section, the students were not familiar with those sounds and tended to substitute it into other easiest sound for them. for example, /ɪə/ tends to become /eɪ/, /e/, or /ɪ/, /eə/ tended to change into /aɪ/, /eɪ/, /e/, /ʌ/, and /i/, /ʊə/ tended to be /ʊ/ and /ɔ/, meanwhile /əʊ/ becomes /ɔʊ/, /ɔʊə/, /ɔ/, /ɪ/, and /e/. this was happened because of the gap differences between students’ l1 and l2, until they chose to use the structure of l1. english consonants affected by buginese language the final result of the recordings brought several arguments that later divided into how buginese language affected positively or negatively towards the consonants. first, buginese language gave minor positive transfer towards consonants such as /b/, /d/, /g/, /h/, /k/, /l/, /m/, /r/, /s/, /t/, /w/ and /y/. as these sounds existed in the speech sounds of buginese language, therefore, the students were facilitated and did not feel any difficulty in pronouncing the sounds. apparently, they categorized as receiving minor positive transfer from buginese language due to many factors that assisted students’ easiness to utter them and not only from buginese language. other factor that supported the facilitation was bahasa indonesia that the students have learned in school. second, buginese language gave minor negative transfer to the consonants sounds such as /ʤ/, /ʒ/, /z/, /v/, /ð/, /θ/, /ʧ/, and /ʃ/. i classified that buginese language only gave minor negative transfer and not major as there were other factors that affecting the transfer for instance, bahasa indonesia and spelling interference. for sound /ʤ/, even though it existed in both speech sound of buginese language and bahasa indonesia, they tend to substitute the sound into /g/ in the word ‘religion’ and ‘privilege’ in the middle and final position. other factor might influence the substitution and one of that was spelling interference. in addition, the influence of buginese language and bahasa indonesia were also noticed in sound /ʧ/ where the students had tendency to pronounce the sound as sound /c/ that existed in both language. it was in line with ramelan’s argument in mulya (2019) that indonesian students tend to substitute sound /ʧ/ with sound /c/ as in word [cantik] (beautiful) which is more alveolar and not rounding. in the middle position for the word ‘eventually’ instead, they changed the sound /ʧ/ into /t/, so it could be said that they tend to utter the word exactly as how it is written. in the other hand, /ð/, /θ/, and /ʃ/ were sounds in english that did not exist in speech sound of both buginese language and bahasa indonesia. therefore, students tended to pronounce those sounds into the nearest sound in their first language; for instance, lisa binti harun, januarius mujiyanto, abdurrachman faridi/ eej 9 (3) 2019 334 341 339 /ð/ becomes /d/, /θ/ becomes /t/, and /ʃ/ becomes /s/. in addition, students could not pronounce the sound /z/ and /v/ in initial, medial and final position. they had tendency to change sound /v/ with /f/ and /p/ while /z/ is changed into /s/. third, buginese language gave major negative transfer to the consonant sound /p/, /f/, /ŋ/ and /n/. in observing students’ pronunciation, i found out that the substitution between sound /p/ and /f/ were done by the students naturally and unintentionally. for instance, in pronouncing ‘politician’ and ‘paper’, some students pronounced it with sound /p/ at the first meeting but later they changed the sound into /f/ until it became ‘folitician’ and ‘fafer’. moreover, the substitution between /ŋ/ and /n/, or vice versa also happened in students pronunciation. english consonant clusters affected by buginese language the buginese language gave major negative transfer towards clusters such as /skr/, /spl/ (initial), /sk/, and /bl/. it could be seen from the students’ result that in pronouncing word ‘screw’, ‘splash’, ‘skill’ and ‘black’, they tended to add sound /ə/ between the clusters. for example, ‘splash’ becomes [səplæʃ], ‘skill’ becomes [səkɪl], ‘screw’ becomes [səkrɔu], and ‘black’ becomes [bəlek]. other than that, the word ‘establish’ from the middle position of cluster /bl/ also got affected by buginese language. the students tend to add sound /ɪ/ between the clusters until the word was pronounced as [ɪsˈtʌbɪlɪs]. teacher’s role in improving students’ english pronunciation to collect the data related to this research question, i applied the interview and observation as the instruments. from the interview with the teacher and observation in the classroom, i found several arguments related to pronunciation teaching. first, the teacher argued that she trained and monitored students’ pronunciation every time they read a passage or sentences in the class, but the reality showed that she only gave correction towards students’ pronunciation when they learning new vocabularies or whenever they failed to pronounce correct words and this only happened once or twice throughout the meeting. harmer in gilakjani (2016) argued that many teachers are paying attention more to skill such as grammar and vocabulary to help foreign learners in listening and reading until the importance of pronunciation were abandoned. in addition, the allocation of time in 2013 curriculum that still was seen as the consideration made by the teacher to divide the time wisely and preferred to teach other skill rather than pronunciation. second, the teacher admitted that in the learning process, dictionary was a crucial tool that facilitated the students to acquire not only new vocabularies but also pronunciation. however, in real situation, bringing a dictionary for english subject was not a necessity for the students and was considered more to a formality only. in coping with the situation, the teacher needs to have self-awareness about the importance of teaching pronunciation by at least asking the students to bring dictionary and make them pronouncing the correct words. last, the native language of both teacher and students also became highlighted issue that need to be concerned by the teacher. kenworthy (1987) stated that native language was one of the factors that affect learner’s pronunciation along with the age factor, amount of exposure, phonetic ability, attitude and identity, and motivation. . the native language effect lisa binti harun, januarius mujiyanto, abdurrachman faridi/ eej 9 (3) 2019 334 341 340 was undeniable matter that later become special features or characteristics that called accent. however, every native language brought negative transfer to english language learning, therefore, the teacher need to decrease its effects by providing correct and proper pronunciation for the students. conclusion the conclusions of the study bring to several arguments. buginese language gave minor positive transfer towards sound /ʌ/, /ɪ/, /e/, /ʊ/ and /ɔ/ as the sound also exists in bahasa indonesia and the positive transfer may affected by both of them. moreover, it gives minor negative transfer towards long vowels such as /i:/, /ɑ:/, /ɔ:/, and /u:/ and also vowels /ɒ/. the strong influence of the language could be seen in two vowels namely /ə/ and /æ/. besides that, buginese language also gave minor positive transfer towards diphthongs /ɔɪ/, /eɪ/ (middle and final), and /aɪ/ (middle) and did not give any effect on sound /eɪ/ (initial), /aɪ/ (initial and final) and /aʊ/. strong influence of buginese language could be seen on sounds /ɪə/, /eə/, /ʊə/ and /əʊ/. towards english consonants, /b/, /d/, /g/, /h/, /k/, /l/, /m/, /r/, /s/, /t/, /w/ and /y/ were sounds that received minor positive transfer from buginese language. consonants that received minor negative transfer from the language were /ʤ/, /ʒ/, /z/, /v/, /ð/, /θ/, /ʧ/, and /ʃ/. the major negative transfer instead, can be seen in the consonant sounds /p/, /f/, /ŋ/ and /n/. in pronouncing /p/ and /f/, the substitution between the two sounds done naturally and unintentionally. it also happens between /ŋ/ and /n/. next, from seven consonant clusters that i investigated, the buginese language gives major negative transfer towards clusters such as /skr/, /spl/ (initial), /sk/, and /bl/. it could be seen from the students’ result that in pronouncing word ‘screw’, ‘splash’, ‘skill’ and ‘black’, they tended to add sound /ə/ between the clusters, while for the word ‘establish’ from the middle position of cluster /bl/ tended to be added sound /ɪ/ between the clusters. last, the teacher’s effort in improving students’ pronunciation is still insufficient. it is confirmed that teacher’s awareness to provide correct pronunciation to the students still lack. the factors causing the lack are, first, less attention given by the teacher in teaching pronunciation where teacher prefer to teach other skills rather than pronunciation. other than that, limited allocation of time to teach pronunciation and less awareness about the using of media such as dictionary also become the causing factors. last, the native language of both teacher and students is causing factors that undeniable and the negative transfer of it needs to be decreased. references dewi, r., mujiyanto, j., & sukrisno, a. (2017). the influence of brebes javanese dialect toward students’ pronunciation of english speech sounds: a case study in sman 1 brebes. english language and literature international conference (ellic), 1, 189-194. falahuddin, m.a., saleh,m., & fitriati, s.w. (2019). the influence of mideast sundanese dialect (l1) in the pronunciation of english among english department students at university majalengka. english education journal, 9(2), 157-163. gilakjani, a.p. (2016). english pronunciation instruction: a literature review. international lisa binti harun, januarius mujiyanto, abdurrachman faridi/ eej 9 (3) 2019 334 341 341 journal of research in english education, 1(1), 1-6. kenworthy, j. (1987). teaching english pronunciation. ny: longman. mulya, d., & mujiyanto, j. (2018). the influence of serawai melayunese dialect towards students’ english pronunciation. english education journal, 8(3), 292-300. nasir, s.h. (2016). buginese family speaking bahasa showed ethnolect speech-pattern phenomena. international conference. padhilah, n., juhannis, h., nurpahmi, s.(2018). the causal factors of bugis-bone accent interference on the pronunciation in english conversation. research gate, 4(1),7984. doi:10.24252/eternal.v41.2018.a 6 saville-troike,m.(2006). introducing second language acquisition. cambridge, uk: cambridge university press. zhang, q.m. (2009). affecting factors of native-like pronunciation. 한국교육문제연구, 27(2), 33-52. eej 9 (2) (2019) 234 243 english education journal http://journal.unnes.ac.id/sju/index.php/eej the use of cultural transposition for rendering culture-specific items in english-to-indonesian translation of brown’s inferno muhammad alimul khakim, dwi anggani linggar bharati, januarius mujiyanto universitas negeri semarang, indonesia article info ________________ article history: recived 03 february 2019 accepted 30 april 2019 published 20 june 2019 ________________ keywords: translation, cultural transposition, culturespecific items, inferno ____________________ abstract ___________________________________________________________________ translation always involves the transfer of culture between languages. culture-specific items (csis) are objects of translation that often make translator find difficulty due to their peculiarity that root in source language (sl) culture. this requires the translator to consider both the sl culture and target language (tl) culture. cultural transposition that consists of exoticism, cultural borrowing, calque, communicative translation, and cultural transplantation are translation procedures that concern with the transfer of culture between languages. this research is aimed to analyze the implementation of these procedures in rendering csi from english to indonesian. this study employed a descriptive qualitative research approach. the interpretation of the data is described in depth explanation. the object of this study is csi extracted from brown‟s inferno novel. the results of this study show that almost all of the cultural transposition procedures are implemented in rendering csi in all categories. results also show how these procedures are implemented in practices. exoticism is implemented on items that are very peculiar to sl or items that derive from language that is not popular in tl. there are also a large number of csi in the form of names that requires the translator to transfer the item without modification. cultural borrowing procedure is implemented in on items that are strange but derive from language that is popular in tl or items in which tl culture have owned their general kind. this is done by phonological adjustment and specification. calque is implemented on csi in which their elements can be translated to tl. results also show csis in the category of names are rendered using calque. meanwhile, communicative translation and cultural transposition, from the result, only occur in csi in the form of common expressions. communicative translation occurs in rendering csi that requires an explanation for its peculiarity. this is done by making a simple description that explains the csi. cultural transplantation is implemented in csi that is developed differently in tl such as measurement/scales. this is done by rendering items with others that are similar or by converting that scales roughly. as the conclusion, there is a tendency that csis are rendered with sl biases procedures that bring tl readers to sl cultures. © 2019 universitas negeri semarang correspondence address: kampus universitas negeri semarang, kelud, semarang, 50233 e-mail: alimulkhakim@gmail.com p-issn 2087-0108 e-issn 2502-4566 muhammad alimul khakim, dwi anggani linggar bharati, januarius mujiyanto/ eej (2) 2019 234 243 235 introduction translation is not a mere process of transferring words from one language to another. one aspect that is also important is a process of transferring culture of the source language (sl) to the culture of the target language (tl). this is in line with what some experts said that translation should consider both sl and tl cultures. hatim and munday (2004) defined that translation is as the process of transferring a written text in the source text into the target text conducted by a translator or translators in a specific socio-cultural context. however, culture is involved. larson (1998) views culture as a complex of beliefs, attitudes, values, and rules which group of people share. bassnett (2002:21) views language is the heart of culture since language can exist unless it steeped in the context of culture. thus language and culture are two things that develop together and translating language should also step in translating culture. meanwhile, in this modern era, the demands of translation of other culture books, movies and documents are immense. demands of knowledge, information, and desire of enjoying cultures from other languages are motives of translations. many books are translated from other languages to supply the need of knowledge. so are movies, poetry, novels are translated to fulfill the desires of our society to „taste‟ masterpieces of foreign cultures. thus translator is responsible as a cultural mediator that renders messages from sl culture to tl culture. the close relationship between language and culture make a translator should also learn both source language and target language culture. one problem that is faced by the translator is translating the culture-specific item (csi). csis are terms or names that are particular on the specific culture of language speakers. this item is difficult to render since sl culture, and tl culture is different and availability of similar words that express sl culture often unpredictable. from a cultural perspective, there are two opposing strategies in translation namely foreignization and domestication. these strategies are similar to newmark (1988)‟s transference and componential analysis. transference gives „local color,‟ keeping cultural names and concepts. he states that although this method is emphasizing in culture, he claims that this may cause problems for the general readership and limit the comprehension of certain aspects. in another hand, the componential analysis focuses on the message rather than the culture that increases the readership and comprehension. we can also compare these strategies to the scale proposed hervey and higgin (1992). they propose some procedures to render cultural features with term cultural transposition. according to them, cultural transposition has scales of degrees which are toward the choice of features indigenous to target language and culture rather than features that rooted in the source culture. they cover five level procedures to render sl texts that contain cultural features in order to be appropriate to tl cultures. these procedures are exoticism, cultural borrowing, calque, communicative translation, and cultural transplantation. moreover, this study is aimed to study how the translator renders these cultural features from the theory proposed by them. some related studies related to have been conducted previously. vermes (2003) study focuses on the rendering of proper names with transference technique (similar to exoticism procedure in my study) while my research is about the rendering of csi. this research confirms that proper names translation is so predictable and transferred easily. hasyim (2013) study observed cultural transposition degree on indonesia-english translation while my study is the reverse. the result of his study shows that communicative translation was applied more than exoticism and also cultural transplantation, whereas the calque and cultural borrowing is unavailable. daghoughi & hashemian (2016) study investigated the english translation of jalal al-ahmad‟s by the pen by muhammad alimul khakim, dwi anggani linggar bharati, januarius mujiyanto/ eej (2) 2019 234 243 236 ghanoonparvar. the findings are functional equivalent was the most frequently while modulation and paraphrase are rarely used. budiana, sutopo, & rukmini (2017) study investigated the subtitle of the dhaup ageng documentary movie. the finding is that literal translation was the most dominant technique used in the subtitling process. nduru (2017) study analyzed in the translation of grisham‟s time to kill novel. the finding is the literal translation is also dominant. lestiyanawati, hartono, & sofwan (2014) research analyzed in the translated works of english news. again, the result shows that literal translation is dominant. from these researches, we find that literal translation is so prevalent in translation. the object of the study of this thesis is csi. thus we see it is essential to review some studies previously conducted. davoudi sharifabad, ebrahim & yaqubi, mojde & sepora, tengku (2013) study analyzed csi of englishpersian translations. the result shows that translators mostly tend to localize or domesticate csi when culture-specific terms and words are difficult to be understood in the tl. shirinzadeh & tengku mahadi (2014) study investigated csi on persian book saʼdiʼs golestan with its english translation. the result shows that the use of transportation technique plus phonological modifications are dominant. brasiene (2013) study observed csi on lithuanian-english translation novel. the result shows that the implementation of preservation, localization, and addition are more frequent. maasoum and davtalab (2011) study analyzed csi on english-persian translation novel. the result shows that translations mostly use general words and some borrowing procedures to cope with the lexical gaps. there are also some other studies on csi conducted by indonesian researchers. fuadi (2016) analyzed in the translation of tourism brochure from indonesian into english. the findings show that the translation strategies used to depend on the translation process. andriyanie, firmawan, & wahyu (2016) study analyzed the indonesian translation of eat, pray, and love novel. the result shows that pure borrowing is mostly dominant used by the translator. karunarathna (2015) study analyzed the script of korean drama for dubbing purpose. pelawi (2016) study analyzed indonesianenglish translation ronggeng dukuh paruk novel. the findings show the realization of csi in the category of musical instruments, clothes, accessories, work and leisure, and activities and procedures. kuncoro & sutopo (2015) study analyzed indonesian-english translation of laskar pelangi. the finding is the most frequently translation technique applied is compensation. purwanti & mujiyanto (2015) study observed indonesian-english translation of bumi manusia novel. the findings are that the strategies used are omission, literal translation, borrowing, equivalence, adaptation, replacement, rephrasing. method this study assumes that there are many culture-specific items found in the novel “inferno” and its indonesian translation. there are also implementations of cultural transposition by considering the five types of procedures proposed by hervey and higgin (1992). since the researcher collected and analyzed data by describing to make a conclusion, this study categorized as descriptive qualitative research. this study will focus on describing english-indonesian translation of culture-specific items and cultural transposition procedures are implemented by the translator. the subject of the study is the original novel entitled “inferno” written by dan brown and its indonesian translation ingrid dwijani nimpoeno and berliani mantili nugrahani and published by bentang pustaka. meanwhile, the object of this study is cultural transposition had been implemented in the translation of inferno novel. unit of the analysis is csi in the form of words or phrases. in collecting data, the researcher use note taking to list csi from the novel. csi is gathered from the original version of inferno novel along with indonesian rendering extracted from the indonesian version of the novel. the data is muhammad alimul khakim, dwi anggani linggar bharati, januarius mujiyanto/ eej (2) 2019 234 243 237 reduced by eliminating the repetition of csi thus all the data is unique. csi is analyzed based on its category and cultural transposition procedure applied. category of csi is an adaptation from three theories newmark (1988), espindola (2006) and aixélâ (1996) while the procedure of translation follows hervey and higgin (1992). information about csi is gathered from merriam webster online dictionary and the keys to dan brown's inferno, (http://sites.middlebury.edu/thekeystoda nbrownsinferno/) a website that explains information about cultural items available in inferno novel. results and discussions exoticsm the first procedure observed is exoticism. as hervey & higgin (1992) said, this procedure is the most sl bias among their classification. this procedure is conducted by the translator by borrowing sl cultural items without further treatment. thus the translation is done by presenting foreign cultural items to tl readers. the implementation of exoticism procedure in the novel appears so significant in the result. from the observation, this procedure occurs in various csi categories; nature, material realm, social realm, organization and politics, and social knowledge both in the form of common expressions and names. the implementation of exoticism procedure generally can be grouped into two sub-discussion; the implementation of exoticism on common expressions and the implementation of exoticism on names. this is due to these two divisions have a very different character. as aixélâ (1996) points out that common expressions are ones that problematic in translation since translator needs to render objects that are restricted to the culture while proper names are mostly rendered using a quick technique such as adoption (exoticism) without further consideration. the first discussion is in the category of common expressions. the implementation of exoticism can be observed mostly in the translation of the material realm. in this category, there are a large number of item from the material realm category extracted from the novel. finding found that there are various types of material realm that could be classified further such as architecture, culinary and transportation. csi in this category typically items that have a strong relationship with sl culture, so the rendering is done using exoticism procedure that brings the readers to sl culture. the renderings were done using exoticism procedure generally were due to unavailability of translation in tl. however, some items may not completely „strange‟ for tl readers. some words such as finestra, piombi, meringue, seppie al nero, volto intero, moretta and gondola that have particular meaning for specific cultures may be easily recognized that the translator is signaling its peculiarity of their meaning. meanwhile, items such as „chapel,‟ cappuccino and „sweater‟ may not really strange for tl readers. these words were occasionally used by tl readers but there is no additional procedures are added in the rendering, even no phonological adjustment is employed. the second discussion is in the category of proper names. as aixélâ (1996) theory, these names are merely rendered by adopting the names, in another word, by using exoticism procedure. these proper names that are mostly proper names that fall under the material realm category such as architectural names, culinary names and artwork names given by their artist. the rendering of these categories is typical without further adjustments to tl orthography, so the tl forms are as the sl version. cultural borrowing the implementation of cultural borrowing procedure in the novel also appears so significant in the result. from the observation, the cultural borrowing strategy is mostly applied in rendering csi from the category of nature, material realm and organization, and politics. although these three categories that are significant however these broad categories can be categorized into further categories as found in the study. for instance, in the material culture muhammad alimul khakim, dwi anggani linggar bharati, januarius mujiyanto/ eej (2) 2019 234 243 238 category proposed by newmark (1988), there are various items that actually can be grouped further such as architecture, culinary and transportation. the implementation of cultural borrowing as observed in the novel also happened in the rendering csi in the form as names and common expressions. different with exoticism procedure that transfers the sl csi immediately into tl without any changes, the cultural borrowing procedure, instead, make some changes to sl items to the csi that bridge reader to understand the cultural strangeness. thus csi items that have particular meanings and peculiar to sl culture could be communicated to tl readers. in implementing cultural borrowing, there are some ways used by the translator in order to bridge this cultural strangeness to tl to readers. the simplest method used is by phonological adjustment. this method is done by adapting sl item‟s orthography to tl‟s. by adjusting their form, the translator makes the csi items are easier to be pronounced so the readers are not interrupted in trying to pronounce tl items that often have a different phonological system. this implementation usually occurs in items that have little strangeness in which translator predict whether tl readers have been familiar with the items. for example, architectural items in the form of common expressions such as „cathedral‟ and „basilica‟ is rendered to katedral and basilika; fashion items „tunic‟, „jeans‟, and „tuxedo‟ are rendered to tunik, jins and tuksedo. the second method found in implementing cultural borrowing is by specifying the kind of csi. it was found that in rendering csi that are often contains kinds or names of specific items belong to more general item understood by tl readers. for instance, fashion item such as „bisht‟ and „tainia‟ were rendered to jubah bisht and kain tainia. the additional word jubah and kain were used to signal readers that „bisht‟ and „tainia‟ were kinds of robe and fabric. these rendering can be backtranslated to „bisht robe‟ and „tainia fabric‟. this method is very effective in bridging cultural strangeness for tl readers and is found many cases in the novel were using this method. this technique is very useful in rendering artwork items that are in the form of names such as „the isolotto,‟ „apotheosis‟ and „mona lisa‟ are names of artworks given by the artists. those artworks are popular in the sl culture. the renderings of those artworks are done by borrowing names of the artworks. in addition, the translator added word patung and lukisan to indicate what kind of artwork they are. these additional words are needed by tl readers to bridge sl culture they are learning. thus they become patung isolotto, lukisan apotheosis, lukisan mona lisa that can be back-translated as the „isolotto sculpture‟, „apotheosis painting,‟ „mona lisa painting.‟ the third method used by the translator in implementing cultural borrowing is by partially translating the translatable part. this happens when the structure of csi contains some part that could be translated or the writer of the sl text has tried to describe the strangeness of the item. unlike the second method that needs translator to bridge the strangeness using their own knowledge about csi, this method is easier since the translator just needs to translate the part of the csi that is translatable and it will be enough for tl readers to understand the cultural strangeness. for instance, „ms cigarettes‟ in which „ms‟ is a brand of cigarettes, thus the translator just needs to render the translatable part of this item. so, it is rendered as rokok ms by rendering cigarette to rokok. the rendering using cultural borrowing procedure however does not remove completely the strangeness of csi items. this gives an effect that readers will understand a portion of items strangeness in easy way. thus readers just need to use their previous knowledge exist in their own culture. this is very useful in rendering items that are often already found in the tl culture but have other specific kinds in sl. calque the implementation of calque procedure in the novel also appears so significant in the result. from the observation, the cultural muhammad alimul khakim, dwi anggani linggar bharati, januarius mujiyanto/ eej (2) 2019 234 243 239 borrowing strategy was mostly applied in rendering csi from the category of material culture, social culture and social organization. although these three categories that were significant however these broad categories can be categorized into further categories as found in the study. for instance in the material culture category proposed by newmark (1988), there are various items that actually can be grouped further such as architecture, culinary and transportation. the implementation of calque also can occur in both names and common expressions. it occurs to some csi that „accidentally‟ own possible translation by rendering each elements of the item. csis that are found rendered in the category of names generally contain common vocabularies such as big, great, mosque, bridge, etc. that are used to name an object in the tl culture. for example, architectural item, „new mosque‟ is rendered to masjid baru whereas „new‟ is translated to baru, and „mosque‟ is rendered to masjid. „blue mosque‟ is rendered to masjid biru in which biru means blue in tl. „castle of the seven towers‟ and „bridge of sighs‟ are rendered to kastel tujuh menara, and jembatan desah whereas each element of their words is literally translated to tl. these rendering can be back-translated to „new mosque,‟ „blue mosque,‟ „seven towers castle,‟ and „sighs bridge.‟ the only difference here is the rendering of names in calque still maintains the capital letter in their elements. this is understandable since both sl and tl have a similar rule in capitalizing names. thus generally their first letter of each structure of the item is capitalized. meanwhile, the implementation of calque in common expression mostly occurs in items that generally found in tl but in special kind, they are not available. thus there is no capitalization of the first letter employed as in chemical toilet that is rendered to toilet kimia. as detailed in the findings, items found rendered using calque generally are the most translatable items than others. thus the translation results may also be perceived as kind of literal translation. communicative translation the implementation of communicative translation procedure in the novel also appears so significant in the result. from the observation, the communicative translation strategy is also applied in rendering csi from the category of material realm and social knowledge. however, there are also some cases where communicative translation are implemented in rendering nature, social realm and organization and politics. unlike previous strategies in which there are found cases where they are implemented both in names and common expressions, the implementation of communicative translation as observed in the novel only occurs in the translation of common expression. this is reasonable since the rendering using communicative translation is done by bringing readers to tl culture to accommodate cultural strangeness which will not possible if the cultural strangeness is in form of names that force translators to use sl bias procedures. in implementing communicative translation, as the findings, generally, it can be done in two ways namely oblique translation and description. oblique translation is used when a literal translation of csi could lead to another meaning or does not able to communicate effectively the intended meaning. the oblique translation in rendering csi occur when the translator want to make it as original version while calque is not possible. for example, poet laureates and nobel laureates that is rendered to pujangga istana and pemenang nobel that can be back-translated to „palace poet‟ and „nobel winner‟. from these example there is an effort from translator to make the form as close as the original version. the second way to implement communicative translation is by description. unlike oblique translation that is trying to make the tl version as close as the original. the rendering using description happens when the translator wants to make the csi as clear as possible. the description is implemented when translation is not possible; thus the rendering force translator to freely describe the cultural muhammad alimul khakim, dwi anggani linggar bharati, januarius mujiyanto/ eej (2) 2019 234 243 240 strangeness. this occurs when csi of sl is completely strange to tl culture. for example, „crypt‟ and „crenellated tower‟ that is rendered to kuburan bawah tanah dan menara yang puncaknya dilengkapi celah untuk memanah. these rendering is in form of description of the csi. these rendering can be back-translated to „underground graveyard‟ and „„tower which its top is equipped with gaps for archery.‟ the rendering using communicative translation often depends on the ability of translator to communicate csi items using tl since the track of csi items that have been rendered using communicative translation is almost gone. since the communicative translation is tl bias procedure, the translator should consider tl culture that may be appropriate as the rendering of csi for instance „the clerical profiteers‟ that is religious peculiar item in the novel is rendered into para lintah darat that have the same intended meaning although in fact it this rendering can be backtranslated to „ground leech‟. cultural transplantation the implementation of cultural transplantation procedure in the novel also appears so significant in the result. from the observation, the cultural transplantation strategy was also applied in rendering csi from the category of the material realm, social knowledge, and organization and politics. similar to cultural transplantation, the implementation of cultural transplantation as observed in the novel only occurs in the translation of common expression. from the findings, there are two ways in rendering csi using this procedure; rendering using other similar item and rough conversion. the first one is done by rendering cultural item with another item that is similar to the actual csi due to unavailability of csi in tl culture or tl has a different culture. for example, „carport‟ that is rendered to garasi (garage) is not actual literal translation. the „carport‟ in sl is „open-sided automobile shelter by the side of a building‟ while garasi (garage) in sl is a shelter featured with a door. second, „lawn‟ that was specific term open space surrounded by wood was rendered to halaman (yard). second, „citadel‟ that is a term of specific kind of fortress that command city is rendered to benteng (fortress). similarly, „patio‟ that was a specific paved outdoor area adjoining a house is rendered to teras (terrace). so again, „grotto‟ that was a small picturesque cave, especially an artificial one in a park or garden is rendered to gua (cave). the last, „garret‟ that was rendered to loteng (attic) was actually a term for a habitable attic at the top of a house. some concepts of items in the sl culture that are not familiar in tl culture will make them hardly communicated to tl readers even if it is transferred since they will leave readers to get more information themselves about the item. thus, the translator bridges the gap by rendering with item that could represent the indicated meaning although they are not linguistically in pair. the second one, rough conversion, is specially implemented in the rendering of measurement/scales. mile, feet, yard and galloon are not popular in tl thus they were converted into kilometer, meter and liter in the rendering although they are not mathematically accurate. for example, two miles is rendered to tiga kilometer (three kilometers), eight feet is rendered to dua setengah meter (two meters and a half), three hundred yards is rendered to tiga ratus meter (three hundreds meters), twenty-onemillion-gallon‟ that is rendered to 79 juta liter (79 million liters). these examples illustrate how measurements well-known in the sl are rendered to something else more familiar for tl readers although it may not really accurate mathematically. the usage of mile, feet and galloon are not familiar for tl readers thus it will give no sense for them to grasp the concept of indicated meaning. instead, the usage of metric scale that is popular in the tl cultures considered more effective. muhammad alimul khakim, dwi anggani linggar bharati, januarius mujiyanto/ eej (2) 2019 234 243 241 conclusion and suggestion based on research questions that were asked at the beginning of this thesis, some conclusions can be drawn. conclusions in this research are about the implementations of each procedure that are employed in rendering csi in brown‟s inferno novel. the first is the implementation of exoticism. the implementation occurs mostly in the category of names. names of csi are unavoidable objects that force translator employ this procedure. as found in this research, names of places, artworks, and landmarks are csi that mostly cannot be translated with any means. using this procedure, csis are immediately brought foreign elements to tl without any adjustment. meanwhile, there are also some items in the category of common expressions (non-names). this mostly occurs in the translation of the material realm categories such as culinary items, fashion items, and architectural items.. furthermore, from the observation, these foreign items are treated as a native item by not making it italic in tl. the implementation of cultural borrowing as observed in the novel also happened in the rendering csi in the form as names and common expressions. different with exoticism procedure that transfers the sl csi immediately into tl without any changes, the cultural borrowing procedure, instead, make some changes to sl items to the csi that bridge reader to understand the cultural strangeness. as from the observation, there are three ways, phonological adjustment, specification and translating the translatable part. phonological adjustment is done by adapting tl word formation to sl features. the specification is done by adding a word describing the item. meanwhile, translating the translatable part is done by rendering some words that are translatable and keep the untranslatable part as the original version. the implementation of calque also can occur in both names of common expressions. it occurs to some csi that „accidentally‟ own possible translation by rendering each element of the item. csis in the form of names that are found generally contain common vocabularies such as big, great, mosque, bridge, etc. that are used to name an object. in implementing calque, not all items are literally translated since the sl and tl can be quite different. thus some additional procedure may be employed during the process. the example of the additional procedure is a grammatical adjustment, part of speech transformation, deletion, and addition. unlike previous strategies in which there are found cases where they are implemented both in names and common expressions, the implementation of communicative translation as observed in the novel only occurs in the translation of common expression. in implementing communicative translation, as the findings, generally, it can be done in two ways namely oblique translation and description. the oblique translation is done when a literal translation of csi could lead to another meaning or does not able to communicate effectively the intended meaning while the description is done by describing csi clearly. similar to cultural transplantation, the implementation of cultural transplantation as observed in the novel only occurs in the translation of common expression. from the findings, there are two ways in rendering csi using this procedure; rendering using other similar item and rough conversion. the first one is done by rendering cultural item with another item that is similar to the actual csi. in this research, it occurs in the translation of architectural and religious items. meanwhile, rough conversion is specially implemented in the rendering of measurement/scales such as mile, feet, yard and galloon that are not popular in tl and are converted into kilometer, meter and liter in the rendering although the results are not mathematically accurate. as a conclusion, there is a tendency that the translation of the novel tends to use sl biases procedures that bring tl readers to sl cultures. this is illustrated by how exoticism and cultural borrowing procedure is dominantly used in rendering csi from the novel especially for csi in the form of names that are never muhammad alimul khakim, dwi anggani linggar bharati, januarius mujiyanto/ eej (2) 2019 234 243 242 rendered with communicative translation and cultural transposition. furthermore, in order to give a contribution to research development in the translation field, 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(2014). translating proper nouns: a case study on english translation of hafez‟s lyrics. english language teaching, 7(7), 8– 16. https://doi.org/10.5539/elt.v7n7p8 eej 10 (3) (2020) 301306 english education journal http://journal.unnes.ac.id/sju/index.php/eej the use of cohesive devices in the narrative texts of the 11 th graders nurbaeti lestari, djoko sutopo universitas negeri semarang, indonesia article info article history: received 15 september 2019 accepted 16 january 2020 published 15 september 2020 ________________ keywords: cohesive devices, coherence, narrative text. ____________________ abstract ___________________________________________________________________ writing is one of the skills learned by 11th graders. it makes the students consider to make their text communicative to the readers. to recognize whether the students can communicate the text or not, one can analyze its cohesive devices. this study aimed to find out the use of cohesive devices in narrative texts written by 11th graders of pelita bangsa school. qualitative method was used in this study. five texts were chosen by the researcher from 11th graders of pelita bangsa school cirebon. the analysis focused on students’ texts analyzed by the theories of halliday and hasan (1976) and thornbury (2005). the findings showed that reference, conjunction, substitution, ellipsis, and lexical cohesion were used by the students. however, both substitution and ellipsis were infrequently used by the students. meanwhile, reference and conjunction were frequently used by the students. in addition, the relationship of the devices in achieving text coherence was important. cohesive devices create a text that makes sense to read. in conclusion, some cohesive devices were familiar to the students, only substitution and ellipsis were rarely used by them. moreover, the relationship of cohesive devices in achieving text coherence was the direct involvement of all cohesive devices in making text coherence. © 2020 universitas negeri semarang  correspondence address: kampus pascasarjana unnnes, jl. kelud utara iii semarang 5023, indonesia e-mail: nurbaeti.lestari12b@gmail.com p-issn 2087-0108 e-issn 2502-4566 mailto:nurbaeti.lestari12b@gmail.com nurbaeti lestari, djoko sutopo / eej 10 (3) (2020) 301 306 302 introduction in today’s learning environment, many students have difficulty in learning english. this problem arises as the students are unfamiliar with english. the students can make different mistakes in proper grammar and vocabulary usage. in addition, the students are not interested in english learning, since they assume that english is difficult and it is unimportant to learn. additionally, they typically consider it is enough to purely have the native language. therefore, the teachers should alter their perception about that and make the students more interested in language learning by generating their motivation or giving some rewards in the learning process. it can be an effective way to produce the students more interested in the learning process. hence, the students will be enthusiastic to learn english, and it makes the students are more capable of penetrating the material. there are four skills in english, i.e. listening, speaking, reading, and writing (sadiku, 2015). those skills have a precisely important element. however, many students still have not mastered all those skills. for instance, in learning writing skill, the students find it difficult to create a text. it can be due to the lack of vocabulary, or they feel reluctant in writing the text. english texts are divided into some types, i.e. narrative, recount, descriptive, report, expository, and procedure text. those types produce their generic structure. hence, before the students compose the text, they should recognize the text type first. it is substantial to produce their writing to achieve the purpose of the text. for instance, the narrative text includes a purpose to entertain the reader or listener (anderson & anderson, 1997). it has orientation, complication, resolution, and sometimes there is a coda in it. the narrative text contains a fictitious story or imagination of the author. it means that the text is not about a true story or a factual situation. in fact, the narrative text has been taught since the students are in junior high school. however, in some schools, they have been unasked for writing a text yet. it seems that writing an english text is difficult to do by the students in junior high school. they merely learn the generic structure, the purpose, and the language features of the text. furthermore, in composing written text, they should concern with how to communicate it to the readers well. it generates the text to achieve its purpose. to recognize whether the students can communicate the text, one can analyze its cohesive devices. the term cohesion is important to recognize, although it is not taught by the teachers at the school level. cohesion is a part of the system of language and relations of meaning that exist within the text (halliday & hasan, 1976). it means cohesion refers to how the writer connects the text and relates to the meaning of the text. for instance, the conjunction is managed effectively to connect a new clause or sentence. it produces the text join together. in other words, if cohesion exists in the text, each paragraph or sentence can connect, and the readers can communicate the text well. therefore, if the components of cohesion exist in the text appropriately, the text is called cohesive. moreover, cohesion is essential to recognize the writing quality of students. several studies highlighted the importance of cohesion in the text (alarcon & morales, 2011; amperawaty & warsono, 2019; ersanli, 2015; singchai & jaturapitakkul, 2016; yousef, 2017). they said cohesion was important to investigate. it encouraged the teacher to develop their teaching in english. moreover, cohesion is needed to make the text easier to understand. in cohesion term, there are cohesive devices in it. these devices make the text connected together. as thornbury (2005) stated that to analyze cohesion in the text, it should consider some significant elements in the cohesive devices itself. there are two particular elements in cohesive devices, i.e. grammatical cohesion (reference, conjunction, substitution, and ellipsis) and lexical cohesion (the vocabulary). nurbaeti lestari, djoko sutopo / eej 10 (3) (2020) 301 306 303 however, based on the interview with one of the students in senior high school, cohesion term has not been applied in school level yet. in checking the students’ writing, the teacher only focused on the use of vocabulary and the english tenses without considering whether the text is cohesive or not. some possible reasons are the teachers do not recognize the term of cohesion, or the teachers consider the use of the vocabulary is more substantial than the others. it would be preferable if the teachers take into consideration of cohesive devices. it produces the students’ writing better than before. therefore, related to the discussion above, the researcher attempted to examine the students’ text related to the use of cohesive devices in the narrative text. this study aimed to find out the use of cohesive devices in narrative texts written by 11th graders of pelita bangsa school. method a qualitative case study was operated in this study. the comprehensive result was generated by this design regarding the quality of students’ text on the use of cohesive devices. in addition, it was employed to produce a deep description of the use of cohesive devices in the 11th graders’. as merriam (2009) said that qualitative case study was “an intensive, holistic description and analysis of a bounded phenomenon.” hence, this design was appropriate to apply in this research, since this research focused on the use of cohesive devices (references, conjunction, substitution, ellipsis, and lexical cohesion) and the relationship of these devices in achieving text coherence. the participants of this study were the 11th graders of pelita bangsa school cirebon. the researcher took five narrative texts from students in the 11th graders of pelita bangsa school who had learned the narrative text. in categorizing cohesive devices, the researcher classified the clause and sentence from each narrative text, and then arranged it in the datasheet of the use of cohesive devices in the narrative texts. the datasheet was produced through several tables. the analysis focused on the theory of halliday and hasan (1976) and thornbury (2005). findings and discussion references the findings showed 3 kinds of references were used by the students in the 11th graders, i.e. personal reference, demonstrative reference, and comparative reference. personal reference was frequently used than the other kinds of reference as much as 208 from all the texts. it was followed by demonstrative reference as much 156 clauses from all the students’ text, the last is comparative reference as much 25 clauses. it is due to the students were mostly used personal pronouns with their object forms and their possessive forms. here is an example of the use of reference in the by 11th graders of pelita bangsa school cirebon. (1)she only loves her two daughter (2) and giving all her best to them. the example showed there were 2 clauses, each clause has personal reference. it is presented by bold letters. the example was taken from text 3, entitled “chickenrella”. pronoun “she” was used to replace noun of “stepmother” in the previous sentence. subsequently, pronoun “her” was used to replace noun of “stepmother’s daughter”. the last is pronoun “them” was used to replace words of “two daughters”. conjunction the findings showed that there are six different categories of conjunction used by the 11th graders’ students. the result showed additive conjunction was mostly used in the 11th graders students as much as 94 clauses from 5 texts. it was followed by temporal (21), adversative (18), causal (16), and continuatives (1). subsequently, the students mainly used additive conjunction to connect further information, like the use of “and, or”. here is an example of the use of conjunction in the 11th graders of pelita bangsa school cirebon. nurbaeti lestari, djoko sutopo / eej 10 (3) (2020) 301 306 304 (1)this little chick is force to clean all the dish (2)and things in the house (3)and left her alone (4)and locked inside the room. the example showed there were additive conjunctions in it. it is presented by bold letters. the example was taken from text 3, entitled “chickenrella”. additive conjunction of “and” was used to connect one clause to another. it makes the text holds together. substitution the findings showed there were only two categories of substitution, i.e. nominal and verbal substitution. there was no clausal substitution at all. however, the researcher only found 1 nominal substitution and 4 verbal substitutions from five texts. it is due to the students preferred to explain in detail their ideas rather than substitute their ideas to be simpler. here is an example of the use of substitution in the 11th graders of pelita bangsa school cirebon. (1)it was even seldom for them to make quarrel with any animals, (2)save for the ones they preyed on. clause 2 showed nominal substitution of ones. it was used to substitute animal from the previous information. the example was taken from text 1, entitled “why wolves howl”. ellipsis the findings showed there were only two categories of ellipsis, i.e. nominal and clausal ellipsis. it means there was no verbal ellipsis at all. the researcher only found 1 nominal ellipsis and 21 clausal ellipses from five texts. it might the students are more inclined to explain all items in the text in detail. here is an example of the use of ellipsis in the 11th graders of pelita bangsa school cirebon. (1)“it doesn’t matter (2)if my pace are different than yours, (3)at the end of it we will still achieved (4)what we want though mine might be slower at time.” clause 2 showed nominal ellipsis of yours. it included deictic ellipsis. it was used to omit nominal group become simpler. the example was taken from text 2, entitled “the undefeatable ant”. lexical cohesion the findings showed reiteration and collocation were used by the students. the researcher found 97 clauses are included in reiteration and 38 clauses included in collocation. it means reiteration items were frequently used by students. it is due to there were many repetitions that showed by the students’ narrative texts. it can be said that the students used these items as a signal to connect the idea until the story ends. here is an example of the use of lexical cohesion in the 11th graders of pelita bangsa school cirebon. (1)once upon a time there a lived an unhappy young chicken. (2)her mother died and her father married a widow that already have two children. the example above showed there were hyponymy of family (mother, father, and children) and a general word of chicken. those are included in lexical cohesion. it was used to explain that family has its own subclass. subsequently, the general word of chicken referred to a kind of animal. the example was taken from text 3, entitled “chickenrella”. the relationship of the devices in achieving text coherence the findings showed some clauses have logical relationship in using cohesive devices. moreover, cohesive devices have a major influence to support text cohesive. furthermore, cohesive devices also make a text make sense to the reader. therefore, the relationship of cohesive devices in achieving text coherence was the direct involvement of all cohesive devices in making text coherence. however, there are some placements of cohesive devices that were incorrect in the students’ narrative text. it makes the text was not cohesive, and less coherence. therefore, it makes cohesive devices were important in achieving text coherence. the researcher used logical relationship to find out the relationship of the devices in achieving text coherence. the result was some sentences were not logical due to inappropriate used cohesive devices. here is an example of logical relationship used by 11th graders of pelita bangsa school cirebon. nurbaeti lestari, djoko sutopo / eej 10 (3) (2020) 301 306 305 (1)lion loved to trick other animals, and while bee was flying, he accidentally threw his food at bee and caused him to fell down. (2)his small body was lying on the floor and no one helped him to stand up. sentence 1 above showed conjunction “and” as a relation of addition. he and his are an unidentified pronoun. it is due to the placement of pronoun he and his still make the reader confused as to who is being referred. him refers to the bee. subsequently, sentence 2 showed pronoun his and him refer to the bee. conjunction “and” as a relation of addition. the example was taken from text 4, entitled “the strong bee”. conclusion based on the findings and discussions, the researcher drew six conclusions. the first research question answered the use of reference in narrative texts written by 11th graders of pelita bangsa school. the researcher found 3 kinds of references were used by the students in the 11th graders, i.e. personal reference, demonstrative reference, and comparative reference. personal reference was mostly used in the narrative texts of 11th graders. the second research question answered the use of conjunction in narrative texts written by 11th graders of pelita bangsa school. the findings showed that there were six categories of conjunction used by the 11th graders’ students of pelita bangsa school. the researcher found additive conjunction was frequently used in the 11th graders students. it was followed by temporal conjunction, adversative conjunction, causal conjunction, and continuatives conjunction. it can be said the students are more familiar using conjunction to connect previous information with another in the text. the third research question answered the use of substitution in narrative texts written by 11th graders of pelita bangsa school. the researcher only found two categories of substitution, i.e. nominal and verbal substitution. clausal substitution was not found in the texts at all. however, both nominal and verbal substitutions were rarely found in the text. it can be argued the students preferred to explain in detail their ideas rather than substitute their ideas to be simpler. the fourth research question answered the use of ellipsis in narrative texts written by 11th graders of pelita bangsa school. the researcher only found two categories of ellipsis, i.e. nominal and clausal ellipsis. it means there was no verbal ellipsis at all. the use of ellipsis in the students’ narrative text was rarely found. it can be argued, the students did not get used to using ellipsis in their text. the fifth research question answered the use of lexical cohesion in narrative texts written by 11th graders of pelita bangsa school. the researcher found reiteration and collocation items in the text. reiteration items were mostly used by the students in the 11th graders. it is due to there were many repetitions that presented by the students’ narrative texts. the last research question answered the relationship of the devices in achieving text coherence. the findings showed cohesive devices were important elements to produce text cohesive. moreover, cohesive devices also create a text make sense to read. therefore, the relationship of cohesive devices in achieving text coherence was the direct involvement of all cohesive devices in making text coherence. however, there were some placements of cohesive devices that were incorrect in the students’ narrative text. it makes the text was less cohesive, and less coherence. in addition, the weaknesses of this research are the researcher did not observe the students in the class directly. it is due to the researcher only received the students’ text via email. it makes there was no any interaction between the researcher and the students. therefore, the researcher did not know the students’ ability directly. moreover, the findings of this research were not significant since this was subjective research. it only tended to the researcher’s assumptions and opinions. there were no specific results as in quantitative research. nurbaeti lestari, djoko sutopo / eej 10 (3) (2020) 301 306 306 references alarcon, j. b., & morales, k. n. s. (2011). grammatical cohesion in students’ argumentative essay. journal of english and literature, 2(5), 114–127. retrieved from https://academicjournals.org/journal/ij el/article-abstract/64155281112 amperawaty, a., & warsono. (2019). the use of cohesive devices to achieve coherence in the background section of the students’ formal writing. english education journal, 9(1), 34-40. retrieved from http://journal.unnes.ac.id/sju/index.php /eej anderson, m., & anderson, k. (1997). text types in english. south yarra: macmillan education australia. ersanli, c. y. (2015). insights from a learner corpus as opposed to a native corpus about cohesive devices in an academic writing context. universal journal of educational research, 3(12), 1049–1053. https://doi.org/10.13189/ujer.2015.031214 halliday, m., & hasan, r. (1976). cohesion in english. london: longman. merriam, s. b. (2009). qualitative research: a guide to design and implementation. san francisco: jossey-bass. sadiku, l. m. (2015). the importance of four skills reading, speaking, writing, listening in a lesson hour. european journal of language and literature studies, 1(1), 29– 31. http://dx.doi.org/10.26417/ejls.v1i1.p29 -31 singchai, p., & jaturapitakkul, n. (2016). cohesion in narrative essay writing of efl secondary students in thailand. the new english teacher, 10(2), 89-111. retrieved from http://www.assumptionjournal.au.edu/i ndex.php/newenglishteacher/article/vie w/2158 thornbury, s. (2005). beyond the sentence: introducing discourse analysis. oxford: macmillan education. yousef, m. a. (2017). exploring efl students’ deficiency in using cohesive devices in writing essays. international journal of english language teaching, 5(8), 1-6. https://doi.org/10.13189/ujer.2015.031214 http://dx.doi.org/10.26417/ejls.v1i1.p29-31 http://dx.doi.org/10.26417/ejls.v1i1.p29-31 eej 10 (1) (2020) 115 123 english education journal http://journal.unnes.ac.id/sju/index.php/eej multimodal representation of gender in two senior high school english textbooks weksa fradita asriyama, mursid saleh, sri wuli fitriati universitas negeri semarang, indonesia article info ________________ article history: recived 09 december 2019 accepted 18 february 2020 published 15 march 2020 _______________ keywords: multimodal, gender representation, english textbook ____________________ abstract ___________________________________________________________________ the urgency in revealing multimodal gender representation in education is the background of this study. two english textbooks for senior high school students entitled “talk active” and “pathway to english” were used as the subjects of the study. the objectives of the study are to explain multimodal representation of gender through its typical roles, conversational roles, and semantic representation found in the aforementioned english textbooks. in gathering the data, brugeilles and cromer‟s (2009) gender representation analysis was adapted as instruments to gain the data for gender typical roles, francis and hunston‟s (2002) analysis was employed to get the data for gender conversational roles, and lastly, mills‟ (1995) feminism language was used to collect the data for gender semantic representation. the findings revealed that in both textbooks males have typical roles as breadwinners in dometic sphere and leaders in social and occupational spheres, whereas females have nurturing roles in domestic phere, followers roles in social sphere and subordinates in occupational spheres. with regard to gender conversational roles, the findings shown that in “talk active” males are the dominant speakers and females are the deferential speakers, while in “pathway to english”, the opposite happened. lastly, the finding of gender semantic representation analysis told that both textbooks represent both gender equally, although some sexist „man‟ affixes were found. © 2020 universitas negeri semarang  correspondence address: kampus universitas negeri semarang, kelud, semarang, 50233 e-mail: dasriyama@yahoo.com p-issn 2087-0108 e-issn 2502-4566 weksa fradita asriyama, mursid saleh, sri wuli fitriati/ eej 10 (1) (2020) 115 123 116 introduction gender is a social and cultural construct, which distinguishes differences in the attributes of women and men, and accordingly refers to the roles of men and women (unesco, 2009). the aforementioned roles reflect society‟s economic, cultural, religious, and political beliefs. society assigns these roles to its member based on its needs and perception. for example, the roles of caregivers, in many societies, are given for women since the societies believe that women are more nurturing and caring in nature than men, thereby they are more capable in taking care of the children, the sick, and the elders. these belief, then, lead societies to teach young girls how to do domestic duties such as cooking, managing the houses, taking care of their young siblings and many more. on the other hand, the roles of chief are given to men since societies believe that men are more capable in leading the tribes and making important decisions. thus, from early age, boys are taught to be competitive, independent, and strong both mentally and physically as societies expect them to be competent leaders. connel (1987) states that the assigned gender roles often determine and contribute to power dynamic within a particular society, which in turn raising issues in equality and equity between sexes. this is in line with the study by lakoff (1973) which revealed that women are more likely to be in lower social status positions than men. these are proven by the use of tag questions and politeness expressions in women utterances that reflects their dependency. women use them in their sentences to avoid commiting conflicts and leave the decisions open. they do not impose their minds, views, as well as claims on anyone or anything. they simply let the men take decisions for them. these findings of lakoff shows gender disparity in society. years after lakoff‟s study, gender disparity and inequality still exist in many countries around the world. unesco takes great concern on the isuues of gender parity and equality. in 2000, unesco held dakar convention in senegal and proposed education for all (efa). they suggested equality for all genders in every aspect, especially in education, to the open state members. one of the proposed goals is eliminating gender disparities in primary and secondary education in 2005 and achieving gender equality in education in 2015, with a focus on ensuring girls‟ full and equal access to and achievement in basic education of good quality (unesco, 2015). many efforts had been done to achieve the goals, such as holding campaign to promote positive values and attitudes to girls‟ education, providing incentives opportunity costs for offset schools, and tacking early marriage and adolescent pregnancy. to achieve full success of gender parity in education, equality is needed not only in the access, but also in learning process. in order to improve the quality of learning in school, unesco (2008) identifies three set of essensial provisions. the provisions are teachers‟ quality and quantity enhancement, curriculum reform, and gender sensitive training in every classroom. furthermore, in order to achieve the goals, curriculum and learning materials also needed to be gender-responsive (brugeilles & cromer, 2009). textbooks are one of the important components in teaching and learning. they represent social behaviours, norms, and values in societies through their learning matterials. the ways these behaviours, norms, and values are represented will promote children self-esteem and encourage their engagement and expectations. thus, “textbooks must encourage equality of people, the maintenance of peace, human rights, and the need to eliminate discrimination, such as racism and sexism” (brugeiles & cromer, 2009). english teaching and learning in indonesia cannot be separated from the use of textbooks. many textbooks are published to fulfill the needs. all these textbooks represent indonesian beliefs, norms, and values through the pictures and texts in them, while at the same time they shape students‟ beliefs, norms, and values as well. good textbooks must promote equality, including but not limited to gender weksa fradita asriyama, mursid saleh, sri wuli fitriati/ eej 10 (1) (2020) 115 123 117 equality, thus the textbooks must be gender neutral. there should be no strereotypical depictions of men and women. men should be depicted not only as breadwinners and financial backbones of families, but also as family men by doing domestic and nurturing roles. as for women, they should also be portrayed as strong, brave, determined, independent, and skillful as men. there should be balance number of women representations as capable leaders, competent workers in various ranges of professions, and caring mothers. constant exposure to such representations of gender will lead to students adopting and internalizing these messages as true and natural. in a long run, they will have the idea that both gender have the same rights, responsibilities, and opportunities in society. gender representation in textbooks can be seen multimodally in its typical roles, conversational roles, and semantic representation. the typical roles are shown by the characters‟designations, attributes, actions, settings they set in, and their postures. meanwhile, gender conversational roles can be seen by the characters‟ choices of moves in conversations. their move choices tell their roles in conversation, whether they are dominant or deferential speakers. lastly, the semantic representation is shown by the use of generic nouns, generic pronouns, and gender-free language. this study investigates the multimodal representation of gender in reading passages, conversational texts, and images in two senior high schools english textbooks. theoretically speaking, there is no in depth study focuss in multimodal gender representation through its typical roles, conversational roles, and semantic representations. this study fills the gap. for the sake of clarity, this study aimed to answer research questions namely: (1) how is gender multimodally represented in its typical roles in both english textbooks? (2) how is gender multimodally represented in its conversational roles in both english textbooks? (3) how is gender multimodally represented in its semantic representation in both english textbooks? method this study is a descriptive qualitative research which aimed to explain multimodal gender representation in two english textbooks. the gender representation theory developed by brugeilles and cromer (2009), power in conversation by francis and hunston (2002), feminist language by mills (1995), and visual grammar by kress and leuwen (2006) have grounded the descriptive qualitative analysis in this study. the analyses of multimodality focus on verbal and visual semiotic resources as i analysed the reading passages, conversational texts, and their respective illustrations. as the study concerns gender, the contents being analysed are everything related to gender issues found in the textbooks. however, the findings are not intended to be generalized since the textbooks are unique and might be different from other textbooks. the instruments of data collection consist of three parts. the first is typical roles instrument adapted from brugeilles and cromer (2009) instrument. it provides checklist of characters‟ sexes and designations, as well as simple and brief descriptions of their actions, attributes, and settings. the second one is conversational roles instrument adapted from francis and hunston‟s (2002). the last one is semantic representation instrument adapted from mills‟ (1995) feminist language theory. the data analysis involves several steps. first is organizing the data. they are organized into typical roles, conversational roles, and or sematic representations. after being organized, the data then are coded into some categories. after putting all the data into categories, the data then are being compared or contrasted, then are synthesized by relating them to theories. the result of the data interpretation, then are used to draw conclusions of multimodal representation of gender in the two english textbooks for senior high school students. weksa fradita asriyama, mursid saleh, sri wuli fitriati/ eej 10 (1) (2020) 115 123 118 resuls and discussion typical roles representation gender typical roles are represented through the character‟s designations, the actions they do, the attributes they possess, their posture in illustrations, and the settings they are set in (brugeilles & cromer, 2009). i categorized the interpretation of typical roles into three spheres, namely domestic, social, and occupational sphere. male typical roles. ta and pe have similar representation of male typical roles in domestic sphere, social sphere, and occupational sphere. in domestic sphere, both textbooks depict male as breadwinners or financial backbones in their families. as breadwinners, they are represented as the main financial support for their families and earn money to provide their families‟ needs. the example found in textbooks is as follows. figure 1. teacher-student dialog in the conversation, the teacher asks her student about her parents‟ job. she says that her father is a college professor and her mother works full time as a housemaker. her answer implies that her father is the only one who earns money and provides family needs. her father‟s job as a college professor represents him as a smart and well-educated person. it also implies that her father spends most of his time outdoors and represents their family to the society. males are also represented as „the man of the family‟. they are the ones who take decisions related to family matters. they are also represented as reliable figures as family members come to them whenever problems arise and they are expected to solve the problems. therefore, they are to be listened to and followed by their family members. the example of this role is shown in the following picture. figure 2. family breakfast figure 2 illustrates a family of four having their breakfast together. on the picture, all family members‟ attentions are on the father. the way they face their bodies into the father‟s position and doing nothing with their hands indicate that they are listening attentively to what the father is saying. they do not start eating as the father is still speaking. it implies that the father as the man of the family is to be listened to. the second discussion is about male typical roles in social sphere. the findings show that males are depicted as leaders in social spheres. their logical thinking, rational and calculated behavior are represented as their strong points. thus, they are also the decisions makers and problem solvers in their communities. as leaders, males are also represented as risk takers and adventurers. they are not afraid to face new challenges and adapt well to new environment. the example of males represented as leaders is provided in the following. weksa fradita asriyama, mursid saleh, sri wuli fitriati/ eej 10 (1) (2020) 115 123 119 figure 3. peace treaty sign figure 3 illustrates several countries‟ leaders, all males, sign peace treaty to end war between countries. the fact that all leaders on picture 3 are males signifies that society depicts males as capable and competent; therefore they are trusted to be responsible for important matters. society believes that males are competent to lead a country and take necessary decisions that affect the countries they led as a whole, for example signing peace treaty. the story of nusakambangan island (ta p.195) also illustrates males as leaders. in that story, aji samosa is addressed as prabu, indicates his royal blood and position as the ruler of kediri kingdom. his power and determination are affirmed by his relentless efforts to find resi karno. he never backs down from challenges, proven by his bravery to fight a dragon and sail accros the sea to get wijayakusuma flowers. prabu aji samosa represents males as strong, determined, goal oriented, competitive, decisive, and brave figure. he also depicts males as risk takers and adventurer. the sory indicates that those are the characteristics of ideal leaders that males posess. the last discussion is about gender typical roles in occupational sphere. in occupational sphere, males are depicted as capable and skillful. therefore, they have high position and well-paid jobs. figure 4. branch office opening in figure 4, both males are designated as mr. indicating their high positions in their work places, their neat clothes and suitcases as attributes imply their well-paid jobs. lastly mr. sunton‟s statement about his achievement in opening four branch offices represents his as a successful bussines man with great competence and skills. the findings reveal males work in various sectors, such as education, agriculture, arts, literature, and health. these reveal that males are depicted to have more opportunities to pursue their carriers as their occupations have wide range of variety. since males are also depicted as strong and competent, some of the occupations are the ones that need physical strengths and technical competences, such as plumber, computer analyst, military commander, and policeman. female typical roles. in ta and pe, in family spheres, females are represented to have nurturing roles. they take care of their children and help them to develop. they are also represented as housemakers. females are depicted to be responsible to manage the house and taking care of families. they are also represented to provide services for families and supply family needs using the money earned by males. the following are illustrations of female nurturing roles found in pe. weksa fradita asriyama, mursid saleh, sri wuli fitriati/ eej 10 (1) (2020) 115 123 120 figure 5. mother and baby the mother in figure 5 is illustrated holding and feeding her baby. the way she holds her baby, allowing no distance between her and her baby, indicates intimate and personal relationship. her gaze on her baby indicates her full attention in tending the baby. the personal affectionate mother-daughter relationship can be seen from the close distance between the two. the horizontal angle tells us that both mother and daughter are involved in the intimate interaction. lastly, her facial expression showing her smiling means that the mother tends her baby willingly and happily, because she genuinely wants to do so. females are also depicted to be the follower of males. they do not take decisions by themselves, but discuss their problems with „the man of the family‟. it is illustarated in the story of green knight (pe p.174). the daughter in the story represents females in a family. when a problem arises, in this story the problem is the green knight‟s disease; the daughter comes to her father and asks for help. she does not try to find the cure by herself or learn about the disease. she consults her father and waits in her room while her father thinks of a solution. when her father comes with a snake and asks her to go to the palace as a maid, she does not question her father and does as he says. the daughter represents females as the follower of males. females are represented as dependent figures that need supports and help from males to make decisions and solve problems. in social sphere, both textbooks depict females as the followers of males and the ones being affected by decisions taken by males. figure 6. war effect females on figure 6 are illustrated leaving the conflict area. this conflict is caused by males and can only be ended by their country leaders, which are males. females have no power to voice out their opinion and take their own decisions. they only follow males‟ decisions and being the victims of their decisions, in this context getting the side effect of wars. the picture illustrates females as followers and dependants. females are also illustrated as emotional and hot-headed. therefore, they are dependent on their partners in term of solving problems and making decisions. this is illustrated in the story of „putri tangguk’. putri tangguk represents females as emotional beings as she is easily upset when the situations do not favour her. when problems arise, she does not solve the problems by her own, she asks her husband to help her. she is dependent on her husband. in occupational sphere, both textbooks depict females as males‟ subordinates in their work places. their occupations have less payment than males‟ and are basically an extension of their nurturing roles. females are represented to work as cashier, secretary, tour agent, cleaning service, and maid. weksa fradita asriyama, mursid saleh, sri wuli fitriati/ eej 10 (1) (2020) 115 123 121 conversational roles representation male representation. in ta, males have dominant power in conversations over females. this dominance is represented by their higher number of occurances in initiations exchanges. males mostly take the first initiations in conversations. they open the conversations by greetings to gain their partners‟ attention and start the conversation. they also control the topic of conversions using eliciting moves. eliciting moves enable males in ta to open topics of conversations and lead the flow as well. males also use eliciting and informing moves to hold the topics, too. as the dominant speakers, they also address the next speakers and decide what the next speakers should talk about. however, the analyses in pe show different findings. in pe, males are represented as deferential speakers. males in pe are mostly giving their responses and follow ups to their partners‟ utterances. they follow the topics‟ proposed by their partners using informing moves to respond and acknowledging moves as follow ups. female conversational roles. in pe, females are depicted as dominant speakers. this is represented by their higher frequency of occurance in using initiation exchanges. females in pe are confident in doing the first moves to start conversations. mostly, they greet their partners to gain attention, initiatie conversations, and demand agreement to join the conversations. elicing moves are also used to start new topics by females in pe. in ta, females are represented as deferential speakers more often than their counter parts, males. these roles are represented through females‟ responses and follow ups. they only follow the topic of conversations using informing and acknowledging moves. they let their partners lead the flow of the conversations. females in ta also show their diferential roles by their follow ups in which they only provide positive endorsement and acknowledging their partners‟ utterances. they do not reject nor confront their partners‟ topics. they just receive and acknowledge them instead. semantic representation of gender semantic representation can be seen from three categories. they are the use of generic nouns (gn), generic pronouns (gp), and gender-free language (gl). detailed percentages of semantic representation occurance are presented in chart 1 as follows. figure 7. semantic representation the finding reveals that gender free language have the highest frequency of occurance. therefore, it means that authors of both textbooks are aware of the importance to represent gender equally in their textbooks. equality of gender can be seen from the use of generic address terms, indicating that males and females have same opportunity to hold any positions as long as they are competent and capable. gender equality is also represented semantically through the use of plural pronouns to address people in which their gender is not stated. the use of plural pronouns indicates that the authors try not strereotypically relating certain occupations to certain gender. in a long run, these will plant the idea of gender equality in students‟ mind so they have the understanding that one‟s gender does not limit one‟s opportunity to pursue their dream jobs or to develop their talents. the next semantic representation is gender-free language which is realized by the use of pronouns s/he and him/her. by using these pronouns, the authors address both gender equally. another realization of gender-free language is the use of passivise 0% 10% 20% 30% 40% 50% 60% 70% gp gn g-f l ta pe weksa fradita asriyama, mursid saleh, sri wuli fitriati/ eej 10 (1) (2020) 115 123 122 which change the addressees of sentences into gender neutral. the findings reveal that authors of both textbooks try to represent gender equally, but sexist language is also found in both textbooks. sexist language is realized by the use of male forms as generic nouns and pronouns. generic nouns and pronouns that only address a specific gender, which is males, will lead females to think of themselves as submissive roles as they are not being addressed. conclusion there are three conclusion derived from the findings and discussion. the first one is the multimodal representation of gender typical roles. both english textbooks represent males as breadwinners in domestic sphere and leaders in social and occupational spheres. on the other hand females are represented to have nurturing roles in domestic sphere, males‟ followers in social sphere, and males‟ subordinates in occupational sphere. these roles are represented by their designations, actions, attributes, postures, and the settings they are set in. the second conclusion is about multimodal representation of gender conversational roles. both textbooks represent a particular gender as dominant speakers, males in ta and females in pe, and the other gender as deferential speakers, females in ta and males in pe. dominant speakers are realized through their use of initiating moves in opening conversations and introducing new topics. their dominance is also realized as they hold the topics and address the next speakers by using eliciting moves and informing moves as responses. meanwhile, deferential speakers are realized as they use their informing and acknowledging moves in their responses. in their responses, they only provide information, agreement, and yes no answers demanded by dominant speakers. the last conclusion is their semantic representation of gender. the semantic representation is realized by the use of gender free language, generic nouns, and generic pronouns. both textbooks have gender free language as the one with the highest frequency of occurrence. the gender-free language is realized by the use of generic address terms, plural forms, pronouns s/he, and passivise. this reseach, unfortunately, has weakness in it due to the long time gap between data collection and data interpretation for each gender representation. this time gap hinders my ability to provide richer and thicker description to convey the findings. without the gap, deeper and more realistic findings could be presented. for further researches, gender representation analyses in mass media such as movies, plays, paintings, advertisements are suggested. future studies about gender roles in social, economical, cultural, and political societies are also recommended. 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(2017). the representation of gender in english textbooks in indonesia. language circle: journal of language and literature, 12(1), 91-101. http://www.researchgate.net/publication/277071262 http://www.researchgate.net/publication/277071262 eej 9 (3) (2019) 391 398 english education journal http://journal.unnes.ac.id/sju/index.php/eej the realization of grice’s maxims in english teacher’s interaction with male and female students iftitah khayati1, januarius mujiyanto2, warsono2 1. smp it izzatul islam getasan, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: recived 05 february 2019 accepted 22 july 2019 published 15 september 2019 ________________ keywords: grice‟s maxims, teacher‟s interaction, male and female students ____________________ abstract ___________________________________________________________________ grice‟s maxims refer to the use of the four conversational implicature and cooperative principle proposed by paul herbert grice (1975). in order to make communication successful, participants have to follow such a principle. this study is aimed at investigating the realization of grice‟s maxims in english teacher‟s interaction with male and female students at bilingual boarding school and the gender difference that influenced the interaction. the researcher uses descriptive qualitative in analyzing the data. the main instrument used was the researcher herself with the help of the data sheet as the secondary instrument. the object of the study was the teacher‟s interaction with male and female students in a different classroom. then, the data were analyzed in four steps of interactive analysis: data collection, data reduction, data presentation, and data conclusion. to avoid bias or subjectivity, the researcher applied the triangulation of expert judgment. the results show that all the four grice‟s maxims, quality, quantity, relevant, and manner are realized in the teacher‟s interaction with male and female students. it was realize by observing and flouting the maxims. in the interaction with male students, there are 4 observances of grice‟s maxims realized they are observed quality maxim, quantity maxim, relevant maxim, and manner maxim. in nonobservance of maxims, there are flouted quality, quantity, relevant and manner maxims. on the other hand, the realization of grice‟s maxims in the interaction with male students was observed the quality, quantity, relevant, manner and flouted 2 maxims were quantity and relevant maxim. the results of this study can pedagogically contribute to english language studies. in the classroom interaction in discourse and pragmatic development in general, the realization of maxims (observed and flouted) can be directly included as a good example of the natural authentic of english. © 2019 universitas negeri semarang correspondence address: pongangan, samirono, getasan, semarang, jawa tengah 50774 e-mail: iftitah.khayati@gmail.com p-issn 2087-0108 e-issn 2502-4566 iftitah khayati, januarius mujiyanto, warsono/ eej 9 (3) 2019 391 398 392 introduction communication is how people use the message to generate meaning to other people. it consists of speakers and listeners; they must be able to deliver their intended message cooperatively. within communication in the classroom, there is an effective teaching and learning process. there are two types of communication in the classroom. first, it is between the students and teacher and second, between student and student. when they share information to others, they deliver it as utterance. utterance means a sentence or some information when it uses in communication by speaker and listeners. the utterance meaning is called pragmatic meaning. based on yule (1996, p.3) pragmatic is concerned with the study of meaning as communicated by a speaker (or writer) and interpreted by a listener (or reader). it is the study of relationships between linguistic forms and the users of those forms. levinson (1983, p.5), in the early study of pragmatics, stated that pragmatics is the study of the relation between language and context that are grammatical or encoded in the structure of language. meanwhile, in the early 1980s, the year when pragmatics started to be discussed, thomas (2013, p.1) stated that pragmatics is meaning in use or meaning in context. by looking at these statements, it is known that language has something to do with the context where it takes place and is set to have a particular function to make meaning. in pragmatics, there are many topics of discussion such as deixis, implicature, presupposition, speech acts, and aspects of discourse structure. the researcher focused on the case of “conversational implicature”. according to levinson (1983), the notion of conversational implicature is one of the single most importance ideas in pragmatics. the important of its concepts in pragmatic is due to the number of sources. first, implicature stands as a paradigmatic example of the nature and power of pragmatic explanations of linguistic phenomena. second, the importance of the contribution made by the notion of implicature is that it provides some explicit account of how it is possible to mean more than what is actually said. third, the notion of implicature seems likely to affect substantial simplifications in both the structure and the content of semantic descriptions. fourth, implicature, or at least some closely related concept, seems to be simply essential if various basic facts about language are to be accounted for properly. finally, the principles that generate implicatures have a very general explanatory power: a few basic principles provide explanations for a large array of apparently related. paul grice (1975) proposes that in ordinary conversation, speakers and hearers share a cooperative principle. speakers shape their utterances to be understood by hearers. when the teacher gives an explanation in the teaching-learning process sometime he/she uses grice‟s maxim from the cooperative principles. grice‟s maxim of the cooperative principle consists of the maxim of quality, the maxim of quantity, the maxim of manner and maxim of relevant. the maxim quality the teachers should be truthful, they should not say what they think is false or make statements for which they have no evidence. the maxim quantity the teachers should be as informative as is required for the conversation to proceed; it should be neither too little, nor too much. in the maxim of manner, the teachers should be perspicuous: clear, orderly, brief, avoiding obscurity and ambiguity. in the maxim of relevant, the teachers should relate clearly to the purpose of the exchange. studies focusing on grice‟s maxim of cooperative principle have been conducted by pan (2012); hassan (2013); rifa‟i (2014); sulistiyono (2015); tiani (2014) analyze the differences in the objects of the study such as newspaper, magazine, advertisement, film, television, or online media, the results are relatively similar. the grice‟s maxims were deliberately flouted by the characters or creators in order to produce humorous or comic effect which is in line with the incongruity theory. the similar studies by zebua et al (2017); safitri and faridi (2017) conducted studies on grice‟s iftitah khayati, januarius mujiyanto, warsono/ eej 9 (3) 2019 391 398 393 maxim but both are comparative studies. the former compared female and male participants; the latter native and non-native english speakers. the researchers found all the four maxims are flouted. the male participants tended to perform more flouts with the exaggerated statement to convey their too strong opinion. however, dissimilar results were found, that there were no significant differences between native and non-native speakers when flouting grice‟s maxims. this may confirm the previous similar study by retnowaty (2013) that the non-native speakers had been aware of practicing a successful, effective, and efficient communication. this research is different from the previous studies because most of them only investigate grice‟s maxim in newspaper, magazine, advertisement, film, television, or online media, talk shows, and interview. moreover, this research will investigate grice‟s maxims in english teacher‟s interaction with male and female students and the gender influenced the interaction using four maxims. method this study assumes that grice‟s maxims realize in the teacher‟s interaction with male and female students realized during the teachinglearning process. this study is designed as qualitative. it belongs to the case study. it analyses the data based on the existing theory. the subject of this study is a female english teacher. the object of the study is the teacher‟s interaction with male and female students in the different classroom by realizing 4 grice‟s maxim. there are 4 grice‟s maxims realized by observed and flouted in the interaction. the steps of collecting the data, the researcher do the observation and record the phenomenon during the teaching-learning process. the recording of phenomenon divided into 2 classes. they are the teachers‟ interaction with male and female students in a different class. moreover, the researcher does the transcript into the written form or sentences and selects the interaction which considered having sufficient utterances containing the realization those are observance and flouts of the maxim. in analyzing the data, the first step is identifying maxim utterances. the second step is classifying the type of maxim realized by observed and flouted based on grice‟s theory of cooperative principle. the third step is reducing the data related to the observance and flouted maxims. then, the data are interpreted. then, the next step is reporting the data qualitatively in the form of how the maxims were realized in the teacher‟s interaction with male and female students. finally, the data were presented in order to give an effort to draw a conclusion. results and discussions the results show that all the four grice‟s maxims are realized by observed and nonobserved maxim in female teacher‟s interaction with male and female students. the observed of maxims consist of all the four grice‟s maxim; they are the maxim of quality, quantity, relevance, and manner. on the other hand, the non-observance of the four grice‟s maxim covers the flouting of maxim and its implicature by female teacher‟s interaction with male and female students. moreover, it also discussed the description of the implicature as well as the reason for the speaker to employ the flouting maxims. each maxim has its own way of realizing the observed and non-observed and is presented below. the realization of quality maxim in teacher’s interaction with male and female students the quality maxim consists of two submaxims: „do not say what you believe to be false‟ and „do not say that for which you lack adequate evidence‟. in female teacher interaction with male students, the quality maxims are observed by the male student in two ways. they are information with adequate evidence and information which truthfully and sincerely. otherwise, the quality maxims are flouted in two ways false information and information with less evidence. iftitah khayati, januarius mujiyanto, warsono/ eej 9 (3) 2019 391 398 394 the quality maxim realized by observed and flouted in the interaction with male students. the quality maxims are observed when the speaker obeyed or followed the maxims. in other words, the speakers are expected to be sincere, tell the truth information and give information with adequate evidence when observing quality maxim. the example of the observed quality maxim is shown in the following interaction between teachers with male students. (1)teacher : who is absent today? male students : furqon is sick mom from the sample (1), the context of the situation is that the teacher gets one of the students not in the class and the teacher asks the other students where he is and who is absent today, then the student replies that today furqon is sick. the highlighted utterance in the data above shows the conversation between teacher and male student that furqon is absent today because he is sick. pragmatically, the student obeys the truth that indicates observance quality maxim. thus, male student‟s utterance is classified as truthful information which observes quality maxim. the truthful information presented in that datum gives expected information by the teacher. accordingly, the male student has generated no implicature. in this case, the student was observing the quality maxim by telling the truth. on the contrary, the quality maxim was unobserved or flouted when a speaker disobeyed the quality maxims. it was done by male students can be seen as the following example: (2)teacher : how did you know that he is sick? have you visited him? male student : he has visited by his parents from the sample (2) showed that the teacher asked the student how did he know that furqon was sick, whether he has visited his friend or no. the student has answered and gives the information to the teacher with no enough or less evidence to prove that he has visited his friend. he only answered that his friend has visited by his parents. it means that the student has flouted the quality maxim. in the next interaction, the student in this flout quality maxim gives information which is untrue or unreal. the example of false information found in female teacher interaction with a male student is shown in the following dialogue: (3)teacher : okay, please sing a national song halo-halo bandung and stand up, please! male student : i could not sing that song mom, i am not from indonesia, i am from korea from the sample (3), the context situation is that the teacher commands the students to sing a national song halo-halo bandung. the teacher thinks that the student could sing that national song, but in reality that he could not sing because he doesn‟t memorize the lyric song. the students give false information about him that he couldn‟t sing the song because he comes from korea. in reality and originally that the students come from indonesia. the quality maxim realized by observed and flouted in her interaction with female students the case of the observed quality maxim by giving truthful information in the interaction between teacher and female students is shown in the following datum. (4) teacher : did you have homework? female student :yes mom, we have homework last week the context of dialogue (4) teacher asks the student about the homework that is done by the student. the female student replies that she has done the homework last week. the highlighted utterance in the data above shows the conversation between teacher and female students that student answers the question from the teacher truthfully information and has generated no implicature. pragmatically, the students obey the truth that indicates observance quality maxim. thus, female student‟s utterance is classified as truthful information which observes quality maxim. iftitah khayati, januarius mujiyanto, warsono/ eej 9 (3) 2019 391 398 395 the realization of quantity maxim in teacher’s interaction with male and female students there are two sub-maxims of quantity: „make your contribution as informative as is required (for the current purpose of the exchange)‟ and „do not make your contribution more informative than is required‟. in female teacher‟s interaction with male students, maxims quantity was observed by being informative in giving the information. otherwise, the maxim quantity was flouted by too little information. the quantity maxim realized by observed and flouted in the interaction with male students the quantity maxims are observed when the speaker obeyed or followed the maxims. in other words, the speakers are expected to be informative in giving information, not a little and not much when observing quantity maxim. the example of observed quantity maxim is shown in the following interaction datum between teachers with male students. (5)teacher : who absent today? male students : furqon is sick mom the context of dialogue (5) is that teacher gets one of the students not in the class and the teacher asks the other students where he is and who is absent today, then the student replies that today furqon is sick. as shown in the thickened utterance, the utterance of male students obeys the maxim quantity it means that the student observed quantity maxim by giving an informative contribution as required by the teacher. on the other hand, in this flouted quantity maxim, the student provides too little information than is required to the teacher. an example of this flouted quantity maxim is presented in the following dialogue. (6)teacher : what place did you visit in bandung? female teacher : cibaduyut mom female teacher : i forgot mom the situational context of the dialog (6) is the teacher were ask to the student what place or village that she has visited in bandung. the whole of the student has answered the place but there one of the students answers by forgetting the place that she has visited in bandung. the student has told too little information to the teacher. it means that she disobeyed the quantity maxim because she has given too little information, in reality, that the student has visited bandung city but because it has been a long time, therefore, she has forgotten the place that she has visited. the quantity maxims realized by observed and flouted in her interaction with female students the case of the observed quantity maxim by giving informative contribution in the interaction between teacher and female students is shown in the following datum. (7) teacher : did you have homework? female student : yes mom, we have homework last week from the sample (7), female student has obeyed quantity maxim because she has given the right amount of information from the teacher question about the homework. the student has answered that they have homework last week. she has generated no implicature. in this case the student was observing the quantity maxim by giving information that is required by the teacher. the realization of relevant maxim in teacher’s interaction with male and female students maxim of relevant consists of only one sub-maxim: „be relevant‟. in female teacher interaction with male students, the relevant maxims are observed when the speaker gives relevant information. otherwise, the relevant maxim was unobserved or flouted when the speaker gives irrelevant information or nonrelevant information which suddenly can change the topic of discussion. it realized in the teacher‟s interaction with male and female students and presented below. the relevant maxims realized by observed and flouted in the interaction with male students relevant maxim was observed by relevant information, it was done by male students can be seen in the following dialogue. (8)teacher : who absent today? iftitah khayati, januarius mujiyanto, warsono/ eej 9 (3) 2019 391 398 396 male students : furqon is sick mom from the dialogue (8) male student has directly addressed the teacher question‟s goal in asking the question. he has said precisely what he meant and it was relevant with the teacher‟s question about whom absent today in the classroom and the student answer furqon is sick today. it means that the student has generated no implicature. thus, he observes relevant maxim by giving relevant information to the teacher question. the next dialogue, the example of flouted relevant maxim can be shown in the following dialogue. (9)teacher : now we will continue our lesson and please prepare your english book! male student : mom, let‟s we go to english laboratory? from the dialogue (9) the context is that the male teacher asked students to continue the lesson and prepare the english book. male student answer the question from the teacher by giving not relevant information. it implies that the student doesn‟t want to continue the lesson but they want to go to the english laboratory. this is a characteristic of flout of relevant „be relevant‟. another example from flouted relevant maxim can be shown in the following dialogue datum (10)teacher : who comes from bandung city? male students : i am mom (raise his hand), i come from bandungan from the dialogue (10), it can be seen that the teacher asked the student who is come from bandung city and one of the students has answered that he comes from bandungan. the answer to the student didn‟t relate to the question of the teacher, it means that the male student flouted the relevant maxim. the student implies that bandung city is one of the cities in west java and bandungan city is one of the cities in central java, it‟s the same in sound and stylistic between bandung and bandungan, but the different city in indonesia. the relevant maxims realized by observed and flouted in the interaction with female students relevant maxim was observed and flouted in female teacher interaction with female student. it can be seen in the following dialogue. (11)teacher : did you have homework? female student : yes mom, we have homework last week from the dialogue (11), it can be seen that the students have obeyed the relevant maxim because the student has answered the question from the teacher about homework so that the student has responded by yes mom, we have homework last week relevantly with the question from the teacher. it means that the female student observed relevant maxim. on the other hand, the student has flouted the relevant maxim. it can be seen in the following dialogue. (12) teacher : why don‟t you share the fruits with me or with us? female student : hehe (laughing) the context of (12) is that the student just got and brought the fruit from her home after a long holiday. then the teacher asked the student to share the fruit with her or with a friend. student answers directly by hehe or laughing. it means that the female student has flouted the relevant maxim because the student has answered the question from the teacher irrelevantly. the implicature that the student has confused between she wants to share or not because she only brought a little fruit nor much. the realization of manner maxim in the interaction with male and female students maxims of manner consist of four submaxims: „avoid obscurity of expression‟, „avoid ambiguity‟, „be brief (avoid unnecessary prolixity)‟, be clear and „be orderly‟. the speaker who obeyed and followed the manner maxim means that they observed the manner maxim by being clearly, briefly, and orderly. otherwise, the manner maxim was flouted through use of ambiguous, obscure and lengthy information. iftitah khayati, januarius mujiyanto, warsono/ eej 9 (3) 2019 391 398 397 the manner maxims realized by observed and flouted in the interaction with male students the case when a student observed of manner maxim can be seen in the following dialogue. (13)teacher : who absent today? male students : furqon is sick mom semantically the sample (13), the student has answered the question from the teacher clearly, briefly, and orderly that who absent today is furqon because he is sick. it means that he has generated no implicature in manner maxim. the speaker who flouts manner maxim appears to be obscure or ambiguous. flouted of maxims manner caused by ambiguity produced by the students can be seen in the example below: (14)teacher : okay class, we can conclude that today we learn about? male student 1 : recount text mom male student 2 : what?? quick count text.. on the sample (14), student 2 has flouted manner maxim by ambiguity. however, the student 2 has assumed from the student1 that today we learn about recount text. the student 2 has flouted manner maxim by intentionally uttering recount text by quick count. this kind of maxim flouted was frequently applied as a humorous device. the manner maxims realized by observed and flouted in the interaction with female students manner maxim has observed and flouted by female teacher‟s interaction with female students. it can be seen in the following dialogue. (15)teacher : did you have homework? female student : yes mom, we have homework last week from the dialogue (15), it can be seen that the students have obeyed the manner maxim because the student has answered the question from the teacher about homework clearly so that the student has responded by yes mom, we have homework last week. it means that the female student observed manner maxim. conclusion and suggestion based on data analysis, there are five conclusions to be presented. first, the realization of quality maxims in the teacher‟s interaction with male and female students was observed by giving truthful information with adequate evidence. furthermore, it also realized by flouting the quality maxims through less evidence information. second, the realization of quantity maxim in the teacher‟s interaction with male and female students was observed by giving information as required by the speaker. furthermore, it also realized by flouted the quantity maxims through too much information and little information. third, the realization of the relevant maxim in the teacher‟s interaction with male and female students was observed by relevant information delivered by male and female students. furthermore, it also realized by flouted relevant maxims through the use of irrelevant information in the interaction. by performing this flout, male students express implied meaning in their utterances. the information which is not relevant to the previous ones has used the distraction. the male students suddenly want to change the subject of the topic discussion and female students realize the maxim to avoid a particular topic. fourth, the realization of manner maxim in the teacher‟s interaction with male and female students is performed or observed in three ways. male and female students give brief, unambiguous, and non-obscure information. on the other hand, a male student was flouted manner maxim by giving obscure and ambiguous information. fifth, the gender differences the teacher-students interaction using 4 grice‟s maxim. in the teacher‟s interaction with male students, the 4 grice‟s maxims are realized by being observed and flouted. on the other hand, in the interaction with female students, the 4 grice‟s maxims are realized by being observed and realized by flouted in quantity and relevant manner. iftitah khayati, januarius mujiyanto, warsono/ eej 9 (3) 2019 391 398 398 references brown, g., & yule, g. 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(2013). the awareness and realization of grice‟s cooperative principles in the conversations among non-native english speakers. english education journal, 3(2), 68-77. retrieved from http://journal.unnes.ac.id/sju/index.php /eej. rifa‟i, s.n. (2014). kajian penyimpangan prinsip kerja sama dalam wacana humor on line. seminar nasional prasasti: kajian linguistika dan puitika dalam perspektif pragmatik. 1(1), 254-259. retrieved from jurnal.uns.ac.id/prosidingprasati/issue/a rchieve/view/74 sulistiyono, y. (2015). humor dan pelanggaran maksim prinsip kerja sama dalam kartun ngampus. seminar nasional prasasti ii: kajian pragmatik dalam berbagai bidang, 2(1), 94-100. retrieved from jurnal.uns.ac.id/prosidingprasasti/issue/ archieve/view/39 safitri, r., & faridi, a. (2017). the flouting of grice‟s cooperative principle by native and non-native speakers of english. english education journal, 7(3), 279-285. retrieved from http://journal.unnes.ac.id/nju/index.php /lik tiani, r. (2014). penyimpangan maksim kualitas dan kuantitas dalam humor sutra di tabloid mantra. seminar nasional prasasti: kajian linguistika dan puitika dalam perspektif pragmatic, 1(1), 173-179. retrieved from jurnal.uns.ac.id/prosidingprasasti/issue/ archieve/view/74 yule, g. (1996). pragmatics. oxford: oxford university press. zebua, e., rukmini, d. & saleh, m. (2017). the violation and flouting of cooperative principles in the ellen degeneres talk show. language circle: journal of language and literature, 12, 103-113. retrieved from http://journal.unnes.ac.id/nju/index.php /lc/index eej 9 (4) (2019) 558 564 english education journal http://journal.unnes.ac.id/sju/index.php/eej the use of thematic progression in the journal artcile of “u-jet” suci hati puji lestari , januarius mujiyanto, murshid saleh universitas negeri semarang, indonesia article info ________________ article history: recived 20 june 2019 accepted 14 august 2019 published 23 december 2019 ________________ keywords: thematic progression, journal article, sfl ____________________ abstract ___________________________________________________________________ this study aimed to evaluate thematic progressions pattern in students’ journal article written by undergraduate students. this study employed qualitative research in the form of written discourse analysis. the documentation observation sheet is used to analyze the patterns apperead in the article written by students. out of 10 students chosen as the sample. the results of this study revealed that from the three patterns, zigzag pattern is the most frequently used by the students. the second is re-iteration pattern and the last one is multiple theme pattern. it showed that the students can employed the patterns though they never learn about systemic functional linguistics before. but, the results of their writing is not really coherence. because the lack of thematic progression pattern used. for the consistency, there are several students who already consistent in their writing, though the rest is still not consistent. however, they never learn about this. therefore, it can be said that understanding the thematic progression is important because it can make the writing effective and coherence. © 2019 universitas negeri semarang  correspondence address: kampus universitas negeri semarang, kelud, semarang, 50233 e-mail: sucihpl19@gmail.com p-issn 2087-0108 e-issn 2502-4566 suci hati puji lestari , januarius mujiyanto, murshid saleh/ eej 9 (4) (2019) 558 564 559 introduction writing is a skill needed by english learners. because writing will be needed to convey lessons, opinions, plans, news and so on. besides that, writing can also be used as a communication tool. many important things can be done by mastering writing skills. even so, writing is generally recognized as a difficult task by esl and efl students (rosa, 2007). the reason is because writing requires the students to write in a good form. students must write with attention to grammar, choice of words, sentence structure and unity. one aspect that plays an important role in writing is the coherence (wang, 2007). as halliday (1994: 309) stated, coherence is “the internal (resource) for structuring the clause as a message”, including the notions of theme and information. however, maintaining the coherence in students’ writing becomes the main problem faced by the students when they are asked to write. research has found that in esl/efl students’ writing, the students focus mostly on the word and sentence levels rather than the level of the whole discourse, that is, textual coherence. actually, the thematic organization of the text is closely connected with discourse coherence or text convexity (ren et al, 2009). nonetheless, in indonesian university context, thematic organization is not paid attention to by both teachers and students in the teaching and learning activity, especially in writing skill, though it is important since it can show the ability of students in organizing their ideas and making their sentence coherent (wang, 2007). this causes the low quality in students’ writing. moreover, they are expected to write a good text in an academic writing like journal article. it will not be easy for them if they do not pay attention to the thematic progression. where they have to decide the way they want their text developed. they have to put their idea together and consider how to write their journal article so that their text will become coherent and have a good quality. according to sutopo (2014), the students should have a better idea of what text is, how to categorize and describe in terms of their genre, function organization and style. the teacher or lecturer need to encourage their students to cope with texts and make sense of them as well as produce them. they have to make their students understand about the theme and rheme first then the thematic progression pattern. eggins (2004) states that thematic progression contributes to the cohesive development of a text and it can strengthen the text’s coherence and cohesion (emilia, 2005). moreover, eggins (2004) and danes (1974) name three patterns of tp as follows: 1. re-iteration pattern or constant thematic progression (ctp), which appears when topical theme has relation to the one in the following clause. 2. zig-zag pattern or simple linear thematic progression (slp), which has a theme that derives from an element in the rheme of the preceding clause. 3. multiple-theme pattern or derived theme progression (dtp), which mostly occurs in the longer text, has one or some elements in a clause which are then distributed in themes. the purpose of thematic progression is to create a well-structured text. it is indicated through the unity and connectedness between individual sentences that relate to each other. therefore, this present study primarily examines thematic progression pattern in journal article especially background of study section written by english students in lampung university by employing the thematic progression theory proposed by eggins (2004) to explore how their ideas are organized and constructed in writing their introduction seen from thematic progression and to explore the extent to which the students’ journal articles are consistent with the language features in terms of thematic progression. studies on thematic progression have been conducted by some researchers in several genre such as in journal article (farrokhi, asarin & khalili, 2016), in recout text (noviyanti, 2015), in exposition text (rakhman, 2013), in suci hati puji lestari , januarius mujiyanto, murshid saleh/ eej 9 (4) (2019) 558 564 560 argumentative text (yang, 2015). in addition, on the field of teaching writing, some of researcher have also been conducted the research about thematic progression such as (farikah, 2012; jing, 2015 and nurdianingsih & purnama, 2017). then there are also previous studies on the different field such as in news (hawes, 2010), in discourse (shi, 2013), in translation (jalilifar, 2009), in children’s storybooks (guijarro & zamorano, 2009). the previous studies mentioned above only focus on analyzing the thematic progression on students who have background knowledge about systemic functional linguistics (sfl). there is still no research conducted in evaluating the thematic progression on the students who have never learn about sfl before. besides, the students in college must have learn about how to write journal article. therefore this study aimed to analyze the thematic progressions pattern occured on students’ journal article who never get sfl class. the last, this research paper hopefully could give new insight for the future research on the thematic progression. method this study belongs to qualitative study. this research will focus on evaluating students journal artcile which already published in u-jet (unila journal of english teaching). the subject of this study were 10 undergraduate students at universitas lampung. they are majoring in english education. there are several steps conducted to gather the data. there will be ten journal articles to analyze by taking the introduction section only and then divide it into clauses for analyzing the thematic progression. the researcher first took the introduction part only from the journal article. second, the researcher will close-reading the downloaded introduction. third, breaking the introduction section into clauses and placing it into table format to make the process of the analysis easier and clearer. the next step is classifying the thematic progression pattern, whether it is constant, linear, or multiple-theme. after that is calculating the occurrence of each type of thematic progression patterns found in the introduction. then, evaluating the development of each theme progression patterns occurred and identifying the contribution of coherence in the text. in this study, the researcher needs the triangulation to minimize the subjectivity. so the researcher used interview to know the reason why students write their articles the way they do. then the researcher used investigator triangulation by asking one lecturer in a state university, semarang, indonesia. results and discussion the analysis of thematic progresssion allows us to identify theme/rheme patterns over longer stretches of discourse. how thematic elements succeed each other can contribute or detract from the coherence of a text given their purpose and context. table 1 shows the results of the analysis of the three patterns in thematic progression among students’ journal article. table 1. the result of re-iteration, zigzag and multiple-theme pattern analysis text no numbe r of clauses reiteratio n pattern zigzag patter n multiple -theme pattern 1 39 13 10 4 2 30 6 10 5 3 34 8 9 0 4 38 5 11 0 5 29 9 13 0 6 23 5 7 0 7 14 4 3 0 8 30 4 10 3 9 17 4 6 0 10 21 6 6 0 total 275 64 85 12 from the table, it can be seen that the most pattern employed by the students is zigzag pattern/simple linear thematic progression which occured 85 times out of 275 clause. followed by re-iteration pattern/constant suci hati puji lestari , januarius mujiyanto, murshid saleh/ eej 9 (4) (2019) 558 564 561 thematic progression which appeared 64 times. then the last one is multiple-theme pattern/derived theme progression with only 12 times emerged in students’ journal article. dou & zhao (2019) stated that from their previous research on the thematic progressions of scientific papers published in the international journals also show that the most popular patterns employed by scholars are “simple linear thematic progression” and “thematic progression with a constant theme” . the deeper explanation will be disuss below: re-iteration pattern analyisis re-iteration pattern is a pattern in which theme of preceding clause is picked up or repeated at the beginning of the next clause. in other words, theme re-iteration happens when the same theme is re-iterated regularly. it contributes to text cohesion and coherence because a clear focus is mantained (eggins, 1994). my findings showed that the students are able to use the constant theme and re-iterated their text. this is showed that the students capable when they picked up the word in the previous theme to be the topic in a new clause. bloor and bloor (2004) states that constant theme pattern occurs when “a common theme is shared by each clause”. the example of re-iteration pattern occured in text 9. theme rheme writing is one of the productive skills that students of shs need to master well. in other words, writing is considered as an important activity for students to express their ideas, thoughts, feelings, and judgments about everything. from this example, we can see that the student is picking up the word “writing” as the topic for a new clause. according to syharizal, fitrian and anggraeni (2018) the constant theme patterns are widely used because they are quite easy to use by repeating themes in the previous clause. it is in line with undayasari & saleh (2018) who found that students used more zigzag pattern in their indonesian texts. despite of that, from the interview, the subject reveals that she actually wrote the article by adjusting it to the topic that she had and she only focus on the grammar. she did not know about any patterns or deliberately using this pattern. it leads to the fact that unila students never had any sfl class. so that it is understandable that she did not use this startegy on purpose. zigzag pattern analysis the zigzag/simple linear theme pattern (slp) is one of the thematic progression patterns in which the subject matter in the rheme of one clause is taken up in the theme of a following clause. according to eggins (1994) zig-zag pattern happened where the rheme of the first clause becomes the theme in the second sentence; the rheme of the second sentence becomes the theme of the third clause, and so forth. my findings showed that this is the most pattern that occured in students’ text. it means, the students are able to make a new clause by picking up one or more elements from the previous rheme. here is one of the examples in text 8. theme rheme therefore, it is important for students or english learners to learn how to write well in english. in order to write well in english, the students must pay attention to five aspects of writing. from the example above, the writer is picked up some elements in the previous rheme “how to write well in english”. then it is form a new topic “in order to write well, ...”. it showed that the writer try to make her writing connected and flowing naturally. the writer herself said that she repeated the topic because she wanted to have connectivity in her writing because she needed to adjust with the topic in the first place. multiple-theme pattern analysis according to eggins (2004: 326), the dtp provides the underlying organizing principle for a text which differs from the other types of thematic progression (ctp & slp) which are used for elaborating on each of the main thematic points. derived themes is a type of suci hati puji lestari , januarius mujiyanto, murshid saleh/ eej 9 (4) (2019) 558 564 562 thematic progression where several different themes “alternate within the text”. from the findings, it is shown that there is only a little use of dtp compared to another two. out of 275 clauses, this pattern only occured in 12 clauses. from all of the participants in this study, there are only 3 who capable in employing this strategy. below is the example in text 2: theme rheme there are some important vocabularies according to putra (2011). first, vocabulary can increase students’ knowledge. second, the word is known help to organize the learning. third, the creation of labels (words) is a tool for increasing learning. the example above showed the distribution from the rheme “some important vocabularies according to putra (2011)”. the word “some important vocabularies” then described into three themes in the following clauses. it is talked about the three importance of vocabularies. rosa (2007) stated that this pattern highlights the one general theme from which other themes are derived. this result almost in line with muroda, madjid and jati (2017) who found that there is no subject who used dtp patterns. they tought that multiple pattern is needed to be applied and taught to the students in order to make their writing does not look not monotonous. thematic progression consistency in relation to thematic progression consistency, it is analyzed by picturing the trend of thematic progression in students’ texts. table 2. summary of thematic progression trends no. thematic progression type number of occurence 1. re-iteration pattern 64 2. zigzag pattern 82 3. multiple theme pattern 12 4. empty progression pattern 117 total 275 from the table above, it can be seen that the trend of thematic progression in students’ journal article indicated that the students tended to use zigzag pattern in their clauses. there were 85 clauses of this type out of 161 clauses. after that, re-iteration pattern was the second dominant pattern used by them. there were 64 clauses of this type out of 161 clauses. the last type that students used was multiple theme pattern. there were only 12 clauses of this type out of 161 clauses. that table showed that the students quiet consistent in using zigzag pattern as the most pattern type used by the students. the same goes for re-iteration pattern as the second type that is employed by them. unfortunately, the multiple theme pattern appeared too little compared to the former pattern. moreover, there are 117 clauses that is not employed the pattern at all. as for empty progression, it stops the succession of progression chains. therefore, the progression of the texts had a rather big effect in lessening the coherence level of a text. as a result, the paragraphs lacked coherence. conclusion and suggestion based on the findings and discussion of the research data, the conclusions can be drawn as follows: firstly, all of the participants employed the re-iteration pattern and it becomes the second most pattern that is used by them. there were 64 clauses out of 275 clauses. secondly, all of the participants employed the zigzag pattern and it becomes the most pattern that is used by them. there were 85 clauses out of 275 clauses. thirdly, there are only 3 participants that employed the multiple theme pattern and it becomes the third most pattern that is used. there were only 12 clauses out of 275 clauses. fourthly, the consistency of the patterns in each text is different from one another. but three of them is quiet consistent in employing the pattern because they used all of the patterns in thematic progression. unfortunately, most of the students still applied empty progression pattern. it means that the clauses in their text is not developed suci hati puji lestari , januarius mujiyanto, murshid saleh/ eej 9 (4) (2019) 558 564 563 from the previous theme or rheme. in the end, the paragraphs lacked coherence. furthermore, it was found from the interview that even though some of the students capable in employing the pattern, they did not understand about it. inasmuch, most of them only write by using their feelings or intuition. hence, there are many empty progression pattern appeared. so that the text lack of coherence. the conclusions explained above lead the researcher to provide some suggestions. the teacher needs to pay attention to the students’ writing skill. they have to understand about sfl and thematic progression so that they can teach the students how to write a text by using the patterns. by giving the material, students can improve their writing to be more coherence. beside that, the students also need to learn and understand about thematic progression. they have to learn and practice more in writing so that they can write a text coherently. this present study still has weaknesses because it only focuses in evaluating the three patterns of thematic progression. moreover, it only has a little sample to explore. therefore, future studies can try to investigate the more patterns in thematic progression and compare it with the thematic selection. in addition, the future researcher can try 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(2009). thematic progression of children’s stories as related to different stages of cognitive development. text & talk, 29-6, pp 755– 774. https://www.degruyter.com halliday, m. a. k. (1994). an introduction to functional grammar (2nd ed). china: foreign language teaching and research press. hawes, t. (2010). thematic progression and rhetoric in sun and times editorials: 1991-2008. rice working papers in linguistics 2, 39–51. https://scholarship.rice.edu jalilifar, a. (2009). thematic development in english and translated academic texts. journal of language & translation, 10(1), 81–111. https://www.researchgate.net jing, w., road, t., & district, b. 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http://ejournal.unp.ac.id/ https://doi.org/10.4304/tpls.3.9.1639-1644 https://doi.org/10.4304/tpls.3.9.1639-1644 https://journal.unnes.ac.id/nju/index.php/lc/article/view/3217 https://www.asian-efl-journal.com/1040/main-journals/theme-and-rheme-in-the-thematic-organization-of-text-implications-for-teaching-academic-writing/ 404 eej 10 (3) (2020) 404-413 english education journal http://journal.unnes.ac.id/sju/index.php/eej metadiscourse and rethorical moves in english abstract section of undergraduate students' final project at universitas pgri ronggolawe, tuban dholiful hadi, warsono, abdurrahman faridi universitas negeri semarang, indonesia article info ________________ article history: accepted 15 january 2020 approved 19 february 2020 published 15 september 2020 ________________ keywords: metadiscourse, rhetorical moves, abstracts ________________ abstract the aims of the research are to analyze how metadiscourse types is used to accompany the moves in english abstract section of undergraduate students' final project, to explain how rhetorical moves are used in english abstract section of undergraduate students' final project, and to enlighten how metadiscourse functions are applied in relation to the rhetorical moves in the abstract section of undergraduate students' final project at universitas pgri ronggolawe, tuban. the research was descriptive qualitative research in order to answer the research problem definitely. the research identifies the meaning reflected and particular characteristic in the use of rhetorical moves and metadiscourse. the result shows that the use of interactive metadiscourse tends to be dominant in students' final project abstracts. almost all of students write the methods of rhetorical moves in their abstract. the move gives a good indication of the information on data, procedures and methods used. the further researchers on teaching writing the final project abstract are suggested to conduct both metadiscourse and rhetorical moves aspect so the students will become more capable of determining the particular kinds of metadiscourse which should be applied in each move of writing abstract.  correspondence address: jl.kelud utara 3 kampus pascasarjana unnes sampangan semarang, indonesia e-mail: hadialluring@gmail.com p-issn 2087-0108 e-issn 2502-4566 dholiful hadi, et al./ english education journal 10 (3) (2020) 404-413 405 introduction for completing the students' study, on the final semester, students are obliged to do research and hand in written reports called final project. they have to write a final project which is understandable and communicative to persuade and convince the readers. according to hyland (2005) asserts that writing is significant in all our lives, its role in social, professional and academic context because writing is central to our personal experience and social identities. in a final project, there are many parts that students should make. one of them is making an abstract final project. according to bond (2009) an abstract is a greatly condensed version of a longer piece of writing that highlights the major points covered, and concisely describes the content and scope of the writing. as wang and cheng (2016) states abstract is a kind of discourse and discourse can be divided into basic discourse and meta-discourse. swale in hyland (1997) links metadisourse as those aspects of the text which explicitly refer to the organization of the discourse or the writer's stance towards either its content or the reader. in short, metadiscourse is any element of a text which explicitly organizes the contents, engages the readers and signals the writers' attitude. the types of metadiscourse suggested by hyland (2005) are used by the undergraduate students of unversitas ronggolawe, tuban to accompany the moves in english abstract they have already written. the types of metadiscourse from hyland (2005) are as follows: a. hedges adjectives: most, many, some adverbs: usually, perhaps, possibly, probably, almost lexical verbs: seem(-s,-ed), tend(-s,-ed), suggest(-s,-ed), indicate(-s,-ed), i think, i believe, and i doubt b. intensifiers adjectives adverbs lexical verbs: fundamental, essential, crucial, undoubtedly, clearly, always, inevitably, certainly c. conjunctive adverbs time: meanwhile, afterwards, previously addition: moreover, furthermore, likewise, also, in contrast: however, instead, rather, in contrast, on the result: therefore, of course, as a result, consequently concession: nevertheless, still, yet, after all apposition: namely, for example, for instance summary: thus, in conclusion, finally reinforcement: further, indeed, in particular, above all, in fact organization: first, second, third rhetorical move analysis used in the english abstract by the english students of unversitas ronggolawe, tuban was represented as well by pho (2008) that represents academic research articles and abstract in terms of hierarchically organized text made up of distinct sections; each section can be subdivided into moves and each move can be broken down into steps. the instrument used in the research of the english department of universitas pgri ronggolawe, tuban was the model of writer identity proposed by hyland (2002). to help the students to write well, the researcher organizes the text and guides them through the contents. they start by giving personal opinions and knowledge claims, recount experimental procedure and methodology and acknowledge funding bodies, institutions and individuals that contributed to the study in some way. the moves which are used by the undergradute students' of unversitas ronggolawe, tuban are based on hyland and bhatia (2000) as follows: a. move 1: introducing purpose; the point of this move is to express the precise dholiful hadi, et al./ english education journal 10 (3) (2020) 404-413 406 detail, and the intention of the researcher including the goals of the study. b. move 2: describing methodology; this move is where the author denotes the research design, procedure or methods used in the study and, if necessary, the scope of the research. c. move 3: summarizing results; in this move, the author highlights the important findings of the research including a solution to the problem. this move is regarded as the significant component of the abstract. d. move 4: presenting conclusions; this move consists of the conclusions and interpretations of the results as well as some implications and applications of the findings. the researcher conductes in l2 learners were mostly concerned on the use of metadiscourse and rhetorical moves which assumes that the high number of metadiscourse and rhetorical moves used increase the quality of the students academic writing. besides, the study is conducted in indonesian students which use english as foreign language. therefore, the research fills the gap on the study under the linguistics feature called metadiscourse and rhetorical moves. moreover, to enhance the analysis, the researcher is signified to figure out how the two main categories of both hyland's model of metadiscourse and model of rhetorical moves to determine the students knowledge of writing academic writing. method the researcher used descriptive qualitative research in order to answer the research problem definitely. first, the researcher described the metadiscourse resources and explored the metadiscourse functions and rhetorical moves applied through the words or phrases employed in a text. second, the writer built the patterns from the bottom up, by organizing the data into increasingly more abstract units of information. moreover, the research also focused on the content analysis since the materials analyzed are in the form of written i.e, abstract section in undergraduate students' final project. the researcher identified the meaning reflected and particular characteristic in the use of rhetorical moves and metadiscourse. the objects of the study were words or phrases dealing with metadiscourse resources and showing rhetorical moves in the abstract section by 2016 undergraduate (s1) students of english study program of unirow tuban. the writer chose 20 abstract sections to analysis about metadiscourse and rhetorical moves. the study classified into 2 disciplines. i.e. pedagogical final project and linguistics final project. the number of sample for each final project is 10. thus, the total of whole samples is 10 abstracts x 2 discipline = 20 samples. the analysis of the data covered rhetorical moves and metadiscourse, the writer used some steps as follows: 1) preparing the data needed for his study the data needed for this study were words or phrases dealing with metadiscourse resources and showing rhetorical moves in the abstracts section written in english of undergraduate (s1) students of english study program. 2) coding the words or sentences which contain rhetorical moves, metadiscourse types, metadiscourse resources were used and metadiscourse functions applied in english abstract's section more specific. 3) classifying rhetorical moves, metadiscourse types, metadiscourse resources were used and metadiscourse functions applied in english abstract section 4) analyzing the data from abstracts section written in english of undergraduate (s1) students of english study program. functional analyses recognize that a comprehensive and pragmatically grounded description of any text must involve attending the use of language in relation to dholiful hadi, et al./ english education journal 10 (3) (2020) 404-413 407 its surrounding co-text and the goal of the writer creates a text as a whole academically. the emphasis was therefore on meanings in context, how language is used. then, the analysis referred to genrebased analysis (swales, 1985) and metadiscourse used in examining one type of text. results and discussion this part explains the interpretation of writing analysis on the students' final project abstract based on both types of metadiscourse and rhetorical moves used. the subjects were 2016 undergraduate (s1) students of english study program of universitas ronggolawe, tuban which consisted of 90 students. the researcher chose 20 abstract sections to be analysed. on the topic of metadiscourse and rhetorical moves. the research analyzed 10 for metadiscourse and so was 10 for rhetorical moves, so the total of whole samples of the abstracts from 2 disciplines was 20 samples. the results of the findings were classified based on the research questions of the research. the metadiscourse types used to accompany the moves in english abstract section of undergraduate students' final project at universitas ronggolawe, tuban. the data were examined using hyland's metadiscourse model which is divided into two main categories, they are interactive metadiscourse and interactional metadiscourse. based on the findings, there were 90 items of metadiscourse in 10 abstracts examined, consisting of 60 interactive categories and 54 interactional categories. the details on metadiscourse use are presented in table 1. table 1. metadiscourse use no metadiscourse categories abstracts documents total a b c d e f g h i interactive 4 6 10 8 10 5 7 4 5 60 1. transitions 2 4 8 2 3 3 5 1 1 29 2. frame markers 1 1 1 1 6 1 2 2 1 16 3. endophoric markers 4. evidentioals 1 1 5. code glosses 2 1 5 1 1 1 3 14 interactional 5 6 5 9 8 5 3 5 8 54 6. hedges 2 1 1 5 2 2 2 15 7. boosters 2 1 1 1 1 6 8. attitude markers 1 1 2 4 9. self-mentions 3 3 3 6 1 3 3 6 28 10. engangement markers 1 1 total 9 12 15 17 18 10 10 9 13 114 dholiful hadi, et al./ english education journal 10 (3) (2020) 404-413 408 as seen in table 1, there were 9 final projetcs' abstracts which were coded by alphabetical a to i. as a result, there were four sub-categories of interactive metadiscourse and five sub-categories of interactional metadiscourse. this means that a metadiscourse category appeared good enough in examined final project's abstracts. the frequency of metadiscourse used and appeared in each of english abstract section of the undergraduate students' final project at universitas ronggolawe, tuban was various. figure 1. total metadiscourse use the data about metadiscourse which frequently appeared in final project's abstracts are shown in the figure 1. based on the figure 1, there were two metadiscourse categories that frequently appeared. they were transitions and selfmentions. both metadiscourse categories had similar appliance number in final project's abstracts. transitions had appeared 29 times, while self-mentions had appeared 28 times. the students probably tended to use more transitions because it would make thesis abstract was coherent. meanwhile, to show their presences in their own writing, the students possibly used self-mentions, in this case, the researcher and the writer. besides, by using authorial presence such as the researcher and the writer, it seemed more formal than using personal pronoun like “i”. thus, the possible causes of frequent metadiscourse categories appeared in final project's abstracts are presented in following findings section. the rhetorical moves used in english abstract section of undergraduate students' final project at universitas ronggolawe, tuban. the researcher provided two data of the rhetorical moves' tables which contained moves categorization in each sample data. from the two tables given below the researcher could find out what moves were found in the undergraduate students' final project abstracts and whether the abstracts were in accordance with swales. dholiful hadi, et al./ english education journal 10 (3) (2020) 404-413 409 table 2. rhetorical moves of abstract the research studied the use of politeness strategies in the talk show of oprah winfrey's talk show. it is conducted to find out the kinds of politeness strategies applied by the host in the talk show and the factor influence that the researcher chose. the qualitative research is used to conduct this research. (rma1) introduction purpose precised indicational goals there are 38 data found in the oprah winfrey's talk show with lady michelle obama. (rma2) methods data information procedures or method used the result of the analysis shows the politeness strategies are applied by oprah winfrey talk show with lady michelle obama. they are positive politeness strategies (8), negative politeness strategies (3). (rma3) results only observation and findings there are two factors influencing oprah winfrey reason in choosing the strategies. namely the intrinsic payoff and the circumstances. and both of them occurred in this talk show because all of politeness strategies could include in payoffs and relevant circumstances. (rma4) conclusion only conclusion table 2 above explains all the moves are found. the abstract above has 4 moves, those are introduction purpose, methods, results and conclusion. the move sequence of the abstract above is agreeing with the swales theory in which the theory is a standard rhetorical structure in the abstract of the research. swales's move for introduction purpose should consist of precise indication of the author's intention, final project, thesis or hypothesis which forms the basis of the research being reported include the goals or objectives of research or the problem that the author wishes tackle. introduction purpose above showed the precise indication was stated by “the use of politeness strategies in the talk show of oprah winfrey's talk show”. the objectives were stated by “to find out the kinds of politeness strategies applied by the host in the talk show and the factor influence that the researcher chose. the qualitative research is used to conduct this research.” swales's move for methods in the abstract should consist of a good indication of the experimental design, including information on the data, procedures or method(s) used and, if necessary, the scope of the research being reported. the procedures were stated by “there are 38 data found in the oprah winfrey's talk show with lady michelle obama.” the data information was stated by “the data are then identified and analyzed to answer the kinds of politeness strategies are applied by oprah winfrey in this talk show”. swales's move for results in the abstract should consist of author's observations and finding and also suggest solutions to the problem. the finding was dholiful hadi, et al./ english education journal 10 (3) (2020) 404-413 410 stated by “the result of the analysis shows the politeness strategies are applied by oprah winfrey talk show with lady michelle obama. they are positive politeness strategies (8), negative politeness strategies (3).” swales's move for conclusion in the abstract should consist of interpretation results and drawing inferences. interpretation result stated by “there are two factors influencing oprah winfrey reason in choosing the strategies. namely the intrinsic payoff and the circumstances. and both of them occurred in this talk show because all of politeness strategies could include in payoffs and relevant circumstances.” table 3. rhetorical moves of abstract the research studied the listening strategies of efl students from different levels of listening proficiency at class 2016 of english education. it is conducted to know the listening strategies used by the students at class 2016 and to what extent the students different levels of listening proficiency apply listening strategies at class 2016 of english study program unirow tuban (rma1) introduction purpose precised indicational goals in conducting this research, the researcher used descriptive analysis as the design of the research. then, the subject of this research is the first semester students of english study program (rma2) methods data information procedures or method used as the instruments of the research, the researcher took the document of the students' answer in their final basic listening test to clasify the students level of proficiency, questionnaire to indentify the students listening strategies and interview to clarify the listening strategies used by the students from each level of listening proficiency. the result of the data analysis shows that there are three kinds of listening strategies used of students' class 2016 of english study program unirow tuban, there are compensation strategies, cognitive strategies and memory strategies. strategy use was assessed through a strategy questionnaire. (rma3) results document questionnaire interview findings these finding indicate the listening used by the students help them to understand the listening material (rma4) conclusion only interpretation result dholiful hadi, et al./ english education journal 10 (3) (2020) 404-413 411 table 3 above shows all the moves are found. the abstract above has 4 moves, those are introduction purpose, method, result and conclusion. the move sequence of the abstract above also agrees with the swales theory in which this theory is a standard rhetorical structure in the abstract of the research. swales's move for introduction purpose should consist of precise indication of the author's intention, thesis or hypothesis which forms the basis of the research being reported include the goals or objectives of research or the problem that the author wishes tackle. introduction purpose above showed the title or the focus being investigated and objectives was stated by “the research studied the listening strategies of efl students from different levels of listening proficiency at class 2016 of english education. it is conducted to know the listening strategies used by the students at class 2016 and to what extent the students' different levels of listening proficiency apply listening strategies at class 2016 of english study program unirow tuban”. swales' move for methods in the abstract should consist of a good indication of the experimental design, including information on the data, procedures or method(s) used and, if necessary, the scope of the research being reported. the method above showed the method used was stated by “in conducting this research, the researcher used descriptive analysis as the design of the research.” the data information was stated by “the subject of the study is the first semester students of english study program.” swales' move for results in the abstract should consist of author's observations and finding and also suggest solutions to the problem. the finding was stated by “as the instruments of the research, the researcher took the document of the students' answer in their final basic listening test to classify the students level of proficiency, questionnaire to identify the students listening strategies and interview to clarify the listening strategies used by the students from each level of listening proficiency. the result of the data analysis shows that there are three kinds of listening strategies used of student's class 2016 of english study program unirow tuban, there are compensation strategies, cognitive strategies and memory strategies. strategy use was assessed through a strategy questionnaire.” the last, swales' move for conclusion in the abstract should consist of the interpretation of result and drawing inference. the interpretation of result was stated by “these finding indicate the listening used by the students help them to understand the listening material.” conclussion as stated in problem formulation, the results of the article are: first, various instances of interactional metadiscourse found in the corpus showed writers' approaches to interact with readers by proposing their arguments, their feelings, their attitudes and above all their commitment to the texts itself. the use of metadiscourse categories allows writers to intrude in their texts to signal their communicative intentions, and affect the ways these intentions are understood by their readers second, it is concluded that the abstracts written by twenty students, almost the students which are fifteen students followed sequence the rhetorical moves proposed by swales' model. it proved rhetorical moves in abstract proposed by swales in english students' thesis (final project) abstracts are maximally used by students in writing abstract however, based on the results of the research, most of students' writing final project abstract has not this model. although in some final project's abstracts found the rhetorical moves that follow swales' model. third, in terms of functions of metadiscourse in relation to moves, discourse goal (sub-type of frame markers) characterize move 2. then, the resources of boosters which characterize move 4 are show, found, obtained, embodied, revealed. conclude (resources of frame markers sub-type discourse stage) characterizes move 5. those metadiscourse types and resources characterize the moves because they share the same characteristic. some metadiscourse types related to the moves applied dholiful hadi, et al./ english education journal 10 (3) (2020) 404-413 412 are evidentials, hedges, boosters, attitude markers and selfmentions. these metadiscourse types have relationship with the moves because the functions employed are based on the moves used. this can be said that the functions of those metadiscoure types adjust the shift of the moves. there are also certain resources in certain metadiscourse types which exist in certain move. the resource of transitions consisting and, moreover, therefore, and besides that (sic)” only occur in move 2. in code glosses, parentheses only occur in move 3 and 4 and in other words only appear in move 1 and 4 with the different function. suggestions based on the conclusion that has been explained above, some suggestions will be directed toward the english teachers and the other researchers. the english lecturers should take into account text analysis and focused on the abstracts section. therefore, it is necessary to conduct further teaching writing by applying other approach e.g. ethnography approach which can complete the weakness of the research. the further researchers on teaching writing the final project abstract are also suggested to conduct both metadiscourse and rhetorical moves or functions aspect but in other parts of papers such as introduction, method, results and conclusion section which will show the different result and can strength or support the theories. the next researchers, therefore, may enlarge the subjects of their research into the others metadiscourse and rhetorical moves since academic writing is an important part for undergraduate students' final project at unirow tuban for completing their study, this study can be beneficial for them. the guidelines for writing an abstract in unirow tuban only give a general description of an abstract and provide a sample abstract. references beauvais, p. (1989). a speech act theory of metadiscourse. written communication. 6(1), 11-30. bhatia, v. k. (2006). analyzing genre: some conceptual issues. in m. hewings (eds), academic writing in context: implications and applications. brimingham: university of brimingham press. bhatia, v.k. (1993). analyzing genre: language use in professional settings. london: longman. bond, greg. (2009). writing abstracts for bachelor's and master's theses. finland; north karelia university. brown, douglas. (2004). language assessment: principles and classroom practices. new york: longman.com. blackwell, j. & martin, j. (2011). a scientific approach to scientific writing. london: springer science and business media, lcc. cao, feng & hu, guangwei. (2014). interactive metadiscourse in research articles: a comparative study of paradigmatic and disclipinary influences. journal of pragmatics. 6(6), 15-31. day, r. a. (1995). how to write and publish a scientific paper. cambridge: cambridge university press. gedongmei & ruiying, yang. (2005). a genre analysis of research article abstracts [j]. journal of modern foreign languages, 3(1), 138-146. hyland, k. (2005). metadiscourse: exploring interaction in writing. london: continuum. hyland, k. (2004). disciplinary interactions: metadiscourse in l2 postgraduate writing [j]. journal of second language writing, 13(1), 133-151. retrieved from htpps://search.ebscohost.com. (2008). metadiscourse. foreign language teaching and research press. dholiful hadi, et al./ english education journal 10 (3) (2020) 404-413 413 london: longman 2.(2000). disciplinary discourse: social interactions in academic writing. london: longman 2.swales, j. (1981). aspects of article introductions. birmingham: university of aston. swales, j. (1990). genre analysis: english in academic and research settings. cambridge: cambridge university press. swales, j. m. & feak, c. b. (2009). abstracts and the writing of abstracts. ann arbor: the university of michigan press. travelyn, rosie., cook, james., & fisher, martin, r. (2007). scientific writing and publishing result. cambridge: tropical biology association xiao, zhonghua & yan, cao. (2014). a multidimensional contrastive move analysis of english abstracts by english and chinese writers. foreign language teaching and research journal, 16(1), 260272 zhang man. (2008). a comparative study of first person pronouns in abstracts in china and english speaking countries. shanghai journal of translations, 3(2): 31-36. eej 10 (2) (2020) 252 265 english education journal http://journal.unnes.ac.id/sju/index.php/eej evaluation of exercises compatibility between revised bloom’s taxonomy and 2013 curriculum reflected in english textbook susandari , warsono, abdurrachman faridi universitas negeri semarang, indonesia article info ________________ article history: received 15 october 2018 accepted 5 february 2019 published 20 june 2020 ________________ keywords: textbook evaluation, compatibility, revised bloom‟s taxonomy, 2013 curriculum ____________________ abstract ___________________________________________________________________ this study was aimed to evaluate the english textbook which focused on exercises provided, entitled bahasa inggris kelas x (2017). this research used descriptive evaluative study in which all exercises were analyzed toward revised bloom‟s taxonomy as well as 2013 curriculum in order to see its compatibility. besides, it also examined the compatibility of 2013 curriculum toward revised bloom‟s taxonomy.the results of the study shows that (1) the exercises found in bahasa inggris textbook were compatible toward revised bloom‟s taxonomy. besides, the knowledge dimensions (factual, conceptual, procedural and metacognitive) were manifested in the exercises. (2) with regard to the compatibility of the exercises toward 2013 curriculum, the exercises found in bahasa inggris textbook were compatible. the exercises were designed according to the core competence and basic competence mentioned in 2013 curriculum as they were divided according to the chapter/topic they belong to. (3) in regard to the compatibility of 2013 curriculum toward revised bloom‟s taxonomy, the core competence and basic competence in 2013 curriculum were well designed in line with the revised bloom‟s taxonomy. it was reflected in all basic competences that were hierachically put based on the taxonomy started from the lowest into the highest level. furthermore, the learning activities found in 2013 curriculum were done in higher order thinking skills. (4) although the activities designed in the exercises are following revised bloom‟s taxonomy and curriculum 2013, the material used were not too suitable with the need of vocational students in which they need more special need. the results of the study are expected to give a valuable contribution that the further study can extent the study to discuss about the quiz or test provided by school or institution to be examined toward the current curriculum and bloom‟s revised tanonomy as well as the students‟ special needs in order to encourage the education practitioners to design good quiz or test for the students. © 2020 universitas negeri semarang correspondence address: kelud utara 3 kampus pascasarjana unnes 34572 e-mail: susanbu33@gmail.com p-issn 2252-6455 e-issn 2502-4507 susandari, warsono, abdurrachman faridi/ 10 (2) (2020) 252 265 253 introduction the educational system of indonesia through responsible agency which takes care of the curriculum, bsnp (national standardization board of education) has developed and implemented various curricula which adapt to the current needs of educational output. according to republic of indonesia law no. 20 year 2013, curriculum is a set of planning and organization of aim, content, and learning materials as guidance in learning activity in order to achieve a particular educational objective. various curriculums that have been implemented are kbk (competencybased curriculum), ktsp (school-based curriculum), and the current one, curriculum of 2013. this curriculum is the development of the previous ones where the affective domain of education, the desired attitudes and characters expected of the learners are emphasized. 2013 curriculum is the curriculum in which the students become the learning centre in the classroom. the use of skills in communication becomes the main priority for 2013 curriculum. in the process of teaching and learning process, such as english subject, there are some factors that affect the successful learning output. not only the subject teacher who teaches the students in the classroom, but also the media used by the teacher in teaching and learning process affect the successful learning output. one of the important media in the teaching and learning process is the textbook as the material source and guidance in achieving the learning objectives formulated in syllabus. as stated by cunningsworth (1995) that most of the teaching and learning objectives have already been provided in a set of materials and practices based on the needs of the students. hence, the contents as well as the assessments contained in the textbook should be good and compatible toward the current curriculum and the standard evaluation. with regard to this, the ministry of education and culture as the party who takes care of this matter, has published the textbooks regularly and distributed in order to keep the update curriculum and students‟ needs. they do update and revise the contents of the books as the part of textbook evaluation to make the compatible book toward the real field. in evaluating a textbook, bloom‟s taxonomy is the well-known tool to evaluate the standards of textbook contents in educational setting (nasstrom, 2009). in addition, amer (2006) stated that this taxonomy helps the teachers, administrators, professionals, and researchers to examine the curricular and evaluation problems accurately. the current bloom‟s taxonomy is revised bloom‟s taxonomy (anderson and krathwohl, 2001). it has two dimensions: knowledge and cognitive dimensions. the knowledge dimension focuses on the content types of knowledge which are categorized into four categories: factual knowledge, conceptual knowledge, procedural knowledge and metacognitive knowledge. on the other hand, the dimension of cognitive processes focuses on how the knowledge is used which are categorized into remembering, understanding, applying, analysing, evaluating and creating in the implementation of the 2013 curriculum, the textbooks published by the indonesian ministry of education and culture must be used by the teachers in teaching and learning process. it consists of materials for the students which are followed by the exercises to evaluate the students‟ learning results. it belongs to formal assessment in which the exercises given to the students are designed to tap into a storehouse of skills and knowledge (brown, 2004). based on the observation on the textbook, especially on the level of xth grade of senior high school and vocational high school, it is mentioned that the book still needs to be improved. based on this case, the analysis should be done to examine whether the formal assessment in the form of exercises in the textbook have already covered all revised bloom‟s taxonomy of cognitive process and susandari, warsono, abdurrachman faridi/ 10 (2) (2020) 252 265 254 knowledge dimensions as well as the compatibility of the cognitive process and the knowledge dimensions toward 2013 curriculum and rubric assessment issued by bsnp. method the design of this study was descriptive evaluative study. the aim of this study was to assess the compatibility of exercises as reflected in english textbook xth grade entitled bahasa inggris published by the ministry of education and culture in 2017 for sma/smk/ma/mak toward the standard requirements of the textbook based on revised bloom‟s taxonomy and 2013 curriculum as the current curriculum which is implemented in indonesia. in brief, the design of the research is presented as follows: figure 1. research design results and discussions results there have been some findings to answer the research questions. this part is related to the analysis of exercises provided in bahasa inggris textbook for x grade students published by ministry of education and culture of indonesia in 2017. this book adopted 2013 curriculum as the base curriculum to design the teaching and learning process in the classroom. according to the author team of this book (2017) this book uses textual approach both spoken and written english as the mean of instruction and providing the materials for the students. by understanding the social function of the text, structure of the text and also linguistic features based on content standard in 2013 curriculum, the students are expected to express their ideas, both in a form of spoken and written in which it follows the rhetorical processes. besides, content and learning experience on each chapter in the textbook commonly is arranged based on the suitable process following the basic principle of foreign language learning, namely, presentation, practice, and production. kinds of text provided in the textbook are made based on the basic competence stated in 2013 curriculum for x grade students. it includes short functional texts; essays in a form of recount, narrative, and descriptive; as well as transactional texts which represent various speech acts. various of texts are provided through topics related to natural and social phenomena occurred in indonesia. it functions to improve important character such as caring to it as well as the attitude toward it about how to respect others and show positive social attitude. in addition, there are also some chapters discuss about global theme in order to improve and expand students‟ knowledge. this book also encourages the students to study in a group in various forms to let them interact to each other, so it builds their communication skills and teamwork skills. furthermore, the students exercise themselves to participate in expressing their ideas and thought related to the texts they are studying, which then eventually can improve their confidence to express their ideas. this textbook also explains the minimal efforts should be done by the students to achieve expected competence. in other words, the students are encouraged to find other learning sources around them. the role of teacher in improving and following the students learning process is very important because teacher is expected to enrich the content of the book with creativity in a form of different activities and relevant to social environment phenomena in which the context is known by the students. bahasa inggris textbook published by ministry of education and culture for xth grade for sma/smk/ma/mak textbook exercises bloom’s revised taxonomy 2013 curriculum susandari, warsono, abdurrachman faridi/ 10 (2) (2020) 252 265 255 compatibility of textbook exercises toward revised bloom’s taxonomy in order to analyse the assessment, revised bloom‟s taxonomy is used to analyse the developing standards, teaching and assessment by placing standards into categories in taxonomy as well as structure of the standard can be visualized. according to (anderson and krathwohl 2001) revised bloom‟s taxonomy has two dimensions, one knowledge dimension and one cognitive process dimension. the knowledge dimension focuses on content as types of knowledge. the categories in this dimension are factual knowledge, conceptual knowledge, procedure knowledge and metacognitive knowledge. the dimension of cognitive processes focuses on how the knowledge is used. the categories in this dimension are remember, understand, apply, analyse, evaluate and create. the underlying continuum in this dimension is cognitive complexity, ranging from low-cognitive complexity in remember to high-cognitive complexity in create. based on the analysis of the compatibility of the exercises toward standards category in bloom‟s taxonomy, there have been some categories represented by the exercises in the textbook. here the following table represented the analysis of exercises toward revised bloom‟s taxonomy: table 1. analysis of exercises toward revised bloom‟s taxonomy based on the table 1, it could be seen that most of the exercises are in the level of metacognitive knowledge dimension and create cognitive process. it could be concluded that most of the exercises are in the top level of both cognitive process and knowledge dimension. from the findings, it could be also seen that most of the exercises were on the level of metacognitive knowledge dimension. compatibility of textbook exercises toward 2013 curriculum the current curriculum used is 2013 curriculum where the affective domain, the desired attitudes and character expected of the learners are emphasized. bahasa inggris textbook was a textbook officially published by the ministry of education and culture of indonesia. this book was distributed to all schools based on its level, especially state school. besides, it can also be downloaded online from official website of ministry of education and culture. hence, the materials and exercises provided in the textbook must be well planned by the experts. on the other hand, curriculum 2013 for sma/smk/ma (senior high school) level consists of core competence and basic competence that have to be possessed by the students at the end of learning process. there are four core competences in each level of education. with regard to the learning activities as reflected from core competence and basic competence, there are five activities to implement the core and basic competence, namely: observing, questioning, exploring, associating, and communicating. furthermore, each one of basic competence consists of five learning activities. while, basic competence is the description of the core competence that is more practical to be reached. moreover, the basic competences which are reflected in the textbook are taken from the core competence 3 and 4 (cc3 and cc4). the cc 3 and cc4 are two basic competence which cannot be separated to one another. the cc 3 consists of analysing the rememb ering understanding applyi ng analysing evaluat ing creating r ec o g n iz in g r ec al li n g in te rp re ti n g c o m p ar in g e x em p li fy in g c la ss if y in g s u m m ar iz in g in fe rr in g e x p la in in g e x ec u ti n g im p le m en ti n g d if fe re n ti at in g o rg an iz in g a tt ri b u ti n g c h ec k in g c ri ti q u in g g en er at in g p la n n in g p ro d u ci n g f ac tu al k n o w le d g e 2 2 1 1 3 1 1 1 1 c o n ce p tu al k n o w le d g e 1 16 1 11 4 3 8 1 p ro ce d u ra l k n o w le d g e 1 4 10 1 1 2 2 m et ac o g n it iv e k n o w le d g e 14 1 2 1 14 4 27 11 12 15 12 19 21 susandari, warsono, abdurrachman faridi/ 10 (2) (2020) 252 265 256 materials provided in the textbook, while cc 4 consists of creating / producing the materials provided in the textbook following cc 3. hence, cc 3 always follows cc 4 as unity. they have strong relationship with revised bloom‟s taxonomy knowledge dimension. as stated in cc 3, it consists of three knowledge dimensions that the students must possess, cc 4 covers the metacognitive knowledge dimension which is knowledge of thinking in general and in particular. in order to analyse the compatibility of the exercises toward 2013 curriculum, the exercises from all chapters were examined based on basic competence provided in the curriculum. there were several aspects used as the supporting tools in analysing this compatibility, such as: social function, text structure, language feature, topic-related activities and skill focus. this following table showed the analysis of compatibility between textbook exercises and curriculum 2013. table 2. compatibility of exercise toward curriculum 2013 no description of exercise frequency % 1 compatible exercise 232 100 2 uncompatinle exercise 0 0 total 232 100 based on table 2, it could be seen that the book is perfect. the exercises inside the book really measure the students‟ competency that matched with the basic competence from curriculum 2013. the basic competences are well followed as the guidance. the exercise applied the five activities in the syllabus where the students have to observe the materials, questioning the material they learned, exploring, associating, negotiating, and commnicating. each chapter in the textbook has those kind of activities addressed for the students. compatibility of 2013 curriculum toward revised bloom’s taxonomy the appropriate tool to evaluate curriculum is by means of revised bloom‟s taxonomy. it is a guideline to measure the appropriateness on how accurate the designed curriculum is able to measure students‟ output. according to chung, 1994; lewy dan bathory (1994); postlethwaite, (1994) the taxonomy of revised bloom‟s taxonomy is a basic framework to categorize the objectives of education, design the texts, and curriculum arround the world. furthermore, the basic comptences for x grade of smk were analysed according to revised bloom‟s taxonomy. the core competence 3 and 4 were analysed which were elaborated in a form of basic competence. in total, there were 64 basic competences which consists 32 basic competence from core competence 3 and 32 basic competence for 32 basic competence from core competence 4. here was the finding related to the analysis toward revised bloom‟s taxonomy. table 3. analysis of basic competence toward revised bloom‟s taxonomy r e m e m b e r in g u n d e r st a n d in g a p p ly in g a n a ly si n g e v a lu a ti n g c r e a ti n g f a c tu a l k n o w le d g e 3.11 3.1 3.2 3.3 3.4 3.5 3.6 3.7 4.8 4.9 3.8 4.11 3.9 4.13 4.15 4.16 c o n c e p tu a l k n o w le d g e p r o c e d u r a l k n o w le d g e m e ta c o g n it iv e k n o w le d g e 4.1 4.2 4.3 4.4 4.5 4.6 4.10 4.12 4.14 susandari, warsono, abdurrachman faridi/ 10 (2) (2020) 252 265 257 based on table 3, it could be seen that the core competence 3 was elaborated into 10 basic competences, meanwhile, the core competence 4 was expanded into 15 basic competences. it indicated that the curriculum designed for x grade of smk was dominated by the practical learning than theoretical learning. the table 4.6 also showed that some of basic competence 4 could be found outside of metacognitive knowledge dimension. it indicated that not all basic competence 4 belonged to metacognitive knowledge dimension. it was not doubtful that all basic competence 3 were in the field of factual, conceptual and procedural knowledge dimension, because at first, it was already stated that the core competence 3 covered those three knowledge dimensions. moreover, table 4.6 showed that there were only 3 kinds of findings with regard to the analysis of 2013 curriculum toward revised bloom‟s taxonomy. discussion a textbook is a book used in a school / other institution that consists of information needed for students. according to murcia (2001: 415) content, teaching, and learning activities which influence much of every learning process in the classroom are supported in the textbooks. furthermore, textbook has important roles both for teacher and students in the teaching learning process. a textbook entitled bahasa inggris was official book released by the ministry of education and culture of indonesia in 2017. in fact, this book could be downloaded from official website of ministry of education and culture. this book has adopted 2013 curriculum as the basic framework in designing the contents. the purpose of designing this book was to develop students‟ communicating attitude, knowledge and skills through learning experience in the form of various active communication activities. with regard to the learning objective from 2013 curriculum, this book provided learning contents and experiences to support the students to reach four core competence. in 2013 curriculum, there are four core competence that must be reached by the students at the end of learning process as stated in permendikbud no. 59 year 2014. according to bahasa inggris textbook, the cc1 was attached in the content of the textbook implicitly to make the students realize about themselves as god‟s creature to do good things toward the nature and others. with regard to cc2, the learning materials and experiences were provided in a form of independent activity, activity in pairs, and group discussion which aimed to develop students‟ social skills. while, to reach cc3 and cc4, the classroom activities were carried out in an integrated manner through listening, reading, speaking and writing which have been developed based on scientific approach. hence, cc3 and cc4 were used to develop the student‟s competence and skills in the form of exercises addressed for the students. hence, based on the analysis of exercises toward the revised bloom‟s taxonomy, there were some points that could be mentioned: (1) the activities in exercises provided by the textbook were compatible toward the revised bloom‟s taxonomy as it was reflected on the analysis that showed that the exercises were arranged hierarchically. in fact, most of the exercises in the beginning of each chapter started with remembering, understanding and applying. thus, further exercises continued the activity by analysing, evaluating and creating. hence, the exercises went from the simple activity to the complex one. moreover, this pattern of exercises was found for the rest of the chapter; (2) the knowledge dimensions were all found reflected in the exercises as four knowledge dimensions, such as: factual, conceptual, procedural and metacognitive knowledge dimensions; (3) most of the exercises in the textbook belonged to higher order thinking skills (hots) as it was represented by the cognitive process level that were dominated by analysing, evaluating and creating. hence, the exercises provided in bahasa inggris textbook were compatible toward revised bloom‟s taxonomy since this book was addressed for the x grade of sma/smk/ma. susandari, warsono, abdurrachman faridi/ 10 (2) (2020) 252 265 258 with regard to the analysis of exercises and the 2013 curriculum, there were some points that could be drawn: (1) the exercises in bahasa inggris textbook were designed based on the core competence and basic competence mentioned in 2013 curriculum. in fact, all exercises were made based on the basic competence in which every topic of chapter has already been determined; (2) the exercises also showed the compatibility toward 2013 curriculum in regard to the social function, text structures and linguistic features mentioned in 2013 curriculum. they were well implemented in all exercises; (3) the exercises found in the bahasa inggris textbook were in line with the activities designed in 2013 curriculum, namely: observing, questioning, exploring, associating, and communicating. furthermore, the exercises enabled the students to unconsciously do the learning activities in 2013 curriculum. hence, the design of the exercises has already been compatible toward 2013 curriculum. with regard to the compatibility analysis of 2013 curriculum toward revised bloom‟s taxonomy, there were some points that could be concluded: (1) the basic competences in 2013 curriculum for x grade of sma/smk/ma were well designed in line with revised bloom‟s taxonomy. in fact, almost all basic competence was at the higher order thinking skills which were appropriately addressed for those who were at that level. there was only one at the level of lower order thinking skills. furthermore, the cognitive process of analysing and creating were dominated in this analysis; (2) with regard to knowledge dimension, all knowledge dimension was covered by the basic competences mentioned in 2013 curriculum. in fact, the factual, conceptual and procedural knowledge were combined, while metacognitive stand alone as different knowledge dimension. this is in line as stated in core competence 3 (cc3) that students have to be able to do something toward factual, conceptual and procedural knowledge dimension; (3) the activities in 2013 curriculum were compatible toward the cognitive process in revised bloom‟s taxonomy. in fact, the learning activities in 2013 curriculum employ 5 learning steps, namely: observing, questioning, exploring, associating, and communicating. it goes from the simple activity into complex activity as remembering, understanding, applying, analysing, evaluating and creating. hence, 2013 curriculum was compatible toward revised bloom‟s taxonomy. in addition, special for this research, as the novelty that differentiate this study from the previous study, the imlementation of the requirements of the curriculum 2013 revision version of 2017 was also discussed. firstly, curriculum 2013 revision version of 2017 did not only focus the students development on the cognitive aspect but also on the aspects of students‟ affective and psychomotoric. in the aspect of affective , the exercises were developed mostly in the form of group exercises so that they encouraged the students to have the ability of receiving, responding, valuing, organization, and characterizing. however, in individual exercises, the affective aspect had been also developed. by receiving, the students were situated to show their attention and appreciation to others. by responding, the students were expected to be active and motivated in doing exercise based on the instruction. then, after that, the students would be able to differenciate which was correct or incorrect, proper or inproper, and good or bad, then, they applied them in form of manner, like deciding to accept or refuse others‟ opinion or keeping their opinion theirselves. this stage was called valuing. in doing group discussion of the exercises, the students would certainly found the different opinion happened in their groups both internally and externally. however, the exercises in this textbook had very good way to bring the students „ ability of organizing their idea through the process of sharing as the fulfillment of orgaization level in affective domain. the last level of the affective domain was characterizing. through the process of doing exercises, the students tried to maintain their intrapersonal and interpersonal or social relationships among susandari, warsono, abdurrachman faridi/ 10 (2) (2020) 252 265 259 others. they showed their confidence and independence while doing individual exercise. next, in term of psychomotor aspect, there were some efforts done by the textbook writer, from the levels of perseption, readiness, guided response, mechanism, complex overt response, adaptation, and creativity. generally, in the beginning of the exercise, the students were situated to build perception to the activity, being ready to get involved to the exercise, then, followed step by step the instruction of the exercise. in this book, the writer used three former levels of stage in the beginning of the exercises. meanwhile, the next two levels, that were adaptation and creativity were applied in the end of the exercises since in needed more complexity. in adaptation, the students started to be able to modify and use some variation of language use in english language learning. at last, ini creativity level, the students would be able to make use of some expressions or language structure in building communication. as a result, when the exercises of the textbook had fulfilled the requirements of the implementation of all three domains (cognitive, affective, psychomotor), it meant that the exercises had led the the students to have the 21st century skills, that we usually called “4c‟s competencies”. by applying revised bloom‟s taxonomy of cognitive domain , the exercise activities automatically encouraged the students to reach high order thinking skills and the students‟ ability in thinking critically, like what had been requested by the 21st century skills. by applying all stages in affective domain development proposed by dave and psychomotor domain development by simpson, the students were brought to the ability of communication, collaboration, and creativity. furthermore, the insertion of character education was also important in the implementation of curriculum 2013 revision of 2017. there were 18 character values to be developed. there were some character values that were always inserted in the process of doing exercises, like characters of hard-working, like to read, and responsibility. in doing exercises, especially in english language teaching (elt) students were certainly developing the characters of like to read and the teacher absolutely taught about the values of hard-working and responsibility, unless the students would not finish the exercises well. to sum up, this textbook was sufficient enough as the supplement of teaching and learning activities. however, the teachers could not only rely on the exercises which was presented in the textbook but they needed to make some adaptation or modification of the exercises to develop students character and literacy. this textbook was used by both the students of senior high school and vocational high school. both had the different characteristics and needs. moreover, in the end 2018, the ministry of education and culture of indonesia had released new regulation about standard of national education (snp) of vocational high school. it had many differences with snp of senior high school. therefore, it is concluded that in the future, the exercises of the textbook, even this textbook itself should have some revision. conclusion the exercises found in bahasa inggris textbook were compatible toward revised bloom‟s taxonomy. it was reflected in the way the exercises were arranged hierarchically following the cognitive process in the taxonomy. besides, the knowledge dimensions (factual, conceptual, procedural and metacognitive) were manifested in the exercises. moreover, most of the exercises belonged to higher order thinking skills (hots) following the simple cognitive process level into complex cognitive process level as it was suitable to be addressed for x grade. with regard to the compatibility of the exercises toward 2013 curriculum, the exercises found in bahasa inggris textbook were compatible. the exercises were designed according to the core competence and basic competence mentioned in 2013 curriculum as they were divided according to the chapter/topic they belong. moreover, the social function, text susandari, warsono, abdurrachman faridi/ 10 (2) (2020) 252 265 260 structure and linguistic features were also well managed in the exercises. furthermore, the exercises found in bahasa inggris textbook were designed compatible toward the activities written in the 2013 curriculum. the exercises instructed the students to indirectly follow the activities in 2013 curriculum, namely: observing, questioning, exploring, associating and communicating. in regard to the compatibility of 2013 curriculum toward revised bloom‟s taxonomy, the 2013 curriculum addressed for x grade students of sma/smk/ma was compatible. the core competence and basic competence in 2013 curriculum were well designed in line with the revised bloom‟s taxonomy. it was reflected in all basic competences were hierarchically put based on the taxonomy started from the lowest into the highest. besides, all knowledge dimensions in revised 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https://download.atlantis-press.com/article/55909140.pdf http://journal.unnes.ac.id/sju/index.php/eej http://journal.unnes.ac.id/sju/index.php/eej http://www.thefreelibrary.com/ eej 9 (2) (2019) 144 156 english education journal http://journal.unnes.ac.id/sju/index.php/eej students’ perceptions of reflective practices (rp) implementation to learn critical thinking (ct) in class discussions (cd) rezza fatwassani, sri wuli fitriati, dwi anggani l. bharati universitas negeri semarang, indonesia article info ________________ article history: recived 18 october 2018 accepted 15 january 2019 published 20 june 2019 ________________ keywords: students’ perceptions, reflective practice, critical thinking, class discussion ____________________ abstract ___________________________________________________________________ the present study delivers the twelfth grade students’ experiences who implement reflective practice as a technique to learn critical thinking skills when joining the class discussion. however, their perceptions on the above activity have to be a fundamental issue for the success of learning. this descriptive qualitative case study took place at sma n 2 masbagik of east lombok. it aimed to describe and explain students’ reflective practice implementation, their critical thinking manifestations, and their perceptions of the reflective practice implementation to learn critical thinking skills in class discussions. taken from field notes observation and video recordings revealed three stages of reflection process considered by the students when implementing the reflective practice. it consisted of stating positive behaviour, ideas, and feelings (first stage), returning to experience, attending to feelings, and reevaluating experiences/events/phenomena (second stage), and making conclusion or commitment (third stage). they also showed three ways in expressing critical thinking as proposed by halpern (2003). it consists of verbal reasoning, arguments, and making decision. furthermore, the data from open-ended questionnaire and interview revealed the domination of positive perceptions. through this study, the writer opens the idea to give suggestion that this activity should based on clear instructions and theoretical background to meet the teaching and learning goal. © 2019 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jl. kelud utara iii semarang 5023, indonesia e-mail: rezzafatwassani@gmail.com p-issn 2087-0108 e-issn 2502-4566 mailto:rezzafatwassani@gmail.com rezza fatwassani, sri wuli fitriati, dwi anggani l. bharati/ eej 9 (2) 2019 144 156 145 introduction this study is a raising phenomenon about students at sma n 2 masbagik of east lombok regency who have experience on the technique of reflective practice (rp) to learn critical thinking (ct) in joining the class discussion (cd). the case becomes interesting when students from multiple skills in english language acquisition are requested to adapt with the target activity as good as possible in several meetings of one semester. after evaluating their activity, the students have distinctive responses regarding self-improvement process. the distinction is affected by experience of how they implement the reflective practice and how they perceive on it. therefore, this event motivates me to examine of how students’ perceptions can construct and determine the success or failure of reflective practice implementation as the way to learn critical thinking in class discussion. in another side, the english teacher of sma n 2 masbagik plays a role in promoting the concept of reflective practice to his students while joining the class discussion. as well as his purpose, he tries to foster students to think critically about given issues or topic of discussion. the students are instructed to use self-reflection as a personal consideration before doing the further actions. in his teaching, the teacher prepares discussion as a teaching and learning media with the topic about personal experience and certain issues. afterwards, the teacher guides his students to involve idea and feelings about personal experience. during its process, the students are instructed to evaluate their experience by observing what they will learn or acquire from experience. hence, the students are expected to be able to do selfevaluation and make a conclusion. the above case concludes that the teacher aims to familiarize his students with reflective practice. he trained them to use this technique for several meetings in one semester. the use of class discussion aimed to mediate their activities. the students’ improvement can be seen from how they interpret and criticize their related experience with the chosen topic. reflective practice is a learning technique that requires a conscious effort to think about events and able to develop critical thinking. it is illustrated as the process to get a lesson through reflecting personal experience. meanwhile, bolton (2010, p. xix) stated that reflective practice as the process of paying critical attention to the practical values and theories which inform everyday actions, by examining practice of reflection. in its application, students are engaged with their experiences to raise contradiction about certain events. they discuss and reflect the topic to evaluate and make conclusion. furthermore, the class discussion is chosen as one of proper media to succeed the reflective practice implementation. it becomes a common activity used by teacher in teaching english. as a part of activities in reflective practice, discussion is one of popular teaching media in classroom learning. meanwhile, the reflective practice is recognized as a teaching and learning technique that emphasizes student to participate actively in discussion activity. the students are guided to frame their thinking related to particular topic of discussion. here, experience has a big role to support students’ belief motivation, and attitude about their thinking and information. theoretically, the implementation of reflective practice in class discussion is effective when students or group of them try to make solution from a particular problem of topic discussed. each of them will have different views and try to justify their arguments. connecting between doing reflective practice in class discussion to develop critical thinking, boud, keogh, and walker (1985) have given many examples about how the students learn by reflecting their own experiences as a self evident of making conclusion in the whole, group, or in pairs discussion activities. by doing this, the students are guided to do critical thinking about what they reflect. as explained by vezzosi (2005), critical thinking itself brings the participants to reflect on the thinking itself, to evaluate personal thinking practice and to learn from the same learning experience. it is the intellectual process of thinking gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. rezza fatwassani, sri wuli fitriati, dwi anggani l. bharati/ eej 9 (2) 2019 144 156 146 however, the reflective practice implementation could be a difficult challenge for the teacher and his students. it is because the students try to engage with their feelings and cognition. boud, keogh, and walker (1985, p. 11) explained that personal feelings and cognition closely related to succeed the reflective process. they argue that the students have to be smart in interpreting their experience with positive feelings than negative feelings. positive feelings can enhance the learning process, while negative feelings can change students’ perceptions and leads them into false interpretation of events. methods this study was a descriptive qualitative case study, particularly a classroom case study of the twelfth grade students who join english subject. thus, this study was designed as a qualitative study under case study approach conducted in a single classroom consisting of 25 students in the xii ipa 1 class at sma n 2 masbagik. the data were gathered through field notes observations, video recording, open-ended questionnaires, and structured interview. the field notes observations and video recording were set to record every detail information of rp implementation and students’ ct manifestations in implementing the rp in cd. meanwhile, open-ended questionnaires were given once before observing the classroom. these questionnaires were conducted to reveal the students perception of the implementation of reflective practice (rp) to improve their critical thinking (ct) skill since joining classroom discussion (cd). the last, interview was set at the end of collecting the data, which invited seven participants covering one english teacher and six students of the twelfh grader of sma n 2 masbagik. all the collected data were further analyzed separately using thematic analysis. there were six phases used in analyzing the data in this study: (1) familiarization with the data, (2) generating initial codes, (3) searching for themes, (4)reviewing themes, (5) defining and naming themes, and (6)producing report (brawn and clarke, 2006). results and discussions the followings display the findings and discussion of this research after analyzing the data through thematic analysis. this part is divided into three parts based on research questions of the study. students’ reflective practice implementation this section provides the sequence of classroom activity, which covers the reflective practice implementation employed by students for meeting 1, 2, and 3. a field notes and video recording are used to reveal the similar activity for each meeting. in overall, each activity is based on the reflective practice framework proposed by gibbs (in boud, keogh, & walker, 1985, p. 92-93). meantime, in implementing the reflective practice, students should involve a process called “reflection”. in this research, the common process of reflection were guidlined based on boud, keogh, and walker (1985, p. 2638). meanwhile, the finding of this research indicates that students agreed with rp technique being implemented in the class discussion. the followings are the sequence of the reflective practice implementation. need to be informed that the students are guided to follow three phases of reflection. at the phase 1, the students are informed to do class discussion. the main issue for each meeting is discussing a video documenter by involving personal experience. when involving experience, the students set to place their behavior, ideas, and feelings. further to the phase 2, the students started to implement the reflective practice. this process concerned with three stages; returning to experience, attending to feelings, and reevaluating experience. in the phase 3, refer to the outcomes of reflection. it results to the making conclusions and finding new perspectives of the topic of class discussion. first of all, the class started at 07.30 a.m. in the meantime, the teacher prepare his modules (book exercise and “shark fins” video documenter) as teaching materials, a set of lcd and laptop as learning media. the activity is set to be a class discussion. at the first phase, teacher opens the class by greeting students. then, he guided his rezza fatwassani, sri wuli fitriati, dwi anggani l. bharati/ eej 9 (2) 2019 144 156 147 students to follow the instructions and explanations. jadi seperti biasa, anda akan menggunakan teknik reflective practice sebagaimana yang pernah kalian lakukan sebelumnya. untuk mengingatkan kembali, jadi kalian akan melihat kembali/think back apa yang pernah kalian alami pada masa-masa lalu kalian, tentang apa yang kalian lihat dari kegiatan yang kalian lakukan. kemudian kalian konsep ide kalian, tulis konsep itu. if you have problem how to speak your idea in english the word like that for example, you can ask to your friends. well, are you ready? (field notes observation day 1, october 22, 2016) from above statements, the teacher started to inform that their activity would involve discussion and reflective practice. students in this case have learned and recognized the learning process. it illustrated the teacher who aims to remind his student that cognitive and affective domain would take parts when joining the classroom activity. implicitly, he informed students to state positive behaviour, ideas, and feelings while exploring their experiences. it aimed to meet the learning goal taken from students’ experiences concerning the related topic of classroom activity. continue to the second phase, the teacher instructed students to form their group and arrange the position of group. here, the group member of discussion had been set permanently since the first semester began. each group consisted of six students. therefore, there will be five groups. the activity ran until the last minutes of meeting. after grouping, the teacher instructed students to watch a video documenter about shark fins discovery, which had been prepared previously. this video documenter would take about two minutes and contained of explanation text and vocabulary. before, they watched, the teacher once again reminds his students that their activity would involve discussion and reflective practice. therefore, he told them to pay attention and wrote any important information or questions. he also reminded them to consider about information delivered from the video, other students’ responses and reflections. after watching the video, the teacher aimed to stimulate students by asking about their responses related to the video. this aimed to construct students’ reflective process, following its stages: returning to experience, attending to feelings, and reevaluating experiences (in boud, keogh, and walker; 1985). the teacher asked, “what you have seen from the video?” then, hafiz from group 1 responded, “i think, the purpose of this video was to inform us the use of shark fins and what can we do or how to make something with shark fins. and also shark fins has many use for human like food. i think so.” (field notes observation day 1, october 22, 2016). there was no more responses from the others group. it seemed that they had to concept what they wanted to say. it was the time to reconsider the point of what they wanted to inform. therefore, the teacher gave them time to concept their idea through incorporating personal experience. while conceiving idea, some of group started to use the reflective practice. it was began with forming reflection through communication between group members, or so called “returning to experience”. by guidance from teacher, the groups started to turn back their understanding and experiences that related with shark. they looked discussed with the members. it seemed each group tried to recollect what has taken place and replayed past memory about shark in their minds. they recounting and re-observing these experiences to notice any information, which link to the topic of discussion. here were illustrations of the reflective practice implementation in class discussion situation. there was discussion between martina and yuni from the group 2. martina said in local language, “yoh, ndek ke ne besisik empak hiu?” (my translastion: “don’t you think that shark is scaly?”). yuni responded, “ndeqne besisik”. (my translation: “no, it has skin”). the discussion continued while martina wrote any important things from their discussion in form of english. yuni said, “ikan hiu ino, iye siq paling bele’, makan ikan-ikan lain” (my translation: shark is the biggest fish, it eats other rezza fatwassani, sri wuli fitriati, dwi anggani l. bharati/ eej 9 (2) 2019 144 156 148 smaller fish”). the others member directly responded, “a: angkaq, b: aok !” (my translation: “a: yes, it does, b: that’s right!”). meanwhile in another group, hafiz from group 1 stated his opinion about shark. he said, “eee, about shark, i have watched it in the television. i like to learn about shark because it has many advantages for human, but some of them are very vicious. they can eat other animals. do you know the film about finding nemo? there is a character like shark, but in this film it has not very serious. the shark can be a friend to other animals. i really like about the character of this shark. in other words, shark also can be found at the sea. that’s all”. there was another statement came from the second group represented by martina. she said, “according to our group, i think shark is an animal like it has a very big body. it is a carnivore. i think that’s all”. meanwhile, ihsan who was a representation from the group 5 gave his statements about shark. he said, “okay, in my understanding about the video is shark lives in the beach. then, shark is also a cannibal animals”. (field notes observation day 1, october 22, 2016) a case appeared when yoga from the group 1 aimed to gave his statement to the class. it became a problem when the others could not understand about his statement. they felt that yoga spoke english with difficult words and bad pronunciation. anyway, the teacher reminded students to speak as simple and clear as possible. by this experience, the members of group 1 directly discuss to their performance. yoga seemed being suggested by the members to revise his statement and taught him to correct his pronunciation. the process of reflective practice continued in groups at the same situation until it ran about more than one hour. however, they kept developed their concept into the best form. they argued each other, gave suggestions, and prepared to make a conclusion. finally, they came to the conclusion session where each of groups stated their experiences during the activity. as the last phase, teacher gave explanation and additional information dealing with material learned. the additional material gained from english book. when the bell rang student left the room after shake and kissing their teacher’s hand. the class dismissed at 09.45 a.m. looking at the above findings, it concluded that the common process of reflective practice implementation should involving reflection and discussion process. the concept of reflection had been reveal into three phases that represented by the above findings (boud, keogh, and walker, 1985, 26-38). in the meantime, entailing the class discussion gave the best media for students to run the process of reflection gibbs (in boud, keogh, & walker, 1985, 92-93). it means that attending personal reflection through discussion supports them to learn critical thinking, where as this research finding could represent the key to proclaim that implementing the reflective practice was one of proper technique to learn critical thinking. students’ critical thinking manifestations in the reflective practice implementation in class discussion critical thinking identified as the ability to discover the value of an idea, a set of beliefs, a claim, or an argument. it requires people to use logic and reasoning to evaluate evidence or information to make a decision or reach a conclusion. critical thinking includes the component skills of analyzing arguments, making inferences using inductive or deductive reasoning, judging or evaluating, and making decisions or solving problems in the truth statement based on lai (2011). in this section, the writer presented critical thinking evident which appeared simultaneously when students implemented the reflective practice in class discussion. meanwhile, the writer has been probing the similar data observation in which previously used to answer the above second question in presenting the findings. to specify the analysis, the writer focused on finding the possible critical thinking showed or expressed by students. a field note and video recording would be important sources to identify their verbal and non-verbal reactions while joining the classroom activity. rezza fatwassani, sri wuli fitriati, dwi anggani l. bharati/ eej 9 (2) 2019 144 156 149 in this research, the writer selected three dimensions from halpern’s (2003) theory with its own types to categorize the criteria of critical thinking. these dimensions simultaneously illustrates of how students shows their critical thinking when implementing the reflective practice in class discussion. verbal reasoning is the first dimension that contained of giving statement, affirming statement, denying statement, and making conclusion. arguments is another dimension theory, which consisted of arguing based on experiences, arguing by assumption, and counter arguments. the last dimension is decision making and problem solving by its category namely make decision, identifying problems, and giving a solution of problems. furthermore, the research findings would be described as follow. verbal reasoning verbal reasoning is one of short taxonomy of critical thinking skills. it has category of critical skills needed to comprehend and defend against the persuasive techniques that are embedded in everyday language. in its application, verbal reasoning could be seen in form of giving statement, affirming statement, denying statement, and make a conclusion. in particular moment, several students have showed verbal reasoning as follow. example 1: (giving statement by group 1) in individual comment session, hafiz states “i think eee.. it’s dangerous. you can see around us that trash are spread in our environment. and makes our environment become so dirty. in our daily activity where you visit some place, the tourism spot or whatever, you found it everywhere”. in another statement from hendrawan who says ”in my opinion, i think what we have seen is about the effect of garbage”. hendi also give his statements about what he have seen by saying “i think that the video shows the dirty of the sea”. hafiz add his statement “i think that has happen because the lack of awareness from society for garbage”. (field notes observation day 3, november 05, 2016) example 2: affirming statement by group 1 after partnering session, mr. bahar guide the students by giving some questions as a feedback of the partnering session. he refers the question about “garbage in masbagik” based on the slide displayed. then hafiz respond/affirm with his statement relate to the situation in masbagik town. he says “i think in masbagik it’s situation is same with the other place because the society of masbagik always throw rubbish anywhere”. (field notes observation day 3, november 05, 2016) example 3: giving statement by group 2 after hendrawan state his opinion, the come another statement from heni who says “in my understanding of the video is about garbage in the beach and it spread in everywhere”. after sakawali express his opinion, another opinion expressed by ardian “city is full of garbage”. (field notes observation day 3, november 05, 2016) example 4: giving statement by group 3 eva says “in my opinion, garbage can broke the nature”. (field notes observation day 3, november 05, 2016) example 5: (giving statement by group 4) after eva gives her opinion, sakawali express his opinion “in my opinion, i think that garbage can make animal dead”. (field notes observation day 3, november 05, 2016) verbal reasoning is the common process of critical thinking showed by students during my research. in this process, students prefer to give their statements than express other form of reasoning. however, it is going well and some of students enjoyed trying to speak in english. at least, the process of discussion is working during my research. it could be seen from several occasion that students practicing their speaking conversation in form of groups and class discussion which run flow. arguments arguments characterize another short taxonomy of critical thinking skills. it is set of statements with at least one conclusion and one reason that support the conclusion. in real life setting, arguments are complex with arguing based on experience, arguing by assumption, counterarguments. the following examples rezza fatwassani, sri wuli fitriati, dwi anggani l. bharati/ eej 9 (2) 2019 144 156 150 show how students express their arguments when joining the classroom discussion. example 6: arguing by assumption by group 1 hafiz “pemerintah harusnya lebih giat mensosialisasikan budaya peduli sampah kepada masyarakat”. (in my translation: “the government should be more active socializing the garbage caring customs to the society”.) (field notes observation day 3, november 05, 2016) example 7: arguing by assumption by group 2 andi from group 2 answer the question from group 1 about the solution in solving problem of garbage. he says ”we can do some social service, where by this activity we can explain that garbage can bring many decease”. (field notes observation day 3, november 05, 2016) example 8: arguing by assumption by group 3 heri from group 3 want to add the statement from group 2 relate to the group 1’s question. he says “we can give a solution relate to the problem by giving notice to the society to start separate between organic and an-organic garbage. organic garbage can be create as compos, while an-organic by recycling”. (field notes observation day 3, november 05, 2016) the above examples show how students criticize the topic of discussion. their talks merely seemed common statements. not only that, most of students who argue in that occasion seemed better to assume on what they wanted to say rather than argue through experience. however, they have shown kind of effort to frame some argumentation process through collaborating discussion, selected the right language and converted it into english. some of students dare to speak it aloud. implicitly, they have created new experience to argue through their ways. decision making and problem solving the other short taxonomy of critical thinking skills is decision making and problem solving. in some points, all of the critical thinking skills are used to make decisions and solve problems, but this category involves generating and selecting alternatives and judging among them. creative thinking is subsumed under this category because of its importance in generating alternatives and restating problems and goals. in its real life student expressed in form of make decision, identifying problem, giving a solution of problems. example 9: making decision by group 2 andi from group 2 answer the question from group 1 about the solution in solving problem of garbage. he says ”we can do some social service, where by this activity we can explain that garbage can bring many decease”. ((field notes observation day 3, november 05, 2016) the above example represents how the class discussions end. as the goal in this activity, they tried to find out some solution on the topic of discussion based on their own analysis through personal experience and group sharing session. a delegation student took part to express what groups have concluded. finally, several of them deserve to earn credit for being active and brave in speaking english. the writer concludes in this session that students show their critical thinking process through creating verbal statements, supporting statement by giving affirmation and denying. in another situation, kinds of short arguments also showed to examine what other’s group stated. meanwhile, making decision and have mind to solve the problem showed how students learn to conclude various ideas expressed during joining class discussion. however, i appreciate their effort to learn speaking english. how the way they shows the critical thinking and express it into speaking in english rather than indonesian language is the main goal in joining this activity. the above findings are some evident to prove that implementing the reflective practice in class discussion proper to direct students to learn critical thinking. it is clear that reflection could trigger students to think more critically about what they reflect. as explained previously, reflection and class discussion process were parts of reflective practice implementation to learn critical thinking. it is reasonable that the students able to express their idea through their own way to think critically. as highlighted by choy and oo (2012, p.170) that critical thinking is social in nature that requires reflection on the part of the learner. refer to the findings, it seemed that they tried to judge the given topic of discussion rezza fatwassani, sri wuli fitriati, dwi anggani l. bharati/ eej 9 (2) 2019 144 156 151 through some ways such as make a note, reflecting on their experience, discussing with friend to find more information. it is all expressed through making a statement, argumenting, and making conclusion. a statement from piaget and inhelder (in vezzosi, 2005) believed that thinking skills were considered as the mental operations, including perception, memory, reasoning, reflection and insight. they added, it become increasingly formal and complex, bringing individuals, at the last stage, to consider their idea and conclusion from the point of views of others, and to think and evaluate their own thinking. in conclusion, how to show the critical thinking were diverse and depend on students readiness. the findings have shown that reflective practice and class discussion able to facilitate student to learn critical thinking in various way. then, it come to a statement that could be the good strategy to make students want to learn to speak, argue, make statement and conclusion. anyway, it would hard to be formed. it needs students’ readiness to be more participate. it needs their motivation, and courage. therefore, students’ positive perceptions to the technique of reflective practice and a media of class discussion could bring strong teaching and learning environment. students’ perceptions open-ended questionnaires were given to the students before the class meeting 1, 2, and 3 to uncover their perception on the rp implementation, cd entailment, and its impact to ct skill. there were six points derived from these questionnaires as follows. the first, how students’ understanding on the theory of reflective practice implementation to learn critical thinking in class discussion. it concern to students’ perception of cognitive domain concerned with their understanding of the theory of reflective practice, class discussion, and critical thinking (anderson & krathwohl’s taxonomy, 2002, p. 215). findings revealed that students define the reflective practice as a technique of learning through reflection, which direct them to be more critical and full of consideration. meanwhile, the class discussion was perceived as proper media to support the reflective practice implementation. the findings also revealed that some group of students understands a critical thinking as learning process through criticizes the given topic of discussion in detail. try to understand its situation by observing and considering the effect arose before taking some conclusion/decision. meanwhile, some others stated that critical thinking as a process of thinking widely and deeply about personal experience or particular event. the last, most of students think that the reflective practice implementation challenge them to express opinion/idea/statement about the given topic of discussion according to their critical thinking process involving their own experiences, which relate to the topic. below are some examples of students’ responses on the above point. several students responded the concept of reflective practice as “…an evaluative process on the discussed topic by involving personal experiences, which were used as a reference and a means of consideration in decision making, consciousness, utterance and/or action.” (questionnaire item 1) several students had responded with “through this activity we can stimulus our memories about the past events. then, it can be our own references when we are doing discussion. usually, these references help us to find/make a conclusion”. (questionnaire item 16) the above paragraph in line with the theory of target research in which explained by boud, keogh, and walker (1985). they said that traditionally, to learn or do reflection, a person need partners or group to share what he/she wanted to share. in this case, discussion activity was a favorite and proper media to support this process. by the time of this activity, students directly triggered to think critically, responded to the sharing issues, and re-consider their past experiences as a useful teacher. the second, refer to this finding of students’ possible behavior. the data analysis revealed that students should behave positively in term of affective domain. in this finding, it covers their aspect of receiving, responding and valuing (anderson and krathwohl’s taxonomy, 2002:261). aspect of receiving means that students become aware of an attitude by feeling enthusiast joining the activity. in addition, they become aware the value of self-reflection. as for rezza fatwassani, sri wuli fitriati, dwi anggani l. bharati/ eej 9 (2) 2019 144 156 152 responding aspect, students exhibit a reaction as result of exposure to an attitude, behavior, or value such as feeling empathy, respect to others, shows a good manner in the class. meanwhile, perceiving to be confident, keep positive thinking, and tried to enjoy the teaching and learning represents students feeling concerning aspect of valuing. the third, it concern to students’ possible act. it revealed that students should act positively in term of psychomotor domain. the domain covers their aspect of awareness and readiness of act (simpson, 1972). both of aspects were represented by students’ responses. most of them stated that they would participate in the class by connecting the given topic of discussion with personal experience. they also could improve their participation by expressing opinion or statement, criticizing or giving suggestion, telling the story of self-experience, reflect on personal experience or past events, and try to express it in english. students’ actions and behaviour were needed to make sure that their expectation would be happened. furthermore, building a good perception on the activity would benefit as a stepping stone for their further actions and behaviour. as stein (2008) had stated that students’ perceptions would influenced them to assume the realities and direct it into action and behaviour. understand to this, the teacher had prepared the classroom discussion, which might possible to support students’ creativity in learning critical thinking through practicing selfreflection. the fourth, revealed the possible effect perceived by students after experiencing the reflective practice in class discussion as the aim to learn critical thinking. it revealed that students tend to perceive with positive respond rather than negative. in conclusion, most of students perceived that they could feel enjoy when implementing the reflective practice in the classroom. they believe for being improved regarding spoken english skill and critical thinking skill. they could confident to reflect and think the value taken from the given topic of discussion/personal experiences. in additional, entailing the class discussion could help them to run the reflective practice. the both activities suits students to learn critical thinking. furthermore, the effect could refer to their affective domain such as being empathetic, respect to others’ point of view, courage to speak english, and want to reflect their weakness in learning english. however, by the fact that there were negative perceptions expressed by several student indicated their uncertain in implementing this technique. the fifth, it display students’ perception on their previous experiences when implementing the reflective practice. the findings revealed various responses from students referring to the implementation. in general, they employ the process of reflection and collection of journals when discussing related topic given by the teacher. they were directed to be more active in searching information before criticizing. therefore, they need some collaboration from each group members to share any ideas or information. the findings also revealed that students could be happy if they able to run the activity such as reflecting the discussed topic, criticize it, make a debate, and make a conclusion. in the contrary, the students perceive to avoid some situation such being forced by the teacher or other students to speak english when doing discussion. they were very happy if they able to participate and contribute in this classroom event without burden. as for another parts of findings revealed that trying to enjoy and learn without burden could be the key for students when implementing the above activity. in some moments, the hardest part faced by students could be caused by language obstacle, lack of sources that correlated with the topic of discussion, and lack of cooperation to success the target activity. the sixth, displayed students’ perception on their expectations when implementing the reflective practice. the findings revealed that some of students expected for being able to implement this technique better, easier, more practical, and implemented in all kinds of subjects. they also expect the class discussion could simplify their teaching and learning activity. while, some other students hope for critical thinking skill improvement and have courage to express their thinking in english. rezza fatwassani, sri wuli fitriati, dwi anggani l. bharati/ eej 9 (2) 2019 144 156 153 regard to the form of critical thinking itself, most of students expects to be able to express personal opinion with strong evidence. some students also expect to think and criticize the topic of discussion broadly and deeply. from all of six point, there were several negative perceptions that could be a problem if we do not count on its’ existence. it could be warning for the students and target activity itself. they would behave, acted, and expected the classroom event negatively. considering the few of negative perceptions, students’ lack the understanding of reflective practice, critical thinking, class discussion, and its affiliation in classroom activity raised as a potential factor. it could also misunderstand and disbelieving the item of the questionnaire, which possibly caused students giving such negative perceptions. as for in the item 1, one students just did not know of how to describe or explain on the concept of reflective practice. meanwhile, another one directly judges the concept of reflective practice as a technique that cannot help people (students) to speak english. conclusion the students had positive perception on the implementation of reflective practice (rp), which aimed to improve their critical thinking (ct) skill when joining the classroom discussion (cd). they stated it could increase their critical thinking. in 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(2008). engaging students in reflective practice through a process of formative peer review and peer assessment. journal of atn assessment conference 2008. retrieved from http://www.ojs.unisa.edu.au http://www.sedl.org.tap/ http://dspace-unipr.cineca.it/bitstream/1889/91/2/bp100%20vezzosi.pdf http://dspace-unipr.cineca.it/bitstream/1889/91/2/bp100%20vezzosi.pdf http://dspace-unipr.cineca.it/bitstream/1889/91/2/bp100%20vezzosi.pdf http://www.ojs.unisa.edu.au/ eej 10 (2) (2020) 143 153 english education journal http://journal.unnes.ac.id/sju/index.php/eej teachers’ perception, plan, and implementation of portfolio assessment in students’ writing assessment junnilalita aisya virgin, dwi anggani linggar bharati universitas negeri semarang, indonesia article info ________________ article history: recived 09 december 2019 accepted 19 march 2020 published 20 june 2020 _______________ keywords: teachers’ perception, plan, implementation, portfolio assessment, writing assessment ____________________ abstract ___________________________________________________________________ this study aims to investigate how teachers perceive, plan and implement portfolio assessment in students’ writing assessment. a acse study as a part of qualitative reserch design is employed in this study. the study involved an english teacher of smp n 8 semarang (#t2) and an english teacher of sma n 2 semarang (#t1). the data were gathered through questionnaire, interview, observation and documents analysis. from the results of analysis, the study revealed that both teachers had positive perception of portfolio assessment in students’ writing assessment. that was indicated from their agreement and positive thoughts on portfolio development and implementation, its effectiveness as an educational tool and its influence on the instructional practices, teacher and students’ roles and responsibilities during the portfolio development. unfortunately, their portfolio knowledge was insufficient. the two partcipants lesson plans analysis showed that teachers have unplanned portfolio development. that was seen from their lesson plans which portfolio steps and rubric could not be found. teachers portfolio development and implementation run less succesfully. that was because teachers lack of preparation of the portfolio, the absence of students’ selfassessment or reflection and there was no clear rubric of assessment that teachers prepared. time management, storage and portfolio rubric became the main problems that teachers faced during their journey in developing portfolio. furthermore, teachers’ positive perception was not aligned with their portfolio plan. misalignment also found between teachers’ good perception with their classroom practices. that was because teachers missed several essential elements of portfolio. one of the factor is because teachers have insufficient portfolio knowledge. some training and workshops as well as individual professional development were needed for the teachers in order to improve their professional development. © 2020 universitas negeri semarang correspondence address: kampus universitas negeri semarang, kelud, semarang, 50233 e-mail: junaiz.virgin@gmail.com p-issn 2087-0108 e-issn 2502-4566 junnilalita aisya virgin, dwi anggani linggar bharati/ english education journal eej 10 (2) (2020) 143 153 144 introduction english is taught in the elementary to senior high school students in indonesia. among the four skills of english, writing seems to be the most difficult skill for students in indonesia as foreign learners. that is because they do not have enough chance to explore their skill. mostly, the teaching and learning process is intended to pass the national examination where writing skill is not explored maximally. in addition, brown (2007) said that in the field of second language teaching, writing is not only a recording of speech but it has also uniqueness. writing has its own features and conventions. therefore, teaching writing is not an easy activity to do for teachers. they should give more attention to it. one of the issues in teaching writing is about its assessment. in indonesia, most teachers still use traditional assessment which they only assess students’ writing by their final product. this is felt unfair for students since students’ writing performance was assessed through one piece of work. it would be fair if the teacher also gives attention to the process of writing itself. responding to this fact, the government published the 2013 curriculum. this curriculum promotes student-centred learning activity where the teacher is no longer the main source of learning. besides, the students become the centre of the learning process and are expected to involve actively during the process, including the rpocess of assessment. the curriculum also expects students to be able to work together with their peers. in addition, the scientific approach is also introduced in this new curriculum. it is a teaching and learning approach where consider learning process as a scientific activitiy. this approach highlights the use of scientific methods in the teaching and learning process. there are five steps in this approach namely observing, questioning, experimenting, associating and networking. one of the characteristics of the 2013 curriculum is the use of authentic assessment to assess students’ productive skills. the term authentic assessment is used to describe the multiple forms of assessment that reflect students’ learning, achievement and motivation. it includes performance assessment, portfolio assessment and student self-assessment. authentic assessment is believed to be able to give a description of the students’ progress during the teaching and learning process. hymes (1991) stated that authentic assessment can promote students to problem-solving and task performance. authentic assessment is also expected to be able to improve the quality of the formative assessment. in addition, it is hoped to be able to provide fairness for students because the teacher will pay attention not only to the product but also the process of students’ learning process. portfolio assessment is one of the authentic assessment that is stated in the curriculum. it is one of the assessment technique that teacher can use to assess students’ writing performance. portfolio assessment is a purposive collection of students’ works that are used to show students’ progress in a certain period. it may consist of students’ writings that are based on curricular goals. through the portfolio, teachers can measure students’ writing progress. this type of assessment promotes the active participation of students since it may need students’ self-assessment as its key element. besides, the assessment is not focused on the students’ final work but on the process of how students produce that piece of writing. therefore, hopefully, it will provide fairness because teachers will also pay attention to students’ development during the period. moreover, through the reflective process, the portfolio provides washback for both teachers and students so that they can identify their weakness and strength to make a better teaching and learning process in the next activities. to have an effective assessment process, teachers should have a piece of sufficient knowledge about the type of assessment they use. therefore, teachers can evaluate whether or not their teaching and learning objectives have been achieved. preliminary research has been conducted before to know the real conditions. a semi-structured interview is conducted to know junnilalita aisya virgin, dwi anggani linggar bharati/ english education journal eej 10 (2) (2020) 143 153 145 teachers response towards authentic assessment. the results showed that not all teachers implement authentic assessment, especially portfolio assessment to assess students’ writing. the reasons were varied. one of them was because they did not have enough knowledge about it. some of them argued that portfolio assessment takes time. this fact is in line with the study conducted by trisanti (2014) which found that teachers did not have enough understanding about authentic assessment. moreover, they were still confused about how to implement it. teachers were mostly confused about what is meant by portfolio and how to implement it. it is because there have not been any seminar or training about it. whereas, having a good understanding and opinion or belief about the type of assessment tool that will be used is very important to the success of an assessment process. borg (2003) stated that teachers’ perception or belief can influence their classroom practices. therefore, investigating teachers’ perception of portfolio assessment is needed to be conducted. on the other hand, in order to have an effective teaching and learning process, teachers should prepare a lesson plan. the standard process of education as stated in the regulation of the minister of education and culture no 22 the year of 2016 stated that teachers need to prepare a lesson plan before they teach. it is made to make the teaching and learning process run effectively. the plan is written based on the syllabus by considering the content standard. one of the components in the lesson plan is the assessment type. teachers need to prepare what type of assessment they want to use in their teaching process. however, a study by trisanti (2017) found that teachers still found difficulties in designing the lesson plan based on the 2013 curriculum. because of its importance, it is needed to also investigate the teachers’ plan in using portfolio assessment to teach writing skill. it is because good preparation will lead to an effective assessment process. as has been stated before that teacher’s perception will influence their classroom practices. therefore, after investigating the teachers’ perception and plan, it is also needed to explore their classroom practices. the study investigated how the teachers implement portfolio assessment to teach writing skill. it is important to know their alignment and misalignment between teachers’ perception, plan and its implementation. it was because an appropriate implementation of the assessment type made the teaching and learning process run effectively. this study aims at investigating how teachers perceive, plan and implement portfolio assessment to assess their students’ writing performance. moreover, the alignment and misalignment of them were also revealed. methods this study assumps that teachers lack of knowledge about portfolio to assess students’ writing performance. in addition, it assumpts that teachers still found difficulties in designing a series of activities to develop portfolio assessment and still had difficulties in developing it in their class. this qualitative study involves two english teachers from different school levels. one of them was an english teacher of sma n 2 semarang who then was called #t1 and the other was an english teacher of smp n 8 semarang called #t2 in this study. those schools were chosen because they are the pilot schools of the implementation of 2013 curriculum. meanwhile, the teachers were chosen purposively because they have experienced with portfolio for several years. besides, the object of this study was the teachers’ responses to the questionnaire and interview related to their perception of portfolio assessment, teachers’ lesson plans and their classroom practices in developing portfolio in assessing their students’ writing performance. the data in this present study were gathered through four types of instruments namely questionnaire, interview, observation and documents analysis. the researcher employs herself as the data collector, data analyst and data reporter. junnilalita aisya virgin, dwi anggani linggar bharati/ english education journal eej 10 (2) (2020) 143 153 146 borg (2006)’ s theory related to tachers’ cognition; portfolio models by brown (2006), o’malley & pierce (1996), hamps-lyons & cordon (2000) and kemp & toperoff (1998) were used to analyzed the data. the data were analyzed by following the six steps proposed by cresswell (2014:199) consists of (1) organizing and preparing the data, (2) looking at all the data, (3) coding the data, (4) generating a description of the data, (5) describing the qualitative narration, and (6) making the interpretation qualitatively. results and discussion teachers’ positive perception of portfolio assessment there were several findings the researchers found from the results of questionnaire and interview related to teachers’ perception. from the data analysis, this study revealed that teachers had positive perception of portfolio assessment in students’ writing assessment. this conclusion was drawn based on several discussions related to their opinion and knowledge of portfolio, their thought of portfolio development, their thought of portfolio as an educational tool and their belief about portfolio stregths and weaknesses. as borg (2006) argued that teachers’ opinion and knowledge influence their classroom practices. therefore, in this study, the researcher believed that what teachers know and believe about portfolio assessment will influence the way the think of and implement it. teachers’ agreement of the effectiveness of portfolio assessment as an assessment technique that gives positive impact to students’ writing performance is one of the indicator that they perceived portfolio assessment positively. other indications are teachers’ positive thoughts of portfolio assessment development and implementation, teachers’ agreement on portfolio effectiveness as an educational tool and its influence on instructional practices, teachers and students’ active participations, roles and responsibilities in portfolio development and teachers’ affirmative responces related to portfolio assessment strengths and weaknesses. teachers’ agreement and disagreement of portfolio assessment the discussions is started from teachers’ agreement related to several concepts of portfolio assessment. both teachers agreed that portfolio assessment can be used as an effective assessment method and gives positive impact to stduents’ writing skill. its’ dynamic process can enhance students’ sense of responsibility. moreover, portfolio enhances collaboration among the stduents and encourages teacherstudents interaction. they also agreed that teachers should prepare a clear rubric to assess stduents’ portfolio documents and carrying a bulky materials is not problem for teachers. however, they disagreed that portfolio takes less time. they believed that portfolio takes time. teachers’ insufficient knowledge of portfolio assessment in the interview, teachers could only mention the definition of portfolio without any futhur explanation about its types and portfolio assessment. theoretically, teachers’ explanation of portfolio definition is closely inline with genesee and upshur as cited in brown (2004) who defined portfolio as a purposefull collection of students’ work that demonstrates their efforts, progress and achievements in given areas. although they knew that portfolio assessment was one of the portfolio types both teachers could not elaborate more about it. from the statements given by the participants in this research, it can be inferred that they needed more trainings, seminars or workshops which discuss about portfolio assessment which give more contextual and applicable knowledge on how to make use of portfolio. therefore, the workshops would not only in the level of theory but also show how to implement it in different classroom context. for example, by inviting teachers who have successfully implemented portfolio assessment to become the model so that they can demonstrate the steps in developing portfolio assessment. junnilalita aisya virgin, dwi anggani linggar bharati/ english education journal eej 10 (2) (2020) 143 153 147 teachers’ positive thoughts of portfolio assessment development and implementation portfolio assessment implementation is stated in the guidelines of assessment in 2013 curriculum as an alternative assessment to assess students’ performance. however, its implementation is teachers’ personal choice. in this case, both teachers responded portfolio assessment positively by commited to implement it as an assessment technique to assess their students’ writing performance. that was because they thought that portfolio assessment can be used to measure their students’ progress in writing and enhance their proud and confidence. this argument was inline with haris, et.al. (2001) who believed that portfolio can help students to develop independent learning and increase their feelings of self-esteem and confidence. teachers’ agreement on portfolio assessment’s effectiveness as an educational tool and influence on instructional practices teachers positive perception of portfolio was also proven by their agreement and belief of the effectiveness of portfolio in their writing class and also for their teaching qualities. teachers believed that portfolio could build students’ awareness of their own writings. therefore, they could make an improvement of their writings and could make a better final writing. teachers knew each of their students’ progress in the process of writing rather than only focused on their final works. communication that connected teachers and students became a medium to share students’ progress and to communicate what they should improve. teachers’ belief of the effectiveness of portfolio was consistent with the study by boumediene, et.al. (2016) which concluded that portfolio assessment method affected learners’ english writing proficiency by emphasizing efforts on writing products as well as writing processes. that was because in portfolio, teachers not only paid attention on the students’ outcomes but the most important was the process. both teachers also agreed that integrating portfolio in their teaching and learning activities was not difficult. it was because portfolio development stages were natural processes that they easily adjust with their teaching contexts. they agreed that portfolio was a dynamic process and promotes communication between teachers, students and parents. they argued that during the development of portfolio there were chances for teachers to build an interactive communication with their students through the content decision, time submission, content fulfilling and the writing process itself. furthermore, they also agreed that portfolio can build communication between teachers and parents. teachers and students’ active participations, roles and responsibilities in portfolio assessment development in both teachers’ portfolio developments, they had involved their students. there were several students’ roles and responsibilities. the involvement of students in those two classrooms context were different. in #t1’s class, students were responsible in the process of materials comprehesion. this was a part of pre-writing stage where students made symbols to make their writing process easier. this was because from teacher’s experiences, she saw that explanation text was considered as the most difficult text to be mastered by students. therefore, the use of funky symbols was believed as an effective media to help her stduents master that kind of text. in addition, students were also involved in the feedback giving. teacher said that students were asked to give feedback to their friends’ writing so that all the students in class could learn from each other’s writing. meanwhile #t2 said that their students were not ready yet with a big responsibility of their portfolio since they were still in the first year of junior high school. so, she explained that she usually discusses about the time submission and time for revision. related to self reflection, both teachers argued that they did not involved students’ self reflection in students’ portfolio. they usually junnilalita aisya virgin, dwi anggani linggar bharati/ english education journal eej 10 (2) (2020) 143 153 148 only have oral reflection which was done at the end of the class in each meeting. meanwhile, gallagher (2001) said that reflection is a major component of portfolios as it helps students to learn from experience and practice, thereby helping them to bridge the theory-practice gap. this statement clarified that reflection has an important role in portfolio and has a great impact for students’ writing development. therefore, time for reflection is very needed for students and it should be included in their portfolio documents. on the other hand, teachers thought that time for revision was very important in portfolio. therefore, both teachers gave it to their students. they explained that usually, after being reviewed or given feedback, teachers asked students to revise their writing and submit it next week. the teachers also explained that their students showed positive feelings. teachers’ affirmative responses facing portfolio assessment’ strengths and weaknesses in students’ writing assessment positive perception was also shown from the teachers’ opinion that portfolio had strengths as well as weknesses. both teachers argued that portfolio’s strength was on its development process. during the process, teachers explained, portfolio gave a lot of benefits. they explained that portfolio promote students’ self awareness, pride and confidence. they believe that revision and peer assessment were the most important stages in portfolio. beside its strength, portfolio had also weaknesses. teachers explained that time and portfolio document storage became their concerns. teachers thought that portfolio took time and need some storage to handle students’ documents. to overcome those problems, teacher mentioned that they had to adjust the portfolio stages and their teaching strategies so that it could fit them. from the discussions above, it can be concluded that in general, both participants perceived portfolio positively. the postive perception was proven through some point of views that has been discussed above. teachers’ unplanned portfolio assessment development richard and renandya (2002) suggested that lesson plan help the teacher think about the lesson in advance to resolve the problems and difficulties, to provide a map for the teacher to follow, and to provide a record of what has been taught. this indicates that lesson plan plays an important role in the success of teaching and learning process. in order to have an effective teaching and learning, they should prepare a lesson plan. through the lesson plan, teachers would know what would they do, what would their stduents do, what was the objective of the activities, etc. lesson plan also helps teacher plan the next activities for their class after reviewing the previous lesson plan. after being analyzed, it can be concluded that they followed the lesson plan template of curriculum 2013. all the components in the lesson plan has been inline with the lesson plan guideline of the curriculum. the first is about the identity of the lesson plans. the identity told about the name of the school, class and semester, lessons, time allotment and also the materials that would be taught. the next part was about the corresponding standard written in the lesson plans. as has been explained in the findings above, both teachers wrote the core competences in their lesson plans before they wrote the sequence of their classroom activities. the standards written in the documents have been compatible with the 2013 curriculum for both classes. both teachers completed their lesson plans with the basic competence and their indicators. the indicators explain how the students already got the knowledge and skill of the lesson. the teaching and learning process could be said as being successful when students had already met the indicators. after being analized, it was found that the indicators that teachers wrote were relevant with their basic competences. the next discussion is about the teaching objectives. every teaching and learning activity should have objectives and they should be written in the lesson plans. in the participants’ lesson plans, it was found the junnilalita aisya virgin, dwi anggani linggar bharati/ english education journal eej 10 (2) (2020) 143 153 149 objectives for each teaching and learning activity. those teaching objectives were arranged based on the indicators that had been arranged before. the next discussion is about how teachers prepared the activities for portfolio. generally, all the activities were arranged based on the scientific approach of 2013 curriculum. the steps included questionning, observing, experimenting and associating and networking. however, the difference was found on how those teachers planned their portfolio development activities. #t2 wrote every step that she wanted to take in her class in detail based on the scientific approach. however, there was no specific plan for the portfolio such as the timeline for each entry and time for revision. she only wrote the activities in each meeting without clear description about the integration of portfolio development steps. those were different with the #t1’s plan. those were the same as #t1’s lesson plan. although preparing the activities which apropriate to her teaching goals, the steps of portfolio development did not mention clearly. by referring to richard and renandya (2002), it can be inferred that teachers did not prepare a map for them to follow. this is not good for them since they should have a design of all the activities they wanted to take during her teaching and learning process. the last discussion is about the teachers’ preparation related to the rubric of assessment. for the rubric of assessment, both teachers made it based on 2013 assessment guideline. however, #t1 made it more spesific. she prepared a rubric for the students’ portfolio. it contained four questions to assess it. she used holistic scoring rubric. unfortunately, there was no clear description for each category. she only wrote the reason why she gave a certain score to students. in addition, she also did not prepared rubric for each entry in her students’ portfolio. meanwhile, #t2 only prepared one rubric and it was not clear whether it was for the portfolio as a whole or for the entry. it was a standard rubric to assess students’ piece of writing which covered originality, diction, etc. she sued a holistic scoring rubric. from the discussion above. the writer could summarize that all the components in theachers’ lesson plan had been complete and in line with 2013 curriculum. however, they should prepare a set of steps on how the portfolio assessment would be done. furthermore, both teachers should complete and make clear rubric fo the students’ portfolio and their entries. it was to avoid the subjectivity in judging and scoring students’ works. teachers’ less successful portfolio assessment development in students’ writing assessment teachers’ lack of preparation of portfolio develeopment the first discussion will be about the preparation of portfolio development stages in both classroom contexts. as brown (2004) suggested, there were seven portfolio development steps that would decide the success of portfolio. the first was stating the objectives of portfolio. in this stage, teachers decided their portfolio objectives, whether it is for assessment, collection, documentation, etc. the results of lesson plan analysis and observation revealed that the objective was to assess students’ writing performance. the second step was giving guidelines. in this stage, teachers should tell students what kinds of materials or works that should be included in the materials. in those teachers’ classes, they did not discuss what kinds of works that would be in their portfolio. in fact, explaining students, the portfolio plan would give them description what they would do so that they could prepare theirselves. the next step was communicating the assessment criteria to students. in this stage, teachers should communicate the assessment criteria to the students. the assessment should cover both self-assessment and teacherassessment. however, both participants did not communicate to their students about the assessment of the portfolio. thefore, during the development of portfolio the writer did not find stduents self-assessment as well as teacherassessment. the next stage was designing time within the curriculum for portfolio development. beside deciding the entries that would be included in junnilalita aisya virgin, dwi anggani linggar bharati/ english education journal eej 10 (2) (2020) 143 153 150 the portfolio folder, teachers should also decide the time in developing portfolio. the portfolio in thsoe two teachers were used to assess students writing of descriptive text and explanation text. so, the duration was not in one semester. teachers argued that it was impossible to use portfolio in one semester since it took time and they needed to use other kinds of assessment type. so, both teachers developed the portfolio based on the need of the materials. after deciding the time, teachers should establish periodic schedules for review and conferencing. after observing the classes, the writer found that there was no time for having a conference between stuuents and teachers. so, the portfolio results would not be communicated with the students. a conference was very important to communicate students’ progress and improvements during a period of time. it was time for both teachers and students reflect on what had been done and what need to be improved. unfortunatelly, in those teachers’ classes it was not found. the last two steps were desigining an accessible place to keep portfolio and provide positive washback-giving final assessment. storage was another issue in portfolio implementation and it happened also inthose two teachers’ cases. they did not had space in their classes so the portfolio folder was kept by students. they argued, when the folders were kept by the teachers, the desks were full with stduents’ portfolio. so, teachers needed some space in their classroom to keep students’ portfolio so that it will be accesible for both teachers and stduents. at the end of the portfolio process, when it was complete, teachers should grade it. it was debatable whether which one is better between giving a numerical score or giving some appraisal or a qualitative evaluation. however, wallcot as cited in brown (2004) recommended holystic scoring. the integration of cooperative language learning and creative teaching medium there are two points that the researcher wants to highlight from #t1’s class. the first is about the use of cooperative learning method. #t1 used jigsaw to involve students in the teaching and learning activities, especially in mastering the materials. during the process, teacher not only observed how they learn the materials and share it with their friends but also take assessment on their speaking skill. these activities are good since teacher since cooperative learning is the extension of communicative language teaching which promotes communicative interaction in class (richards & rodgers: 2001). the second point, which is interesting from this teacher, is about the use of funky symbols that the teacher developed. she believed that explanation text is the most difficult text for her students. therefore, she tried to find a way to help the students to learn the text easier. they were funky symbols which were about the content of the text. the teachers tried to visualize the content of the text so that the students easily understand about the technical term consisted in the text. meanwhile, #t2 prepared some pictures or videos or even thing like a doll in class to demonstrate to students about favorite things which, then, helped her to explain about descriptive text. the absence of students’ self assessment hamp-lyons & condon (2000) stressed that self-assesment can help students better understand what they are expected to compose as well as explore their own strengths and weaknesses in writing in order to make ftirther improvement. therefore, self-assessment in portfolio assessment is very important. the common condition in those two classes indicated that there were no proper students’ self assessment where students were demanded to evaluate their own writings. it could be done by giving them an evaluation sheet or student selfevaluation where there were some questions or statements with rates, for example, to be fulfilled by them. teachers may give them a guideline how to do it. lam (2010) explained that self assessment was one of the key elements in portfolio because it may help students to be aware and evaluate their organizational, content junnilalita aisya virgin, dwi anggani linggar bharati/ english education journal eej 10 (2) (2020) 143 153 151 or purpose of their writing. the absence of students’ self assessment or reflection in those teachers’ makes the impelementation of their portfolio development didnot run effectively. the existance of a short discussion in class, which hapened in #t1’s class, could not subtitute the essence of students’ self reflection. the allignment and misalignment between teachers’ perception, plan, and implementation the findings has shown us about teachers’ perception, plan and implementation. they show that teachers have positive perception of portfolio assessment. however, this good starts did not lead to a well prepared portfolio development. the findings shows that both participants had unplanned portfolio development. it was concluded from the missing of portfolio stages in teachers lesson plan. these two teachers did not mention the steps they wanted to take in order to develop portfolio. their teaching activities were absed on the scientific approach where they did not insert portfolio stages on it. unfortunatelly, this misalignment also found in teachers’ classroom practices. the analysis revealed that teachers implement portfolio less successfully. it was proven by their lack of preparation of portfolio development. teachers’ insufficient portfolio knowledge was reflected in the absence of the stduents’ self assessment or self reflection. while according to o’malley & pierce (1996), hamp & lyons & cordon (2000) and lam (2010), it is one of the key elements of portfolio and it is very important in promoting students’ self awareness towards their own learning development. as borg (2003) explained, teacher’ perception influences their teaching practices. this argument was very in line with the finding in this study. eventhough there were some obtacles in implementing portfolio and their impememtation was not maximum yet, teachers still implemented it. this was because they belived that portfolio gave many benefits for both teachers and stduents. related to the obtacles like the difficulty in making the rubric, students self-asssessment, etc, teachers argued that that was because their knowledge of portfolio needed to be improved. this is also in line with the fact that teachers’ insufficient knowledge of portfolio also influenced their classroom practices. conclusion there were several conclusions that can be drawn from the analysis above. the first, both teachers had positive perception of portfolio assessment in students’ writing assessment. that conclusion was based on the discussions related to their knowledge, teachers’ portfolio development, teachers’ thought of portfolio assessment as an educational tool, teachers’ and students’ role in portfolio development and teachers’ belief of portfolio strengths and weaknesses. second, the two partcipants lesson plans analysis showed that teachers have unplanned portfolio development. that was seen from their lesson plans which portfolio steps could not be found. both teachers did not prepare a set of activities that showed that there would be portfolio development. third, teachers portfolio development and implementation run less succesfully. that was because of several reasons. first, the steps that they should do before they start the writing stage were not done. therefore, teachers lack of preparation of the portfolio. secondly, there was the absence of students’ self-assessment or reflection. thirdly, there was no clear rubric of assessment that teachers’ prepared. time management, storage and portfolio rubric became the main problems that teachers faced during their journey in developing portfolio. teachers had difficulties in managing the time, especially when there was a sudden school activity. the limited space to keep students’ portfolio documents also became the teachers’ concern. teachers also had difficulty in making the portfolio rubric so that at the end of the period they did not grade it. this study suggests that the teachers needed to improve their professional development by joining some portfolio trainings or workshops to improve their knowledge of portfolio assessment. junnilalita aisya virgin, dwi anggani linggar bharati/ english education journal eej 10 (2) (2020) 143 153 152 teachers’ positive perception did not align with their portfolio plan. that was because teachers did not put the portfolio’s actitivies design in their lesson plan. moreover, the rubric which was considered as an important equipment of the assessment was not prepared by them. misalignment also found between teachers’ good perception with their classroom practices. that was because teachers missed several essential elements of portfolio. one of the factor is because teachers have insufficient portfolio knowledge. the study investigated a mini-portfolio that is a portfolio which is done in a short period of time. therefore, it focuses on a limited series of students’ writing collection. a longer research period is needed in order to gain more various collection of students’ writing. because the aims of this research were to investigate, explain and describe how teachers perceive portfolio assessment, how they plan it and how they implement it in their classroom contexts, it did not proposed any example of portfolio model and its rubric of assessment. therefore, they were very needed in the next further researches. reference aliningsih, f. & a. sofwan. 2015. english teachers’ perceptions and practices of authentic assessment, language circle: journal of language and literature, x/1 azis, a. 2014. indonesian junior secondary school 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(2000). assessing the portfolio: principles for practice, theory, and research. cresskill, nj: hampton press. hymes. 1991. authentic assessment description. as cited from http://oregonstate.edu/instruction/ed55 5/zone5/auth.htm hughes, glyn s. 1981. a handbook of classroom english. oxford: oxford university press. kemp j. & toperoff d. 1998. guidelines for portfolio assessment in teaching english. downloaded from cms.education.gov.il/nr/rdonlyres/.../pagui delines.doc at january 20th 2018 nezakatgoo, b. 2010. the effect of portfolio assessment on writing efl students. english language teaching journal, vol. 4, no. 2. http://www.education.leeds.ac.uk/research/files/145.pdf http://www.education.leeds.ac.uk/research/files/145.pdf http://oregonstate.edu/instruction/ed555/zone5/auth.htm http://oregonstate.edu/instruction/ed555/zone5/auth.htm junnilalita aisya virgin, dwi anggani linggar bharati/ english education journal eej 10 (2) (2020) 143 153 153 nunan, d. 2003. practical english language teaching. new york: mcgraw-hill. obeiah, s.f. & bataineh, r.f. 2016. the effect of portfolio-based assessment on jordanian efl learners’ writing performance. bellaterra journal of teaching & learning language & literature, 9(1), 3246. o‘malley, j.m., l. valdez pierce. 1996. authentic assessment for english language learners. longman: addition-wasley publishing company pajares. m, f. 1992. teachers' beliefs and educational research: cleaning up a messy construct. review of educational research. fall 1992, vol. 62, no. 3, pp. 307-332 regulation of the minister of education and culture no. 21 year of 2016 about the content standard of education. downloaded from http://bsnpindonesia.org/standar-isi/ at august 15th 2017 regulation of the minister of education and culture no. 22 year of 2016 about the process standard of education. downloaded from http://bsnpindonesia.org/standar-proses/ at august 15th 2017 regulation of the minister of education and culture no. 23 year of 2016 about the assessment standard of education. downloaded from http://bsnpindonesia.org/standar-penilaianpendidikan/ at august 15th 2017 richard, j.c., and renandya, w. a., eds. 2002. methodology in language teaching: an anthology of current practice. new york. cambridge university press. retrieved on https://www.academia.edu/8643499/ri chards_jack_c._and_renandya_willy_a ._eds._methodology_in_langu age_teaching_an_anthology _of_current_practice_2002_ on september, 21st 2019 rukmini, d. & saputri, l. a. d. e. 2017. the authentic assessment to measure students’ english productive skills based on 2013 curriculum. indonesian journal of applied linguistics, vol. 7 no. 2, september 2017, pp. 263-273 source, a. 2011. teachers and students’ perceptions regarding portfolio assessment in an efl context: a corps and robber chase. downloaded from https://www.researchgate.net/publicatio n/298217187. retrieved at september, 18th 2017. syarifi & hassasskhah. 2011. the role of portfolio assessment and reflection on process writing. asian efl journal trisanti, n. 2014. the teacher’s perspective on authentic assessment implementation of 2013 curriculum. teflin journal, 27/1 p. 1173-1175 trisanti, n. 2017. authentic assessment dilema: study on the english teacher’s need analysis of assesssment in the classroom context. paper presented at the second unnes-teflin conference, semarang, indonesia warni, s. 2016. the implementation of online portfolios in an indonesian efl writing class. a dissertation. department of educational studies school of education the university of sheffield. yang, n. (2003). integrating portfolios into learning strategy-based instruction for efl college students. international. review of applied linguistics in language teaching, 41(4), 293-317. http://dx.doi.org/10.1515/iral.2003.014 http://bsnp-indonesia.org/standar-isi/ http://bsnp-indonesia.org/standar-isi/ http://bsnp-indonesia.org/standar-proses/ http://bsnp-indonesia.org/standar-proses/ http://bsnp-indonesia.org/standar-penilaian-pendidikan/ http://bsnp-indonesia.org/standar-penilaian-pendidikan/ http://bsnp-indonesia.org/standar-penilaian-pendidikan/ https://www.academia.edu/8643499/richards_jack_c._and_renandya_willy_a._eds._methodology_in_language_teaching_an_anthology_of_current_practice_2002_ https://www.academia.edu/8643499/richards_jack_c._and_renandya_willy_a._eds._methodology_in_language_teaching_an_anthology_of_current_practice_2002_ https://www.academia.edu/8643499/richards_jack_c._and_renandya_willy_a._eds._methodology_in_language_teaching_an_anthology_of_current_practice_2002_ https://www.academia.edu/8643499/richards_jack_c._and_renandya_willy_a._eds._methodology_in_language_teaching_an_anthology_of_current_practice_2002_ https://www.academia.edu/8643499/richards_jack_c._and_renandya_willy_a._eds._methodology_in_language_teaching_an_anthology_of_current_practice_2002_ https://www.researchgate.net/publication/298217187 https://www.researchgate.net/publication/298217187 632 correspondence address: kampus pascasarjana unnes jl kelud utara 3 sampangan.semarang e-mail: hannaistifadah@yahoo.com p-issn 2087-0108 e-issn 2502-4566 eej 10 (4) (2020) 632-642 english education journal http://journal.unnes.ac.id/sju/index.php/eej teachers’ perception, plan, implementation and assessment of letterland in teaching english vocabulary hanna istifadah, dwi anggani linggar bharati doi : https:// doi 10.15294/ eej.v10i4.38914 universitas negeri semarang, indonesia article info ________________ article history: accepted 20 march 2020 approved 14 october 2020 published 23 december 2020 ________________ keywords: teachers’ perception, plan, implemantation, assessment, letterland ____________________ abstract ________________________________________________________________ letterland is a child-friendly, multi-sensory system to teach english for children. it is highly a sophisticated teaching technique that combines stories with pictograms of letters. however, many teachers claimed to have difficulties in implementing it properly. this study aimed to investigate how teachers perceived, planned, implemented and assessed letterland in teaching english vocabulary and analyzed the alignment and misalignment of teachers’ perception, plan, implementation and asessment of letterland. a case study as a part of qualitative research design was employed in this study. by using purposeful sampling technique, two english teachers from star kiddy preschool semarang were involved. there were four instruments to collect the data, namely questionnaire, interview, document analysis and classroom observation. the findings of this study revealed that the english teachers had positive responses to questionnaire data and interview data dealing with letterland and its implementation. in addition, letterland designed well in lesson plan by teachers. nevertheless, letterland technique was conducted less succesfully in the classroom. this was due to several problems such as limited time, lack of preparation and teachers’ lack of creativity. furthermore, as the implementation of teacher’s assessment, it has already met the standard of assessment on curriculum paud 2013. at last, the alignment of those teachers’ perception, plan and assessment toward letterland were related to each other. eventhough teacher’s positive perception did not align with their implementation in the classroom. that was because teachers missed some stages that should be added in the classroom. hanna istifadah, et al./ english education journal eej 10 (4) (2020) 632-642 633 introduction vocabulary is one of language aspects that learners have to learn before they learn the other skills in learning language because without knowing vocabulary, learners will face so many difficulties. according to the nation (1994), a rich of vocabulary makes the skills of listening, speaking, reading, and writing become easier to be performed. teaching vocabulary to young learners such as kindergarten children is not easy. our national education department through direktorat jenderal manajemen pendidikan dasar dan menengah (directorat general of primary and secondary education management), direktorat pembinaan taman kanak-kanak dan sekolah dasar (directorat of kindergarten and elementary school development) in uu ri no. 20 tahun 2003 states that kindergarten is the formal early year education aimed to help children to develop their physic and psychological aspects including morality and religiosity, social, emotion, independence, cognition, language and art as the base of the next educational level. in addition, developing children’s language skills as the topic being discussed in this article, included in the curriculum of kindergarten. we found a phenomenon of teaching english to the early year’s students. star kiddy preschool of semarang has implemented a program called letterland in introducing learning english to their students. we found that some of star kiddy preschool students in the final level of class were able to read and speak even in english texts. in early age, 5 to 7 years old, they already have the ability to read and speak in english. it is known that speaking english is so difficult to learn as a foreign language with its many rules and even more exceptions, at a child level of interest it is quite challenging. it is a kind of big issue for indonesian young learners. we regarded that this phenomenon is an important case to be studied. therefore, we are interested in discussing further the case of teaching early english to the preschool students in this research. the sucess of teaching early english cannot be separated from the teaching learning program supported. the success of teaching and learning depends on good program curriculum. letterland program has been chosen by star kiddy preschool in teaching english. according to wendon (2003), letterland is a child-friendly, multi-sensory system for teaching children to read, write and spell. letterland was created to teach phonics using a story-based approach. the story logic engages students leading to long term retention of concepts. moreover, letterland as a wonderful multi-sensory activates every learning channel through music, actions, alliteration, movement, song, art, games and role-play. meanwhile, applying letterland to teach english vocabulary is not easy. teachers must be creative. in letterland, teachers must be able to teach english vocabulary besides teaching sounds. because of that, this study described the teaching english vocabulary techniques through letterland. accordingly, this study will be useful to give insight and better understanding about teaching vocabulary through letterland to help teachers in deciding the appropriate techniques for their classes especially for kindergarten teachers. one of the proves in which teaching of vocabulary through letterland technique by the teacher at playgroup is not easy because the teacher needs a lot of time to reach the goal of teaching and learning process. so, in using letterland technique in teaching english vocabulary in the playgroup class, teacher should be patient and more creative to flow ideas, songs, and games (maisyarah, 2007). therefore, letterland is a way in teaching english vocabulary to the playgroup students. using letterland technique, it will give a contribution to the teacher in using and developing an appropriate right technique to optimize the students’ comprehension in learning english vocabulary at the playgroup, that can prepare them to the elementary level. the object of the present study of this thesis was letterland. thus we saw it is essential to review some studies previously conducted. studies on letterland have been conducted hanna istifadah, et al./ english education journal eej 10 (4) (2020) 632-642 634 (dianne, 1999; paeplov, 2003; betca, 2010; sitlar, 2010; nuraeningsih, 2016; sierra, 2009; tomlinson, 2011; haryono, 2010; faqih, 2012; badia, 2013; antoni, 2013; rohmah, 2015). these studies have similarities and differences. the similarities of these studies are the researchers focus on the implementation of letterland. on the other hand, the differences of these studies is methods to analyze letterland. therefore, one of the results of those studies prominent to my study, it is the study from rohmah (2015) which is titled the use of letterland method in teaching reading at early year level to pre-school students in an informal education in bandar lampung. the aims of this study are to analyze the use of letterland method in teaching reading, to identify kinds of materials used, to know the teaching and learning activity in letterland class and to find out the outcomes of letterland program in developing early reading skills of the students. this is a case study research. the data were collected through class observation, document gathering and assessment. rohmah (2015) used a descriptive qualitative approach in analyzing the data. the presentation of the research is carried out in informal way to give the detail description and analysis. the findings of her research are as follows: (1) the school uses different curriculum from lyn wendon curriculum to adjust the indonesian preschool student’s ability, (2) the materials used in that school letterland class are varied and support all teaching and learning but not all of materials are the same as lyn wendon materials, (3) the teaching and learning activities in that school letterland class are done in amusing way, through approaches and strategies that are in line with halimi (2010) theory of children language learning; those are: storytelling, songs and rhymes, games, art and craft, role play, (4) letterland program in the school gives good outcome for students: playgroup (74%), kindergarten-1 (72%), kindergarten-2 (76%). it shows that letterland program can be used for indonesian preschool context in introducing english reading. furthermore, the school has successfully implemented the two stages of letterland program in letterland class. from those explanations, it is discovered that there are many researchers who investigated teachers’ perception and teachers’ implementation of letterland. therefore, this research would like to fill the gap from previous studies by conducting teachers’ perception, plan, implementation and assessment of letterland to teach english, as well as investigating the classroom practice and the relation is drawn by investigating the alignment and misalignment of those teachers’ perception, plan, implemantation and assessment of letterland to teach english vocabulary. method this study assumes the present study is intended to know the teachers’s perception and plan towards letterland in teaching english vocabulary in kindergarten. furthermore, this study also attempts to discover how the teachers implement letterland in teaching english vocabulary. the present study assumed that the teachers lack of information about letterland as one of teaching techniques in teaching learning process. it is also assumed that teachers still found difficulties in designing and implementing letterland. these assumptions are drawn based on the studies which were conducted by trisanti (2014) and farooq (2017). the subject of the study were two english teachers. both of them are from star kiddy preschool and learning center semarang in the academic year of 2018/2019. those teachers have taught at star kiddy preschool for almost 5 years. the teachers are also senior teachers who understood well about the letterland technique. moreover, the teachers had passed the letterland training that had been held by star kiddy preschool and they have certificates for letterland experts to teach english for students at that school. in collecting data there are four stages as suggested by creswell (2014, p. 190). first, we identified the purposefully selected sites or individual to be object of study. the next step was deciding the number of participants. we took two hanna istifadah, et al./ english education journal eej 10 (4) (2020) 632-642 635 english teachers as the source of the data. then, we collected the qualitative evaluative data from the results of interview, questionnaire and evaluation form. next, the classroom practices of the teachers were recorded through an observation checklist. after that, we analyzed the video of the teaching learning process in the classrooms. in analyzing the video of observation, the recording of classroom practice as well as the interview were taken into account along with the transcriptions. those data gathered were analyzed and interpreted to answer the research problems. at last, the perception, plan, implementation and assessment of letterland were interpreted related to their alignment. results and discussions this results and discussion section will describe and explain four issues: teachers’ perception on the use of letterland, teachers’ plan on the use of letterland, teachers’ implementation on the use of letterland and teachers’ assessment on the use of letterland. teachers’ positive perceptions the following description is about the findings of the teachers’ perception on letterland in teaching english vocabulary. findings were gained through questionnaire and interview. findings through questionnaire firstly reported then followed by the findings through interview. this findings showed that the teachers explain their own opinion of how often should letterland be used and how they see the benefits or barriers in using letterland. there are five teachers who become respondents to this section. they have experinces in using letterland to teach english vocabulary about 2-10 years. based on the first teacher who filled out the questionnaire explained that letterland should be used from early childhood learners (2-3 years old). letterland has characters, songs and story that can attract the children and make want to learn more about letterland. in addition, teacher should teach letterland regularly to make the children recognize and identify the different characters of letterladers as well as possible and be able to write the alphabet properly. furthermore, the first teacher explained about the benefits in using letterland. they are children are easy to recognize the characters of letterland while learning english vocabulary, children are able to mention english vocabulary related to the characters of letterland. while the barriers of using letterland in teaching english vocabulary is sometimes the children get confused between the characters and the real letters of alphabet. the second teacher explained that letterland should be used very often in teaching english vocabulary for kindergarten. it is because of letterland makes the students happy during teaching learning process and make the teachers become more creative while teaching english vocabulary through this way. next, the forth teacher who filled out the questionnaire stated that letterland should be used for teaching english vocabulary when the children are able to speak. since, in the early years, the children can repeat what were their teachers said easily. in addition, the benefit of using letterland in teaching english vocabulary is children can recognize the letters and children can improve their vocabularies especially in english. last, the barrier of using letterland in teaching english vocabulary is teachers get confused to distinguish the languages. the last teacher who filled out the questionnaire about teachers’ own opinion on letterland stated that letterland should be used very often at least twice a week in teaching english vocabulary. it is because of children can learn vocabulary with letterland characters through spelling the words that start with its letter. next, children also be able to practice english vocabulary in real life such as making craft or life skill even drama in class. in last, this teacher also explained that the benefit of using letterland in teaching english vocabulary is it could make children be more confident to learn and pronounce some words everyday. thus, letterland has been used in a special environment to aid early literacy development for children with a range of complex hanna istifadah, et al./ english education journal eej 10 (4) (2020) 632-642 636 condition such as dyclexia, autism, dyspravia, celebral palsy and down syndrome. while the barrier of using letterland in teaching english vocabulary is teachers always get difficulty in making an active class depends on letterland form. they have to match to the character that should be teach in class with an acitvity or a craft which related to the character of letterland. furthermore, the following description is about findings of teachers’ perception through interview. through interview from teacher 1 and teacher 2 it is illustrated that the implementation of letterland in teaching english vocabulary for kindergarten has very good impact. students will feel happy and excited during lesson. in addition, they will easy to undersatnd and remember all vocabularies that has been taught in class. letterland well-planned from the results of document analysis it is proven that letterland designed well by teachers in lesson plan. there are four lesson plans designed by teachers that are used to teach letterland in class. they are as follows: 1. lesson plan 1 from lesson plan 1 made by teacher 1. topic: introducing munching mike and talking tess; goals of teaching students are able to know about some vocabularies start with “m” and “t” letter. 2. lesson plan 2 from lesson plan 2 made by teacher 1. topic: introducing sammy snack, impy ink and noisy nick; goals of teaching students are able to know about some vocabularies start with “s”, “i” and “n” letter. 3. lesson plan 3 from lesson plan 1 made by teacher 2. topic: introducing clever cat and annie aplle; goals of teaching students are able to know about some vocabularies start with “c” and “a” letter. 4. lesson plan 4 from lesson plan 2 made by teacher 1. topic: introducing dippy duck and harry hatman; goals of teaching students are able to know about some vocabularies start with “d” and “h” letter. in lesson plans made by teacher 1 and teacher 2, both of teachers have put explanation of tools and materials of lesson well right. they both wrote explanation about the material was taken from syllabus, the materials was in line with the objectives written on lesson plan, the activities determined depend on the management of the model the approach used in school etc. in addition, teachers wrote opening activity, core activity and activity in details and most of them already based on curriculum 2013 standard. in addition, letterland applied more than one meeting, this research tried to identified teachers’ teaching activities for the whole meeting when letterland was done. from overall learning activities, it can be concluded that mrs. vika and ms. krisnita planned to show the previous pictures of letterland character as a stage of observing. then, she planned to have a review of the previous materials and do a character-building by giving students motivations which still related to the materials at that day. this activities would be in the stage of qustioning in which there would be a questions and answer session between teacher and students related to the picture of letterland character or teachers’ explanation before. meanwhile, in the main activities, teachers planned to introduce letterlanders (“clever cat”, “annie apple”, “munching mike”, “talking tess”, “sammy snake”, “impy ink”, “noisy nick”, “dippy duck”, and “harry hat man”) as the material of the lesson. at the closing part, teachers planned to have reflection with students. it would be about that day’s activities. after that, a conclusion would be drawn. from those explanations, it can be seen that both teachers planned learning activities well in lesson plan and have been in line with scientific approach stages. unfortunately teacher 1 and teacher 2 insufficient designing lesson plan based on curriculum paud 2013. in lesson plans made by teacher 1 and teacher 2, they did not enclose the identity of kindergarten unit completely, standard of competence (standar kompetensi), basic competence (kompetensi dasar), method of teaching and assessment rubric. based on those problems, it needs a policy hanna istifadah, et al./ english education journal eej 10 (4) (2020) 632-642 637 from the school to review the way how to write a lesson plan that apply letterland technique based on curriculum 2013 as a reference. teachers’ less successful implementation in order to examine the implementation of letterland technique done by teacher 1, the researchers observed her classroom activity in class kindergarten 2 of star kiddy preschool semarang. it was expected that the impementation of letterland is based on lesson plan that has been made by teacher 1. the observation was illustrated as follows: a. kindergarten 2 classroom observation there are ten students in kindergarten 2 class. the class started at 08.30 a.m after they had a circle time at the yard of school together with all of students from other classes. in teaching english vocabulary through letterland, teacher 1 used a lesson plan that has been revised by the headmaster of this school. a lesson plan designed not entirely based on curriculum paud 2013. the teaching activity was conducted through several steps. first, teacher opened the class by giving greeting to students. then teacher asked one of her students to tell an activity or a story about what something they do at home before go to school. this activity done by teacher to train her students ability of speaking and to train the courage of speaking in front of the class. after they had a story telling time, they have an activity called doing a milestone. doing a milestone here aimed to develop students fine motor skills. teacher gave an activity for students about tearing and crumpling paper for their milestone’s time. second, as the main activity, she told about letterland materials. it was about the introduction of clever cat and annie apple. in this case, before teacher introduce clever cat and annie apple she asked students to sing letterland song together in class. after singing letterland song, students started to learn about clever cat and annie apple character by reading a book of those two characters together with teacher. teacher introduced those two characters in front of class through reading a story about them. after read a story about clever cat and annie apple, teacher taught some vocabularies which start with “c” and “a” letter. then teacher asked students to imitate her. after imitating the teacher, students was asked to memorize those two character of letterland, the story about them and some vocabularies which start “c” and “a” letter by teacher. this activity took about 30 minutes. furthermore, the next actvity before students have a snak time is making a craft time. teacher asked students to make a mosaic of apple. this craft related to the character of annie apple which has /k/ sound. in addition, teacher also told students that apple is a word start with “a” letter. as the closing stage, teacher gave explanation and additional information dealing with material that has been learned. basically the additional information was about what material they will learn tomorrow. teacher asked students to pray and sing goodbye before leaving the class. at last, teacher asked students to queue to go to the door and carrying their bags. based on the observation in kindergarten 2 class it can be expressed that in implementing letterland in teaching english vocabulary makes students feel happy and excited. this observation was a proof in strengtheing teacher’s perceptions regarding the implementation of letterland. the result showed that students be more active, and the implementation of letterland gives teacher as facilitator and motivator for students. however, there is no well preparation for additional tools or media used by teacher while teaching english vocabulary throgh letterland in class. b. kindergarten 1 classroom observation the observation was conducted kindergarten 1 class in star kiddy preschool semarang. there are ten students in kindergarten 1 class. the class started at 08.30 a.m after they had a circle time at the yard of school together with all of students from all other classes. in teaching english vocabulary through letterland, teacher 2 used hanna istifadah, et al./ english education journal eej 10 (4) (2020) 632-642 638 a lesson plan that has been revised by the headmaster of this school. a lesson plan was designed by teacher not entirely based on curriculum paud 2013. the activity done by teacher 2, almost same with teacher 1 as the following: first, teacher greeted students and checking the presence, after check the presence, she asked students to take a pray together before class begin. then teacher asked one of her students to tell an activity or a story about what something they do at home before go to school. this activity done by teacher to train her students ability of speaking and to train the courage of speaking in front of the class. after they had a story telling time, they have an activity called doing a milestone. doing a milestone here aimed to develop students fine motor skills. teacher gave an activity for students about tearing paper for their milestone’s time. second, the main activity is preceeded by students sing a letterland song. teacher asked students to sing a letterland song together in class and playing an audio of letterland song on laptop. then, after they done singing a song of letterland together, teacher began to introduce two characters from letterland that they will meet. they were munncing mike and talking tess. in this case, teacher introduced those two characters in front of class through reading a story about them. after read a story about munching mike and talking tess, teacher taught some vocabularies which start with “m” and “n” letter. then teacher asked students to imitate her. after imitating the teacher, students was asked to memorize those two character of letterland, the story about them and some vocabularies which start “m” and “n” letter by teacher. at last, teacher gave a worksheet to students related to the material that has been taught. this main activity took about 30 minutes. furthermore, the next actvity before students had a snak time was making a craft. teacher asked students to make a t-train. this craft related to the character of talking tess which has /t/ sound. in addition, teacher also told students that train is a word start with “t” letter. as the closing stage, teacher gave explanation and additional information dealing with material that has been learned. basically the additional information was about what material they will learn tomorrow. teacher asked students to pray and sing goodbye before leaving the class. at last, teacher asked students to queue to go to the door and carrying their bags. actually, this closing activity had the same activity done by teacher 1. based on the illustration it is clearly that the implementation of letterland in teaching english vocabulary gives more chance to learners to enhance their skills and makes students to be more active in class because the teaching learning environment is fun and enjoyable. however, teacher had lack of time while applying letterland in class during teaching learning activities. teachers’ assessment from the results of document analysis it is proven that letterland assessed well by teachers in assessment report. teacher 1 gave one example of assessment report that has been used to assess her student’s ability in learning english vocabulary using letterland. in addition, teacher 2 also gave one example of assessment report that has been used to assess her student’s ability in learning english vocabulary using letterland. they are as follows: 1. assessment report 1 this assessment report made by teacher 1. the level of grade is kindergarten 2. letterland characters assessed by teacher were munching mike, talking tess, sammy snake, impy ink and noisy nick. 2. assessment report 2 this assessment report made by teacher 2. the level of grade is kindergarten 1. letterland characters assessed by teacher were clever cat, annie apple, dippy duck and harry hatman. hanna istifadah, et al./ english education journal eej 10 (4) (2020) 632-642 639 in assessment report made by teacher 1 and teacher 2, they enclosed the criteria in assessing student’s ability explicitly. the assessment criteria were about student’s religiosity and moral values, student’s motoric skills, cognitive development, student’s manners and art or craft. in the way of assessing student’s ability, teacher 1 and teacher 1 used oral assessment instead of written form. in addition, the time of assessment is made by the teachers at the end of the lesson. teacher 1 and teacher 2 made some notes in the student’s book called daily report. later, this book will become a reference to the teachers in reporting student learning outcomes to an assessment report. in making assessment report teachers already included some criteria based on rules for making the assessment rubric in attachment of minister of education and culture number 146 of 2014 concerning about curriculum paud 2013. however, teachers did not enclose the grading system and grading values in their lesson plan. the findings in assessment report made by teacher 1 showed that students assessed by teacher 1 orally especially for using letterland in learning english vocabulary. this criteria of assessment called pre-reading and writing section. they are students could say the letterland character’s name and letter sound in response to plain letter (m), students could say the letterland character’s name and letter sound in response to plain letter (t), students could say the letterland character’s name and letter sound in response to plain letter (s), students could say the letterland character’s name and letter sound in response to plain letter (i), students could say the letterland character’s name and letter sound in response to plain letter (n), students be able to identify images starts with letter “m”, students be able to identify images starts with letter “t”, students be able to identify images starts with letter “s”, students be able to identify images starts with letter “i” and students be able to identify images starts with letter “n”. in addition, teacher 1 also assessed student’s ability in learning english vocabulary using letterland by not only looking for how much vocabularies they knew but also trying to know that students are able to trace and copy letter “m” and “m”, students are able to trace and copy letter “t” and “t”, students are able to trace and copy letter “s” and “s”, students are able to trace and copy letter “i” and “i”, and students are able to trace and copy letter “n” and “n”. moreover, teacher 1 assessed students to write the letter according to writing direction and write the words in the book from left to the right. furthermore, the findings in assessment report made by teacher 2 showed that students assessed by teacher 2 also orally after letterland used in learning english vocabulary. this criteria of assessment called pre-reading and writing section. they are students could say the letterland character’s name and letter sound in response to plain letter (c), students could say the letterland character’s name and letter sound in response to plain letter (a), students could say the letterland character’s name and letter sound in response to plain letter (d), students could say the letterland character’s name and letter sound in response to plain letter (h), students be able to identify images starts with letter “c”, students be able to identify images starts with letter “a”, students be able to identify images starts with letter “d”, and students be able to identify images starts with letter “h”. next, same with teacher 1 has done to students in assessing their ability teacher 2 also assessed student’s ability in learning english vocabulary using letterland by not only looking for how much vocabularies they knew but also trying to know that students are able to trace and copy letter “c” and “c”, students are able to trace and copy letter “a” and “a”, students are able to trace and copy letter “d” and “d” and last students are able to trace and copy letter “h” and “h. the alignment between teachers’ perception and implementation the alignment between the teachers’ perception and the nature of evidence in implementing letterland to teach english vocabulary has influence toward the types of evidence in teaching english vocabulary through hanna istifadah, et al./ english education journal eej 10 (4) (2020) 632-642 640 letterland. the teachers ask students to imitate and say the words start with the letterland character that has been taught to them in class and teachers also ask students to say some vocabularies which related to their daily life activities for example milk with the word starts with “m” and related to the character of munching mike, noodle with the word starts with “n” and related to the character of noisy nick, ink with the word starts with “i” and related to the character of impy ink etc. from this statement, it can be summarized that teacher’s perception im implementing letterland to teach english vocabulary influences their implementation in teaching learning activity in classroom. yin (2010) found that teachers’ strategic cognitions such as their beliefs about language learning as well as interactive cognitions like their conceptions about students’ performance, affect the way they plan and implement teaching learning practices. nisbett and ross (1980) conceptualized teachers’ beliefs stating that teachers theories and beliefs represent the rich store of general knowledge of object, people, events, and their characteristic relationships that teachers have that affect their planning and their interactive thought and decision, as well as their classroom behavior. the alignment between teachers’ perception, plan, implementation and assessment in addition, the compatibility between teacher’s perception, plan, implementation and assessment of letterland in teaching english vocabulary are related to each other. it clearly gives their perception and knowledge about teaching englsih vocabulary using letterland for kindergarten level. their perception is supported by tehir knowledge. the perception highly brings a multiple perpective for them to organize their plan of implementing letterland in teaching english vocabulary. then, the implementation is completely a mirror whether the plan in reliable to be implemented or not. thus, the implementation of assessment report is also a mirror whether the ability of students really has been measured based on appropriate criteria to measure student’s abilities, especially how much vocabularies they have mastered while learning english vocabulary using letterland. based on the findings, the teacher’s perceptions and knowledge are eligible to organize the plan, to implement and to assess in english vocabularies for young learners. misalignment between teachers’ perception, plan and implementation moreover, the reality there is a big factor to be concluded, the ability of the teachers. lack of knowledge in planning and implementing letterland in class for junior teachers is also an obstacle. this causes the material to be delivered less than the maximum. this mostly decreases the successful probability of teachers’ perceptions, plans, implementations and assessments is how teachers’s perceptions give assisstant to teachers’ to develop plan and bring positive action in daily implementation of letterland to teach english vocabulary and to achieve a comprehensive output in teaching english vocabulary using letterland for young learners. conclusion based on the data interpretation and discussion, the conclusions could be finally drawn that english teachers of star kiddy preschool semarang positively perceived letterland technique to teach english vocabulary. in addition, teachers have sufficient prior knowledge and experience dealing with letterland technique. secondly, teachers designed lesson plan using letterland technique as a way to teach english vocabularies for kindergarten in class. nevertheless, lesson plan based on the design from school not based on rules in attachment of minister of education and culture number 146 of 2014 concerning about curriculum paud 2013. it did not conclude some aspects in lesson plan as stated in curriculum paud 2013. thirdly, even though teachers have insufficient knowledge and skill in designing lesson plan, they succeed in implementing all hanna istifadah, et al./ english education journal eej 10 (4) (2020) 632-642 641 aspects in lesson plan. this can be seen from their implementation of letterland in teaching english vocabulary learning process in the classroom. finally, the problem encountered by teachers are they have difficulty in implementing letterland lesson plan and sometimes in teaching learning process. they also have difficulty, especially for technical strategy in giving explanation to students which have different level of lesson. yet, letterland technique is 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(2012). teacher’s perception on the concept of assessment: implication for policy and professional development. assessment education journal, 1(3), 301316. https://www.academia.edu/37751372/language_teachers_cognition_and_classroom_practice_a_study_of_teaching_english_vocabulary_in_busia_county_kenya https://www.academia.edu/37751372/language_teachers_cognition_and_classroom_practice_a_study_of_teaching_english_vocabulary_in_busia_county_kenya https://www.academia.edu/37751372/language_teachers_cognition_and_classroom_practice_a_study_of_teaching_english_vocabulary_in_busia_county_kenya https://www.academia.edu/38230585/using_flashcards_for_teaching_english_vocabulary_in_elt_classroom.pdf https://www.academia.edu/38230585/using_flashcards_for_teaching_english_vocabulary_in_elt_classroom.pdf http://eff.csuchico.edu/ 474 eej 10 (4) (2020) 474-479 english education journal http://journal.unnes.ac.id/sju/index.php/eej flouting of grice’s maxims in the humorous utterances in american situation comedy 2 broke girls rahmi rafika, issy yuliasri, warsono warsono doi : https:// doi 10.15294/eej.v10i4.39465 universitas negeri semarang, indonesia article info ________________ article history: accepted 20 march 2020 approved 09 july 2020 published 23 december 2020 keywords: flouting of maxim, humour, situation comedy. ____________________ abstract in daily life, when people interact, they sometimes use humorous utterances in the conversation. humor may occur because the speakers flout grice’s maxims. this study aims to describe how grice’s maxims flout in the humorous utterances in american situation comedy 2 broke girls in season 6 episode 3-9 and the humorous utterances usually contain laughter. the finding of this study shows that all types of maxims were flouted by the actors and there are different language styles involved in the conversations. the maxim which is flouted the most is quantity and the language style which is found the most is hyperbole. the contents of situation which cause the actors to flout grice’s maxims are as follows; the actors flout maxim of quality when they say something which is blatantly untrue or they lack adequacy. then, in flouting of maxim of quantity, the actors sometimes give too little information and too much information. the third, the actors flout maxim of manner when they say ambiguous, sometimes being obscure. last, the actors flout the maxim of relation if they say something irrelevant in responding to the previous topic. this study can be concluded that grice’s maxims flouted in humorous utterances and the language styles are also found. the most dominant maxim flouted is quantity. correspondence address: kampus pascasarjana unnes jl kelud utara 3 sampangan.semarang e-mail : rahmirafika165@gmail.com p-issn 2087-0108 e-issn 2502-4566 mailto:rahmirafika165@gmail.com rahmi rafika, et al. / english education journal eej 10 (4) (2020) 474-479 475 introduction in social interaction, people like to get together and do interaction. in this case, language has a role as a medium to make interaction around those people. they can express their feeling, tell someone about something, and the importance is they can communicate with one another. in communication, people must know what the meaning or the purpose of the conversation is, so it will not lead to misunderstanding between the speaker and the interlocutor. according to grice (1989), there is a principle that has to be followed by the speaker and hearer to have a successful conversation, namely cooperative principle, which says: “make your conversational contribution such as is required, at the stage at which you are engaged” (grice, 1989, p. 26). the rules of talking to each other are known and applied by all human beings to keep the conversation going smoothly (cook, 1992). one of the most basic assumptions is people must make successful communication where both people in a conversation are cooperating and this is called the cooperative principle. without cooperation, human’s interaction will be more difficult. therefore, the cooperative principle and the grice maxims are not only specific for conversation but also for verbal interactions in general. the cooperative speakers may intentionally disobey the maxims, as long as a person or the context sets enough indicators for the listener to notice it. this is called flouting of a maxim and it is used to convey information indirectly. levinson (1983) argues that the flouting of maxims occurs when individuals wittingly stop to apply the maxims to entice their listeners to decide the hidden meaning behind the utterances; that is, the speakers apply the implicature. in flouting of maxims, the entrants of the conversation look like uncooperative, but actually they do. the participants themselves have certain intentions of flouting of maxims. there are same intended meanings and certain aims which are delivered by the speaker behind the utterance where flouting of maxims occur. hence, by flouting of maxims, the participants are not said to be uncooperative in a conversation. it is because flouting of maxims are a way to carry out the listener seeks the true meaning through what is said indirectly by the speakers. in some matters, sometimes the cooperative principles flout in many reasons like for jesting or getting politeness. like these study that focus on flouting of grice’s maxims which have been conducted by safitri and faridi (2017); khosravizadeh and sadehvand (2011); machali (2012); alduais (2012); monica (2015); mehawesh and jaradat (2015); aisya and fitrawati (2019)). their studies mention that flouting of maxims happen in which the speaker deliberately does not explicitly show what people intend so all of the maxims cannot execute normally. the phenomenon of flouting of maxims can be seen not only in real life but also in movie, situation comedy, standup comedy, talk show, etc. detrianto (2018); chadafi (2014); amiana and putranti (2014); nofitriana, ratnadewi, and wijaya (2017); zebua, rukmini and saleh (2017) conducted their studies on grice’s maxims that are flouted in the humor in indonesian drama comedy. the humorous effects were caused by the actors whose utterances were not relevant to the spoken topics. then, the back sound in this drama-comedy supported that the situations when one of the characters flouted the maxims were in a funny situation. the maxims flouted but it did not lead the conversations into the end. the flouting of maxims might make the conversation lively and friendly, sometimes the maxims flout also caused the humorous effects. other research from dynel (2017): listiyaningsih, rukmini, and sutopo (2019); hu (2012); ibraheem and abbas (2015); puri and baskara (2019); puspasari and ariyanti (2019); ulfah and afrilia (2018) have the same background of research, humor, but in different case of problems. ross (1998, p. 7) states that the context for humor is crucial for determining whether an individual finds something amusing or not. for this reason, in the study of linguistics, humor is discussed not only in syntax and rahmi rafika, et al. / english education journal eej 10 (4) (2020) 474-479 476 semantic, but also in pragmatics, in which the context is the central point (ferrar in kehinde, 2006). another study in humor from xue and hei (2015) describe that the maxim has an important role in creating a humor. the finding explains that flouting and violating are the most frequently to be used to create humor. it has beneficial affect for l2 learners of mandarin. this study is quite different from the previous studies because this study analyzes the flouting of maxims and also the kinds of language style in the american situation comedy 2 broke girls. methods this study is a descriptive qualitative study. the data were taken from american situation comedy 2 broke girls in season 6 episode 3-9. the data of humorous utterances are those spoken by the actors in the situation comedy that cause laughter and only those flouting of grice’s maxims are used as the data for analysis. before reporting the final result, the researcher identified the data first. after that, the data were classified into some categories in each utterance. then, the researchers interpret based on the research problems. the last, the researcher took conclusion about the findings and discussion. there are totally 122 data, and they are further analyzed based on the language styles (hyperbole, metaphor, banter, sarcasm, and irony). results and discussion in thomas (1997, p.19) stated that flouting of maxims is a situation in which a speaker bluntly flops to keep track of a maxim, not with any purpose of deceiving or misleading, because the speaker hopes to tell the hearer to search a meaning which is not the same as from the expected meaning. the only reason is that the speakers hope the listeners get the meaning of the speakers, either the literal expressed meaning or the hidden meaning. here, the speaker can deliver the dissimilar meanings from the literal meaning of the dictum. then, the speaker assumes that the hearer is adequate to decide the implied meanings of the speaker. flouting of grice’s maxim of quality the second type of flouting of maxim is quality. grice proposed some formulations in flouting of maxim of quality, among which is “do not say what you believe to be false” (grice, 1989, p. 16). this flouting of maxim happens when people do not tell the true information. then, another formula from grice is “do not say that for which you lack of adequate evidence” (grice, 1989, p. 18). there is an example of flouting of maxim of quality which is uttered by earl in the situation comedy. the example can be seen here. sophie : well, thank you so much. i would pay you, but i know you’re proud to take the money. earl : uh, actually, the medical bills are pilling up, sophie. sophie : well, see you later. earl : and i could really use …. sophie : (to people around) if you need a free babysitter, that guy. in the previous scene, earl was taking care of barbara, sophie’s baby. sophie asked earl to do it because she wants to rest a while. in short order, barbara’s diaper is full of crap. there is a doll near earl and it yelled to him and asked him to change the diaper. suddenly, sophie comes and wants to go with her baby, barbara. she is very thankful to earl and happy that it is free. in the dialogue, earl complains; he takes care of barbara is not for free. earl intentionally flouts maxim of quality because he exaggerates his statement by not telling the real situation. his responses by saying that the medical bills are pilling up (as seen from whole story in the sitcom). he tells untrue statements. obviously, his medical bills are not pilling up. earl intentionally fails quality maxim to implicitly tell sophie that he wants a fee. the ‘believe to be false’ formulation occurs in this conversation. flouting of grice’s maxim of relation another type of the flouting of maxim is relation. this flouting happens when someone rahmi rafika, et al. / english education journal eej 10 (4) (2020) 474-479 477 gives a response that is irrelevant towards the prior utterance. the utterance is here. caroline : i’m more nimble, so you distract father kozac while i grab the holy water. max : nice jug. caroline : max, i’ve been waiting six years for you to say that. this situation happens in the church. caroline and max come to realize their plan. they want to take the holy water for the baptism that will be held in the dessert bar. they still want to do the baptism although mrs. golishevsky, the barbara’s grand mother, cancels max and caroline become the godparent, because they are not serious the rehearsal. in that church, caroline explains that max will distract father kozac’s sight. suddenly, max comments on the jug which is brought by caroline. in that case, the statement which is said by max flouts the maxim of relation. the utterance that’s given is irrelevant to the main topic. in that conversation, max flouts the maxim of relation to change a topic and it causes a humor. flouting of grice’s maxim of manner people are said to flout the maxim of manner if their speakers are being obscure, being ambiguity, being brief (avoid unnecessary proxolity), and being orderly. an example of the conversation that contain flouting of maxim of manner is given. oleg : you want me to give up my sexy yaris for a minivan? why don’t i just in a uterus with wheels? sophie : i’m not asking you to buy a prius. oleg, all we have to do now is sell the yaris. this conversation happens in max and caroline dessert bar. oleg is sitting in front of the bar. he looks unhappy. max and caroline are still having a video call with randy. afterwards, they end the call. oleg tries to express his feelings to max and caroline. he is depressed. he tells that his wife, sophie, asks him to sell his beloved car. soon after that, sophie comes with her car with her driver in a drive-thru area. oleg is shocked because he sees the car that sophie drives and wants, a minivan. then, in an annoyed tone, he asks again to her that he should give up the beloved car for it. from that conversation, it can be seen that sophie’s response does not directly answer yes or no, but she tells that she does not ask oleg to buy a prius. she is being obscure instead. language style resulted from maxim flouting there are some language styles involved in the conversation. they are hyperbole, metaphor, irony, sarcasm, and banter. these kinds of language styles are used in the conversation. some characters in this situation comedy sometimes use these by flouting the maxims. these are examples of conversations that contain difference language style. and here is an example of conversation that contains hyperbole. oleg : we did it, sophie. we baptized little bohus … barbara. sophie : awww, she’s smiling. she can tell that she avoided an eternal hell fire. this situation happens in caroline and max’s bar. they are doing baptism for sophie and oleg’s daughter, barbara. the baptism is done in the bar because caroline and max were are not wanted by mrs. golishevsky. sophie and oleg feel happy because the baptism keeps going although in the bar. after the baptism, sophie looks at their daughter who is smiling. sophie says that barbara smiles because she avoids the eternal hell-fire. this conversation contains hyperbole. sophie exaggerates her statement by saying that eternal hell-fire is a symbol of the worst tragedy and/or the bad habit in life. however, the statement is a reflection that barbara is happy at that time. another conversation that contains hyperbole happens in this conversation. (knock a door) …. sophie : oh, it must be oleg. hide us. max : hide you? that carriage can be seen from the space. sophie : all right, tell oleg i am definitely not in the barn. this conversation happens when sophie visits to max and caroline’s home. sophie comes to skulk from oleg, because they still fight. she does not want her husband, oleg, sees their daughter. when caroline, max and sophie are talking, someone comes and knocks the door. sophie assumes that is oleg. she asks caroline rahmi rafika, et al. / english education journal eej 10 (4) (2020) 474-479 478 and max to hide her and the baby. therefore, max says that the carriage can be seen from the space. max just exaggerates or bombasts. the sentence “can be seen from the space” overstates the carriage. it tells that the thing is too big, and if it is hidden, people are easy to find it. last, an example that contains irony will be described here: caroline : han looked pretty unsteady. do you think someone should make sure he gets home okay? max : don’t worry so much. he’ll be fine. see? fine. this conversation happens in the dessert bar. when caroline and max are talking to each other, han comes and bears down on them. they see that han’s condition is not good. apparently, he has a chicken pox. because of it, caroline feels sorry for han; she asks him to go home and take a rest. caroline thinks that han needs a person who can take him home safely. max tells caroline not to worry about him too much. han will go home safely. when max says like that, han is still standing in front of the door, shortly thereafter, han fell unconscious. while looking up at han, max emphasized that han is really fine. the utterance made by max is a positive sentence but the implied meaning is negative. cutting (2002) also says that in the case of irony, the speaker conveys an expressing of positive sentiment and implies a negative statement and it’s difficult to be true and believed. conclusions this study focused on analyzing flouting of grice’s maxim in the humorous utterance in american situation comedy ‘2 broke girls’. based on the finding above, there are 122 data flouting of a maxim of quantity, quality, manner and relation in the humorous utterances in american situation comedy 2 broke girls. the most prominent flouting of a maxim is that of quantity. sometimes, the actors flout this maxim, they say something less or more than needed or exaggerate their statement. because of that, usually, humor is created in the conversation. the kinds of language styles involved in the flouting of grice’s maxim are hyperbole, metaphor, irony, sarcasm, and banter. almost all of them are found in all episodes analyzed. the results of the analyses is the most prominent is hyperbole. flouting of maxims is one of many topics that is interesting to investigate. the subjects of the research usually use film, situation comedy, book, or advertisement. to enrich the study of flouting of maxims, the further researches can use different text or they can collect the data from naturally occurring conversation in different settings such as talk show etc. references aisya, n., & fitrawati (2019). an analysis of flouting of maxim performed by politician guests in mata najwa talk show in the episode ‘adu lantang jelang penentuan’ and ‘babak akhir pilpres’. e-journal of english language and literature, 8 (4). alduais, a., & saleh, m., (2012). conversational implicature (flouting the maxims): applying conversational maxims on examples taken from non-standard arabic language, yemeni dialect, an idiolect spoken at ibb city. journal of sociological research, 3(2). amianna, j.n., & putranti, a. 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(2017). the violation and flouting of cooperative principles in the ellen degeneres talk show. english education journal, 12 (1). 623 eej 10 (4) (2020) 623-631 english education journal http://journal.unnes.ac.id/sju/index.php/eej teacher’s questioning to promote high order thinking skills in efl learning (a case study at christian high school yski semarang) nunung susilowati1, rudi hartono2, puji astuti2 doi : https:// doi 10.15294/ eej.v10i4.40496 1. smp al-madina, semarang, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: accepted 20 march 2020 approved 13 october 2020 published 23 december 2020 ________________ keywords: teachers’ question, questioning, high order thinking skill. ____________________ abstract ___________________________________________________________________ in the learning process, teachers should pose some questions in order to check what has been learnt and understood, to help them review previous learning, and assess whether students are ready or not to move forward and learn new information. regarding that statement, questioning section in the learning process is important. the aim of this research was to find out how the teachers use the questioning section in the learning process to promote the students’ high order thinking skills which are divided into three skills that are analysing, evaluating and creating skill. this study implied case study research. the instruments used in this research were observation checklist, recording, interview and questionnaire. the main data was the teachers’ recording in the learning process. the subjects of this study were three teachers of a religion-based high school in semarang, central java. and the students of that school. the findings of the study showed that the teachers used questioning section in their learning process. the kinds of questions used were mostly open questions and close question or yes/no questions. those questions were used in order to make the students think more critically. the teachers think that high order thinking skill is so important for the students so they applied those skills maximally in the learning process and by questioning, the teacher could get some advantages such as they could assess the students and also know the students understanding toward the material given. it can be concluded that the use of teacher’s questioning could be a tool to promote students’ high order thinking skills in efl learning. it is also suggested for the teachers to use more questioning section in the learning process. correspondence address: jl. menoreh utara ix no.57, sampangan, kec. gajahmungkur, kota semarang, jawa tengah 50232 e-mail: nunungsusilowati13@gmail.com p-issn 2087-0108 e-issn 2502-4566 nunung susilowati, et al./ english education journal eej 10 (4) (2020) 623-631 624 introduction the curriculum that is applied in this era in the learning process is kurikulum 2013 (k13) or we often say kurtilas. in the kurtilas, the assessment system based on 2013 curriculum and school-based curriculum is different from several points of view yet the same on some activities, such as speaking test (jannah and hartono, 2018). sugiyanto (2018) said that the newest revision of k13, it is implied high order thinking skill (hots). higher order thinking skills include critical thinking, problem solving, decision making, and creative thinking (lewis and smith, 1993 as cities in singh, 2018). the purpose is to make students think creatively, logically and systematically. in the learning process, teachers should ask questions to check what has been learnt and understood, to help them to review previous learning, and assess whether students are ready or not to move forward and learn new information. that is the reason why questioning is important. questioning is very important in the language classroom as it is the tool to interactive learning. according to ur (1996), questioning in the context of teaching can be defined as what the teachers actually say to learners to elicit oral responses. so, by questioning, the teacher could attract the students’ attention and response. by using questions, a teacher can identify what knowledge the students already possess and their understanding of specific issues (walsh, 2011 and xuerong, 2012 in rido, 2017). the way teacher promotes the high order thinking skill (hots) is important since this skill is required in the 2013 curriculum. there are many ways how to promote this skill in the learning process. one of them is by using questioning. some studies have been conducted to know the advantages of using this strategy. the result was by using this strategy, it made the students think more creatively and they could think more deeply especially if the teacher used an open-ended question (hargie, 2006; almeida, 2011; naz et al, 2013; tofade et al, 2013; and boyd, 2015;). when using questioning sections, the teacher could use some techniques or strategies. prabowo and alfiyanti (2013), sardareh et al (2014), dos (2016), sujariati et al. (2016), and the last is yang (2017) did the research in the techniques or strategies used by the teacher in the questioning sections. the results of the studies showed that teachers asked divergent questions to draw attention and interest, teachers mostly ask questions to entire class than individual, teachers asked most frequently questions in order to uncover knowledge. fitriati et al (2017) in their research also found that the teacher applied decomposition strategy where the initial question was elaborated into some questions and another teacher tended to use repetition strategy. yang (2017) gave four suggestions to english teachers for the effective classroom questioning: firstly, teachers should ask more diverse and referential questions. secondly, teachers should control waiting time of their questioning according to specific circumstances. thirdly, teachers should encourage all students to answer the questions actively in the learning process. fourthly, teachers should give feedbacks after students’ answering, regarding the topic of high order thinking skill, there are some studies that focus on the implementation of it in the classroom. chnedu (2015), abosalem (2016), aziz, et al (2017), and safeei et al (2017) studied about the implementation of hots in the classroom. their studies showed that suggest that using hot skills in esl writing lessons in order to facilitate students’ writing ability and interest and it is recommended that hot skills were used in writing activities in esl classrooms. regarding those statements, this study focuses on the teachers’ question to promote students’ high order thinking skill. there are four main problems in this study. those are “how does the teacher use questioning in efl learning?”, “how does teacher questioning promote creating skill in the learning activities?”, “how does teacher questioning promote evaluating skill in the learning activities?” and “how does teacher questioning promote analyzing skill in the learning nunung susilowati, et al./ english education journal eej 10 (4) (2020) 623-631 625 activities?”. those main problems were carried out to find the answers in the research. method this research implemented the case study characteristic. case study is defined by cohen (2007) as “they can be defined with reference to characteristics defined by individuals and groups involved; and they can be defined by participants’ roles and functions in the case” (p.253). in the case study, it studies a social unit deeply and thoroughly and also the number of units to be studied is small. yusmalinda and astuti (2020) also stated that qualitative case study research was more appropriate when the study focused in answering “what” questions and it also based on the objectives of the research which focused on teachers’ strategies in teaching in the classroom. the subject of this study were the teachers a religion-based high school in semarang, central java. the unit of analysis in this study was the classroom activities that related to the questioning section in the classroom learning. those activities were teachers used questioning in the learning process and how they delivered those questions to their students. there are some instruments that were used in this research. to answer the research question, i used observation checklist, field note, recording, questionnaire, and interview guideline. the interview was about the teacher’s and the students’ perception toward the questioning section in the classroom. the researcher also gave some questionnaire to the students. the questions were in form of closed answer and open answer to know the students’ opinion about the lesson. results and discussions open question in teacher’s questioning in the research, it was found that three teachers who were observed used questions in their learning process. those questions were given in order to make the students think more critically and also to make the learning process went well. those questions were being asked to make the classroom more live and also it made the students were being active during the classroom since they had to pay attention to their teacher and also to make the teachers could assess the students’ understanding toward the material given. in giving the learning process, it was found that teacher a implied questioning sections. the example of the question could be seen in the extract below. extract 1 t1 : okay based on that sentence, what do you think the use of “on the other hand”? s1 : to state something contrary mam. t1 : good, let see the sentence. the first phrase stated that the writer like a job that pays more, but she/he also want to have a job that she/he enjoys, so to connect those phrases, the writer use “on the other hand” and “on one hand”. get the point s1 : okay mam, but do “on the other hand” and “on one hand” connector goes together t1 : sometimes, they have to together, or you can use only “on the other hand” s1 : okay, thank you mam. by giving the questions in italic above, the teacher asks the student to analyze the use of connector and also how their opinion about those connectors. it means in this question, analyzing and creating skill is needed. in giving the question section, teacher a did not always put it in the beginning of the lesson but sometimes she put it in the end and also during the learning process. another teacher that was teacher b, it was found that teacher b also applied some questioning sections in her learning and teaching activity. like teacher a, teacher b also applied more open questions than yes/no questions. in applying the question sections, teacher b gave the questions in the beginning, during and also in the end of the class. the example of the question could be seen in the extract below. extract 2 t2 : and then? if i were you, i would buy luxurious car (laughing) but reality nunung susilowati, et al./ english education journal eej 10 (4) (2020) 623-631 626 is i am not you, so based on that example, what is the function of conditional type 2? s2 : something that can’t happen. it is impossible thing t2 : good, something that may be not happened. another example, if i have a lot s2 : i do not have a lot of money so i can’t buy indonesia t2 : okay good, move to type 3, so the formula of type 3 will be? s2 : “if+s+v3 and then s + would t2 : a little bit incorrect, add “have” after would (writing the formula) so, the example will be? let’s make a situation, jordan has an appointment with his girlfriend, the appointment should be on 7 pm but jordan came at 7.15 pm so the sentence will be “if i came earlier, i would have met her”, so based on that example, what is the fact or the reality of type 3? s2 : something regrettable, something that we can do the questions in italic were given by the teacher to make the students use their analyzing skill to analyze the intention of the sentence given and also ask the students to use their creating skill to make a sentence based on the formula given. using those questions, the teacher asked the students to use their critical thinking. this finding was in line with the study by zao et al. (2016) who found that in promoting critical thinking, the teacher could use questioning in her learning activity. in giving questions, teacher b made the questions related to their daily life for example for the chapter of conditional sentence, they have to know what are the differences of type 1, type 2 or type 3 related to their daily life. it would make them more understand the question than giving questions that are not related to theirs. there were some strategies used by the teacher b in giving the questions. first, the questions should be related to their daily life. second, giving them a time to answer the questions and the last was giving them clues if they could not get the correct answer. those strategies were included in some strategies found by wragg and brown (2001). the strategies mentions were included in directing and distributing, pausing and pacing and also prompting and probing. in the pausing strategy, the teacher should give the students a time for about three seconds or more before the students answer the questions. this makes the students produce more vocabularies because they used their critical thinking. this finding was in lined with the study by aniza (2018), zaenuddin (2016) and also lee and kinzie (2011) who studied the students’ response when they were getting questions by their teachers. the last teacher c also gave some questions in her teaching. she usually posed some questions in the beginning of the lesson and during the learning activity. the example of question given by teacher c could be seen in the extract below. extract 3 s3 : the actress wore a beautiful gown. it is an active sentence miss t3 : why it is an active sentence? s3 : the subject is active t3 : okay, the subject is active, what is the function of subject in active sentence s3 : active s3 : verb s3 : object t3 : no, i mean the function of subject is as? in the active sentence what is the subject do? s3 : doing something the questions in italic were given during the class in order to know whether the students have understood the material or not. by giving those questions, the teacher asked the students to use their critical to answer the questions. the skill needed was analyzing skill since the students need to analyze the sentence first to answer the questions. creating skill was also needed since they had to create their own reason to answer the questions. in giving questions, teacher c tried to posed open questions than yes/no question. this strategy was to train the students to use their critical thinking. this purpose is in lined with azizia (2018) and lee and kinzie (2011) study who found that when giving open questions, students will produce more vocabularies and responses since they used their critical thinking. in posing the questions, first the teacher used english first and when the nunung susilowati, et al./ english education journal eej 10 (4) (2020) 623-631 627 students did not understand the meaning of the words, she would help them by giving them clue in form of the synonym word. this strategy was called prompting by wragg and brown (2001). another strategy that she used was listening and responding that could make the students and teacher interaction in the learning activity did well. she also used sequencing strategy where she posed sequenced questions to make the students knew the correct answer. those strategies were included in wragg and brown (2001). those strategies found also in lined with the study by yang (2017) who found that teachers should give feedbacks after the students got their answer. the finding also in lined with nisa (2014) study who found that in making teacher and students interaction more communicative in the learning process, the teacher could pose some questions and also gave the students praise and encourages when they got the correct answer to make them confidence in speaking english. to know the students’ opinion, i also gave a questionnaire to the students. the questionnaire was about the students’ opinion toward questions given by their teacher and also the students’ opinion toward high order thinking skill. based on the questionnaire result, it was found that first, all of the students thought that high order thinking skill was so important. there were many reasons behind that. the students felt that it was important since by using this skill, the students were able to think critically by evaluating and analyzing something. high order thinking skills also useful for the students to solve the difficult problems since they had to think critically and logically to solve that. regarding the questioning sections, not all of the students thought that their teacher already gave that section in the learning process but all of the students agreed that this section was so important and useful. based on the questionnaire result, the students said that questioning section was so important because of some reasons. first, the students could get more understanding toward the material if they do not really understand the material. second, questioning made the students more active in the class. third, this section made the class more life since there were many interactions between the students and the teacher. this finding was in lined with rido, ibrahim, and nambiar (2014) who found that by questioning could be one of four strategies in making interaction between students and teachers. nisa (2014) also found that teachers should apply this questioning strategy to promote the students’ communicative skill especially in speaking english. open question for promoting students’ analyzing skill in the research, it was found that mostly the teacher used open questions to promote student’s analyzing skill. the teacher used open questions in order to make the student analyze the question and also the context of those questions before answer the question. the example of teacher b’s question in promoting students analyzing skill could be seen in the example below. extract 4 s2 : “if you stand in the rain, you will get wet t2 : of course, what is the meaning of that sentence? s2 : jika kamu berdiri saat hujan, kamu akan basah t2 : of course ya, so in the conditional sentence type 0, the reality or the intention is to? s2 : something that maybe happen in the future t2 : good, it is something that maybe you know will happen in the future, of course when you stand in the rain, you will get wet. okay then move to conditional type 1, in the conditional type 1 is the assumption like if you do this you will get this yeah, for example all of you will have an examination right? based on that extract, the question belongs to analyzing question because by stating this question, the students are asked to use their analyzing skill to analyze the intention of the sentence given. by giving the question, the teacher asked the students to analyze the situation first based on that example, so that they could answer the question. nunung susilowati, et al./ english education journal eej 10 (4) (2020) 623-631 628 teacher b knows that giving questions in the learning process is important. she said that by giving a question, she could know how far the students have understand the material if the questions are given in the end of the class and if the teacher give the question in the beginning of the class, she hopes that by giving a question, that question could attract the students attention toward the learning process. this statement is in line with ellis (1994) who stated that questioning plays an important role in language acquisition since by giving question; learners have an opportunity to participate in learning activity if they are given questions. open and closed question for promoting students’ evaluating skill based on the research, it was found that teacher used fewer questions in promoting this skill than analyzing skill. as it is stated above that in evaluating skill, this skill covers two elements which are checking and criticizing. the checking category could be seen in the example below. extract 5 t1 : okay, see the sentence? what kind of sentence it is? what is the intention of writer in writing the sentence? is it the same as the sentence before (in type 1)? s1 : it is different mam. t1: okay it is different, so what is the purpose of this sentence? s1 : unreal present mam the question above belongs to analyzing and evaluating question. in this question, first the teacher asks the students to analyze the kind of sentence given by the teacher and then the students have to evaluate whether the type of sentence is same as the previous one or not. teacher a’ goal in giving this question is to promote students’ evaluating skill that is the ability of students to assess the statements or other representations that is the description of someone’s opinion or judgement. this skill is important because by using this skill, the students should be able to judge whether the answer or the statement is right or wrong. based on the categories, extract 5 was included in checking category. another category in the evaluating skill is criticizing. in this category, it related to the product or process evaluation based on the external criteria or standard. this category could be seen in the example below. extract 6 s : in spite of not able afford the christmas they have; we bought a few presents to the children. t1: a little bit incorrect, what is the mistake? s : hmm not able t1 : good, it should be “not being able” because able should be followed by “being” (writing the correct answer in the whiteboard) why we should change the verb into noun phrase s : to make easier to understood mam t1: it could be. okay let continue number 2, we will live out the season with happiness bla bla bla it doesn’t matter what will be going under the tree. using despite, oh in this task, you have to connect two sentences with the connectors given. so for number 2, how is the sentence? which sentence we should change? s : the second sentence mam t1 : okay so, how is the sentence? s : despite it doesn’t matter what will be going under the tree, we will live out the season with happiness the question in italic belongs to analyzing and evaluating question. first, the teacher asks the student to evaluate the answer whether it is right or not then they have to analyze which sentence should be changed in order to make a good sentence. krathwohl (2002) stated that in criticizing category, it involves the ability to evaluate the product or the process in making the product is correct or not. teacher a also stated that evaluating skill is important because the process of evaluation itself could be the tool to evaluate the students understanding toward the material given. this skill also useful in developing their critical thinking since critical thinking is one of important skill nowadays. this statement was in line with the study by masduqi (2011) who stated that in developing student’s critical nunung susilowati, et al./ english education journal eej 10 (4) (2020) 623-631 629 thinking, the teacher could use some collaborative learning and also some questioning sections in the learning process. wh question for promoting students’ creating skill the last skill that in involves in high order thinking skill (hots) is creating skill. according to marzano (2001), creating is a process of working with elements and combining them to form a newly-generated pattern. in the research, it was found that teacher a, b and c promotes this skill in their learning process. the way they promoted the skill was by using questioning and also doing some collaborative learning. the questions that they used also varied. most of the questions were in form of open question. it is more appropriate in the learning process when the teacher used more kind of referential and openended question (omari, 2018). in the research it was found that teacher a used some questions to promote this skill. the example of teacher a’ question in promote this skill could be seen in the extract below. extract 7 t1 : okay, so next. despite the snow, he went down town. anyone answer using in spite of? s : no mam t1 : what if we use in spite of? so the sentence will be? s : in spite of the fact that the snow, he went down town. is it correct mam? t1 : hampir tepat, in spite of the fact that it is snowing, he went down town. okay next, number 3, the homework was very difficult bla bla bla she made it great. in giving the question, the teacher asked the students to produce a new sentence based on the formula given before by the teacher. by giving the question, the teacher asked the students to execute the plan that they learn before, in this case the formula given, into the new sentence. this statement is in line with the definition by mayer (2002) who stated that in the producing categories, the learner should produce or execute plan which fulfill the certain specifications to solve the problems that occurs. another category in the creating skill is generating categories. in this category, the creating skill is used to describing problem and making choice or hypothesis which fulfill particular criteria or standard. the example of this category could be seen in the extract below. extract 8 t1: good, for the next exercise, you have to rearrange the jumble words into a good sentence, okay start from number 1, what is the correct sentence? s : tony will not clean his room unless his mother tells him to t1: good, what is the meaning of this sentence in indonesia? s : tony tidak akan membersihkan kamarnya jika ibunya tidak meminta. the question in italic above belongs to creating question because by giving this question, the students are asked to make a good arrangement in a sentence. in the exercise, there were some words arranged in the jumble and then the students are asked to arrange those words into good arrangement. this means, first, they have to generating and describing the problems first and also, they have to analyze the part of word of each word. this purpose is in line with the mayer (2002) definition about generating sub-categories. it is stated that in the generating categories, learners are asked to describing the problems and making choice or hypothesis which fulfill particular criteria or standard. conclusions this study was aimed to answer the four research problems. based on the results, there were some conclusions that was made by the researcher. first regarding the teachers’ questions, based on the research, it was found that all of the teachers have implemented the nunung susilowati, et al./ english education journal eej 10 (4) (2020) 623-631 630 questioning section by giving the students question in the beginning of the lesson, during and also in the end of the lesson. second, in promoting analyzing skill, the teachers mostly used open questions in form of wh questions such as using what and why questions. third in promoting evaluating skill, the teachers not only used open questions but also used some closed questions like yes/no question. last, in promoting creating skill, the teachers mostly used open questions especially using how to make the students create something. references abosalem, y. (2016). assessment techniques and students’ higher-order thinking skills. international journal of secondary education, 4(1), 1-11. almeida, p. a. (2011). can i ask a question? the importance of classroom questioning. procedia social and behavioral sciences, 31, 634–638. aziz, a. a., ismail, f., ibrahim, n. m., & samatet, n. a. (2017). investigating the implementation of higher order thinking skills in malaysian classrooms: insights from l2 teaching practices. sains humanika, 9(4-2), 65–73. boyd, m. p. (2015). relations between teacher questioning and student talk in one elementary ell classroom. journal of literacy research 2015, 47(3), 370–404. chinedu, c. c. & kamin, y. (2015). strategies for improving higher order thinking skills in teaching and learning of design and technology education. journal of technical education and training (jtet).7(2), 35-43. cohen, l., manion, l., & morrison, k. 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(2016). types of teacher’s questions and students’ responses in developing communicative classroom interaction: a case study of questioning in smkn 1 lembar. the indonesian journal of language and language teaching, 1(1), 111123. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f128fa720fd • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f0f4c862007 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare eej 10 (3) (2020) 321330 english education journal http://journal.unnes.ac.id/sju/index.php/eej teachers’ perception, plan, implementation, and evaluation toward the use of super minds textbook in efl classroom eka septiana, januarius mujiyanto, djoko sutopo universitas negeri semarang, indonesia article info ________________ article history: received 20 september 2019 accepted 16 january 2020 published 15 september 2020 ________________ keywords: textbook, super minds, perception, plan, implementation, evaluation, ____________________ abstract ________________________________________________________________ this study proposes to explore teachers’ perception, plan, implementation, and evaluation toward the use of super minds textbook in efl classroom. the study employed case study approach. two teachers were selected to become participants in this study. the data were gathered through questionnaire, semi-structured interview, classroom observations, and document analysis. the result of this study revealed that both teachers had positive perception on the use of super minds textbook. that was indicated from their positive thoughts on their planning and implementation that super minds textbook became an effective and engaging learning source in the classroom. the two teachers planned the lesson using the topic and material from super minds textbook. although the teachers’ did the same stages in planning, the plan was implemented and resulted in different ways. they used supplementary materials provided from the textbook package as their teaching aids for enhancing the students in the classroom. the two teachers are evaluated as good practitioners for students in using super minds textbook. all this result leads to the alignment between teachers’ perception, plans, implementation, and evaluation. it was proven by teachers’ positive perception on toward the use of super minds textbook reflected in their planning, actual implementation, and evaluation in the classroom. it was expected for further research to possibly continue this study by using another textbook in different level of students so that it will give another perspective. © 2020 universitas negeri semarang correspondence address: kampus universitas negeri semarang, kelud, semarang, 50233 e-mail: ekha.septiana@gmail.com p-issn 2087-0108 e-issn 2502-4566 eka septiana, januarius mujiyanto, djoko sutopo/ eej 10 (3) (2020) 321330 322 introduction without a doubt, textbooks have already played a significant roles in teaching and learning process. hutchinson & torres (1994) point out that textbook is the prominence and almost universal element of english language teaching. further, textbook is an essential teaching resource to facilitate and support teachers which could save both time and money (ur, 1998; lamie, 1999; richard, 2001; and smith, 2014). riazi (2003) believes that textbook is considered as the next important factor in the second or foreign language classroom after teacher. it means that a textbook is a hand in hand tool for teachers and students, so the teacher must know how to foster the students’ knowledge and skills using the textbook. textbooks supply core materials for languagelearning course and systematically planned syllabus which aims to serve what learner and teacher need during a course (tomlinson, 2011). both teachers and students can look back from previous learning to continue the next meeting in the textbook (o’neill, 1982). textbooks are often accompanied by workbook, cds, videos, and teaching guides, supported teachers whose first language is not english (richard, 2001). in indonesia context, textbooks are the main learning resources for achieving basic competence and core competencies and declared feasible by ministry of education and culture for use in education units (permendikbud 2016 number 008). english in primary school is categorized as a local content curriculum area. moreover, both public and private primary schools preferred to use commercial textbooks in the classroom. cambridge university press published super minds as one of commercial textbook package provided for young learners in esl/efl classroom. this textbook is used as the learning resource for english at sd kebon dalem and sd kebon dalem 2 semarang for five years. before textbook, teachers are the first key element and mostly engaged in the teaching and learning activity. as kitao & kitao (1997) stated language instruction is composed of five main components, namely teacher, students, materials, teaching methods and evaluation. teachers who have big role in the classroom should be equipped with good knowledge in the form of perception to make a great decision in the classroom. borg (2003) indicates that teachers’ cognitions emerge consistently as a powerful influence on the aspects of their work. their own styles of teaching the classroom cause different perceptions in preparing, implementing, and evaluating the classrooms. their beliefs have a great influence than the teachers’ knowledge on the way they plan their lessons, on the kinds of decisions they make, and on their general classroom practice (pajares, 1992). moreover, irujo (2006) said that in teaching and learning activities, teachers must have ability to know how to choose the best material for instruction, to make supplementary materials for the class to adapt or change the materials in the textbooks. however, the representation of teachers’ belief in the classroom is the way teachers planning their classroom. as borg (2003) states that decision-making is the most researched aspect of language teacher cognition. he adds teachers’ perception draws on their notion of practical knowledge in their planning. virgin & bharati (2020) argue that a lesson plan should be prepared by teachers in order to have an effective teaching and learning process. someone who has good perception on teaching will set a good planning as well in order to achieve the goals of teaching (ilmi & fitriani, 2020). brown (2001) addresses that lesson planning is important and has a persuasive influence on successful teaching-learning activities. further, it must be prepared before performing in the classroom, which describes about what the students have to learn, how the goal will be achieved, and a way of measuring how well the goals was achieved (windyaningrum & arini, 2016). the way teachers present the textbook lesson is appropriately geared for their particular students based on the students’ level, ability, and goals and the number of minute in the classroom (brown, 2000). lesson plan has a closely eka septiana, januarius mujiyanto, djoko sutopo/ eej 10 (3) (2020) 321330 323 relation with curriculum. lesson plans help the teachers in the implementation of a curriculum in their schools, since teachers can be helped to think about the lessons before they are taught. teachers can organize facilities, equipment, teaching aids, time and content to achieve the learning objectives and procedures to the overall objectives of the subject taught. while textbooks may well be powerful determinants of the curriculum, it is the teacher who adapts them and determines how they are used (anderson & tomkins, 1983). sulisdawati et al (2013) stated that teachers are a key factor in the successful implementation of a curriculum. moreover, being a key factor in achieving a successful implementation of new curriculum, teachers should know the elements that teachers should know how to prepare to get successful implementation of a curriculum through the use of the textbook to their school. the importance of planning for effective instruction and actual teaching implementation should be realized by teachers. they have to conduct the implementation of teaching and learning process after the planning process has been done (sary, 2012). in the actual practice of using textbooks, (harmer, 2007) proposes the teachers to decide whether not they teach the lesson following the page on textbook in their class. teachers tend to make adaptations on the textbook namely modifying content, deleting or adding content, reorganizing content, addressing omissions, modifying tasks, and extending tasks (richards & bohlke, 2011). a study conducted by diniah (2013) revealed that teachers considered to use the textbook while changing and adapting the materials to suit with the students’ need and lesson plan that had designed. rosyida (2016) adds the similar findings that teachers took part in organizing materials and activities in each unit of the textbook based on the lesson plan they make and their students’ need. meanwhile, evaluation is held in order to track teachers’ practices in the classroom. teachers’ evaluation is an important factor for developing the teachers’ practices while using the textbook and improving students learning outcomes. borg (2018) defines teacher evaluation as the evaluation of individual teachers to make a judgment about their work and performance using objective criteria. wright (2018) stated that teachers’ use of individualized differentiated instruction was influenced by the amount of planning time, inadequate professional development, and a sense of professional responsibility. there are numerous studies conducted in order to evaluate and investigate textbooks roles in the classroom. therefore, there is little explicit examination focusing on teachers’ perception, and their practices on the use of textbook. this study intended to explore how teachers’ perceived, planned, implemented, and evaluated the use of super minds textbook in efl classroom. moreover, the alignment and misalignment of them were revealed too. method qualitative research with a case study approach was employed to gain in depth understanding on the teacher’s perceptions, plans, implementations and evaluations toward the use of super minds textbook. the study was conducted at sd kebon dalem and sd kebon dalem 2 semarang. there were two of participants in this study, selected by convenient sampling. they were recruited on the basis of the convenient accessibility and proximity to the writer. this study employed four research instruments including questionnaires, semistructured interview, classroom observation, and classroom documents. the writer had role as a data collector, observer interviewer, and data analyst. in collecting the data, the writer distributed questionnaires to the teachers. the teacher participants were required to rate the questionnaires to reflect their perceptions of using english textbooks. the writer adapted and developed questionnaire guidelines from cunningsworth’s checklist (1984), chow textbook evaluation index (2004), and srakang’s questionnaire (2013). furthermore, the writer gathered the teachers’ lesson plans to eka septiana, januarius mujiyanto, djoko sutopo/ eej 10 (3) (2020) 321330 324 complete the information about their planning and evaluating their practices in the classroom. the lesson plans checklist are adapted based on brown’s criteria of an effective lesson plan and integrated with 2013 curriculum elements of lesson plan as stipulated by the government. meanwhile, the evaluation form is proposed by stobie (2017). the classroom observations was conducted two times with each teacher to discover how teachers used super minds textbook in the actual classroom. the data gained from observation protocol proposed by srakang (2016) in order to provide more insight into teachers’ perception and plan. moreover, semistructured interviews were carried out to gain further information and crossed check the accuracy of the questionnaires and observational data. the interview guidelines is adapted from srakang (2009) and farooqui (2008). all the data gained was analyzed based on interactive model proposed by miles and huberman (1994). this study employed investigator triangulation to validate and extend the existing findings. two investigators were independently involved in providing the validity and reliability of this study. they were expert in their field, especially case study of pedagogy. results and discussions as mentioned before, the study was conducted in in sd kebon dalem and sd kebon dalem 2 semarang. these schools are private primary school in semarang. two teachers were selected to become the participant of this study. the writer than mentioned them as teacher #1 and teacher #2. the writer assumed that the participants built their perceptions during their experiences of using super minds textbook in the classroom. their perception would be visible in their lesson plan and emerge in their implementation of super minds textbook for teaching and learning process. teachers’ perception on the use of super minds textbook there were seveal findings found as the results of quesionnaire and semi-structure interview related to teachers’ perception. this study revealed that teachers had positive perception on the use of super minds textbook in the classroom. this conclusion was drawn based on several findings and discussion related to teachers’ opinion through textbook evaluation and roles of the textbook in the classroom through questionnaires. the teachers believed that super minds is an effective and suitable textbook for teaching pattern of communicative interactions. they said that the layout and design are attractive, clear, and easy to follow which accompanied by good supplementary material for teaching the students in the classroom. it could be inferred that super minds textbook the teachers and the students used could provide the materials they really needed. the findings of this study are close to srakang (2013) who concluded that teachers found english textbooks served as instructional frameworks, guidelines and sources of directions for teachers. these findings are consistent with the findings of harmer (2001) that english textbooks are products of years of research so they can be effective sources of knowledge for teachers and learners. furthermore, the teachers modified the content and sequence activities in the classroom to address their students’ needs and interests. in this sense, this study shares finding with that of richards and mahoney’s (1996) on investigating how esl teachers used textbooks in hong kong. their finding presented that teachers believed that textbook could help them to teach english effectively. however, these teachers insisted that they preferred using textbooks critically and maintaining a reasonable independence from them. richard & mahoney (1996) believed that the decisions teachers made before and during classroom teaching involved a high level of cognitive skills. in addition, borg (2003) presented some factors of teachers’ perception that played a pivotal role in teachers’ lives, namely schooling, professional coursework, contextual factors, and classroom teaching. teachers’ personal information could reveal how the teachers got their perceptions. first, teachers got their perception from their eka septiana, januarius mujiyanto, djoko sutopo/ eej 10 (3) (2020) 321330 325 schooling. teacher #1 got the bachelor degree from english arts in language and literature, besides teacher #2 got the bachelor degree from english language education. so, teacher #1 had educational background as a teacher, but teacher #2 did not have any teaching background in her education. second, their perception through professional coursework. teacher #2 have experienced in using super minds textbook for five years, while teacher #1 have experienced using the textbook for three years. so, they had enough knowledge in using the textbook effectively. they also have trained from the publishers to add their knowledge of enhancing the use of textbook. their perceptions from those elements give a great influence in their teaching actions starting from planning to their practices in the classroom. teachers planned and conducted teaching-learning activity based on their thought to achieve their goals of teaching. the interview data highlighted the teachers’ satisfactions about the content of the textbook. they perceived that the textbook is accomplished the students’ needs in learning four language skills. moreover, the teacher had perceptions that content in the textbook is engaging for the students’ interests. e1 “in my opinion, super minds is a kind of good textbook for children. it is not only colorful that makes the students interested in studying english, but also the topic is very awesome. the topic is about a story and the grammar focus is related to the story itself. it makes students easier to study english.” e2 "in my point of view, super minds textbook is practical in the classroom. it can accomplish well the four aspects of language. those are speaking, listening, reading, and writing for the children.” the teachers shared their statement about super minds textbook during their actual practice in the classroom. the teachers perceived that super minds is a good textbook. this interpretation of their cognition and practice is known as perception. it is proved that perception is a process that involves people organizing and interpret their sensory impressions with the aim of giving meaning to their environment (robbins, 2005). another opinions mentioned support the positive perception of teachers about the students as the learning center while planning and implementing the textbook in the classroom. they placed students in the first consideration while making decisions for the teaching and learning activity. however, the teachers proven their perception by doing their actual actions. e3 “the students are the center of learning in my class, so i will make sure they discover the new experience of learning english. the students’ needs are basis when i design the content and purpose of the activity. i determine my students know what the activity is about, why they are doing it, and how to do it in clear but fun ways since they are young learners. i ask my students to demonstrate the activities verbally or in action to ensure that they have understood with the instructions.” e4 “yes, i involve them in the implementation of super minds. i always record the students' activities in the classroom and i always upload their speaking videos to my youtube channels. sometimes, i ask them to make vlog, so that the students could feel the great atmosphere of speaking english and it could be a tool for reviewing their aspects of speaking.” the teachers’ cognitions about their practice in the classroom while using the textbook have been described for in term of considerations teachers have. it is known as perception in classroom practice (borg, 2003). this findings were in line with pedersen & liu (2003) that decisions teachers make and actions teachers take in the classroom depend entirely on their beliefs or perceptions. this means that perceptions are generally a basis for teachers to make decision. it also relates to how teachers deal with shortcomings in their teaching situations (moloi, 2009). it can be inferred that the teachers have good perceptions that lead to their planning, implementation, and evaluation. eka septiana, januarius mujiyanto, djoko sutopo/ eej 10 (3) (2020) 321330 326 teachers’ plan on super minds textbook in terms of plan and preparation, both teachers plan and prepare the instruction before they teach in the classroom. their plan simply could be seen from their preparations on teaching activities to support the lesson and the materials also teaching aids they will use to maintain the teaching and learning process run smoothly and effectively. from the lesson plans, the writer found that the required components of good lesson plans were mostly covered in the teachers’ lesson plan. they have designed a good quality of lesson plan because they formulated their lesson plans based on the categories of theories related to instructional strategies and regulation of the standard format lesson plan proposed by the government and school curriculum. this findings are supported by seisorina (2014) who asserted that teachers have already arranged lesson plans which fulfilled the necessary aspects of lesson plan, but other aspects were missed. in fact, there were studies directly relevant to processes of lesson planning. clark & peterson (1986) argue that teachers’ thinking and acting are influenced by constraints and opportunities in a context. even though the two teachers taught in different school, but they had similarities in formulating the lesson plan. they fulfilled basic elements of lesson plan proposed by brown (2001) such as mentioning identity of lesson plan, goals, objectives, procedures, media and resources, assessment, and extra-class work. as richard and smith (2004) mentioned that lesson plan was a set of core elements that contained educational objectives. the two teachers have metioned their identity of schools, subject, grade, semester, and time aloocations. in the form of goals and objectives, they put the students as their considerations of making decisions about classroom instruction.they also compared goals and objectives from the government recommendation with the school curriculum and map of course in the textbook. in their lesson plans, it was found that the teachers formulated lesson plans using the topic and materials from the textbook. then, they formulated the sequence of learning from the opening, main activity, and closing. it was found that they modified the activities provided in teacher’s guide book to fulfill their students’ need within the time allocation. in their lesson plan, super minds textbook was the only textbook source in the classroom. these findings were in line with sary (2012) who said that to facilitate the learning process, the teachers must put students into their consideration when they plan the instruction. similarly, it could be inferred that the teachers believed planning plays a significant role in the smoothness or process that is achieved by the students in teaching and learning process. richards and rodgers (2001) asserted that teachers possess assumptions about language and language learning, and that these provide the basis for a particular approach to language instruction. in short, the teachers construct their planning that they considered works for them in teaching and learning activity derived from their decision of their students’ needs, school curriculum expectation, and government recommendations. the implementation of super minds textbook classroom observations were employed in order to discover the actual roles of english textbooks and to gather other relevant details regarding their implementation using super minds textbook in the classroom. the result of observation protocol showed that teachers had positive attitudes toward the use of super minds textbook. the teachers’ implementation in the classroom were relevant with their perceptions and planning. it was found that they considered super minds textbook as collection of topics and an effective resource to present material for teaching and learning activity. they used the supplementary materials provided by the textbook, such as listening audio, video, and games. they always carried out super minds textbook in the classroom to ensure they still on track even though they did some modifications or addition in the content or tasks of super minds textbook to. there was a day one they had to modify their plans in the face of unexpected difficulties the students experienced in completing the planned activities. so, it was eka septiana, januarius mujiyanto, djoko sutopo/ eej 10 (3) (2020) 321330 327 confirmed that they did not taught exclusively from the textbook. these finding were in line with richards (1998) who found evidence of on the spot modification of planned activities to maintain students’ engagement and interest level. from the classroom observations, it was showed that the teachers were able to create a positive environment for learning. the writer found the students were enthusiast and engage, and work well individually or together as a group of community. the classroom observations presented that the sequence of activities in the classroom leaded toward the goals of the study. they planned a clear opening, main, and closing activities, so their classroom were organized well. the interesting thing happened in their actual classroom was the four years experienced teachers followed more the content of the textbook than the two years experienced teachers. this finding was contrast with senior (2016) who believed that the trained language teachers make much less use of textbooks. moreover, the less experienced teacher use his own made materials for the students exercise and activities. this finding was opposed senior (2016) believed that experienced teachers rely more on teacher-made or authentic materials than the unexperienced teachers. the writer noted that although the teachers did the same stages in planning, but the plan was implemented and resulted in different ways. the teachers used several methods in teaching. the two teacher always combined the teaching methods with language skills. in terms of language skills, although both teachers use the same textbook in the classroom, they had different way in implementing the activity. teachers’ evaluation in teaching and learning activity the teacher’s evaluation result reveals that the teachers had positive professional development because of their practices and supports environment for the students in the classroom. they created a pleasant learning environment by respecting and listening to the voice of the learners. teachers’ professional standards reflected in many aspect of teaching practices (richard & bohlke, 2011). it was found that the teachers used variety of instructional strategies in the classroom. it could be seen from their lesson plan and their actual practice in the classroom. the teachers’ interactions with their students were showed respectful and appropriate. the students showed their enthusiasm in the classroom. they could feel the teachers’ positive perception about the textbook and other materials they are using. it could be seen from the way students focus and relaxed while they learned in the classroom. as dornyei (2011) state that among the qualities of exceptional language teachers are their enthusiasm for teaching, the high expectations they set for their learners, and the relationships they have with their students meanwhile, the teachers needs a training from the textbook developer or school to upgrade their instructional practices. the teachers lack in exploring the differentiation of the students in the classroom. it was found when teachers paid less attention to the very able students and the students who were weak academically. meanwhile, they had a sufficient preparation for teaching and assessing the students. both of them were adequate beyond the classroom because they were actively engaged in professional development, but less in offering extra academic support. the compatibility of teachers’ perception, plan, implementation, and evaluation of super minds textbook the teachers were perceived positively the use of textbooks in the classroom. their beliefs and understanding of using super minds textbook in the classroom played an important role in their classroom practice and in their professional growth. as borg (2003) asserted that teachers’ perceptions and practices are mutually informing. their practices were in the form of planning, implementation, and evaluation. furthermore, the teachers were accepted their beliefs on the use of super minds textbook in the classroom. they used super eka septiana, januarius mujiyanto, djoko sutopo/ eej 10 (3) (2020) 321330 328 minds textbook as the basis of the topic in the classroom. therefore, they adjusted the teacher’s teaching guide from the textbook, the time allocation, and the students’ need in their lesson plan to design an ideal plan for teaching the students. so, the teachers’ positive perception reflected well on their lesson planning. additionally, the teachers’ practices in the classroom is not only found in their lesson plan, but also in their implementation in their teaching learning activity. the classroom observation helped to show the frequency and the way teachers used super minds textbook in the classroom. the findings revealed that their plans and implementations are align one another. these findings supported by borg (2003) who claimed that the cognitions shaping language teachers’ classroom practice. they used lesson plan as their guide in teaching their classrooms. teachers’ evaluation showed that the teachers’ were considered as good in delivering super minds textbook materials in the classroom. the findings on teachers’ evaluation helped the teachers to maintain their professional development in their practices. the teachers’ perception and practice were align with their evaluation on the textbook. conclusion and suggestion two english teachers in sd kebon dalem and sd kebon dalem 2 had positive perception toward the use of super minds textbook in the classroom. the perception implied from their opinion about the positive sides of super minds textbook. both teachers perceive that the textbook tends to role in more active developing materials. further, the teachers’ plan toward the use of super mind textbook in the classroom is on the right way. they completed the requirements of lesson plan by the government and school curriculum. considering the situation, the implementation of super minds textbook in the classroom is positively relevant with their perceptions and planning. there was a strong relationship among teachers’ perception, plan, implementation, and evaluation toward the use of super minds textbook in the classroom. the teachers’ perception toward the use of super minds textbook influenced their decision-making in lesson plan, and also their implementation and evaluation in the classroom. in other words, the belief, thinking, knowledge, and practice of super minds textbook were formulated in detail of their lesson plan and applied well in their classroom practices. their arrangement of lesson plan did influence how they set the classes. their plans which were set already in their lesson plan influenced how they create the activity in the classroom. other studies can be conducted in different textbook or different level of students. the theory of perceptions, plan, implementation, and evaluation of textbooks is rarely conducted in the area of primary schools. the theory is specified, explained, numbers of case, and particular. this study will contribute to confirm the theory and support the existing theory regarding the use of textbook in the classroom. this research is a single case study and do not cover all primary schools in indonesia. it is also a single phenomenon; therefore the generalization is not possible from this study. in order to make generalization, more comprehend studies are needed. for the next researcher, it is expected that they will observe about another textbook that support the teachers to 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(2005) classroom management in language education. basingstoke: palgrave. https://journal.uniku.ac.id/index.php/%09erj%09ee/article/view/69/30 https://journal.uniku.ac.id/index.php/%09erj%09ee/article/view/69/30 114 eej 11 (1) (2021) 114-122 english education journal http://journal.unnes.ac.id/sju/index.php/eej the comparison of commisive speech acts by trump and warren presidential candidate viewed from gender differences zulfa nabila, januarius mujiyanto, dwi rukmini universitas negeri semarang, indonesia article info ________________ article history: accepted 27 september 2020 approved 28 december 2020 published 15 march 2021 ________________ keywords: speech act, commissive, campaign speech, gender differences ____________________ abstract ___________________________________________________________________ politics is not only controlled by male but also female. commissive speech acts often happen in presidential campaign speeches. this research aims to analyze the comparison of commissive speech acts in english speeches by trump and warren presidential candidate viewed from gender differences. qualitative method is applied in this research. the data are analyzed by using commissive speech acts from searle (2005), cutting (2002) and talk theory from tannen (1991). the findings show that trump used seven types of commissive: promise, guarantee, pledge, contract, offering, threaten, and refusal. the functions are giving solution, convincing, insulting, threatening, showing care, and encouraging. warren used three types of commissive: promise, guarantee, and threaten. the functions are giving solution, convincing, threatening, and showing care. there are three similarities of commissive between them: promise, guarantee, and threaten. promise is the most frequent type used by them. viewed from gender differences, female and male presidential candidates applied report and raport talks. they tended to use report talks.the differences are that trump employed more types of commissive than warren did. trump used seven types while warren used three. viewed from gender differences, trump’s report talk is more varied than warren’s. meanwhile, warren’s rapport talk is more varied than trump. this research gives the example to students of english language on how to convince hearers or audience by utilizing commissive speech acts. correspondence address : jl. krompaan timur, gemuh, kendal, jawa tengah 51356 e-mail : zulfabella1@gmail.com p-issn 2087-0108 e-issn 2502-4566 zulfa nabila, et al./ english education journal 11 (1) (2021) 114-122 115 introduction the presidential election in the united states is a highly followed event (arisetiyani & yuliasry, 2017). american will elect the new president in 2020. in 2019 there are some males and female candidate compete as presidential candidate. the most affecting tool in this moment is language. anas et al. (2020) stated through language presidential candidates convey the content of information. through language they express their idea, thought, or intention which can be comprehended by the future voters. . studying speech acts in particular context offers deep insights into social structure and value system of the target speech community. speech act is action performed via utterances (yule, 1996, p.47). speech acts study how any utterances are produced by speakers so that they have intended meanings which should be understood by hearers not only explicitly but also implicitly (tauchid & rukmini, 2016, p. 2). what we utter will influence the hearer’s response. therefore it is pivotal to be analyzed with a plenty of issues which potentially arise. there are three varieties of speech act according to austin (1962) those are locutionary act, illocutionary act, and perlocutionary act. among those speech acts, illocutionary act is the common used and pivotal role in establishing communication. based on searle and vanderveken (1985) illocutionary act category consists of five kinds. they are declarative, assertive, expressive, directive and commissive. this research focused on commissive speech act only. commissives is illocutionary act whose point is to commit the speaker to some future course of action (searle in ulum, et al., 2018, p. 222). the commissive speech act is such as promising, vowing, offering, refusing, threatening, guaranteeing, etc. commissive speech act is happen in our daily life. it often occurs in the campaign speech to commit the speaker for some future course of action. a campaign speech tries to express a feeling, establish and maintain the relationship, and sell the idea. it is used by politicians to communicate directly with the general public in order to convince them (priyatmojo, 2012). now days, politics is not only controlled by male but also female participated in politics. male and female apply some strategies to achieve power and control people. their speech styles are different. tannen (1991, p.85) said that male and female in their ways in communication, male tend to use language to gain status, while females use the language to negotiate closeness and intimacy. this research centered on mr. donald trump from republic as male delegate and mrs. elizabeth warren from democrat as female delegate. i do not choose the latest campaign because i want to analyze the commissive speech act viewed from gender differences from campaign speech in the 2019 year. for this reason, i chose mrs. warren as female politician because american politician who is one of the most dominant women politicians in the 2020 us presidential election, mrs. warren was the democratic candidate in the 2020 us presidential election, before mr. bidden is selected. they are in the same and equal status (as the president candidate), same event (as presidential announcement speech), and same year in 2019. some researches conducted relating to those issues, such as rodiah, et al. (2019) found direct and indirect refusal strategies used by president trump in five different channels. maharani et al. (2020) investigated the relations between male and female participants in using assertive speech acts for interactions in the ellen degeneres show. shofwan and mujiyanto (2018) revealed efl learners of unnes realize the speech acts of suggestion. orin and issy (2016) analyzed representative speech act performed by debaters. novi et al. (2019) investigated the comparison between evaluative stance of trump and clinton realized in the campaign speeches of us presidential election 2016. research on commissive such as dashela et al. (2019) investigated commissive speech acts in the first debate of south carolina governor election 2018. nurhasanah et al. (2014) found zulfa nabila, et al./ english education journal 11 (1) (2021) 114-122 116 two politeness strategies using direct strategy and indirect strategy, while other data use negative politeness strategy and solidarity strategy. syafitri (2019) investigated the use of commissive speech act used by the shopping hosts of mnc shop. sami (2015) covered to differentiate between the act of threat and promise. however, i revealed the differences and similarities between male and female on the way conveying their campaign speech based on commissive speech act theory proposed by searle (2005), cutting (2002) and talk theory proposed by tannen (1991). in addition, this research can be a learning source for efl learners because they may face some problems in speaking and writing when their interlanguage is finite whereas, they need to practice english as a foreign language to improve their skills. this research proposed solutions how to communicate with other properly to achieve success if the readers apply it in their social life. beside, none of previous studies attempt to analyze the comparison of commissive speech act in english speeches by donald trump and elizabeth warren presidential candidate viewed from gender differences. methods this research is qualitative method. it means the collected data are in form of words, sentences, or pictures. the subjects are from the video and the transcript of english speeches by donald trump and elizabeth warren presidential candidates. the object of this research is commissive speech act in english speeches viewed from gender differences. the data then were analyzed by using commissive speech act instrument adapted from searle (2005), cutting (2002) and talk theory from tannen (1991). there are some steps in analyzing the data such as identifying, classifying, comparing, interpreting, and drawing conclusion results and discussions there are five aims of this research. those are: 1) to analyze the use of commissive speech act by donald trump presidential candidate in the speech campaign 2019, 2) to analyze the use of commissive speech act by elizabeth warren presidential candidate in the speech campaign 2019, 3) to analyze the similarities in english speeches between trump and warren presidential candidate viewed from gender differences, 4) to analyze the differences in english speeches between trump and warren presidential candidate viewed from gender differences, 5) to analyze the applications of commissive speech act in teaching english foreign language (tefl). the use of commissive speech act by donald trump presidential candidate in the speech campaign 2019 from the data analysis, there are 172 commissive speech acts found. it is classified into seven types of commissive speech act. those are promise, guarantee, pledge, contract, offering, threaten, and refusal. promise is the most frequent used in trump’s campaign speech. the total of finding are 144 promises, 22 threaten, 16 pledge, 7 offer, 7 refusal, 3 contract, and 3 guarantee. these seven types of commissive speech act produced some functions such as giving solution, convincing, insulting, threatening, showing care, and encouraging. here are the example: 1. promise one of the most powerful promises i made to the people of this state was to confront the opioid and drug epidemic. i used to go around new hampshire more than any state and you’d say, “sir, the state is infested.” you said, “sir, we’ll like a drug den.” from the excerpt above, trump talked about the people conditions. the opioid crisis declared a public health emergency by hhs in 2017. 2.1 million in the u.s. had an opioid use disorder in 2017. then, at the center of america’s drug crisis is the border crisis. overdose death dropped 5.1% in us between 2017 and 2018. based on the context of the speech, trump promises to solve the problem of health in america which happens at this times. so that, he zulfa nabila, et al./ english education journal 11 (1) (2021) 114-122 117 promises by saying “one of the most powerful promises i made to the people of this state was to confront the opioid and drug epidemic”. this utterance is categorized as promise easily because there is performative verb “promise”. the function of this speech act is trump give the solution to the audience related to the health of american. 2. pledge republicans believe that a nation must care for its own citizens first. our pledge to america’s workers has secured commitments to train more than 12 million americans for the jobs of tomorrow.you know who’s working very hard on that? you probably never heard of her. ivanka trump. she’s working very hard. she gave up a lot. she had a very easy life, but she loves doing it. she’s got over, i think, now 12 million people. they’re teaching them the great companies of our country, they’re teaching people how to do it, and it’s an incredible thing to watch. the sentence above is a pledge uttered by trump. trump pledges to america’s workers to train 12 millions americans so that they will have a better job in the future. he pledged by saying “our pledge to america’s workers has secured commitments to train more than 12 millions americans for the jobs of tomorrow”. this utterance is categorized as pledge because there is performative verb “pledge” in his utterance. by saying this utterance, trump made serious promises to the audience that trump administration will train the america’s workers. the function of pledge commissive speech act conveyed by trump is to encourage the future voters. trump encouraged under his administration for american workers will be better. regarding the view from gender differences, it is analyzed by talk theory from tannen (1991) which divided into two types, report and rapport talk. there are some features of report talk found in trump’s commissive speech act during his campaign speech 2019. the feature that are found such as 7 times of longer talk in public context, 27 times of speech includes slang or swear words, teasing and banter, 62 times of giving advices to solve problem, the last 33 times of showing authority. so it can be conclude that total of report talk applied by trump is 129. here is the example: (giving advices to solve problem) years ago, many cities and states, i remember it so well, closed mental institutions for budgetary reasons. they let those people out onto the street. you probably have your examples up here. i can tell you in new york they closed so many of them and they let really seriously mentally ill people out on the streets, and you see plenty of them today, even today. we’re going to have to give major consideration to building new facilities for those in need. in the excerpt above, after explaining all the problems faced by american at this time, trump gave the advice to solve the problem as the presidential candidate of us by saying “we’re going to have to give major consideration to building new facilities for those in need”. then the features of rapport talk of trump’s commissive speech act. from the data findings trump only applied the feature of rapport talk establishing relationship 36 times in his commissive speech act during campaign speech 2019. here is the example: (establishing relationship) and every day of my presidency, we will never forget that we are americans and the future belongs to us. the future belongs to each and every one of you. right? with your help, your devotion and your drive… based on the sentence conveyed by trump, it shows that trump tried to convince the audience and make audience feel closer to each other because when they choose trump as the president, he will always remember that we are american. and the future belongs to us. the future belongs to us if american unite. in this utterance trum as the male presidential candidate showed it by saying “we will never forget that we are americans and the future belongs to us”. he implemented the feature of rapport talk to establish his relationship with the future voters. zulfa nabila, et al./ english education journal 11 (1) (2021) 114-122 118 the use of commissive speech act by elizabeth warren presidential candidate in the speech campaign 2019 from the data analysis, there are 46 commissive speech acts found. it is classified into three types of commissive speech act. those are promise, guarantee, and threaten. the types of commissive speech act “promise” is the most frequent used by warren in her campaign speech 2019. the data findings are 42 promises stated by her. then she threatened the audience during her campaign total 3 times and guaranteed once. these three types of commissive speech act produced some functions such as giving solution, convincing, threatening and showing care. the example presented below: 1. promise if you’re going to make any kind of progress in this country, you need allies who know how to fight. and more importantly, you need allies who know how to win. the working families party has been on the front lines of fighting for racial and economic justice and building a grassroots movement to elect the next generation and i am honored to have their support. and tonight with all of you as witnesses, i’m going to make a promise and that is when i’m in the white house, working families will have a champion. based on excerpt above, warren announced to be presidential candidate to fight for racial and economic justice to be winner. she made promise to the future voters that she would have a champion in presidential election 2020 by saying “i’m going to make a promise and that is when i’m in the white house, working families will have a champion”. this utturance is including promise commissive speech act because there is a performative verb “promise”. the function of this promises uttered by warren convincing the american citizen that she will have a champion for presidential election in 2020. 2. guarantee you built a great fortune here in this country, worked hard, stayed up late, unlike anyone else. yeah, you worked hard, you built a great fortune, or you inherited one. good for you. but i guarantee that any great fortune in america was built, at least in part, using workers all of us helped pay to educate. built at least in part getting your goods to market on roads and bridges all of us helped pay to build. built, at least in part, protected by police and firefighters. all of us help pay their salaries. based on the excerpt above it can be seen that warren guarantee the great fortune in america was build using workers all of us helped pay to educate. by paying 2 cents, we can make technical school, community college and four year college tuition free for everyone who wants to get an education. the real opportunity, not just opportunity for people born into privilege, opportunity for everyone. she guaranteed it by saying “i guarantee that any great fortune in america was built, at least in part, using workers all of us helped pay to educate”. this utterance can be categorized guarantee easly because there is a performative verb guarantee. guarantee means that warren makes a firm promise that she will do something and what she said is true. the function of guarantee commissive speech act uttered by warren is giving solution to the americans. under her administration, she will manage education better. regarding the view from gender differences, it is analyzed by talk theory from tannen (1991) which divided into two types, report and rapport talk. there are some features of report talk found in warren’s commissive speech act during his campaign speech 2019. those are 3 times of speech includes slang or swear words, teasing and banter, 33 times of giving advices to solve problem, and only 1 showing authority. the total is 37 features of report talk. here is the example (giving advise) no one should be surprised that public confidence in our federal courts is at an all time low, but we can fix it. we will rewrite the basic code of ethics for federal judges based on the example above, warren talked corruption in the federal judiciary. public confidence in federal court is low because federal judges made decision in favor of corporations and against the interests of american consumers. it is include feature of report talk since she said “we zulfa nabila, et al./ english education journal 11 (1) (2021) 114-122 119 will rewrite the basic code of ethics for federal judges”. she giving advise to solve the problem that happening in the america. the features of rapport talk is found. the feature that are found such as once of thanking, 5 times of maintaining an appearance on equality, downplaying qualification, and 3 times of establishing relationship. so, the total is 9 times. (thanking) i’m going to make a promise and that is when i’m in the white house, working families will have a champion. thank you maurice and thank you to the working families party. from the data above it can be seen warren apply the feature of rapport talk that is thanking. the similarities in english speeches between trump and warren presidential candidate viewed from gender differences from the findings of trump’s and warren’s commissive speech act above there are three similar types of commisive speech act viewed from gender differences. they are promise, guarantee, and threaten speech act. promise is the most frequent types used by them. trump used promise speech act total 114 times while warren total 42 times. o’connel, et al (2013) said that election is season of promise. then sallama and rushdy (2015, p. 491) argued that the effect of promise is to cause the hearer believe that the speaker will undertake to do promise. it makes the promise that conveyed by the candidate in campaign speech is used to influenced the way of the future voters think and make them believe in the candidate they will act in the future. there are similarities in term of gender differences of commissive speech act used by donald trump and elizabeth warren during campaign speeches 2019. both of female and male presidential candidates from every party used the feature of report and raport talk theory. then both of them also tend to use report talk in conveying their ideas, vision and mission in the future. the similarities are located in the most frequent report talk of commissive speech act uttered by donald trump as male politician and elizabeth warren as female politician that is giving advice to solve the problem. trump uttered 62 times and warren with 33 times. both of them conveyed giving solution/advice to solve the problem through promise commissive speech act. then both of them are indicated also using speech includes slang or swear words, teasing and banter. the total data from trump are 25 times through threaten, promise, and refusal commissive speech act while warren only 3 times through threaten commissive speech act. afterward, showing authorities are used by trump and warren through promise commissive speech act. in addition to show authority trump employed threaten commissive speech act also. trump showed authority total 33 times and warren showed only once. this case similar with cameron and shaw (2016) in his book entitled gender, power and political speech: women and language in the 2015 uk general election. he found that there are similarities in linguistics behavior among men and female. then, suciati (2018) also found a woman namely khofifah indar parawansa tend to use masculine language in her campaign. so, obviosly the context and the theme are affected the language style used by female and male. therefore in campaign speech both of them tend to use report talk. meanwhile the features of rapport talk are also used by trump and warren. both of them during campaign speech 2019 want to establish relationship with their audience. there are 36 times trump utterances and total from warren are 3 times to establish relationship. in addition both of female and male politician do not apply the feature of rapport talk such as using quantifiers, apologing, taking blame and downplaying authority. the differences in english speeches between trump and warren presidential candidate viewed from gender differences the difference are located on various types of commissive used and their frequency. trump used commissive speech act more frequent rather than warren does. trump used commissive speech acts total 172 utterances while warren 46 utterances. these 172 trump’s commissive zulfa nabila, et al./ english education journal 11 (1) (2021) 114-122 120 speech acts are categorized into seven types. those are promise, guarantee, pledge, contract, offering, threaten, and refusal. whereas from 46 commissive speech act used by elizabeth warren, it is categorized in to three types. those are promise, guarantee, and threathen. so, during campaign speech 2019 trump did not use four types of commissive speech act those are vow, covenant, swear, and volunteering while elizabeth warren did not use eight types of commissive speech act during campaign speeches 2019. they are pledge, vow, covenant, swear, contract, offering, refusal, and voluntering. the findings commissive speech act in term of gender differences based on the theory of report talk proposed by tannen (1991) showed that the report talk of trump’s commissive speech act are more varied rather than warren’s. male politician talk more in public context. there are 7 data finding categorizing as the feature of report talk that is talk more in public context while warren did not apply it. from the whole campaign speeches done by trump, he speaks longer duration time than elizabeth warren done in campaign speeches 2019 which indicates that male politician talk more in public context than female politician. other differences are from rapport talk. the rapport talk of warren’s commissive speech act are more vary rather than trump’s. female politician which represented by warren implementing thanking once and maintaining an appearance on equality, downplaying qualification five times while donald trump did not do that. the applications of commissive speech act in teaching english foreign language (tefl) the applications of commissive speech act in teaching english foreign language have been applying by the lecturers and the students of unnes in semantics subject in commissive subchapter. this can be proven from the rps. in the process teaching and learning process which taught by prof dwi rukmini and prof warsono, the students learn commissive speech act in chapter speech act. meanwhile, based on cahyono’s study (2000) in ulum, et al (2018) shows that the students in senior high school level, some of the students still have difficulties in arranging a good persuasive text. the comparison of commissive speech act in english speeches by trump and warren viewed from gender differences give the example to the readers and students how to convince the readers and the hearers in spoken or written communication based on different gender so we can eliminate misunderstanding between male and female communication. conclusion based on the finding and discussion, it can be concluded trump and warren applied various commissive speech act during their campaign speech 2019. they have different language styles in conveying commissive speech act. trump used commissive speech acts total 172 utterances while warren 46 utterances. the similarities from them are first, there are 3 similar types of commissive speech act such as promise, guarantee, and threaten. second, promise is the most frequent types used by them. thrid, viewed from gender differences female and male presidential candidates applied report and raport talk. they tended to to use report talk in conveying their ideas, vision and mission in the future. beside the similarities there are also differences found that trump employed more types of commissive speech act rather than warren done. trump used seven types of commissive while warren only use three. in term of gender differences, it is known that the report talk of trump commissive speech act is more vary rather than warren’s. in addition the rapport talk of warren’s commissive speech act are more vary rather than trump’s. so this research gave the example viewed from gender differences to the readers and students how to convince the audience and how to manage the language as weapon for their goal. reference zulfa nabila, et al./ english education journal 11 (1) (2021) 114-122 121 anas, a., faridi, a., & fitriati, s. w. 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(2018). a comparison between trump’s and clinton’s commissive speech act in america’s presidential campaign speech. english education journal, 8(2), 221-228. yule, g. 1996. pragmatics. oxford university press. eej 9 (2) (2019) 157 163 english education journal http://journal.unnes.ac.id/sju/index.php/eej the influence of mid-east sundanese dialect (l1) in the pronounciation of english among english department students at universitas majalengka mochamad adnan falahuddin , mursidsaleh, sri wuli fitriati universitas negeri semarang, indonesia article info ________________ article history: recived 18 october 2018 accepted 01 february 2019 published 20 june 2019 ________________ keywords: sociolinguistic, secondlanguage acquisition, pronunciation, world englishes. ____________________ abstract ___________________________________________________________________ in a local society, it is still rare to find students who are able to speak english because indonesian loves to use local language or bahasa indonesia. it causes different dialects that makes harder to speak english naturally. this research is to describe and explain the articulatory phonetics that is influenced by mid-east sundanese dialect.this research was a qualitative case study. the subjects of this study were 18 english department students of universitas majalengka academic year 2017/2018. the data were collected by using questionnaires, students‟ recording, observation checklist, and an interview.based on the research data, it can be concluded that the negative transfer of l1 through vowel sounds was sound [æ]. the students tended to replace the sound [æ] with [ʌ], and [e] as well as sounds [əʊ] and [eə] that replaced with sounds [ʌ], and [ɜː]. while, the consonant sounds which negatively affected by l1 were [θ], [ð], [ʧ]. the students tended to replace the sound with [c], [d], [t], or [s]. otherwise, l1 positively affected the cluster sounds [pr], [kw], [bl], and [str]. all of the students could pronounce them properly.based on the findings, the mispronounced words mostly are caused by the lack of pronunciation practice. it helped them to improve and to evaluate their pronunciation ability. since the students were able to recognize those words, then teacher facilitate them to practicing pronunciation. © 2019 universitas negeri semarang correspondence address: kampus pascasarjana unnes, jl. kelud utara iii semarang 5023, indonesia e-mail: falahuddin28a@gmail.com p-issn 2087-0108 e-issn 2502-4566 mochamad adnan falahuddin, mursidsaleh, sri wuli fitriati/ eej 9 (2) 2019 157 163 158 introduction as an international language, english is used by people in the world for many aspects. they learn english because they need it, because english covers all variety of modern community which has a great role in proceeding some kind of electronics and also english is a default language in general procedures in digital resources, for example, at least no product which has no english in their system. in the modern era, people thought that english has to be daily needs in many things. it can be seen in every places and product also technology, mostly uses english on their product whether as direction, command and even sign such as computer‟s command, and so on. this condition makes the effect of english wider. it creates a variety of english because (non-native) country adopts english as a second or foreign language by adjusting the linguistic and dialectical features of each community. and also some countries have a regulation that english is one of the main subjects to be learnt as the educational curriculum, included indonesia. indonesia puts english as the main subject to be learnt to the education policy. one of the evidence is the use of the standard national examination to pass from senior high school and to be one of the requirements in entrancing the tertiary education should be acquired english competencies. the application of this regulation makes english as one of the major subjects at each grade from elementary school to senior high school even to tertiary education. but in local society, it is still rare to find students who are able to speak english because indonesian loves to use local language or bahasa. this paradigm causes most of the students in indonesia to think that english is one of the hardest subjects at school, so they ignore to practice. this paradigm influences the process of learning english. it makes students neglectfully to speak english because they think that english is a subject at school only. and they enjoy use local language; mostly they use the local language to interact with others. besides that, in the process of learning language, english compete not only with bahasa but also with the varieties of local languages in indonesia. based on bps data (2010, p.5), indonesia has thirty-one major ethnic groups and many more minor or sub-ethnic groups totally 1.300 groups. each ethnic groups have own local language which is used in their daily activities. then, bahasa indonesia is the second language (l2) as the unifying language in indonesia as stated in „sumpah pemuda‟ that is happened at 28th october 1908. it is as a bridge for every ethnic group in indonesia to communicate with each other in order to keep the good interaction from one ethnic to other ethnics in indonesia. every ethnic group in indonesia use a local language in their daily activity. there are 2,500 local languages in nusantara, bps (2010, p.6), 79.5% indonesian speaks the local language in their daily activity, the date is taken from bps reports (2010, p.15). it means that local language is as the first language in indonesia which is used by speaker surrounding in a certain area. javanese has java, and sundanese has sundanese as their local language. bps (2010, p.8) records that there are 36.7 million people. it means that there are 36.7 million people speak sundanese as their first language. both local language and bahasa indonesia has been taught since elementary school, so formal school facilitates students to learn bahasa indonesia and local language to communicate them to the largest community in indonesia. and also, indonesia adopts english as one of the language subjects in school. english is learned as a foreign language, and it is one of the major subjects of the indonesian educational system. because the government know that english is a bridge to connect indonesian to the largest community in the world. so, the government give more attention to english subject starting from elementary to senior high school, it is proved by english subject is one of national examination mochamad adnan falahuddin, mursidsaleh, sri wuli fitriati/ eej 9 (2) 2019 157 163 159 subject which is a key subject to claim that student pronounced pass or not. but in the tertiary education, english also as one of the department whether english education and english art. english department mostly uses english in teaching learning activity even in writing the final project, english department students must write paper or thesis in english as well as their class presentation and class discussion, they must use english in asking and giving a question. in the way to practice english, students need to express all the words meaningfully. so, it leads them to interpret the language, and sometimes, in interpreting the language, students make same diversion dialect due to the difference between source language to target language. it is caused by the different system of each language itself. the dialect itself affects the students‟ ability in producing the sound of english pronunciation. this obstacle is faced by students in indonesia because the students come from various backgrounds, so the class is a homogeny class which is consisted of different ethnic groups, social status, and so on. but, in this case, the dialect is one of the ethnic identities. these factors give a positive and negative transfer in producing english pronunciation. even more, for students that come from sundanese. they find some obstacle in producing the english pronunciation that is caused by their local language (sundanese). the origins of sundanese is called „cacarakan’, it has its own structures and systems. definitely, it will influence english, as hassan‟s study (2014) that he claims the availiability of mother tongue sounds affect to the target language sounds. when they speak english, there are some systems/features that miss or error in their grammar, and pronunciation also speech style when they are trying to performing spoken english. based on the phenomenon above shows that the widespread of english grow some varieties of english all around the world as kachru proposed at 1997 about three concentric circles, they are the inner circle, outer circle, and expanding circle whereas indonesia stands at expanding the circle. or in other words, it means that most of the western countries adopt english as the first language whereas the origins of english come from. some countries also adopt english as a second language, and other countries adopt english as a foreign language. thus, it is inspired me to investigate the influence of local language in indonesia especially in majalengka native speaker toward english dialect among english department student in tertiary education, in this case at universitas majalengka. local language of this study is majalengka sundanese dialect that is called as mid-east sundanese dialect, simons (2018). method i assume that there is the positive and negative transfer of l1 toward english pronunciation sounds. it is because the l1 of the speakers can influence l2. the different perspective is important to be investigated in order to know what are the positive and negative transfers of l1 toward l2. this study is descriptive qualitative research. there is no statistical process during collecting or analyzing the data. i used a simple explanation from the finding tables in order to help the interpretation of the phenomena. according cohen et al. (2007, p. 205), he states that “…descriptive research is concerned with how what is or what exists is related to some preceding event that has influenced or affected a present condition or event.”. the participants of the study of are sundanese students who study at a private university in majalengka, they are 18 english department students. then the object of the study is the influence of mid-east sundanese dialect toward english pronunciation sounds. in collecting the data, i used observation based on marguerite (2010, p.115) stated that “complete observer, you record observations passively in as uninvolved and detached a manner as possible.” as well as the questionnaire and standardized interview based mochamad adnan falahuddin, mursidsaleh, sri wuli fitriati/ eej 9 (2) 2019 157 163 160 on patton (1980, p. 206) outlined four types: informal conversational interviews; interview guide approaches; standardized open-ended interviews; closed quantitative interviews. the type of data is in the form of the students‟ performance recording when they produce some target words. the words are taken from the english tough stuff (the chaos) poem which is written by gerard nolst trenité. besides, the other supporting data are taken from observation, questionnaires and interview. then data were analyzed using some steps as follows: 1. data highlight i chose some words in which each word have a certain sound of english pronunciation sounds to be analyzed. those words contain sounds 12 vowels, seven diphthongs, 24 consonants, and four clusters. 2. data classification i classified the data based on its category. they were 48 tables which representatives of each sound for each table. 3. data reduction i reduced the data which was not fulfilling the characteristic. they were the non-sundanese data. because in a class i took there were mideast sudanese students and dermayuan students. it can be seen from the questionnaire that i gave before. so, i took 18 data which were mid-east sundanese students to be analyzed. 4. data analysis and interpretation i did the analysis and data interpretation in order to find the positive and negative transfer of l1 toward english pronunciation sounds. besides, in supporting the data, i also analyzed the lecture‟s roles and his perspective on students‟ pronunciation development through interview and observation data. 5. data presentation i presented the result through the analytical description in explaining the result based on the analysis i result. in order to detract the subjectivity of this study it needed to use triangulation data, as bekhet (2012, p.2) “with triangulation, researchers can use two research methods to decrease the weaknesses of an individual method and strengthen the outcome of the study”. the triangulation of this study was methodological triangulation. result and discussions the vowels that were influenced by mid-east sundanese dialect there were some vowels that were not influenced by mid-east sundanese dialect directly. it meant that although the students could pronounce some vowels correctly, it did not mean that it was caused by the negative transfer of mid-east sundanese dialect as well as if the students pronounced the sounds correctly. the vowels that were pronounced by the students easily were [ʌ], [ɪ], [ʊ], [e], [u:], [ə], [ɒ]. they could pronounce them properly. moreover, some students pronounce sounds [ɜː], [ɔ:], [u:], [i:] and [a:] improperly. they tended to pronounce them shortly with [ʌ], [e], [ʊ], and [ɪ]. then, all students could not pronounce [æ] correctly; almost all of them replaced it with [e]. based on the data finding, it could be seen that there was a vowel which strongly affected by mid-east sundanese dialect. it was negatively influenced by mid-east sundanese dialect. the sound was [æ]. most of the students could not pronounce that sound correctly. they tended to replace the sound with [ʌ], and [e]. students did more mistakes than made errors. most of them were trapped with how was the words written, so they pronounced the sounds based on their knowledge. it meant, they were really needed to learn more about the pronunciation because the mistakes were caused by the lack of knowledge specifically pronunciation skills. but overall they did well, they could pronounce some words properly and a few of them were confused with the different words with the same sound. beside it, when the data was being collected, they felt nervous and lack of confidence and i saw it when they were being recorded, they spoke fast like no coma and full stop. as zhang‟s study (2009), they agreed that speaking was not only students‟ skill factor mochamad adnan falahuddin, mursidsaleh, sri wuli fitriati/ eej 9 (2) 2019 157 163 161 but also students‟ psychological factor, and many other factors. the consonants that were influenced by mideast sundanese dialect there were some vowels that were not influenced by mid-east sundanese dialect directly. it meant that although the students could pronounce some vowels correctly, it did not mean that it was caused by the negative transfer of mid-east sundanese dialect as well as if the students pronounced the sounds correctly. the consonants that were pronounced by the students easily were [b], [c], [d], [g], [h], [j], [k], [l], [m], [n], [ʤ], [t], [r], [w], [ŋ], [ʃ], and [p]. they could pronounce them properly. moreover, some students pronounce sounds [θ], [ð]and [ʧ]improperly, as well as anggi‟s finding (2013) and risdianto‟s study (2017), they aggreed that the sounds [θ], and [ð] were difficult to be pronunced. they tended to pronounce them shortly with [c], [d], [t], or [s]. then, most of the students could not pronounce [ʧ] correctly; most all of them replaced it with [c]. based on the data finding, it could be seen that there were some consonants which strongly affected by mid-east sundanese dialect. they were negatively influenced by mid-east sundanese dialect. the sounds were [θ], [ð], [ʧ].most of the students could not pronounce that sound correctly. they tended to replace the sound with [c], [d], [t], or [s]. students did few mistakes than less of errors. most of them were trapped with how was the words should be pronounced, so they pronounced the sounds based on their knowledge. it meant, they were lack of confidence, they know how to pronounce but they afraid if they could not pronounce well. and a few of students did mistakes due to the lack of knowledge specifically pronunciation skills. but overall they did well, in english consonant sounds. mostly, they could pronounce the sounds properly and a few of them were confused with the different some words such as tough /tʌf/, they were trapped to pronounced sound [g] not [f]. although, the origins of sundanese had no sounds [f], and [v] but they aware those ordinary errors thus they could pronounce them properly because all of the students learned the sounds of [f] and [v] by practicing those sounds. it was contradict with khotimah‟s study and risdianto‟s study (2017), they found the common errors of sundanese students in producing the sounds [f], and [v]. besides, fauzi‟s finding (2017) and dedeh‟s study (2008), there are foreign consonants in sundanese that can be found in a number of borrowing words in sundanese language such as fasilitas, viking, and finansial. there were no major errors in english consonants sounds except for the mistakes that were caused by the lack of pronunciation practices. this case was in lane with rahmatika‟s study (2016). the diphthong that was influenced by mideast sundanese dialect there were some vowels that were not influenced by mid-east sundanese dialect directly. it meant that although the students could pronounce some diphthong correctly, it did not mean that it was caused by the negative transfer of mid-east sundanese dialect as well as if the students pronounced the sounds correctly. the diphthong that was pronounced by the students easily were [aɪ], [eə], and [ɔɪ]. they could pronounce them properly. moreover, some students pronounce sounds [ɪə], [aʊ], and [ʊə] improperly. they tended to pronounce them shortly with [ə], [e], [ʊ], and [ɪ]. then, some students could not pronounce [əʊ], and[eɪ] correctly, they replaced it with [ɔ:] and [e]. there was a diphthong which strongly affected by mid-east sundanese dialect. it was negatively influenced by mid-east sundanese dialect. the sounds were [əʊ] and [eə]. most of the students could not pronounce that sound correctly. they tended to replace the sound with [ʌ], and [ɜː]. students did more mistakes than made errors. most of them were trapped with how was the words written. diphthong sounds were challenging enough for students because it was the combination of two vowels. so they trapped mochamad adnan falahuddin, mursidsaleh, sri wuli fitriati/ eej 9 (2) 2019 157 163 162 and they pronounced the sounds improperly. but, that was a good effort for them to learn and more. it could be seen that most of the students did mistake the same mistakes as the other did, there were similar mistakes, it was that they only produced one of a vowel in diphthongs and they ignore another one. the cluster that was not directly influenced by mid-east sundanese dialect there were some clusters that were not influenced by mid-east sundanese dialect directly. it meant that although the students could pronounce some cluster sounds correct, it did not mean that it was caused by the negative transfer of mid-east sundanese dialect as well as if the students pronounced the sounds correctly. the clusters that were pronounced by the students easily were [kw], [bl], [pr] and [str].they could pronounce them properly. based on the data finding, it could be seen that there was a cluster which strongly affected by mid-east sundanese dialect. it was positively influenced by mid-east sundanese dialect. the sounds were [pr], [kw], [bl], and [str]. all of the students could pronounce them properly. the cluster sounds were not difficult enough for the students. they were confident to pronounce the cluster sounds. they thought that the clusters were like the consonant sounds. they could pronounce each sound properly. they were not afraid and they already knew how to pronounce two or more consonants in one syllable. technically, and mentally, they could control their condition and it helped them pronounce the cluster sounds properly. conclusion based on the findings in the previous chapter, it can be concluded as follows: it can be drawn that the role of l1 has no significant effect. it can be seen from the result of the data findings. the errors or mistakes that had been done by the students were caused by the lack of the students‟ knowledge about how the sounds should be pronounced. mostly the students were trapped with the words how it‟s written. they pronounced the sounds based on their knowledge. it meant, they were really needed to learn more about the pronunciation because the mistakes were caused by the lack of knowledge specifically pronunciation skills. but overall they did well, they could pronounce some words properly and a few of them were confused with the different words with the same sound. the vowel sound that was negatively influenced by mid-east sundanese dialect was [æ]. most of the students could not pronounce that sound correctly. they tended to replace the sound with [ʌ], and [e]. the consonant sounds which strongly affected by mid-east sundanese dialect. they were negatively influenced by mid-east sundanese dialect. the sounds were [θ], [ð], [ʧ].most of the students could not pronounce that sound correctly. they tended to replace the sound with [c], [d], [t], or [s]. the diphthong sounds that were negatively influenced by mid-east sundanese dialect were [əʊ] and [eə]. most of the students could not pronounce that sound correctly. they tended to replace the sound with [ʌ], and [ɜː]. the cluster sounds that were positively influenced by mid-east sundanese dialect were [pr], [kw], [bl], and [str]. all of the students could pronounce them properly. naturally they communicate using sundanese. along with the development of era, it goes on a change of them. so they expand language ability to acquire other languages. references bekhet, z.j. (2012). methodological triangulation: an approach to understanding data. nurse researcher. 20(2), 40-43. retrieved from https://pdfs.semanticscholar.org/afde/1b 62df022cd28681f3c89336d9d2e926e645.p df cohen, et. al. 2007.research method in education (6thedition). new york: routledge. mochamad adnan falahuddin, mursidsaleh, sri wuli fitriati/ eej 9 (2) 2019 157 163 163 dewi, r., mujiyanto, j.,sukrisno, a. (2016). the influence of brebes javanese dialect toward students‟ pronunciation of english speech sounds (a case study in sman 1 brebes). english language and literature international conference, 1, 189199. retrieved from https://jurnal.unimus.ac.id/index.php/e llic/article/download/2468/2492 fauzi, f. (2017). error analysis of sundanese english pronunciation on fricatives sound. al-turās, 20(1), 199-217. https://doi.org/10.15408/alturas.v20i1.3756 guntari, a.k. 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(2008). basa sunda dialék majalengka di kacamatan sukahaji. bandung: universitas pendidikan indonesia. patton, m.q. (1980). qualitative evaluation methods. beverly hills, ca: sage. risdianto, f. (2017). a phonological analysis on the english consonants of sundanese efl speakers. jurnal arbitrer. 4(1), 27-37. retrieved from http://arbitrer.fib.unand.ac.id/index.php /arbitrer/article/view/77 rosidi, a. (2011). urang sunda jeung basa sunda. bandung: kiblat buku utama. sensus penduduk 2010. kewarganegaraan, suku bangsa, agama, dan bahasa sehari-hari penduduk indonesia. badan pusat statistik. simons, g.f., fennig, c.d. (2018). ethnologue: languages of the world, (21st edition). dallas, texas: sil international. zhang, f., yuan, p. (2009). a study of pronunciation problems of english learners in china. asian social science, 5(6), 141-146. retrieved from http://www.ccsenet.org/journal/index.p hp/ass/article/view/2490 340 eej 10 (3) (2020) 340-350 english education journal http://journal.unnes.ac.id/sju/index.php/eej the performances of esp lecturer’s pedagogical and professional competences in teaching speaking class (the case study of semarang university) rahmi nur baity w, fahrur rozi universitas negeri semarang, indonesia article info ______________ article history: received 20 september 2019 accepted 16 january 2020 published 15 september 2020 ______________ keywords: pedagogical competence, professional competence, esp learners, speaking performance. ______________ abstract _______________________________________________________ pedagogical and professional competence in the esp teaching and learning process is important because achieve goals of national education, teachers and lecturers are required to be a professional by having those competences. this research aimed to analyze the lecturers’ pedagogical and professional competence in teaching esp in speaking class in order to explain and analyze the relation of performance of it towards esp learners’ performance in speaking skill. qualitative case study was employed in order to investigate the performances of pedagogical and professional competences of english lecturers in teaching esp and how is the relation between those performances towards learners’ speaking performances. the findings showed different performances of pedagogical and professional competence in very good and good categories. then, there was positive relation between performances of pedagogical and professional competence towards esp learners’ speaking performances since mean values of esp learners’ speaking performance passed the minimum score of esp subject. practically, the result of this study gave benefit for educators and everyone who get involved and interested in the performance of lecturers’ pedagogical competence to make it as knowledge to develop it in english education, especially in esp context. correspondence address: kampus pascasarjana unnes kelud utara 3 sampangan semarang, indonesia e-mail: rahminurbaity.wahyuni@gmail.com p-issn 2087-0108 e-issn 2502-4566 rahmi nur baity w & fahrur rozi / eej 10 (3) (2020) 340350 341 introduction teachers and lecturers are required to be a professional by having certain standards of competencies in order to achieve goals of national education. houston & howsam in puspitasari et al (2016) described competence as adequacy for a task or as possession of required knowledge, skills, and abilities. furthermore, the government has established a law that is regulated for teachers and lecturers’ competences. it is structured on law number 14 the year 2005 regarding teachers and lecturers, article 10 paragraph 1 being a teacher or a lecturer must have teachers’ competences. they are pedagogical, personal, professional, and social competence. irmawari, widiati, and cahyono (2017) stated that pedagogical competence deals with teaching skills including teaching techniques, curriculum development, and assessment; personality competence related to an individual’s personalities which can support teachers’ jobs positively; social competence deals with the ability to socialize and communicate well with others; and professional competence deals with the mastery of english as a subjectmatter and professional development as teachers. pedagogical and professional competence get much attention because of two reasons at least. first, those competencies directly relate to students in the teaching and learning process. second, it is because all we know is that the output of education should aim at student improvement on achievement and to improve the student performance, it begins with the teachers’ competence (armour-thomas, et al; ferguson in puspitasari et al, 2016). irmawati et al. (2017) found that pedagogical competence has become one of crucial aspects to be investigated because it deals directly with how the teachers run the teaching and learning process which aims to help students to learn the target in achieving the learning objectives. meanwhile, mastering knowledge about english itself would be meaningless for english teachers or lecturers if they cannot help learners to learn the target language and it can be achieved by having good pedagogical competence. furthermore, pedagogical competence should be the main discipline of educational institutions for english language teachers or lecturers. kiasi et al (2018) stated that teachers not only should be aware of what to teach, but also, they should be aware of why and how the subjects should be taught. the other competence that becomes crucial aspects to be investigated is professional competence. professional competence is competence related to the ability to master knowledge (rahman, 2014). under the professional competence, one can understand a set of professional and personal skills required for successful teaching. it would not be inappropriate to state that those ones can be called professionally competent teachers, who carry out teacher communication and various teaching activities on a high level, consistently achieving excellent results in training and educating the students. professional competence is needed to ensure their work as becoming a teacher is not an easy work. moreover, with all administrative kinds of stuff they must accomplish, they need to be aware of their professions including all the obligation and consequences. thus, it is highly necessary for the teacher to have sufficient subject matter content, knowledge, in this case, that the text, when they deliver their materials. unfortunately, the performance of pedagogical and professional competences at the university level do not comply with reality when they taught english for spesific purposes (esp). english for specific purposes (esp). mackay and mountford (1978) described esp as english language teaching which is generally used to refer to the teaching of english for a clearly utilitarian purpose. esp implies special aim. this aim may determines the precise area of language required, skills needed. the main characteristic of esp that is different with egp is specifically needed in all of the aspects in esp depends on the subject category. esp expects that students can improve their english ability to support their academic rahmi nur baity w & fahrur rozi / eej 10 (3) (2020) 340350 342 life and prepare them for working life in the future after graduating from university. additionally, it is expected to give the language and communication requirements whether it is spoken or written form in a particular professional field. this field-specific language communication training enables participants to master relevant communication and professional skills and, in so doing, meet the needs of the industry locally and internationally. the fact in the reality reveals that there are some english lecturers who do not have good pedagogical and professional competencies that leads to the poor teaching quality since without having good competencies in teaching will influence the teaching result. hence investigating how pedagogical and professional competence in the esp teaching and learning process is important. knowing how well the lecturers performed pedagogical and professional competence will give sights of what parts need to be improved, straightened, added and eliminated in order to the goals of teaching and learning can be achieved properly. this research aimed to analyze the performances of esp lecturers’ pedagogical and professional competence in teaching speaking class in order to explain and analyze the relation between performance of it towards esp learners’ performance in speaking skill. speaking skill is interesting skill to be explored since it is related to esp course which contains more practice than theory. method qualitative case study was employed in order to investigate the performances of pedagogical and professional competences of english lecturers in teaching esp and how those performances provide impact on learners’ speaking performances. this study focused on investigating the performance of lecturers’ pedagogical and professional competence and how those performances provide impact on learners’ speaking performances in learning esp at universitas semarang (usm). this research involved three esp lecturers in semarang universiy (usm) as research participants namely mrs. dina, mr. davi and mrs. hita (pseudonym). esp lecturers’ pedagogical and professional competences and learners’ speaking performances in speaking class were the unit of analysis of the study. methods of data collection in this research were observation, interview, and document analysis. the data was gathered through observation is in video form and observation sheet and the data from the interview were in audio form and interview transcription. then document analysis helped the researcher to gather information related to the focus of this study. this study involved four types of instruments including observation, in-dept interview, site document analysis and speaking test. findings and discussion findings this section presents findings of three research questions in this study related to the performances of esp lecturers’ pedagogical and professional competences in speaking class and the effect of esp lecturers’ performances of pedagogical and professional competences towards learners’ speaking performances. claimed of pedagogical and professional competence values followed permeneg pan and rb nomor 16 tahun 2010 tentang jabatan fungsional guru dan angka kredit, it can be determined as to the percentage and credit score percentage as listed in table below: table 1. the percentage and credit score percentage result of pk guru category credit score percentage 91 – 100 very good 125 76 – 90 good 100 61 – 75 fair 75 51 – 60 poor 50 ≤ 50 bad 25 rahmi nur baity w & fahrur rozi / eej 10 (3) (2020) 340350 343 good performance of pedagogical competence good performances of pedagogical competence were supported by the findings of class observation data and interview. the researcher adopted pedagogical competence checklist and calculation from peraturan kementrian pendidikan nasional, direktorat jendral peningkatan mutu pendidik dan tenaga kependidikan tahun 2010, pedoman pelaksanaan penilaian kinerja guru for gathering classroom observation data. it covers seven aspects for pedagogical competence namely (1) understanding the characteristics of students from physical, moral, spiritual, social, cultural, emotional, and intellectual aspects; (2) control of learning theories and principles of learning that educates; (3) developing a curriculum, determining learning goals, learning materials and assessment instruments that are appropriate for students; (4) utilizing information and communication technology for the sake of learning; (5) facilitating the development of potential learners to actualize their potential; (6) communicating with students both inside and outside the learning process; (7) conducting the assessment and evaluation processes and learning outcomes. the researcher adopted pedagogical competence checklist and calculation from peraturan kementrian pendidikan nasional, direktorat jendral peningkatan mutu pendidik dan tenaga kependidikan tahun 2010, pedoman pelaksanaan penilaian kinerja guru for gathering classroom observation data. it covers seven aspects for pedagogical competence namely (1) understanding the characteristics of students from physical, moral, spiritual, social, cultural, emotional, and intellectual aspects; (2) control of learning theories and principles of learning that educates; (3) developing a curriculum, determining learning goals, learning materials and assessment instruments that are appropriate for students; (4) utilizing information and communication technology for the sake of learning; (5) facilitating the development of potential learners to actualize their potential; (6) communicating with students both inside and outside the learning process; (7) conducting the assessment and evaluation processes and learning outcomes. after calculating the data of classroom observation based on the formula above, the researcher found that mrs. dina got 92.85 for pkg value with very good category while mr. davi and mrs. hita got 85.71 and 82.14 with good category in performance of pedagogical competence. in other way, the average result of pedagogical competence for these three lecturers is in good category with 86.90. this finding was consistent to lao, kaipatty and jeronimo (2017) who conducted a study on teachers’ competency in teaching english at sma negeri 2 kupang. findings of interview data for the first aspect namely controlling the characteristics of learners from physical aspect, the spiritual moral, social, culture, emotional and intellectual, the lecturers stated that direct communication was the key of this aspect. direct communication could be form by talking to the learners, getting response of the learners, having discussion with the learners and observing the learners. the lecturers said that by doing types of direct communication, they could understand and control the characteristics of learners from various aspect. the second question that is related to creating learning theories and principles of learning that educates the learners got answers from those lecturers who said that the learners were the key of this aspect. the learning theories that educates depended on learners’ ability, teaching materials, teaching methods and students needs since they agreed that learning that educates learners was something gave effect to the learners. the learners felt happy, enjoyed learning process were the indicator of learning theories and principles that educates learners. policy of faculty became an answer for third questions in developing a curriculum related to the subject matter. the lecturers said that in determining learning goals, learning materials and assessment instruments that were appropriate for depended on request from the faculty, and students need. rahmi nur baity w & fahrur rozi / eej 10 (3) (2020) 340350 344 findings of interview data for the fourth aspect namely utilizing information and communication technology for learning purposes the lecturers answered information and communication technology was used as a tool to make some exercise such as making video by their gadget. then creating whatsaap group for communication purposes was one of the way lecturers used the information and communication technology for learning purposes. they claimed teaching and learning process should be follow the development of the information and communication technology so the learners could achieve goals easily. related to facilitating the development of potential learners to actualize their potential aspect, the lecturers had same answers of this question. they advised the learners to join an english group of their campus called by epic. by joining that group, the learners were expected to actualize, explore their english abilities. then for the next question which related to communicating effectively, empathetic, and manner with the learners, the lecturers stated that their learners could contact them through media social and had a meeting with the lecturers. they were very welcome to their learners who wanted to have a talk either related to academic matters or personal life. one of them said that good communication with the learners was an important part in teaching and learning process. related to the next question about conducting the assessment and evaluation processes and learning outcomes, the interview data showed that types of assessment and evaluation instruments depended on learning materials. then, all those lecturers used the results of learners’ performances for their reflection in order to improve learning methods, learning material and make better learning process, for next semester. additionally, one of three lecturers said that the results of learners’ performances were used as the data for her research and information to the other lecturers. findings of interview data for the last aspect namely taking an action to improve the quality of reflective learning showed that the lecturers asked feedback from the learners and other lecturers. additionally, one of the lecturers stated that utilizing technology maximally could be the way to improve the quality of learning. good performance of professional competence outstanding performances of professional competence were supported by the findings of class observation data, and interview. in gathering classroom observation data, the researcher adopted professional competence checklist and calculation from peraturan kementrian pendidikan nasional, direktorat jendral peningkatan mutu pendidik dan tenaga kependidikan tahun 2010, pedoman pelaksanaan penilaian kinerja guru. it covers two aspects for professional competence namely (1) mastering the material concept structure and scientific mindset that supports the subjects being taught; (2) developing professionalism through reflective action. after calculating the data of classroom observation, the researcher found that mrs. dina and mr. davi got 100 for pkg value with very good category while mrs. hita got 87.50 with good category in performance of professional competence. in other way, the average result of pedagogical competence for these three lecturers is in good category. this finding was consistent ukur, purba, and wau (2017) who conducted a study on improvement of teachers’ professional competence through academic supervision of artistic model in sma negeri lubukpakam, deli serdang. good performances of learners’ speaking good performances of learners speaking test were supported by mean values of each class which passed 60 score as the minimum score for esp. speaking test of this study was design in order to measure learners’ performances of speaking skill especially for pronunciation, syntax, vocabulary, content, and presentation aspects in company presentation scope. mean values of mrs. dina class showed in 78.67 while rahmi nur baity w & fahrur rozi / eej 10 (3) (2020) 340350 345 mr. davi class got 69.78 as the mean values and mrs. hita got 77.33 for mean values of her class. this finding was consistent to a study conducted by kusrini (2012). good findings of instructional document good findings of document analysis was supported by the calculation of syllabus and lesson plan document. aspects in syllabus analysis are amount of syllabus, process in arranging syllabus, completeness of syllabus components, standard competence and basic competence, materials, learning process, time allocation, learning resources and assessment. while the aspects of lesson plan analysis are identity, indicators, learning goals, learning materials, learning media and sources, learning method, learning activity, assessment. according to the calculation of document analysis, the lecturers got different values but had same category namely good category. mrs. dina got 79.54 of 100 scale in good category for syllabus analysis and 81.25 for lesson plan analysis in good category. meanwhile, mr. davi got 72.7 of 100 scale in sufficient category for syllabus analysis and 86.1 for lesson plan analysis in good category. the last lecturer, mrs, hita got 70.45 with sufficient category and 81.25 for lesson plan analysis in good category. discussions findings of class observation, interview, learners’ speaking test, and document analysis above were interpreted specifically in order to figure out the clear explanation about the performances of esp lecturer’s pedagogical and professional competences in teaching speaking. good performance of pedagogical competence discussion for good performance of esp lecturer’s pedagogical competence gathered from class observation data, interview, and document analysis. according to observation and interview data, pedagogical competence covered seven aspects namely (1) understanding the characteristics of students from physical, moral, spiritual, social, cultural, emotional, and intellectual aspects; (2) control of learning theories and principles of learning that educates; (3) developing a curriculum, determining learning goals, learning materials and assessment instruments that are appropriate for students; (4) utilizing information and communication technology for the sake of learning; (5) facilitating the development of potential learners to actualize their potential; (6) communicating with students both inside and outside the learning process; (7) conducting the assessment and evaluation processes and learning outcomes. as mentioned in findings before that the minimum score for each aspect was one and for the maximum score for each aspect was four. findings of classroom observation data showed the mrs. dina got very good value; it was 92.85 from 100 scale with very good predicate. meanwhile both of the mr. davi and mrs. hita got good values, they were 85.71 and 82.14 from 100 scale with a good predicate. these aspects of pedagogical competence were the same line with sukanti et al in astuty (2015), puspitasari, anugerahwati and rachmajanti (2016), arisman, hmara and weda (2017) lao, kaipatty, and jeronimo (2017). the discussion of three lecturers below was analyzed for each aspect for pedagogical competence performances that mentioned above. for the first aspect, understanding the characteristics of students from physical, moral, spiritual, social, cultural, emotional and intellectual aspects, the three lecturers did not perform completely and got score three from score four as the highest score for each aspect in observation data. those lecturers only identified some students not for every student and only for some aspects namely physical, moral, social, cultural and intellectual aspects. in understanding students’ characteristics, the lecturers identified their students’ characteristics inside the class and outside the class. based on interview data the ways of lecturers in understanding the characteristics of students from physical, moral, spiritual, social, cultural, emotional and intellectual aspects basically were rahmi nur baity w & fahrur rozi / eej 10 (3) (2020) 340350 346 in the same line. they observed students directly and it could be seen from introduction in the first meeting, having discussion, and students’ responses in teaching and learning process. lecturers took a note and used information related to students’ characteristics to support teaching and learning process and achieve goal of education. this statement was similar to what was stated by sudjana and rifai (2007) who said that the education goal basically led the students to the changes of behavior both intellectual, moral and social. the second aspect, controlling the learning theories and principles that educate students, three lecturers got four as highest score of this aspect in observation data. in this aspect, the lecturers were asked to apply various of teaching approaches, strategies, methods creatively based on lecturers’ standard competence in order to encourage te students to study hard. this aspect was in the same vein with borg in kazungu (2018) who stated that pedagogical competence was lecturers’ ability to know how create an environment that is conducive for learning. creating conducive environment for learning could be reached by applying creative teaching method and strategy since students could explore more teaching materials by using various teaching approaches, strategies, and methods so the goal of teaching and learning process could be reached. interview data showed that mrs. dina assumed learning theories dan principles that educates students were theories and principles should be based on student’s needs. meanwhile, mr. davi and mrs. hita said that learning theories and principles was process of someone who have not do something right to do something right. both of these lecturers agreed that during the process, the lecturers used interactive teaching and learning process in order to students felt comfort with the atmosphere of the class so they could get learning materials easily. in sum, both of these lecturers said that students’ response or feeling was the important thing in teaching and learning process. then third aspect was developing curriculum. in this aspect, three lecturers got different scores. in observation section, mrs. dina and mr. davi got score three and mrs. hita got quite low score for this aspect, it was score two. developing curriculum meant that lecturers could make syllabus based on goals of curriculum and using lesson plan according to goals of teaching and learning process. developing curriculum also asked lecturers to choose, arrange, and creating teaching materials based on students’ needs. as stated in basturkmen in saadia (2013), choosing, arranging, and creating teaching materials based on students’ needs was one of five key roles of esp lecturers which stated by evans and john (1998) namely esp lecturers as a course designer and material provider. based on interview data, the lecturers got curriculum from their faculties then they arranged syllabus and determined learning materials, assessments and teaching methods based on curriculum and students’ needs. this lecturers’ answers were on the same line of a research that conducted by nababan in dewi (2015) that stated in designing esp materials should follow a syllabus that is underpinned by students’ needs in their present or future studies. the fourth aspect in performance of pedagogical competence was conducting teaching and learning activity that educates students. in observation section, three lecturers got different scores for this aspect. mrs. dina and mrs. hita got highest score for this aspect; it was score four. meanwhile, mr. davi got score three for this aspect. in this aspect, lecturers were asked to conduct an activity that help students’ learning process. an activity that educates students meant a series of action or steps towards achieving goal of education. in this step, lecturers conducted learning activities based on syllabus and lesson plan, communicated new information to students according to students’ ability, faced students’ mistakes as part of teaching and learning process and conducted learning activities according to daily life context. rahmi nur baity w & fahrur rozi / eej 10 (3) (2020) 340350 347 understanding and actualizing students’ potential was the fifth aspect in performance of pedagogical competence. scores for this aspect were score four for mrs. dina and score three for mr. davi and mrs. hita. based on this aspect, the lecturers were required to analyze students’ potential academic and identify their student’ potential development by learning program that supported students to actualize academic potential, personality and creativity. this aspect was in the same line with a research that conducted by sukanti et. al in astuty (2015) which stated that one of the way to perform pedagogical competence was to actualize students to get various potentials. according to interview data, these lecturers had same answer in understanding aand actualizing students’ potential. they noticed students’ potential in teaching and learning process and proposed students to join an english club in their campus called by epic. the next aspect was communicating with students both inside and outside the learning process. all of three lecturers got the highest score for this aspect in observation section. communication between lecturers and students was the important thing in teaching and learning process. communication between lecturers and students could be formed in teaching and learning process. this aspect reflected a research of bojovic (2006) that stated esp lecturers need to have considerable flexibility, it meant that as lecturers they have to be flexible with their students in communication way either inside of the class or outside of the class. additionally, he stated that the lecturers needed to be willing to listen to learners, take interest in activites that students were involved in since all of those included the form of communication between lecturers and students. therefore, the lecturers were really welcome to students who want to communicate with them and the lecturers either inside or outside of the class. then for communicating with students, lecturers allowed students to have talk such as eye to eye discussion or using media such as social media. the last aspect came from assessment and evaluation. mrs. dina and mr. davi got highest score for this aspect, while mrs. hitta got score three for this aspect in the observation section. assessment and evaluation aspect were an important part of teaching and learning process since to measure how effective learning system that included teaching materials and teaching methods that was applied by the lecturers. as stated, dudley-evans and john (1998) who stated that one of five key roles of esp lecturer were esp lecturer as a evaluator. evaluator in the five key roles of esp lecturer was a process in assessing students, courses, and materials based on curriculum during teaching and learning process and was held in the middle and end of teaching and learning process. based on interview data, those three lecturers conducting assessment and evaluation instruments based on students’ needs and learning materials. the lecturers’ answer was a reflection of a research that conducted by khalid (2016) which said that needs assessment of students was considered as an important domain under esp scopes. the lecturers not only used the student’s assessment’ results as final score of students but also used that result for assessment analysis and improvement of learning process. good performance of professional competence discussion for performance of esp lecturer’s professional competence gathered from class observation data and interview. according to observation and interview data, professional competence covered two aspects namely (1) mastering material, structure, concept, and mindset of scientific support of teaching subjects; (2) developing professionalism through reflective action. the first aspect of professional competence was mastering material, structure, concept, and mindset of scientific support of teaching subjects. three lecturers got score four as highest score of this aspect in observation process. this aspect required lecturers to do professional indicators as a lecturer. they were 1) the lecturers mapped standard competence and basic competence for the subjects they taught to identify learning materials that were rahmi nur baity w & fahrur rozi / eej 10 (3) (2020) 340350 348 considered difficult, did the planning and implementation of learning, and estimate the allocation of time required; 2) the teacher included appropriate and current information in the planning and implementation of learning; 3) the teacher prepared materials, plans and implements learning that contains appropriate, current information, and which helps students to understand the concept of learning material. based on interview data, to reach this aspect, the lecturers did reflection during teaching and learning process. they divided difficult materials then improved teaching method for the difficult materials in order to make the difficult materials were not difficult anymore then the lecturers related teaching materials to real life in order to make students understood the teaching materials easily. the second aspect of professional competence was developing professionalism through reflective activities. both mrs. dina and mr. davi got score four as highest score and mrs. hita got score three of this aspect in observation process. for this aspect, lecturers were asked to reflect on their own performances continuously and utilize the results of reflection to improve professionalism and follow professional development through learning from various sources, the teacher also utilized ict in communication and professional development if possible. to reach this aspect, based on interview data showed that lecturer conducted a self-evaluation specifically, completely, and supported by examples of self-experience. additionally, the lecturers had a learning journal, input notes from peers or the results of an assessment of the learning process as evidence that illustrates its performances and utilized evidences of their performance descriptions to develop the planning and implementation of further learning in the professional development. moreover, lecturers conducted research, develops innovative works, follows scientific activities (e.g. seminars, conferences). good performances of learners’ speaking speaking skill was chosen to be tested in this research since the standard competence in the syllabus stated that learning materials contained 40% material and 60% practice. according to results of students’ speaking performance above that stated students’ speaking performances in three lecturer classes passed the minimum score, it was 60. the average values of students’ speaking performance in three lecturer classes were 78.6 for mrs. dina, 69.8 for mr. davi, and 77.3 for mrs. hita. this speaking test was conducted in the right way since the oral presentation was one of important part of speaking skill in order to prepare the students to face job life after they graduate from the university. these results indicated that there were positive relation between performances of esp lecturer’s pedagogical and professional competence with learner’s speaking performances. good findings of document analysis syllabus became the important thing in teaching and learning process. according to the calculation of document analysis above, three lecturers got good predicate in conducting syllabus and lesson plan. mrs. dina got score 79.4. mr. davi got score 72.7, then mrs. hita got 70. 45. it revealed that those three lecturers could be considered as lecturers who have good pedagogical and professional competences. the syllabus of three lecturers above contained the criteria for esp syllabus aspects which stated by robinson in dewi (2015). it was stated that syllabus should contain students’ needs namely esp learning goal, students’ input related to what they can do after finishing their esp course and in syllabus that was conducted by those three lecturers contained materials related to what students can do after finishing their esp course even though there were some aspects were missed in that syllabus. rahmi nur baity w & fahrur rozi / eej 10 (3) (2020) 340350 349 conclusion this research has revealed the answers for three research questions in this research. in first research question, this present research analyzes the performances of lecturers’ pedagogical competences in teaching speaking in esp class. it is found that the performances of three lecturers’ pedagogical competences are in very good predicate with value 92.85 for mrs. dina and good predicate for mr. davi and mrs. hita with values 88.88 and 83.33. those values are analyzed by seven aspects that cover pedagogical competence namely (1) understanding the characteristics of students from physical, moral, spiritual, social, cultural, emotional, and intellectual aspects; (2) control of learning theories and principles of learning that educates; (3) developing a curriculum, determining learning goals, learning materials and assessment instruments that are appropriate for students; (4) utilizing information and communication technology for the sake of learning; (5) facilitating the development of potential learners to actualize their potential; (6) communicating with students both inside and outside the learning process; (7) conducting the assessment and evaluation processes and learning outcomes. in the second research questions, the performances of lecturers’ professional competences in teaching speaking in esp class were analyzed by the researcher. it was revealed that the performances of three lecturers’ professional competences are very good values for mrs. dina and mr. davi with very good predicate, while mrs. hitta is in good values, with a good predicate. those values were analyzed by two aspects that cover professional competence namely (1) mastering material, structure, concept, and mindset of scientific support of teaching subjects; (2) developing professionalism through reflective action. in the last research question, the esp lecturers’ pedagogical and professional performances had positive relation with learner’s speaking performances. it was found that the averages values on learners’ speaking performances for three lecturers pass the minimum score. the values were analyzed by five aspects of speaking assessment especially oral presentation namely pronunciation, syntax, vocabulary, content, and presentations. based on observation, result and discussion of this research, the researcher found limitation namely methodological limitation. it is researcher’s difficulty to interview the lecturers right away after the researcher did observation, do not take longer time to do interview after doing observation because of the lecturer’s activities, the interview could not hold after the observation. to overcome this limitation, the researcher used videos, pictures while doing observation to memorize the activities in observation in order to make lecturers easy to answer the interview questions. references anugerahwati, m., & saukah, a. 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(2018). investigating english teachers' awareness of pedagogical competence and its effect on students' language learning. international journal of foreign language teaching & research, 6 (23), 36-49. khalid, a. (2016). needs assessment in esp: a review. studies in literature and language, 12 (6), 38-46, doi: 10.3968/8161. lao, h. a.e., kaipatty, g. j., & jeronimo, a. de. c. (2017). astudy on teachers’ competency in teaching english at sma negeri 2 kupang. international seminar on education and technology (iset), pp. 1-8. puspitasari, a., anugerahwati, m., & rachmajanti, s. (2016). teachers pedagogical and professional competences in clil-based primary schools in indonesian context.international conference on education, 105-115. rahman, m. hi. (2014). professional competence, pedagogical competence and the performance of junior high school of science teachers. journal of education and practice, 5 (9). pp:75 saadia, b. h. (2013) the role of the esp teacher: the case of the esp teachers at the algerian university. (unpublished master dissertation). university kasdi merbah ouargla ukur, s., purba, s., & wau, y. (2017). improvement of professional competence of history teacher through academic supervision of artistic model in sma negeri lubukpakam, deli serdang regency. iosr journal of research & method in education (iosr-jrme). 7(6), 01-06. doi: 10.9790/7388-0706060106 https://dx.doi.org/10.24093/awej/vol8no2.21 https://dx.doi.org/10.24093/awej/vol8no2.21 228 eej 11 (2) (2021) 228-236 english education journal http://journal.unnes.ac.id/sju/index.php/eej the use of negative politeness strategies in casual conversation among the graduate program students eka fanti sulistiyaningsih, januarius mujiyanto, widhiyanto widhiyanto universitas negeri semarang, indonesia article info ________________ article history: recived 14 november 2020 accepted 30 january 2021 published 20 june 2021 ________________ keywords: casual conversation, negative politeness strategies, interaction ____________________ abstract ___________________________________________________________________ a conversation is considered as the center of human interaction. people used politeness strategies to minimize and avoid conflict that may occur in conversation. the phenomena showed that the graduate students spontaneously did their conversation with their friends who have different cultures did not realize that they used negative politeness strategies. this study aims to explain the use of negative politeness strategies in casual conversation among the english education department's graduate program students. the participants of this study were fourteen students of the graduate program of the english education department. descriptive qualitative research with interpretative data analysis was employed in the present study. the results showed that the students used negative politeness strategy, which consists of; be conventionally indirect, question and hedge, be pessimistic, minimize the imposition, apologize, impersonalize the speaker and the hearer, state the fta as a general rule, and go on record as incurring debt or as not indebting the hearer. it can be concluded that the study found eight sub-strategies out of ten sub-strategies of negative politeness. it has benefits for the students to improve their knowledge, especially in using negative politeness strategies. correspondence address : kampus universitas negeri semarang, kelud, semarang, 50233 e-mail : ekafanti905@gmail.com p-issn 2087-0108 e-issn 2502-4566 eka fanti sulistiyaningsih, et al./ english education journal 11 (2) (2021) 228-236 229 introduction a conversation is considered as the center of human interaction. it is an activity of people to deliver a casual talk in everyday settings with spoken interaction in general (cheng, 2003). it may involve two or more participants using verbal or nonverbal signals to exchange ideas between them. the interlocutor(s) should think about the meaning of what the speaker says to give an appropriate response and make the communication runs smoothly. moreover, context plays a significant role in understanding meaning. as a branch of linguistics, pragmatics is a science that studies how context contributes to meaning (cruse, 2006). different contexts make one sentence have different meanings. a sentence may have a different meaning when the speaker says it with different intonations, feelings, and situations. the interlocutor(s) cannot see the purpose of the sentence only from the sentence structure. they do not directly express their ideas or say what they want, so they use implicit meaning to say it instead. it stands to be polite for giving respect toward the interlocutor and also making them feel comfortable. politeness becomes one of the factors that influence the conversation with others. people use the politeness strategy to get a good response from the hearers in communication (rauf, 2015). being polite means that in speaking to others, a speaker should be aware of his/her role in the context which influences his/her use of language (holmes, 1992). besides that, politeness plays an essential role in mitigating or reducing conflicts (pratama, 2019). the situation of social distance or closeness becomes vital in politeness. rahayuningsih et al. (2019) argued that “politeness is indicated not only a pragmatic concept but also signifies a lay concept and a sociolinguistics concept” (p.29). then, someone’s social distance and position affect the sentences used and their politeness (gultom & kurniadi, 2017). they have to know with whom they speak and how to speak. in this case, politeness strategies are used by people to save the hearer’s “face” (brown & levinson, 1987). the speakers try to avoid embarrassing the interlocutor or make him/her feels uncomfortable in that situation. therefore, politeness is used by people as the means employed to show awareness of another person’s face (yule, 1996). here, people can use bald on record strategies, positive politeness strategies, negative politeness strategies, or off record strategies. this study focuses on the negative politeness in casual conversation used by graduate program students of the english education department. the researchers concern with analyzing negative politeness because of the phenomena of indonesian people as eastern cultural stakeholders. people in doing communication concerns with the feelings of others. they have a closed or indirect attitude. however, the use of politeness strategies is varied in different societies and cultures. as widely known, there are many varieties of cultures from various regions in indonesia. here, the researchers used graduate program students as the source of data because they have a different background in societies and cultures. besides that, based on the interview with the graduate program students, they did not realize if they used negative politeness strategies in their conversation. brown and levinson’s (1987) politeness theory was adopted to analyze the english education students' negative politeness strategies. several studies have been conducted in some fields, such as using politeness strategies in the efl classroom (sulu, 2015; hassan et al., 2017; peng et al., 2014) and in the movie (aditiawarman, 2018; muftiarizqi, 2015). then, the other previous studies analyzed politeness in conversation (karim, 2016; sibarani & marlina, 2018; nurrahmah et al., 2020; kamlasi, 2017; amir & azisah, 2017; gultom & kurniadi, 2017; merfeldiene & vainilaviciute, 2018; dowlatabadi et al., 2014; eka fanti sulistiyaningsih, et al./ english education journal 11 (2) (2021) 228-236 230 suwartama & fitriati, 2017; magria & mawarni, 2019; sukarno, 2015; trihadmono et al., 2019; sukarno, 2018). the previous studies conducted by merfeldiene & vainilaviciute (2018) analyzed positive and negative politeness in lithuanian villagers' conversation. the result of their studies showed that different politeness strategies were employed in different spoken language registers. it was different from this study because this study focuses on identifying negative politeness strategies. besides that, the sociocultural background among the subjects of the studies are also different. in addition, dowlatabadi et al. (2014) analyzed politeness strategies in conversation exchanges in the council for dispute settlement in esfahan, iran. however, they only focused on exploring positive politeness strategies. the result of their studies showed that notice, attend to h, seek agreement, and avoid disagreement strategies were most frequently used by iranians. based on the gap explained above, the researchers intended to deal with the research problem: how is the use of negative politeness strategies in casual conversation among graduate program students of the english education department? methods the present study adopted a descriptive qualitative research. it aims to explain the use of negative politeness strategies in casual conversation among the english education department's graduate program students. the data of this research were written texts in the form of negative politeness strategies. based on brown and levinson (1987), politeness strategies consist of be conventionally indirect, question and hedge, be pessimistic, minimize the imposition, give deference, apologize, impersonalize speaker and hearer, state the face threatening acts as a general rule, nominalize, and the last go on record as incurring debt or as not indebting h strategies (brown & levinson, 1987). the data were presented in the transcription of casual conversation among graduate program students of english education department students. so, this study's data were in the form of words rather than numbers; therefore, they could be included in qualitative data type. then, the collected data were interpretatively analysed. this study's participants were the fourthsemester students of graduate program of the english department in universitas negeri semarang in the academic year of 2019/2020. random sampling technique was taken to select the research samples. the data of this study were the transcriptions of the casual conversation recording among the students. this study's objects were all utterances in casual conversation among graduate program students of the english education department in universitas negeri semarang. there were several steps in collecting the data; first, the researchers recorded the students’ casual conversation. the duration of the recording was more or less than fifteen minutes for every conversation. then, they made the transcription of the data based on the conversation. in making the transcription, the students’ names were replaced by using codes such as the student s1, s2, s3, s4, and so on to protect the students’ privacy. next, the interviews were delivered to confirm the data analysis results. the steps in analyzing the data were; first, the researchers transcribed the audio recording of the conversation.then, they identified the data by classifying them into brown and levinson’s (1987) politeness strategies. they were categorized into be conventionally indirect, question and hedge, be pessimistic, minimize the imposition, give deference, apologize, impersonalize s and h, state the fta as a general rule, nominalize, and go on record as incurring debt or as not indebting h as the last strategies. the last step, she interpreted and explained the findings. results and discussion the data analysis revealed that there were eight sub-strategies out of ten subeka fanti sulistiyaningsih, et al./ english education journal 11 (2) (2021) 228-236 231 strategies. the researcher found 74 statements included in negative politeness. the most frequent sub-strategies used by students were question and hedge strategy. while the most rarely sub-strategies were to state the fta as a general rule strategy. the findings are presented in table 1. table 1 negative politeness strategies used by graduate program students of the english education department type of sub-strategies frequency percentage n % be conventionally indirect 10 13.51 question, hedge 33 44.59 being pessimistic 3 4.05 minimize the imposition 8 10.81 give deference 0 0 apologize 7 9.45 impersonalize the speaker and the hearer 5 6.75 state the fta as a general rule 2 2.70 nominalize 0 0 go on record as incurring debt, or as not indebting the hearer 6 8.10 total 74 100 from table 1, it can be seen that there were eight sub-strategies of negative politeness used by students. they were the strategy of; be conventionally indirect (10 occurrences or 13.51%), question and hedge (33 occurrences or 44.59%), be pessimistic (3 occurrences or 4.05%), minimize the imposition (8 occurrences or 10.81%), apologize (7 occurrences or 9.45%), impersonalize the speaker and the hearer (2 occurrences or 2.70%). the last go on record as incurring debt or as not indebting the hearer (6 occurrences or 8.10%). while the use of give deference and nominalize strategy did not occur in the casual conversation of the students. then, the explanation of each sub-strategies is presented below. the use of be conventionally indirect this sub-strategy is used when the speaker did not say what their purpose exactly but made the hearer interpret the speaker’s utterances' implied meaning. the researcher found 10 data using be conventionally indirect strategies in the students’ casual conversation. for example: subject 13: so, curly cabai hahaha i love rempeyek, maybe when you come to semarang you can give me some or you can bring some rempeyek for me. is that for free? hahaha subject 14: yeah, of course, for the tester is free. subject 13: so, the tester is only in a piece hahaha do you enjoy your life when staying at home and being a businesswoman? (c7/s13/7.53-7.55) this conversation happened between subject 13 (s13) and subject 14 (s14). the context of the situation was about the activity of the subject during this pandemic. at the beginning of the conversation, s13 asked about the activity and something new about s14. s14 told about her environment and her plan to do a new business. because she was a productive woman, so she felt so bored if she did not do anything. s14 wanted to make her hobby becomes her business. she liked cooking, so she tried to do a new food business. then, s13 wanted to try the product and ask s14 to take it when she comes to semarang. at this point, the researcher interpreted that s14 wanted to get eka fanti sulistiyaningsih, et al./ english education journal 11 (2) (2021) 228-236 232 the product free by requesting s13 by asking a question to s13. she did not directly command s13 to bring her snack for free, but she used a question to tell her ideas. it is because she respected subject 13 or the hearer. so, the exact meaning of that sentence was for requesting something. the other example of this strategy also showed that they had context meaning for confirming and commanding. the use of question, hedge this sub-strategy was used by the speaker when the speaker used questions with individual particles to express what the speaker’s mean. the researcher found 33 data. for example: subject 4: i’m watching a korean drama. actually, it’s not a new korean drama. subject 3: korean drama? what’s that? subject 4: yeah, mmm… vagabond. did you ever watch it? ehmm… what do you think about that drama? subject 3: ehmmm…… i think the drama is good. ehmm, the plot is so interesting and hmmm unpredictable, right?(c2/s3/0.520.57) this conversation happened between subject 3 (s3) and subject 4 (s4). the context of the situation of this conversation was about kdrama. in the beginning, both of them talked about their activity during this pandemic, then s4 said that one of her activities was watching k-drama. at this point, s3 asked about kdrama watched by s4. she answered, “vagabond”. then, s4 asked s3’s opinion about that drama. s3 answered that the plot of that drama was exciting and unpredictable. from that statement, the researcher interpreted that her statement's meaning was for confirming that her opinion was correct. she wanted to make sure that s4 also has the same idea as her. the other example of this strategy also showed that they had context meaning for giving a command, remembering something, and defying something. it was to make a communicative intention to the interlocutor. they can deliver an idea or express their purpose through those sentences without making offense to the interlocutor. the use of be pessimistic being pessimistic was used by the speaker when the speaker is making indirect requests with assertions of felicity condition. the researcher found 3 data using be pessimistic strategies in students’ casual conversation. for example: subject 7: yeah, haha, ok. ehmmm… so.. do you want to go with me this afternoon? subject 8: ehmmmm, i’m sorry, i’ve eaten subject 7: oh, you’ve already eaten. i think that you care to go with me to that place, what? aldan. but, then how about dinner? you will go to it for dinner, right? (c4/s7/02.57-03.00) this conversation happened between subject 7 (s7) and subject 8 (s8). this conversation's situation was when s7 asked about the recommended places for having lunch to s8. then s8 gave some recommended sites. after that, s7 asked s8 to have lunch together with him, but unfortunately, subject 8 rejected it. then, s7 still expressed his feeling through making assertions indirect requests to s8 for accompanying s7 to have dinner. the researcher interpreted that s7’s statement meant that s7 always wanted to hang-out with s8, although s8 had rejected his request at the beginning. so, he was pessimistic about inviting s7 again to have dinner. the context meaning of that sentence was for inviting s8 to have dinner. the other example of this strategy also showed that they had context meaning for asking something to the hearer. the use of minimize the imposition this sub-strategy was used when the speaker tries to save the hearer’s face by lessening or softening the imposition. the speaker did not want to force the hearer by decreasing the imposition to the hearer, and it meant that the speaker gave a chance to the hearer whether to accept or reject the speaker’s ideas. the researcher found 8 data. for example: subject 1: ok, thank youy hmm, and do you want to be my reseller dhe? subject 2: ehmmm, what’s your product mbak? eka fanti sulistiyaningsih, et al./ english education journal 11 (2) (2021) 228-236 233 subject 1: batik from pekalongan, so if your family or your friend needs batik as a dress code, in any event, you can contact me. subject 2: oh, ok, mbak, i get it. but, is it ok if i take time more to think again about that? because i should know first the market batik itself here and also the budget for transport from java to lampung. (c1/s2/12.1012.20) this conversation happened between subject 1 (s1) and subject 2 (s2). the context of the situation in this conversation was when s1 offered s2 to become a reseller. before s2 answered it, she asked about the product of s1’s product. then, s1 explained that her product was batik. then, s2 said that she asked that is it ok to give her time more because she needed more time to think again about being s1’s reseller because she should knew about the market of batik itself in s2’s hometown, lampung. she needed to think about the market and the budget for transporting that batik itself. the context meaning of that statement was for requesting more time. she used that statement to respect s1. so, she did not want to hurt s1’s heart by rejecting it. the other example of this strategy also showed that they had context meaning for asking the hearer information. the use of apologize this sub-strategy was used by the speaker when the speaker does face-threatening acts. so, automatically the speaker asked to apologize to the hearer. the researcher found 7 data. for example: subject 3: hmmmm, korean drama? have you watched “the world of marriage”? subject 4: oh, that’s drama, i know. subject 3: you have to watch it? or you haven’t? subject 4: ehmm, i’ve watched it. there are some memes related about that drama. hmmm, i’m sorry, but i don’t really interest with that drama.(c2/s4/2.06-2.11) this conversation happened between subject 3 (s3) and subject 4 (s4). the context of the situation in this conversation was when s3 recommended an upcoming drama to s4. then, s4 answered that she knew about that drama and ever watched that drama. unfortunately, s4 was not interested in that drama. the researcher interpreted that s4’s statement made face-threatening acts to s3 as the hearer. it hurt the hearer’s heart because, in the beginning, the hearer recommended that drama. moreover, the speaker was not interested in the hearer’s recommendation. thus, the speaker said sorry to the hearer before she told the real feeling about that drama. the researcher interpreted the context meaning of the sentence as giving information. the other example of this strategy also showed that they had context meaning for asking information. the use of impersonalize s and h this sub-strategy was used by the speaker when he/she tried to avoid the pronouns “i” and “you” in their utterances. the researcher found 5 data used in students’ causal conversation. for example: subject 5: ehmmmm, what do you want to cook now? subject 6: i just want to make a soup ping hmmm ….i’d be very happy if you would like to tell me how to make soup hmmm actually, i have been read the recipe on the internet but i am still confused. subject 5: hahaha, close your internet, please. it’s so simple, mbul. just cut the vegetables and boiled then give the seasoning. (c3/s5/1.461.49) this conversation happened between subject 5 (s5) and subject 6 (s6). the context of the situation in this conversation was when they talked about their activities. s6 wanted to cook soup and she had read the recipe from the internet, but she was still confused. then, s5 asked her to close the internet and told s6 the way to make soup. the researcher interpreted that the meaning of her statement was she suggested s6 close her internet. the speaker did not want to give offense to the hearer. it was to soften the s6 statement. the researcher interpreted the context meaning of the sentence was giving a suggestion. the other datum of this strategy showed that they had context meaning for giving a command. eka fanti sulistiyaningsih, et al./ english education journal 11 (2) (2021) 228-236 234 the use of state the fta as a general rule this sub-strategy was used by the speaker to minimize the imposition from a certain person by generalizing the subject because it was considered to be more polite. this strategy was to state the fta as an instance of some general social rule, regulation, or obligation. the researcher found 2 data using this strategy in the students’ casual conversation. for example: subject 3: ehmm, i’m ok, but i still have to do social distancing. how about you? subject 4: yeah, i’m well. the government gives a regulation to do social distancing to minimize the case of covid 19. so, we must follow it. (c2/s4/0.12-0.20) this conversation happened between subject 3 (s3) and subject 4 (s4). in this conversation, the context of the situation was when s3 and s4 started the conversation by greeting each other and asking the condition. then, s3 said that she must do social distancing with complaint intonation, and it looked like she was unhappy in that situation. then, s4 said that the government gave regulation to do social distancing to minimize the case of covid 19. from that statement, the researcher interpreted the speaker's sentence's meaning as the speaker tried to tell that it was a general social rule in this current time. the regulation was not only for her but also for other citizens in indonesia. she minimized the imposition by generalizing the subject because it was considered being more polite. she said that statement to heal the condition of s3 because s3 felt bored with this condition for doing a social distancing. the context of the meaning of other data was for giving information and remembering. the use of go on record as incurring debt, or as not indebting h this sub-strategy was used by the speaker when the speaker wanted to redress a face-threatening act by his indebtedness to the hearer, or it can by disclaiming any indebtedness of the hearer. the researcher found 6 data using this strategy in the students’ casual conversation. for example: subject 6: all right, i want to cook some food. subject 5: hahahaha, can you? subject 6: yeah, i can, ping. but, i still learn how to cook delicious food for my family. subject 5: hmmmm….. what do you want to cook now? subject 6: i just want to make a soup ping hmmm…i’d be very happy if you would like to tell me how to make soup hmmm actually i have been read the recipe from the internet, but i am still confused.(c3/s6/1.33-1.37) this conversation happened between subject 5 (s5) and subject 6 (s6). the context of the situation in this conversation was when they talked about their activity during the pandemic. then, s6 told her that she wanted to make soup for her family. she had read the recipe from the internet, but she was still confused. then, she said she would be pleased if s5 wanted to tell her how to make soup. the researcher interpreted that the speaker wanted to be indebted to the hearer because she wanted the hearer or s5 to help her tell how to make soup for her family. if s5 did it, the speaker would be pleased because it was beneficial for subject 5. the context meaning of the sentence was for asking for information. the other context meaning of the data was for requesting something. the result of this study showed not all of the sub-strategies but only eight substrategies found by the researcher in casual conversation among graduate program students of the english education department. it consisted of; be conventionally indirect (13.51%), question and hedge (44.59%), be pessimistic (4.05%), minimize the imposition (10.81%), apologize (9.45%), impersonalize the speaker and the hearer (6.75%), state the fta as a general rule (2.70%), go on record as incurring debt, or as not indebting the hearer (8.10%). it was similar to previous studies that not all of the sub-strategies found in their studies, and those studies conducted by magria and mawarni (2019) and merfeldiene and vainilaviciute (2018). magria and mawarni’s studies revealed that only seven sub-strategies were found in rimbo ulu's villager conversation. in comparison, merfeldiene and vainilaviciute’s studies revealed that only four eka fanti sulistiyaningsih, et al./ english education journal 11 (2) (2021) 228-236 235 sub-strategies were found in conversation among the villager in lithuania. it contradicted previous studies conducted by suwartama and fitriati (2017). their studies revealed that they found all of the sub-strategies in the conversation among the students. the explanation above showed the differences in the research results because of the background of the subject’s culture, power relation, and education background among each study's subject. besides that, the use of negative politeness in casual conversation among graduate program students of the english education department was in line with brown and levinson’s politeness theory. they used negative politeness to redressive action addressee’s negative face. the speaker used to avoid and minimize the threat to the hearer’s negative face when the speaker wants something from the hearer. conclusions the researchers concluded that there were eight sub-strategies out of ten substrategies of negative politeness strategies in casual conversation among the english education department's graduate program students. the first strategy was be conventionally indirect strategies that have context meaning for requesting, confirming, and commanding the hearer. the second strategy was question and hedge strategies that have context meaning for commanding, confirming, remembering, and defying. the third strategy was; be pessimistic with context meaning for asking information and inviting the hearer. the fourth strategy was minimize imposition that has context meaning for requesting something and asking for information. the next strategy was apologize that has context meaning for asking and giving information. the sixth strategy was impersonalize the speaker and the hearer that has meaning for giving a command. the seventh strategy was state the fta as a general rule that has context meaning for giving information and remembering something. the last strategy was go on record as incurring debt, or as not indebting the hearer that has context meaning for requesting something and asking information. references aditiawarman, m. r. p. e. 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(2019). politeness strategies: negotiation in procurement services of traditional entertainments. indonesian journal of english language teaching and applied linguistics, 22(2), 18. yule, g. (1996). pragmatics. oxford university press. eej 10 (3) (2020) 282 291 english education journal http://journal.unnes.ac.id/sju/index.php/eej the use of politeness strategies by indonesian vs malaysian student debaters in the 2018 world schools debating championship (wsdc) nurrahmah, dwi rukmini , issy yuliasri universitas negeri semarang, indonesia article info ________________ article history: received 15 september 2019 accepted 02 january 2020 published 15 september 2020 ________________ keywords: politeness strategies, debate, malaysia & indonesia student debaters. _________________ abstract _______________________________________________________________ ____ the aims of this study were to analyze the types of politeness strategies realized by student debaters and how the indonesian vs malaysian student debaters used politeness strategies in the debate competition. the data of this research were taken from youtube of debate competition video series namely ―wsdc 2018 r2: indonesia vs malaysia.‖ the study used a descriptive qualitative method which was analyzed using the politeness strategies propossed by (brown and levinson, 1987). the subjects in this study were 6 student debaters (2 teams) from malaysia and indonesia who participated in the 2018 world schools debating championship (wsdc). this study found that most of the student debaters used positive politeness strategies to deliver their arguments appropriately. there were four types of politeness strategies realized by the debaters. sub-strategies of positive politeness were mostly used by indonesian debaters. they used sub-strategies of positive politeness to keep the hearer's positive face, to safe opinions when delivering arguments clearly as the opposition team and make the preposition team agreed with their insight. malaysians used off-record strategy dominantly. they used inviting implicatures to imply meanings. © 2020 universitas negeri semarang correspondence address kampus pascasarjana unnes, semarang. jl. kelud utara iii semarang 50237, indonesia e-mail: nurrahmahridwan@gmail.com p-issn2252-6455 e-issn2502-4507 mailto:nurrahmahridwan@gmail.com nurrahmah, dwi rukmini, issy yuliasri/ eej 10 (3) (2020) 282 291 283 introduction in any society, there are several rules and principles that guide how people to speak politely which refers to keep hearer’s face. however, one of the rules is positive politeness in which it is an inevitable thing that is often done by people in a communication process. when the speaker says polite words, it is a characters reflected by speaker to addressee. we often use a strategy to maintain hearer's respective faces in social interaction. for instance, the awareness of how we modify the interaction in addressing the different types of listeners. politeness regarded a complex system for softening face-threatening acts. it is a crucial process to construct a politeness in order to incorporate into social relationship. therefore, people have to acknowledge and show awareness of the face, the public self-image, the sense of self, and the addressee. it is in line with glaser (2009) who defined that the speaker communicative competence deals with pragmatics. as stated by acheoah, john emike & ibileye, gbenga (2016, p: 1) the focus of pragmatic theories from classical to contemporary times includes speech acts, contexts, shared knowledge and meaning (implicatures and pre-suppositions). thus, other lexical differences often do not exist in the formal language such as please, excuse, thank you, etc. the exmple of expressions mostly do not used in the informal language (enggins, 2004, p. 101). the politeness strategy can be found in daily conversations and in debating events. nevertheless, one of the debates concerned in this study is an education debate competition. according to al-mahrooqi and tabakow (2015, p. 418), the debate has a general meaning as argument or discussion about specific issues that evoke differences of opinion, calling to mind intense verbal exchanges in political contests. politeness theory can help the students for selecting words when facethreatening may be faced when debate takes place. it requires softening when language users try to develop politeness strategies to reduce face loss. brown and levinson (1987, p. 92) categorized politeness into four politeness strategies; positive politenesss strategies, negative politeness strategies, bald-on record strategies, off-record strategies. morever, debate is the way which aims to build students’ competitiveness and increase communicative competence and it is also as the spirit of implementation curriculum 2013. thus, the debate competition focused in this research is a national school debate championship (nsdc) administered by the directorate general of primary and secondary education, ministry of education and culture of the republic of indonesia. it aims to prepare students who will attend in the next competition. if the students successfully participate in that event and becomes as the winner, they will attend to an international level that is the world schools debating championship (wsdc). to achieving communicative competence, this event provides a container to develop the potential of students, analytical thinking, creativity, solving the problem with their ideas. furthermore, the challenges faced by debaters may happen when they are implementing debate activities since few students confidently to express their rebuttal and compliment because of the lackness of politeness knowledge. for instance, in unismuh debater club (udc) of muhammadiyah makassar university. based on my preliminary research by interviewing one lecturer and one student there, many students face difficulties when speaking english appropriately in debate for comprehension speaker's means about issues. politeness strategies are means to preserve at least the semblance of harmony and cohesion (lakoff, 1990, p. 34). the lack of pragmatic competence may lead to a problem for the efl learners who have speech act performance so that communication breakdown may occur. these strategies are expected to support students to express their ideas, arguments, judgments, nurrahmah, dwi rukmini, issy yuliasri/ eej 10 (3) (2020) 282 291 284 and disagreement naturally to achieve communicative competence. moreover, several previous studies have become background to support this study, such as the use of politeness strategies applied in the qur'an and the representation of women in the holy qur'an (al momani, k., migdadi, f., & rabab'a, e., 2018), applied in a gendered political debate (fracchiolla, b. 2011), debate show (ali, r. m. s., & tareq, n., 2018), reality talk show (rudiansyah, r., & rukmini, d., 2018). while, the use of politeness strategies applied in english language teaching (elt) these are teachers' politeness as a predictor of students' self-esteem and academic performance (uzair-ul-hassan, m., & farooq, s., 2017) and for motivating students to learn english (elisdawati, y., husein, r., & setia, e., 2018), and it built positive values in students, (aulia n., k., 2017) were also used to support this study. thus, there was also used politeness strategies analyzed in english book that the comparison of politeness components between new headway intermediate student's (ibnus, n., & mujiyanto, y., 2018). based on the explanation above, the researcher focused on politeness strategies in a educational debate which has pedagogical implication to contribute to efl. this statement was supported by celce-murcia (1995) who clarified that various components of communicative competence are interrelated. it indicates that politeness strategies are a part of strategic competence and debate is a part of discourse competence. thus, both are necessary and to contribute for efl learners specially, debaters. the researcher was interested in evaluating the participants' pragmatic knowledge by their utterances. those strategies are needed to help them speak english strategically and efficiently. in addition, these are to support students' performance for expressing their arguments, judgments, and disagreement naturally for achieving communicative competence. the purposes of debate competition (wsdc, 2018) are to improve student’s english ability for expressing arguments systematically and to increase critical-thinking, and strengthen the characters of students. this could help the indonesian vs malaysian to deliver interpersonal meanings as debaters for increasing harmony and efficiency of language usages. therefore, this research aimed to identify the types of politeness strategies used by student debaters and how the indonesian vs malaysian student debaters use politeness strategies in the 2018 world schools debating championship. through the investigation, the researcher expected that this study could give pedagogical implications for both teachers and students to speak respectfully. we need discourse competence to speak appropriately and we need to understand the concepts of politeness to speak harmony structurally. methods this researcher focused on the spoken text. the researcher analyzed the use of politeness strategies used by indonesian vs malaysian student debaters to achieve communicative competence. the data of this research were taken from youtube that video series of debate competition quoted wsdc 2018 r2: indonesia vs malaysia. the study used a descriptive qualitative method and analyzed used the politeness strategies propposed by (brown and levinson, 1987). the subjects in this study were 6 student debaters (2 teams) from malaysia and indonesia who participated in the 2018 wsdc. the text of debate competition was observed, transcribed and analyzed. meanwhile, the objects of this study were the types of politeness strategies realized by debaters and how they used it. there were five steps to analyze the data; transcribing within the spoken text (see in appendix 4.1) reading, categorizing, analyzing (see appendix 4.2) and triangulation. the researcher used investigator triangulation to make sure that valid and accurate data. nurrahmah, dwi rukmini, issy yuliasri/ eej 10 (3) (2020) 282 291 285 result and discussion in this part, the researcher presented the result of the use of politeness strategies by malaysian and indonesia students in the world schools debating championship 2018. the politeness strategies were found in the data as many as 686 (100%) times occurrences of the utterances by debaters that were divided into two groups consisted of malaysian and indonesian. malaysian is proposition team and indonesian is opposition team. as the reseacher classified above, it is realized by a proposition team as many as 295 (43%) times occurrences. the utterances contained all types of politeness strategies. while in the opposition team, it realized as many as 391 (57%) and contained all types of politeness strategies. table 1. bellow presented the analysis result of the politeness strategies found in malaysian and inonesianstudents debaters. based on table above, it was presented three debaters from indonesian and three debaters from malaysian as candidates. the researcher used a symbol p; p1, p2, p3 as preposition team from malaysian and o; o1, o2, o3 from indonesian as opposition team. it aimed to make clearly in classifying and made easier for readers to know the content of the table. furthermore, the debaters utterances were from the the internet which was transcripted by the researcher. then, concerning the schematic structure analysis, it was shown in appendix 2. the theme of the debate was "this house opposes the development of lethal autonomous weapons". the text contained their knowledge about the accountability of weapons systems and perception of lethal autonomous weapons decrease accountability. briefly, the debate theme concerned on the illegal use of weapon that infringed human rights. the politeness strategies found in malaysian students debaters in malaysian, there were found 161 (54%) politeness strategies expressed by three speakers. the total of number found was 595 (7%) which was consisted of four types of politeness such as positive politeness was 161 (54%), negative politeness was 43 (14.5), baldon record was 32 (11%), and off-record was 59 (20%) times occurrence. therefore, the most expressed strategy of politeness strategies in malaysian students debaters was positive politenes. furthermore, the total number of politeness strategies expressed by p1 was 94 (16%), p2 was 103 (15%), and p3 was 98 (15%) times occurrence. thus, the speaker who expressed politeness strategies among them was the second speaker or p2. furthermore, politeness strategies expressed by p2 was 103 (15%). its total was included the four sub-category of politeness startaegies. they were positive politeness found 51 (1%), negative politeness was found 17 (1%), bald-on record was found 16 (1%), and off record was found 29 (1%). the next subcategory was p3 and its total was 98 (15%) times occurance. it consisted of positive politeness was found 56 (1%), negative politeness was found 13 (1%), bald on-record was found 12 (1%), and off record was found 17 (1%) times occurance. meanwhile, p3 was the least speaker who used politeness strategies and the total of number found was p1 was 94 (16%). its amount was included positive politeness was 54 (1%), negative politeness was 13 (1%), bald onrecord was 14 (1%), and off record was 13 (1%). thus, the sepaker who mostly used the positive politeness was p3. further, as it is figured in the table, p3 mostly used sub-strategies of politeness strategies than the others. it means p3 as a the politeness strategies found in the debate students’ debaters malaysian (p1,p2,p3) indonesian (o1,o2,o3) types of politeness times % times % positive politeness 161 54 255 65 negative politeness 43 14.5 52 13 bald-on record 32 11 40 10 off-record 59 20 44 11 total 595 7 391 9.7 nurrahmah, dwi rukmini, issy yuliasri/ eej 10 (3) (2020) 282 291 286 speaker to conclude the debate from the topic that has been discussed. the sub-strategy of positive politeness mostly expressed was conveying s & h are cooperators which was 46 (82%) times occurance. it was followed by the sub-strategies claimed common ground which was occured 10 (18%) and fulfilling hearers' desires was not found. the politeness strategies found in indonesian students debaters in indonesian students debaters, the total of number of politeness strategies expressed by the three speakers was 391 (9.7%) times occurance. it was consisted of four sub-strategies such as positive politeness was found 255 (65%), negative politeness was found 52 (13%), bald-on record was found 40 (10%), and off-record was found 44 (11%) times occurance. so, the strategy mostly expressed by indonesian students debaters was positive politeness strategy. further,o3 expressed 200 (8%) politeness strategies times occurance. it was consisted of four strategies such as positive politeness expressed 110 (1%), off-record strategy found 29 (1%), negative politeness strategies found 37 (1%), and bald-on record strategy as the least strategy found was 24 (1%). the next politeness strategy expressed by o1 was 116 (13%) times occurance. the total of numbers was included the four sub-types category such as positive politeness was 95 (1%), bald-on record was found 11 (1%), off-record was found 7 (1%) and sub-strategies of negative politeness was 3 (1%) times occurance. meanwhile, o2 expressed 75 (20%), which was concisted of four substrategies. they were posotive politeness was found 50 (1%), negative politeness was 12 (1%), bald on-record 5 (1%), and off record strategy was found 75 (20%). therefore, the third speakersor o3 mostly used politeness strategy and tended to use the positive politeness comparing with o1 and o2. further, as it is figured in the table, o3 is the most speaker use sub-strategies of politeness strategies than the others. it means o3 as a speaker to conclude the debate from the topic that has been discussed. the sub-strategy of positive politeness mostly expressed was conveying s & h are cooperators which was 86 (78%) times occurance. it was followed by the sub-strategies claimed common ground which was occured 23 (21%) and fulfilling hearers' desires is the last sub-strategies which appeared only 1 (1%) times occurrence. the politeness strategies found in malaysian and indonesian students debaters the discussion of the politeness strategies analysis realized by debaters in 2018 world students debating championship, it was showed by the table 4.3. it showed that there were 686 (100%) found in the utterances delivered by the debaters from indonesian and malaysian. the positive politeness strategy was the most found event among the four strategies. it indicated that the sub-strategy of positive politeness preferred employing by debaters. in other hand, the other strategies for making harmony in their utterances were described in table. the table above showed the politeness strategies which was found in malaysian and indonesian students debaters. the politeness was included four sub-strategies such as positive politeness, negative politeness, bald on-record, and off record. in malaysian, the most exspressed sub-strategy was positive politeness 161 (54 %). it was followed by the off record 59 (20%) as the second mostly used. then, negative politeness was 43 (14.5%) and the least substrategy used was bald on-record which was 32 (11%). however, indonesian students debaters also tended to use the positive politeness strategy which was found 255 (65%) times occurance. then followed by negative politeness was 52 (13%), off record was found 44 (11%) and the least strategy used was bald-on record which was found 40 (10%). thus, based on the table, it could be concluded that the indonesian students debaters mostly used positive politeness comparing with malaysian students debaters. however, malaysian students debaters used more politeness strategies than which was total 595 (7%) than indonesian students debaters nurrahmah, dwi rukmini, issy yuliasri/ eej 10 (3) (2020) 282 291 287 which was 391 (9.7%). it could be seen in the total column. the use of politeness strategies by malaysian students debaters the example of sub-strategies of positive politeness used by the student debaters which was presented in the dialogue within the texts, below: (1) p1 : the burden fact these preposition seeks to prove presentation based, it's simple. it's that a lethal autonomous weapon system makes wars. in the text 1, the situation happened when the speaker made the hearer to focus on its topic which was about house opposes the development of lethal autonomous weapons. in this case, the speaker gave an assumtion about the topic and the factor caused by lethal autonomous weapon systems. the first statement was an opening debated delivered by the first speaker from preposition team. so, the speaker was delivering an argument or assume for stressing the topics through the utterance ―it's that a lethal autonomous weapon system makes wars”. the utterance was belong to positive politeness which was assumed by the speaker to show the sense interest topic of self. the speaker satisfied the hearer's positive face by noticing that hearers needed the information. (2) p1 : i am going to do this. through two points presented in my speech. from text 2 above, the preposition team opened the debate by showing their optimistic and the speaker was delivering the arguments confidently. the speaker’s positive face in delivering the topic will give positive impression to the hearer. thus, the uttarence categorized as positive politeness concerning directly. by saying "i am going to do this" referred to a positive face by the speaker for further improve the quality, value, or extent of her few arguments. the example of sub-strategies of offrecord expressed by the student debaters see in the texts, below: (3) p1 : i've three means stress to these topics. first of all, i want to show you why lethal autonomous weapons to be merciless? secondly, i'm going to talking about changing how self-learning moves on. thirdly, i'm going to talk about the possibility and the rare check and peace of the catching. in text 3 showed that the malaysian team gave some association clues to indonesian team for deeper understanding. it could be seen in the utterance ―i've three means stress to these topics‖. it meant that malaysian constracted the argumentation to keep hearer perception suitable with speaker’s opinion. she tried to minimize the imposition when she gave some clues for indonesian debaters. so that they would have same focused based on perceptions as the speaker mentioned. the example of sub-strategies of negative politeness employed by the student debaters see within in the texts, below: (4) p2 : i'm gonna move on to any argument while you're not into a state of fear within society. in the text 4 above stated that ―while you’re not into a state of fear within society‖. the speaker constructed the text because he wanted to deliver disagreement with showing pessimism to hearer. so, she expressed the utterance in negative usage. it had an implicatures meaning of disagreement by saying ―i'm gonna move on to any argument‖. this strategy categorized as one of sub-strategies in negative politeness that was pessimistic. the sentence showed the negative face of the speaker expressed doubt explicitly. in this sentence, the speaker showed his hesitatation regarding to the lethal autonomous weapons are not dangerous by using speech act contains maxim of relevance.it could be seen in the speaker’s satisfaction as the preposition team position. it is stressing on they provided some argumentations that must be paid attention by hearer through using imperative form of hesitation. the last commonly found in 2018 wsdc was the bald-on record strategy. it was because the gap among students debaters which was affected by their environment, such as different cultures or countries. for examples, politeness strategies expressed by the student debaters which was shown within in the texts, below: (5) nurrahmah, dwi rukmini, issy yuliasri/ eej 10 (3) (2020) 282 291 288 p1 : you should think this encompasses all weapons systems in the military so for example,... in this text-5 occured because the speaker constructed the text to deliver discussions by saying ―you should think”. it was is suggessted by the preposition team to the opposition team‖. it implied that a recommendation proposed by malaysian (p1) to indonesian debaters to keep understanding the topics directed. this was reflected by the speaker because they were dejected by diregarding the fact which was caused by lethal autonomous weapons systems in the military. (6) p1 : ... it means the opposite their decreases. learn! why it’s hard to identify and punishment works? the text-6 above explained that the preposition team delivered a warning to the opposition team by showing the warningthreatening by saying "learn! why it’s hard to identify and punishment works ". she delivered the word "learn!" to emphasize on her argument to the hearer by using an imperative form for expressing warning. this strategy was suitable for applied in close friends and families. however, in indonesian vs malaysian students debaters slightly used this sub-strategies because it was formal activity as academic debate. it also indicated as an equal relationship among the student debaters. the use of politeness strategies by indonesian students debaters the example bellow was the substrategies in positive politeness that was expressed by the indonesian team in the text, below: (7) o1 : let’s go to the first argument on white the utilization of human soldiers creates the house dangerous of weapons. in the sentence, the speaker delivered an offer so that the hearer would help or support him through an optimistic expression of ftas. the text 7 above showed that the opposition team opened the debate with an optimistic expression by delivering the arguments confidently. it was concerned on the person's positive face that emphasized on the preposition team. the utterance "let's go to the first argument!" referred to the speaker’s positive face for further improve the quality, value, or extent of the opinions. speaker offers some arguments to the hearer to safe topics. (8) o3 : those two, two icj which is literally control by united states. the text 8 was related to the explaining about notice sub-strategy of positive politeness. in this case, this sentence suggested that the opposition team pay attention on the aspects which made the hearer interest in the topic. the speaker made sure to notice the hearer’s interest regarding to the uterence expressed. so that the speaker will understand the hearer need regarding to the information delivered well. the example of sub-strategies in negative politeness expressed by the student debaters dialogue within in texts, below: (9) o2 : ladies and gentleman. no mechanism so on and so forth and these other parts because technically you can still fix the system well. the text 9 above showed disagreement strategy because the speaker criticized the hearer to fix the system arrangement and it was continued by giving a reason to solve the problem. the second indonesian debater showed her refusal of the arguments about the systems happened. therefore, she used the utterance "no mechanism so on and so forth and these other parts..." as her response and disagreement towards preposition teams' argument. it was categorized as positive politeness because there was the cooperation between speaker and hearer and they showed any feedback between them. (10) o2 : finally, i talk about having, why are hacking increases? to know about this happened offline vice versa over the harder to hard. immortalization of military was technology-based weapons. the text 10 above was another example of disagreement. the malaysian debaters' stated the fact in the field of war caused by the use of military technology-based weapons systems. it was clearly seen from his utterance "to know about this happened offline vice versa over the harder nurrahmah, dwi rukmini, issy yuliasri/ eej 10 (3) (2020) 282 291 289 to hard". the speaker used this strategy aimed to being honest without trying to attact it directly. it also to soften the face-threatening act as the way he explained with the factual occurred. (11) o3 : let me tell you that the both of us will be merciless and again operate wars, three respond nations. in the text-11, the speaker expressed the text to assume towards the utterance 'the both of us will be merciless and again operate wars'. the assume was one of the sub-strategies of negative politeness. in this sentence, the speaker used the utterance to focus on hearers for minimizing the face-threatening act. it required attempting softening a negative face of the preposition team by delivering arguments. it also delivered the factual conditions that within in clause three respond to nations. so, the assuming by the speaker was sub-strategy of negative politeness. the example of sub-strategies of bald-on record employed by the student debaters’ see in the dialogue within the texts, below: (12) o3 : you know that society doesn't necessarily favor [amm...] what does this show to you! in this text-12, the speaker gave a request to the opposition team for looking at reality. the word "you know" in the sentence was an expectancy and requesting from the speaker. in the sentence, the preposition team engaged for giving charity and caring humanity through sharing the peace which was not disagreed by opposition team. the malaysian team also did not want to fight during a war. regarding to utterance "you know that society doesn't necessarily favor amm,,, what does this show to you!" it was clearly that utterance was categorized as bald-on record strategy. (13) o3 : to become as merciless that's what they want you to do! the text-13 above, the sentence expressed was the same as the preposition team from malaysian students which used imperative form exactly. the speaker gave deference to the opposition team for caring to humanity. the word "you to do!" gave an advice directly which was clearly included one of the types of bald-on strategy. it meant that a person or nation engaged in fighting during a war. the example of sub-strategies in offrecord politeness employed by the student debaters see in the dialogue within the texts, below: (15) o3 : we give you three reasons! in the text-15 above, the opposition team gave clues in which it was categorized as substrategies in off-record. it aimed to clarify the arguments and the imposition of disagreement. it had continued for giving a reason to solve the problems. thus, the debate was very important that give clues for delivering the reason about the topics. besides, the opposition debater showed her points the arguments about the systems happened. therefore, the speaker used the utterance "we give you three reasons…" to minimize the disagreement towards preposition teams' in positioning argument. regarding to the way the students debaters used the politeness strategies, it could be concluded that both malaysian and indonesian students debaters similarly used the four sub-strategies of politeness strategies. however, the difference was shown in using the positive politeness in which the indonesian students debater used more than malaysian students’ debaters. conclusion based on the findings and discussion, the results of the research can be concluded as follows: the discussions result showed the debaters used a variety of politeness strategies that was four sub-strategies realized by indonesian and malaysian student debaters in the debate (wsdc) 2018. these were positive politeness, negative politeness, bald-on record, and off record. as it was in the previous explanation, the positive politeness was the most applied by the both students debaters team and its occurrences of its sub-strategies also had the largest rank. however, indonesian student debaters used politeness strategies more than malaysian student debaters. there were the subnurrahmah, dwi rukmini, issy yuliasri/ eej 10 (3) (2020) 282 291 290 strategies of off-record, inviting conversational implicature, with 95 times out of occurrences data. then, one of the sub-strategies of bald-onrecord is using imperative form, which occurs is the most proportion in bald-on record has 20 times. politeness is one of the concerns in elt to improve interactive language classrooms reflected by indonesian versus malaysian performed. it showed that debaters preferred expressing positive politeness strategy to the other strategies for making harmony in their utterances. thus, the researcher suggested that the concern in linguistics was to figure out the effect of the factors of the realizations of politeness strategies to achieve a much better understanding. as a teacher, this study also gave a supplementary suggestion. when they taught, they should prepare a lesson plan composing positive politeness. it aimed to build a positive value especially to familiarize their student to be polite as early possible. it made the students’ or hearers’ positive face to safe harmony relation. furthermore, for a further researcher would get any information which can be used questionnaires and interviews for creating the data to comprehend the research. they must be known about the factors which were effected by debaters to produce differently of those politeness strategies. references acheoah, john emike & ibileye, gbenga (2016). strengths and weaknesses of the pragma-crafting theory. american research journal of english and literature(arjel). issn (online)-23789026 (2)13. al-mahrooqi, r. i., & tabakow, m. l. 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(1990). talking power: the politics of language in our lives. basic book. http://creativecommons.org/licenses/by-nc/4.0/ http://creativecommons.org/licenses/by-nc/4.0/ https://doi.org/10.15294/eej.v8i1.22157 https://doi.org/10.15294/eej.v8i1.22157 426 eej 10 (4) (2020) 426-435 english education journal http://journal.unnes.ac.id/sju/index.php/eej translation techniques and quality of indonesian-english translation of captions in pekalongan batik museum erwin dwi nurpermadi1 , rudi hartono2, djoko sutopo2 doi : https:// doi 10.15294/eej.v10i4.38727 1. seattle international language school, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: accepted 20 february 2020 approved 5 may 2020 published 23 december 2020 ________________ keywords: techniques, translation quality, batik museum captions ________________ abstract this study aims to classify and identify how the translation techniques and quality achieved in indonesian-english translation of captions in pekalongan batik museum. the aim is broken down into translation techniques, accuracy, acceptability, readability, and the translation quality influenced by translation techniques. the data of this study were the captions in pekalongan batik museum written in indonesian and english. the scope of this study covers up the translation techniques and quality of indonesian-english translation of captions in pekalongan batik museum. descriptive qualitative research is employed in this study. the data gathered through 331 sentences for translation techniques and 30 texts in the form of captions for being investigated in translation quality. the results showed that thirteen of the eighteen translation techniques proposed by molina and albir (2002) are chosen by the translator. they are: literal translation, reduction, borrowing, addition, generalization, modulation, established equivalent, transposition, adaptation, particularization, linguistic amplification, linguistic compression, and calque. the result of the analysis in the translation quality showed that the captions in pekalongan batik museum as accurate, acceptable, and readable translation.  correspondence address: jl gajah mada 198 kec. batang kab. batang, indonesia e-mail: nurpermadi@gmail.com p-issn 2087-0108 e-issn 2502-4566 erwin dwi nurpermadi, et al./ english education journal 10 (4) (2020) 426-435 427 introduction nowadays, the effort of the translation process in captions in indonesia is increasingly necessary. the purpose of translating the captions is introducing the contents to foreigners who visits indonesia. in the case of written publication, the caption is a collection of written information. there are some kinds of captions such as at the museum, public building, public transportation, etc. captions are articles that inform the readers about further information about something. the captions are in indonesian-english. it helps foreigners to understand the information. therefore, people will be helped and get easier to understand texts by a translator’s help for transferring from one source language (sl) to another target language (tl). there are some theories in translation that were developed time by time such as nida and taber (1969), brislin (1976), newmark (1988), bell (1991), and pym (1992). it can be concluded that translation is an activity of transferring the messages or ideas from the source text into the target text. besides transferring messages, translation also plays a role in changing form. it is supported by larson (1984) and munday (2000). as catford pointed out, translation is the replacement of textual material in one language (sl) by equivalent textual material in another language (tl) (cited in hartono, 2009). on the other hand, bell in his book translation and translating: theory and practice define translation as the expression in another language (or target language) of what has been expressed in another source language preserving semantic and stylistic equivalences (1997). hence, translation is also influenced by culture. hartono (2009) explained that to produce a high quality of novel translation, translator should keep a basket of masteries of both source and target languages and cultures. translation quality is similar to translation criticism. newmark (1988) stated that “translation criticism is an essential link between translation theory and practice”. it means that, in criticizing a translation product, there is always a relationship between the theory of translation and the application of the theory. the translation quality can be judged from several aspects. the first aspect is the accuracy that indicates how faithfully the message of the source text is maintained in the target text. the second aspect is the acceptability that refers to the consistency of the translation to the grammar and culture of the target language. the third aspect is readability showing the understanding of the target readers to the translation. this present research is about the implementation of translation techniques and the quality of indonesian-english translation of captions in pekalongan batik museum. the techniques that are used to translate have to be appropriate because the message from the source language (sl) is accurately transferred into the target language (tl). the study aims to give the practical benefit especially by exploring the translation techniques and quality in the captions in pekalongan batik museum. methods this study assumes that there are some translation techniques used to translate the captions. the translation quality of the captions has a different level of accuracy, acceptability, and readability depending on the translation techniques used to transfer the information embedded in the source text. the translation quality of the captions is affected by the use of translations techniques. since the researcher collected, analyzed, and made a conclusion from the data, so this study can be categorized as a descriptive qualitative research. this study focused on describing the indonesianenglish translation of the captions and how the translation quality is affected by the use of translation techniques. the subject of this study was one translator of the captions in pekalongan batik museum written in indonesian and english. the object of this research was the captions in pekalongan batik musem. the researcher employed himself to collect data by selecting and reading the captions. the data being investigated are the captions in pekalongan batik museum. the unit of analysis was words phrases, and sentences. in gaining the data, the researcher needed an instrument to ease the process of analyzing. the researcher collected the captions and read them. erwin dwi nurpermadi, et al./ english education journal 10 (4) (2020) 426-435 428 next, the researcher analyzed the data in order to find translation techniques and the last, collected the questionnaire in order to analyze the translation quality. the process of analyzing data consists of (1) identifying (2) classifying (3) analyzing (4) reducing the data. results and discussion this section aimed to answer the five main problems of the study. those related to translation techniques and quality of indonesian-english translation of captions in pekalongan batik museum. the result can be seen in table 1. table 1. translation techniques percentage no techniques frequency percentage literal translation 145 43.81 reduction 57 17.22 borrowing 37 11.18 addition 11 3.32 generalization 9 2.72 modulation 6 1.81 established equivalent 7 2.11 transposition 3 0.91 adaptation 3 0.91 particularization 3 0.91 linguistic amplification 2 0.60 linguistic compression 1 0.30 calque 1 0.30 discursive creation 0 0.00 compensation 0 0.00 description 0 0.00 substitution 0 0.00 compensation 0 0.00 not translated 46 13.90 total 331 100 erwin dwi nurpermadi, et al./ english education journal 10 (4) (2020) 426-435 429 from table 1, the researcher found 13 translation techniques. they are literal translation, reduction, borrowing, addition, generalization, modulation, established equivalent, transposition, adaptation, particularization, linguistic amplification, linguistic compression, and calque. the literal translation is the first dominant technique used by the translator; there are 145 times out of 331 data (43.81%). on the other hand, two techniques get the lowest usage. they are linguistic compression and calque which is occurred 1 time (0.3%) translated based on this technique. literal translation the literal translation starts from wordfor-word translation and then makes changes to the conformity or source language grammar with target language grammar. (molina & albir, 2002, p. 510). it was used 145 times (43.81%). example : data 4 : sl : ir.soekarno meminta kepada go tik swan, tl : soekarno asked go tik swan, the grammatical structure from sl to tl is the same. the sentence from the source language is ir.soekarno meminta kepada go tik swan, this sentence is translated into soekarno asked go tik swan, the name in the subject is the same and there is no word change but the verb is translated into simple past tense because it happened in the past time as evidence that this happened in the past. reduction in this technique, the translator reduces the sl text in the tl but the message is implied in another part of the tl. this technique occurred 57 times (17.22%). example: data 3 : sl : ide ini awalnya dimunculkan oleh ir.soekarno, presiden pertama ri dalam rangka persatuan indonesia. tl : this ide came from ir.soekarno, the first president of indonesia. the datum above shows that the translator uses a reduction technique. it can be seen from data 3 the words “ri” stands for republik indonesia are translated into indonesia. there is a reduction from the sl to tl but the meaning of the sl can be understood. borrowing borrowing is a translation technique that takes a word or expression straight from another language. it was used 37 times (11.18%). example: sl : yaitu keraton dan pesisiran, tl : the kraton and pesisir (seaside) style. the translator uses borrowing techniques in order to find the equivalence of the meaning between the text in the source language and target language. addition the addition is used by a translator in order to make the translation clear by adding some information. this technique occurred 11 times (3.32%). example: data 18 : sl : yang dahulu merupakan pusat pemukiman keturunan cina. tl : a settlement of chinese and chinese batik makers. the translator uses addition technique. the translator adds “batik markers” to make the translation clear and this addition words can help the readers to understand this text. if the translator does not add this word, it will make the readers a bit confused to understand the text. generalization generalization technique uses the neutral term or general term. (molina & albir, 2002, p. 510). it was used 9 times (2.72%). example: data 19 : sl : juragan-juragan keturunan cina di daerah ini membuat batik untuk mereka yang berselera cina dengan ragam hias lambang kebudayaan cina. tl : their batiks are made for customers who prefer motifs reflecting chinese culture. the words “juragan-juragan keturunan cina di daerah ini membuat batik” in the source erwin dwi nurpermadi, et al./ english education journal 10 (4) (2020) 426-435 430 text is translated into “their batiks are made”. the translator did not translate all the words in the subject in sl. the translator generalized the subject into “their”. modulation modulation changes the point of view in relation to the source text. it can be lexical or structural. (molina & albir, 2002, p. 510). it was used 6 times (1.81%). example: data 93 : sl : kain ini menggambarkan pola buketan pada bagian kepala, tl : the head of this cloth displays bouquet pattern the datum above uses modulation technique since the translator changes the focus or point of view between the source language and the target language. the subject of the sentence in the sl is “kain ini menggambarkan” but the translator changes the focus of the tl in to “the head of the cloth”. the translator changes the object of the sl as a subject in the tl. the use of modulation in this sentence is appropriate. established equivalent molina and albir (2002) state, “established equivalent is to use a term or expression recognized (by dictionaries or language in use) as an equivalent in the tl.”.this technique occurred 7 times (2.11%). example: data 173 : sl : kain ini menggambarkan pohon hayat yang tumbuh dibebatuan, berwarna ungu. tl : this cloth displays tree of life which is growing on purple colored rocks. the translator used a term or expression recognized as an equivalent in the tl. the expression “menggambarkan pohon hayat” is translated into “displays tree of life,” in english, there is not an expression or term that has the same meaning with sl. so, the translator translated the meaning of sl. transposition molina and albir (2002) state that “transposition is to change a grammatical category.” it was used 3 times (0.91%). example: data 234 : sl :pengusaha batik pekalongan keturunan cina yang terkenal antara lain the tie siet, oey soe tjoen, lim ping wie, lim boe in, dan lainnya. tl : some of popular chinesse crossbreed batik makers in pekalongan are the tie siet, oey soe tjoen, lim ping wie, lim boe in, etc in the datum above, the translator uses transposition. it can be seen from the words “keturunan cina”. these words are translated into “chinese crossbreed batik makers”. the translator transposes the grammar from the source language into the target language. adaptation molina and albir (2002) defined adaptation as a technique to replace a st (source target) cultural element with one from the target culture. this technique occurred 3 times (0.91%). example: data 88 : sl : biasanya bisa dilihat ekornya yang meliuk-liuk. tl : usually can be seen from the winding tail in data 88 the word “meliuk-liuk” is used to describe the appearance of something. in these sentences, the word meliuk-liuk describe the appearance of the birds’ tail. the word meliuk-liuk is translated into winding. particularization it is the use of a more precise or concrete term, e.g., to translate window in english as guichet (jendelatoko) in french (hartono, 2011). this technique occurred 3 times (0.91%). example: data 242: sl : selanjutnya juga menampilkan motif cerita dalam selembar kain batik seperti kisah cinderella, snow erwin dwi nurpermadi, et al./ english education journal 10 (4) (2020) 426-435 431 white, little red riding hood dan lainnya. tl :next, dutch influenced batik also displays fairy tale story on its motif such as cinderella, show white, little red riding hood, etc. the translator uses the particularization technique to translate the text. it can be seen from the words “cerita” in the sl. the translator uses more concrete or precision terms to be “fairy tale story”. these words are more precise to the target readers. the translator uses the particularization technique to make the translation more qualified. linguistic amplification this is often used in consecutive interpreting and dubbing. it is in opposition to linguistic compression. it was used 2 times (0.60%). example: data 22 : sl : beberapa ragam hias batik yang unik dan terkenal di daerah cirebon, yang diilhami oleh alam sekitarnya serta kepercayaan setempat antara lain adalah tl : following is a description of several distinctively cirebon motifs inspired by the natural surroundings and belief of the people the translator uses established linguistic amplification. it can be seen from the expression “serta kepercayaan setempat antara lain adalah:” is translated into “and belief of the people:”. the translator uses fewer words than the sl instead of using an expression with the same number of words. linguistic compression it means to synthesize linguistic elements in the tl (target language). this technique occurred 1 time (0.30%). example: data 27: sl : untuk mendekatkan diri kepada yang maha pencipta. tl : and in order to come closer to their creator. the clause ‘untuk mendekatkan diri kepada yang maha pencipta’ in data 27 is translated into ‘and in order to come closer to their creator’. the clause that is translated into linguistic compression is ‘yang maha pencipta’ into ‘creator’. the translator is not translated the text word for word, but the translator only focuses on one point of the sentences. so, those are evidence that linguistic compression is applied in those sentences. calque calque is a literal translation of a foreign word or phrase; it can be lexical or structural. it is a foreign word or phrase translated and incorporated into another language (molina and albir, 2002). this technique occurred 1 time (0.30%). example: data 1: sl : batik indonesia merupakan perpaduan dari dua gaya / type tl : indonesian batik style blends two major batik style, the datum above shows that the translator uses a calque. it can be seen from the phrase “batik indonesia” are translated into “indonesian batik”. the translator translates the phrase in the source language into the target language literally. based on the analysis above, it can be concluded that the translation technique that is used the most to translate the captions in pekalongan batik museum is the literal translation. erwin dwi nurpermadi, et al./ english education journal 10 (4) (2020) 426-435 432 table 2. the translation quality text translation quality accuracy acceptability readability 2.33 2.33 2.33 2.67 2.33 2.67 3.00 3.00 3.00 2.67 2.33 2.67 3.00 2.67 3.00 3.00 3.00 3.00 3.00 3.00 3.00 2.67 2.67 2.67 2.67 2.67 2.67 2.67 2.67 2.67 3.00 3.00 3.00 2.67 2.67 2.67 2.33 2.33 2.33 3.00 3.00 3.00 2.67 2.67 2.67 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 2.67 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 2.67 2.67 2.67 2.67 2.67 2.67 2.67 2.67 2.67 3.00 3.00 3.00 2.67 2.67 2.67 3.00 3.00 3.00 mean 2.83 2.79 2.83 the accuracy of indonesian-english translation of captions in pekalongan batik museum accuracy is a term used in evaluating translations to refer to whether the source language text and target language text are equivalent or not (nababan, 2012). accurate translation accurate translation means that the messages in the source text are transferred well in the target text. example sl : kain ini menggambarkan pola buketan pada bagian kepala. tl : the head of this cloth displays bouquet pattern. the datum above is taken from text 14. the translator changed the point of view in the sentences appropriately. it can be considered that the use of the modulation technique is very appropriate. the message in the source language is translated accurately in the target language because the message in the sl is conveyed to tl correctly and there is no distortion of meaning in the target language. less accurate translation the data included in this category are the data that have some distortions in meaning that affect the completeness of the whole message. example: sl : ide ini awalnya dimunculkan oleh ir.soekarno, presiden pertama ri dalam rangka persatuan indonesia. tl : this ide came from ir.soekarno, the first president of indonesia. the datum above is taken from text 1. the translator used the reduction technique. there are some messages that reduced by the translator. it can be seen from the example above that “dalam rangka persatuan indonesia” is not translated into tl. this text is considered as less accurate because there was a distortion of meaning in translation this text from sl to tl and the mean score is 2,33. from the analysis above, the raters and the respondent found that the accuracy of the translation considered less accurate. the researcher found that the translator makes 28 accurate translations (93%) and 2 less accurate translations (7%). the translation techniques that are used by the translator are appropriate. the translator can maintain the meaning or message of the sl. the foreigners as respondents and the raters found there are some messages that are conveyed to the target language correctly. the translator provides accurate information and there is no distortion. as a conclusion, the researcher considered the erwin dwi nurpermadi, et al./ english education journal 10 (4) (2020) 426-435 433 translation of captions in pekalongan batik museum as an accurate translation. the acceptability of indonesian-english translation of captions in pekalongan batik museum nababan (2012) said that the term acceptability refers to whether a translation has been disclosed in accordance with the norms, norms, and cultures prevailing in the target language or not, either at the micro-level or at the macro level. acceptable translation acceptable means that the target text sound natural and also the diction is appropriate with the principle of the target language. example 1: sl : kain ini menggambarkan pola buketan pada bagian kepala. tl : the head of this cloth displays bouquet pattern. in assessing the acceptability aspect of translation in text 14. the translator applied the modulation technique. the translator changes the point of view in relevance with the sl. the raters and the respondent found that the use of modulation techniques to translate this text is appropriate. as a result, readers will understand the text easily. less acceptable translation less acceptable means that the target text sounds unnatural and it is also not precise with the principle of the target language. example : sl : daerah pembatikan seperti trusmi, plumbon, kali tengah, dan kunduran banyak menerima pesanan dari kraton tl : the areas where batiking was done as trusmi, plumbon, kali tengah and kunduran received many order from the kratons in assessing the acceptability aspect of translation in text 1. the researcher considered the text as less acceptable. the words “pembatikan seperti trusmi, plumbon, kali tengah, dan kunduran” is translated into “the areas where batiking was done as trusmi, plumbon, kali tengah and kunduran” are the evidence that the translator used borrowing technique to translate several words. the use of borrowing techniques by the translator in this text needs to be improved. it can be concluded that the text considered as less acceptable. from the analysis above, the raters and the respondent found that the acceptability of the translation considered acceptable. the researcher found that the translator makes 26 acceptable translation (87%) and 4 less acceptable translation (13%). the use of translation techniques is very appropriate to make the readers understand the text easily. the researcher found that the use of the translation techniques is very appropriate. the readability of indonesian-english translation of captions in pekalongan batik museum according to nababan (2012) readability or in english is readability, referring to the degree of the case of writing to be understood. readable translation readable translation means that the content of the text can be understood easily by the raters. example 2: sl : kata bledhak sendiri yang berarti putih atau suci. tl : the term bledhak means white or pure. the datum is taken from text 7 which is also considered as readable translation because the mean of this text is 3. in the datum, the translator used the literal translation technique that is used in the word “kata bledhak sendiri yang berarti putih atau suci”. the translator translated the source language word by word and the sentence structure from sl to tl does not change. the use of the literal translation technique is appropriate. less readable translation the data in this category are considered as less readable translation since the raters are not easy to understand the content. example 1: sl : warna latar kuning gading yang merupakan warna khas cirebon dinamakan warna kuning cirebon. erwin dwi nurpermadi, et al./ english education journal 10 (4) (2020) 426-435 434 tl : the ivory background, also called kuning cirebon is distinctive feature of cirebon batik. the datum above is taken from text 1. the use of borrowing techniques is not appropriate because the word “kuning” in sl is translated into “kuning” in the tl. this word is not translated into tl because the translator used the borrowing technique to translate this text. but in the tl, there is a word that can translate the word “kuning”. overall, this text considered as less readable because the mean is 2,33. the analysis of translation techniques and quality of translation shows that the most techniques used in translating captions in pekalongan batik museum are the literal translation. it can be seen that this translation technique gives more positive contributions to the quality of translation comparing to the other techniques. these techniques mostly produce qualified translation. meanwhile, the techniques which give a negative contribution or produce the low quality of translation in terms of accuracy, acceptability, and readability are reduction and established equivalence. conclusions based on the analysis described above, the writer draws the conclusion as follows: first, the analysis of the translation technique shows that it uses thirteen translation techniques. they are literal translation, reduction, borrowing, addition, generalization, modulation, established equivalent, transposition, adaptation, particularization, linguistic amplification, linguistic compression, and calque. the literal translation is the most frequent technique used. on the other hand, the linguistic compression and calque are the lowest percentages of the technique. second, the result of the analysis in the translation quality in terms of accuracy presented in finding shows that the translator makes 28 accurate translations (93%) and 2 less accurate translations (7%). as a conclusion, the researcher considered the translation of captions in pekalongan batik museum as an accurate translation. third, the result of the analysis in the translation quality in terms of acceptability presented in finding shows that the translator produces 26 acceptable translations (87%) and 4 less acceptable translation (13%). it can be concluded that the captions in pekalongan batik museum considered as acceptable. fourth, the result of the analysis in the translation quality in terms of readability presented in finding shows that the translator makes 28 readable translation (93%) and 2 less readable translations (7%). as a result of the analysis, the raters and the respondent considered the text as readable. fifth, the result of the analysis in the translation quality influenced by the translation techniques presented in finding shows that the appropriate techniques in translating captions in pekalongan batik museum are literal translation. it can be concluded that the translator applied the appropriate techniques to translate the captions in pekalongan batik museum. references bell, roger. (1991). translation and translating: theory and practice. longman. brislin, r.w. (1976). translation: application and research. gardner press inc. catford, j.c. (1965). a linguistic theory of translation. oxford university press. hartono, rudi. (2009). teori penerjemahan. cipta prima nusantara semarang. hartono, r. (2009). translating a novel: problems and solutions (a holistically critique on novel translation). language circle, 3(2), 33-41. hilman, e. h. (2015). the translation of indonesian cultural lexicons in the novel saman. jurnal lingua cultura, 9(1), 67-74. kamil, m. a. (2014). an analysis of englishindonesian translation quality on twitter web pages. journal of english and education, 2(1), 27-38. erwin dwi nurpermadi, et al./ english education journal 10 (4) (2020) 426-435 435 karini, z. (2015). the translation quality of conversational implicatures in five on a treasure island. proceedings of the 2nd prasasti, 45-50. kusumawardani, i. (2019). an analysis of translation techniques and quality of event names in historical book entitled an outline of american history. jurnal bahasa, sastra, dan studi amerika, 25(1), 1-28. larson, m. l. (1984). meaning – based translation: a guide to cross-language equivalence. university press of america. maharani, a. k. (2019). the analysis on translation techniques and translation quality of chinese culture social term. prasasti: journal of linguistics, 4(1), molina, l. & albir, a. h. (2002). translation techniques revisited: a dynamic and functionalist approach. meta: translators’ journal, 47(4), 498-512. munday, j. (2001). introducing translation studies: theories and applications. routledge. nababan, m., nuraeni, a., & sumardiono. (2012). pengembangan model penilaian kualitas terjemahan. kajian linguistik dan sastra, 24(1), 39-57. newmark, p. (1988). a textbook of translation. prentice hall. nida, e. & taber, c. (1982). the theory and practice of translation. e. j. brill. nuraeni, a. (2016). a translation study on school signboards in surakarta: types, functions, and quality. jurnal humaniora, 28(2), 198-207. pym, a. (2007). natural and directional equivalence in theories of translation. target. international journal of translation studies, 19(2), 271-294. sakulpimolrat, s. (2019). the analysis of translation techniques and translation quality of directives speech act in the little prince novel, prasasti: journal of linguistics, 4(2), 166-179. sipayung, k. t. (2018). accuracy found at bilingual history textbook. jurnal humaniora, 30(1), 58-66. 187 eej 11 (2) (2021) 187-197 english education journal http://journal.unnes.ac.id/sju/index.php/eej the effectiveness of story telling and role play in teaching speakingfor students with high and low motivation adhe risky mayasari1,abdurrachman faridi2 ,sri wuli fitriati2 1. ma al-hikmah bandar lampung, indonesia 2. universitas negeri semarang, indonesia article info article history: recived 12 november 2020 accepted 27 january 2021 published 20 june 2021 ________________ keywords: story telling, role play, speaking, high and low motivation ____________________ abstract storytelling and role play as techniques of teaching have been studied and believed to be effective for teaching speaking. in speaking class, students’ interest and motivation are also improved as the impact of the techniques. the present research aims at explaining how significant the students’ achievement is taught by using storytelling and role-play as techniques of teaching speaking to the students with high and low levels of motivation. the design of this research was a quasi-experimental design with a 2x2 factorial design. this research was conducted on eleventh-grade students at ma al-hikmah bandar lampung as the research participants. then, the writer analyzed the result from the questionnaire and speaking test using t-test and anova. the results of this research showed that the value of sig. of techniques and motivation was 0.00. it meant that sig. the value was lower than 0.05. it can be concluded that there was a significant difference in the students’ achievement taught by storytelling technique and roleplay technique for students with high and low motivation. this research is expected to give a contribution to english teaching-learning such as giving appropriate techniques to teach speaking comprehension. correspondence address: jalan sultan agung gang raden saleh raya no.23, kedaton, kec. kedaton, kota bandar lampung, lampung 35141 e-mail:adheriskyms@gmail.com p-issn 2087-0108 e-issn 2502-4566 adhe risky mayasari, et al./ english education journal 11(2) (2021)187-197 188 introduction speaking is one of the most important skills to be developed and increased as means that of effective communication. nunan (2005)states that to most people, mastering speaking is the most essentials aspect of learning english as a second language, and success is measured in terms of the ability to carry out of the conversation in a language. according to schunk (2012), the students need to have a good speaking ability to achieve the objectives of english teaching and learning as stated in the current curriculum. learning involves effort, modifying knowledge, skills, strategies, beliefs, attitudes, and behaviors. people learn cognitive, linguistic, motoric, and social skills, and these can take many forms. based on the researcher’s observation in ma al-hikmah bandar lampung in 2019, the eleventh-grade students have problems of teaching speaking english at school. first, most of the students cannot participate in speaking english to express their opinion because, in the daily teaching-learning process, the teachers were not concerned to teach how to use english in daily communication. second, they said that they had difficulties in speaking because of their shyness and lack of speaking practice in class. some said that they had no motivation to learn speaking because in the final examination they are not examined their speaking competence, only their reading and writing competence instead. therefore, it makes them hard to learn english and become passive participants that just learn english on its surface not deeper than that condition affected to the students’ score. there are many techniques to make an interesting activity in teaching speaking. one of the suggested technique is storytelling. in line with handayani (2013), storytelling can encourage students to explore their distinctive expressiveness and might heighten students ability to speak thoughts and feelings in an articulate, lucid manner. besides, akhyak and indramawan (2013), states that using storytelling in teaching speaking could improve the students’ fluency, grammar, pronunciation, vocabulary, and content. another technique to help teachers in teaching speaking comprehension is role play. according to brown (2004), role play is a popular pedagogical activity in communicative language teaching classes. in some version, role play permits some rehearsal time in order that students can map out what they are reaching to say. and it has the effect of lowering anxieties as students can, even for a few moments, take on the persona of someone other than themselves. there were some previous studies exploring storytelling and role play in teaching speaking. inayah (2015), sulistianingsih, patuan raja (2016), gufron and zuhri (2018) discussed to increase on students speaking skill after the implementation of narrative storytelling technique, and to find out the aspect of speaking that increases the most after the implementation of narrative storytelling technique, and the result showed that storytelling which is applied in narrative speaking classroom is engaging for the students. most of the students are enjoyable to learn speaking through storytelling technique. thus, most of their ability to learn about narrative speaking through storytelling is good, the researcher finds that storytelling is an appropriate technique to teach narrative speaking to the students; moreover, the students adhe risky mayasari, et al./ english education journal 11(2) (2021)187-197 189 are interested in learning speaking through storytelling technique. besides, mokhtar, halim, and kamarulzaman (2011) additional that the results of storytelling on students’ language aspects of communication skills and to evaluate the extent to which storytelling helps in enhancing students’ communication skills, and therefore result that storytelling has helpful effects on speaking skills by students being able to associate meanings and emotions with words. students are also develop their vocabulary and learn where to use certain words and phrases. another technique to teach speaking comprehension was role play. rashid and qaisar (2017), they described the use of role play for developing speaking skills and examined it through experimental study. the students felt active to speak english because they were as in real situation. then, supported by krebt (2017) student can build on their opinions and thoughts and establish language on their level, acting out in some situations based on their understanding. based on the previous studies, the difference between the previous and the present study was that the researcher divided the students into high and low motivation. in this paper, the researcher aimed to find out the effectiveness of storytelling and role play techniques in teaching speaking comprehension for students with high and low motivation. method this research used a quasi-experimental study with a 2x2 factorial design to investigate the relationship among variable. based on the design, the independent variables referred to storytelling and role play techniques, while there was one dependent variable namely students’ speaking comprehension and the moderator variable of research was students’ level of motivation in which consists of high and low motivation. based on the research design chosen, this research had two groups experimental class. the first group experimental class taught by applying story telling technique and the second group experimental class taught by applying role play technique. the population of this research was students of eleventh-grade of second semester students at ma al-hikmah bandar lampung in academic year of 2019/2020. the students were divided into three classes with a total 105 students. storytelling was used in experimental group 1 (xi ips) while role play was used in experimental group ii (xi ipa). the instruments to collect the data were questionnaire and speaking comprehension test. questionnaire was assigned to the students before all the steps of the experiment. the data of the questionnaire would be calculated to categorize the students based on their motivation level divided into two groups that consist of high and low motivation. the questionnaire adopted from agus lutfi (2018) and the items on the questionnaire asked respondents by using likert scale that provide a range of responses to a given statement or question (cohen et al., 2007). the main instrument in this research was the speaking comprehension test. the aims were to know the students’ speaking ability. the researcher used two kinds of test namely pre-test and post-test. the pre-test was conducted to know the students’ prior knowledge before giving treatment in order to know the students speaking ability. meanwhile, a post-test was used to know the students’ improvement after they get the treatment. the result of pre-test and post-test adhe risky mayasari, et al./ english education journal 11(2) (2021)187-197 190 would be compared to find the significance difference students’ achievement before and after giving treatment. there were several steps used in this research to collect the data, the first step was doing pre-research that involved collecting information and distributing questionnaire. collecting information was to collect some supported documents in teaching and learning process. meanwhile, questionnaire was also to know students’ motivation level. in this research, the validity of students’ motivation questionnaire was calculated by using product moment correlation formula. here, the score of each item and the total score was calculated to find out their correlation coefficient. the calculation was done by using spss 16 application. the researcher used anova in comparing the achievement between 2 techniques and 2 moderator variables. second, the researcher used a paired sample t-test to compare the result of pre-test and post-test. the last, the researcher used an independent t-test to compare one technique and two moderator variables. results and discussions this section, the finding of the research and the interpretation of data analyzing the effectiveness of storytelling and role play techniques in teaching speaking comprehension to students with different motivation levels. there were 70 students from two classes in which one consisted of 35 students. there were 37 students with high motivation level and there were 33 students with low motivation level. in this research, the researcher wanted to know the significance of both storytelling and role play techniques to students with high and low motivation. the researcher used anova, one sample t-test, independent t-test and paired sample t-test. to measure the significant difference between the techniques and students’ motivation, the statistics of anova should be the level of significance less than 0.05. if the significance level is less than 0.05, it means there is significant difference but if the significance is more than 0.05, it means there is no significant difference between the techniques and students’ motivation. spss application was used to conduct anova test. the result of the measurement whether the hypothesis was accepted or rejected. it was based on the value of the significant of anova test. the first comparison compared interaction among speaking techniques (storytelling and role play), students’ motivation and students’ speaking comprehension in teaching speaking. normality, homogeneity, and hypotheses testing of pre-test and post-test were the requirements of the anova, it has been completed descriptively and statistically. in the analyzing anova factorial design, 2 x 2 calculated statistically by using spss analysis to measure the tests of the subject effect (multifactor analysis of variance). on first alternative hypothesis (h1) was to discover the significant interaction between the techniques and students’ motivation in affecting students' speaking comprehension. to see the result of anova, it the significant score is less than 0.05, it means h1 was accepted but if the significance is more than 0.05, it means was there is no significance. adhe risky mayasari, et al./ english education journal 11(2) (2021)187-197 191 table 1. the result table of anova test of interaction between storytelling and role play techniques with high and low motivation of students in teaching speaking comprehension testing anova has several phases to do, they were to test the alternative hypothesis (h1), level of significance (5%), f-count, f-table, and compare f-account with f-table. to compare the significant differences between faccount and f-table as follow: “the alternative hypotheses (h1) were accepted if f-account > ftable". the result (table 1) above showed f-acc was 105.525 and f-table 3.98 (see f-table). it means that h1 was accepted. to see the result of anova, it the significant score is less than 0.05, it means h1 was accepted but if the significance is more than 0.05, it means was there is no significance. in conclusion, there was significant difference in the interactions between storytelling and role play techniques with high and low motivation of students in teaching speaking comprehension. the researcher would find out the effect of storytelling technique to students with high and low motivation using paired sample t-test. the results were explained in table 2 for students’ level of high motivation and table 3 for students’ level of low motivation. table 2. paired samples test of storytelling technique with high level of motivation paired differences t df sig. (2 tailed) mean std. std. 95% confidence deviation error interval of the mean difference lower upper pre-test -3.70588 3.60147 .87348 -5.55759 -1.85418 -4.243 16 .001 post-test sum of df mean square f sig. squares between groups 3186.487 1 3186.487 105.525 .000 within groups 2053.356 68 30.196 total 5239.843 69 adhe risky mayasari, et al./ english education journal 11(2) (2021)187-197 192 table 3. paired samples test of storytelling technique with low level of motivation paired differences t df sig. (2 tailed) mean std. std. 95% confidence deviation error interval of the mean difference lower upper pre-test -6.55550 2.79121 .65789 -7.94359 -5.16752 -9.964 17 .000 post-test the second result of the research, showed that the sig. value was 0.001, it was less than 0.05. it meant that h1 was accepted and ho was rejected. based on the result of statistical calculation and a paired samples test as mentioned in advance, it could be concluded that story telling was effective for teaching speaking to students with high motivation. the third result, the finding of the research based on the third question, it was to explain how effective storytelling technique to teach speaking comprehension to students with low motivation. based on the finding, the value was 0.000. it was less than 0.05. therefore, the data result demonstrated that the h1 was accepted, the use of storytelling technique was effective for low students’ motivation. by applying storytelling technique based on the result of the second and third hyphotheses, the result showed that this technique was effective for teaching speaking comprehension for students with high and low motivation. storytelling which was applied in speaking classroom was engaging for the students. most of the students were enjoyable to learn speaking through storytelling technique. from those statement, this research was consistent with theory conducted by mokhtar, halim, and kamarulzaman (2011), they argues that use of storytelling helps in enhancing students’ communication skills. the researcher would find out the effect of role play technique to students with high and low motivation using paired sample t-test. the result were explained in table 4 for students’ level of high motivation and table 5 for students’ level of low motivation. adhe risky mayasari, et al./ english education journal 11(2) (2021)187-197 193 table 4. paired samples test of role play technique with high level of motivation paired differences t df sig. (2 tailed) mean std. std. 95% confidence deviation error interval of the mean difference lower upper pre-test -5.05000 4.80652 1.07477 -7.29952 -2.80048 -4.699 19 .000 post-test table 5. paired samples test of role play technique with low level of motivation paired differences t df sig. (2 tailed) mean std. std. 95% confidence deviation error interval of the mean difference lower upper pre-test -5.86667 2.82500 .72943 -7.43113 -4.30220 -8.043 14 .000 post-test the fourth result of the research, showed that the sig. value was 0.00, it was less than 0.05. it meant that h1 was accepted and ho was rejected. based on the result of statistical calculation and a paired samples test as mentioned in advance, it could be concluded that role play was effective for teaching speaking to students with high motivation. the fifth, the findings showed that the sig. value was 0.000. it was less than 0.05. it meant that h1 was accepted and ho was rejected. in other words, role play was effective for teaching speaking to the students with low motivation. in role play technique, the result showed that this technique was effective for both high and low students' motivation. in this case, there was any improvement in students’ score. the students score were higher after treatment because role play made the students to active in speaking. the result was line with khafidin (2013) states that the use of role play for developing speaking skill and examined it through experimental study. the students felt active to speak english because they were as in real situation. the class is also dynamic and life. the researcher used an independent ttest to find significant achievement between high and low motivation taught by storytelling technique. the result was explained in table 6. adhe risky mayasari, et al./ english education journal 11(2) (2021)187-197 194 table 6. independent sample t-test between high and low motivation taught by storytelling technique levene’s test for t-test for equality of means the sixth result showed that (hi) was to prove whether there were significant differences in achievements between high and low students’ motivation using story telling technique. the pvalue of post-test (sig (2-tailed) = 0.000 and 0.000) were lower than the level of significance 0.05. it means that the hi was accepted. it can be concluded, there were significant differences in achievement between high and low students’ motivation using story telling technique. the mean for the high students' motivation is 84.65 and the low students' motivation is 68.33. it can be concluded that high student's motivation was slightly better than low students' motivation. the achievement of the high motivation students got significantly higher after the treatment. from the explanation above, the researcher concludes that the story telling technique was a more slightly appropriate technique for high and low student's motivation levels. it means that there were significant difference in achievement between high and low students’ motivation using story telling technique. the researcher also used an independent t-test to find significant achievement between high and low motivation taught by role play technique in teaching speaking comprehension. the result of the independent t-test was explained in table 7 equality of variances f sig t df sig. mean std. error 95% confidence (2 tailed) difference difference interval of the difference lower upper equal variances .094 .761 9.183 33 .000 14.87908 1.6202 11.58265 18.17552 assumed equal variances not 9.174 32.712 .000 14.87908 1.62192 11.57815 18.18002 assumed adhe risky mayasari, et al./ english education journal 11(2) (2021)187-197 195 table 7. independent sample t-test between high and low motivation taught by role play technique levene’s test fort-test for equality of means equality of variances f sig t df sig. mean std. error 95% confidence (2 tailed) difference difference interval of the difference lower upper equal variances 1.126 .296 6.732 33 .000 13.48333 2.00287 9.40845 17.55821 assumed equal variances not 7.033 32.997 .000 13.48333 1.91720 9.58274 17.38393 assumed adhe risky mayasari, et al./ english education journal 11(2) (2021)187-197 196 the seventh research questions explain how effective achievement between high and low motivation student taught by role play technique in teaching speaking comprehension. the result showed that the p-value of the post-test (sig (2-tailed) = 0.000) was lower than the level of significance of 0.05. it means that (hi) was accepted. it can be concluded that there were significant differences in achievement between high and low student’s motivation using role play technique the mean for high students' motivation is 82.70 and low students' motivation is 68.47. it can be inffered that high student's motivation was slightly better than low student’s motivation. conclusion storytelling and role-play were effective in teaching speaking skills for students with high and low motivation. this technique is recommended for english teachers to be implemented in class for teaching speaking to improve their students’ speaking competence, although the result can be different based on their level of motivation. references akhyak and indramawan, a. (2013). improving the students’ english speaking competence through storytelling. stai of nganjuk, east java, indonesia. international journal of language and literature, 1(2),18-24. brown, d. (2004). language assessment, principles and classroom practices. longman.c. richards, jack and theodore s. rodgers. (1991). approaches and methods in language teaching. cambridge university press. cohen, l., manion, l., & morrison, k. 2007. research methods in education (6th ed.). london, new york: routllege falmer. fauzi, i., & hanifah, d. (2018). developing students’ speaking ability through powerpoint presentation. loquen: english studies journal, 11(29). harmer, jeremy. (2001). the practice of english language teaching.cambridge: longman. handayani, heny. (2010). story te lling can improve speaking ability for beginner. unpublished thesis. bogor: university of ibn khaldun. inayah, r. (2015). improving students’ speaking skill through storytelling technique, eltin journal, 2537. khafidin. (2013). improving students’ participation in speaking class through role play (the case at grade xi of state senior high school 1 pemalang in the academic year of 2012/2013). english education journal (program pascasarjana universitas negeri semarang),3(2), 94–100. kong yuan. (2009). a brief discussion on motivation and ways to motivate students in english langauge learning. international education studies, 2,145-149. krebt, d. m. (2017). the effectiveness of role play techniques in teaching speaking for efl college students. journal of language teaching and research, 8(5), 863. lutfi adib a. (2018). the effectiveness of simulation and role-play in teaching speaking for students with different levels of motivation. english journal, 8(4). mokhtar, n. h., halim, m. f. a. and kamarulzaman, s. z. s. (2011). the effectiveness of storytelling in enhancing communicative skill. procedia social and behavioral sciences,18,163–169. nunan, d. (2005). practical english language teaching: speaking. singapore: mc graw hill. ozdemir, osman. (2015). the effects of storytelling and role playing on young learners’ vocabulary learning and retention.inesjournal: adhe risky mayasari, et al./ english education journal 11(2) (2021)187-197 197 the journal of international education science, 530-548. rashid, s. and qaisar, s. (2017). role play: a productive teaching strategy to promote critical thinking. bulletin of education and research, 39(2), 197–213. samsudin and sukrisno, a. (2016). improving students’ motivation in speaking ability by using story retelling. englisheducation journal, 6(2). schunk, dale. h. (2012). learning theories: an educational perspectives, 6th edition. new york: pearson education inc. shen, l. and suwanthep, j. (2011). e-learning constructive role plays for efl learners in china’s tertiary education. online submission, 49. sulistianingsih, patuan raja, h. (2016). the implementation of narrative storytelling. eej, 3(4),1-14. yang, bowen et al. (2013). learning english speaking throuh mobil based role plays: the exploration of a mobile english language learning app called engage. eurocal, 1(2). 166 eej 11 (2) (2021) 166-176 english education journal http://journal.unnes.ac.id/sju/index.php/eej code-switching in interactions between teacher and students with different levels of language proficiencies rian hardika anggarsari1, abdurrachman faridi2, dwi rukmini2 1. sma negeri 2 temanggung, indonesia 2. universitas negeri semarang, indonesia article info article history: recived 09 november 2020 accepted 25 january 2021 published 20 june 2021 ________________ keywords: code-switching, interactions between teacher and students, language proficiency ____________________ abstract in an english teaching and learning process, teachers and students have interactions that occupy the students’ first language. it can be related to the existence of code-switching. it can help them fill in the gap which occurs during a conversation. it can improve the quality of teaching and learning. this study focuses on the analysis of code-switching in the interactions between the teacher and the students with different levels of language proficiency. this study examines how the teacher produced code-switching, the students’ responses towards the teacher’s code-switching, and the teacher’s roles code-switching. this study employed qualitative research. the instruments used for collecting data were audio-video recording, test, interview, and questionnaire. findings of the study revealed that (1) the teacher used three types of code-switching to the students with different levels of language proficiency and the function of repetitive was the most frequent function found in the interactions, (2) the students responded to the teacher’s code-switching by using english, indonesian language or code-switching, and (3) the roles of teacher as a controller and a director have the crucial use in the interactions. hopefully, further studies can explore code-switching deeply in the interactions between teachers and students with different language proficiency levels in instructional settings.  correspondence address: jl. pahlawan, karangsari, giyanti, kec. temanggung, kabupaten temanggung, jawa tengah 56226, indonesia e-mail: rianhardikaanggarsari@gmail.com p-issn 2087-0108 e-issn 2502-4566 rian hardika anggarsari, et al./ english education journal 11 (2) (2021) 166-176 167 introduction many people in this country use more than one language in their daily activities. bilingualism and multilingualism exist in indonesia. bilingual and multilingual can change their language whenever they need to change it into another language. in indonesia, english is a foreign language that is usually taught only in school—a formal setting. sometimes teachers or students switch english to bahasa indonesia unconsciously in the teaching and learning process. enama (2016) stated that the target language should be accompanied by l1 as in one framework so that there is no burden of employing the mother language because it serves the precise function in the classroom to students. it indicates that code-switching is found in a social environment and a formal setting (a school). according to hornberger and mckay (2010), code-switching is a phenomenon when there are two or more languages exist in a community. it makes speakers frequently switch from one language to another language. code-switching is considered as a communicative phenomenon of constantly switching between two languages in a bilingual’s speech repertoire (modupeola, 2013). this switching becomes a marked feature that indicates the use of bilingual in the process. numan and carter (2001) briefly define code-switching as a phenomenon of switching from one language to another in the same discourse. retnawati (2015) stated that code-switching may also be defined as the alternation between two or more languages in a speaker’s speech which occurs naturally in the scheme of bilingualism. holmes (2013) stated that a switch can also occur in the situation in which there is a speaker who wants to switch from personal interaction to a more formal transaction. in conclusion, code-switching is switching that involved two or more languages in the same discourse. it is done to make the flow of communication smooth and understandable. code-switching as a strategy in delivering meanings can help teachers and students fill in the gaps when the students do not know the words in the english language. gulzar (2010) added that the importance of code-switching with esl and efl classrooms has increased around the world as an area of special interest and investigation. tariq et al. (2013) also suggested that the use of code-switching as a strategy should be encouraged to teach the foreign language in a bilingual classroom. according to astani, rukmini, and sutopo (2018), codeswitching may cause impacts to the languages involved in the conversations. according to muin (2011), code-switching is commonly carried out in the interaction in learning a new language since it has functioned as a communication strategy in expressing ideas. these impacts are expected to make students easier to understand the lesson. it is in line with mukti and muljani (2016) who stated that the use of code-switching done by language instructors is mainly for the students’ understanding. moreover, griffiths (2004) stated that there is a significant relationship between strategy use and language proficiency. therefore, it is important to find out the levels of language proficiency of students to smoothen the interactions. based on bateman (2008), proficiency level influences both the learners’ and teacher’s usage of code-switching. fareed et al. (2016) added that for beginners or low-proficiency learners, for instance, code-switching is an effective strategy to learn. by knowing this, hopefully, the teacher can know how to interact with his/her students. related to code-switching, liebscher and dailey-o’cain (2005), greggio and gil (2007); hobbs, matsuo and payne (2010), iqbal (2011), and moghadam, samad, and shahraki (2012) conducted studies in code-switching. the results of the study rian hardika anggarsari, et al./ english education journal 11 (2) (2021) 166-176 168 revealed that code-switching has three types which are inter-sentential code-switching, intra-sentential code-switching, and tag switching. the purposes of code-switching vary from one research to the other research. mostly, code-switching occurs when there is a lack of vocabulary knowledge of students. moreover, (yulyana, 2012; sumilia, puspita, & elfrida, 2019; haryanti, mujiyanto, & faridi, 2018) did research related to students’ responses towards code-switching. the results showed that the students had positive responses to the use of code-switching. hopefully, the teacher uses indonesian (l1) and english when delivering the lesson. although those studies are also related to codeswitching, they are different from the present study. the present study not only reveals the use of codeswitching in the interactions between the teacher and the students but also focuses on students’ different levels of language proficiency. sometimes, it is difficult for teachers in delivering the lesson to students who have different levels. it can decrease the quality of teaching and learning. therefore, the uses of code-switching in interactions between teacher and students need to be uncovered to explain how the teacher uses code-switching, to explain the students’ response to code-switching, and to explain the teacher’s roles in code-switching. method this study employed a qualitative research design that was aimed to explain how the teacher used code-switching, to explain the students’ response to code-switching, and to explain the teacher’s roles in code-switching. the subjects of this study were 32 science students with high and low language proficiency levels and a teacher of state senior high school 2 temanggung. some instruments were used to obtain data in this study such as audio-video recording, test, interview, and questionnaire. a test was used to find out students’ levels of language proficiency. after that, an audio-video recording was used to get the transcription of the interactions in all meetings. from the transcription, how the teacher (the type and the function of code-switching) produced code-switching would be exposed. then, the questionnaire was given to students to find out their responses towards codeswitching. the last one was an interview that was used to reveal the teacher’s roles in code-switching. results and discussions this study was limited to three research questions that explain how the teacher used codeswitching, to explain the students’ response to codeswitching, and to explain the teacher’s roles in codeswitching. the present study found that three types of code-switching were used in the interactions between the teacher and the students with different levels of language proficiency and there were three functions of code-switching. this table shows the occurrence of teacher’s code-switching in the interaction with highlevel students. the result is shown in table 1. rian hardika anggarsari, et al./ english education journal 11 (2) (2021) 166-176 169 table 1. teacher’s code-switching for high level of proficiency table 1 reveals the teacher’s code-switching to students with a high level of language proficiency. the first category is switching from english to the indonesian language. the table shows that intersentential cs occurs the most often. it is used 34 times by the teacher in all meetings. intrasentential cs exists 10 times in all interactions. tag-switching occurs 5 times in all meetings. the second category is switching from indonesian to english. intersentential cs appears the most often (32 times) in all meetings. the next is intrasentential cs that is found 26 times in the transcription. tag-switching exists only once. based on the table, the switching from english to indonesian to english, intersentential cs is used 19 times, intrasentential cs is used 9 times and no tagswitching is used in the interactions. according to the table, switching from indonesian to english to indonesian, the most frequent cs is intersentential that occurs 20 times. the next one is intrasentential cs that exists 19 times and no tag-switching exists in the interactions. table 2. teacher’s code-switching for low level of proficiency table 2 shows the occurrence of all codeswitching produced by the teacher in interaction with low-level students. based on table 2, in the first category is english-indonesian switching. intersentential cs appears the most often. it was produced 36 times. intrasentential cs is found 11 times and tag-switching appears 7 times. the second category is indonesian-english switching. intersentential cs exists 32 times, intrasentential cs exists 29 times and tag-switching cs is found once in the teacher’s interaction with her students. the third category is english-indonesian-english switching. in this category, no tag-switching exists during interactions. intersentential cs is produced 25 times and intrasentential cs is produced 9 times. the last one is indonesian-english-indonesian switching. in this category, no tag-switching is found in the meeting frequency of code-switching eng-indo indo-eng eng-indo-eng indo-eng-indo inter intra tag inter intra tag inter intra tag inter intra tag 1 8 5 2 5 4 0 5 3 0 4 3 0 2 8 1 2 9 10 0 5 3 0 6 5 0 3 18 4 1 18 12 1 9 3 0 10 11 0 total 34 10 5 32 26 1 19 9 0 20 19 0 meeting frequency of code-switching eng-indo indo-eng eng-indo-eng indo-eng-indo inter intra tag inter intra tag inter intra tag inter intra tag 1 7 2 5 3 5 0 6 3 0 4 5 0 2 10 4 1 11 14 0 9 2 0 6 3 0 3 19 5 1 18 10 1 10 4 0 10 11 0 total 36 11 7 32 29 1 25 9 0 20 19 0 rian hardika anggarsari, et al./ english education journal 11 (2) (2021) 166-176 170 interactions. intersentential cs appears 20 times. intrasentential cs appears 19 times. the current study reveals how the teacher produces code-switching and the functions of codeswitching in the interactions. table 3. presents the function of teacher’s code-switching. the table shows that repetitive function becomes the most frequent function produced by the teacher in the interactions with all students (either high level or low level of language proficiency). it is in line with mattson and burenhult’s theory (1999) which stated that the repetitive function is to explain the definition of words or even sentences to the students. it makes the instruction clear enough to understand because code-switching emphasizes what the students do in the learning activities. the teacher’s code-switching in the interactions with students who have different levels of language proficiency based on the data, three types of codeswitching are found in the interactions (intersentential code-switching, intrasentential codeswitching, and tag-switching). intersentential code-switching intersentential code-switching occurs between a clause or between sentences in which each clause or sentence is in one language or other languages. intersentential code-switching refers to the use of a complete sentence that differs from the language being spoken (tyas, rukmini, & faridi, 2021). in this switching, a speaker switches from one language to another between different clauses or sentences. here is the example related to the use of intersentential code-switching. (interaction t1-8) teacher: but do you still remember passive voice must consist of, harus terdiri dari apa? marsyanda: auxiliary be. interaction t1-8 shows that the teacher used code-switching for interacting with a high-level student. the teacher used english first in the sentence “but do you still remember passive voice must consist of” and then she continued it with the sentence “harus terdiri dari apa” in the indonesian language. it is in line with the theory from romaine. the switching occurs after a sentence in the english language and the next sentence starts with a new language that is the first language of the students (romaine, 1995). the example exposes englishindonesian intersentential code-switching that occurred in the teaching and learning process. (interaction t1-38) teacher: come on, which one is the difficult one? bagian mana yang susah? bella: wider. interaction t1-38 is one of the interactions between the teacher and the low-level student. it shows the existence of intersentential code-switching in teacher’s code-switching from english to the indonesian language. according to hoffman's theory (1991), intersentential code-switching occurs between clause or sentence boundary where each clause or sentence is in one language or another. based on that, functions of cs high low total topic switch 11 10 21 repetitive 13 17 30 affective 2 1 3 rian hardika anggarsari, et al./ english education journal 11 (2) (2021) 166-176 171 the teacher used english at the beginning of the conversation. both examples reveal the function of codeswitching called the repetitive function. in the interaction, after saying “must consist of” in english, she used the indonesian words “harus terdiri dari apa?” which emphasized what instruction was. the next example also shows the same function. the teacher used the english sentence “which one is difficult?” and then used the indonesian sentence “bagian mana yang susah?”. mattson and burenhult’s theory (1999) stated that the repetitive function is to explain the definition of words or even sentences to the students. it is related to repetitive function. it makes the instruction clear enough to understand because code-switching emphasizes what the students do in the learning activities. intrasentential code-switching this typically occurs within a clause or sentence boundary in which each clause or sentence is in one language or another language. according to jenda (2012), this type of code-switching is produced when a word, a phrase, or a clause of a foreign language is used within the sentence in a base language (ongoing means of communication). the following interaction shows the existence of intrasentential code-switching. (interaction t3-100) teacher: tapi sayangnya — unfortunately, dia hasn’t informed — belum menginformasikan atau dia belum diinformasikan alasan mengapa dia begitu beruntung. which one is the best? niccola: hasn’t informed in interaction t3-100, the teacher interacted with a high-level student. she used the indonesian language as the opening of the sentence. she inserted the english word “unfortunately” which defines the word “sayangnya”. the teacher delivers it in english so that the students could relate it to the text being discussed. in this case, some students who did not know the english could get new vocabulary related to the text. in conclusion, the sentences in both interactions define certain words in another language. it indicates that intrasentential code-switching in this interaction has repetitive functions. it is considered as a tool to repeat and emphasize some words in another language. then and ting (2011) stated that the changing of language could emphasize the message and increase the clarity of the speech content to the audience in terms of a pedagogical function of codeswitching. (interaction t1-30) teacher : kalau active, tidak perlu kasih auxiliary be. okay now number 6. setengah 9, yuk absen 9. bella: the building was built in 1543. in interaction t1-30, it reveals the teacher’s code-switching when she interacts with a low-level student. the type of cs occurring is intrasentential code-switching (indonesian to english). the word “kalau” proved the existence of intrasentential cs. after using that word, the teacher produced the english word “active. she also used the indonesian words “tidak perlu kasih” and then continued it with “auxiliary be”. according to poplack’s theory about code-switching (as cited in jingxia, 2010), intrasentential code-switching exists within the clause or sentence and is considered the most complex form of switching. this theory is in line with the switching that occurs in interaction t1-30. tag-switching tag switching or emblematic-switching occurs as an insertion of a tag in one language into an utterance which is entirely in another, such as so, well, you know, hmm, errr, emm, i mean, right, is it right, understand, etc. (interaction t2-40) teacher: nah yang menyala. okay now group 7, where are you? the sun’s energy is rian hardika anggarsari, et al./ english education journal 11 (2) (2021) 166-176 172 abundant, but only a limited amount has so far been used by men. yuk? natasya: energi matahari sangat melimpah, tapi hanya dengan jumlah terbatas, jauh dari yang digunakan manusia. from the interaction t2-40, the teacher used tag-switching to deliver her ideas to a high-level student. she used the indonesian word “yuk” as a tag that indicated the existence of tag-switching. tagswitching, also known as emblematic switching, is the third type of code-switching and involves an exclamation, a tag, or a parenthetical remark in a language different from the rest of the sentence (appel & muysken, 2006). the word “yuk” actually could be inserted almost anywhere in an utterance without changing the message of the utterance. (interaction t1-5) teacher: we have practice 1 and practice 2, and the instruction over there is to complete the sentences in the passive or active form. so it means that not all the sentences must use passive, but we have to learn first, ini pakai pasif atau ini pakai aktif. berarti you need to translate it also, ya tidak? butuh untuk diterjemahkan juga, supaya message-nya sampai. and use the past tense, gunakan bentuk past tense. ratih: verb 2 interaction t1-5 is an example of tag switching that occurs in the interaction between the teacher and a low-level student. the switching is from english to indonesian. tag-switching exists at the end of the sentence. the sentence starts with english and it ends with indonesian tag-switching “ya tidak”. poplack (2000) stated that the insertion of a tag to an utterance has virtually no ramification for the rest of the sentence because the tag has no syntactic constraints, can be moved freely and can be inserted almost anywhere in a discourse without violating any grammatical rules. according to the results and discussions, the different usage of code-switching lies in the frequency of code-switching types and functions for high and low levels of language proficiencies. the frequency of code-switching produced for the low-level students was more than the high-level students. it indicated that the students with low-level language proficiency relied on the teacher’s code-switching to get better understandings of the learning process. moreover, the most frequent function of code-switching was the repetitive function which exposes the need for more explanation from the teacher about some words or maybe some sentences in the lesson. the students’ responses towards teacher’s codeswitching this part reveals the responses of students towards teacher’s code-switching in the teaching and learning activities. the responses were collected from the interactions’ transcription and the questionnaire. in this research, the interactions occurred in meeting 1, meeting 2, and meeting 3. in those meetings, the teacher and students exchanged thoughts and ideas about the material. it is in line with brown’s theory (2007) that defined interaction as a collaborative exchange of thoughts, feelings, or ideas between two or more people, resulting in a reciprocal effect on each other. the interactions could stimulate the students to take part in the classroom. maiza (2015) stated that classroom interaction between the teacher and students utilized by code-switching could improve the ability to speak. in achieving the goals of teaching and learning, it needs the engagement of the students. in this research, the engagement of students was exposed by the students’ responses from transcription and questionnaire. from the transcription, a few students responded to the teacher’s code-switching. in all meetings, most of the students responded by using only english or indonesian language. the responses in english were limited. the students only answered the questions rian hardika anggarsari, et al./ english education journal 11 (2) (2021) 166-176 173 delivered by the teacher. they only used words that they had already known based on the text or what the teacher spoke to them. in responding to teacher’s code-switching, the students also responded by using code-switching. (interaction t2-47) teacher: so the best one is group 2. dari tadi yang pertama kelompok 2 ya, sekarang kelompok 2 lagi kan? okay, next. group 8. the sun can also be used as a source of fuel power plants. come on. the next paragraph. rafida: matahari dapat juga digunakan sebagai sumber bahan bakar untuk power plants. in the interaction t2-47, the teacher asks the student to translate an english sentence. a student from low-level language proficiency responded to the teacher’s question by using code-switching. she succeeded in translating the beginning of the sentence. but there was a part that was not translated (at the end of the sentence). it reveals that she did not know the indonesian meaning of the english noun “power plants”. therefore, she switched from indonesian to english. poplack (as cited in jingxia, 2010) stated that intrasentential code-switching occurs within the clause or sentence and is considered the most complex form of switching. this switching occurred within a sentence that indicated the existence of indonesian-english intrasentential codeswitching. from the questionnaire, students responded to the statements with what they felt during teaching and learning activities. four categories exist in the questionnaire. those were (1) strongly disagree, (2) disagree, (3) agree, and (4) strongly agree. the result showed that all students agreed and strongly agreed with the statements. it indicates that all students aware of the use of two languages. it revealed that all students know that code-switching is crucial in delivering knowledge. it made the instructions become clearer and helped students understand new vocabulary. noli et al. (2012) and puspawati (2018) stated that students tended to exhibit positive attitudes towards code-switching because it helps them understand the materials. obaidullah (2016) also stated that both teachers and students hold a positive attitude towards code-switching because they agree that code-switching facilitates learning and provides a better understanding of the lesson content. furthermore, musmuliadi (2018) stated that code-switching helps learners enjoy their learning due to their ability to comprehend the teacher's input. code-switching could make the students braver to ask what they do not understand. dar et al. (2014) stated that code-switching proves to be useful to lessen anxiety and encourage the learners. therefore, codeswitching was important in increasing the students’ motivation to learn and their ability to speak the english language. according to the results and discussions, all students, whether they were highor low-levels, they mostly responded to teacher’s code-switching by using the indonesian language that was their first language. the teacher’s roles in code-switching the teacher played some roles when she used code-switching. the teacher as a key role in the classroom should have good interactions and competencies that potentially support and help the students improve their skills in learning english (febriana & faridi, 2016). the roles are as a controller, a director, a manager, a facilitator, and a resource. the roles are not static and may change from one activity to another activity in the classroom (harmer, 2001). brown (2007) proposed five roles of a teacher and they are as a controller, a director, a manager, a facilitator, and a resource. in this research, no interactions show the role of a resource from the teacher. rian hardika anggarsari, et al./ english education journal 11 (2) (2021) 166-176 174 based on the transcription, the role of a controller existed when she managed students in the activities. as a controller, the teacher decided what students do during the activities. the teacher also managed when students should speak and what language forms they should use. in this research, the teacher fulfilled the role of a controller. it was also supported by the result of the interview that showed that the teacher became a controller in her teaching. besides being a controller, the teacher also became a director in the teaching and learning process. a director set the class’ activities. in this case, the teacher should provide clear directions to students. by knowing the directions, the activities would go smoothly and the objectives of teaching and learning could be achieved. the role of the teacher as a manager existed in meeting 2 (interactions t2-1 and t2-76). at the beginning of the class’ activity, interaction t2-1 revealed that the teacher directly managed today’s activities and what they should do in the next meeting. interaction t2-76 showed that the teacher asked the students to bring more dictionaries in the next meeting. it indicated what the students must do in the next meeting. based on those interactions, the teacher had planned the activity for the next meeting. as a facilitator, the teacher should facilitate the learning process and make it easier for students. the role of the teacher as a manager existed in meeting 2 and 3. in the second meeting, there was only one interaction that showed the role of a facilitator. it was interaction t2-48, the teacher helped students answer the question. she facilitated them with clues related to the answer. she also produced code-switching to make it easier for students to answer the questions. in the third meeting, interactions t3-2 and t3-18 revealed the role of a facilitator. in interaction t3-2, the teacher informed the students about the goal of today’s learning. after that, she also provided them with information about what they should prepare and learn to do pas. in conclusion, the role of the facilitator was implemented in those interactions. it is important to know the students’ level of language proficiency to know how to produce codeswitching. hopefully, the teacher knows the use of code-switching in her teaching and learning process. considering the ability of a student in english, the roles become important in the classroom. the teacher should use a strategy to make the communication run smoothly. based on the transcription, no interaction can reveal the teacher as a resource in students’ learning. conclusion these conclusions are drawn to answer the research questions which are stated at the beginning of the study. first, the teacher used three types of code-switching to the students with different levels of language proficiency which were intersentential code-switching, intrasentential code-switching, and tag-switching. this study also indicated that the uses of code-switching have the topic switch, repetitive function, and affective functions for the students with a different language of proficiencies. second, the students responded to the teacher’s code-switching by using english, indonesian language, or codeswitching. third, the roles of the teacher as a controller and a director have major use in the interaction. references appel, r., & muysken, p. (2006). language contact and bilingualism. amsterdam university press. astani, w., rukmini. d., & sutopo, d. (2020). the impact of code-switching in a conversation of "nebeng boy" youtube vlogs towards communication in english among the participants. english education journal 10(2), 182-189. rian hardika anggarsari, et al./ english education journal 11 (2) (2021) 166-176 175 bateman, b. e. (2008). student teachers’ attitudes and beliefs about using the target language in the classroom. foreign language annals, 41(1), 11-28. brown, h. d. (2007). principles of language learning and teaching. longman. dar, m. f., akhtar, h., & khalid, h. (2014). codeswitching in pakistani english language classrooms: perception of english language teachers. journal of social sciences and interdisciplinary research (jssir), 3(2), 107-120. enama, p. r. b. 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(2000). sometimes i'll start a sentence in english y termino en espaiiol. the bilingualism reader. routledge. puspawati, i. (2018). teachers' use of code-switching in the efl classroom and its functions. journal of foreign language teaching and learning, 3(1), 42-51. tariq, a. r., bilal, h. a., abbas, n., & mahmood, a. (2013). functions of code-switching in bilingual classrooms. research on humanities and social sciences, 3(14), 29-34. then, d. c. o., & ting, s. h. (2011). code-switching in english and science classrooms: more than translation. international journal of multilingualism, 8(4), 299-323. tyas, d. a. e., rukmini, d., & faridi, a. (2021). the realization of lecturers' code-switching in the english teaching and learning process at dian nuswantoro university. english education journal, 11(1), 1-16. yulyana, y. (2012). code-switching analysis in classroom interactions in husnul khotimah islamic senior high school. english review: journal of english education, 1(1), 104-113. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f0f4b8ca625 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 149 eej 11 (1) (2021) 149-159 english education journal http://journal.unnes.ac.id/sju/index.php/eej the existence of representational meaning in supporting ideational meaning in the radio communication on board texts in mareng™ learning tool diana novietasari bedagama, dwi rukmini, dwi anggani linggar bharati universitas negeri semarang, indonesia article info ________________ article history: accepted 29 november 2020 approved 07 january 2021 published 15 march 2021 ________________ keywords: multimodality, representational meaning, ideational meaning ________________ abstract _________________________________________________________________ english is a lingua franca on the sea; seafarers must communicate using english in radio communication. in facilitating cadets’ meaning-making process of english in radio communication, mareng™ learning tool by turku university has been used as one of the innovative language learning tools. it is a multimodal learning media which provides verbal texts accompanied by visual text. this study aims to explain how the representational meanings of visual images support the ideational meanings of the verbal texts existed in in mareng learning tool, which are analyzed using grammar of visual design and systemic functional linguistic approaches. the analysis of representational meaning was conducted by concerning the presence of vectors and other visual items realizing representational meaning. moreover, the ideational meaning analysis was focused on the analysis of the transitivity of the verbal texts. the findings revealed the representational meaning of the images supports the ideational meaning. the existence of representational meaning in mareng™ learning tool was to describe the participants and the situation in the radio communication on board in the texts. correspondence address: kampus universitas negeri semarang, kelud, semarang, 50233 e-mail: dee.bedagama@gmail.com p-issn 2087-0108 e-issn 2502-4566 diana novietasari bedagama, et al./ english education journal 11 (1) (2021) 149-159 150 introduction this study aims to explain the existence of representational meaning in supporting ideational meaning in the radio communication texts in mareng™ learning tool. mareng™ learning tool is a multimodality learning tool that has a great role in promoting the meaning-making process which leads to students’ understanding of the materials and learning objectives (franca plastina, 2013; guichon & cohen, 2016; kahari, 2013). the learning tool in learning english affects students’ engagement and motivation so that the learning process and knowledge transfer become effective (hanifah & bharati, 2019; manikowati & bharati, 2017). specifically, visual images accompany the texts to help students in meaning-making (franca plastina, 2013; j. liu, 2013; y. liu & yu, 2009; wu, 2014). verbal texts combined with visual elements can empower the meaning and the audiences’ engagement of the verbal text meaning (guijarro, 2010; heberle & constanty, 2016; a. j. moya guijarro, 2011; j. moya guijarro & pinar sanz, 2008). visual texts inserted in learning material/or tool can help learners to interpret the abstract concept in verbal text and contribute to the learners in relating the situation in the visual text to their reality in the verbal text (khasbani, 2018; vu & febrianti, 2018; i. l. damayanti, 2014; r. damayanti et al., 2019; manoli & papadopoulou, 2013; pertama, rukmini, & bharati, 2018; rizki, rukmini, & sutopo, 2013). according to kress and leeuwen (2006), the analysis of the representational meaning concerns on the presence of participants in the images which describes the process or the activity, taxonomies of the participants, and/or the attributes of the participants, and also the circumstances of the process by analyzing the presence of vector, symbol, or gesture of the images (jewitt & oyama, 2004; kress & leeuwen, 2006; j. moya guijarro & pinar sanz, 2008; royce, 2007). the representational meanings are divided into four kinds. first is the narrative process which shows the participants are doing something through the presence of vectors of motion. the second one is the classification process which means that the images represent the taxonomy or the relation among the participants in the images. the classification processes are represented by the placement of each participant in the images and the visual composition. next is the analytical process; this kind of representational meaning gives the viewer the whole-part of the participants in the image. the analytical process can be seen in the outfit of the participants in the image which represents the carrier (the whole) and the possessive attributes (the parts). the last one is the symbolic process which represents what the participants mean or is. the symbolic process is depicted by the salience of among the participants in the image, gesture which cannot be represented as an action, association with certain symbolic values, or the placement which is in the whole image (jewitt & oyama, 2004; kress & leeuwen, 2006). a message is the construction of signs which are interacted with the receiver and produce meanings, thus the presence of the visual images accompanied the verbal texts should be meaningful and interrelated (halliday, 2014; jiang et al., 2015; kress et al., 2001; kress, 2003; kress & leeuwen, 2006; rukmini, 2009a, 2009b). systemic functional linguistics approach explores the meanings into three metafunctions which emphasize how someone represents experience in the language (ideational meaning), someone’s role of relationship with other people and his/her attitude to others (interpersonal meaning), and how what someone is saying hangs together and relates to what is said before and to the context around him/her (textual meaning) (halliday, 2014; eggins, 2004; rukmini, 2009). specifically, the ideational meaning is meaning about how someone represents experience in language (halliday, 2014; eggins, 2004; rukmini, 2009). according to halliday (2014), transitivity is representation in language processes and it has three components which are the process itself, the participants in the process, and the circumstances associated with the process. furthermore, transitivity is the study of the structures of sentences, which is represented by processes, the participants involved in these processes, and there are six types of processes, material, mental, behavioral, relational, verbal, diana novietasari bedagama, et al./ english education journal 11 (1) (2021) 149-159 151 and existential (haratyan, 2011; kristiani et al., 2018). therefore, the roles of the existence of visual images in accompanying the visual texts can be explained by analyzing each meaning of the visual metafunctions and linguistics metafunctions and relating how the visual images support the verbal texts. nevertheless, we can not deny that grammar visual design has been derived by the systemic functional linguistics approach (see figure 1). figure 1. multimodal text framework (adapted from halliday, 2014; kress & leeuwen, 2006) previously, the studies about the existence of visual metafunctions have been conducted by heberle and constanty (2016), matthiesen (2007), j. moya guijarro and pinar sanz (2008), j. mujiyanto (2016), and walsh (2009). those studies find that the presence of multimodal texts can promote, help, and contribute to creating and understanding the meanings. besides, the existence of visual images can give specified information about the unfolding narrative, the sequence of events, characters’ actions, attributes, emotions, as well as the distribution of visual elements, among other features which represent and support the verbal texts (heberle & constanty, 2016). the examples above are only some from many studies concerning the multimodal texts. however, those previous studies are different from this present study which is primarily intended to present a complete explanation of how the existence of the visual metafunctions supports the linguistics metafunctions in depth. method this study is a qualitative study which is a methodology whose “researcher is interested in process, meaning, and understanding gained through words or pictures” (creswell, 2009). this study is based on the approaches of grammar visual design (kress & leeuwen, 2006) and systemic functional linguistics (halliday, 2014) using multimodal discourse analysis because this study aims to explain the existence of representational meaning in supporting ideational meaning realized in mareng™ learning tool’s radio communication texts. the objects of the study are the spoken texts which are accompanied by visual images provided in mareng™ learning tool by turku university in the advance level which includes dialogue of entering port and dialogue of engine problem (part of vts communication), and unit 2: routine communication, unit 3: distress, urgency, safety communication (part of radio communication). the verbal texts were analyzed using the theory of systemic functional linguistics. furthermore, the visual texts were analyzed using the theory of grammar of visual design. after gathering and classifying the data, the result was interpreted to explain how the diana novietasari bedagama, et al./ english education journal 11 (1) (2021) 149-159 152 phenomena of ideational meanings and representational meanings represented in radio communication materials in mareng™ learning tool as depicted in the observation’s result. the data showed how linguistic meanings and visual meanings relate to each other in forming meaning to the users. later, the phenomena were explained using a descriptive interpretative explanation. results and discussions there were five visual images in five topics used in the learning activity and the analysis used the theory of gunther kress and theo van leuween (2006), grammar of visual design and the theory of halliday (2014), systemic functional linguistics. those five visual images and verbal texts analysis finally concluded into three subtopics: the existence of representational meanings in the mareng™ learning tool’s visual images to support ideational meanings. table 1. summary of the representational meanings analysis text source representational meaning routine conceptual representational (symbolic attributive) engine problem conceptual representational (symbolic attributive) narrative representational distress conceptual representational (symbolic attributive) urgency conceptual representational (symbolic attributive) entering port conceptual representational (symbolic attributive) narrative representational looking at the finding of respresentational meanings in the texts (table 1), there were two kinds of representational meaning found. the visual images accompanied the verbal items in texts of communication onboard in mareng™ learning tool are identified as conceptual representational processes specified as symbolic attributive process and also narrative representational processes. figure 2. routine exchange the most dominant representational meanings are conceptual representational processes specified as symbolic attributive processes as seen in figure 2. all of the conceptual representational processes specified as symbolic attributive processes are depicted in the images of two different vessels in different situations. the depiction of those different vessels and different situations in one sequence of visual diana novietasari bedagama, et al./ english education journal 11 (1) (2021) 149-159 153 images represent the communication happens between two different vessels in a different location. the images depict that they are different vessels. nevertheless, those images visualize the communication between the two carriers (two vessels side by side) by placing two different vessels in a different place to depict that the vessels are communicating with each other. figure 3. entering the port the picture above is the example of the narrative representational process found in the text. furthermore, two images represent narrative representational meaning. this means that they present unfolding actions since both show vectors made by the invisible lines of the actor. thus, the images try to give a depiction of actions happen in the images. there are two visual images in two radio communication texts which represent narrative representational meaning. as a whole, the sequence of the visual images in figure 3 represents conceptual meaning specified as symbolic attributive meaning. in order to understand how the representational meanings of visual images support the ideational meanings of verbal texts in mareng learning tool, i also analyzed the ideational meanings which represent in the verbal texts. the ideational meanings in the texts are able to find the phenomena in the world by analyzing the transitivity. table 2. the summary of the ideational meaning analysis text souce material mental verbal behavioral relational existential total of clauses identifying attributive routine 1 2 0 0 18 0 1 22 engine problems 6 2 2 0 7 4 1 22 urgency 3 0 0 0 5 0 0 8 distress 1 1 0 0 10 3 0 15 entering the port 16 0 0 0 10 0 1 27 total 27 5 2 0 50 7 3 94 value in percentage 28.72 5.32 2.13 0 53.19 7.45 3.19 100 diana novietasari bedagama, et al./ english education journal 11 (1) (2021) 149-159 154 table 2 is the result of transitivity analysis in verbal texts of radio communication in mareng learning tool; it helped me to explain the relation between the ideational meaning and the representational meaning. by analyzing the transitivity in the texts, i can conclude how the composer realizes the experience of the participants through the texts (halliday, 1994:106). the analysis of the transitivity in communication onboard verbal texts represented in the mareng™ learning tool shows that the most dominant processes identified are relational processes both identifying and attributive (60.64%). there are also material (28.72%), mental (5.32%), existential (3.19%), and verbal (2.13%) processes identified in the verbal texts. the relational processes which represent 60.64% of the total types of processes in the texts, convey the identification of participants in the texts and also situated circumstantial which explains the condition of the participants in the texts. they are principally used to identify the participants (this is ocean king, ocean king, ocean king) and define the participants’ condition (my position: latitude 50 0 35’ north longitude 0010 28’ west). the relational processes identified are “have” and “to be”; and they fulfill either a descriptive function or identifying one, as shown in the following extracts: ”i have heavy leakage”, “ocean king, ocean king, ocean king, sozz, this is utopia, utopia, utopia, kloa”, “position (is) latitude 500 10’ north longitude 00 15’ west speed (is) 18 knots, eta (is) 1530 utc”, “(i’m) on vhf channel 16”. regarding the material processes, they are also identified in the texts, which show 24% of the total types. the material processes convey the feeling of activities and movements. they contribute to developing the plot of the situations by telling the learners about the actions carried out by the actors in the texts, such as “i am sinking”, “(i) received mayday”, “switch to channel 06”, “keep me updated about your situation”, “i am maneuvering”. furthermore, there are also existential processes found in the texts which typically state condition around the participants, for example, “there are cable operations in position 277 degrees from the southern point of kaunissaari island distance 4 miles”, “there is nothing more”, and “negative, there is no assistance needed”. thus, the presence of the images in mareng™ learning tool does support the verbal texts presented because the images try to visualize in general the situations between two parties in the learning materials. based on halliday (2014), by understanding the ideational meaning of a text, we are able to understand who are the participants involved in the text, what is happening or what phenomenon is being discussed, and the circumstances in the text, so analyzing ideational meaning means exploring participants, events occurred, situation, place, cause, or time of the events occurred. furthermore, we need to know deeply that a learning tool should fulfill communication theory which means that it can encode messages into signs and code to interact with the learners in order to produce meanings as meant by the producers (rukmini, 2009a). thus, the result of ideational meanings of the verbal texts in mareng™ learning tool can lead us to see how the existence of representational meanings of the visual meanings in mareng™ learning tool supports the verbal text. based on the findings of the ideational meanings in the analyzed verbal texts in mareng™ learning tool, there were found that relational processes were 60.64% for both identifying and attributive processes. relational processes are the most dominant processes found out in all verbal texts. as cited in halliday (2014), ‘relational’ clauses serve to characterize and to identify… the process is realized by the verb be in the simple present or past. from the transcript of distress communication verbal text presented in mareng™ learning tool we could understand that the use of relational processes presented were used to identify who were the participants of the conversation, such as “this is ocean king, ocean king, ocean king mayday” and “this is utopia, utopia, utopia kloa”. we also were able to look at all the other conversations; the relational processes in all texts identified all the participants in the conversations. this finding is in line with the nature of the conversation on board diana novietasari bedagama, et al./ english education journal 11 (1) (2021) 149-159 155 based on smcp (2000); the participant in radio communication must be stated; who she is and also who is the other participant before stating the main information in order to make the interlocutor easily to identify with whom she is speaking and it avoids misunderstanding. the function of stating participants etc in sfl. furthermore, material processes showed 28.72% of the ideational meaning findings; these findings had represented that the conversation also depicted the events that occurred to explain the situation. the function of the material process according to sfl. to sum up, the high percentage of findings are relational processes, which is 60.64% (both identifying and attributive processes), and then material processes, which is 28.72%, represent that the verbal text explains the existence of the participants in the conversation and the event occurred. this means that the verbal texts tried to explain the participants and the phenomena that happened in the conversation to the learners. after understanding the main messages try to convey in the verbal texts, which were participants and also occurred events, we can try to discuss how the representational meaning conveyed in the images accompanied the verbal texts support the ideational meanings of them. the result of the visual texts in mareng™ learning tool showed how representational meanings in the images in mareng™ learning tool had a connection as a supportive device of the verbal texts. the finding of representational meanings in mareng™ learning tool can help to explain the connection of the representational meanings in the images with the verbal texts. in representational meanings, the existence of vectors becomes something important (heberle & constanty, 2016). the existence or the absence of vectors defines how the representational meanings presented in the images. based on the findings, two kinds of representational meanings built the images to make the images meaningful. the finding showed that all of the visual images accompanying the verbal texts in mareng™ learning tool presented conceptual meanings, which were specified as symbolic attributive meanings, and two of five verbal texts presented not only conceptual meanings, which were also symbolic attributive meanings, but also narrative representational meanings. it is important to understand how those two kinds of representational meanings convey meanings to the viewers. the absence of vectors indicates that most images accompanying the verbal texts of communication onboard in mareng™ learning tool as conceptual representational meanings (kress & leeuwen, 2006; ly & jung, 2015). the conceptual representational meanings present the participants of the image in the general category to define class, structure, or meaning. specifically, all the images researched are symbolic attributive processes. all the images represent what the participants are and means by establishing the relationship between the carriers and attributes. symbolic processes define the meaning or identity of a represented participant. ly and jung (2014) explained symbolic attributive processes are found in images which can include two participants as the carrier, whose meaning or identity is established in the relation with the symbolic attribute, which represents the meaning of identity itself. symbolization in images is primarily achieved by ‘symbolic attributes’, which tend to be more salient (e.g. exaggerated size, color), be pointed out in the image by a gesture, look out of place, or have conventional symbolic values. based on the characteristics of symbolic attributive meaning, the presence of the saliences appeared on the active images formed by the orange lining around the active images realize that the images tell about the turn of one of the participants in the images. this means that symbolic attributive meanings in all images accompanied the text represent that the images are the representation of participants which symbolize what the events are happening between the participants in the images related to the verbal texts which are communication between the participants realized in changing frames. diana novietasari bedagama, et al./ english education journal 11 (1) (2021) 149-159 279 figure 4. urgency the salient frame indicates who is in turn of the conversation, and defines that they are in conversation (look at the orange frames on figure 4). the findings of symbolic attributive meanings showed that the images tried to visualize conversation between two different parties. this fact is in line with the ideational meanings which showed that the relational processes have the highest percentage which defined the participants of the conversations (heberle & constanty, 2016). hence, the images try to symbolize the main events happening in the verbal texts in order to make the audiences are able to infer what the verbal texts are going to discuss. the images which are symbolic attributive give direct representation to the viewers about what the images try to tell the viewers about. when the viewers look at the images in radio communication texts (all images), the viewers directly know that the images are about the conversation between the participants in the picture (yang & zhang, 2014) furthermore, narrative representational meanings are found in two radio communication verbal texts, engine problem text, and urgency call text. the narrative process in images is defined by the presence of vectors which can be created by the eye lines or gestures of the participants (heberle & constanty, 2016; kress & leeuwen, 2006; ly & jung, 2015). furthermore, other representational meanings found in the images are narrative representational meanings. narrative representational meanings are identified by the existence of vectors that exist from the participants in the images. narrative representational meanings present unfolding actions and events, processes of change, and also transitory special arrangements (kress & leeuwen, 2006; ly & jung, 2015). the narrative representational meanings presented by the images in mareng™ learning tool stated about what the participants are doing; they do not tell about what the situation they were talking about through the material process nor the images tried to visualize the communication between two parties. the vector found in the picture of the man wearing a brown sweater was created by the man’s hand holding the phone using his right hand. this image tried to visualize to the viewer that he was having a conversation by phone and the situation happened on board. on the other side, the vector was made by the sitting man’s hand holding the phone using his left hand. to sum up these findings, the images showed a narrative process of a situation which was radio communication. as a whole, the images still represented symbolic attributive images which mean that both the participants were related to the conversation. this meaning is realized by the yellow frame which changes alternately from one image to another depending on which side is diana novietasari bedagama, et al./ english education journal 11 (1) (2021) 149-159 157 talking as the other images in mareng™ learning tool. according to the analysis of five verbal texts of communication on board, the verbal texts are about communication between vessels and vessels or vessel and vessel traffic system (vts). the realization of relational processes as the most dominant process in the verbal texts means that the texts mostly try to identify the participants who are involved in the conversation. therefore, the presence of the symbolic attributive as the conceptual representational meaning of the image does support the verbal texts which depict the participants involved in the verbal texts. moreover, the realization of the narrative representational meanings in the images is in line with the result of the presence of relational processes and also material processes in the verbal texts. the realization of the material processes in the verbal texts tells about what situations they are which they are trying to inform the interlocutor. thus, the presence of the images in mareng™ learning tool does support the verbal texts presented because the images try to visualize in general the situations between two parties in the learning materials. conclusion in conclusion, the producer realized the representational meaning of visual images in order to support the meaning-making process of the viewers of the verbal texts, which covers the ideational meaning of the verbal texts. the existence of representational meaning supports the ideational meaning in mareng™ learning tool. the ideational meaning of the verbal texts in mareng™ learning tool dominantly represents the relational processes. moreover, the material processes were found which means that the verbal texts realize the situations in the texts. supporting the ideational meaning, the visual images consist of conceptual meanings specified as symbolic attributives; symbolic attributive itself describe the participants involved and situation occured in the visual texts. furthermore, the existence of narrative representational meanings in the visual images supports the finding of material processes, which represent the activities were tried to be informed by the speakers in the conversations. this study needs the future studies to enhance the findings. the researchers can conduct the studies focusing on the existence of visual text in empowering the verbal texts. references creswell, j. w. 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(2014). a multimodal analysis of imagetext relations in picture books. theory and practice in language studies, 4(7), 1415– 1420. 334 eej 11 (3) (2021) 334-343 english education journal http://journal.unnes.ac.id/sju/index.php/eej gender representation on pictures, dialogues and reading texts in “bahasa inggris untuk kelas x sma/ma” devi arini murrikaningrum, januarius mujiyanto, mursid saleh universitas negeri semarang, indonesia article info ______________ article history: recived 29 december 2020 accepted 22 february 2021 published 15 september 2021 ______________ keywords: gender, representation, picture, dialogue, reading text, textbook ______________ abstract this study focuses on gender representation of the picture, dialogue, and reading texts in a textbook – bahasa inggria untuk kelas x sma/ma. for grade x senior high school. it used a descriptive qualitative approach, and its objective was both to investigate gender representation in the pictures, dialogue, and reading text and, the representation between them. the study revealed that male domination was found in the picture, dialogues and, reading text as seen from gender visibility, gender-specific nouns, gender-stereotypes. only, in the dialogues gender stereotype was dominated by female. the relation between picture, reading text and, dialogues, have similarity was dominated by a male, as seen from gender-neutral and gender-specific nouns. although gender stereotypes and gender visibility in the dialogue were dominated by a female. gender visibility, gender stereotype, gender-neutral and gender-specific noun between reading texts and pictures, have similarity was dominated by male. the representation between reading text and pictures support each other because they are mutually sustainable. gender visibility and gender stereotype in the reading text and dialogue have unequal dominated. gender visibility in the reading text is dominated by a male, while gender visibility in the dialogue is dominated by a female. correspondence address: kampus pascasarjana unnes, jl. kelud utara iii, semarang, 50237 e-mail: deviarini99@students.unnes.ac.id p-issn 2087-0108 e-issn 2502-4566 devi arini murrikaningrum , et al./ english education journal 11 (3) (2021) 334-343 335 introduction gender equality is a highly discussed subject in today’s society. generally, men's and women’s access to equality differs concerning salaries, respect, and power. children grow up learning about gender equality from parents, society, and other adults that surround them. gender equality deals with issues of democracy and fundamental values. teaching children at an early age about these issues will benefit our society. according to widyaningrum, a, saleh, m, & warsono (2013). it is one of the factors that shape identity or social and cultural roles. the word “gender” refers to the classification of nouns, adjectives, or pronouns as masculine, feminine, or neuter. (hornby, 1995, p. 450). it is the difference between female and male roles and responsibilities constructed and learned from culture. (unesco, 2009, p. 8). males' domination over women arise inequality and cultural prejudice against women. according to mansur fakih, it refers to male‘s or female‘s roles and responsibilities constructed by societies and cultures. then based on utomo and friends (2009). gender refers to female and male roles constructed by society. the roles always change and vary. they are closely related to time and place. arsal, t., basri, m., & tono s (2017, p. 136) cited from balasubramanian, haggblade & movahedi ; also stated that ”principally, the role of women and men are similar, except for reproduction function, which is the nature of women that cannot be replaced by men, such as being pregnant, giving birth and breastfeeding‘. language holds an important role in our society since it influences to what extent our perception of the world and what we understand natural‘ sex roles to be (mills, 1995, p. 62). further, the linguistic evidence shows what kind of things done by man is called as masculine, done by a woman is called as feminine, and language with gender-free is called neuter (mustedanagic, 2010). from these roles of language, it can be assumed that gender especially its identity can be represented, constructed, and contested through language. based on those definitions, the roles always change and are flexible between males and females. for example, domestic works like washing, cleaning the house and caring for the child that is usually constructed as female work, and public work like working at the office, etc. are changeable. a wrong understanding of gender can cause gender discrimination or gender inequality. if the women are considered to be feminine and only work in the house, so for the women who work outside the house can be considered as not good women. while in other situations, if the women are only housewives, they don‘t need to take higher education. on the other side, men labeled masculine, strong, working outside the house, will be bullied if they can not do that. even women usually get more suffers than men. it had been a long time. sutopo (2016, p. 160) said that “have been the victims of exploitations for a long time in different fields in their life”. therefore get gender knowledge and understanding are not automatically. we need education about gender knowledge, it should be learned from the family, society, and culture. in this case, education is important to take this role. how the people related to the education system can learn gender equality. it is because education aims to learn about morals and behavior. as stated by faridi, a (2014, p. 72) education 149. so education should contain non-discrimination knowledge and content because it is part of the educational goal to create a dignified civilization. the responsive educational environment is developing a gender-responsive curriculum and teaching/ learning materials. then according to elsa (1999, p.21) that ensuring the textbooks and tests are gender-sensitive expressed in the language, images, or examples. teaching/ learning materials can be found in a school textbook. mustapha (2013) recognizes that “textbooks are often viewed by learners as authoritative” (p. 455), which would lead to students having great respect for the language and perhaps also the norms portrayed in their textbooks. it seems probable that learners view textbooks as authoritative, as they have been devi arini murrikaningrum , et al./ english education journal 11 (3) (2021) 334-343 336 planned, written, and revised with the learner in mind. while sunderland (2000a) might be correct in believing that a text can be read and understood in a range of ways even by the same reader, the text could still be seen as reliable by that reader. to mustedanagic (2010) this implies that a teacher must try to predict possible interpretations of texts and how a text may affect students, hence we need to avoid using bad or biased texts: if we, for a moment, compare teaching language with building a house, the text represents our material. it can be dangerous to use bad materials for building because there is always the chance that the house might collapse. the same thing can be applied to english textbooks. (mustedanagic, 2010, p. 2) from that statement, it can be understood that gender inequality may be found in teaching and learning materials, like a textbook. frankly speaking, a textbook is one of the teaching aids that can be a crucial tool to build students‘ attitudes toward world life. it can be simply defined as a medium for providing materials and also sometimes exercises that are used as a basis for the course. the use of textbooks inside and outside the classroom may indicate this as a potential tool for introducing social norms and values. as guidance, students mostly use the textbook to facilitate them in self-studying both at school and at home. it cannot be neglected that there will be much interaction between them and in other words students may acquire consciously or unconsciously both explicit and implicit knowledge provided by the contents while this study was to discribe gender repersentation of pictures, dialogues and, reading text in an english textbook namely “bahasa inggris untuk kelas x sma/ma”. it was aimed to answer (1) how is gender representation in the picture, dialogues and, reading text of the textbook? (2) how is gender representation between picture, dialoges, and reading text of the textbook? method this study employs a qualitative method which the specific thing is in the descriptive study. descriptive analysis refers to a method used in exploring a quarry or subject where the methods measure results instead of trying to predict outcomes or actions or determine the cause of the effect. descriptive analysis aims to describe the data and characteristics of what is being studied. in this study, a descriptive approach was applied to describe gender representation in pictures, dialogue, and reading texts, of the english textbook “bahasa inggris untuk kelas x sma/ma/smk” published by kementrian pendidikan dan kebudayaan republik indonesia. the research would like to find out how gender representation is presented in pictures, dialogues, and reading texts of the textbook. other, it focuses on collecting the data from some steps. the research is reading the te pictures, dialogues, and reading textbooks, identifying the reading texts, dialogues, and pictures from the textbook, classifying the data then analyzing the data. in analyzing the data, based on cresswell (2014, p. 247-249). the following steps were taken. the first was organizing and preparing the data for analysis. they were the reading texts, dialogues, and pictures that had been collected. result and discussion this present study aims to explain three main points on gender such as picture, dialogue, and reading text which is represented in the textbook. those points are related to the main point to know the representation of gender contents based on the theories used. bahasa inggris sma/ma/smk/mak kelas x as the subject of the study was developed by many parties under the coordinator of the indonesia ministry of education to initiate the implementation of the 2013 curriculum in indonesia. gender representation in the picture gender representation in pictures of this textbook only can be seen from three sides, they are gender visibılity, specific noun, and gender stereotype. the study found that gender visibility in the pictures is dominated by a male. the devi arini murrikaningrum , et al./ english education journal 11 (3) (2021) 334-343 337 following table is the table of pictures with male and female. table 1. male is dominated in gender visibility gender visibility specific nouns stereotypes m 46 6 14 f 34 5 6 (m = male f = female) the table above shows that the male is dominated in gender visibility, gender-specific nouns snd gender stereotypes in the pictures. the study found that gender visibility in the pictures is dominated by a male.it is 46 pictures. while gender visibility for females was 34 pictures. the study found that gender-specific noun in the pictures is dominated by a male it is 6 words and for a female is 5 words. the study found that there are some stereotyping pictures. it is 14 pictures. some pictures show male, power, and masculinity and 6 pictures show female and femininity. some pictures show the stereotyping. the following’s picture that showed stereotype : figure 1. 2 men doing mountain climbing activities in the forest the figure above shows 2 men doing mountain climbing activities in the forest, and this activity is often done by men. this activity shows the masculine side of a man. it means that males prefer activities outside the house than inside the house. figure 2. father and son were talking about fishing the figure shows above father and son were talking about fishing, and the son gives a congratulation to his father because his father was getting a lot of fish. it shows that males are identically closer to playing outside the house than females. as utomo and team (2009, p.5) state, since childhood, girls played not far from the house for example “playhouse” (bermain rumah-rumahan) or playing with kitchen tools. but boys may go out of the house, play with friends like fishing in the river or sea, etc. some pictures showed gender stereotypes that masculinity and power for males and some pictures show femininity and powerlessness of females, but some pictures also show that the female powerful was doing activity like a male. figure 3. the above two engineers' success in building an airplane the figure shows the above two engineers' success in building an airplane. the picture shows that the engineers are a man, not a woman. the engineer is a hard job. the picture shows that hard jobs like engineers belong to men. as found by mineshima (2008, p.128), males seem devi arini murrikaningrum , et al./ english education journal 11 (3) (2021) 334-343 338 associated with the more hard and higher status job than females. figure 4. one of the most famous international soccer players the figure above is one of the most famous international soccer players. he is one of the best soccer players in the world. he is holding the winning trophy on the field. the soccer game is an activity that shows the masculine side of men. a football game is a favorite game for boys. according to rahmatullah (2014, p. 377), playing soccer is also known as a game for boys, although now there is some girl also play soccer. figure 5. a male hero calling out the spirit of struggle. the picture shows above a male hero calling out the spirit of struggle. the hero was seen clenching his fists burning the file spirit of the warrior. the picture is stereotyping the man. it strengthens people's perception that a hero and warrior is a man. figure 6. a student in the class the figure shows a student in the class. she is introducing herself to her friends. she holds school textbooks. the stereotype is a student in the picture is wearing the blue veil, which means that she is a woman. it makes people understand if she is a woman because only a women wear a veil while men do not wear a veil. figure 7. a female student reading in a library the figure above shows a female student reading in a library. this activity is usually done by a female because it requires a calm atmosphere. and usually, male students prefer activities in a crowd. and most women prefer to work indoors. figure 8. 2 female students carrying bags and holding books the picture above shows 2 female students carrying bags and holding books. they talking about school tools. it shows that female students are more prepared and concerned about school devi arini murrikaningrum , et al./ english education journal 11 (3) (2021) 334-343 339 equipment. females always look tidier, ready, and carry all the school tools. while the male is more simple to go to school. the picture above shows the activities of female students who are having a conversation in their class and they look so fun with their conversation. it means that females prefer to spend their activities inside the house than outside. the stereotype in power and masculinity. it was analyzed from the place, the activity itself, and something around it. all the pictures show the place was outside or far from the house. this is because a boy or man can be outside of the house or far from the house. this is learned since childhood. because boy plays outside the house, then when becoming adult, they will works outside the house or far from the house. so they must be strong and struggle. that is about masculinity. fishing, playing soccer, doing mountain climbing in the forest, work as airplane pilots, to be a hero, engineer, to be president are activities that closely connected to male activity. because the activities need more power. analyzing the power and masculinity for males can be seen from something around. it is like “father and son are doing the fishing activity”. it is known that fishing is an outdoor activity and it needs more power. so it is closely related to males. the pictures can be analyzed from the place, activity, and things around. like these sentences “ doing the activity in the room, the female students sitting in the class doing conversation, reading a book in the library, and the female students also more prepare and tidier for school tools than male students. it can show the powerless and feminine activities. this activity is usually done by a female because it requires a calm atmosphere. and usually, male students prefer activities in a crowd. and most women prefer to work indoors. from the pictures, it makes more stereotypes that females should be in the house or not far from the house, doing some activity in the house like cooking, cleaning in the house, feeding the kid, etc. female students spend a lot of time indoors while male students spend more time in outdoor activities. it shows that female is feminine and powerless. even though, setyaningsih, s.i (2015, p. 43) said that at the time it was still taboo for a woman to work in the public or on the political side. krisnawati, i, iswari, r & arsi a. a (2016, p. 2) stated about a society’s view that women do not need to have higher education because they will be housewives in the domestic sphere. because there was a stereotype that women were not cleverer and more intelligent than men. from the explanation above, it was known that many stereotypes representatives came from the pictures. this was because visualizing something by image or pictures in a good way and had good value was not easy. as stated by george, a.m (2013, p.148) that making visuals in designing textbooks was challenging. but the pictures or images could be something interesting to understand the materials. gender representation in the dialogues gender representation in the dialogues of the textbook can be seen from four points. gender visibility, stereotypes, neutral and specific nouns. . the following table is the table of pictures with male and female. table 2. female domination is only found in gender visibility gender visibility neutral specific noun stereotypes m 12 4 2 1 f 13 0 0 1 (m= mala f=female) the table above showed that female domination is only found in gender visibility. but, for gender stereotypes, gender-neutral and specific nouns the male was dominated. was 12 dialogues contained male and 13 dialogues contained female. but, looking at the frequency of words in the dialogues, it is dominated by a female than a male. the frequency of female visibility was 68 times, for male frequency was 57 times. then, gender representation can be analyzed from gender-neutral and gender-specific nouns that appear in the dialogues. the study devi arini murrikaningrum , et al./ english education journal 11 (3) (2021) 334-343 340 found that gender-specific nouns appear less than gender-neutral. from the number of dialogues that contained gender-neutral for male, there were 2 dialogues contained gender-neutral. from the frequency, gender-neutral appears 4 times for a male. while for gender-specific nouns, a malespecific noun appears 2 times. for genderneutral, the words were “students, singer, fisher, and tourism”. meanwhile, gender-specific nouns the words were “sir and dad”. but there was not gender-neutral and the gender-specific noun for females. the last, gender representation in the dialogues was analyzed from gender stereotypes that appeared. the study found that gender stereotypes are presented in the dialogues of the textbook. there were 2 gender stereotypes in the dialogues first, the dialogue was between edo and beny. they talked about a new bike, and father was someone who bought that one, not mother, this dialogue made a father as someone who had more money to buy a bike. it meant that males had more powerful economically than females this was also based on romaine (2003, p. 104) said that the marketplace establishes the value of men in economic terms. second, the dialogue between mira and lisa. they talk about hair care from the dialogue shows that girls are closely connected to something beautiful. for example like girls should look pretty with long and beautiful hair because of that, many companies produce shampoo, moisturizers, and other products to make the girl's hair more beautiful. then more beautiful girls with long hair become a model of its advertisement from both gender stereotypes from the dialogues, it shows the contrast between the first and the second dialogue. the first dialogue shows male, masculinity, and power, while the second dialogue shows female and femininity. gender representation in the reading texts as explained in the reading text, gender representation in the reading texts of the textbook can be seen from four points. they were gender visibility, gender firstness, gender-neutral and gender-specific noun, and gender stereotype. the following table is the table of pictures with male and female. table 3. gender representation in reading texts visibility specific noun stereotypes m 111 22 2 f 41 10 1 (m= mala f=female) the table above showed firstly, gender representation in reading texts from gender visibility in reading texts was dominated by male visibility from the amount of reading texts that contained gender visibility, reading texts that contained male visibility was more than female visibility. there was 4 reading text that contains male visibility and female visibility. from the frequency of gender visibility, it means that how many times were male or female character mentioned in all reading text existed in the textbook, the male character was mentioned more than female character male character was mentioned 111 times and female character was mentioned 41 times they consisted of name, title, family relationship, occupation, and pronoun. secondly, gender representation in reading texts looked from gender firstness. in the reading text of the textbook, no gender-neutral and gender firstness was found thirdly, gender representation in reading text analyzed only gender-specific noun appears in the reading texts. for gender-specific nouns, there was 5 specific noun in the reading text. but if it is looked at the frequency of word that is presented in reading text, a gender-specific noun for a male is mentioned more than female. male-specific nouns were mentioned 22 times. while femalespecific noun was mentioned 10 times in all reading texts of the textbook. fourthly, gender representation can be analyzed from gender stereotypes found in the reading texts. in this textbook, there were 3 reading text showed gender stereotype. that was in chapters 10, 11, and 13. in this reading text, gender stereotypes can be found from the sentences in chapter 10 the sentences are “he worked for messerschmitt on the development of the airbus a-300b aircraft”. devi arini murrikaningrum , et al./ english education journal 11 (3) (2021) 334-343 341 chapter 11 the sentence is “she was educated in religion and household matters”. in chapter 13 the sentence is “he usually went to sea to catch fish”. between the sentence in chapter 10 and the sentence in chapter 13, both of them were showing the masculine of man. the sentence of chapter 10, shows the job of a man as an airplane developer, and the sentence in chapter 13 shows the men catch fish in the sea. so, the two sentences explained the masculine side of a man. everyone knows if that job belongs to males, not females. while the sentence in chapter 11 clearly shows the job and femininity of a woman. because housework in the house is done by the mother as a housewife, who take care of household needs, take care of children, and clean the house. this shows the feminine side of a woman and everyone knows that housework is a mother’s job. the relation between pictures and dialogues of the textbook. gender-neutral and gender-specific nouns, gender-neutral and gender-specific nouns in the picture and dialogues of the textbook they have similarity were dominated by male. it can be proven in table 4.2 and 4.9, both of them show the male frequency is more dominant. although gender stereotypes and gender visibility in the dialogue were dominated by a female. stereotypes in the picture talked about expression and illustrated in a picture in the textbook. some dialogues need pictures to clarify the meaning of the dialogue to make students easier to understand it. the relation between reading text and picture of the textbook. the relation between reading text and picture of the textbook. gender visibility, gender stereotype, the gender-neutral and gender-specific noun in the reading texts and picture of the textbook they have similarity was dominated by male. gender stereotypes in the reading talked about words and sentences. then supported by expression in the character of the picture makes it easier to anticipate male-dominated. the representation between reading text and pictures support each other because they are mutually sustainable. the picture will further clarify the content of the reading text. it also makes the students more interesting to read the content. the relation between reading text and dialogue of the textbook. four genders are represented in the reading texts and dialogues. they were gender visibility, gender-neutral and gender-specific noun, and gender stereotype. in reading texts and dialogues gender visibility, gender-neutral and genderspecific nouns, and gender stereotype they have similarities and unequal dominated. gender-neutral and gender-specific nouns. gender-neutral and gender-specific noun in the reading texts and dialogues of the textbook they have similarity was dominated by male gender-neutral and gender-specific noun. it can be proven in table 4.9 and 4.14, both of them show the male frequency is more dominant. in table dialogue 4.9 shows that only male frequency, while in the table reading text 4.14 shows that male was more dominant than female. gender visibility and gender stereotype. gender visibility and gender stereotype in the reading text and dialogue of the textbook they have unequal dominated. gender visibility in the reading text is dominated by male visibility while gender visibility in the dialogue is dominated by female visibility. whereas gender stereotype is only found in the dialogue text. conclusion and suggestion after conducting the research, it can be concluded, first, the textbook was maledominated for reading texts and pictures. the reading texts and dialogues of the textbook were male-dominated. it can be proven from gender visibility, gender-neutral, and gender-specific noun found in the reading texts and dialogues of the textbook. but for the gender stereotype in the dialogues was female-dominated second, the devi arini murrikaningrum , et al./ english education journal 11 (3) (2021) 334-343 342 textbook was male-dominated in the pictures. gender representation in the pictures was different from gender representation in the reading texts or dialogues. gender representation in the picture was male-dominated more than female. the writer realizes that this research is still far from the completeness because the writer has a limitation in the term of time, a fund and others. the suggestion is directed to the teacher, students, next research, and the ministry of education and culture. the research findings, hopefully, will give practical contribution so the suggestion is directed to the students. the students should be critical. when the students finding something that strange or must be discussed from the textbooks in the learning process, they can discuss it with other students or their teachers. then, the research findings hopefully give a pedagogical contribution. teachers are persons who guide the students in the learning process. so, the teachers should be selective to choose a good book for the students. the teachers can also make a group discussion with other teachers to analyze and evaluate the textbook chosen, then the result can be sent as a recommendation to improve the quality of the textbook that teaching about gender equality. the textbook investigated was legally from the indonesian ministry of education and culture. the indonesian ministry 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(2013). multicultural character building as an alternative assessment in elt. second eltlt international conference proceeding: universitas negeri semarang. 356 eej 11 (3) (2021) 356-365 english education journal http://journal.unnes.ac.id/sju/index.php/eej the evaluation of teachers’ practices of project-based learning strategy in writing instruction dian fathur rahman, dwi anggani linggar bharati, dwi rukmini universitas negeri semarang, indonesia article info ________________ article history: recived 09 january 2021 accepted 09 march 2021 published 15 september 2021 ________________ keywords: project-based learning, evaluation, perception, practice ____________________ abstract ___________________________________________________________________ this research is a qualitative study of the project-based learning (pjbl) practice. pjbl is one of the three main teaching and learning methods suggested in the implementation of the 2013 curriculum. researches on the teachers’ perception were mostly on the benefits of pjbl, but their understandings of pjbl were commonly ignored. meanwhile, the teachers’ beliefs and perceptions affect what they do in the classrooms. their perceptions deeply influence the way they plan, teach, and perform assessments. therefore, this study is aimed at evaluating how the teachers perceive, plan, implement, and assess pjbl in writing instruction. the result of this study is expected to enrich the practical concept and theory of pjbl. besides, it is important for the readers, especially the teachers to either revise or improve their perception, knowledge, and understanding of pjbl, especially in writing instruction. to collect the data, the researcher used a questionnaire, document, classroom observation, and interview. the findings show that the teachers have several incorrect perceptions of pjbl. their misperceptions lead them to make inappropriate pjbl plans, implementations, and assessments. accordingly, it reveals the teachers’ perceptions of pjbl were compatible with their pjbl plan, implementation, and assessment. however, this compatibility did not show the appropriateness of the teachers’ pjbl practice due to several misperceptions of pjbl of the teachers. correspondence address: kampus universitas negeri semarang, kelud, semarang, 50233, indonesia e-mail: dianfathurrahman09@gmail.com p-issn 2087-0108 e-issn 2502-4566 dian fathur rahman, et al./ english education journal 11 (3) (2021) 356-365 357 introduction according to the regulation of the indonesian ministry of education and culture (kemendikbud ri, 2016), there are three main teaching and learning methods suggested in the implementation of the 2013 curriculum. the methods include problem based learning, project-based learning, and discovery learning. those methods are suitable to reach the goals of the output expected by the curriculum that is to develop attitude, knowledge, and skill. in practice, however, the methods must be elaborated and adjusted to meet the requirements in the field (musfiqon & nurdyansyah, 2015) project-based learning (pjbl), as one of the teaching methods applied in the 2013 curriculum, relies its theoretical foundations on experiential learning and constructivist theories. harrigan (2014) asserts that the basic principle of the project-based learning strategy is the presence of a constructive learning environment in which students construct their knowledge through a meaningful authentic experience. the learning activities bring challenges for students to solve. in line with harrigan, laverick (2018) confirms that pjbl engages students through the act of inquiry and promotes the development of critical thinking skills. supporting the pjbl process, the students are given opportunities to gather information from a variety of sources and synthesize, analyze, and derive knowledge from it (solomon, 2003). the ministry of education and culture of indonesia, through the 2013 curriculum has formulated the pjbl syntaxes into 6 phases: (1) start with essential questions; (2) design a project; (3) create a schedule; (4) monitor the students and progress of the project; (5) assess the outcome; and (6) evaluation of the experience. the phases should be followed considerably to get an optimum result of pjbl. therefore, teachers must have correct perceptions of the teaching strategy. perception is the brain’s and the sense organs’ sorting out, interpretation, analysis, and integration of stimuli. it is the process of recognizing (being aware of), organizing (gathering and storing), and interpreting (binding to knowledge) sensory information so that they become meaningful experiences (bernstein et al., 2008; carterette & friedman, 2008; fieldman, 2011; ward et al., 2015). a perception results in the attitude and behavior of a person. this study wants to reveal teachers’ perceptions of project-based learning (pjbl). how well they understand pjbl as one of the recommended teaching methods according to the 2013 curriculum, and how precise they practice it. it is believed that teachers’ perception of pjbl will significantly influence how they plan, practice, and assess their students. several studies on pjbl are chosen as the fundamental theories to support this study. carpenter (2006), goodman and stivers (2010), and schafer (2020) claim that pjbl is effective at all grade levels and subjects. pjbl researches on english teachings supported their finding. pjbl increases students’ listening motivation and autonomy significantly (ekawati et al., 2018; mujtaba et al., 2016; zhang, 2015). pjbl also significantly enhances students’ reading motivation, creativity, selfdirected learning, confidence, and collaborative learning skills. (wiranegara, 2019; kurnely, 2018). in teaching speaking, pjbl leads the students to be more autonomous, active, collaborative, and confident. (kamisah et al., 2013; maulany, 2013a; permatasari, 2013; rahmawati, 2020; setiawan & bharati, 2019; wahyudi et al., 2019). furthermore, pjbl on teaching writing brings the students involved in more deep and autonomous learning. (anggraeni et al., 2015; chikita et al., 2013; nurwachid et al., 2018; putra et al., 2014; sukerti & yuliantini, 2018; wachyu & rukmini, 2015; yogi et al., 2015). despite the effectiveness of the pjbl strategy, several problems were also detected. the problems include group management, student participation, assessment practices, and time distribution (arumsari & bharati, 2015; bakar et al., 2019). the problems that occurred dian fathur rahman, et al./ english education journal 11 (3) (2021) 356-365 358 must relate to the teachers’ perception of pjbl. unfortunately, researchers on the teachers’ perception mostly in the benefits of pjbl. their understanding of pjbl is commonly ignored. meanwhile, teachers’ beliefs and perceptions affect what they do in the classrooms (sugesti et al., 2020). according to the previous studies, this research is aimed at evaluating the pjbl practices in writing instruction. the researcher believes that teachers’ perceptions deeply influence the way they plan, teach, and perform assessments in the classroom. the result of this study is expected to enrich the practical concept and theory of pjbl. besides, it is important for the readers, especially the teachers, to either revise or improve their perception, knowledge, and understanding of pjbl, especially in writing instruction. methods this research is a case study that utilizes qualitative research. it involves two english teachers of a private junior high school in semarang in the academic year 2020/2021 as the subject. the teachers’ pjbl perception is the main object studied in this research since the perception is believed to lead the teachers to have appropriate pjbl planning and implementations. they were the evidence of what the teachers perceived about pjbl and how they performed it in their teaching practices. a questionnaire was applied to collect data to examine the teachers’ perception of project-based learning. the questionnaire was adapted from amy mayer’s table (mayers, 2018; teachthought, 2019). it contains taskbased learning (tbl) and project-based learning (pjbl) statements. the odd number statements belong to tbl, while the even ones belong to pjbl. the questionnaire comprises four aspects of pjbl: teaching materials, learning activities, the roles of the teachers and the students, and the assessment. the four aspects were then confronted with the lesson plan documents, classroom pjbl practice, and the interview. analysis of the data started with the result of the questionnaire. accordingly, the teachers’ perceptions were interpreted. the teachers’ perceptions were then matched to the lesson plan documents, especially in the part of the pjbl phases. the steps that the teachers have planned were also analyzed whether they belonged to the pjbl phases. later, the findings from the lesson plans were confronted with the observation in the classroom. finally, the interview result was also analyzed and interpreted. results and discussions this part discusses the results of the research and gives a detailed explanation of the findings. project-based learning perception the first findings are obtained from the questionnaire. accordingly, four (4) pjbl perception categories were determined. the teachers were asked to respond to statements whether they belong to pjbl or not. their correct responses (c) show their correct perceptions of pjbl while the incorrect responses are vise versa. briefly, their responses revealed their perceptions of pjbl. teaching materials the teaching material part contains 12 statements to recognize. six of them belong to tbl and the rest are pjbl statements. the responses describe the perception of the teachers. table 1 describes the findings: dian fathur rahman, et al./ english education journal 11 (3) (2021) 356-365 359 table 1. teachers’ perceptions of pjbl on the teaching materials (tm) no learning statements responses t1 t2 1 the projects can be outlined in detail on one piece of paper by the teacher. ic ic 2 the projects include many "need to knows" on the part of the students and teachers. c c 3 the projects are often graded based on teachers’ perceptions that may or may not be explicitly shared with students. c c 4 the projects are graded based on a clearly defined rubric made or modified specifically for the project. ic ic 5 the projects are closed: every project and every student has the same goal. ic c 6 the projects are open: students make choices that determine the outcome and path of the research. ic ic 7 the projects cannot be used in the real world to solve real problems. c c 8 the projects could provide solutions in the real world to real problems even though they may not be implemented. c c 9 the projects are not particularly relevant to students' lives. c c 10 the projects are relevant to students' lives or future lives. c c 11 the projects do not resemble work done in the real world. c c 12 the projects are just like or closely resembles work done in the real world. c c total correct responses 8 9 percentage 67 75 according to the finding shown in table 1, none of the teachers could recognize the whole statements of pjbl. teacher 1 (t1) correctly answer 8 of 12 statements (67%) while teacher 2 got 9 correct answers (75%). the finding indicates that dealing with the teaching material the teachers still considered pjbl was similar to tbl. they still thought that a project must be determined and prepared by the teachers. what makes them different was in their perception to share the project with the students before it is determined. however, both teachers perceived that a project must be authentic and applicable in real life. learning activity the learning activity section contains 8 statements to differentiate. four of them belong to tbl and the others belong to pjbl statements. the responses describe how the teachers perceive the learning activities of pjbl. table 2 shows the findings: dian fathur rahman, et al./ english education journal 11 (3) (2021) 356-365 360 table 2. teachers’ perceptions of pjbl on the learning activity (la) no learning statements responses t1 t2 1 the projects can be done at home without the teacher’s guidance or team collaboration. ic ic 2 the projects require teacher guidance and team collaboration. ic c 3 the projects are based upon directions and are done "like last year." c c 4 the projects are based upon driving questions that encompass every aspect of the learning that establishes the need to know. ic ic 5 the projects do not include scenarios and background information or are based on events that have already been resolved. c c 6 the projects use technology, tools, and practices of the real-world work environment purposefully. the students choose tools according to their purposes. c c 7 the projects are based on the provided tools and materials. (i.e., make a cup of tea.) ic ic 8 "design a beverage recipe using more than 2 types of fruit" is an example of the project. c c total correct responses 4 5 percentage 50 63 the finding presented in table 2 shows that t1 perceived four (4) of the eight (8) statements of pjbl (50%) correctly, while t2 perceived six (6) of the eight statements (63%) correctly. their incorrect response to la1 indicates their misperception of pjbl. they believed that by providing projects to their students, they had implemented pjbl. they also failed to recognize the phases of pjbl on la4. they did not realize the urgency of an essential question to start a pjbl while it’s the main key of the implementation of pjbl. teachers’ and students’ roles the next findings deal with the teachers’ and students’ roles in pjbl. this part has four statements. two (2) of them deal with tbl and the other two (2) concern with pjbl. the responses show the teachers' perception of how they should manage their and their students’ roles. table 3 in the following describes the findings: table 3. teachers’ perceptions of pjbl on the teachers' and students' roles (tsr) no learning statements responses t1 t2 1 the teacher work occurs mainly after the project is complete. c c 2 the teacher's work occurs mainly before the project starts. c c 3 the students do not have many opportunities to make choices at any point in the project. c c 4 the students make most of the choices during the project within the preapproved guidelines. c c total correct responses 4 4 percentage 100 100 table 3 indicates they have similar perceptions of the teachers’ and the students’ roles in the pjbl practice. they respond to all statements correctly. however, their responses to tsr3 and tsr4 were inconsistent with their answers to tm6 where the students did not have chances to be involved in determining the materials or the kinds of stuff that might be needed. this inconsistency might be caused by their other knowledge of other teachinglearning strategies. therefore, their perception of the teachers’ and students’ roles need to be confronted with other findings. dian fathur rahman, et al./ english education journal 11 (3) (2021) 356-365 361 pjbl assessment the last part of the pjbl perception is related to the assessment practice in pjbl. there are six statements given in the questionnaire. this part has six statements. three (3) of them deal with tbl and the other three (3) concern with pjbl. the responses show the teachers' perception of how they should manage their and their students’ roles. table 4 reflects the findings: table 4. teachers’ perceptions of pjbl on the assessment (pas) no learning statements responses t1 t2 1 the projects are used year after year and usually focus on the product. ic c 2 the projects are timely, complex, covers many fields, and takes a team of highly trained professionals significant time to plan and implement. ic c 3 the projects are turned in. ic ic 4 the projects are presented to a public audience encompassing people from outside the classroom. c c 5 the projects are all the same. ic ic 6 the students may have different projects at a time. c c total score 2 4 percentage 33 67 table 4 shows that either t1 or t2 had several misperceptions of pjbl. t1 only replied 2 out of 6 statements correctly (33%) while t2 answered correctly to 4 statements (67%). both teachers have misperceptions of how pjbl assessment should be practiced. they mixed the strategy of task-based learning (tbl) and pjbl inappropriately. the results showed that the teachers had an incomplete understanding of pjbl. this can be seen that they correctly responded to some pjbl principles but failed to some others. lesson plans the next findings were obtained from the teachers’ lesson plans. the main activities planned by both teachers were closer to the implementation of tbl. the phases of their pjbl practice obtained from the teachers’ lesson plans documents are presented in table 5. tabel 5. pjbl lesson plan observation form objects to observe aspects to observe finding t1 t2 learning activities apperception v v the steps of pjbl activities phase 1. start with essential questions x x phase 2. design a project v v phase 3. create a schedule v v phase 4. monitor the students and progress of the project v v phase 5. assess the outcome v v phase 6. evaluation of the experience v v closing v v table 5 shows that t1 and t2 did not mention the first phase of pjbl that was giving an essential question. the teachers did not recognize that this phase determined the next phases. as the phase was not performed, the students’ roles to search for projects to do did not occur. from this finding, the teachers’ teaching practice planned cannot be categorized as a pjbl. fortunately, other phases of pjbl were in line with the standard of pjbl practice. thus, the class observation dian fathur rahman, et al./ english education journal 11 (3) (2021) 356-365 362 conducted would support this document-based finding. pjbl practice strengthening the finding from the lesson plan documents, the class observation showed that the teachers had implemented pjbl as they had planned. concerning the implementation of pjbl, several non-pjbl practices were found. guiding by the lesson plans prepared, it revealed that in their pjbl practice, the teachers did not provide an essential question to initiate the students’ projects. instead, they explained the materials to the students using a powerpoint presentation. as the result, the students were not involved to decide their projects. the projects were not based on the essential question. otherwise, the teachers had designed and scheduled a group project for the students. the projects were determined by the teachers at a certain time. here the teachers had initiated students’ collaboration. during doing the project, the teachers monitored the students and helped them if necessary. to sum up, the teachers’ pjbl practice was in line with what they have prepared in their lesson plans. their pjbl practice ran as what the teachers perceived. despite their misperceptions of pjbl, the teachers assumed that they have implemented the pjbl strategy in their classes. pjbl assessment dealing with the assessment, the teachers targetted 3 aspects of the students: knowledge, skill, and character. t1 and t2 used the written results of the discussion to assess students’ writing knowledge and skill. this, of course, did not reflect the pjbl assessment which must be process-oriented. for the character aspect, both teachers were concerned about the students’ activeness during the project. t1 used peer assessment during the discussion while t2 applied self-assessment. this can be accepted as the practice of pjbl assessment. compatibility of the pjbl perception to its practice the last procedure performed by the researcher was having an interview with the teachers. the interview was aimed at validating the findings. it was also expected to strengthen the findings. accordingly, it was revealed that teachers have misperceptions of the pjbl syntax. they perceived that the phases of pjbl the same as strategies of all scientific learning. reasons. t2 asserted as follows: “i was very sure that what my students and i did during my english class was a projectbased learning. during my teaching, i had performed the steps of the scientific learning strategy. i was also sure that the practice considered the pjbl strategy. moreover, i had assigned my students to do a group project task in my writing class. also, by the end of the meeting, i had had my students do homework for a personal project. since i had assigned my students to do both a group and an individual project, i was sure that i had implemented the pjbl strategy.” t2’s answer indicates that she does not understand the concept of pjbl. t1 as a senior teacher has also the same perception. their misperception caused the chain of the inappropriate practice of pjbl. he assumes that when he has given his students projects, he has implemented pjbl. as a result of their misperception, the teachers inappropriately plan, implement, and assess the students using the pjbl strategy. their misperceptions of pjbl also deal with their inappropriate pjbl syntax. they generalized that all syntaxes of scientific learning strategy are the same. they forgot that each teaching strategy has specific syntaxes. dealing with pjbl preparation, t1 and tcrealized that their lesson plans should contain the standard components of the 2013 curriculum lesson plan. t1 stated on this matter: “a lesson plan should contain several main parts, the goal of the meeting, the topic of the lesson, material resources, and the teachinglearning phases. since it is a pjbl lesson plan, dian fathur rahman, et al./ english education journal 11 (3) (2021) 356-365 363 certain projects and its scoring protocols must be enclosed, too.” t1 pjbl misperception is shown in this statement. he perceived that pjbl is characterized by the students doing a project. he does not realize that a project in a pjbl practice must be preceded by an essential question. moreover, the project in pjbl must not be determined by the teacher. it should come from the students’ responses to the essential questions given by the teacher. dealing with the benefits and problems faced when implementing pjbl, t1 and t2 believed that pjbl is a good strategy to train the students to be collaborative, creative, responsible, and independent. however, they thought that it might take more time to finish. to make it worse, passive students might become a burden for a group to do a project. t1 and t2 responses indicated that they had implemented pjbl, as they perceived. they could even mention several benefits and challenges of pjbl. unfortunately, due to the teachers’ misperceptions of pjbl, several phases of their pjbl practice were not implemented. thus, the implementation of pjbl by t1 and t2 was considered inappropriate. conclusions following the findings, the researcher comes to a conclusion that the teachers have incorrect perceptions of pjbl. their misperceptions of pjbl occur in the dimensions of the teaching materials, teaching activities, teachers’ and students’ roles, and in the assessment. as the result, their misperceptions of pjbl lead them to prepare inappropriate lesson plans for their pjbl practices. several phases of pjbl practices are not included in their lesson plans. the phases the teachers’ prepared in their lesson plans are closer to the plan of scientific learning in general rather than the phases of pjbl. the implementation of pjbl performed was in line with their lesson plans. the teachers follow what they have designed in their lesson plans. they have projects in their classes, but the projects were prepared and determined by the teachers. finally, in their pjbl assessment, the teachers assessed three aspects of the students’ achievement: knowledge, 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(2015). project-based learning in chinese college english listening and speaking course: from theory to practice. canadian social science, 11(9), 40–44. 417 eej 11 (3) (2021) 417-424 english education journal http://journal.unnes.ac.id/sju/index.php/eej the influence of pontianak melayu dialect towards the students’ pronunciation of english speech sounds maria herlina wiwin, januarius mujiyanto, suwandi suwandi universitas negeri semarang, indonesia article info ________________ article history: recived 09 april 2021 accepted 14 june2021 published 15 september 2021 ________________ keywords: influence, pontianak melayu dialect, students’ pronunciation, english speech sounds. ____________________ abstract ___________________________________________________________________ this qualitative research attempted to review the influence of the pontianak melayu dialect on students’ english pronunciation of english speech sounds. the objectives of the study were to explain the influence of pontianak melayu dialect on students’ english pronunciation of vowels, consonants, diphthongs, and consonant clusters and to explain the way teachers play their roles to improve students’ pronunciation. this study used a qualitative case study design. the subjects of this study were 17 students from seventh-grade of junior high school who are originally from the pontianak. the data were collected by using questionnaires, students’ recordings, observation checklists, and interviews. the results of this study show that the pontianak melayu dialect contributed insignificant positive transfer on english vowel sounds [ɔ:], [ʊ], and [ɒ]. it gave significant negative transfer on english consonant sounds [f, v, k, s]. it also gave insignificant negative transfer on english diphthong sound [aɪ]. it gave significant negative transfer on english consonant cluster sounds [fr] and [kl], and significant negative transfer on three consonant clusters. meanwhile, the teacher did play her role in improving students’ pronunciation. based on the findings, it can be concluded that the pontianak melayu dialect did not strongly give positive and negative transfer to the students’ english pronunciation. the easiness might be caused by the similarities between the pontianak melayu language and english. the difficulties might be caused by the lack of students’ knowledge about correct pronunciation, lack of pronunciation practice, students’ inability to recognize the words, and spelling interference. in teaching pronunciation processes, the teachers and the students should be supported each other to reach the best achievement. the teachers taught by supporting media such as english songs, western movies or english short stories, etc. meanwhile, the students practice more and more. correspondence address : kampus pascasarjana unnes, jl. kelud utara iii semarang 50237, indonesia e-mail : maria25.nelu12@gmail.com p-issn 2087-0108 e-issn 2502-4566 maria herlina wiwin, et al./ english education journal 11 (3) (2021) 417-424 418 introduction english takes part as a means of communication not only in the countries that use english as the first language but also in other countries that use it as the second or foreign language such as in indonesia. indonesia is a country that has a wide range of cultural diversity, linguistic diversity, and dialect diversity. based on that fact, the department of education and culture put english as a foreign language to learn by students and teachers in schools and universities. the students whose english is not their first or native language (l1) will face some problems during the processes of second or foreign language acquisition (l2), especially in the pronunciation of the english words. the teachers face problems too, one of them is from the students' cultural background that indirectly affects the way of their l2 productions. furthermore, the students' mother tongues have been used as a daily language and they have heard it since they were toddlers, thus, the mother tongue is being clung to as a part of their habits and life. therefore, to produce and learn a new language again, they will face some difficulties (murcia, brington, and godwin, 2010) to accept something different for them. arif, numrotul and rudy (2019, p. 2) claimed “pontianak melayu does not have the sounds / f /, / v /, / z /, / x /, and / q /.” hockett cited in blasi, et al. (2019) supported that labiodental sounds (“f” and “v” sounds) are hard to produce. blasi, et al. (2019) claimed that labiodental sounds (such as “f” and “v”) were innovated after the neolithic, and it depends on bite configuration. based on that research, it affects the students while they learn the second/foreign language pronunciation such as english. furthermore, every word of pontianak melayu that has a suffix vowel “a”/eɪ/, changes to “e” /ɪ/. for example, the word (i) saya pronounce /saye/ or (style) gaya pronounce /gaye/. in english, even though those words sound similar, they are pronounced differently because it influences the meaning of the message being transferred. mispronunciation can be a serious problem when the students are not paying attention when the teacher explains how to pronounce english words. because gimson cited in jia, wang and li (2011) states that every language must speak the words clearly, at least understanding the phonetics, knowing the concept of grammar, and capable of using the vocabulary that matches with the topics. also, gilakjani (2011) adds that communication can break down and there can be an awkward moment if the speaker mispronounces english words because it can lead to misunderstanding between them. thence, gilakjani (2012) in the next research added that the learner’s pronunciation should be intelligible because it is an essential part of communicative competence goals. those obstacles may be influenced by some factors. first, the l1 transfer or the influence of l1 sound systems toward students’ pronunciation of english speech sounds because pontianak melayu is a medium for interaction and communication in daily activities. second, the difficulty faced is the differences between how to write, pronounce, and interpret it. foremost english has grammar, while pontianak melayu does not have grammar. previous studies that focused on vowel sounds have been conducted by sіlfіyah (2014), ali (2015), and frijuniarsih (2018). moreover, anggraini (2016) and novarita (2017) conducted a study that only focused on the obstacles for indonesian speakers of english diphthong sounds. umantari (2016) conducted a study on the pronunciation problems of english consonant sounds encountered by the students of senior high school. meanwhile, simarmata and pardede (2018) conducted a study focusing on the problem made by students in pronouncing english vowels and consonants and to find out the factors why these problems happened. futhermore, montrul (2010), islamiyah (2012), and mulansari (2014) conducted studies on the errors of english influenced by language transfer. then, syaputri (2014) conducted the pronunciation errors made by the students of senior high school. meanwhile, cahya (2017) investigated the errors pronunciation between the students of junior maria herlina wiwin, et al./ english education journal 11 (3) (2021) 417-424 419 high school and senior high school. besides, zhang and wang (2016) applied research about how sociolinguistics impacted english teaching in foreign learners. next, previous studies on how the teachers used several media or techniques to teach students’ english pronunciation have been conducted by suryatiningsih (2015); cao (2016); renotmurti (2017); and hidayatullah, (2018). similary, risdianto (2017); aulia (2018); hambur (2018); mulya (2018); harun (2019); ati (2020), and niro (2020) studied the influence of l1 on students' pronunciation. from the previous studies above, the researcher intends to explore the positive and negative transfer of pontianak melayu dialect on the seventh-grade students’ english pronunciation. the main purposes of this were, first, to explain the influence of pontianak melayu dialect on students’ pronunciation of english vowels. second, this study attempted to explain the influence of the pontianak melayu dialect on students’ pronunciation of english consonants. third, this study intended to explain the influence of the pontianak melayu dialect on students’ pronunciation of english diphthongs. fourth, to explain the influence of pontianak melayu dialect toward students’ pronunciation of consonant clusters, and last, this study attempts to explain the role of the teacher in the development of the students’ pronunciation. this study focused only on segmental features of english pronunciation in junior high school at pontianak. this study is hopefully supporting the teaching and learning process. it can also be beneficial for the students and teachers in increasing their knowledge theoretically, it can be beneficial for the students to practise their pronunciation and pedagogically, it can give more contribution for the teachers to teach english pronunciation as students’ need. methods this is a qualitative case study design which means that the data were not presented statistically. creswell (2014) defined a case study as a research design that explores a bounded system like an activity, event, process, or individuals cases. the researcher also used a qualitative approach which explores and understands the things that occur naturally, attempt to make sense, or interpret the phenomena in terms of the meaning people bring to them. in this study, the research questions and procedures were involved in this process of the research and the data analyzed inductively which means from particular to general theme. seventeen students of smp at pontianak were the subjects of this research. the subjects were taken from seventh grade students. all seventeen students’ activities were recorded. seventh grade students are choosen in order to know the difficulties in learning english speech sounds faced by the students. while the object the study was the english pronunciation by seventeen students. because the scope of this study was limited on segmental feature, this study was focusing on the influence of vowels, consonants, diphthong, and consonant clusters toward students’ pronunciation of english and teacher’s roles in improving students’ pronunciation. then, the data were analyzed through some steps: (1) data highlight, (2) data classification, (3) data reduction, (4) data analysis and interpretation, and (5) data presentation. results and discussions the followings are the findings and discussion of this research after recording the students’ pronunciation. this part is divided into five parts based on research questions of the study. it covers english vowel, consonants, diphthongs, and consonant clusters and teachers’ role in improving students’ pronunciation. english vowels influenced by pontianak melayu dialect. after analyzing students’ pronunciation of english vowels, it was found that pontianak melayu dialect vowels contributed insignificant maria herlina wiwin, et al./ english education journal 11 (3) (2021) 417-424 420 positive transfer on students’ pronunciation of english vowels. those sounds were classified as the vowels that were not strongly influenced by pontianak melayu dialect. even though, the students could pronounce the vowel sounds properly, it was not only caused by positive transfer of pontianak melayu dialect itself. moreover, if the students could not pronounce vowel sounds properly, it did not mean that it was caused by negative transfer of pontianak melayu dialect only. other factors could contribute students’ pronunciation. it has been found that the most difficult for the students’ pronunciation were vowel sound [ʌ] and vowel sound [ɔ:]. they tended to pronounce vowel sound [ʌ] as [u, ə and o] and vowel sound [ɔ:] as [a & ə]. it also found that the easiest for the students to pronunce were vowel sounds [ʊ] and [ɒ]. even though these vowels did not exist in the pontianak melayu dialect also bahasa indonesia, they had a close sound to [u] and [a]. therefore, this positive transfer is not strongly influenced by pontianak melayu dialect. from the findings, it could be seen almost all the vowel sounds impacted are short vowels. as stated by roach (2009) that english has a large number of vowel sounds; the first one to be examined is short vowels. this phenomenon occurs because of other factors that might influence their english pronunciation, such as english word is familiar, the similarities of the vowels both pontianak melayu language and english, the lack of students’ knowledge about correct pronunciation, lack of pronunciation practice, students’ inability to recognize the words, and spelling interference. so, it can be said that pontianak melayu dialect does not give negative transfer strongly to the students’ pronunciation. english consonants influenced by pontianak melayu dialect. english consonants became one of the researcher’s focuses because some english consonant sounds are not available in the pontianak melayu language, they were sounds [f, v, z, x, and q]. consonant sounds [b, d, g, h, l, m, n, etc] were easy for them to pronounce because those consonants are also available in the pontianak melayu language these consonant sounds give positive transfers directly. the difficult consonant sounds are consonant sounds [f,v,k,s]. some students tended to pronounce [f– p, p-f, v-p, k-c, s-k or c]. as stated by roach (2009) that the word vowel and consonant are very familiar ones, but when we study the sounds of speech scientifically we find that it is not easy to define exactly what they mean. even, the students could not pronounce those sounds improperly. it did not mean it was influenced negatively due to the inexistence of those consonants in pontianak melayu dialect only. other factors such as students’ lack of knowledge about correct pronunciation, lack of pronunciation practice, students’ inability to recognize the words, and spelling interference can influence their english pronunciation. it could be concluded that the pontianak melayu dialect give insignificant negative transfer to their english pronunciation. english diphthongs influenced by pontianak melayu dialect. dealing with diphthong sounds, it was found that there were english diphthongs influenced by pontianak melayu dialect. diphthong sound [aɪ] both initial and medial even final sound is the most difficult for the students’ pronunciation, there were 15 students failed in pronouncing the diphthong sound [aɪ] they tended to pronounce [eɪ]. the easiness are diphthong sounds [aʊ] and [ɔɪ] were easy enough for the students to pronounce. the easiness caused the word ‘however’ and ‘enjoy’ are familiar for the students both in social media, tv also songs and diphthong sounds [aʊ] and [ɔɪ] closed sound with sound [au] and [oi] in pontianak melayu dialect. it could be concluded that the pontianak melayu dialect contributed both negative and positive transfer. the insignificant negative transfer for the diphthong sound [aɪ]. besides that, the word ‘eiffel’ is familiar but it pronounces incorrectly so they just follow the pronounced commonly as bahasa indonesia, the lack of knowledge and lack of pronunciation practice also the main factors. as maria herlina wiwin, et al./ english education journal 11 (3) (2021) 417-424 421 stated by ramelan (1999), the speech organs in producing a diphthong when the learners starting vowel sound and the position of the vowel sound in the direction of which the glide is made, usually the position on the latter are never reached. other factors such as students’ lack of knowledge about correct pronunciation, lack of pronunciation practice, students’ inability to recognize the words, and spelling interference can influence their english pronunciation. it could be concluded that the pontianak melayu dialect gave insignificant both negative and positive transfer to their english pronunciation. english consonant clusters influenced by pontianak melayu dialect. some english consonant clusters were not too difficult for the students to pronounce while some other english consonant clusters became a serious challenge for them. generally, the most difficult was the three-consonant cluster. this is due the fact that the pontianak melayu language has no word consisting of three-consonant cluster whether in the initial, medial, and even final. this became a big challenge for them in pronouncing the english consonant cluster sounds. smith (2015) defined that the consonant cluster as two or more consonants that walking together with no vowels or diphthongs between them. yates and zielinski (2009) emphasized the consonant cluster can appear in the initial, medial, and final positions. for three-consonant clusters [str] there was no one failed. while for the three consonant cluster [rld] in the ‘world’ word, 7 students failed. they tended to pronounce [wɜːrd]. while for two-consonant cluster sounds [fr], [kl], and [br]. sound [kl], there were 4 students from 17 students who failed. the easiness was because the consonant sound [br] also available in the pontianak melayu language. so, this made the students familiar with that sound. meanwhile, some of the students still influenced [fr] they tended to pronounce [pr] by the mother tongue, so far, it still gives positive transfer for the students’ pronunciation. more concerned in cluster sound [kl] on the word ‘climb’ they tended to pronounce [cl]. the factors influenced such as students’ lack of knowledge about correct pronunciation, lack of pronunciation practice, students’ inability to recognize the words, and spelling interference can influence their english pronunciation. it could be concluded that the pontianak melayu dialect gave insignificant both negative and positive transfer to their english pronunciation. teacher’s roles in improving students’ english pronunciation based on the interview result, it was found that teacher trained the students’ pronunciation in teaching process. it indicated by the teacher’s statement that she did correct her students’ pronunciation both repeating after her and listening the electronic dictionary to make sure the correct pronunciation, she was modeling in front of the class to show and explain the correct pronunciation for her students. it was also supported by kenworthy (1988) stated that one of the teacher’s roles is to help the students to make a sound. however, pronunciation still becomes a serious problem for the students because to overcome the students’ mistake or error pronunciation need many strategics or methods also the time to cover all the students’ mistake or error pronunciation. the teacher’s awareness is a strategy or method, it is also supported by the effort of the students to more practice and creative during the second language acquisition processes as quoted from the teacher’s statement in the interview. as research by mulatsih (2015); suryatiningsih (2015); cao (2016); renotmurti (2017); izzah (2017); silfiani (2017) and hidayatullah, (2018) stated that the use of techniques/strategies/ methods in teaching english’ pronunciation such as drilling technique, western movie media, short story, english songs can improve students’ pronunciation achievement. besides that, kenworthy (1988) also added that sometimes the students can not imitate the new words correctly the teacher needs several hints or strategies to help the students make the sound maria herlina wiwin, et al./ english education journal 11 (3) (2021) 417-424 422 correctly. as stated by simarmata and pardede (2018) in their finding, when the students were “enough” in pronouncing english sounds especially vowels and consonants. so, the teacher should be given a lot of drills and practices relating to the pronunciation so that the students can acquire the habit of using the correct pronunciation of english words containing english sounds correctly regardless of language skills they are dealing with. it can be concluded that the teacher and the students should be supported each other. as stated by broughton (2003), the learners of english and the teacher who taught the english subject must give effect each other, so the students can use it in daily life and the english grow and grow of the students itself. conclusions below are the conclusions of this study based on the findings. based on the analysis, it could be concluded that pontianak melayu vowels [a, i, u, e, ə, and o] gave insignificant positive transfer on english vowel sounds [i: i, u, e, ə, o, ʊ, ɒ, ɔ:, etc]. it is indicated by the most difficult students’ pronunciation of vowel sound [ɔ:] and vowel sound [ʌ]. from 17 students, 6 students pronounced vowel sound [ɔ:] wrongly and from the 17 students, 7 students failed in pronouncing the vowel sound [ʌ]. meanwhile, the other vowel sounds good enough for the students’ pronunciation. even though vowel sound such as [ʊ] or [ɒ] did not exist in pontianak melayu but they had a close sound to [u] or [a] that is why the students were easy enough to pronounce those vowel sounds. the pontianak melayu consonant sounds gave significant negative transfer on english consonant sounds like [f, v, k, s]. it indicated by the most mistake or error students’ pronunciation of that consonant sounds. from 17 students, there were 8 students pronounced wrongly in consonant sound [f] and [v] they tended to pronounce [p] both in initial and medial. meanwhile, the other consonant sound [k] 4 students pronounce [climb] wrongly, they tended to pronounce [clim] and consonant sound [s] there were 6 students pronounce [city] wrongly, they tended to pronounce [kiti] or [citi]. besides that, the lack of students’ knowledge to pronounce that words also the main factor. the pontianak melayu diphthong sounds gave insignificant negative transfer on english diphthong sound [aɪ]. although, the diphthong sound [aɪ] also exist in the pontianak melayu language. it caused by the lack of the students’ knowledge and read the text in hurry, so make them unconcerned how to pronounce that vocabulary. it indicated by the most mistake or error students’ pronunciation of that diphthong sounds. from 17 students, there were 15 students pronounced wrongly in diphthong sound [aɪ] in the initial, medial even final sound they tended to pronounce [eɪ]. diphthong sound [aʊ] was the easiness for the students to pronounce. the easiness is caused by sound [o] and sound [w] in ‘however’ could be pronounced as diphthong sound [aʊ] and the closed sound of the diphthong [au] in pontianak melayu dialect. it also means that, pontianak melayu dialect gave positive transfer for the students’ pronunciation. the pontianak melayu consonant cluster sounds gave insignificant negative transfer on english consonant cluster sounds like [fr]. it indicated by the most mistake or error students’ pronunciation of that consonant cluster sound. from 17 students, there were 3 students pronounced wrongly in consonant cluster sound [fr] they tended to pronounce [pr]. and from 17 students, there were 4 students pronounced wrongly in consonant cluster sound [kl] they tended to pronounce [cl]. meanwhile, the other consonant cluster sound [world] 7 students pronounced [wɜːld] wrongly, they tended to pronounce [wɜːrd]. besides that, the lack of students’ knowledge to pronounce those words also the main factor, the pontianak melayu did not exist in threeconsonant clusters, so it was a little hard for the students of pontianak melayu language to pronounce the word. students’ english pronunciation was becoming one of the teacher concerns in maria herlina wiwin, et al./ english education journal 11 (3) (2021) 417-424 423 teaching english. the teacher and the media (electronic dictionary) corrected the students’ pronunciation and repeat after the teacher and the media. the problem that still found by the students itself in pronouncing english words was caused by the in-existence of certain speech sounds of english in pontianak melayu dialect and less of supporting the effort by the students. besides that, the teacher and the students should be supported each other to reach the best achievement in learning english sounds. references ali, e. m. t. 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(2016). sociolinguistics and english teaching in china. theory and practice in language studies, 6,(4), 830-834. 465 eej 11 (4) (2021) 465-472 english education journal http://journal.unnes.ac.id/sju/index.php/eej formal shifts use on achieving pragmatic equivalence in english – indonesian translation of kungfu panda syifa’ul lathifah1, januarius mujiyanto2 1. smkn jayakerta kabupaten karawang, jawa barat, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: recived 28 july 2021 accepted 28 september2021 published 23 december 2021 ________________ keywords: pragmatic equivalence, shift, visual verbal relation. ____________________ abstract __________________________________________________________ this study is concerned with the analysis of catford’s formal shifts use in speech act translation from english into bahasa indonesia in kung fu panda movie. the analysis covers the use of level shift and category shift on achieving pragmatic equivalence and how the visual-verbal relation happened along with the pragmatic achievement process. this study took documentation and a questionnaire on collecting the data. in this study, a theory from baker (1992) was applied to analyze pragmatic equivalence achievement. moreover, the theory from halliday (1994) in martinec and salway (2005) was used to identify visual-verbal relations. the results of the study depicted (1) the use of level shift and category shift were very needed which led to pragmatic equivalence achievement (95,3%). based on the target readers and expert raters, (2) the visual-verbal relation helped the translator on target text arrangement by providing the context of which the speech act was being uttered. the visualverbal relation identified in the kung fu panda movie were exposition (12,7%), enhancement (9,3%), extension (5,3%) and locution relation (72,7%). (3) the translator tended to use category shift dominantly (66,67%) for recreating the most suitable target text that was similar to the source text’s pragmatic meaning.the large identification of visual-verbal relation locutionallowed target and expert readers to perceive the meaning lied in speech act only from the word given. correspondence address: jalan raya jayamakmur, desa jayamakmur, kec. jayakerta, indonesia, e-mail: syifaullathif69@gmail.com p-issn 2087-0108 e-issn 2502-4566 syifa’ul lathifah & januarius mujiyantos/ english education journal 11(4) (2021) 465-472 466 introduction as a product of culture, a language represents someone’s thinking process. understandably, people who use different languages in communication tend to find a problem when they are going to understand messages lied in a different language as they have dissimilar perspectives. such a situation also applies to films. therefore, a translator, someone who can bridge the cultural gap in such human interaction is very needed. due to different linguistic systems and forms, the translator will do some changes to restructure the target text meaning as close as possible to those meaning lied in the source text so that the pragmatic equivalence can be achieved. as a result, formal shifts are phenomena that cannot be avoided. when it comes to film, moreover, the relation between moving image and subtitle as the target text cannot be ignored. in subtitle making, there will be time and spatial constraints. therefore, the translator should consider the relationship between the moving image as a visual model and the target text as a verbal model. the translation is “a written text rendering process from a source language into a target language (hatim & munday, 2004, p.6)”. in this case, translation is viewed from its making process rather than a final product. subtitling, one of the translation products, is “the act of writing down the actors’ dialogues and nonverbal acts, or soundtrack at the bottom of the screen which comes along with the visual image (diaz-cintas, 2013, p.274)”. during the translation process, formal shifts are inevitable. the changes that happen during the translation process which deal to form are called formal shifts (catford, 1965 cited in munday, 2004, p.76). there are two main formal shifts used in translation product, level shift, and category shift. a level shift is the changes that happen from the grammatical level to the lexical level. category shift is closely related to the different language systems in both languages. this kind of shift represents a change in terms of the target text language category that holds the same function as those which are in the source text language system. afterward, category shift involves several shifts such as “structure shift, unit shift, intrasystem shift, and class shift (catford, 1965 cited in munday, 2004, p.76)”. structure shift is the changing word sequence in a sentence. a unit shift is the changes of rank in a grammatical category from a source language into a different rank of the target text grammatical category. intra-system shift shows the change during the translating process by using non-parallel terms though both source and target text have almost fit in the language system. class shift refers to the changes that happen as the equivalent of source text item can be found at a different class of target text item. a few studies related to translation equivalence were conducted by luong (2016); yuliasri (2016); sutopo et al. (2017); yuliasri and hartono (2014); mujiyanto (2011). based on their studies, it can be inferred that the final purpose for the translator is to get meaning equivalence in his translated product. translation equivalence should be carried out from different aspects including the pragmatic aspect. pragmatic equivalence is “a translation equivalence that is related to what extent a language is used communicatively and its translation is always being engaged with a context, so it can make sense (baker, 2018, p.235)”. two major areas relate to pragmatic equivalence, namely “coherence, and implicature (baker, 2018, p.235)”. coherence is an organizing system that creates a text. a text is called coherence when it is suitable to the reader’s expectation. a coherence text will make the readers accept the information in the story as a thing that makes sense. besides coherence, implicature is “also the area that connects to pragmatic equivalence. it concerns on speakers’ meaning than each word’s denotation meaning (grice, 1975 cited in baker, 1992, p.223)”. a speaker can express his or her implicature either directly or indirectly. in making meaning, the visual-verbal relation in this study will be the relation that happens within the combination of moving images and verbal language displayed on the bottom screen. according to halliday (1994) cited in martinec (2005), some relations that may syifa’ul lathifah & januarius mujiyantos/ english education journal 11(4) (2021) 465-472 467 happen between verbal mode and visual mode are extension, exposition, exemplification, enhancement, locution, and idea. this study is concerned with english – indonesian translation of kung fu panda movie. this study attempts to present how pragmatic equivalence is achieved through translation shifts in its subtitle and to what extent the pragmatic equivalent achievement relates to the visualverbal relation as well. the pragmatic equivalent achievement was evaluated by expert readers and target readers. methods this study implemented a descriptive qualitative design to analyze formal shifts use on achieving pragmatic equivalence. documentation and questionnaire were used to gather the data. this study is concerned with the english – indonesian translation of speech act in kung fu panda. furthermore, this study also focused on the analysis of formal shift types which were used in speech act translation according to catford’s (1965) theory. to analyze pragmatic equivalence achievement, we used a questionnaire that was adapted to baker’s (1992) theory. then, the data rating was carried out by 15 target raters and 2 expert raters. besides, the theory from halliday (1994) in martinec and salway (2005) was used to identify visual-verbal relation within the speech act translations. results and discussions following analyzing the kung fu panda movie and its english – indonesian translation, some speech acts in the movie experienced different formal shifts. the analysis of formal shift types was based on catford’s (1965) theory. regarding the data, the formal shifts identified were level shift and category shift. table 1 depicts the formal shifts found in the translation. table 1. types of formal shift no type of formal shift frequency percentage 1. level shift 50 33.33 2. category shift 100 66.67 total data 150 100 regarding table 1, it was noticeable 150 utterances that contained speech act experience formal shifts. out of 150 utterances, 50 level shifts were manifested. meanwhile, 100 utterances experienced category shifts. this was an example of a level shift. st: we'll bring you back a souvenir. (d. 3a) tt: kami akan kembali dan membawakan kau suvenir.(d.3b) the structure of will bring back in (d. 3a) expressed simple future by using the grammatical structure will + v0. then, the simple future in (d. 3a) was shifted into the words "akan kembali membawakan". regarding the great dictionary of the indonesian language (2016), the word akan belongs to an adverb. meanwhile, the word kembali belongs to the intransitive verb and the word membawakan belongs to a transitive verb. it could be inferred that the sample experienced a level shift from grammar to lexis. moreover, the following was the example of a category shift identified in the kung fu panda movie. st: master tigress! face iron ox and his blades of death. (d. 73a) tt: guru macan! hadapi sapi baja dengan pedang kematiannya. (d. 73b) it was observable that there was a change of structure in (d. 73 a, d. 73b) and (d. 132a, d. 132b). the phrase of iron ox had proper noun + noun structure was translated into reverse arrangement sapi baja in which the structure was noun + proper noun in the target text. level shift on achieving pragmatic equivalence a level shift happens when “a linguistic level of the source text is converted into another level in the target text (catford, 1965 cited in munday, 2004, p.76)”. there are two kinds of level shifts. they are a shift from grammar to lexis and a shift from lexis to grammar. lexis is the syifa’ul lathifah & januarius mujiyantos/ english education journal 11(4) (2021) 465-472 468 synonym of words. table 2 presents the level shift use on achieving pragmatic equivalence in the kung fu panda movie. table 2. level shift use on achieving pragmatic equivalence no type of level shift pragmatic equivalence non pragmatic equivalence 1. grammar to lexis 49 1 2. lexis to grammar 0 0 based on table 2, it was visible that 50 utterances experienced a level shift within the translation process from english text into indonesian subtitles. specifically, these 50 utterances experienced a change from grammar to lexis. here is the example of a translation that experienced a level shift and achieved pragmatic equivalence. st: the universe has brought us the dragon warrior! (d. 36 a) tt:alam raya telah menganugerahi kita pendekar naga! (d. 36 b) the example above achieved pragmatic equivalence because both target and expert raters could identify well the pragmatic meaning delivered in the target text and it is similar to the source text’s pragmatic meaning. furthermore, the target text's meaning was natural, accurate, and clear according to target and expert readers. it means that the translation had coherence or it was suitable with the target rater’s expectation. this fact was under the theory that revealed coherence as one of the major areas related to pragmatic equivalence (baker, 2018, p. 235). moreover, 1 out of 49 utterances that undergo level shift did not achieve pragmatic equivalence. st: no, i'll bring me back a souvenir. (d.34a) tt: aku akan bawa sendiri. (d.34b) it is considered as nonequivalent pragmatically. according to the expert raters and readers, it was not clear what kind of thing that the character would bring by himself. a souvenir as the vital information was deleted. as the result, the reader could not feel the same effect as the source text’s implied meaning. category shift on achieving pragmatic equivalence besides level shift, category shift is also one of the formal changes that happen during a translation process. this kind of shift is subdivided into four types. those were unit shift, structure shift, class shift, and intra-system shift (catford, 1965). table 3 displays the category shift use on achieving pragmatic equivalence in the kung fu panda movie. table 3. category shift use on achieving pragmatic equivalence no type of category shift pragmatic equivalence non pragmatic equivalence 1 unit 36 3 2 structure 35 2 3 class 17 1 4 intra-system 6 0 referring table 3, it was noticeable that 100 utterances experienced formal shifts with different category shifts. out of 100 utterances, the unit shift happened 39 times. next, 37 utterances experienced structure shift. moreover, class shift occurred 18 times and intra-system shift was used 6 times. the following is one of the speech act translations that experienced category shift and achieved pragmatic equivalence. st: master tigress! face iron ox and his blades of death. (d. 73a) tt : guru macan! hadapi sapi baja dengan pedang kematiannya. (d. 73b) the datum above was considered equivalent pragmatically since the target text meaning was accurate, natural, and clear. moreover, regarding target and expert raters, the datum has coherence and the implicature was similar to the source text’s pragmatic meaning. there were 94 utterances with category shift that were considered equivalent pragmatically. meanwhile, 6 utterances could not achieve pragmatic equivalence. the following example is considered non-pragmatic equivalent. st: trust me, it will. (d. 99a) tt :nanti. (d. 99b) the target text was considered nonequivalent pragmatically. according to expert syifa’ul lathifah & januarius mujiyantos/ english education journal 11(4) (2021) 465-472 469 raters and readers, there was a meaning loss that disturbed the text cohesiveness. the translator not only did drastic changes from sentence level into word level but also chose inappropriate words. the word given as the target text is out of context so that the target and expert readers could not catch the restructured message of the source text well. consequently, the readers and expert raters could not feel the same effect as the source text’s implied meaning.visual verbal relation on achieving pragmatic equivalence in the case of pragmatic equivalence of speech act translation, the role of the visual image in assisting the translator to produce target text could not be taken for granted. speech acts could be delivered well in the context of a conversation. in the kung fu panda movie, the visual image provided the context of the speech act. the visual-verbal relation found in translation were exposition, exemplification, enhancement, extension, and locution. table 4 presents different types of visual-verbal relation which were identified in the kung fu panda movie. table 4. type of visual verbal relation type of visual verba l relati on expansion projection expos ition exemplif ication enhanc ement exten sion locu tion id ea frequ ency 19 0 14 8 109 0 perce ntage 12.70 % 0% 9.30% 5.30 % 72.7 0% 0 % based on table 4, there was a significant difference between the proportions of expansion and projection (27.3% and 72.7%). regarding projection, locution took vast proportions, with 109 occurrence frequency, while none of the idea was accounted for. if the typical realization of locution in comics was enclosed in the speech bubble, the locution realization could be enclosed in the quoting of wording spoken by each character in the film. the illustration of locution is confirmed in figure 1. figure 1. projection of locution the tons of locution (72,7%) as visualverbal relations highlight the kung fu panda movie. this situation meant that subtitle contains the actors’ dialogues more than the nonverbal act. by sustaining the dialogues between actors, the story in kung fu panda may move forward. moreover, locution is the most identified visual-verbal relation in kung fu panda. the large identification of this kind indicated that the verbal mode allowed target and expert readers to perceive the meaning lied in speech act only from the word given without knowing full context supported by visual mode when the characters uttered the speech act. however, 7 speech act translations which were considered nonequivalent pragmatically in kung fu panda had locution as the visualverbal relation. this fact was in line with mujiyanto (2016) stating that when someone relied on verbal mode superior to the visual mode in delivering a message, the readers would catch the meaning implied only from the literal meaning of each word. regarding expansion relations, exposition, enhancement, and extension are more familiar than exemplification. it means that those three modes are complementing to the relatively meaning of the kung fu panda movie. the exposition was in the first rank with 12.7%. enhancement and extension followed on 9.3%. the extension came next with 5.3%. however, none of the exemplification was confirmed. the great amount of exposition data in the film, exhibit that the visual mode and verbal mode were handled to strengthen and reformulated meanings rather than to exemplified or explained meanings.figure 2 might perform an illustration for exposition relation in the data. syifa’ul lathifah & januarius mujiyantos/ english education journal 11(4) (2021) 465-472 470 figure 2. exposition the verbal mode in figure 2 showed “aku sedang melakukan pemanasan”. meanwhile, the visual mode depicts a panda who did the splits between two bundles of bamboo which could be understood that he was doing a warm-up move. both visual mode and verbal mode have concurrently restated and emphasized the meaning. because a clear target text meaning has been delivered well, readers could feel that the target text’s meaning was similar to the source text’s. figure 3 below might perform an illustration for enhancement relation in the data. figure 3. text enhances image causually figure 3 was an illustration of causal enhancement relation. the target text as the verbal mode presents “seperti aku mewarisinya dari ayahku, yang mewarisinya dari ayahnya yang memperolehnya karena menang judi mahyong”. the visual mode displayed someone who pointed out different characters hanging on a wall restaurant which could be interpreted asformer restaurant owners in sequence. besides, the verbal mode gave new information that enhanced the visual mode the cause why the character could take over the restaurant from the very first owner. figure 4 depicted illustration for exposition relation in the data. figure 4. image extend text in figure 4, the target text as the verbal mode showed “alam raya telah menganugerahi kita pendekar naga”. then, the visual mode extended the verbal mode by depicting not only a turtle that lifted the panda’s hand in front of the audience but also gave hints or new information to the target readers about who the true dragon warrior is. this visual-verbal relation helped the translator in choosing the proper word before creating target text and the pragmatic meaning still could be delivered well.the relation that occurred between visual mode and verbal mode in kung fu panda was in line with unsworth’s (2006) statement that the combination of image and language became the new way of meaningmaking. the fact that the translator considered visual-verbal relation before producing the most suitable target text proves that the visual-verbal relation could not be overlooked. the pragmatic equivalence could be achieved because it was closely related to the context. in kung fu panda, the context was displayed through visualverbal relation, so that target and expert readers could feel the same feeling as the source text’s pragmatic meaning. conclusions after analyzing the data, there were two formal shifts manifested in the kung fu panda movie. the category shift was considered as the most widely used by the translator of the subtitle. regarding the analysis, it could be inferred that the use of formal shifts on achieving pragmatic equivalence was essential. by experiencing formal shifts, the translator could create the target text that had a natural and accurate translation. the target text's pragmatic syifa’ul lathifah & januarius mujiyantos/ english education journal 11(4) (2021) 465-472 471 meaning is clear as well. moreover, visual-verbal relation also supported the translator to produce the most suitable target text by providing the context of the utterance in a movie. consequently, the target text that experienced formal shifts also had coherence. the target text was considered to make sense since it synchronized with the scenes or visual modes depicted. besides, locution was the prominent visual-verbal relation identified in the kung fu panda movie. the fact that the translator considers visual-verbal relation before producing the most suitable target text proves that the visual verbal relation cannot be overlooked. the pragmatic equivalence can be achieved because there is a syncronization between the target text and every scenes in the movie. in kung fu panda, the context is displayed through visual verbal relation, so that target and expert readers can feel the same feeling as the source text’s. in kung fu panda, the context is displayed through visual verbal relation, so that target and expert readers can feel the same feeling as the source texts’. however, the non pragmatic equivalence is mostly identified in locution relation when the translator wrong choice of diction results the target 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(2016). translation techniques and pragmatic equivalence in indonesian translation of humorous utterences in the walt disney’s donald duck comics. prosiding prasasti, 409-414. 496 eej 11 (4) (2021) 496-505 english education journal http://journal.unnes.ac.id/sju/index.php/eej an evaluation of the psychological factors influencing the students’ anxiety in speaking english elinda umisara1, abdurrachman faridi2, henrikus joko yulianto2 1. smk karya medika, kabupaten brebes, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: recived 28 july 2021 accepted 3 october 2021 published 23 december 2021 ________________ keywords: psychological factor, foreign language anxiety, and speaking anxiety. ____________________ abstract ___________________________________________________________________ speaking is a productive skill that can be directly observed by considering several aspects. it can trigger the students’ anxiety as a psychological factor to communicate foreign language with others. this case has become a unique phenomenon to be analysed because anxiety has a relevance with foreign language abilities. this study aims to evaluate the psychological factor influencing the students’ anxiety in speaking english by using a qualitative approach. the data were collected by using observations, open-ended questionnaires, and interviews. there were 17 students in the ninth-grade of junior high school in brebes regency participating in this research. three major phases of data analysis, namely data reduction, display, and conclusion drawing established to analyse the data. the researchers found three factors triggering the students’ anxiety in speaking english, namely communication apprehension, test-anxiety, and fear of negative evaluation which were influenced by the situation-specific anxiety. the situation could represent an uncomfortable experience emotionally and physically for some students to speak english in the class. the students felt anxious, frustrated, fearful, nervous, worried when they were unable to speak english. it made the students afraid of making mistakes and like to underestimate their abilities so that this prevents them from doing verbal activities. therefore, this research discusses ways to reduce the specific psychological factors that cause students’ anxiety in speaking english. this result can be used as guidance in managing learning conditions, learning materials, and learning strategies to deal with students’ anxiety in learning english. the teacher can use this research as a reference for analyzing the students’ anxiety symptoms during learning english in order to increase the students’ motivation and confidence in speaking performance. correspondence address: jl. jend. sudirman no.159, ketanggungan, kec. ketanggungan, kabupaten brebes, jawa tengah 52263, indonesia e-mail: elindasara33@gmail.com p-issn 2087-0108 e-issn 2502-4566 elinda umisara, et al./ english education journal 11(4) (2021) 496-505 497 introduction learning english as an academic subject in indonesia aims to make the students able to communicate verbally and nonverbally. in which, verbal communication transmits the messages through spoken language which encourages the speakers to be confident in conveying the information to the listener. inability to convey spoken messages tends to trigger students’ anxiety to speak the target language, especially in english. horwitz et al. (1986) explain that anxiety is the students’ psychological problem that affects students’ courage in practicing the language being studied. it includes some feelings like tension, worry, and nervousness when speaking english in monologue or dialogue with the others. dörnyei (2005) explains that psychology deals with the human mind as a unique phenomenon of individual differences which are defined in a narrow sense as personality and intelligence. dörnyei argues that psychology is established as a consistent predictor that can determine an individual’s success or failure in learning foreign languages. according to purba (2018), the psychological domain in learning a foreign language includes three main points. the first is language production. it is the process of creating and expressing messages through language. the second, language perception relates to an interpretation in understanding language. the third, language acquisition is related to how language is acquired. in this case, the students will master a language when they realize the importance of the learning process to fill the gaps of language knowledge (schmidt, 2001 as cited in lightbown & spada, 2013). the students who feel anxious tend to withdraw from speaking activities as a form of negative anxiety reaction. it occurs because anxiety can make the students having difficulties understanding and conveying messages through spoken language (horwitz et al., 1986). dewi et al. (2020) claim that speaking skills are closely related to listening skills where the students must be able to distinguish sounds, understand vocabulary, grammar, and interpret information concurrently when doing interaction. therefore, the success of learning speaking is not only influenced by cognitive but also effective aspects (mahdalena & muslem, 2021). as described in oxford (1998) cited in pratiwi and analido (2018), the students’ anxiety can be identified from the physiological symptoms and students’ behavioural responses when the learner learns a foreign language. the psychological symptoms can be divided into three parts, namely general avoidance, physical action, and cultural dependent signs. referring to the researchers’ observations and the english teachers’ statement, the researchers found the students’ anxiety in learning english at junior high schools in brebes regency. there were several obstacles students faced in terms of speaking ability, such as their assumption that english was difficult in terms of understanding the word meaning, grammar, information, and pronunciation. the students’ competency influences the cognitive and emotional process that occurs during the students learning english. the students’ anxiety makes them like to underestimate themselves, due to feeling afraid, frustrated, shy, worried, and nervous to do the interaction in english classes. these things are classified as psychological problems that provoke students’ anxiety. fitriah and muna (2019) express the level of anxiety response into three general areas which evoke speaking anxiety. there are activity-tasks, speaking preparation, and language problems. speaking activity is divided into micro and macro skills. it can affect students’ anxiety levels related to the students’ abilities. speaking preparation is a way that can be used to reduce students’ anxiety levels. it can increase the students’ self-confidence to minimize speaking errors that may occur when students involve in speaking activities. then language problems or errors have two points of view in terms of evaluation. a positive evaluation will increase students’ self-confidence and reduce their anxiety, while a negative evaluation will have an impact on shyness which can increase the level of speaking anxiety. it has interconnected with mustafa and hasan (2013), elinda umisara, et al./ english education journal 11(4) (2021) 496-505 498 the general speaking anxiety areas considered as the major factors of language anxiety, such as linguistics problem, cognitive challenge, and the teacher’s role. moreover, there have been a number of studies concerning the psychological factors in speaking english that contribute to the learners’ speaking skill. in the scope of psychological factors, there were some affective problems regarding the difficulties in conveying spoken messages, such as fear of making mistakes, shyness, anxiety, lack of confidence, and lack of motivation. anxiety becomes one of the potential contributions of psychological problems in speaking english. it occurs because the students’ assumptions about the lack of english abilities make them difficult to understand the language. those cause the students’ shyness, lack of self-confidence, and motivation to speak in english that become passive learners in english class (arifin, 2017; ariyanti, 2016; jamila, 2014; jannah & fitriati, 2016; juhana, 2012; sulastiani, 2020). in line with brown (2007) anxiety is the most dominant factor that links to others’ affective factors, such as self-esteem, self-efficiency, willingness to communicate, inhibition, risk-taking, empathy, and extroversion. regarding the previous studies, the main concern of this study is anxiety as one of the psychological factors which influence the students’ anxiety in speaking. in which, the difficulty of learning english can make the students get less knowledge in the classroom. the fact that the students could not respond to the teacher’s question in using english made most of the students reject the teacher’s instruction because of anxiety. as stated by sadighi and dastpak (2017), speaking anxiety is positively correlated with refusal to establish a communication. indrianty (2016) argues that students who feel anxious tend to have problems in understanding and responding to the oral instructions. this condition can decrease student motivation and self-confidence. directly, those can give an impact on the development of the students’ concept of learning a foreign language. it has been proven by the teacher in asking the students to do conversation and to answer the question related to the learning english activities. this research aims to evaluate the psychological factor that influence the students’ anxiety in speaking english. it becomes the reference as guidance to overcome the anxiety problems to speak english in the class. the result can refer to reduce the specific psychological factors which cause students’ anxiety in speaking english. this research also becomes a crucial issue to study because it can be used by english teachers for implementing in the class. later, it will be able to help the students to enjoy learning english with fun and helping to develop students’ critical thinking, to select, and to sort appropriate information. methods this research uses qualitative case study to evaluate the psychological factors that influenced students’ anxiety in speaking english from the students’ point of view. the selection of case study was. based on the objectives to be achieved by the researchers. it is to evaluate the psychological factors influencing the students’ anxiety in speaking english. yin (2014) defined a qualitative case study as an approach where the researcher explores real life that involves multiple sources of information and reports it in the form of descriptions to maintain a holistic and real-world perspective. this research is conducted by using a purposive sampling strategy by selecting the participants in the ninth-grade of junior high school in brebes regency, central java province. there were 17 students selected as participants in this research. purposive sampling using small sample was suitable to provide the relevant information regarding these research questions and goals (fraenkel et al., 2012). to avoid biasing the results of this research, the researchers used methodological triangulation to bridge the reliability and validity problems. the methodological triangulation emphasizes the researchers to use more than one elinda umisara, et al./ english education journal 11(4) (2021) 496-505 499 method in gathering data (fraenkel et al., 2012). hence, the data analysis is carried out from the observation, open-ended questionnaire, and interview. the use of observation sheet was to report the students’ condition, feeling, personal characteristics, and behavior in english classroom as it was adopted by pratiwi and analido (2018). the questionnaire is used to evaluate the students’ anxiety of speaking english by giving open-ended questionnaires adopted by horwitz et al. (1986). the interview guidelines are the questions lists which are used to evaluate and confirm students’ responses to the questionnaire information adapted by he (2018). three major phases of data analysis by miles and huberman (1994) were data reduction, display, and conclusion drawing. the data analysis was used to obtain the credibility, transferability, dependability, and confirmability data. results and discussions in this section, the researchers presented the research results. it was found the indications that encouraged the students’ anxiety in speaking. it brought forth the affective factors, such as fear of making mistakes, shyness, anxiety, lack of confidence, and lack of motivation. those were contributed to the learners’ communication skills so that the students were unable to convey the messages through spoken language. it affected the students’ psychological states in terms of achieving their foreign language learning outcomes. scovel (1980) cited in horwitz (2010) argued that speaking anxiety is categorized as situational-specific anxiety. scovel asserts that this case can represent an uncomfortable experience emotionally and physically for some students in learning a foreign language. taly and paramasivam (2020) and wardani (2018), argued that when the students feel worried about speaking english, they will show some observable symptoms of anxiety. referring to the findings, the researchers found that there were three signs of students’ anxiety in speaking english: general avoidances, physical actions, and cultural dependence signs. the general avoidances experienced by students include forgetting to answer questions, being less prepared to learn english at school, and avoiding to use english. it made some students feel anxious during learning english so that they were unable to answer the question. the physical actions were also giving signs indicating the students’ anxiety. the characteristics of physical action experienced by students such as nervousness that makes students touch objects around them, play with their veil and clothes, and stutter in english. these occurred when the teacher asked the studenst to answer the question and come forward to present their task. afterwards, the cultural dependence signs influenced the students’ apprehension which was characterized by the actions, such as avoiding interactions in class, reluctance to communicate and discuss, lack of eye contact when communicating, and excessive behavior such as smiling, laughing, and joking when feeling anxious. however, the students followed the actions because the students thought that english was not their own language and it was difficult. these signs were influencing the students during learning english. it became the main indication that contributed to feeling apprehension in order to encourage the students’ anxiety in speaking english. feeling anxious attributed the students to the factors of anxiety such as communication apprehension, testanxiety, and fear of negative evaluation. communication apprehension according to horwitz et al. (1986), communication apprehension concerns the students’ ability to communicate with others in a foreign language. from this research, there were two cases that triggered the students’ anxiety in learning speaking, namely lack of control over communicative situations and a lack of control over performance. those cases play a large role elinda umisara, et al./ english education journal 11(4) (2021) 496-505 500 in the foreign language learning process because it emphasizes interpersonal communication. the case of lack of control over the communicative situation has a relationship with personal knowledge (horwitz et al., 1986). as stated by jannah and fitriati (2016) the lack of speaking ability and limited knowledge of the language can make students become passive learners in the language class. moreover, the findings also showed that there were nine students who experienced lack of control over the communicative situation. the students showed that they were feeling nervous, unconfident, shy, angry, afraid of being laughed at, and unable to understand. some problems appeared due to lack of a communicative situation, including being trembling when called upon in language class, uncomfortable in a foreign language class, having difficulty to concentrating, panic, and nervousness to talk in english. those situations should be avoided because forcing students to speak english, such as calling students without letting them prepare for answers can make learning situations become scary for students (arifin, 2017). he mentions that the learning condition can get traumatic for the students in the learning activities. therefore, those problems indicate that the lack of control over the communicative situation makes the students become passive learners due to being anxious in speaking english. furthermore, the lack of control over performance occurs because the students have trouble speaking, which makes them shy to communicate with the others. the researchers argued that there were ten students who experienced this case. it made the students’ performance always be supervised by others. it made students overthink due to their access to speak english. according to mahripah (2014) in ariyanti (2016), speaking skill requires interpersonal skill. the students who are not mastering speaking english will feel anxious since they have difficulty expressing their feelings and ideas in their performance. the problems arose in this case, namely having difficulty in understanding what the english teacher was saying, feeling nervous, and confused when they were speaking english. those make the students have no strength to tackle their anxiety in speaking due to the problem of their performance. referring to the argument of arifin (2017), learning speaking does not only build the ability to produce verbal sentences well but also involves students’ mental control as the basis in the speaking skill. the result of this case showed that the feeling of shyness to communicate in english due to lack of control over communicative situations and performance were the aspects that underlie the communication apprehension in learning speaking. to ensure the factor of communication apprehension was to influence the students’ anxiety in speaking english. the researchers did interview to follow up the result and found that the students were clearly afraid of making mistakes in speaking english. they asserted that making mistakes in speaking english could make them feel embarrassed due to being laughed by other students. this occurred because the students did not understand english well, being afraid to come forward, and being accustomed to using javanese. some of the students’ statements, as follows; biasa jawa. ia bu sama takut salah terus malu. (s03, qn.14) (used daily javanese. yes ma’am, i was afraid of being mistaken and embarrassed) and takut maju, malu diliatin, disurakin. (s10, qn.14) (afraid to go forward, ashamed to be seen, and to be cheered on). the factor of communication apprehension appeared as the consequence of speaking anxiety which influenced the students’ self-control over speaking. the researchers gave another question to determine the students’ feeling in speaking english. it analyzed the data of observation and questionnaire, the researchers found the students’ anxiety in communication, such as difficulty to speak and to understand the information in order to feel anxious when communicating in english. this finding was supported by horwitz et al. (1986), who say that foreign language learning derives from the personal knowledge that the students will have difficulty in understanding others and making elinda umisara, et al./ english education journal 11(4) (2021) 496-505 501 oneself understood. the following excerpts were; ga bikin takut tapi bikin bingung (s04, qn.15) (not frightening, but confusing) and iya takut salah (s07, qn.15) (yes, afraid of making mistakes). those indicated that the students had been frightened in communication when they realized their performance in speaking were insufficient. the students must speak english regularly, which would improve their speaking abilities. they were required to speak english in the language classroom rather than outside the class where they could speak their mother language. based on the fact, the students felt pressure in learning situations where their abilities seemed to be underestimated. it could make them feel shy to communicate in english. regarding this phenomenon, the teacher also asserted that these are the problems faced by the students in speaking english. they did not only feel worried in speaking and writing in english. the teacher mentioned that the students had difficulties to differentiate the words in pronunciation and in writing form. communication apprehension was experienced by the students who had problems in communicative situations and performance due to lack of self-control. exposed to the questionnaire and interview results, there were students who indicated speaking anxiety because of this factor. in the context of interpersonal communication, it was influenced by the students’ anxiety in understanding the interlocutors. it could be seen from the students’ obstacles that became the reasons to make the students’ anxiety, such as difficulty in understanding english vocabularies that made them feel nervous, confused, unconfident, shy, angry, afraid of being laughed at, afraid to make mistakes, difficulties to differentiate the words, and unsatisfied about their performance. the statements presented above show that some students did not like english and feel anxious when appointed by the teacher. therefore, the difficulties experienced by the students had an impact on students’ understanding of information from others and making oneself understand about the message. it gave the students little control with communicative situations and their performances in which they felt to be monitored. test-anxiety this factor concerns the fear of being tested in every speaking activity. horwitz et al. (1986) defined test-anxiety as the anxiety of performance that originates from the fear of failure and making a mistake. it made the students feel uncomfortable in the language class. the students who were anxious in speaking tests often assumed that their mistakes were a failure. this happens because this factor dominates the psychology of students in speaking english. horwitz illustrates that the students who have high foreign language anxiety to do the oral test will experience a greater difficulty in speaking and make mistakes more often than students with low anxiety. in the first case, the fear of failure exposed low levels of self-confidence which made students feel less competent with their abilities and their performances. this case is believed to trigger the low learning achievement and selfconfidence that appears in formal exam situations or other evaluative situations (indrianty, 2016). concerning finding, the researchers found seven students who reflected fear of failure in problems make students fearful that they would experience failure in speaking activities. in the second case, fear of making an error appeared in a situation which made students anxious in the speaking test. the researchers found twelve students unconfident with their english competencies. they experienced excessive anxiety and fear of making mistakes in speaking english, especially in the tests and quizzes. juhana (2012) asserts that the fear of making mistakes arises while the students feel conscious of their abilities in speaking english which makes the students get afraid of negative responses. this sign could be underlined for students avoiding the negative response due to making them feel safe when they could not get any negative response from the others. this condition made the students elinda umisara, et al./ english education journal 11(4) (2021) 496-505 502 tend to avoid speaking english in the class, namely worrying about making mistakes, being fearful of being corrected, worrying about missing material, and nervousness when being asked a question. furthermore, jannah and fitriati (2016) state that fear of making mistakes in the speaking test is a natural part of a foreign language learning process. in this case, encouraging students in a positive environment is needed to reduce the students’ speaking testanxiety. based on the results of the open-ended questionnaire, the researchers verified the data to confirm the students’ anxiety in the factor of communication apprehension by using interviews. the analysis showed that test-anxiety was influenced by fear of failure and fear of making errors. the data interview showed that the student was afraid and worried about making mistakes. it happened because they felt apprehensive about speaking english. however, the students could become afraid to fail to perform. it caused a lack of ability in speaking english. the following excerpts were: takut kalau nilainya jelek. karenakan masih belajar. (s07, qn. 17) (afraid of getting a bad score. because i was still learning) and takut, ga percaya diri, terus di ketawain sama temen-temen. (s16, qn.17) (afraid, unconfident, laughed at by friends). their statements above were spoken by the students who were afraid of english. s07 showed that she was worried about getting a bad score. meanwhile, s16 said that she was not only afraid of the speaking test, but she felt unconfident due to being laughed at by her friends. the students who felt anxious in the speaking test would fail in their test. they felt nervous about the speaking test in front of class, it made them perform less due to being unmotivated and stressed. the teacher also gave the statement that most of the students were enthusiastic about speaking, but some other students did not want to become volunteers in speaking. according to horwitz et al. (1986) test anxiety occurs when the students make mistakes and are fearful of failure in foreign language. the researchers concluded that the test anxiety was the factor that influenced students’ anxiety in learning speaking. the students revealed the reasons of speaking anxiety, namely feeling nervous, confused, insecure, shy, and uncomfortable speaking english in front of the class. these made the students think that learning speaking was difficult in order to make the students apathetic during learning activities. test-anxiety had a greater impact on students’ psychological, such as being fearful of being punished, tested, getting bad scores, being scolded by their parents, and not promoted to the next grade. therefore, the reasons mentioned above made the students feel pressured and forced during speaking english. fear of negative evaluation the factor of fear of negative evaluation is the wider scope in speaking anxiety because it occurs in many situations, such as social situations, speaking activities, and speaking tests (horwitz et al., 1986). the researchers found three cases that affected students’ anxiety in learning to speak english, namely apprehension about others’ evaluation, avoidance of evaluative situations, and the expectation that others will evaluate oneself negatively. some of them are connected to oneself evaluation about linguistic aspects and sociocultural standards that make students uncover anxiety. mulyani (2018) claims that linguistic difficulties such as difficulties in remembering vocabulary and applying the grammar rules of the target language are identified as linguistic problems that contribute to student anxiety. meanwhile, the socio-cultural standard is related to the motivation for learning speaking which is obtained from the social environment. the students who feel anxious when speaking english will be sensible to be evaluated. they feel afraid of other evaluations as the real experience that makes the students avoid an evaluative situation and have imagined expectations that the others will evaluate their performance. feeling apprehensive about others’ evaluation was shown by the students in elinda umisara, et al./ english education journal 11(4) (2021) 496-505 503 speaking activities. the researchers found eight students who showed this emotional response. it was classified into the real evaluation experience in speaking english, especially negative evaluation that made the students anxious when encountering the same situation. indrianty (2016) adds that the case is related to the problem of negative correction and evaluation which makes the students anxious. from this research, the students were feeling afraid to participate in speaking activities due to fear of getting negative responses. however, this case influenced the students’ anxiety, such as feeling that other students were better at speaking english. then, the students felt angry if they did not understand the teacher’s correction. in the second case, the students reflected avoidance of evaluative situations in speaking. the researchers found three students who were avoiding this thing. they avoided an evaluation because the fear of negative evaluation would occur again. in terms of speaking activities, anxiety occurs in situations when students are asked to speak in front of the class and their teachers (indrianty, 2016). the existence of opinions about negative evaluations made some students more sensitive in the form of real and imaginary evaluations. they could try to avoid threatening situations. hence, this case covered the problems, such as feeling embarrassed to be volunteers in answering the questions. it made them not want to take english class. the third case of this factor is exposed to evaluate oneself negatively. the researchers found seven students who showed their anxiety because of having an imaginary evaluation. this case occurred because the students have negative thinking or negative evaluation based on their performance. it presented that the student thought other students were better than himself in speaking activity. that is related to negative prejudice in the form of bad images and judgments from others about their ability to carry out speaking activities in class (ariyanti, 2016). the open-ended questionnaire showed that fear of negative evaluation appeared as the factor that influenced students’ anxiety in speaking english. referring to the interview results, the researchers found that the students were not afraid of evaluating their speaking if the teacher gave the positive responses about the students’ mistakes. it meant that the students could feel delighted when the teacher evaluated their speech in english and knew their mistakes. the following statements: engga takut. jadi seneng kalau dibenarkan. (s03, qn. 17) (not afraid. so pleased if it was evaluated) and kalo salah terus dibenerin ga takut bu. (s10, qn. 17) (if it was mistaken, it was corrected, not be afraid, ma’am). referring to the objective of this research, the reasons which made the students afraid of learning to speak english, was their fear of a negative evaluation by the teacher or other students. negative evaluations, such as being laughed by others could make students insecure because they felt embarrassed. related to the evaluation, the students gave some negative and positive responses. based on the teacher’s interview, she stated that the students’ negative responses included being lazy, easily giving up, and being ignorant in speaking english. whereas, the teacher mentioned that the students would be pleased if they got a positive correction by the teacher. to conclude, fear of negative evaluation appeared as the factor that influenced students’ anxiety in speaking english. the data analysis above showed that the students felt unconfident in their english ability. it referred to the student’s assumption that the other students were smarter, better, more diligent, more capable than themselves in speaking english. those made the students feel nervous, afraid, and shy in speaking english, so they did not want to enter the english class due to avoiding the evaluation situations. furthermore, the students asserted that they felt pleasant when being evaluated by the others. it had enabled them to know where they made mistakes in speaking english. however, they were afraid when they were getting negative evaluation by teachers or friends because it could decrease their motivation in learning speaking. elinda umisara, et al./ english education journal 11(4) (2021) 496-505 504 conclusions anxiety becomes the popular issue in learning english. it influences the students’ development process as a psychological dimension which decreases the students motivation and confidence. the researchers did evaluate the factors emerging in this field. there were three signs of students’ anxiety in speaking english, namely general avoidances, physical actions, and cultural dependence signs. these signs appeared during learning english which triggered the students’ anxiety factors in speaking english, namely communication apprehension, test-anxiety, and fear of negative evaluation. communication apprehension concerns the students’ ability to communicate with others in the target language which emphasizes interpersonal communication. this is influenced by two cases lack of control over communicative situations and performance. it could be seen from the students’ obstacles that have caused the students’ anxiety, such as difficulty in understanding vocabularies, being afraid of being laughed, afraid of making mistakes, and unsatisfied with their performance. the next factor is test-anxiety. it originates from the fear of failure and making a mistake that makes the students feel uncomfortable with experiences in the language class. it includes the fear of being tested in every learning activity. it made the students think that speaking was difficult in order to make the students apathetic during learning activities. test-anxiety had an impact on students, namely fear of being punished, tested, getting bad scores, scolded, and not promoted to the next grade. then, fear of negative evaluation is the wider scope in speaking anxiety because it occurs in many situations, such as social situations, speaking activities, and speaking tests. it includes apprehension about others’ evaluation, avoidance of evaluative situations, and the expectation that others will evaluate negatively. those emerge because students are unable to convey their ideas through spoken language. references arifin, w. l. 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(2014). case study research: designs and methods. canadian journal of program evaluation, 30(1), 1–5. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f11ffd81fef • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 506 eej 11 (4) (2021) 606-515 english education journal http://journal.unnes.ac.id/sju/index.php/eej the fulfillment of felicity conditions in speech acts in winfrey’s speech learn from every mistake indah yuliarti, januarius mujiyanto, mursid saleh universitas negeri semarang, indonesia article info ________________ article history: recived 28 july 2021 accepted 3 october 2021 published 23 december 2021 ________________ keywords: speech act, felicity conditions, case study. ____________________ abstract ___________________________________________________________________ this study was about fulfilling felicity conditions in speech acts in winfrey's speech learn from every mistake. this research analyzed each utterance spoken by winfrey’s speech entitled learn from every mistake. each utterance is categorized based on five types of speech acts. the felicity of the utterance was analyzed based on searle's felicity condition theory. this study was a qualitative case study. the research object was winfrey’s speech entitled learn from every mistake published on youtube on 18th may 2019. the findings showed that all the utterances in five types of speech act fulfilled the felicity conditions. the consideration came when the utterances were in a joke which meant that the speaker did not sincerely utter the utterances. there was a note when utterances in a joke were felicitous if both the speaker and the hearers truly understood that the utterance was a joke. the last conclusion in felicity condition was in the essential speech act. based on the analysis, all of the utterances in winfrey's speech entitled learn from every mistake were felicitous in essential condition. the research finding can be used as a reference in understanding felicity conditions in the speech act. correspondence address: pacasarjana unnes jl kelud utara 3 sampangan semarang, indonesia e-mail: indahyuliarti09@gmail.com p-issn 2087-0108 e-issn 2502-4566 indah yuliarti, et al./ english education journal 11(4) (2021) 506-515 507 introduction people need to communicate with other people. this one is crucial because in expressing ideas, feeling, and thinking, they communicate by using spoken or written language. spoken language is a primary way of expressing feelings and ideas. every day, the people create utterances in asking and delivering meaning. spoken language is also a way of asking someone to do something. it means the utterance is about the statements and the meaning and what is done by the utterance. in the pragmatic field, it is called a speech act. in pragmatic studies, speech act has an essential role because speech act is about the intention of utterance to get the intended effect from the listener. meanwhile, the speech act must fulfill the felicity condition. it means that utterance should be suitable for the condition when the speaker speaks utterance. the utterance should also be sincere and has a clear goal, and the speaker is willing to deliver utterance. yule (1996) states that felicity condition is certain expected or appropriate circumstances for the performance of a speech act to be recognized as intended. also, failed utterances are not described as false but rather as improper, unsuccessful, or, in general, infelicitous (horn & ward, 2006). it means that the felicity condition in the speech act is about the appropriate condition and criteria that must be fulfilled for an utterance to achieve the purpose of the utterance itself. there are some experts' arguments about the types of felicity conditions. searle (1969) states that there are four conditions to make a felicitous utterance. the propositional condition is about the circumstances in which the speaker speaks the utterance. preparatory condition is about the prerequisite of the speaker to speak the utterance. then, the sincerity condition is about specifying what will be achieved if the utterance is sincerely uttered. the last is essential condition. the essential condition is about the intention of utterance. in transferring meaning by using spoken and written languages, we have a specific goal of uttering an utterance. some experts classify speech acts in some classifications. yule (1996) divided speech acts into five classifications, declarative, representative, expressive, directive, and commissive. according to cruse (2000), declarative is said to change reality. the world is in some way no longer the same after they have been said. the representative act is about producing utterances in expressing speakers' believes. the expressive act is about producing utterances in expressing the speaker's feelings. yule (1996) states that expressive is a kind of speech act that states what the speaker feels. a directive act is about asking someone to do something by using utterances. yule (1996) states that the directive act is a speech act that the speaker uses to get someone else to do something. a commissive act is about producing utterance to express a future action. cruse (2000) states that commissives commit the speaker to some future action. it can be in promise, vow, offer, undertake, contract, threaten. there are some researchers who conducted study in some types of speech act. (e.g. ulum, sutopo & warsono, 2018; mubais & shofwan, 2018; shofwan & mujiyanto, 2018; kohar, bharati & rukmini, 2018; ad-darraji, foo, ismail & abdulah, 2012; wijana, 2021; karyono, 2015; altikriti, 2016; al-bantany, 2013; nourzad & jabbari (2015). in the commissive speech act, kohar, bharati, and rukmini (2018) and ulum, sutopo, and warsono (2018) had researched this type of speech act. ulum, sutopo, and warsono (2018) conducted a research commissive speech act in trump’s speech. they found that that there were six types of commissive speech acts used by trump. kohar, bharati, and rukmini (2018) also researched the commissive speech act on the third presidential debate in the united states presidential election 2016. they found that the importance of commissive speech acts realized in the debate is to convince the audiences based on the candidates' ideas, vision, and mission and their works ahead after one of the two candidates wins the presidential election. other researchers also focused on the five types of speech act especially in a classroom setting in teacher and students talk (e.g. basra & indah yuliarti, et al./ english education journal 11(4) (2021) 506-515 508 thoyyibah, 2017; swandewi, ramendra & juniarta, 2017; kazemi and zamani, 2018). swandewi, ramendra, and juniarta (2017) found that the most frequent speech act used by the teachers is the directive speech act that occurred when the teachers tried to give questions, request something, give a command, interrupt, invite, prohibit, motivate, give suggestion and remind. this kind of speech act presented utterances about 133 utterances with a percentage of about 62%. some researchers also conducted research focused on the felicity condition in speech act (e.g. al-husseini & a-shaibani; 2016; hadiati, 2019; adnyasuari, 2017; ogborn, 2020; toumi, 2010). hadiati (2019) conducted research focused on the felicity conditions in banyumasan daily conversation in some types of speech act, directive, declarative, expressive, representative, and commisive. the finding of the research showed that felicity conditions of banyumasan are realized into representative, directives, commisives, expressive, and declarations. toumi (2010) researched students' awareness of felicity conditions and their attitudes towards applying felicitous speech acts. the results reveal that majority of the students become aware of felicity conditions—most of the previous studies researched two or more people's communication. based on the some previous researches above, the researchers were interested in researching felicity conditions in a speech in which is the speaker was dominant than the hearer. this study will help to understand felicity conditions in the speech act, especially the felicity conditions of a speech. this study also will have a contribution in developing english language teaching specially in producing meaningful utterance and spoken in appropriate conditions. methods this research used a qualitative case study research design. this study investigated the fulfillment of felicity conditions in speech acts in winfrey's speech entitled learn from every mistake. the fulfillment was in four rules in making the felicitous utterance. the four felicity conditions were propositional content, preparatory conditions, sincerity conditions, and essential conditions in five classifications of speech acts: declarative, representative, expressive, directive, and commissive. the research object was winfrey's speech entitled learn from every mistake published on youtube on 18th may 2019. it contained four felicity conditions in speech act, namely propositional content, preparatory conditions, sincerity conditions, and essential conditions. after obtaining the data, the data analysis was done through some steps. the first step was transcribing the video during the speech of oprah winfrey entitled learn from every mistake. the second step was categorizing the fulfillment in five classifications of the speech act. third, the five categories of speech acts were then analyzed based on the four felicity conditions. afterward, analyze the finding and interpret the data. the last step was concluding. results and discussion conducting the study was to find out the fulfillment of felicity conditions in winfrey's speech entitled learn from every mistake. the writer was interested in choosing this topic because almost everyone knows that oprah winfrey is a top-rated talk show host, television producer, actress, author, and philanthropist. she is a very talented host who always makes her talk show more interested. the researchers were interested in conducting a study focused on making all of her utterances felicitous. so, the researchers downloaded one video from youtube. transcribing the video made it easier to categorize based on the five types of speech acts and analyze felicity conditions in every utterance. the appropriateness of preparatory condition in five types of speech acts in winfrey’s speech learn from every mistake when the speaker produced the utterance, the first consideration is about the speaker's belief about the utterance that will be uttered. belief means that he or she has fulfilled prerequisites before the utterance is spoken or in a simple indah yuliarti, et al./ english education journal 11(4) (2021) 506-515 509 word; the preparatory condition is about the reason for an utterance spoken by the speaker. for example, when someone gives a question, the speaker does not know the answer, and the hearer is willing to answer the question. most of the researchers who researched felicity conditions focused on the speaker's authority and the ability to produce an utterance. it will be confusing if it is limited in those fulfillment indicators in preparatory conditions. here, the researchers found a different finding, but it was still in the context of preparatory conditions. the analysis found that all the five types of speech act fulfilled the preparatory conditions. preparatory conditions were not only about the ability of the speaker to create utterances and authority of the speaker over the hearer but also in predicting the ability and predicting the hearer's willingness about what the speaker intended in her utterances. hankemans (2014) found a similar result. they conducted a study about speech act theory. an argumentation study also found that the preparatory condition was also about the speaker's belief about the action as mentioned in the utterance. talking about the authority of the speaker over the hearer, the speaker had fulfilled these terms. president faust directly asked the speaker to give a speech in front of harvard graduates, so legally, the speaker had the authority to speak in front of harvard graduates. the ability to create an utterance, oprah winfrey as a speaker in this speech was well known as a great host of a t.v. program. so, she could create meaningful utterances. in directive speech act mostly was in the form of advice from the speaker to the hearer. it happened because of the authority of the speaker to give a speech in the harvard commencement day 2013. she tried to give some advice by telling her personality experiences during her debut in t.v. programs and after she was on television for so many years. here is the example of analysis in the directive act in preparatory condition, as shown in table 1. table1. preparatory condition in directive act utterance felicity yes no give yourself time to mourn what you think you may have lost, but then here is the key, learn from every mistake because every experience, encounter, and particularly your mistakes are there to teach you and force you into being more who you are. √ preparatory condition: s has the authority to give a command; h is willing to do what s said. propositional content: when the speaker spoke the utterance, s said that one day h would have the worst period in their life. s advises h about what they have to do when that moment comes. sincerity condition: s as a speaker in the speech, is sincere in giving her advice when the worst period of life comes. essential condition: this utterance is count as advice from s to h. as shown in table 1, in preparatory condition as a prerequisite of a spoken utterance, the speaker fulfilled preparatory condition about her authority to speak utterance and the speaker's prediction about the hearer's willingness to receive and do her advice. utterance stated in the utterance in table 1, the command was not in the form of the command, which had to be done directly after the speaker uttered her utterance but as advice for the future life of the hearer. so the preparatory condition was not only about the speaker's authority but also the speaker's belief that the hearer had a willingness to do what the speaker said. the appropriateness of propositional content condition in five types of speech acts in winfrey’s speech learn from every mistake the propositional content was about the appropriateness of circumstances when the speaker spoke the utterance. circumstances meant that the speaker spoke the utterance indah yuliarti, et al./ english education journal 11(4) (2021) 506-515 510 inappropriate time, place, and conditions. for example, a judgment will be felicitous if a judge speaks it in a courtroom, not in the road or other places. the researchers found that all the utterances were felicitous in each type of speech acts because they spoke at an appropriate place on the commencement day of harvard 2013, and the speaker chose an appropriate theme and the content of speech to motivate the hearers who started a new step of their life after graduating from harvard university. the researchers considered to decide whether an utterance fulfilled propositional content or not besides considering the circumstances related to time and place of the spoken utterance. the consideration of preparational content was about the appropriate time and place and the propositional content of utterances that were developed based on the previous utterance. in simple words, a propositional content of utterances can be seen from the context of utterance. for more detailed findings, the researchers would explain the finding in propositional content based on five types of speech acts. some sources mainly explained that propositional content in directive speech act was intended on the future action of the hearer. referrings to those sources, all the utterances in the directive speech act in winfrey's speech were felicitous because the utterances in directive speech act on this speech mainly for the future action of the hearer. but the researchers found that the propositional content of an utterance also could be seen from the context in specifying the kind of meaning expressed by the propositional part of the utterance. the example of finding propositional content for the directive speech act is illustrated in table 2. table 2. propositional content condition in directive act. utterance felicity yes no give yourself time to mourn what you think you may have lost, but then here's the key, learn from every mistake √ because every experience, encounter, and particularly your mistakes are there to teach you and force you into being more who you are. preparatory condition: s has the authority to give a command; h is willing to do what s said. propositional content: when the speaker spoke the utterance, s said that one day h would have the worst period in their life. s advises h about what they have to do when that moment comes. sincerity condition: s as a speaker in the speech, is sincere in giving her advice when the worst period of life comes. essential condition: this utterance is count as advice from s to h. based on table 2, the utterance was felicitous if referred to some sources that propositional content in directive speech act was about the future action of the hearers to do what the speaker said in her utterance. here, the researchers found that the propositional content of the utterance was not only about the future action of the hearers but also could be seen in the context of the utterance itself. as mentioned in johnson (2020), hadiati (2019), and adnyasuari (2016) the propositional content condition was about the contexts and circumstances when the utterance was spoken. an utterance would be infelicitous if it were spoken in other places and other situations. based on the context, the speaker had said in a previous utterance that the hearers would have the worst period in their life one day. the speaker advises the hearers about what they have to do when that moment comes by producing this utterance. based on the context and circumstances of the utterance, all of the directive speech acts in winfrey's speech entitled learn from every mistake were felicitous. the appropriateness of sincerity condition in five types of speech acts in winfrey’s speech learn from every mistake sincerity condition was about the psychological aspect of the speaker when she was indah yuliarti, et al./ english education journal 11(4) (2021) 506-515 511 speaking an utterance. the psychological here meant that the speaker, whether sincere or not when she was speaking an utterance. analyzing sincerity conditions was another challenge because only the speaker knew whether she was sincere or not. when reading some references, most of the sources stated that sincerity meant that the speaker was not like an actor. it meant that if the speaker spoke the utterance in the actual context of communication and spoken without any pretense, it meant that the utterance was felicitous in terms of sincerity condition. the finding showed that some of the utterances were in the form of a joke. the joke here meant that the speaker was not serious in her utterances. so, whether the utterance felicitous or not? because some researchers, for example, muntiningsih (2013) and rohmah (2013), stated that the utterance would be felicitous if uttered sincerely by the speaker and not in a joke. then the writer decided that the joke was infelicitous in the sincerity condition was read in a transcript. because when the readers read the transcript, they did not know that the utterances were a joke, and there was no sincerity condition when the speaker spoke the utterances because some of the utterances were known as a joke based on the intonation and expression of the speaker. nevertheless, the joke might be felicitous if the speaker intended the utterance for a joke. the hearer also understood that the utterance was a joke and in the actual context of speech or not based on reading the transcript. the example is in table 3. table 3. sincerity condition for directive act utterance felicity yes no i wanted to have you look under your seats, and there would be free master and doctor degrees, but i see you got that covered already. √ preparatory condition: s has the authority to speak the utterance; h can do the action. propositional content: based on the circumstances when the speaker spoke the utterance, s state that she will give something special for h in her speech, one of them is by giving master's and doctorate degrees, but h already has the degrees. h is the master and doctorate degrees of harvard. sincerity condition: this utterance is not sincerely uttered by s. essential condition: this utterance is an attempt of h to do what s said. the researchers found that the utterance in table 3 was felicitous if the speaker intended to make a joke and did not intend to ask the hearer to look under their seat. the hearer received the meaning of utterance as a joke also. it would be infelicitous if the reader read the transcript and did not see the expression and intonation when the speaker uttered her utterance. the reader would interpret that the speaker was not sincere in her utterance. another example in the fulfillment of sincerity condition was in the declarative speech act. oprah winfrey as the speaker in this speech, was sincere in each utterance in the declarative speech act. because the declarative speech act was about her experience in changing the condition and the mindset of the viewers by uttering her utterance, the speaker might be sincere that the hearer would also change their mindset to help other people in need after listening to her utterance as advice for them. the speaker was also sincere in uttering advice for the hearer. the example of finding in analyzing sincerity condition for declarative speech act is illustrated in table 4. table 4. sincerity condition for declarative act utterance felicity yes no so i asked for our viewers to take up their change collection, and in one month, just from pennies and nickels and dimes, we raised more than three million dollars that we used to send one student from every state in the united states to college. √ indah yuliarti, et al./ english education journal 11(4) (2021) 506-515 512 preparatory condition: s can persuade the viewers to do what she said. propositional content: in this utterance based on the context, s told a story about the little girl who had decided to collect pocket change to help other people in need. by producing this utterance, s wants the viewers to do the same thing. sincerity condition: s wants that viewers did what she said to take up their change collection. essential condition: this utterance creates a new condition of viewers' unwillingness to take up their change collection. based on the finding shown in table 4, the speaker was heartfelt about her utterance. it could be seen from the speaker's effort in changing the mindset and willingness of the hearers by telling her previous experience, which was able to change the mindset of her viewer's willingness. by producing utterances as mentioned in table 4, the speaker was heartfelt in producing this utterance to make the hearers change their mindset and willingness to help other people by doing a little thing together. the appropriateness of essential condition in five types of speech acts in winfrey’s speech learn from every mistake the essential condition meant the intention of the speaker by performing an utterance. in other words, the essential condition was about what the utterance had to do in its intention. for example, in thanking expression as a part of an expressive act, by expressing thanking, the speaker intended the utterance for giving appreciation or gratitude for the previous action and stimuli of the hearer or other people, which resulted from the feeling and benefit for the speaker. in simple words, essential was about a goal of the spoken utterance. the detailed explanation would be explained in the following explanation based on the essential condition in five types of speech acts. the researchers found that all of the utterances in five types of speech acts were felicitous. in the expressive act, the researchers also found that all of the utterances were felicitous in fulfilling the essential condition. essential condition in an expressive act meant that the speaker intended to produce the utterance as a result of previous action or stimuli from the hearer or other people and circumstances that affected the speaker. the example of finding in analyzing essential conditions in the expressive act is shown in table 5. table 5. essential condition in expressive act. utterance felicity yes no i was blessed with a platform that, at its height, reached nearly 20,000,000 viewers a day. √ preparatory condition: s believes that achieving 20.000.000 viewers a day is a pride. propositional content: in the past, s began her t.v. program in analog compared to a recent era with various media in online and offline and also technology. now, h can see the achievement of her t.v. program. sincerity condition: s is sincerely proud of her t.v. program. essential condition: this utterance is an expression of pride in the achievement of her t.v. program. based on table 5, the utterance was felicitous in essential condition. by producing the utterance in table 5, essentially, the speaker intended to show her pride in the achievement of her t.v. program to the hearers. based on the context of the utterance, as an expression of pride because of her debut in the t.v. program, she was in an analog world, and there were so many obstacles included said as a flop t.v. program in the usa today newspaper. by producing this utterance, the speaker intended on proud expression in her achievement and her ability to pass those obstacles. the speaker was also optimistic that the hearer was able to do something better. indah yuliarti, et al./ english education journal 11(4) (2021) 506-515 513 the relation between four felicity conditions and the felicity of the speech after analyzing the felicity condition of the speech by winfrey entitled learn from every mistake, then the researcher found that there was a relationship when an utterance was not felicitous in one of the felicity conditions. it would influence the felicity of an utterance. it was supported in the study conducted by al-husseini and shaibani (2016), who stated that the contract of marriage should be performed with the intention of the couple to commit themselves to perform the marriage contract, and this corresponds with the sincerity and essential conditions of austin's (1962) and searle's (1969) f.c.s. it was reasonable because when an utterance, for example, is promising, if promising was felicitous in preparatory condition, the speaker was sincere that she/he had the willingness to do an action as mentioned in the utterance. the utterance was also counted as an attempt of the speaker to make the hearer believe about the speaker's future actions. however, in propositional content, the circumstances were not appropriate. for example, a father who promised to buy her son a new car on his 18th birthday, but the promise was spoken when his son was already 20 years old; the promise was infelicitous. another example was a judge who gave a judgment on the road, not in a courtroom. the judgment was also infelicitous. the judgment was also infelicitous is spoken by the person who had no authority to give a judgment. the utterance was also infelicitous because the preparatory condition was not appropriate. the analysis found that all utterances were felicitous in preparatory condition, propositional content condition, and essential condition. there were only some utterances that were not felicitous in sincerity conditions. however, the infelicitous utterances in sincerity condition need a note because the utterance was a joke. a joke was either the speaker was not sincere about her utterance, or the speaker was sincere that she made a joke. so, the researchers categorized the utterance as infelicitous if the speech was read in a transcript and felicitous if the speaker and hearers understood that the utterance was in a joke. an example of a joke is presented in table 6. table 6. a joke as infelicitous sincerity condition in representative act. utterance felicity yes no it was either that or a bag of oreos. so i chose the shower. √ preparatory condition: president faust called her by phone. propositional content: because president faust called her to speak in front of harvard graduates and she feels as stress as when usa today write the deadline about own, s decided to go to the shower, so s has produced this utterance but assumed that the choice is not both a bag of oreos and go to the shower. sincerity condition: s does not sincerely go to shower after president faust called. essential condition: count as the response of s when president faust called her by phone. the writer decided that the joke was infelicitous in the sincerity condition that was read in a transcript. because, when the reader was not as the hearer of the speech, they did not know that the utterances were a joke. there was no sincerity condition when the speaker spoke the utterances because some of the utterances were known as a joke based on the intonation and expression of the speaker. however, the joke might be felicitous if the speaker intended the utterance for a joke. the hearer also understood that the utterance was a joke and in the actual context of speech or not based on reading the transcript. conclusions after analyzing data and discussing the findings, the researchers draw some conclusions. the utterances used in winfrey’s speech entitled learn from every mistake mostly were in the representative speech act. it was reasonable because the speech was one-way interaction that indah yuliarti, et al./ english education journal 11(4) (2021) 506-515 514 was intended to explain the phenomenon based on the speaker's point of view with a limitless response from the hearers. the expressive speech act was the second dominant speech, followed by the commissive, directive, and declarative speech acts. the analysis found that all the utterances in directive, declarative, expressive, commissive, and representative speech act fulfilled the preparatory condition, propositional content condition, sincerity condition, and essential condition. the consideration came when the utterances were in a joke. it meant that the speaker did not sincerely utter the utterances. but there was a note the utterances in a joke were felicitous that both the speaker and the hearers were truly understood that the utterance was a joke. in winfrey's speech, the hearers understood that a joke by winfrey was accepted as a joke, proven by the laugh response of the hearers. references ad-darraji, h. h., foo, c. v. t., ismail, s. a. m., & abdulah, e. s. 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(1996). pragmatics. oxford university press. 589 eej 11 (4) (2021) 589-599 english education journal http://journal.unnes.ac.id/sju/index.php/eej the english indonesian adaptation of cultural terminologies, vocabularies and phrases in webster’s reflection on raden ajeng kartini azka iftiani rais , rudi hartono, henrikus joko yulianto universitas negeri semarang, indonesia article info ________________ article history: recived 29 july 2021 accepted 1 november 2021 published 23 december 2021 ________________ keywords: translation, adaptation, terminology, vocabulary, phrase ____________________ abstract ___________________________________________________________________ the aim of the research is to analyze the adaptation of terminologies, vocabularies and phrases from english to indonesian. the research was descriptive qualitative research in order to answer the research problem definitely. the data of the study were taken from a biography written by tracy wright webster entitled reflection on raden ajeng kartini, while the translation is done by the author itself. the total number of data found was 75 javanese cultural concepts. then, the data were grouped into several culture categories before presented in the analysis. the result shows that there are three basic aspects that determine the translator in carrying the adaptation strategy with the javanese culture. those aspects are cultural factor, linguistic factor and the translator's preference. the aspects influencing the translation strategy that the translator carries is language and indonesian modern history. in conclusion, the translation strategy of adaptation that is carried by the translator is actually dynamic. it is because in translating the javanese cultural concepts are alternated or even hybridized, depending upon the translator's intention whether she wants to introduce the cultural concepts to the tl reader or not. however, apart from the limitation of the biography of reflection on raden ajeng kartini translation, the english version is still important for foreigners to know more about indonesian history, culture and society. . correspondence address: kampus pascasarjana universitas negeri semarang, jl kelud utara 3, semarang, 50233 e-mail: azikrais@gmail.com p-issn 2087-0108 e-issn 2502-4566 azka iftiani rais, et al./ english education journal 11(4) (2021) 589-599 590 introduction people know that translation is the process of transferring text from one language into another (nida, 2001). a successful translation can convey the explicit and implicit meaning of the source language into the target language as fully and accurately as possible. generally, bassnett and mcguire (1998) stated that translation is not an easy work because in making a good translation, translators must be able to understand the author's ideas. according to bell (1991), translation is the expression in another language (or target language) of what has been expressed in another, source language, preserving semantic and stylistic equivalence. as translating not only deals with changing one sentence into another sentence in different language but also with a sense and nuance that translator must catch in every sentence, the main problem in the process of translation is about meaning which will occur when the process is in progress, not translation as a product (hatim & munday, 2014). further, a good translator should be able to translate a lot of text types through the correct methods. newmark (1988) explores that there are eight types of translation strategies such as word-for-word literal, faithful, semantic, adaptation, free, idiomatic, and communicative. in translating a specific culture in the historical biography, adaptation is one of the translation strategies corresponding to the empowering the meaning system through the introduction of a source text (st) into target text (tt) as newmark (1988) says that this is the freest form of translation. it is used to translate literary works (comedies, poetry, short story, narrative, etc.) and the st culture is converted to the tt culture and the text rewritten. in this case, according to ashcroft (2017), historical biography as one of a work within a literary system of one specific culture is innovative. the position of this work is located in central positions and influenced by the newly introduced translation product. a biography entitled reflections on raden ajeng kartini written by tracy wright webster and also translated into jejak langkah raden ajeng kartini by the author itself is one of literary work which is rich of cultural terms that the writer’s translating strategy is worth analyzing. therefore, this study aims to explain the adaptations of the terminologies, vocabularies and structures from english to indonesian in the biography entitled reflections on raden ajeng kartini written by tracy wright webster. method since the research discusses a certain issue on translation, which is the adaptation of cultural concepts in a biographic work, it is part of translation studies. holmes (2002) claimed that descriptive translation studies deal with comparative studies, focusing on textual phenomena and their translatability, linguistics, literature, or culture. the problems examined in this research are the production and description of literary translation, particularly in the translation of indonesian and javanese cultural concepts. the biography in english and its indonesian translation are the sources the researcher observes. this research was conducted by using qualitative approach. according to creswell (2007), qualitative research begins with assumptions, a world view, and the possible use of theoretical lens, and functions to follow up quantitative research and help explain mechanisms or linkages in causal theories or models. the research is characterized by description in the form of words or sentences. the research was done by explaining the indonesian and javanese cultural concepts and their translations based on the certain categories proposed by nord (2017). the data source refers to the data obtained. they are the cultural concepts found in the written documents. the document in this research is in the form of literary texts: biography. as the research is related to translation, there are two languages involved; source language (sl) and target language (tl). the sl text is the english biography entitled reflection on raden ajeng kartini written by tracy wright webster, azka iftiani rais, et al./ english education journal 11(4) (2021) 589-599 591 while the tl text is the indonesian translation entitled jejak langkah raden ajeng kartini translated under the author itself. the biography entitled reflection on raden ajeng kartini was chosen since it provides many indonesian cultural dynamics, particularly javanese cultural concepts. it is because the story mostly took place in java during the dutch colonialization to indonesian new order era. the main characters are depicted as javanese, and the author herself holds javanese culture. the biography is translated by a native speaker of the sl, which is english, an australian anthropologist who has concern on javanese culture and has done several researches related to it. it means that the translator is expected to be able to render the javanese cultural concepts from the sl into tl text. the data were taken orderly and divided into two; the cultural concepts found in the st and their translations in the tt. before anything useful could be done with research data, it was necessary to compile them. compiling data was done by putting all the data together in one place in such a way that they could be more easily analyzed and interpreted. fitri, faridi, and hartono (2019) stated that in order to do so, there were several procedures offered by baker (1992) to do this analysis.the first procedure in collecting the data was carefully and thoroughly reading the indonesian version of the biography to observe and identify the cultural concepts found in it. the second procedure was highlighting each cultural concept in the biography along with the related context by notetaking. this process was followed by comprehending the english version and the english translation of those javanese cultural concepts. it is also done by highlighting the translation of each concept along with the related context by note-taking. the last procedure was inputting the whole data in the computer. according to pahlawanita, hartono, and faridi (2018), there were several steps in conducting the data analysis, there were several steps in conducting the data analysis. the first step was the data of javanese cultural concepts found in both st and tt were analyzed descriptively and classified based on the cultural categories proposed by newmark (1988). the javanese cultural concepts translations follow as they were analyzed to know the adaptation in accomplishing the translation. the next step was the analysis of the adaptation employed in translating the st cultural concepts into their translations in the tt. the adaptation implemented in translating those cultural concepts was based on the translation strategy categories proposed by molina and albir (2012). the analysis of the adaptation employed by the translator became the answer of the problem formulation. after identifying the adaptation, the next step was to comprehend that adaptation in dealing with the cultural concepts. the comprehension of the adaptation was done by categorizing the data in to groups to show the way the translator used the strategy of adaptation in dealing with the cultural concepts in the analysis. this study also employed an investigator triangulation to validate and extend the existing findings. the investigators were independently involved in providing the validity and reliability of this study. they were expert in their field, especially in academic writing and systemic functional linguistic (sfl) subject. results and discussions this section concerns with the analysis of concepts in the form of the words and phrases which are closely related to local (javanese) culture identified in biography reflection on raden ajeng kartini and their indonesian translations. the cultural concepts and their translations are classified into categories proposed by newmark (1988) and explained descriptively. the next analysis is to find the adaptation applied in the translations of those concepts based on what are proposed by molina and albir (2012). after identifying and analyzing the adaptation, it can be comprehended the tendency of translation that the translator carries. from the biography, there are some data closely related to javanese culture. the details of those cultural concepts were azka iftiani rais, et al./ english education journal 11(4) (2021) 589-599 592 grouped based on the culture categories presented in table 1. table 1 cultural concept categories by newmark (1988) in biography reflection on raden ajeng kartini terminologies cultural category: ecology cultural st tt sub-categories pets of locusts wereng cultural categoriey: social culture cultural st tt sub-categories profession wedana wedana term of address mas, mbak mas, mbak term of tribe betawi betawi proper name joko pring joko pring nobility raden raden cultural category : organization cultural st tt sub-categories organization boedi oetomo boedi oetomo cultural category: custom activity procedure cultural st tt sub-categories religious praise the lord alhamdulillah mystical exorcised diruwat mythical heaven kayangan artistic wayang wayang social garwo ampil garwo ampil conception garwo padmi garwo padmi vocabularies cultural category: material culture cultural st tt sub-categories clothing batik saroeng sarung batik consumption champagne champagne house pavillion pendopo surrounding weapon keris pusaka keris pusaka tool jugs kendi place town square alunalun phrases cultural category: gesture cultural st tt sub-categories gesture pardon me nuwun sewu cultural category: habit cultural st tt sub-categories habit mooch off ngenger interjection oh my god oalah idiom cooking dapur cleaning sumur cuddling kasur the english indonesian adaptation of cultural terminologies in webster’s reflection on raden ajeng kartini after conducting the analysis of st (english) and tt (indonesian), some adaptation of cultural terminologies were found. they were classified into some types and some adaptations of terminologies were found in the biography. the javanese cultural concept of terminology that belongs to ecology category is wereng. according to stevens and tellings (2010), the word refers to a group of particular black insects which attack rice and other plants. the existence of wereng is very common in indonesia that is known as an agricultural country and has rice as the main staple of the majority of its citizens. the term wereng is used in referring those who always disturb and take benefit from the kartini’s main family and those who have similar job as “call-girl”. in translating “pest of locust” as wereng into indonesian, the translator renders it as a large insect with wings found in hot areas which flies in large groups and destroys all plants and crops (cambridge advanced dictionary 11th edition, 2013). the term wereng and “pest of locust” share the same idea believed by both tl azka iftiani rais, et al./ english education journal 11(4) (2021) 589-599 593 and sl readers, in which both terms refer to a group of insects that destroy plants and crops cultivated by farmers. in doing this the translator employs adaptation strategy. according to nida and taber (1982) this strategy is used as the sl cultural concept is not known in the tl culture but people in tl culture have their own concept that share nearly similar features and is considered equivalent. in the biography, wedana refers to a head of an administrative district called kawedanan which is part of east indies government and several years after indonesian declaration of independence. therefore, the translator does not make attempts to translate the terms by explaining the meaning of the terms. the next social culture is the term of address mas and mbak a shorter form embak and emas. mas and mbak have two meanings: elderly brother and sister or an address for man, girl or lady older than the speaker (stuart & wibisono, 2012). meanwhile, steven and tellings (2010) add other meanings to mas and mbak, which are the term of address for young man and woman and (in some regions) middle-aged man and woman. in the context of the story, mas and mbak, which are used in addressing kartini and sosrokartono, the female main character and his older brother, may show that they are considered as older than the narrator who tells the story, or obviously a young man and woman who comes from javanese culture, or lives in the context of javanese culture, or being addressed politely the narrator who holds javanese culture. the term to address mas and mbak can be translated into “brother and sister” by employing adaptation strategy. the translator may assume that the word “brother” represents the features of mas while “sister” refers into mbak, which is used to refer to a young or, usually, unmarried male or female (merriam webster's 11th collegiate dictionary, 2004). another adaptation strategy of terminologies related to tribe or ethnical concept is betawi. actually, the betawis are one of the most recently formed ethnic groups in indonesia. they are a creole ethnic group in which their ancestors came from various parts of indonesia and abroad. after analyzing the context, the adaptation of the word betawi does not refer to the tribe or an ethnical group, but to the place which is usually called batavia. batavia was the capital of the dutch east indies. the area corresponds to present day jakarta, indonesia. the next javanese social culture concept is sub-categorized as proper name is joko pring. that proper name is referred to kartini’s older brother, raden mas sosrokartono. according to salam (1987), literally, joko means a man who are not married yet or bachelor, while pring is another name for bamboo. so that joko pring can be interpreted simply as young bamboo. the proper name has such a deep philosophy. pring or bamboo is a tree whose all parts can be used by humans. bamboo trees are included in plants that are easy to reproduce, meanwhile being single for life. therefore, people called him as joko pring because he was single and every breath he took was meaningful for others. another adaptation concept of javanese culture related to nobility is raden. according to mc glyn (1998), raden is a general title for javanese aristocrats used to mean rulers of the land who had attained spiritual nobility and moral nobility. this title also previously referred to the obligations of the stakeholders of the country, namely the nobles or princes, especially in the land of java. some of the commonly word of raden used by among javanese character’s nobility in this biography based on mujiono, poedjosoedarmo, subroto and wiratno, (2013) were: raden mas (used by male nobility), while raden mas panji (used by non-eldest son of the prince or the son of the concubine's wife), raden ayu (used by married female nobility), raden ajeng (used by unmarried female nobility), and raden roro (a title used by unmarried females lower than raden ajeng and or raden ayu. the next concept of adaptation in relation to organization terminologies is boedi oetomo. that organization was the first place for kartini’s sister to promote local crafts and teaching in which they could express her vision of a unified nationalist youth movement. hatta (1980) stated that boedi oetomo was an organization established azka iftiani rais, et al./ english education journal 11(4) (2021) 589-599 594 to mark the inception of modern nationalism in indonesia. the membership was upper class elite of natives, government officials and intellectuals, confined very largely in java and the javanese. the furtherance of popular education became the main activity. few branches expanded the activity into native commerce and industry. the next translation strategy of terminology adaptation as the concept related to religion sub-category is alhamdulilah as javanese people are considered religious. they tend to remember their creator and call up its name when they want to express things that are beyond human power. adaptation can change an unknown sl cultural element with one that is familiar in tl culture (larson, 2017). in the context implied in the biography, the translator finds out the equivalence of cultural concept in the sl that is familiar in the tl, for example replacing the cultural expression in indonesia alhamdulillah with a relatively similar expression from the target culture in english, such as “praise the lord”. the next terminology adaptation related to mystical conception is diruwat. literally, the terms diruwat is the verb passive form of the word ruwat which means “to exorcise”, while the passive form diruwat can be translated into to be exorcised. according to koentjaraningrat (2015) the term ruwat can be defined as a way to purify humans from their sins or mistakes that have an impact on bad luck in their life. in the biography, the translator translated the word diruwat into exorcised based on assumption that kartini did not want to get married, and it is considered as a mistake. therefore, the tradition of ruwat will be used as means of liberation and purification of humans for her sins or mistakes. bratawidjaja (1988) stated that in javanese tradition, women who do not want to get married are considered to be experiencing nandang sukerto or being in sin, so to purify them, it is necessary to hold the ritual. another concept of terminology adaptation of mythical sub-category is kayangan. according to pope (2002) the word kayangan came from old javanese kahyaṅan which means “abode of the gods, temple, sacred place, and hermitage” and it can literally be translated as paradise or heaven in english. however, the definition of the term heaven in the biography belongs to an abode of the gods. another adaptation of terminology related to social conception of artistic is wayang kulit. the term wayang is the javanese word for “shadow” or “imagination”. its equivalence in indonesian is bayangan. in modern daily javanese and indonesian vocabulary, wayang refers to the puppet itself or the whole puppet theatre performance. while kulit means “hides”, the material from which the figures are carved (korsovitis, 2011). in the previous context, it represented a certain cultural concept about a traditional wayang kulit performance. usually, the performance begins after dark. the first of the three phases, in which the characters are introduced and the conflict is launched, lasts until midnight. the battles intrigue of the second phase. the third phase of reconciliation and friendship is finished by sticking the wooden stick in the banana tree trunk at dawn. the last terminology adaptations related to social conception are garwa padmi and garwa ampil. garwo comes from javanese word which means husband for male and wife for female. while padmi is a javanese word which can be translated into permaisuri or a queen consort or the wife of a reigning king. the javanese word ampil can be translated into concubine or mistress poedjosoedarmo (2017). according to poedjosoedarmo (2017), in the past, the king of java could have four official wives or garwa padmi. it is also normal for the king to have a number of unofficial wives, namely concubines or garwa ampil. the english indonesian adaptation of vocabularies in webster’s reflection on raden ajeng kartini after analyzing the translation of the biography, apparently there were some categories found. some adaptations of cultural vocabularies were also employed and classified into some types. the first concept is categorized as material culture and sub-categorized as dress and clothing, azka iftiani rais, et al./ english education journal 11(4) (2021) 589-599 595 batik saroeng. it refers to a sarong that has particular motif, which is batik. batik is an ancient art made from cloth painted with wax resistant dye on fabrics made in java island that has a history of acculturation, a mixture of native and foreign cultures (steven & tellings, 2010). the word saroeng itself comes from malayan language which means “covering”. from the context implied in the biography, batik saroeng is used to refer to a certain cloth to cover the lower part of the character’s body from the waist to the calf tied. the terms saroeng in batik in the sl text is used to translate the term sarung batik that has already existed in indonesian. the term is borrowed from malayan word sarung. in cambridge advanced learner's dictionary 2013, saroeng has a definition a long piece of tiny cloth which is worn wrapped around the waist. in addition, to illustrate the motif of batik sarong, the translator adapts an initial description “indonesian ancient art cloth made in java island”. the translation into “batik saroeng” is based on consideration of the sl readers’ knowledge limitation on terms “batik saroeng” and by doing this, the translator used adaptation strategy. the next adaptation terminology of material culture is the food and consumption concept, such as champagne. champagne referred to a sparkling wine produced in the champagne wine region of france under the rules of the appellation that demand specific vineyard practices, sourcing of grapes exclusively from designated places within it, specific grapepressing methods and secondary fermentation of the wine in the bottle to cause carbonation (merriam-webster's collegiate 11th dictionary, 2004). in the context of the story, the author wants to tell that having champagne tradition is usually done to celebrate a happy moment such as celebration of the child birth. the translator translates without replacing the word champagne into tl. this is done because the word champagne referred to wine that is fermented using special ingredients including yeast and mixed with alcohol that has been familiar in the tl culture. therefore, to have an equivalent concept in sl culture, the translator still adapts the word champagne as it is something familiar to the tl readers. the next material cultural concept subcategorized as house surrounding is, pendopo or pendapa. according to poedjosoedarmo (2010), it refers to a large square pavilion or hall which forms part of the front of a traditional javanese house of a person of rank (or of an institution), featuring a raised floor, open sides and an elaborate roof, and used for receptionist of performance. meanwhile, steven and tellings (2010) define pendapa as lame or open pavilionlike veranda at the front of a big house where guests are entertained. in the context implied in the biography, pendapa is told to be in the front part of a house, so, the word pendapa can be translated into “reception hall” meaning a hall to receive guests. the ranslator employed adaptation by not replacing javanese word pendapa with a phrase familiar to sl readers, but, translation gave description about pendapa using word “pavillion”. pendapa and “pavillion” may share some differences, but the translator's intention was to focus on its main function. the next material concept sub-categorized as weapon is keris. it refers to a wavy-bladed ceremonial dagger that is also known as kris or creese (steven & tellings, 2010). keris is a traditional weapon that also becomes part of javanese traditional male costume. for some people some keris are cult objects believed to have mystical and mythical powers. from the context of the story, it is told that ken arok the owner of keris pusaka, which actually belonged to empu gandring, a famous master craftman in the ancient age. the term keris pusaka means a particular keris that has been handed down from one generation to the next, or inheritance in a form of keris that received from the saka of one's ancestors that has magic power (steven & tellings, 2010). actually the translator can render keris pusaka into “potent dagger”. a dagger is a short pointed knife which is sharp in both sides used especially in the past a weapon (cambridge advanced learner's dictionary, 2013). therefore, “potent dagger” means a particular knife that is very azka iftiani rais, et al./ english education journal 11(4) (2021) 589-599 596 powerful. in this case, the translator can employ adaptation strategy in giving the javanese cultural phrase keris pusaka with description “potent dagger” so that it will be familiar to sl readers. the next javanese social culture concept is sub-categorized as tool is kendi. the term kendi is commonly known throughout southeast asia. the word kendi comes from the sanskrit (from india) which is kundika which means 'pot of drinking water'. it can be simply understood that kendi is a pot to store water. it is shaped like a teapot made of clay or earthenware water carafe with or without a nozzle (steven & tellings, 2010). from the context implied in the biography, it can be assumed that the word kendi referred to a place to store water. the container is shaped like a round teapot made of clay whose functions is to store drinking water to make it keep fresh and cool all day long like a longstemmed jug in java. the next cultural concept is subcategorized as place, alun-alun. it refers to an extensive, square, and grassy area in front of the house of regents or district heads, and used for parades, sports, and other events (steven and tellings, 2010). since then, almost every city in central java has alun-alun in its center. the biography shows that alun-alun is the place near kartini’s house. the translator replaces alun-alun with a concept “town square” that sl readers can easily comprehend. it is based on the consideration of their similar function of becoming a public place where public events are hold. however, in the application of adaptation strategy the features of alun-alun are extensive, square, and grassy, are not covered. the english indonesian adaptation of phrases in webster’s reflection on raden ajeng kartini after conducting the analysis of st and tt, some javanese cultural concept phrases were found. they were classified into some types as the following description. the adaptation strategy occurred in the concept of sub-category of gesture represented by the structure of a phrase is nuwun sewu. nuwun sewu is a politeness marker in javanese language (winarti, wijana, poedjosoedarmo, & ahimsaputra, 2015). it expresses the speaker's respect towards the addressee. the meaning of nuwun sewu is close to “pardon me”. this phrase is also commonly used to politely reject a request as the speaker realizes that her position is lower than the request maker. in addition, this phrase represents javanese people's tendency to conceal their true intention and try to convey their thought through an indirect manner in order to avoid being rude (nurpermadi, hartono & sutopo, 2020). however, the politeness marker is replaced in the tl since the translation rendered the indirectness conveyed by the phrase “pardon me” or presented an equivalence that has similar meaning in javanese that is nuwun sewu. therefore, there is an adaptation phrase of expressive meaning which is fully rendered in the tl. the next cultural adaptation phrase which belongs to habit category is ngenger. in javanese society, especially in central java and the special region of yogyakarta, there is a culture named ngenger. according to sztompka (2014), ngenger is living and working devotedly, not paying to a household of someone whose position is much higher in dignity, degree, and education. in the story written in the biography, in tt the translator used the phrase ngenger to replace the translation of the phrase “mooch off” in javanese. actually, the translation of the word “mooch off” into ngenger is definitely not accurate, because the word ngenger means a person who was joining people who are richer, more powerful, more respectable or smarter than their own family (santoso, 2015). a person who conducted ngenger has to perform various tasks ordered by the host in exchange for which, generally, are not money but are foods, livestock or school fees (sztompka, 2014). while based on merriam webster's 11 th collegiate dictionary 2004, the word “mooch off” here described a person who was loitering in a bored or listless manner. therefore, it can be concluded that the adaptation of the phrase “mooch off” into ngenger is not equivalent. azka iftiani rais, et al./ english education journal 11(4) (2021) 589-599 597 the next phrases of cultural concepts that are translated by using adaptation are the interjections oallah translated into “oh my god” in english. living in religious society, javanese people often use expression of surprise, anger, or sadness that connects to their religion, directly pray to god or cite the holy verses (poedjosoedarmo, 2017). in the biography, the interjection oallah is used to show the elements of surprise and anger when the kartini was telling how her childhood was gone, the school door closed behind her and she was warmly welcomed into secluded home of marriageable girl, a house which is an enclosed square space was from then on to be her world and her universe. the next adaptation of phrase related to sub-categorized phrase refers to idiom dapursumur-kasur. poedjosoedarmo (2010) stated that, literally, the phrase comes from javanese language which can be translated into “kitchen – well–bed”. it comes from the javanese conception on the responsibilities an 'ideal' woman should hold within the patriarchal society. those responsibilities are cooking, washing and love-making. in the context of the biography, the author wanted to tell the breakthrough to the main character as a woman. she could prove that woman is not just a slave in kitchen, well and bed. she could do task that man could do in the old times. the translator renders dapur, sumur and kasur into “cooking, cleaning and cuddling”. the translator adapted the tl words that share similar ideas to the originals in the sl. more than that, the translator also tried to find words in rhyme, those begin with [c] and end with [ng], considering that the originals are also in rhyme, ending with [ur] sound. conclusions there are some conclusions that can be drawn. dealing with the first problem formulation, it shows that the adaptation concept can be categorized into adaptation of terminologies, vocabularies and phrases, and each category is sub-categorized. based on the findings, the most dominant translation strategy is the adaptation of cultural terminology. it can be seen from the number of adaptation of terminology oriented to tl which is higher than those that are oriented toward adaptation of vocabularies and phrases. from the analysis, there are three basic aspects that determine the translator in carrying the adaptation strategy; they are cultural factor, linguistics factor and the translator's preference (catford, 1965). those aspects are connected to the main issues in biography reflection on raden ajeng kartini that become the focus of the translator. the main issues are javanese language, and indonesian modern history. however, the naturalness and accuracy of the translation from english to indonesian are very subjective to decide. some readers may be satisfied with the translation, while the others may not. however, the translation is very important to become a bridge of the foreign readers to get access of knowledge about the indonesian culture, history, and society (wicaksono & wahyuni 2018). the findings of this study indicate that cultural awareness is critical in the process of translation. therefore, translators should be aware of the cultural implication of the translation. learning about both the sl culture and tl culture is incredibly important, along with raising awareness to treat the texts properly according to the intention of translation (venuti, 2018). even though loss is inevitable in any translation, it is important to make conscious efforts in order to compensate the loss based on the understanding of both sl and tl cultures. it is also important for other researchers who are interested in conducting translation studies to have cultural awareness and critical perspective in order to analyze translation works in a deeper and wider point of view. there are other possibilities for research related to ideological implication in translation of culturespecific items from other perspectives such as gender studies and social studies. other researchers may also explore significance of culture-specific items in translation of other types of text beside literary texts. it is also possible to employ critical-discourse analysis to reveal other azka iftiani rais, et al./ english education journal 11(4) (2021) 589-599 598 aspects of ideology in translation of culturespecific items. references ashcroft, b. (2017). postcolonial theory. the wiley‐blackwell encyclopedia of social theory, 1(5). bassnett, s., & mcguire. (1998). translation studies. newyork : methuen & co. ltd. baker, m. (1992). in other words: a coursebook on translation. london : routledge. bratawidjaja. (1988). upacara tradisional masyarakat jawa. jakarta : pustaka sinar. harapan. bell, r. t., & candlin, c. (1991). translation and translating: theory and practice. london: longman. catford, j. c. (1965). a linguistic theory of translation. london: oxford university press. creswell, john w. (2007). qualitative inquiry & research design. choosing among five approaches 2nd ed. thousand oaks: sage publication. fitri, o., faridi, a., & hartono, r. (2019). baker’s strategies used in translating english idioms into indonesian in crazy rich asians by kevin kwan. english education journal, 9(3), 342-353. hatta, m. (1980). permulaan pergerakan nasional. jakarta : yayasan idaya. hatim, b., & munday, j. 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(2015). variations of directive speech act in tembang dolanan. yogyakarta : gadjah mada university. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f132b61a631 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 27 eej 12 (1) (2022) 27-37 english education journal http://journal.unnes.ac.id/sju/index.php/eej the construction of interpersonal meaning realized in a conversation between efl students bagus dwi pambudi, djoko sutopo, dwi anggani linggar bharati universitas negeri semarang, indonesia article info ________________ article history: accepted 20 september 2020 approved 11 january 2020 published 15 march 2022 ________________ keywords: conversation, exchange, interpersonal meaning, mood, speech function ____________________ abstract ___________________________________________________________________ interpersonal meaning enables speakers to create a conversation by taking roles and establishing relationships. this study attempts to explain how interpersonal meaning is constructed in a conversation between efl students by focusing on (1) how they take up roles, (2) how they establish relationships, and (3) how the roles and relationships are negotiated. this qualitative study involved a small group of three university students taking part in a conversation within an informal setting. this study drew on analyses on moods, speech functions, and conversational exchanges based on the theory suggested by eggins and slade (2004). the results indicate that mood choices allowed the students to take two main roles: initiator and supporter. the initiating role was realized in full declaratives and full interrogatives. the supporting role was achieved through minor clauses, elliptical clauses, and giving opportunities and assistance to the others to deal with incomplete clauses. the speech function choices show that the students established harmonious relationships because they frequently sustained their talks and provided support instead of confrontation. however, this does not seem to represent a good-quality conversation as they tended to avoid different ideas to explore relationships. the way the students in turn showed dominance indicates that they negotiated roles and relationships dynamically. this study can provide a new insight to improve efl students’ ability to participate in a conversation. correspondence address: kampus pascasarjana unnes, jl. kelud utara iii, semarang, 50237, indonesia e-mail: bagusdwipambudi08@students.unnes.ac.id p-issn 2087-0108 e-issn 2502-4566 bagus dwi pambudi, et al./ english education journal 12 (1) (2022) 27-37 28 introduction the status of english as a global language implies that many learners currently find it essential to develop the ability to use english for oral communication. as a foreign language in indonesia, english is not spoken in daily activities. consequently, learners only have limited opportunities to interact in english. instead, the interaction often occurred within classroom settings. regarding this issue, various attempts have been made to develop learners’ speaking skills. the communicative approach to language teaching, for instance, has provided plenty of opportunities for learners to interact with the teacher and the other learners (alghamdi, 2014; astuti & lammers, 2017; dendup & onthanee, 2020; namaziandost et al., 2019). however, how efl learners communicate using english when engaging in a conversation is still under-investigated. therefore, there is a need to examine this issue to provide a comprehensive understanding of how a conversation between efl learners unfolds, which will eventually improve the quality of teaching and learning speaking skills. for some reason, conversation plays an essential role in english language learning. first, it is regarded as everyday language. it facilitates learners to communicate in the target language to accomplish various purposes such as social, business, and education. thus, the ability to do conversation is a priority for many learners. more importantly, learners’ mastery of speaking skills is often measured on the basis of how well they take part in a conversation (sadeghi & richards, 2015). second, conversation creates ideal opportunities for learning. it happens because while learners participate in a conversation, they use various strategies to negotiate meanings. these strategies help learners to transmit their ideas and compensate for linguistic problems (goh, 2016; nakahama et al., 2012; walsh & li, 2013). for instance, learners who do not understand what they hear or are unable to convey meanings may seek assistance. they may also modify their message into a more comprehensible form. as mentioned earlier, efl learners often engage in classroom conversation. this type of conversation is undoubtedly different from ordinary conversation in which there seem to be unequal roles between the teacher and the learners. in a classroom conversation, the teacher plays a crucial role in facilitating negotiation of meanings and learner involvement through interactional features (cancino, 2015; canh & renandya, 2017). these features can encourage learners to express their ideas and give more contributions to the conversation. conversely, learners will have equal roles in a conversation that happens in an informal context. as this type of conversation aims to maintain interpersonal relationships, learners need to work collaboratively to keep the conversation going. thus, it will be intriguing to investigate this issue. this study will extend the issue noted earlier by examining how a conversation is created from a systemic functional theory. this theory suggests that a conversation is not merely a turn-taking process producing sounds and words but “a process of making meanings” (eggins & slade, 2004, p. 6). during a conversation, speakers take turns negotiating ideational, interpersonal, and textual meanings. of these three meanings, interpersonal meaning is the focus of this study. this meaning is concerned with how speakers use language to take up their roles and establish relationships with others through systems of mood and speech function. mood relates to a grammatical resource for expressing interpersonal meaning. it deals with “types of clause structures” (eggins & slade, 2004, p. 74) such as declarative, interrogative, or imperative. mood choices provide an overview of learners’ roles and contributions in the conversation. for instance, a learner dominantly using declaratives tends to take the role of providing information. conversely, when a learner uses many interrogatives, he aims to elicit information from others. in this case, learners need to be aware of the mood choices so that they are able to take up different roles appropriate to the given context of situation. bagus dwi pambudi, et al./ english education journal 12 (1) (2022) 27-37 29 speech function is concerned with a discourse resource for expressing interpersonal meaning. it refers to "a functional label for what a speaker achieves in a particular move in dialogue" (eggins, 2000, p. 136) such as statement, demand, offer, or question. speech function choices indicate how learners act on each other to establish relationships. the choices may function to sustain or terminate the conversation. for instance, challenging responses such as rejection or refusal prompt further responses that keep the conversation going rather than supporting replies such as acceptance or compliance. thornbury and slade (2006) argue that conversation is interpersonally-motivated so that the speakers need to choose speech functions that keep the conversation going. learners need to master different speech functions and structure them to achieve specific communicative purposes. interpersonal meaning has been the focus of several studies in various registers such as classroom interaction, conversation, and conversational texts. some studies on classroom interaction show that the realization of interpersonal meaning is aimed to make learning come alive. the teacher tries to be equal with the students (i̇lhan & erbaş, 2016; mahardhika et al., 2019; moore & schleppegrell, 2014; yuliati, 2013). it is because classroom interaction aims to encourage active participation from learners, and the teacher plays a vital role in making this happen. other studies argue that grammatical choices may reveal some information about interpersonal relationships between speakers in conversation (banda, 2005; lam & webster, 2009; nguyen, 2017; sari & sari, 2020). the relationship is determined based on the response types, either supporting or confronting. the dominant use of supporting replies may indicate a low-quality conversation because the speakers do not explore their relationship. despite having a similar communicative purpose with real conversation, dialogues written in english textbooks show an inappropriate realization of interpersonal meaning (achsan & bharati, 2015; arifuddin & sofwan, 2015; khalim & warsono, 2017; meiristiani, 2011). these dialogues are mainly used as learning materials for efl learners. consequently, they should portray authentic features of real conversation, including the grammatical patterns and speech acts performed; thus, learners can better acquire conversational skills. to sum up, this study aims to investigate how interpersonal meaning is constructed in a conversation between efl learners. this study explains this issue by focusing on (1) how learners take up roles, (2) how learners establish relationships, and (3) how roles and relationships are negotiated. method this qualitative study included text analysis and observation (denzin & lincoln, 2018) to obtain an in-depth understanding of the construction of interpersonal meaning in a conversation. more specifically, this study adopted a case study approach where the construction of interpersonal meaning was investigated through a group of efl students participating in a conversation. three students, coded as a1, b1, and c1, were selected purposefully, i.e. based on the recommendation given by a lecturer as active students in the classroom, to take part in this study. they were first-year university students taking a conversation course in the english language education program. the students took part in a conversation conducted for 40 minutes in an informal context. conversation has been considered a relevant context for the students to use english communicatively. indeed, it allowed the students to freely express their ideas, feelings, or messages (walsh & li, 2013), especially between efl students (dobao, 2012). in other words, it offered a considerable opportunity for students to exchange interpersonal meaning. the conversation between the three students was also considered more interactive; thus, it provided a good data source for the analysis. as the primary data, the conversation was collected by means of audio recording and field notes. while the recording was used to capture the verbal language, the field notes displayed nonbagus dwi pambudi, et al./ english education journal 12 (1) (2022) 27-37 30 verbal behaviours found in the conversation. the data collected through these instruments was further transcribed based on the convention adapted from eggins and slade (2004). this study drew mainly on mood analysis and speech function analysis to explain the construction of interpersonal meaning. the mood analysis explained how the students took roles in the conversation, while the speech function analysis explained how the students established relationships with others. in addition, this study examined conversational exchanges to explain how the students' roles and relationships were negotiated as the conversation unfolded. these analyses were all based on the theory suggested by eggins and slade (2004). results and discussions students’ roles in the conversation the mood analysis dealt with types of clause structures used in the conversation. the results of this analysis are summarized in table 1. table 1. findings of the mood analysis no. mood a1 b1 c1 1. no. of clauses 202 271 376 2. incomplete 6 15 23 3. declarative full 103 116 245 elliptical 45 36 39 total 148 152 284 4. polar interrogative full 6 9 5 elliptical 6 7 9 total 12 16 14 5. wh-interrogative full 2 1 8 elliptical 7 3 5 total 9 4 13 6. imperative full 1 2 elliptical total 1 2 7. exclamative full 1 elliptical total 1 8. minor clause 26 84 39 number of clauses the number of clauses produced indicates speakers’ contributions in a conversation. based on the summary of the mood analysis, c1 was the most dominant speaker in the conversation. he produced nearly half of the total clauses in the conversation (376 out of 849 clauses). in contrast, a1 made the smallest contributions in the conversation. he produced 202 clauses of the total, approximately half of c1’s total clauses. subsequently, b1’s contributions were more than a1’s but less than c1’s. she produced 271 clauses of the total. the proportion of clauses produced by the students only gives preliminary evidence of their overall roles and contributions in the conversation. number of incomplete clauses despite his dominant roles in the contribution, c1 produced the highest proportion of incomplete clauses in the conversation compared to the other students. b1 produced a slightly smaller number of incomplete clauses compared to a1. on the contrary, a1 produced the smallest number of incomplete clauses. the high proportion of incomplete clauses suggests that c1 and b1 tried to keep speaking even when they stumbled or hesitated. it can be seen from how they often said a series of incomplete structures before reaching the complete ones. in addition, the incomplete clauses occurred because both c1 and b1 frequently left their utterances unfinished, or they tried to create alternative structures. on the contrary, the small number of incomplete clauses produced by a1 suggests that his speech was careful and planned. declarative all students relatively produced a high percentage of declarative clauses in the conversation. c1 used the highest percentage of declaratives and most of which were full declaratives. besides, the number of declaratives produced by b1 was slightly higher than that of a1. the summary of the mood analysis shows that c1 tended to initiate negotiation most frequently through declaratives, while a1 and b1 did not seem to take the initiating role as often as bagus dwi pambudi, et al./ english education journal 12 (1) (2022) 27-37 31 c1 did. the analysis also indicates that the students produced declaratives to respond to prior initiations or provide requested information. the responses involved both full and elliptical declaratives. in this case, a1 provided supporting responses through minor clauses more frequently than the others. most of the declaratives produced in the conversation were also used to provide explanations or additional information to the previous messages. at other times, declaratives were used to ask for confirmation (e.g., it’s not your your own project?). polar interrogative the summary of the mood analysis shows that all students produced an equal proportion of polar interrogatives. in this case, b1 produced a slightly higher number of polar interrogatives than a1 and c1. full polar interrogatives were frequently used to initiate exchanges by asking for confirmation or agreement (e.g., do you have um something to do in ramadhan, like um something special?). on the contrary, elliptical interrogatives were frequently used to respond to prior initiations as the students attempted to check or confirm what they had heard (e.g., do you?). elliptical polar interrogatives used in the conversation often consisted of finite and subject. however, in some cases, the students omitted the finite and used rising intonation (e.g., you sure about that?). concerning this case, asking for confirmation through elliptical clauses indicated support among the students because they depended on each other to receive confirmation. wh-interrogative the use of wh-interrogatives in the conversation varied between the students. c1 produced the most significant number of wh-interrogatives, which mostly were full ones. a1 used a higher number of this clause type than b1, most of which were in full form. in contrast, b1 produced the smallest number of this clause type. full whinterrogatives in the conversation were frequently employed to initiate exchanges by demanding information involving either fact or opinion (e.g., what do you do during the daylight?). in addition to its function to initiate exchanges, full whinterrogatives were often used in the conversation to ask for help due to difficulties to find specific words in english (e.g., what should we say pahala in english ya?). wh-interrogatives, particularly elliptical ones, were used to elicit further information so that the students took the role of an interrogator (e.g., then what?). imperative there were quite a few imperatives (3 clauses) used in the conversation. c1 produced two imperatives, and a1 only used one imperative. this finding means that there was no significant power shared among the students. in this case, most of the imperatives were used to encode advice rather than to elicit compliance (e.g., if … if you wanna cry, just cry.). exclamative there was only one exclamative used in the conversation. it means that the students quite rarely gave judgement or evaluation of events discussed in the conversation. minor clause the summary of the mood analysis shows that b1 dominantly used minor clauses compared to a1 and c1. she produced 84 minor clauses while a1 and c1 used 26 and 39 clauses. the result indicates that b1 frequently provided encouragement support to the other speakers’ utterances. despite the difference, it is reasonable to argue that the students actively encouraged each other to keep the conversation going. the frequent minor clauses included lexicalized items such as “oh my god!”, “okay”, “really?”, “right?” and positive and negative polarities such as “yeah”, “yes”, “no”. the students used these minor clauses to give responding contributions. moreover, the students used non-lexicalized items such as “uh huh” and “mmm” to provide feedback and backchanneling. as suggested earlier by banda (2005), grammatical patterns allow speakers to make contributions and take up roles in a conversation. concerning the findings of the mood analysis, the students took two primary roles: initiator and supporter. first, the initiating role is typically bagus dwi pambudi, et al./ english education journal 12 (1) (2022) 27-37 32 realized in full declaratives or full interrogatives. the findings show that each student produced a significant number of declarative clauses. it implies that the students frequently took the initiating role by putting forward information to be negotiated. in contrast, the number of full interrogatives (polar and wh-interrogatives) was much smaller than that of declaratives. it indicates that the students occasionally initiate exchanges by demanding information from others. more specifically, the number of polar interrogatives, in general, was higher than that of wh-interrogatives. it means that some initiations tended to seek agreement or confirmation rather than request explanation from the others. the significant number of declaratives among the students implies that they competed for initiating exchanges. this result corresponds to the fact that conversation provides speakers with equal rights to speak (thornbury & slade, 2006). other types of spoken interaction (e.g., classroom interaction, interview) are likely to produce different results. for instance, interrogatives are more often used by the teacher in a classroom interaction to elicit students’ responses (mahardhika et al., 2019; yuliati, 2013). in addition to the initiating role, the students took supporting roles in the conversation through different mood choices. first, the support was achieved by encouraging each other through minor clauses. the high proportion of minor clauses indicates that the students actively encouraged each other to participate in the conversation. another way to give support was through elliptical clauses. each elliptical clause served different functions in providing support. elliptical declaratives were generally used to provide answers, while elliptical polar interrogatives were employed to ask for confirmation or agreement from the others. the students also used some elliptical whinterrogatives to request further information as they shared the same knowledge. in addition, the students gave support by providing additional information through full declaratives. the students often could not express their ideas in one utterance; thus, they elaborated them in other utterances. banda (2005) and eggins and slade (2004) argue that the supporting role can be seen as evidence of inability to take the initiating role. it makes sense because the student who dominantly took the supporting role initiate the conversation less frequently. the supporting role was also achieved by providing opportunities and assistance to deal with incomplete clauses. the findings show that all of the students produce a different proportion of incomplete clauses. these incomplete clauses were generally caused by their difficulties expressing their ideas or feelings. when one of the students encountered a problem, another student sometimes gave an opportunity to repair the utterances or provide assistance by guessing the proposed ideas. this result corresponds to nguyen (2017), suggesting that the existence of incomplete clauses tolerated and repaired by the other speakers indicates supportive contributions towards the success of a conversation. students’ relationships in the conversation the speech function analysis was conducted to explain how the students acted on each other during the conversation to establish relationships. this analysis deals with types of moves. the summary of the speech function analysis is presented in table 2. table 2. findings of the speech function analysis speech function a1 b1 c1 total no. of turns 130 177 165 472 no. of moves 178 237 305 720 opening moves 14 10 17 41 continuing moves 63 64 188 315 responding: supporting moves 55 101 55 211 rejoinder: supporting moves 44 50 38 132 bagus dwi pambudi, et al./ english education journal 12 (1) (2022) 27-37 33 responding: confronting moves 9 2 11 rejoinder: confronting moves 2 3 5 10 number of turns and moves the summary of the speech function analysis provides supporting evidence concerning the results of the mood analysis. based on the mood analysis, c1 was the most dominant speaker in the conversation. this result was supported by the fact that he produced the highest number of moves despite the slight difference in the number of turns with b1. c1 produced 165 turns out of 472 turns and 305 moves out of 720 moves. conversely, a1 had limited control over the conversation with respect to the smallest number of turns and moves. he produced 130 turns out of 472 turns and 178 moves out of 729 moves. subsequently, b1 had greater control than a1. she produced 177 turns out of 472 turns and 237 moves out of 720 moves. opening moves the summary of the speech function analysis shows that most students preferred to initiate exchanges by giving statements involving both facts and opinions (e.g., well, i don’t know why, but … last few days all i thinking about is my parents). more specifically, the students tended to give statements in the form of facts, while in some cases, they expressed opinions. the high proportion of statements was because conversation allows them to express ideas and feelings towards different topics. the summary also shows that the students rarely initiated new exchanges by asking questions about different aspects of the topic discussed. the use of questions can be seen as a means to keep the conversation going because it prompts the other students to respond. most of the questions used in the conversation were in closed form to demand confirmation or agreement (e.g., um … so … do you have um something to do in ramadhan, like um something special?). on the contrary, the students used a limited number of open questions to demand facts or opinions (e.g., how do you feel being … the youngest in the – in your family?). the other opening moves used in the conversation were attending and offer. in sum, c1 took the initiating role most frequently in the conversation. this role was achieved mainly through providing information to be negotiated and asking open questions to create chances for the other students to make contributions to the conversation. in addition, a1 and b1 shared relatively equal proportions in initiating exchanges, mainly through giving information and asking for confirmation or agreement. continuing moves while opening moves function to initiate the negotiation of a proposition, continuing moves aim to maintain the negotiation on the same proposition. continuing moves are achieved through three main types: monitoring moves, prolonging moves, and appending moves. the summary of the speech function analysis shows that the students frequently maintained their negotiation by prolonging it. the students tended to elaborate their previous moves most frequently in prolonging their talk. they clarified, restated, or exemplified their previous moves to make them easier to understand through elaborating moves (e.g., i think it’s not effective if i … only come home for two days. i mean actually i could …). there was also a significant number of extending moves, in which the students gave additional or contrasting information to their previous moves. at other times, the students used enhancing moves to qualify or modify their previous moves by giving temporal, spatial, causal, or conditional details (e.g., i i did not do that because … when the meeting is done it’s already night). in addition to using prolonging moves, the students continued their talk as soon as they regained the turns they had lost through appending moves. once the students regained the turns, they frequently elaborated the previous propositions by restating, clarifying, or exemplifying them. after regaining moves, the students sometimes extended their moves by giving supporting information, contrasting information, or enhancing their previous moves by giving causal details. at times, bagus dwi pambudi, et al./ english education journal 12 (1) (2022) 27-37 34 the students maintained their talk through monitoring moves to check whether the other students followed a talk or to invite another speaker to take a turn. supporting moves the summary of the speech function analysis shows that the students tended to give supporting reactions rather than confronting ones. the supporting reactions were achieved in two ways: responding supporting and rejoinder supporting moves. responding supporting moves allowed the students to give support which moved the negotiation toward completion. the analysis results indicate that the students employed responding moves more frequently than rejoinder moves. they frequently provided supportive encouragement through registering moves (e.g., oh, yeah, okay, uh huh, etc.). in addition, the students sometimes repeated what the previous speaker said to indicate that they followed the interaction. the support among the students in the conversation was also achieved through supporting replies. the replies involved acknowledging, agreeing, answering, affirming, and accepting. the findings indicate that the students frequently showed their acceptance of the others’ proposals through agreement. the agreement generally was given through minor clauses such as “yes”, “yeah”, or elliptical declarative such as “yes we are”, “yes you are”. at other times, the students showed their alignment by acknowledging the information given by the others (e.g., yeah i see. i see). the other supporting replies used by the students in the conversation were accepting, answering, and affirming. these replies are commonly used as a response to opening moves (e.g., yes i have). the students frequently develop the others’ propositions by elaborating them. the elaboration was achieved by clarifying, restating, or exemplifying the previous propositions to make them clearer to understand. compared to elaborating, the students extended the others’ propositions less frequently in the conversation. in addition to responding supporting moves, the students also supported the others through rejoinder supporting moves to prolong the conversation. these moves consist of tracking moves and supporting responses. in general, the students used clarifying and probing moves more frequently than the other tracking moves. the clarifying moves were used to seek additional information to understand the previous moves (e.g., why?), and the probing moves were used to volunteer further information to be confirmed (e.g., so, it’s it’s it’s not your your own project?). at other times, the students gave support by checking what had been said (e.g., what?) and seeking confirmation of what they had heard (e.g., you’re getting fatter?). in addition to the tracking moves, the students provided support for one another through supporting moves, which consisted of clarifying (resolving moves) and correcting forms of language (repairing moves). confronting moves besides providing support, the students also confronted each other through confronting moves. however, the students only produced a pretty small number of confronting moves. the small number of confronting moves also corresponded to the considerable proportion of supporting moves, which have been discussed in the previous chapter. it means that the students tended to keep the conversation going by giving support rather than confronting each other. the students sometimes used challenging moves to attack previous moves. they either sent the interaction back to the first speaker by questioning the relevance or veracity of the other students’ moves (rebounding) or offered alternatives or counter-position of a situation raised by a previous speaker (countering). the findings suggest that the relationships among the students were established through different moves. first, the students collaboratively initiated exchanges. it can be seen from a slight difference in the number of opening moves among the students. as discussed earlier, the students frequently used declaratives to initiate exchanges. it corresponded to the finding of opening moves, showing that most of the students initiated exchanges by giving information. bagus dwi pambudi, et al./ english education journal 12 (1) (2022) 27-37 35 second, the students also established relationships by sustaining their talks. it can be seen from the number of continuing moves, which was the most significant among the other moves. the students frequently sustained their talks because the conversation provided opportunities for them to express their ideas. in this case, the students often revealed their personal stories; thus, it required them to create sequences of moves so that the others could easily understand the messages. at other times, they checked whether the others were paying attention through monitoring moves when they produced long utterances. the fact that the students often sustained their talks confirms some previous studies (dobao, 2012; walsh & li, 2013) suggesting that sustained conversation offers speakers to articulate their point of view freely towards a particular topic. besides sustaining their talks, the students established relationships through supporting moves. most of the support was given as responding moves, which bring exchanges towards completion. the findings show that the students frequently produced long utterances. therefore, these sustained talks allowed the other students to provide supporting responses such as encouraging the speaker to take another turn, showing acceptance, giving agreement and answers, and acknowledging the given information. at other times, they developed the others’ propositions by restating them and providing supporting or contrasting details. in addition to supporting moves, the students established relationships through confronting moves. however, there was only an insignificant number of these moves. the fact that the students tended to provide support rather than confrontation is relevant to the study conducted by nguyen (2017), suggesting that support among efl students is motivated by their attempt to maintain a harmonious atmosphere during a conversation. however, this does not seem to represent a good-quality conversation because they do not explore relationships with others. negotiation of roles and relationships the findings of the conversational exchange analysis show dynamic negotiation of roles and relationships among the students. the findings show that a1 and b1 dominated the first few exchanges. a1 frequently initiated the exchanges, while b1 cooperatively responded to a1’s initiations. a1 also actively engaged b1 to respond by demanding further information regarding the topics discussed. b1 dominated the following few exchanges primarily by providing facts about herself, which means that she tried to construct personal stories about her feelings. at the same time, a1 and c1 cooperatively responded by either giving supportive encouragement or demanding further details to prolong the negotiation. similarly, as b1’s stories seemed to end, c1 started to dominate the following exchanges by presenting his personal stories. at the same time, a1 and b1 took the supporting role by providing encouragement and demanding additional information. the dynamic shifts of each speaker’s dominance indicate how the students cooperatively kept the conversation going. one student’s dominance could be motivated by another speaker’s inability to open up a new exchange. because one student encountered linguistic difficulties in constructing ideas or was unwilling to provide further information, another student took the initiating role and dominated the following exchange. the fact that the students, in turn, dominated the conversation provides new insight into the study conducted by nakahama et al. (2012), suggesting that efl learners are likely to assist each other to avoid communication breakdowns. besides, personal experiences seem to underlie the dominance. when a student presented his/her personal experiences, he/she tended to produce long utterances by developing ideas. it implies that he/she took the role of giving information and put the others to respond. the findings of the conversational exchange analysis also capture further evidence relating to the way support and confrontation were given. for instance, c1 sustained his talks most frequently than the others, while b1 produced the most considerable number of bagus dwi pambudi, et al./ english education journal 12 (1) (2022) 27-37 36 supporting responses such as registering, agreeing, and acknowledging moves. it means that the support given by b1 was often addressed to c1's propositions. the support and confrontation among the students extend the findings of a previous study which suggests that positive or negative responses contribute to the realization of one's orientation towards others (lam & webster, 2009). conclusions this study indicates that the conversation was possible because the students constructed interpersonal meaning. this meaning was constructed through grammatical patterns, discourse patterns, and conversational exchanges. first, grammatical patterns allowed the students to take two significant roles: initiating and supporting. each role was realized in different clause types. second, discourse patterns enabled the students to establish relationships. the relationships were revealed through how the students initiated exchanges, how they sustained talks, and how they provided support and confrontation for each other. third, conversational exchanges portrayed how roles and relationships were negotiated dynamically. the students, in turn, showed their dominance in the conversation, and their personal experiences underlay their dominance. the high proportion of a particular move made by a student implies that another student dominantly produced related moves. this study has provided new insight into how efl students engage in a conversation. in the end, some suggestions can be made to improve efl students’ ability to participate in a conversation. references achsan, m., & bharati, d. a. l. 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(2000). researching everyday talk. in l. unsworth (ed.), researching language in schools and communities (pp. 130–151). cassell. eggins, s., & slade, d. (2004). analysing casual conversation (2nd ed.). equinox publishing ltd. goh, c. c. m. (2016). teaching speaking. in w. a. renandya & h. p. widodo (eds.), english language teaching today (pp. 143–159). springer. i̇lhan, e. g. ç., & erbaş, a. k. (2016). discourse analysis of interpersonal meaning to understand the discrepancy between teacher knowing and practice. eurasia journal of mathematics, science & technology education, 12(8), 2237–2251. khalim, a., & warsono. (2017). the realization of interpersonal meanings of conversation texts in bagus dwi pambudi, et al./ english education journal 12 (1) (2022) 27-37 37 developing english competencies and interlanguage for grade x. english education journal, 7(2), 119–129. lam, m., & webster, j. (2009). lexicogrammatical reflection of interpersonal relationship in conversation. discourse studies, 11(1), 37–57. mahardhika, s. m., rukmini, d., faridi, a., & mujiyanto, j. (2019). the implementation of communication strategies to exchange and negotiate meanings in a simulation of job interview. international journal of english linguistics, 9(4), 241–251. meiristiani, n. (2011). understanding tenor in spoken texts in year xii english textbook to improve the appropriacy of texts. conaplin journal, 1(1), 41–57. moore, j., & schleppegrell, m. (2014). using a functional linguistics metalanguage to support academic language development in the english language arts. linguistics and education, 26, 92–105. nakahama, y., tyler, a., & lier, l. van. (2012). negotiation of meaning in conversational and information gap acctivities: a comparative discourse analysis. tesol quarterly, 35(3), 377–405. namaziandost, e., neisi, l., kheryadi, & nasri, m. (2019). enhancing oral proficiency through cooperative learning among intermediate efl learners: english learning motivation in focus. cogent education, 6(1), 1–15. nguyen, t. h. (2017). efl vietnamese learners’ engagement with english language during oral classroom peer interaction. [doctoral dissertation, university of wollongong]. sadeghi, k., & richards, j. c. (2015). teaching spoken english in iran’s private language schools: issues and options. english teaching: practice & critique, 14(02). sari, l. i., & sari, r. h. (2020). what do people do to sustain a conversation: analysis of the features and the speech function of a casual conversation. indonesian efl journal, 6(2), 109. thornbury, s., & slade, d. (2006). conversation: from desctiption to pedagogy. cambridge university press. walsh, s., & li, l. (2013). conversations as space for learning. international journal of applied linguistics, 23(2), 247–266. yuliati. (2013). interpersonal meaning negotiation in the teacher-student verbal interaction. the international journal of social sciences, 11(1), 52– 60. 19 eej 12 (1) (2022) 19-26 english education journal http://journal.unnes.ac.id/sju/index.php/eej factors affecting the implementation of authentic assessment to measure students’ reading comprehension: a case of english teachers at state senior high school 1 purwodadi fitria wahyu nugraheni1, mursid saleh2, rudi hartono2 1. asm santa maria semarang, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: accepted 20 september 2020 approved 11 january 2020 published 15 march 2022 ________________ keywords: authentic assessment, reading comprehension, correlation ____________________ abstract ___________________________________________________________________ the term of assessment refers to the wide variety of methods or tools that educators use to evaluate or measure students’ learning progress, skill, or acquisition. the benefit of assessment for teachers can be used to gather information on planning and modifying teaching and learning programs for students. this study concerns to the factors affecting the implementation of authentic assessment in reading comprehension. this study was aimed at answering four research questions regarding (1) the implementation of authentic assessment to measure students’ reading comprehension, (2) the correlation between teacher’s background and the implementation of authentic assessment, (3) the correlation between teacher’s professional development and the implementation of authentic assessment, and (4) the correlation between teacher’s belief and the implementation of authentic assessment. the researcher applied quantitative correlation research design. the correlation research design was used since it was appropriate to measure the significant correlation between those two variables. the findings revealed that three teachers as the subject of this research had good effort in implementing authentic assessment. they created various assessment to assess students’ reading comprehension. based on the observation which has scored, their implementation belongs to good, enough, and fair criteria. the next finding is that based on the spss computation, among three factors stated previously, the teacher’s belief is significant correlate to the implementation of authentic assessment, meanwhile teacher’s background and teacher’s professional development are not significant correlate. correspondence address: jl. stonen selatan iii no. 1, gajahmungkur, semarang, indonesia e-mail: fitriawahyunugraheni@gmail.com p-issn 2087-0108 e-issn 2502-4566 fitria wahyu nugraheni, et al./ english education journal 12 (1) (2022) 19-26 20 introduction in recent time, a good teacher is needed to make system of education better. in the act of teacher and lecturer explains that a professional teacher is educator who has duties to educate, teach, guide, give direction, train, and assess students. therefore, teachers can be called as a professional teacher if they have fulfilled all of those qualifications. meanwhile, hart & teeter (2002) propose some aspects that should be mastered by professional teachers. one of those aspects is in terms of having skills to design learning experiences that inspire or interest. learning experiences refer to any interaction both teachers and students to make classroom situation joyful, interesting, or even comfortable. teachers have to create various activities in classroom, either in teaching and learning or in assessing students. thus, it can be said that creating a good assessment to assess students becomes an important thing for teacher. by conducting assessment, teachers can know how far students’ competence and also it can be used as their reflection of their teaching. there are two types of teaching and learning in the classroom, namely teacher-centered and learner-centered. teacher-centered reflects the teacher’s lesson plan, yet learner-centered reflects learners’ needs and preferences. the education system today should be learner-centered. by giving students authentic assessment, teacher can achieve learner-centered accordingly. this such assessment is also suggested by the ministry of education. actually, in educational system, the term of assessment refers to the wide variety of methods or tools that educators use to evaluate or measure students’ learning progress, skill, or acquisition. the benefit of assessment for teachers can be used to gather information on planning and modifying teaching and learning programs for students. meanwhile, for students it can provide information to lead from what has been learned to what needs to be learned next. currently, indonesia is implementing 2013 curriculum. abdullah (2016: 59) states that 2013 curriculum is one form of reformative and innovative of education in indonesia. meanwhile, ani (2014) argues that 2013 curriculum is developed by philosophical foundation which gives basic for the development the whole students’ potential to be qualified indonesia citizen. the effort in increasing education quality can be achieved through increasing the quality of the learning and assessment system. further, the learning quality itself can be seen from the assessment result. a good assessment system will encourage teachers to decide appropriate teaching strategy and motivate students to study hard. the term of curriculum refers to a set of education planning which needs to be developed dynamically in accordance to current necessity and changing which happen in society (faridi, 2008: 13). therefore, current curriculum which has implemented in education system nowadays is the development from the previous curriculum. the curriculum, learning process, and assessment are three aspects that cannot be separated and relate each other (made et al., 2015). further, they add that curriculum can be used as the extension of the education purposes as the foundation of learning program. meanwhile, learning process is the effort done by teachers to achieve the learning objectives which has proposed in the curriculum. the last, assessment is one of activity used to measure the achievement level of curriculum. authentic assessment becomes good decision to be implemented in 2013 curriculum. it has many aspects in assessing students. o’malley j.m. & pierce (1996) defines authentic assessment as multiple forms of assessment that reflect student learning, achievement, motivation, and attitudes on instructionallyrelevant classroom activities. meanwhile, mueller (2005) describes the authentic assessment as a form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills. another derinition proposes by ningrum (2016) who states that authentic assessment can be used to monitor and measure the capability of students in many kinds of possibilities of solving problems fitria wahyu nugraheni, et al./ english education journal 12 (1) (2022) 19-26 21 that they face in real world. thus, it can be simplified that in teaching and learning process, authentic assessment measures, monitors, and assesses all aspects of students learning result. authentic assessment process views how students work and learn in the classroom. likewise, students are involved in interesting, important and beneficial tasks. students are also required to be active, creative and think critically. additionally, there are many types of authentic assessment which are commonly used in teaching and learning. nevertheless, it is possible if the teachers create authentic assessment based on the students’ needs. there are a number of researchers who conducted a research related to authentic assessment. one of them is retnawati et al. (2016) who conducted a research about teachers’ difficulties in implementing assessment in 2013 curriculum. this research was conducted to vocational high school teachers in yogyakarta province. their research aims to describe the difficulties faced by the teachers in implementing the assessment within 2013 curriculum. the results showed that the teacher had not fully understand the assessment system. the teachers’ difficulties were also found in developing the instrument of attitude, implementing the authentic assessment, formulating the indicators, designing the assessment rubric for the skills, and gathering the scores from multiple measurement techniques. moreover, the teachers could not find feasible application for describing students’ learning achievements. other previous study is conducted by trisanti (2014) related teachers’ perspective on authentic assessment. she used case study in this research, which involved teachers from central java and secondary schools english teachers partners of universitas negeri semarang (unnes). the findings of this research comprise into two perspectives, the positive and negative ones which mean the teachers’ ability in designing it and their difficulties in facing it. further, the researcher also gives suggestion that teachers need to be given opportunity to be creative and innovative in designing the authentic assessment tasks in their teaching. meanwhile, aliningsih & sofwan (2015) also conducted a research related the perceptions and practices of authentic assessment. this research aims at finding the english teachers’ perceptions and practices of authentic assessment in the pilot project schools in grobogan regency which implement 2013 curriculum. fifteen english teachers became the subject of this study. the findings revealed that teachers have positive perceptions towards authentic assessment although they faced several obstacles, for instance insufficient time, large number of students, time consuming, etc. the researchers also stated that there were no significant differences among teachers on the way they applied authentic assessment. they preferred written and task based assessment, performance assessment, and also classroom observation in assessing their students. moreover, in some cases they did not apply the assessment properly as they did not put the assessment principles into practices. the previous studies have discussed the implementation of authentic assessment, even so the research related factors affecting the implementation of authentic assessment has never been discussed. therefore, this research concerns to the factors affecting the implementation of authentic assessment in reading comprehension. how the teachers implement authentic assessment is obviously caused by some factors. in this study, the researcher limits the factors into teacher’s background, professional development, and personal beliefs. this research is needed to be done since by correlating those factors above and the implementation of authentic assessment, it can be used to figure out whether there is a correlation between those factors and the implementation of authentic assessment. this research focused on reading comprehension since it is one of four skills which takes important part in language learning. thus, as stated by munir & hartono (2016) that it is not an exaggeration to say that reading plays a pivotal role of english learners in this era. students can be good in writing if they have good comprehension in reading first. nunan (2003) points out that reading is a process of readers fitria wahyu nugraheni, et al./ english education journal 12 (1) (2022) 19-26 22 combining information from a text and their own background knowledge to build meaning. in reading, there must be a process which is called comprehending. meanwhile, rosari et al., (2016) state that comprehension refers to the ability to go beyond the words, to understand the ideas and the relationships between ideas conveyed in a text. they add that in dealing with reading comprehension, students must be able to understand the words, sentences, and the whole text relating to the context to get the gist of the text. thus, it can be concluded that reading comprehension is the process of making meaning from text which has the goal to gain overall understanding of the readers. furthermore, by having good reading comprehension students are able to read text and understand its meaning. english learners are also tend to get greater progress in other areas of language. method the subject of this research is three english teachers at sma n 1 purwodadi. the researcher used observation and questionnaire as the instruments for collecting the data. firstly, the researcher conducted the observation of three authentic assessments for each teacher. therefore, it was nine classroom observations for all teachers. the researcher used observation sheets to measure how well the teachers implemented authentic assessment. later, the observation sheets would be calculated to achieve the score for each teacher. secondly, the researcher distributed questionnaire to gain more data of the factors affecting the implementation of authentic assessment. after calculating the questionnaire result, the researcher employed spss computation. results and discussions the implementation of authentic assessment to measure students’ reading comprehension there were three english teachers as the subject of this research. each teacher implemented various authentic assessment to measure students’ reading comprehension. in case 1 which refers to teacher 1 (henceforth t1), she implemented text with comprehension questions, presentation, and reader response assessments. she prepared her lesson plan well, further she also created holistic rubrics for presentation and reader response assessments. she always gave feedback to students’ assessment. the total score for t1 is 77, in which it belongs to good criteria. in case 2 which refers to teacher 2 (henceforth t2), she implemented text with comprehension questions, retellings, and cloze tests in assessing students’ reading comprehension. actually, cloze tests was not really authentic since in this assessment students just chose the appropriate answer which has provided in the box. thus, they were not demanded to have deeper knowledge of the text. whereas, the assessment can be said authentic if it fulfilled the criteria such as performing a task, real-life, construction/application, studentsstructured, and direct evidence. meanwhile, cloze tests was like multiple choice assessment. students were asked to select a response without demonstrate their understanding. additionally, t2 created holistic rubric to assess students’ retellings, but unfortunately she did not apply it. she never gave feedback to students because she believed that students in senior high school level were adult and they realized that they got mistakes so they can be better in the future. the total score for t2 is 63, in which it belongs to enough criteria. in case 3 which refers to teacher 3 (henceforth t3), she implemented retellings, text with comprehension questions, and reader response. she was a type of teacher who very often encourage her students. she prepared her lesson plans and teaching aids perfectly. unfortunately, she just created one rubric for retellings assessment. actually, the use of rubric in authentic assessment is still being big problems for teachers. as stated in the previous study conducted by retnawati, et. al (2016) who stated that one of teachers’ difficulties in implementing authentic assessment is found in designing the assessment rubric for the skills. in reality, not all teachers can develop the assessment rubric fitria wahyu nugraheni, et al./ english education journal 12 (1) (2022) 19-26 23 perfectly. it also supported by the research conducted by saputri (2016) who stated that scoring still to be one of main difficulties in implementation 2013 curriculum. that problem still occurs nowadays. actually, teachers need some instructions to solve that problem. besides, she always gave authentic examples to students related to the lesson. also, in giving assessment to measure students’ reading comprehension, she gave authentic assessments which reflects students’ knowledge and skill. sometimes she gave feedback to students, but sometimes she forgot. but, in the end of the lesson she always gave reinforcement to students and guided them to make summary. the total score for t3 is 69 which belongs to fair criteria. teacher’s background affects the implementation of authentic assessment to measure students’ reading comprehension table 1. the result of spss computation of factors affecting the implementation of authentic asessment rq1 rq4 rq2 rq3 rq1 pearson correlation 1 .999* -.981 .963 sig. (2-tailed) .021 .126 .173 n 3 3 3 3 rq4 pearson correlation .999* 1 -.974 .954 sig. (2-tailed) .021 .146 .194 n 3 3 3 3 rq2 pearson correlation -.981 -.974 1 -.997* sig. (2-tailed) .126 .146 .048 n 3 3 3 3 rq3 pearson correlation .963 .954 -.997* 1 sig. (2-tailed) .173 .194 .048 n 3 3 3 3 *. correlation is significant at the 0.05 level (2-tailed). fitria wahyu nugraheni, et al./ english education journal 12 (1) (2022) 19-26 24 note rq 1 : first research question of this study. rq 2 : second research question of this study. it refers to the implementation of authentic assessment and the teacher’s background. rq 3 : third research question of this study. it refers to the implementation of authentic assessment and the teacher’s professional development. rq 4 : fourth research question of this study. it refers to the implementation of authentic assessment and the teacher’s beliefs. the table above shows the result of spss computation of factors affects the implementation of authentic assessment. the first factor is the teacher’s background. the researcher calculated using spss whether there is significant correlation between the implementation of authentic assessment and the teacher’s background. the result is 0.12 which means that it is more than the significant value which has been mentioned before. it can be said that there is no significant correlation. in this research, the teacher’s background was measured by using questionnaire. the questionnaire consisted of five items. mostly, the questionnaire asked about the length of teaching and education background of the teacher. teacher 2 (t2) got the highest score in teacher’s background, but in implementing authentic assessment she got some difficulties. in contrast, teacher 1 (t1) got less score among other teachers but in implementing authentic assessment, she got the highest score. therefore, teacher’s background did not necessary judge the quality of the teacher. additionally, it can be concluded that there is no significant correlation between the implementation of authentic assessment and the teacher’s background. teacher’s professional development affects the implementation of authentic assessment to measure students’ reading comprehension the second factor is professional development which can be also measured by using questionnaire. the questionnaire in this part was divided into two categories. the total item was fifteen. first category discussed about how is the impact of workshops, conferences, teacher association (mgmp), and classroom action research. the researcher provided three possible answers, namely low impact, moderate impact, and high impact. meanwhile, the second category discussed about their effort in developing their knowledge, such as reading educational literature, journal, or teaching practices. in this part the researcher provided three possible answers, namely low level of need, moderate level of need, or high level of need. based on the questionnaire calculation, teacher 1 (t1) got the highest score in professional development. nevertheless, spss calculation in table 1 shows that there is no significant correlation between the implementation of authentic assessment and the professional development. the result was 0.71, which means it is more than 0.05 as the significant value. therefore, it can be concluded that there is no significant correlation between the implementation of authentic assessment and the professional development. in this research, even though the teacher was enthusiastic in seminar, conference, even classroom action research, it did not necessary judge the quality of the teacher. teacher’s personal belief affects the implementation of authentic assessment to measure students’ reading comprehension the last factor is teacher belief. it discussed about their belief in teaching. it can be measured by questionnaire which consisted of eight items. the researcher provided four possible answers, namely strongly disagree, disagree, agree, and strongly agree. the teacher could choose the best answer based on her opinion in teaching and learning process. as written in table 1, spss calculation shows the correlation result 0.02 which means it less than 0.05 as the significant value. thus, it can be said that there is significant correlation between the implementation of authentic assessment and teacher’s belief. the beneficial of authentic assessment can be proven in this study. regarding to the current curriculum which demands teachers to assess fitria wahyu nugraheni, et al./ english education journal 12 (1) (2022) 19-26 25 students using authentic assessment, teacher needs to explore more assessment which is really authentic. they need to be creative and innovative in teaching and learning including giving assessment to students. further, the awareness in arranging lesson plan and scoring rubric must be improved. both are important in planning of teaching and learning process till the evaluating. they may relate the planning and real situation in the classroom to achieve the purpose of conducting the assessment. even though there is no significant correlation between the implementation of authentic assessment and the teacher’s professional development, teachers must still pay attention to their professional development both in following any workshops and reading literature related to the current curriculum. in addition, the government should provide more regular and intensive training of the curriculum and assessment for teachers. conclusion this research was conducted in order to know the implementation of authentic assessment in reading comprehension and the factors affected. based on the finding, all english teachers have good effort in implementing authentic assessment. they made various types of authentic assessment to measure students’ reading comprehension. from the whole observation, the first teacher (t1) implemented authentic assessment to measure students’ reading comprehension belongs to good criteria. she fulfilled some steps in arranging authentic assessment. she also made rubric and applied it in assessing her students. she gave type of assessments which really authentic, it was proven by the assessments which fulfilled the criteria of authentic assessment. additionally, she always gave feedback to students’ assessment whether the assessment in oral or written. meanwhile, the second teacher (t2) implemented authentic assessment to measure students’ reading comprehension belongs to enough criteria. based on the observation, t2 fulfilled some steps in conducting authentic assessment. from the three assessments, she just made one rubric although she did not apply it in assessing students’ reading comprehension. among three assessments which she implemented, one of it is cloze tests in which this type of assessment was not really authentic since it could not measure students’ comprehension in reading. in cloze tests, students only chose the right answer in the provided box, thus it could not be used as the direct evidence towards the students’ knowledge. in term of giving feedback, t2 very seldom gave feedback to her students’ assessment. the last teacher (t3) implemented authentic assessment belongs to fair criteria. she also fulfilled some steps in conducting authentic assessment. among three assessments, she just created and applied one rubric for retelling. nevertheless, all the assessments which she was used to measure students’ reading comprehension belongs to authentic. additionally, t3 did not give feedback regularly. meanwhile, among three factors; teacher’s background, teacher’s professional development, and teacher’s belief, there is only teacher’s belief which has significant correlation with the implementation of authentic assessment based on the spss computation. references abdullah, s. (2016). implementasi penilaian autentik kurikulum 2013 pada pembelajaran pendidikan agama islam di madrasah tsanawiyah negeri 2 palangka raya lecturer at state institute for islamic studies palangka raya. aliningsih, f., & sofwan, a. (2015). english teachers’ perceptions and practices of authentic assessment. journal of language and literature x, 1, 19–27. ani, y. (2014). penilaian autentik dalam kurikulum 2013. faridi, a. (2008). pengembangan model materi ajar muatan lokal bahasa inggris di sekolah dasar jawa tengah yang fitria wahyu nugraheni, et al./ english education journal 12 (1) (2022) 19-26 26 berwawasan sosiokultural disertasi. faridi, a. (2008). pengembangan model materi ajar muatan lokal bahasa inggris di sekolah dasar jawa tengah yg berwawasan sociokultural. disertasi unnes. hart, p. d., & teeter, r. m. (2002). americans speak on teacher quality. www.ets.org made, i., danu merta, e., made suarjana, i., putu, l., mahadewi, p., pgsd, j., & tp, j. (2015). analisis penilaian autentik menurut pembelajaran kurikulum 2013 pada kelas iv sd no. 4 banyuasri. in journal pgsd universitas pendidikan ganesha jurusan pgsd (vol. 3, issue 1). mueller, j. (2005). the authentic assessment toolbox: enhancing student learning through online faculty development (vol. 1, issue 1). munir, m., & hartono, r. (2016). islamic magazine articles to enhance students’ reading skill and build their character values. international journal of education, 9(1), 66. ningrum, m. p. (2016). the implementation of authentic assessment of speaking skill for the second semester students at muhammadiyah university of surakarta 2016/2017 academic year. nunan, david. (2003). practical english language teaching. mcgrawhill/contemporary. o’malley j.m. & pierce, l. v. (1996). authentic assessment for english language learners: practical approaches for teachers. longman. retnawati, h., hadi, s., & chandra nugraha, a. (2016). vocational high school teachers’ difficulties in implementing the assessment in curriculum 2013 in yogyakarta province of indonesia. in international journal (vol. 9, issue 1). www.e-iji.net rosari, l., mujiyanto, y., info, a., & unnes bendan ngisor, k. (2016). english education journal the effectiveness of know-want-learned and collaborative strategic reading strategies to teach reading comprehension to students with positive and negative attitudes. trisanti, n. (2014). english teacher’s perspective on authentic assessment implementation of curriculum 2013. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f0f4b8ba625 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f12aa7f206d • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 17 eej 11 (1) (2021) 17-26 english education journal http://journal.unnes.ac.id/sju/index.php/eej the effectiveness of team teaching and blended learning strategies in speaking class to students with different personalities chilyatul mazizah , suwandi suwandi, rudi hartono universitas negeri semarang, indonesia article info ________________ article history: accepted 20 september 2020 approved 18 november 2020 published 15 march 2021 ________________ keywords: team-teaching, blended learning, speaking skills, personalities ________________ abstract the aim of this research is to investigate how effective was the team-teaching strategy and blended learning to teach speaking to students with different personality types. this paper showed the result of experimental research on speaking skills to the introvert and extrovert students at airlines business career semarang. a 2x2 factorial design of experimental research was used to collect the data from 52 students which was divided into two groups; they were experimental group 1 and experimental group 2. they were treated with different strategies: team-teaching and blended learning strategies. in the team-teaching class, there are two teachers taught in one class. meanwhile, in blended learning class, the teacher blended the face-to-face meeting and also the online meeting. the instrument of this research was observation checklist, questionnaire, pre-test, and post-test. the data was analyzed using anova to prove the hypotheses. the result showed that team-teaching was more effective to teach speaking to the students with introvert and extrovert personality. based on the analysis of anova there were no interaction among team teaching and blended learning strategies, students’ personality, and speaking skill  correspondence address: jl. kelud utara 3 smapangan semarang, indonesia e-mail: chilyabdan@gmail.com p-issn 2087-0108 e-issn 2502-4566 chilyatul mazizah, et al./ english education journal 11 (1) (2021) 17-26 18 introduction english has been studied for several years, but many students still have difficulty in understanding and applying english in daily life. in english there are four skill which should be mastered by the students, they are namely: listening, reading, speaking, and writing. as we know that, speaking become the most important skill in english. when someone said that they can master in english, it can be signed with their speaking skill. shuruq (2016) stated that speaking is one of the important thing in language whether to know the listener or hearer understand what we are talking about. speaking is interaction between two or more people to state their arguments and ideas about something. speaking become a complex skill in english because it includes several elements on that. moreover, showed in the study (suryanto, 2014, as cited in ati mau et al., 2018) that as foreign language, english is rarely used outside the classroom context. it is not easy because we know that english itself is not only has main skills but it also has sub-skills like, grammar, vocabulary, and also pronunciation. to speak fluently, we need to master all those skills because we are learning english as a foreign language with different grammar, different vocabulary, and also different pronunciation. to overcome the lack of speaking ability of the students, the teacher applied some strategies to prove whether the differences of the achievement of the students using these two strategies. they are team-teaching and blended learning. general concept of team teaching is group of teachers, working together, plan, conduct and evaluate the learning activities for the same group of students (martiningsih, 2007). furthermore, it is learning strategy of learning process activities carried out by more than one teacher with the division of roles and responsibilities of each teacher. it is also a learning strategy in which educators teach more than one person, each of them has the different task. this concept is that teachers are given responsibility, working together, for all or a significant part of the instruction of the same group of students. degan (2018) focuses on determining the impact of team teaching on teacher efficacy, burnout, and students’ engagement in an elementary school. this study used qualitative methodology to collect data from three participants who are team teaching at the same elementary school who are interviewed twice. participants are also observed during a team teaching lesson. as a result of team teaching, whereby they modeled collaboration, demonstrated how to build and maintain relationships, and learned together, teachers felt more effective, energized, and excited to teacher their students, thereby curbing burnout and increasing student engagement. this study found that team teaching at this site increased school wide collaboration and led to a stronger school community. hooda’s study (2016) had the objective of his research is to find out the effectiveness of team teaching on academic achievement of 9th graders in science. the sample is 50 students. the research method used to conduct the study is pre-test, posttest quasi experimental design in which two groups are selected as experimental and control group. in the beginning both groups are administrated the pre-test by self-constructed achievement test in science. the experimental group is taught by a team of two science teachers and control group by traditional method. the same post-test is administrated on both the groups and t-value is equated. results of the study revealed that there is a significant positive effect of team teaching on academic achievement of students in science. furthermore, jenkins and crawford (2017), in their research about blended learning and team teaching: adapting pedagogy in response to the changing digital tertiary environment. the objective of this study is to explore students understandings of blended learning and team teaching and the overall impact on their learning in this context. from the data, that team teaching had a positive impact overall, while blended learning had a chilyatul mazizah, et al./ english education journal 11 (1) (2021) 17-26 19 gradual and more conservative influence on the students cohort. meanwhile, another strategy that can be used by the teacher in speaking class is blended learning. procter (2003, as cited in bryan & volchenkova, 2016) defines blended learning as the effective combination of different modes delivery, models of teaching, and styles of learning. chew et al. (2003, as cited in bryan, 2016) blended learning involves the combination of two fields of concern: education and educational technology. graham and dziuban (2008) suggested classifying blended learning models according to four dimensions. his four dimensions were space (face-to-face/ virtual), time (synchronous/asynchronous), sensual richness (high, all senses/low, text only), and humanness (high human, no machine/ low human, high machine). the relationship between personality and second language ability has received some research interest in the last few years. the results that are available, however, it has sometimes been inconsistent, it often because of methodological and conceptual differences in the way the studies performed (sharp, 2008, p.17). unlike sharp, soleimani et al. (2013, p.212) state the different result asserting lately that students personality is influential enough to illustrate a moderate percentage of the difference in the academic performance. in other words, the research method will influence the result of the study whether or not the students’ personality has relationship with the second language ability. in this case, the study was trying to see the relationship between students’ personality and language ability should be conducted carefully by considering the method employed. this introvert personality is identified by cook et al. (1994 as cited in suliman, 2014), as sociable to be engaged into the group conversation inside-outside the classroom. thus, they will be considered becoming the successful language learner. in addition, this research is about the personality especially about the introverted and extroverted, so the writer found the previous research from anggara et al. (2018)this research is about the effectiveness of coop-disc-q and literature circle strategies in teaching reading comprehension to students with different personalities. in this result of the study showed that there is no difference between extrovert and introvert personalities in teaching reading comprehension since the value of p= 0.310. it was found that the p of strategy type value is 0.638 so there is no interaction between teaching reading comprehension strategies and types of personality on the achievement of reading comprehension which proves that personality does not influence students’ reading comprehension achievement. the next research is from mujahadah et al. (2018), which discusses about analyze and explain the realization of communication strategies by extrovert and introvert students in conversation. the subject was the fourth semester students in walisongo state islamic university. the instruments is questionnaire to determine the students’ personality. the result reveals that extrovert students realized four kinds of communication strategies and do introvert. the similarities are found in the percentage rating of realization which stalling or time-gaining strategies was most used in the conversation. students tended to use this strategy to maintain the conversation. the next similarity was the way of their realization of communication strategies. they also used those strategies for the same purpose and function. for the differences between extrovert and introvert students, it was found that frequency of the realization was different. the extrovert students often used achievement strategies, stalling or time-gaining strategies, and self-monitoring strategies than introvert. in interactional strategies, the introvert tended to use interactional strategies more often than extrovert. previous research suggest that introverted learners tend to be reflective thinkers and prefer connecting and integrating information in the chilyatul mazizah, et al./ english education journal 11 (1) (2021) 17-26 20 assumption that knowledge is the interaction of information through the world. introverted learners tend to be keep quiet, be passive, thoughtful, and reflective, avoid interference, and concentrate on the topic longer (prawira, 2013, p.216). therefore, they may actively participate when they have enough time to think. in addition, the introvert people are described by naiman et al. (1978) and mcdonough (1981, as cited in omidavri et al., 2016) as anxious learners which are less willing to take part in activities. however, razamjoo and shaban (2008, as cited in sarani et al., 2011) argue that this introvert people are interested on reading and writing activity. further, swain and burn bay (1976, as cited in lestari et al., 2015) also emphasize that introvert learner as well organized and serious so that they are also seen as better language learner. on the other hand, prawira (2013, p.217) describe that the extroverted learners actively express their thought verbally, like learning together with groups, and enjoy cooperative problem-solving processes. they tend to involve themselves more in groups’ activities because that are social, prefer verbal communication, act spontaneously, and are not influenced by other’s inference. therefore, the extroverted students will look more active in the teaching and learning processes than the introverted students. in addition, jung (1920, as cited in sol, 2012) state that there is no pure extroversion or introversion in someone’s personality since the change of personality type can occur from one pole to another. related to that, it is suggested to see the dominant type between extroversion and introversion for identifying the people’s personality. thus, eysenck personality questionnaire was also developed and revised by eysenck and eysenck in 1985 to be used as one way to identify whether people had extrovert or introvert personality. based on those previous studies, the difference between the previous researchers and the present research was that the writer wrote about learning strategy and the students was divided into introvert and extrovert personality. in this paper, the writer aimed to find out the effectiveness of team teaching and blended learning strategy in teaching speaking to students with introvert and extrovert personality. methods this research applied an experimental method with 2x2 factorial design using a statistical analysis anova (analysis of variance). the object of the study was to teach speaking by using two strategies. they are teamteaching and blended learning. the population of the study was the whole students of airlines business career semarang, then two classes were chosen as the sample of the study. therefore, there were two groups involved, experimental group i treated by the team teaching and experimental group ii treated by the blended learning. there were several instruments of this research. the first was observation checklist. it was used to gather information about the students’ condition before the researcher doing the research. the second step to gather the data is choosing questionnaire. this was to determine students’ personality type. the students should give their responds to the 57 questions which was to measure their personality. after that, pre-test has done, and the treatments gave to them. experimental group i was taught by using team-teaching. they taught by two teachers in one time. meanwhile, in experimental group ii was taught by using blended learning. in blended learning class, the teachers blend both the face-to-face meeting and also online meeting. the online media which was used by the teachers in blended learning strategy was whatsapp group, zoom meeting, and google classroom. the last instrument was post-test. this was to measure their speaking ability after conducting treatment. paired sample t-test was used to prove the effectiveness of team-teaching and blended learning in teaching speaking skill with introvert and extrovert personality. two-way anova was used to compare the result of those groups and to find out the interaction among the chilyatul mazizah, et al./ english education journal 11 (1) (2021) 17-26 21 strategies, skill, and the students’ personality type. results and discussion this part showed the explanation and the interpretation of the data research of teamteaching compared with blended learning strategy in teaching speaking to introvert and extrovert students. the experimental group i was taught by using team-teaching, while experimental group ii was taught by blended learning. the main goal of this research was to find out the effectiveness of team-teaching and blended learning strategy in teaching speaking skill to students with introvert and extrovert at airlines business career semarang. before conducting the treatment, the result of pre-test should be analysed their normality and homogeneity. the result showed that the experimental group i (team teaching) had sig 0.162 and for experimental group ii (blended learning) had sig 0.220, since the sig. value of both experimental classes was more than 0.05, it could be concluded that the data of pre-test of both groups had normal distribution. further, for the homogeneity test of pre-test based on teaching strategies and personality type showed the value of sig. 0.808. it indicated that sig. value was higher than 0.05. it meant that the data of pre-test based on the teaching strategies and personality types were homogenous. after getting the normality and homogeneity of pre-test, then treatment should be done. during the treatment, the experimental group i was taught by team-teaching. there were two teachers in one class and they taught together. meanwhile, in the experimental group ii was taught by blended-learning. here, the teacher blend the way they teach between the face-to-face meeting and online meeting. there were six meetings. after conducting the treatments, students on both experimental classes had their post-test. the result of post-test should be tested their normality and homogeneity. the result showed that the experimental group i had sig. value 0.082, meanwhile for the experimental group ii had sig. value 0.119. since the sig. value of both experimental groups was more than 0.05, it could be concluded that the data of post-test from both experimental classes had normal distribution. after that, homogeneity test of post-test based on teaching strategies and personality types showed the sig. value 0.277 and 0.285. it meant that sig. value was higher than 0.05. it implied that the data of the post-test were homogenous. since the data of post-test had normal distribution and homogenous, then statistical computation could be involved to test some hypotheses on this study. to answer the first research question about how is the interaction among speaking skill, teaching strategy, and students’ personality types in speaking class among students of airlines business career semarang, the this part discusses about the interaction among the strategies, students’ personality, and speaking skill. from the calculation, the significant value (0.119) was higher than 0.05. it means that there was no interaction among team teaching and blended learning strategies, students’ personality, and speaking skill. the finding of this research indicates team teaching strategy was more effective teach the students with introvert and extrovert personality. this findings is in line with the other studies lestari, sada, and suhartono (2013) it can be claimed that at least some individual characteristics such as introversion/ extroversion may have little bearings on students’ success in mastering speaking. furthermore, the implication of understanding the students’ personality in the classroom situation that do not match the students’ learning style. the teacher or lecture should also try to accommodate and facilitate the students based on their preferred learning style. personality is too complex and changeable in different situation and with different people (schultz and schults, 2009). dealing with the second research question that seeks whether using team-teaching is effective in teaching speaking to introvert students, the pre-test and post-test result of teamteaching class to the introvert students was chilyatul mazizah, et al./ english education journal 11 (1) (2021) 17-26 22 calculated. the mean of pre-test (25) was lower than the mean score of post-test (71.4). it means that the students with introvert personality have the high score and showed improvement. it was also supported by t-value. the result of the test showed t-table (0.05.13) was 2.16 and t-account was -14.903. it can be said that t-account was lower than t-table or ha was accepted. it means that using team teaching strategy was effective to enhance speaking skills of students to introvert personality. as stated also by jung (1971) who said that introverts are withdrawn and often shy, and they tend to focus on themselves, on their own thoughts and feelings. they did not like being in crowded situation because they need to concentrate well. this findings is similar to the study conducted by erlin (2015). it seems that they need full concentration because they were easily distracting especially from the noisy. moreover, the students who had this personality prefer to learnt individually and independently. to answer the third research question that searches for whether using team-teaching strategy is effective in teaching speaking to extrovert students, then the pre-test and post-test of this group is calculated. the mean score of pre-test of students with extrovert personality who were taught by team teaching was (30). while the post-test mean score result for this group showed that there was also significant improvement. it means that team teaching was also effective to teach speaking for students with extrovert personality. it was supported by the result of t-table (0.05.11) was 2.20 and the taccount was -27.08 it can be said that the taccount was lower than the t-table or ha was accepted. meanwhile, based on the probability p-value was 0.000 or lower than 0.05. it meant that it was highly significant. therefore, the result demonstrated that ha was accepted, the use of team teaching was effective for extrovert students. extrovert personality is someone’s personality that is more sociable to others. they have many friends and want to be happy and like going to the parties. the people who have the extrovert personality are sensation-seekers and risk-takers. they like jokes, energetic, and more active. someone who is extraverted, he hypothesized, has good, strong inhibition (eysenck, 1947). the results gave a sign that team teaching gives positive effect to students’ speaking skill because it provides many opportunities for students to work with others and more active in class. it was line with jung (1971), sabarun (2015), maghsoudi and haririan (2013) argued that extraverts are open, sociable, and socially assertive, oriented toward other people and the external world. thus, it would be better for students to study in group because they enjoy social activities such as being around and working with others. related to the fourth question that tries to find whether using blended learning strategy is effective in teaching speaking to introvert students, so the pre-test and post-test score of this group is calculated. their post-test (69.6) was better than the pre-test (30.3). it was also supported by the result of t-table (0.05.12) was 2.178 and t-account was -17.048. it can be said that the t-account was lower than the t-table or ha is accepted. according to chew (jones, turner, 2008) blended learning involves the combination of two fields of concern: education and educational technology. it showed that this strategy is not only about the material but also how to deliver the material through technology. it was in line with krasnova (2015) argued that blended learning may be defined as the method of teaching that combines the most effective face-to-face teaching technique and online interactive collaboration, both constituting a system that function in constant correlation and forms a single whole. the fifth research question of this study is about to find whether the blended learning is effective to teach speaking to the extrovert students, thus, the mean score of post-test result of students with extrovert personality who were taught by blended learning was better than the pre-test mean score. moreover, based on the table 4.28 showed that using blended learning was effective to enhance speaking skills of students with extrovert personality. chilyatul mazizah, et al./ english education journal 11 (1) (2021) 17-26 23 as stated by graham (et al, 2003) especially during the recent years, learning practices which have been implemented by blending, face-to-face and online methods together are often faced. in blended learning environment, students can access to learning materials by using web technologies outside the class while attending face-to-face education. it was line with thome (2003, graham, 2006) argued that lessons can be supported by discussion groups, chat platforms and various content presentations. in this way advantageous and strong aspects of face-to-face and online learning complete each other. furthermore, delialioglu (yirdim, 2008; pereira et al., 2007) stated that interaction in online environment supplies individual feedback and guidance. on the other hand, when blended learning is compared to face-to-face learning, there are also studies revealing that the difference between them are not so high in terms of success and attitudes. the sixth research question of this study deals with the team-teaching strategy gave better effect in teaching speaking to introvert and extrovert students. the result showed that there were significant improvement by using team teaching to students with introvert and extrovert personality. the mean score of introvert students (71.83) was lower than mean score of extrovert students (80). these groups have a mean difference of 8.57(80 – 71.43). this result was also supported by p-value. the p-value of posttest (sig(2-tailed) = 0.044 and 0.038) were lower than the level of significance 5% (0.05). it means that the ha was accepted, there were significant differences in achievement between the introvert and extrovert students using team teaching. it was line with ng yu jin (2012) in his article discuss about explores the team norms in team teaching that contribute to optimum lecturers’ and students’ performance. in addition, it investigates the norm content in team teaching with regards to lecturers’ collaboration in the planning, sharing, imparting knowledge, implementing activities, personality styles and assessing students’ work. it is aimed to observe and identify the roles of team teaching participants (team norms and norm content), and ultimately to formulate a model for team teaching in higher education. this paper discusses effective team norms in team teaching that enhances the scholarship of teaching and learning in the university. in short, the paper outlines issues encountered and further work that needs to be done in undertaking team teaching. the seventh research question deals with the blended learning strategy gave better effect in teaching speaking to introvert and extrovert students. the mean of introvert students group was 69.62 and the extrovert students group was 74.23. these groups had a mean difference, 4.61 (74.23 – 69.62). table (4.28) showed that the pvalue of the post-test (sig(2-tailed) = 0.217 and 0.220 ) was higher than the level of significance of 5% (0.05). it means that ho was accepted, there were no significant differences in achievement between introvert and extrovert students’ personality type using blended learning. this is line with chew (et al, 2008) he argued that blended learning did not implement it in a uniform way, rather allowing departments to place different modules on a spectrum of intensiveness from the minimal (powerpoint slides) to the wholly-delivered online. intermediate points on the scale represent access to learning the resources, followed by discussion boards, online assessment and interactive material. this model is extremely flexible and recognizes that different disciplines may implement blended learning in different ways. chew reject the idea about that only a course which is 30-80% online is blended is an oversimplification, even if it could be agreed what it is that should be measured. however, the model is concerned only with modes of delivery and is theoretically weak. the eighth research question of this study was about teaching speaking using team teaching and blended learning to student with introvert personality. the result showed that there was no significant difference between students who were taught by using team teaching and blended learning to students with chilyatul mazizah, et al./ english education journal 11 (1) (2021) 17-26 24 introvert personality. it can be seen from the significant value (0.696) in table 4.34 was more than 0.05 which means that there was no significant difference between students who were taught by using team teaching and blended learning with introvert personality. these findings are line with the studies conducted by mall-amiri (2013), jalili and amiri (2015) which claim that introverts prefer spacious interactions with fewer people. jung in schultz and schultz (2009), everyone has the capacity for both attitudes, but only one becomes dominant in the personality. in addition, introversion personality characteristics were focus on themselves, stolid, less in communication, passive, like being alone, and independent. therefore, to teach introversion learners, the teacher was recommended to give them the task individually because they do not really like work with other instead of in from of the class the last research question of this study was about teaching speaking using team teaching and blended learning to student with extrovert personality. the result showed that there were significant improvement by using team teaching and blended learning to students with extrovert personality. in this class, the mean of extrovert students in team teaching group was 80 and the blended learning group was 74.23. these groups had a mean difference, 5.77 (80 – 74.23). this result was also supported by the p-value of the post-test (sig(2-tailed) = 0.043) was lower than the level of significance of 5% (0.05). it means that ha was accepted, there were significant differences in achievement of extrovert students treated by team teaching and blended learning. this is line with crawford and jenkins (2017) stated in his article which discussed about team teaching and blended learning strategies conclude that from the data that team teaching had a positive impact overall, while blended learning had a gradual and more conservative influence on the student cohort. the development and implementation of blended learning and team teaching strategies had positive outcomes on both the learning and teaching in this pre-service methods unit. students were also able to draw links between the pedagogical approaches taken in the unit to their own developing teacher practice. while, this was a learning intention, the connection preservice teachers made developed quite originally because of the combined methods used by the research teachers. conclusion the result aimed to find out whether team teaching and blended learning were effective in teaching speaking for students with introvert and extrovert personality. based on the result statistical computation before, some conclusions can be drawn. first, the personality types which are introvert and extrovert influence in teaching speaking through using team-teaching and blended learning. second, in the team-teaching both introvert and extrovert students improve their ability in speaking. meanwhile, in blendedlearning class the extrovert can improve their speaking ability, but for introvert students, there is no significant difference on their speaking ability. however, there was no significant difference both strategies and students’ personality type. references anggara, i. g. a., 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(june). 67 eej 12 (1) (2022) 67-75 english education journal http://journal.unnes.ac.id/sju/index.php/eej the use of cohesive devices in research paper conference to achieve texts coherence perwari melati akmilia, abdurrachman faridi, zulfa sakhiyya universitas negeri semarang, indonesia article info ________________ article history: accepted 30 september 2020 approved 19 january 2022 published 15 march 2022 ________________ keywords: cohesive devices, cohesion, coherence, research article. ____________________ abstract ___________________________________________________________________ this paper employs discourse analysis to investigate cohesive devices and coherence in research articles. the research was based on a purposive random sampling of 10 research articles from the 8th eltlt conference 2019. the text analyzed in this paper includes the abstract, introduction, research methodology, findings and discussions, and conclusion. we seek to find out grammatical and lexical cohesion as conceptualized by halliday and hasan's (1976) concept, i.e., reference, substitution, ellipsis, conjunction, reiteration, and collocation. furthermore, we discover the relation among research articles to achieve coherence by employing logical relations that highlight thornbury's (2005) theory. according to the findings, the authors used cohesive devices in the creation of their writing product. from a total of 1955 clauses in 224 paragraphs, it was determined that almost all types of cohesive devices are used throughout the text. the conjunction of addition was the most frequently used cohesive device in the texts. our findings demonstrate that authors engage the additional information to create a text without changing the context in the previous clause or sentence. however, there was no evidence of verbal ellipsis in the texts we examined. it was because the authors did not use both lexical verbs and modal operators. in conclusion, a cohesive device binds text together and bridges the gaps to avoid misleading context and achieve text coherence. further studies need to explore the use of cohesive devices as a tool to improve the quality of writing. correspondence address: kampus pascasarjana universitas negeri semarang, kelud, semarang, 50233, indonesia e-mail: perwarimelatiakmilia@gmail.com p-issn 2087-0108 e-issn 2502-4566 perwari melati akmilia, et al./ english education journal 12 (1) (2022) 67-75 68 introduction people produce or make a text in expressing their thoughts in case to get a message across or to explain something to others either in spoken or written form. written discourse has a texture to form a unified and sensible text. it produces people’s feelings and thoughts that provide the context for creation and interpretation in writing. those ways of text make a language to communicate with each other. it can be said that discourse mostly refers to people’s language in use. furthermore, it deals with celce-murcia's (2007) theory that proposed six communicative competencies. one of them is discourse competence as the core of communicative competence. it includes not only knowledge and the ability to linguistic resources, but also to create cohesion and coherence in spoken and written forms. furthermore, based on yuniawan et al. (2017), using discourse as a social practice causes the dialectical connections between certain descriptive events with the situations, intuitions, and social structures that shape them. moreover, the process of making english written text can be difficult for foreign language learners. so, they need components to make text connected within a sequence and can create a text based on the reader’s expectation. then, the need for cohesion is important as the element to create comprehensive text and coherence. these cohesive relationships between words and sentences have certain definable qualities that allow us to recognize the sentence. furthermore, to make the components of the text hang or hold together is by using cohesive devices. according to gerot and wignell's (1994, p. 170) statement, cohesive devices refer to the resources within language that provides continuity in a text. it gives us guidance on how the authors structure what they want to say and convey what is in their minds. additionally, according to halliday and hasan (1976), the classification of cohesive devices is divided into two terms; grammatical cohesion and lexical cohesion. in grammatical cohesion proposed by halliday and hasan (1976), it consists of reference, substitution, ellipsis, and conjunction. lexical cohesion contains reiteration and collocation. in addition, halliday and matthiessen (2014) assert that other exemplifies of lexical cohesion are not dependent on any general semantic relationship, but rather on a specific association between co-occurrence tendencies known as collocation. in line with crystal (2015), who claims that “the ties that bind a text together are frequently referred to under the heading of cohesion, and several types have been characterized, including conjunctive relations, coreference, substitution, ellipsis, repeated forms, lexical relationships, and comparison” (p. 261262). so, a text must be coherent as well as cohesive. this indicates the concepts and relationships expressed should be relevant to each other. however, the authors must generate and organize ideas at the level of wording by using appropriate word choices. additionally, the text should be meaningful to turn such ideas into a readable text. besides, they should employ a better combination of cohesive ties and coherent features in their product of writing. in the process of writing, the product or text production in terms of making interconnectedness between the sentences should be realized in meaning-making and lexical items to create unified text. thus, a cohesive device is used to make the components of the text hang or hold the text together. according to eggins (2004), “lexical relations analysis is a way of systematically describing how words in a text relate to each other, how they cluster to build up lexical sets or lexical strings” (p. 42). it explains how lexical cohesion works between lexical content-encoding units. these refer to the open-class items such as nouns, main verbs, adverbs, and adjectives. grammatical words or closed-class items include prepositions, pronouns, articles, and auxiliary verbs. in addition, based on halliday and hasan's (1976) theory of cohesive devices, there are two types of text elements, i.e., internal and external. an internal element is called cohesion and an external element is called coherence. the concept perwari melati akmilia, et al./ english education journal 12 (1) (2022) 67-75 69 of cohesion is an essential text element in creating well-organized and comprehensive text. these components allow people to combine texts in a sequence and create texts based on readers’ expectations. while thornbury (2005) mentioned that coherence is a quality that the reader derives from the text: it is not simply a function of its cohesion. moreover, he explained that conjuncts can express a variety of logical relations between parts of a text, i.e., the relation of addition, contrast or alternatives, cause and result, and sequence in time. complete coherent texts can also be nonsense because the texts are linked not only to complete the use of cohesive devices but also through the context and the readership. research on this evaluative development of writing has been carried out with different goals and focuses. here, some researchers are predominantly interested in investigating cohesion and coherence in the written text of students’ academic writing. the following are martinková (2009); muvindi (2013); sumarna (2013); medve and takač (2013); crossley et al. (2016); prayudha (2016); chanyoo (2018); putra and triyono (2018); priangan et al., (2020). those researchers conducted studies focusing on text, newspaper, articles, and books. the findings show that the students’ ability in writing increased for teaching writing that focused on cohesion and coherence devices. it is proved by the product of students’ or writers’ writing which is easy to understand and read. moreover, the components of cohesion in the text are needed in each sentence or paragraph. then, the readers can understand well the content of the writing. several studies highlighted the prominence of students’ cohesion and the use of cohesive devices in the text (nugraheni, 2016; suwandi, 2016; karadeniz, 2017; wang & zhang, 2018; amperawaty & warsono, 2019; faizah et al., 2020; lestari & sutopo, 2020). those studies concluded that grammatical cohesion and lexical cohesion could help transmit new information and the use of cohesive devices for english as a foreign language learners plays an important role in the text’s cohesion and coherence, as well as in its persuasiveness. for academic purposes, past discoveries of study can be tested for future researchers and ought to be created with the growth of the times. moreover, based on the theme of the 8th eltlt conference 2019, this study focused on the use of cohesive devices on the current issues and challenges of english language teaching, literature, and translation in the disruption era. the use of cohesive devices is intended to achieve the coherence of the text in this research article’s analysis. this study has not been presented in any previous studies. concerning the importance of the purpose, this study enlarged and enhanced the readers’ knowledge about how to write a good text by cohesive devices and coherent features properly in the text. in addition, a text has to be coherent as well as cohesive. the generalities, concepts, and relationships expressed should apply to each other, subsequently empowering us to make presumptive consequences about underlying meaning. following the background of the study, this study attempts to answer the research questions as follows. how is the use of cohesive devices in the research articles on the 8th eltlt conference 2019? how is the use of references in the research articles at the 8th eltlt conference 2019? how is the use of substitution in the research articles at the 8th eltlt conference 2019? how is the use of ellipsis in the research articles at the 8th eltlt conference 2019? how is the use of conjunctions in the research articles at the 8th eltlt conference 2019? how is the use of reiteration in the research articles at the 8th eltlt conference 2019? how is the use of collocation in the research articles at the 8th eltlt conference 2019? how is the relation among cohesive devices to achieve coherence in the research articles at the 8th eltlt conference 2019? perwari melati akmilia, et al./ english education journal 12 (1) (2022) 67-75 70 methods in this study, a descriptive analysis approach was used in discourse analysis. it belongs to qualitative research that is fundamentally interpretive. in view from creswell (2012), “it is concerned about data collection as well, the persuasiveness, and the self-awareness of the research” (p. 289). so, it means that we make an interpretation and description of the analyzed data. furthermore, simple qualification was used to demonstrate some tendencies in the types of cohesive devices used in the research articles. these tendencies are used to determine how cohesive devices are distributed. besides that, observation sheets were used to examine the use of cohesive devices in research articles adapted from halliday and hasan (1976). all sections of research articles were examined in their entirety, starting from abstract, introduction, methodology, findings and discussion, and conclusions. the objects of this study were 10 research articles which were written by authors from around indonesia, malaysia, and bangladesh. the source of the research was at http://eltlt.proceedings.id. furthermore, purposive random sampling was employed to select the articles that were analyzed to meet the criteria. the unit of analysis in this study is clause and sentence of research article at the 8th eltlt conference 2019. in categorizing cohesive devices, we used the table of cohesion adapted from halliday and hasan (1976). each of the tables has the same column such as reference items (personal, demonstrative, and comparative), substitution (nominal, verbal, and causal), ellipsis (nominal, verbal, and causal), conjunction (additive, adversative, clausal, and temporal), reiteration (repetition, synonym, superordinate, general word), and collocation. the procedures of data analysis were close reading the downloaded texts, breaking the text into clauses and sentences, identifying and classifying the use of cohesive devices based on the taxonomy proposed by halliday and hasan (1976), then tabulating the cohesive devices uses, calculating the occurrence of each categorizes of cohesive devices, then evaluating the coherence of the texts and interpreting the data. in addition, triangulation of analyst or expert and theory was used in this study as an investigator to validate the findings. the study’s findings are then qualitatively described and interpreted in nonnarrative formats. results and discussion the use of cohesive devices in research article the first basic research question was how cohesive devices were in the research articles at the 8th eltlt conference 2019. the cohesive devices are divided into two types; grammatical cohesion and lexical cohesion. in terms of grammatical cohesion, it is classified into several items: reference, ellipsis and substitution, and conjunction. lexical cohesion is of reiteration and collocation. reiteration consists of repetition, synonym, superordinate, and general words. this segment examined all occurrences units of grammatical cohesion and lexical cohesion in authors’ research articles. it could mainly be summarized that not all elements of grammatical cohesion were applied to associate the immediate sentences as the source of both cohesion and coherence. that occurred because some paragraphs demonstrated neither ellipsis nor substitution. these two units were only used a few times in this study. moreover, not all the text in lexical cohesion contains reiteration, especially in superordinate. there were ten texts from the authors’ research articles that were chosen, reviewed, and analyzed in terms of cohesive devices. the number of occurrences of each unit in the texts was represented by the following finding. this can be summarized in table 1: http://eltlt.proceedings.id/ perwari melati akmilia, et al./ english education journal 12 (1) (2022) 67-75 71 table 1. types of cohesive devices used t e x t clause/p ara-graph reference substitutio n and ellipsis conjunction reiteration colloca tion ∑ r s s p g w p d c c v n at a v c l t 1 359/31 37 66 23 18 4 13 77 1 6 1 1 1 5 5 2 0 1 3 29 1 2 74/13 4 30 8 2 3 2 28 2 0 3 0 0 0 4 5 91 3 278/31 50 81 22 9 1 25 67 7 9 1 4 6 1 0 2 22 31 6 4 196/16 55 66 23 9 6 22 71 1 4 1 2 1 1 2 1 2 6 14 31 4 5 208/19 57 36 29 6 5 8 41 6 9 9 2 1 0 1 8 21 8 6 213/23 25 35 30 19 8 11 65 3 8 2 2 0 0 1 5 21 4 7 211/22 17 29 17 21 5 9 47 1 0 1 4 2 4 1 1 0 7 18 4 8 208/28 29 44 32 19 5 13 54 1 4 1 4 0 1 2 2 1 11 24 1 9 127/30 38 27 37 10 4 3 60 6 4 1 3 2 0 0 1 3 20 8 10 81/11 14 33 13 4 2 3 31 3 6 1 0 1 0 0 7 11 8 ∑ 1955/ 224 32 6 44 7 23 4 11 7 4 3 10 9 54 1 8 1 8 7 7 0 2 4 9 5 17 85 21 95 table 1 shows that the authors employed all types of cohesive devices. concerning the reference, all types of reference are used. the authors were discovered to have used personal, demonstrative, and comparative references. as can be seen, demonstrative reference was the most frequently used by the authors when writing their research articles. out of the 1955 clauses, there are 447 occasions of demonstrative reference. this indicates that the authors attempted to create coherence in a text by maintaining a pathway of information. it implies the use of demonstratives to refer to the extended text. furthermore, in terms of substitution and ellipsis, the results show that clausal, verbal, and nominal are represented in the combination of the total. the results showed that clausal substitution has mostly used in the authors’ research article with a total of 108 clauses and followed by verbal substitution with a total of 43 clauses and the last was nominal substitution with a total of 28 clauses. whereas, we only found two categories of ellipsis, i.e., clausal and nominal ellipsis. the least one is clausal ellipsis. it found that 9 items of clausal ellipsis and 81 items of nominal ellipsis out of 1955 clauses. in this case, the authors mostly used cardinal, ordinal, and indefinite quantifier words to develop their discussions. further, since this study conducted text of proceedings so that ellipsis was rarely used by the authors. it was due to ellipsis being frequently found in spoken and text/speech. this indicates that several words and phrases created cohesiveness in the written text. in addition, the cohesive relationships between words and sentences have certain meaningful qualities by using substitution and ellipsis. whereas we did not find any verbal ellipsis in ten texts. the authors of the research article did not perwari melati akmilia, et al./ english education journal 12 (1) (2022) 67-75 72 present verbal ellipsis at all. it was due to the authors did not use both lexical verb and modal operators. moreover, the structure of the verbal group does not represent its meaning in a direct and obvious way. however, most of the verbal ellipsis appears in spoken english since that is expressed by intonation. the final type of grammatical cohesive relation is the conjunction. in the column of conjunction, most of the authors used all kinds of conjunction divided into additive, adversative, causal and temporal. the authors mainly used additive conjunction to give additional elements of explicitness and internal meaning in their sentences. it was found 541 items of additive conjunction out of 1955 clauses. furthermore, it gives additional information without shifting any information in the previous clause or phrase in the authors’ research article. so, the authors usually use it to develop their ideas and minds as support elements. moreover, lexical cohesion is classified into two types: reiteration and collocation. regarding the reiteration that consists of repetition, synonymy, superordinate, and general word, the authors utilized each of the types of reiteration. those are the repetition of 24 items, synonym 9 items, superordinate 5 items, and general word 17 items. moreover, it is used to repeat words or word phrases that occurred within the text in the research article. meanwhile, in terms of synonyms, it has the function to repeat the word by using another word that has the same or nearly the same meaning. then, it plays an important role in the text because it not only created cohesion but also constructed the text to make it more amusing. furthermore, the superordinate refers to any item whose meaning includes the earlier one, according to analysis. briefly, the word comes first in the lexical structure, followed by the previous one. the last type of reiteration is the general word. it tends to be general when there is no detailed evidence and no-account explicit information. the following part describes the use of collocation in texts. through analyzing the use of collocation, it reveals that the authors used to write their research article. they used it to combine regular in which to fulfill the meaning, these words must occur together. that was found 85 items out of 1955 clauses. the relation among cohesive devices to achieve coherence in the research articles the analysis referred to thornbury's, (2005) theory, that each sentence is linked to the previous one and connects text with a combination of identification and categorization, indicating that it has relation. moreover, the findings show some clauses have logical relations in using cohesive devices. the use of cohesive devices has a huge impact to support text cohesion and making sense to the reader. it can be observed that the whole thing is logically organized and connected to the focus of the text. therefore, the relation among cohesive devices to achieve coherence in the text was the direct involvement of all cohesive devices in making text. however, the tendency to overuse cohesive devices should be controlled. it can impact the cohesion and coherence of the context. even though the system is structured and contains cohesive devices, it does not mean that text is coherent and shows connectivity. some cohesive device arrangements are positioned in the text inappropriately. it may reduce cohesion and coherence causing readers to lose track of the text. as a result, appropriate functional meaning relationships between sentences and paragraphs is required. by using various types of cohesive devices, it carries meaning within clause to sentence and the previous sentence into the next. here is an example of the logical relation among cohesive devices to achieve text coherence used by the authors of the research article at the 8th eltlt conference 2019. (1) so, the study projected in this article addresses the challenges and barriers of using digital content from bangladeshi primary teachers’ perspectives. (akhter, 2019, p. 127) the example above shows the conjunction of “so” as a relation of result and conjunction of “and” as a relation of addition. most of the authors often used “so” and “and” as internal linkers or conjuncts to connect one clause to the perwari melati akmilia, et al./ english education journal 12 (1) (2022) 67-75 73 next or other clauses. however, there is no such structural relation. as long as the writing situation remains in a context that is not misleading, the communication process in creating text could build coherence. so, the use of cohesive devices is important to achieve coherence in the text. conclusions based on the research questions, we described seven conclusions. referring to the first research question, the use of reference in the text found all kinds of reference, i.e., personal, demonstrative, and comparative reference. the total amount use of references was 1007 items appropriately used including 326 personal references, 447 demonstrative references, and 234 comparative references. the second research question answers the use of substitution in the texts. based on the data collected through documentation, there were three kinds of substitution used in the authors’ research articles. the substitution reaching 179 items used. there were 108 items of clausal substitution, 43 items of verbal substitution, and 28 items of nominal substitution respectively. in applying substitution, the authors preferred to explain their ideas to be simpler. the third research question answers the use of ellipsis in the texts. in applying ellipsis, we did not find any verbal ellipsis at all. in that case, the ellipsis is more frequent in conversation than in written text. it can be concluded that most of the authors used ellipsis suitably. the fourth research question answers the use of conjunction in the texts. all types of conjunction are found in the texts. the authors used 779 items of conjunction. they dominantly used additive conjunction in the texts. as a result, they used all types of conjunction to link one clause to clause and one sentence to the following sentence. the fifth research question answers the use of reiteration in the texts. reiteration consists of repetition, synonym, superordinate, and general word. based on the analysis, there were 55 items appropriately used reiteration. the authors used reiteration to make their product of writing more entertaining. the sixth research question answers the use of collocation in the text. the analysis displayed those 85 items of collocation pattern. it examines the relationship between words based on the fact that they frequently occur in the same context. in addition, it is the regular combination of words to fulfill the meaning and the words must occur together. so, collocation produces a cohesive text. the last research question answers the relation among cohesive devices to achieve coherence in research articles. the abstract, introduction, method, findings and discussion, and conclusion are all included in all research articles. cohesive devices were found to be key aspects in achieving text coherence. in addition, cohesive devices also help a text hang together, make bridge the gap in the texts, and make sense. as such, this research can be used as a reference for scholars, teachers, and future researchers to study the quality of written texts produced by authors or writers in other universities from various aspects of language around the world. then, further studies need to explore the use of cohesive devices as a tool to improve the quality of writing. references akhter, k. 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(2017). the study of critical ecolinguistic in green discourse: prospective eco-linguistic analysis. humaniora, 29(3), 291–300. 121 eej 12 (1) (2022) 121-130 english education journal http://journal.unnes.ac.id/sju/index.php/eej the realization of formulaic expressions in efl teacher-student classroom interactions lia indriyani1, dwi rukmini2, widhiyanto widhiyanto 2 1. semesta campus 3, semarang, indonesia 2. universitas negeri semarang, indonesia article info ______________ article history: accepted 30 september 2021 approved 4 february 2022 published 15 march 2022 ________________ keywords: classroom interactions, formulaic expressions _________________ abstract ___________________________________________________________________ formulaic expressions are essential for developing students' communicative competence to speak english naturally and fluently. this research aimed to determine how the efl teachers and students used the five types of formulaic expressions in their classroom interactions. this study is discourse analysis, particularly conversation analysis, using a qualitative research approach. the research subjects were two teachers and thirty-one students from two different efl classes in a private high school in semarang. the data were obtained by recording their 5x40 minutes' classroom interactions. the video recordings were transcribed and then observed. after all of the data were collected, they were classified and analyzed based on biber et al.'s (1999) framework and then described qualitatively. the study results showed that the teachers and the students realized all five types of formulaic expressions; lexical bundles, idiomatic phrases, free combinations of verb+particle, binomial expressions, and inserts. it shows that the teachers and the students are able to speak relatively natural english. by doing the further analysis, it was also found that even though the teachers used the formulaic expressions a lot more than the students, the orders of the frequency of formulaic expressions used are similar, as well as some expressions used. surprisingly, it was revealed that there were some expressions which were not used by the teachers but were realized by the students. correspondence address : jl. jangli gabeng no.1, jangli, kec. tembalang, kota semarang, jawa tengah 50274 e-mail : liaindriyani165@gmail.com p-issn 2087-0108 e-issn 2502-4566 lia indriyani, et al./ english education journal 12 (1) (2022) 120-130 122 introduction this study investigated the formulaic expressions realized by efl students and the teachers in their classroom interactions. there is an urgent need to investigate this matter because it is believed that the main objective of teaching and learning english as a second or foreign language is the ability to be able to communicate or interact by using the language, whether it is done in the spoken or the written form. this kind of ability is called communicative competence. however, being natural and fluent in speaking english has never been easy. celce-murcia (2007) defined ‘communicative competence’ was coined by dell hymes, an anthropological linguist, as a response given to chomsky’s theories which focused only on linguistic competence. it was stated as well that one important component in communicative competences is formulaic competence which enables students to be able to speak naturally and fluently as how the native speakers do. that was the reason why celce-murcia proposed a new model of communicative competence where formulaic competence was added as one of the important components in communicative competence together with other five competences; discourse competence, sociocultural competence, interactional competence, linguistic competence, and strategic competence. according to celce-murcia (2007), formulaic competence refers to fixed chunks or expressions used by native speakers to communicate in their daily life. ellis (1994) stated that the use of formulaic speech is included in one of the early stages of developmental patterns in l2 acquisition, together with the silent period and structural and semantic simplification. it shows that formulaic competence or the ability to use the chunks of language is essential in the process of the language learning, especially in enhancing the students' speaking and communicating ability. because by being able to use those chunks, it means that learners are able to (or are in the process of being able to) speak fluently in a similar way to how native speakers speak because a native speaker tends to speak by using those language chunks in their daily conversation. the use of formulaic expressions is an essential skill in someone's oral language development. despite its importance, oberg (2013) stated that in esl or efl classes, practicing oral communication skills, including formulaic sequence, does not receive as much time as other skills or activities such as lecture, vocabulary, grammar, reading, or writing because speaking lesson was claimed as timeconsuming lesson. furthermore, speaking is assumed as a hard skill to assess compared to other skills in english language. in a classroom situation, interaction between the teacher and students happens a lot as the process of teaching and learning activities. in an english class, teacher-student classroom interaction is hoped to be the interaction that aims at developing two very important skills, speaking and listening, among the learners so that students will be able to have meaningful communication in their target language. ellis (1984) stated that the formulas learnt by classroom learners showed frequently occurring social and organizational contexts that arose during communicating in the classroom environment. it shows that in a classroom interaction when the teacher talks or gives instructions will also influence the l2 acquisition process as well as will affect the atmosphere of the english learning and teaching process. the students need to get the right and good input from the teacher because the teacher talk in the classroom interaction is the real speech production that students hear frequently in live situations. it can be said that the teachers’ ability to control the language production and the language use in the classroom can be perceived as important as the methods being used in the lesson. krashen and terrel (1983) stated that the teachers’ talk in their interaction with the students in the classroom is a vital source of comprehensible input in the second/foreign language classroom. teacher talks such as giving classroom instructions, asking questions, and giving models on pronouncing english words can be role models for students. teachers’ perceptions about the formulaic expressions are also an important issue to discuss. aziz (2017) revealed that teachers perceive formulaic expressions as an important cultural language component. he also stated that most teachers realize about the importance of formulaic sequences and their impact on language proficiency and the different tools lia indriyani, et al./ english education journal 12 (1) (2022) 120-130 123 and practices of introducing it to language learners at the university level. however, safa’s (2017) study revealed that though the teachers found the high importance of formulaic sequences in improving writing proficiency and showed positive attitudes towards their inclusion in their writing classrooms, the instruction of these sequences was not really part of their teaching agenda. if a teacher uses many formulaic expressions in his/her classroom interaction, it is assumed that the students will imitate and modify how the teacher speaks, which will help them in producing utterances. this condition will lead to a situation where teachers and students will have a good and mutual classroom interaction that supports the second language acquisition. walsh (2002), as cited in faruji (2011), stated that teachers' ability to control their use of language is considered to be as important as their ability to select appropriate methodologies. furthermore, xu (2016) revealed that the formulaic expressions play a very significant role in both first and second language learning because teaching words in isolation is perceived as not an effective method in the practical use. some students still find it hard to use formulaic expressions in the right context. to avoid that, teachers should have the ability to facilitate the learner's understanding of how a language works so that they will be aware of the utility and productivity of chunks. thus, the presence of teachers should not only teach the materials and explain the theories but also involve them in the real conversation through the teachers' talk and the classroom interactions so that the students also will be 'invited' to share their minds and finally will be able to be involved in the classroom interaction by using the l2 (sirkel, 2017). orlic (2018) stated that it is vital to put formulaic sequences in context. therefore, formulaic sequences should be taught in class. however, it is not easy to do, especially if learners do not have enough linguistic input from native speakers. so, if the teacher can speak fluently and their english is natural and native-like by using formulaic sequences heavily, then it is hoped that the students would also be able to use them appropriately. based on the above explanations, which stated that the fluency and the native-like speaking style of the english teacher is one of the essential factors to enhance the students' speaking skills, the researchers conducted this study on spoken language entitled “formulaic expressions in efl teacher-student classroom interactions.” the school where this study was conducted is an immersion school because, as stated by kalisa (2013), the immersion program could provide valuable opportunities for the teachers and students to use the language naturally in spoken interactions. the researcher chose senior high school level because studies of the use of formulaic expressions in the early bilingual classroom have been conducted by some researchers before (utami & virgin, 2017; steyn & jaroongkhongdach, 2016; kalisa, 2013). this study was done in order to make english teachers realize that as english teachers, we have to be aware of our english speaking in the classroom interactions because our talks in the classroom interaction can be one of the most essentials input and role models for our students' communicative competence in the english learning and teaching process. by listening to the teacher, imitating and modifying the chunks used by the teacher, it is hoped that the students' speaking ability will also be enhanced, which will lead to the students' better communicative competence. hence, this study is crucial because the teachers' and students' levels of fluency could be seen from the use of the formulaic expressions in their interactions in the classroom. methods this study is a discourse analysis, particularly conversation analysis which uses a descriptive qualitative approach. the research subjects were two teachers and thirty-one tenth-grade students from two different efl classes in sma semesta bilingual boarding school, semarang. the object of the study was the teachers’ and students’ utterances in the classroom interactions specified on analyzing the realization of the formulaic expressions. the data were obtained by recording their 5x40 minutes’ classroom interactions. the video recordings of the conversations between the teachers and students in the classroom interactions were then transcribed and observed. after all of the data were collected, they were classified and analysed based on biber et al.’s (1999) framework and then described qualitatively. lia indriyani, et al./ english education journal 12 (1) (2022) 120-130 124 results and discussion based on the analysis of formulaic expressions which used biber et al.'s (1999) theory, it was revealed that biber et al.’s five types of formulaic expressions were realized in the classroom interactions. those formulaic expressions are lexical bundles, idiomatic phrases, free combinations of verb + particle, coordinated binomial phrases, and inserts. the findings show that inserts were the most dominant formulaic expressions used during the classroom, followed by idiomatic phrases, lexical bundles, free combination of verb + particle and the last one is binomial expressions. this finding is similar to the result of the studies conducted by mustapa and agustien (2017) and sugiarti and rukmini (2017), who found that inserts are the most frequent form of formulaic expressions in the conversational texts of an english textbook. it happens that way, probably because of the inserts' simplicity in form yet essential in function compared to other formulaic expressions. this finding revealed that inserts were used 172 times (74%), idiomatic phrases were used 48 times (7.5%), lexical bundles were used 96 times (29%), the free combinations of verb + particle were only used eight times (3%) and coordinated binomial phrases were only used three times (1%) by the teachers. binomial expressions were the slightest type of formulaic expressions used by the teachers. the students’ results are similar to the teachers’ results. inserts were also the most dominant formulaic expressions used during the classroom interaction by the students, followed by lexical bundles, idiomatic phrases, free combination of verb + particle (collocations), and the last one is binomial expressions. in the classroom interactions, students used inserts 129 times (74%), lexical bundles 29 times (16.5%), idiomatic expressions 13 times (6%), free combinations of verb + particle four times (2%), and the least is binomial expressions which were only used once by the students. the realization of lexical bundles in the efl teacher-student classroom interaction in this part, the researchers analyzed the use of lexical bundles in classroom interactions. biber et al. (1999) defined lexical bundles as a recurring sequence of three or more words that come together as a lexical unit. there are fourteen categories of lexical bundles proposed by biber et al. (1999). however, in this present study, only nine types of lexical bundles occurred: personal pronoun + lexical verb phrase, whquestion fragments, verb phrase with active verbs, yesno questions fragments, other expressions, adverbial clause fragments, meaningless sound bundles, verb that-clause fragments, and phrase/noun phrase + be. from the five recorded sessions, 125 lexical bundles occurred during the classroom interaction; 96 times were used by the teachers and 29 times by students. it can be said that lexical bundles were used quite heavily in the classroom interactions, which is good because, as lorenna, fitriati, and widhiyanto (2020) stated that the use of lexical bundles is vital for teachers to perform native-like fluency and improve their oral proficiency, which is hoped will lead their students also to perform the same way. following is more detailed explanation of the lexical bundles realizations in the classroom interactions; personal pronoun + lexical verb phrases were used 49 times (30 times were used by the teachers and 19 times were used by the students), wh-question fragments were used 28 times (27 were used by the teachers and once used by the students), verb phrase with active verbs were used 18 times (16 times were used by the teachers and two times used by the students), yes-no questions fragments were used 10 times (all of them were used by the teachers), other expressions were used eight times (three times were used by the teachers and five times were used by the students), adverbial clause fragments were used four times (three times were used by the teachers and only once used by the students), meaningless sound bundles were used two times (both of them were used by the teachers), verb that-clause fragments were used four times (three times used by the teachers and once used by the students), and pronoun/noun phrase + be were used only two times (both of them were used by the teachers). the example of the realization of lexical bundles in the teacher-students classroom interactions can be seen as follows: teacher: what did you say? did you say “no”? why did you strongly say no? what makes you, you know, think that… ’i don’t like animals’. student: it’s me.... maybe because… lia indriyani, et al./ english education journal 12 (1) (2022) 120-130 125 teacher: it’s okay, it’s okay, it’s okay... just... student: it’s got to be bad, the smell. not good. teacher: it’s not good... for? student: the smell… teacher: smell’s bad, okay. smell’s bad. specific, right? animals, you know… it smells bad, miss. ‘i don’t like it. and then, what else? the above example shows that teachers and students realized lexical bundles in their classroom interaction. there are four lexical bundles identified in the conversation. in the example above, the teacher applied wh-question fragments and personal pronoun + lexical verb phrases, while the student applied pronoun/noun phrase + be. the teacher asked a question by using whquestions fragments what did you say? to the student for knowing what the students had said. furthermore, the teacher also applied personal pronoun + lexical verb phrases in the utterances i don't like animals, and i don’t like it. the student answered the teacher's question about why she did not like animals by saying, it’s got to be bad, which is included in pronoun/noun phrase + be. more specifically, the bundles it’s got to be bad are four-word bundles consisting of expressions with it (+auxiliarry) + copula be. the realization of idiomatic phrases in the efl teacher-student classroom interaction according to biber et al. (1999), idiomatic phrases combine two or more words that the meaning cannot be derived from each word. in other words, idiomatic expressions are formed when two or more words go together, forming a phrase, function as single verbs, and have different meanings from the literal meaning of each word. idiomatic phrases are classified into phrasal verbs, prepositional verbs, phrasal-prepositional verbs, and other multi-word verb constructions. there are also other types of idioms, such as wh-question idioms, complete noun phrase idioms, and prepositional phrase idioms (biber et al., 1999). the researchers identified five different types of idiomatic phrases used in this study. from the five recorded sessions, the prepositional verbs were only used three times in total, two times used by the teacher and only one time used by students. the phrasal verbs were used more frequently than the prepositional verbs. the phrasal verbs were used 37 times: 30 times used by the teacher and seven times used by students. the phrasal prepositional verbs were used ten times: nine times used by the teacher, and only once by the student. the fourth category of idiomatic phrases, which is multi-word verb construction, was used ten times: the teacher used seven times and three times by students. moreover, the last category used in the classroom interaction is complete noun phrase idioms, which the teacher used once. the realization of idiomatic phrases in the teacher-students classroom interactions can be seen in the following example: teacher: oh, oh, okay, sit down, sit down. uhm, putri, sit down! move on! student 4: cat, tiger, rabbit student 5: cat, tiger, rabbit, dog student 6: cat, tiger, rabbit, dog, headshop student7: cat, tiger, rabbit, dog, headshop, em… tiger. student 6: miss! miss! miss! miss! she is out! out! out! teacher: you, move on! come on! from the example above, we can see that the teacher applied idiomatic phrases in her classroom interactions with her students. the idiomatic phrases used in the above example are phrasal verbs such as sit down, move on and come on. biber et al. (1999) stated that phrasal verbs are defined as “multi-word units consisting of a verb followed by an adverbial particle (e.g., carry out, find out, or pick up)” (p.403). furthermore, it was also explained that adverbial particles such as out, in, up-down, on, off, have locative meanings, but they usually are used with extended meanings, and that phrasal verbs function as single verbs and usually have got different meanings from the literal meaning of each word (biber et al., 1999). the realization of free combinations of verb + particle in the efl teacher-student classroom interaction the third type of formulaic expression identified in the teacher-students classroom interaction is free combinations of verb + particle. different from idiomatic phrases where two words or more go together to function as a single verb and have got different meanings from the literal meaning of each word, free combinations of verb + particle do not have idiomatic status, or it can be said that free combinations of verb + particle have literal meaning (biber et al., 1999). after analyzing the interactions, lia indriyani, et al./ english education journal 12 (1) (2022) 120-130 126 the researchers found that free combinations of verb + particle were used 12 times: eight times used by the teacher and four times used by students. the realization of free combinations of verb + particle in the teacher-students classroom interactions can be seen in the following examples: example 1 student: …because he had forgotten to switch the lights on. can i move to the next part, ms? teacher: sure, nice, thank you, we may skip this as well... and then for part c, yeah, part c ... number three. only number three. only number three. example 2: teacher: okay, girls, now please submit the paper. submit the paper, please. submit the paper, please. thank you. okay, go back to your book. now here we come to the reading section, a text entitled 'complaints around the world.' students: oh my god… in the two examples above, a student used the free combinations of verb + particle move to when she asked the teacher if she could move or continue to the next part of her book. the teacher used the expressions go back to ask the students to be back or to get focused again on the materials on their books. while she used the expressions come to in example 2 to show the students that they have reached the reading part of the book. we can see from the three examples of free combinations of verb + particle in the conversations above that the combinations move to, go back, and come to have the literal meaning without any idiomatic status. the realization of binomial expressions in the efl teacher-student classroom interaction according to biber et al. (1999), a coordinated binomial phrase is formed from two words from the same grammatical category connected by the word and or to. there are four types of coordinated binomial phrases: coordinated binomial phrases formed from noun and noun, verb and verb, adjective and adjective, and adverb and adverb. coordinated binomial phrases were only used four times in the teacher-students classroom interactions; 3 times were realized by the teacher and once realized by the student. the phrases used by the teachers were go and get (s1/171), here and there (s3/31), and here and now (s4/37), and the phrase which the student used was food and drink (s4/96). the realization of coordinated binomial phrases in the teacher-students classroom interactions can be seen in the following examples: example 1 students: good morning! hey, where are your shoes? teacher: hey, hey, hey... your shoes... go and get them… it’s fine. it's okay... example 2 teacher: two boys, with little cattle here and there... this one... a cow, right? with? students: girl, little girl... in the examples above, we can see that the coordinated binomial phrases used by the teacher are the type of verb and verb and adverb and adverb. the teacher used the expression go and get when she asked one of the students who did not wear any shoes in the classroom to go to her desk to get and wear her shoes, and the teacher used the expression here and there in the sentence “two boys, with little cattle here and there.” to show that there were so many little cattle everywhere or in various places. the realization of inserts in the efl teacherstudent classroom interactions inserts contributions are essential to the interactive character of speech because they show the sign of relations in the interactions between the speaker, hearer(s), and discourse (biber et al., 2002). inserts are classified into nine categories; interjections, greetings/farewells, discourse markers, attentiongetters, response-getters, response forms, polite formulas, expletives, and hesitators. in this research finding, inserts have become the most formulaic expressions being used compared to other types of formulaic expressions. the number of inserts used in this study is 301 times, 172 times used by the teacher, and 129 times by students. from those nine categories of inserts, all of those categories were used in the interactions: greetings and farewells were used 15 times (7 times used by the teacher and eight times used by students), response elicitors were used 37 times (36 times used by the teacher and only one time used by students), response forms were used 77 times (9 times used by the teacher and 68 times use by lia indriyani, et al./ english education journal 12 (1) (2022) 120-130 127 students), polite formulae were used 67 times (61 times used by the teacher and six times used by students), discourse markers were used 16 times (15 times used by the teacher and only one time used by students), interjections were used 25 times (13 times used by the teacher and 12 times used by students), expletives were used nine times (5 times used by the teacher and four times use by students), attention signals were used four times (2 times used by the teacher and two times used by students), and hesitators were used 51 times (24 times used by the teacher and 27 times used by students). the realization of inserts in this study can be seen in the following example: teacher : good morning, everyone! students: good morning, miss! teacher : okay, how are you today, fine students: we are fine, insha allah. teacher : it was a long holiday, but i heard that smp students. students: yaaa… teacher : …are having a holiday right now, are you okay with that? students: nooo… teacher: of course, you should be okay because they are your junior. they are your sisters, right? so, hopefully, hopefully, you will, later you will have a longer holiday than them, okay? right, so this week will be our last unit for the unit that we have in our book. unit12. okay, um… in the text, sorry, in the file, in the screen here, what can you see? from the excerpt of the interactions between the teacher and students above, we can see that inserts are used heavily. there are five types of inserts being used there; they are greetings and farewells (good morning), response forms (yaaa, nooo), response elicitors (right, okay), discourse markers (right), and elicitors (um). another example of the use of inserts can also be seen as follow: example teacher: we need to think of something else. student: aargh… teacher: okay, i don’t think we, erm... we can connect to the internet, student: oh no…. teacher: but here’s good news, we will play a game, still play a game. yeah... so, i want you to think of one sentence, together with your partner. student: about what, miss? teacher: using 'too' and 'not enough, okay? think of it first. you will get one minute to think. student: what’s the… erm, what’s the sentence? teacher: it's up to you, you may write on a piece of paper with your name at the back. it's okay. student: miss, what we have to do is... teacher: think of one sentence, please, with 'too' or 'not enough. together with your partner! student: miss, can we make two sentences? teacher: two sentences, it’s okay… hey, sofia! student: hey, the internet is on… in the above example also, we can see some types of inserts being used in classroom interactions; they are interjections (aargh, oh no), hesitators (erm), polite formulae (please), and attention signals (hey). the discussion section will discuss a more detailed analysis of how inserts are realized in classroom interactions. the performance of formulaic expressions realized by teachers and those realized by students in the classroom interactions in this section, the researchers highlight the overall discussion about the formulaic expressions realized in classroom interactions by explaining the similarities and differences. by evaluating the formulaic expressions realized by the teachers and the students in the present study, it was found that the teachers used the formulaic expressions a lot more than the students. however, the orders of the frequency of formulaic expressions used by the teachers and the students are similar, as well as some expressions used. the formulaic expressions frequency is the first inserts, the second is lexical bundles, the third is idiomatic phrases, the fourth is free combinations of verb + particle and the last one is binomial expressions. there are also many similar expressions used by the teachers and the students in the classroom interactions, especially in the two most used types of formulaic expressions; inserts and lexical bundles. this finding is in line with the study by adaba (2017), biswas (2015), devi (2015), congmin (2013), petek (2012), nasruloh (2013), and wang and castro (2010), who believe in the impact of the teacherlia indriyani, et al./ english education journal 12 (1) (2022) 120-130 128 student classroom interactions on elt, especially in the second language acquisition. the finding shows that somehow the input of the formulaic expressions realized by the teachers is related to the use of formulaic expressions by the students because when we read or listen to correct english, they will stay in our memory, and then we will be able to construct the similar expressions or sentences by ourselves. this finding is in line with what ellis (1994) stated about l2 acquisition that there is the possibility that students learn formulas from the high frequency of specific patterns or routines in the input of their teacher because input frequency is one of the factors influencing the development of second language acquisition. that is why english teachers always have to upgrade and improve their speaking skills to speak english naturally because they are the role models for the students. as kalisa (2013) stated, the utterances produced by teachers in the classroom are exposures for the students to learn english; students could learn by imitating and modifying what they heard from the teacher based on their creativity in producing spoken language utterances. however, surprisingly, the data findings also show that there are some formulaic expressions that were not used by the teachers but used by the students. it can be seen from the following examples; “yeah, starts running out of them…” (s1/138), “we have the right to…” (s4/24), “switch the lights on…” (s2/163). those three expressions: running out of, we have the right to, and switch the lights on, were not found to be realized by the teachers. even though the teacher is one of the most accessible inputs for students, the teachers' talk or instruction in the classroom interactions is not the only input students can get. this finding is in line with the study by basa, dani, and novria (2018), which stated that the input in language learning is multidimensional; not only from the teacher in the classroom but also students can get it from other sources such as from the english textbooks, friends, families, podcasts, social media, etc. after analyzing the data, it can be said that the pedagogical implication of this study is that this study can be used as a review of the teacher-student classroom interactions performance, especially in seeing how fluent and natural the teachers and the students in their classroom interactions are. the result showed us that the teachers and the students realized all of the five types of formulaic expressions formulated by biber et al. (1999) and that most of the formulaic expressions used in classroom interactions are native-like. it is hoped that by reading this study, teachers especially will be aware of the importance of formulaic expressions roles in their classroom interaction with their students because mastering formulaic expressions is essential to help their students to be able to speak english fluently and native-like. conclusions this study was aimed to answer the six research problems. based on the results, some conclusions have been made. first, regarding the realization of lexical bundles in the efl teacher-student classroom interactions, it was found that out of 14 categories of lexical bundles, nine categories of lexical bundles were realized by the teachers and the students. second, we could see from the result that the teachers and the students realized five out of seven categories of idiomatic phrases in the classroom interactions. third, the findings showed that free combinations of verb + particle were also realized quite heavily by the teachers and the students. fourth, the teachers and the students used binomial phrases slightly in their classroom interactions. fifth, the researchers found that all of the types of inserts were used heavily by the teachers and the students. furthermore, by evaluating the performance of formulaic expressions in the classroom interactions, it can be concluded that the teachers and the students realized all of the five types of formulaic expressions formulated by biber et al. 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(2016). formulaic sequences and the implications for second language learning. english language teaching, 9(8), 39–45. 643 eej 10 (4) (2020) 643-653 english education journal http://journal.unnes.ac.id/sju/index.php/eej the discourse of satire in indonesia political cartoons at “poliklitik.com” lilis sulistyowati, didin nuruddin hidayat, alek alek, dadan nugraha doi : https:// doi 10.15294/ eej.v10i4.38092 uin syarif hidayatullah jakarta, indonesia article info ________________ article history: accepted 20 march 2020 approved 04 december 2020 published 23 december 2020 ________________ keywords: discourse, indonesia, political cartoons satire ____________________ abstract ___________________________________________________________________ a specific cartoon is commonly used to lead public opinion to a particular phenomenon. it is created to realize or to ask people opinions or thought on political issues. this study analyzed the satire of political cartoons selected in the themes of “ rancangan undang-undang kitab undang-undang hukum pidana ” (ruu kuhp) or the draft of the book of criminal law relating three articles on human right, livestock, and land in indonesia in september 2019. this study identified the satirical messages delivered by cartoonists based on the verbal and visual as text analysis, discourse practices analysis on the netizens’ comments in cartoon column, and sociocultural analysis becoming the backdrop of these political cartoons. this study employed a descriptive qualitative method using a framework by fairclough (2000). the findings showed that these political cartoons were used to satire the government and the house of representatives to reject several drafts considered detrimental to society. this research is expected to be a useful input for the community to understand that cartoons can be used to convey social criticism. also, people will realize that political cartoons are not only just fun for the humour, but also understand the message expressed by cartoonists in their work. for related media, cartoons can be used to convey social criticism by promoting its benefits for all levels of society. correspondence address: kampus uin syarif hidayatullah jakarta, jl. ir. h. juanda no. 95 c e-mail : lilissulistyowati04@gmail.com p-issn 2087-0108 e-issn 2502-4566 lilis sulistyowati, et al./ english education journal eej 10 (4) (2020) 643-653 644 introduction if we hear the word cartoon, we will immediately associate it with a funny and interesting picture that can make people smile. especially for children, the word cartoon is undoubtedly familiar in their mind (sultana, 2014) since cartoons can be easily found and watched on television. a study concluded that children consume 18,000 hours during their child lifetime until senior high school watches cartoons on tv (habib & soliman, 2015). cartoons have become very interesting since they have evolved into the film media, such as sponge bob, tom and jerry, doraemon movies. children can consume it without reading the text as it has been adapted into a comic or is usually found in children's magazines. the function of cartoons is not just entertainment; cartoons also have the meaning as images that have symbolic representations, which usually contain elements of jokes or humour and even satire to convey meaning (brown et al., 2016). in newspapers and cyberspace, cartoons are more often published periodically, highlighting political issues or public issues. they are intended to entertain and reinforce the sense of reasoning to specific issues (onakpa, 2014). furthermore, in social matters, they mostly target raising people's living habits, sporting events, or particular personalities. in political issues, the cartoons evoke the political situation that is usually made as a joke heavily laden with sharp criticisms of the character's behaviour and policies for the current situation concerned by people (sani et al., 2012). cartoons are usually considered harmless. however, in the hands of cartoonists who think sharply to criticize, cartoons turn into media to express opinions and inspire people to realize a situation more closely then affect their perception, for an instant, in political issues. thus, cartoons can turn into a tool to influence people to catch some cartoons' messages. as ward said, “when political cartoonists are at their best, they are like switchblades…simple and to the point; they cut deeply and leave an impression” (lamb, 1996). the cartoonist uses creative and humorous caricature symbols in conveying his news or thoughts to cleverly diverts the piercing power from the intense dialogue in the political cartoon (ashfaq & shami, 2016). in this way, the messages can be conveyed as mere oddities. in a cartoonist's hands, a cartoon can lead public opinion to a particular phenomenon using a sentence or term that is dabbled to maintain the impression of humour as a medium used by cartoonists to capture and interpret various concerns that live in society. concerning the usage of cartoons in society, some research studies employed political cartoons as discourse analysis sources. a study often examined or analyzed the natural language, in written and likewise orally, to users as a component of society (ponton & larina, 2017). this study can be done structurally by connecting between texts or contexts and functionally by analyzing the actions taken by someone for a particular purpose to give meaning to participants involved. thus, norman fairclough analysis is often used to investigate the discourse analysis. he divides three text analysis dimensions, discourse practice, and sociocultural analysis (fairclough, 2000). then, he seeks to assemble a discourse analysis model that contributes to the social and cultural evaluation, thus combining a textual observe analysis in a confined area with a broader group context (fairclough, 2000). fairclough's focal point is to see how language users carry certain ideological values. one of the ideological values of the political cartoon is satire. davis and foyle (2017) define that the word satire comes from a traditional literary of “serio ludero” that has the meaning “to play in earnest” dated back from lucian samosata. satire is a language style used to insinuate someone or a situation that can be in the form of irony, sarcasm, and parody (simpson, 2003). there is a close connection between the satirist (speaker/writer/a), “satiree” lilis sulistyowati, et al./ english education journal eej 10 (4) (2020) 643-653 645 (listener/reader/b), and insinuated person or situation (c), so the satirical messages can be understood (simpson, 2003). the satirist will convey their abusive message to the insinuated person. the concept of satire (orders of discourse in the social, cultural and political organization by simpson) figure 1. adapted from on the discourse of satire satire can be divided based on how the satire has been persuaded into horatian and juvenalian satire (holbert et al., 2011). horatian satire is less harsh, more gentle, makes smiling and sympathetic. however, the juvenalian satire is harder and bitter rather than the horatian. the juvenalian is used to attack and overcome ignorance and crime in society through scorn and ridicule (olaniyan, 2015). the usage of cartoons as a medium of criticism, including the satirical content, have long been used in indonesia. during the soekarno era, cartoons were used as a propaganda tool, both domestically and internationally. meanwhile, during the soeharto era, cartoon publications were closely monitored (cahyadi, 2010). even though they are pictures, they contain messages that also contain satirical messages. after the soeharto era ended, a new generation of cartoonists emerged to employ cartoon politics sharper exploring political issues and social scandals by using satirical styles, such as cartoonists benny and mice (hasyim, 2013). as media for criticism related to satirical content, cartoons have long been used by affandi, sudjojono, and senior painters in indonesia. for example, sudjojono gave a social critique of the lives of the people he saw around him about dirty slums, gamblers, and cockfighters. he presented pathetic artistic to all of them (cahyadi, 2010). in contrast, political cartoons can be found easily in social media and many sites on the internet. people can find beritagar.id. rmol.id, poliklitik.com, and other sites. citizens also use them on instagram, facebook, twitter, others. poliklitik.com is one of the social media that subsidiary of the media under the auspices of geomedia (affandi & abdullah, 2018). this main objective in education with the central market among young people to be politically insightful in a fun way. it is also expected to increase public awareness of politics. they use editorial cartoons as daily headlines containing satire and sarcasm with an additional caption. the attracting content of cartoons that are displayed in political cartoons leads to some investigations. the political cartoons' investigations on their nature and function and the visual power of the political cartoon to touch the political and social issues have been conducted. among others is the role of political cartoons used to struggle aids that occurred in africa (wingston, 2002), political cartoon related to public representation (baldry & tribault, 2006), the metaphor used in a political cartoon in the australian newspaper (refaie, 2003), the satire on political cartoons of japan cartoon journalism compared to its statement on korea (han, 2006), and digital literacy through memes (listiyaningsih et al., 2020). the results showed that the satirical message used to complain and insinuate his services. thus, the present study focuses on the satire used in political cartoons in indonesia. using norman fairclough investigation, this research intends to reveal the messages conveyed by cartoonist using satirical concept through political cartoons in the themes about “rancangan kitab undang-undang hukum a: satirist c: satirised (target) b: satiree (addressee) lilis sulistyowati, et al./ english education journal eej 10 (4) (2020) 643-653 646 pidana (rkuhp)” or the draft of the book criminal law. the cartoons posted at “poliklitik.com” were viral and controversial in indonesia during september 2019. methods the study employed a descriptive qualitative approach as the method with the analysis using norman fairclough's (2000) framework used to analyze 3 political cartoons selected in the themes of “rancangan undangundang kitab undang-undang hukum pidana” (ruu kuhp) or the draft of the book of criminal law relating on human right, livestock, and land in indonesia that got amount comments and becoming viral due to the controversial content during september 2019. fairclough’s approach analyzes text to seek three dimensions: a) textual or textual analysis (micro-level), that is a description of the text, b) analysis of discourse, c) analysis of sociocultural practice (macro-level), i.e., explanation of social processes hidden in the discourse. based on the analysis above, this study identified the satirical messages delivered by cartoonists on these political cartoons to a) the verbal and visual as text analysis (microlevel), b) discourse practices analysis on the netizens’ comments in cartoon column (mesolevel), and c) sociocultural analysis becoming the backdrop of this political cartoon (macrolevel). the subject of this study focused on the satirical concept through political cartoons about “rancangan undang-undang kitab undang-undang hukum pidana” (ruu kuhp) or the draft of the book criminal law relating three articles on ratification of human right, livestock, and land. all data were taken from “poliklitik.com” on instagram. results and discussion the study intended to answer the question in analyzing three cartoons about the draft of the book criminal law that become controversial in indonesia released in september 2019. the cancellation of ratification several draft of the book of criminal law figure 2. the cancellation of the draft the book criminal law on human rights ratification text analysis figure 1 is inspired by the cancellation of the draft the book criminal law on human rights ratification. this draft relates to the existence of a criminal offense for adultery, and lgbt are considered violating human rights. in visual text, the cartoonist describes a situation experienced by an important government official who is taking a phenomenal quiz in indonesia, namely "who wants to be a millionaire" where he was confronted by a host who offered a question and given 4 options with 3 assistance is "50:50, call a friend, and ask the audience". then, the visual text is supported by verbal text as an image reinforcement. the verbal text gives a statement accompanying the last question to be a quiz winner. having distinguished to the real quiz, 3 tools helping the participant to answer the question are "50:50, phone a minister, and ask the netizens" to answer the question "what will you do about the ruu kuhp which is being protested a lot because of problematic articles?" with the option of further answer ratifying, rejecting, delaying and dissolving the house of representatives. then, the employee lilis sulistyowati, et al./ english education journal eej 10 (4) (2020) 643-653 647 asks for help by answering “ask to netizens”. the pull-quote at the bottom of the cartoon states that “he said postponed-hopefully not only postponed-want to be optimistic, but i am hesitant.” from these analyses, it can be concluded that the cartoonist wants to convey abusive content that the government can not decide the right action without worrying about the bad netizen reaction and the untrusted people on the government's capabilities in saying his doubt. discourse practice figure 2 was released on the 21st of september 2019, attracting 4,010 likes and 260 comments. from the comments, 75% of netizen give a strong reaction by choosing the option d (dissolving the house of representatives). they argue that dpr does not represent the citizens. the comments of this cartoon direct to satire the house of representative capabilities in conducting their functions. sociocultural discourse the issues concerning adultery and lgbt (lesbian, gay, bisexual, and transgender) in the draft of the book criminal law have been discussing since 2018. these issues emerge due to the anti-homosexual that proclamation in yogyakarta (polymenopoulou, 2018). several articles relating to the criminalization of sex outside marriage and homosexuals, including lgbt, the broader area in this draft, become pro and contra. the pro-people consider that lgbt and adultery are unsuitable and break up the religious norms and social norms. not only muslims as a majority religion, but also all religions forbid this behavior. the contra-side is voiced out by human rights activists as a mushroom lgbt community to protect their sexual and identity. they argue that personal identity is basic of the sexual human right protected by international laws (muthmainnah, 2016). then, the controversy and tug of war in the house of representatives and the public related the issues lasted until september 2019. the draft of the book criminal law on livestock figure 3. livestock inspires poliklitik.com cartoonist to create text analysis the viral and controversial article on the draft of the book criminal law talking about livestock inspires poliklitik.com cartoonist to create this figure 3. based on the article 278, it is mentioned that every person who allows farmed poultry entering a garden or land sprinkled with seeds or plants belonging to someone else is liable to a maximum fine of category ii (rp. 10 million) as article 278. worse, article 279, paragraph 2 states that the state can forcibly seize livestock involved in violating this article. the visual text then shows that a person is mad due to a man standing his motorcycle on his land by saying his objection. he is pointing his hand while mentioning the content of 278 articles. the cartoonist asks the reader to think deeply by giving illustrations supported the verbal language that adapts lilis sulistyowati, et al./ english education journal eej 10 (4) (2020) 643-653 648 the use of polysemy to the word "bebek" means “duck” in kind of farm animal changing to “bebek” to motorcycle, providing humor that sharpens the impression of being satire and sarcastic. in indonesia, the word “bebek” is commonly used to refer to a kind of motorcycle. hence, the cartoonist mentions in his pullquote that farmers must start educating livestock to read and write in order to avoid article 278. he uses slang or non-standard language words to pierce the sense of humor using “peternaque,” not “peternak” to refer the farmer. the slang or non -standard language is famously used in jest, humor, or sarcasm (keraf, 2002) discourse practice figure 3 was released on the 24th of september 2019, attracting 11,540 likes and 227 comments. concluding the comments, netizens mostly use lol (laugh at loud) or its emoticon ( ) to laugh at the interpretation of the draft of the book criminal law on livestock. this draft is considered funny and one of the foolest drafts. the netizens ask farmers to send their animals to school to satire the draft composer. sharpen their opinions; they would catch livestock that entered the yard and get 10 million in fines. they also think they will get rich quickly because many animals enter their yard if it happens every day. figure 4. sociocultural discourse lilis sulistyowati, et al./ english education journal eej 10 (4) (2020) 643-653 649 sociocultural discourse indonesia is a pluralistic country with 13,677 islands, 250 regional languages, and more than 300 tribes (rahmi, 2016). this condition makes indonesian people live in diversity. the slogan “bhineka tunggal ika” becomes a tie all of the indonesian people united and accustomed to living together without distinguishing between ethnicities, languages, and others. it is common in indonesia to chit chat and even eat on a banana leaf together or in bahasa indonesia, "ngaliwet". furthermore, the house in the village and suburban areas mostly do not has a fence; thus, livestock can go everywhere. surprisingly, the government launches the draft of the book criminal law that contrary to culture and customs in indonesia. this draft makes the community increasingly underestimate the house of representatives' ability by giving satirical statements due to their actions. the draft of the book criminal law on land figure 5. the draft of the book criminal law on land text analysis the satirical in figure 3 is created to deal with the situation in society about the article on the draft of the book criminal law on land and become controversial because it is considered very detrimental to the community as landowners. the statement on the article 91 number 10 ruu kuhp stated that anyone who obstructs law enforcement officers and/or apparatuses carrying out their duties in the area of their land as referred to in article 10 paragraph (4) letter “c” or their person, is sentenced to a maximum imprisonment of 2 (two) years and/or a maximum fine a lot of rp. 500,000,000 (five hundred million rupiahs). this cartoon's visual shows a man sitting down on the jail who looks like an indonesian farmer with the appearance of wearing t-shirts, shorts, and a hood "hat" with a hoe lying beside him. his face looks angry with bulging eyes, eyebrows go up, and opened mouth as if screaming. his hands are raised and clenched as if preparing to fight caused by utterances from outside the prison. moreover, verbal text that exists in the cartoon presents a conversation between the farmer with someone outside of the cell who satirized him for not complying to sell his land to the state. the use of the local language "ndasmu" for the farmer's answer accentuates the humorous side and reinforces the visual text that he is just an ordinary farmer. the humor reinforces the visual text and sharpens the satire of the government by the pull-quote. the cartoonist uses irony and the sad statement "manteb and emang top" or "steady and the best" to express that the landowners are evicted even imprisoned. they are considered against the government. discourse practice figure 5 was released on the 20th of september 2019 that gets 6,109 likes and 121 comments. this comment generally laughed at the silliness of the conditions experienced by the lower class. the use of emoticons applause ( ) rated joined strengthen innuendo with congratulations on the condition, although not all pro to the cartoon's contents. some netizens are pro with government lilis sulistyowati, et al./ english education journal eej 10 (4) (2020) 643-653 650 policies that are considered firm and appropriate for eviction rated highly needed for road widening and the people’s interest. sociocultural practice construction of public facilities such as toll roads, road widening, mrt, etc. made the government displace community land. this sometimes becomes a dispute in society. based on data.com survey results, the increase of inland disputes is significant during 2014-2019. figure 6. land conflict total land conflict (2014-2019) source: agrarian reform consortium, 2019 from the data on figure 6, land conflict cases have fluctuated years to years. citizens consider that the draft of book criminal law in land detrimental to the community because evicted landowners will be jailed if they do not comply with the government's wants. satirical messages from the data above can be summarized in the following table: table 1. satirical messages data text analysi s discourse practice sociocul tural practice the cancella tion of draft of the book of crimina l law decisio n making is conside red a game by the the netizens underesti mate the capabilitie s of the house of lgbt consider s break up religion norm and ratificat ion govern ment represent ative polite norm the draft of the book crimina l law on livestoc k the using of polyse my sharpen s the satirical message conveye d by the cartooni st the netizens consider that it is the foolest draft made by the house of represent ative the draft infringes the cultural live in indonesi a the draft of the book crimina l law on land the cartooni st uses the ironic situatio n to satire the draft the netizens laughed at the silliness of the condition s experienc ed by the lower class. the content consider s detrimen tal to society from table 1, we can conclude that the cartoonists use satire as an artistic weapon to knives the people's opinion and attack the prevalent social vices to sanitize them. they use the visual and verbal text to deliver their satirical messages with humor and situation familiar with indonesian citizens, i.e., the handling of a quiz “who wants to be a millionaire” to describe the decision making of the draft criminal law that considered as a game by the government as the micro-level. then, to sharpen the messages, they also use polysemy to get the humour sense to satire the government's decision. in the third political cartoon about the draft of the book criminal law on land, the cartoonist uses an ironic situation drawn using jail to abuse this draft. furthermore, the netizens of political cartoons' comments can be seen as public reactions to lilis sulistyowati, et al./ english education journal eej 10 (4) (2020) 643-653 651 their particular current issues. it has purposed to catch their thought about those issues as the miso-level. after many drafts, the sociocultural that happened to citizens rolled out to them that related trust issues to government and dpr as the macro-level on the analysis. for the last decades, indonesia citizens have to encounter the public trust crisis to the house of representative (dpr) in carrying out its legislative function based on its poor performance because it is considered detrimental to society. for example, several draft and revised laws have drawn controversy from the public. student demonstrations and mass movements occurred on september 23-24, 2019, as an act of rejection of efforts to weaken the corruption eradication commission and several draft criminal laws that were considered to favour the political elite (kompas, 2019). the trust issues also strengthen many parliaments members cases and have been jailed by the corruption eradication commission (kpk) account for their corruption acts. people can monitor the news on tv that kpk catches 24 of the house of representative members 2014-2019 period (databoks, 2018). from many social media, netizens also can see many dpr members are sleeping during their meetings, and many chairs are empty in their conference. the satirical content on the cartoons in figures 1, 2, and 3 is a part of the critical discourse analysis. critical discourse analysis (cda) is defined as “a type of discourse analytical research that primarily studies the way social power abuse, dominance, and inequality are enacted, reproduced and resisted by text, and talk in the social and political context ” (van dijk, 2001). then, in the modern cda, it intends to discuss discourse and racism, discourse and ideology, and discourse and knowledge, including the integration of social and cognitive approaches (al-momani, 2017). based on the fairclough (1989) theory, this interdisciplinary theory argued, “language as a form of social practice ”. relating to the theory of language as a form of social practice, this cda concerns using language to discuss the social and political issues and their imbalance in social life (matin, 2017). through the language, the cda is used to analyze the spoken and written text in the part of their discursive source of power within specific social, political, and historical contexts (bukhari, 2013). the existence of political cartoons is a media discourse that is used to manipulate language effectively and persuasively in evoking a particular response, which leads public opinion with a different point of view that is expected to bring the positive changes (sani et al., 2012). alongside the picture, the cartoonist also creates the bubbles text to harness the message conveyed (paramita, 2018) based on what and how the events underlying the political cartoons (sani et al., 2012). for instance, in this study, the irony between the condition of the majority of the lower-level society in indonesia is against the draft of the book criminal law relating three articles on ratification of human rights, livestock, and land. generally, political cartoons' contribution enriches the media discourse that is creatively used as communicative means in conveying the message embedded in a broader context to the public (willems, 2011). therefore, it offers an interesting source of data for studying media discourse and its usage. furthermore, it provides a research area relating to social relationships, linguistics, social experiences, and so on. nevertheless, in studying political cartoons, it requires more supportive theories to encounter the problem in analyzing political cartoons (sani et al., 2012). moreover, in future studies, the political cartoons should be analyzed through several theories or other experts to harness the understanding of the particular social phenomenon and how they evoke public opinions. lilis sulistyowati, et al./ english education journal eej 10 (4) (2020) 643-653 652 conclusion the media is usually used to transmit information and symbolic content. the media can capture social, political, and factual phenomena in society (singh & pandey, 2017). in the political area that is related to power, the media often implicitly package it. disappointment or criticism of something or someone who has power is expressed openly and clearly without accusing directly and 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(2002). aids and political cartoon: a case study. south african journal for communication theory and research, 28(2), 74–94. 177 eej 11 (2) (2021) 177-186 english education journal http://journal.unnes.ac.id/sju/index.php/eej the realization of hedges and boosters in trump's and clinton's utterances in the us presidential debates in 2016 henny kusumawati , dwi rukmini, januarius mujiyanto universitas negeri semarang, indonesia article info article history: recived 12 november 2020 accepted 27 january 2021 published 20 june 2021 ________________ keywords: boosters, hedges, pragmatic functions, political discourse ____________________ abstract hedges and boosters are crucial metadiscourse markers to soften and strengthen the proposition. presidential candidates also rely on hedges and boosters to draw the publics' intentions. this study aims to explore the use of hedges and boosters in trump's and clinton's utterances in the us presidential debates in 2016. accordingly, discourse analysis was adopted in this present study to find out the realization of types and functions of hedges and boosters as well as the differences and similarities of the occurrences of hedges and boosters between those two candidates based on the taxonomies of salager-meyer (1997), demir (2017), rabab'ah and rumam (2015) and hyland (2005). the strategy was elaborated into six sub-research questions to find out types, functions, differences, and similarities of hedges and boosters. the data were obtained from the transcript of the debates. the findings reveal that the seven types of hedges and six types of boosters were discovered in the utterances of trump and clinton. associated with the functions of hedges and boosters, it shows that trump and clinton tend to use hedging devices to mitigate their claims by showing some kind of uncertainty. boosters also applied to put emphasis on the value of the truth of their statements. it was discovered that trump used more boosters and clinton used more hedging devices as well.  correspondence address: kampus pascasarjana universitas negeri semarang, jl kelud utara 3, semarang, 50233 e-mail: hennykusumaa1@gmail.com p-issn 2087-0108 e-issn 2502-4566 henny kusumawati, et al./ english education journal 11 (2) (2021) 177-186 178 introduction politics is an effective way to reach goals. it is used to convince and make changes to people's attention (janoschka, 2010) and subsequently their behavior. especially in a presidential debate, a presidential debate is a public debate held during a general election campaign. the candidates expose their political opinions and public policy proposals, and criticism to potential voters (kettle, 2010). presidential candidates are supposed to verbalize their ideological stances, as well as socio-economic strategy plans in a way that looks persuasive to voters to defeat their political opponents and gain a significant number of votes. a whole rhetorical strategy spectrum from two subcategories of metadiscourse markers, hedges, and boosters may be applied by the candidates. hedging is one of the pragmatics competencies that correlated with it. lakoff (1972) introduced the concept of hedges as a linguistic term. he described it as "words whose job it is to make things fuzzier or less fuzzy" (p. 195). in lakoff's basic notion, hedges modify words or phrases within a proposition by formulating the sequence fuzzier or formulating the boundaryless vague. hyland (1998a) also argued that hedges are linguistic strategies that are utilized to lessen categorical commitment; express possibility instead of certainty, for instance, "can, probably, possible," etc. some linguists also define hedges as a number or uncertainty and limited word (crystal, 1997), modification of proposition (verschuren, 1999), and words of caution and annotative (yule, 1996). wilamova (2005) also argued the markers of pragmatics that used to weaken or soften an utterance. thus hedges are applied to make the statement not to be rigid and very strong. based on the definition above, hedges are strategies of linguistics that the interlocutor utilizes to evade sounding too straight or definite and overgeneralized. on the other hand, boosters are utilized to convey the writer or interlocutor's certainty in what they express and to mark participation with the area of discussion and solidarity with the hearer (hyland, 2005). holmes (1982) and meyer (1997) define the term 'boosters' as some lexical items to express a firm conviction of a statement. peacock (2006) identified the functions of boosters as conveying several "accepted truth, evidential or implicit truth, and solidarity" (p.65). thus, boosters are employed to demonstrate the interlocutor or writer's statements some amount of certainty. hedges and boosters are parts of communication skills, particularly in political discourse. investigating the utilization of hedges and boosters in political discourse is beneficial since hedges and boosters are language devices that are frequently applied by the candidates to convey their messages to the public. by examining hedges and booster, scholars are in a position to reveal the linguistic masks of candidates. therefore, they can divulge the "genuine" political messages candidates articulated to the public. every alteration in that country would attract attention from other countries worldwide since the united states is a superpower country. notably, it is a presidential election. the selected president would have an impact on some aspects, especially in economic and political elements globally, since a president has the right to make decisions and rules for the country. those language devices are applied to deliver their messages to the people appropriately. in some cases, they need to soften the utterance or even strengthen their statements. therefore, by conducting the study, the researcher hopes to fill the gap by explaining the realization of hedges and boosters in trump's and clinton's utterances in the henny kusumawati, et al./ english education journal 11 (2) (2021) 177-186 179 united states of america presidential debates in 2016. there is also some hidden meaning in hedges and boosters applied that is interesting to be explored. methods in this present study, the discourse analysis method was considered as the most appropriate research design to be adopted. it purposes to recognize how language is employed in real-life circumstances. this present research explored us presidential debates when language was applied in a political setting. this study takes into account trump's and clinton's utterances during the first, second, and final debates in 2016. in this case, trump was the representative of the republic party, and clinton was the representative of the democrat party. the researcher explored the transcript of the debates to accomplish the objective of the study. in the first part of analyzing the data, the researcher investigated the types of hedges and booster and the classification of those pragmatics functions based on the taxonomy of salager-meyer (1997), rabab'ah & rumman (2015), hyland (2005), and demir (2017) in trump's and clinton's utterances. furthermore, quantifying the qualitative data was applied to explore the differences and the similarities of the occurrences of hedges and boosters. results and discussions there are six themes of the data presented based on the research questions, types of hedges, types of boosters, functions of hedges, functions of boosters, the similarities, and the differences of hedges and boosters. the research results are presented the data to attain reliable discussion, including the tables and the examples of the data. types of hedges according to the result analysis, both us presidential candidates 2016, trump and clinton, applied hedging devices in their utterances. some experts also describe political discourse as a nonscientific genre. like any other humanistic or social discourse, political discourse uses hedging devices to express vagueness and lack of certainty. it means that trump and clinton soften their claims to reduce the strength of the commitment. the findings are in line with taweel (2011); jalilifar and alavi (2011); laurinaitytė (2011); alrashady (2012); rabab'ah and rumman (2015); idowu, olubunmi, and owuye (2019); taweel (2011) that hedges play significant roles in political discourse. the types of hedges classified by salager-meyer (1997) are modal auxiliary verb, modal lexical verb, adjectival, adverbial and nominal modal phrase, approximator of degree, quantity, frequency, and time, introductory phrase, if clause, and compound hedges. those types of hedges are found in the utterances of trump and clinton. firstly, the modal auxiliary verb is the most frequent type of hedges that occurred in trump and clinton's utterances in the debates, which are 304 modal auxiliary verbs. furthermore, the findings are also in support of laurinaityte (2011), alrashady (2012), rabab' ah, and rumman (2015) that modal auxiliary verb was the most commonly applied in his research. the analysis result revealed that the modal auxiliary verb "would" was the most dominant one. on the contrary, modal auxiliary "can" is the most frequent hedge discovered in their findings. in line with laurinaityte (2011), a modal auxiliary verb is applied to convey probability or possibility triumphed rather than express speculation or predictions. the example depicts below : (1) i would be a president for all of the people, africanamericans, the inner cities. (t2) henny kusumawati, et al./ english education journal 11 (2) (2021) 177-186 180 in excerpt 1, the modal auxiliary "would" is found in trump's utterance in the second debate. by using the modal auxiliary verb "would," trump tried to predict that he was the elected president in 2016. however, he softened his statement if he was selected to be a president. he was not sure about becoming president for all people, africanamericans, and the inner cities. clinton said in the debate that trump was a racist. thus, the hedge "would" is applied the second type of booster that dominated in trump and clinton's utterances is approximators of degree, quantity, frequency, and time. the analysis revealed 255 approximators of degree, quantity, frequency, and time in the debates. this type of hedges is applied to make the statement vague since the speakers cannot express the figure precisely. the findings are in proportion to salager-meyer (1997), vartalla (2001), and vebriyanto (2019) that the speakers do not have adequate knowledge to state the exact figure. in this case, the highest proportion is "some." it is illustrated that the speaker did not display the exact degree of quantity in the statement. the example depicts below: (2) they're building some of the biggest plants anywhere in the world, some of the most sophisticated, some of the best plants. (t1) in excerpt 2, an approximator of quantity "some" was discovered in trump's utterance in the first debate. the use of approximator of quantity "some" is to express the indefiniteness meaning of the number of the plans. in this case, the audiences cannot exactly judge what kind of plants he referred to when trump began talking about america's downturn economic situation. thus the hedge "some" was applied. the third type of hedges applied by trump and clinton in the us presidential debates in 2016 is the introductory phrase. the frequency of this type appeared in the debates is 244 times. the hedging device that widely occurred is "i think." the use of the introductory phrase is to express their personal opinion and also direct involvement. since it is a personal point of view, it can prevent them from other criticism. this finding confirms the study conducted by laurinaityte (2011) and rabab'ah and rumam (2015). the example depicts below: (3) i think what the fbi did and what the department of justice did, including meeting with her husband, the attorney general, in the back of an airplane on the tarmac in arizona (t3) in excerpt 3, the introductory phrase "i think" was discovered in trump's utterance in the third debate. the use of the introductory phrase "i think" shows that trump stated his personal opinion about what the fbi and the department of justice had done that is disgraceful. thus the hedges "i think" were employed. the fourth type of hedging device discussed in this part is the if clause. "if clause" is an attribute in political discourse. according to the analysis result, this type of hedges occurred 97 times in trump's and clinton's utterances in the debates. "if clause" hedge is used to express doubt and uncertainty of the proposition. it is in line with the study conducted by laurinaityte (2011, p.70) that conditionals or if clause employed by the politicians "due to their hypothetical nature that allows speculating." in the analysis, the result shows that trump and clinton mostly applied conditionals to predict future consequences. it confirms the study conducted by rabab'ah and rumam (2015). the example depicts below: (4) if we set those goals and we go together to try to achieve them, there's nothing, in my opinion, that america can't do. (c2) in excerpt 4, the "if clause" hedge was discovered in clinton's utterance in the second debate. the use of the "if clause" shows that clinton was uncertain about her future possibility that would henny kusumawati, et al./ english education journal 11 (2) (2021) 177-186 181 positively impact america's economy, education, and any other aspects. however, this could be achieved or not in the future. thus the hedge "if clause:" was applied. the fifth type of hedges that dominated trump's and clinton's utterances is adjectival, adverbial, and nominal modal phrases. based on the finding, it shows that this type of hedges applied 92 times in the debates. the word that mostly appeared is "maybe," an adverbial modal phrase. this type of hedge is employed to express some kind of uncertainty of claim. according to navrátilová (2013), an adverbial booster is applied to evaluate the certainty, uncertainty, truth, or falsity of statements. it also in line with the study conducted by rabab'ah and rumam (2015) that the degree of probability and uncertainty is expressed using the adverbial modal phrase. the example depicts below: the sixth type of hedges applied by trump and clinton in the us presidential debates in 2016 is the modal lexical verb. this type of hedges is used to express the speakers' personal opinion, as proposed by salager-meyer (1997). the findings revealed that the modal lexical verb appeared 78 times. the highest modal lexical verb is "believe." in this case, the speakers applied a modal lexical verb "believe" to show their point of view toward their proposition so that it can avoid direct criticism from others. here are the examples of modal lexical verbs : (1) we haven't even started. and we've spent $6 trillion in the middle east, according to a report that i just saw. whether it's 6 or 5, but it looks like it's 6, $6 trillion in the middle east, we could have rebuilt our country twice. (t1) in excerpt 1, the modal lexical verb "looks like" was found in trump's utterance in the first debate. the use of a modal lexical verb "looks like" shows that trump was not sure about the amount of money spent on the middle east. he seems doubtful whether it was $5 or $6 trillion. thus the hedge "looks like" was applied the seventh type of hedges used by trump and clinton in the us presidential debates in 2016 is compound hedges. compound hedges are the least favored types of hedges laid by trump and clinton. this finding is in keeping with the study done by al rashady (2012). the hedge that occurred is "i kind of assume." in this case, the compound hedge is used to express some kind of uncertainty and doubt. types of boosters instead of softening their claims, boosters are also applied by trump and clinton to intensify their propositions. according to the result analysis in the previous part, all types of boosters occurred in the utterances of trump and clinton. boosters applied by trump and clinton are mostly to strengthen their commitments or claims. this present research applied types of booster adapted from demir (2017), namely modal booster, verbal booster, adjectival booster, adverbial booster, quantifiers/determiner, and noun booster. the first type of booster that widely occurred in trump's and clinton's utterances in the debates is the adjectival booster. it appeared 642 times in the debates. findings proved a high tendency of using the adjectival booster. the most frequent booster that appeared is "great." according to the analysis result, trump and clinton applied adjectival boosters to pledge their proposition or even persuade other people. this finding is in line with the study conducted by vassileva (2001) and demir (2017) that adjectival and adverbial boosters are english and bulgarian classrooms. this study also confirms the result investigated by ilham et al. (2019) that adjectival and verbal booster are used by speakers to express their assertions to the audiences. henny kusumawati, et al./ english education journal 11 (2) (2021) 177-186 182 the second type of booster that was prominently found in the utterances of trump and clinton in the debates is the adverbial booster. it occurred 555 times in trump's and clinton's statements. the most frequent booster that appeared is "very." this finding is in line with vassileva (2001), kennedy (2003), demir (2017), and friginal, lee, polat, and roberson (2017) that "very" is also prominently used in speeches. based on the examples explained before, this booster is applied to intensify the meaning of the speakers' claims. (1) that means jobs in infrastructure, in advanced manufacturing, innovation and technology, clean, renewable energy, and small business because most of the new jobs will come from small businesses. then, in excerpt 2, the modal booster "will" was discovered in clinton's utterance in the first debate. clinton tried to emphasize that her plans would positively impact the economic situation, especially in small businesses, by using modal booster "will." since, according to her, the economy only worked for people at the top. thus, she had a great intention to accomplish her future plan if she would be a president. modal booster is another type of booster that is also highly employed by both candidates in the debates. this type of booster occurred 368 times in the utterances of trump and clinton. the analysis result revealed that the modal booster, "will" is the most dominant one. this finding is in line with peacock (2006) and hyland (199b) that modal auxiliary "will" is the most dominant booster. trump and clinton use it to express their strong convictions to the hearer. as proposed by demir (2017), a modal booster is a strong booster. the fourth type of booster that mostly appeared in the debates is quantifier/determiner. this type of booster is dominated by the word "all." this result is in concert with salichah (2015) and vebriyanto et al. (2019). based on the analysis result, it is used to exaggerate the meaning of the speakers' proposition. the fifth type of booster mostly applied by trump and clinton is a verbal booster. verbal booster appeared 342 times in trump and clinton's utterances in the first, second, and final debate. this type of booster is realized linguistically by verbal booster "make sure." this finding is different from peacock (2006) and vebriyanto et al. (2019) that the verb "show" is the most dominant one. in this case, a verbal booster is used "to persuade the reader to the truthiness of their claims, or the importance and necessity" and show shreds of evidence provided, demir (2017, p.601). the least favored type of booster applied by trump and clinton is a noun booster. this type of booster appeared 329 times in the utterances of trump and clinton. the analysis result revealed that noun booster mostly performed the word "deal." in this case, a noun booster has the function of emphasizing the truth value of the statement. functions of hedges this part provides the discussion about the realization of functions of hedges in the utterances of trump and clinton in the debates. the pragmatics function of hedges applied in this present research was adapted from rabab'an and rumam (2015). those are mitigating claims by showing some kind of uncertainty, expressing lack of full commitment, expressing politeness and searching for acceptance, avoiding direct criticism, mainly when predicting future events or consequences, and requesting the listeners' involvement. the first pragmatic function of hedge that was highly applied by trump and clinton in the us presidential debates in 2016 is mitigating claims by showing some kind of uncertainty. mitigating claims henny kusumawati, et al./ english education journal 11 (2) (2021) 177-186 183 by showing some kind of uncertainty occurred 470 times in some types of hedges uttered by trump and clinton. this result is in line with martin-martin (2009), navrátilová (2013), saputra (2013), and simpson (2010). as the analysis result shows, this function is performed by some types of hedges: modal auxiliary verb and approximators of degree, quantity, frequency, and time in line with al-rashadi (2012). this function is applied to add a sense of uncertainty, and the strength of claims is reduced. this finding is contradicted the study conducted by rabab'ah and rumam (2015), protecting from being criticized is the most prominent function used. it can be seen from the examples that trump and clinton try to show some fuzziness and lack of precision in their claims. here is the following excerpt: (1) last year, we had an almost $800 billion trade deficit; it's hard to believe. (t2) in excerpt 1, the approximator of quantity "almost" was found in trump's utterance in the second debate. when trump talked about the previous government's decisions, who was obama, he stated that the previous government did use the tremendous potential in business and trade. as a result, the country had a trade deficit. in expressing the amount of trade deficit, trump applied the hedge "almost" to show its uncertainty. it shows that he was lack of knowledge to state the exact amount of the trade deficit (rab'ah &rumam, 2015). expressing politeness and searching for being accepted is the second prominent pragmatic function that appeared in trump and clinton's utterances. this function was applied 310 times in the debates. it is realized linguistically mostly by "introductory phrase." it shows that "i think" dominantly occurred in the analysis. the analysis result is in line with the study conducted by mentari (2010). this function is applied to express politeness. it confirms the research of taweel et al. (2011, p.26) that "politeness is as much the conveyer of hedging, as the hedging is the conveyer of politeness. this concluding statement stems from the fact that all hedging devices, to a greater or lesser degree, do convey politeness". it shows in the examples that both candidates applied the function to be accepted by the audiences since their arguments might contradict the audiences' interest. the third function of the hedge that dominates the occurrences of hedging devices is avoiding direct criticism significantly when predicting future events or consequences. it appeared 203 times in the utterances of trump and clinton in the us presidential debates in 2016. according to the analysis result, the most frequent type of hedges that occurred is "modal auxiliary verb" in line with hyland (1996). as shown in the examples, this function is used to express messages politely to the audiences and avoid others' criticism. it is in line with the study conducted by rabab'ah and rumam (2015). another function of hedges found in the utterances of trump and clinton is requesting the listeners' involvement. it was uttered 85 by both of the candidates in the debates. the introductory phrase type of hedges mostly performs this function. the findings confirm the study conducted by laurinaitytė (2011) and rabab'ah and rumam (2015). it is shown in the examples employed by trump and clinton that this type of function is used to express the direct involvement of the audiences in the debates. the fifth function applied by trump and clinton in the debates is expressing a lack of full commitment. according to the analysis result, expressing a lack of full commitment is the least favored one. it occurred 67 times in the utterances of trump and clinton. this function is dominated by the type of hedges of a modal auxiliary verb. it is realized linguistically mostly by "can." the finding is in line with the study conducted by rabab'an and henny kusumawati, et al./ english education journal 11 (2) (2021) 177-186 184 rumam (2015) that the speakers avoid being fully committed. functions of boosters in this part, the researcher discusses the realization of the pragmatic functions of types of boosters. the pragmatic functions adapted from hyland (2005) were applied to find out the realization of the functions of types of boosters in trump's and clinton's utterances. he divided the functions of boosters into two categories. those categories are emphatic and amplifier. based on the analysis result, the most dominant pragmatic function in trump and clinton's utterances in the debates is emphatic. emphatic occurred 1375 times in both of the candidates. it is realized linguistically mostly by modal booster, which is "will." as shown in the examples in the previous part, this function is applied to emphasize the truth value of the statements. this finding is in line with al-ghoweri and al kayed (2019). the study conducted in english and jordanian economic newspaper articles also found that emphatic is the most frequent appeared. another pragmatic function applied by trump and clinton in the debates is amplifiers. based on the analysis result, it occurred 1223 times in the debates. it is realized linguistically mostly by "very." it is used to intensify the meaning of the utterances. this finding is in line with the study conducted by alshaar (2017), kennedy (2003), and friginal, lee, polat, and roberson (2017). here is the following excerpt: (2) well, what russia did with assad and, by the way, with iran, whom you made very powerful with the dumbest deal perhaps i've ever seen in the history of dealmaking, the iran deal, with the $150 billion, with the $1.7 billion in cash, which is enough to fill up this room. (t2) in excerpt 2, an adverbial booster "very" was found in trump's utterance in the second debate. the use of an adverbial booster "very" shows that trump exaggerates how powerful iran after the deal was made. thus it functioned as an amplifier. the differences this part presents the differences in the use of hedges and boosters in trump and clinton's utterances in the debates. it discusses the occurrences of hedges and booster based on the findings. firstly, clinton applied more hedging devices than trump in the debates. even though in the first debate, trump used more hedging devices, which are 237 and 233 in clinton's utterances. secondly, clinton applied all types of hedges in the three debates; however, not all types of hedges are used by trump in his statements, such as adjectival modal phrase and nominal modal phrase. thirdly, trump employed more boosters rather than clinton. it is shown in the first debate that there are 508 booster items uttered by trump and 319 booster items uttered by clinton the similarities this part discusses the similarities of the realization of hedges and boosters in the utterances of trump and clinton in the us presidential debates in 2016. in this case, the researcher compared the occurrences of hedges, and boosters realized in the statements. the most frequent function of hedges in trump and clinton's statements during the debates is mitigating claims by showing some kinds of uncertainty. the total is 209 times in trump's utterances and 214 times in clinton's statements. both trump and clinton have used all types of boosters such as modal booster, verbal booster, adjectival booster, adverbial booster, quantifier/determiner, and noun booster. the finding also appeared to prove that the function of boosters, emphatic, is used more frequently than the amplifier function. henny kusumawati, et al./ english education journal 11 (2) (2021) 177-186 185 conclusions this part presents five conclusions based on the research questions mentioned previously. the first conclusion is dealing with the realization of types of booster used by trump and clinton's utterances in the debates. a modal auxiliary verb is the type of hedges that the most frequently occurred in trump and clinton's statements in the debates, and compound hedges are the least favored ones. the second conclusion is dealing with the types of boosters realized in trump and clinton's utterances in the debates. based on the findings, it can be concluded that trump and clinton applied all types of boosters: a modal booster, verbal booster, adjectival booster, adverbial booster, quantifier/determiner, and noun booster. the type of booster that frequently occurred is an adjectival booster. furthermore, the lowest type of booster identified in trump and clinton's utterances is a noun booster. the third conclusion drawn from the findings is dealing with the realization of the function of hedges in trump's and clinton's utterances. the most dominant function applied by trump and clinton is mitigating claims by showing some kind of uncertainty. this function is applied to add a sense of uncertainty, and the strength of assertions is reduced. furthermore, the function of hedges that both candidates rarely use is expressing a lack of full commitment. the fourth conclusion in this present research is the realization of the functions of boosters. the findings appear to prove that emphatic is the most frequent function applied by trump and clinton in the utterances. this function is used to express to emphasize the force or speakers' certainty in messages. the fifth conclusion is dealing with the differences in the use of hedges and boosters in trump and clinton's utterances in the debates. firstly, hedging devices are applied more by clinton rather than trump. secondly, clinton applied all types of hedges in the three debates. however, not all types of hedges are used by trump in his utterances, such as adjectival modal phrase and nominal modal phrase. thirdly, trump employed more boosters rather than clinton. this part discusses the similarities of the realization of hedges and boosters in trump and clinton's utterances in the us presidential debates in 2016. the most frequent function of hedges in trump and clinton's statements during the debates is mitigating claims by showing some kind of uncertainty. both trump and clinton have used all types of boosters such as modal booster, verbal booster, adjectival booster, adverbial booster, quantifier/determiner, and noun booster. lastly, both candidates used more emphatic function in their booster expression than amplifiers in their utterances. references al-ghoweri, h. a., & al kayed, m. m. 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(1996). pragmatics. oxford: oxford university press. 449 libyan students’ syntactic and semantic problems in using phrasal verbs to write english texts abdelraouf salem mohammed1, januarius mujiyanto2, abdurrahman faridi2 doi : https:// doi 10.15294/eej.v10i4.39230 1. al-mergib university, libya 2. universitas negeri semarang, indonesia article info article history: accepted 20 february 2020 approved 25 june 2020 published 23 december 2020 keywords: english texts, phrasal verbs, semantic problems, syntactic problems abstract this study aimed to explore the existence of syntactic problems and semantic problems and to explain the relation of syntactic problems to semantic problems among libyan students in using phrasal verbs during writing english texts. the participants in this study were ten libyan students studying in three universities in semarang, central java, indonesia. the ten participants were from different majors of master and doctoral degrees. they can use english language in their study so they have a basic knowledge of english. the data were ten english which taken by libyan students as previous papers. in this study, the researcher used a descriptive qualitative method to analyze the data. the results showed that libyan students have three problems related to adverb insertion, particle placement and fronting particle and they have semantic problems in understanding the meanings in the semantic classes of phrasal verbs and semantic (non-)compositionality. finally, the researcher found out that the syntactic behaviour of particles depends on semantic (non-)compositionality.  correspondence address: p-issn 2087-0108 street alriadia, khoms, libya. eissn 2502-4566 e-mail: raoofabushina@gmail.com eej 10 (4) (2020) 449-455 english education journal http://journal.unnes.ac.id/sju/index.php/eej http://skripsi.unnes.ac.id/v2/primer/admin.aspx#divisipenampil http://journal.unnes.ac.id/sju/index.php/eej abdelraouf salem mohammed, et al./ english education journal eej 10 (4) (2020) 449-455 450 introduction there are several elements of vocabulary and grammar that are extremely difficult for learners of english as a foreign language (efl) to master and comprehend when they write english texts. vocabulary items as a boring list of words that must be defined and memorized by the students, lexical forms are seen in their central role in contextualized, meaningful language (rukmini, 2007). as a big part of the english vocabulary is composed of phrasal verbs, if english students can learn and use common phrasal verbs, their vocabulary will be higer, their listening and reading comprehension and writing will improve, and their spoken and written english will be more perfect like a native speaker. from that statement, it can be seen that phrasal verb is an important vocabulary in learning english (chen, 2007). the term phrasal verb is generally illustrated as a verb plus particle combination or a lexical verb that has three separate parts (darwin & gray, 1999). there are two word classes of phrasal verbs; the first class is verb which is divided into three major categories, according to their function within the verb phrase, that are full verbs, primary verbs, and auxiliary verbs (rizka et al., 2018). the second class is particle which is formed by analogy with each other or with other adverbial or prepositional phrases (side, 1990). there are three types of particles serve two different syntactic functions: adverbial and prepositional (sroka, 1972). phrasal verbs in english language are notoriously challenging for many learners of english as a foreign language (efl) and english as a second language (esl) (choorit & supakorn, 2014). learners of english as a foreign language (efl) face semantic problems in understanding or realizing the meaning of phrasal verbs due to some syntactic problems. yasir (2011) assumed that the syntactic problem that the learner may face in understanding or realizing the meaning of idiomatic phrasal verbs is, sometimes, duo to some lexical features such as transitivity, word order and the object used. some phrasal verbs have completely different meanings when they are used transitively/ intransitively. there are some studies have been done on syntactic and semantic analysis of phrasal verb combinations. one of them was conducted by lindner (1981). this study focused on 600 verb particle constructions with out and 1200 with up to examine semantic structure of verb particle constructions. lindner found that particles like out and up have many meanings and they contribute to the meaning of verb particle constructions (p. 70). some previous studies have been conducted to identify causes of syntactic and lexical of phrasal verbs. one of them was done by dagut and laufer (1985) about phrasal verbs have been concerned with esl learners at different levels to see how learners avoid using them. they examined the use of phrasal verbs by hebrew-speaking students of english. the study found that students do not use vps consistently and literal phrasal verbs are easier than figurative ones. the results revealed that students’ errors are related to the confusing structures of vps and more advanced students comprehend and produce vps better than less advanced students. the other studies are concerned on the pedagogy of pvs has been selected for examination. for example, white (2012) conducted a seven-week study in two college-level esl courses that allowed 30 participants to find their own examples of pvs, and then use their individual creativity to draw a sketch of the situation. the study reports “modest” results, yet the scores did increase for more than half of the participants, even though it seems that some of the phrasal verbs tested were not part of the exercise. obviously this could be addressed in a further study (p.430). zarifi and mukundan (2014) conducted a corpus-based content analysis of the emas corpus; however, they focused on form five primary level students to find the creativity and unnaturalness in the use of phrasal verbs. they found that although malaysian learners tend to use phrasal verbs, they often use and create unusual forms of idiomatic phrasal verbs. they suggested that material developers and teachers should abdelraouf salem mohammed, et al./ english education journal eej 10 (4) (2020) 449-455 451 provide students with materials and activities that enable them to produce phrasal verbs, especially idiomatic ones more effectively. this study aimed to cover phrasal verbs combinations in english and the syntactic and sematic properties of phrasal verbs in order to explore the existence of syntactic and semantic problems among libyan students in using phrasal verbs to write english texts and to explain the relation of syntactic problems to semantic problems in using phrasal verbs. methods in this study, the researchers used a descriptive qualitative method. the researcher was interested to analyze ten english written by libyan students as previous papers in order to explore the syntactic and semantic problems and to explain the relation of syntactic problems to semantic problems in using phrasal verbs. the participants were ten libyan students studying in three universities in semarang, central java, indonesia; namely (semarang state university, diponegoro university and sultan agung islamic university). the ten participants were from different majors of master and doctoral degrees. they can use english language in their study so they have a basic knowledge of english. results and discussion the existence of syntactic problems among libyan students in using phrasal verbs based on analyzing and describing the mistakes, the researcher explored three main syntactic problems among libyan students in using phrasal verbs during writing english texts. the syntactic problems are adverb insertion, particle placement and fronting particles. the first syntactic problem is adverb insertion. the researcher explored syntactic problem among libyan students in inserting adverb between the elements of phrasal verbs. the researcher explains that adverbs cannot be inserted between the verb and its particle if the phrasal verbs are non-compositional and idiomatic e.g. carries out and find out. fraser (1976) states that insertion of an adverb between the verb and the particle (immediately before the particle) is, in principle, impossible in phrasal verbs (p. 26). particle placement is the second syntactic problem among libyan students explored by the researcher in using phrasal verbs. the researcher states that libyan students have difficulty in placing particle in many cases. for stance, particles of phrasal verbs can either precede or follow a substantival (direct) object. on the other hand, particles of phrasal verbs can not precede and they always follow a pronominal (direct) object. biber et al., (1999); bolinger, (1971); fraser, 1976; and quirk et al., (1985) stress that a preposition always precedes an (indirect) object np, regardless of whether its head is a noun or a pronoun. particles of pvs can either precede or follow a substantial (direct) object, and they always follow a pronominal (direct) object. in the second case, the researcher points out that if the object (do) is a long and/or complex np, the particles of phrasal verbs cannot follow the do even if it is substantival. another case involves instances with a do realized by a long and/or complex np, where the particle cannot follow the do even if it is substantival. similarly, the particle must precede the do in constructions involving pv + do + preposition + indirect object (fraser, 1976; bolinger, 1971). fronting particles is the third syntactic problem faced by libyan students in using phrasal verbs. the researcher stresses that if the phrasal verbs are non-compositional, a particle cannot occur in the initial position of a relative clause, but if the phrasal verb are fully compositional, a particle can occur in the initial position of a relative clause. nevertheless, the particle can be fronted in case it retains its literal (spatial) meaning (bolinger, 1971, p. 116). the findings of the first question are different from the findings of previous studies. the researcher found out that the syntactic problems related to adverb insertion, particle placement and fronting particles. in comparison with earlier studies, for stance, in sawyer’s (1999) study, the findings showed that vacs are used more frequently and vac errors are syntactic while vpc abdelraouf salem mohammed, et al./ english education journal eej 10 (4) (2020) 449-455 452 errors are lexical. moreover, other study was done by liao and fukuya (2002). they found out that avoidance of phrasal verbs by esl learners is related to the level of language proficiency, type of phrasal verb constructions and type of test administered. the existence of semantic problems among libyan students in using phrasal verbs based on analyzing and describing the mistakes, the researcher explored two main semantic problems among libyan students in using phrasal verbs during writing english texts. the semantic problems are in realizing and understanding the meanings of the semantic classes of phrasal verbs and semantic (non-) compositionality. the first semantic problem is libyan students have difficulty in realizing and understanding the meaning of the semantic classes of phrasal verbs. for stance, they cannot distinguish the meaning of aspectual phrasal verb from the meaning of literal meaning in using phrasal verbs e.g. the phrasal verbs find out and they cannot distinguish the meaning of idiomatic phrasal verb from the meaning of literal phrasal verb. the researcher explains that if the meaning of the verbs root of phrasal verb is literal and its particle has also literal meaning, the phrasal verb will be literal. in the aspectual phrasal verb, the meaning of the verbs root of phrasal verb is literal but its particle has idiomatic meaning. in idiomatic phrasal verb, the meaning of the verbs root of phrasal verb has idiomatic meaning and its particle has idiomatic meaning. cappelle (2005) proposes a two-by-two grid which yields four categories of pvs – first, pvs in which both the verb and the particle have a literal meaning (e.g. fall down), second, pvs in which only the verb retains its literal meaning and the particle has an idiomatic meaning (e.g. labour away), third, pvs in which the verb has an idiomatic and the particle a literal meaning (e.g. spirit away ‘carry off mysteriously’) and last, pvs in which both the verb and the particle have an idiomatic meaning (e.g. make out ‘understand’) (pp. 119-121). the second problem is the difficulty in distinguishing the non-compositional pvs from fully compositional pvs. the researcher points out that the literal phrasal verbs are fully compositional pvs. some of the aspectual phrasal verbs are fully compositional pvs and the others are noncompositional pvs. in distinguishing the three semantic classes, celce-murcia and larsen-freeman (1999) rely on the criterion of non-compositionality. fully compositional pvs, in which the particle has a directional meaning, are literal; non-compositional ones are idiomatic. aspectual pvs are defined as the class where “particles contribute consistent aspectual meaning” (p. 432). aspectual particles can have inceptive (particles off, out, up, e.g. start up), continuative (particles on, along, away, around, through12, e.g. play along), iterative (particle over, e.g. write over), or completive (particles up, out, off, down, over, e.g. cut off) meaning (pp. 432-433). the findings in the second question are not line with chu’s (1996) findings of comparing literal and non-literal meaning of english phrasal verbs and examining students’ errors. chu found out that students do not use vps consistently and literal phrasal verbs are easier than figurative ones. the results also revealed that students’ errors are related to the confusing structures of vps and more advanced students comprehend and produce vps better than less advanced students. the relation of syntactic to sematic problems in using phrasal verbs based on the analysis of the researcher regarding exploring the syntactic and semantic problems among respondents in using phrasal verb, the researcher found out that the syntactic behaviour of particles depends on semantic (non)compositionality. the researcher explained that the relation of syntactic problems to semantic problems among three cases. the first case is distinguishing pvs from free combinations due to their different syntactic behaviour in relation to substantival and pronominal objects. the researcher states that in free combinations, preposition always precedes an (indirect) object np whether it is a noun or a pronoun. biber et al. (1999); bolinger (1971); fraser (1976) and quirk et al. (1985) argue that particle abdelraouf salem mohammed, et al./ english education journal eej 10 (4) (2020) 449-455 453 placement has been heavily used as a rather reliable criterion to differentiate pvs from free verb preposition combinations due to their different syntactic behaviour in relation to substantival and pronominal objects. a preposition always precedes an (indirect) object np, regardless of whether its head is a noun or a pronoun. particles of pvs can either precede or follow a substantival (direct) object, and they always follow a pronominal (direct) object. gries (2001) points out that while compositional pvs tend to occur in split constructions (verb + do + particle), noncompositional ones generally behave the other way round (verb + particle + do). the second case is the possibility of adverb insertion depends on semantic (non-) compositionality. the researcher argues that adverb insertion is possible with compositional pvs but it is not possible with non-compositional pvs. as bolinger (1971) argues, the possibility of adverb insertion in fact depends on semantic factors. adverb insertion is possible with compositional pvs, but it is not with noncompositional pvs. the third case is the possibility of fronting particles depends on their semantics. the researcher explains that phrasal verbs admit fronting of the particle if they are fully compositional pvs. bolinger (1971) also states that the fact that a particle cannot be placed in clause initial position only proves that such a particle has lost its literal meaning (pp. 116-117). those cases in which the particle keeps (some of) its literal meaning, but “the phrasal verb is specialized in some other way” (p. 117). contrary to lindner’s (1981) study in syntactic and semantic analysis of phrasal verbs to examine semantic structure of verb particle constructions in which he focused on 600 verb particle constructions with out and 1200 with up to examine semantic structure of verb particle constructions, the present study focused on all verb particle constructions in syntactic and semantic analysis of phrasal verbs to explain the relation of syntactic problems to semantic problems. therefore, the findings of the third question in this present study are not line with lindner’s study. lindner’s findings showed that particles like out and up have many meanings and they contribute to the meaning of verb particle constructions. on the other hand, the findings of the third question in this study revealed that the syntactic behaviour of particles depends on semantic (non-) compositionality. conclusions the researchers concluded three main points. firstly, libyan students have three main syntactic problems related to adverb insertion, particle placement and fronting particles in using phrasal verbs. secondly, libyan students have semantic problem in realizing and understanding the meanings of the semantic classes of phrasal verbs and they also have semantic problem in distinguishing the non-compositional pvs from fully compositional pvs. finally, the researcher analyzed the relation of syntactic to semantic problems in three cases. the first case is distinguishing pvs from free combinations due to their different syntactic behaviour in relation to substantival and pronominal objects. the second case is the possibility of adverb insertion depends on semantic (non-) compositionality. the third case is the possibility of fronting particles depends on their semantics. finally, the researcher found out that the syntactic behaviour of particles depends on semantic (non-)compositionality. this study was limited for exploring the syntactic and semantic problems and explaining the relation of syntactic problems to semantic problems in using phrasal verbs during writing english texts. therefore, for future researchers, they should focus on exploring the other linguistic problems and explaining how these linguistic problems relate to each other in using phrasal verbs during writing or speaking english texts. references biber , d. ,s. johansson , g . leech , s., conrad, & e. finegan (1999). longman grammar of spoken and written english. longman group ltd. abdelraouf salem mohammed, et al./ english education journal eej 10 (4) (2020) 449-455 454 bolinger, d. 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(1972). semantic structure and wordformation: verb-particle constructions in contemporary english. wilhelm fink. mitchell, t. m. (1958). syntagmatic relations in linguistic analysis. transactions of the philological society, 57(1), 101-118. palmer, f. r. (1968). a linguistic study of the english verb. university of miami press. quirk, r., greenbaum, s., leech, g., & svartvik, j. (1985). a comprehensive grammar of the english language. longman. radford, a. (1988). transformational grammar: a first course. cambridge university press rizka, d., wahyuni, s., & priyatmojo, a. s. (2018). pop-up card to teach regular and irregular past verbs. journal of english language teaching, 7(1), 24-31. rukmini, d, (2007). the rhetorical development realizations of the reading texts of the senior high school english textbooks. [doctoral dissertation, study program: english education. graduate program, semarang state university]. abdelraouf salem mohammed, et al./ english education journal eej 10 (4) (2020) 449-455 455 sawyer, j. h. 1999). verb adverb and verb particle constructions: their syntax and acquisition. boston university. side, r. (1990). phrasal verbs: sorting them out. elt journal, 44(2), 144–152. sroka, k. a. (1972). the syntax of english phrasal verbs.mouton. white, b. (2012). a conceptual approach to the instruction of phrasal verbs. modern language journal, 96(3), 419-438. yasir, m. s. (2011). semantic and syntactic problems in comprehending english phrasal verbs. tikrit university journal for humanities, 7(18), 17-43. zarifi, a., & mukundan, j. (2014). creativity and unnaturalness in the use of phrasal verbs in esl learner language. the southeast asian journal of english language studies, 20(3), 5162. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f0fdf252085 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f141d55a637 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f132fb32055 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 361 eej 10 (3) (2020) 361-365 english education journal http://journal.unnes.ac.id/sju/index.php/eej the effect of teachers’ use of deixis on students’ understanding of their talk ninik jumaedah , mursid saleh, rudi hartono universitas negeri semarang, indonesia article info ______________ article history: received 20 september 2019 accepted 16 january 2020 published 15 september 2020 ______________ keywords: pragmatic, deixis. ______________ abstract _______________________________________________________ language is crucial in human life as it cannot be separated from human being. people could deliver his or her thought by using language. deixis is defined as words used to point on something that depends on the context. according to levinson (1983) the single most obvious way in which the relationship between language and context is reflected in the structures of language themselves, is through the phenomenon of deixis. the aim of this study is to analyze the effect of teachers‟s use of personal, spatial, temporal, discourse and social deixis on the students understanding. the phenomenon occured when the english teacher explained the lessons in a classroom during the teaching learning process in sma islam sultan agung 3 semarang. in obtaining the data, the research design used in this study was a qualitative research (particularly, a classroom analysis) supported by a bit of quantitative data. the object of the study comprised two things, namely teachers‟ and students‟ use of deixis in their talk. the result of the research are first, 1stsingular person deixis was 118 times and 1st plural person deixis was 26 times. second, proximal form place deixis was 16 times, distal form place deixis was 12 times. third, time deixis was realized past time was 11 times, present time was 11 time, and future time was 7 times. fourth discourse deixis in the form of demonstrative this/that was 44 times and discourse marker was 41 times. fifth, social deixis through relational social deixis was 2 times and absolute social deixis was 124 times. the reseach found the rtable was 0.878 for two teachers. then, fsor the students the rtable was 0.388. the last the research found the effect use of deixis used pre-test were 46.6. and post-test 81.0. correspondence address: kampus pascasarjana unnes kelud utara 3 sampangan semarang, indonesia e-mail: ninikjumaedah1993@gmai.com p-issn 2087-0108 e-issn 2502-4566 ninik jumaedah, et al./ eej 10 (3) (2020) 361365 362 introduction human is a social being that is unable to live alone and needs to do communication with others in their life. people build their social relation with others by sharing their thoughts, information, or tell someone about what they want from them through communication. moreover, communication is done through language. language also contains transaction of information and meaning in communication. it is used to convey factual propositional information as stated by yule (1996) that people also can interact with each other using the language to send the message with different purpose such as asking agreement, sharing information and so on. the single most obvious way in which the relationship between language and context is reflected in the structures of language themselves, is through the phenomenon of deixis (levinson, 1983: 54). deixis is defined as words used to point on something that depends on the context. reference or address terms are common things that are easily found in spoken and written language, for example, he, she, you, sir, doctor, my lord, here, there, etc. having knowledge about deixis is not only important in communication but also in teaching english in schools as it is useful to improve students‟ grammar. a good grammar will later lead to the improvement of students‟ speaking and writing skill. deixis is the study on how to analyze word or phrase which directly relates and utterance to a person, time, place, social and discourse. it concerned with the encoding of many different aspects of the circumstances surrounding the utterance and the relationship between the structure of language and context in which they were being used. the second, according to bublitz & norrick (2011), the study deixis is central to pragmatics because deictic systems define points of intersection between linguistics structure and the social settings in which speech takes place. it is standard in contemporary english language sources to distinguish spatial (here, there), temporal (now, then, tence), person (pronominals), discourse (conference or reference to prior talk) and social deixis (honorification and any indicators of social identity or status relations among participants and contexts). the third is teacher got the advantages of the moment. if the teacher hopes to spend most of their time in explaining to students, and not only talking then understanding, it must be measured and deal with what as done as the first frown appears on a face. students can develop and run on learning process to gain an understanding of how a system works. the choices made by student to developing their material processes by using their understanding of the intended system. language is a means of communication, it is the most universal for anyone and all people in the world have language to realize every person‟s hopes, aspiration and thinking to carry out their daily activities, they can express their idea through language both in written and spoken form. language is a part of literature and literature has semantic field, as we know that if learn about semantic we can know that if learn about semantic we can know about pragmatics, deixis, presupposition, referent, speech act and others. language is a unique human inheritance that plays the very important role in human‟s life, such as thinking, communicating ideas, and negotiating with the others. (wiwik, 2017; kurnia, 2016; rotua, 2015). pragmatics is the study of meaning in context, for instance, in a wedding party, a woman utters, “her husband looks like brad pitt”, while in fact, he does not, this utterance reflects her attitude to the person she is talking to, the sentence does not like brad pitt, but the speaker only makes use of the opportunity to express her jealousy of the couple. this means that the speaker is necessarily bound to contextual meaning and how a particular context influences what is uttered. (oki & issy, 2017; argian, 2014; denisa, 2018;). deixis refers to the phenomenon where in understanding the meaning of certain words and phrases in an utterance requires contextual information, but it has some relevance to ninik jumaedah, et al./ eej 10 (3) (2020) 361365 363 analysis conversation. deictic expressions for social relations as well as diplomacy, which are of great importance to translators, teacher and diplomats, recognizing the five types of deixis and their implications and different connotations, the author will show the similarities and differences between the two languages and how they are used. (gerd, 2017; anna, 2005; keith, 2002). saeed (2003) stated that the word deixis is borrowed from classical greek deiknymi that the meaning is „to show or point out‟. similarly, yule (1996) note that deixis derive from greek word means „pointing via language. following, deixis is the relation of reference to the point of origin of the utterance grundy (2000). it follows that deictic expression is the way for people understanding the reference of context of the utterance, cummings (2005). moreover, it takes some element of its meaning from the context or situation of the utterance in which it is used (hurfod, 2007). the explanations above have clearly shown that the use of pragmatics in teaching are exist, especially the deixis used. besides deixis in their practiced are used as facilitate to improve understanding of the students about the language, deixis also can be an alternative way for the teacher to make their teaching learning process become more varieties. yu, mei and dan (2016) on their studies about the adapted of deixis in teacher talk has conclude that it is found that person deixis adopted by teachers in the english language classroom plays an important role in empathizing, preserving students‟ face, strengthening students‟ motivation, and establishing harmonious teacher-student relationship, which may facilitate english teaching and produce better learning results effectively. methods in this research, the researcher expected that teacher used deixis on students understanding of their talk. the use of deixis expected including person deixis, spatial deixis (place deixis), temporal deixis (time deixis), discourse deixis and social deixis. the teacher and students were supposed to know the context and topic in order to be able to follow up the discussion. regarding the objective of this study, which explained that the teacher use of deixis on students understanding of their talk at the eleventh students of sma islam sultan agung 3 semarang. the research design used in this study was a qualitative research (particularly, a classroom analysis) supported by a bit of quantitative data. according to maanen cited by merriam (2009), qualitative research is “an umbrella term covering an array of interpretive techniques which seek to describe, decode, translate, and otherwise come to terms with the meaning, not the frequency, of certain more or less naturally occurring phenomena in the social world”. the subject in this study were the english teacher and the students of the tenth grade at sma islam sultan agung 3 semarang. the researcher chose one class as a sample of study to test the hypotheses of the population. the object of the study comprised two things, namely teachers‟ and students‟ use of deixis in their talk. in this study, the researcher used some techniques and instruments to get the data needed, the researcher observed the teaching and learning process in the classroom to gather direct information on the use of deixis as way to obtain a clear video recording in the learning class of the condition of the object of study, especially the teachers‟ use of deixis on students‟ understanding. this study used a structure interview in which the researcher prepared list of written questions to be asked to the respondent to obtain the intended data needed. in this study, the closed and open questionnaires were distributed to the teachers and students as instrument to collect the data. in analysed the data of the test result, it was done through several stages as follows: normality test, homogeneity test and t-test. ninik jumaedah, et al./ eej 10 (3) (2020) 361365 364 findings and discussion in the findings section, it aimed to show the result of the data analysis. the first was person deixis used by english teacher and students. person deixis was dominant used by interaction in class between students and english teacher of their talk. 1st person plural deixis 26 times, it was “we” who referred to the students and teacher of the conversation. the 2nd person singular deixis was 86 times was the dominant than 2nd person plural deixis in their conversation in the classroom. it used to refer to one person or addressee. then, the 3rd person singular deixis was 11 times was not dominant between 3rd person plural deixis was 17 times in the students and teacher conversation in the classroom. the second was spatial deixis (place deixis) were realized by english teacher on students understanding. the researcher used proximal form deixis was 16 times and the distal form was 12 times. in the contrast with proximal form of spatial (place deixis). the students used the distal form to show to the readers the location that was far away in the conversation to indicate the location happened in their conversation. the third was temporal deixis (time deixis) concerned the encoding temporal points and spans relative to the time at which an utterance uttered. time deixis was realized through past time was 11 times, present time was 10 time and future time was 7 times. the teacher and students used the present time show to the readers the activity regularly. the fourth was discourse deixis in the form of demonstrative this/that was 44 times to encode reference to the prior or the upcoming portion discourse depends on the location of demonstrative this/that. meanwhile the students also used discourse marker was 41 times that identified of discourse deixis. the fifth was used social deixis was realized through relational social deixis was 2 times and absolute social deixis was 124 times. the teacher and the students were used to relational social deixis in informal situations, in contrast with relational social deixis, the students used absolute relational social deixis in formal situations. from the interview with the teacher, the researcher has found out the ways concluded that deixis can be applied in teaching learning process. by knowing the theory and the types from deixis and reference, it can help the teacher to be creative on delivering the material with use the pronoun to referring someone, or something. next, questionnaire to check validity and reliability being calculated through spss, the teacher‟s questionnaire could be said as valid. it was because each of the rcountingwas higher than rtable. the rtableused was 0.878 since the sample size was two teachers. and then, the students questionnaire was also valid. each of the rcountingwas higher than rtable. here, the rtableused was 0.388 since the sample size was thirty students. the last analyzed the data using spss. after some calculation, the result of paired sample test result proved that there is a significant improvement between pre-test and post-test result, the result of paired sample test result proved that there is a significant improvement between pre-test and post-test result because of the score of sig. (2 tailed) value (0.00) is lower than 0.05.the result of their test showing that the students mean in the pre-test were 46.6.after doing the same calculation procedures as to the post -test, the researcher found that the students‟ mean score 81.0 from the data. conclusion the conclusion showed that types deixis use by teachers‟ on students‟ understanding, follosed by person deixis, place deixis, time deixis, discourse deixis and social deixis. the researcher concluded that deixis can be applied in teaching learning process, questionnaire to check validity and reliability, and analyzed the data using spss. in the study, the suggestion also mentioned. it was suggests that this study will be useful for english teachers, students, and the other research who are interested in deixis. the effect of teachers use of deixis on students understanding of their talk was addressed to the other researchers who are ninik jumaedah, et al./ eej 10 (3) (2020) 361365 365 interested in conducting such a study. besides, the researcher hoped that other researchers are interested in analyzing deixis in other classification to make this study better and perfect. references bublitz, w., & norrick, n. r. (eds.). (2011). foundations of pragmatics. berlin: de gruyter mouton. brown., & yule, g. (1983). discourse analysis. usa: cambridge university press. buhler, k. (2011). theory of language the representational function of language. london: oxford university press. cummings, l. (2005). research in clinical pragmatics. edinburgh: edinburgh university press. ekowati, argian. (2014). the use of pragmatic deixis in conversation texts in “pathway to english”. english educational journal, 43(2), 0216-0847. ellis, r. (1994). the study of second language acquisition. oxford: oxford university press. grundy, p. (2000). doing pragmatics 2nd edition ny:oxford university press. hurford. j.r., heasley, b., & smith, m.b. (2007). secod edition semantics a coursebook. united kingdom: cambride university press. kasper, g., & rose, k.r. (2001). pragmatic in language teaching. cambridge: cambridge university press. lenvinson. s.c. (1983). pragmatics. ny: oxford university press. lestari, w. (2015). a study of deixis in the interview between barack obama and chuck todd in me et the press. thesis: english department, faculty of humanities, uin sunan ampel surabaya. merriam, s.b. (2009). qualitative research: guide to design and implementation. san fransisco: josse bass. rai, s. (2016). deixis system in bantawa rai and english language. thesis: university of tribhuvan kirtipur kathmandu nepal. saeed, j.i. (2003). semantic 2nd edition. united kingdom: blackwell publishing. saputri, k. (2016). an analysis of deixis in black swan movie script: english education study program faculty of teacher training and education muhammadiyah university. global expert journal bahasa dan sastra 5 (1), 2303-5328. savyandary, o., & yuliasri, i. (2017). the influence of social deixis in student‟s conversation of universitas negeri semarang. english education journal,7(2), 169-178. sholichah, a. (2008). a discourse analysis the deixis used in “indonesia this morning” news program of metro tv website. thesis: the state university of malang. utami, d. (2017). an analysis of deixis in lois lowris novel the giver. thesis: the islamic university of sunan kalijaga yogyakarta. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f0fdc341fef • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 480 eej 10 (4) (2020) 480-492 english education journal http://journal.unnes.ac.id/sju/index.php/eej english indonesian translation of idiomatic expressions found in the adventure of tom sawyer: strategies used and resulted equivalence muhammad zidni ilman ahdillah1, rudi hartono2, issy yuliasri 2 doi : https:// doi 10.15294/eej.v10i4.38990 1. sma negeri 1 larangan, brebes, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: accepted 20 march 2020 approved 09 july 2020 published 23 december 2020 ________________ keywords: translation of idiomatic expressions, the adventure of tom sawyer, resulted equivalence ____________________ abstract this study focused on the analysis of idiomatic expressions translated from english into bahasa indonesia from novel “the adventure of tom sawyer”. it included the translation strategies utilized by translator in transferring idiomatic expression and the relationship toward translation strategies and equivalence of idiomatic expression translation. the results showed that (1) free translation strategy was the frequent strategy used by the translator. it led to the conclusion that rendering idiomatic expression in the children literary book was mostly done by re-creating the idiomatic expressions in the target language. (2) the translator tended to re-create the words and phrases in the target language neglecting the words and grammatical units of source language in order to get the similar meaning and essence of the source language. (3) the use of translation strategies in the translation of idiomatic expression had close relationship with the resulted equivalence of idiomatic expression in indonesian. in translating the idiomatic expression, it is better if the translator knows the context of the situation where the narrator tells about the story in the novel to improve the quality of the translation. in addition, it is also recommended that the use of translation strategy in rendering idiomatic expression should be based on the genre of the text and also the target readers in order to achieve best quality of equivalence. correspondence address: jl. raya barat sitanggal, sitanggal, brebes, kabupaten brebes, jawa tengah 52262 e-mail : sman1larangan@gmail.com p-issn 2087-0108 e-issn 2502-4566 muhammad zidni ilman ahdillah, et al. / english education journal eej 10 (4) (2020) 480-492 481 introduction one of the most important aspects of human life is language. it is a means of communication among people to express and contribute their ideas. language as human communication system has a big deal in our daily life as it carries either interpersonal meaning and transactional meaning. moreover, language is the system which people use to express thoughts and feelings, to give information, so that each language has helped human life in terms of communication. according to mujiyanto “when two persons do an act of interactive communication, they need a common facility called language” (2011, p.57). from the statement above we know that language is used for communication. there is a connection between language and culture which cannot be separated one another. on one side, language represents the culture of the social group or the organization itself. while on the other side, language and culture also have a mutual relationship, language is the key to comprehend a culture and a media to widespread the culture. if we learn about a language we also learn about the culture which attached to where the culture is found. culture is a way of life includes beliefs, symbols, behaviour, knowledge, attitude, and values which characterized people or organization. newmark sees culture as “the way of life and its manifestations that are peculiar to a community that uses a particular language as its means of expression” (1988, p.94). language and culture are strongly related “no language can exist unless it is stepped in the context of culture, and no culture can exist which does not have at its centre, the structure of natural language” (sapir & whorf, in basneet & mc guire, 1991, p.14). the statement strengthens the assumption that language is one of the cultural elements. as hartono states “translation is an activity of reading the source text author and reproducing it by the recipient of the message or the target text reader” (2012, p.185). indeed, one of the experts, newmark stated that “translation is rendering the meaning of a text into another language in the way that the author intended the text” (1988, p.94). it means that translation commonly converting a text of a source text into an accurate and understandable version of a target text without avoiding the suggestion of the original. in addition, larson states that translation is transferring meaning of the source language into the receptor (1984, p.3). this is done by going from the form of the target language by way of semantic structure. it is meaning which is being transferred and must be held constant, only the form changes. translation consists of studying lexicon, grammatical structure, communication situation, and cultural context of the source language text, analyzing it in order to determine its meaning, then reconstructing this same meaning using the lexicon and grammatical structure which are appropriate in the receptor language and its cultural context. translating is not easy because every language has its own rules in phonetic, structure, and words. in translating text, sometimes the translator finds problems of nonequivalence in the text. the translator will use certain strategies to solve those problems which cannot be done by just only translation. hence, the text can be more understood by the readers from the target language when it is suitable to the target readers. in addition, translation is not only transferring word by word meaning from the source language text to the target language but it includes some contexts which may differentiate meanings. idiomatic expressions are introduced as one of the most challenging issues in translation studies. idiom is a group of words, established by usage, as having a meaning not deducible from those of the individual words like over the moon or see the light. according to baker (1992, p.63) idiomatic expressions are “frozen patterns of language which allow little or no variation in form, and in the case of idioms, often carry meanings which cannot be deduced from their individual components”. it refers that idiomatic expression is type of informal language that have different meaning from the real meaning of the words/expressions. as a result, the cultural elements will definitely affect the translation of muhammad zidni ilman ahdillah, et al. / english education journal eej 10 (4) (2020) 480-492 482 idiomatic expressions which is difficult for the translators to carried out. moreover, translating idiomatic expressions is not an easy task since the source language is shaped and embedded by its own cultural contexts. translation of idiomatic expressions might create changes on both form and meaning of the text. thus, the difficulties of translating idiomatic expression is inevitable which could confuse the translator to reconsider either source language or the target readers. besides, there is a lot of idiomatic expression types which should be classified. in addition, the equivalence of idiomatic expression is also not easy to be found which ideally idiomatic expression should be translated into idiomatic expression also. hence, the use of certain strategies will depend on the context in which a given idiom is translated. as long as the meaning is maintained in the translation product, the meaning has successfully transferred to the readers. there are a lot of children literary translations, especially classics works, for children and adolescents. for example, the classic book by mark twain “the adventure of tom sawyer” which is currently being translated into various languages. the classic children literary book, such as the adventure of tom sawyer by mark twain, was written more than a hundred years ago. hence, it has particular ideologies embedded on the story where the writer of the novel lived with such socio-historical conditions which influence the writing of the novel. mark twain was an american who lived in missouri. he wrote the novel children life in missouri at that time, even some of the events on the story did really exist. when this novel was translated to another language especially in bahasa indonesia which has different beliefs and cultures, there is a gap between the content within the novel and the translation. as also mentioned by yuliasri (2017) that translation process should consider the readership of the target language, because the translation will be highly appreciated by children as the target language as it made them comfortable reading experience. in line with this, ratnasari (2016) stated that appropriate translation strategies should be carried out during the translation in order to produce a good translation. in addition, a gap between the idioms which existed long ago might appear between the current translation. thus, in translating the idiomatic expression on the text, translators are required to create understandable translation product, especially children as the target readers of the text. considering those descriptions above, the study is conducted in the field of translation of idiomatic expression in the novel. besides, the purpose is to analyse the translation strategies in transferring the idiomatic expression on the novel. the translation quality assessments are employed to check the quality of the translation work of the novel to bahasa indonesia. methods the design of this study was descriptive qualitative study which aimed to analyze the idiomatic translation in the novel as literary work. this study focused on the analysis of idiomatic expressions found in english – indonesian translation of novel “the adventure of tom sawyer”. in addition, the focus also goes into the analysis of translation strategies utilized by the translator to transfer the idiomatic expressions into the target language based on the theory proposed by baker (1992) and wang (2006). finally, the quality of the equivalence is scrutinized in regard to its equivalence based on nida (1964) formal equivalence and dynamic equivalence. results and discussion based on the analysis, there have been some main findings related to this study in order to answer the research questions in the previous sections. this analysis was based on baker (1992) and huang and wang (2006) that there are some strategies utilized to interpret the idiomatic expressions to achieve the equivalence of the translations. based on the analysis, the translation strategies in this current study could be seen in table 1. muhammad zidni ilman ahdillah, et al. / english education journal eej 10 (4) (2020) 480-492 483 table 1. translation strategies of idiomatic expression in the adventure of tom sawyer novel no type of translation strategy f % 1 literal 25 14.2 2 literal with compensation 18 10.1 3 free 55 31.0 4 using dissimilar idiom 18 10.1 5 paraphrase 45 25.4 6 omission 16 9 total 177 100 table 1 shows there were 177 idiomatic expressions and the strategies employed by the translator in rendering the idiomatic expressions. the highest frequency of the strategy was free translation strategy mostly used by holding up 31% of the whole strategies. it represented the way the translator in rendering the idiomatic expression was mostly by expanding the meaning within the idiomatic expression without depending on the words and structure from the source language. the second frequently used strategy was paraphrase that supported the use of flexible language and expanding the meaning and stylistic effect of the idiomatic expression with total percentage 25.4%. the omission strategy was rarely used in rendering the idiomatic expression with only 9% from the total strategies. it showed that there were some idiomatic expressions omitted by the translator in the process of translating the novel. with regard to the idiomatic translation translated into idiomatic expression, literal translation had 14.2% from total occurrence followed by literal translation by compensation and using dissimilar idiom that shared the same percentage of 10.1% from the total strategies used to translate the idiomatic expression. hence, the translator was deemed to be compromising in rendering the idiomatic translation which was proved by the highly used of free and paraphrase translation strategy. literal translation generally, finding the same form and meaning on the target language is the easiest way to do translation. with regard to the translation idiomatic translation, there is literal translation which refers to translation strategy in which the content and style from the source language are successfully reproduced as the same style and structure of the sentence. table 2 shows the use of literal translation in transferring idiomatic expression. table 2 literal translation sl tom exhibited. they were satisfactory, and the property changed hands. tl tom mengeluarkan benda-benda itu dari dalam saku bajunya, kemudian memperlihatkannya pada billy. mereka puas, dan benda-benda itupun berpindah tangan bt tom pulled the objects out of his shirt pocket, then showed them to billy. they are satisfied, and the objects changed hands table 2 shown a description from the narrator about tom in a sunday school. the context was at the commemoration of sunday school at church where everyone was entering the church. meanwhile, tom was standing in front of the door and some of the kids have exchanged things with tom. based on table 2, the idiomatic expression was translated using literal translation with which the meaning and the stylistic effects were still maintained in the target language. the idiom “the property changed hands” was literally translated into bahasa indonesia became “bendabenda itupun berpindah tangan” which still held similar structure and also the meaning of the idiom was kept constant. literal with compensation translation it is plausible that sometimes finding the same structure and style of idiomatic expression from the source language into the target language. hence, there is literal translation strategy with compensation which transferring muhammad zidni ilman ahdillah, et al. / english education journal eej 10 (4) (2020) 480-492 484 the idiomatic expression literally by attaching additional information or stylistic effects into the target language. table 3 presents the use of literal translation with compensation in transferring idiomatic expression. table 3. literal with compensation translation sl tom exhibited. they were satisfactory, and the property changed hands. tl tom mengeluarkan benda-benda itu dari dalam saku bajunya, kemudian memperlihatkannya pada billy. mereka puas, dan benda-benda itupun berpindah tangan bt tom pulled the objects out of his shirt pocket, then showed them to billy. they are satisfied, and the objects changed hands in table 3, the narrator explained the condition and the burden born by tom’s doing. the context was at the time when tom had just lied to his aunt about swimming. the idiomatic expression was translated using literal translation strategy with compensation in which the translator has introduced some additional elements in the target language. the ideological expression “bring her gray hairs with sorrow to the grave” was translated into “untuk memudahkan jalannya ke neraka dan memudahkan jalan bibinya ke pintu kubur”. this idiomatic expression still held the similar forms in the target language although there was some additional explanation given to the readers. some words were still translated literally as well as the stylistic effects, such as to the grave; however, the translation was added by the words at the target language, such as memudahkan jalannya ke neraka which gave more emphasis on how pathetic aunt polly was. free translation transferring the idiomatic expression in a literary work sometimes require meticulous consideration to give the same/similar effects from the source language into the target language. free translation promotes translator to employed a translation strategy that transfer the meaning and the soul of idiomatic expression from the source language into the target language without restructuring the same form nor style of the language. this strategy gives an option toward the translator to be more flexible in translating idiomatic translation, though there could be found the reproduction with the same structure and style. table 4 displays the use of free translation in transferring idiomatic expression. table 4. free translation sl he crept down the bank, watching with all his eyes, slipped into the water, swam three or four strokes and climbed into the skiff that did ‘yawl’ duty at the boat’s stern. tl dia diam diam masuk ke dalam air, lalu berenang mendapatkan perahu yang terikat pada kapal itu. dia segera memanjat dan masuk ke dalam perahu, lalu bersembunyi di bawah bangku tempat mendayung menunggu sambil terengah-engah bt he silently entered the water, then swam to get a boat that was bound to the ship. he immediately climbed up and got into the boat, then hid under a bench where he waited while panting table 4 shows the narration about how tom tried to escape from the island by crossing the river and slunk to get into the boat. the context was at the mississippi river bank where tom intended to visit his house and see the condition after he and his friends left the village. there was an idiomatic expression about the narrator explanation “watching with all his eyes” which representing how he was watching closely around before slip into the water. the translator chose to translate it by an adjective using “diamdiam” at the target language which did not have the similar form nor the stylistic effects. however, the meaning of the words “diam-diam” has close muhammad zidni ilman ahdillah, et al. / english education journal eej 10 (4) (2020) 480-492 485 meaning with the idiomatic expression “watching with all eyes” though there was some sense of the meaning which left by the translator. similar meaning but dissimilar form translation at some points, translating idiomatic expression in a literary text requires idiomatic expression form too as in the source language. however, a translator has an option to translate using idiomatic expression with different words constituting the idiomatic expression itself as long as it still has the similar meaning. table 5 shows the use of free idiom of similar meaning but dissimilar form strategy in transferring idiomatic expression. table 5. similar meaning but dissimilar form translation sl and now at this moment, when hope was dead, tom sawyer came forward with nine yellow tickets, nine red tickets, and ten blue ones, and demanded a bible. this was a thunderbolt out of a clear sky. tl seandainya ada petir yang menyambar masuk ke dalam gereja, pendeta walker tidak akan kerkejut dibandingkan melihat kedatangan tom sawyer itu. bt if there was lightning striking into the church, pastor walker would not be surprised compared to seeing tom sawyer's arrival. table 5 showed a condition when tom was invited by the judge to come forward at the church stage. he was chosen as the smart boy who has already collected various kinds of tickets and got the bible prize. knowing that tom was cheating and lied to the judge, it made the pastor shocked and afraid since it would leave bad impression toward the judge as well as the people since tom was not good at remembering the bible. the writer expressed the condition by adding an idiomatic expression “this was a thunderbolt out of a clear sky” which means something unexpected just happened beyond thinking. however, the translator transferred the idiomatic expression using idiom also yet dissimilar form, such as “seandainya ada petir yang menyambar masuk ke dalam gereja”. this replacement still held the similar meaning considering the context being placed, however some elements are changed from nominal sentence into verbal sentence. hence, the translator was deemed to be successful in bringing the meaning forth into the target language. paraphrase translation when there is no equivalence in the target language to transfer the meaning and structure as well as the stylistic effects of idiomatic expression from the source language, a translator might use paraphrasing strategy to raise the message to the readers using paraphrase of the idiomatic expressions. table 6 showcases the use of paraphrase strategy in transferring idiomatic expression. table 6. paraphrase translation sl it makes me feel so bad to think you could let me go to sereny harper and make such a fool of myself and never say a word tl sungguh aku tidak senang kalau kuingat bahwa kau sudah membiarkan aku pergi ke rumah sereny harper hanya untuk mempermalukan diriku disana bt if there was lightning striking into the church, pastor walker would not be surprised compared to seeing tom sawyer's arrival. table 6 presents the statement uttered by aunt polly after visiting sereny harper house. apparently, she was fooled by tom for the story he made to save his life from aunt polly’ punishment. the table showed that she put an idiomatic expression within her statement mentioning that “it makes me feel so bad” from the statement “it makes me feel so bad to think muhammad zidni ilman ahdillah, et al. / english education journal eej 10 (4) (2020) 480-492 486 you could let me go to sereny harper and make such a fool of myself and never say a word” representing that she felt embarrassed telling a lie to sereny harper who had already known the story from her son. in regard to this idiomatic expression, the translator transferred it by paraphrasing the expression “sungguh aku tidak senang” which cannot be translated literally following the structure and stylistic effects of idiomatic expression from the source language. the translator paraphrased the idiomatic expression since there was no way to find the similar idiomatic expression. hence, the translator expressed the idiomatic expression meaning using different words and structure. omission translation languages have different concepts of idiomatic expressions. hence, translating idiomatic expressions could be done by deleting the idiomatic expressions in the target language when the meaning cannot be easily paraphrased for stylistic reasons. table 7 presents the use of omission strategy in transferring idiomatic expression. table 7. omission translation sl he knew anything against him for the whole world — he would be killed for knowing it, sure. tl dia hanya bilang bahwa dia mengenal salah satu dari kedua orang itu, dan dia takut kalau orang-orang itu mendengar bahwa huck telah membocorkan perbuatannya, dan sudah pasti orang itu akan membunuhnya bt he only said that he knew one of the two, and he was afraid that those people heard that huck had leaked his deed, and that person would definitely kill him table 7 shows narration that huck was interrogated by the mr. jones as police man in the village. beforehand, huck was shocked that injun joe and his partner were going to break into madam douglas’s house and tortured her due to their former revenge. knowing this situation, huck was running away to find help which fortunately dropped in mr. jones’s post. then, huck tried to tell the condition without revealing the identity of injun joe because he was afraid if he was chased and killed by him. the table showed writer’s narration in the source text by placing idiomatic expression “for the whole world” in the sentence “he knew anything against him for the whole world — he would be killed for knowing it, sure” which meant that huck knew everything exactly as it was in every way about the culprit yet he was afraid for some reasons. furthermore, the translator translated the idiomatic expression was by not transferring the idiomatic translation and decided to use omission translation strategy. however, there was some sense lost in the target language because omitting the idiomatic expression although the translation was still acceptable considering the context. as one the translation strategy in dealing with idiomatic expression translation, omission strategy might be used when the idiomatic translation cannot be easily paraphrased in the target language. relation between translation strategy and resulted equivalence as the objective of translation activity, the equivalence of the translation product plays a crucial role and should be considered more in transferring the source language into the target language. with regard to the analysis of idiomatic expressions in the novel the adventure of tom sawyer, the translation equivalence was analyzed based on the formal correspondence and dynamic equivalence as proposed by nida and taber (1982). this analysis was viewed by the perspective of how translation idiomatic expression strategies lead to the translation equivalence in the novel of the adventure of tom sawyer. the analysis could be seen in table 8. muhammad zidni ilman ahdillah, et al. / english education journal eej 10 (4) (2020) 480-492 487 table 8. translation strategies of idiomatic expression in the adventure of tom sawyer novel and it’s equivalence no type of translation strategy formal dynamic 1 literal 25 2 literal with compensation 15 3 3 free 55 4 using dissimilar idiom 18 5 paraphrase 45 6 omission 16 total 46 131 table 8 shows the use of translation strategies in relation with translation equivalence which was used by the translator in rendering the idiomatic expression found in the novel the adventure of tom sawyer. as it could be seen that most of the equivalence of idiomatic expression in the target text was following the dynamic equivalence with total number occurrence 135 times. it represented that some of the translation of idiomatic expressions, the translator has transferred the idiomatic expression by seeking the meaning of the original in such wat that the meaning was preserved though it changed the words and phrases. meanwhile, the translator did not merely follow dynamic equivalence principle in achieving the translation equivalence which was proved by the number of formal correspondences with total occurrence 42 times. this condition indicated that the translator transferred some of the idiomatic expression using source language approach in which the words or phrases in the target language which represents the closest equivalence of source language words or phrases both forms and meaning. relation between translation strategies and resulted translation quality having done the analysis of translation strategies of idiomatic expressions in the adventure of tom sawyer novel as well as its translation equivalence, there was a correlation between translation strategies employed by the translator and how well the resulted equivalence of the translation in the target language. various kinds of translation strategies have been utilized to transfer idiomatic expression from english into bahasa indonesia which have been gone through deep consideration. however, the use of translation strategies in transferring idiomatic expression undoubtedly affected the resulted translation. throughout the analysis, there were six translation strategies utilized by the translator in order to achieve the translation equivalence. furthermore, the strategies affected the translation quality which based on accuracy, acceptability and readability of the translated idiomatic expression. as it could be seen on the table 4.19, the highest accurate translation was dominated by free translation strategy with total number of 52 occurrences. it represented that free translation strategy in transferring the idiomatic expression was deemed to be successful to render the equivalence from the source language into the target language. the way the translator transferred and expanded the translation creatively without considering the limitation of the idiomatic expression had effectively brought the equivalence forth to the target language. meanwhile, omission translation strategy was the lowest occurrence among the other strategies in transferring the idiomatic expression with zero occurrence with regard to the accurate translation. it was referring that omitting the idiomatic expression from the translation would surely distort the meaning being transferred into the target language. with regard to the less accurate translation, the highest frequency of translation strategies employed by the translator was paraphrase with total occurrence 41 times. this indicated that there were some idiomatic expressions which cannot be transferred using idiomatic expression in the target text, yet it needed to be rendered using different approaches in order to achieve the equivalence. it also indicated that paraphrase translation strategy mostly produced less accurate translation, muhammad zidni ilman ahdillah, et al. / english education journal eej 10 (4) (2020) 480-492 488 particularly in translating idiomatic expression. furthermore, most of the inaccurate translation of idiomatic expression was caused by the use of omission translation strategy with total occurrence 13 times leaving the rest of the translation strategies without any occurrence. this represented that omission has caused deleted meaning for the target language. moving into acceptability of the translation equivalence, free and paraphrase translation strategies almost shared the similar frequency in which free translation has caused 44 acceptable translations, while paraphrase strategy held 42 occurrences of the acceptable translation. this was fairly plausible since the translator was flexible and could develop the widely used meaning to replace idiomatic expression from the source language into the target language by using these strategies. meanwhile, the lowest acceptable translation was still produced by omission translation strategy which only had 9 occurrences. this was understandable phenomena when the idiomatic expression was omitted, the translation would be unnatural and unfamiliar for the target readers. furthermore, most of less acceptable translation was fairly produced by all of the translation strategies in rendering idiomatic expression which shared 10 occurrences only for free translation strategy and less than 10 occurrences for the rests. it indicated that less acceptable translation could be produced by all idiomatic translation strategies although the translator has tried to make the best translation work. thus, only paraphrase strategy did not create inacceptable translation of idiomatic expression. this represented that paraphrasing idiomatic expression into the target language has helped to avoid the inacceptable translation. regarding with readability of translation, the use of free and paraphrase translation strategy has helped the translator to create readable translation of idiomatic expression which was similar to the acceptability aspects. both free and paraphrase had more than 40 occurrences in which free held 50 numbers and paraphrase got 42 numbers. it indicated that free and paraphrase strategy could transfer the idiomatic expression from source language into target language become readable for target readers. moreover, free and paraphrase strategy has enabled the translator to expand the meaning of idiomatic expression without any border both on the meanings and forms. meanwhile, all strategies in translating idiomatic expression also created less readable translation although the number of occurrences did not exceed more than 10 numbers. it meant that every implementation of the translation strategies could not perfectly transferred the idiomatic expressions. furthermore, regarding to unreadable translation of idiomatic expression was caused by the use of literal, literal with compensation and using dissimilar idiom forms; while the other three strategies (free, paraphrase and compensation translation strategy) did not produce unreadable translation of idiomatic expression. it indicated that unreadable translation of idiomatic expression might be occurred as the result of maintaining the stylistic meaning of the idiomatic expression. translation of idiomatic expression was problematic for translator in rendering the words, grammatical units and meaning into the target language. this condition has resulted in the process of achieving the translation equivalence in the target language. in order to eliminate those problems, the translation strategies are offered so that the idiomatic expression equivalence could be brought forth to the target language. based on the analysis of translation of idiomatic expression in the novel the adventure of tom sawyer, there were some points that deemed important to be discussed. on the aspect of translation strategies utilized by the translator in rendering idiomatic expression, all six translation strategies were used helping the translator to render the idiomatic expression in the target language. it turned out that the translator tended to be flexible and creative in rendering the idiomatic expression which was proved by the highly-utilized translation strategy which focused on the development of the idiomatic expression in the target language, namely: free translation strategy and paraphrase translation strategy. it indicated that the translator enjoyed the rendering of muhammad zidni ilman ahdillah, et al. / english education journal eej 10 (4) (2020) 480-492 489 idiomatic expression using interpretation. this is in line with susanti and kuswardani (2015) that in english – indonesian translation of idiomatic expression, the translator likely tends to transfer idiomatic expression using paraphrase strategy to create good translation product. free and paraphrase strategy was quite similar strategy in which it only differs in the alternative it has. this is in line with rahmagati and himmawati (2015) that by using free translation strategy, the message of idiom could be transferred properly and by means of words that are roughly suitable to the meaning of the idiomatic expression. according to huang and wang (2006, p.2) free translation strategy is employed when the translator chooses to reproduce the meanings into the source language by interpretation rather than considering the structures and stylistic effect of the idiomatic expression although there is still some option to transfer the idiomatic expression. meanwhile, in paraphrase translation strategy, the translator does not have option to transfer the idiomatic expression into target language which resulted in paraphrasing the idiomatic expression in order to achieve translation equivalence (baker, 1992). the tendency of free and paraphrase translation strategy was undoubtable since the target reader of the novel were kids following the genre of the novel the adventure of tom sawyer was children literary book. furthermore, the translation should be carried out in particular ways which could consider the ways children as the target readers. meanwhile, the translation strategy utilized by the translator did not merely focused on the interpreting the meaning of idiomatic expression. there were also some translation strategies which focused on rendering the idiomatic expression with idiomatic expression too in the target language, such as using literal, literal with compensation and also using different idiomatic expressions. this indicated that some of the idiomatic expression was rendered by maintaining the forms and stylistic effects of idiomatic expression from the source language. this is in line with wicaksono and wahyuni (2018) that since cultural gaps exists between two languages, there are some idiomatic expressions that almost similar on the languages and just need to be compensate a little. although most of the idiomatic expression was rendered by mean of interpretation, the translator still employed idiomatic expression in the target language in order to maintain the stylistic effects of the novel. this matches with baker, 2011, p. 85) mentioning that the idiomatic expression cannot be translated easily in the target language rather than using the literal translation to maintain the stylistic effects for the target readers. furthermore, some idiomatic expression was omitted in the target language which was believed that either it has been blended in the context or there would be distort the meaning if it appeared at some points. this is supported by ayuningtyas (2018) that idiomatic expressions sometimes have to be omitted by translator because the stylistic effects cannot be brought forth in the target language. furthermore, al-shawi and mahadi (2011) added that although omitting some parts of the idiom may be desirable in certain situations, the meaning should be compensated somewhere else in the text in order to avoid abridged and mutilated translations. with regard to the analysis of translation equivalence, the translation of idiomatic expression was divided into two different equivalence categories, namely formal correspondence and dynamic equivalence. in translating the idiomatic expression in the novel the adventure of tom sawyer, the translator had tendency to achieve the dynamic equivalence. according to the analysis of translation strategy used to render the idiomatic expression, it was dominated by the strategies which deals with interpreting the idiomatic expression, replacing the idiomatic expression and also omitting the idiomatic expression in the target language. as proposed by nida and taber (1982) when the translation focuses on the meaning of the information for the target reader, the dynamic equivalence is followed prioritizing the target readers to get what the source readers get when they read the original work. this represented that the translator has really struggled to interpret the idiomatic expression in the target language as addressed for children. this is in line with muhammad zidni ilman ahdillah, et al. / english education journal eej 10 (4) (2020) 480-492 490 maliheh and ehsan (2018) that in translation of idiomatic expression particularly in the literary work, the best equivalence approach followed was dynamic equivalence as it could be accepted by the target audience. regarding to the relation of translation strategy and the translation quality in rendering idiomatic expression in the novel the adventure of tom sawyer, the translation showed closed relationship between those two aspects. on the aspect of accuracy, the use of free translation has resulted in the accurate translation. similar with free translation strategy, almost all literal translation has produced accurate translation as well. this indicated that the translator has rendered idiomatic expression accurately both using the similar idiomatic expression from the source language and interpreting the idiomatic expression to make it accurate in the target language. this is in line with fitria (2018) that the accuracy of translating idiomatic expression depends on the appropriate context conveyed on the target language. meanwhile, most of the paraphrase translation strategy promoted less accurate translation of idiomatic translation leaving some distortion on the meaning in the target language. in addition, omission translation strategy has resulted in the inaccurate translation of idiomatic expression since the words and meaning were completely omitted in the target language. this indicated that translating idiomatic expression really put a real challenge to the translator to be able to render it into the target language amidst the problematic factors of culture between the two languages (al-shawi & mahadi, 2012). in terms of acceptability, almost all of the translation strategies have promoted into acceptable translation of idiomatic expression. this is in line with the equivalence principle followed by the translator that the translation of idiomatic expression in the novel the adventure of tom sawyer was target reader-oriented where the priority of the translation was on the acceptability of the target readers. this also indicated that the translation of idiomatic expression was mostly natural and familiar with the indonesian children. this condition was also supported by the data that there was almost not any inacceptable translation of idiomatic expression found in target language. this condition was also almost in line with the aspect of readability where the translation of idiomatic expression was understood easily and there are only a few unreadable translations. in regard to the aspect of readability, almost all strategies have helped the translator to produce readable translation of idiomatic expression making readable translation became the highest production among other aspects. referring back that the novel was addressed for indonesian children it was understandable that most of the idiomatic expression was rendered into readable translation which enable the children as target reader to easily read the novel. this is in line with huang and wang (2006) stated that the translation should resemble the original in aspects that make it adequately relevant to the reader by offering adequate contextual effects and at the same time should involve optimal processing effort. conclusions after analysing the translation strategies of idiomatic expression in the novel the adventure of tom sawyer, i found six translation strategies utilized by the translator to render the idiomatic expression into target language in which free translation strategy as the frequent strategy used by the translator of the novel with regard to the equivalence of the translation, the translator tended to re-create the words and phrases in the target language neglecting the words and grammatical units of source language in order to get the similar meaning and essence of the source language. furthermore, the genre of this the novel also contributed on the decision of the translator in transferring the idiomatic expression which was also affected by the genre and target reader of the novel itself that caused the translator to render the idiomatic expression become source readeroriented by means of translation strategies which reproduce the words and structure of the idiomatic expression in the target language. muhammad zidni ilman ahdillah, et al. / english education journal eej 10 (4) (2020) 480-492 491 dealing with the relation of translation strategies in rendering the idiomatic expression in the novel the adventure of tom sawyer, the use of translation strategies in the translation of idiomatic expression had close relationship with the resulted equivalence of idiomatic expression in indonesian. on the accurate translation, implementation of literal and free translation has resulted in accurate translation. furthermore, on the acceptability of the translation, was affected by free and paraphrase translation strategies. moreover, readability of the translation also influenced by the implementation of free and paraphrase translation strategies. for the future research, i suggest that it is better to view the translation of idiomatic expression from various kind of perspectives to broaden the study about rendering idiomatic expression from one language into another. since this study only focused on the idiomatic expression in the children literary book, it is better if the future research could reveal more about various kinds of translation work. references al-shawi, m. & mahadi, t.s.t. 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(2010). penelusuran ideologi dalam novel ayat-ayat cinta: sebuah analisis tematis dan estetis. jurnal pendidikan dan kebudayaan, 16 (5). susanti, l. & kuswardani, y. (2015). translation of idiomatic expression in roald dahl’s short story “man from the south“ from english into indonesian. english teaching journal, 3 (1). wicaksono, d. b., & wahyuni, e. (2018). an analysis of the strategies used in translating idioms in indonesia into english found in indonesian legends. a journal of culture english language teaching literature & linguistics, 3(1), 45. wang, l., & wang, s. (2013). a study of idiom translation strategies between english and chinese. theory and practice in language studies, 3(9). https://doi.org/10.4304/tpls .3.9.1691-1697 muhammad zidni ilman ahdillah, et al. / english education journal eej 10 (4) (2020) 480-492 492 yuliasri, i. (2017). translators’ censorship in english indonesian translation of donald duck comics. indonesian journal of applied linguistics, 7(1), 105-116. 205 eej 12 (2) (2022) 205-214 english education journal http://journal.unnes.ac.id/sju/index.php/eej the influence of the teachers' reading habit on their teaching practice: a narrative inquiry etri wijayanti , yan mujiyanto, hendi pratama universitas negeri semarang, indonesia article info ________________ article history: accepted 10 february 2022 approved 27 may 2022 published 20 june 2022 ________________ keywords: teachers' reading habit, narrative inquiry, teaching practice. ____________________ abstract ___________________________________________________________________ we consider the substantial relationship between teachers' reading habits and teaching practices in the indonesian context. this issue has piqued the interest of research. therefore, this study investigates how teachers' reading habits influence their teaching practice. this study employs narrative inquiry by clandinin and connelly (2000) as a qualitative research design, allowing us to collect rich data through the unique stories of the participants. this study involves three indonesian english teachers at one of the vocational high schools in indonesia, namely smk negeri 1 pringapus. specifically, this study uses a narrative inquiry framework by clandinin and conelly (2002). we collected the data through observation, questionnaires, interviews creswell (2012); transcribing, and coding based on bailey (2008). additionally, to obtain trustworthiness, we use the theory of guba and lincoln (1982). the findings show that teachers' reading habits have vital roles in their teaching practice. the findings also clearly demonstrate a solid and lasting relationship between teachers' reading habits and teaching practice. this study suggests that educators, in particular, should improve reading habits both for professional needs as teachers and personal needs. it is also necessary to continue to improve the quality of teaching practice by strengthening reading habits. correspondence address : kampus pascasarjana unnes kelud utara 3 sampangan, indonesia e-mail: etriwijayanti96@gmail.com p-issn 2087-0108 e-issn 2502-4566 etri wijayanti, et al./ english education journal 12 (2) (2022) 205-214 206 introduction reading is an essential part of human existence that will continuously follow the path of human life and bring various benefits in various fields of human life anderson et al. (1988). reading habits can be interpreted as activities that are regularly carried out, and there are some special considerations, such as the duration of reading, the type of reading material, the portion of the reading, and the specific purpose of reading. experts such as wijesuriya (1995) also argue that the individual's reading habit starts from the early stage of life, this habit does not necessarily occur instantly, but there is a long process to obtain such a good reading habit. over time, an individual not only gets the title of someone who has good reading habits, but the individual also experiences a significant process of self-development and has a positive impact on professional work. reading is an excellent skill that can provide many benefits in many fields of life without limits, especially in education. educators are intelligent people who have the absolute trust of society to sustain and grow knowledge in human existence; they are trustworthy individuals who can guide the future generation with a high-quality education. educators are also actual role models for students and have a significant influence on the success of education karasakalolu and bulut (2012) and; parmawati (2018). according to granado (2014), educators who value reading and use it in their daily lives demonstrate exceptional teaching quality for their professional and personal interests. surprisingly, this sort of instructor is a highly potent motivator for pupils, and as a result, children learn positive reading habits from such teachers. according to broemmel et al. (2019), teachers who experience significant changes in teaching and continue to experience better teaching quality are teachers who have strong reading habits. teachers have a significant role in the success of their student's academic achievements, one of which is in learning reading comprehension. therefore, teachers must develop their teaching skills professionally. teachers are also expected to be more critical and creative in teaching so that classroom learning will be much more exciting and compelling. therefore, teachers should continue to educate themselves and develop their practical teaching skills fitriyani et al. (2020), such as reading relevant reading sources however, some research findings indicate an unfavorable condition for teachers' reading habits, especially english teachers. according to applegate et al. (2014) and; benevides and peterson (2010), there are several instances where teachers do not have good reading habits. as evidenced by aisah et al. (2019), many teachers are poor readers, which shows that most pre-service english teachers in indonesia are poor readers. they only read out of compulsion and do not have a solid foundation in reading. according to granado (2014), teachers do not have good reading habits; they have many shortcomings such as limited resources or the type of reading they read, do not have a consistent reading pattern, and rarely visit the library to look for reference books or read the book. in contrast, most teachers in indonesia (preservice teachers or in-service teachers) are not native english speakers due to peculiar factors to indonesia. according to priajana (2013); snow (2007); and nuttal (1996), having a solid reading habit is an essential foundation that plays a vital role in supporting their profession as a teacher, especially in their teaching practice. it is also evident that english teachers who are non-native english speakers accept the strong demand that they are proficient in english and fit to teach. reading is one of the decisive weapons to improve non-native english teachers' english skills and improve their quality of teaching practice. numerous researchers conducted a study that demonstrated the association between teachers' reading habits and their teaching practice concerning the significance of reading for english teachers. for example, revina et al. (2020) demonstrate that many teachers in indonesia are categorized as poor readers, which has a negative impact on their teaching performance. therefore in indonesia, it is being intensified that teachers should read a lot to improve the quality of their teaching. broemmel et al. (2019) also stated that one of the most effective strategies to improve a teacher's teaching quality is reading relevant etri wijayanti, et al./ english education journal 12 (2) (2022) 205-214 207 materials, such as journals. one of the fundamental reasons educators must-read is to keep up with and adapt to a dynamic education system that evolves according to the times. according to astuti et al. (2014), teachers who have good teaching competence understand and are aware of the condition of their class and students very well, so that teachers can provide appropriate solutions such as implementing good teaching strategies and innovations when teaching in class. regarding this situation, it is reasonable to conduct a study on the reading habits of teachers in influencing their teaching practice mainly in the indonesian context. optimistically, the study's findings will contribute to education, particularly for english teachers. therefore, researchers conducted a study on this topic which involved three english teachers in one of the vocational high schools in indonesia, namely smk negeri 1 pringapus semarang. methods drawing on the narrative inquiry research design by clandinin and conelly (2000), the current study aims to investigate the teachers' reading habits in influencing their teaching practice. this study involved three english teachers from one of the vocational high schools in indonesia, namely smk negeri 1 pringapus semarang, as participants. interestingly, they are english teachers who have been teaching for more than five years. more precisely, it is critical to stress each participant's personal information on their reading habits and teaching practice. the reserach focused on major guiding questions for this purpose: how does teachers' reading habit influence their teaching practice? what is the relationship between teachers' reading habit and teaching practice? we involved participants' stories related to the topic of study. we collected the data through the theory of creswell (2012), namely observation (the initial stage) followed by a questionnaire aimed at obtaining brief data and structured interviews adopted from barkhuizen et al. (2014) to obtain rich and more detailed data. furthermore, after collecting the data, the researchers transcribe, which is followed by coding based on bailey's theory (2008). the analysis process used a narrative inquiry framework, namely, the researchers sort data according to a logical flow according to the study's research questions and then interpreting and transforming the data into narrative stories. to achieve the study's trustworthiness, we used the theory of guba and lincoln (1982) for data triangulation, in which the researchers carried out data collection methods in three ways, namely observations containing documentation, questionnaires, and interviews. the interview results were interpreted in the form of a narrative by nasheeda et al. (2019). the final results receive approval from the participants to achieve a level of data accuracy (clandinin & connelly, 2000). results and discussion we offer narrations of three indonesian english teachers (wardah, ajeng, and mahendra) who experienced life experiences to explain teachers' reading habits influence their teaching practice. in addition, all the stories we present are themed based on the research questions. the most valuable influence of teachers' reading habit on their teaching practice wardah's story wardah has been working as an english teacher for ten years, and she has experienced various experiences related to teaching. during the interview, she explained her stories about her reading habits and teaching practice. according to her, teaching always requires innovations. teaching is dynamic and must adapt to changing times very rapidly. she also stated that one of the best solutions is to read. interestingly, wardah is a teacher who already has a good reading habit, unlike aisah et al. (2019). yes, reading is incredibly essential. i've been teaching for a long time, and there are times when i think to myself, "i'm an experienced senior teacher, i've taught the same topic for years, and it makes me memorize what i have to etri wijayanti, et al./ english education journal 12 (2) (2022) 205-214 208 do...this...that." i have remembered the subject to be taught, just as i do when i teach grade 12. however, reading the book made me understand that there were so many flaws that i discovered, and it turned out that there were a lot of things that i didn't know after reading the book. even if i just read novels and periodicals, reading provides me with many fresh ideas that may be used to my teaching practice. she places a high value on reading. she explained that teachers need to read a lot because it cannot be separated from the teaching profession. according to her personally, it is a pity that teachers do not have good reading habits. because, in her experience, education constantly necessitates something innovative, it will be pretty strange if the teacher employs the same teaching style, which may no longer be relevant. wardah also shared her experience when teaching related to her reading habit. she stated that reading is a crucial ability that must be maintained to avoid being left behind. for example, when i want to hold a game in class, the game is complex, but when i read about it, i discovered something new. like, ahh, this appears to be something that can be implemented in class. the point is that we must read because if we do not read, the teacher will be arrogant because he or she believes he or she is already an expert in the teaching material. if you think this way, there will be monotony in teaching because the methods and themes in the teaching and learning process will remain the same and will not experience renewal. despite the fact that we are constrained by the appropriate curriculum. mahendra’s story mahendra is an english teacher who has been teaching for approximately six years and can share many experiences about teaching and reading habits. for mahendra, reading cannot be avoided because it is a basic need for him. he stated that there are variations in reading activities, it is true that he likes to read about the interpretation of the qur'an, but professional reading is a top priority for him. he reads teachers' handbooks, articles, and several websites that provide english learning content. he explained that reading has a significant influence on his teaching technique. his teaching techniques improved in quality as a result of his reading habits. yeah i like to read in pleasure time, for personal reading purpose, i read tafseer of al-qur'an or al-qur'an itself, and for professional reading i read teacher's handbook, article, or reading english material on website...and yes..of course reading is really essential in my life, particularly in my profession as a teacher. he also stated that reading must be done before teaching; preparation for teaching through reading has a significant impact on the success of his teaching practice. obviously, i have to read before teaching; at the very least, i read textbooks and other reading material to supplement my teaching activities...then i discovered a book titled effective teaching method that i believe that greatly benefit my teaching practice. the book is very helpful in determining which approach to employ in my lesson. to supplement my teaching practice, i love to read a lot of articles about english learning tools. and for professional reading, i choose to read articles and textbooks from book publications such as erlangga, while for other supporters, i visit bbc english learning, learning english online, or similar websites. that manner, i may broaden my knowledge in my field of education. ajeng’s story ajeng is a teacher who cares about her teaching practice. with 17 years of teaching experience, she has learned many valuable lessons. in her career as an educator, she feels that reading is one of the most potent weapons that she can survive so far. she explained that she encountered many obstacles in class, but they could be overcome when she read regularly and varied greatly. she also enjoys exploring the most recent books or reading materials that meet the demands of her teaching practice. she also personally has had a hobby of reading since a long time ago. she also said that there were times when she had difficulty dividing time with her family and time to read, but she could find the right solution to keep reading. etri wijayanti, et al./ english education journal 12 (2) (2022) 205-214 209 i've always enjoyed reading books, but after being married and having children, i've had to prioritize my time, but i still read since it's a must. i've read a number of book by erlangga, yudhistira, and other publishers. i constantly strive to locate books that correspond to the most recent curriculum being utilized, since i don't simply rely on the books supplied by the school, but i also investigate which books i believe are more relevant. in my perspective, increasing book references is extremely significant since it not only develops my knowledge and understanding into teaching materials for class, but it also enriches my vocabulary or english abilities as an english teacher, which might be valuable for my students.obviously, reading is really essential to me; with a lot of reading, i have a lot of references to teach. in the same manner, i always take the time to visit shops like gramedia to hunt for teacher handbooks that i can later use to teach, for example, i provide a collection of fictitious stories, and from there i get a lot of inspiration when i have to teach narrative text to my students. the greatest relationship between teachers' reading habit and teaching practice wardah's story wardah believes that reading is an everlasting activity, that there is always a purpose to reading in general, or that reading is an unavoidable element of life, especially for educators who insist on it being required. she explained her story about reading habits and teaching practice, stating that these two things have an eternal bond. it will be evident for teachers who have the habit of reading, for example, taking 60 minutes per day or at least having a weekly reading agenda will show something. the quality of educating a teacher in the classroom demonstrates the excellent aspect of a teacher's performance. wardah also considers that communication in class is smooth when teachers approach teaching by seeking a lot of information relevant to their students' lives. the content delivered will be readily absorbed if the teacher uses an engaging approach based on the students' personalities. of course, this may be accomplished if teachers are ready to continue to learn new things, gather knowledge, keep up with current information, and adapt to the present educational system by extensive reading. a teacher must read to enhance their teaching practice and provide the most outstanding possible education to their students. starting with a positive reading attitude, it leads to a teacher reading regularly without feeling compelled, which leads to effective teaching practice. based on my teaching experience, undergoing the teaching profession for 10 years, of course there has been a change in the level of teaching quality, and of course that is a great influence from my reading habits, there are many programs that i have done so far, i attended various seminars, i involved myself in various educational programs, i also buy many books to teach, i also continue to try to broaden my horizons and experiment to learn and apply various teaching methods that are adapted to the curriculum, the times, the needs of students. reading is really beneficial to me personally and to my work as a teacher. ajeng's story according to ajeng's story, she spent most of her life teaching and reading books. ajeng explained that, as a teacher or as an individual, reading is something that cannot be avoided. it is crucial to instill in yourself that reading is not done because of coercion but something essential and considered a basic need. she also mentioned that reading is the most excellent solution to many challenges, such as obtaining many references to teach and presenting something creative and fascinating in class when teaching. interestingly, feeling a lack of confidence if she did not read much when teaching anything at school. as a result, it is also vital for her to attempt to address the demands of the students in the class about learning materials. therefore, she visits bookshops and gives exciting and relevant books for teaching. my opinion, it is very foolish for a teacher if he or she does not want to read or only reads on occasion; having teaching experience with a long tenure is not enough; the teacher must keep updating information and teaching methods; and with a lot of reading, the teacher can get a lot etri wijayanti, et al./ english education journal 12 (2) (2022) 205-214 210 of references to teach, which is very effective. i personally do my hardest to deliver a good teaching performance that is entertaining and up to date in class, and reading is a key element of the success of teaching for teachers in the classroom, based on my experience. the idea is that very excellent preparation is required before teaching, but not every time i read before teaching; maybe more accurately, if there is content that is difficult or still foreign to me, i must read a lot in order to find knowledge connected to the topic. mahendra's story mahendra emphasized that reading is the reason for the success of his teaching practice. the two things cannot be separated. he stated that the primary purpose of reading is to keep up to date with new information or to educate oneself, and of course, reading has its benefits—a vital role in supporting a career as a teacher. mahendra is the type of teacher who is not satisfied if he teaches without proper preparation. he always prepares for teaching before the class starts, namely by reading books, articles or browsing the internet. for mahendra, the more he reads, the more information he obtains, and the easier to find the answers he requires. for example, when he teaches, if there is something he does not understand, he can find solutions by reading and enriching his knowledge, which is very important for a person. teachers, for example, can provide a reasonable explanation when pupils ask questions. teaching, in my opinion, ...is how we have a comprehensive preparation before teaching, one of which is reading. i always take the time to read material linked to learning in the classes that i will teach, and i also receive a lot of valuable answers and inspiration for teaching my classroom instruction. reading is very important from various perspectives, but to get to the point where it can be said to have a good reading habit, we must begin with our view of reading. teachers, in particular, are viewed as intellectual role models by the community, so teachers must have a strong foundation in reading skills so that when undergoing certain professions and being required to become professionals such as teachers, the individual will thereafter do well. reading has provided me with several advantages in my profession as an english instructor. i attempt to maintain my level of professionalism as an english teacher by reading from a variety of sources, for example. i usually do my best preparation before teaching by reading a variety of sources and gathering a variety of fascinating ideas that i may utilize in the sessions i teach. the study's two research questions were answered very clearly based on the study's findings. we briefly discuss this study's findings that have gone through the narrative framework process (clandinin & conelly, 2000). according to applegate et al. (2014) and; benevides and peterson (2010), research on teachers' reading habits that focuses on the instructor as a reader is scarce. therefore, this study seeks to conduct similar studies in-depth and uncover the novelty of current research. paradoxically, teachers' reading habits significantly impact their teaching approach, which in turn influences educational effectiveness (granado, 2014). therefore, due to the influence of the teacher's reading habits in their teaching practice, this should be a source of concern. as a result, teachers who improved reading habits and used a variety of teaching tactics are thought to be best practices. similarly, based on the findings, three indonesian english teachers indicate that they are teachers who have solid reading habits and show that their reading habits take a crucial role in their teaching practice. this finding is in line with several previous studies such as benevides et al. (2010), broemmel et al. (2019), and priajana (2013). the findings show that the participants of this study in-depth and very clearly demonstrate much robust evidence that they have good reading habits, such as the three participants who always perform thorough teaching preparation before teaching reading. wardah, for example, focuses on journals and e-books that provide effective and efficient teaching approaches, such as the book he used as a critical guide such as the book of "language assessment" by brown. this finding is in line with manna and misheff (1987) and nathanson et al. (2008) demonstrating that etri wijayanti, et al./ english education journal 12 (2) (2022) 205-214 211 teachers with a high level of professionalism are good readers. they are also a perfect description of the term life-long learners who continue to educate themselves. therefore, they are highly dedicated to their profession as teachers and continue to deepen their knowledge in the teacher's field to demonstrate good teaching practice. during the interview, participants shared and explained their real-life tales concerning their reading habits and teaching practice, one of which was how many books they could read. wardah, for example, reads at least one novel per week and numerous professional reading books such as journals and handbooks. however, she also claims that if she has spare time, she may read more than three novels per week because she can finish one book at a time, which is also consistent with can and biçer (2021) and koçak (2020). that educators who read only one of five books per year had weaker basic reading comprehension than educators who read sixteen or more books per year. a teacher who reads a lot and does it regularly demonstrates excellent teaching practice and self-esteem as an english educator. this study shows positive findings like previous studies by granado (2014) and ulu (2019) and explicitly answered the second research question of the study as well. three indonesian english teachers who participated in the study firmly stated that the relationship between their reading habits and their teaching practice is powerful. reading has a significant impact on the success of their teaching practice so that teachers continue to experience better teaching quality. throughout the participants’ stories, it shows concrete evidence that the relationship between their reading habit and teaching practice is solid. some of the actual cases presented by participants showed logical reasons. for example, when participants are told that they will go to read when they got many problems in class related to teaching methods, lack of references, or want to provide teaching performances or more exciting material. it is a savior for them, so it can be concluded that there is a dependence on reading activities to support their teaching practice. another reason why instructors cannot stop or cease reading frequently is that the education system is dynamic and requires updating. therefore, teachers must remain up to speed with new learning materials, new teaching techniques, and rapid advances in education so that instructors can adjust to everything by reading (dhivah, 2018) passionately. the findings of this study are aligned with those of benevides et al. (2010) and broemmel et al. (2019). educators who spend much time reading various types of literature will reflect on themselves as good readers, which also affects the quality of their teaching and, of course, motivates their students to become great readers like them. during the interview, wardah and ajeng mentioned that when they have free time, they would have fun by reading books such as non-academic novels that may entertain them in their spare time. they also noted that it is necessary to explore various sorts of reading that can expand their knowledge. it is also beneficial when teachers discuss the positive aspects of what they read from diverse books to stimulate their pupils. conclusions this study departs from phenomena related to the reading habit of teachers and their teaching practice, primarily based on the indonesian context. interestingly, many previous studies have shown that teachers' reading habit has a substantial role in the success of teachers' teaching practice. this study employs narrative inquiry as a research design, which allowed the researchers to conduct this research by carrying out teachers' personal stories about their reading habits and teaching practices in-depth and intense, according to the first finding in this study. however, this study's findings contradict the previous study, which shows that teachers have poor reading habits, but this study shows that the teachers who participated in this study showed that they had strong reading habits and significantly showed a positive influence on their teaching practice within their real stories. moreover, the second finding in this study is consistent with several previous studies. they demonstrate that teachers' reading habits have a solid relationship with their teaching practice. similarly, this study shows that reading is etri wijayanti, et al./ english education journal 12 (2) (2022) 205-214 212 something that is eternal and continues to be attached to the participants' lives, and they firmly believe that the primary key to the success of their teaching practice is a practical consequence of their reading habit, which is also in line with the theory of reading habits. this study is inseparable from its limitations. it only involves participants and is restricted in scope, as it is exclusively based on the indonesian context. this study only includes english teachers with more than five years of teaching experience. therefore the results may alter if the subsequent study includes new teachers with only a few months of experience. the findings of this study will contribute to a specific field, namely the world of education. the narrative study of teachers' reading habits in influencing their teaching practice will be beneficial for the literature by providing the case of three indonesian english teachers that will motivate the educators to read religiously and expand their knowledge, insight, and keep being up to date on something new and innovative, especially for teaching practice. based on the findings, this study suggests that prospective teachers or teachers have worked long enough to increase the reading variety and deepen professional reading such as reading journals, articles, or literature related to the development of teaching methods. in addition, this study suggests conducting similar research but involving a larger scale of participants. references aisah, s., ahsana el-sulukiyyah, a., & nur aisyah, r. 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(2002). the reading habits of teams. journal of reading today, vol.46: 3-4.[21]. etri wijayanti, et al./ english education journal 12 (2) (2022) 205-214 214 wijesuriya. 1995. research on participation & performance in primary education. colombo: research project, national institute of education, sri lanka: 16 493 eej 10 (4) (2020) 493-503 english education journal http://journal.unnes.ac.id/sju/index.php/eej the effectiveness of role-play and information-gap in e – teaching speaking skill for high-low self-confident students ali akbar rafsanjani 1, suwandi suwandi2, dwi anggani linggar bharati2 doi : https:// doi 10.15294/ eej.v10i4.39569 1. politeknik bumi akpelni, semarang, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: accepted 20 march 2020 approved 01 september 2020 published 23 december 2020 ________________ keywords: information gap, role play, speaking skill, self-confidence ____________________ abstract teaching speaking is not easy. the teacher has to use an appropriate technique in teaching speaking. the research problem came from the eighth grade students of smpn 1 arjawinangun cirebon. the students were passive in conversation when someone talked in english because the teacher taught using traditional method which made them bored and could not give feedback in english conversation. on the students’ side, they get difficulties in learning speaking because they felt bored and passive during teaching and learning process. this research aims to explain how significant the students’ achievement taught by using role play and information gap technique conducted with high and low self-confident of students in e-teaching speaking context. the research design was a quasi-experimental design with a 2x2 factorial design involving the eighth-grade students smpn 1 arjawinangun, cirebon as the research participants. there were two experimental groups involved. the students’ different self-confidence was taken as a factor that might influence the techniques. in collecting the data, the writer used speaking test to get students’ scores and questionnaires made by google form and on-line system. the data was analyzed using anova to answer the main hypotheses. based on the analysis of the significance score was 0.178 which was higher than 0.05. it can be concluded that there was no significant difference on the students’ achievement taught by role play and information-gap for students with high and low self-confidence. this research is expected to give a contribution to the research such as giving appropriate technique to teach speaking in e-learning. correspondence address: jl. pawiyatan luhur ii no.17, bendan duwur, kec. gajahmungkur, kota semarang, jawa tengah 50235, indonesia e-mail : aliakbarrafsan@gmail.com p-issn 2087-0108 e-issn 2502-4566 ali akbar rafsanjani, et al / english education journal eej 10 (4) (2020) 493-503 494 introduction many people speak english for their daily activity outside of their own country. sometimes, they consider that speaking english is not simple because they have to master some components of speaking such as grammar, vocabulary, fluency, pronunciation, and comprehension. it proves that speaking is one of the difficult skills of english. brown (2003) stated that sometimes spoken language is not difficult to perform, but in some cases, it is not easy. besides, budiyanto et al. (2018) stated that students sometimes have difficulties in speaking english; however, they should have much effort to practice because students will have a bright future if they can speak english fluently. larasati et al. (2018) stated that the more students practice sharing their idea, the better their speaking abilities are. the students should practice more to overcome their difficulties in speaking. based on the writer's observation in smpn 1 arjawinangun cirebon in 2019, the eighth-grade students had difficulties in speaking activities. they had problems, for example, lack of grammar made them afraid to speak english. the problem might be caused by the technique used by the teacher. the teacher always uses a drilling technique to teach english without letting them using their own words to speak. the teacher is more focused on accuracy than fluency which makes students afraid when they have a mistake. the teacher always asks students to repeat and memorize words, phrases, and sentences without they know about the meaning. wijaya et al. (2019) stated that using traditional methods or techniques in teaching is not appropriate in this era because the students are not interested in the learning process and it makes students feel bored and unmotivated. in students’ perspective, the teachers’ technique in teaching speaking made students bored. they felt that they still learn by memorizing which made them could not express their own words or arrange their own language style. the problem is in line with febrianti (2017) that in one school, the teacher used the drill technique and ordered the students to memorize and pronounce the words, phrases, and sentences structurally. drill technique makes the students practice speaking without they know about the content of the words, phrases, or sentences. according to larsen-freeman (2000), that drill can make the students speak in english with good pronunciation but the students would be difficult to give feedback or use their own words to speak. however, the teacher’s technique in teaching speaking is not effective to develop the students’ speaking ability and it made problems in this research. in addition, the covid-19 pandemic could be another problem that contributes to teaching and learning activities. therefore, the government made rules for teaching and learning at home using the online system. in this case, the teacher had to teach the students using some applications such as zoom, google meets, or whatsapp. the teacher had some difficulties also to teach beside the problem of teachers’ technique in teaching. sometimes, the teacher only ordered students to do many assignments and gave them a short explanation by using a text on whatsapp chat. therefore, there must be more suitable techniques to teach speaking according to the problems. the techniques have to encourage students to speak without feeling afraid that make students feel comfortable. one of the suggested techniques is role play. harmer (2012) stated that role play can give students simulation to learn to speak in the real content of the situation. the students would pretend to be someone else using their own words to communicate. besides larsenfreeman (2002) said that role play can be a technique to help students practice speaking skill when students pretend to be someone then play roles as someone else. in role-play, the students will practice conversation dialogue in transactional situations. ali akbar rafsanjani, et al / english education journal eej 10 (4) (2020) 493-503 495 another technique to help teachers in teaching speaking is an information gap. richards (2006) stated that the information gap becomes a technique to teach speaking when the students are going to get additional information to practice speaking. the information gap is a technique to help students in real communication practice without repeating and memorizing. repeating and memorizing made students are not able to understand the meaning and make them feel bored in the teaching and learning process. it would be a technique like information gap to help students who have less vocabulary building practice communication. also, the students can generate their style of language using information gap because the drill doesn’t exist in this technique. there were some previous studies exploring role play and information gap in teaching speaking. dorathy (2011), kuśnierek (2015), kotskovets (2016), liu and ding (2015), fong et al. (2018), rachmawati et al. (2013), arifat et al. (2018), suryani (2015), putri et al. (2016), and buaja et al. (2018), did studies on the effectiveness of roleplaying in teaching speaking and the results show that there were some improvement results for the students after taught by role play and the students could enjoy practice speaking using role play. another technique to teach speaking was information gap. there were some previous researches about information gap for teaching speaking. asrobi et al. (2013), sartika (2016), ratnasari (2017), solaimani (2016), rahimi (2016), ghofur (2015), misianto (2017) and wijayanti (2018) reported that after taught by using the information gap, the students can communicate better. in this research, the students were divided into two groups low and high confidence students. farista et al. (2018) stated that less confidence makes the students believe that they do not have good skill in english. based on the previous studies, the difference between the previous researches and the present study was that the writer divided the students into high and low self-confidence. in this paper, the writer aimed to find out the effectiveness of role play and the information gap technique in teaching speaking for students with high and low selfconfidence. this research has some benefits. firstly, it can be an alternative reference for further researchers who want to conduct research on implementing role play and information gap in eteaching speaking for students with high and low self-confidence. secondly, the research can be adopted by teachers to teach speaking or improve speaking skill. lastly, the result of the research can provide some inputs about how to implement role play compared to information gap technique in eteaching speaking for students who have high and low self-confidence. method in this research, the writer used a quasiexperimental study with 2x2 factorial designs. based on the design, the independent variables were role play and information gap. the dependent variable was teaching speaking. also, students’ high and low self-confidence was the moderator variable. role play used as an experimental class 1 and information gap would be used as an experimental class 2. the population of this research was the eighth-grade students of smpn 1 arjawinangun cirebon in the academic year of 2018/2019. the entire students were divided into nine classes with a total of 360 students. role-play was used in experimental group 1 (8a) while the information gap was used in experimental group ii (8b). the instruments to collect the data were a questionnaire, speaking test, and on-line system. in addition, a questionnaire was used to get information about the students’ self-confidence. the questionnaire result was given before the writer gave treatment to the students. the questionnaire was used to divide students into high or low selfconfidence. it helped the writer to classify the students into high and low self-confidence based on the score of the questionnaire. the questionnaire made by google form and the link was sent to the students through whatsapp group. ali akbar rafsanjani, et al / english education journal eej 10 (4) (2020) 493-503 496 the main instrument in this research was the speaking test. the aim was to know the students’ speaking ability. the writer used two kinds of tests namely pre-test and post-test. the pretest was conducted before treatment. by giving a pre-test, the writer knew the basic knowledge of the students. additionally, a post-test was used to measure the effect after students get treatment from the writer. the result of the pre-test and post-test would be compared to find the significance difference before and after giving treatment. the writer used the whatsapp application to conduct a pre-test and post-test. the writer made a whatsapp group consisting of 2 students and the teacher. the writer asked the students to make a conversation using a whatsapp's call. an on-line system was employed during this e-research and the whatsapp application was adopted to make an online class. the reason was all students had whatsapp application, the signal was appropriate for a suburban area and the cost of the whatsapp application was quite cheap. the writer made a whatsapp group for both classes then the writer asked students to made the whatsapp group consisted of two students and the writer. on the process of the treatment, the writer sent a role-play card for experimental class 1 and an information clue card for experimental class 2. the writer then asked students to note the role play card or information clue card. finally, the writer asked the students to speak english using a video call. during the process of e-research, the writer used the menu screenshot to take the picture from the display phone and used the recorder to record during the students’ performance during video calls. there were several steps used in this research to collect the data, the first was the writer gave questionnaire to the students to know students’ selfconfidence in learning speaking and to classify the students into high and low self-confidence group. after that, the pre-test was given to the students before they were taught with role play and information gap technique to know students’ speaking ability before the writer taught using the technique. the writer used the whatsapp application to conduct the pre-test. the writer asked the students to make a conversation using whatsapp's call. after giving treatment, the posttest was given to the students to know the students’ achievement scores after the writer has taught with role play and information gap technique. it was the same with a pre-test that the writer used whatsapp to conduct a post-test after the teacher gave treatment. the writer asked the students to make a conversation using whatsapp call menu in whatsapp group. in analyzing data, the writer used microsoft excel and spss program. the students’ selfconfidence questionnaires were analysed by using the microsoft excel program to calculate the students’ self-confidence. the result of microsoft excel was to divide students into students with high or low self-confident groups. to analyse the data of the pre-test and posttest, the writer also used spss. the writer used a paired sample t-test to compare the result of the pre-test and post-test in one moderator variable. secondly, the writer used an independent t-test to compare between one technique and two moderator variables. lastly, the writer used a twoway anova in comparing 2 techniques and 2 moderator variables. the result of the data was taken to see the significant difference among both techniques and students’ self-confidence in teaching speaking. results and discussion the students filled the online questionnaire in their own house. there were 60 students from two classes in which one class consisted of 30 students. there were 10 students who were in high self-confidence level and 10 students were in low self-confidence level. both experimental group 1 and experimental group 2 had the same number of high and low self-confident students. the writer wanted to know the significant difference of both role play and information gap to students with high and low self-confidence the writer used anova, paired sample t-test, and independent t-test. to measure the significant difference between the techniques and students’ ali akbar rafsanjani, et al / english education journal eej 10 (4) (2020) 493-503 497 self-confidence, the statistic of anova should be the level of significance less than 0.05. if the significance level is less than 0.05, it means that there is a significant difference but if the significance is more than 0.05, it means there is no significant difference between the techniques and students’ self-confidence. spss application was used to conduct anova test. the result of the measurement answers whether the hypothesis was accepted or rejected. it was based on the value of the significant score of anova test. the first comparison compared interactions between techniques and students’ self-confidence level. the writer used anova factorial 2x2 to calculate those variables. normality and homogeneity of pre-test and post-test are a requirement to use the anova test. on the first hypothesis, the null hypothesis (ho) was to discover significance between the achievement interactions between role play and the information gap technique conducted with high and low selfconfident of students in e-teaching speaking. to see the result of anova, if the significant score is less than 0.05, it means ha was accepted but if the significance is more than 0.05 it means was there is no significance. the result of the analysis was explained in table 1. table 1. the result table of anova test of achievement interactions between role play and information gap technique conducted with high and low self-confident of students in e-teaching speaking (tests of betweensubjects effects) dependent variable: score source type iii sum of squares df mean square f sig. corrected model 2540.800a 3 846.933 27.698 .000 intercept 176358.400 1 176358.400 5767.535 .000 technique 409.600 1 409.600 13.395 .001 self confidence 2073.600 1 2073.600 67.814 .000 technique * self confidence 57.600 1 57.600 1.884 .178 error 1100.800 36 30.578 total 180000.000 40 corrected total 3641.600 39 a. r squared = .698 (adjusted r squared = .673) the null hypothesis was accepted. the result showed that there are no significant achievement interactions between role play and information gap technique conducted with high and low selfconfident of students in e-teaching speaking. it meant that both techniques were effective in eteaching speaking for students with different selfconfidence. it can be concluded that both techniques and students’ self-confidence had no significant difference for each other. the reason was both techniques had quite the same each other such as practicing in pairs and playing dialogue. both high and low self-confidence also did not affect because both of them had the same situation in treatment using online such as discussing in wa group and video call in treatment during their practice. the anova test result of this research was to explain how significant the achievement interactions between role play and information gap technique conducted with high and low selfconfident of students in e-teaching speaking. it was shown by the result of anova that the significance scores of self-confidence compared techniques score was 0.178 which was less than 0.05 which means that both self-confidence levels and techniques were significant. however, it can be concluded that the null hypothesis (ho) was accepted and the alternative hypothesis (ha) was rejected. in conclusion, there is no significant difference in the ali akbar rafsanjani, et al / english education journal eej 10 (4) (2020) 493-503 498 achievement interactions between the role play and the information gap technique conducted with high and low self-confident of students in e-teaching speaking. the writer would find out the effect of roleplay and students with high and low self – confidence using paired sample t-test. the writer used paired sample t-test. the result was explained in table 2 for high self-confident students and table 3 for low self-confident students. table 2. paired samples test of role play with high self-confident students paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pretest – posttest -11.200 1.687 .533 -12.406 -9.994 -21.000 9 .000 table 3. paired samples test of role play with low self-confident students paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pretest – posttest -11.200 2.530 .800 -13.010 -9.390 -14.000 9 .000 the second result of the research, the paired sample t-test result of this research was to explain how effective role play technique to teach speaking skill in e-teaching to students with high selfconfidence. based on the finding of the pair sample t-test, the value of significance was 0.000. the value was less than 0.05. it meant that ha was accepted and ho was rejected. however, it can be concluded that the use of role-play in e-teaching speaking skill to students with high self-confidence is effective the third result, the finding of the research based on the third research question, it was to explain how effective role play technique to teach speaking skill in e-teaching to students with low selfconfidence. based on the finding, the value of significance was 0.000. the value was less than 0.05. it meant that ha was accepted and ho was rejected. however, it can be concluded that the use of role-playing in e-teaching speaking skill to students with low self-confidence is effective. by applying a role play technique based on the result of the second and third hypotheses, the result showed that this technique was effective for e-teaching speaking for students with high and low self-confidence. the students got a better result after the writer applied this technique. the reason was the students can practice communicating by using role-play cards based on the setting of role-play cards. they could practice increasing their fluency in speaking and understand the steps of conversation such as it was better in conversation; there were greeting, mean topic, and farewell. the students could apply those steps after giving treatment. role-play in which one of communicative language teaching made students felt comfortable in speaking. the students spoke using their own words in their minds to speak and made students recalling their vocabularies in their minds. it was in line with larsen-freeman (2002) who stated that role play making students felt ali akbar rafsanjani, et al / english education journal eej 10 (4) (2020) 493-503 499 comfortable speaking because they could speak and explore vocabularies by using their own words and their style. the students could imagine the condition and pretend to be someone else based on the scenario. to answer the fourth and fifth research question, the writer used a paired sample t-test to find the effect of the information gap on students with high self-confidence in e-teaching speaking. the result was explained in table 4 for students with high self-confidence and table 5 for students with low self-confidence. table 4. paired samples test of information gap with high self-confident students paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pretest – posttest -18.000 4.714 1.491 -21.372 -14.628 -12.075 9 .000 table 5 paired samples test of information gap with low self-confident students paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pretest – posttest -18.000 3.887 1.229 -20.781 -15.219 -14.643 9 .000 fourth, the finding was to explain how effective the information gap technique to teach speaking skill in e-teaching to students with high self-confidence. based on the finding, the value of significance was 0.000. the value was less than 0.05. it meant that ha was accepted and ho was rejected. however, it can be concluded that the use of the information gap in e-teaching speaking skill to students with high self-confidence is effective. the fifth research question aims to explain how effective the information gap technique to teach speaking skill in e-teaching to students with low self-confidence. on paired sample results, the value of significance was 0.000. the value was less than 0.05. it meant that ha was accepted. however, it can be concluded that the use of the information gap in e-teaching speaking skill to students with low self-confidence is effective. in the information gap technique, based on the result, the information gap was effective to teach e-teaching speaking for students with high and low self-confidence. the statement was based on the result of research questions 4 and 5. the scores after treatment of students were higher before treatment because the information gap made students practice in speaking communication. the students could speak with the help of cue cards as media. the students shared information by using their own words which could make the students ‘fluency better. the result was in line with harmer (2001), he stated that information gap had a benefit to help students practice speaking to the target language. the students were helped by cue cards to direct them to the topic. the students could use helping vocabulary to help them to influence speaking. it can be concluded the information gap was effective in teaching e-speaking for students with high and low self-confidence. the writer used an independent t-test to find significant achievement between high and low selfali akbar rafsanjani, et al / english education journal eej 10 (4) (2020) 493-503 500 confidence taught by role-play technique in eteaching. the result was explained in table 6. table 6. independent sample t-test between high and low –self-confident students taught by role play levene’s test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper score equal variances assumed equal variances not assumed 1.357 .259 11.430 18 .000 12.000 1.050 9.794 14.206 11.430 16.303 .000 12.000 1.050 9.778 14.222 to answer the sixth research question, the writer used an independent t-test to explain how effective achievement between high self-confident and low –self-confident students taught by role-play technique in e-teaching speaking. the value of significance was 0.259. the value was more than 0.05. t meant that ho was accepted and ha was rejected. however, it can be concluded that there are no significant differences in achievement between high selfconfident and low self-confident students taught by role play technique. the sixth result showed that the null hypothesis was accepted. there was no significant difference between students with high and low selfconfidence taught by role play. both high and low self-confidence, there was no significant effect after taught using role play. the reason was that the mean of high self-confident students was 69.20 but the low self-confident students were 57.20. it can be inferred that students with high self-confidence were slightly better than students with low selfconfidence. the writer also used an independent t-test to find significant achievement between high and low self-confidence taught by role-play technique in eteaching speaking. the result of the independent ttest was explained in table 7. table 7. independent sample test between high and low –self-confident students taught by the information gap levene’s test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper score equal variances assumed 4.244 0.54 5.036 18 .000 16.800 3.336 9.791 23.809 ali akbar rafsanjani, et al / english education journal eej 10 (4) (2020) 493-503 501 equal variances not assumed 5.036 13.079 .000 16.800 3.336 9.597 24.003 ali akbar rafsanjani, et al / english education journal eej 10 (4) (2020) 493-503 501 the seventh result showed that the null hypothesis was accepted which meant that the information gap was not effective in teaching students with high and low self-confidence. the reason was the mean score of students with high self-confidence 73.00 and students with low selfconfidence was 61.20. the score of high selfconfidence was greater than low self-confidence after taught using the information gap. also for the seventh research question, it is to explain how effective achievement between high self-confident and low self-confident students taught by the information gap technique in e-teaching speaking. the writer used an independent t-test. the finding was the value of significance was 0.54. the value was less than 0.05. it meant that ho was accepted and ha was rejected. it can be concluded that there are no significant differences of achievement between high selfconfident and low self-confident students taught by role play technique the next analysis, the writer used an independent t-test to find significance achievement students taught by role-play and information gap technique for students with high self-confidence in e-teaching speaking. based on the result of the eighth result, the alternative hypothesis was accepted. it meant that there was significant difference in achievement of the students taught by role-play and the information gap technique for students with high self-confidence. both role play and the information gap can influence students speaking skill for students with high self-confidence. both techniques made students practice in speaking english. they practice in pairs and play dialogue with each other. according to the eighth research questions, it purposed to explain how effective the role play technique compared with the information gap technique to teach speaking skill to students with high self-confidence in e-teaching speaking. the eight result was ha was accepted and ho was rejected. based on the result, the value of significance was 0.005. the value was less than 0.05. it meant that ho was accepted and ha was rejected. however, it can be concluded there was significant difference of achievement of the students taught by role-play and information gap technique for students with high self-confidence. on the last result of the research, the writer used an independent t-test to find significance achievement of the students taught by role-play and information gap technique for students with low self-confidence in e-teaching speaking. according to the last result, there are any significant differences in achievement of the students taught by role-play and information gap technique for students with low self-confidence. both techniques had the same effect because both techniques made students practice dialogue in pairs. the result had a purpose to explain how effective the role play technique compared with the information gap technique to teach speaking skill to students with low self-confidence in eteaching speaking. according to the result, the value of significance was 0.00 the value was less than 0.05. it meant that ha was accepted and ho was rejected. in conclusion, it can be concluded there was significant difference of achievement of the students taught by role-play and information gap technique for students with low selfconfidence conclusion the result aimed to find out whether role play and information gap were effective in eteaching speaking for students with high and low self-confidence. the conclusion shows that role play and information gap were effective to teach speaking for the students with high and low selfconfidence. however, there was no significant difference between both techniques and students’ self-confidence. this research was useful as a reference technique for the teachers or lecturers to teach speaking for the students with high and low self-confidence in online learning and this research is hoped to be worthy of english teachers’ awareness especially in distinguishing or selecting appropriate approach, method technique, and activity to teach speaking skill in real or on-line for students with high and low selfconfidence. ali akbar rafsanjani, et al / english education journal eej 10 (4) (2020) 493-503 502 references asrobi, m., seken, k., & suarnajaya, w. 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(2016). teaching speaking using the information gap technique. english education journal (eej),7(3).273285. 283 eej 11 (2) (2021) 274-288 english education journal http://journal.unnes.ac.id/sju/index.php/eej the realization of brown levinson’s politeness strategies in the movie “the proposal” mia nurul azmi1, rudi hartono2 1. smp negeri 2 kramat tegal, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: recived 24 december 2020 accepted 08 february 2021 published 20 june 2021 ________________ keywords: politeness, politeness strategy, positive and negative politeness strategies, movie. ____________________ abstract ___________________________________________________________________ communication is a main part in a society. in every society, there are some styles and ways of using language. there are two kinds of communication, verbal and non-verbal communication. non-verbal communication can be gesture or expression. the purpose of this study was to analyze the positive and negative politeness strategies used by the speakers in the conversations of the proposal movie. method of data analysis were done by using brown and levinson’s politeness theory. the results of this study show some findings. there were positive politeness strategies used in the utterances with the highest data was performed by the the seek agreement sub-strategy 18,6%; and the lowest was performed by assert or presuppose speaker’s knowledge of and concern for hearer’s wants sub-strategy 1,2%. in the negative politeness strategy, the highest data was performed by the impersonalize speaker and hearer sub-strategy – 39,3%%; and the lowest was performed by apologize substrategy – 1,4%. it can be concluded from the study, the difference between positive and negative strategies is the relationship between the speaker and listener, and the language used in speech. correspondence address: jl. beringin, kramat, bulak, babakan, kec. kramat, tegal, jawa tengah 52181, indonesia e-mail: mianurulazmi91@gmail.com p-issn 2087-0108 e-issn 2502-4566 mia nurul azmi, et al./ english education journal 11 (2) (2021) 283-288 284 introduction communication is a main part in a society. it is very important in people’s life since communication becomes the need. therefore, the value of contact makes it a constant requirement for humans as social beings. in every society, there are some styles and ways of using language, verbal and non-verbal communication. nonverbal communication can be demeanor or expression. someone can applaud their hands in order to show their feeling, that is one of nonverbal communication. the example of verbal communication is utterance, that is understood as something said by someone to deliver and express the idea or feeling in spoken words. utterance can be defined as a part of speech between pauses and silence, especially applied in spoken language. contrary to the spoken language, written language, requires basic language abilities if applied in writing or reading. while producing utterance, it is common for people to take them into consideration and attention. they will be very careful and wise in choosing the words to be used. they also implement them politely to deliver their message to other people. communication is related to linguistics, semiotics, and psycholinguistics since communication is the act of conveying meanings from one entity or group to another using mutually understood signs, symbols, and semiotic rules. as stated in some science related to the communication, utterance has shifted from speech syntax and semantics to its pragmatics. yule (1996) extended the idea that interlanguage pragmatic studies between languages are focused and very concerned about the pragmatic competence of second language learners in terms of actions that are carried out through speech or speech acts. pragmatics is often defined as the study of language which includes the language used and the language users themselves. the aim of the study is to explain what someone wants to achieve and how they use language to achieve it. these studies have direct relevance to the understanding of the translation and its translators. this is caused by studies related to the meaning of the language used, namely pragmatics. politeness is one of important things in communication due to its role in control what people say and the language they use. politeness controls the situation and atmosphere of communication between people. without politeness, communication might be risky because of misinterpreting or misunderstanding what other people feels. alaoui (2011) in his research found that politeness is a culture that specifically has the possibility of causing difficulties in the application of english as a foreign language (efl), especially those faced by students when they try to apply courtesy in a second language. this has a way out as stated by brown and levinson (1987) by proposing politeness strategies for them to apply to protect the face of the interlocutor when expressing speech acts, which occur in every social interaction. positive politeness is occured by directing the recipient's positive face with retribution, which is perpetually that his desire (or the action / acquisition / value it generates for them) should be perceived as what they want (brown and levinson, 2000). negative politeness is the act of correcting and targeting the negative face of the speech recipient: not wanting anything to interfere with his freedom of action and attention. that is related to familiar behavior based on brown and levinson's principle of positive politeness, and likes to make jokes expressed within the framework of respectful behavior. politeness can be found in every written and spoken utterance. in same mind, almunawaroh (2016) found politeness appearance in other study. the study was done by analyzing any sms that sent by the student of english department. both of negative and positive politeness were found on the sms text during the study observation. from almunawaroh’s study, we know that in every particular written and spoken communication medium, the politeness might occur and happen. dwicahya et al. (2013) has conducted a study that reveal the types of politeness strategies used by mia nurul azmi, et al./ english education journal 11 (2) (2021) 283-288 285 the indonesian politicians as the responses to the questions, supports or critiques from their followers on twitter. moreover, this study also describes the contexts of situations in which particular types of strategies are used by indonesian politicians on twitter. the findings show that indonesian politician used various politeness strategies, including the use of positive politeness, negative politeness and off-record strategy. maharani (2017) finished a study related about maxim of politeness in a movie. it is an interesting subject to be discussed, since politeness has been criticized from our childhood. in the article, the analysis of politeness is based on maxim proposes by leech. the most commonly used are approbation maxim and agreement maxim. also, same with rauf (2015) that find out the kinds of polite expressions used by teachers in teaching english in the classroom and effects of polite expressions used by teachers to students. it was found both of negative politeness and positive politeness. method in this analysis, qualitative methodology is used and emphasized to resolve the politeness theory of brown and levinson (1987). excerpts containing the politeness techniques in the utterance were the data in this analysis. at the beginning of this research, it was started by watching a film entitled “the proposal”. the whole film was watched and transcribed by the researcher one-by-one, cast-bycast. there were 973 dialogues turned in the whole film. the transcribed data were analyzed by brown and levinson’s theory and divided into two different classifications, positive and negative politeness strategy. both of calculation was grouped by the type on each politeness strategy and counted by the frequencies off appearance and percentage. after the data were grouped and calculated, the conclusion was made by seeing the rank of numerical calculation analysis from each category. from the rank of data calculation, researcher made a conclusion in which kind of politeness that has highest amount in the film transcript. results and discussions the politeness strategies applied in utterances done by the characters in the comedy romance movie entitled the proposal are briefly analyzed by brown and levinson’s theories of positive and negative politeness strategy. positive politeness is occured by directing the recipient's positive face with retribution, which is perpetually that his desire (or the action / acquisition / value it generates for them) should be perceived as what they want (brown and levinson, 2000). the results of positive politeness strategy done by the characters summarized are as follows: (1) notice (attend to hearer), (2) presuppose/ raise/ assert common ground, (3) assert or presuppose speaker’s knowledge of and concern for hearer’s wants, (4) offer/ promise, (5) be optimistic, and (6) give gifts to hearer are less than five percent. meanwhile, (1) exaggerate, (2) intensify interest to hearer, (3) use in-group identity markers, (4) avoid disagreement, (5) joke, (6) include both speaker and hearer in the activity, and (7) assume/ assert reciprocity are less than ten percent. then (1) seek agreement and (2) give (or ask for) reasons are less than twenty percent. furthermore, the highest precentage of positive politeness sub-strategy is above fifteen percent. that is seek agreement sub-strategy as many as thirty-two utterances. on the other hand, the lowest percentage of positive politeness substrategy is less five percent. that is assert or presuppose speaker’s knowledge of and concern for hearer’s wants as many as two utterances. the results can be shown in table 4.1. mia nurul azmi, et al./ english education journal 11 (2) (2021) 283-288 286 table 1. distribution of positive politeness strategy no. type of positive politeness strategy total of each positive strategy f % 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 notice, attend to hearer exaggerate intensify interest to hearer use in-group identity markers seek agreement avoid disagreement presuppose / raise / assert common ground joke assert or presuppose speaker’s knowledge offer, promise be optimistic include both speaker and hearer in the activity give (or ask for) reasons assume/assert reciprocity give gifts to hearer 7 15 10 9 32 17 4 10 2 3 8 11 28 13 3 4.1 8.7 5.8 5.2 18.6 9.9 2.3 5.8 1.2 1.7 4.7 6.4 16.3 7.6 1.7 total 172 100 levinson’s theories of positive strategy consist of positive politeness strategy and negative politeness strategy. negative politeness is an act of making up the negative faces shown by listeners. it can mean a desire for freedom of action and unhindered attention. based on brown and levinson theory of positive politeness can be concluded essentially that is related to familiar behavior and likes to make jokes that are conveyed within the scope of respectful behavior. the results of negative politeness strategy done by the characters summarized are as follows: (1) there is no nominalize, (2) be pessimistic, (3) minimize the imposition, (4) give deference, (5) apologize, (5) state the fta as a general rule, and (6) go on-record are less than ten percent. the be conventionally indirect, question (hedge), and impersonalize speaker and hearer are more than ten percent. furthermore, the highest precentage of negative politeness substrategy is above twenty percent. that is impersonalize speaker and hearer sub-strategy as many as one hundred and thirty-six utterances. on the other hand, the lowest percentage of negative politeness sub-strategy is less than five percent. that is apologize sub-strategy as many as two utterances. meanwhile, nominalize substrategy is not found. the results can be shown in table 4.2. table 2. distribution of negative politeness strategy no. type of negative politeness strategy total of each positive strategy f % 1 2 3 4 5 6 7 8 9 10 be conventionnaly indirect question, hedge be pessimistic minimize the imposition give deference apologize impersonalize speaker and hearer state the fta as a general rule nominalize go on-record as incurring a debt 43 70 20 26 20 5 136 8 0 18 12.4 20.2 5.8 7.5 5.8 1.4 39.3 2.3 0 5.2 total 346 100 this research found mostly negative politeness, that more than positive politeness found, in state the impersonalize speaker and hearer sub-strategy as many as one hundred and thirty-six utterances. there are some experts had defined politeness and classified politeness into different ways, based on their point of view. one of them, brown and levinson (2000) classified politeness scale into three classifications. they are relative power, the social distance, and the ranking of the imposition. mia nurul azmi, et al./ english education journal 11 (2) (2021) 283-288 287 relative power expresses difference status to hearer or the person to whom message is addressed (holmes, 2001). since relative power demands others’ respect and avoids interferences, it relates to the negative politeness. negative politeness strategiy is a strategy manifested in actions taken to make up for the negative faces of the listeners. in addition, the speaker wants to be free of burdens in order to prevent his actions and intentions from being distracted and restricted. this action is the basis of respect for the listener or interlocutor, which is also found in positive politeness strategies. social distance relates to the positive politeness, that is solidarity oriented. since each speaker may determine how he/she shows and shares friendly attitudes and respects to others, it relates to the positive politeness (holmes, 2001). positive politeness strategies are intended to be used and applied to show intimacy, especially to the interlocutor who is not a close speaker in personal relationships. to facilitate interaction, speakers try to give the impression that they are in the same situation and as if they want the same as the other person. this is considered a common wish and indeed belongs together. ranking of the imposition relates to the concept of positive face and negative face (wardhaugh, 2006). brown and levinson use the concept of face to link explanations of politeness. politeness, which is universal, is the result of the needs of people's faces: a positive face can be interpreted as a desire to be liked, cared for, appreciated, respected, approved, etc. a negative face can be interpreted as a desire not to be coerced, harassed, or imposed. conclusion this research found that mostly positive politeness in seek agreement sub-strategy as many as thirty-two utterances. it indicates that in the utterances in the film the proposal most of the aims are in accordance with the highest number of sub-strategies, namely ‘seek agreement’. discovered utterances refer to seeking approval, in which the speaker usually asks for approval of his opinion. because it is included in the positive politeness strategy, utterances are used when talking to people who are close enough to acquaintances or have very good relationships. further, assert or presuppose speaker’s knowledge sub-strategy of positive politeness as many as two utterances as the lowest appearance. this indicates that the writer of the film uses positive politeness, especially assert or presuppose speaker’s knowledge sub-strategy in composing the film script by emphasizing the minimum prior knowledge of the listener from the speaker who was produced by each character in the film. this research found mostly negative politeness in state the impersonalize speaker and hearer sub-strategy as many as one hundred and thirty-six utterances from romance and comedy film entitled the proposal. it indicates that the utterances in the movie the proposal mostly aim in accordance with the sub-strategy with the highest number, namely the impersonalize speaker and the hearer. further, apologize substrategy of negative politeness as many as five utterances as the lowest appearance. this indicates that the writer of the film uses negative politeness, especially apologize sub-strategy in composing the film script by emphasizing the atmosphere of comedy romance by minimizing the utterance of apologizing from the speaker who was produced by each character in the film. even the writer uses the utterance, it will be in limited number of utterances. the utterances found refer to impersonalize speaker and the hearer that are generally known, both of them, speaker and hearer who involved in the same conversation, where the speaker involves himself and also the listener in a speech in a conversation, practically and emotionally. because it is included in the negative politeness strategy, utterances are used when talking to people who are new to acquaintances, have close relationships, or with people who are respected. further, assert or apologize sub-strategy of positive politeness as many as five utterances as the lowest appearance. mia nurul azmi, et al./ english education journal 11 (2) (2021) 283-288 288 references alaoui, s. m. (2011). politeness principle: a comparative study of english and moroccan arabic requests, offers and thanks. european journal of social sciences, 20(1), 7-15. almunawaroh, r. r. (2016). an analysis of students' politeness in communication via sms at english department. jurnal ilmiah mahasiswa fkip prodi bahasa inggris upp, vol.2 no.1. brown, p., & levinson, s. c. (1987). studies in interactional sociolinguistics, 4. politeness: some universals in language usage. cambridge university press. dwicahya, adex palos agustin., suarnajaya, i wayan., wage m, i putu ngurah. (2013). an analysis of politeness strategies used by indonesian politicians on twitter. jurnal pendidikan bahasa inggris undiksha, vol.1, no.1. holmes, janet. 2001. an introduction to sociolinguistics second edition. new york: longman inc. maharani, s. a. i. (2017). politeness maxim of main character in secret forgiven. litera: jurnal litera bahasa dan sastra, 3(1). rauf, masykur. (2015). polite expressions used by teachers in teaching english in the classroom. (elite) english and literature journal, vol.2, no.1. wardhaugh, r. (1998). an introduction to sociolinguistics (3rd ed.). oxford: blackwel. yule, g. (1996). pragmatics. new york: oxford university press. 504 eej 10 (4) (2020) 504-602 english education journal http://journal.unnes.ac.id/sju/index.php/eej the relationship between communication strategies and language proficiency among the english department students of iain kudus leily widyaningrum1, abdurrachman faridi 2, mursid saleh2 doi : https:// doi 10.15294/ eej.v10i4.40035 1. iain kudus, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: accepted 20 march 2020 approved 30 september 2020 published 23 december 2020 ________________ keywords: communication strategies, high proficiency level, low proficiency level _________________ abstract ___________________________________________________________________ in foreign language classes, students very often intend to express their ideas to listeners, but they realize that their linguistic or semantic structure is not available, then they give a pause before continuing their utterances. it means that they used communication strategies to close the gap between linguistic competence and communicative competence. furthermore, many aspects related to the students’ communication strategies, one of that is language proficiency. this qualitative case study is set to investigate: (1) the use of communication strategies of students; (2) the language proficiency level of students; (3) the influence of communication strategies to the language proficiency. there are twelve students with high and low proficiency levels as the subject of this research which was taken purposively. they are the second-semester students of the english education department at iain kudus in the academic year of 2019/2020. in this study, the researcher used observation, interview, and documentation as the sources of data. it is intended to address the research questions. the results revealed that (1) the students used stalling or time-gaining type and sub-types, namely fillers and self-repetition in which the most popular form of filler was “ehh, eee, and ehmm”; (2) high proficient students were infrequently to produce the error of grammar. while low proficient students often used non-verbal language. it means that students with high proficiency level can process words so that their utterances are more understandable; (3) communication strategies influenced the language proficiency. it is because high proficient students are able to share their ideas and opinions freely than low proficient students who regularly produce errors of grammar. this study provides valuable contribution in introducing communication strategies and raising students’ awareness to actually use english in real-life communication. correspondence address: blimbing kidul, kaliwungu, kudus e-mail: leilywidya6@gmail.com p-issn 2087-0108 e-issn 2502-4566 leily widyaningrum, et al. / english education journal eej 10 (4) (2020) 504-602 506 introduction foreign language learners often have difficulties communicating because they lack vocabulary. based on putri (2013) argues that efl learners need to use communication strategies as a way to overcome their difficulties in communicating using foreign languages. communication strategies are used to convey their messages and remain in a conversation until their communication goal is achieved. for efl students, college is an educational institution where they can practice the language. in fact, practicing english as a foreign language usually occurs inside the classroom. rohani (2013) states that when students are outside the classroom, they sometimes practice the language since they did not have partners to practice their english. therefore, efl teachers have to give chance to learners to exercise the language in the classroom because it will increase their learning and improve their ability in communication. communication strategy is involved in the concept of communicative competence as the sub-competencies of strategic competence (zhao and intraprasert, 2013; alyan, 2013; masithoh, fauziati, supriyadi, 2018). employment of communication strategy is considered one of the strategies in learning and developing oral communication skills. according to spromberg (2015), to increase students’ communication skills, educators usually make the students become active in class because speaking has a close relationship with communication and interaction. one of the functions of language is to communicate. however, it is indicated that students are not able to express their ideas because they do not speak fluently and they are not able to pronounce the word clearly. this problem may be caused by the fact that the students and the teacher do not interact frequently and effectively in the classroom. students communicate with each other during the learning process by touching their limb, body language, and words (masithoh, fauziati, and supriyadi, 2018). however, there are always some deficiencies; gaps exist between what the speakers have in mind and their linguistic performances. widiarini (2016) states that the willingness to communicate, speakers try to find ways for solving problems. it means that communication strategies are employed not only to repair oral communication problems but also to improve the effectiveness of communication. as the preliminary research at iain kudus in the english education department especially in the speaking class, the researcher found a phenomenon in which the students used communication strategies to compensate the inadequacy so that they can survive in their communication by using a foreign language. even, they do not realize that they applied certain communication strategies in their conversation. based on the preliminary research, the students want to express their ideas to the listener but the students realize that their linguistic is not available. then the students try to provide an alternative way by using non-linguistic for helping by looking at the interlocutor to find the speaker’s intended meaning. all those strategies which learners used to smooth the conversation are communication strategies. khotimah (2014) in her study shows that communication strategies more frequently used by the high proficiency level than low proficiency level. kongsom (2016); rastegar and gohari (2016) who were interested in learners’ use of kinds of communication strategies in their communication, explains that as learners' proficiency level increases, they move from using linguistic clues and guesses to using l2-based resources in order to compensate for their linguistic deficiencies. nevertheless, no statistically significant relationship between language proficiency and the use of communication strategies (kaivanpanah et.al., 2012). with respect to oral proficiency, there are still rooms for more investigation due to some inconsistencies in the findings of different studies. lots of studies have been conducted to investigate communication strategies considering different variables. however, the existing literature shows that there is still room for researcher to investigate the relation between leily widyaningrum, et al. / english education journal eej 10 (4) (2020) 504-602 507 communication strategies and language proficiency. to analyze the data excerpts, the researcher adopts the clear and easy-tounderstand taxonomy of communication strategies related to language proficiency. this study focused on the cause-effects of the language proficiency level to the students’ communication strategies. methods this study includes an ethnographic research design because the researcher observing, interviewing, and analyzing to understand students' behaviors in using communication strategies. it is implemented because this research has objectives to analyze the relationship between communication strategies, oral proficiency, and gender differences in the speaking for academic purposes class. the researcher observed speaking activities that focused on the students’ utterances in the classroom without giving any intervention. according to creswell (2007), he states that ethnographic design is qualitative research procedures for describing, analyzing, and interpreting a culture-sharing group’s shared patterns of behavior, beliefs, and language that develop time. the subject of this study was the twelve of second-semester students of the english education department at iain kudus in the academic year of 2019/2020. those students have different language proficiency, six students have high language proficiency and the rest have low language proficiency. there were two objects of this current research, namely communication strategies and language proficiency which used checklist tables field notes proposed by ary (2010) as the research instruments. the researcher began this study from observing the second-semester students in speaking for academic purposes class. she recorded the students’ oral production in every meeting. after that, the researcher transcript the recording to see the high and low proficiency level. the data analyzed to the communication strategies’ type of stalling or time-gaining strategies proposed by celce-murcia (1995) and language proficiency level offered by haris (1969). after the researcher gathers all of the data, she identified referring to the research questions. the researcher conducted five steps to analyze all data, namely transcribing, identifying and classifying, interpreting, investigating, and drawing references. then, she analyzes the use of communication strategies of students, language proficiency level, and the influence of language proficiency level to the communication strategies in the speaking for academic purposes class. in the last section, the researcher arranged the results of data that appropriate with those questions. results and discussions this section provides an explanation of the findings dealing with the relation between communication strategies and language proficiency among the english department students of iain kudus. the data of this study mainly obtained through the observation of teaching speaking for academic purposes class. the observation was done by employing the classroom observation, recording of the teachinglearning process in the classroom, and interviews. the observation was involved six students who were selected for the high proficiency level and low proficiency level. a number of classroom observation was conducted as the main data to analyze the use of communication strategies and oral proficiency level and the influence of oral proficiency level to the communication strategies. the use of communication strategies in the speaking for academic purposes class based on the data analysis, there were some types of stalling or time gaining found in students’ oral production of english department students of iain kudus on the speaking for academic purposes class. stalling or time gaining is used when the speaker realizes that he/she encounters a communication problem with interlocutors. the following examples are fillers leily widyaningrum, et al. / english education journal eej 10 (4) (2020) 504-602 508 used by the students when they need more time to think. it is identified when the speaker begins to talk about a concept but cannot continue and stop in the mid utterance (masithoh, fauziati, supriyadi, 2018). it consists of two sub-types, namely fillers/hesitation/gambits and self and other repetition. 1) fillers / hesitation / gambits using fillers or hesitation devices aims to fill pauses and to gain time to think in order to keep the communication channel open and maintain discourse at a time of difficulty, such as well, now, let’s see, uhm, ee, uhh, etc (dornyei, 1995; celce-murcia, 1995; brown, 2000). the following examples are fillers used by the students when they need more time to think about what they should utter to keep the channel open. in this research, the researcher found most of the students used fillers on several times. to see a clear description of the strategy, here is the example: f5: in this occasion, ee… i would like to open hmm…. agenda of english education department. thank you for all of the guest who coming to this opening. i hope you enjoy the agenda. hmm… that’s all from me. (obs.f5/d.1/feb.5) f2: i will judge for the first performance. overall i think is good enough even you do not prepare it well, for the next session you can… ehmm… just enjoy. and don’t remember all of the text. because it makes you confuse on the forward. (obs.f2/d.2/feb.12) for example, the f5 used fillers strategy three times employing the different kinds of fillers, namely “ee, hmm”. she uttered the strategy to gain time to think for getting the target words. in this case, she tried to give a speech related to a theme in the opening ceremony session. then, the f2 employed a filler once time, namely “ehmm”. it was utilized by f2 because she needs more time before continuing to execute her idea. she also employed fillers in order to find the target words. it was indicated that fillers can be used as a strategy to keep the conversation run well. from these examples elaborated above, it can be concluded that fillers/hesitation devices employed by the students several times. therefore, the practice of fillers recitation devices was recommended to allow students to gain time to think and employ these strategies appropriately at times of differently. in this regard, the most popular form of filler used by the students is “ee”. although the researcher also found other pause fillers, such as “ehm”, “uh”, and “uhh”. 2) self-repetition self-repetition is employed by repeating a word or a string word immediately after they were said (widiarini, 2016; masithoh, fauziati, supriyadi, 2018). it has a similar function to the use of fillers. students often repeat words or phrases in filling pauses when communicating compared to non-lexicalized fillers. in this case, the students employed self-repetition by repeating their previous words/phrases frequently while gaining time to think for appropriate words/phrases to continue their communication to the target language. the following is the example of selfrepetition committed by the students: f6: she is like apa ya… she is like blank with her preparation. (obs.f6/d.1/feb.5) f3: and i also congratulate to the winner, i hope you can develop…develop your skill. thank you for making the competition more colorful. (obs.f3/d.3/feb.19) in those examples above, the f6 employed the strategy of self-repetition by repeating the phrase “she is like” before continuing her speech. instead of utilizing the incorrect utterances, she chose to repeat the previous phrase in order to find out the target word in communicating her ideas. self-repetition was also used to fill the long silence in the speech. the f3 practiced being a master of ceremony. she found a problem in delivering the agenda. she lost the words “your” to communicate her idea, and then she repeated the word “develop” as the strategy to find the target word, namely “your skill”. to anticipate the lack of linguistic research, she employed selfrepetition to gain time to think for the appropriate leily widyaningrum, et al. / english education journal eej 10 (4) (2020) 504-602 509 second language forms or to remember the forgotten words to continue the next utterances. the self-repetition strategy employed by the students by repeating the previous words/phrases while waiting to find the appropriate words/phrases to continue delivering ideas. it was also used as the evidence that the students were no longer dependent highly on fillers/hesitation devices to gain time to think what to say next. based on the results of fillers and selfrepetition, this current research is related to moattarian and tahririan’s work (2016). it has similarities with the current research in the forms of communication context and the taxonomy to classify communication strategies. the findings showed that the context of communication plays a significant role in the use of communication strategies. the next researcher on the field of communication strategies reported by koksal and ulum (2019). they found five types and twelve sub-types of communication strategies employed by the students. moreover, participants and data analysis may affect the findings of the research. they could be factors that caused the differences of the findings with the current research findings. the participants in the masithoh, fauziati, and supriyadi’s (2018) research were the second year students consisted of 12 students. the objects of this research were data excerpts taken from students’ recorded a speaking task, namely interview. on the contrary, the data of the current research taken from the students’ activity in the speaking for academic purposes class, such as speech, panel discussion, etc. based on those explanations above, it can be concluded that this research was different with those previous studies. it causes the participants of this research only produce stalling or timegaining strategies in speaking. most of the participants used fillers and self-repetition strategies as the sub-types of communication strategies. the use of language proficiency level of students in the speaking for academic purposes class this section dealt with presenting the students’ language proficiency level which focuses on oral proficiency in speaking for academic purposes class. thus, this section divided into two parts. the first is students’ oral production by the high proficient students and the second part is intended to analyze the students’ oral production by the low proficient students. the following are the discussion of students’ oral production by the two different proficiency levels. 1) students’ oral production by the high proficient students after analyzing all the oral production by the high proficient students, the researcher discovered four elements of speaking namely pronunciation, grammar, vocabulary, and fluency. speaking involves some elements such as accuracy, appropriateness, fluency and vocabulary building (farista, et.al., 2018: 131). those elements used by the researcher to analyze students’ oral production, it is appropriate with the description of score 4/5. to see a clear description of the high proficient students, here the example of the analysis: f2: i will judge for the first performance. overall i think is good enough even you do not prepare it well, for the next session you can… ehmm… just enjoy. and don’t remember all of the text. because it makes you confuse on the forward. (obs.f2/d.2/feb.12) in the example above, f2 tented to judge her friend’s performance. actually her opinion is grammatical, the pronunciation also makes the audience understood what she means. the oral productions are appropriate with the description of score 4 for the elements of speaking. referring to the explanation above, students’ oral production employed by the high proficient students through rarely producing ungrammatical words although sometimes used inappropriate terms. the high proficient students occasionally produce error words but comprehend by the audience. moreover, from six high proficient students, there were two students leily widyaningrum, et al. / english education journal eej 10 (4) (2020) 504-602 510 who did not use stalling or time-gaining in communicating. it was caused by their ability in speaking. 2) students’ oral production by the low proficient students after analyzing all the oral production by the low proficient students, the researcher exposed four elements of speaking namely pronunciation, grammar, vocabulary, and fluency. the elements are examined to see the students’ proficiency (haris, 1969: 84). those elements used by the researcher to analyze students’ oral production, it is appropriate with the description of score 1/2/3. to see a clear description of the low proficient students, here the example of the analysis: m5: i will give critics for my friend. ehh…. actually he is good. artikulasi is good. ketika di tekan ya ditekan… so is good. so because he master, i am not complaint. (obs.m5/d.3/feb.19) in the example above, m5 used codeswitching in giving a statement to his friend’s performance. from the utterance, it can be seen that he ordered grammar, and word error makes the audience difficult to understand. based on the observation, he also hesitant, often forced into silence by language limitation. it states to the low score of elements of the speaking test. regarding the example above, students’ oral production employed by the low proficient students who frequently produced error words and obscure the meaning. the low proficient students often ordered code-switching because of the limitation of vocabulary. it makes the audience very hard to understand what they mean. then, all of the subjects of low proficient students used stalling or-time gaining strategies in communicating. they are frequently used fillers to gain time. the major findings of the current research on using language proficiency level on the communication strategies complied with previous findings reported by renandya and hamied (2018). they stated that low proficient students appeared to use stalling or time-gaining strategies more than low proficient students did. it was also supported by zarei and zarei (2015), they argued that the more advanced the language learner is, the better communication strategy users they will be. similar to the previous study, nakhalah (2016) revealed that low proficient students distributed relatively fewer mid-pauses as their strategy when performing a tighty structured narrative. they would distribute more fillers when performing the journey task than high proficient students. yet, contradictory findings written by dev and qiqieh (2016), they stated that both low and high proficient students are used communication strategies frequently. both of them are often used communication strategies in communicating. for the differences, the researcher assumed that age affected the use of communication strategies. in conclusion, students’ proficiency levels had differences in producing communication strategies. it caused by some factors, such as their vocabulary, fluency, grammar, and other speaking skill. the low proficient students are less in vocabulary that makes them regularly memorizing some english vocabulary in communicating. at the time, they more often to use filler or self-repetition to gain time. they were frequently to use stalling or time-gaining to fill the pause. the influence of communication strategies on the language proficiency in the speaking for academic purposes class this section dealt with the influence of communication strategies on the students’ language proficiency in the speaking for academic purposes class. it aims at investigating the influence of communication strategies on the oral proficiency; both to the high proficient students and the low proficient students. the following table is the discussion of the influence of communication strategies on the language proficiency used in the speaking for academic purposes class. the result represented the students’ oral proficiency level. leily widyaningrum, et al. / english education journal eej 10 (4) (2020) 504-602 600 table 1. the influence of communication strategies on the language proficiency elements of speaking high proficient students low proficient students pronunciation sometimes producing word stress misplacements. hard to understand because of the pronunciation problem. grammar the listener understood with her speech seldom producing grammatical errors when speaking. make frequent errors of grammar and word order. vocabulary never respond with inappropriate words limited vocabulary makes comprehend difficultly. based on table 1, it can be seen that communication strategies influence the students’ oral proficiency either high and low proficienct. the high proficient students are often producing suitable terms in speaking. because the high proficient students were more intelligible in producing words than the low proficient students. where the high proficient students were easy in listening to what is conveyed and intended. they are also rare to use stalling or time gaining in communicating. so, communication occurs with mutual and good response. on the other hand, the low proficient students frequently produced a grammatical error that makes the interlocutor need more concentration to comprehend the meaning. moreover, because their vocabulary is limited, frequently their fluency is affected by language problems. it adds their oral productions are hard to understand by the listener. based on those explanations, communication strategies influenced the students’ oral proficiency. the high proficient students are more capable to share their ideas and opinions in communicating. they are infrequently ordered errors of words and lead misunderstanding to the listener. furthermore, the low proficient students are incapability producing errors of grammar that make the listener comprehend difficultly. instead, they also frequently used fillers in speaking, so they could not convey the meaning well. they are also difficult in speaking due to a lack of english vocabulary. in coincidence with the findings, the language proficiency level influenced the communication strategies. the high proficient students are more capable to share their ideas and opinions in communicating. they are infrequently ordered error of words and lead misunderstanding to the listener. but, the low proficient students are incapability producing errors of grammar that makes the listener comprehend difficulty. instead, they also frequently used fillers in speaking, so they could not convey the meaning well. they are also difficult in speaking due to a lack of english vocabulary. previous research on the influence of communication strategies on the language proficiency reported by setiadi and piyakun (2015) in their research proposed that communication strategies produced by high proficiency level more use more than low proficiency level. they concluded that high proficiency level relies more actively on communicating, whereas low proficient students frequently mixed their communication with body language in communicating. in conclusion, communication strategies influenced the language proficiency in the speaking for academic purposes class. the low proficient students tended to report using a greater range of stalling or time-gaining, especially on producing fillers than those whose high proficiency level did. moreover, the high proficient students inclined to report using a better variety of appropriate words than those whose low proficiency level did. based on the explanation above, the research was different with other study. previous studies stated high proficient students used more variative words and they were able in language proficiency than low proficient students. on the leily widyaningrum, et al. / english education journal eej 10 (4) (2020) 504-602 601 other side, this research revealed that low proficient students more frequently used fillers strategies in speaking than high proficient students. conclusion based on the research data interpretation and discussion, the conclusion could be drawn that there were two kinds of sub-types of stalling or time-gaining of communication strategies used by the second-semester students of the english education department at iain kudus in the academic year of 2019/2020. the two sub-types namely, fillers and self-repetition. based on the results, the most popular form of filler used by the students was “ehh, eee, and ehmm”. although there were also found other pause fillers, such as “uh and you know”. furthermore, there were two types of students’ proficiency namely, high proficient students and low proficient students. the high proficient students rarely produced errors of words. additionally, the listener easily to understand their pronunciation. in contrast, the low proficient students often ordered non-verbal language because of the limitation of vocabulary. then, the utterances also hard comprehend by the listener. stating to the findings of communication strategies, it influenced the language proficiency in the speaking for academic purposes class. the high proficient students were abler to share their ideas and opinions in communication. they are infrequently ordered errors of words and lead misunderstanding to the listener. but, the low proficient students are incapability producing error of grammar that makes the listener comprehend difficultly. instead, they also frequently used fillers in speaking, so they could not convey the meaning well. they are also difficult in speaking due to a lack of english vocabulary hopefully, this research gives a positive effect on the english teaching-learning process. this research is not perfect because dealing with the subjects of the research there are 12 college students involved in this study. the findings of the current research may be more applicable to indonesian college students who have a similar background to the subjects in the current research. for future research, it is interesting to conduct research in the field of communication strategies by comparing students’ level or students’ age, such as the use of communication strategies among junior high school students, senior high school students, and any college students. references alyan, a. 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(2013). use of communication strategies by tourismoriented efl learners in relation to gender and perceived language ability. canadian center of science and education: english language teaching, 6 (7). 46-60. 208 eej 11 (2) (2021) 208-218 english education journal http://journal.unnes.ac.id/sju/index.php/eej target situation in vocational high school civil engineering students’ needs analysis wigati martina1, puji astuti2, dwi anggani linggar bharati2 1. smk negeri 7 semarang, indonesia 2. universitas negeri semarang article info ________________ article history: recived 14 november 2020 accepted 27 january 2021 published 20 june 2021 ________________ keywords: vocational high school, needs analysis, english for specific purposes ____________________ abstract ______________________________________________________ needs analysis for vocational high school english course is important because english course for vocational high school is considered too general compared to the target situation that the students will need in their future career. this study aimed to analyse the students’ teachers’, alumni’s, stakeholders’, and expert’s perceptions to explain the vocational high school civil engineering students’ needs in their english course. this study used a qualitative case design by using open questionnaires and in-depth interviews as the methods of collecting data. the findings showed that the main goal of the english course was to prepare the students to face the needs of english in their target situation. the learning approach needed was a scientific approach by using inquiry or discovery learning. the students needed more learning source which involved the target situation and a course which considered their current english proficiency. finally, the students needed a course set that represented the target situation and teachers who were not only experts in pedagogical competence but also esp. the results of the study can be used by the education practitioners to help them design better course for vocational high school civil engineering students. correspondence address: jl. simpang lima, mugassari, kec. semarang sel., kota semarang, jawa tengah 50249 e-mail: wigatimartina@gmail.com p-issn 2087-0108 e-issn 2502-4566 wigati martina, et al./ english education journal 11 (2) (2021) 208-218 209 introduction vocational high school students in indonesia right now are demanded to be more competitive. they must prepare the students to join the global society or else they will not be able to survive the global business and industries. therefore, vocational high school students have to increase their competencies and skills to be compatible with the need in the work field. not only technical skills, they also need other supporting skills. one of them is language skill. english is needed to keep up with the development of science and technology used in the work field. therefore, mastering english is very important for vocational high school students to support their future career (ronaldo, 2016). government has designed an english curriculum to support the vocational high school students to prepare themselves for their future career. however, the prior researches suggested that the current english curriculum needs evaluation. evaluating curriculum can be done through need analysis (astuti, 2009). as vocational high school students will enter specific areas in the work field, they need specific english course to support their future career. it is in line with law no 20/2003 states the aim of secondary vocational education is to prepare students for work in a particular field. there are many indications that english teaching and learning in vocational high school right now does not comply with the need of the students as professional worker candidates. not only that the curriculum was too general, the materials and assessment were problematic (arifin et al, 2017). cahyati et al (2014) stated in their research that the books used by smk published by the ministry of education do not have specific purposes since they only focus on general reading and writing skills. english for specific purposes (esp) has been popular since 1960s. the need of esp is getting higher in accordance with the development of business fields. therefore, esp is used in many colleges and universities. however, it is not only college and university students who need to acquire english according to the work field they are going to face after they graduate. vocational high school students do too (estiningkrida & munir, 2015). the previous studies in vocational high school area suggested more investigation on the need analysis. the investigations of the needs were conducted by alsamadani (2018), bedoya et al (2015), hossain (2013), indrasari (2016), otilia (2015), wahyono & puspitasari (2016) and liao, hsu, lee and yang (2017). those studies were aimed to figure out the students’ needs in various area such as tourism department, engineering department, hospitality department, teacher training and various skills like reading, writing, listening and three of them combined. however, there are still limited data about the needs of vocational high school which consists of many departments (albakrawi, 2013). civil engineering is chosen because it is one of many departments of vocational high school which most likely require english skills in the work field. hence, unlike tourism department, construction engineering department has few researches on it. the multinational construction projects require the people involved to be able to communicate in english. the study aims to analyse the students’, teachers’, stakeholders’, alumni’s and experts’ perception in order to explain the needs of vocational high school civil engineering students in their english course. the needs were investigated by involving the target situation and the parties involved. it is important to be explored to understand the true goals of the english teaching and learning process since the current english course for vocational high school students is a general english course which does not consider the target situation. wigati martina, et al./ english education journal 11 (2) (2021) 208-218 210 method the study used a qualitative case study design to investigate the vocational high school civil engineering students’ needs in their english course. qualitative research tends to find the data by observing the context directly and followed by researcher’s interpretation (bharati & lestari, 2018). this study focused on investigating the perception of the students, teachers, stakeholders, alumni and expert about the students’ needs. there are three aspects which need to be observed as proposed by hutchinson and waters (1991). they are necessity, wish and lack. every aspect involves different participants depending on the parties which concern. based on the three aspects, the needs analysis focused on investigating the goals, the learning approach and methods, the learning sources including media and material, the learners’ background and characteristics and lastly, the setting. this study involved 97 students of civil engineering department of smk negeri 7 semarang, three efl teachers of the same school, 55 alumni of the same department, two stakeholders and one expert. the students were from three different classes. the classes were taught by the three different efl teachers involved in the study. the alumni were from various years of graduation and work in different companies and civil engineering areas. the stakeholders were a site manager and a project manager of two construction companies which almost every year has the school graduates recruited. lastly, the expert was a doctor of civil engineering who was teaching at a university and became an assessor for vocational high school students of related department in central java. methods of data collection in this research were questionnaires and interviews. questionnaires was used for the students and the alumni due to the big number of the participants. in-depth interview was used for the teachers, stakeholders and expert. this study involved semi open questionnaires which was distributed using google form and in-depth interview guidance. the data was documented in form of charts, notes and recordings. results and discussion necessity required by the target situation necessity deals with the required competencies in the real world use. to obtain reliable and trustworthy data, this research involved three different parties namely alumni, stakeholders and expert. the language skills there are four main language skills in english learning namely listening, reading, speaking and writing. in civil engineering area, both stakeholders and the expert agreed that reading should be the priority. while the opinion of the alumni can be seen below. figure 1. the alumni’s importance of the language skills alumni, stakeholders and experts agreed that those skills were almost in equal importance. alumni and the second stakeholder believed that listening was the secondly important. the stakeholder stated that in fact, when there was a foreigner visits as instructor, assessors or other, listening skill was very needed. he said that most workers were bad at listening because they did not use to listening to native speakers. he added that it would be very useful if the workers had good listening skill. they did use the service of a translator but sometimes the technical terms were slipped and it would be better if the audience knew both the language and the knowledge. 30 33 21 2424 20 32 28 1 2 2 3 0 50 reading listening speaking writing the importance of the language skills very important important less important wigati martina, et al./ english education journal 11 (2) (2021) 208-218 211 all participants agree that writing skill is important as well. it is useful when they write reports. even though the writing should not be the complicated ones, they still need to fill the forms and write the technical terms in english. just like writing skill, speaking skill is also important but not frequently used by the workers. the participants argued that there is very little chance for the workers from vocational high school would likely use english for spoken communication. they said that as long as the workers acquire passive english, that would be enough to support their job. besides the four skills, the participants added some other skills. some alumni added grammar skill. it is approved by the stakeholders. they said that grammar skill is important to support the four skills. vocabulary learning is also suggested to be improved. it can be summed up that reading skill is the most needed skill. however, other skills namely writing, listening and speaking are still needed in some situation. grammar and vocabulary are also needed to support the four skills. the language use area english is used for different purposes and occasions in the work place. the finding shows the area and occasion where and how english is used. the opinion of the alumni is presented below. figure 2. the alumni’s language use area the findings show that english is mostly used in the tools and instruments, civil engineering documents and technical terms in the work field. the participants explained that most tools and instruments are made in other countries. the explanations and manuals are displayed in the language of the origin and english. the findings also show that english is used quite a lot in the documents. the expert and the stakeholders agreed that documents are where the workers need english the most. they explained that the documents such as site plan, engineering pictures, technical drawings, etc. are what they face daily. according to the alumni, english is used quite a lot in the working site. the expert and the stakeholders hold the same opinion because things, processes, technology, materials and many stuffs the worker meet in the working site use english. not knowing the correct terms of things in the working site may create problems for the working process because the terms they know must be standard and synchronized with the written documents. english is used occasionally for casual conversation, formal occasion and letters. they said that there was only little chance for the worker to use english for daily conversation. once in a while they probably have to meet face to face with foreigners and they need to do casual conversation for socialization. sometimes, the vocational high school graduates still participate in meetings or seminars as audience where sometimes the presenter uses english especially if the project is join operation project. they at least need to understand the content of the material presented in the meetings or seminars. writing letter is english is quite rare unless in the workers need to make request letter, invoice, or report in certain situation. in the open essay, some alumni wrote that they would likely use english in some other situations. some of them wrote that they need english when surfing in the internet or reading journal articles to get information about their job. it is approved by the second stakeholder by saying that internet is an important source of reference and it is mostly presented in english. another alumnus wrote that sometimes he gets project 2 29 23 11 18 7 46 22 30 38 35 35 7 4 2 6 2 13 0 10 20 30 40 50 language use area frequently ocassionally never wigati martina, et al./ english education journal 11 (2) (2021) 208-218 212 which the owner is foreigner and he needs to be able to communicate in english. preferred topics and materials these findings were obtained by presenting the current curriculum content to the participants and proposing some potential topics and materials about civil engineering. the opinion of the alumni is summed up below. figure 3. the alumni’s preferred topics and materials the first is about language expressions. in the curriculum, there are several standard competencies about language expressions such as introduction, congratulating, giving direction, offering, showing opinion and many more. the expert and the stakeholders had the same opinion that beside those expressions had been learned in junior high school, using expressions for communication can be learnt independently and the capability of using them depend on each individual’s effort instead of the lesson at school. some texts mandated by the curriculum are considered needed and some others are less important. some texts which are considered important by most of the alumni, the expert and the stakeholders are announcement, memo, schedule, signs, business letters, manuals and procedures, action report and application letters. there are several materials i proposed based on earlier observation on the field. they are properties and materials, tools and instruments, trend, innovation and technology, safety in the workplace and technical vocabulary. the opinion of the alumni can be seen on the chart below. figure 4. the alumni’s proposed topics and materials all participants agreed that topic about properties and materials and tools and instruments are important. the expert and the stakeholders claimed that workers need to know a lot about those topics which mostly use terms in english. topic about trend, innovation and technology is also considered important by all participants. the expert stated that this topic is useful for enrichment but it doesn’t need to be in detail. the stakeholders had slightly different opinion that this topic is quite useful in the workplace since technology always develops. topic about safety in the workplace is considered important by the alumni and the stakeholders while the expert believed that this safety in the workplace is not really needed to be learned in english because usually it uses pictures that everyone can understand. preferred instructional procedures the instructional procedures here are the common procedures used by the teachers in the classroom and those that are mandated by the curriculum based on the approach and learning models. the summary of the alumni’s opinion is presented on the chart below. 21 13 15 7 5 23 27 5 21 14 11 9 22 26 32 36 34 40 32 29 26 38 33 38 35 36 31 26 2 6 6 8 18 3 2 12 1 3 9 10 2 3 0 5 10 15 20 25 30 35 40 45 topics and materials very important important unimportant 28 29 38 41 2827 26 17 14 26 0 0 0 0 1 0 10 20 30 40 50 proposed topics and materials very important important unimportant wigati martina, et al./ english education journal 11 (2) (2021) 208-218 213 figure 5. the alumni’s preferred instructional procedures 45.5 % of the alumni agreed on teacher presentation, 36.4% on individual presentation, 26.3% on group presentation, 54.5% on discussion, 43.6% on project, 54.4% on observation, 69.3% performance, 34.5% on making product. the expert and the stakeholders claimed that they didn’t really understand about instructional procedures in teaching language. however, they gave their opinion on some common techniques used. the expert believed that teacher presentation might be needed for difficult materials. discussion and presentation are good to motivate the students develop themselves. she also stated that observing realia and inviting guest teacher is good for giving experience. the stakeholders had similar opinion with the stakeholders with additional point about using internet in the teachinglearning process. preferred assessment procedures there are several assessment procedures i suggested in this study based on the common assessment procedures used by the teachers and those which are suggested by the curriculum. the opinion of the alumni can be seen on the chart below. figure 6. the alumni’s preferred assessment procedures among many assessment procedures, practice and performance is the most supported by the alumni which is 67.3%. interview comes the second with 58.2% supporters, presentation gets 52.7%, written test gets 32.7% and making product gets 18.2 %. the expert considered written test suitable to assess knowledge and presentation to assess skills. she added that presentation can also train the students’ skills in using english. the stakeholders suggested interview and listening test besides written test. they believed that listening must be put into consideration because it is important yet the students have weak skill. wants of the learners wants deals with the wish of the learners. 97 students were involved to gain this information. they were three classes of civil engineering program. two classes were eleventh grade and the other one was tenth grade. the students gave their responses by completing questionnaires. the importance of learning english all students believed that english is important both for working and for general need. however, some students have low interest in english. the summary is presented on the chart below. 25 20 13 30 24 30 38 19 0 10 20 30 40 instructional procedures quantity 18 29 32 10 37 0 20 40 assessment procedures quantity wigati martina, et al./ english education journal 11 (2) (2021) 208-218 214 figure 7. the students’ interest and the importance of english goals the finding shows three major goals. 57.7% of the students stated that they learn english for their future career. 46.4% believed that they need to learn english for the sake of examination and 24.7% said that it is for communication. some students also wrote that it is for entertainment such as reading book, watching movie and playing games. preferred skills figure 8. the students’ preferred skills among four skills, the students put their priority on speaking which was 75.3%. the second priority is listening with 52.6% believed that it is very important. the third rank goes to reading skill with 41.2% stated that it is very important. writing becomes the last priority with 35.1% believed that it is very important. some students added comments in the open essay. some wrote grammar, vocabulary and translating in the open essay section. preferred topics and materials according to the materials mandated by the curriculum, the students had set their priority based on the importance. there are several texts they should learn. the texts which were considered either very important or important are application letter, action report, business letters, procedure and manual, memo, schedule and signs and announcement. the other texts which are considered less important are biography, descriptive, narrative, recount, exposition, report and exposition. the detail of the finding can be seen below. the next materials are expressions. some expressions which are considered important by the students are introduction, offering, asking and giving opinion, asking and giving direction and suggestion. the other expressions which are considered less important are congratulating, showing intention, and talking on the phone. the students also gave their opinion on the proposed topics. the students gave positive responds either very important or important towards the following topics; materials and properties, tools and instruments, trend, innovation and technology, safety in the workplace and specific vocabulary. in the open essay, some students wrote their opinion about other important topics. they are english used in the construction drawings and presentation and public speaking. the detail of the finding can be seen below. figure 9. the students’ proposed topics and materials 57 30 61 3840 58 35 56 0 9 1 3 0 10 20 30 40 50 60 70 the importance of learning english the interest in learning english the importance of english in the workplace the importance of leaning general english interest and importance very important important unimportant 40 51 34 73 56 45 59 24 1 1 4 0 0 20 40 60 80 reading listening writing speaking preferred skills very important important unimportant 58 57 53 54 50 37 40 44 41 44 2 0 0 2 3 0 10 20 30 40 50 60 70 proposed topics and materials very important important unimportant wigati martina, et al./ english education journal 11 (2) (2021) 208-218 215 preferred instructional procedures as much as 85.6% of the students picked teacher’s presentation as one of the preferred instructional procedures. the next most favourite procedure is practice and performance which got 79 supporters or 81.4% of the students. discussion is the next, chosen by 68% of the students. observing realia is the next preferred which got 65% support. making project got 48.5% supports as well as making product. the least popular are group presentation which got 36.1% support and individual presentation which got 24.7% support. preferred assessment procedures most of the students prefer practice and performance for the assessment procedures. it got 75.3% support. the secondly preferred is written test. presentation is the next which got 46.4% support. interview gets 36.1% support and product gets 30.9% support. additionally, one student mentioned speaking test and another student mentioned listening test. lacks of the learners information about lack or present ability were taken from two different participants, the students and the teachers. the following is the summary of the students’ responses about their assessment on their present ability. figure 10. the students’ skills the students are quite confident with their reading ability. 9.3% of the students stated that they have a very good reading skill, 70.1 % stated that they have a good reading skill. more than half of the students are confident with their ability in writing which is 60.8 %. only five students are confident that they have a very good ability in writing. 42 of 97 students believed that they are weak at listening. most of the students are not confident with their speaking ability which is 54.6 %. 78.4% of the students admit that they have bad grammatical competence. most students believed that they are bad at specific vocabulary. it is as much as 81.4% of them. the teachers stated that speaking was the most difficult skill for the students. the students they taught were weak in speaking. they needed a lot of stimuli to make them speak. moreover, they had very limited vocabulary and grammatical competence and also weak pronunciation. they said that the teacher had to ask question or call the students first before they start speaking. writing was the second weakest skill. the reason was the same that the students were lack of vocabulary and grammatical competence. their listening skill was better than the early two. they said that the students can do listening task better than writing task. it is because the students were quite good in gasping meaning of the listening materials. among all skills, reading was the strongest. the teachers said that the students did not get significant difficulty in reading comprehension. however, they added that the texts were common text and had common vocabulary. in fact, the teacher’s opinion about the students’ vocabulary and grammatical competence was in accordance with the students’ opinion. they had low ability in grammar and in vocabulary especially technical vocabulary. needs evaluation results after obtaining the aspects of needs analysis namely necessity, wants and lack, it is then continued to assess the data in order to decide the needs of the learners. the data were analysed by classifying which of those were mutually inclusive based on the goals, the learning approach and methods, the learning sources including media and 9 5 3 5 0 2 0 68 59 52 39 21 48 1820 33 42 53 76 47 79 0 20 40 60 80 100 the students' skills very good good bad wigati martina, et al./ english education journal 11 (2) (2021) 208-218 216 material, the learners background and characteristics and the setting. goals from the target situation the expert believed that the english lesson in vocational high school should be prepared to support their job. the stakeholders and the alumni believed that the goal of english lesson is to support their future job and for self-development in their area. however, succeeding in national examination is one of the students’ goals besides for communication and to support their career. alumni, expert and stakeholders are those who have experienced the needs of english in the real-world use as the ones who work in civil engineering area compared to the students. their opinion about the goals of learning english is more legitimate than the students’. therefore, the truly goal of vocational high school students should be to prepare them facing the needs in their future job. however, in fact, succeeding at national examination is a demand. it is because national examination is one of the considerations of their success in having the education. it can be seen as short-term goal even though the current system of national examination is mutually exclusive with the true goal of english lesson for vocational high school. dewi (2015) stated that the existence of national examination switched the needs of the students from real world communication to an examination. communication is said to be the goal too by the students as they believed that they will need it in their casual communication. however, the alumni, the expert and the stakeholders confirmed that it was not prioritized. communication in english doesn’t happen very often in their target situation. learning approach and methods the findings show that the alumni, expert and stakeholders, did not complain on the current learning approach and methodology. they agreed on what approach and methods mandated by the curriculum and trusted the teachers. they said that the authority had thought about the best approach and methods for teaching language. the students’ wish also supported the current approach and method used in the classroom. it can be summed up that the learning approach they need is the current used approach, scientific approach. the methods are discovery and inquiry learning. the prioritized activities are performance, discussion, teacher’s presentation and observation. the suggested activities are observing realia, listening activity and students’ presentation. the prioritized assessments are test for assessing knowledge, performance for assessing skills. additional assessment procedures are interview and presentation. learning source from four different parties who participated in this study, there are several materials which are mutually inclusive thus can be stated to be the materials needed by the students. the texts that are needed by the students are application letter, business letter, announcement, action report, procedure and memo, schedule and signs. these kinds of texts are considered to be familiarized by the students because in the practical level, they will likely meet them in the target situation. all language expressions mandated by the curriculum can be put in the supporting materials to help the students do casual conversation. according to the present ability of the students, grammar and vocabulary need to be prioritized as well. the proposed topics were all applauded by all parties. they are materials and properties, tools and instruments, trend, innovation and technology, safety in the workplace and specific vocabulary. the experts and stakeholders suggested specific theme for the texts, dialogs and vocabulary. additional sources suggested are realia, occupation experts and real sites. to present those materials, they suggested electronic media such as projector, computer and smartphone beside classroom equipment. learners’ background and characteristics there are two focuses of the learners’ background and characteristics. they are the wigati martina, et al./ english education journal 11 (2) (2021) 208-218 217 present ability of the students and the language use area. the findings show that the students have low english proficiency and low in three skills which are listening, writing and speaking. besides, individual ability of the students also need to be considered. from the language used area, the specific occupational topics should be considered in designing the english course. thus, it can be concluded that the learning process should embrace the proficiency of the students and the target situation needs of their occupation. setting seeing the importance of english as stated in previous discussion, it is right that english lesson is set as compulsory lesson. the problem lies on the time allocation and the schedule. the teachers claimed that the time was lack compared to amount of the basic competencies. the time fitted the current basic competencies but was lack for occupation material and skills development. this claim was supported by the alumni’s, expert and stakeholders’ opinions. the block system schedule also created problem because the students did not get the same amount of the lesson each week. it hampered the teachers’ plan. in conclusion, the english lesson there needs to be compulsory, more than three times forty-five minutes a week and in regular and routine schedule. the second issue is about the teachers. considering the needs in the target situation, the teachers should not only have language and pedagogical expertise but also occupational expertise. if the teachers are not the occupation practitioners, at least they need to be trained or certified to be teachers of english for specific purposes. this will guarantee that the teachers are credible enough to teach the vocational high school students. the next issue is about the place. if tourism department students need to practice their english with real tourists and in a real tourism site, civil engineering students too need similar situation. the students need to learn with real objects, or at least with acceptable simulation of the real object. when the teaching-learning process is conducted in classroom, they will need media that support the simulation or the teachers can make use of their workshop. conclusion this study aimed to analyze the students’ teachers’, alumni’s, stakeholders’, and expert’s perceptions to explain the vocational high school civil engineering students’ needs in their english course. the findings showed that the main goal of the english course is to prepare the students to face the needs of english in their target situation besides for communication and the short goal is to succeed in national examination. the learning approach needed is the scientific approach by using inquiry or discovery learning. the student needs more learning source which involves the target situation and a course which considers their current english proficiency. finally, the students need a course setting that represents the target situation and teachers who are not only experts in pedagogical competence but also esp. the results of the study can be used by the education practitioners to help them design better 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(2016). students’ need analysis of english reading skills for academic purposes. proceeding ictte pkip uns 2015, 1(1), 1007-1014. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f148a5620cd • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 56 eej 11 (1) (2021) 56-70 english education journal http://journal.unnes.ac.id/sju/index.php/eej the effectiveness of herringbone and sq4r as techniques in teaching reading comprehension to students with visual and auditory learning styles nurhidayat nurhidayat 1, suwandi suwandi2 1. smp negeri 2 sedong, kab. cirebon, jawa barat, indonesia 2. universitas pgri semarang, indonesia article info ________________ article history: accepted 27 september 2020 approved 07december 2020 published 15 march 2021 ________________ keywords: herringbone, sq4r, reading comprehension, learning styles ________________ abstract applying the effective teaching techniques to teach reading comprehension is a must in order to overcome students’ obstacles in comprehending a texts. this study analyzes the effectiveness of herringbone and sq4r to teach reading comprehension to visual and auditory students at smpn 2 sedong. this study belongs to quantitative research with quasi-experimental design applying 2 x 2 factorial design with anova. there are two classes chosen as samples; 8a as the experimental class i and 8g as the experimental class ii. this study reveals that there is no interaction among techniques, reading comprehension, and learning styles in teaching reading comprehension to the visual and auditory students. herringbone and sq4r are effective to teach reading comprehension to students with visual and auditory learning styles. both visual and auditory students have an equal improvement treated with herringbone and sq4r since there is no significant difference in the improvement between visual and auditory students in reading comprehension treated by herringbone and sq4r. conversely, both herringbone and sq4r have an equal effectiveness to teach reading comprehension to the visual and auditory students since there is no significant difference of effectiveness between herringbone and sq4r to the visual and auditory students.  correspondence address: jl. irigasi no. 2, sedonglor, kec. sedong, kab. cirebon, jawa barat, 45189, indonesia e-mail: nurhidayat0059@gmail.com p-issn 2087-0108 e-issn 2502-4566 nurhidayat nurhidayat, et al./ english education journal 11 (1) (2021) 56-70 57 introduction as a global language, english is spoken by between two and three billion people (ur, 2010). as a result, it brings to the condition where it is used in various purposes not exception in academic sectors. therefore, the direction of english language teaching should be in line with the needs of the global condition (pratama & yuliati, 2016), including in teaching reading skill. in academic context, reading not only plays a vital role in the teaching and learning process at all academic stages (finnochiaro, 1984 in maemun et al., 2018), but it can also be useful mean to gain success (nugroho et al., 2019). therefore, in indonesia, reading mastery determines whether students are able or not to upgrade themselves to the further academic degree. this statement is taken from a fact showing that reading section always dominates the portion of test items in computerized-based national examination (unbk) particularly at junior high school. theoretically, reading is viewed as visual process of translating a letter symbol into spoken form through sequential thinking processes. the processes include recognizing words, literal comprehension, interpretation, critical and creative reading (suwandi et al., 2017). among these thinking skills, comprehension has a vital position because before trying to interpret and respond critically the content of the text, through comprehension, reader initially tries to explore beyond the words, and understand the ideas and the relationships between ideas conveyed in a text (rosari & mujiyanto, 2016). thereby, in the context of indonesia, reading comprehension becomes a purposes of the teaching reading as foreign language since it aims to improve the skills of learners, who have been able to read in their first language (cahyono & widiati, 2009). surprisingly, comprehension is not only influenced by how reader recognizes visually words in a text, but the reader’s individual differences such as learning style also takes a part on it. learning style is a concept that represents a profile of the individual’s approach to learning, a blueprint of the habitual or preferred way the individual perceives, interacts with, and responds to the learning environment (dornyei, 2015, p.108). then, it can be one factor influencing students’ reading comprehension ability and achievement (untoro, 2016; alharbi, 2015). among the other its classification, dornyei (2015, p.126) categorizes individual’s sensory preferences to be visual, auditory, kinesthetic, and tactile (vakt). shortly, visual learners learn effectively through a visual channel, prefer reading tasks, and often utilize a colorful highlighting schemes to make certain information visually more salient. differently, auditory learners absorb the information effectively through auditory input such as lectures or audiotapes and prefer to deliver material orally by engaging in discussions and group work. further, different from these previous styles, kinesthetic learners learn most effectively through complete body experience that engages wholebody movement. therefore, they require frequent breaks and become fidgety sitting motionless for an hours. as it is previously known together about the issues related to the importance of reading skill and reading comprehension especially in indonesia academic settings, the writer finds a dilemma when the result of the field-observation instead shows a contradiction. in the real english reading activity, the writer observed that students are mostly annoyed dealing with reading comprehension activities. it is because the reading passages are unfamiliar for them resulting to the difficulty they face in understanding information implied in each text’s paragraphs. then, this condition becomes worse when there is always conventional treatment repeatedly occurs without innovation during the classroom activities. it is also negatively added by the situation of teaching and learning process which is still textbook-oriented. as a result of this situation, it is difficult for students whose learning styles are different to achieve good score in reading comprehension. they become a lowachievers especially in dealing with computerized-based national examination nurhidayat nurhidayat, et al./ english education journal 11 (1) (2021) 56-70 58 (unbk) at junior high school level. therefore, the presence of recent teaching technique is needed to innovate the existing reading comprehension teaching and learning activities. in this case, the writer promotes herringbone and sq4r techniques which have been empirically proven to be effective tackling students’ problem especially in reading comprehension. herringbone is a kind of graphic organizers that is used especially to organize supporting details of various texts to the main ideas (mcknight, 2010, p.50). this technique employs visual diagram which presents how text’s supporting details in a form of w-h questions who, what, when, where, why, and how are constructed and connected to the main idea of the text. further, herringbone technique has proven to be effective in supporting students comprehending various genre of texts such as recount text (yusuf et al., 2016; rafain et al., 2013; silvia & susana, 2017) narrative text (kurniawan & indrawati, 2016; rahila & sakdiah, 2016; sudarmanto, 2018; ramadhani & harputra, 2016), descriptive text (wahyudi, 2018). besides, herringbone is also effective for teaching reading comprehension to students with individual differences such as reading habits (fitriyani et al., 2020; rosyida & ghufron, 2018), and improves students’ reading comprehension at all academic level; senior high school level (handayani et al., 2016; samuri, 2018), junior high school level (ningrum & widyawati, 2015; pambayuningsih, 2018), and higher-education level (umraiti et al., 2019) on the other side, sq4r is defined as a six steps system (survey, question, read, record, recite, and review) having a function for reading and comprehending textbook chapters (wong, 2009, p.216). sq4r technique supports students to understand how the parts of a particular text fit together to construct the whole text. by completing each of its steps, students also can distinguish between important and less important pieces of information and how to group similar ideas together. besides herringbone, several studies are also found that sq4r technique is effective in teaching reading comprehension to students at the various academic level such as at beginner/ elementary level (başar & gürbüz, 2017; simbolon & marbun, 2017; runiatun et al., 2016), and university settings (erlina, 2018; beyreli & incirkus, 2018; khusniyah et al., 2017). finally, as previously presented, both herringbone technique and sq4r technique are empirically examined by previous researchers to be effective in teaching reading comprehension at all educational stages. therefore, inspired by this, the recent study is intended to use herringbone and sq4r to overcome the problems faced by the eighth-grade students whose learning styles are visual or auditory. thus, the objectives of this research are to analyze; (1) the interaction among reading comprehension, teaching techniques, and learning styles in reading comprehension, (2) the effectiveness of herringbone to teach reading comprehension to visual students, (3) the effectiveness of herringbone to teach reading comprehension to auditory students, (4) the effectiveness of sq4r to teach reading comprehension to visual students, (5) the effectiveness of sq4r to teach reading comprehension to auditory students, (6) the significant difference between the use of herringbone to teach reading comprehension to visual and auditory students, (7) the significant difference between the use of sq4r to teach reading comprehension to visual and auditory students, (8) the significant difference between the use of herringbone and sq4r to teach reading comprehension to visual students, and (9) the significant difference between the use of herringbone and sq4r to teach reading comprehension to auditory students. methods this research belonged to quantitative research with quasi-experimental design that applies 2x2 factorial design with a statistical analysis anova (analysis of variance). further, there were two groups involved, experimental group i (8g) treated by herringbone and experimental group ii (8f) treated by sq4r. then, the pre-test and post-test would be given to both of the groups. related to the instruments, the researcher employed questionnaire, test, and observation sheet. questionnaire was used to determine whether nurhidayat nurhidayat, et al./ english education journal 11 (1) (2021) 56-70 59 students categorized to have visual or auditory learning styles, pre-test was done to know students’ achievement in reading comprehension before the treatments were given, post-test proposed to know whether herringbone and sq4r were effective or not to teach reading comprehension, and observation sheet plays as supporting instrument used to make sure that the process of treatments systematically goes on. in collecting the data, there were 8 (eight) steps conducted; administering learning styles questionnaire, trying-out reading comprehension test to measure validity and reliability of the test items used, giving pre-test to both of experimental groups, giving treatment to experimental groups, utilizing observation sheet while giving treatment, giving post-test to both of experimental groups, analyzing the data collected by using spssv23, and interpreting the results of data analysis. to analyze the data, the whole process of quantitative data analysis was conducted by the assistance of spss v23. in this research, broadly, there were two statistical analyses applied by the researcher before and after administering test. before giving test, there were validity, reliability and practicality tests. to measure the validity, pearson correlation statistical formula was applied while dealing with reliability, the researcher used cronbach’s alpha. then, after investigating the validity and reliability, the practicality test was conducted to make sure that the test is easily administered, as inexpensive as possible and its scores are easily interpreted. moreover, after administering test, there were normality, homogeneity, t-test, and anova tests. the normality was analyzed by using one-sample shapiro-wilk while to investigate the homogeneity of the data, levene’s for homogeneity variance was used. furthermore, the two-way anova was used to test whether the variables were interacted or not from one to the others and the t-tests with dependent and independent samples were used to analyze the result of pre-test and post-test in each groups. results and discussion in this research, there were two classes of smpn 2 sedong, kab. cirebon chosen by the researcher as a sample. the experimental class i was class 8a and experimental class ii was class 8g. moreover, two different treatments were given to those two classes. the experimental class i was treated by herringbone technique while experimental class ii was treated by sq4r technique. initially, before giving treatments, the researcher distributed the questionnaire of vakt learning style to categorize students’ learning style into visual, auditory or kinesthetic. the questionnaire consisted of 30 multiple-choice questions which each choices represent three categories of behavior belonged to each learning styles. based on the questionnaire’s result, the researcher decided to take 15 visual students and 13 auditory students from experimental class i, while from experimental class ii, 15 visual students and 12 auditory students were taken. after that, the pre-test was given to those classes in order to measure the students’ achievement especially in reading comprehension before given treatment. the pre-test was in a form of multiple-choices with 50 questions. the researcher allocated 120 minutes for students to conduct this test. the next step was giving treatment to experimental class i using herringbone technique and to experimental class ii using sq4r technique. there were 10 meetings of treatments given by the researcher to each experimental classes. during the treatments, the observation checklist that was constructed based on the theoretical procedures of teaching reading and implementing herringbone technique and sq4r technique in teaching reading comprehension was also employed. actually, the observation checklist recorded all activities during the treatments. thereby, by identifying the result of this, the researcher was able to monitor that the steps during treatments were systematically delivered. in this case, the treatments were received similarly by students in the experimental class 1 and experimental class 2. the researcher had a similar teaching and learning activities and learning objectives that should be achieved by the nurhidayat nurhidayat, et al./ english education journal 11 (1) (2021) 56-70 60 students. the thing that makes difference was only students learning materials that were designed following the learning syntax belonged to herringbone and sq4r teaching techniques. after receiving the treatments, the post-test was given to both of experimental groups. the post-test was used to know the students’ reading ability after treated by herringbone technique and sq4r technique in their reading comprehension classes. dealing with the test items, the items used in the post-test were actually similar to the pre-test given previously. the validity and reliability of the test items were also checked precisely in order to make sure that the items used were valid, reliable, and practical to be administered. the test items were also in a form of multiple-choice questions that consist of 50 numbers of reading comprehension test items. the time allocated for students to finish this test was also 120 minutes. after obtaining the data, the data analysis was conducted. in this research, there were two statistical analysis that were conducted before and after administering test. before giving test, there were tests of validity and reliability while after giving test, there were tests of normality, homogeneity, t-test, and anova (analysis of variance). particularly for tests of normality and homogeneity, those two statistical analysis were important to be conducted. normality tests were done in order to make sure whether experimental class i and experimental class ii had a normal distribution in their pre-test and post-test scores while homogeneity tests were proposed to check if both of the classes used as a samples in the research had a homogenous or similar prior ability in regards to their english reading comprehension. dealing with the tests of normality, it was analyzed by using one-sample shapiro-wilk with the standard normality 0.05. in this case, the distribution is normal, if sig (2tailed) > 0.05. on the contrary, if sig (2-tailed) < 0.05, the distribution is not normal (pratama, 2019:50). the result of shapiro-wilk in the pretest, in the experimental class i, the significant value of students with visual learning style was 0.20. while for students with auditory learning style was 0.36. on the other side, in the experimental class ii, the significant value of students with visual learning style was 0.24 and significant value of students with auditory learning style was 0.15. from this result it can be concluded that the pre-test scores in both of experimental class i and experimental class ii were distributed normally. moreover, the result of normality tests of the post-test scores, from this table, in the experimental class i, the significant value of students with visual learning style was 0.51 and with auditory learning style was 0.70. on the other side, in the experimental class ii, the significant value of students with visual learning style was 0.87, and with auditory learning style was 0.75. from this result, it can also be said that the post-test scores in both of the experimental class i and experimental class ii in both of visual and auditory were also normally distributed. besides normality tests, homogeneity tests were also conducted after the scores of pre-test and post-test were obtained from the experimental class i and experimental class ii and before the t-tests were conducted. the homogeneity tests were proposed to make sure if both of the classes used as a samples in the research had a homogenous or similar prior ability in regards to their english reading comprehension. thus, if the data were not homogeneous, the treatment could not be applied because both of the classes did not have same ability in reading comprehension. to measure the homogeneity, the researcher used levene’s test of homogeneity of variance. in this case, the data is considered to be homogeneous if sig (2tailed) > 0.05 (sundayana, 2005:167). starting from the pre-test score, the result of the homogeneity test of the pre-test showed that the significant value for the homogeneity test of the pre-test was 0.31, it means the data was homogeny because 0.31 > 0.05. on the other side, result of the homogeneity test of the posttest revealed that the significant value for the homogeneity tests of the post-test was 0.20. it means the data was also homogeny because 0.20 > 0.05. looking at these results, it can be concluded that the significant values of both pretest and post-test were higher than 0.05. therefore, the variance of the data in the pre-test and post-test were homogeneous. nurhidayat nurhidayat, et al./ english education journal 11 (1) (2021) 56-70 61 furthermore, after knowing the results of normality and homogeneity tests, hypothesis testing was conducted to answer the research questions. the results of hypotheses testing are as follows. the interaction among techniques, students’ learning styles, and reading comprehension the first objective of this research was to analyze the interaction among techniques, students’ learning styles, and reading comprehension. the result of statistical analysis presenting the interaction among techniques, students’ reading comprehension, and students’ different learning styles can be seen in table 1 as follows. table 1. the result table of anova test of achievement interaction among techniques, reading comprehension, and students’ learning styles in teaching reading comprehension to students’ with visual and auditory learning styles (tests of between-subjects effects) tests of between-subjects effects dependent variable: reading_comprehension_achievement source type iii sum of squares df mean square f sig. corrected model 632.940a 3 210.980 .773 .514 intercept 250593.543 1 250593.543 918.732 .000 techniques 4.179 1 4.179 .015 .902 learningstyles 294.108 1 294.108 1.078 .304 techniques * learningstyles 352.593 1 352.593 1.293 .261 error 13910.769 51 272.760 total 269408.000 55 corrected total 14543.709 54 a. r squared = ,044 (adjusted r squared = -,013) the result of statistical analysis anova (analysis of variance) showed that the significant value of techniques*learning styles was 0.261. it was higher than 0.05 meaning that ho was accepted and ha was rejected. so, it indicated that there was no interaction among teaching techniques, reading comprehension, and students’ learning style in teaching reading comprehension to the visual and auditory students. from this result it can be inferred that the students’ reading comprehension improvement neither depends on the teaching techniques applied which were herringbone and sq4r, nor their learning styles which were categorized to visual and auditory. besides teaching techniques and learning style, there must be other variables influencing students’ reading comprehension achievement. those variables can be students’ personality types, reading habit, background knowledge, and their daily achievement at school. according to the first hypothesis testing it can be known that there was no interaction among teaching techniques, reading comprehension, and students’ learning styles. this result proves that although learning style becomes one important factor determining student’s academic achievement, but it does not specifically relate to the improvement of reading comprehension (erginer, 2014). on the other words, there is no significant correlation between learning style and students’ reading comprehension (pratiwi et al., 2013; rachma et al., 2015). additionally, this result also strengthens maghfirah’s research findings (2018) which revealed that learning style is not the only one factor affecting students’ achievement of language’s receptive skill. students who receive nurhidayat nurhidayat, et al./ english education journal 11 (1) (2021) 56-70 62 treatments according to their learning styles do not mean that they will achieve a better score compared to them who do not (garza, 2008). the effectiveness of herringbone technique to teach reading comprehension to students with visual learning style the second objective of this research was to analyze the effectiveness of herringbone technique to teach reading comprehension to students with visual learning style. the result was explained in table 2. table 2. paired samples test of herringbone to visual students paired samples test paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pretest_herringbone_visual posttest_herringbone_visual 27.20000 17.57921 4.53893 36.93504 17.46496 -5.993 14 .000 the result indicated that herringbone was practically effective to teach reading comprehension to visual students. this statement was based on the data shown that there was an improvement in the post-test score of the experimental class i after receiving the treatment. actually, the mean score of post-test (76.866) was higher than the mean score of pretest (52.466). furthermore, the result of paired samples t-test showed that the significance level was 0.00. it indicated that 0.00 < 0.05. related to the hypothesis testing, this result indicated that ho was rejected and ha was accepted. therefore, it means that there was a significant difference between pre-test and post-test scores of students with visual learning style treated by using herringbone technique in reading comprehension. on the other words, using herringbone technique was effective to enhance students’ reading comprehension to visual learners in experimental class i. the effectiveness of herringbone technique to teach reading comprehension to students with auditory learning style. the third objective of this research was to analyze the effectiveness of herringbone technique to teach reading comprehension to students with auditory learning style. the result was explained in table 3. table 3. paired samples test of herringbone to auditory students paired samples test paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pretest_herringbone_auditory posttest_herringbone_auditory 23.84615 17.63447 4.89092 34.50255 13.18975 -4.876 12 .000 nurhidayat nurhidayat, et al./ english education journal 11 (1) (2021) 56-70 63 based on the result, it also showed that herringbone was effective to teach reading comprehension to auditory students. this statement was based on the data showing that there was improvement score from the pre-test score to the post-test score. the means score of pre-test (44.461) was lower than mean score of post-test (68.307). further, the results of paired samples t-test also showed that the significant value was 0.000 which it was lower than 0.05. related to the hypothesis testing, it indicated that ho was rejected and ha was accepted. therefore, it can be interpreted that there was significant difference between pre-test and posttest scores of students with auditory learning style treated by using herringbone technique in reading comprehension. it could also be said that using herringbone technique was effective to teach reading comprehension to students having auditory learning style. based on the second and third hypotheses testing, this study revealed that herringbone technique was effective to teach reading comprehension to students having both visual and auditory learning styles. it is in line with a research conducted by yusuf et al., (2016), rafain et al., (2013), silvia & susana (2017), kurniawan & indrawati (2016), rahila & sakdiah (2016), sudarmanto (2018), ramadhani & harputra (2016), wahyudi (2018), fitriyani et al., (2020), rosyida & ghufron (2018), handayani et al., (2016), samuri (2018), ningrum & widyawati (2015), pambayuningsih (2018), and umraiti et al., (2019). moreover, this result also straightforwardly proved that graphemic diagram seems like a skeleton of herring fish belonged to herringbone technique can help students to identify texts’ supporting details which finally lead them to find texts’ main ideas. further, the displays of a fish skeleton of herringbone technique during reading classroom also lead students’ mind to imagine a fish carrying whole important features of the text. thereby, it can help them to simply comprehend a particular reading text. the effectiveness of sq4r technique to teach reading comprehension to students with visual learning style the fourth objective of this research was to analyze the effectiveness of sq4r technique to teach reading comprehension to students with visual learning style. the result was explained in table 4. table 4. paired samples test of sq4r to visual students paired samples test paired differences t df sig. (2tail ed) mean std. devi atio n std. error m ea n 95% confidence interval of the difference lower upper pair 1 pretest_sq4r_vi sual posttest _sq4r_v isual -20.66667 12.77647 3.29887 -27.74204 -13.59130 -6.265 14 .000 then, the result showed that sq4r was effective to teach reading comprehension to auditory students. this statement was based on the improvement score in pre-test to the post-test which the mean score of post-test (72.400) was higher than the mean score of pre-test (51.733). further, the result of the paired samples t-test also showed that the significant value was 0.000 which it was lower than 0.05. related to the hypothesis testing, it indicated that ho was rejected and the hawas accepted. therefore, it can be interpreted that there was significant difference between pre-test and post-test scores of students with visual learning style treated by using sq4r technique in reading comprehension. on the other words, using nurhidayat nurhidayat, et al./ english education journal 11 (1) (2021) 56-70 64 sq4r technique was effective to teach reading comprehension to students with visual learning style. the effectiveness of sq4r technique to teach reading comprehension to students with auditory learning style. the fifth objective of this research was to analyze the effectiveness of sq4r technique to teach reading comprehension to students with auditory learning style. the result was explained in table 5. table 5. paired samples test of sq4r to auditory students paired samples test paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pretest_sq4r_auditory posttest_sq4r_auditory -20.00000 13.56466 3.91578 -28.61857 -11.38143 -5.108 11 .000 the result showed that sq4r was also effective to be used in teaching reading comprehension to auditory students. this statement was based on the data indicating that there was an improvement in the pre-test score to the post-test score. the mean score of pre-test (42.666) was lower than the mean score of posttest (62.666). furthermore, the result of paired sample t-test also showed that the significant value was 0.000. it can be analyzed that it was < 0.05. so, related to the hypothesis testing, it means that ho was rejected and ha was accepted. therefore, it can be interpreted that there was significant difference between pre-test and post-test scores of students with auditory learning style treated by using sq4r technique in reading comprehension. on the other words, using sq4r technique was effective to teach reading comprehension to students with auditory learning style. moreover, based on the fourth and fifth hypotheses testing, it is known that sq4r technique were effective to teach reading comprehension to visual and auditory students. this result also confirms positively the findings of studies conducted by başar & gürbüz (2017), simbolon & marbun (2017), runiatun et al., (2016), erlina (2018), beyreli & incirkus (2018), and khusniyah et al., (2017). this result also confirms that the systematic steps of reading promoted by sq4r technique also gives students solution to easily get their purpose in reading a texts. these steps give students opportunity to survey the text’s features, to turn these text’s features explored into questions, to select carefully and thoroughly the important materials can be worked to answer the created questions, to take notes the important information they have read previously, to skim back over a previous steps or sections, and to make sure that they comprehend the previously conducted steps that lead them to make the best habit. the significant difference between the use of herringbone to teach reading comprehension to students with visual and auditory learning styles. the sixth objective of this study was to analyze the significant difference between the use of herringbone to teach reading comprehension to students with visual and auditory learning styles. the result was explained in table 6. nurhidayat nurhidayat, et al./ english education journal 11 (1) (2021) 56-70 65 table 6. independent samples test of herringbone technique to visual and auditory students in reading comprehension independent samples test levene's test for equality of variance s t-test for equality of means f sig. t df sig. (2tailed ) mean differenc e std. error differenc e 95% confidence interval of the difference lower upper posttest_visual_auditory_herringbon e equal variance s assumed .336 .567 .06 7 26 .947 -.44103 6.62799 14.0650 4 13.1829 9 equal variance s not assumed .06 6 24.30 9 .948 -.44103 6.68537 14.2296 8 13.3476 2 the result showed that, looking at the mean score, herringbone was more effective to teach reading comprehension to auditory students rather than visual students. this statement was supported by the mean score of the visual students (67.866) which was lower than the mean score of the auditory students (68.307). furthermore, the result of the independent samples t-test showed that the significant level was 0.947. it indicated that 0.947 > 0.05. related to the hypothesis testing, it indicated that ho was accepted and ha was rejected. it means that there was no significant difference between post-test score of students with visual and auditory learning style treated by using herringbone technique in reading comprehension. on the other words, the visual and auditory students have an equal improvement treated with herringbone techniques even though the mean score of the visual students is lower than the mean score of the auditory students. the significant difference between the use of sq4r to teach reading comprehension to visual and auditory students the seventh objective of this study was to analyze the significant difference between the use of sq4r to teach reading comprehension to visual and auditory students. the result was explained in table 7. nurhidayat nurhidayat, et al./ english education journal 11 (1) (2021) 56-70 66 table 7. independent samples test of sq4r technique to visual and auditory students in reading comprehension independent samples test levene's test for equality of variance s t-test for equality of means f sig. t df sig. (2tailed ) mean differenc e std. error differenc e 95% confidence interval of the difference lower upper posttest_visual_auditory_sq 4r equal variance s assumed 4.21 6 .05 1 1.62 8 25 .116 9.73333 5.97809 2.5787 8 22.0454 5 equal variance s not assumed 1.53 4 16.49 4 .144 9.73333 6.34657 3.6881 1 23.1547 8 then, the result showed that, based on the mean score, sq4r was more effective to teach visual students rather than auditory students in reading comprehension. it was based on the mean score of post-test belonged to visual students (72.400) which was higher than the mean score of post-test owned by auditory students (62.666). moreover, the result of independent samples t-test showed that the significant level was 0.116. it indicated that 0.116 > 0.05. related to the hypothesis testing, it indicated that ho was accepted and ha was rejected. it means that there was no significant difference between post-test score of students with visual and auditory learning style treated by using sq4r technique in reading comprehension. on the other words, the visual and auditory students have an equal improvement treated with sq4r techniques even though mean score of post-test belonged to visual students is higher than the mean score of post-test owned by auditory students. the significant difference between the use of herringbone and sq4r in reading comprehension to visual students the eighth objective of this study was to analyze the significant difference between the use of herringbone and sq4r in reading comprehension to visual students. the result was explained in table 8. nurhidayat nurhidayat, et al./ english education journal 11 (1) (2021) 56-70 67 table 8. independent samples test of herringbone and sq4r techniques to visual students in reading comprehension independent samples test levene's test for equality of variance s t-test for equality of means f sig. t df sig. (2tailed ) mean differenc e std. error differenc e 95% confidence interval of the difference lower upper posttest_herringbone_sq4r_vis ual equal variance s assumed 1.91 8 .17 7 .88 3 28 .385 -4.53333 5.13686 15.0557 1 5.9890 4 equal variance s not assumed .88 3 24.48 9 .386 -4.53333 5.13686 15.1240 9 6.0574 2 the result revealed that, looking at the mean score, sq4r was more effective than herringbone in reading comprehension to visual students. it was based on the visual students’ means score of post-test in experimental class ii (72.400) was higher than the means score of post-test in the experimental class i (67.866). further, the result of the independent samples ttest showed that the significant level was 0.385. related to the hypothesis testing, it indicated that 0.385 > 0.05. therefore, ho was accepted and ha was rejected. thus, it can be said that there was no significant difference between posttest score of students with visual learning style treated by using herringbone technique and sq4r technique in reading comprehension. on the other words, the use of herringbone and sq4r techniques have an equal effectiveness in teaching reading comprehension to the visual students even though the visual students’ means score of post-test in experimental class ii which is taught by sq4r technique is higher than the means score of post-test in the experimental class i which is taught by herringbone technique. the significant difference between the use of herringbone and sq4r in reading comprehension to auditory students the nineth objective of this study was to analyze the significant difference between the use of herringbone and sq4r in reading comprehension to auditory students. the result was explained in table 9. nurhidayat nurhidayat, et al./ english education journal 11 (1) (2021) 56-70 68 table 9. independent samples test of herringbone and sq4r techniques to auditory students in reading comprehension independent samples test levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper posttest_herringbone_sq4r_auditory equal variances assumed .019 .892 .739 23 .468 5.64103 7.63646 10.15619 21.43824 equal variances not assumed .737 22.565 .469 5.64103 7.65413 10.20965 21.49170 then, the result showed that, based on the mean score, the use of herringbone was more effective than sq4r in teaching reading comprehension to auditory students. this statement was based on the mean score of posttest in the experimental class i (68.307) which was higher than the mean score of post-test in the experimental class ii (62.666). moreover, the independent samples t-test resulted that significant value was 0.468. dealing with hypothesis testing, it indicated that 0.468 > 0.05. therefore, ho was accepted and ha was rejected. it means that there was no significant difference between post-test score of students with auditory learning style treated by using herringbone technique and sq4r technique in reading comprehension. on the other words, the use of herringbone and sq4r techniques have an equal effectiveness in teaching reading comprehension to the auditory students even though the mean score of post-test in the experimental class i which is taught by herringbone technique is higher than the mean score of post-test in the experimental class ii which is taught by sq4r technique. from the sixth, seventh, eighth, and nineth hypotheses testing it can be inferred that both visual and auditory students had equal improvement treated with herringbone and sq4r techniques since there is no significant difference in the improvement between visual and auditory students in reading comprehension treated by herringbone and sq4r techniques. additionally, both herringbone and sq4r techniques had equal effectiveness to teach reading comprehension to the visual and auditory students since there is no significant difference of effectiveness between herringbone and sq4r techniques to the visual and auditory students. conclusion this study focuses on comparing two teaching techniques namely herringbone and sq4r for teaching reading comprehension at the eighth-grade students of smp negeri 2 sedong particularly to them having visual and auditory learning style. findings of the study showed that even though there is no interaction among teaching techniques, reading comprehension, and students’ learning styles, herringbone technique and sq4r technique were proven to be effective to teach reading comprehension to students with different learning styles (visual and auditory). in addition, those two teaching techniques also had an equal effectiveness to teach reading comprehension to the visual and auditory students since there is no significant difference of effectiveness between herringbone and sq4r techniques to the visual and auditory students. nurhidayat nurhidayat, et al./ english education journal 11 (1) (2021) 56-70 69 references alharbi, m. a. 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(2016). developing the efl students’ reading comprehension by employing herringbone technique. al-ta'lim journal, 23(3), 183–190. 376 eej 11 (3) (2021) 376-383 english education journal http://journal.unnes.ac.id/sju/index.php/eej the realization of mood and modality in the analytical exposition of the undergraduate students of tidar university vivanti puspitasari, warsono warsono, djoko sutopo universitas negeri semarang, indonesia article info ________________ article history: recived 09 january 2021 accepted 14 april 2021 published 15 september 2021 ________________ keywords: mood, modality, analytical exposition text ____________________ abstract ___________________________________________________________________ writing can be among the most enjoyable and satisfying activities to measure the ability to produce well-formed sentences. this study dealt with the realization of mood and modality in the analytical exposition of the undergraduate students of tidar university. fifteen analytical exposition texts were analyzed to determine how the indicative mood, the imperative mood, modalization, and modulation were realized in the analytical exposition of undergraduate students of tidar university. the type of this study is qualitative case study research. this study employed systemic functional linguistics (sfl) based on suzan eggins (2004) as a framework since this level of structured language creates meaning that can be sought and identified. there were 511 clauses found in the fifteen analytical expositions. the result revealed several findings: (1) it was found that declarative mood was the most dominant of the indicative of mood system; (2) that the imperative mood type was not dominant; (3) that probability was more dominant than usuality. there were 73 clauses, or around 97% categorized as a probability, and 2 clauses or about 3% were categorized as the usuality; (4) that the obligation was dominant (14 clauses). then, no clauses were indicated as the inclination. it was concluded that the realization could be seen from the type of indicative, imperative, modalization, and modulation that were found in the analytical exposition text of the undergraduate students of tidar university. correspondence address: kampus universitas negeri semarang, kelud, semarang, 50233 e-mail: vivantipuspitasari@gmail.com p-issn 2087-0108 e-issn 2502-4566 vivanti puspitasari, et al. / english education journal 11 (3) (2021) 376-383 377 introduction writing skill is a difficult one. there are some problems in process writing. students have difficulties in creating meaning through texts. in writing, students have to make and analyze the topic of writing to create written texts. it needs extra effort to think. students must have the ability to make sentences and arrange them into some paragraphs. if they cannot do this, they fail to compose good written text and fail to convey meaning to communicate with others. students also have many errors in vocabulary, grammar, and spelling. in improving the students writing skills, we can use systemic functional linguistics (sfl) theory to analyze the students’ writing skills. this study was conducted to analyze what meanings were realized in a written text composed by undergraduate students using the metafunctions approach. there are three kinds of metafunctions; those are ideational, interpersonal, and textual meaning. this study focused on interpersonal function coming from the metafunctions proposed by suzan eggins (2004). in systemic functional linguistics (sfl), interpersonal function refers to how we use language to interact with other people, establish and maintain the relationship with them to influence their behavior. it expresses our viewpoint on things in the world and elicits or changes different people's opinions. interpersonal meaning can be realized in various ways; mood and modality are the two most important ones. this study aimed to analyze analytical exposition in order to explain the realization of mood and modality in the analytical exposition of undergraduate students. eggins (2004) states that the mood structure of the clause refers to the set of functional constituents' organization, including constituent subjects. the mood at the clause encodes the relationship between the participants in interaction as well as the speaker's or writer’s attitude and comment. according to halliday (1994), mood expresses the speech function. it is the exchange system, giving or demanding information or goods and services, determining the four essential speech functions of the statement, question, offer and command. according to eggins (1994), the mood element consists of three parts, there are expressions of polarity, either yes (positive polarity) or no (negative polarity), the subject which a nominal group realizes, and finite element that belongs to the verbal group. there are two kinds of mood, indicative and imperative. the indicative mood consists of declarative and interrogative mood. interrogative mood is also of two kinds, they are polar (yes/no question) and wh-questions. the imperative mood always contains a predicator. according to halliday and matthiessen (2004), modality refers to the speaker’s judgment on the status of what is being said. gerrot and wignell (1994) state that modality represents the interpersonal meaning since it indicates the speakers’ judgment of the probabilities or the obligations involved in what they are saying. matthews (2005) defines modality as a category that either covers a type of act of speech or the degree of certainty with which something is said. there are two kinds of modality, modalization and modulation. the modalization is divided into two; probability and usuality. likewise, the modulation is also divided into two, they are inclination and obligation. studies focusing on mood have been conducted by bankole, 2015; kusnadi, 2018; ngongo, sutjaja, mbete, & rasna, 2015; permata and sunardi, 201; arifin, 2018. through their studies, bankole (2015), kusnadi (2018), ngongo, sutjaja, mbete, and rasna (2015), permata and sunardi (2015) and ngongo, sutjaja, mbete, and rasna (2015) found that indicative mood was more dominant than imperative mood. the use of declarative mood types was higher than the other mood types. then, kusnadi (2018) analyzed mood system in utterances in the movie. he found that indicative mood was more than imperative mood. meanwhile, ngongo, sutjaja, mbete, and rasna (2015) agree that interpersonal metafunction of meaning aims to get information, give information, and state opinion of the decision. the studies of analysis mood have been conducted by kabigting, 2020; lauwren, 2020; vivanti puspitasari, et al. / english education journal 11 (3) (2021) 376-383 378 ngongo and benu, 2020; harlizanti, 2020. all the researchers found mood system in the object that they analyzed. harlizanti (2020) foceses on analysing the types of mood in speech. he finds that the most dominant mood type in the speech is declarative. the studies analyzing modality have been conducted by harnida, zainuddin, and pulungan, 2019; sidabutar, 2019; rahmasari and lauwren, 2020; juliansyah and mahdi, 2020. harnida, zainuddin, and pulungan (2019) which aimed to determine the types of modality proposed by halliday (2004). they found that the kinds of modality mostly was an obligation, the second was a probability, followed by inclination, and the last usuality. then, sidabutar (2019) investigated the modality on the delegation speeches. he found the dominant use of modalization of probability and modulation of inclination. rahmasari and lauwren (2020) analyzed the modality on indonesia tourism's official website. they found that the highest percentage being probability and the lowest being an obligation. meanwhile, juliansyah and mahdi (2020) aimed to investigate the types of mood and speech functions in the tourism brochure. they found that the declarative mood was the most common in the tourism brochure. the studies of analyzis modality have been conducted by olaniyan and adeniji, 2015; sunardi, 2013; surjowati, 2016; feng and liu, 2010. all the researchers found modality system in the object that they analyzed. according to rui and jingxia (2018) analyze the study on the interpersonal meaning of modality in microblogging english news. they found that the use of “will” and “would” are the most popular expression that express the speaker’s expectations, willingness and determination, attitudes on the posibility of a certain event. these studies are beneficial to do because the prove that systemic functional linguistic can be used to analyze the kind of modality in the text. the previous studies above are only some of the many studies dealing with mood and modality. however, those previous studies were different from this present study. this study focused on analyzing analytical exposition text written by undergraduate students by using mood and modality. method this study used descriptive qualitative method. the population of this study was undergraduate english students at tidar university. this study was conducted on the fifthsemester students because they have already made analytical exposition in introducing a paragraph writing course. the primary data of this research were fifteen texts of the students’ analytical exposition texts. after the researcher got the data, she went through several steps. the researcher use cresswel’s theory (2009) in analyzing the data. there are six steps in data analysis (creswell, 2009). the first was reading all the analytical exposition texts. then, the texts were broken down into clauses. the third step, she used the instrument's table to place those clauses to ease the process of analyzing the data. the fourth was analyzing the data using eggins’ theory to determine the mood and modality. the fifth was classifying and identifying the clauses into indicative, imperative, modalization, and modulation. the sixth was calculating the occurrences of each type of indicative, imperative, modalization, and modulation. the last was interpreting based on the result that the researcher found to relate to mood and modality theories. then she discussed the result with the experts who were the lecturers who master this field. results and discussions using the interpersonal meaning theories proposed by eggins (2004), she found the realization of mood and modality in the exposition text written by undergraduate students. the result of the analysis is presented in table 1. vivanti puspitasari, et al. / english education journal 11 (3) (2021) 376-383 379 table 1. the result of mood and modality analysis category type sub-type total mood indicative declarative 509 interrogative 2 imperative 4 modality modalization probability 72 usuality 2 modulation obligation 15 inclination 0 from table 1, it was found that there were two types of mood system: declarative and impertative; and there were two types of modality: modalization and modulation. in mood system, it was found that of the indicative mood type, declarative mood was dominant. then, only 4 clauses were categorized as imperative. in the modalization type, the probability was more dominant than usuality, and there were only obligation types on the realization of modulation. in this research, there were four findings related to the reseaerch questions. the findings are: indicative analysis indicative mood type is divided into two kinds. those are declarative and interrogative mood. the mood structure of declarative mood consists of subject and followed by finite which can be included as mood elements that influence mood types. accoring to bloor and bloor (2004) also stated that mood alement consists of subject, finite and sometimes modal adjuncts. interrogative mood is the second kind of indicative mood type. interrogative mood is included in the type of indicative because the mood structure consists of finite and subject. based on the fifteen texts of analytical exposition written by the undergraduate students of tidar university, it was found that there were 508 clauses which were categorized as the declarative mood type. the percentage of declarative mood type was 99.6%. then, only two clauses were indicated as interrogative. most of the students wrote the clauses of the declarative mood type. according to eggins (2004), declarative mood is used to exchange the information. it can be seen from the example, the title of text 1 was about the bad impact of television for children. table 2. #text1clause1 watchi ng televisi on becomes our daily activity in this era subject fini te predica tor comple ment adjun ct: circ. mood residue there were 29 clauses based on the text. based on the realization of indicative type, it was found that there were 24 clauses categorized as indicative type. mood analysis of clause in the #text1 clause1 indicates that the clause consists of mood element and residue. it shows that the clause is included as declarative mood type. the mood element of clauses is structurally subject followed by finite. the subject in this clause is watching television. finite in this clause is fused with the predicator. the finite element in the word ‘becomes’ is fused with the predicator ‘become’ (becomes= finite ‘does’ + predicator ‘become’). then, there are residue elements in the words ‘our daily activity’ that can be identified as complement because it has potential to become subject. the words ‘in this era’ can be identified as circumstantial adjunct because the words refer to time. the clause #text1 clause1 above means that the writer gives her opinion, inform something and exhange the information to the reader about the topic that he/she wrote. table 3. #text4clause14 it can keep a balance of liquid in our bodies subje ct fini te predica tor complem ent adjun ct: circ. mood residue in the text 4, the writer talks about the important of drinking water for health. 23 clauses in the text 4 was indicated as declarative type. #text4clause14 shows that the clause is included vivanti puspitasari, et al. / english education journal 11 (3) (2021) 376-383 380 as declarative mood because the mood structure that consists of subject and then followed by finite. the subject in the word ‘it’ is a nominal group. meanwhile, the finite element in the word ‘can’ is modality (modalization). in addition, there are three residue elements of the clause. those are predicator in the word ‘keep’ which indicates the process of doing, the word ‘a balance of liquid’ is a complement because it refers a nominal group, and then the word ‘in our body’ is a circumstantial adjunct because the words refers to place. based on the clause above it shows that the writers gave information to the readers. the other finding showed that there were 2 clauses which were categorized as the interrogative mood type. the interrogative mood type percentage was 0.4%. table 4. #text9clause5 how about the quality of education in indonesia? subject finite predicator complement mood residue the title of analytical exposition of text 9 was the quality education in indonesia. clause 5 of text 9 showed that the clause was included as interrogative mood. it could be identified as interrogative because there was wh-question in the word ‘how’ and then followed by finite in the words ‘the quality’. the clause showed that the writer made a question to the readers. and the writer demanded the cooperation of the readers on his view point. table 5. #text15clause12 but wh y is still happening ? adjunct : conj. w h finit e adj: mood . predicator mood residue the title in the text 15 is to persuade the reader about violence in school. the clause above (#text15clause12), it shows that it is included as interrogative mood type. it can be classified as interrogative mood if the mood element consists of finite and then followed by subject or wh/subject and then followed by finite. based on the clause #text15clause12, it shows that the word ‘why’ is a part of mood although there is no subject. the wh-question in the word ‘why’ is a wh-question. meanwhile, the finite element in the word ‘is’ is a verbal operator expressing tense. thus, this part shows the realization of indicative mood system. the two types of indicative mood are declarative and interrogative. the function in the use of declarative mood is to exchange information. they tried to persuade the reader about their idea. they gave some evidence and also gave common issues that happened about the phenomenon surrounding. then, the use of interrogative mood means that they made questions to the readers and, they demanded the cooperation of the readers on his view point. imperative analysis the imperative mood is a type of expression which is typically used to give a command or to make a request to the reader to do something. the mood structure of imperative mood does not always consist of subject and finite. they may consist of subject only, finite only or no mood elements. some imperative mood expressions were found in the students’ texts. there were only 5 clauses in the fifteen texts of exposition texts which were catagorized as the imperative mood type. for example, the title of text 10 was the benefits of walking. the total number of clauses was 21 and just 1 clause was indicated as imperative mood; table 6. #text10clause21 therefor e let’s preserve the culture of walking adjunct: conj. subjec t predicato r complemen t mood residue vivanti puspitasari, et al. / english education journal 11 (3) (2021) 376-383 381 it can be identified as imperative because the element of mood is only subject (no finite). the word ‘let’s’ is a part of mood element (subject). then, the part of residue are adjunct in the word ‘therefore’, predicator in the word ‘preserve’, complement in the word ‘the culture of walking’. this clause can be described as command because the writer commands the readers to preserve the culture of walking. table 7. #text11clause37 furthermor e don’t worry for students adjunct: conj. finit e predicat or compleme nt mood residue in the text 11, the writer talks about education in university. then, there are 49 clauses based on the text and 2 clauses was indicated as imperrative mood. the clause in the #text11clause37 can be identified as imperative because the mood element is only finite in the word ‘don’t’. the residue element are adjunct in the word ‘furthermore’, predicator in the word ‘worry’, and complement in the word ‘for students’. the clause can be described as command. based on the examples above, it found that there are 5 clauses was indicated as imperrative mood. the imperative mood indicates that the undergraduate students wants to give a command or to make a request to the reader to do something. modalization analysis modalization is modality which is used to argue about a proposition. matthiessen (1995: 504) defines modalization as a type of modality which is used to assess the probability or usuality of a proposition. the probability is where the speaker expresses judgments’ as to the frequency with which something is happening or being. the strategies for expressing modalization in a clause through the use of mood adjuncts of either probability are certainly, surely, probably, maybe, and perhaps. furthermore, the usuality is where the speaker expresses judgments as to the frequency with which something happens. the expression strategies for expressing usuality are always, often, usually, typically, sometimes. the other strategies to express modalization through the use of modal finites are must, should, will, can, could, may, and might. based on the result, among 515 clauses being analyzed, there were 75 modalization identified. there were 73 clauses or around 97% categorized as the probability. then, 2 clauses or around 3% were categorized as the usuality. it can be seen in the title of text 2 “the high number of school droupouts”. the modal finite ‘can’ is a kind of probability. there were 28 clauses in the text, and 5 clauses belonged to modalization. based on the clause “and such assistance can only be taken in june-july 2017” ,the word ‘can’ indicates that someone is able to do something, someone knows how to do something, or an ability of the writer to do something. according to the clause above, the writer gives the possibility to the other person to do an action. it also can be seen in text 4. it is about the importance of drinking water for health. the total number of clauses was 23 and there were 8 clauses categorized as modalization. based on the clause “we will get” the word ‘will’ is a kind of probablity. the modal finite ‘will’ is a modal verbal operator to show strong wish and determination. ‘will’ is mainly employed to provide information about what will exactly happen in the future, or somebody intends to do something. the clause above shows that the writer has a strong wish to get something in the future. modulation analysis modulation is the proposal modality used in a clause to show exchanges and services. modulation has two kinds of intermediate. they are obligation and inclination. obligation occurs when the writer gives command, suggestion, demand, and advice to the reader. then, inclination is the tendency of writer in doing something, and the capability from his or her own feeling. vivanti puspitasari, et al. / english education journal 11 (3) (2021) 376-383 382 based on the result, it was found that the obligation dominated the realization of modalization implemented by the fifteen undergraduate students in the exposition text. the obligation was implemented in the percentage of 100% or 14 clauses by the fifteen exposition texts written by the students. then, there was no clause indicating the inclination. this can be seen in text 1, in which the writer discussed about the bad impact of television for children. 24 clauses ware analyzed and 1 clause was indicated as modulation. the clause “the parents must give understanding”, the word ‘must’ in the first example indicated that the writer focused on the bad impact of watching television for children. the writer gave a purpose to the readers that the parents must give the children understanding about what their children see on television. then, the other example, ‘the quality of education in indonesia’ is the title of text 9. there were 24 clauses and 2 clauses were indicated as modulation. the clause was “the government should give attention for this problem”. the word ‘should’ is represented as a kind of modulation. the modulation of ‘should’ expresses imperative suggestions or command, and has a relatively strong request. in this case, the writer has a strong request to the government to overcome the problems in education in indonesia. the government should try to find the best solution to fix the problems of education system in indonesia. conclusions the realization of mood and modality in the analytical exposition text of undergraduate students has been discussed in this study. in general, this study has four main findings. first, it was found that the dominant occurrence of indicative mood was declarative mood types. the dominant declarative mood type indicates that the undergraduate students tried to give the readers information about their idea in exposition texts. second, it was found that the imperative mood type was not dominant (5 clauses). it means that the types of imperative mood were not overused in the fifteen texts written by undergraduate students. with this, the writers did not command the readers or ask the readers to do something. third, it was found that there were two types of modalization, probability, and usuality. based on the finding, it was found that the probability was more dominant than usuality. there were 73 clauses or around 97% categorized as the probability (e.g., can, cannot, in my opinion, will, will not). then, two clauses or around 3% were categorized as the usuality (always). lastly, it was found that in the modulation, the obligation was dominant (14 clauses). then, no clauses were indicated as the inclination. based on the explanation above, it can be concluded that mood and modality can be realized in the analytical exposition text. this study needs future studies to enrich the findings. they can conduct studies focusing on interpersonal meaning in any text type. then, they can conduct studies focusing on mood in any text type. lastly, they also can conduct studies focusing on the modality in any text type. references arifin, a. 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(2015). modality in statement of objectives in arts-based research article abstracts. british journal of english linguistics, 3(1), 42-51. permata, a. f., & sunardi. (2015). mood types analysis of teaching and learning process in immersion class of theresiana 1 senior high school. rahmasari, s., & lauwren, s. (2020). modality analysis on the official website of indonesian tourism. journal of language and literature, 15(1), 112-119. retrieved from sidabutar, u. (2019). an analysis of modality on the delegationspeeches of apec conference 2013. journal of english teaching and applied linguistic (jetal). sunardi. (2013). modality realization in a crosscultural casual conversation: a systemic functional linguistic perspective. uns journal of language studies, 2(1), 68-80. surjowati, r. (2016). modality meanings in student's argumentative writing. prosiding ictte fkip uns, 1(1), 196-201. 387 eej 10 (3) (2020) 387-403 english education journal http://journal.unnes.ac.id/sju/index.php/eej the effect of discovery learning and direct instruction on efl learners with different learning styles heny munfa’ati 1, januarius mujiyanto2, suwandi2 1. sma santo michael semarang, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: accepted 15 january 2020 approved 14 february 2020 published 15 september 2020 ________________ keywords: direct instruction, discovery learning, writing skill, learning style ________________ abstract this study is experimental research with a factorial design which aimed to find out the effect of discovery learning and direct instruction on efl learners with different learning style (the tenth graders of sma negeri 15 semarang). the samples of the study were tenth graders of sma negeri 15 semarang in the 2018/2019 academic year. there were two classes, experimental class i and experimental class ii which every class consisted of 20 students. direct instruction method was used in the experimental class i, while discovery learning method was used in experimental class ii. to know-how is the effect of direct instruction to visual and auditory and how is the effect of discovery learning to visual and auditory, t-test was used. to know-how is the difference in the achievement between visual and auditory by using direct instruction and discovery learning, students’ mean scores in experimental classes i and ii were compared. while two-way anova with f-test at the 5% (0.05) level of significance was used to know how significant relationships among the methods and the learning style. the result of this study showed that direct instruction and discovery learning methods are effective to be used in teaching writing for visual and auditory learning style students. there were no significant differences in achievement between visual and auditory learning style students using direct instruction and discovery learning methods. for the interaction among the variables, it shows that there was no interaction among the methods, students’ learning style, and students’ writing skill.  correspondence address: jl. teuku umar no.16 b, jatingaleh, kec. candisari, kota semarang, jawa tengah 50254, indonesia e-mail: heny.munfa@gmail.com p-issn 2087-0108 e-issn 2502-4566 heny munfa’ati, et al./ english education journal 10 (3) (2020) 387-403 388 introduction english is one of the subjects introduced in schools for many years from kindergarten up to university. english is increasingly important to be taught as a foreign language in indonesia. it is a compulsory subject to be taught for three years at junior high schools and for three years in senior high schools (lauder, 2008). the 2013 curriculum is the current curriculum in indonesia. it has been implemented since the beginning of the 2013/2014 academic year, july 2013. at that time, not all the schools implement the 2013 curriculum. now, many schools implement the 2013 curriculum even though there are a few schools that still implement a school-based curriculum (ktsp). the concept of the 2013 curriculum is an effort to improve the nation’s education quality. the students should be taught to think creatively. teaching and learning have to be accurate and offer the best lesson, and it can be achieved by teaching them to be creative. the 2013 curriculum has three types of learning models: project-based model, problembased model, and discovery learning. here, the researcher chose discovery learning to be the main discussion which will be correlated to the development of english writing skills and the different learning styles. besides, the researcher also chose direct instruction in this study. students learn english as an international language for many purposes, one of them is for improving writing skills in english. they have to know how to write types of texts well. it can be based on diction, vocabulary, grammar and many more. in indonesia as a non-english speaking country, english is a foreign language. perhaps in recognition of the quality issue, there is the rising awareness that language teachers should be appropriately trained as teachers of english (philipson in liyanage, 2008). thus, the teacher has to learn more like a good teacher of english for their students. language learning strategies have been proven in affecting success in language learning. language strategies are conscious techniques that individuals use to solve problems in their language learning process (brown, 2000). in other words, language learning strategies are needed which aims to break down some problems that the students have in language learning, especially in english language learning for secondary school learners. although there is a rapidly growing body of research focusing on the various aspects of language learning strategies, there have been controversies among the researchers about the definition of language learning strategies. generally, learning strategies have not been clearly defined and there are many definitions of the language learning strategies in the sla literature. (raoofi, binandeh, & rahmani, 2017). thus, language learning strategies need development in the study or some research. the students usually do not like to write something as their material in the classroom, especially in the english language. sometimes, they have an idea, but they acknowledge that it is still difficult to write what’s on in their minds. so, writing strategies are needed for them. direct instruction can improve students’ cognitive learning (sudarmin, mursiti, & asih, 2018 and buchori et al, 2017). it also can improve students’ writing ability to write papers (marzuki, 2016). besides that, in the concept of measurement, direct instruction can improve students’ learning outcomes (wenno, 2014). in addition, direct instruction has a better effect on student achievement. it can affect interlanguage pragmatic pedagogy, music literacy levels, and students’ achievement in mathematics (gholami, 2012; lowe & belcher, 2012; and oladayo & oladayo, 2012). some researchers found that discovery learning can improve students’ ability. discovery learning allows the students to learn the english language by having a role in their learning and developing their activity through the language. besides that, discovery learning can improve students’ ability such as improving students’ achievement in writing descriptive text, improving the students’ reading comprehension, improving in generating a research topic, and improving in learning among reluctant heny munfa’ati, et al./ english education journal 10 (3) (2020) 387-403 389 secondary students (rahmi & erlinda, 2014; mukharomah, 2015; hajar, 2016; arifani, 2016; & bohney, 2016). moreover, according to waluyo (2018), students can work in a group discussion to solve the problems and answer the questions correctly. in other words, the students do not only improve their ability but also developing their activity in language learning. studies on different learning styles have been done by lahita, mujiyanto, and sutopo (2018), munir, emzir, and rahmat (2017), magfirah (2017), al-zayed (2017), jayakumar, suresh, sundaramari, and prathap (2016), & marwiyah and kaswan (2015). in these studies, they claim that there is no significant difference in achievement and comprehension among students’ learning styles. it did not show a significant relationship. in line with these studies, learning styles have no impact on students’ acceptance of open learner models for information sharing (sek, deng, mckay, & qian, 2015). in addition, rogowsky, calhoun, and tallal (2015) stated that there is no statistically significant relationship between learning style preference and instructional method. in short, learning styles do not influence students’ achievement, comprehension, and ability. discovery learning faces students to some sort of structured experience for them to discover defining attributes, concepts, or principles inductively. some little instructions are then along the way as necessary (johnson, 2010). also, according to hammer (1997), discovery learning is designed to engage students in discovering the intended content guided by the teacher and materials. thus, by using discovery learning, the students have to find a way to know the material. the teacher also gives them some little explanation about the material. direct instruction (di) is an educational theory that is most effective to use in teaching and learning activity. it is guided instruction explicitly (lorence, 2015). thus, direct instruction is an explicit explanation in teaching and learning activity. learning style is the general approaches, such as global or analytic, auditory or visual that students apply in getting a new language or in learning any other subject. how learners understand, interact with, and respond to the learning environment (celcia-murcia, 2001). based on the explanation above, the researcherer conducted a study to investigate the effect of discovery learning and direct instruction on writing skill of the efl learners with different learning styles at the tenth graders of sma negeri 15 semarang. this present study tried to find out the effect of discovery learning and direct instruction in teaching students’ writing skill in the group of students who have visual learning style and auditory learning style toward efl learning. method this study used a quantitative research design. the design of this experimental research would use 2x2 factorial designs to investigate the effect of direct instruction and discovery learning on the efl secondary learners with different learning styles in writing skills. a factorial design indicates relationships between variables. a factorial design is the most common way to study the effect of two or more independent variables. in a factorial design, all levels of each independent variables are combined with all levels of the other independent variables to produce all possible conditions. in this study, there are four variables. one dependent variable (students’ writing skills), two independent variables (direct instruction and discovery learning method), and one moderator variable (students’ learning style). the population was the tenth graders student of sma negeri 15 semarang. there are 11 classes. there were 40 students of x ipa 4 class and x ipa 5 class consisting of visual and auditory learning style students that were taken as the sample. in this study, direct instruction method was used to teach writing skill in experimental class i and discovery learning method was used to teach writing skill in experimental class ii. the instruments which were used to collect the data were questionnaire, observation, and test. then, the data were analyzed using heny munfa’ati, et al./ english education journal 10 (3) (2020) 387-403 390 independent sample t-test to know-how is the effect of direct instruction to visual and auditory and how is the effect of discovery learning to visual and auditory, then the group statistic of spss were used to know-how is the difference in the achievement between visual and auditory by using direct instruction and discovery learning, while anova was used to know how significant relationships among the methods and the learning style. results and discussions data analysis concerning the data analysis in this research, the researcher elaborated how to analyze the obtained data from pre-test and posttest in terms of the result of statistical analysis. for instance, to confirm the normality, homogeneity, and significant differences among the two experimental groups, researcher used descriptive statistics, t-test, and anova as the suitable statistics test. to measure whether each group has the differences, there were three t-tests that have been conducted (the first one is one sample t-test, independent t-test, and the second is paired sample t-test). data description of pre-test doing the pre-test, the researcher had several necessary phases to do such as explaining the instructions of the test and assessing the students’ learning style. 1) the phase of explaining the instruction of the pretest. the researcher tried to explain to the students what they should do and let them ask the instruction; 2) assessing the students’ writing. the researcher used a writing test as an instrument. after the data obtained, it used the scoring rubric (brown, 2004: 244) to assess and see if the students have completed the standard minimum of scoring. testing of the pre-test consisted of a comparison between the performance of visual and auditory learning style students in the experimental group 1. the statistics are given in table 1. table 1. descriptive statistics for the visual and auditory learning style students of group 1 learning style n mean std. devia tion statis tic statis tic std. error statis tic visual 10 62.30 1.309 4.138 auditory 10 63.00 0.966 3.055 total 20 62.65 0.796 3.558 the means can be seen from table 1 that the visual learning style students group is (62.30) and the auditory learning style students group is (63.00). meanwhile, testing of the pre-test consisted of a comparison between the performance of visual and auditory students in the experimental class 2. the statistics are given in table 2. heny munfa’ati, et al./ english education journal 10 (3) (2020) 387-403 391 table 2. descriptive statistics for the visual and auditory learning style students of group 2 learning style n mean std. devia tion statis tic statis tic std. error statis tic visual 10 63.90 0.900 2.846 auditory 10 64.00 0.856 2.708 total 20 63.95 0.605 2.704 as the result of pre-test, the visual students group is (63.90) and auditory group (64.00). the result of normality and homogeneity of pre-test data to know if the obtained data from the experimental class 1 and 2 were normal and could use parametric analysis, the distribution had to be normal in which the significance is 0.05 or higher. table 3. normality test of pre-test group kolmogrov-smirnov shapiro-wilk statistic sig. statistic sig. 1 0.154 .200 0.947 0.321 2 0.165 0.160 0.926 0.127 *. this is a lower bound of the true significance. a. lilliefors significance correction table 3 shows that the significance of experimental class 1 is higher than 0.05 and so is the experimental class 2. it could be concluded that the distribution was normal and the data were parametric analysis. also, testing the homogeneity of variance both of the classrooms was conducted after testing the normality. it was used to confirm whether students’ achievement in the experimental class 1 had as equal as achievement the experimental class 2. if the significant is 0.05 or higher, it can be said that the significant variances tested highly same. table 4. test of homogeneity of variances in pre-test exp. class 1 and 2 levene statistic df1 df2 sig. based on mean 0.635 1 38 0.430 based on median 0.517 1 38 0.476 based on median and with adjusted df 0.517 1 33.231 0.477 based on trimmed mean 0.612 1 38 0.439 heny munfa’ati, et al./ english education journal 10 (3) (2020) 387-403 392 table 4 shows that the significance of achievement used levene statistic are 0.430 based on mean, 0.476 based on median, 0.477 based on median and with adjusted df, and 0.439 based on trimmed mean or higher than 0.05. it means that the achievement of experimental class 1 and 2 are highly the same. data description of post-test in description of post-test, the data analysis was little bit different. there was additional analysis. it was anova. it was used to analyze whether there is interaction between discovery learning method, direct instruction method and visual and auditory learning style of students. in analyzing the data using anova, it needs to find f value to reveal the significant differences. the data still had similar as previous phases test. in post-test, the visual and auditory learning style students each class had a particular teaching method by using discovery learning or direct instruction method before the test. this test also was aimed to measure the students’ achievement after they have got the treatment for several meeting. here are the following result of post-test in the experimental class 1 and 2. table 5. visual and auditory learning style students using direct instruction method no visual score auditory score 1 b3 80 b2 78 2 b9 82 b4 82 3 b11 78 b7 86 4 b13 82 b12 79 5 b17 83 b14 77 6 b19 83 b15 77 7 b20 82 b18 87 8 b23 79 b22 79 9 b32 78 b34 80 10 b19 85 b20 80 in the experimental class 1, the post-test data was tested to see the comparison between the performance of visual and auditory learning style students in the experimental class 1. the statistics are given in table 6. table 6. descriptive statistics for the visual and auditory learning style students group 1 learning style n mean std. devia tion statis tic statis tic std. error statis tic visual 10 81.00 0.650 2.055 auditory 10 80.50 1.108 3.504 total 20 80.75 0.628 2.807 the means can be seen from table 6 that visual learning style students group is slightly higher (81.00) than auditory learning style students group (80.50). heny munfa’ati, et al./ english education journal 10 (3) (2020) 387-403 393 table 7. visual and auditory learning style students using discovery learning no visual score auditory score 1 c3 79 c4 81 2 c6 81 c5 79 3 c11 80 c7 87 4 c12 89 c8 84 5 c15 83 c9 76 6 c16 80 c10 82 7 c17 84 c13 72 8 c27 80 c14 78 9 c31 77 c23 82 10 c35 78 c28 82 the experimental class 2 compares the post-test data between the performance of visual and auditory learning style students. the statistics are given in table 8. table 8. descriptive statistics for the visual and auditory learning style students group 2 learning style n mean std. devia tion statis tic statis tic std. error statis tic visual 10 81.10 1.100 3.479 auditory 10 80.30 1.342 4.244 total 20 80.70 0.849 3.799 the means can be seen from table 8 that visual learning style students group is higher (81.10) than auditory learning style group (80.30). the result of normality and homogeneity of post-test data the data of normality was tested again to see whether the data from post-test was normal or not. the result (see table 9) showed that both class 1 and 2 reached the significance of normality more than 0.05. it could be concluded that the data was normal. table 9. normality test of post-test group kolmogrov-smirnov shapiro-wilk statistic sig. statistic sig. 1 0.155 .200 * 0.929 0.149 2 0.116 .200 * 0.978 0.901 *. this is a lower bound of the true significance. a. lilliefors significance correction heny munfa’ati, et al./ english education journal 10 (3) (2020) 387-403 394 table 10. test of homogeneity of variances in post-test exp. class 1 and 2 levene statistic df1 df2 sig. based on mean 0.539 1 38 0.467 based on median 0.646 1 38 0.427 based on median and with adjusted df 0.646 1 34.299 0.427 based on trimmed mean 0.565 1 38 0.457 the homogeneity of achievements in the post-test (see table 10) showed that 0.467 based on mean, 0.427 based on median, 0.427 based on median and with adjusted df, and 0.457 based on trimmed mean were higher than the significance of homogeneity (0.05). it means that the variants were the same. the effect of direct instruction to the visual learning style students the first alternative hypothesis (ha) dealt with a comparison between the achievement in the pre-test and post-test for the visual learning style students using the direct instruction method. the obtained statistics were given in table 11. table 11. descriptive statistics for visual learning style groups of direct instruction learning style n mean std. devia tion statis tic statis tic std. error statis tic pre-test 10 62.30 1.309 4.138 post-test 10 81.00 0.650 2.055 valid n (listwise) 10 the calculation can be seen in table 11, the mean of achievement in the pre-test for the 10 participants who form the visual learning style group is 62.30. and the mean of the posttest is 81.00. the obtained values (see table 12) were t= -13.523, df= 9. p<.000 (2-tailed). table 12. paired samples test for the performance of visual learning style group of di paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pre-test post-test -18.700 4.373 1.383 -21.828 -15.572 -13.523 9 0.000 based on table 12, the level of significance was 0.05. the result of the test showed t-table (0.05.9) was 2.262 and the taccount was -13.523. it can be said that the t heny munfa’ati, et al./ english education journal 10 (3) (2020) 387-403 395 account was lower than the t-table or ha was accepted. meanwhile based on the probability pvalue was 0.00 or lower than 0.05. it meant the level of significance was highly significant. therefore, the result demonstrated that ha was accepted, the use of the direct instruction method was effective for the visual learning style students because the data was significant after the treatment. the effect of direct instruction to the auditory learning style students the second alternative hypothesis (ha) deals with a comparison between the achievement in the pre-test and post-test for auditory learning style students using the direct instruction method. the obtained values were given in table 13. table 13. descriptive statistics for auditory learning style groups of direct instruction learning style n mean std. devia tion statis tic statis tic std. error statis tic pre-test 10 63.00 0.966 3.055 post-test 10 80.50 1.108 3.504 valid n (listwise) 10 the result can be seen in table 13, the mean of achievement in the pre-test and post-test for the 10 participants who are the auditory learning style group. the value of the pre-test was 63.00 and the post-test was 80.50. the obtained values (see table 16) obtained were t= 11.667, df= 9. p<.000 (2-tailed). table 14. paired samples t test for the performance of auditory learning style group of di the result of the paired samples test showed that t-table (0.05.9) was 2.262 and the t-account was -11.667. it can be said that the t-account was lower than the t-table or ha was accepted. meanwhile, based on the probability pvalue was 0.00 or lower than 0.05. it meant that it was highly significant. therefore, the result demonstrated that the ha was accepted, the use of direct instruction method was effective for auditory learning style students. the effect of discovery learning to the visual learning style students the third alternative hypothesis (ha) compares between the achievement in the pretest and post-test for visual learning style students using discovery learning method. the obtained values were given in table 15. paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pretest posttest -17.500 4.743 1.500 -20.893 -14.107 -11.667 9 0.000 heny munfa’ati, et al./ english education journal 10 (3) (2020) 387-403 396 table 15. descriptive statistics for visual learning style groups of discovery learning learning style n mean std. devia tion statis tic statis tic std. error statis tic pre-test 10 63.90 0.900 2.846 post-test 10 81.10 1.100 3.479 valid n (listwise) 10 the result can be seen in table 15, the mean of achievement in the pre-test for the 10 participants who fare the visual learning style group was 63.90 and the post-test was 81.10. the obtained values (see table 16) were t= 9.689, df= 9. p<.000 (2-tailed). table 16. paired samples t test for the performance of visual learning style group of dl paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pre-test post-test -17.200 5.613 1.775 -21.216 -13.184 -9.689 9 0.000 the result of the test showed t-table (0.05.9) was 2.262 and the t-account was -9.689. it can be said that the t-account was lower than the t-table or ha is accepted. meanwhile, based on the probability p-value is 0.00 was lower than 0.05. it meant the level of significance was significant. therefore, the result demonstrated that ha was accepted, the use of the discovery learning method was effective to the visual learning style students. it can be concluded that the achievement was significant after the treatment. the effect of discovery learning to the auditory learning style students the fourth alternative hypothesis (ha) compares the achievement of auditory learning style students in the pre-test and post-test using the discovery learning method. the values were given in table 17. table 17. descriptive statistics for auditory learning style groups of discovery learning learning style n mean std. devia tion statis tic statis tic std. error statis tic pre-test 10 64.00 0.856 2.708 post-test 10 80.30 1.342 4.244 valid n (listwise) 10 heny munfa’ati, et al./ english education journal 10 (3) (2020) 387-403 397 the result can be seen in table 17, the mean of achievement in the pre-test for the 10 participants who are auditory learning style group was 64.00 and the post-test was 80.30. the obtained values (see table 18) were t= 9.273, df= 9. p<.000 (2-tailed). table 18. paired samples t test for the performance of auditory learning style group of dl paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pre-test post-test -16.300 5.559 1.758 -20.277 -12.323 -9.273 9 0.000 the result of the test showed t-table (0.05.9) was 2.262 and the t-account is -9.273. it can be said that the t-account was lower than the t-table or ha was accepted. meanwhile, based on the probability p-value was 0.00 or lower than 5% which means it was significant. therefore, the ha was accepted or it can be said that the discovery learning method was effective for auditory learning style students as well. comparing post-data the data dealt with the significant differences of achievement between visual and auditory learning style students using the direct instruction method in the experimental class 1 and discovery learning method in the experimental class 2. the calculated data were gained from the post-test in order to the researcher could compare students’ achievements after the students got the treatments. the difference of the achievement between direct instruction method and the students’ learning style the fifth alternative hypothesis (ha) is to prove whether there are significant differences in achievement between visual and auditory learning style students using the direct instruction method. to test it, the achievement in the post-test was statistically calculated through the independent t-test. the values were given in table 19. table 19. descriptive statistics for the visual and auditory learning style groups of di learning style n mean std. devia tion statis tic statis tic std. error statis tic pre-test 10 81.00 0.650 2.055 post-test 10 80.50 1.108 3.504 valid n (listwise) 10 the mean of the visual learning style group was 81.00 and the auditory learning style group was 80.50. these groups have a mean difference of 0.50 (81.00-80.50) and its difference was -4.616 to 9.61 (see lower and upper in table 20). on the other side, table 20 summarizes the obtained values from the t-test. the p-value of post-test (sig (2-tailed) = 0.702 and 0.703) were greater than the level of significance 5% (0.05). it means that the ho was accepted, there were no heny munfa’ati, et al./ english education journal 10 (3) (2020) 387-403 398 significant differences in achievement between the visual and auditory learning style students using direct instruction method. table 20. t-test for the performance of visual and auditory learning style group of di levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed ) mean differenc e std. error differenc e 95% confidence interval of the difference lowe r uppe r scor e equal variance s assumed 1.68 7 0.21 0 0.38 9 18 0.702 0.500 1.285 -2.199 3.199 equal variance s not assumed 0.38 9 14.53 5 0.703 0.500 1.285 -2.246 3.246 the difference of the achievement between discovery learning method and the students’ learning style the sixth alternative hypothesis (ha) is similar to the experimental class 1 but it applied the discovery learning method. it is to prove whether there are significant differences in achievement between visual and auditory learning style students using the discovery learning method. then the obtained values were given in table 21. table 21. descriptive statistics for the visual and auditory learning style groups of dl learning style n mean std. devia tion statis tic statis tic std. error statis tic pre-test 10 81.10 1.100 3.479 post-test 10 80.30 1.342 4.244 valid n (listwise) 10 in this class, the mean of the visual learning style group was 81.10 and the auditory learning style group was 80.30. these groups had a mean difference, 0.80 (81.10-80.30) and its difference was -2.680 to 3.880 (see lower and upper in table 22). then, table 22 shows that the p-value of the post-test (sig (2tailed) = 0.705) was higher than the level of significance of 5% (0.05). it means that ho was accepted, there were no significant differences in heny munfa’ati, et al./ english education journal 10 (3) (2020) 387-403 399 achievement between visual and auditory learning style students using discovery learning method. table 22. t-test for the performance of visual and auditory learning style group of dl levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed ) mean differenc e std. error differenc e 95% confidence interval of the difference lowe r uppe r scor e equal variance s assumed 0.02 8 0.86 9 0.38 4 18 0.705 0.600 1.561 -2.680 3.880 equal variance s not assumed 0.38 4 17.99 9 0.705 0.600 1.561 -2.680 3.880 the significant relation of students’ writing ability among the methods and the learning style normality, homogeneity, and hypotheses testing of pre-test and post-test are the requirements of the anova test. and the requirements have been completed descriptively and statistically. then, in the analyzing anova factorial design 2x2 calculated statically by using spss analysis to measure the tests of between-subjects effects (multifactor analysis of variance). the seventh alternative hypothesis (ha) is to discover the significant interaction among the methods and learning style in affecting students’ writing of narrative text achievement. table 23 figured out the mean difference of class 1 was 81.05 and class 2 was 80.40. the difference was 0.65 (81.05-80.40). then the statistical analysis of homogeneity (see table 24) figured out the pvalue was 0.225 based on mean, 0.267 based on the median, 0.267 based on median and with adjusted df, and 0.217 based on trimmed mean or greater than significance test 5% (0.05). it means that the test of homogeneity of variances (classes 1 and 2) was the same. heny munfa’ati, et al./ english education journal 10 (3) (2020) 387-403 400 table 23. descriptive statistics for visual and auditory learning style groups learning style n mean std. devia tion statis tic statis tic std. error statis tic visual 20 81.05 0.622 2.781 auditory 20 80.40 0.847 3.789 total 40 80.73 0.521 3.297 valid n (listwise) 20 table 24. test of homogeneity of visual and auditory learning style groups visual & auditory levene statistic df1 df2 sig. based on mean 1.521 1 38 0.225 based on median 1.270 1 38 0.267 based on median and with adjusted df 1.270 1 35.225 0.267 based on trimmed mean 1.575 1 38 0.217 table 25. anova for the performance of visual and auditory learning style groups sum of squares df mean square f sig. between groups 4.225 1 4.225 0.382 0.540 within groups 419.750 38 11.046 total 423.975 39 testing anova has several phases to do. they are to test the alternative hypothesis (ha), level of significance (5%), f-count, f-table, and compare f-count with f-table. to compare the significant differences between f-count with ftable as follow: ‘the alternative hypothesis (ha) is accepted if f count > f table’. the result (see table 25) shows f-count was 0.382 and f-table was 4.098 (see f table). it means that ho was accepted. heny munfa’ati, et al./ english education journal 10 (3) (2020) 387-403 401 figure 1. graphic of score of the interaction effect from the figure 1, it shows that there is no significant interaction among the methods and learning style in affecting students’ writing achievement or it is called ‘no interaction effects’. in this study, it can be inferred that the methods and the learning style did not affect the students’ achievement. conclusion direct instruction method has been proven effective in teaching writing skills for visual learning style students. it was also found that the direct instruction method was effective in teaching writing skills for auditory learning style students. furthermore, the use of the discovery learning method was effective in teaching writing skills for visual learning style students. discovery learning method was effective in teaching writing skills for auditory learning style students as well. in the next conclusion, there were no significant differences in achievement between visual and auditory learning style students using the direct instruction method. there was no significant difference in achievement between visual and auditory learning style students using the discovery learning method. however, there was no significant interaction among the methods and learning styles in affecting students’ writing achievement. in conclusion, methods and learning styles can be influenced by other things. the methods can be used by paying attention to class conditions or even students' conditions. references al-zayed, n.n.y. 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(2014). direct instruction model to increase physical science competence of students as one form of classroom assessment. international journal of evaluation and research in education (ijere), 3(3), 169-174. 318 eej 11 (3) (2021) 318-324 english education journal http://journal.unnes.ac.id/sju/index.php/eej the washback of formative assessment in efl instructions rama putra , abdurrachman faridi universitas negeri semarang, indonesia article info ________________ article history: recived 29 december 2020 accepted 20 february 2021 published 15 september 2021 ________________ keywords: washback, formative assessment, efl instructions ____________________ abstract ___________________________________________________________________ assessment is a critical component in the process of teaching and learning. without an effective assessment, it is impossible to know whether students have learned the lesson. this research aimed to investigate the washback of a formative assessment in efl instructions. this study was a case study conducted at sma negeri 2 singkep. the data were collected by using observation guidelines, questionnaires, interviews, and document analysis. this study has findings: 1) good perception of formative assessment. it was drawn from interview questions and observation guidelines which showed that the teacher claimed to have good experience in implementing formative assessment, teacher figured out assessment importance, and teacher assumed by using supported media to address formative assessment. 2) positive washback on efl teaching. it was drawn from document analysis, observation, and interview which the results showed that the teacher provided good attention on the lesson plan, the teacher was successful on students’ engagement, the teacher used systematic instruction and understandable language use. 3) positive washback on efl learning. it was drawn from questionnaires and observation which the results showed students had good participation in doing a task, students had responsibility in learning, and students and the teacher had a kind relationship in the classroom. in conclusion, it is recommended that the teacher should understand more the formative assessment and readiness of the students. we suggested teachers provide oral and written advice or feedback that is written down on students' writing tasks or another subject. correspondence address: kampus universitas negeri semarang, kelud, semarang, 50233, indonesia e-mail: anggakarismawati@gmail.com p-issn 2087-0108 e-issn 2502-4566 rama putra, et al./ english education journal 11 (3) (2021) 318-324 319 introduction teaching english might be challenging for english teachers nowadays (mumary, 2017; omondi, barasa & omulando, 2012). teacher is supposed to be skillful to make students understand well about english lesson (jakfar, 2013). when teaching english, teachers meet unique students, contexts and goals (jakfar, 2013). in this case teachers have to consider those things to teach english well. in fact, the teachers are hard to achieve the students’ goals and competence, moreover they do not provide an approriate feedback to the students who are lack of motivation in learning language. according to richards and rodgers (2001) the teachers have to consider some of careful consideration to teach english. first, teachers have to consider students needs. teachers have to know what students’ goals, motivation, and necessity in learning. second, teachers have to consider about students characteristics. teachers may meet unique students in a classroom which students who have different ability for comprehending a lesson. in this case teachers are challanged to guide and give attention more for students. third, teachers are supposed to consider the cultural context. assessment is considered to be a critical component in the process of teaching and learning. without an effective assessment program it is impossible to know whether students have learned, whether teaching has been effective, or how best to address student learning needs (mcmillan, venable & varier, 2013). the students of class xii do not comprehend what teacher instructed to them and they do not have idea what to do next after they did an activity. the problem of teaching and learning in a class of sman 2 singkep is as a basis of the study. formative assessment is important to create a closer link, essentially a relationship, between assessment and learning which focus on what happens in the classroom, on the nature of interactions between teachers and students, as well as on the quality of their educational experience, therefore formative assessment affirms that teachers should make assessment a force for student support, motivation and growth, rather than judgement to achieve student’s goal (butt, 2010; brink & batz 2017; mcmillan, venable & varier 2013). the investigation which is conducted by suryoputro and akip (2016), rostami et al, (2012), munoz and alvarez (2009), green (2013), safa and goodarzi (2014), kirkpatrick (2012), beikmahdavi (2016), azadi & gholami (2013) and sukyadi & mardiani (2011), syafei (2010) have not focused on the washback of formative assessment. the studies which are investigated by ongange et.al (2018), arrafaii & sumarni (2018), widiastuti & saukah (2017) mcmillan, venable & varier (2013) guadu & boersma (2018) quyen & khairani (2016) shore et.al (2016) have only focused on the problems that instructors faced in providing the instructions at primary school. the previous study which is conducted by aji & hartono, (2019) the study only focuses on teacher’s practice of assessment and oral performance. the study is lack of investigation on students and student’s writing. this study focuses on how the formative assessment provides washback in efl instructions which the subject of research is english teacher and students of sma n 2 singkep. the investigation look deeper in how teachers provide the instructions for the students, how the formative assessment provide the washback in efl teaching and learning process, and how the teachers motivate the students by implementing formative assessment in order to achieve the competencies. the significance of the study are that theoretically it contributes to the teacher how to implement formative assessment which promote positive washback in efl instructions, pedagogically it contributes the enhancement of the learners and teacher by using the feedback for learning in future work, practically it contributes to the parent, educators at senior, junior, elementary, or university level regarding a deliberate process of the washback of formative assessment in rama putra, et al./ english education journal 11 (3) (2021) 318-324 320 order to provide specific, actionable, and immediate feedback in efl instructions. method this study employs qualitative study. qualitative research is chosen as this study focuses on teacher’s perspectives and practice of formative assessment, the washback of formative assessment in efl teaching, and the washback of formative assessment in efl learning. furthermore to gather information on the issues multiple data source is needed such as observation guideline, interview, document analysis, and questionnaire. the main unit analysis is the teacher’s perception and practice of formative assessment, teacher’s instruction during teaching and learning process, the washback of formative assessment towards students and teacher in teaching and learning process, teaching material, learning material, and the students’ writing task. the research subject is senior high school students grade xii and 1 english teacher. results and discussions in this part, the result of the investigation of the study is presented. it includes teacher’s good perception on formative assessment which is drawn from interview questions and observation guideline, positive washback on efl teaching is drawn from document analysis, observation, and interview, lastly positive washback on efl learning is drawn from questionnaire and observation are presented as well. teacher’s good perception on formative assessment based on the classroom observation (31/10/2019), the teacher started the lesson by explaining the lesson she taught, the goal of the lesson and what the students should achieve with the lesson. secondly, the teacher engaged the students in explaining the material by asking question, instruction, discussion, so that the students were enthusiastic. after the teacher explained the material, she instructed the students to do some tasks in order to know how far the students’ understanding about the lesson. in doing tasks, the teacher monitored the students one by one and provided suggestion to the students. the teacher also instructed the students to do their task in a whiteboard. this activity was utilized by teacher to promote self-assessment among the students in classroom. the activity also promoted peer assessment among the students. next, the teacher instructed the students to do a task individually. based on the preliminary data, the tasks were provided by some written feedback, and grade. the data from interview and observation, it can be stated that the english teacher of sma n 2 singkep explains that formative assessment is crucial for teachers and students. the formative assessment can assist the teacher to know students’ understanding about the lesson. there were a lot of benefits when teacher use formative assessment for students. english teacher used computer and internet connection to support their students in learning english especially application letter topic. after the teacher explained the goal the lesson and the material, the teacher instructed the students to doing tasks by using computer with internet connection individually. teacher let the students to use the learning media, and gave a chance to the students in using various learning sources. furthermore, the teacher has an opinion that by using computer and internet connection as media, the teacher is easy to instruct the students to look for the example of the task, and to type the task by using computer. after the students are done with their task, the teacher gives suggestion towards the task, so the english teacher of sma n 2 singkep thinks that the implementation of formative assessment will be better. the findings above are different from the study conducted by tang (2013) which the study found that the focus is only on students rama putra, et al./ english education journal 11 (3) (2021) 318-324 321 not teacher which the finding of the study is a comparison between students who are assessed by formative assessment and summative assessment. in fact, the current study focused on the teacher’s practice, understanding, and perspective about formative assessment. the current study also conducted a deeper investigation on formative assessment. the findings above also fill gap on the investigation about formative assessment which have not focused on the english foreign language instructions at senior high school yet. it has only focused on the problems that instructors faced in providing the instructions at primary school (ongange et.al, 2018; arrafaii & sumarni, 2018; widiastuti & saukah, 2017; mcmillan, venable & varier, 2013; guadu & boersma, 2018; quyen & khairani, 2016; shore et.al, 2016). positive washback on efl teaching the english teacher noticed that without good preparation, it will be confused to give instruction to the students in classroom. the finding was taken from teacher’s interview which support the collected data. the lesson plan has guided the teacher to teach english systematically. it started from opening activity, core activity, and closing activity. according to document analysis guideline, the indicators had been successfully designed in accordance to the output standard (skl), core competence (ki), and basic competence (kd). based on the collected data taken from classroom observation (31/10/2019), the teacher completely developed students’ active participation through interaction among teacher, students, and learning source, responded students’ positive participation, appreciated students responses, gave chance to the students to actively participate through group work, and discuss with friend. but based on the observation data, the teacher applied the students to work individually and in group. the teacher preferred the students to work or do the task individually. the reason was that the teacher thinks that by working individually, the teacher can make sure that the students understand the lesson. the teacher also could assess and find out the students’ ability in finishing a task, if students worked in group, the students would be cheating, the task would be copied and pasted from the others. based on the collected data drawn by classroom observation (31/10/2019), the english teacher was partially complete using english in giving instruction. in explaining the learning material, the teacher also use bilingual language. the english teacher used english and bahasa indonesia in order to make the students understand well what have been instructed by the english teacher. but in fact, the english teacher is completely set the class into english learning environment and give chance to the students to practice using english during learning activity. in addition, the teacher used bilingual language such as english and bahasa indonesia because the students did not understand what the teacher instructed. she stated that using bilingual language is to make sure the students comprehend the lesson in classroom. in fact, even though her english is not good, the teacher tried to make classroom to be english learning environment, and give a chance to the students to practice using english during learning activity. the findings above are different from the study conducted by suryoputro and akip (2016) rostami et al (2012), munoz and alvarez (2009), green (2013) safa and goodarzi (2014) kirkpatrick (2012) beikmahdavi (2016) azadi & gholami (2013), sukyadi & mardiani (2011), syafei (2010) which the study found that the investigation regarding the washback of language assessment was on portfolio assessment, task-based assesment, and oral assessment system. in fact, the current study identified a gap to investigate the washback of formative assessment in efl instruction which the subject of the researcher is an english teacher and students class xii of sma n 2 singkep. rama putra, et al./ english education journal 11 (3) (2021) 318-324 322 positive washback on efl learning the data was compiled by applying classroom observation and questionnaire sheet. based on the data collected by observation check, it was found that the students were confident in questioning during learning process in classroom, students responded the teacher’s instruction, and students actively participated in group work, discussed the learning materials with their friends, and participated in assessing another student’s task done on a whiteboard. based on the data compiled by using questionnaire sheet, it is found that the students showed that they are confident in speaking english during learning process in classroom, and they did not feel anxious or stressed while doing a task, because the teacher enhanced, developed, and gave a chance to involving in learning process for the students. based on questionnaire sheet, the students mostly believed that they received some feedback and advice in detail in order to solve and improve the mistake done by the students. in this case, it was related to the finding of first research problem which the teacher provided some feedback, suggestion and advice for students in order to make the students knew their mistake and solve it, so they knew next step of the learning material. based on the data collected by using questionnaire sheet, it was found that formative assessment provided washback in efl learning. the washback was that the students have good relationship with english teacher. based on the observation checklist, the students had good relationship with the teacher. the relationship conducted between students and teacher shows that the students are interested in learning english and giving question and motivated in following learning process. another finding was taken from questionnaire sheet. the finding was that the students are enthusiastic in doing task instructed by the teacher. based on the questionnaire sheet, the students mostly admitted that the teacher paid attention on individual student’s need. the teacher facilitated some simplicity for the students, so the students are able to learn the english material in easy way, and to understand the english topic theoretically and practically. the findings above are different from the study conducted by aji and hartono (2019) which the study did not see on students side. the study only investigated the oral performance such as teacher’s oral instruction. in fact, the current study investigates efl learning which the subject of the research is students class xii of sma n 2 singkep. the current study investigates the teacher’s written feedback on student’s writing. conclusion the teacher’s perception of formative assessment at sman 2 singkep shows that an english teacher stated some good perceptions regarding formative assessment practice and understanding. the formative assessment can help the teacher to find out the students’ comprehension regarding the material which has been taught by the teacher. secondly, the washback provision of formative assessment in efl teaching shows that positive washback in efl teaching which the teacher has good preparation in designing lesson plan and achieving competence. the lesson plan has guided the teacher to teach english systematically. it started from opening activity, core activity, and closing activity. the washback provision of formative assessment in efl learning shows that positive washback in efl learning which the students are successful on learning participation. the students were confident in questioning during the learning process in the classroom, students responded to the teacher’s instruction, and students actively participated in group work, discussed the learning materials with their friends, and participated in assessing another student’s task done on a whiteboard. the students also have good responsibility in improving english learning and good relationship between the teacher and the students in a classroom. rama putra, et al./ english education journal 11 (3) (2021) 318-324 323 references afrianto., apriauny, l., & nababan, m. (2016). the implementation of scientific approach in teaching english in senior high school pekanbaru. language and art department, 5(3), 1-12. ahmadi, m. (2014). the washback effects of task-based assessment on the iranian efl learners grammar development. procedia social and behavioral sciences, 9(6), 90–99. akbari, z. (2015). current challenges in teaching and learning english for efl learners: the case of junior high school and high school. social and behavioral sciences, 4(8), 394-401. andariyani, n., & nurhajati, d. (2016). the implementation of teaching english based on curriculum 2013 applied by an english teacher of junior high school. journal of english teaching and research, 1(5), 79-87. aji, k., & hartono, r. (2019). the formative assessment backwash in english instruction at kristen nusantara vocational school. english education journal, 9(8), 541-557. astuti, p., & lammers, c. (2017). making efl instruction more clt-oriented through individual accountability in cooperative learning. teflin journal, 28(2), 236259. barasa, p., maryslessor, a., & omulando, c. a. (2014). challenges teachers face in the use of the communicative language teaching approach in the teaching listening and speaking lessons in lugari district, kenya. international journal of science and research, 3(9), 83-92. charvade, r., jahandar, s., & khodabandehlou, m. (2012). the impact of portfolio assessment on efl learners’ reading comprehension ability. english language teaching journal, 5(7), 129–139. elmayantie. (2015). the use of grammar translation method in teaching english. journal on english as a foreign language, 5(5), 125-132. falk, a. (2012). teachers learning from professional development in elementary science: reciprocal relations between formative assessment and pedagogical content knowledge. science education journal, 96(2), 265–290. faridi., a. & kusumawardani, a. (2019). the alignment of and gaps between the needs analysis, the 2013 curriculum and classroom practice of clt approach. english education journal, 9(4), 509-516. harmer, j. (2007). the practice of english language teaching. longman. heritage., jane, r., margaret., mikyung, k., shore., & wolf. (2016). a case study of formative assessment to support teaching of reading comprehension for english learners. journal of educational research and innovation, 5(2), 1-13. huang, d. (2015). exploring and assessing effectiveness of english medium instruction courses : the students’ perspectives. social and behavioral sciences, 173(2015), 71–78. kaharuddin, a. (2018). the communicative grammar translation method: a practical method to teach communication skills of english. english teaching learning and research journal, 4(2), 232-254. klimova, f. b.(2015). games in the teaching of english. social and behavioral sciences, 191(10), 1157-1160. kondri, b. z. 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(2012). backwash effects of portfolio assessment in academic writing classes. teflin journal, 23(2), 15–30. tang, y. (2013). a case study of formative assessment in chinese high school. indonesian journal of applied linguistics, 2(2), 216-225. torres, b. m. (2012). imaginative geographies: identity, difference, and english as the language of instruction in a mexican university program. higher education journal, 63(3), 317–335. wang, y., chao, y., & liao, h. c. (2011). poststructural feminist pedagogy in english instruction of vocational and technical education. higher education journal, 61(2), 109–139. yang, c., gamble, h., hung, w., & lin, y. (2014). an online adaptive learning environment for critical thinking infused english literacy instruction. british journal of educational technology, 45(4), 723–747. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f1459b52055 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 97 eej 11 (1) (2021) 97-104 english education journal http://journal.unnes.ac.id/sju/index.php/eej the role of representational meaning of images in supporting ideational meaning in english in mind: students’ book fransisca putri kartika cahyani, dwi rukmini, sri wuli fitriati universitas negeri semarang, indonesia article info ________________ article history: accepted 27 september 2020 approved 10 december 2020 published 15 march 2021 ________________ keywords: representation, visual metafunctions, representational meaning, linguistic metafunction ____________________ abstract ___________________________________________________________________ textbooks have an essential function to guide students’ activities in learning english language and also to provide the materials for teachers in teaching english language. in a textbook, a text is also accompanied by images which can be used to explain the content of the text, or the function of the image is to make the text understandable for the readers. this study investigated visual metafunctions of the images in supporting linguistics metafunction of the texts in students’ textbook. the objectives of this study were to explain the representation of representational meanings of the images in supporting the ideational meanings of the texts. using the framework of grammar of visual design by kress and van leeuwen (2006) and systemic functional linguistics by halliday (1994) and eggins (2004), this study used discourse analysis as the research approach. the source was reading texts in english in mind: students’ book on culture in mind sections. the objects of this study was reading texts which were supported by images. the units were clauses in reading texts and visual items, including vectors, colours, image acts, gazes, size of frames and social distance of the images.the findings revealed that the representational meanings of the images supported the ideational meanings of the texts because the images tried to give depiction of the verbal texts to make the readers could comprehend the texts easily. the presence of narrative representational meaning and the presence of material process inform the situation happened in the stories. correspondence address: kampus universitas negeri semarang, kelud, semarang, 50233 e-mail: fransiscaputri.fpkc@gmail.com p-issn 2087-0108 e-issn 2502-4566 fransisca putri kartika cahyani, et al. / english education journal 11 (1) (2021) 97-104 98 introduction textbooks have essential functions. they can be used to guide students’ activities in learning english language and also to provide the materials for teachers in teaching english. textbooks serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom (richards, 2001). besides, textbooks represent social behaviours, norms, and values in societies through their learning materials (asriyama, saleh, & fitriati, 2019). textbooks do not only influence what and how students learn, but also what and how teachers teach (mahmood, 2011). textbook is a stimulus or instrument for teaching and learning (graves, 2000). they can be one of the best source if prepared appropriately in terms of both internal and external structures and visual design, it could be thought as a proficient tool in processes of teaching and learning (aslan, 2008). a textbook or course book could be a right helper for students in building their interest, motivation, exposure, and curiosity in learning a language (pertama et al., 2018). in any learning context, students are usually faced by images which support texts, especially in textbooks they carry around with them. as we know that in a textbook, a text is also accompanied by images which can be used to esxplain the context of the text itself. then, the function of the image is also to make the text understandable for the readers. celce murcia (2001) cited in widodo (2007) also stated that for teachers, textbooks or course books either required or supplementary provide content and teaching-learning activities, which shape much of what happens in the classroom. sometimes, we find that images also contain more information than text and that this information can be more easily processed and understood by the observer (amelsvoort, 2012). read and barnsley (1977) cited in amelsvoort (2012) also found that images only were recalled better than text only, but the combination of images and text were recalled the best of all. in fact, the combinations of images and texts can develop in meaning-making processes. the presence of multimodality texts can promote, help and contribute in creating and understanding the meanings (heberle & constanty, 2016). the combination can be to or more modes (kress, 2010). the multimodal studies can be a source of creativity for both teachers and students. the combination of text, audio and image as individual modes and how these can be creatively combined to produce meaning, encourage interaction and learning in the classroom (marchetti & cullen, 2015). in line with grammar of visual design (gvd) draws on systemic functional linguistics (sfl) as theoretical and methodological background for the study of language resources, directly related to the communicative function of language and to the context of communication in which meaning-making processes are constructed (heberle & constanty, 2016). both theories construct three metafunctions which almost same: ideational, interpersonal and textual in systemic functional linguistcs, while in grammar of visual design has representational, interactive and compositional metafunctions. kress and leeuwen (2006) stated that representational structures in the visual transitivity system or the visual resources for representing interactions and conceptual relations between people, places and things in visual. it also divided into two major processes: conceptual and narrative processes. then, interactive meaning in grammar of visual design is visual forms of communication which also utilize resources which both constitute and maintain interaction between producer(s) and viewer(s) of a visual. images represent social interactions and relation through the use of gaze; size of frame; perspective; and vertical and horizontal angles. therefore, compositional meaning as the ways visuals are composed or structured, and the kinds of meanings conveyed by the various possible compositions. furthermore, ideational meaning means that language construes human experience and to convey a picture of reality. then, fransisca putri kartika cahyani, et al. / english education journal 11 (1) (2021) 97-104 99 interpersonal function means that language enacts human relationships to encode interaction and to show how defensible or binding the propositions or proposals. while, in textual function means that language creates discourse which can be used to organize experiential, logical, and interpersonal meaning into a coherent, and in the case of written and spoken language, linear whole. in general lines, representational /ideational refers to the nature, objects and participants, and circumstance, then interactive/ interpersonal include the relationship between the viewer and the represented participants, and compositional/textual concerned with the information value emphasis among elements of the image (heberle & constanty, 2016). this study aimed to represent representational meaning of the images in supporting ideational meaning of the texts in students’ textbook, especialy in culture in mind section of english in mind: students’ book. this study used to prevent misinterpretation the message of images which supports texts so that the learners could inrerpret them well. according to pourrajab and rabbani (2015) stated that images in the textbooks influence the learning process and they also revealed that pictures in textbooks could increase students’ creativity. methods this study is discourse analysis approach to analyse, describe and interpret the data. it is a multimodal discourse analysis which focuses on the visual metafunctions in supporting linguistics metafunctions. according to jones (2012) multimodal discourse analysis is concerned with theory and analysis of semiotic resources and the semantic expansions which occur as semiotic choices combine in multimodal phenomenon. o’halloran (2011) also stated that multimodal discourse analysis is an emerging paradigm in discourse studies which extends the study of language in combination with other resources, such as images, scientific symbolism, gesture, action, music and sound. in line with the statement, textbooks belong to an example of discourse study which extends the study of language in combination with other resources, such as the combination of images and texts. the data are taken from reading texts in english in mind: students’ book on culture in mind sections. there are 7 reading texts. the texts are chosen to be identified in forms of clauses, phrases, and words, and also visual items, including vectors, colors, image acts, gazes, size of frames and social distance of the images. once the data are gathered, the researcher conducts several steps. the first is determining the linguistics modes and visual modes in students’ textbook. the linguistics modes are provided in reading text, while the visual modes are provided in the images of the participants as the depiction of the content in the texts. the second is identifying and classifying images based on the theory of grammar of visual design by gunther kress and van leeuwen, while, in identifying and classifying texts are based on the theory of systemic functional linguistics. the third is conducting questionnaire to the users of textbooks, they are the eighth grade students of smp kebon dalem semarang. the questionnaire relates to the users’ understanding in using textbook and the questions are designed according to the meanings’ relation that are experienced by the learners. results and discussions using the grammar of visual design theories proposed by kress and leeuwen (2006), representational meaning related to the internal relations between the represented participants, things, and the actions they perform as well as the setting of the circumstances. the internal relation of visual images can be divided into two patterns, narrarive and conceptual representational process. this study finds that in term of representational meaning, narrative representational process is more dominant than conceptual representational process. the findings are presented in the table 1. fransisca putri kartika cahyani, et al. / english education journal 11 (1) (2021) 97-104 100 table 1. summary of representational meaning in images source representational meaning text 1 an unusual hobby narrative representational conceptual representational (symbolic attributive) text 2 helping at a hospital narrative representational conceptual representational (analytical attributive) text 3 the ping pong friendship that changed the world narrative representational text 4 in new york for new year’s eve narrative representational conceptual representational (symbolic attributive) text 5 reggae music conceptual representation (symbolic attributive) text 6 subway hero narrative representation conceptual representation (analytical attributive) text 7 heroic ulises on a journey of hope narrative representation conceptual representation (analytical attributive) according to pahlevi (2018) stated that narrative process presents the development of actions and events. in narrative process serves to present actions and events, that is doing by the represented participants. the actor is the represented participant which emanates the vector, while the goal is the represented participant at which the vector is aimed. kress & van leeuwen (2006) stated that narrative process is when participants are connected by a vector, they are represented as doing something to or for each other. it presents unfolding actions and events, processes of change and also transitory special arrangement. kress & van leeuwen (2006) cited in yang & zhang (2014) stated that vectors, as the distinctive feature of narrative process, is usually realized by elements appearing in pictures that form “an oblique line, often a quite strong, diagonal line”. vector makes an important role to explain the representational meanings of the images in supporting ideational meanings of the texts. it can be used to define the representational meanings presented in the images. it can be shown in figure 1. fransisca putri kartika cahyani, et al. / english education journal 11 (1) (2021) 97-104 101 figure 1. the example of narrative representational process the picture shows that the represented participant holds a board with her hands. it forms a vector. the represented participant is the actor while her hands and the board act as the vector by forming the oblique line (the goal). the board has many bees to stick on it and produce the honey. it represents the activity of beekeeping. the represented participant also wears a special hat, cloth, and gloves to cover her body from the bees. furthermore, there is also an image which applies narrative process in term of action process. it can be seen in figure 2. figure 2. the example of narrative representational process the picture presents people in the image focuses on the baby. the woman in blue checks the baby by holding the baby’s cheeks and her hands forms a vector. while, man in white holds the baby in his thighs. the woman in blue and white is as the actor, while the baby is as the goal. it represents the activity of checking health and in the image focuses on the health of the baby. moreover, conceptual process is comprised of classificational process, analytical processes and symbolical processes (hu & luo, 2016). based on the findings, the reading texts apply both of them, analytical and symbolical processes. analytical processes relate participants in terms of a part-whole structure and involve two kinds of participants, carrier as the whole and any number of possessive attributive as the parts of something (kress & van leeuwen, 2006). it can be seen in figure 3. figure 3. the example of analytical process this picture shows a map which represent analytical attributive process because it belongs to the parts of something, it is the part of certain region. while symbolic process is about what a participant means or is (kress & van leeuwen, 2006), it means that to represents the identity of the represented participants. it can be seen in figure 4. figure 4. the example of symbolic attributive process based on the findings, symbolic process is more dominant than analytical process in the images. the picture in figure 4 shows that the white lamp lights on the top of the pole and the fransisca putri kartika cahyani, et al. / english education journal 11 (1) (2021) 97-104 102 sky is dark. it is also the lights of the fireworks in the sky. it represents the identity of the event that happened at night. in line with representational meaning of the images, this study also conducts the analysis of ideational meanings of the texts. there are several processes of transitivity, such as material, mental, verbal, behavioural, relational (identifying and attributive) and existential processes. the findings are presented in table 2. table 2. summary of ideational meaning in texts source material mental verbal behavioural relational existential total of clauses identifying attributive text 1 19 7 5 1 5 5 42 text 2 24 4 1 3 4 1 37 text 3 20 4 6 2 3 1 36 text 4 11 2 3 4 20 text 5 7 5 1 7 2 1 23 text 6 24 6 3 2 10 8 53 text 7 23 3 1 6 3 1 37 total 128 29 19 3 36 29 4 248 value in percentage 51.6 11.7 7.7 1.2 14.5 11.7 1.6 100 from the analysis, it is found that the ideational meaning of the text consists of several processes of transitivity. the findings present that material process is the most dominant of the transitivity and followed by identifying as the relational process. material processes are processes of doing-and-happening (halliday & matthiessen, 2004). it is about doing, about action (eggins, 2004). it contributes to develop the plot of the situations by telling the readers about actions carried out by the represented participants, such as “she feeds the bees with sugar and water”, “in the afternoon, claire stays in her room”, “zedong gave cowan a silk scarf”, “he jumped”, “subway workers helped the two men out. while identifying process is that ‘x serves to define the identity of y’ (eggins, 2004). it means that identifying process is a process to give the identity of something. furthermore, the findings show that text 2 (helping at a hospital) and text 6 (subway hero) has 24 clauses that apply the material process, such as, “he is working in a hospital near katima mulilo”, “sometimes i go to villages in the mobile hospital, too”, “he jumped”, “subway workers helped the two men out”, “an ambulance took mr. hollopeter to hospital”. the verbs work, go, jump, help, take belong to the activities. they construes a quantum of change in the flow of events as taking place through some input of energy (halliday & matthiessen, 2004). “he”, “i”, and “an ambulance” are as actors, that is the one that does the deed, that brings about the change (halliday & matthiessen, 2004). while, in the sentences “claire williams is 15”, “she is from wales”, “it was 12.45 p.m. on 2 january, 2007”, “it was a frightening moment” are examples of identifying as relational processes. it means that the value of the sentences (15, from wales, 12.45 p.m. on 2 january 2007, a frightening moment) define the identity of the token (claire williams, she, it) that stands for what is being defined. fransisca putri kartika cahyani, et al. / english education journal 11 (1) (2021) 97-104 103 the findings show that the presence of narrative representational meaning are in line with the presence of material process as the domination process that are found in the verbal text to tell and inform the situation happened in the story. in pahlevi (2018) also found that material process is the most dominant used to shows a process of doing something. as stated by gerot and wignell (1994), material processes express the notion that some entity physically does something which may be done to some other entity. while the presence of symbolic attributive as the conceptual representational meaning of the images do support the verbal texts which depict the participants that involved in the verbal texts. in line with ahmadi, yazdani, babasalari, & rabi (2019) found that material process outnumber other processes in the studied lessons text of persian textbook, then the second frequently process is relational process (attributive and identifying). thus, the images of the findings which exist in the texts do support the verbal texts presented because the images try to give depiction of the verbal texts to make the readers can comprehend the texts easily. conclusion theoretically, this study contributes to enrich the study of multimodality, especially in the representation of visual metafunctions in supporting linguistics metafunctions that are provided in english textbooks. this study found that the representational meanings of the images support ideational meanings of the texts. it can be seen from the images of the findings which exist in the texts do support the verbal texts presented because the images try to give depiction of the verbal texts to make the readers can comprehend the texts easily. the presence of narrative representational meaning is in line with the presence of material process as the domination process that are found in the verbal text to tell and inform the situation happened in the story. the result will be useful to know many modes of multimodality in meaning making process through images and texts in a textbook. it is also useful to provide the beneficial information about multimodality. it can be used to consider the appropriate teaching material in english, especially in connecting the variety of modes without eliminating the meaning of the images or texts. references ahmadi, h., yazdani, s., babasalari, z., & rabi, a. (2019). representation meaning of multimodal discourse in textbooks : a case study of persian language-learning textbook. 16(1), 12–21. amelsvoort, m. van. (2012). images and memory: a literature review of issues in the use of images to aid vocabulary acquisition and reading comprehension and recall. pref.kanagawa.jp, 19–31. aslan, c. (2008). issues on education and research. may 2014. asriyama, w. f., saleh, m., & fitriati, s. w. (2019). multimodal representation of gender in two senior high school english textbooks. 10(1), 115–123. eggins, s. (2004). an introduction to systemic functional linguistics 2nd edition. continuum gerot & wignell. (1994). making sense of functional grammar. cammeray nsw: antipodean educational enterprises. graves, k. (2000). designing language courses. heinle & heinle publishers. halliday, m. a. k., & matthiessen, m. i. . (2004). introduction to functional. december. heberle, v. m., & constanty, v. (2016). meaning without words : analyzing the picture book bárbaro through a social semiotic perspective. 2011. hu, c., & luo, m. (2016). a multimodal discourse analysis of tmall’s double eleven advertisement. english language teaching, 9(8), 156. jones, r. h. (2012a). multimodal discourse analysis. the encyclopedia of applied linguistics. fransisca putri kartika cahyani, et al. / english education journal 11 (1) (2021) 97-104 104 kress, g. (2010). multimodality_ a social semiotic approach to contemporary communication. routledge. kress, g., & van leeuwen, t. (2006). introduction: the grammar of visual design. reading images: the grammar of visual design. mahmood, k. (2011). conformity to quality characteristics of textbooks : the illusion of textbook evaluation in pakistan. 5(2), 170– 190. marchetti, l., & cullen, p. (2015). a multimodal approach in the classroom for creative learning and teaching. 39–51. o’halloran, k. l. 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(2014). representation meaning of multimodal discourse—a case study of english editorials in the economist. theory and practice in language studies, 4(12), 2564–2575. 264 eej 12 (2) (2022) 264-273 english education journal http://journal.unnes.ac.id/sju/index.php/eej assessing the use of cohesive devices in reading texts of english textbook alifia junita cendraa sari, januarius mujiyanto, dwi rukmini universitas negeri semarang, indonesia article info ________________ article history: accepted 18 february 2022 approved 30 may 2022 published 20 june 2022 ________________ keywords: cohesive devices, coherence, grammatical cohesion, lexical cohesion, textbook ____________________ abstract ___________________________________________________________________ the present study began with wide use of a textbook entitled "bahasa inggris" in sorong. the book is written by utami widiati, zuliati rohmah, and furaidah. it focuses on analyzing all the reading passages in the chosen chapters. qualitative descriptive implemented in assessing the use of cohesive devices proposed by halliday and hasan’s (1976) theory. the findings reveal 895 grammatical and 222 lexical cohesions in the reading passages. the grammatical consisted of 622 references, 15 substitutions, 22 ellipses, and 236 conjunctions and the lexical cohesion consisted of 186 reiterations and 36 collocations. furthermore, as support in providing the text's coherence, the researchers asked the students as ttextbook users to read the passages. it was proven that the texts were readable and understood by the readers. however, they took time to understand the passages with more ellipsis and collocation. hopefully, this study will give the readers and authors insight of the reading texts by using appropriate cohesive devices in creating coherent reading texts as instruments for teaching and learning. correspondence address : kampus pascasarjana universitas negeri semarang, jl kelud utara 3, semarang, 50233 e-mail: alifiajcs@gmail.com p-issn 2087-0108 e-issn 2502-4566 alifia junita cendraa sari, et al./ english education journal 12 (2) (2022) 264-273 265 introduction text as a part of language has a particular system. the systems in the language are systemic and systematic. language is a tool to convey messages needed to communicate. communication will run fluently if the language is appropriate to the situation and obtained naturally from the surrounding environment. thus, the language must make sense. talking about making sense of the text is called coherence. coherence in spoken and written discourse is formed in two ways through the semantic or logical connection in the underlying text layer and through language expressions that directly appear on the surface layer of text. in this current research, coherence in written text is formed through language expressions defined as cohesive devices. furthermore, this study began with the widely use of the textbook entitled "bahasa inggris," written by utami widiati, zuliati rohmah, and furaidah in sorong. the research focused on analyzing reading texts related to the fact that text is a part of the language. reading text in english textbooks is an instrument in teaching and learning a language. it is an essential part of language as a communication tool for the students. the reading text needs to do more than hang together. writers intentionally use the cohesive device to make the text easier to follow and more coherent (fitriati & lisa, 2019). thus, cohesive devices are useful english language conjunctions, transitional phrases, synonyms, and pronouns that cohesively express ideas. there are some studies (adiantika, 2015; albana et al., 2020; alyousef, 2020; amperawaty & warsono, 2019; indriani, 2012; lestari & sutopo, 2020; muttaqin, 2019; priangan et al., 2020; hessamy and hamedi (2013) analyzing cohesive devices. some studies only focused on grammatical cohesion (vujević, 2012; hidayat, 2016; kazemi, 2012; lee & sim, 2019; trisnaningrum & hidayat, 2019; lestari & sutopo, 2020). while others only focused on lexical cohesion (alotaibi, 2015; amalia & hidayat, 2020; bae, 2019; hidayat, 2016; kazemi, 2012; he, 2014; kadiri, 2016; malgwi, 2016; mandarani et al., 2020; sebastian, 2013) a previous study (hidayat, 2016) analyzed the grammatical cohesion in a short story. his study was descriptive qualitative research. it revealed two categories of reference in the story such as cataphoric and anaphoric. further, halliday and hasan (1976) suggest grammatical cohesion consisting of reference, substitution, ellipsis, conjunction, and lexical cohesion such as collocation and reiteration (i.e., repetition, synonym, superordinate, and general noun). grammatical cohesion classifies into several sub-categories. first, reference is divided into personal, demonstrative, and comparative. related studies were conducted by trisnaningrum and hidayat (2019). they employed halliday and hasan’s (1976) conceptual framework on grammatical cohesion devices. it was conducted on 42 college students enrolling in an online writing course by giving the assignment to assess grammatical cohesion devices used in college students" academic writing essays. the finding reveals that 1048 grammatical cohesion was used in the essays. besides, in hidayat’s (2016) study, three references were used in the reading passages, i.e., personal reference, demonstrative reference, and comparative reference. personal was frequently used and followed by a demonstrative and comparative reference. the second and third sub-categories of grammatical cohesion are substitution and ellipsis. replacing one item with another is referred to as substitution, while "negligence of an item" is called an ellipse. vujević (2012), dealing with substitution and ellipsis, asserts that substitution and ellipsis imply the exact relationship between the parts of a text, namely between words, phrases, or clauses, while references are relationships between meanings. another critical point where substitution and ellipsis overlap is the 'test' that we can use to determine the process of substitution and ellipsis. further, the ellipsis is rarely used in a text; such a study (muttaqin, 2019) found that ellipsis is rarely used in the text. alifia junita cendraa sari, et al./ english education journal 12 (2) (2022) 264-273 266 next is conjunction as the fourth sub of grammatical cohesion. conjunctive cohesion can exist in and between the sentences. lee and sim (2019) explored additive conjunctions, causal conjunctions, temporal conjunctions, and adversative conjunctions in essay. the finding shows a positive effect of metalinguistic corrective feedback on esl learners' conjunctions use. in a study by lestari and sutopo (2020), additive conjunction was the most used in the fourteenth passages. in addition, the function of additive conjunction is to explain more than one thing as an additional idea or information. lexical cohesion refers to the rule played by the selective vocabulary in organizing relations within a text. lexical cohesion consists of two main categories, namely reiteration and collocation. reiteration covers repetition, synonymy, superordinate, and general words. collocation deals with the relationship between words because these often occur in the same surrounding. collocation is the regular combination of words in which to fulfill the meaning. a study by malgwi (2016) investigated the manifestation of lexical cohesion in written texts of english as second language (esl) preservice teachers. the study revealed that lexical repetition was employed as the primary subcategory of reiteration. asserted reiteration and collocation as the lexical cohesion were rarely used in the text, in line with the study by sebastian (2013). furthermore, regarding the influence of the cohesive device on the coherence of a text, this research assessed the use of cohesive devices in the reading text section in the english textbook. the researchers recently analyzed reading texts in the textbook because reading is becoming an essential skill, and an investigation of the cohesive devices in reading text is necessary. reading text can improve and build up the student's reading skills. the reading text is one of the activities of communication that leads to the learning activities. therefore, grammatical and lexical seems to be important in the reading text. it means that reading texts presented in the textbook should be cohesive and understandable. some studies have proven that a successful understanding of the text depends on appropriately using cohesive devices (bae, 2019; hidayat, 2016; kazemi, 2012). those studies contributed to language learning and specifically to reading skills for understanding. the findings show that cohesive devices occupy a position in a text for english learning and teaching. in summary, the current research aims to investigate the use of cohesive devices in reading texts by following the theory of halliday and hasan (1976). it focused on using grammatical and lexical cohesion in fourteen chosen texts. cohesive devices forming the coherence in reasding texts is an essential issue; even more, the data analyzed are the instruments of learning and teaching. in addition, the explanation about how the use of cohesive devices used in reading texts in english textbooks is expected to benefit some sides. theoretically, it can be the reference for next researchers in their further investigation of discourse studies, especially the grammatical and lexical cohesion. practically, it will be guidance for authors in creating reading texts by using appropriate cohesive devices in the process of replacing a word with another word in the text to avoid repetition. pedagogically, it can give readers insight about the use of cohesive devices in creating coherent reading text. methods this research described the intensive and specific use of cohesive devices in reading text sections. this is a qualitative research that focuses on content analysis. the object of the research is an english textbook for the tenth graders of senior high school entitled "bahasa inggris," written by widiati et al. and published by the ministry of education and culture of indonesia in 2017. the textbook consisted of fifteen chapters but only twelve chapters selected with fourteen reading texts analysed by following halliday and hasan’s (1976) theory. moreover, choosing this textbook is interesting because it is written by a non-native and widely use in sorong, west papua. an observation checklist in the form of a table was alifia junita cendraa sari, et al./ english education journal 12 (2) (2022) 264-273 267 used for classifying and analyzing the use of cohesive devices in the reading texts. results and discussions the present research focuses on analyzing cohesive devices realized in reading texts of the english textbook. based on the analysis, four subs of grammatical cohesion and two subs of lexical cohesion were used in the texts. the following section presents each finding and discussion. reference reference refers to someone or something else to make the text is connected. it is divided into personal, demonstrative, and comparative references to establish a cohesive item and its antecedent (halliday & hasan, 1976). this study found that all of the passages used those parts of reference. as for the findings, personal reference was the most frequently used in the passages, while comparative reference was rarely used. 1. personal reference it is expressed by the personal pronoun and indicates an individual or object in discourse. it is referenced by employing the function in the speech situation through the category of person. there are some categories of personal reference, namely personal pronoun (i.e., i, you, they, we, she, he, it), possessive pronoun (i.e., mine, yours, theirs), and possessive adjective (i.e., my, her, your, his). the examples of the use of personal reference, which is consisted of personal pronoun, and possessive pronoun are as follows; a. i have three dogs. they need lots of attention, as you can imagine. b. i like history very much; it helps me know more how different countries existed in the past. c. my favorite malay singer is, of course, siti nurhaliza. d. she told me that you sent her an email. they in (a) referred to the three dogs in the previous sentence as a personal pronoun. it in (b) as the personal reference referred to the subject's name, i.e., history, in the previous sentence. my in (c) as the possessive adjective referred to the writer in telling her favorite singer. her in (d) as the possessive pronoun referred to the subject, i.e., she. 2. demonstrative reference demonstrative reference is a kind of the appointment orally where the speakers identify the referents. halliday and hasan (1976) determine that the referents utilizing put it in scale distance, namely this/that and these/those. the examples of the use of demonstrative reference, which is applying the use of that and this are as follows; a. that was great. you must be very proud of …. b. this is called a park…. that in (a) as the demonstrative reference of the selective class referred to the thing, i.e., achievement of a man congratulated by his friend for alif appointed as the director of a national company. it indicates a function to show the thing in the story is far. contrary, this in (b) as the demonstrative reference of a selective class referred to the place, i.e., an internationally famous ecotourism destination. it shows that the place in the story is near. 3. comparative reference comparing expression is called the comparative reference. further, halliday and hasan (1976) argue that comparative reference is an expression in adjectives and an adverb that compares elements in discourse in terms of identity or in common. hence, the general comparison states the similarities or differences, and the detailed comparison relates to quantity or quality. it is expressed with ordinary adjectives or adverbs in some comparative form. the examples of the use of comparative reference are as follows; a. the smaller bridal veil falls are also located on the american side, b. that was one of the best days in my personal life history. the examples above used smaller in (a) as the comparative reference to comparing things in the story, i.e., the waterfalls. best in (b) as the comparative reference referred to comparing things in the story, i.e., the writer's experience. there are 622 references such as personal, demonstrative, and comparative references. all the passages use those kinds of references, and alifia junita cendraa sari, et al./ english education journal 12 (2) (2022) 264-273 268 personal reference was the most frequently used, whereas comparative reference was rarely used. it means disclosure of the personal pronoun and indicates individual or object in discourse was the most are in the passages. furthermore, reference is frequently used in these fourteen reading passages. it was the same line with the previous studies (adiantika, 2015; mutaqqin, 2017; lestari & sutopo, 2020). adiantika (2015) releaved that the authors utilize reference to keep track on the expository text while muttaqin (2017) investigated reference in students’ textbook for junior high school, and lestari and sutopo (2020) in students’ narrative texts. further, hidayat (2016), and trisnaningrum and hidayat (2019) found that there are three references used in the reading passages, i.e., personal reference, demonstrative reference, and comparative reference. personal was frequently used and followed by demonstrative and comparative references. it helped the author of the passages avoid repetition in using the same pronoun and referring to a particular object. in contrast, priangan et al. (2020) showed that demonstrative pronoun dominates in argumentative essays. also, albana (2020), revealed that the use of the definite article (the), which includes demonstrative pronoun, is the highest reference used. in addition, whatever the reference type, the present research has proven that their function as part of grammatical cohesion creates links between elements in a text and is used appropriately. in short, the use of references in the fourteen texts makes the text cohesive. substitution a relation in the text is called substitutions. substitutes are short of the counter, used instead of repeating a specific item. a word is not omitted but replaced by another, more general word. it divides into three types such as nominal, verbal, and clausal substitution (halliday & hasan, 1976). 1. nominal substitution nominal substitution is a replacement of lingual units that are categorized as nominal with another part lingual that has the same category. it is also usually expressed by substitute one/ones and same. e.g., his wife had died, and he had three daughters. one was much younger than the other two. two as the nominal substitution is used to replace some information (i.e., three daughters) by using one word rather than explaining it again. 2. verbal substitution nominal substitution is a replacement of lingual units that categorize verbal with another part lingual that have the same category. thus, the verbal substitution is done. e.g., of course, i did too. the example above used did as the verbal substitution used to replace the activity (i.e., sing) by using one word rather than explaining it again. 3. clausal substitution clausal substitution is a replacement of a lingual unit that categorizes clausal or sentence with another lingual part. a. thank you for saying so. b. i am glad you think so. these examples were taken from the exact text. the use of so in those examples has the same function, such as the verbal substitution used to replace the clause (i.e., the word to congratulate someone) by using one word without explaining it again. there are 15 substitutions, frequently used in the passages with conversation parts. the replacement of one item with another is applied in the conversation part, and clausal substitution is commonly found in this study. the use of substitution is implemented to make the text more varied by substituting another linguistic item as the theory of halliday and hasan (1976). furthermore, based on the finding, there are three substitution types: nominal, verbal, and clausal. it was the same line as the study conducted by vujević (2012) dealing with a substitution that the cohesion mechanisms for all languages make a series of sentences coherent. their general purpose is to avoid that burden of repetition in the text and to make the entire text coherent. also, kazemi (2012) discussed that the iranian efl learners could identify substitution alifia junita cendraa sari, et al./ english education journal 12 (2) (2022) 264-273 269 as a kind of grammar cohesion. moreover, it was revealed that this ability could be significantly improved due to treatment, including explicit teaching and practice of introducing cohesive devices in the text. ellipsis halliday and hasan (1976) describe ellipsis when something structurally necessary is committed unsaid. it is used for cohesive discourse by omitting a word or part of a sentence. it is used implicitly; the students take time to understand a text with many ellipses. the examples of the use of ellipsis which consisted of nominal, verbal, and clausal, are as follows; a. the radio station was full of afganism (that is how afgan’s fans are called). they sat on the chairs prepared inside the radio station’s lobby. some stood in rows in the front yard of the radio station. b. wax figures of julia roberts, princess diana, and many more are displayed here, too. the example above uses some in (a) as the nominal ellipsis represented the thing that is unnecessary to mention again but already known what word for (i.e., afgans' fans). then, many more in (b) as the nominal ellipsis consisting of a numerative only. it has to supply ahead noun wax figures presupposed from the previous sentence. e.g., “now do you see him?” asked strong wind’s sister. “yes, he is” answered the girl. there were two types here, namely clausal substitution and verbal ellipses. yes, as the clausal substitution uses one word to omit the previous utterance and is unnecessary to explain again. further, the word is is a verbal ellipsis which is one word that explains something that happened without explaining again. there are 22 ellipses in the passages. they occur when something is structurally necessary and is committed unsaid. it is used for cohesive discourse by omitting a word or part of the sentence. its function has represented the thing unnecessary to mention again. clausal ellipsis was the most frequently used. it is used to explain something that happened, omit the last utterance, and is unnecessary to explain again. it is used to respond to some questions in the conversation part. in short, the analysis found that nominal ellipsis is used in narrative and descriptive text, and clausal ellipsis is used in the passages that have a conversation. the ellipsis is found in reading texts in students' textbook, such as alyousef (2020) releaved that using ellipsis in accounting discourse contributes to cohesion within the text. ellipsis is rarely used in a text; such a study (muttaqin, 2019) found that ellipsis is rarely used. further, mandarani et al. (2020) found there is no evidence for ellipsis found in investigating cohesive devices in speech from youtube. moreover, hessamy and hamedi (2013) showed that the authors' limited knowledge and the influence of their l1 hindered the use of substitution and ellipsis. the infrequent use of this cohesive device seems reasonable because it is used more often in spoken texts than academic texts. in this current study, the researcher agrees with the infrequent use of ellipsis because the author has adapted the use of ellipsis to the targeted reader. in this case, the reader is a student in tenth grade. of course, it requires a text that does not contain too many implicit messages to be easily understood. conjunction the analysis of conjunction frequently existed following the frequency of reference. it found 236 conjunctions. the conjunction is a relationship that shows how a sentence or clause must be linked to the previous or next part of the sentence. there are five types of conjunction, additive (i.e., and, or, also, in, addition, further, furthermore, moreover, likewise), adversative (i.e., but, although, yet, however, instead, despite, on the other hand, nevertheless, at any rate, as a matter of fact), temporal (i.e., then, next, after that, subsequently, finally, meanwhile, at this moment), causal (i.e., so, consequently, it follows, for, because, under the circumstances, for this reason), and continuative (i.e., now, of course, well, anyway, surely, after all). alifia junita cendraa sari, et al./ english education journal 12 (2) (2022) 264-273 270 the examples of the use of additional conjunction, which is telling the additional information as follows; a. i like some writers in english, like jk rowling, and indonesian writers too… b. furthermore, cut nyak dhien suffered from…. the first example above used and, too, and furthermore are expressed additive conjunction and signal the presence of additional information without changing the previous information on the clause or phrase. and in (a) and too referred to the additional information, in that case telling another her favorite writer. furthermore in (b) as the bridge movement of paragraph and telling more information about cut nyak dhien. following those examples, there are examples of the use of adversative conjunction, which is telling the opposite information as follows; a. i don’t like reading, but i love drawing and painting b. however, a british plane from jakarta dropped leaflets all over surabaya. but in (a) used by the function to connect two clauses and explain the opposite statement, which tells the subject’s hobby. then, however in (b) is telling the oppositeness information of the previous paragraph. then, the examples of the use of causal conjunction, which is telling the cause and effect information as follows; a. he was also very friendly, so i didn’t feel too nervous when i had a chance to take pictures with him. b. this action angered the indonesian troops and militia leaders because they felt betrayed. c. malin kundang and his mother had to live hard because his father had passed away when he was a baby. so and because are the items of causal conjunction by the function of bridging the cause of the previous clause or the following clause. the examples above, so in (a) to connect two clauses, such as the cause is friendliness and effect does not make nervous. because in (b) connects two clauses and shows the reason for angered indonesian troops and militia leaders. the two clauses in the sentence are the cause and effect. furthermore, the examples of the use of temporal conjunction are as follows; a. the first to enjoy in niagara falls is cave of the winds. b. the next to visit in niagara falls is niagara adventure theater. c. finally, people can also enjoy rainbow air helicopter tours above and around the american and canadian falls. then, first, next, and finally are the items of temporal conjunction. its function is operated to show a sequence in time. first in (a) shows the sequence in time as telling the first information, such as the story's beginning. next in (b) is the bridging of the movement to the following information. finally in (c) showed sequence in time as telling the last information on the text. the last type of conjunction is continuative, as shown in the example below: e.g., my favorite malay singer is, of course, siti nurhaliza of course is the item of continuative conjunction. its function represents what is “still” happening or on continuation. of course, such as delays and continuation, i.e., mention the favorite singer's name. there are 236 conjunctions in fourteen reading texts. the conjunction is a relationship that shows how a sentence or clause must be linked to the previous or next part of the sentence. there are five types of conjunction, additive, adversative, temporal, causal, and continuative. this research found that additive conjunctions are most frequently used than other conjunctions. there was much additional information in elaborating information in the passages to tell details or expand the text's explanation. the finding lines with the studies by lestari and sutopo (2020). hence, the additional idea or information was in those passages. the function of additive conjunction is to explain more than one thing as an additional idea or information. the words and, also, and too were commonly used in the texts. also, lee and sim (2019) investigated that additive conjunction was the most frequent while the adversative alifia junita cendraa sari, et al./ english education journal 12 (2) (2022) 264-273 271 conjunction was the least used in malaysian esl learners' essays. besides analyzing the essay, they also interviewed the learner to know how helpful the use of the conjunction is in the essay. the result shows positive feedback from the learner. it means the existence of conjunction in the text greatly affects the reader's ease of understanding the text. reiteration lexical cohesion consists of two main categories, namely reiteration and collocation. reiteration covers repetition, synonymy, superordinate, and general words. repeated items may be repetitions, synonyms, close synonyms, or higher or general words. there are four kinds of reiteration: synonymy for the similar meaning of the word, antonymy for the opposite meaning, hyponymy for general to a specific thing, and meronymy such as "wholepart" (halliday & hasan, 1976). the examples of the use of reiteration, which is consisted of synonymy, superordinate, and general word as follows; a. she told me that you sent her an email telling her that you would like to have more pen pals. b. on that bright and sunny saturday morning, the radio station was full of afganism (afgan's fans are called). there are two clauses in the example above, and it found two cohesion words. told and telling in (a) have the same meaning and objective. it was categorized as repetition. those words aimed to re-tell the previous clause's information, so they existed in a different class of words. then, bright and sunny in (b) are words that have a similar meaning. it also referred to describe the weather on that day. further, reiteration in a type of superordinate and general word as follow; e.g., a) "what is the pulling his sled with?" and then the girls would answer, b) "with a rope" or "with a wooden pole. c) "what is his bow made out of?" asked strong wind's sister. d) "out of iron," answered one. "out of wood," answered the other. the bold words reveal a specific word by its general reference and are categorized as superordinate. a rope in (b) and wooden pole are a part of (a) the sled. likewise, (c) and (d) iron and wood are part of the bow. e.g., they cut off her long black hair and made her wear rags. they also burned her face with coals so that she would be ugly. they lied to their father that she did these things to herself. there are two kinds of general words: did as the verb and these things as the noun. did referred to the previous sentences that showed some actions (i.e., cut off the hair and burned the face). there are 186 reiterations in the fourteen reading texts. the reiterations used in the text implied either repeating an item in a later part of a discourse by repeating it directly or reasserting its meaning by exploring lexical relations. thus, the existence of lexical cohesion such as repetition, synonymy, superordinate, and the general word made the text more varied and helpful. it is because the item was used naturally and understood by the students. it restates an item at the end of a discourse by direct repetition or reaffirming its meaning. reiteration used in the text implied either repeating an item in a later part of a discourse by repeating it directly or reasserting its meaning by exploring lexical relations. thus, the existence of lexical cohesion such as repetition, synonymy, superordinate, and the general word made the text more varied and helpful. the result was the same line as (lestari & sutopo, 2020) conducted the study analysis of lexical cohesion in the narrative text. the study investigated reading passages for tenth graders in terms of lexical devices, namely repetition of the same word, synonym, was very helpful because it was found that the item was used naturally and understood by the students naturally. meanwhile, malgwi (2016) mentioned that the low occurrence of synonyms, superordinate words and common words in the study data might indicate the level of sophistication of the authors. further, alotaibi (2015) argues that repetition cannot be considered monolithic and suggests that each alifia junita cendraa sari, et al./ english education journal 12 (2) (2022) 264-273 272 type of repetition needs to be examined individually. thus, the current researchers concluded that using reiteration as the lexical cohesion could be helpful if the author of the text already knows the matter of the cohesive device and be aware of who the targeted readers are. thus, the synonym, superordinate, and general word can be applied appropriately. collocation collocation is the regular combination of words to fulfill the meaning. these words must occur together, such as fast food and quick food powerful engine instead of the vital engine. further, (halliday & hasan, 1976) explained that cohesion in collocation connects the lexical items that occur together in various texts. the examples of the use of collocation are as follows: e.g., she told me that you sent her an email telling her that you would like to have more pen pals the example above shows the collocation indicated pattern noun + noun. it implied a close friend who communicates by exchanging letters. there are 36 collocations consisting of four collocation patterns: adverb + noun, noun + noun, verb + noun, and verb + adverb. they deal with the relationship between words because these often occur in the same surrounding allocation included rarely used. they were the relation of enhancement, and it refers to the probability that lexical items will co-happen and is undoubtedly not a semantic relation between words. it is accomplished through the relationship of lexical things which consistently co-happen. in short, they are words that commonly co-occur. the finding lines with the studies (sebastian, 2013; kadiri, 2016). contrary to amperawaty and warsono (2019), collocation has the highest percentage and has a role in achieving coherence. it is concerned with the relationship between words because these often occur in the same environment. it has the highest percentage and has a role in achieving coherence. conclusions in this current research, coherence in written text is formed through language expressions defined as cohesive devices. following the theory suggested by haliday and hasan (1976), all texts use all types of cohesive devices. furthermore, the researchers suggested further research to examine other textbooks. subsequently, the study also recommended analyzing the comparison between those textbooks. in addition, it is highly recommended for authors and teachers in creating reading passages for teaching materials to recognize the use of cohesive devices appropriately and adapt to the level of the students. this research shows those tenth-grade students take time to understand the passage with more ellipsis and collocation. references adiantika, h. n. 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(2017). bahasa inggris (h. i. r, e. emilia, & r. safrina (eds.); revisi 201). kementrian pendidikan dan kebudayaan republik indonesia. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f1108c92085 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access 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cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f1118d42085 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 71 eej 11 (1) (2021) 71-78 english education journal http://journal.unnes.ac.id/sju/index.php/eej error analysis of libyan students’ use of derivational morphemes emran ali mohammed alareefi 1, anggani linggar bharati 2, fahrur rozi 2 1. al-mergib university, libya 2. universitas negeri semarang, indonesia article info ________________ article history: accepted 27 september 2020 approved 07 december 2020 published 15 march 2021 ________________ keywords: errors analysis, and derivational morphemes ________________ abstract word formation occurs when we want to form new meaning, word class, and grammatical need. morpheme is defined as the smallest meaningful unit of a language. this study to purpose to explain the errors that libyan students made in using derivational morphemes, to explain why they make such errors and to find the solutions to overcome these errors. research design in this study is qualitative research. data in the form of quotes from documents, field notes, and interviews or excerpts from videotapes, audiotapes, or electronic communications are used to present the findings of the study. based on the findings and discussion, the conclusion of this research as follows: the errors made by libyan students in semarang city in using derivational morphemes is varied from one student to another student, from the omission, addition, misordering and misformation, about the prefix and suffix. the contribution made to this study is by knowing the number of errors that occur in libyans in english.  correspondence address: alkhums libya,ashreen 20 street, libya e-mail: emranalareefi@gmail.com p-issn 2087-0108 e-issn 2502-4566 emran ali mohammed, et al. / english education journal 11 (1) (2021) 71-78 72 introduction word formation occurs when we want to form new meaning, word class, and grammatical need. meaning in this sense is to form new meaning from the previous one, like the word characteristic is created by adding the suffix -istic to the base character. the meaning of the word becomes the opposite of the meaning of the base word. the word means “having some character”. word class is to changing the part of speech, example the word characteristic. the suffix -istic change the part of the speech from a noun “character” to be an adjective “characteristic”. then the grammatical is to indicate syntatic or semantic relations between different words in a sentences, like in waits. morpheme -s shows agreement with the subject of the verb (both are third person singular). in the process of word formation, there are two functions; derivational and inflectional functions. derivational function is to form a new word with the new meaning and it also can change the part of speech (word class) of root. the derived word is often of a different word class from the root. based on the statement above, derivational have any characteristic: a) in many case, but not all, derivational suffixes changes the part of speech of the word. the noun act becomes an adjective by addition of ive, and to the adjective active we could add -ate, making it verb activate. b) typically occur before inflectional suffixes, example in chillier. the derivational suffix -y comes before the inflectional -er. c) the words with which derivational suffixes combine are an arbitrary matter. to make a noun adornment from the verb adorn we must add the suffix -ment and no other suffix will do, whereas the verb fail combines only with -ure to make a noun failure. to learn a second language is not easy thing, this shown by professional linguists and scholars point of views during their long experience and hard-working in this field because the learner is going to know a lot of new words and expressions of those people language grammatical structure. the english language linguistics as general and especially morphology which the researchers are going to talk about in this study includes a lot of elements. in order to get proficient linguistic performance, you should take long time to learn. language is an essential communication tool for human life. morpheme is defined as the smallest meaningful unit of a language words are made up of morphemes. the morphemes which can meaningfully stand alone are called free morphemes while the morphemes such as –er and –s, which cannot meaningfully stand alone are called bound morphemes. bound morphemes must be attached to free morphemes. bound morphemes are also called affixes which can be classified into prefix, infix, and suffix. english only has two kinds of bound morphemes namely prefixes and suffixes. there are not infixes in english. boun morphemes are classified into two namely derivational and inflectional morphemes. this article tries to discuss derivational morphemes. these morphemes are complicated so that understanding what derivational morphemes are is important therefore, we must be able to master the language and its elements such as vocabulary, structure, and so forth. the language itself consists of two aspects namely form and meaning. in relation to meaning, the smallest meaningful unit in language is morpheme also this problem associated with the effort of the learner and his\her existing around those who have full english experience. (muctar, 2007). added to that, there are there many big problems; a foreign language learner shall face in study this major aspect of language linguistics in his/her country as a second language. for instance the following types of problems: derivational morphemes, some exceptional in english morphemes. forming new words refers to the ways in which new words are created and become part of the language. forming new words from the existing words by adding affixes. affixes is a common way of creating new words in any language especially in english. english has added the attentive suffix -er to the prepositions up and emran ali mohammed, et al. / english education journal 11 (1) (2021) 71-78 73 down to create the nouns upper and downer to refer to phenomena that lift or dampen spirit. commonly -er is added to a verb (v) to create a word with the sense “one who v's”: singer “one who sings”; writer “one who writes” and so on (robert, 2014). the differences between derivational and inflectional morphology are somewhat ambiguous to explain in some languages. as mentioned above, bound morphemes consist of inflectional and derivational morphemes. inflectional morphemes are those which do not create new meaning. these morphemes never change the syntactic category of the words or morphemes to which they are attached. they only refine and give extra grammatical information about the already existing meaning of words which they are attached to (akande 2001). with morphology the students can learn about grammar and structure of english. to understand how the shape changes in a word, the writer may understand the process of changing the word. the term morphology is greek and made of morpmeaning ‘shape, form’, and –ology which means ‘the study of something’. affix morphemes can be divided into two major functional categories, namely derivational morphemes and inflectional morphemes (crowley, 2005). morphology is the study of word formation, including the ways new words was coined in the languages of the world, and the way forms of words are varied depending on how they are used in sentences (lieber, 2009). in the process of word formation, there are some interesting words in english which lead the researcher to conduct this researcher. for example, the rule of suffixes -er which means a person who does whatever the verb means. some words need to be multiplied in their last letter and added with -er when there is only three letters within the word (one vocal letter between two consonants), such as „sit‟ becomes „sitter‟ or „cut‟ becomes „cutter‟. in another condition, if there is a word which is ended in vocal /-e/, it only needs suffixes -r, such as „love‟ becomes „lover‟ or „lie‟ becomes „lier‟ (john, 2008). wulandari’s (2014) research entitled a morphologycal analysis of derivational suffixes in short stories.enjoyment is the word that formed from the base morpheme “enjoy” and the bound morpheme suffix “-ment“.the results of this study were from 205 data, the researcher found four forms of derivational suffixes, the first was noun 47 data that consists –ance 4 data or 1.95%, -ence 1 datum or 0.48%, -ation 5 data or 2.43%, -ment 7 data or 3.41%, –ion 10 data or 4.87%, -ness 15 data or 7.31%, and –ity 1 datum or 0.48%. second is verb 1 datum that consists ize 1 datum or 0.48%. third is adjective 38 data that consists –able 5 data or 2.43%, -ful 9 data or 4.39%, -less 12 data or 5.85%, -al 4 data or 1.95%, and –ous 6 data or 2.92%). fourth is adverb 119 that consist –ly 119 data or 58.04%. this study was entitled “an error analysis in changing verbs to nouns” and it conducted by fitria (2008). in this study, she tried to find out the errors in changing verbs into nouns made by forty-two students of the eleventh year students of smu 1 gebog kudus in the academic year of 2007/2008. the result showed that there were 115 errors in using suffix -ance, 108 errors in using suffix or, 107 errors in using suffix -ence, 101 errors in using suffix -ment and suffix -ant, 76 errors in using suffix -er, 59 errors in using suffix -ure and suffix -ry, 58 errors in suffix -age, 55 errors in using suffix -ion and suffix -ent, 52 errors in using suffix -ist, and 39 errors in using suffix –al. fajrina (2014) conducted his research about a morphological analysis of derivational suffix in obama speech. the results showed two points. firstly, there were 164 data .from the data, there were 57 (34.72%) data of verb into noun, consists of suffix -ation (9 data), -ion (20 data), -er (4 data), -or (2 data), -ee (1 datum), -ing (5 data), -ment (14 data), -al (2 data). and then 23 (14.01%) data of adjective into noun, consists of suffix -ness (15 data), -ity (8 data). then, 6 (3.64%) data from noun into verb, consists of suffix -ize (4 data), and -en (2 data). while, 37 (22.51%) data from noun into adjective, consists of suffix -al (13 data), -ful (11), -ous (3 data), -less (4 data), -ly (2 data), -ive (2 data), -ish (1 datum) and -ic (1 datum). and then 3 (1.82%) data from emran ali mohammed, et al. / english education journal 11 (1) (2021) 71-78 74 verb into adjective, contains of suffix -ive (1 datum), and -able (2 data). and the last is suffix ly (38 or 23.17%) data from adjective into adverb. secondly, suffixes -ation, -ion mean result of processes. suffix -ing, -ment mean processes or result. thirdly, suffix -ness, -ity mean expressing state or condition. suffix -ee means person who do something indicated by verb. suffix -er and or mean person or thing that do something. suffix -al means pertaining to x indicated by the noun. suffix -ize means put in the place or state indicated by the noun, and suffix -en means make more x. suffix -ful means being characterized by x; suffix -less means without x; suffix ous means having the quality of; suffix ive means having the tendency to x; suffix -ish means having the nature or character of x; and suffix -able means capable of being x. the last, suffix -ly means in the manner of. setyani (2016) made a study that was concerned with the error analysis of derivational morpheme. it aimed to find out what kinds of errors and the most frequent error in which the students made in forming derivational word. it was a descriptive qualitative research. the result showed that out of the total errors (146), the majority of errors were deriving noun from noun and adjective from verb with 30 errors. this is relevant to the questionnaire result which showed the highest percentage (60% or 15 students) found most of students found difficulty in deriving noun from noun. the collected errors were analyzed based on the surface structure taxonomy that specifies four types of errors namely omission, addition, misformation and misordering. there were 146 errors which consisted of 98 (67.1%) misformation, 34 (23.3%) omission, and 14 (9.6%) addition. from the result, it can be concluded that errors were found in all categories of derivational morpheme and it was crystal clear that the most frequent errors were misformation. therefore, the writer suggests that the students should learn and practice more in deriving morphemes. research conducted by wati and bharati (2014) the findings showed that the three teacher candidates had implemented scientific approach in their teaching speaking although there still a lot of imperfectness and it can be concluded that between 1st, 2nd, and 3rdteacher candidates, the 3rdwas the best to implement the scientific approach. the three teacher candidates also found problems in their teaching such as many students were hardly to speak english directly because of the vocabulary and lack of practice. however, both teacher candidates were able to solve the problem by peer error correction. rozi (2015) showed that the quality and quantity of learners’ speaking skills in english improved when they practised english in a conversation lounge. participation in the conversation lounge enhances learners’ speaking skills and enriches their vocabulary, improves their pronunciation, strengthens grammar, and has a positive impact on their fluency. methods research design in this study is qualitative research. the participants were ten libyan students studying in three universities in semarang, central java, indonesia; namely (semarang state university, diponegoro university and sultan agung islamic university). the ten participants were from different majors of master and doctoral degrees. they can use english language in their study so they have a basic knowledge(azwar, 2007). in this study, the researcher used a descriptive qualitative method. in that the researcher was interested to analyze ten previous texts which were written by libyan students from their assignments in order to explain three main points. firstly, the errors are made by libyan students in using derivational morphemes. secondly, the reasons are behind these errors. thirdly, the solutions that help them to overcome these errors from grammar point of view. it could be in the form of written forms. these forms are ten previous english texts will be taken from previous papers which were done during their assignments results and discussion emran ali mohammed, et al. / english education journal 11 (1) (2021) 71-78 75 based on the research result in this study, it is known that the errors made by libyan students in semarang city in using derivational morphemes variated, from the omission, addition, misordering and misformation, about the prefix and suffix. the error made by libyan students such as misformation in noun derivation “noun to noun”, omission in adverb derivation “adjective to adverb”, omission in noun derivation “ verb to noun”, addition in adjective derivation “noun to adjective ”, misformation in adjective derivation “noun to adjective”, misordering in noun derivation “noun to noun”, misformation in adjective derivation “adjective to adjective”, omission in adverb derivation “adjective to adverb”, omission in verb derivation “verb to verb”, omission in adverb derivation “adjective to adverb”, misformation in noun derivation “noun to noun”, omission in noun derivation “verb to noun“. the errors made in text 1 are 12 with 2 errors in the prefix and 10 errors in the suffix. the errors made in text 2 are 14 with 2 errors in the prefix and 12 errors in the suffix. the errors made in text 3 are 13 with 3 errors in the prefix and 10 errors in the suffix. the errors made in text 4 are 8 with 2 errors in the prefix and 6 errors in the suffix. the errors made in text 5 are 15 with 2 errors in the prefix and 13 errors in the suffix. the errors made in text 6 are 10 with 1 errors in the prefix and 9 errors in the suffix. the errors made in text 7 are 2 with 0 errors in the prefix and 3 errors in the suffix. the errors made in text 8 are 3 with 0 errors in the prefix and 3 errors in the suffix. the errors made in text 9 are 3 with 1 errors in the prefix and 2 errors in the suffix. the errors made in text 10 are 6 with 2 errors in the prefix and 4 errors in the suffix. from the result it also can be concluded that the majority errors is suffix rather than prefix. the most errors is the omission in adverb derivation “adjective to adverb” and omission in noun derivation, adverb to noun. according to haspelmath (2002, pp. 1-2) morphology is the study of internal structure of words, needs some qualification, because words have internal structure in two very different senses. the word of language can be divided into two broad categories, closed and open, of which only the latter are relevant to morphology. the closed categories are the function words, pronouns, conjunctions, determiners, and a few others. newly coined or borrowed words cannot be added to these categories, which is why we say that they are closed. the categories of words that are open are the major lexical categories: nouns, verbs, adjectives, and adverbs. it is to these categories that new words may be added. because the major problem of morphology is how people make up and understand words that they have never encountered before, morphology is concerned only with major lexical categories. the lecturers have to learn more to handle the students‟ errors and how to guide them to avoid the same errors. the students should learn harder. their perception n of derivational affixes should be changed. it is a way to create a good atmosphere when learning about derivation, especially derivational affixes (parsih, 2019) derivational morphemes are bound morphemes or affixes which derive or create new words by either changing the meaning or the part of speech or both. english derivational morphemes can be classified into two namely derivational prefixes and derivational suffixes. most of the english prefixes do not change part of speech although they are derivational. the derived words undergo the change of meaning. on the contrary, most of derivational suffixes change part of speech (o’grady, 2006). errors are departure from the linguistic structure of the language in the massage intended to be conveyed (sukmawati, 1995, p 23). errors are the problems that made by libyan students when they say or write the structures of english grammar (amalina, 2018). the reasons why do libyan students make such errors because english is not their mother tongue so the libyan students have some difficulties to speak and write derivational morphemes in english, also they are lack of practices, and the rules in english different with arabic, lack of knowledge about derivational morphemes. besides that, the majority that often happens to libyans is in the mistakes that occur emran ali mohammed, et al. / english education journal 11 (1) (2021) 71-78 76 due to the first overgeneralization which causes miss spelling or misconduct mistakes that have been made but have not been corrected. both of these false conceptual hypothesized things happen because of misunderstanding of speech because they are not familiar with english vocabulary. the three ignorance of rule restrictions are errors which they know are wrong but which make them unwilling to be corrected. finally, the fourth is the incomplete application of rules that occurs due to lack of understanding of english vocabulary or pronunciation. this study also in line or supported with previous study done by agustiani (2019) it is suggested that the students should learn more about morphology especially in forming plural and learn how to construct words into phrase or clause to be a good text. it is also suggested that the lecturer should give more extra attention to those who still have difficulties in dealing with morphosyntax, and she also should give them the feedback. the difference of this study with the previous study is the samples of using libyans students as respondents because researchers are libyans so that the sample will be obtained more easily. the similarity in this study with the previous study is to use the descriptive analysis to reveals the error of derivational morphemes. the novelty of this study is focused on explaining the errors made by libyan students and explaining the reasons that are behind these errors and also explaining the solutions that help them to overcome these errors from grammar point of view and more deep understanding to the researcher sheds light on derivational morpheme. conclusion based on the analysis result and discussion, the conclusion of this research as follows: the majority errors is suffix rather than prefix. the most errors is the omission in adverb derivation “adjective to adverb” and omission in noun derivation, adverb to noun. the reason of libyan student to make such error because has lack understanding about morphological rules so this make him confused all the time and make errors with derivational morphemes. this research contributes for the teaching english such as the lecturers have to learn more to handle the students’ errors and how to guide them to avoid 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(2002). interlanguage syntax of arabic-speaking learners of english: the noun phrase. eric. 130 eej 11 (1) (2021) 130-138 english education journal http://journal.unnes.ac.id/sju/index.php/eej evaluating the validity, reliability and authenticity of english achievement test for the twelfth grade students of sman 4 tebo, jambi muncar winarti, abdurrachman faridi, fahrur rozi universitas negeri semarang, indonesia article info ________________ article history: accepted 27 october 2020 approved 19 january 2021 published 15 march 2021 ________________ keywords: english achievement test, validity, reliability, authenticity ____________________ abstract ___________________________________________________________________ this study aims to investigate the implementation of the english achievement test for the twelfth-grade students at sman 4 tebo, jambi in the academic year 2019/2020. this study was a contenr analyis. the objects of this study were english achievement test items. it consisted of 40 multiple-choice questions and 5 essay questions. the data collection method was a document analysis checklist. in this study, the researcher analyzed the data from english achievement test for validity aspects such as content validity and construct validity, the degree of reliability, and the implementation of language authenticity criteria. the findings of this study revealed that; (1) the content validity shows 76% valid, and the construct validity shows 60% valid; (2) the reliability shows coefficient 0.281 for multiple-choice items and 0,554 for essay items, and it is reliable; (3) the results of analyzing the authenticity shows that the listening items, reading test and essay writing are authentic. however, each part has some weaknesses. especially in the reading test, most of the passages use in reading tests failed to represent the world context even though the topics of the passages are rational and based on the real context. nevertheless, the english teacher who constructed the english achievement test did not mention the sources from which the passages were taken. next, the samples of the format letter, announcement, and pamphlet look unnatural view from the format and design. moreover, the english achievement test for twelfth-grade students of sman 4 tebo, jambi has fulfilled the characteristics of validity, reliability, and authenticity as a good test or standardized test. correspondence address: kampuspascasarjanaunnes, semarang. jl. keludutara iii semarang 50237, indonesia e-mail: muncarwinarti10@gmail.com p-issn 2087-0108 e-issn 2502-4566 mailto:muncarwinarti10@gmail.com muncar winarti, et al./ english education journal 11 (1) (2021) 130-138 131 introduction english is one of the foreign languages as the main subject at secondary level to university level in indonesia. due to the importance of english, the indonesian government is strongly committed to the success of english language teaching and learning. the success of the english learning process can be seen in its assessment aspect. cowie and bell (1999) stated that an assessment has a critical effect on the education process. the functions of assessment are to inform and to improve the learning process. the process starts with planning, teaching, and learning process in the classroom, evaluation, and the last one is assessment. according to brown (2003, p. 4), assessment is a going process that covers a much wider area. to assess the learning process, a teacher should consider several aspects in deciding the final student scores. arikunto (2005) mentioned that the test is a procedure or appliance used to know or measure something with particular steps. in carrying out a test, a teacher should follow a structured process such as planning the test, usually in the form of a specification table or test specification, constructing test items appropriately, trying to ensure the reliability of the test items, administering the test, objectively scoring the test, and assessing the consistency of the test. testing is one of the essential aspects of the teaching and learning process. usually, it should have done to assess students understanding of the materials. by using a test, we can assess students' abilities. in the learning process, a test is a tool of evaluation that has an important role to measure the teaching-learning process at schools. in this case, there are some functions of a test. for example, it is measuring the student's ability and measuring the efficacy of the teaching-learning process. the types of test that usually used at the end of the semester for twelfth-grade high school students is an achievement test. an achievement test is a test that aims to get data about students’ knowledge or capability in one subject, aisyah, (2015). it can identify the students’ strengths and weaknesses in one subject. brown, (2003) stated that achievement test is the most frequent purpose for which a classroom teacher will use a test is to measure learners’ ability within a classroom lesson, unit, or even total of the content curriculum. an achievement test is a summative test because it should have administered at the end of a lesson, unit, or term of the study. english achievement tests should fulfill the principles of a good test. a test should be valid, reliable, and authentic. a valid test means an instrument to measure what is aimed to measure, fuwana (2019). the test should measure what the teacher wants to be measured. for example, if the teacher wants to measure speaking ability, the teacher should give the test in the form of an oral test, not giving the text to read or audio to listen to. usually, there are two kinds of validity that construct a good test. they are content validity and construct validity. from the two kinds of validity, content validity plays an important role in interpreting the test as a tool of evaluation, so that the teacher can assess the students' ability effectively. construct validity refers to the degree of the test that should have to be measured. while reliability refers to the consistency of score, sugianto (2016). it means if the teacher gives the test repeatedly, the result should be approximately the same. according to the regulation of the minister of education and culture no. 81, the year 2013 about the implementation of the 2013 curriculum, an authentic assessment is an assessment that significantly focuses on measuring student’s learning process dealing with their behavior, knowledge, and skill. previous studies that focused on validity and reliability have been conducted by mistar, j. (2011), umam (2011), sugianto (2011), akib and ghafar (2015), ali and sultana, (2016), putri (2017), jayanti, husna, and hidayat (2019), and furwana, (2019). moreover, bentri, hidayati, and rahmi (2016) conducted a study that only focused on applying the authenticity assessment to english class. meanwhile, some studies focused on the realization of authenticity have been analyzed by fitriani (2017), hidayati (2016), moria, refnaldi, and zaim (2017), rizavega (2018), rukmini and saputri (2017), muthohharo, bharati, and rozi (2020). lastly, widyaningrum (2016) focused her study on the content validity and authenticity of the 2012 english test in the senior high school national examination. muncar winarti, et al./ english education journal 11 (1) (2021) 130-138 132 from the previous studies above, the researcher intends to analyze the realization of validity, reliability, and authenticity of english achievement test for twelfth-grade students in senior high school level in the academic year 2019/2020. the main purposes of this study are, firstly, to investigate the implementation of validity tests in terms of content validity and construct validity in english achievement test or ujian satuan pendidikan (usp) 2020. secondly, this study investigates the reliability test of the english achievement test (usp) 2020. thirdly, this study attempts to describe the authenticity of the english achievement test (usp) 2020. the writer focuses only on the achievement test for twelfth grade. the research focuses on the validity, reliability, and authenticity, practicality, and the washback of the 40 multiple-choice questions and 5 essay questions of the english achievement test in sman 4 tebo, jambi. this research is hopefully supporting the concept of english achievement test. it is also can be beneficial for english teachers as additional knowledge in developing their technique of making a good english achievement test. it also may improve their ability for assessing students’ in the english achievement test realization, especially for senior high school english teachers. methods this study used descriptive methods in a qualitative approach. according to fraenkel and wallen (2012), a descriptive method is a method used to explain, analyze, and classify something through. it is descriptive because the objectives of this study are to find information as many as possible. the researcher had to survey, collect, and explore data from a different source, a book, and other types of documents. this research aimed to explain the implementation and realization of validity, reliability, and authenticity in the english achievement test. to achieve these research objectives, the content analysis method used to find out the realization of content validity, construct validity, reliability, and authenticity in english achievement test items. the objects of this research were the validity, reliability, and authenticity of paper booklet test items of english achievement test at sman 4 tebo in the academic year 2019/2020. the english achievement test items proposed by the school. there are 40 multiple-choice questions and 5 essay questions. the standard of the tests was from teacher’s association or musyawarah guru mata pelajaran (mgmp) in tebo regency and minister education policy. after the researcher gathered all the data, the researcher analyzed the data that was taken from the documentation analysis to find out the realization of validity such as content validity was analyzed by comparing the materials in the syllabus to the items of the test, and construct validity was analyzed by comparing the indicators in the syllabus to the items of the test. while the reliability was analyzed by using the kuderrichardson formula (kr20). then, authenticity was analyzed by comparing the syllabus, english achievement test items, and authenticity criteria. results and discussions the first research question elaborated the validity result of english achievement test for the twelfth-grade students so sman 4 tebo, jambi in academic year 2019/2020. the results of data analysis can be seen on the following table 1.: table 1. distribution of item validity of english achievement test 2020 no criteria number percentage 1. valid items 34 76 2. invalid items 11 24 table. 1 it can be seen that there are 34 items or 76 % that fulfil the requirements of validity. those are 29 multiple-choice items number 1, 2, 6, 7, 9, 11, 12, 14, 15, 17, 19, 20, 21, 24, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, and 40. for the essay items number 41, 42, 43, 44, and 45 fulfil requirements of the validity. as a result, the whole test is categorized as a valid test if the value of the test percentage is started from 60% and more than it. so, since the percentage is 76%, it could be categorizing that the english achievement test is valid in the level of high validity. furthermore, there are 11 invalid items. those are items number 3, 4, 5, 8, 10, 13, 16, 18, muncar winarti, et al./ english education journal 11 (1) (2021) 130-138 133 22, 23, and 25. those items do not fulfil the requirements of validity. the content validity analysis of english achievement test was done by comparing the material in the standard examination or lattice with the english test item. from the analysis, it found, there are 58% of materials are representing the english standard examination. based on the result, it means the english achievement test (usp) in the academic year 2019/2020 is valid in terms of content validity. according to brown (2003, p. 22) a test actually samples of the subject matter about which conclusions are to be drawn, and if it requires the test-taker to perform the behavior that is being measured, it can claim content-related evidence of validity, often popularly referred to as content validity. this research is supported to research that was conducted by putri (2017), she had already proved that from 50 questions of the test only 10 items are invalid. then, supported by jayanti, husna, and hidayat (2019), they found that most of the test items of english national final examination for junior high school 2017/2018 matched with competence standard and the english syllabus and graduation standard. additionally, sugianto (2017), he analyzed the validity based on test items, and the validity of the whole test was determined based on the percentage of all valid items. construct validity items of english achievement test 2020 according to brown (2003, p. 25) any theory, hypothesis, or model that attempts to explain observed phenomena in our universe of perceptions is called construct validity. from the result analysis of construct validity of the english achievement test for sman 4 tebo, jambi achievement test in 2020 was done by comparing the indicator in the lattice to the content of each item of the test that made by english teacher and then calculating the percentage of the learning indicator in the content of each item included in the test. the result shows the english achievement test (usp) 2020 contains 60% valid items and 40% invalid items. there is little significant difference. it found that not all items represent the indicators in the lattice. furthermore, the english achievement test (usp) 2020 is valid in terms of construct validity. additionally, from the analysis, it found that materials included in the test are grade x is 47%, grade xi is 40%, and grade xii is 13%. as a result, the materials were mostly taken from grade x is 21 items, grade xi is 18 items, and grade xii are 6 items. there are functional texts and transactional texts related to the 2013 curriculum. for listening skill consist of transactional text such as; asking and giving information, complementing and thanking, expressing regret, expressing congratulate, expressing an opinion, expressing inviting a person, expressing a feeling, expressing encouragement, the dialogue of expressing gratitude, the monologue of procedure text, the monologue of narrative text, the monologue of report text, and monologue of descriptive text. then for reading skill contains functional text, such as; recount text, announcement, procedure text, a letter, explanation text, analytical text, and descriptive text. the last, for writing skill contains transactional dialogue of giving an opinion, functional text of procedure text, recount text, descriptive text, and song. reliability analysis of english achievement test reliability is one of the important parts of the assessment. reliability refers to the consistency of scores if the test is given to the students on two occasions or more. the reliability level is important to be analyzed. the reliability of the test was measured by using kidder richardson’s formula (kr 21) for multiple-choice items and alpha cronbach for essay items. the reason chose different formula is because both of the two english school examinations are consisting of multiple-choice and essay. kr 21 used to analyze multiple choice questions (mcqs). mcqs is a kind of dichotomy scoring. however, alpha cronbach used to analyze the essay items. in coincidence with the finding, the result of reliability analysis is in a reliable test as an english achievement test. from the results of microsoft excel computation, it found that the coefficient of reliability test items of the english achievement test (usp) is 0,281 for multiple choice. then, for essay items is 0,554, it interpreted that the english achievement test (usp) 2020 is muncar winarti, et al./ english education journal 11 (1) (2021) 130-138 134 reliable in the level of low reliability for multiplechoice items and fair reliability for essay items. the next researcher studied on the field of reliability of the test reported by muslaini (2016), she revealed that the reliability aspect of the whole test was highly reliable according to the k-20 formula. these findings showed that the quality was not good enough as a prediction test and needed to be reformulated to gain a qualified english prediction test. the other findings of the current research complied with previous findings reported by sugianto (2017). this study aims to analyze statistically the validity and reliability of the english summative test for the second semester of the tenth graders. the result of the summative test was also reliable. the coefficient of reliability was 0,89. therefore, reliability was at the level of excellent reliability. furthermore, it could be inferred that the findings of the previous studies may differ from this research finding. validity and reliability are the two kinds of characteristics of a good test that are concerned in the english achievement test as a standardized test at the secondary level, especially for twelfth-grade students. authenticity analysis of english achievement test authenticity is an essential part of assessing students’ abilities, knowledge, or skill. brown (2004) states that the authenticity of the test is presenting in the following ways; the language in the test is as natural as possible, items are contextualized rather than isolated, topics are meaningful (relevant, interesting for the students, the sonic thematic organization to items is provided, such as through a storyline or episode and tasks represent, or closely approximate, realworld tasks. to analyze authenticity, it will be used as the five criteria of authenticity from brown, (2004). then, the object which was the focus of this research was divided into authenticity listening test items, the authenticity of the test tasks, and the authenticity of the test texts. the english achievement test was composed of three main sections namely, listening, reading, and writing. in addition, the researcher attempted to analyze the criteria of authenticity in order to obtain the findings of this study, including relevant topics, thematic organization, natural language, contextualized items, and real-world representativeness. first, authenticity for listening test items has not a significant problem related to the naturalness of language used in the listening, contextualization of the test items, thematic organization, relevance of the test topics to the learner, and real-world representativeness. the language used in the listening test is similar to the real-world conversations and there is also some word reduction that makes the conversation natural. for the listening test question number 4, the man reduces the word is and not into isn’t and the word do not into don’t. next, the listening test question english achievement test (usp) number 2, for instance, the man and woman reduce the word we will, and we would into we’ll and we’d. although, there is not hesitations and white noise found in the listening conversations. there are two of three features that can be used to express the natural language use in the listening section; they are hesitations and white noise, brown (2004). furthermore, all listening test items of the english achievement test (usp) are considered as contextualized items because the test developed from two learning topics integrated, namely transactional and interpersonal expressions and monologue texts. moreover, there are fifteen listening questions in the listening test item that are relevant for the students’ senior high school. the learning topics used in the conversation are about asking and giving information, complementing and thanking, expressing regret, expressing congratulate, and expressing an opinion. there are 30 questions of the listening test item. 15 questions in the english achievement test (usp). however, there are some questions that are missing in the listening items. and the topics material of questions and standard competence are not matched, the topics material such as expressing a feeling, expressing gratitude, and expressing encouragement. as a result, all topics dialogue in the listening test is applicable in daily-life situations. on another side, the example of description about angkor wat, and king tutankhamun from the spoken monologue text is the kind of functional text. the texts are not natural because they were muncar winarti, et al./ english education journal 11 (1) (2021) 130-138 135 not relevant to daily life. angkor wat is not from indonesia's historical building. angkor wat is a historical building from cambodia. then, king tutankhamun is a king from the egyptian dynasty. these texts are not familiar to the students. therefore, it will make students not easy to understand the question. because the texts are not appropriate with students’ daily life knowledge. second, authenticity analysis on instruction/ task of english achievement test (usp). the data shows that there are 45 test items and 10 passages employed in it. most of the test task problems are to fulfill the naturalness of language used in the test instructions. moreover, the language test was not intended to test some grammatical or lexical items, the test-designers should avoid a linguistic mistake in order to make the test a highly authentic reading test. the visible characteristic of an authentic test was the true language, richard (2001). it means that the test should not contain linguistic mistakes, lexical morpheme, word orders and grammar (syntactic matter), diction, and meaning (semantic matters) in the test task, in order to avoid misunderstanding among students in understanding the instructions. authenticity is not only about the quality of the text at all, but authenticity is achieved when students understand the purposes of the teacher. in addition, it will be convenient for students to answer the questions. moreover, it can be concluded that the english achievement test from the academic year 2019/2021 is contextualized. the test task was designed from certain learning topics namely transactional text, functional text, and essays. for the thematic item organization, it finds that there 36 test tasks in the english achievement test (usp) constructed thematically while there are 9 items in the english achievement test (usp) constructed independently. third, authenticity analysis of the test texts of the english achievement test (usp). the authenticity of the test texts means the naturalness of language used in the test passages and the realworld representativeness as well as the relevance of the test topics to the students. the result of the analysis shows that there is 55% english achievement test (usp) of the text which met the indicator of naturalness of the language used in the test text. then, the indicator of test passages is not applicable as the authentic test texts. it is caused by the existence of linguistic facets like a typographical mistake, (inconsistent use of the bold word, capital letter, font style, and missed spacing). an example of a typographical mistake such as; the teacher tried to rewrite the number using a pen. this mistake will disturb concentration when students read the instruction. next, other problems are inconsistent to use the bold word, capital letter, font style, and missed spacing. most of the english achievement test items in (usp) are very often of missed spacing, inconsistency to use font style, and found error format of a good paragraph. furthermore, the topics material of the english achievement test found some topics that do not match the authenticity and english syllabus. these are 2 test text topics in english achievement test 2020 are not relevant to senior high school students. the topic is not relevant to senior high school students because the passage used specific terms related to pizza pamphlets, a photocopy machine, and song lyrics. the result shows that three of the passages used in the reading test failed to represent the world context even though the topics of the passages are rational and based on the real context. on another side, the english teacher constructs the english achievement test did not mention the sources where the passages are taken from. then, the samples of the format letter, announcement, and pamphlet look un-natural viewed from the format and design. based on the indonesian ministry of education and culture published in the 2013 curriculum, teachers should implement authentic assessment as the method of assessing students’ competencies. the results of the study revealed that the english teachers of the school should have implemented an authentic assessment to measure students’ english productive skills. in doing so, the teachers asked the students to described picture cues and retell the study as the performance assessment, to write a text for the portfolio assessment, and to produce a comic for the project assessment. however, the implementation has not been conducted properly yet. fitriani (2017) stated that teacher’s difficulties included excessive marking loads, managing valid assessments, muncar winarti, et al./ english education journal 11 (1) (2021) 130-138 136 monitoring academic dishonesty, and maintaining quality and consistency of marking. in other words, the english teacher still experienced some constraints during instructional activities so that the assessment process did not run effectively. findings of the present research are in line with rukmini and saputri’s study (2017) arguing that the english teachers of the school should have implemented the authentic assessment to measure students' english productive skills. in doing so, the teachers asked the students to describe picture cues and retell the story as the performance assessments, to write a text for the portfolio assessment, and to produce a comic for the project assessment. whereas, the implementation has not been conducted properly yet. other research reported by zaim and moria (2017), they concluded that authentic assessment is the process of gathering information by teachers about students' progress and achievement. it is done by using several activities that are relevant and closely related to daily life. the use of authentic assessment cannot be separated from teachers' needs on it. they found that (1) there are several types of authentic assessment needed by the teachers; writing sample, process writing, portfolio, performance assessment, journal, and project/exhibition; (2) the topics needed were factual and familiar topics for students such as family, famous people, things around them; and (3) teachers need simple analytical scoring rubrics. clearly, the teachers need several types of authentic assessments that are appropriate to assess students' writing skill. conclusion this research aimed to investigate the realization of english achievement test (usp) in academic year 2010/2020 in form of validity, reliability and authenticity. there are two important part of the validity to build a standardized test; the content validity and construct validity. the result from the analysis shown that the content validity and construct validity of the english achievement test is valid in the level of high validity for the content validity, and the english achievement test is valid in construct validity. with the percentage are the content validity is 76%, the construct validity is 60%. furthermore, for reliability analysis, it is also being in a reliable test as the english achievement test. from the microsoft excel computation, it was found that the coefficient of reliability of the test items english achievement test (usp) 2020 is 0,281. then, for the multiplechoice and essay is 0,554, it is interpreted that the english achievement test (usp) 2020 is reliable in the level of low reliability for multiple-choice items and fair reliability for the essay items. lastly, the result of authenticity has been analyzed from the relevant topics, thematic organization, natural language, contextualized items, and real-world representativeness. the results of analyzing the authenticity show that the listening items, reading tests, and essay writing are 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(2017). the evaluation of authentic assessment implementation of curriculum 2013 in elementary school. jurnal penelitian dan evaluasi pendidikan, 21(1), 104-115. widyaningrum, f. a. d., & prabandari, c. s. (2016). content validity and authenticity of the 2012 english test in the senior high school national examination. llt journal: a journal on language and language teaching, 16(1), 23-29. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f152c7f20fd • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 414 eej 10 (3) (2020) 414-425 english education journal http://journal.unnes.ac.id/sju/index.php/eej the use of formulaic expressions in the reading texts of senior high school textbooks grade xi yudha pambudi wibowo1, dwi rukmini2 doi : https://doi 10.15294/eej.v10i4.38742 1. smp n 2 karanganyar, kabupaten pekalongan, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: accepted 20 february 2020 approved 5 may 2020 published 23 december 2020 ________________ keywords: formulaic expre ssions, reading texts, english textbooks ________________ abstract the present study investigated formulaic expressions in senior high school textbooks grade xi that are written by non-native speakers. the objectives of this study are (1) to describe the types of formulaic expressions in the reading texts of grade xi of senior high school textbooks (2) to analyze reading texts of grade xi of senior high school textbooks in order to explain the functions of formulaic expressions, (3) to evaluate reading texts of grade xi of senior high school textbooks in order to explain the appropriateness of formulaic expressions. the data were taken from reading texts in the english textbooks. the units of analysis were major and minor clauses that contain formulaic expressions. the main category of formulaic expressions was based on biber, johansson, leech, conrad, and finegan’s (1999) structural category of formulaic expressions. an observation sheet was used as a research instrument. this study showed that (1) not all of lexical bundles variants were fully applied in the reading texts. there were not many examples of idiomatic phrases in the reading texts, (2) formulaic expressions in the reading texts presented various functions, (3) few lexical bundles and free combinations of verb + particles were not appropriately used in the reading texts. the present study revealed that few of formulaic expressions in the reading texts are unnatural. therefore, the reading texts need improvement. this study offers suggestions especially to the textbook authors regarding the naturalness of formulaic expressions. this study reminds efl teachers to be more aware of the use of formulaic expressions.  correspondence address: legokkalong, karanganyar, kabupaten pekalongan, indonesia e-mail: yudhawibowo65@gmail.com p-issn 2087-0108 e-issn 2502-4566 yudha pambudi wibowo, et al./ english education journal 10 (4) (2020) 414-425 2 introduction english is a global language. the importance of mastering english as an international language causes english to be compulsory subject in indonesia. as gungor and uysal (2016) state that english has been used as major language in education and international publication. english is taught as compulsory subject in school in indonesia. it has become a primary subject in schools for a long time. faridi and bahri (2016) explain students will learn to master four language skills: listening, speaking, reading, and writing in english education in all grades. students should be able to master all of four skills. teaching english in indonesia applies 2013 curriculum. according to rukmini and sugiati (2017) the main goal of 2013 curriculum is to develop students’ communicative competence. it relates to celce-murcia’s (2007) communicative competence. one of them is formulaic competence. formulaic competence is one inevitable competence to be acquired by learners. the naturalness and native likeness use of english are very important. celce-murcia (2007) states that fluent speakers will use formulaic expressions very often. therefore, introducing formulaic expressions to efl is an obligatory. formulaic expressions must be applied explicitly and implicitly in language instructions. because, there is a connection between formulaic language used and language fluency. as wood (2010) states that there is a connection between formulaic sequences and fluency. so, the formulaic language has a crucial role in forming learner’s fluency. furthermore, sirkel (2017) states that formulaic competence can increase students’ learning motivation, increase students’ competence and a basic of language ability. it means learning formulaic expressions contribute efl learner’s competence. the 2013 curriculum has three aspects namely knowledge, attitude, and skill. however, knowledge aspect still dominates learning assessment. there is inconsistency in applying curriculum as stated by intansari (2010) in astuti and lammer (2017) that the curriculum demands teaching of listening, speaking, reading, and writing and linguistic component, but its assessment mainly still be reading based. related with knowledge aspect, reading comprehension is a determination of learning success. as a matter of fact, reading comprehension is usually tested to students in the final examination. munir and hartono (2016) state that reading plays crucial role in recent english learning. dealing with reading comprehension, there are some other competences needed. gilakjani and sabouri (2016) state that there are some competences needed in reading comprehension such as lexical knowledge, fluency, word recognition, and background knowledge of the text. this in line with orlik (2017) states that reading and listening extensively can be used to increase learner’s acquisition in formulaic expressions. fluency is definitely needed in reading comprehension. second language learners face difficult experience in mastering foreign language especially dealing with formulaic language (chen, huang, huang, chang, & liou, 2014). those problems arise in efl instruction as well. textbooks as sources of knowledge should provide appropriate formulaic expressions. ghufron and saleh (2017) point out that textbook is the core of language instruction and one of the determining factors toward language teaching quality. a good book should contain various formulaic expressions. the textbooks were written by non-native speakers of english. therefore, the use of formulaic expressions in the textbooks is crucial to be investigated. the use of formulaic expressions in textbooks has been an important issue in efl instruction. the result of present study will help textbook authors to be more aware of naturalness of formulaic expressions. some yudha pambudi wibowo, et al./ english education journal 10 (4) (2020) 414-425 416 previous studies investigated formulaic expressions in conversation texts in english textbooks for examples mustapa and agustien (2017); rukmini and sugiati (2017); miao (2014); sugiati and rukmini (2017). however, there is no study that investigates formulaic expressions in reading texts. moreover, mustapa and agustien (2017) suggested that future study should investigate the use of formulaic expressions in reading texts. methods the present study was a qualitative study. it analyzed the use of formulaic expressions in reading texts in senior high school textbooks grade xi. the analyses of formulaic expressions in the reading texts were based on biber et al.’s (1999) category of formulaic expressions to answer research questions. the source of data are senior high school english textbooks grade xi for first and second semester (bashir, 2014) published by pusat kurikulum dan perbukuan, balitbang, kemdikbud, jakarta. the list of formulaic expressions written by biber et al. (1999) and observation sheet were used. there were some steps of collecting data. first, we got senior high school english textbooks published by pusat kurikulum dan perbukuan, balitbang, kemdikbud, jakarta. second, all of the reading texts were collected. third, all of reading texts were numbered. fourth, we read all of those reading texts thoroughly. fifth, we identified formulaic expressions in clause units. sixth, we retyped the clauses that contain formulaic expressions including title of book, chapter, and page. there are some steps in procedure of analysing data. first, the data were collected by taking clauses in the reading texts. second, we identified the classification of formulaic expressions based on biber et al.’s (1999) theory. third, the data were numbered, bold typed if they contain appropriate formulaic expressions and underlined if they contain inappropriate formulaic expressions. the classification of formulaic expressions in the reading texts was based on biber et al.’s (1999) category of formulaic expressions. the analysis of functions of lexical bundles was based on conrad and biber’s (2005) functional category of lexical bundles. the structural category of free combinations of verb + particle was based on bannard et al. (2003). we used schmale’s (2013) theory to identify the functions of idiomatic phrases results and discussion this section discusses findings of data analysis to answer research questions. the focus of data analysis is on types, functions, and appropriateness of formulaic expressions. the category of formulaic expressions was based on biber et al.’s (1999) types of formulaic expressions. types of formulaic expressions in the reading texts the analysis of types of lexical bundles was based on biber et al.’s (1999) structural category of lexical bundles. both of lexical bundles in conversation and lexical bundles in academic prose are found in the reading texts. there are 8 out of 14 lexical bundles in conversation and 7 out of 12 lexical bundles in academic prose. one of the lexical bundles in conversation in the reading text is verb phrase with active verb. finding of data presents an example of this type such as put me in the… (reading text 1). this bundle is verb phrase with active verb. this type is listed as expressions with put in biber et al.’s (1999) corpus finding. therefore, this bundle is natural and native-like. the lexical bundles in academic prose are found in the reading texts. noun phrase with of-phrase fragment is the first type of lexical bundles of academic prose. there is an occurrence of this type such as the result of this… (reading text 3). compared to biber et al.’s (1999) corpus finding of lexical bundles. this lexical bundle is natural and well structured. finding of this study reported that there are various types of lexical bundles in the reading texts. this is relevant to previous study of lexical bundles that lexical bundles are very yudha pambudi wibowo, et al./ english education journal 10 (4) (2020) 414-425 417 frequent in written discourse than in spoken discourse (biber & barbieri, 2007). the use of verb phrase and prepositional based lexical bundles are frequent in the reading texts. this is related to the result of previous study that verb phrase and prepositional based are forms in term of category of lexical bundles that are frequently used in written discourse (kwary, ratri, & artha, 2017). the finding of the present study is related to previous study that non-native speakers used more verb based lexical bundles than native expert did (chen & baker, 2010; gungor & uysal, 2016 ). there are four types of idiomatic phrases in the reading texts. the first type is selected verb + prepositional phrase idioms. finding of data obtained some examples of this type. one of them is bunch of thieves (reading text 4). this idiomatic phrase is well structured and it is suitable with biber et al.’s (1999) category of formulaic expressions. the second type of idiomatic expressions is selected verb+ prepositional phrase idioms. the finding revealed an example of this type such as passed away on... (reading text 15). this idiomatic phrase is well structured. the third type of idiomatic phrase is selected verb + noun phrase idioms. an example of this type in the reading text such as kept a strong front... (reading text 4). this idiomatic phrase is well structured. the fourth type of idiomatic phrases in the reading text is verb + noun phrase combination with have, make, and take. finding of data present some occurrences of verb + noun phrase combination with have, make, and take. one of the examples is make a big deal... (reading text 2). an example of verb + noun phrase combination with take in the reading texts is take care... (reading text 6). however, there is no example of verb + noun phrase combination with have in the reading texts. students may find difficulties in understanding idiomatic phrases. it is related to result of previous study on idiomatic phrases that the use of idiomatic expressions in written discourse may cause difficulty for language learners (alkarazoun, 2015; edwards, 1974). therefore, textbook plays important role in introducing of idiomatic phrases. it is relevant to the result of previous study that textbook are important aspects to introduce idiomatic expressions to students in language instruction (hayran, 2017). regarding to the types of free combinations of verb + particle, the category of types is based on bannard et al.’s (2003) types of free combinations of verb + particle. finding of data obtained three types of free combinations of verb + particle. the first type is either verb or particle make independent semantically contribution to sentence. finding of data obtained some examples of this type. one of them is such as let me down... (reading text 4). this is a well-structured free combinations of verb + particle. this type consists of two parts. those are the word let as verb and down as particle. this type of free combinations of verb + particle can be seen clearly by examining it’s context such in below example: thank you god! i knew you wouldn’t let me down. (bahasa inggris xi semester 1, 2014, p. 94) it can be seen that either the verb or particle have semantically contribution to the sentence. the second type of free combinations of verb + particle is verb contributes semantically to sentence. finding of data obtained many examples of this type, for example, went to (reading text 1). it is a free combination of verb + particle that is used in simple past tense. a contribution of part of free combinations of verb + particle can be seen through examining the following example: with a heavy hearth the fisherman went to the middle of the sea... (bahasa inggris xi semester 1, 2014, p. 4) it can be seen that the verb went as a part of free combinations of verb + particle contributes semantically to its sentence. the third type of free combinations of verb + particle is particle contributes semantically to sentence. finding of data obtained that there are not many examples of this type. one of them is go back... (reading text 1). it is a well-structured free of verb + particle. yudha pambudi wibowo, et al./ english education journal 10 (4) (2020) 414-425 418 the contribution of back as a particle can be seen by examining following example: now go back and ask the fish that we want a snug little cottage.... (bahasa inggris xi semester 1, 2014, p. 3) the particle back contributes semantically to its sentence. it is used in simple present tense. findings of the present study of free combinations of verb + particle in the reading texts are related to previous studies of phrasal verbs. there are various types of free combinations of verb+ particle in the reading texts. the variant of free combinations of verb + particle in reading texts may cause difficulty to efl students. it is related to the result of previous study that phrasal verbs were still a problem for efl learners (mahmoud, 2015). a textbook that contains many examples of free combinations of verb + particle can be a good media in introducing free combinations verb + particle to efl students. it is related to result of previous studies that explicit and implicit teaching can be an effective way to students to be better in phrasal verbs acquisition (khir, 2012; mahmoud, 2015). there are four types of coordinated binomial phrases based on biber et al.’s (1999) category of formulaic expressions. finding of data obtained four out of four types of coordinated binomial phrases in the reading texts. however, there are not many examples of coordinated binomial phrases in the reading texts. the first type of coordinated binomial phrases is verb and/or verb type. finding of data showed that there is only an example of this type such as read and write... (reading text 4). this type of coordinated binomial phrase is wellstructured. the words read and write as parts of this coordinated binomial phrase are verbs. they perform coordinated binomial phrases with coordinator and. the second type of coordinated binomial phrases is noun and/ or noun. it is quite common in written text. the finding presented an example such as the sun and the moon (reading text 1). this is a well-structured type of coordinated binomial phrases and a recurrent coordinated binomial phrase in the reading text. it consists of two nouns and a single and as coordinator. the third type of coordinated binomial phrases is adjective and/or adjective. the finding showed that this type is quite rare. one of the examples of this type is large and small (reading text 12). this type is a very wellstructured coordinated binomial phrase. it consists of two adjectives with coordinator and. the fourth type of coordinated binomial phrases is adverb and/or adverb. an example of this type is such as psychologically and physically (reading text 2). this example is a wellstructured type of coordinated binomial phrases. it consists of two adverbs and a coordinator. this issue concerns on the use of types of coordinated binomial phrases in the reading texts. the use of coordinated binomial phrases in the reading texts can be useful for efl instruction. this data finding corresponded with the previous study of coordinated binomial phrases that the benefit of teaching coordinated binomial phrases esl or efl instruction and it should be included in students’ textbooks as a part of curriculum (abdollahi-guilani and hua, 2017). functions of formulaic expressions in the reading texts the main category of functions of formulaic expressions in the reading texts is based on biber et al.’s (1999) category of formulaic expressions. this discussion answers one of research questions on functions of formulaic expressions. conrad and biber’s (2005) functional category of lexical bundles is used in order to examine functions of lexical bundles in the reading texts. stance expressions type is one of functions of lexical bundles presented in the reading text. based on conrad and biber’s (2005) functional category of lexical bundles, stance expressions are divided into two smaller subcategories: epistemic stance and attitudinal/modality stance. an example of epistemic stance bundle can be seen below: it is very important to know the lyrics of a song. yudha pambudi wibowo, et al./ english education journal 10 (4) (2020) 414-425 419 (bahasa inggris xi semester 2, 2014, p. 95) the above example is an example of lexical bundles that present epistemic stance function. compared to conrad and biber’s (2005) functional category of lexical bundles. this lexical bundle has the same proposition of epistemic stance bundles. conrad and biber (2005) divide attitudinal/modality stance into four smaller subcategories. finding of data revealed two out of four functions of lexical bundles in the reading texts. the first functional category of attitudinal/modality stance is obligation/ directive. this type occurs recurrently in the reading texts. one of the examples is as follows: use oven mitts to take the pizza out. (bahasa inggris xi semester 2, 2014, p. 18) the lexical bundle take the pizza out presents obligation/direction function. it shows author’s attitude that gives direction to the readers as one of the steps to make a pizza. the second functional category of attitudinal/ modality stance that occurs in the reading text is ability. the following is an example of lexical bundle that presents ability function. then a time came when she was not able to sleep all night for she was thinking what she should…. (bahasa inggris xi semester 1, 2014, p. 4) the lexical bundle was not able to in the example above presents ability function of lexical bundles. this lexical bundle in the example uses predicative adjective be able as an indicator of lexical bundle that shows ability function. finding of data obtained lexical bundles that present discourse organizers function of lexical bundles. based on conrad and biber’s (2005) functional category of lexical bundles. there are two functions of lexical bundles found in the reading texts. the first subcategory of discourse organizer bundle is topic introduction/ focus. one of the examples of lexical bundles that presents topic introduction/ ocus in reading text 6 is as follows: do you like the place you are living in? how is your neighborhood? (bahasa inggris xi semester 1, 2014, p.103) the author uses this lexical bundle to introduce of a topic that will be focused. in this case the topic is the place or the environment of the addressee. it can be seen also that this bundle presents a topic introduction/function by observing the next sentence. there is a relationship between the topic that is introduced and the next sentences. the second subcategory of discourse organizers in the reading text is topic elaboration/clarification. some lexical bundles present topic elaboration/ clarification function. one of example is in reading text 2. minor taunts can create a lot of pain and suffering. while it may seem innocent but the cumulative effect could be highly damaging. in addition to that, as the pain increases, each instance cuts a little deeper which eventually becomes a sore. (bahasa inggris xi semester 1, 2014, p. 29) lexical bundle in the above example presents topic elaboration/clarification. it clarifies that taunts can bring a lot of pain. referential expression is also a subcategory of lexical bundle that is found in the reading texts. there are four subcategories of referential expression bundles based on conrad and biber’s (2005) functional category of lexical bundles. however, finding of data obtained only three out four subcategories of referential expressions. those are: identification/focus, specification of attributes, and time/place/ text reference. many functions of lexical bundles were obtained in the reading texts. the awareness of functions of lexical bundles is crucial. this reminds of the importance of awareness of functions of lexical bundles. this corresponds to the result of the previous study that the functions of lexical bundles should be taught to students as they found in daily discourse (neely & cortes, 2009). finding of data obtained that there are three functions of idiomatic phrase in the reading text. it is based on schmale’s (2013) functions of idiomatic phrases. the first function of idiomatic phrase obtained in the reading text is complex meaning/concise form function. there are not many occurrences of yudha pambudi wibowo, et al./ english education journal 10 (4) (2020) 414-425 420 idiomatic phrases that present this function. an example is obtained in the reading text 2 as follows: also the people who get bullied are either unwilling to report it because they feel it will “make a big deal”. (bahasa inggris xi semester 1, 2014, p. 29) the idiomatic phrase in the example above presents complex meaning/concise form function. the second function of idiomatic phrase in the reading text is cognitive relief function. the idiomatic phrases in the reading text present cognitive relief function rather than other functions of idiomatic phrase. an example of cognitive relief function of idiomatic phrase is as found in reading text 1. the fisherman used to go fishing. (bahasa inggris xi semester 1, 2014, p. 3). the expression used to express cognitive relief function. this type of idiomatic phrase does not need interpreters own words. this idiomatic phrase occurs in narrative text. the third function of idiomatic phrase that is found in the reading text is illustrative function. illustrative function can attract reader’s attention. one of the examples of idiomatic phrase that presents illustrative function such as in reading text 15. the reason, he said was that teaching and character building are like two sides of a coin and cannot, and should not be separated. (bahasa inggris xi semester 2, 2014, p. 65) the idiomatic phrases in the example above illustrates teaching and character building are related each other and cannot be separated in a more vivid way in order to attract readers’ attention. the finding of functions of idiomatic phrases may encourage the teachers’ awareness to the importance of idiomatic phrase. it is relevant with the previous studies that idiomatic phrases are very vital and fundamental in language learning (hinkel, 2017; chen & wu, 2017; khoshhal & hassasskhah, 2017; vasiljevic, 2015). there are two functions of free combinations of verb + particle based on biber et al.’s (1999) category of formulaic expressions. the first function of free combinations of verb + particle in the reading text is textual/ logical. an example of this function as in reading text 4. and he kept repeating thank you god! thank you god! i knew you wouldn’t let me down. (bahasa inggris xi semester 1, 2014, p. 94) the free combinations of verb + particle in the example does not present direction/ spatial relation. its function is more on textual/ logical based on its context. the second function free combinations of verb + particle is directional/ spatial. finding of data obtained some free combinations of verb + particle that present directional/ spatial function in the reading texts. one of them is presented in the reading text 11. place on a plate. (bahasa inggris xi semester 2, 2014, p. 17) the findings of free combinations of verb + particle in the present study were compared with biber et al.’s (1999) discussions findings. the finding of present study revealed that free combinations of verb + particle in the procedural texts tend to presents directional relations. coordinated binomial phrases is divided into several functions based on biber et al’s (1999) category of formulaic expressions. finding of data obtained four functions of coordinated binomial phrases in the reading texts. the first function of coordinated binomial phrases obtained in the reading text is opposite and complementary attributes. an example of coordinated binomial phrase that presents opposite and complementary attributes such as the following example: if you condone bullying in any way, shape or form it means you are taking part in it whether it is directly or indirectly by being silent. (bahasa inggris semester 1, 2014, p. 28) the coordinated binomial phrases in the example above presents opposite or complementary attribute function. this coordinated binomial phrases consists of two adverbs and a coordinator. the adverbs are the word directly and the word indirectly. yudha pambudi wibowo, et al./ english education journal 10 (4) (2020) 414-425 421 the second function of coordinated binomial phrases in the reading is demographic/ institutional attributes. an example of adverb and/ or adverb type that presents demographic/ institutional attributes is in reading text 2. bullying affects the children both psychologically and physically. (bahasa inggris xi semester 1, 2014, p. 29) the coordinated binomial phrases psychologically and physically is an example of coordinated binomial phrase that presents demographic/ institutional attributes. compared to biber et al’s (1999) corpus finding, this coordinated binomial phrase is categorized as demographic/ institutional attributes. the third function of coordinated binomial phrases obtained in the reading text is relational expressions. this function is rarely applied in the reading text. there is an example of noun and/or noun coordinated binomial phrase that presents relational expression as follow: expert are of the opinion that if there is extreme noise, it can lead to deafness and lack of concentration in children and adults (fields, 1993). (bahasa inggris xi semester 2, 2014, p.16) compared to biber et al.’s (1999) corpus finding. the example of this function in the list is usually female/ male. this example of coordinated binomial phrase is not listed in biber et al.’s (1999) corpus finding. it means that this formulaic expression is not frequently used in academic prose. however, the components of this coordinated binomial phrase are related each other. there are two nouns here: children and adults. in this case, children usually need adults’ guidance, help, and protection. children must respect adults. on the contrary adults must be care, and raise children. the fourth function of coordinated binomial phrases is other attributes function. some coordinated binomial phrases were found. an example of this function is in reading text 1. she wants to be lord of the sun and the moon. (bahasa inggris xi semester 1, 2014, p. 5) the coordinated binomial phrase in the example above has other attributes function. the various use of coordinated binomial phrases in the reading text create more colorful and comprehensible sentences. this finding is related to the result of previous study on coordinated binomial phrases that coordinated binomial phrases present some functions such as language ornament, language emphasis, making an argument to be more comprehensible (sauer & schwan, 2017). appropriateness of formulaic expressions in the reading texts the discussions of appropriateness of formulaic expressions in the reading texts were based on biber et al.’s (1999) structural category of formulaic expressions. most of formulaic expressions in the reading texts are appropriate. a few formulaic expressions in the reading texts are inappropriately used. lexical bundle is the first type of formulaic expressions based on biber et al.’s (1999) category of formulaic expressions. the findings showed that most of lexical bundles used in the reading texts are appropriately used and few of them are inappropriately used in the reading texts. an example of appropriate lexical bundles is as showed by example in the reading text 1. one day, as he sat in his boat with his rod looking at the sparkling waves and watching his line, all of a sudden his float was dragged away deep in to the water. (bahasa inggris xi semester 1, 2014, p. 3) compared to biber et al.’s (1999) corpus finding, the bundle above is listed as a quantifier expression. therefore, the bundle in the above example is natural and commonly used by native speakers. the bundle in the example above is suitable with the context of situation. based on its function, it presents time reference. it expresses immediate phenomenon while something is done. in this case this bundle is appropriately used in the reading texts. finding of data revealed that most of lexical bundles in the reading part are used appropriately. however, few of them are used yudha pambudi wibowo, et al./ english education journal 10 (4) (2020) 414-425 422 inappropriately in the reading texts. an example of inappropriate lexical bundle is as follows: i need 100 pesos to buy the seeds and resow my field all over again and buy some food till the next harvest. (bahasa inggris semester 1, 2014, p. 93) the type of lexical bundle above is a quantifier expression. this lexical bundle is inappropriately used in text. compared to biber et al.’s (1999) corpus finding, the lexical bundle all over again is not a well-structured example of quantifier expression. compared to biber et al.’s (1999) corpus finding, the lexical bundle all over again is not listed. it is not a well-structured example of quantifier expression. therefore, the bundle all over again is unnatural and not native like. it does not suitable with its context of situation. the appropriate lexical bundle should be all over the place. finding of the study revealed that not all of lexical bundles are used appropriately. this finding is related to the result of previous studies that sometimes, students perform unnatural and inappropriate formulaic expressions (khusnita & rukmini, 2016; neno & agustien, 2016). there are not many occurrences of idiomatic phrases in the reading texts. finding of data obtained that all of idiomatic phrases used in the reading texts are appropriate. the following example is an idiomatic phrase that is used appropriately in reading texts. also the people who get bullied are either unwilling to report it because they feel it will “make a big deal”. (bahasa inggris xi semester 1, 2014, 29) this is verb + noun phrase combination with make type of idiomatic phrase. this idiomatic phrase is a well-structured idiomatic phrase. it contributes semantic meaning to the sentence. it is also suitable with context of situation. therefore, this idiomatic phrase is appropriately used in the reading text. the noun phrase idiomatic phrase also occurs in the reading text. one of the occurrences is in the reading text 6. anyway, a bunch of us were talking about a reunion in summer holidays. (bahasa inggris xi semester 1, 2014, p.104) the idiomatic phrase a bunch of us presents illustrative function appropriately. the meaning is also appropriate with context of situation. the appropriateness of idiomatic phrase in a sentence could not be separated with culture of language. native culture has a correlation with idiomatic phrase used in the reading text. this relates to the result of previous study that native culture plays a role in idiomatic phrase, so it must be taught in language classroom (alkarazoun, 2015). finding of data obtained some uses of free combinations of verb + particle in the reading texts. a few of them used inappropriately used in the reading texts. one of appropriate use of free combinations of verb + particle is as follow : sue looked out of the window wondering what was there to count? there was only a bare, dreary yard to be seen, and the blank side of the brick house was only a bare, dreary yard to be seen, and the blank side of the brick house twenty feet away. (bahasa inggris xi semester 2, 2014, p. 47-48) the expression looked out is a free combinations of verb + particle. it is used in a simple past tense. it is a well-structured example of free combinations of verb + particle. it presents textual/ logical function. it is suitable to its context of situation. therefore. the use of free combinations of verb + particle is appropriate. beside appropriate use of free combinations of verb + particle in the reading texts, finding of data obtained few inappropriate uses of free combinations of verb + particle. an example of inappropriate use of free combinations of verb + particle is in reading 4. it has put me at a serious disadvantage, you see god, my sole source of income is that farm and now it is completely destroyed. (bahasa inggris xi semester 1, 2014, p. 93) the free combinations of verb + particle in the example above is not listed in biber et al.’s (1999) corpus finding. biber et al. (1999) list only put np in, put np into, put np on. it means that this type of free combinations of verb + yudha pambudi wibowo, et al./ english education journal 10 (4) (2020) 414-425 423 particle is not used by unnatural and not native like. regarding to coordinated binomial phrases, finding of data obtained that there are not many examples of coordinated binomial phrases in the reading text. all of coordinated binomial phrases in the reading texts are used appropriately based on context of situations. an example of appropriate coordinated binomial phrases is as in reading text 1: she wants to be lord of the sun and the moon. (bahasa inggris xi semester 1, 2014, p. 5) the coordinated binomial phrase the sun and the moon such in the example above is a recurrent expresions in the reading text 1. based on biber et al.’s (1999) structural category of formulaic expressions, it belongs to noun and/ or noun type of coordinated binomial phrase. it presents other attributes function of coordinated binomial phrase. its meaning is suitable with context of situation. therefore, this expression is used appropriately. the naturalness, appropriateness and variant of coordinated binomial phrases cannot be separated with the native’s culture. this relevant to the result of previous studies on coordinated binomial phrases that culture is one of factor that influence binomial formation (abdollahi-guilani & hua, 2017; khatibzadeh & sameri, 2013). conclusions formulaic expressions acquisition support students’ english competence. therefore, formulaic expressions should be used in efl instructions. the present study can be used as a parameter of the use of formulaic expressions in english textbooks. the use of formulaic expressions in reading texts is not fully accomplished. a few of formulaic expressions are unnatural. suggestions are offered to english textbooks authors. the variant of formulaic expressions are crucial in introduction of formulaic expressions especially for efl students. the natural use of formulaic expressions must be presented in english textbooks. efl teachers should be aware of formulaic expressions. teachers should support students’ fluency in english. they should be a good model of formulaic expressions in language instructions. the implementation of formulaic expressions on efl instruction is fundamental. therefore, further study of formulaic expressions should be done. a comparative study of the use of formulaic expressions between two english textbooks from different publishers can be one of next topics. the data collecting of present study was taken manually. it took long time and segmental. the data collecting process can be shortened by using software. therefore, the use of software is expected in data collecting process in next studies. references abdollahi-guilani, m., & hua, t. k. 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(2010). formulaic language a second language speech fluency. london: continuum international publishing group. 289 eej 11 (2) (2021) 289-297 english education journal http://journal.unnes.ac.id/sju/index.php/eej the indicators of potential presuppositions in malala’s speeches as the nobel peace laureate sefty hanida fitriyani, januarius mujiyanto, warsono warsono universitas negeri semarang, indonesia article info ________________ article history: recived 24 december 2020 accepted 07 february 2021 published 20 june 2021 ________________ keywords: presuppositions, the indicators of potential presuppositions, speech. ____________________ abstract ___________________________________________________________________ presupposition means that people have their own beliefs before communicating with others (yule, 1996). he defined the types of presuppositions into six; existential, factive, lexical, structural, counterfactual, and non-factive presuppositions. the study examined the existence of the indicators of potential presuppositions in malala’s speeches after winning the nobel and its relation toward the educational field. this study employed a qualitative approach. four of malala’s speeches were the data. the researcher used an instrument based on the theory of the indicators of potential presuppositions proposed by yule (1996). as a result, the researcher found 34 potential presuppositions in malala’s four speeches; 14 existential, six factual, four lexical, six structural, two nonfactive, and two potential counterfactual presuppositions. being aware of presuppositions will help both students and teachers be good communicators and create a communicative and effective teaching-learning process to achieve the goal. theoretically, it expounds on the potential presupposition indicators as one of the linguistic expressions by considering the users of those forms in a communication. pedagogically, it may contribute to the enrichment of educational material. practically, it could give more ideas and references for further researchers. correspondence address: kampus pascasarjana unnes, jl. kelud utara iii semarang 50237, indonesia e-mail: seftyh0603@gmail.com p-issn 2087-0108 e-issn 2502-4566 sefty hanida fitriyani, et al./ english education journal 11 (2) (2021) 289-297 290 introduction language plays a crucial role in our life as we tend to express our thoughts, ideas, and emotion through language. language is a standard facility when two persons do an act of communication (mujiyanto, 2011). they may express their feelings, ideas, and desires through language, either spoken or written (mutmainnah & sutopo, 2016). the way of understanding all the sentences in the communication is called pragmatics. however, speakers or writers usually design their linguistic messages based on assumptions of their hearers or readers. in this case, pragmatics has presupposition. as yule (1996) stated, the presupposition is something the speaker assumes to be the case before making an utterance. it means people have their own beliefs before communicating with others. this also deals with the process of how listeners catch information alongside their personal interpretation. a presupposition is a thing that is presupposed, while presupposes means to assume something real before it has been proved. a presupposition is another kind of pragmatic inference which seems to be based more closely on the actual linguistic structure of sentences yet is too sensitive to contextual factors. a presupposition happens when the speakers assume certain information that is already known by the listeners but not be stated. as a result, this is counted as what is communicated but not said. presupposition can occur both in verbal or nonverbal language. the findings are revealed. fitri et al. (2012), who investigated the presupposition in the movie harry potter and the deathly hallows, found that factive presupposition was used the most since the speakers dominantly delivered their feeling. while febrian & ardi (2012) analyzed the presupposition in the novel version found that structural type used the most by the writer. specifically, in spoken language, presuppositions may happen in a talk show, speech, radio broadcasting, and debate (marbun et al., 2015). giving a speech with a particular duration will be completely different from the daily conversation with uncertain time. the speakers might not utter all the information and messages regarding the topic given during their speech. a study focusing on the indicators of potential presuppositions that might be used by malala yousafzai has been done by the researcher. at her young age, malala has a powerful mind to voice the children and girls’ right to education. in line with english language learning, the implication of potential presupposition indicators in english education also became the study's focus. some researchers have conducted previous studies related to the presuppositions analysis in spoken discourse. according to dabbagh (2013), the study about presupposition in theatre aims to understand the workings of discourse in dramas. a presupposition is believed to play a powerful tool to manipulate. khalili (2017) added that by studying presupposition in a movie, there would be an improvement of knowledge about the concept of language and even communication. ulum et al. (2018) stated that one example of spoken language is political speech, and liang & liu (2016) have analyzed the presupposition in political discourse, hilary clinton’s first campaign speech. the result showed that the study of presupposition could bring massive voters and win the debate for being aware of presupposition triggers. lately, tyas et al. (2020) conducted a study of presupposition triggers of teacher talk in higher institutions. they found that several categories realize presupposition triggers. the present study investigated potential presupposition indicators in malala’s speeches and its implication in english education. by studying pragmatic presupposition, the researcher intends to reveal how interlocutors should concern the literal meaning of the utterances and the context. the awareness toward potential presupposition indicators can become one of the communication strategies and help us be a good communicator. method this research employed a qualitative research design. here, the researcher applies a single case study. this study's subject is malala sefty hanida fitriyani, et al./ english education journal 11 (2) (2021) 289-297 291 yousafzai, the youngest laureate of the nobel peace prize in 2014. the purpose is to study the six types of potential presuppositions indicators used by malala in her speeches. this research's analysis units were phrases, clauses, and utterances produced by malala for presupposition analysis. the indicators of potential presuppositions used were proposed by yule (1996) with the help of pragmatic presupposition trigger classified by karttunen’s classification of presupposition triggers (n.d.) in levinson (1983) and geurts (1999). the researcher uses secondary data to observe; four video recordings of malala’s speeches uploaded on youtube. the observer transcribed these videos, and the transcription will be analyzed according to its presuppositions’ triggers. in the last, the findings will be floored through an explanation. in the end, the use of those indicators will lead to the relevance and its implication toward english education. the methods of collecting the data in the study's six objectives are the same, namely documentation. the procedures are 1) determining videos of speeches on youtube, and 2) transcribing the speeches. after transcribing the speeches as the source of data, the researcher steps below to get the data; 1) identifying the clause, 2) classifying the indicators of potential presuppositions owned by each type, and 3) interpreting. results and discussions as mentioned earlier, this study classifies the indicators of potential presuppositions based on yule’s classification with the help of pragmatic presupposition trigger classified by karttunen in levinson (1983) and geurts (1999). they are 1) definite noun phrase, 2) possessive constructions, 3) factive verbs, 4) factive phrases, 5) implicative verbs, 6) change of state verbs, 7) iterative, 8) wh-question constructions, 9) adverbial clauses, 10) non-restrictive relative clause, 11) verbs associated with non-factive, and 12) if-clause. from those indicators, 34 potential presuppositions were found in malala’s speeches, as table 1 shows. the existence of the indicators of existential presupposition in malala’s speeches as the nobel peace laureate existential presupposition can be recognized by the existence of a definite noun phrase and possessive construction. table 1 shows that there were 14 potential existential presuppositions from 2 existential presupposition indicators. definite noun phrase indicators resulted in 4 potential presuppositions, while possessive construction indicators led to 10 potential presuppositions. the indicators of existential presupposition definite noun phrases have resulted in 4 potential existential presuppositions, while possessive construction led to 10 potential presuppositions. the selected excerpt of potential presupposition indicators on malala’s speeches indicated by “>>” to realize certain linguistic features described. 1) definite noun phrase i am very honored to be here and meet the honorable prime minister of pakistan. >> pakistan has prime minister. malala said this utterance in the opening of her speech. she addressed some important people attending the event. her utterance can be analyzed as: i am very honored to be here and meet the honorable prime minister of pakistan. (=p) pakistan has prime minister. (=q) p >> q this data was triggered by a definite noun phrase, “the honorable prime minister of pakistan.” by this, the listeners assumed that pakistan has a prime minister. through this presupposition, malala showed her understanding of pakistan’s government system. it is necessary to know well pakistan’s government system for malala since she is pakistani. here, the presupposition showed possession. sefty hanida fitriyani, et al./ english education journal 11 (2) (2021) 289-297 292 table 1 the potential presuppositions in malala’s four speeches as nobel peace laureate type indicators of potential presuppositio n potential presuppositio n existential definite noun phrases possession introducing proper nouns introducing common nouns describing the preceding nouns possessive construction s kinship or mutual relation adversary relationship countrycitizen relationship activity life and identity concrete nouns parts of body state quality hope factive factive verbs activity feeling condition factive phrases situation (place) identity activity lexical implicative verbs intention change of state verbs initiation adjustment deterioration progression iterative repetition structural wh-question construction s humanity issue adverbial clauses location state activity identity nonrestrictive relative clauses defense non-factive verbs associated with nonfactive activity state or condition counterfactu al if-clause possibility in the future an unlikely situation 2) possessive construction i remember how my mom would put a ladder at the back of our house so that if anything happened, we could escape. >> malala has a mother. this data was uttered when malala talked about her past, experience, and hard times. from her utterance, it can be analyzed as: i remember how my mom would put a ladder at the back of our house so that if anything happened, we could escape. (=p) malala has a mother. (=q) p >> q this data was triggered by the possessive construction “my mom.” by this, the listeners presupposed that malala has a mother. this presupposition shows kinship (malala and mother). through this presupposition, malala revealed that she and her family had to survive against violence and injustice in her land. the most potential presupposition that happened is the existential presupposition. this condition could happen for malala voiced about a social campaign based on the world’s real problems. using these indicators, malala believed that the audience has the same referent as hers. moreover, the speeches contained more sefty hanida fitriyani, et al./ english education journal 11 (2) (2021) 289-297 293 actual descriptive, real facts, real things, and real information to stimulate the audiences’ attention and to emphasize her ideas. the existence of the indicators of factive presupposition in malala’s speeches as the nobel peace laureate factive verbs and phrases have been proposed as the indicators of potential factual presupposition by yule (1996). he defined the factive phrase as an adjectival phrase. also, the existence of factive verbs as the indicators of factive presupposition has been supported by levinson (1983) and hooper (1974; cited in wyse, 2009). hence, there were six factive potential presuppositions from 2 factive presupposition indicators, as table 1 shows. 3) factive verbs we soon learned that a man had attacked parliament hill. >> parliament hill was attacked by a man. this utterance was stated when malala told why she could not enter canada on her first attempt in 2014. her utterance can be analyzed as: we soon learned that a man had attacked parliament hill. (=p) parliament hill was attacked by a man. (=q) p >> q this data is triggered by the factive verb “learned.” by this, the listeners assume that parliament hill was attacked by a man. there was an incident or activity that happened with the existence of a factive verb. through this presupposition, malala conveyed that she kept herself updated on the issues, terror attacks. 4) factive phrase i am very proud to announce that farah mohamed, a refugee who fled uganda and came to canada as a child, is malala fund's new ceo. >> farah mohamed is the ceo of malala’s fund. this data was uttered when malala talked about how canadians had contributed to refugees around the world. from her utterance, it can be analyzed as: i am very proud to announce that farah mohamed, a refugee who fled uganda and came to canada as a child, is malala fund's new ceo. (=p) farah mohamed is the ceo of malala’s fund. (=q) p >> q this data is triggered by the factive phrase “i am very proud.” by this, the listeners assume that farah mohamed is the ceo of malala’s fund. through this presupposition, malala meant that she revealed the background and identity of farah mohamed in the end, these presupposition indicators were mostly uttered when malala meant to express her feelings or condition and to convey the real and factual information –they are about activity, conditions, location/place, and identitywhich mostly based on her own experience or background. she added a sense of certainty to the proposition. hence, this presupposition type is useful in a campaign speech to get the listeners into the sense. furthermore, here, malala did it. the existence of the indicators of lexical presupposition in malala’s speeches as the nobel peace laureate based on yule (1996), lexical presupposition can be recognized by the existence of lexical items. levinson (1983) specifically described lexical presupposition indicators by applying implicative verbs, change of state verbs, and iterative. there were six potential lexical presuppositions from 3 lexical presupposition indicators in this study, as table 1 shows. 5) implicative verbs i cannot forget their days. >> malala intends to remove her terrible memory of children who out of school. this utterance was stated when malala recalled her memories of 57 children out of school and did not get a quality education. her utterance can be analyzed as: i cannot forget their days. (=p) malala intended to remove her bad memory of children who out of school. (=q) p >> q this data is triggered by the implicative verb “forget.” by this, the listeners assume that malala intended to remove her bad memory of sefty hanida fitriyani, et al./ english education journal 11 (2) (2021) 289-297 294 children out of school. through this presupposition, she showed that children’s sufferings meant a lot to her. she has been in the shoes of those children who out of school. thus, this issue matters a lot to malala until she cannot erase those bad memories. 6) change of state verbs many thanks to mr. gordon brown for all the work he has done and continues to do for education. >> mr. gordon brown has started the activity concerning education. this data was uttered in the opening of malala’s speech. she addresses mr. gordon, who has been making efforts for education. her utterance can be analyzed as: many thanks to mr. gordon brown for all the work he has done and continues to do for education. (=p) mr. gordon brown has started the activity concerning education. (=q) p >> q the change of state verb triggers this data “continues to.” by this, the listeners assume that mr. gordon brown has started the activity concerning education. through this presupposition, malala showed that she paid attention to those who have contributed to education issues. 7) iterative i am back here again to ask world leaders to invest more in education. >> malala has been in oslo before the time she was speaking. this utterance was stated when malala confessed her frequency of visiting oslo. her utterance can be analyzed as: i am back here again to ask world leaders to invest more in education. (=p) malala has been in oslo before the time she was speaking. (=q) p >> q this data is triggered by iterative “back again.” by this, the listeners assumed that malala has been in oslo before the time she was speaking. through this presupposition, malala showed her persistence to spend her time fighting for children and girls’ education. she did not mind to back and forth on behalf of children. those three lexical presuppositions' three indicators play an indispensable role in strengthening important information, making language more economical and vivid. by lexical presupposition, malala could say simple sentences but has much meaning. the use of one form with its asserted meaning is conventionally interpreted with the presupposition that another meaning is understood. the existence of the indicators of structural presupposition in malala’s speeches as the nobel peace laureate wh-question construction in english has been proposed as the indicator of potential structural presupposition by yule (1999). however, geurts (1999) also classified adverbial clauses and non-restrictive relative clauses into structural presupposition triggers. these indicators resulted in six potential presuppositions. 8) wh-question constructions why do children have to suffer, become homeless, and become targets of wars? >> war should not target children. this utterance was stated when malala questioned herself why she, the children, and other girls suffered. her utterance can be analyzed as: why do children have to suffer, become homeless, and become targets of wars? (=p) war should not target children. (=q) p >> q the appearance of the wh-question construction “why do …become” triggers the data. by this, the listeners assumed that war should not target children. through this presupposition, malala showed her criticism toward countries that are at war and having conflicts. she verbalized it to make it clear and open the eyes of the audience. 9) adverbial clause he shared the hatred of the man who attacked the quebec city mosque in january, killing six people while they were at prayer >> the victims were at prayer, quebec city mosque. sefty hanida fitriyani, et al./ english education journal 11 (2) (2021) 289-297 295 this data was spoken when malala criticized an attacker who admitted that he shared the same belief as malala. from her utterance, it can be analyzed as: he shared the hatred of the man who attacked the quebec city mosque in january, killing six people while they were at prayer (=p) the victims were at prayer, quebec city mosque. (=q) p >> q this data is triggered by adverbial clauses of time “while.” by this, the listeners assumed that the victims were at prayer, quebec city mosque. through this presupposition, malala emphasized that she was exactly aware of the total number of dead victims and the location. 10) non-restrictive relative clauses when my father, who risked his life to stand up to extremists, is detained at airports and assumed to be one of them, the road gets longer. >> malala’s father fights back the extremist. this utterance was expressed when malala reminded the audience that the fight for justice and humanity is not over. from her utterance, it can be analyzed as: when my father, who risked his life to stand up to extremists, is detained at airports and assumed to be one of them, the road gets longer. (=p) malala’s father fought back the extremist. (=q) p >> q this data was triggered by the nonrestrictive relative clause “who risked his life to stand up to extremists.” by this, the listeners assumed that malala’s father fought back the extremist. through this presupposition, malala showed that she and her family did not give up easily to fight injustice. they bravely faced the extremist. the usage of structural presupposition indicators by malala helped her to communicate something else within one sentence. she applied them to the question and gave additional information within it. what she questioned is mostly related to her personal experience and what the public has been aware of in terms of the world’s issues, activity, state, identity, and place. she conveyed the unfair life suffered by some parties in this world. also, she gave extra information using adverbial clauses and nonrestrictive relative clause indicators. here, she would like to presuppose that one condition could be accepted to be true over a particular condition in the utterances. the audience or listeners also could catch what was presupposed in the utterance easily since it was stated clearly in the sentence. the existence of the indicators of non-factive presupposition in malala’s speeches as the nobel peace laureate non-factive presupposition could be recognized by the existence of verbs associated with non-factive such as pretend, think, hope, and others, as yule (1999) has been proposed. here, from malala’s four speeches, there were two nonfactive potential presuppositions from the indicator, as table 1 shows. 11) verbs associated with non-factive when my father, who risked his life to stand up to extremists, is detained at airports and assumed to be one of them, the road gets longer. >> malala’s father is not an extremist. this utterance was expressed when malala reminded the audience that the fight for justice and humanity is not over. from her utterance, it can be analyzed as: when my father, who risked his life to stand up to extremists, is detained at airports and assumed to be one of them, the road gets longer. (=p) malala’s father is not an extremist. (=q) p >> q this data was triggered by the verb associated with non-factive “assumed.” by this, the listeners assumed that malala’s father is not an extremist. through this presupposition, malala would like to convey that there are still people closing their eyes and covering their ears from the truths. malala employed some verbs associated with non-factive, such as think, hope, less likely, expect, etc. the existence of these words in malala’s utterances yielded two potential presuppositions; activity and state or condition of something. the potential presuppositions activity mainly tended to talk about actions that sefty hanida fitriyani, et al./ english education journal 11 (2) (2021) 289-297 296 happened exactly the opposite of what was said. this also occurred with the potential presuppositions state or condition of something where the condition uttered was not fact as wyse (2009) suggested that predicates that do not establish the statement are known as non-factive. this might be ascribed to malala’s intention for adding a sense of uncertainty or neutrality towards the potential presuppositions within the utterances as kusumaningroem et al. (2015) have found that united states presidential speeches tended to keep their speech in confusion and vagueness. here, malala was found using this type when she was not sure or felt hesitant with the topic she was talking about. the existence of the indicators of counterfactual presupposition in malala’s speeches as the nobel peace laureate if-clause construction is a conditional sentence in which one half expresses something which depends on the other half. also, yule (1999) suggested that what is said is not valid at speaking. therefore, the writer found out the constructions that bring that meaning into two potential presuppositions, possibilities in the future and an unlikely situation. 12) if-clause if all girls went to school for 12 years, low and middle-income countries could add $92 billion per year to their economies. >> not all girls get 12-years education right now. this utterance was stated when malala came up with how to overcome the worlds’ problems through the statistic. from her utterance, it can be analyzed as: if all girls went to school for 12 years, low and middle-income countries could add $92 billion per year to their economies. (=p) not all girls get 12-years education right now (=q) p >> q this data was triggered by the ifconditional “if …. could ….”. by this, the listeners assumed that not all girls get 12-years education right now. through this presupposition, malala would like to emphasize that girls have a big role in the world’s stability. girls could be the answer to the world’s pressing problems. nevertheless, many girls do not get their rights properly, especially dealing with the education issue. while education is a vital need. the reason behind this usage might be various. however, the writer believed that malala applied this construction to communicate what she has been hoping for and her other expectations toward the audience, leaders, and the world for a better life and future. the implication of potential presupposition indicators in english education being aware of presuppositions will help both students and teachers to be a good communicator. this is due to the close relationship between presupposition and communication. xu & luo (2016) proposed that presupposition lies in the interior of the language (including vocabulary, grammar) and the exterior phenomena, such as the subject of communication, language environment, cognition, and others. in line with english language learning, the potential presuppositions could happen in the daily conversation and even in the class as tyas, rukmini, & fitriati (2020) have found that presuppositions triggers were used in teacher talk at a higher education institution. this possibly happens between students and teachers. as sari, suwandi, & slamet (2017) studied how the same presupposition in the interaction among lecturers and students of indonesian language education departments become essential to achieve the goals and create a conducive learning environment. they found out that existential awareness can be manifested in the lectures’ comments on the students’ performance (in microteaching practices), the lecturers’ explanation about the materials, the lecturers’ suggestions on learning references, and the lecturers’ availability in providing examples. while the factual presupposition also might happen in several contexts, such as apologizing for coming to the class late, giving assessment, answering the questions, explaining the course materials, and etc. sefty hanida fitriyani, et al./ english education journal 11 (2) (2021) 289-297 297 conclusion after analyzing and interpreting the data, the researcher found several conclusions for this study concerning the existence of potential presupposition indicators in malala’s speeches after winning the nobel peace prize. malala was found using the indicators of six potential presuppositions in her speeches and produced 34 potential presuppositions. the awareness toward these potential presupposition indicators may help us in a communication strategy. in english education, the same presupposition in the interaction among teachers and students is vital to achieve the goals and create a conducive learning environment. being mindful of those lexical and structures or potential presupposition indicators will help them be good communicators references dabbagh, l. a. (2013). the theatre and presuppositions. al-ustath, 2(205), 1–10. febrian, r., & ardi, h. (2012). an analysis of presupposition used in the novel harry potter and the deathly hallows. english language and literature e-jornal, 1(1). fitri, y. a., hamzah, & ardi, h. (2012). an analysis of presupposition used in the movie harry potter and the deathly hallows part 2. english language and literature e-jornal, 7(6), 1–25. geurts, b. (1999). presuppositions and pronouns. elsevier science ltd. khalili, e. (2017). an analysis of presupposition used in the wrestler. scinzer journal of humanities, 3(2), 83–87. kusumaningroem, i., rukmini, d., & yuliasri, i. (2015). hedges used in the united states presidential speeches. english education journal, 5(1), 1–6. levinson, s. (1983). pragmatics. cambridge university press. liang, r., & liu, y. (2016). an analysis of presupposition triggers in hilary clinton’s first campaign speech. international journal of english linguistics, 6(5), 68–73. liang, x., & yixue, l. (2016). presupposition from the perspective of teaching chinese as a foreign language. 2nd international conference on economy, management and education technology, 1352–1355. marbun, r. r., pasaribu, t., & pasaribu, d. (2015). an analysis of presupposition on president barack obama’s speech on his first and second inaugural addresses. the episteme journal of linguistics and literature, 1(2). mujiyanto, y. (2011). nonequivalence in the english-to-indonesian translation of behavioral clauses. language circle journal of language and literature, 6(1), 57–71. mutmainnah, h., & sutopo, d. (2016). spoken text features of the conversation in a tv talk show of talk indonesia. language circle journal of language and literature, 11(1), 37–46. sari, r. d. p., suwandi, s., & slamet, s. y. (2017). factual and existential presuppositions in the interaction among lecturers and students of indonesian language education department at universitas sebelas maret. humanus, 16(2), 201–220. tyas, u. a. s., rukmini, d., & fitriati, s. w. (2020). presupposition triggers of teacher talk in a higher education institution. english education journal, 10(1), 1–8. ulum, m., sutopo, d., & warsono. (2018). a comparison between trump’s and clinton’s commissive speech act in america’s presidential campaign speech. english education journal, 8(2), 221–228. wyse, b. (2009). factive/non-factive predicate recognition within question generation systems [the open university]. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f1719eea619 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 356 eej 12 (3) (2022) 356-363 english education journal http://journal.unnes.ac.id/sju/index.php/eej the psychological factors impacts on the students’ speaking skill muhamad rifqi bakhtiar, suwandi suwandi universitas negeri semarang, indonesia article info ______________ article history: accepted 08 may 2022 approved 04 july 2022 published 15 september 2022 ______________ keywords: motivation, psychological factors, self-confindence, speaking skills ______________ abstract _______________________________________________________ english speaking skill can be difficult for students in any educational levels and environments to acquire. the challenge is also encountered by the students of the islamic-based schools. this is caused by several factors, one of which is psychology. with the aforementioned problem, the researchers intended to find out how the psychological factors could affect students’ speaking ability. the investigation of this study focused on exploring the impact of anxiety, selfconfidence, motivation and shyness on islamic boarding school efl learners’ speaking abilities. the research design is qualitative with observations, questionnaires, and interviews employed as the research instruments. based on the analysis, state anxiety appeared to be the main problem for the students. shy pupils avoid speaking, offer brief responses to queries in the target language, and prefer to remain alone. they have modest communication challenges, are sluggish to express their emotions, and often do not respond when others express their emotions. self-confidence has an influence on pupils' speaking abilities. in other words, students with high self-confidence are more likely to speak english better than those of with low self-confidence. another psychological factor motivation could be influenced by two aspects: internal and external forces. the study's description is likely to be utilized as a consideration for other researchers conducting more research on psychological aspects influencing students' speaking ability in the english classroom. correspondence address: pascasarjana unnes jl kelud utara 3 sampangan semarang, e-mail: mrifqibakhtiar@gmail.com p-issn 2087-0108 e-issn 2502-4566 muhamad rifqi bakhtiar, et al./ english education journal 12 (3) (2022) 356-363 357 introduction in this era of globalization, knowledge of a foreign language serves students well in the interconnected world, it opens the door to job opportunities in the global economy and makes more media accessible, enriching public discussion of current issues. at present, the language that dominates internationally is certainly english (astuti & lammers, 2017). in indonesia, english is considered as the primary foreign language which is considered more important than other foreign languages (toubot et al., 2018). one of the productive skills of english teaching and learning is speaking. speaking is so intertwined with daily interactions that it is not easy to give a unique and concise definition to it (haidara, 2014). krisna and syafii (2020) stated that in language use situations when people speak, it is not the case that they simply open their mouths and speak the words and sentences. when people speak, they are doing so in a cultural context, speaking to another person, and doing some interactions that the people need (martínez & garcía, 2017). many students in indonesia learn english for various purposes such to become tourist guides, being able to speak at an international level, getting better jobs, and so on. so, english has become part of students’ everyday activities in indonesia. most of them feel very proud once they are able to speak the language well. unfortunately, most of those students always show increased levels of anxiety when it comes to using the target language for oral communicative purposes (krismanti & siregar, 2017). those levels can appear due to the factors such as being called by the teacher to present something in front of the class or to respond orally to some questions. nowadays, one of the big problems that affect efl learners speaking practices is without any doubt the psychological barrier (ariyanti, 2016). why does the researchers focus on psychology? because they believe that psychology is the number one key to success for most efl students in their english speaking performance (nijat et al., 2019). most of the efl students who learned english for many years, most of them have difficulties using the language to speak, whereas when we analyze, we come to know that most of them have a good level of vocabulary or grammar (alaraj, 2017). therefore, it is not only the lack of grammar or vocabulary, but it is also a question of psychology, your belief, your confidence, and your strong feelings about yourself (irfani et al., 2018). most of those efl students have weak motivation; they never develop confidence in themselves. they are always afraid of making mistakes, some are shy just because they feel insecure while using the target language to communicate. to overcome those fears, those anxieties, they need to stop thinking a lot about mistakes; they need to stop underestimating themselves (bourezzane, 2015). a number of studies have been exposing psychological factor faced by students in mastering english speaking. ainy & pratama (2020) investigated the correlation between teacher social competence, student learning motivation, and learning outcomes in english subject. andas (2020) found out the students’ speaking problemsat the fourth semester of english study program in sembilanbelas november university and factors affecting them. oflaz (2019) investigated the relationship between foreign language anxiety, shyness, language learning strategies, speaking scores and academic achievement of university preparatory students learning german. pratiwi (2021) explored the factors inhibiting the students in speaking english and knowing teacher’s perception toward the factors inhibiting the students in speaking english as a foreign language. rumiyati & seftika (2018) investigated the classification level of speaking anxiety, the factors of student's anxiety in speaking class and the impacts of anxiety in students speaking performance. the course provided in islamic boarding school al ulya kedungsuren is categorized as formal education in learning the language. it is located in kendal regency, central java, indonesia. in order to support learning english, speaking, in al ulya kedungsuren provides dormitories which are divided in two kinds, muhamad rifqi bakhtiar, et al./ english education journal 12 (3) (2022) 356-363 358 namely a dormitory provided for female learners and the other one is provided for male learners. one of the reasons why members of the dormitory do not use english in communication is that they are afraid of making mistakes and being laughed (sutarsyah, 2017). in other words, it can be said that the members were lack of selfconfidence in using english. therefore, conducting research that investigates the strategies used by teachers in motivating the students to speak english and enhancing their self-confidence is needed (hadijah, 2015). syahrial (2020) valuated the principles of learning and teaching speaking skills; the different activities and tasks associated to enhance the communication skill and finally, how to teach pronunciation to the learners of communication. therefore, to fill the gap, this present study attempts to help teachers identify problems and investigate the factors faced by islamic boardingbased students in speaking english in their daily activities. to find out the weaknesses of students in speaking english, they can analyze what weaknesses they have, so that they can use them to improve in the process of learning english (aouatef, 2015). so, being aware of the factors that hamper learners to raise their levels of speaking competencies is the key to achieving the goal of being good speakers of english. in other words, it is to give more explanations about the emotional barriers that hinder learners from expressing their ideas and thoughts in the oral form and to look for some effective strategies in which students can advance their levels of speaking capacities. how do the main psychological factors affect efl learners’ speaking skills in their classroom? (1) how is the impact of anxiety on efl learners’ speaking skills in their classroom? (2) how is the impact of motivation on efl learners’ speaking skills in their classroom? (3) how is the impact of selfconfidence on efl learners’ speaking skills in their classroom? (4) how is the impact of shyness on efl learners’ speaking skills in their classroom? methods the present research employed a qualitative case study design. the research data were taken from questionnaires, observations, and teacher interviews. the data collection procedures of this study were started by giving the questionnaires, asking the participants to fill in the questionnaire, and finally, the researchers compiled the questionnaire that will be answered. after the data were collected, they were analyzed and recognized. the researchers observed students’ activity in the teaching and learning process, in observation the researchers only noticed those students who have the low ability in speaking. interviews with teachers were conducted after giving the questionnaires in the classroom. the subjects of this study were students and english teachers at the islamic boarding school al ulya kedungsuren given pseudonyms as mr. xy and mrs. yz. the students were in the first grade of junior high school. one of the reasons why members of the dormitory especially first-grade junior high school students do not use english in communication was that they were afraid of making mistakes and being laughed. in other words, it can be said that the members were lack of self-confidence in using english. therefore, conducting research that investigated the strategies used by teachers in motivating the students to speak english and enhancing their self-confidence is needed. the researchers noticed that the period when data collecting began was still in the middle of a worldwide covid 19 epidemic with a high rate of contagiousness spread among humans. recognizing the potential danger to everyone, the researchers and the school committee worked hard to optimize the effort of pandemic prevention with tight regulations before the research could be conducted at school. according to the mutual agreement of the researchers and the school committee, the regulations that must be followed before accessing the school as the muhamad rifqi bakhtiar, et al./ english education journal 12 (3) (2022) 356-363 359 study site are as follows: first, people with access to the site must have received at least the second dose or batch of any type of covid 19 vaccination. second, the covid 19 health protocol, such as the use of medical masks, thermal scanning before approaching the site, and social distancing, should be implemented. third, students needed a written letter of permission from a respectable guardian in order to attend school due to the aforementioned norms and regulations, the only impediment uncovered by the researchers was the absence of a minor number of students who were not permitted to attend school by their parents. the reasons vary; for example, one of the students has yet to be vaccinated, and other parents were hesitant to allow their children to attend school. overall, the majority of the research subjects were eager to come to school, therefore the data was effectively acquired owing to the cooperation of all elements. results and discussions the impact of anxiety on students speaking performance based on observation and interviews with the study’s subjects, the students' anxiety in speaking english at islamic boarding school al ulya kendal is categorized into state anxiety, trait anxiety, and situation-specific anxiety. state anxiety state anxiety is nervousness or tension in response to some outside stimulus at a particular moment. this type of anxiety arises in certain situations or stressful events and is therefore not permanent. in other words, it is the feeling of situational anxiety that goes away when the threatening situation goes away. as interviewee#1 said in the interview : “students feel anxious when asked to come forward in front of the class because in that condition there are many students in the class where they know each other, besides that some students in the class disturb them when coming forward to practice speaking english” (interview with ms yuyun january 5th, 2022). the reasons behind the latter saying are: mispronunciation, do not feel confident, lack of motivation, anxiety, and face-to-face speaking, which cause shyness for some students. speaking skills are essential to learning because they can provide information to others well, but according to the survey, it is said that speaking english skills are challenging to understand; this is due to the anxiety experienced by students at the islamic boarding school al ulya kendal. the writers found that the students felt panic when they wanted to speak english. it is identical to rayani (2016) who found that lack of vocabulary and preparation have also contributed to students trait anxiety trait anxiety, is the tendency of a person to be nervous or feel anxious irrespective of the situation they are exposed to. this also happens to the students from the first grade islamic boarding school of al ulya kendal. some anxiety traits appear even though it is not in a situation that threatens them, for example, when they perform group performance. the previous study from fitriah (2019) revealed that students at iain lhokseumawe were more anxious than students at al muslim university. generally, students are highly anxious when attending english classes. based on the students' responses, the significant anxiety factors in this study were identified. situation-specific anxiety it refers to the persistent and multi-faceted nature of some anxieties. it is aroused by a specific situation or event such as public speaking, examinations, or class participation. specific-situation concern, where the students should examine speaking. in addition, some factors causing students’ anxiety were lack of mental readiness, knowledge of vocabulary, pronunciation, grammar, and prior knowledge of the classroom activities, including the pressure to take the anxiety test. in this research, these students felt anxious when they were in certain situations or events; this finding was also by the expert opinion about students at the islamic boarding school al ulya kedungsuren that under certain conditions, students felt blank or lost their memory when speaking in english, even not only muhamad rifqi bakhtiar, et al./ english education journal 12 (3) (2022) 356-363 360 english in doing other things, if in an atmosphere that students rarely experience, they will feel anxiety. the teacher here indicates that anxiety is indeed one of the causes of anxiety experienced by students so that students become disturbed in specific situations. so, the conclusion is that when in certain conditions, students still feel anxiety caused by external factors such as the surrounding environment, who they are with, and the atmosphere in the class. the anxious student tends to be less concentrated, forgetful, heart beating, and sweating, which may lead to negative behaviour such as avoiding the type or procrastinating their homework. the impacts of shyness on students' english speaking skills anxiety and shyness both have physiological impacts. cold chills and shivering, rapid heart rate, parched mouth, stomach discomfort, and dizziness or fainting are only a few of the physiological symptoms. an important issue to take into account in the learning process is how stress impacts learning and memory processes. shy pupils avoid speaking, offer brief responses to queries in the target language, and prefer to remain alone. shy pupils have modest communication challenges, are sluggish to express their emotions, and often do not respond when others express their emotions. furthermore, these pupils struggle with brief talks, do not want to participate in school activities, and frequently avoid crowded surroundings. although the pupils' speaking abilities are advanced, they may be unable to demonstrate them in class due to shyness. shyness might act as a hindrance in the language learning process. shy people frequently dislike being in a crowd and have trouble meeting new people. some research demonstrate that shyness has a negative impact on language instruction. yousaf (2018), and namaghi (2015) discovered that shyness is both strongly and adversely related to english speaking scores and academic success. most students (62.5%) feel shy when speaking in front of the class, and the rest (37.5%), with a smaller percentage, do not feel nervous when speaking in front of the course. anxiety has a damaging impact on language learning. many investigations have determined that anxiety level is an important predictor of foreign language achievement. as previously stated, various research have documented the negative impacts of shyness. to summarize, one of the most prevalent phobias that students have is public speaking, and the sense of shyness causes their thoughts to go blank or they forget what to say. according to the study, the instructor plays an important role in inspiring pupils and encouraging them to feel more secure in this circumstance. allowing timid kids to participate in classroom activities will thereby alleviate their shyness. furthermore, altering course material to provide a low-risk learning atmosphere for shy students might be advantageous. it is rather common for pupils to be hesitant and make blunders when speaking a foreign language. it should be noted that making errors is the best method to learn. the impact of self-confidence people with low self-esteem are more troubled by failure, and they tend to exaggerate events as being negative. this statement is the same as what interview#2 said about the impact of self-confidence. "yes, most students do not feel selfconscious when asked to speak english. if there are embarrassed students, usually they will not dare to speak, and vice versa. if students' selfconfidence is high, they will speak up more. selfconfidence in students affects various aspects, one of which is that when there are students who feel confident, they will be more daring to speak up. it can be said that self-confidence can make students dare to take risks." (interview with mr. badawi january 3rd, 2022). the majority of students (60%) occasionally engage without being prompted by the instructor, whereas those who reported experiencing autonomy are (10%). furthermore, no student (0%) frequently participates unless asked. this is an example of self-directed learning. on the other side, 30% of students are muhamad rifqi bakhtiar, et al./ english education journal 12 (3) (2022) 356-363 361 seldom engaged, and the remaining 0% of that sample does not commit unless requested by the teacher. it is similar to some research that shown that psychological characteristics such as shyness, fear of making a mistake, anxiety, lack of confidence, and lack of enthusiasm impede students' ability to talk in the classroom. one of the most powerful elements influencing learning is self-confidence. it is one of the primary drives in humans and can have an impact on a person's life. in other words, a person with strong self-confidence has a realistic opinion of themselves and their abilities, which drives them to persevere in their efforts. interview#1 said that : "the most important factors which build self-confidence are: (1) personal experiences; successful experiences increase the development of high self-confidence, while the experiences of failure have the opposite effect. (2) social messages received from others. (3) community, home, school, and peers are important for self-confidence growth. sending positive messages for others is thought to be detrimental to developing high self-confidence" (interview with ms. yuyun, january 5th, 2022). it can be concluded that according to english teachers and experts who have conducted interviews, they say that if students do not have a high level of confidence, the speaking performance of students at islamic boarding school al ulya kedungsuren will decrease. the significant role of motivation for students in speaking english motivational factors are intrinsic factors that enhance performance and originate from someone (e.g., demanding work, recognition, responsibility), and they provide good gratification. at the same time, hygiene elements are extrinsic variables that originate from outside and influence someone's attitude (e.g., healthy) that do not motivate if present but result in demotivation if lacking. according to the foregoing description, herberg's theory is a hypothesis of two variables, intrinsic and extrinsic drive. intrinsic motivation comes from within a person, and extrinsic motivation, or motivation, comes from outside sources. one of the students' speaking abilities in english at islamic boarding school al ulya is influenced by motivational factors, such as the theory that has been explained. there are two influencing factors, namely internal factors and external factors. based on interviews that the researcher has done with the second english teacher, interview#2, he has motivated students to practice speaking english by providing knowledge that they can visit famous places if they can speak english fluently. "maybe like other english teachers. i give motivation by introducing the names of world-famous places frequently visited. so they will be motivated to learn english." (interview with mr. badawi january 5th, 2022). if students continue to remain unmotivated, it might be argued that external forces cannot encourage students at this institution. of course, the reason serves a purpose in learning and generalization. based on a survey distributed to students, the teacher's explanation gives them more enthusiasm to learn english. the statics show that (75%) of students consider that a motivational factor in participating more. in comparison, the remaining (25%) of students do not feel motivated by the lessons given by the teacher in class. we deduce that learning styles can affect students' motivation to a certain degree. a diagram depicts the study findings of extrinsic motivation to learn in the islamic boarding school al ulya kedungsuren's speaking class. praise, advise (teachers, parents, surroundings), reward, punishment, and emulating something are factors or signs that form extrinsic motivation or external encouragement. among these factors, the guidance given to the individual by parents/teachers/friends is the most powerful. they will study hard and speak english actively if they continue to be urged to learn by those closest to them. as a result, if they do not provide effective guidance, they are less inclined to actively speak english. if they are not counseled, this causes children to lose interest in studying english. according to a previous study by alaraj (2017), in a speaking context, students usually be muhamad rifqi bakhtiar, et al./ english education journal 12 (3) (2022) 356-363 362 more confident if they get some motivational speechs from their friends. hence, giving the students motivational letters can impact students speaking english. conclusions the impact experienced by boarding school students is not much different from students who are not in boarding school as with what was found in previous studies; they are afraid to speak in front of the class, blank when asked to talk directly, and some feel doubts about speaking english. students feel blank or lose their memory when speaking in english when they will feel anxiety. shy students avoid speaking, offer brief responses to queries in the target language, and prefer to remain alone. if kids have both selfconfidence and language mastery, their speaking abilities will be extremely smooth and substantial. intrinsic and extrinsic motivation are the two types of motivation. references ainy, q., & pratama, h. 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(2018). examining levels and factors of speaking anxiety among efl libyan english undergraduate students. international journal of applied linguistics and english literature, 7(5), 47. 256 eej 11 (2) (2021) 256-264 english education journal http://journal.unnes.ac.id/sju/index.php/eej the implementation of professional competence in teaching esp at four private vocational schools in grobogan eva rahmatunnisa, januarius mujiyanto, dwi anggani linggar bharati universitas negeri semarang, indonesia article info ________________ article history: recived 24 december 2020 accepted 03 february 2021 published 20 june 2021 ________________ keywords: professional competence, esp, private vocational high school. ____________________ abstract ___________________________________________________________________ a professional teacher should master some competencies; one of them is professional competence. accordingly, the preliminary research showed that some teachers had problems in the teaching-learning process. this research aimed to analyze the teachers’ competence in designing the syllabus, creating the lesson plan, developing the learning material, applying the learning media, the teachinglearning process, and constructing the students' assessment. this study was a qualitative case study. subjects of the study were four private vocational school teachers in grobogan. the data were collected by implementing observation, document analysis, and interviews. there were three steps in analyzing data, such as identifying, analyzing, and interpreting. the result showed that all teachers were good at designing esp syllabus according to the instructional material, learning activity, assessment, time allocation, and learning resources. then, they had created an esp lesson plan well even though a teacher missed writing the learning method and the learning media. the media used were such as whiteboard, board markers, lcd, laptop, and other supporting materials. additionally, all teachers did the teachinglearning process well despite some teachers found difficulties in applying lesson plan, they could not associate the lesson plan with the real condition in the class. the last finding showed that all teachers made an individual assignment for their students. but there was only a teacher who made group assignments. this research is expected to contribute to the teachers or lecturers in implementing professional competence to teach esp. correspondence address: kampus universitas negeri semarang, kelud, semarang, 50233 e-mail: evarahmatunnisa@gmail.com p-issn 2087-0108 e-issn 2502-4566 eva rahmatunnisa, et al./ english education journal 11 (2) (2021) 256-264 257 introduction english for specific purposes (esp) is english designed for specific disciplines. esp may use in specific teaching situations and different methodology from general english. however, esp is likely to be designed for adult learners, either at a tertiary level in an institution or in a professional work situation. according to basturkmen, h (2010, p. 3), esp courses are narrower in focus than general elt courses because they centre on analysis of learners’ need. the statement showed that esp views learners in terms of their work or study roles and that esp courses focus on work or study-related needs, not personal needs or general interests. indonesia is one of the countries that has also been developing esp projects in vocational schools, academies, and universities. in vocational high school, the students are prepared to be ready to work after graduating. vocational school students focused on practices rather than the theory. so, teaching esp in vocational school is not easy to do, and it has many challenges. it needs not only good knowledge and skills but also a lot of preparation and creativity. to develop indonesian teachers' competencies, the government made the teacher competency standard that should be mastered by all teachers. according to peraturan menteri pendidikan nasional number 16 the year 2007, there are four competencies: pedagogic, personal, social, and professional competence. unfortunately, esp teachers may face some problems. when the researcher conducted the preliminary research, the result showed that a teacher mastered the material, but he did not develop the learning material to teach the students. it could be seen when a teacher taught the students only to use the textbook without explaining the material in detail. besides, the preliminary research showed that a teacher did not use creative teaching techniques to teach the students. a teacher only taught the students monotonously. he did not use some strategies and methods of learning. furthermore, a teacher lacked of technology. a teacher only focused on theory rather than practice. because of that, some students felt bored and sleepy. to minimize the problems, esp teachers must have some competencies. therefore, esp teachers can teach the students professionally and creatively. mulyasa (2013, p. 26) stated that competence is knowledge, skills, and abilities or capabilities that a person achieves, which become part of their being to the extent they can satisfactorily perform particular cognitive, affective, and psychomotor behaviors. therefore, competence is knowledge, skills, and behavior that enable someone to do something well. there were some numerous studies conducted related to those issues, such as priyogo et al. (2013), the findings showed that the redesigning syllabus employs systematic procedures including current syllabus, students’ needs, and institution policy that were needed to be considered in determining syllabus components. in creating the lesson plan, rambe (2016) found that the english lesson plan in vocational school is designed based on consideration of some parameters including competence, goals, objective, time allocated, method, learning material, source of material, and assessment. the english lesson plan designed by teachers has similarities and differences between one with others. in creating lesson plan, ekawati (2017) showed her findings that three teachers do not prepare lesson plan before their teaching learning process, all teachers understand the principles of scientific approach and the basic concept of 2013 curriculum. but they do not apply it in their teaching, one teacher prepares the teaching media but the others do not prepare it, and all teachers get difficulties in assessing students’ attitude (behaviour). moreover, marliani, b. (2017) showed the result that there were problems faced by the english teacher in designing lesson plan as follows: (1) the teacher faced problem in determining learning method, (2) the teacher faced problem in determining learning media, (3) the teacher faced problem in looking for learning sources. in developing learning material, some researches were also conducted by some experts. eva rahmatunnisa, et al./ english education journal 11 (2) (2021) 256-264 258 navarro (2015) concluded that participants’ insights, comprehension, conidence, and autonomy will vary, depending on their educational phase and experiences, but all of them have benefited from the purpose of designing efl teaching materials and have seen its challenges as a resource for professional growth. moreover, a study was conducted by trisyanti (2009). she explained that materials should match learner needs and wants, and principles of language learning. they should be developed in ways which provide flexibility of use as well as coherence of connection. however, for developing the learning materials, rahmi (2014) found that 90% of the students like to study english by using media. so, it is suggested that english teachers should use the media because they are useful tools in the english teaching-learning process. to strengthen the data, other study was conducted by the study was from sudartini et al. (2016). the study reveals that there is not any english textbook that fits the learning needs of these particular learners, teachers are supposed to use the same book as those for the common senior high schools. consequently, they also find their own materials to fit the learners’ needs from many different sources. in the teaching-learning process, a study was conducted by taridi (2016) researched the teaching-learning process following the 2013 indonesian curriculum. the findings describe the analysis of the teaching and learning process's implementation, classified into three themes (introductory, core, and closing activities). the teacher should implement professional competence in creating the students' assessment. efendi (2017) found that the implementation portfolio assessment improves students' writing skills. therefore, the hypotheses of this study were accepted. there was a significant improvement in students' writing skills by using portfolio assessment. rahmat (2010) showed that comprehensive assessment plan to ensure all courses and program outcomes are properly assessed. besides, the plan will motivate the students to focus their learning activities towards the achievement all learning outcomes. this study attempts to implement professional competence in teaching english for specific purposes at four private vocational schools in grobogan. the researcher chooses those objects because most of the students around the researcher's place cannot go to state vocational schools. it takes more than an hour to get there. also, most of the vocational schools in gubug are private schools. methods typically, this research was designed as a descriptive qualitative case study. this study focused on analyzing the teacher competence in designing the syllabus, creating the lesson plan, developing learning material, applying learning media, teaching-learning process, and constructing students' assessment. this research involved four esp teachers. the schools chosen were smk miftakhul huda ngroto, smk nusantara gubug, smk muhammadiyah gubug, and smk bina negara gubug. the main object of this study was professional competence. instruments of collecting the data in this research were document analysis, observation, and interview. firstly, the data gathered from the teaching document were the syllabus and lesson plan. after that, the researcher did the classroom observation to analyze developing learning material, applying the learning media, and teaching the learning process. to make the analysis more manageable, there are four codes for analyzing the data such as: table. 1 the code for analyzing the data code teacher t1 smk muhammadiyahgubug t2 smk nusantara gubug t3 smk miftahul huda ngroto t4 smk bina negara gubug eva rahmatunnisa, et al./ english education journal 11 (2) (2021) 256-264 259 results and discussion this section presents six findings of the study. those findings were explained below: the implementation of teachers’ competence in designing esp syllabus to determine the teachers' competence in designing the syllabus, the researcher gathered the data by analyzing the teaching document, especially the syllabus, from four teachers. there were components analyzed in this finding, such as instructional material, learning activity assessment, time allocation, and learning resources. the finding of the data showed that all instructional materials supported the achievement of basic competence. furthermore, they were relevant to the core competence and basic competence. however, the materials were consistent, and they were under time allocation. in learning activities, all syllabuses were student-centered. moreover, all stages of learning activities supported the achievement of basic competence. additionally, they allowed students to develop 4c (creativity, critical thinking, communication, and collaboration). other findings were found in both assessment and time allocation. all teachers' assessments were done based on indicators and adjusted to the learning experience. hereinafter, these were done using test and non-test, both written and oral, according to their competencies. the finding also showed that all assessments carried out to measure competencies by using reference criteria. further, the time allocation was under the breadth and depth of material. the last was learning resources. there were several learning resources in all syllabuses. they were under learning material. a syllabus is a document that is used as the guideline for the teacher and students in the teaching and learning process to achieve the goals, according to hutchinson and waters (2002, p. 80). he defines syllabus as "a document which says what will (or at least what should) be learned." regarding the implementation of teachers' competence in designing the syllabus, all teachers have designed a good syllabus according to the instructional material, learning activity, assessment, time allocation, and learning resources. this is not in line with rusmawan (2016). in this research, he found that most of the syllabus is not ideal; most of the syllabus does not use active verbs in kd and indicator. it means that most of the teachers are still challenging to identify kd and indicators. the implementation of teachers' competence in creating a lesson plan the lesson plan designed by teachers was used as the guide to do tlp in the classroom. this part was elaborated the lesson plans' component. as stated in salinan permendikbud number 12 years 2016, there are thirteen components in creating a lesson plan. the components analyzed as follows school identity, main material, time allocation, learning purpose, basic competence and indicator of competence achievement, learning materials, learning methods, learning media, learning sources, learning steps, and assessing the learning process. according to the findings, all teachers had created school identity, primary material, time allocation, learning purpose, basic competence, and indicator of competence achievement, learning materials, learning sources, and assessing the syllabus optimally's learning process. they created the lesson plan following the primary material. they might be had a different lesson plan from one to others. unfortunately, the researcher found that t3 did not create a learning method, and t4 did not create learning media. here was the table of the analysis. based on the lesson plan elements, the finding showed that most teachers created the lesson plan well. this is in line with rambe (2016). he found that vocational school's english lesson plan is designed based on considering some parameters including competence, goals, objective, time allocated, method, learning material, source of material, and assessment. moreover, it is also not in line with suroyo & faridi (2018). their finding of developing speaking english for specific purposes materials for primary broadcasting students showed that eva rahmatunnisa, et al./ english education journal 11 (2) (2021) 256-264 260 some english speaking materials for vocational students were not in the form of esp materials. besides, according to the finding, this is in line with bharati (2010, p. 95). in her finding, it showed that a lesson plan should consist of: the identity of the school, the identity of the lesson, gare/ semester, time allocation, standard of competence, basic competence, objectives, material, method, learning activities, source, homework, indicators, a set of evaluation, and rubrics of evaluation. the implementation of teachers’ competence in developing learning material from the classroom observation, the researcher found that all esp teachers choose the appropriate materials according to the students' development level. as mentioned in the previous finding, t1 and t2 might have the same topic: asking and giving direction. in contrast, t3 and t4 were about the degree of comparison. in developing learning material, most teachers could manage the learning material creatively. the students were active during the teaching-learning process. in contrast, t3 did not manage the class because some students were not active and sleepy. additionally, she also did not develop the lesson plan well. other results showed that no esp teachers used the language laboratory or library in the teaching-learning process. on the other hand, t1, t2, and t4 taught the material clearly to understand. however, the researcher found that t3 did not do that because she taught the material monotonously. ideally, english teachers must have some competencies to apply the curriculum. harmer (1998) stated that english teachers should develop and adapt the materials based on their needs and ability by modifying and extending the content and task to support this idea. the current study showed that some teachers were good at developing the learning material. they used some techniques in the teaching-learning process. they chose the appropriate materials according to the level of the students' development. besides, they were also able to manage the class well and use the internet. this conformed to the previous study of developing learning material conducted by satriani, i. (2014). based on the finding, it indicates that preparation in using english textbooks is essential for the teachers to be creative in developing the materials, to be able to use authentic and commercial materials besides textbooks, and give many benefits both for the students and for the teachers. those materials are quickly taken from the environment and the internet. the implementation of teachers’ competence in applying the media to teach esp the teacher might use useful and exciting media to make the students understand the material quickly. according to the findings of the classroom observation and interview session, the results showed that all teachers applied teaching methods such as t1 used audio-lingual method and group discussion, t2 used discovery learning, audio-lingual method, and drilling technique, t3 used drilling technique, and t4 used number head together (nht), drilling technique, and discovery learning. to strengthen the data, the researcher observed the use of learning media. she found that most teachers used variety in learning media, for instance: video, ppt, textbook, google maps, whiteboard, board marker, laptop, and sound. yet, only a teacher used a textbook without adding another media while teaching. she did not teach the students creatively by using the media. additionally, all teachers used handouts as the primary source. in applying learning media, some teachers used dictionary to check the spelling, for example: “direction”, “left”, “signpost”, “traffic light”, etc. accordingly, t1 and t4 used it during the teaching-learning process. t1 used a laptop for applying the video and showing ppt. additionally, t4 used a laptop to seek additional information. in contrast, t2 and t3 did not use it in tlp. another finding was from the interview session. there were five questions conducted by the researcher. the findings showed that all teachers agreed that learning media was eva rahmatunnisa, et al./ english education journal 11 (2) (2021) 256-264 261 significant because it could motivate them to learn english. then, all teachers had ever applied learning media such as scrabble, flashcards, whiteboard, laptop, sound, videos, pictures, quizzes, audio, books, worksheet, etc. to achieve the learning goal quickly, teachers should optimize the learning media. unfortunately, not all teachers had optimized it. the reason was they did not have enough time to develop the learning media. to strengthen the data, the researcher asked the teachers about difficulties in applying the learning media. the results showed that the schools were lack of facilitation such as lcd, projector, and internet access. additionally, a teacher also was demanding in managing time. to overcome the difficulties, t1, t2, and t3 looked for other ways to teach them. accordingly, t4 shared the problem with other teachers to get the solution. the teachers use media in tlp to help the students get or understand the lesson easier. the media are also being used to send messages to the students and stimulate them to learn. the current study showed that some esp teachers used media. this is in line with rahmi (2014). in her finding, she found that 90% of the students like to study english using media. additionally, this is in line with septiana, e., mujiyanto, j., & sutopo, j. (2020). the results showed that two english teachers' positive perceptions of using the super minds textbook reflected their planning, actual implementation, and evaluation in the classroom. additionally, according to hadijah (2016), the finding showed that the teachers are challenged to be able to deploy the video effectively due to numerous types of video that can be found and presented in the classrooms. the implementation of teachers' competence in the teaching-learning process the teaching-learning process includes implementing a lesson plan that includes preliminary activities, core activities, and closing activities. in preliminary activities, all teachers pay attention to the students before the lesson. additionally, they also provided a stimulus to the students, which lead to the material that would be discussed. after providing a stimulus to the students, all teachers also conveyed learning objectives. the learning objectives were the same as the lesson plan created by the teachers. in core activities, all teachers mastered the subject matter according to the learning objective. they linked the material with other relevant knowledge, developments in science and technology, and real life. moreover, all teachers utilized learning resources such as forward grade x book unit 5 by erlangga. then, they also used the internet and books as references. it had been explained in the previous finding. furthermore, t1, t2, and t4 could engage the students in tlp. the students were active and enthusiastic in joining the class. but, t3 could not engage the students because the students were passive in class. in this case, they felt sleepy because the teacher taught them like teachercentered. in core activities, all teachers carried out the learning assessment. the detailed information would be explained in the last findings of the research. in closing activities, all teachers summarized the subject matter. they also guided the students to reflect on their learning. on the other hand, t1, t2, t3, and t4 gave feedback to students on learning outcomes. they provided follow-up activities in the form of assignments, both individual and group. last, all teachers informed the plan of learning activities for the next meeting. the teaching-learning process is a process that includes many variables. these variables interact as learners work toward their goals and incorporate new knowledge, behaviours, and skills that add to their range of learning experience. brown (1987, p. 7) also states that teaching guides and facilitates learning, enables the learner to learn, and sets the condition for learning. based on the lesson plan elements, all teachers did the teaching and learning process so that teaching and learning went smoothly from one activity to another. even though some teachers found difficulties in applying the lesson plan, they could not associate the lesson plan with the class's real condition. taridi (2016) supported eva rahmatunnisa, et al./ english education journal 11 (2) (2021) 256-264 262 the finding of the research. he researched the teaching-learning process following the 2013 indonesian curriculum. the findings describe the analysis of the teaching and learning process's implementation, which are classified into three themes (introductory, core, and closing activities). moreover, this research is also in line with dwi & syafri (2018). the result shows that the teacher can conduct the lesson plan and teaching media carefully. besides, the teacher needs more time to prepare her lesson plans and teaching media; and some students may feel depressed because of the observers' attendance. the implementation of teachers’ competence in constructing the students’ assessment in this part, the researcher researched using a lesson plan document. the first point of the analysis was about preparing questions following the subject matter. as the researcher found, all esp teachers had already made the questions according to the subject matter at the end of the lesson plan. after making the questions, the teacher also made the answer key to the assignment. according to the finding, t1 made five answer keys based on the questions. then, t2 also made five answer keys to the multiple-choice questions. unfortunately, t3 and t4 did not make the answer key to the assignment. other findings were from teachers' competence in preparing individual assignments and group assignments for the students. as the analysis above, all esp teachers had already prepared the students' assignment. after getting the material, the students were given the assignment by the teachers. besides esp, teachers also prepared a group assignment. unfortunately, not all esp teachers made the assignment for group assignment. only t2 prepares the group assignment. the detailed assignment was explained clearly. the last finding was about teachers’ competence in preparing a grading system that would be used to assess student work. the researcher found that all esp teachers have a grading system. the last discussion is about constructing the students’ assessment. assessment is an important part in teaching. it is usually placed in the end of lesson plan. according to brown (2004, p. 145) the term assessment is the activities during teaching and learning that not only in form of written test but also the oral questions from the teachers. it can be spontaneous questions for the teachers. based on the finding, all esp teachers made the individual assignment for their students. unfortunately, only a teacher made group assignment. efendi (2017) supported the finding of the research. he found that the implementation portfolio assessment improves students' writing skills. additionally, deluca et al. (2017) conducted the research about student perspectives on assessment for learning. this study highlights that assessment for learning implementation requires sustained focus, research, and support in schools and classrooms for students to value and fully benefit from assessment-based teaching. conclusion the result of this study may lead to other studies. an in-depth study to analyze the professional competence could be conducted. it would also be better for future researchers to conduct a similar study with a wider scale and longer time to collect more complete information on how the teacher implements their competencies in the class. this study was useful as a reference for the teachers or lecturers in implementing professional competence to teach esp. this research is hoped to be worthy of english teachers' attention especially in designing the syllabus, creating the lesson plan, developing the learning material, applying the learning media, teaching-learning process, and constructing the students’ assessment. eva rahmatunnisa, et al./ english education journal 11 (2) (2021) 256-264 263 references basturkmen, h. 2010. developing courses in english for specific purposes. palgrave macmillan. bharati, d. a. l. 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(2009). developing materials for esp (english for specific purposes) class. jurnal sosial humaniora, 2(1), 66-77. 47 eej 12 (1) (2022) 47-54 english education journal http://journal.unnes.ac.id/sju/index.php/eej curiosity factors and english language achievements: non-english students department asti gumartifa , indah windra dwie agustiani, andriamella elfarissyah universitas muhammadiyah palembang, palembang, indonesia article info ________________ article history: accepted 28 september 2020 approved 12 january 2020 published 15 march 2022 ________________ keywords: curiosity, accomplishment, motivation, and english language ____________________ abstract ___________________________________________________________________ curiosity is fundamental in inspiring students to learn english as a foreign language. their curiosity, on the other hand, does not exist when they are studying english. students believe that studying english is difficult and implementing speaking skills is even more challenging. this article identifies critical points to recognize students’ curiosity in learning english language as non-english department students’ through a literature reviews. this is a descriptive study, where the researcher finds some supporting theories in term of curiousity in learning english as a foreign language. it relates to the theory that emphasis the difference among students’ curiosity in learning english. theory and evidence are discussed in the field of psychology and pedagogy, curiosity and education, curiousity in learning, socioeconomic and curiosity. the study's conclusion is that there is no level of socio-economic difference in the curiosity possessed by a student. curiosity serves intrinsic motivation to learn english language. consider factors such as learning facilities; language laboratorium, english language atmosphere and environment, partners’ stimulation and feedback on student in practicing english, and socioeconomic status analysis. therefore, curiosity is as a self-motivation for english language achievement which involves teachers and students. the findings of this study can help educators have a better understanding of how to get children to enjoy english. teachers can provide attractive learning procedures, materials, and strategies. students will have a high level of interest as a result of this experience of compassion. correspondence address : jl. jenderal ahmad yani, 13 ulu, kec. plaju, kota palembang, sumatera selatan 30263 indonesia e-mail : asti_gumartifa@um-palembang.ac.id p-issn 2087-0108 e-issn 2502-4566 asti gumartifa, et al./ english education journal 12 (1) (2022) 47-54 48 introduction some existed researches have been reported in the literature for specific purposes, such as instructional strategies, responsibility, and eagerness of learning or curiosity as the pedagogical. it created to enhance motivation, activation of certain learning activities, and communication for deeper personal interactions in learning english language. thus, students, teachers, and institution are as the potential influences on the success of english language learning target. external factor such as completeness needs in academic information is one of the factors that can influence students english language achievement. it is important elements include academic achievement especially in english language skills (aikens and barbarin, 2008). according to nurishlah, budiman, and yulindrasari (2020), information problem access affect students academic performance and their curiosity in learning process. unfortunately not most of students are able to get additional access information except teachers. as a result, students who lack insight feel inferior to their more knowledgeable friends. the extended period that particularly in university, instructors were trained to teach english using teacher-centered model. the majority of students prefer to keep quiet and serve as an audience during an english session. they rarely communicate in english or raise their hands willingly to respond to the teacher's inquiries, and some still stay asleep. it appears as though they place little value on their english lesson. this type of instruction that is inappropriate to the english education since it decreases students' interest in english language. this type of forced-feeding instruction is damaging to students' development, as it can progressively cause them to lose interest in learning english. some previous researches have been compared to thisresearch. some techniques to increase students' curiosity in learning were identified by tianjuan (2019). while pluck (2011) outlined various techniques for promoting students' interest in learning, then nurishlah, budiman, and yulindra (2019) concluded that students from various socioeconomic backgrounds express curiosity in different ways. therefore, this research focuses on the curiousity factors that must be determined at first during the learning process. by knowing some curiosity factors earlier, teachers can create some techniques to increase students’ curiosity in learning. this study aims to open insight to the teachers in analyzing and determining each student’s learning curiosity before beginning the teaching process. the goal of this research is to give information more about some factors that influence student learning curiosity. as a result, teachers and students will be better prepared in the further teaching. according to tianjuan (2019), interest in learning is a necessary component for teaching and learning, as it is the most valuable and active source of curiosity and initiative. therefore, all teachers must create effort to achieve their students' desire to participate in english language learning. the purpose of this study is to conduct a review of the literature on curiosity factors that influence teachers’ and students’ understanding of english language achievement. furtheremore, both teachers and students cooperate to enhance students’ curiousity of learning english language. internal and external influence factors are identified in this research. method this study is focused on the students’ factors of curiosity in terms of english language learning. this study observed some existing research about the connection between curiosity and enlish language learning field. the researchers look for some curiosity factors that come from internal and external field. identifying its factors, the research collects some different issues from the related references. researchers identified from socioeconomic background, academic accomplishments and others. the researchers also examined numerous linked issues, including psychology and asti gumartifa, et al./ english education journal 12 (1) (2022) 47-54 49 pedagogy of curiosity, curiosity and education, curiousity in learning, socioeconomic and curiosity. results and discussion results there are numerous issues in the learning process relating to students' lack of interest in studying english. however, this study underlines the lack of curiosity among students to learn english language learning based on the existing challenges. the finding underlined that both internal and external factors are the same in creating students’ curiosity in english language learning. therefore, both teachers and students play a role to the success of enhancing language learning curiosity where teachers’ teaching method is as the external factors and students theirself are as the internal factors. this can be triggered by a variety of reasons relating to students' interest in the learning process. the results below show factors that influence curiosity. psychology and pedagogy of curiosity curiosity is as a significant factor in education. in the late nineteenth century, philosophers and early psychologist, william (1890) discussed common ideas, including scientific curiosity in academic achievement. furthermore, (gorlitz, 1987) emphasized the significance of curiosity in early language acquisition. curiosity is as the internal method that is needed by students in practicing skills. he utilized the variety roles of curiosity are as the experimental activity and particularly in terms of the process of assimilating. curiosity refers to the methods in which infants adapt or learn about the environment. comprehending the link between curiosity and learning and education, it is necessary to analyze some approaches to the issue that have emerged from the psychology field. curiosity need parents’ role to enhance the effective self motivation in the learning process. as the psychologist term, it is the internal support to build up and motivate students to have curiosity which comes from families. furthermore, the russian psychologist vygotsky (1978) stressed the importance of parents in promoting children's exploratory activity. children's cognitive capacities are not constant but rather exist on a spectrum ranging from communicative competence to collaboration with adults (vygotsky, 1978). exploration and encouragement of early curiosity can help to extend cognitive capacities. according to pluck and johnson (2011), curiosity was incompatible with learning theories that focused on global and biological aspects of the learning process. berlyne (1954) distinguished between 'perception curiosities which occurs when a stimulus has a quality such as novelty and draws attention and evidential. such premises underpin the dominant psychological approach to curiosity today. both are the term that only applies to human behavior and explains a desire to learn. additionally, berlyne (1954) noted: "why certain pieces of knowledge are more ardently sought and more readily retained than others." schmitt and lahroodi (2008) mentioned that curiosity improves academic learning in general in terms of pedagogy curiosity. interest as a tool and necessity for education, research, and knowledge are reinforced by the fact that classroom teachers choose ways of instruction that arouse curiosity. thus, it is essential to the academic field such as teaching and learning process. curiosity as a characteristic that is significantly related to intelligence (coie, 1974). therefore, curiosity is more essential than intelligence. studies of schoolchildren show that iq is more significant in assessing grades (zion and sadeh, 2007). in other words students can improve the intelligent in some sectors by maximize the curiosity as comes from internal feeling. in brief curiosity significantly increases and influences the learning activities. motivating the students to think more deeply about the substance being described is one of the ways to develop students’ curiosty. it has obvious connections to the theories that propose distinctions between 'deep' and 'surface' learning and psychological theories that imply 'deep' information processing leads to improved understanding (craik and asti gumartifa, et al./ english education journal 12 (1) (2022) 47-54 50 lockhart (1972). therefore, the connection theorist between curiosity and psychological must be practiced. furthermore, according to zion and sadeh (2007), the function of curiosity as a motivator is likely a significant component of inquiry-based learning's effectiveness. there is an indication that it is the primary driver of active investigation in student learning. curiosity and education the distinction between "perceptual curiosity" and "epistemic curiosity" was made by (berlyne, 1954). the sensory search for novelty is known as perceptual curiosity. the need for knowledge is referred to as epistemic curiosity, which is a uniquely human instinct. he also distinguishes between "diversive curiosity" and "particular curiosity." single interest is sparked by a specific piece of knowledge, whereas diverse curiosity is sparked by a broad decision to obtain information when bored. curiosity is an innate desire for learning that is particularly strong in young children (loewenstein, 1994). psychology has laid the groundwork for instructional methods to fostering curiosity. the relevance of curiosity in early child cognitive development was underlined (piaget and valsiner, 1930). curiosity is connected to two processes that children use to learn about the world: assimilation and adjustment. several practical techniques for stimulating curiosity, then in retaining linguistic curiosity at primary school students, tompkins and tway (1985) recommended using wordplay. among the ten instructional design methods proposed by arnone (2003) for promoting curiosity are: allow enough time for inquiries, use curiosity as a hook, introduce idea conflict, and provide an atmosphere for questioning, allowing the topic selection, and adding aspects that pique curiosity. according to berlyne (1954), curiosity is an internal motive that can be fostered externally. students can have curiosity if students are motivated or interested in one lesson. adacemic achievements are connected to the curiosity and motivation to learn. english language skills are needed those factors in order to have practical effort. he defined six factors that distinguish curiosity stimuli: originality, surprise, alteration, conflict, ambiguity, and complexity. these elements have been taken into account and it gives the influences to the academic performance. besides, the design to create those factors must be tried to implement by each students. the curiosity possessed by students is caused by several factors, namely the effort and enthusiasm to develop abilities in certain fields of science. for example, students majoring in english department have more abilities of english language skill than students from other majors other. thus, the level of curiosity also affects the student's ability to understand english. arnone (2003) instructional design ideas for encouraging curiosity in study environment were used. thus, curiosity develops due to the challenges of everyday living, which lead people to examine something in their surroundings. curiosity is defined as the drive to discover and receive new information. when a person seeks information, this is referred to as searching. according to the numerous viewpoints above, curiosity is the desire to uncover and know information or knowledge that is not known at this time to fill the information, understanding, or knowledge deficiency better than before (berlyne, 1954). most students do not realize the importance of curiosity in the field of education especially in learning english as a foreign language. therore, academic performance is a measure of one's ability to learn the lesson. the point is students can achieve the learning target by improving the desire or curiosity feeling. students' gained knowledge skills due to training or experience of life high academic accomplishment is not feasible. without the existence of intellect but the fact of high intellectual ability is not a guarantee of excellent academic success (spinath, 2012). curiosity plays a role in enhancing academic achievement by encouraging people to think about information more deeply. english language skills for non-english department students need serious attention to be improved its curiosity. the information obtained curiosity-driven students will be conscious of information gaps to get motivated to discover solutions and aggressively study the problem to resolve their inquisitiveness (nurishlah et al., 2020). the learning targets are not only focus on the students english language achievement but also students’ curiosity in learning english language. language learning curiosity is the basic step before goes to the language achievement. as a result, the function of curiosity as a driving element for dynamic inquiry in student achievement asti gumartifa, et al./ english education journal 12 (1) (2022) 47-54 51 leads students to attain learning accomplishment (pluck and johnson, 2011). curious learning companion the institution and school must preset expertise about the precondition effect pairings for the actions of the student's contoler, which implies that the institution and shool can anticipate what steps the student's can take and what changes will occur in the world state if an effort is made. following that, both teacher and families must take a role through the primary purposes of each component. environment to practice english skills is similar to english language atmosphere. students are motivated to have language skill by seeing the english practice environment. students come from english department complete daily motivation to improve their english language skill. it happens because students are inspired by others to practice english. viceversa, students have low motivation and curiosity to practive english without seeing english language practice atmosphere. based on berlyne (1954) psychology theory, the curiosity inference module infers the presence of curiosity-stimulating variables in the direct learning environment. curiosity occurs when students learn the lesson in the direct situation. the suggested inquisitive learning companion works as a partner learner in direct learning settings to assist a student. the interested learning companion's objective is to monitor the environmental context and the student's actions (as represented by the student) in the virtual world and deduces curiositystimulating variables (novelty, surprise, etc.) are present today. the school and institution can formulate questions to encourage the student and stimulate their curiosity. it depends on some enabling variables such as environment, friends and families. curiosity-inducing variables based on information gleaned from the surroundings as well as its technical knowledge based on the inferred curiosity-stimulating variables and its query, the institution or school create question and solution in enhancing students’ curiosity. through its sense, the inquisitive learning partner observes the environment factors (world states) and the student's activities (actions of the student's controller). the memory stores student's previous world and activities. berlyne (1954) found six elements that enhance people's curiosity in language learning, such as: a. novelty refers to something. for example, students are quickly captivated by new media in learning. b. change refers to the movement or change that happens when the stimulus is working on receptors. for instance, students may be drawn to a shooting star that makes a dramatic shift in the peaceful sky. c. surprise is when one's expectations are not satisfied by the actual outcome, resulting in surprise. for example, students will be shocked if a media accelerates after hitting the stop button. d. uncertainty is when there is no apparent response to stimuli; this is referred to as uncertainty. uncertainty over an answer to a question, for example, might compel a youngster to seek the correct response. e. conflict is when a stimulus elicits two or more conflicting reactions then conflict occurs. students, for example, may be intrigued when they must decide whether to press the forward button on a toy vehicle to win a race or the reverse button to avoid an obstacle, even though in the future and backward are fundamentally incompatible. f. complexity is the diversity or variation in a stimulus sequence. student, for example, prefers a jigsaw puzzle of 10 pieces over one with only two parts. socioeconomic and curiosity typically, socioeconomic status is determined by employment, education, or income, or a combination of these factors (woolfolk, 2009). according to spinath (2012), the strength of the association between children's socioeconomic position and academic achievement varies substantially depending on the variables employed to gauge socioeconomic status and academic achievement. the link between socioeconomic status and academic asti gumartifa, et al./ english education journal 12 (1) (2022) 47-54 52 achievement is widely considered proof of social injustice and inequality of opportunity. for example, parents of high socioeconomic status have beneficial features in their children's socioeconomic learning status, such as providing an atmosphere that promotes and supports learning. children of high socioeconomic levels are more likely to have high learning ambitions (spinath, 2012). in terms of learning motivation is concerned to the students’ curiosity in practicing and trying everything. students feel enjoy and have no any burden to try even practice something new. the students consider that they have good level in the field of socioceconomic to learning process. curiosity is influenced by the children with whom the child interacts, the setting in which the child grows, and what people do to children in the surroundings. individuals with a low level of interest have a curiosity that has not yet formed. adults and their environment significantly influence children's curiosity growth (nurishlah et al., 2020). students' curiosity representations of socioeconomic status are more in showing enthusiasm to learn new things, which depicts students' joyful feelings about learning new things at school. the enthusiasm comes from the stuents that have so facilities in the learning needs. for instance, students can take additional cource to support their understanding or knowledge to the lesson. having these facilities automatically makes students to be better practice than other. in phsycholgy, it can influence students’ curiosity in trying something new. in addition, this enthusiasm for studying arises also from students’ desire to gain the success of learning that influence the socioeconomic status furher. thus, it is one of the reasons to build up students’ curiosity. nurishlah et al., (2020) also claimed that teachers and education at class serve as sources of information due to extrinsically constrained learning facilities and parental knowledge at home. while students' goal to learn the truth of information is essential to supplement their current knowledge. curiosity is rewarded with information. students from insufficient socioeconomic levels, for example, can be intrinsically or extrinsically motivated to learn new information. additionall, motivation can occur to the students from both insufficient and socioeconomic levels. the fulfillment of curiosity is another impact of economic status. children from affluent families fulfill their curiosity by gaining access to various facilities and learning tools, including books, the internet, and educational aids. youngsters from poor socioeconomic positions must satisfy their interests in different ways. the component of curiosity that affects student success from low socioeconomic levels displays willingness to learn new experiences, reflecting students' excitement for learning something new at school. at the same time, they do not receive new knowledge at home (pluck and johnson, 2011). discussion curiosity, according to schmitt and lahroodi (2008) improves academic learning processes. curiosity comes from some intrinsic and extrinsic factors. it also can be enhanced by the environment as the example from extrinsic factor, and motivation is as the intrinsic factors. curiosity occurs by adopting the environment practice. students from english department compete to practice english language by seeing and comparing the partners’ practice. in other side, students have no curiosity in practicing english language without motivated by the environment in applying english in daily used. tianjuan (2019) asserted that enthusiasm in learning is crucial for teaching and learning since it is the most significant and active resource of enthusiasm and initiative. curiosity also comes from the side of socioeconomic as the extrinsic factors. it brings some positive and negative side in the field of english language skills. as the positive side students come from good socioeconomic have various facilities to improve the skills of english in which students from low level of socioeconomic could not have. beside, others also are motivated to have well socioeconomic in the future by learning or practicing english language well. asti gumartifa, et al./ english education journal 12 (1) (2022) 47-54 53 socioeconomic status refers to one's level of income and financial stability, and it is one of the most significant cultural components of one's life, including professional life. as a result, all teachers must take the opportunity to spark their students' interest in english study to aid them in understanding the language in the shortest time feasible. umisara, faridi, and yulianto (2021) also concluded that there is connection between students’ curiosity and motivation. as students are able to improve their curiosity in the english language learning, they can enhance their motivation in learning. therefore, students learn with full of motivation will learn enthusiasticall (sodik, faridi, saleh (2020). the reality that classroom teachers adopt methods of instruction that excite inquiry reinforces interest as a tool and requirement for education, study, and knowledge. curiosity is vital for learning and teaching. curiosity has a role in improving academic performance. encouraging individuals to think more thoroughly about information, curiosity-driven pupils will be aware of knowledge gaps to be motivated to seek answers and actively research the topic to address their curiosity. berlyne (1954) discovered six factors that spark people's interest: novelty, change, surprise, conflict, and complexity. the relationship between socioeconomic position and academic success is generally regarded as social injustice and unequal opportunity. parents of high socioeconomic status, for example, have favorable aspects in their children's socioeconomic learning status, including providing an environment that encourages and supports learning, such that children of high socioeconomic status are more likely to have lofty learning goals (spinath, 2012). in addition, students also inspired and influenced by some students who are insightful and have high intellectuals to be better in academics. the basic needs that must be completed by the teachers are to make the learning and teaching process to be interactive. teachers can stimulate some passive students by activating some active students to be the partners of speaking collaboration. besides, teachers can enhance students’ curiosity by having closed emotional to the students. by those, students are really inspired by their others active friends to learn english language and students are enjoying with the atmosphere of learning. therefore, teachers teach english condusive then students can enrich their curiosity as well. conclusion psychology findings mentioned that curiosity can improve teaching practice in a variety of educational environments to student interest to seek information. classrooms learning environment is the first steps to encourage students’ learning curiosity. therefore, other factors are also needed by the students and teachers in order to achieve the english language learning. students’ learning behavior is influenced by various circumstances, all of which may connect with curiosity. learning media, parents' encouragement and stimulation are all factors to examine when looking at students‘curiosity and motives at institution or school. besides, socioeconomic status analysis must be measured further in order to find out its contribution to the success or english language learning target. therefore, there should be a deep investigation into the correlation study, among other factors that influence english language learning achievement especially for non-english department students. references aikens, n., & barbarin, o. (2008). socioeconomic differences in reading trajectories: the contribution of family, neighborhood, and school contexts. journal of educational psychology, 100(2). arnone, p. (2003). using instructional design strategies to foster curiosity. eric digest. berlyne, d. (1954). a theory of human curiosity. british journal of psychology, 45(3), 190–191. asti gumartifa, et al./ english education journal 12 (1) (2022) 47-54 54 coie, d. (1974). an evaluation of the cross situational stability of children’s curiosity. journal of personality, 42(2), 93– 116. craik, f., & lockhart, r. (1972). levels of processing: a framework for memory research. journal of verbal learning and verbal behavior, 11(1), :671-684. gorlitz, d. (1987). curiosity, imagination, and play: on the development of spontaneous cognitive and motivational processes (lawrence e). mahwah. loewenstein, g. (1994). the psychology of curiosity: a review and reinterpretation. in psychological bulletin (pp. 75–98). nurishlah, l., budiman, n., & yulindrasari, h. (2020). expressions of curiosity and academic achievement of the students from low socio e conomic backgrounds. 399(2019), 146–149. piaget, j., & valsiner, j. (1930). the child’s conception of physical causality. transaction pub. pluck, g., & johnson, h. (2011). stimulating curiosity to enhance learning. 19(2), 24–31. schmitt, f., & lahroodi, r. (2008). the epistemic value of curiosity (educationa). spinath, b. (2012). academic achievement. encyclopedia of human behavior, 1–8. tianjuan, z. (2019). methods of stimulating students ’ interest in english learning. advances in social science, education and humanities research (assehr), 314(1), 472–475. tompkins, e., & tway, e. (1985). keeping language curiosity alive in elementary school children: adventuring with words. childhood education, 61(5), 361– 365. vygotsky, s. (1978). mind in society. cambridge, ma: harvard university press. william, j. (1890). the principles of psychology (dover). new york. woolfolk, a. (2009). educational psychology active learning edition. yogyakarta: pustaka pelajar. zion, i., & sadeh, i. (2007). curiosity and open inquiry learning. journal of biological education, 41(4), 162–169. 566 eej 11 (4) (2021) 566-578 english education journal http://journal.unnes.ac.id/sju/index.php/eej realization of assertive speech acts performed by the national university debating championship grand final 2020 rizky ramadhan perdana1, dwi anggani linggar bharati2, issy yuliasri2 1. smp negeri 1 rantau pandan, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: recived 28 july 2021 accepted 4 october 2021 published 23 december 2021 ________________ keywords: assertive speech act, national university debating championship, speech acts. ____________________ abstract ___________________________________________________________________ this study was focused on evaluating the realization of the assertive speech acts performed by the government and opposition teams in the nudc grand final 2020. the analysis included the analysis of assertive speech acts, the comparison between the assertive speech act performed by both teams, and the pedagogical implication toward english education. the results of the study showed that twelve types of assertive speech acts were found in their utterances during their speech, such as asserting, arguing, informing, claiming, predicting, suggesting, stating, criticizing, rebutting, reminding, complaining, and reporting assertive speech act in which stating assertive speech act had achieved significant used during the government teams’ speeches. meanwhile, arguing and criticizing assertive speech act almost reached the highest number of altogether just slightly below stating assertive speech act which confirmed that aside from the declarative statements employed within the arguments, the opposition team was revealed to show their strong disagreement toward the government team’s arguments. moreover, the realization of the assertive speech act helps english education students to build their communicative skills by considering the purpose and structure of the assertive speech act. for further study, it is expected that future research could examine the combination of assertive speech act and the other speech acts in the debate since the speakers do not merely use assertive speech acts. since this study also focused on the pedagogical implication for english education, it would be better if future research could scrutinize the implementation of speech acts during the esl or efl classroom. correspondence address : jl. durian, keramat, rantau pandan, kabupaten bungo, jambi 37261, indonesia e-mail : rizkyramadhanperdana@gmail.com p-issn 2087-0108 e-issn 2502-4566 rizky ramadhan perdana, et al./ english education journal 11(4) (2021) 566-578 567 introduction language as verbal communication consists of a package of meaning that cannot be separated from the speaker's intention and the hearer's recognition as they both interchangeable relationships. to reach an understanding between the sender and recipient of information, one needs to concern about the purpose of speech communicated by a speaker. a statement means a process of making word sounds to impart knowledge. some utterances contain meaning more than what is uttered that goes beyond its literal meanings (kohar, 2018; susanti, sumarlam, & djatmika, 2020; and husain, hamamah, & nurhayani, 2020). therefore, when someone communicates something to us, our focus is not primarily on the sentences, yet the intention behind their utterances should be taken into accounts. thus, the meaning behind the utterances might possess the fundamental objectives that should be understood by the hearers regardless of the literal meaning of utterances. therefore, language use in communication is considered essential in presenting the speaker's stances. to deal with the use of language in conversation, pragmatics needs to be applied. pragmatics, a branch of linguistics studies, explores the relationship between the context outside the language and the meaning of speech depends on speakers, receivers, and other features of the context of speech and focuses on implied meanings. when expressing the statements, at the same time, the speaker performs particular kinds of activities (mubais & sofwan, 2018). each speaker has the intention behind their utterances. for example, "the coffee tastes great" this sentence might be to invite, to offer a cup of coffee to the hearer, or merely a statement of fact. thus, the hearer must interpret it well by considering the context surrounding the conversation to keep one away from a misunderstanding at the time of communication (sari, 2020). the terms such as locutionary act, illocutionary act, and perlocutionary act are familiar in speech acts. when people produce utterances, unconsciously, they have produced three related acts deal with their statements. the locutionary act is to display words into sentences that make sense in a language with correct grammar and pronunciation. it is what a person does in saying something else. at the same time, the perlocutionary act is the impact that an expression has on the audience's considerations, sentiments, or perspectives. speech acts are often meant to refer to just the same thing as the term of illocutionary act. when words are actions, or it is doing something else, something more powerful, this is known as speech acts. speech acts perform five general functions: assertive, commissive, expressions, directives, and declarative. first, the assertive speech act focuses on the speaker's commitment to the truth of the expressed proposition, which must have propositional content, evidence, or reasons for the reality of the plan expressed. in simple words, it states what the speaker believes to be the case or not. it is in the form of explaining, suggesting, predicting, warning, reporting, repeating, and so on, all of which describe the state as being a certain way. second, the commissive speech act is the speech act in which the speaker commits to express their intention in a future action such as a promise, a swear, a threat, a guarantee, a refusal, etc. the commissive speech act is used based on the aim of speakers to the hearer. the third is the expressive speech act. third, expressive speech acts. speech acts in which the speaker expresses an attitude against a situation by using verbs such as apologizing, appreciating, congratulating, regretting, hating, regretting, thanking, welcoming, etc. fourth, directive speech acts, where the speaker tries to make the speech partner do something, with words such as asking, pleading, challenging, ordering, challenging, inviting, urging, asking, etc. last is the declarative speech act, in which the speaker aims to change the world via utterances. the debate has a relationship with the speech act theory. if people debate a topic, they discuss it from two opposing sides. it means a discussion related to the arguable acts, which are a part of assertive speech acts. those who agree with the specified motion, statement, or idea are rizky ramadhan perdana, et al./ english education journal 11(4) (2021) 566-578 568 on the "pro" side. those who will not agree with the specified actions, comments, or opinions are the "cons" party. each team will show in an organized and intelligent way why they believe they have the correct answer. they will utilize models and proof to help their thoughts while running after an end. more broadly, a debate is an important tool for developing and maintaining democracy and an open society. more than just verbal or performance skills, discussion embodies the ideals of reasoned argument, tolerance for different points of view, and rigorous selfexamination. debate is, above all, a way for those with opposing views to discuss controversial issues without descending into contempt, emotional appeal, or personal bias. a study on assertive speech act in the debate is needed to see how debaters in the two opposing sides try to make the listener either following or believing their statement and how the listener responds to the speaker. in this research, a comparison study is necessary to compare the two things. they are the assertive speech acts used by the government and opposition team in the debate. thus, i am interested in conducting research dealing with assertive speech acts entitled, "a comparison between government and opposition teams' assertive speech acts in the grand finale of national university debating championship 2020 performed by universitas tadolako, universitas parahyangan, universitas gadjahmada, and universitas tanjungpura. this study was carried out in order to give deep understanding about how the implementation of speech acts carry the communicative purposes. although there have been some studies related to the ways speech acts were implemented in communication, the online communication becomes the particular interest as the new phenomena when people are communicating through online medium. therefore, this study was expected to give more reference in online communication regarding to the implementation of speech acts. methods the design of this study was a descriptive qualitative study that aimed to scrutinize the realization of assertive speech acts during the debate. this study was focused on evaluating the realization of the assertive speech act performed by the government and opposition team in the nudc grand final 2020. the analysis included the analysis of assertive speech acts, the comparison between the assertive speech act performed by both teams, and the pedagogical implication toward english education. this study focused on analyzing assertive speech acts within the utterances produced by the debater team members in the national university debating championship (nudc) grand final 2020 that was conducted virtually through zoom meeting due to the covid-19 pandemic. the analysis was based on the spoken discourse analysis in which the utterances were scrutinized according to schifrin (1994), in which the assertive speech acts were produced. the assertive speech acts within the utterances were also scrutinized based on the theory proposed by searle and vanderveken (1985). results and discussion this study focused on analyzing assertive speech acts within the utterances produced by the debater team members in the national university debating championship (nudc) grand final 2020 that was conducted virtually through zoom meeting due to the covid-19 pandemic. the analysis was based on the spoken discourse analysis in which the utterances were scrutinized in which the assertive speech acts were produced. the assertive speech acts within the utterances were also scrutinized based on the theory proposed by searle and vanderveken (1985, as cited in cutting, 2002). twelve types of speech acts were categorized and how the speech acts have functioned in the speakers' utterances. the analysis was also comparing the assertive speech acts performed by two sides of the teams: the government and opposition team, to criticize rizky ramadhan perdana, et al./ english education journal 11(4) (2021) 566-578 569 how the utterances and the speech acts differed from the other. figure 1. assertive speech acts found in national university debating championship 2020 grand final based on figure 1, it could be seen that there were a variety of assertive speech acts performed by the two teams who were debating in the national university debating championship 2020 grand final in which 12 assertive speech acts were utilized during the debate with total occurrences of 437 assertive speech acts, except disclaiming and admitting assertive speech act. according to figure 1, the assertive speech act was dominated by stating assertive speech acts with 95 utterances employed by the debaters in expressing their arguments. this finding indicated that most of the utterances were expressed clearly and carefully by the debate team members. it also represented that the speakers were confident with the points they delivered during the debate. furthermore, the admitting and disclaiming assertive speech act were never found to be employed during the debate. all speakers from the two teams never supported the arguments that the opposite team had delivered. this finding indicated that all speakers were well-aware of the case being debated and had adequate knowledge to discuss the topic given in the debate. in addition, it was also found out that criticizing and arguing speech acts shared almost the same number of occurrences, around 80 speech acts. this represented that the critics toward one another's arguments were commonly produced during the debate, and the arguments supporting the ideas were successfully also elaborated to encounter against opponent's ideas. moreover, other assertive speech acts were significantly employed during the debate, such as asserting and predicting compared to the others with around 46 and 38 occurrences. this finding also confirmed that the debate speakers successfully presented ideas for or against each other by either strong statements and projections to support the idea. in addition, the asserting type of assertive speech act that was found to frequently occur during the debate indicated that some utterances were declared positively and strongly to the audience and opposite team to make them share the same point of view toward the discussion. meanwhile, the figure also presented some assertive speech acts that the speaker hardly utilized with below ten occurrences: reporting, claiming, and reminding assertive speech acts. those assertive speech act total occurrences illustrated that providing reports, making claims, and reminding past events/facts were categorized as peripheral elements in providing support to the arguments. assertive speech acts performed by the government team based on the analysis, various types of speech acts performed by the government team in the national university debating championship (nudc) grand final 2020 were conducted online through zoom meetings. the result could be seen as follows: 46 82 20 4 38 26 95 83 21 8 11 3 0 20 40 60 80 100 asserting arguing informing claiming predicting suggesting stating criticizing rebutting reminding admitting complaining disclaiming reporting assertive speech acts rizky ramadhan perdana, et al./ english education journal 11(4) (2021) 566-578 570 figure 2. assertive speech acts performed by the government team based on figure 2, the assertive speech acts performed by the government team consisted of 211 utterances in which the stating speech act dominated the assertive speech acts with a total of 47 occurrences out of 211 total utterances. the stating speech acts performed by the government team indicated that the government team declared their points clearly to the audience and the opposition team in convincing ways, assuming that the points and arguments were good to be true. in addition, the criticizing and arguing assertive speech act was also shown to occur frequently with almost 40 occurrences during the government turns, which reflected that the government team supplied criticism against the opposition's arguments within their speaking. the arguing speech act had also reinforced the criticism by conveying logical reasons to strengthen the quality of the critics. similar to the general findings of this study, the asserting and predicting speech acts were found to be recurrently employed by the government speaker during their turn of speaking with 29 and 23 occurrences correspondingly. those findings implied that the government speakers possessed strong beliefs about the arguments they had delivered; in contrast, the government speakers were also shown to be imaginative in mentioning future predictions to support their arguments. meanwhile, there was no proof that the government team was using disclaiming and admitting assertive speech acts indicating that the team had already prepared enough information and knowledge related to the case being debated and did not support the opposition team's arguments. assertive speech acts performed by the opposition team the result of assertive speech acts performed by opposition team could be seen in the following figure. 4 11 1 4 2 16 9 1 10 9 1 3 6 13 14 1 1 5 5 3 7 12 8 3 4 1 10 12 1 9 2 6 9 3 1 5 0 5 10 15 20 asserting arguing informing claiming predicting suggesting stating criticizing rebutting reminding admitting complaining disclaiming reporting cg government whip cg member of government og deputy prime minister og prime minister rizky ramadhan perdana, et al./ english education journal 11(4) (2021) 566-578 571 figure 3. assertive speech acts performed by opposition team based on figure 3, the assertive speech act performed by the opposition team was dominated mainly by the stating speech act, which reached 48 occurrences during the opposition speaking turns. this represented that the argument delivered by the opposition team was wrapped clearly and understandable for the audience. likewise, this stating speech act was almost followed by arguing and criticizing assertive speech act which also utilized by opposition speakers with more than 40 occurrences. this also confirmed that the ways the opposition speakers produced criticism toward something during the debate were well-adjusted by delivering the arguments. meanwhile, the other assertive speech acts were fairly produced during the opposition speaking turns, such as asserting, informing, predicting, suggesting, and rebutting with almost 20 manifestations. this indicated that the opposition team also had to provide other assertive speech acts other than criticizing and arguing to create well-established arguments and strengthen the essence of the arguments. there were also least some assertive speech acts that were employed opposition team during their speaking turn, namely claiming, reminding, complaining, and reporting with attained below five occurrences. this finding also confirmed that although the occurrences only happened few times, the other assertive speech act also possessed roles to sustain the arguments. moreover, there was no proof that the opposition team had utilized disclaiming and admitting assertive speech acts, which meant the arguments provided by the opposition team were never found to be weakly expressed and never gave any acknowledgment toward the government's arguments. similarities and differences between assertive speech acts performed by the government team and opposition team as the debate was based on the british parliamentary style in which two teams were arguing with one another, this study also uncovered the similarities between the use of assertive speech acts performed by both teams. since both the proposition team and opposition team share the same motion to be discussed, the similarities in producing assertive speech acts could be identified. the findings related to the similarities of assertive speech acts performed by the government and opposition team could be seen in the following figure. 2 10 5 1 3 4 21 6 3 3 5 5 4 7 5 12 5 2 2 3 7 4 8 2 13 8 1 9 23 1 2 3 9 18 8 2 0 5 10 15 20 25 asserting arguing informing claiming predicting suggesting stating criticizing rebutting reminding admitting complaining disclaiming reporting co opposition whip co member of opposition oo deputy leader of opposition oo leader of opposition rizky ramadhan perdana, et al./ english education journal 11(4) (2021) 566-578 572 figure 4. comparison of assertive speech act between government and opposition team in grand final nudc 2020 based on figure 4, it could be seen that there were only two similarities related to the frequency of assertive speech acts performed by both the government team and the opposition team. the admitting and disclaiming assertive speech act was never found to be utilized by both teams during the debate. meanwhile, the distribution of the other assertive speech acts was seen to be unequally produced either by the government team and the opposition team, which sometimes higher and sometimes lower from another team. overall, the assertive speech act performed by the opposition team was higher than the government team, with total occurrences 226 and 211 correspondingly. some assertive speech acts that were significantly different in the distribution in which the government team possessed higher employment of assertive speech act were asserting, predicting, reminding, and complaining assertive speech act compared to as performed by the opposition team. the greater number of asserting assertive speech act carried out by the government team indicated that they managed to produce a statement that was strongly believed by them and strongly declared to the audience to influence the audience in viewing the motion they proposed. in addition, the higher number of predicting assertive speech act use had represented that the government team utilized more rhetorical explanation by projecting something in the future to support the motion they were proposing. those rhetorical projections contained logical consequence which might convince the audience about how things were going to happen. concerning reminding assertive speech act that was shown to be significantly utilized by the government team, the government team had already strengthened the arguments by recalling the last events closely related to the motion being discussed. the more reminding assertive speech act was performed, the more relatable arguments to the real context also emphasized the relevance of the actual phenomena. concerning the higher number of complaining assertive speech acts performed by the government team, it represented that the government team found more flaws within the opposition team's arguments which were assumed to weaken the arguments delivered by the opposition team. this also showed that the government team was also considered to be critical in responding to the opposition arguments. implication of government and opposition team’s assertive speech acts in the national university debating championship (nudc) in english education the speakers' manifestation of assertive speech act during the debate represented that all speakers had successfully performed well in utilizing their communicative skills as the debate needs reading the information, listening to what the speaker said, delivering the arguments, and 29 37 5 1 23 10 47 39 4 6 0 9 0 1 17 45 15 3 15 16 48 44 17 2 0 2 0 2 0 10 20 30 40 50 60 a ss e rt in g a rg u in g in fo rm in g c la im in g p re d ic ti n g s u g g e st in g s ta ti n g c ri ti c iz in g r e b u tt in g r e m in d in g a d m it ti n g c o m p la in in g d is c la im in g r e p o rt in g government opposition rizky ramadhan perdana, et al./ english education journal 11(4) (2021) 566-578 573 writing important points from the other speaker's arguments. thus, the findings possessed some pedagogical implications for language learners, especially in english education. the use of assertive speech acts such as asserting and stating done by government and opposition team within the debate contained essential implications for english learners in providing a statement that is strong and clearly and carefully as it could give extraordinary impression toward the audience to share the same feeling that the statement is true. by asserting and stating assertive speech acts, the english learners could also learn the structure of asserting and stating assertive speech acts, which could strongly believe in the motion being discussed. concerning the realization of arguing performed by the government and opposition team in the debate, the findings gave an insight on how to create well-composed arguments according to the correct structure as it could convince the audience that the arguments are based on the real world and logical ways of thinking. moreover, the rebutting assertive speech act could be a reference for english learners about how to disapprove the arguments from other people based on meticulous analysis as it could influence the audience that the contradict statement could be true. therefore, the arguing and rebutting assertive speech act educates the english learners in establishing arguments and disapproving the arguments. related to criticizing, complaining, and suggesting assertive speech act that the government and opposition team realized during the debate, the english learners are trained to be critical toward arguments produced by other people. in criticizing the assertive speech act, the english learners are taught how to create critics against other people's arguments in a correct procedure, such as analyzing other people's arguments, writing down the key points as critics, and developing the critical statement. furthermore, the english learners could compose critical statements based on the right ways. it also convinces the audience that the critical statement is logical and true in finding faults from other people's arguments. related to complaining assertive speech act, the english learners could imitate the debaters to make complaints related to flaws found within other people's arguments. this also educates the english learners about bravely showing other people that something is wrong with the statement they have produced. similarly, suggesting assertive speech acts as a crucial reference to complete the weakness within the other people's arguments. although other people might not directly accept the suggestion, at least it has already revealed that there is an imperfection in other people's arguments. therefore, the criticizing, complaining and suggesting assertive speech act can generally be utilized by english learners to become critical in scrutinizing something and not taking something for granted. dealing with reminding, reporting, and informing assertive speech act utilized by government and opposition team during the debate, the students are exposed to how to strengthen the arguments by recalling certain facts that are closely related to the motion. the arguments would be considered logical and applicable as the lesson is learned from the past by recalling the last facts. thus, it also brings forth examples in enforcing the unquestionable arguments due to its real-world experience. furthermore, reporting assertive speech act within the debate had served as a recommendation to clarify the arguments as it elaborates the arguments with factual discovery. the english learners could expand their arguments by involving finding research to persuade the audience that the arguments were closely related to the research that has been proven before. meanwhile, informing assertive speech act that was found to be meant to explain certain conceptual statements helps the english learners to communicate new knowledge to other people based on the appropriate structure so that it could be well received and easy to be understood by the audience. therefore, english students have to be able to perform reminding, reporting, and informing assertive speech act so that their arguments are strong and convince the audience that the ideas are logical, applicable, and based on valid research. rizky ramadhan perdana, et al./ english education journal 11(4) (2021) 566-578 574 regarding claiming and predicting assertive speech act done by the government and opposition team during the debate, english students could utilize claiming assertive speech act to attract the audience that a statement is true when something is claimed. the claiming assertive speech act also indirectly demands the audience to accept the claim, although no proof has been revealed. meanwhile, predicting assertive speech act helps the students be more imaginative in utilizing their logical thinking to provide projection that could be assumed to be true by the audience. once the prediction is well constructed, it also could lead to a belief possessed by the audience that the prediction might likely be unquestionably true. therefore, the claiming and predicting assertive speech act provides an insight to the english learners to be creative and appealing in composing arguments to the audience. as people communicate to each other by producing utterances, speech acts are essentially performed. the assertive speech act is categorized as one of the speech act categories that communicate information to others (yule, 1996). assertive speech acts bind the speaker to the truth of the proposition expressed. it has a truth-value, shows words to world fit, and represents the speaker’s belief toward something (cruse, 2000). the speaker can state the punishment based on the factor that gives his or her own opinion about a condition. it can be his or her subjective opinion. furthermore, the realization of the assertive speech act possessed different functions that depend on the context and structure of the utterances and the context underpinning the utterances. as the assertive speech act mostly deals with communicating the information, this study analyzed the realization of the assertive speech act performed by two teams clashing their arguments during the nudc grand final 2020 debate competition in which the event was conducted online through zoom meeting. during the british parliamentary style debate, two teams are arguing one another in which one side proposes the motion while another side against the motion of the debate. hence, analyzing the assertive speech acts carried out by both teams would reveal the characteristics of assertive speech acts as performed by a different group of people with a different point of view. therefore, the realization of assertive speech acts performed by the government and opposition team depends on their purpose in the first place (josiah & johnson, 2012). regarding the realization of assertive speech acts performed by the government team, the significant use of stating assertive speech acts proved that most of the utterances operated as a declaration about something clearly as the speakers shared their beliefs to the audience. ramadhani, indrayani & soemantri (2019) statement of facts that the speaker believes to be true could convince the audience to believe the same thing. likewise, criticizing and arguing assertive were discovered to be notably utilized by the government team, representing that aside from declaration statement, the government teams were found to employed criticism toward the arguments produced by the opposition team, which also accompanied by logical reasoning to strengthen the critics to influence the audience that the opposition teams' arguments were weak at some points. moreover, predicting assertive speech act was also seemed to be fairly utilized by the government team, which proved that the government team had successfully correlated their arguments with the conditional projection to reinforce the arguments. likewise, suggesting assertive speech act also took its considerable le role in supporting the government arguments, which exemplified that the government team had found some flaws in the opposition's arguments and proposed substitute solutions, making their arguments seemed superior to the opposition team. similarly, the complaining assertive speech act was also moderately exploited during the government speech, which also performed as alternate assertive speech act to demonstrate that the opposition teathe ms' arguments were incomplete and weakened the opposition's arguments at the same time in the audience's eye. this was also followed by few numbers rebutting the assertive speech act performed by the government team, which also indicated that the rizky ramadhan perdana, et al./ english education journal 11(4) (2021) 566-578 575 government had tried to deny the opposition team's arguments. although the other assertive speech acts were hardly utilized by the government team during their speech, such as reporting, reminding, informing, and claiming, those assertive speech acts had effectively expanded the ideas proposed by the government team by elaborating the arguments using realworld data and past experiences. concerning the realization of assertive speech acts performed by the opposition team during the debate, using assertive speech acts was revealed to be different compared to the government team at some points. it was shown that arguing and criticizing assertive speech act almost reached the highest number of altogether just slightly below stating assertive speech act. this indicated that aside from the declarative statements employed within the arguments, the opposition team was revealed to show their strong disagreement toward the government team's arguments (orin & yuliasri, 2016). moreover, this also supported the relative use of rebutting and suggesting assertive speech act, representing that the opposition team intensely provided more disapproval toward the government team. the opposition team had found a mistake within the government team's argument, which made the opposition team disapprove of the argument and propose the alternate condition to tackle the government team's motion. meanwhile, the considerable number of stating elaborated with asserting assertive speech act indicated that the opposition produced strong and clear declarative statements in clashing against the government team. in addition, informing and predicting assertive speech act were considerably employed during opposition speech in resisting the government team's arguments. this indicated that the opposition team established their arguments by adding some logical projections and explanations to strengthen the arguments against the government team and convinced the audience that the opposition arguments were superior to the government. furthermore, the other assertive speech acts were hardly found during the opposition speech, such as claiming, reminding, complaining, and reporting assertive speech. even though the number of occurrences was insignificant, those assertive speech acts played crucial roles, such as claiming speech act that helped the opposition team to distract their focus as it was only a claim, reminding speech act that helped the opposition team to relate their arguments toward the realworld experience to strengthen the arguments, complaining speech act that helped the opposition team to emphasize the blemish created by government team to deteriorate their arguments, and reporting speech act that helped the opposition team to support the arguments with real data research on the field. about the similarity of assertive speech acts performed by both government and opposition team, there were some similarities that meaningfully crucial to be scrutinized as both teams employed a lot of assertive speech act with different main objective while having the same goal that was to win the debate. firstly, there was not any utilization of admitting and disclaiming assertive speech acts either performed by government or opposition team, which also represented that either government or opposition team were well-aware that admitting and disclaiming assertive speech acts would only possess harm than good when those assertive speech acts were delivered during the debate and could lead into their defeat in which some reasons lied beyond this absence. in addition, the government and opposition team possessed similarities in constructing the utterances especially stating assertive speech act using present declarative sentence. all team members were employing declarative sentences in the form of the present tense to end their turn of speaking. moreover, both the government and opposition teams utilized a similar structure in constructing the predicting assertive speech act. they mostly employed conditional sentences in projecting something in the future to relate their arguments toward the possible result to strengthen their arguments. the ways both government and opposition speakers produced predicting speech act possessed a similar structure in which when a condition is met, another condition will be rizky ramadhan perdana, et al./ english education journal 11(4) (2021) 566-578 576 realized. in addition, the government and opposition team produced the complaining assertive speech act in a similar way in which first they recalled what the opposite team was mentioning, then found the mistakes which finally describe the flaws to the audience. furthermore, the reporting speech act was also similarly delivered by the government and opposition team when the factual data was found, which could be in the form of a number or percentage analysis showing that the data was valid and could strengthen the arguments without rhetorical explanation, which might lead to the question and criticism. about the difference possessed by the government and opposition team in realizing assertive speech acts during the debate, the allocation and characteristics of assertive speech act performed by both teams were noticeably shown as both teams carried the different purposes which either proposing or opposing the motion. firstly, the government team possessed higher employment of assertive speech act were asserting, predicting, reminding, and complaining assertive speech act compared to as performed by the opposition team. the higher number of asserting assertive speech act carried out by the government team indicated that they managed to produce a statement that was strongly believed by them and strongly declared to the audience to influence the audience in viewing the motion they proposed. in addition, the higher number of predicting assertive speech act use had represented that the government team utilized more rhetorical explanation by projecting something in the future to support the motion they were proposing, which might convince the audience about how things were going to happen. moreover, the government team had already strengthened the arguments by recalling the last events closely related to the motion being discussed by significant use of reminding speech act. meanwhile, the government team found more flaws within the opposition team's arguments and seemed more critical in establishing arguments by criticizing assertive speech. meanwhile, some assertive speech acts performed by the opposition team were shown to be considerably greater than the government team, such as arguing, informing, suggesting, and rebutting. it also showed that the opposition team was strongly against the motion, as indicated by the high occurrences of arguing. this also indicated that the opposition team had successfully employed more efforts to bring the audience into a deeper understanding of the arguments. moreover, this also showed that the opposition team assumed that the government team's arguments contained many flaws rather than an opposition team, which made the opposition team suggest alternative options to realize the motion. however, some assertive speech acts were shown to be slightly different in terms of the total occurrences the government and opposition team produced, such as claiming, stating, criticizing, and reporting, which was found mostly higher in the opposition team, indicating that they had maximally created a clash of ideas in strengthening their arguments to win the debate although the distribution that was possessed by opposition team was slightly higher than government team. this is in line with anam,rochman, & indiatmoko (2019) that the choice of speech act use depends on the intention of the speaker and the listener. therefore, both the government and opposition team utilized different types of speech acts since their objectives and the characteristic of their audience possessed different views (gusthini, sobarna, & amalia 2018; rosyidi, mahyuni, & muhaimi, 2019; and haucsa, marzuki, alek, & hidayat, 2020). regarding the implication of assertive speech acts performed by the government and opposition team toward english education, some noteworthy insinuation was crucial to build communicative skills. hidayat (2016) and ulum, sutopo, & warsono (2018) stated that by understanding the speech acts in terms of form and usage, the students of efl/esl could understand the intended meaning of the utterances. by asserting and stating assertive speech acts, the english learners could also learn the structure of asserting and stating assertive rizky ramadhan perdana, et al./ english education journal 11(4) (2021) 566-578 577 speech acts, which could strongly believe in the motion being discussed. thus, arguing and rebutting assertive speech act educates the english learners in establishing arguments and disapproving the arguments. moreover, the criticizing, complaining and suggesting assertive speech act can be utilized by english learners to become critical in scrutinizing something and not taking something for granted. in addition, english students have to be able to perform reminding, reporting, and informing assertive speech act so that their arguments are strong and convince the audience that the ideas are logical, applicable, and based on valid research. furthermore, the claiming and predicting assertive speech act provides an insight to the english learners to be creative and appealing in composing arguments to the audience. therefore, teaching speech acts in the classroom need a particular approach to encourage the students to understand better (shofwan & mujiyanto, 2018). it also encourages english education students to know how to make words that fit the world correctly. conclusions the results of the study showed that twelve types of assertive speech acts were found in their utterances during their speech, such as asserting, arguing, informing, claiming, predicting, suggesting, stating, criticizing, rebutting, reminding, complaining, and reporting assertive speech act in which stating assertive speech act had achieved significant used during the government teams' speeches. meanwhile, arguing and criticizing assertive speech act almost reached the highest number of altogether just slightly below stating assertive speech act which confirmed that aside from the declarative statements employed within the arguments, the opposition team was revealed to show their strong disagreement toward the government team's arguments. moreover, the realization of the assertive speech act helps english education students to build their communicative skills by considering the purpose and structure of the assertive speech act. it is suggested that during the debate, the speakers could highly reconsider the purpose of their speech in utilizing the speech acts, especially the assertive speech acts, to establish strong arguments either to propose the motion or oppose the motion. for further study, it is expected that future research could examine the combination of assertive speech acts and the other speech acts in the debate since the speakers do not merely use assertive speech acts. since this study also focused on the pedagogical implication for english education, it would be better if future research could scrutinize the implementation of speech acts during the esl or efl classroom. references anam, s., rokhman, f. & indiatmoko, b. 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(1996). pragmatics. oxford university press. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f11e8ca2007 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 310 eej 12 (3) (2022) 310-321 english education journal http://journal.unnes.ac.id/sju/index.php/eej generic structure and attitude of closing ceremony speeches in international seminars agnes erliva1, sri wuli fitriati2, abdurrahman faridi2 1. cflt udinus, semarang, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: accepted 01 may 2022 approved 03 july 2022 published 15 september 2022 ________________ keywords: attitude, closing speeches, generic structure, seminar. ____________________ abstract ___________________________________________________________________ nowadays there are a lot of international seminars in various fields of subjects conducted around the world to share ideas, research results, new regulations, a new decree, new theory, and so on. most of the time the representative of the committee in the international seminar finds it difficult to shape the best guidance for the speech text at the closing ceremony. people tend to search for other examples of closing speech to shape their closing ceremony speech text to be the better one because every speech is an opportunity to affect people’s behaviours, beliefs, or actions by the attitude. however, there is no standard called generic structure and attitude which is quite special only for closing speech type. for that reason, the research objectives are to analyse the structures and attitude resources in closing speeches; and to analyse the relationship between structures and attitudes in closing ceremony speeches through the sfl approach. this is a qualitative study that employs the theory of appraisal and a basic understanding of generic structure in the sfl perspective. there are several structures generally found in each closing speech, namely addressee, identification of the speaker, encapsulation of event, valuation of event, wish/hope, special thank, and final thank. the positive valuations are the highest attitude resources found in the closing speeches. the result of this research is benefited to elt in which the english language teacher can enrich the types of potential generic structure of the text, especially closing speech text. correspondence address : villa ngaliyan permai i blok g no.2 kota semarang, jawa tengah 50159, indonesia email: agneserliva22@gmail.com p-issn 2087-0108 e-issn 2502-4566 agnes erliva, et al./ english education journal 12 (3) (2022) 310-321 311 introduction most of the times the representative of the committee in the international seminar find it difficult to shape the best guidance for the speech text at the closing ceremony. people tend to search other examples of closing speech in order to shape their closing ceremony speech text to be the better one because every speech is an opportunity to influence people’s behaviours, beliefs, or actions. that’s an incredible opportunity and a deep responsibility to make the speech matter. however, there is no exact standard called generic structure which is quite special only for closing speech type. a closing speech is one important kind of speech but it may also be the most neglected. closing speech is final opportunity to accomplish the goal, whether it’s to inspire the audience, lead an action, inform a community, break the legality, or change an opinion. closing speech reminds the audience of the goal and the most important points. the speech should be built toward that feeling and the closing speech should be the culmination of that feeling. the evaluation of this feeling is closely related to the dictions used in the speech. the dictions used in the speech can be valued from the appraisal point of view. from the appraisal theory assessment, it is expected that the content of closing speech will be considered as valuable speech to convey. furthermore, the fact is that the generic structures of speech contain intrinsic ‘powers’ to inspire either the speaker or the listener and encourage them to grow beyond selfimposed constraints. generic structure is a certain type of structure for a text. hasan (1985) summarizes halliday’s (1985) examination of interaction between text and context with the statement that “text and context are so intimately related that neither concept can be enunciated without the other” (p.52). her stated objective is to explain what text means. while, the attitude is value by which speakers/texts pass judgements/assessment to participants and associate emotional/affectual responses with participants and processes. the related studies as the source of comparing information about the generic structure were taken from various sources (see loan, 2017; mirahayuni, 2002). mirahayuni stated in the result of her research that non-native writer probably cannot take the benefit of the generic structure in english discourse if the organizational of the discourse is unfamiliar. she also mentioned that non-native english writer need to learn more about usual formal generic structure. still in the topic of generic structure, they took academic writing text as their source of data in their research (sulistyo, 2013; yang, 2012; huhi & rezai, 2013). in his research yang stated that the result of his study about the generic structure of acknowledgement of dissertation are reflecting, thanking and announcing moves but the academic convention influenced the moves. other researchers took more general source of data such as general text and newspaper editorial (hanganu, 2015; ansary & babaii, 2005). these researchers took the source of their data from dissertation text (hyland, 2004; afful, 2016; emilia & hamied, 2015). hyland conducted the research to find the generic structure of acknowledgement in thesis and dissertations. he found that there are several steps. those are reflecting, thanking (thanking for academic help, thanking for supporting books, thanking for moral support), and announcing (accepting responsibility, dedicating the thesis). some other researchers took several lighter type of text, such as teacher’s writing and thesis abstracts (sumekto, 2017; kosasih, 2018; syam, 2017; nugroho, 2009; santosa, priyanto & nuraeni, 2013; kristina, hashima & hariharan, 2017). hariharan hashima stated that culture influenced the promotional discourse in selling javanese batik production. the sense of culture was explicitly shown through appraisal resources. in general, their researches cover similar topic, that is generic structure but they picked different source of data. the other articles related to this study are about appraisal in various texts. those are current research text, grant proposal text, indonesian media text, esl research text, undergraduate agnes erliva, et al./ english education journal 12 (3) (2022) 310-321 312 essay writing text, students’ argumentative writing text (wei, wheritty & zhang 2015; pascual & unger 2015; tallapessy 2014; ngo & unsworth 2015; xinghua & thompson 2009). xinghua and thompson’s research is closely similar to this research in the use of basic theory, that is about attitude as one of appraisal subsystems. xinghua and thompson compared essays belong to english students and essays belong to chinese students based on appraisal point of view, especially about attitude. xinghua and thompson conveyed that both students (english students and chinese students) applied similar pattern in using appreciation. however, they used affect and judgement in totally different ways. there is also lighter type of text which becomes the source of data. literature review and research article text, research article introduction text and argumentative essay texts are written by macken & horarik 2003; yuliana & gandana 2018; parvin 2017. yuliana and gandana mentioned in their research result that students who mastered english quite well are able to compose better text and elaborate their text. macken and horarik said in the part of conclusion that narrative text gives the reader two things, namely empathy and discernment. other types are news text, eulogies text, students’ narrative writing text, undergraduates persuasive text, students’ analytical exposition text, and news text written by fitriati & solihah 2019; santosa, wiratno & chalimah 2018; maula, sutopo & fitriati 2018; fitriati, sholihah & tusino 2018. in their research result, santosa, wiratno, and chalimah mentioned that the news text about the nations’ conflict published in the newspaper consisted of unhappiness appraisal. in their research, they stated that the antipathy feeling is categorized into negative feeling on unhappiness. after conducting the research, fitriati and sholihah mentioned that indonesian writers and chinese writer use appraisal in introduction section of their research papers. this research is different from the previous researches because there is no research dealing with closing speech as the object of study and unfolding the attitude resources study in them. moreover, there is no specific or certain generic structure of closing speech existed in any previous research. therefore, the purposes of this study are finding the generic structures and the attitude of closing ceremony speeches and the relation between both. methods this is a qualitative study which employs the theory of appraisal and basic understanding about generic structure in sfl perspective. the instruments in this research are halliday’s (1985) theory and martin and white’s (2005) theory. those are about the classification of generic structure and subsystem of appraisal, respectively. halliday’s theory was used as the tool to assess or analyze the generic structure. it is to determine the elements found in the speeches. the appraisal system proposed by martin and white (2005) was used as a tool to assess the value of closing speeches. the type of data in this research is spoken data as the main data source. these qualitative data are the video of closing speech in kind of international seminar from you-tube which have been downloaded and transcribed. the transcription of those was segmented into clauses as the units of analysis in this research. the closing speeches are taken from international seminar of various field of work. the procedures of collecting and analyzing the data are downloading, transcribing, reading, marking, categorizing, and analyzing the data which are already in form of table based on their categories. results and discussions the results of this research are stated in two parts, those are about the generic structure of closing speeches in international seminars and the attitude of them seen from the view of appraisal subsystem. generic structure after the analysis process on ten speeches which are used as the data in this research, there agnes erliva, et al./ english education journal 12 (3) (2022) 310-321 313 are several structures generally found in each speech. those structures are addressee, identification of speaker, encapsulation of event, valuation of event, wish or hope, special thank and final thank. addressee in this context is the listener or the audience of the speech. the listeners of the speech are the participants of the international seminars. almost all of the speakers of the speech mentioned the addressees. however, one out of ten speakers did not mention them. the next element found in the speeches is the identification of the speaker. even though the speaker or the one who delivered the closing speech in the seminar did not always mention his or her identity in the speech, there are three out of ten speakers of the speeches mentioned this information. encapsulation of the event is the element which encapsulates the information about the gist or core of the event or the seminar. the researchers found this element in all the closing speeches which are used as the data for this study. valuation of the event contains the appraisal resources found in the closing speeches. this is the relation between the generic structure and the attitude resources manifested in the closing speeches. it is to declare clearly about the relation of generic structure and the attitude of closing speeches manifested. six out of ten speakers of the closing speeches mentioned the wish or hope related to the event. it showed that the element of wish or hope can be figured as the generic structure of closing speech. it occurred in the form of clear wish. however, some of the speakers did not mention the clear wish or hope dealing with the outcome of the seminar. the speakers of the speeches tended to express it by persuasive expression using the word “let’s”. part of conveying the special thank and final thank turns out to be the most frequently occurred element in the closing speech. the element of special thank is directed to potentially distinguished guests or important participants in the seminar while the final thank is directed to all participants. the generic structure of closing ceremony speeches in international seminars can be seen in table 1. table 1. generic structure of 10 closing speeches the example of addressee is taken from speech 7 in the data. the speaker of this speech was mr. andreas mundt. he was the chair of the icn steering group and president of the bundeskartellamt. he delivered his speech at the closing ceremony of the 13th international competition network conference. “minister for livestock, dr. abdi aw dahir, governor, sahil region, mr. ali mohamed elmi, mayor of sheikh district, mr. ibrahim abdilahi absiiye, fao field office manager, mr. mohamed jama gahayr, regional veterinary officer (sahil), dr. ali mohamed guleed, acting principal istvs, mr. nuh haji abdi, course participants, invited guests, ladies and gentlemen” the speech speaker directed the closing speech to those people mentioned in the addressee. in most of the closing speeches, the speaker might mention the addressees who were the important participants in the seminar as the one way to respect them. however, only few of the speech speakers did not mention the addressee specifically. the speech speaker only mentioned “the excellencies, ladies and gentlemen”. the examples about identification of the speaker are taken from speech 6 and speech 10. agnes erliva, et al./ english education journal 12 (3) (2022) 310-321 314 there are only two out of ten speech speakers who mentioned at glance about the identification. (speech 6) “on behalf of yangzhou municipal people’s government,………”(speech 6 was delivered by minister kasenally in united nations symposium) the identification of the speaker was not mentioned explicitly in this speech. the speaker only mentioned that he was the representative of yangzhou municipal people’s government. (speech 10) “…...as the father of five and the grandfather of 11,….”(speech 10 was delivered by chris de noose in innovation conference in 2017) in this example, the speaker conveyed the information about himself by mentioning that he was the father of five children and grandfather of 11 grandchildren. he did not mention specifically about his identity. however, this part is considered to be one of the structure in closing speech called as identification of speaker. encapsulation of the event can be seen from the excerpt below which is taken from speech 3 in the data. “we have now come to the end of an absorbing educational seminar. this has enabled us to take a fresh new look at many of the challenges facing the oil industry and we have done this among experts and decision-makers from both within opaque and elsewhere in the world. we shall all go away with key messages from the event which has been attended by around seven hundred delegates. these messages may vary among us according to our role in this dynamic exciting industry but i'm sure that many of you will agree with those. we have identified here in opec. let me run through them. there will be steady energy growth to satisfy the needs of an increasing world population projected to reach 9 million people. by 2050 most the demand growth will come from the developing world with china and india being the present frontrunner.” it was taken from speech 3. it was the speech delivered in closing ceremony of opec conference. it can be comprehended that the example provided above is the core or the gist of the seminar which was simplified by the speech speaker. valuation of the event is clearly stated in all closing speeches as the example below: speech 4: “you have managed to provide us with an exceptional framework for our discussions and also quite some excellent side events.” the expression of wish or hope was also mentioned by the closing speech speakers. the example taken from speech 6 clearly stated it below: “to make a city radiant with lasting glamour1 is a permanent theme and beautiful2 dream that we all pursue. therefore, i firmly believe that the closing of this conference is not an end, but a new starting point. let’s build on our current status and look ahead into the future, and build a high-end and prudent platform for global communication and cooperation, to make our effective1 themes beneficial2 to sustainable development and to people who have been enjoying and will enjoy urban life.” in this excerpt, the speaker used the word “let” to show his wish or hope related to the outcome of the seminar. the example of special thank can be seen in speech 3 provided below: “…….. no event like this is complete without thanking all those who have made made it happen and this has been under the overall direction of the opec secretary-general his excellency mr. abdullah solomon battery. therefore, thanks are due to our host country the federal republic of austria and the city of vienna as well as the austrian president, his excellency dr. heinz fisher for his opening message. we thank all of them.” the example of final thank is taken from speech 3. “thank you for your attendance and your kind attention and i wish you all a safe trip home. thank.” affect resources as stated in the theory that there are three groups of emotions in affect resource, the agnes erliva, et al./ english education journal 12 (3) (2022) 310-321 315 researcher declared the findings into three parts as mentioned by martin (2005) in his valuation book, namely happiness and unhappiness; security and insecurity; satisfaction and dissatisfaction. it is presented in table 2 about affect resouces of closing speeches. table 2. affect resources of closing speeches happiness and unhappiness the words signaling happiness are seldom found in the closing ceremony speeches and quite less for unhappiness. speech 1 (happiness): “we have more positive and challenges.” “how many professors be happy is true.” from both excerpts, the words “more positive” and “happy” clearly show about happiness. speech 2 (unhappiness): “and we were able to develop our first recommended practices on abusive behavior.” “the unilateral conduct wg will continue its groundwork for future guidance on abusive practices.” the word “abusive” is categorized into unhappiness. security and insecurity speech 1 (security): “but i am sure.” it is taken from speech 3. the speech speaker conveyed “but i am sure” and the word sure is the synonym of the word confident. the classification of the word sure and confident is security. speech 2 (security): “have a safe journey home.” it is also mentioned in speech 5 that positive security occurred as showing the emotions. speech 2 (insecurity): “and we didn’t want it to be disruptive” it is the excerpt from speech 2. the word “disruptive” is included into insecurity. “in addition, training of more meat inspectors will be required in order to obtain a critical1 number of qualified2 inspectors to implement the meat hygiene code across the country.” it is the example from speech 7, clause 40. the speech speaker conveyed the word “critical” which belongs to the classification of insecurity. satisfaction and dissatisfaction example 1 (satisfaction): “but i’m really impressed by your presence throughout the day.” it is taken from speech 1 and the word “impressed” is included to satisfaction. “and now it’s my pleasure to invite dr. jaime alonso gomez” this example is taken from speech 2 and the word “pleasure” is categorized into satisfaction. example 2 (dissatisfaction): this is the important finding that there is no example of dissatisfaction in all the data. it can be concluded that dissatisfaction is not part of the emotion showed in a kind of closing ceremony speeches. judgement resources the judgement resources of attitude in appraisal subsystem manifested in the closing ceremony speeches pertain about positive and negative normality, capacity, tenacity, veracity agnes erliva, et al./ english education journal 12 (3) (2022) 310-321 316 and propriety. the analysis result is presented in table 3. table 3. judgement resources normality positive normality: speech 3, clause 21): “oil would remain the number one source with a growing1 share from natural2 gas. it is about judgement normality positive, in the word natural.” the speech speaker conveyed the word “natural” and it is positive normality. speech 1, clause 43: “and this is a unique trend in a region.” speech 1, clause 143: “who have given us wonderful presentations.” the words “unique” and “wonderful” in excerpt 2 and 3 are also the example of positive normality which show about how special. negative normality: speech 3, clause 38: “the financialization of oil as an asset class has given rise to huge1 increase in speculative2 activity and price valla over the past decade.” the word “speculative” has equal meaning as the word unpredictable. therefore, it can be categorized as negative normality in judgement. capacity positive capacity: speech 9, clause 31: “we can expect in the future fruitful development of co-operation in the area of exchange of information as well as education and training in the eapc format.” the word “fruitful” has the same meaning as the word “productive”. therefore, it is the category of positive capacity. speech 2, clause 61: “how peace and prosperity economic development and business roles and responsibilities are a powerful 1 equation for a better2 and sustainable3 future.” the word “powerful” in this excerpt is the category of positive capacity. speech 3, clause 45: “the issue of human resources must be better1 addressed to attract more young2 people to the industry to replace highly experienced 3 retiring generations collaboration.” the word “highly experienced” is the category of positive capacity. speech 5, clause 81: “and clearly1 this task has been in very capable2 hands.” the word “very capable” is the category of positive capacity. speech 10, clause 80: “often we are pessimistic,” the word “pessimistic” is clearly classified into the category of negative capacity. tenacity positive tenacity: speech 4, clause 151: “and we will be extremely careful1 to set the right2 priorities and tackle topics.” speech 10, clause 131: “that the health of nations is dependent on the welfare of physicians and your advocacy,…” the words “extremely careful” and “dependent” are in the category of positive tenacity. negative tenacity: speech 7, clause 8: “…after they became impatient waiting……” agnes erliva, et al./ english education journal 12 (3) (2022) 310-321 317 the word “impatient” is clearly included to the category of negative tenacity. however, the example of negative tenacity appeared only once from all the data. this finding shows that the negative emotion feeling about how dependable is not involved much in kind of closing ceremony speeches. veracity positive veracity: speech 3 clause no 44: “these are also cs ccs enhanced or recovery applications with proven commercial value.” the word “proven” has equal meaning as the word “credible” which is included to the category of positive veracity. speech 4, clause 1: “at the end of such a wonderful1 conference, i first of all want to express my sincere2 thanks to a lot of people!” the word “sincere” is the category of positive veracity. speech 8, clause 10: “banks play a key role in the real economy and digital strategy, even as a co-investor.” the word “real” has equal meaning in the context of the speech utterance as “credible” and it is classified to positive veracity. negative veracity: speech 2, clause 138: “although it is not deniable systemic redesign recognizing markets”. the word “deniable” is included to the category of negative veracity. speech 5, clause 75: “their presence has been invaluable1 and, without any doubt2”, the word “doubt” is included to the category of negative veracity. propriety positive propriety: speech 3, clause 2: “excellencies, distinguished1 delegates, ladies and gentlemen, we have now come to the end of an absorbing2 educational seminar.” the word “distinguished” has equal meaning as the word “respectful”. therefore, the word “distinguished” which deals with ethics, can be categorized as positive propriety. speech 2, clause 19: “a distinguished faculty member and also with the tecnologico de monterrey in mexico dr. gomez.” like the excerpt 1, the word “distinguished” also appeared in speech 2. thus, the word “distinguished” can be classified into positive propriety. speech 3, clause 61: “thank you for your attendance and your kind attention,....” the word “kind” is clearly classified into positive propriety. negative propriety: speech 1, clause 48: “it supposed offended with skill that.” the word “offended” has equal meaning as the word “arrogant” so it can be categorized into negative propriety. speech 5, clause 19: “from which the world at large1 can benefit, rich2 and poor3 global citizens alike.” the word “poor” based on the context of the speech has equal meaning as the word “bad”. therefore, it is classified to negative propriety. the appreciation resource appreciation deals with reactions, compositions and valuation. the reactions relate to the impact on us and the quality of the things while compositions concern about balance and complexity. value has to do with worthwhile or not of the things. thus, those elements of appreciation are stated in table 4. agnes erliva, et al./ english education journal 12 (3) (2022) 310-321 318 table 4. appreciation resources reaction: impact reaction: positive impact: speech 3, clause 2: “excellencies, distinguished1 delegates, ladies and gentlemen, we have now come to the end of an absorbing2 educational seminar.” the word “absorbing” is clearly categorized into positive impact. speech 4, clause 4: “and that by tackling the right1 topics we are very attractive 2 .” the word “very attractive” has equal meaning as the word “exciting” or “fascinating”, that is the category of reaction: positive impact. speech 5, clause 4: “because we shall be closing the door on lively1 and stimulating2 debate, as well as bidding farewell to friends and and associates.” the word “stimulating” has equal emotion as “captivating”, which is included to the category of positive impact. speech 6, clause 31: “guests and representatives here have shown amazing1 wisdom on sustainable cities and sustainable urbanization, moving efforts for building beautiful2 cities and inspiring3 enthusiasm in the future development of cities.” the word “inspiring” has equal emotion as the word “remarkable” or “notable”, which is included into the category of positive impact. reaction: negative impact: the researcher did not find any example of negative impact in all the speeches conveyed by the closing speech speakers in the seminar. it can be concluded that negative impact is not part of the emotions appeared in closing speeches. no one feels negative impact of the conducted seminar. reaction: quality reaction: positive quality: speech 6, clause 23: “many challenges, such as surging1 population, unbalanced2 development, deteriorating3 environment, financial crisis, climate change, energy and food safety, have posed threats to people’s dream of beautiful4 urban life.” the word “beautiful” is clearly included to the category of positive quality. speech 1, clause 57: “and we have also been blessed1 with good2 friends like the netherlands and other development partners” the word “good” is clearly included to the category of positive quality. reaction: negative quality speech 4, clause 54: “definitely not! to quote bruno lasserre, the president of the french autorite de la concurrence, doing this is “not a job for someone with a bad stomach”. the word “bad” is categorized into the reaction which shows negative quality. speech 9, clause 93: “the third, last remark is rather bleak” the word “bleak” is included to the category of negative quality. composition: balance composition: positive balance: speech 2, clause 82: “that was the ideal state of affairs” the word “ideal” is included to the category of positive balance. speech 6, clause 29: “we not only analyzed the general1 situation and existing problems of sustainable development of cities and urbanization, introduced advanced2 experiences from home and abroad, exchanged ideas on cutting-edge theories and major3 practices of sustainable cities agnes erliva, et al./ english education journal 12 (3) (2022) 310-321 319 and sustainable urbanization, and proposed many constructive4 ideas and suggestions on greener, more efficient5, more balanced 6 and more sustainable7 development for cities.” the word “balanced” is clearly included to the category of positive balance. speech 6, clause 52: “here we have a harmonious 1 co-existence between tradition and modern2, between new3 and ancient city and between human and nature.” the word “harmonious” is included to the category of positive balance. composition: negative balance: speech 1, clause 130: “usually what happens in touch in the random culture” the word “random” is categorized into negative balance. speech 6, clause 21: “however, cities all around the world are witnessing imbalance1 in sustainable2 development now.” the word “imbalance” is categorized into negative balance. speech 6, clause 23: “many challenges, such as surging1 population, unbalanced2 development, deteriorating3 environment, financial crisis, climate change, energy and food safety, have posed threats to people’s dream of beautiful4 urban life.” the word “unbalanced” is included to the category of negative balance. composition: complexity composition: positive complexity: speech 2, clause 98: “they went into robust social system design and impeccable1 execution, learning from complex2 systems, managing complexity new3 business model for poverty alleviation, including aspiration as a new4 variable in the equation” the word “complex” is included to the category of positive complexity. speech 5, clause 58: “the one clear message here is that” the word “clear” is included to the category of positive complexity. composition: negative complexity: speech 3, clause 29: “one should look beyond the present-day problems of uncertain demand and shortages of funds.” the word “uncertain” is included to the category of negative complexity. speech 2, clause 37: “and the reason is is perhaps a little bit simplistic” the word “simplistic” is included to the category of negative complexity. valuation positive valuation: speech 3, clause 30: “the long-term outlook for energy demand remains bullish1 and should provide the guiding2 light.” “bullish” is a condition in which the stock market is experiencing an up or stronger trend. the increase in the stock market can be influenced by economic conditions in a country and even the world is experiencing economic growth. because of this definition, the word bullish is included in the positive valuation category. speech 4, clause 90: “also, we learned about strategies to make our agencies more effective and how to ensure confidentiality.” “effective” is the example of the word in the category of positive valuation. speech 5, clause 16: “that the world’s precious1 hydrocarbon reserves are accessed, processed and distributed to consumers in a timely and orderly manner, with stable2, reasonable3 prices.” the word “precious” has the same meaning as the word “valuable” which is clearly categorized as positive valuation. negative valuation: speech 2, clause 122: “cozart a agha a businessman secondgeneration poverty alleviation via three sectors education for vertical1 mobility joined venturi agnes erliva, et al./ english education journal 12 (3) (2022) 310-321 320 with micro farmers and fostering wealth creation and enterpreneurship development, including the creation of 450 new micron is small2 composite companies including improving3 agricultural standards in the region.” the word “small” is included to negative valuation. speech 6, clause 23: “many challenges, such as surging1 population, unbalanced2 development, deteriorating3 environment, financial crisis, climate change, energy and food safety, have posed threats to people’s dream of beautiful4 urban life.” the word “deteriorating” is included to the category of negative valuation. after unfolding the generic structure of those ten closing speeches, the researcher found out that one of the elements is valuation of the event. it is closely related to the prove that positive valuation of appreciation under the attitude sub-system of appraisal has the highest occurrence. in line with the theories applied in this research that the attitude system involves three semantic regions covering emotion, ethics, and aesthetics, the finding of this study also reveals those three regions in which the highest positive valuation dominates. this domination of positive valuation in all those ten closing speeches indicates that the speech speakers considered the seminar to be worthwhile event. the factor of valuation is very sensitive as there is the emotion that the seminar was expected to be very satisfying. furthermore, there is also the ethics which are manifested in the positive normality domination. nevertheless, the domination of positive normality is slightly lower than the positive valuation. this study deals with the genre analysis in spoken text that is quite specific called the closing ceremony speech which has particular intention toward the listeners or the participants of the international seminars. the finding of this study shows the real structures of closing speech since there are 10 speeches as the sources of the data. besides the genre analysis, the researcher uncovered the attitude of the closing speech in this study which has never been discussed before by other researchers. conclusions this study aims to find the generic structure and attitude resources of closing ceremony 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(2018). writers’ voice and engagement strategies in students’ analytical exposition texts. indonesian journal of applied linguistics, vol. 7 no. 3: pp. 613-620. 162 eej 12 (2) (2022) 162-170 english education journal http://journal.unnes.ac.id/sju/index.php/eej realization of thematic progression to achieve grammatical cohesion in students' final project backgrounds ever nicolas, rudi hartono universitas negeri semarang article info ________________ article history: accepted 02 february 2022 approved 11 march 2022 published 20 june 2022 ________________ keywords: final project background, grammatical cohesion, realization, thematic progression. ____________________ abstract ___________________________________________________________________ this research aimed to find out how the thematic progression structure is applied in the background of students’ research project proposal and how the thematic progression functions to achieve cohesion in the background of the research project proposal. the objectives of this research were to explain the structure of thematic progression and to explain the function of thematic progression to achieve cohesion in the background of the studies section of students’ final project proposal. this research used a descriptive qualitative approach. fifteen research project proposals were used as the source of the data. the research findings reveal that a constant theme was the primarily used pattern of thematization to organize the research project proposal background in students’ writings. it concluded that the realization of the constant theme was the most straightforward pattern of thematization applied by the students to organize the final projects. that was not hard because the form of the constant theme was just repeated, replaced, substituted, or changed some non-numeral description into a similar way to a clause. besides, it was found that the amount of reference, substitution, and conjunction occurs in the text, and ellipsis did not apply to 15 texts. so both grammatical references and substitutions were achieved in this area through thematic progression. the thematization used by the students was able to achieve grammatical cohesion in their writings correspondence address kampus pacasarjana unnes, jl. kelud utara iii semarang 50237, indonesia e-mail: evernicolas10@gmail.com p-issn 2087-0108 e-issn 2502-4566 ever nicolas & rudi hartono/ english education journal 12 (2) (2022) 162-170 163 introduction when it comes to education, learning a foreign language is one of the most critical tasks. english as a foreign language is one of the compulsory subjects for indonesian students from junior high school to university. esl learners may find it challenging to write a foreign language independently. academic writing skills are necessary for academic performance in higher education. abdulkareem (2013) explains that academic writing fundamentally impacts learners’ progress in a second language. following the writing's form, the concept of writing tends to be the most challenging of the language skills in that it necessitates a lengthy phase that starts with brainstorming and finishes with the finished product. creating a text in detail, consistently, and fluently is difficult for some students. therefore, to solve the problems, the learner must make a conscious effort and practice well-organized language usage and writing skills. how to structure the texts are purposefully required among the students to achieve their academic title. in addition, the text that they carry out must be meaningfully organized; the readers easily get comprehensive messages (yunita, 2018). therefore, this study explores the principles of cohesion and coherence that must be followed in any good piece of writing. in language studies, cohesion refers to the formal, particularly semantic, ties between one clause and another in forwarding or backward reference. when we use coherent relations, we know how a pronoun, a noun, or conjunction applies to another clause within a text in any dimension (forward or backward) (tamunobelema, 2018). in other words, to build a coherent text, cohesion connects ideas (semantic relation) among sentences must be utilized (afrianto, 2017). the researcher used thematic progression analysis to achieve cohesion in this students' research project background. thematic structure refers to how a clause or utterance of theme and rheme is arranged to form a message (rahmawati & kurniawan, 2017). in analyzing this research's data, the theory proposed by eggins (2004) and gerot and wignell (1994) was used. they propose three patterns as the taxonomy thematic progression tools to classify different thematic progression patterns as follows: 1. constant theme pattern, called “theme reiteration pattern.” a theme in the first clause is picked up and repeated at the beginning of the following clause, and the rest is rheme. 2. linear theme, called “zig-zag theme pattern.” it happens when the point matter in the rheme of a clause is taken up and repeated to the theme of the following clause. 3. multiple theme, called “split theme pattern.” it happens when the rheme spreads out to some pieces of information, and each of them may be taken up as the new theme in some subsequent clauses. in addition, the thematic progression in clauses was a method of forming themes and rhemes. in other words, thematic progression was a method or technique for improving the effectiveness of writing. thematic progression was also an essential feature of structural linguistic function. thematic progression has been extensively researched in english over the last few years, demonstrating a critical component of writing (syharizal et al., 2018), as well as naderi and koohestanian's (2014) research, opted to use a thematic framework to analyze persian efl scholars' conference papers in the scope of discussion that the thematic density was used to analyze how students structure a research article in 30 academic journals., farrokhi and khalili (2016) analyze thematic progression patterns in a research article, and farikah (2012) implements thematic progression patterns with a cooperative learning model to improve writing skills. the researcher might use the development of qualified students' writing backgrounds to extract the precision of thematic growth in attaining continuity and coherence, which was done or explored. since this paradigm was good enough for its result, the method to gain cohesion and ever nicolas & rudi hartono/ english education journal 12 (2) (2022) 162-170 164 coherence was still not enough; the writer might serve the technique to support the theory. then, the study conducted by dahliana (2019) claimed that thematic progression, which was used in teaching writing wherein the students' texts, the analysis identifies both common and problematic thematic progression patterns. efl students were more likely to use the constant theme pattern with less precision in longer paragraphs. students had difficulty developing their concepts in the texts due to troubling trends. on the other hand, this current study focused on analyzing grammatical cohesion, supported by the realization of thematic progression. furthermore, thematic progression aims to construct a well-structured text. the connectedness between individual sentences that refer to each other indicates a well-structured text (fatmawati et al., 2019). according to halliday and hasan (1976), grammatical cohesion is divided into four kinds as follows: 1. reference, halliday (1994) stated again that reference is “a participant or circumstantial element introduced at one place in the text can be taken as a reference point for something that follows.” in revision, halliday and mattheissen (2014) divided reference into two kinds, coreference (personal and demonstrative) and comparative reference. 2. substitution is one of the grammatical cohesion which is not replicated or duplicated but instead substituted with a substitute object or alternative object; in other words, one item is replaced with another. there are three types of substitution; nominal substitution, verbal substitution, and clausal substitution. 3. ellipsis can be interpreted as that form of substitution in which the item is replaced by nothing (halliday & hasan, 1976). so, it can be concluded that an ellipsis is an omission of an object. there are three types of ellipsis; nominal, verbal, and causal ellipsis. 4. conjunction refers to “how the writer creates and expresses logical relationships between the parts of a text” (eggins, 2004). this research is developed from the following research problems; how is a constant theme, linear theme, multiple-theme applied in the background of the studies section of students' final project proposal, and how does thematic progression function to achieve cohesion in the background of the studies section of students' final project proposal. this research focuses on the background of the study because it serves as context for the facts addressed throughout the research report, which the investigation will provide. this research looked into how to increase the coherence in students' meta-backgrounds of writing to improve writing efficiency and proposed using theme and thematic progression as a significant aspect of how the researchers create the message meaningfully to enhance the text's coherence. according to kuswoyo and susardi (2017), a good piece of writing must fulfill the principle of cohesion and coherence. this research theoretically presented the idea of thematic progression to expand the knowledge in the texts in greater depth. according to the results, most of the students knew how knowledge or ideas could flow expressively in the text. the study's effects could also impact english college students' ability to compose a coherent academic paper. this study model is crucial in assisting many university students in completing the requirement. this research's outcome also contributes to paragraphing coherent texts, the importance of this model provides several benefits to being a premier prototype in teaching writing. in other words, this model has the potential to be a successful teaching method for directing students to begin writing correctly. method this research is intended for qualitative research. academic manuscripts were used to select and collect information about student writing and transform ideas into messages in many sections; it was adapted from students’ study backgrounds in the research project. a purposive sampling technique was used to select the subject of the study. the data source was ever nicolas & rudi hartono/ english education journal 12 (2) (2022) 162-170 165 taken from 15 manuscripts of research project proposals written by the undergraduate students of the english education of uin walisongo semarang in the academic year 2020/2021. this institution has a lot of academic majors; one of them is the english education department which is one of the official institutions where this gives a chance for some colleagues to learn a way to improve their english. there are some steps to analyze the data; firstly, the text should be located and numbered by each clause. secondly, the theme and rheme should be identified by each category of thematic progression. next, the types of thematic progression were tabulated in a table for each text. lastly, count the distribution of thematic progression into grammatical cohesion and calculate the total number of thematic progression for each text. results and discussions many scientific journals or articles provided non-numerical data for research questions and discussed the thematic progression functions. besides, there were three types of thematic progression patterns; constant theme pattern, linear theme pattern, and multiple theme pattern that functionally was applied in certain documents of the final project. table 1 shows the findings of the number of occurrences of each thematic progression pattern, and its’ percentage is displayed as follows. table 1.the number of occurrence of thematic progression pattern in the background of final project proposal no. thematic pattern total % 1. constant theme 168 59 2. linear theme 108 39 3. multiple theme 6 2 total 282 100 according to table 1, thematic progression patterns are applied to the final project background. there were 282 thematic progression patterns on 15 final project backgrounds found. the result could sum up that the use of a constant theme pattern became the primarily first applied pattern on students’ final project background, with a total number of occurrences 168 times (59%). linear theme pattern became the second most applied pattern on students’ final project background, with the total number of occurrences 108 (39%). moreover, the last mostly applied pattern on students’ final project background was the multiple theme pattern with a total number of occurrences of 6 (2%). this result differed from adawiyah (2017), which analyzed the thematic progression of 12 academic essays of undergraduate students. she found that the most pattern applied was the linear theme pattern, with occurrences of 50%. it was in line with marfuaty and wahyudi’s study (2015). nevertheless, rakhman (2013) also found that the constant theme pattern became the most applied pattern. the linear theme was considered more difficult since the matter in the rheme of one clause was taken up as the theme of the following clause (rustipa, 2010). table 2.realization of constant theme pattern in the background of the final project proposal text total of clause total of occurrence 1 41 clauses 15 times 2 43 clauses 13 times 3 39 clauses 13 times 4 37 clauses 6 times 5 33 clauses 8 times 6 32 clauses 6 times 7 47 clauses 13 times 8 53 clauses 13 times 9 49 clauses 16 times 10 43 clauses 11 times 11 28 clauses 9 times 12 61 clauses 16 times 13 26 clauses 4 times 14 53 clauses 17 times 15 53 clauses 8 times total 638 clauses 168 times according to table 2, the researchers could sum up the constant theme patterns within the final project background of undergraduate students of the english education of uin ever nicolas & rudi hartono/ english education journal 12 (2) (2022) 162-170 166 walisongo semarang in academic years 2020/2021. it occurred 168 times. moreover, the highest occurrence of the constant theme was in text 14 (17 times), whereas the lowest one was in text 13 (4 times). the example of a constant theme pattern occurred in text 5 below: table 3. the example analysis of constant theme pattern on text 5 c theme rheme 1 the spread of the covid-19 pandemic has made the situation of countries all over the world pathetic in recent months. 2 this pandemic is primarily responsible for a rise in the rate of human mortality in many nations 13 technology is seen as an important and powerful tool for language learning. 14 it aids in the facilitation of teaching and learning. the sample distributed in table 3 was the type of constant theme that occurred in text 5. typically, the researchers found the text with some changes where the first clause, the students chose the word “the covid-19 pandemic” then substituted it with the demonstrative pronoun “this pandemic.” then, the term “technology” in clause 13 referred to the personal pronoun “it” in clause 14. the finding was not different among those clauses when the focus was on their track. again, they were the case of the constant theme. the constant theme pattern is the most applied pattern within the fifteen texts. it is considered the easiest pattern than linear theme and multiple-theme. this result is in line with gunawan and aziza (2017). they state that the constant theme is dominant to produce a sense of cohesiveness in the text. soepriatmadji (2009) added that it is characterized as the most tedious pattern in developing a paragraph. table 4. realization of linear theme pattern in the background of the final project proposal text total of clause total of occurrence 1 41 clauses 2 times 2 43 clauses 5 times 3 39 clauses 1 time 4 37 clauses 2 times 5 33 clauses 5 times 6 32 clauses 11 times 7 47 clauses 14 times 8 53 clauses 13 times 9 49 clauses 8 times 10 43 clauses 8 times 11 28 clauses 2 times 12 61 clauses 11 times 13 26 clauses 10 times 14 53 clauses 8 times 15 53 clauses 8 times total 638 clauses 108 times table 4 above shows that the number of the linear themes was 108 times. the highest occurrence of linear theme occurs in text 7, whereas the students in text three did not write the function of the linear theme correctly; it was once. linear theme pattern became the second most applied in this research with 39% occurrence. it is in line with rahmawati and kurniawan (2015). they state that a lack of linear theme may indicate that text does not hang together. in contrast, it is important to use linear theme in academic research because this is how the writing has a consistent flow of information and provides a logical relationship between their writing (lifah et al., 2020). the result is also in line with undayasari and saleh (2018). they compared the thematic progression pattern between english and indonesian exposition texts written by undergraduate students of upi. their result shows that the students used the zig-zag theme pattern as much as reiteration theme pattern to maintain the focus and reinforce the arguments in their texts. an example of a multiple-theme pattern occurred in text eight. ever nicolas & rudi hartono/ english education journal 12 (2) (2022) 162-170 167 the instance of linear theme pattern occurred in text 5 below. table 5.the example analysis of linear theme pattern on text 5 c theme rheme 6 in addition to application of online media, these rapid technical advancements, on the other hand have a devasting effect on students 7 they become less focused on the lessons 19 in accordance with the online application, the media which applied to teach english currently is whatsapp 20 it is smartphone appication the rheme of clause 6, which was "students," refers to personal pronoun "they" as a new theme in clause 7. next, the rheme of clause 19, which was talking about the media of whatsapp, was linearly organized with the personal pronoun "it,"; which indicated cohesion since each idea was connected to unify the message. linear theme connects adjacent clauses through their respective rhemes (hawes, 2015). nevertheless, this result is different from yani et al. (2019). it reveals that the linear theme was higher than others because the writer can create information flow between the clauses. the samples of the units of multiple themes found some occurrences within the final projects in table 6. table 6. realization of multiple-theme pattern in the background of the final project proposal text total of clause total of occurrence 1 41 clauses 2 43 clauses 3 39 clauses 2 times 4 37 clauses 5 33 clauses 1 time 6 32 clauses 7 47 clauses 8 53 clauses 1 time 9 49 clauses 1 time 10 43 clauses 11 28 clauses 12 61 clauses 1 time 13 26 clauses 14 53 clauses 15 53 clauses total 638 clauses 6 times based on table 6, the occurrences of multiple themes only existed in text 3 (2 times), 5 (1 time), 8 (1 time), 9 (1 time), and 12 (1 time), and their amount was six times for among documents. by using multiple-theme, the writer should make the rheme of the clause contain some information that would be elaborated in the following clause (yani et al., 2019). according to susilowati et al. (2022), a multiple-rheme pattern brings a new insight or discovery in the relevant research field. table 7. he example analysis of multiple-theme pattern on text 8 c theme rheme 42 the researcher decided to use the jargon word in social media, especially in the online shop, as an object of research with several consideration 43 the first is the language used in an online shop different from people in everyday conversation 45 second, there is much jargon used in the online shop, especially in english 46 in addition, researchers use the online shop on instagram according to the sample in table 7, the student was eager to use multiple-theme to aid in ever nicolas & rudi hartono/ english education journal 12 (2) (2022) 162-170 168 developing the idea into certain places of themes; the word “the first, the second, and in addition” signified the extension of rheme in clause 42. this pattern is used to distinguish between themes from different parts of the same rheme to reassure the reader that the topic is further developed (muroda et al., 2017). provide the contribution of the thematic progression function to grammatical cohesion, and this research displayed numerous samples of how thematic progression featured in composing the research project proposal contributed to grammatical cohesion. table 8. thematic progression contributions to grammatical cohesion table 8 presents the number of references applied to the 15 texts. the highest number of reference occurs in text 9, and the lowest number occurs in text 13. conjunction was used one time on text 8, and substitution occured five times on text 3 (1 time), text 4 (1 time), text 7 (1 time), text 8 (1 time), and text 13 (1 time) respectively. besides that, ellipsis did not apply to 15 texts. according to the findings, numerous grammatical cohesion occurrences were achieved through the technique of thematic progression, such as grammatical reference and grammatical substitution. in contrast, the service of grammatical conjunction and ellipsis seemed unfunctional to be written in this case since those samples didn't work properly. it was in line with fitriati (2017). she examined the coherence of argumentative text from graduate students. she said that lacking optimization of conjunction is weak in achieving coherent text. besides, grammatical cohesion that linked extra clausal messages implied the unity of text and the employment of thematization. the writer can add their knowledge about the theory of creating the coherence text by concerning the system of theme and rheme (astuti, 2010). furthermore, the theme-rheme relationship and thematic development are vitally significant in analyzing text coherence and cohesion because they act as cohesion links that connect the text's global flows of themes. through the analysis of thematic progression and of sense relations within each sentence, the cohesion and coherence of the text is obvious and the development of the text is also transparent (zhang, 2016). this study was replicated since the writer was motivated to perform the analysis using the method of thematic progression to gain cohesiveness within the communications, even though this result was different from the previous research. conclusions the first conclusion synthesized that the realization of the constant theme was the easiest pattern of thematization. it was applied by the students to organize the final projects; that was not hard because the form of the constant theme was just repeated, replaced, substituted, or changed some non-numeral description into a similar way to a clause. this way functioned certain themes for its preceding rheme, which meant the realization of the linear theme seemed medium since the students were required to renew, explain, or describe what the rheme discussed. the second conclusion was about the contribution of thematic progression to the function of grammatical cohesion. it could be text grammatical cohesion reference conj. ellip. substitute 1 6 times 2 10 times 3 14 times 1 time 4 4 times 1 time 5 12 times 6 6 times 7 10 times 1 time 8 8 times 1 time 1 time 9 19 times 10 10 times 11 5 times 12 9 times 13 3 times 1 time 14 7 times 15 5 times total 129 times 1 time 5 times ever nicolas & rudi hartono/ english education journal 12 (2) (2022) 162-170 169 summarized that the function of thematization to detect or achieve grammatical cohesion supported the concept of cohesion of the text. in detail, both grammatical reference and substitution were in this field achieved by the thematic progression since the students were aware that those samples were functional. in contrast, neither grammatical conjunction nor ellipsis employed to expand or enlarge the ideas within clauses because their type of clause did not give support. this research contributes to helping the students write or organize their academic papers or documents. so they should have to pay attention to the service of cohesion and coherence. cohesion describes how the sentences in a text relate to one another. grammatical and lexical cohesion are examples of cohesive devices. references, conjunctions, ellipses, and substitutions are also grammatical continuity devices (farida & rosyidi, 2019). references abdulkareem, m. 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(2016). the application of thematic progression to the text analysis. 85(msetasse), 472–475. 10 eej 12 (1) (2022) 10-18 english education journal http://journal.unnes.ac.id/sju/index.php/eej the implementation of high order thinking skills (hots) assessment to evaluate the students’ reading comprehension achievement leila nurul amali, dwi anggani linggar bharati, fahrur rozi universitas negeri semarang, indonesia article info ________________ article history: accepted 20 september 2020 approved 11 january 2020 published 15 march 2022 ________________ keywords: teachers’ perception, implementation, assessment, students’ achievement, hots assessment, reading comprehension ____________________ abstract ___________________________________________________________________ hots promote the idea of assessing students’ critical thinking, creativity, and problemsolving. however, many teachers claimed to have difficulties in designing questions and implementing them in teaching and learning process. the present study aimed to explain how teachers perceive, implement, and assess hots assessment in teaching reading comprehension. it employed an exploratory sequential design. using the purposive sampling technique, two english teachers from sma n 1 pati were involved. the data were gathered through semi-structured interviews, document analysis, classroom observations, and tests. this study reveals that the teachers had a good perception of hots assessment in terms of concept and implementation. they implemented hots assessment using appropriate strategies and methods in teaching reading comprehension. in addition, the teachers designed the proper assessment using hots assessment in assessing reading comprehension. the students’ achievement also had achieved the required score in reading comprehension. all the results aligned with teachers’ perceptions, implementations, assessments, and students’ achievement. although the teachers had exemplary performance, they still met difficulties due to students’ needs and motivation. therefore, it was expected for further research to conduct more detailed research in a long time to collect more valid and complete information about hots assessment. correspondence address: kelud utara 3 kampus pascasarjana unnes 34572 e-mail: leilanurulamali93@gmail.com p-issn 2087-0108 e-issn 2502-4566 leila nurul amali, et al./ english education journal 12 (1) (2022) 10-18 11 introduction 2013 curriculum has been implemented in many schools since 2013 in indonesia. this curriculum focuses on achieving students’ competencies and character-building (ekawati, 2017). however, several studies revealed that there are still many problems faced by teachers and institutions in implementing the 2013 curriculum. the issues found were low teacher quality, inadequate infrastructure, and an unstandardized curriculum (marijan, 2021, as cited in anugrahwati, 2015). one of those that needs more improvement is the low quality of teachers in implementing 2013 curriculum in their teaching-learning process and assessment. the 2013 curriculum demands teachers to implement high order thinking skills in the teaching-learning process and assess students’ achievement. higher order thinking (hot) refers to thinking at a higher level than remembering facts or dealing with someone. (nur & melati, 2019). this skill examines students' critical thinking in the learning process and assessment. by assessing students with the hots assessment, teachers examine cognitive skills through several questions. this skill is activated when students are faced with an unusual problem, uncertain question, or question that raises a question. therefore, teachers need to implement this skill in the teaching and learning process to meet the requirements of this curriculum. mastering reading skill is essential. ekadini et al. (2018) cited in anisah et al. (2019) stated that mastering reading skills is a fundamental factor in gaining success in the academic field. although reading is an essential ability to master, indonesian students still underestimate this skill. the tendency to read is still low for indonesian students and they still have a lack of reading literacy. according to the pisa (program for international student assessment), which focuses on the three basics of literacy, indonesian students have inferior reading, mathematics, and science skills compared to other southeast asia. even though they are lack reading literacy, they still hesitate to improve their reading skill; whereas, reading skill is the most required skill in doing english test. they will get confused and take a lot of time doing some exercises related to reading comprehension because they do not know the appropriate technique in reading skills. moreover, most of them have difficulty understanding the text due to new vocabularies and questions that require high order thinking skills. as a result, many of them get a terrible score in english subjects, especially those with no interest in english. based on those problems, the teacher plays a significant role. this may happen when the teacher does not motivate the students and engage them in mastering reading comprehension while teaching-learning activities. reading comprehension involves identifying the text and the process of understanding what the printed text is trying to say (ancheta, 2018). besides, it may also happen when the teacher does not teach the proper way in reading techniques. those aspects can contribute to the unsuccessful achievement of students because they are not able to master the reading skills in which the primary skills for answering english tests. therefore, the teacher should teach adequately and encourage them to have good reading literacy and achieve the requirement of 4c (communication, collaboration, creativity, and critical thinking) in learning activities. after properly teaching reading comprehension, the teacher also should assess their understanding or knowledge to know whether the students master it well or not. assessment system involves significant objectives of education (rohmatul et al. 2020). there are lots of requirements that have to be fulfilled by the teacher for assessing reading comprehension. one of them is an appropriate question with the core competence in the syllabus. the relevant question proves teacher’s professionalism because it influences the result of students’ achievement. besides, one technique to assess students’ reading comprehension is applyin the high order thinking skill assessment. assessment is a leila nurul amali, et al./ english education journal 12 (1) (2022) 10-18 12 process that measures hots’s three highest levels in bloom’s taxonomy for analyzing, evaluating, and creating (swartz & mcguinness, 2014, as cited in wayan, 2017). the teacher will examine the cognitive skill by assessing students using the hots assessment, through some questions. moreover, some reading questions require students to think critically to understand and answer the questions because most english test types examine reading comprehension with high-level questions. therefore, teachers have to explore this ability either in learning activities or assessing this problem. however, teachers need accurate questions based on the words of the cognitive process to assess higher levels of thinking skills, especially reading comprehension. the teacher also needs good competencies in making the question based on the learning objective that the teacher wants to achieve. many teachers still face difficulties in making a moral question to assess higher thinking skills in reading comprehension. in a preobservation stage, we found this problem when the teachers joined the seminar about evaluating higher thinking skills in the english teachers association meeting. they still used lower-order thinking skills to assess reading comprehension, which was against the demand of the 2013 curriculum. another problem came when the teachers created high-order thinking skill questions, but they did not achieve the learning objective. based on the explanation above, in this research, we attempt to explain english teachers’ perceptions and actual implementations of high order thinking skill assessment to evaluate students’ reading comprehension achievement in sma n 1 pati. from the research findings, we hope that this research provides adequate and meaningful information and recommendation for senior high school english teachers on designing and implementing a good and proper assessment for students’ reading comprehension. method this study assumed that teachers have a good understanding of the concept of high-order thinking skills for reading comprehension and understand how to implement it properly. it also assumes that teachers might get confused in designing assessments for reading comprehension using higher thinking skills. moreover, this study assumes that students score low in reading comprehension using higher thinking skills. the subjects of the study were two english teachers at sma n 1 pati in the academic year 2020/2021. they are active teachers who teach english lessons in every grade. they have proper knowledge and ability, and they have good management in the classroom and discipline as well. meanwhile, the objects of the study were teachers’ perceptions and implementations of high order thinking skill assessment to assess students’ reading comprehension achievement at senior high school. in collecting the data, we adopted the steps suggested by creswell (2014). we gathered qualitative data first and built on its analysis using quantitative data. the qualitative data were obtained through interviews, observation sheets, and document analysis. in addition, the quantitative data were taken by the test. in data analysis, we adopted the steps suggested by creswell (2012). there are four steps for analyzing and interpreting exploratory sequential data. they are: find an instrument, develop an instrument, form categorical data, and use extreme qualitative cases. results and discussions teachers’ perception the interview results revealed that the teachers positively perceived the implementation of hots assessment in teaching and assessing reading comprehension. the teachers defined assessment as evaluating or measuring students’ achievement in the learning process. the teachers also explained that hots assessment is a form of assessment to assess students’ abilities in higher thinking level, to assess students’ critical thinking, and to assess problem-solving level. this was in line with the definition of hots assessments by arter and jennifer (1987) that the skills used for leila nurul amali, et al./ english education journal 12 (1) (2022) 10-18 13 hots assessment are problem-solving (problemsolving ability) and decision-making (decisionmaking). the teachers also explained that applying and assessing reading using high order thinking skill assessment needed to implement appropriate strategy and method in the classroom. strategies and methods are an essential part of the teaching and learning process. this can be in accordance with king et al. (2012) claiming that appropriate educational strategies and learning environments promote the growth of higher thinking skills, and promote student tenacity, self-control, an openminded, and flexible attitude. if the teachers implemented proper strategy and method in the learning process and combined them, it would give a good impact on teaching and assessing reading comprehension using hots assessment by still considering the students’ needs. in addition, the teachers perceived that implemented discovery learning could enhance students’ higher thinking skills in the learning process. retnawati et al. (2018) mentioned that resolving complex interdisciplinary problems in group discussions and learning processes is important for training students' hots. the strategy and method had to fulfill the students’ needs in the learning process, especially when the class consisted of diverse abilities and characters. therefore, it would achieve the learning objective, and the students were able to master hots in reading comprehension. regarding teaching reading comprehension using higher thinking skills, the assessment needs to follow what was taught in the learning process. the teachers stated that the assessment must be at the same level as the learning process to examine the students’ ability. according to kaur et al. (2018) this assessment also encourages teachers to think about and develop innovative educational practices that can make lessons more attractive and relevant to students. in addition, the hots assessment was appropriate to assess the students’ higher level of thinking skills in reading comprehension by providing questions that stimulate the students to think critically. this is in line with barnett and francis (2012) that higher-level thinking questions can encourage students to think carefully about the subject. moreover, the teachers allowed students to evaluate various questions and even applied discussions group. furthermore, in assessing students’ reading comprehension using hots assessment, the teachers could implement one kind of assessment based on the need to know students’ ability improved. in this case, the teachers chose multiple-choice as their assessment in the learning process. this assessment could be the proper assessment to measure students’ higher thinking skills when the teachers applied the rule in designing the questions. furthermore, the teachers also got a positive outcome in teaching and assessing reading comprehension using hots assessment. hots assessment could increase students’ critical thinking and improve their abilities. it was also considered beneficial for teachers to engage students’ participation in the learning process through discussion activity and enhance their confidence through presentation activity. this is in line with brookhart (2010) suggesting that the benefits of hots assessments are motivation to learn and improved achievement of learning outcomes. in addition, the teachers felt satisfied when the students could overcome their problems and answer the hots questions. in summary, both teachers and students positively impacted in applying hots in the learning process. teachers’ implementation from the results of document analysis and direct observation were found that the teachers implemented appropriate methods to motivate students to learn reading comprehension using higher thinking skill levels. the teachers employed appropriate activities to find essential information and analyze the text. the activities in the learning process were the implementation of high order thinking skill level through discovery learning. even though the classroom was held via microsoft teams, the teachers still emphasized the students-learning center and gave feedback on what the students had got from the discussion. in addition, the teachers also provided exercises to evaluate students’ leila nurul amali, et al./ english education journal 12 (1) (2022) 10-18 14 knowledge about analytical exposition text. this helped students improve their reading comprehension by using higher thinking skill questions. compared to the previous studies, this study aligned with some research related to teachers’ implementation in teaching using higher thinking skills. juhansar et al. (2016) explore how teachers used hots in the classroom and discovered that hots could be applied in questioning and responding to the issues critically, arousing students’ class participation actively and accessing the latest information continuously. in addition, retnawati et al. (2018) stated that hots cannot be directly taught to students in the implementation of learning. students ought to be trained regarding hots, as a skill, through learning activities that support its development. active learning and student-centered learning are activities for training about hots. hots cannot be communicated directly to students in conducting learning. students need to be trained in hots through learning activities that support their growth. active learning and student-centric learning are activities for training to become hots. kaur et al. (2017) implied that the teachers’ strategies will assist the students to strategize their thinking according to the situation at hand. instead of just knowing the knowledge, students should manipulate it and turn it into something new and meaningful. teachers’ strategies help students to strategize their thinking according to the situation at hand. students need to manipulate knowledge, not just know it, to turn it into something new and meaningful. teachers’ assessment document analysis results revealed that the teachers had good competencies in creating and designing the assessment using high order thinking skill questions. jensen et al. (2014) stated that higher level skill assessments focused encouraged students to understand the lesson better, apply, analyze, and evaluate but also helped the students to remember better factual knowledge that was instructed by the teacher. they designed the questions properly as revised bloom’s taxonomy. both of them developed the questions in analyzing and evaluating level in assessing reading comprehension using high order thinking skill assessment. however, several questions still used low order thinking skills. it might be that the teachers focused on students’ needs in the learning process. the students have different needs and competencies in gaining knowledge, so the teachers decided to combine lots questions and hots questions. furthermore, the teachers could distinguish the questions between level difficulty and level of thinking. compared to the previous studies, wayan (2017) stated that high order thinking skills assessment is an assessment with the following characteristics: measurement of advanced thinking skills (analysis, evaluation, creation), supported discourse problems (typically within the kind of cases), and don’t seem to be routine (not familiar). in addition, arif (2019) implied that teachers need to expand the cognitive process of questions tested against students. a variety of questions can also give you a clearer picture of your students' skills. the various questions also help encourage students to enhance their skills to answer all the questions well. it was also revealed by afifah et al. (2018) claimed that the role of higher thinking skills in students’ test tasks is crucial to increase students’ critical thinking. in other words, the questions are not only measuring students’ knowledge and focus in memorizing but also their ability to analyze, evaluate and create new ideas so they can increase their logical thinking. students’ achievement the following description is about the results of the students’ achievement of hots assessment in reading comprehension. the result was gained through the test. this study revealed that after the teachers taught using hots in the teaching-learning process, the students had good achievement in reading comprehension using hots assessment due to the analytical exposition test. acosta and ferri (2010) also used higher thinking skills when reading classes. he found that by using higher thinking skills, leila nurul amali, et al./ english education journal 12 (1) (2022) 10-18 15 students could activate prior knowledge, apply higher levels of thinking, and increase their interest and participation in learning and educational processes. in addition, the mean score in both of the classes was higher than the minimal mastery criterion. although several students didn’t achieve a good score on the reading test using the hots assessment, almost all the students got a good score. it proved that the students had different achievements because of their competency to understand the knowledge. two factors could affect students’ competency; external factors and internal factors. the teachers had to observe and find out the best strategy for it. brown (2004) stated that some aspects such as improving teaching-learning, school accountability, or students’ accountability could affect students thinking skills. in addition, the students who answered hots questions were as much as those who responded to lots questions in this test. it means that the students had good competency to solve and answer the difficult questions demanding hots questions. however, the students still must get more exercises to improve their competency in reading comprehension especially using hots questions. the compatibility of teachers’ perceptions, implementations, assessment, and students’ achievement of hots assessment the teachers were positively aware of hots assessments in the teaching learning process. their statement about the appropriateness of hots assessment in teaching and assessing reading comprehension was proven, and they believed in its good impact. their beliefs and understanding of implementing hots assessment in reading comprehension played an essential role in their classroom practice and professional competency. in the classroom, as an agent of change, teachers need to be forced to recognize, obey, and apply hots to teach the skills effectively (barak & dori, 2009). more importantly, ensure that you reach the goals of your hots related to educational program. indeed, teacher knowledge and beliefs are the decisive factors (zohar et al., 2001). in addition, the teachers were optimistic about conducting hots assessments and reading comprehension tests in the classroom. it was revealed when the teachers implemented hots assessment in reading comprehension and their perception. the classroom observation helped show the frequency and how the teachers implemented hots assessment in the learning process. the findings revealed that teachers’ perceptions and implementation of hots assessments are aligned with one another. this is following borg (2006) who believed that teachers schooling, professional coursework, contextual factors, and classroom teaching influence how teachers perceive certain aspects of their field. they used their understanding and lesson plan as their guide in teaching their students. the teachers properly implemented some methods and strategies in teaching and assessing reading comprehension using the hots assessment as they stated in the interview. furthermore, teachers’ assessments showed that the teachers were considered as good in designing and creating the hots assessment in assessing students’ ability in reading comprehension. the teachers’ assessments’ findings helped the teachers to design good assessments and develop their professional competency in their practices. the teachers’ perceptions and assessments were aligned with one another. they stated that the assessment should align with the topic that had been taught in the learning process. the success of hots development is also determined by the coordination between the learning outcomes achieved and the assessments performed at which are closely related to education and learning, as described in the curriculum document (fitzpatrick & schulz, 2015). moreover, the students’ reading achievement showed that they had achieved good scores. the students could answer the high order thinking skill question in the test. preus (2012) explained that students with more advanced thinking activities perform better on high-stakes tests than learning activities that aim for basic skills in a wide range of lessons. the excellent achievement in reading comprehension also leila nurul amali, et al./ english education journal 12 (1) (2022) 10-18 16 indicated that hots assessment was an appropriate technique to teach and assess students’ reading comprehension. based on the results, teachers’ implementation and assessment were also shown to influence students’ achievement in reading comprehension. the findings on students’ achievement could help the teachers to evaluate their practices and assessment in teaching reading comprehension using hots assessment. conclusions based on the interpretation and discussion, two english teachers in sma n 1 pati had an excellent perception of the concept, implementation, and benefit of the hots assessment. the perception implied from their opinion about the proper concept of hots assessment in reading comprehension. the teachers believed that hots had an essential role in developing students’ critical thinking and solving problems. moreover, the hots assessment was appropriate because the teachers implemented the proper methods and strategies in teaching reading comprehension concerning the needs of the students in the class. secondly, the implementation of hots assessments in the learning process aligned with the teachers’ perceptions and plans to use hots for reading comprehension. the teachers implemented hots in reading comprehension with the proper method and strategy with different teaching styles. then, the teachers applied hots assessments in the learning process through hots questions in the exercises. they designed the learning of hots assessment related to students’ needs in each class. therefore, it gave the same opportunity for each student to learn hots in reading comprehension and master it. thirdly, the teachers’ assessment after the learning process on using hots assessment in assessing reading comprehension revealed that they designed and created hots questions aligned with their perception of the concept of hots assessment and included some expert criteria. they also prepared the assessment aligned with what they had taught in the learning process. despite the teachers preparing the hots questions, they still prepared the lots question in the assessment. this was because the learning process responded to the needs of the students. therefore, it found that the teachers used the hots test to assess students’ reading comprehension correctly. fourthly, the students’ reading comprehension achievement revealed that they had good achievement in the test. the result of most students achieved the minimal mastery criterion. the students could comprehend and solve the question at the high order level. they also could understand analyzing and evaluating the high order thinking skill questions. it indicated that the students could master reading comprehension using hots assessment in the learning process and the test. fifthly, there is a relationship between teachers’ perception, implementation, assessment, and students’ reading comprehension achievement using hots assessment in the learning process. the teachers’ perception of using hots assessment influenced their implementation in the learning process and their assessment to assess students’ reading comprehension. the students’ achievement also revealed good result in the two classes. it summarized that the teachers’ implementation in teaching and assessing reading comprehension using hots assessment was effective, and influenced students’ achievement. considering the research results, we provide some suggestions for teachers. they should improve their creativity in applying hots assessment in the learning process. they can involve various activities to teach reading comprehension using hots assessment aligned with the strategy and method. the teachers are also suggested to evaluate their assessment in reading comprehension. they should design more hots questions than lots questions but still considering the students’ needs. leila nurul amali, et al./ english education journal 12 (1) (2022) 10-18 17 references acosta, l., & ferri, m. 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(2016). the implementation of higher order thinking skills at universitas teknologi yogyakarta in indonesia: opportunities and challenges [paper presentation]. the international conference on education and higher order thinking skills (ice-hots), utm, malaysia. kaur, c. s. s., rhashvinder, k. a. s., tarsam, s. m. s., nor, a. m., & tunku, m. t. m. (2018). developing a higher order thinking skills module for weak esl learners. english language teaching, 11(7), 86-100. kaur, r. a. s., charanjit, k. s. s., tunku, m. t. m., nor, a. m., & tarsam, s. m. s. (2017). a review of research on the use of higher order thinking skills to teach leila nurul amali, et al./ english education journal 12 (1) (2022) 10-18 18 writing. international journal of english linguistics, 8(1), 86-93. king, f., goodson, l., & rohani, f. (2012). higher order thinking skills: definition, teaching strategies, assessment. the center for advancement of learning and assessment. nur, d. f. & melati, s. u. 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(2001). teachers’ beliefs about low-achieving students and higher order thinking. teaching and teacher education, 17(4), 469485. 96 eej 12 (1) (2022) 96-103 english education journal http://journal.unnes.ac.id/sju/index.php/eej the use of cohesive devices in descriptive text by english training participants at pst” kifti halimah islami, mursid saleh, dwi anggani linggar bharati universitas negeri semarang, indonesia article info ________________ article history: accepted 30 september 2020 approved 29 january 2022 published 15 march 2022 ________________ keywords: cohesion, descriptive text, english trainees. ____________________ abstract today, many media to large companies are starting to invest english skills in their employees, including pura smart technology (pst). this research aims to find out the use of cohesive lexical devices, the use of cohesive grammatical devices, the correctness of cohesive device uses, and the correlation of cohesive device use and descriptive text writing skills of the participants. the researcher took eleven employees as the participants. the researcher analyzed the data with halliday & hasan's theory, coh-metrix 3.0, and spearman correlation. the results were repetition with 54.92%, synonym with 6.81%, hyponym with 33.71%, meronym with 3.40%, and collocation with 1.14%. in terms of grammatical cohesion, the researcher found a reference with 29.54% and conjunction with 69.31%. the result also showed that the participants' cohesive device use excellence was 39.65%, with a very strong correlation, (rs) = 0.95. the researchers found that the english training participants had low mastery of cohesive device use quality. the researchers also found that the participants' cohesive devices and writing skills had a strong, significant, and immense correlation. the researchers suggest that future researchers upgrade the study's object and involve participants from different and complex backgrounds. from the pedagogical perspective, cohesive device uses are important to create a good image and judge an excellent educational background between the writer and the reader while understanding the meaning. thus, writers can produce texts without any hoax information nowadays. practically, these results help people use text appropriately in formal and non-formal settings. correspondence address: kampus pascasarjana universitas negeri semarang, jl. kelud utara iii petompon, gajahmungkur, semarang 50237, jawa tengah, indonesia e-mail: kiftihalimahislami@gmail.com p-issn 2087-0108 e-issn 2502-4566 kifti halimah islami, et al./ english education journal 12 (1) (2022) 96-103 97 introduction use of cohesive devices in writing is essential; therefore, it is important to study. not to mention, researching about how writers develop their writing skills particulary descriptive texts by using appropriate cohesive ties is also important. cohesive devices also facilitate authors to build meaningful passages. everyone needs this study, both those academicians and non-academicians. likewise, every english training participant in pura smart technology (pst) is expexted to have excellent english writing proficiency. in this 4.0 industrial change, communication becomes a life skill. thus, everyone must have it, including private workers. in the present day, large corporations perceive the english skills of their employees as an investment. thus, they search for english training for their employees to apply their english skills in the working field. the corporations expect the employees with english skills could contend and encounter new challenges in the future. this effort does not require the corporations to employ international workers. english training is considered extremely suitable as the main asset in surviving national and international competitions and character building and competency in the 4.0 era. this demand makes pst, a leading manufacturer of smart card product technology and radio frequency identification, rfid, in south east asia, obligate the employees to join english training for six months from 18th august 2019 to 7th january 2020. the corporation requires the employees to have excellent writing skills for daily working activities, daily working descriptions, and writing specific text. this research focused on the cohesive devices used in writing descriptive text. the researchers also investigated the writing skills of staff, head division, and manager at pst. the researchers designed writing skills instructions by observing the participants' condition, expectations, and reality. here is the frame of the research problem formulation: (1). how are lexical-cohesive devices used in descriptive texts written by english training participants at pst? (2).how are grammatical-cohesive devices used in descriptive texts written by english training participants at pst? (3). how do the english training participants at pst use cohesive devices in writing descriptive texts? (4). how is the correlation between using cohesive devices and writing skills in descriptive texts written by english training participants at pst? scholars also refer cohesive devices to ways of writing. cohesive devices also indicate the writing quality. thus, writers must pay attention to cohesive devices and factors such as case, individual lore, culture, and contextual edging based on writers' situations. most writers avoid complex forms (halliday & hasan, 1976). puspitorini (2011) found grammatical cohesion, such as reference, substitution, conjunction, ellipsis, reiteration, and collocation. the author found the most applied lexical cohesive devices were: reference (52.6%), conjunction (28.7%), reiteration (16%), collocation (1.9%), and substitution and ellipsis (0.4). rahman (2013) uncovered a significant correlation between the natives’ and the learners’ use of cohesive bonds. however, learners often employed repetition and reference and neglected to utilize another tie. thus, their texts were non-cohesive. writing is also useful to communicate. this communication via writing occurs beyond the sentence level. for example, a writer that connects two clauses must ensure the cohesion and coherence of the connected clause, the sentence. latifah and triyono (2020) explain that cohesion is important for language users to produce meaning. suwandi (2016) explains that cohesion allows readers to build a sense of reading with some devices or ties. thus, readers, observers, or listeners can draw the meaning of the text while writers or speakers can make the passage more communicative. many scholars have investigated cohesion, coherence, and cohesion devices. mcnamara et al. (2014) used coh-metrix at multiple language kifti halimah islami, et al./ english education journal 12 (1) (2022) 96-103 98 levels to determine the complexity of a text. they found that referential cohesion and deep cohesion played important roles in lowering the complexity of a passage. mora et al. (2021) found that incorrect cohesion ties lowered the readability of a passage. they found this result on learners while writing narrative texts. razaque and jat (2020) found that the reflection of low language proficiency was observable using cohesive devices. this situation would make passages lose their unity and meaning. lio's (2020) study result suggested proficient students could use more types of cohesion, such as local cohesion, global cohesion, and text cohesion. rahman (2013) revealed a correlation between writing proficiency level and cohesion. moini (2016) presented different percentages of cohesion in terms of conjunctions, elaboration, and extension between l2 learners’ writing and pieces of regular literature. the frequency of cohesive device uses also influences the readability of a passage. gizatulina et al. (2020) found that the frequency of cohesive device uses influenced the length of clauses. they used various instruments to measure the readability, including coh-metrix. then, the results indicated a high frequency of cohesive devices used could lower the clause length, an average of 7 words per clause. this average score made the reading passage readable for readers. shorter clauses are more understandable than longer clauses. it happens because the clause provides meaningful and adequate information. hiebert (2017) explains content words of a clause provide information. these words answer the basic wh questions while readers read. thus, the readers will find the clause confusing if a clause contains more content words than the basic whquestions answer. eventually, the writer must separate and break the longer clauses into at least two clauses with cohesive devices, for example, conjunction, to create meaningful clauses. the researchers took some references on descriptive text study reviews, one of them is a study by anggun (2016). the researcher showed incorrect cohesive devices in descriptive texts made the text deviate from the original objective of descriptive text functions. kirana et al. (2018) encountered one of the english learners' difficulties in writing the descriptive text was – vocabulary of cohesive devices. noprianto's (2017) research uncovered challenges for english learners to write descriptive texts included realizing the social function of the text, writing chronologically, and using the language features. helmie et al. (2021) displayed improved learners' descriptive text writing from five aspects: content, organization, grammar, vocabulary, and mechanics. from helmie's research, the researchers used the author's finding of vocabulary improvement. the current researchers considered vocabulary improvement also consisted of cohesive device use improvement. since the existence of pst is more credible at the national and international level, colleagues always come and engage from around the world. thus, the employees must excellently master international communication skills in english. all divisions in the factory used english, starting from production, financial, training, etc. they used english from simple matters, such as offering products, describing objects, negotiating, presenting products or ideas, and many more. communication skills develop from spoken to written mode (faizah, sutopo & faridi, 2020). usually, people can get information and share or convey ideas through writing (undayasari & shaleh, 2018; faizah, sutopo & faridi, 2020). harmer (cited in muhib, anggani & hartono, 2014; anggrayani, sofwan, & saleh, 2015; priangan, saleh & rukmini, 2020) suggest that writing is as important as listening, speaking, and reading, although writing skill is more complicated for learners to study. this is due to the fact that writing requires high-level thinking skills (hidayat, rukmini, & bharati, 2019, p.166; priangan, saleh & rukmini, 2020). from a pedagogical point of view, writing is important. however, many parties perceive that this skill is unimportant (struthers, lapadat, & mac. millan, 2013). writing holds an extensive manner to reveal the concept (mamduhan, fitriati & sutopo, 2019, p.85, priangan, saleh & rukmini, 2020). fitriati and yonata (2017) describe that creating text is not simple to express kifti halimah islami, et al./ english education journal 12 (1) (2022) 96-103 99 the thought under the magnificent-denotative quarreling. this research only focused on descriptive text writings. the researchers assumed that some training participants had difficulties writing based on the preliminary observation. then, the researchers were only concerned with the use of cohesion in descriptive text. the researchers used an online database to ensure and support the standard analysis process to answer the problems and execute the research plan. methods cohesion’s unity is a text system with the fundamental element of making meaning of the text. it is an apparatus for the readers to understand the text (halliday & hasan, 1976). all texts must have cohesion, including descriptive text. in this research, the researchers investigate how the staff and manager at pt pura smart technology (pst) implemented the cohesive devices in the text. the researchers used the discourse analysis approach. kamalu and osisanwo (2015) describe the discourse analysis approach as a study approach toward a language. this language may include spoken and written languages. then, the design of this research is a qualitative case study design. sugiarto et al. (2015) and creswel (2014) argued that the qualitative study is a methodology whose “the researcher is interested in the process, meaning, and understanding gained through words or pictures.” although qualitative research uses words, pictures, interviews, and nonquantitative means, the data and the analysis must ensure validity and trustworthiness (denzin & salvo, 2020). thus, qualitative research could provide meaningful results for readers and future researchers (wang, 2021). the researchers also used some formulas to find the frequency of cohesive devices, the correctness of the cohesive device uses, and the correlation between the use of cohesive devices and writing skills. the researcher anatomized the cohesive bonds employing manual calculation adopted from halliday and hasan’s theory, the correctness of cohesive devices for descriptive text with coh-metrix 3.0 tool, and the correlation between cohesive devices and writing skills via spearman rank correlation statistics. the researchers used a statistical technique to test the non-parametric statistic hypothesis. the indication was observable from the ordinal data types. the statistical test that the researcher applied was the spearman rank. based on sugiyono’s explanation, the researcher used spearman rank correlation (rs) because the research variables were ordinal scale. here is the formula of spearman rank correlation (rs). rs = 16∑𝑑2 𝑛(𝑛2−1) note: rs : spearman correlation coefficient." ∑d2 : the sum of the square of the difference between rankings." n : “the sum of the research sample." the researchers also determined the significant values with the following formula (sugiyono, 2008, p. 250): t = r√ 𝑛−2 1−𝑟2 notes: r: correlation n: samples t: significant level (t count), which is then compared with t table the researchers used the r-table to compare the critical value of the correlation coefficient at the significant level of 1. here is the formula: a) rs count > rs table to indicate the significant effect between cohesive devices and writing skills. thus, the result rejected h0 and accepted ha; b) rs count < rs table shows no significant effect between cohesive devices and writing skills. the result accepts h0 and rejects ha. the researchers determined the influence of x to y with the determination coefficient, kd. the researchers represented the coefficient with a percentage (%). kifti halimah islami, et al./ english education journal 12 (1) (2022) 96-103 100 kd = (rs ) 2. 100% : kd : coefficient determination, stating to what extent the dependent variable changes (considering the materiality level rs : rank spearman correlation here are the interpretations of the correlation coefficient calculation. table 1 is useful to determine the strength and correlation of the variables. table 1. the guidelines to interpret the correlation coefficients the researchers used cohesive devices and writing skill data to determine the correlation of the variables. the participants were english training participants at pst. the research object consisted of eleven descriptive texts. after obtaining the data, the researcher promoted the planned step to reach the objectives. results and discussion the researchers analyzed the data regarding the lexical and grammatical cohesive bounds in the english training participants' written text at pura smart technology, pst. graphic 1 shows the lexical cohesion of the data. figure 1. lexical cohesive devices graphic 1 shows the cohesive lexical devices. they are repetition (54,92%), synonym (6,81%), hyponym (33,71%), meronym (3,40%), and collocation (1,14%). the repetition, or restating the same lexical item, dominates the cohesive ties of the texts. the evidence is from the third participant’s written sentence. “i think pst will be able to compete with similar companies also pst will be to expand their companies as a total solution and will be able to be a leading company in asia" (participant 3). the participant restates the abbreviation, pst, in the following sentence. “in pst, there is so many type of people, division, working area” (participant 3). halliday and hasan's theory clarifies that lexical cohesion is important in creating meaning. rahman (2013) found the frequency of cohesion in various items. the author also found a cohesive device balance in writing quality. in halliday and hasan’s theory, grammaticalcohesive devices include reference, conjunction, ellipsis, and substitution. in this research, the researchers found two grammatical-cohesive lines. they were reference (29,54%) and conjunction (69,31%). figure 2. grammatical cohesive devices the researcher found a high rate of conjunction uses. graphic 2 shows the conjunctions are connective words, phrases, and clauses. halliday and hasan (1976) categorize the conjunctions into additive, adversative, causal, and temporal. additive conjunction coordinates the ideas while adversative conjunction reverses the outlook. the clausal conjunction deals with the realized reasons, results, and purposes connected in clauses. in this case, participant 3 had a high rate of conjunction uses 24 times. kifti halimah islami, et al./ english education journal 12 (1) (2022) 96-103 101 "but for me, if i had a chance to look for another job, i would do it. the environment sometimes working not support us because there is inequality based on subjectivity which sometimes feels unjust". “but” and “because” words reflect the adversative and clausal conjunction. the researcher found the use of reference dominantly in terms of grammatical cohesion. it has the function to correlate the text, human, and object. generally, reference has three manners: personal, demonstrative, and comparative. personal reference deals with individual ways, such as personal, process, and adjective pronoun. in this research, the researcher found participant 3 mostly used reference. "…i can say i proud i had ever worked in here an to be a part of the success of this company and i hope i can give my best contribute to support this company". the references are observable in the words of here, this company, and my best. the words here refer to the company. the word this company is a demonstrative reference, while the word my best is a comparative reference/ halliday and hasan explain that grammatical cohesion holds significant writing quality over lexical cohesion. rahman (2013) also suggested that cohesive devices may include various items. figure 3. the correctness of the applied cohesive devices the researchers derived the following data as the participants' cohesive devices. their cohesion quality in descriptive text obtains a percentage of 39.65%. hongwei & liqin (2013) found the indices of word numbers with flesch reading ease scores from 0-100. the word frequency, logarithm, mean of the content word were 0-6, based on coh-metrix 2.1 with an overall percentage of 25.6%. the percentage indicated the writing proficiency evaluation of the teacher. the researchers computed the analyzed data by adopting the spearman correlation formula technique. the researcher looked for the writing skills through brown’s theory before enumerating the correlation statistics, figure 4. writing skills adopted by brown (2007) the graphic shows the mean of writing skills is 6.9, with the lowest score 5 and the highest score 10. the researchers put the data into a correlation statistics wording. the researchers also used the spearman correlation statistics formula to quantify the level of the correlation between both variables. in this case, the variables were in ordinal data form. table 2. the index correlation between the use of cohesive devices and writing skills in descriptive texts written by english training participants at pura smart technology (pst) the researchers calculated the data and then fitted it in the table of index correlation kifti halimah islami, et al./ english education journal 12 (1) (2022) 96-103 102 based on the applied theory in this study. in this study, the researchers found a range of correlation (rs) of 0,95. thus, both variables had a strong and significant correlation with the number (t) 10,16, and extensive influence with the figure (kd) 91%. conclusions the researchers concluded seven implicated items in using cohesive devices, grouped into two enormous cohesions: lexical and grammatical cohesion. the seven cohesive bonds were repetition, synonym, meronym, hyponym, collocation, conjunction, and reference. in this research, the researchers did not investigate the grammatical-cohesive. the researchers found that the english training participants had low mastery of cohesive device use quality. the researchers could infer that the participants' cohesive devices and writing skills had a strong, significant, and immense correlation. from the results, the researchers suggest that future researchers upgrade the study's object and involve participants from different and complex backgrounds. from the pedagogical perspective, cohesive device uses are important to create a good image and judge an excellent educational background between the writer and the reader while understanding the meaning. thus, writers can produce texts without any hoax information nowadays. practically, these results help people use text appropriately in formal and non-formal settings. the researchers expect the graduates of universitas negeri semarang to work out this descriptive text in daily conversation or another purpose. references anggun, s. k. 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(2021). promoting qualitative research method for critical reflection and change: vol. i (i). igi global book. 298 eej 11 (2) (2021) 298-298 english education journal http://journal.unnes.ac.id/sju/index.php/eej lexical complexity and readibility realized in the introduction sections of selected english journals andhani mayangsari , sri wuli fitriati, djoko sutopo universitas negeri semarang, indonesia article info ________________ article history: recived 28 december 2020 accepted 16 february 2021 published 20 june 2021 ________________ keywords: english introduction journals, lexical complexity, readability. ____________________ abstract ___________________________________________________________________ this study focused on the analysis of lexical complexity of the introduction section of the english journals manifested in lexical density, lexical diversity and lexical sophistication. this study also investigated the readability level of those texts. the method used in this study was a quantitative study by utilizing lexical complexity and readability analysis. the results of the study show that the manifestation of lexical density of the texts was above 0.50, representing that the content words utilized within the text were higher than function words. furthermore, most of the introduction sections of the selected english journals achieved lexical diversity level more than 0.30 in which the highest lexical diversity was shown by eej journals and edulite journals that shared the same level of lexical diversity with 0.35. besides, the introduction sections were composed of. various advanced lexical items in terms of academic word lists (awl). also, all introduction sections of the english journals eej, edulite and ijal was readable for english department students both undergraduate and graduate degree based on flesch kincaid reading ease, flesch kincaid grade level and miyazaki readability index. it is suggested that the journals’ introduction sections should be composed of informationally dense lexical items covering the important ideas to strengthen the arguments. it is expected that further studies could investigate more about other aspects that determine the quality of english journals’ introduction sections to uncover deeply about the quality of the texts. correspondence address: kampus pascasarjana unnes, jl. kelud utara iii semarang 50237, indonesia e-mail: andhani.mayangsari@outlook.co.id p-issn 2087-0108 e-issn 2502-4566 andhani mayangsari, et al./ english education journal 11 (2) (2021) 298-307 299 introduction language can be expressed through the oral and written form for communication needs. khalim and warsono (2017, p.120) stated if “language is a tool for construing an experience to be a meaning” so that it can be communicated by people. according to halliday (1985, p.62), “the distinction between written and spoken include the information presented.” in written language, when people want to realize the important idea, they have to deal with the choosing of lexical devices. however, some writers sometimes do not know what should be included in the text because the compositions go down from the ideas, problems, and arguments. in a written language form, there is lexical complexity needs as the component. it is a system of word choices that concerns lexical density, lexical diversity/variability, and sophistication/rareness. this device has been widely used to evaluate the quality of second/foreign language learners’ proficiency and considered as a valid and reliable device to measure academic writing product including cohesion, coherence, organization, and discourse (bulte´ & housen, 2014; mazgutoa & kormos, 2015). johansson (2008) stated that lexical density demonstrates the proportion of lexical items in a text while it has the different words in a text. lexical diversity or lexical variation is defined as the number of different words in a speech or writing sample with a determined length. lexical sophistication, also labelled as lexical rareness, is a relatively advanced or rare proportion of words in learners’ writing (read, 2000). hence, those aspects are generally utilized as obligatory measures in academic text analysis as it comprises complex ideas. according to whitaker (2009) academic writing is essential writing that has to be done for university students which enables them to develop their skills in researching, evaluating information, organising, arguing, responding to others’ arguments, analyzing, and expressing their idea clearly in writing. as mentioned by creswell (2009), an academic writer, especially the students should firstly create a proposal as a formal description of a plan to investigate the research problems which develop the framework and methodology to research to discover the result and answer the problems. whitaker (2009) stated that in writing academic writing, they start by asking a good question, finding and analysing the answers about it, and determining the best answer(s) to discuss the result. related to bringing ease for the readers about the research, rosenwasser and stephen (2012) suggest that selecting more precise words will make the writing clearer and sharpen the ideas. this assumes that when the student can utilize more precise words well, the meanings from the background of the study section will be arranged well, which also impress the readers with meaningful arguments. the purpose of the introduction section is to give the readers the relevant facts about a topic to understand the material that the researcher is writing about and how it links to the research question. however, research has to mind the readability of the ideas provided. according to pikulski (2002, p.1), “readability is the level of ease or difficulty with which text material can be understood by a particular reader who is reading that text for a specific purpose.” abonyi and oluikpe (2013) in eze (2015) mention that readability refers to assessing the difficulties that readers of a certain level of skills may have in reading a piece of connected written discourse or text. generally, readability tends to give an overview of the effectiveness in communication between the writer of a written text and the reader. the well-arranged text has a high readability level in which the contents could be grasped by the readers without difficulties and enjoyed interestingly. based on those explanations between lexical complexity and readability, it is assumed that lexical complexity has an aligned relationship with readability. lexical complexity refers to multidimensional characteristics of language use which shows us how informative the text is about and what is being communicated. on the other hand, readability is a measure of the accessibility of a text indicating how effectively it will reach the target readers. andhani mayangsari, et al./ english education journal 11 (2) (2021) 298-307 300 boudjella et al. (2017) state that readability refers to the ease with which a written text can be understood by a reader, which also depends on the vocabulary and syntax’s complexity. therefore, lexical complexity is one of the aspects that determines the readability of a text. based on the preliminary research, the text’s lexical complexity in the introduction section has a unique appearance in terms of word choices. on the other hand, the introduction section’s readability level has to achieve well acceptance from the intended readers. this has to be studied more to give strong evidence of how the lexical complexity is portrayed in the english academic journals. therefore, the readability of the text was also assessed to analyse how readable the english journals are, particularly on the introduction sections with regard to the manifestation of lexical density, lexical variety, and lexical sophistication. methods the study’s design was a descriptive quantitative study. it aims to investigate the lexical complexity and readability of the introduction sections in various english research journals from the interpretation of numbers and statistical analysis. the objects of the analysis were taken from english education journal (eej), journal of english education, literature and culture (edulite), and indonesian journal of applied linguistics (ijal) published by indonesian universities: universitas negeri semarang, universitas islam sultan agung and universitas pendidikan indonesia respectively. moreover, it also investigated the quality of relationships, activities, situations, or materials (fraenkel & wallen, 2012). it was deemed that a descriptive quantitative design is suitable for this study due to its measurable data to build facts and uncover the data. the present study intended to analyze and explain the lexical complexity of the text manifested through lexical density, lexical diversity, and lexical sophistication analysis (read, 2000). besides, it investigated introduction sections’ readability level. the lexical density, lexical complexity, and lexical sophistication were approached utilizing flesch reading ease readability, flesch-kincaid readability and miyazaki readability index for efl (greenfield, 2004). results and discussion this study examined the ways lexical complexity realized in the introduction sections of the english journals and its readability levels. this section described the findings of lexical complexity element; lexical density, lexical diversity, and lexical sophistication in the introduction section from selected english journals: eej, edulite, and ijal. lexical complexity of english journal introduction section read (2000) proposed that in measuring lexical complexity, there were three aspects to be analysed, they are lexical density which focuses in the lexical word portion in a text, lexical sophistication that concerns the use of advanced words in a text, and lexical diversity which involves the occurrence of various different lexical words utilized in a text. there were totally 30 journal articles and 10 taken from each journal. figure 1. lexical complexity of english journals figure 1 shows that all introduction sections of the english journals in terms of its lexical complexity. it shared a relatively similar level in terms of the lexical complexity with a little difference on its amount. in terms of the lexical density, the introduction sections of 56% 59% 58% 10,27% 10,98% 12,98% 0,35 0,35 0,32 0% 20% 40% 60% 80% eej edulite ijal lexical density lexical sophistication lexical diversity andhani mayangsari, et al./ english education journal 11 (2) (2021) 298-307 301 edulite journal possessed the highest level of lexical density with a percentage of 59% compared to others. meanwhile, the highest average lexical diversity was possessed by introduction sections of eej and edulite journals which shared the same amount of 0.35. however, in terms of lexical sophistication, the highest level was achieved by the introduction sections of ijal journals with 12.98%. furthermore, the realization of lexical complexity which consists of lexical density, lexical sophistication and lexical diversity was determined its relationship by means of correlation analysis is on table 1. table 1. correlations of lexical complexity elements lexical density lexical diversity lexical sophistication l den pearson correlation 1 -.470** .515** sig. (2-tailed) .009 .004 n 30 30 30 l div pearson correlation -.470** 1 -.365* sig. (2-tailed) .009 .047 n 30 30 30 l soph pearson correlation .515** -.365* 1 sig. (2-tailed) .004 .047 n 30 30 30 **. correlation is significant at the 0.01 level (2tailed). *. correlation is significant at the 0.05 level (2tailed). based on table 1, the value of correlation between each element of lexical complexity was determined by means of person correlation value and significance (2-tailed) value. the result shows that the value of sig. (2-tailed) between lexical density and lexical diversity of the english journals’ introduction sections were 0.09 which was > 0.05. this value meant that there was no significant relationship between lexical density and lexical diversity. in terms of pearson correlation coefficient value, the relationship of lexical density and lexical diversity of the english journals’ introduction sections achieved -0.470 which was < 0.349 that meant the relationship was said to be negatively correlated which also meant if lexical density value decreased, the lexical diversity increased with the same magnitude or vice versa. meanwhile, the correlation between lexical density and lexical sophistication of introduction sections of the english journals got sig. (2-tailed) value of 0.04 which was < 0.05. this condition meant that there was significant correlation between lexical density and lexical sophistication of introduction in the english journals. regarding the pearson correlation coefficient, the correlation value between lexical density and lexical sophistication of the introduction section of english journals achieved 0.515 which was > 0.349 that meant there was a perfect positive relationship between lexical density and lexical sophistication of the english journals’ introduction sections in which when the lexical density was higher or lower, the lexical sophistication moved the same direction with the same magnitude. furthermore, the correlation between lexical diversity and lexical sophistication of introduction sections of english journals achieved sig. (2-tailed) value of 0.47 which was > 0.05. this value implied that there was no significant relationship between lexical diversity and lexical sophistication of the english journals’ introduction sections. in regard to the pearson correlation coefficient, the lexical diversity and lexical sophistication of the english journals’ introduction section held value of -0.365 which was < 0.349. this value meant that the relationship between lexical diversity and lexical sophistication of english journals’ introduction sections was said to be perfectly negatively correlated. if the lexical diversity value increases, the lexical sophistication will decrease with the same magnitude. readability of the english journals’ introduction sections in regard to the readability of the english journals’ introduction sections, it measures the andhani mayangsari, et al./ english education journal 11 (2) (2021) 298-307 302 degree to which the introduction section texts are easy or difficult to read especially for efl students. the introduction section texts from the selected english journals were inputted in the website for readability analysis which directly determines various types of readability score. however, this study only focused on the readability test in terms of flesch kincaid reading ease and flesch kincaid grade level. the outcome of the readability analysis is provided in figure 2. figure 2. flesch kincaid reading ease readability as shown by figure 2, the outcome of readability level of the selected english journals’ introduction sections was presented in regard to flesch kincaid reading ease. in determining the readability level from flesch kincaid reading ease, the result was categorized into some classifications which resulted in the estimated reading grade. basically, the introduction sections of english journals are supposed to be addressed to college students in which the value of readability level is 30 – 50 that is categorized as difficult. in addition, the value of 0 – 30 belongs to college students and graduate students’ reading materials which are categorized as very difficult. based on chart 2, it was shown that there were only six introduction sections of the journals that achieved the level of 0 – 30 for readability levels, such as edulite no. 3, 6, and 8, ijal no. 4 and 8; and eej no. 2 which were also categorized as very difficult texts. based on the readability relevance table of the flesch reading ease score with the education level of readers proposed by to et al. (2013), those who possessed 0 – 30 for readability level belonged to text that were supposed to be addressed to postgraduate readers. meanwhile, the rest of other introduction section texts of the selected english journals possessed readability value between 30 – 50 which were regarded as difficult texts. therefore, according to relevance of the flesch reading ease score with the education level of the reader (to et al., 2013), the texts were classified as reading materials which were supposed to be addressed for undergraduate students. furthermore, the analysis of readability level of the selected english journals’ introduction sections was also measured by flesch kincaid grade level to determine the texts were supposed to be readable at some level. the result of the analysis is provided in figure 3. 37,5 29,8 40,1 41,4 47,4 37,6 43,3 41,5 43,4 38,5 45,8 34,7 36 27,8 39,7 35,6 39,7 26,8 38,1 35,8 35,3 38,9 22,6 40 34,5 27,5 37,4 24,3 36,6 35,6 0 20 40 60 eej 1 eej 2 eej 3 eej 4 eej 5 eej 6 eej 7 eej 8 eej 9 eej 10 ijal 1 ijal 2 ijal 3 ijal 4 ijal 5 ijal 6 ijal 7 ijal 8 ijal 9 ijal 10 edulite 1 edulite 2 edulite 3 edulite 4 edulite 5 edulite 6 edulite 7 edulite 8 edulite 9 edulite 10 andhani mayangsari, et al./ english education journal 11 (2) (2021) 298-307 303 figure 3. flesch kincaid grade level readability according to figure 3, the result of readability calculation of english journals’ introduction sections was done by the formula of flesch kincaid grade level. the outcome of the readability from flesch kincaid grade level represented the grade-school level. chart 3 shows that there were only two introduction section texts exhibiting value of readability level below 12 which also indicated that those two texts were readable for the 12th grade students that came from eej no.5 and ijal no.1. the rest of 28 english journals were categorized as readable because those english journals’ introduction sections reached the readability score above 12 which were readable for college students and above. to uncover the readability of the english journals’ introduction sections for efl students, the data were analysed in terms of words per sentence and letters per word. the miyazaki efl readability index look-up table was utilized to see how difficult the introduction section of english journals to be read. the result is provided in table 2. table 2. readability of english journals in miyazaki readability index n o jour nal no of sente nce aver age word s per sente nce chara cters per word miyaza ki readab ility 1 eej 1 49 19.5 5.3 29 2 eej 2 54 23.3 5.4 19 3 eej 3 51 22.4 5.4 21 4 eej 4 48 22.6 5.4 21 5 eej 5 55 21.9 5.2 27 6 eej 6 49 28.7 5.4 10 7 eej 7 32 25.6 5.1 21 8 eej 8 48 21.2 5.2 27 9 eej 9 58 20.7 5.3 27 1 0 eej 10 70 19.5 5.2 31 1 1 ija l 1 149 39.2 5.1 <10 1 2 ija l 2 126 23.3 5.5 18 1 3 ija l 3 94 23.4 5.7 14 1 4 ija l 4 83 27.4 5.9 <10 1 5 ija l 5 52 22.4 5.8 <10 12,9 14,2 13,1 13,1 11,5 14,6 13,1 12,7 12,3 12,5 11,3 13,5 13,4 13,9 13,5 14,3 12,9 15,4 12,9 13,1 13,2 12,9 16,7 12,8 14 14,6 13,9 16,5 13,7 13,2 0 5 10 15 20 eej 1 eej 2 eej 3 eej 4 eej 5 eej 6 eej 7 eej 8 eej 9 eej 10 ijal 1 ijal 2 ijal 3 ijal 4 ijal 5 ijal 6 ijal 7 ijal 8 ijal 9 ijal 10 edulite 1 edulite 2 edulite 3 edulite 4 edulite 5 edulite 6 edulite 7 edulite 8 edulite 9 edulite 10 andhani mayangsari, et al./ english education journal 11 (2) (2021) 298-307 304 1 6 ija l 6 64 28.1 5.4 10 1 7 ija l 7 76 27.3 5.2 15 1 8 ija l 8 47 30.4 5.7 <10 1 9 ija l 9 129 31.1 5.3 <10 2 0 ija l 10 77 20.6 5.4 25 2 1 edu 1 50 26.6 5.5 12 2 2 edu 2 25 21.6 5.3 21 2 3 edu 3 20 25.1 5.5 14 2 4 edu 4 53 20.7 5.3 27 2 5 edu 5 84 23 5.4 19 2 6 edu 6 69 20.1 5.7 20 2 7 edu 7 44 26.2 5.5 12 2 8 edu 8 80 27.5 5.7 <10 2 9 edu 9 98 22.5 5.4 21 3 0 edu 10 84 29.6 5.6 <10 based on table 2, the readability result of the selected english journals’ introduction sections was mostly categorized into difficult texts for efl students. the result shows that there were twelve introduction sections which reached above 20 for miyazaki readability index. meanwhile, the most difficult introduction sections were possessed by seven journal articles, such as ijal no.1, 4, 5, 8, 9; and edulite no.8 and 10 that reached readability index below 10. lexical complexity is regarded as an indication of how a writer utilizes lexical items in composing a text. the purpose of this study was to investigate the realization of lexical complexity in the introduction section of english journals. the analysis covered the realization of lexical density, lexical sophistication and lexical diversity. in addition, the readability of the english journals’ introduction sections was also examined to uncover the difficulty level for efl students in reading the text in terms of the lexical density, lexical sophistication and lexical diversity. in analysing the lexical density, the comparison between the content words and total words utilized within the introduction section of english journals were measured. by utilizing claws tagger, the identification of content words and function words were clearly classified which then the lexical density was measured by dividing the number of content words with the total number of words in the introduction section text. it turned out that most of the english journals’ introduction sections were composed lexically dense in which most of the lexical density level were above 0.50. there were only two introduction sections out of three journals that reached almost 0.50 for the lexical density level. this indicated that the number of content words (noun, adjective, adverb and verb) utilized within the selected english journals’ introduction sections were more than function words. this also meant that the introduction sections were composed with much information addressed to the readers in terms of background of the research and literature reviews. as stated by johansson (2008), a text with a high proportion of content words contains more information than a text with a high portion of function words. this also confirmed by ginting (2012) that the higher lexical density of a text is, the more information offers and the more difficult it is to understand by the readers. furthermore, the lexical density level also proved that the higher number of total words employed in writing the text did not significantly result in the higher lexical density of the text. this is in accordance with the study done by to et al. (2013) who also found that the higher level of a text did not necessarily guarantee higher lexical density index. furthermore, the correlation analysis also indicated that there was a significant relationship between the total content words and lexical density rather than relationship between lexical density and total words in a text. andhani mayangsari, et al./ english education journal 11 (2) (2021) 298-307 305 in terms of lexical sophistication, the focus of the analysis was how sophisticated the lexical items or advanced words employed in writing introduction section of english journals. the awl (academic word list) which consists of 570 field of semantic utilized in academic texts was examined to uncover the percentage of lexical sophistication of the introduction section texts in which vocabprofiler online platform was utilized. the result of the study shows that most of the introduction sections of english journals exhibit lexical sophistication percentage more than 9%, even though there were few introduction sections which almost reached 9% of the lexical sophistication. these results indicate that most of the english journals’ introduction sections was academically composed by the writers which also utilized advanced words. this is in line with the study conducted by kirkness and neill (2009) that journal articles were composed by a high variety of academic words. therefore, the introduction section of english journal articles was written meticulously by college students and above with advanced lexical items (nouri & zerhouni, 2018; purba, 2016; bayazidi, ansarin, & mohammadnia, 2019). this was also highlighted by lemmouh (2008) and kalantari and gholami (2017) that the use of advanced words and various lexical items exhibited strong correlation with the level of academic degree. juanggo (2008) and to et al. (2013) also found that learners with more language proficiency, who produced better quality writing, generally utilized more advanced words in their written production and more diverse vocabulary. in regard to analysing lexical diversity, this study at the same time was employing the online platform vocabprofiler in determining the wide variety of words used by the writers in composing the english journals’ introduction sections. the focus of lexical diversity aspect was on type-token ration (ttr) as the index of lexical diversity of the text which was measured by dividing the different words by the total words in the texts. the analysis proved that most of the introduction sections texts were composed with lexical items that were repeated thrice. this was represented by the value of ttr possessed by most of the introduction sections of the selected english journals with > 0.3. there were also few writers of introduction section of english journals who also got ttr value with more than 0.4 indicating that they used various words repeated 4 times. likewise, some of the writers also achieved ttr value that was below 0.3 indicating that the lexical items used in composing introduction section texts were only repeated twice. therefore, the more the ttr value possessed by a text, the higher the variety of words utilized in the text. this also seemed understandable since the writers of the introduction sections were university students from undergraduate and postgraduate which have already mastered in utilizing words to express their ideas. as stated by morris and cobb (2004) that ttr could be used to predict academic success in which higher ttr meant that the writers have maintained the extensive reading habit in the point where they have also internalized the cognitive functioning in understanding academic materials. thus, a wide variety of words were expected to be utilized in writing with mature english academic style. breze (2008) also argued that more advanced learners far better than beginning learners in terms of using various words and academic words. furthermore, the correlation analysis also shows that there was a close relationship between different words and total words in the text in determining the lexical diversity. with regard to the readability of the english journals’ introduction sections, the analysis utilized the flesch reading ease and flesch kincaid grade level in which those measurements were proved to possess accurate readability addressed to efl learners. the results were then combined with the miyazaki readability index to determine the readability level for the introduction section of the journals. it was found out that most of the introduction sections in the selected english journals was readable for college students and above which was represented by most of the readability index for flesch reading ease with < 50 for the value. this was also confirmed with the result of readability result andhani mayangsari, et al./ english education journal 11 (2) (2021) 298-307 306 from flesch reading grade level with >12 for the value in which most of the introduction sections were readable for college students and above. furthermore, based on the miyazaki readability index, all introduction sections from selected english journals reached below 30 which indicated that the texts were difficult for efl readers. as stated by greenfield (2004) that efl readers have a higher tolerance for texts that were challenging than native readers do. furthermore, mavasoglu and dincer (2013) highlighted that the more a text was lexically dense, the text would be difficult to be understood. furthermore, the lexical diversity level of the introduction sections also reached the level of undergraduate and above readers in which they utilized a wide variety of words in the texts. in addition, the level of lexical sophistication also shows that advanced words were highly employed in writing the selected english journals (nguyen, 2010; francois & bernhard, 2014; gyasi, 2013). greenfield (2004) stated that long words caused problems in accessibility to be understood. therefore, the readability of the selected english journal articles’ introduction sections was influenced by the level of lexical complexity in terms of lexical density, lexical diversity and lexical sophistication (morales, 2019; zamanian & heydari, 2012; abonyi & oluikpe, 2013). this was also confirmed by richards and schmidt (2010) that the readability of a text was also influenced by the complexity of the lexical items. conclusions the results of the current study show that the manifestation of lexical density of the english journals’ introduction section texts was above 0.50 representing that the content words utilized within the text was higher than the function words. most of the introduction sections achieved lexical diversity level more than 0.30 in which the highest lexical diversity was shown by eej journal and edulite journal that shared the same level of lexical diversity with 0.35. most of them achieved the percentage of lexical sophistication more than 9% which made most of the introduction section texts were written academically in terms of awl. meanwhile, the readability of the texts achieved below 50 in terms of miyazaki readability index in which all of them were difficult to read by common efl readers who were not expert in english field. it is suggested that the english journal writers compose the introduction sections of the journals with informationally dense covering the important ideas to strengthen the arguments. it is hoped that further studies could investigate more about other aspects that determine the quality of composing introduction sections of english journals to uncover deeply about the quality of the texts. references abonyi, o. s., & oluikpe, e. 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(2012). readability of texts: state of the art. theory and practice in language studies, 2(1). 425 eej 11 (3) (2021) 425-433 english education journal http://journal.unnes.ac.id/sju/index.php/eej the use of cohesive devices to provide coherence in argumentative essays of universitas negeri semarang graduate students bahya alfitri, issy yuliasri universitas negeri semarang, indonesia article info ________________ article history: recived 09 april 2021 accepted 14 june2021 published 15 september 2021 ________________ keywords: cohesive devices, coherence, chain interaction, cohesive harmony, argumentative essays ____________________ abstract ___________________________________________________________________ this study aims to analyze the use of cohesive devices and the chain interaction of cohesive devices to achieve coherence in argumentative essays of universitas negeri semarang graduate students. this study employed descriptive qualitative research design. it focused on cohesion and coherence analysis of students’ writing. the findings of the study showed that all of the types of cohesive devices such as reference, substitution, ellipsis, and reiteration were found in the students’ essays. these cohesive devices provide the coherence of the text through their semantic relation or bound which create the two cohesive chains; identity chains and similarity chains. the interaction between both chains can give explicit signals to guide readers towards the intended interpretation of the text. the result of this chain interaction is known as cohesive harmony. most of students’ essays achieve coherence because the total tokens of the students’ essays enter more than 50% of chain interaction. unfortunately, the students overuse certain types of cohesive devices such as repetition in creating the chains. correspondence address : kampus pascasarjana unnes, jl. kelud utara iii semarang 50237, indonesia e-mail : bahyaalfitri355@gmail.com p-issn 2087-0108 e-issn 2502-4566 bahya alfitri & issy yuliasri/ english education journal 11 (3) (2021) 425-433 426 introduction writing is a productive skill that can show the students’ high-level thinking. in asia, english writing becomes one of the important goals of english education reform (lie, 2019). it becomes the most essential activity for measuring students' achievement, especially in the case of tertiary level students. they are required to be able to make good academic writing text such as an argumentative essay. this is a complicated assignment that must be carried out with the highest ability because the students do not only focus on the grammatical aspect of the writing, but also on the purpose of writing a text (khunaifi, 2015). the text has been created for a communicative purpose (widdowson, 2007). there is communication between writer and reader in the text (fitriati & yonata, 2017). therefore, the writers have to make their text united and meaningful, so that the readers can grasp the writer’s idea easily. there are some features to create good writing text. some of them are cohesion and coherence. murcia and olshtain (2000) state that both cohesion and coherence are important to produce good writing. they give contribution to the maintenance of unity in the paragraphs of writing. there is an important distinction between them. the presence of cohesion constructs the internal coherence of text (eggins, 2004; halliday & hasan, 1976). it is laid as the foundation of coherence (halliday & hasan, 1989). cohesion links one part of a text to another and gives a sequence of sentences. it comes from cohesive devices such as reference, substitution, ellipsis, and reiteration. they have a role in the text to predispose the reader to find the coherence and the last to interpret the message. cohesion enables readers to understand or perceive the semantic relationships existing within and between the sentences (shabani et al., 2015). coherence, on the other hand, is the appropriateness of the occurrence of contextual text that makes the sense of message in the text conveyed. a text is said as coherent if the readers can follow each clause without losing the meaning (hellalet, 2013). this coherence is provided by cohesion. halliday and hasan especially hasan (1984, 1989) claims that the perceived coherence in the text depends on the interaction of cohesive devices called cohesive harmony. cohesive harmony is achieved when it brings together grammatical and lexical cohesive devices into certain kinds of semantic relation or bound, subjecting them to semantic considerations of identity and similarity chain. it is also harmonious because of the output of the textual function in the form of the cohesive chain and its interactions. writing which does not have cohesion and coherence may not be easily understood. however, it may not be easy for the students to use cohesive devices properly and make the text more coherent. based on the preliminary research on some graduate students of a university in indonesia, it can be concluded that even at the graduate level students still face difficulties in creating cohesive and coherent texts. the students used a lot of cohesive devices but some of them were used inappropriately. it can affect the coherence of the texts. several studies focusing on analyzing cohesion and coherence have been conducted by some researchers. amperawaty and warsono (2019) conducted the research to find cohesion and coherence devices. the result shows that reference is the dominant type of cohesive devices. saud (2015) found english students in saudi face the difficulties to construct a coherence text in their writing academic. demantik (2008) conducted the research on cohesive harmony in jakarta post. he found some types of cohesive devices which provide identity chains and similarity chains. this finding also supports the idea of tilney (2018), who also conducted a study on cohesive harmony in short story. the result shows that the text is lack of coherence because it cannot hold together all the chains of meaning. the finding of chiaoi (2019) also matches with the finding of the study. he found five identity chains that are provided by reference in filmic text. this cohesive chain run through texts and provides them with the links to create texture in the text (taboada, 2019). bahya alfitri & issy yuliasri/ english education journal 11 (3) (2021) 425-433 427 this study is different from the previous studies because it analyzes the use of cohesive devices to provide coherence in argumentative essays. specifically, this study aims to answer two major research questions. the first is related to the use of cohesive devices to provide coherence in argumentative essays of universitas negeri semarang graduate students. the second is related to chain interactions of cohesive devices achieving coherence in their essays. methods this qualitative study with descriptive research design seeks the answer how cohesive and the chain interactions of cohesive devices achieve coherence in argumentative essays of universitas negeri semarang graduate students. the source of data was taken from the assignment project of the first semester of english graduate students. after reading the text, the researcher took six essays purposively. the analysis of the data was started by classifying cohesive devices based on their types such as reference, substitution, ellipses, and reiteration. it is also used to see the semantic relation of cohesive devices. the finding of cohesive devices and the chain interaction were presented in figures which then were counted. it is used to see the proportion of the text participates in such chain interaction. here, all of the tokens in the text must be counted. some text was coherent because the tokens achieved more than 50% of central tokens. results and discussions the analysis of argumentative essays of universitas negeri semarang graduate students revealed that the most prominent cohesive devices that provide coherence were reiteration. other kinds of cohesive devices were used less frequently. the occurrences and percentage of reference, substitution, ellipses, and reiteration to provide coherence are presented in the table 1. table1. the percentage of cohesive devices in argumentative essays of universitas negeri semarang graduate students. the use of reiteration holds the highest frequency that is used to provide coherence in students’ essays. there were 831 tokens or 79.21% out of the 1049 tokens of data and it also provided 245 chains. most of them are in the form of repetitions. while the second cohesive device holds by reference that provided 214 tokens or 20.40% and it provided 28 chains. meanwhile, ellipsis and substitution are the least prominently, each of them only provided 2 tokens or 0.19% of cohesive devices and 1 cohesive chain. the use of reference to provide coherence in argumentative essays of universitas negeri semarang graduate students based on the finding, it can be identified that the students used all of the types of references in their essays such as personal reference, demonstrative reference, and comparative reference. reference is used to signal retrieval (halliday & hasan, 1976). it is an important element that can introduce the participants and keeps track of them in the text. thus, it becomes the second prominent cohesive device that provides coherence in students’ essays. it implied that the students were more familiar with the type of reference and more used it to create cohesion cohesive devices total of tokens % total of cohesive chains % reference 214 20.40 28 10.18 substitution 2 0.19 1 0.36 ellipsis 2 0.19 1 0.36 reiteration 831 79.21 245 89.09 repetition 694 165 synonym 34 16 antonym 98 47 hyponymy 38 14 meronymy 12 3 bahya alfitri & issy yuliasri/ english education journal 11 (3) (2021) 425-433 428 by creating a link between the element (halliday & matthiessen, 2014). this finding also confirms the study that was conducted by dontchevanavratilova et al (2017). they investigated the use of coherence and cohesion in newspaper discourse. base on their findings, the category of reference usually becomes prominent since it is necessary to refer repeatedly to things or people mentioned through the discourse. reference provides the tie of tokens and identity chain. the connections between the tokens, which say as bonds play a key role in discourse coherence, the semantic bonds or semantic relation co-reference that found in essays create some identity chains. it confirms the theory proposed by halliday and hasan (1989) who said that the presence of a cohesive device and its relation of semantic items provide coherence by creating the ties of tokens and chain in the text. the example is given as follows: example: “for workers, great mobility supports the effectiveness and efficiency of their work (e1.c2). they can go to the workplace easily without spending too much time (e1.c3)” based on this example, there is semantic relation that occurs between the members of the tie co-referentiality that realized by the device of identity reference. it is because they refer to the same people in the text. co-referential relation which provides the texture occurs between the references theirthey to workers. they are a kind of personal reference which the tokens of their and they refer back to token workers. they create an identity chain because all the links in the chain refer to the same entity. the identity chain in this essay is workers-their-they. the members of this identity chain can give explicit signals to guide the reader towards the intended interpretation of the text which is the foundation for coherence. the presence of lexical token reference which creates a tie and linking chain in the text contributes to text coherence (halliday & hasan, 1989). the identity chains are the indication of tight coherence within the text and that chain interaction is a strong basis in determining text coherence. reference provided some identity chains in achieving coherence in argumentative essays of universitas negeri semarang graduate students. this chain is used to examine coherence by seeing the chain interaction between this identity chain and other chains. the use of substitution to provide coherence in argumentative essays of universitas negeri semarang graduate students the next type of cohesive device that is described in this research is substitution. the goal of substitution is not to change the meaning but mention the previous items by another, by its substitute. therefore, the use of substitutions is mostly in the form of anaphoric type. the presence of substitution and its relation of semantic items contribute to text coherence by creating ties of tokens and similarity chains in essays. this matches the theory proposed by halliday and hasan (1989) who said that the presence of a cohesive device and its relation of semantic items provide coherence by creating the ties of tokens and chain in the text. the example is given bellow: example: “another reason is the weak policies in indonesia (e1.c38) that can urge people to use mass transportation instead of the private one (e1.c39)” this example is a type of nominal substitution that enables us to substitute one word with another by using the substitute one/ones. in this clause, the word one stands for transportation. it means transportation is substituted by the word one. the substitution one has a function as the head of a nominal group which can substitute one word; transportation. it does not refer to the same transportation in the previous situation but refers to other transportation. the semantic relation that ties two tokens in this data is co-classification which the private one and transportation refer to an identical class. this co-classification relation gives signal from the anaphoric item the private one in the second clause which is interpreted by substitution that has already been mentioned as transportation. thus, the substitution that occurs in this essay creates similarity chains of coclassification. there is only 1 similarity chain bahya alfitri & issy yuliasri/ english education journal 11 (3) (2021) 425-433 429 formed by substitution cohesive devices. it is transportation the private one. this similarity chain goes a long way towards building the foundation for coherence because it gives the signal to guide the reader to interpret the text. unfortunately, the use of substitution becomes the lowest prominently used among cohesive devices in students’ essays. this finding confirms the result of other researchers in some cases. rahman's (2013) study, which investigated the descriptive writing written by omani student-teacher, indicated that student-teacher lack the repertoire of substitution. suwandi (2016) revealed that the two aspects of substitution and ellipsis are underused by the students in writing. according to halliday and hasan (1976), substitution and ellipsis are used more in speaking than writing. while the students write argumentative essays which is a kind of academic writing. for this reason, the students are not frequently using substitution device. the use of ellipsis to provide coherence in argumentative essays of universitas negeri semarang graduate students the next finding of cohesive devices is ellipsis. ellipsis is the omission of an item, but it still can be understood (halliday & hasan, 1976). it means that in certain contexts, it is possible to omit some item of word or phrase rather than repeating it, but it is still understood to be in the sentence. the presence of ellipsis and its relation of semantic items provide text coherence by creating ties of tokens and similarity chain in students’ essays. this matches the theory proposed by halliday and hasan (1989) who said that the presence of a cohesive device provides coherence by creating the ties of tokens and chain in the text. the example is given bellow: example: “it will be easy for students who have a family in the same city with their university (e5.c2) because they can stay at their family’s house (e5.c3) but for those who don’t [ø: have a family] (e5.c4) they have to find their new house (e5.c7” the ellipsis that occurs in this essay is verbal word don’t. the token have a family in the negative form is omitted by token don’t in the next clause instead of writing don’t have a family. it is creates a similarity chain which is related by semantic relation of tie co-classification. the members of the similarity chain are have a family and don’t. this chain can build the foundation of coherence because it gives the signal to guide the reader to interpret the text. the presence of lexical token ellipsis which creates a tie and linking chain in the text contributes to text coherence (halliday & hasan, 1989). however, the use of ellipsis becomes the least prominent type in students’ essays. this confirms the finding of previous research by adiantika (2015) who emphasized that substitution and ellipsis are the kinds of the cohesive device which is underused by the students in writing. karadeniz (2017) also conducted the research to determine the relationship between faculty of education students’ levels of using cohesive devices and its coherence. the result indicated that there was no significant statistical ellipsis found in the students’ writing. the ellipsis and substitution are more commonly used in oral communication (halliday & hasan 1976). the use of reiteration to provide coherence in argumentative essays of universitas negeri semarang graduate students this part focus on the discussion of reiteration provides coherence in students’ argumentative essays. the results of this research indicate that the most contribution of coherence is provided by reiteration. it ensures topic continuity and activates relevant discourse processing knowledge. it provides the tie of tokens and similarity chains. this analysis supports the theory proposed by halliday and hasan (1989) who said that the presence of a cohesive device and its relation of semantic items provide coherence by creating the ties of tokens and chain in the text. the members of this similarity chain achieved chain interaction that can give the explicit signals to guide the reader towards the intended interpretation of the text. the example can be seen bellow: example: bahya alfitri & issy yuliasri/ english education journal 11 (3) (2021) 425-433 430 “by using mrt, the time to get the destination will be faster than using other vehicles (e6.c25) for example, if using mrt as a transportation to bundaran hi from lebak bulus (e6.26) it is only 15-20 minutes (e6.27)” based on this example, it can be seen there are repetitions of lexical tokens mrt and using. the students tend to repeat the same term. the lexical token mrt refer back to another lexical token mrt that has been mentioned in the previous clause. the lexical token using also appears many times with the morphologically distinct forms of the same lexical unit. the repetition that occurs in this essay creates a similarity chain that is related to the semantic relation of tie co-extension. the member of the similarity chain occurs between using and mrt. the token of lexical item mrt creates a similarity chain mrt-mrt-mrt, while the token of lexical item using create a similarity chain using-usingusing-use-used. this chain is used to examine coherence by seeing the chain interaction between this identity chain and other chains. these findings confirms tilney's (2018) findings that the continuum of interaction was reflected in his data when he investigated cohesive harmony in the short story. he found some types of reiteration which provide similarity chains. the similarity chains in the short story are the indication of tight coherence within the text and that chain interaction is a strong basis in determining text coherence. lexical chaining features are useful for predicting discourse coherence quality (somasundaran et al., 2014). their analysis also indicated that lexical chaining features can improve performance on various genres of writing by different populations of writers. this similarity chain especially the chain created from repetition has a high frequency of occurrence in students’ essays. while other kinds of reiteration such as synonymy, antonymy, hyponymy, and meronymy were underrepresented. these results are parallel with the results presented by kafes (2012) and also qudah (2016) who emphasized that lexical cohesion, specifically repetition, was predominantly used by students in their english written essays. the result of the study showed that graduate students seem to find the use of repetition a convenient way to establish lexical ties. one of probable reasons is to create emphasis on the topic. unfortunately, the number of repetitions in this current study becomes an indication that the students overuse repetition in creating the similarity chain. the example is given as follows: example: “long time ago, people ate food that was very good for them (e3.c1). they ate food that not contains chemicals, preservatives, artificial colors, and flavors (e3.c2). the people also spent a lot of time to cooks their own foods (e3.c3). therefore, those people were not affected by food (e3.c4) that they ate (e3.c5), because all the foods that they had was natural and healthy (e3.c6)” this example showed that the lexical tokens eat and foods were mentioned many times in every clause. the students prefer to repeat the same word rather than use another type of reiteration to emphasize the topic. the overuse of certain cohesive devices by the students can lead to boredom to the readers and redundancy in their writing. hinkel (2001) argued that the students tend to use cohesive devices such as repetition to reveal the tension of the writer. thus, as graduate students, they may be aware they have to emphasize the point of the topic that is why they tend to overuse repetition. the chain interaction of cohesive devices achieving coherence in argumentative essay of universitas negeri semarang graduate students. cohesion and coherence are two elements that have a relation to each other. cohesion gives an important contribution to our sense of coherence in a text. according to halliday and hasan (1989) cohesion contributes to create coherence in the text; it is laid as the foundation of coherence. the cohesive device and coherence can be measure through cohesive harmony analysis (lee, 2018). halliday and hasan (1989) claims the perceived coherence in the text depends on the chain interaction of cohesive devices called cohesive harmony. it is known as harmony when it brings together grammatical and lexical cohesive devices into bahya alfitri & issy yuliasri/ english education journal 11 (3) (2021) 425-433 431 certain kinds of semantic relation or bound, subjecting them to semantic considerations of identity and similarity chain. it is also harmonious because of the output of the textual function in the form of the cohesive chain and its interactions. although the chains build the foundation for coherence, they are not sufficient; it is needed to include some relations that are characteristic of those between the components of a message. this is the relation of chain interaction. the relation of chain interaction occurs in the interaction of identity chain and similarity chain. this analysis supports the theory proposed by halliday and hasan (1989). a minimum requirement for chain interaction is at least two members of a chain should stand in the same relation to two members of another chain. in examining the chain and chain interaction in a text, halliday and hasan especially hasan (1984, 1989) suggested for placing the interaction in the perspective of the total text, it is used to see the proportion of the text participates in such chain interaction. here, all of the tokens in the text must be counted. a token itself is a lexical item which carries the content. some of tokens are then assigned to chains. the tokens in the text which are not subsumed in chain is called as peripheral tokens (pt), all tokens that enter into identity or similarity chains are called relevant tokens (rt). the relevant tokens that interact each other are described as central tokens (ct). while tt is the total tokens that are provided by cohesive devices. furthermore, the results of the interaction chain in argumentative essays of universitas negeri semarang graduate students are presented in table 2. table 2. the result of chain interaction essay tt rt pt ct ct as % of tt 1 228 154 74 121 53.07 2 326 240 86 172 52.76 3 165 135 30 79 47.87 4 249 198 51 135 54.21 5 203 146 57 120 59.12 6 206 178 28 103 50 hasan (1984) proposes that examining chain interaction is useful for analyzing the qualities of the texts. she introduces the nation of cohesive harmony as one of the ways to judge the degree of text coherence. hasan’s concept, cohesive harmony can be measured from the percentage of central tokens, that is, tokens that enter in chain interaction. the text will be coherent if it has more than 50% central tokens. the last column represents the degree of cohesive harmony in these texts. the result of the table 2 shows that not all the total tokens of students’ essays enter 50% of chain interaction. only essays 1, 2, 4, 5, and 6 achieve that. the tokens which involved in chain interaction are called central tokens. these central tokens are mostly found in essays 1, 2, 4, 5, and 6. they have more than 50% central tokens. these essays involve a large number of cohesive chains which many of them interact with other chains. thus, essay 1, 2, 4, 5, and 6 are judged more coherence. while the total tokens of essay 3 only achieve 47.87 % of chain interaction. it involves a large number of cohesive chains but many of these chains are not interact with other chains. thus, essay 3 is less coherent than others. in this current research the example can be seen when we take the interaction of identity chain and similarity chain. example: “ the indonesian government provides public transportation as an attempt to reduce traffic jam (e1.c20). this is supported by yudhistira et al (2016) concluding that (e1.c21) if there is no improvement in public transportation (e1.c22), the use of private vehicle will increase traffic jam (e1.c23)” based on this example, it can be found some tokens that include to cohesive devices, but not all tokens can interact with other tokens. the interaction token in these clauses can be seen from the tokens public transportation and private transportation; both of them form a similarity chain since the relationships between these items are co-extension; antonym. the tokens reduceincrease and traffic jam-traffic jam also form two similarity chains since the relationships between these items are co-extension; antonym and bahya alfitri & issy yuliasri/ english education journal 11 (3) (2021) 425-433 432 synonym. all of these chains interact each other that can be seen in figure 1. figure 1. the chain interaction the figure 1 shows that members of the complex chain 1 interact with the members of chain 2 and the members of chain 2 interact with the member of chain 3. it can be seen that the token public transportation in similarity chain 1 interact with reduce in similarity chain 2. the interaction between them is called ‘actor-action’ relation. this interaction is also the same with the interaction between tokens private transportation and increase. while the interaction of first and second token of reduce and increase in similarity chain 2 interact with traffic jams in similarity chain 3; the token reduce in similarity chain 2 interact with traffic jam in similarity chain 3. the interaction between them is called ‘action-acted upon relation’. this interaction is also the same with the interaction between tokens increase and traffic jam. conclusions all of the types of cohesive devices are found in argumentative essays of universitas negeri semarang graduate students. these cohesive devices provide coherence of the text through their semantic relation or bound which create the two cohesive chains; identity chains and similarity chains. the interaction between both of chains can give explicit signals to guide the reader towards the intended interpretation of the text. most of the students’ essays achieve coherence because the total tokens of students’ essays enter more than 50% of chain interaction. only essay 3 is less coherent because the total tokens of essay 3 only achieve 47.87 % of chain interaction. essay 3 provides many cohesive devices but less coherence because the tokens of its cohesive devices do not interact with each other. based on the study, it also can be concluded that the students overuse the type of repetition in creating the similarity chains. the overuse of certain 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(2007). discourse analysis. oxford univesity press. 406 eej 11 (3) (2021) 406-416 english education journal http://journal.unnes.ac.id/sju/index.php/eej relations between verbal language and visual image in student’s textbook implementing the concept of metafunctions sukrun nisak , dwi rukmini universitas negeri semarang article info ________________ article history: recived 09 march 2021 accepted 07 may2021 published 15 september 2021 ________________ keywords: systemic functional linguistics, visual grammar, metafunctions. ____________________ abstract ___________________________________________________________________ this research is about the use of verbal language and visual image to realize the metafunctions in student’s textbook. in order to see the process of meaning making in multimodal text, the researcher analyses the implementation of ideational, interpersonal, and textual meaning. the data was taken from conversation sections in interchange student’s book 1. it consists of verbal language in the form of dialogues and visual image in the form of pictures. there were 16 conversation sections chosen from 16 chapters in the book. this research uses multimodal discourse analysis; using three instruments to classify the data. the checklists are from eggins (2004) about metafunctions in verbal language, van leeuween (2006) about metafunctions in visual image, and royce (2007) about the relations in verbal language and visual image. in ideational meaning, the result of the study shows that verbal language which dominates the conversation is the material proces; while in visual image, the reactional process is the highest number of process happens. thus, the verbal-visual relations in ideational meaning found are collocation and repetition. furthermore, the result in interpersonal meaning finds out that the most common verbal language used is statement; while in visual image, the medium shot is mostly found. thus, the verbal-visual relation in interpersonal meaning realized through reinforcement of address is interaction between represented participant and represented participant. moreover, in textual meaning, the result of verbal language shows that the most common used theme is topical theme; while in visual image, the information value is mostly left-right. thus, the verbal-visual relation in textual meaning shown in reading path is left-right. correspondence address: kampus pascasarjana unnes, jalan kelud utara iii semarang 50237 e-mail: sukrunnisak1991@gmail.com p-issn 2087-0108 e-issn 2502-4566 sukrun nisak & dwi rukmini/ english education journal 11 (3) (2021) 406-416 407 introduction images are found everywhere surrounding the students’ activity; whether in textbooks they read as well as in the social media they use. so, in order to take advantage of those affordances, learners may need some guidance and specific metalanguage to read these multimodal texts. cited from unsworth, 2006, p. 1165, 1202; language teachers should play important roles in giving instructions to their children to make sense of and explore the visual and verbal resources in the texts which is the “image-text relations” or the “co-articulation of image-verbiage”. thus, based on those pedagogical interests, this research aims to contribute to the discussions regarding image analysis to foster learning, more specifically, learning english as a foreign language. as cited by christie, 2005; heberle, 2010; unsworth, 2001, 2013; the analysis of images is necessary because communication is increasingly multimodal, especially in educational contexts. as one of the developing countries, indonesia uses english as a foreign language. but, the government prioritizes english to become one of the subjects tested in national exam, with the intention of preparing the young generation in facing global era. therefore, many english courses for any levels in indonesia are found to support formal education outside the school. there are also many kinds of textbook which contain multimodality to deliver the materials better. hutchinson and torres (1994) argue that during periods of change, a course book can serve as a tool for supporting teachers; also, be an instrument of modifications and alterations. most teachers consider course books to be valuable aids offering useful material and support. besides, mcgrath (2002) states that learners needed course books to guard them towards the hard process of learning. in brief, a course book provides teachers and learners with the structure of teaching and learning, methodological support opportunities for revision and preparation. moreover, according to liu and qu (2014), language textbooks in multimodal have a close relationship with the effectiveness and efficiency of teaching and learning (p. 136). subsequently, in this study, the researcher realizes that a lot of english courses in indonesia use multimodal-textbooks as the teaching and learning media. thus, in this research, the researcher focuses on analysing the relation between verbal language and visual images based on the concept of metafunctions. through this analysis, it is proposed to build awareness of the importance of a good-designed book for some language learners, especially english, of a solution and deeper understanding of english learning in fun way outside the school. kress (2010) also states that written language is often subordinate to visual images as the primary mode that readers draw upon to construct meaning. through the visual images, it will lead student to understand more easily in meaning making. therefore, the researcher tends to analyse the implementation of three metafunctions in vaerbal language and visual images. there are ideational/ representational meaning, interpersonal/ interactional, and textual/ compositional; in order to give the overview how verbal-visual modes play major role in helping students making the language meaning; also, in enhancing their competence. thus, the researcher tends to analyse the relation between verbal language and visual images in textbook, to help the students understand the function of the language relates to the context and situation. students can also know how to make and find the coherent idea in communication to achieve the communicative purpose. method jesse pirini, on her research approaches to multimodal discourse analysis (2017), states that multimodal discourse analysis named a range of approaches to studying social interaction and meaning as multimodal, that is, produced with and through multiple modes. however, multimodal discourse analysis is not about identifying and studying modes as isolated but rather about understanding the world as multimodal. in accordance to the research topic, this research was the analysis of multimodality implementation of three metafunctions in verbal sukrun nisak & dwi rukmini/ english education journal 11 (3) (2021) 406-416 408 language and visual image in efl student’s book published by cambridge; interchange student’s book 1 (fourth edition). it was used by efl class in one of the certified english courses in semarang, indonesia; and it contained multimodality in all of the chapters on it. the researcher determines a textbook based on purposive sampling which means that it does not seek to generalize from the data collected; the interchange student’s book 1. next, the researcher reads and highlights the data. the book is in the form of e-book. some important points from the textbook are highlighted in order to be classified and analysed. then, the researcher classifies and analyses the data. the researcher prepares the intended data including 16 conversation sections consisted of dialogues and images related each other. then, the data is classified using instruments. there are three instruments used in this research. the first is the checklist of the verbal analysis by eggins (2004) to analyse the verbal language that represented three metafunctions in the textbook. the second is the checklist table for visual image analysis by applying the theory of kress and van leeuwen (2006). the last is also the checklist table to find the relations between verbal language and visual image of each metafunction. the checklist table contains some classifications of the relation based on the theory of royce (2007). these are the examples of instrument table used: table 1. verbal language sentence/turn ideational interpersonal textual table 2. visual image in textual meaning textual metafunction in visual image information value salience framing leftright topbottom centremargin table 3. verbal-visual relation in textual reading path total left-right top-botton center-margin after analysing and interpreting the data, the researcher then reported the data in the form of in-depth explanation through descriptive qualitative method. in describing the result, the researcher would explore the implementation or realization of three metafunctions in verbal language and visual images based on the instrument which had been made. results and discussions the finding of this research contains of: (1) the relations between the verbal language and the visual image to realize ideational meaning in the student’s textbook; (2) the relations between the verbal language and the visual image to realize interpersonal meaning in the student’s textbook; and (3) the relations between the verbal language and the visual image to realize textual meaning in the student’s textbook. thus, the explanations would be delivered in the following sections. the relations between verbal language and visual image to realize the ideational meaning in student’s textbook. ideational meaning in language is about representation of the experience expresses by transitivity system; contains participants, processes, and circumstances. from totally 16 conversations, the conversations are showing the reader some sentences to greet, to ask about something, to explain something, to offer something, also to say thank you, please, sorry, etc. the dialogues mostly present some participants, processes, and circumstances which could be seen the percentage from this following table. sukrun nisak & dwi rukmini/ english education journal 11 (3) (2021) 406-416 409 table 4. ideational meaning in verbal language partici pants to tal proce ss type to tal circumst ance to tal actor 67 mater ial 67 place 34 carrier / token 46 relati onal 46 time 24 senser 37 ment al 37 manner 0 sayer 0 verba l 0 cause 0 behav er 13 behav ioral 13 accompa niment 0 existe nt 25 existe ntial 25 matter 0 role 0 from the result, in interchange student’s book 1, the participants are actor, carrier, senser, existent, and behaver. while the process happened are material, relational, mental, existential, and behavioral; and the circumstances found are only place and time. the ideational or representational meaning in visual image, as well as in verbal language, deals with the process, participants, and circumstances shown on the picture of the text. in interchange student’s book 1, each conversation section uses picture beside the dialogue and shows the participants, process, and circumstances of the dialogue. the percentage of participants, process, and circumstances shown by the pictures in textbook will be delivered by this following table. table 5. ideational meaning in visual image process total participant actor 3 goal 3 interactors 8 reacter 5 phenomenon 3 speaker 1 senser 1 narrative process action 7 reactional 12 speech and mental 2 conversion 0 geometrical 0 classification process overt taxonomy 0 covert taxonomy 16 analytical process carrier and attributive 9 circumstance locative 13 means 12 accompaniment 4 based on the table, in conversation section 1 to 16, the pictures are dominated by reactional process, action, speech and mental, classification, and analytical process. the data taken are all conversational sections in interchange student’s book 1, which have almost the same characteristics and elements on each section. the researcher finally analyses the relation between verbal language and visual image to realize the ideational meaning in interchange student’s book 1. based on royce (2007), the relations are classified into repetition, synonymy, antonymy, hyponymy, meronymy, and collocation. the data then are being classified by the researcher in the following table. table 6. verbal-visual relation in ideational meaning relations in ideational total repetition 6 synonymy 0 antonymy 0 hyponymy 0 sukrun nisak & dwi rukmini/ english education journal 11 (3) (2021) 406-416 410 meronymy 0 collocation 10 based on the table, the researcher finds out that there are repetition and collocation in the conversation sections (16 conversations). it is clearly seen from the pictures and dialogues that there are repetitions of lexical and visual elements in some sections; also, there are general representations between verbal and visual element called collocation. the relations between verbal language and visual image to realize the interpersonal meaning in the student’s textbook. in verbal language, the interpersonal meaning was realized through its speech functions. speech functions happened in this research were statement, question, command, offer, and answer. the data were classified into this following table. table 7. interpersonal meaning in verbal language speech functions total statement 84 question 58 command 3 offer 5 answer 59 acknowledgement 0 accept 0 compliance 0 all of the conversation sections consist of speech function of statementdeclarative mood. in declarative mood, the sentence indicates to state or explain something. besides, there are questioninterrogative mood and answerelliptical declarative mood used in almost all of the conversation sections to relate to the topic. in some dialogues, there are also found commandimperative mood which is marked by the exclamation and functioned to tell another participant what to do. moreover, there are offer modulative interrogative mood found which are functioned as giving someone an option what should be done. the use of visual image to realize interpersonal meaning in the textbook is important to see the relationship between represented participants in the pictures and the reader; which is analysed through the contact/ gaze, frame size/ shot, and point of view. here, the researcher will show the table of the findings related to interpersonal meaning in visual image of conversation section 1-16 from the interchange student’s book 1. table 8. interpersonal meaning in visual image interpersonal in visual total gaze direct 0 indirect 16 frame/ social distance close 0 very close 0 medium close 2 medium 10 medium long 1 long 4 very long 0 point of view vertical 0 frontal horizontal 0 sukrun nisak & dwi rukmini/ english education journal 11 (3) (2021) 406-416 411 oblique horizontal 16 from the table above, the gaze of all of the picture is indirect. the indirect gaze indicates that the participants do not directly look at the camera. in visual grammar analysis, the picture contains participants with indirect gaze means that the pictures are offering something or information that may have no relationship with the object in it. in the conversation 1-16, the focus is on the dialogue and its participants. thus, the pictures only show the reader about what happens to the participants on the dialogue. there is no tends to invite the reader to engage in the personal dimension with the picture. moreover, from the result, the frame/ social distance shows medium close shot, medium shot, medium long shot, and long shot. the frame size shapes the relationship between picture and the reader. the closer the picture, the closer the relationship. furthermore, the last element of interpersonal meaning in visual image is point of view. it shows the attitude; the involvement and the power of reader’s equality or inferiority. the point of view in conversation section 1-16 is all oblique horizontal. this kind of point of view shows that what the reader see is not the part or something related to them. the reader is not involved with or detached from the picture; shown by the picture taken from the side. in conversation section 1-16, all of the point of view is oblique horizontal because all of the picture focuses on what happens on the dialogue. thus, the reader is only the outsider of the story represented. the researcher finally analyses the use of verbal language and visual image to realize interpersonal meaning in interchange student’s book 1. thus, the findings are delivered by this following table. table 9. verbal-visual relation in interpersonal meaning reinforcement of address total represented participant & represented participant 16 represented participant & interactive participant 0 from the findings, it is seen that the main form of address is the exchange of information happens between the represented participants and other represented participants. the interaction between them is realised verbally through the use of pronounce which is not directly said or even asked to the reader to join with the topic being discussed on the text. moreover, the absence of the participant’s visual contact to the reader shows that the activity is only happened to the represented participants. this relations between verbal language and visual image through the interpersonal meaning shows that all of the conversation section in interchange student’s book 1 is the relation between represented participant and represented participant; in terms of the reinforcement of address. this is important to realize the interpersonal meaning because it can affect the reader’s way to read and interpret the text. the relations between verbal language and visual image to realize the textual meaning in the student’s textbook. the implementation of textual meaning is related to the composition of the text. the verbal language is related to the cohesiveness of the text; realized through the theme and rheme. the theme of a clause includes an obligatory topical theme; and may also include optional features such as interpersonal theme and textual theme. according to halliday (1994), theme includes everything up to the first topical (ideational) element. topical theme is an obligatory part of theme; realized by circumstantial adjunct. while, interpersonal theme functions to explicitly construe the writer’s viewpoint is realized by modal adjunct. moreover, the textual theme helps structuring the text by developing links to other clauses and are sukrun nisak & dwi rukmini/ english education journal 11 (3) (2021) 406-416 412 realized by conjunctive adjunct. therefore, the researcher classifies verbal language from conversation section 1-16 in this following table. table 10. textuan meaning in verbal language theme system total topical 60 interpersonal 7 textual 21 from the classified data, the researcher then finds that the most common theme used is topical theme. it shows that the sentences used are mostly simple sentences; in the form of nominal sentences. the reason of using topical theme in most of the sentences may be because it is a book for english learner; so, it can ease the learner in meaning making. the visual image is related to the composition of picture’s information; realized through the value, salience, and framing. in interchange student’s book 1, the researcher classifies the data in this following table. table 11. textuan meaning in visual language textual metafunction in visual image total information value left-right 14 top-bottom 2 center-margin 0 framing connection 16 disconnection 0 the researcher finds out that the kinds of information value in conversation 1-16 are leftright and top-bottom. in left-right information value, the left picture shows the first participants in the dialogue and the next participants on the right. while, in top-bottom, the first information revealed by the participant is in the top, while the next information is delivered in the bottom. the next element of textual meaning in visual image is salience. it refers to the importance of information based on the size, color, sharpness, and other features. in interchange student’s book 1, the researcher finds that all of the pictures are using the balance size, color, and sharpness. the pictures focus on its participants, process, and circumstances of the dialogue. thus, those elements of the pictures are important. furthermore, the framing of the visual images in conversation section 1-16 are connection. it can be seen that the pictures are visually joined together to the other elements. it can also be seen from the similarity of color, size, and shape. there is no space which separates the participants in each picture; all of the participants are bolded together without any distinction. the last relation between verbal language and visual image is to realize the textual meaning. in this part, the element shows those relation is the reading path. the researcher will deliver the finding by this following table. table 12. verbal-visual relation in textual meaning reading path total left-right 16 top-botton 0 center-margin 0 from the table, the reading path of all conversations being analysed is left-right reading path. the placement of the picture is all in the leftright form. this verbalvisual relations in textual meaning is important to give the reader clue where they are going to in reading the text. finally, in this article, the researcher delivers the example of analysis done in a conversation section 3; defides based on the metafunctions, as follows: sukrun nisak & dwi rukmini/ english education journal 11 (3) (2021) 406-416 413 figure 1. conversation section 3. it’s really pretty the verbal analysis of the conversation section 3 which is previously esplained will be delivered by the researcher. here, the process mostly happens is relational process. there are attributive and identifying process found through the participant carrier and token in most of the sentences. since this conversation is about buying things, the participants mostly ask about the price of something. the process is relational shown by carrier and attribute used. the adjectives are also used much in this section ideational meaning. the reader could see from the picture above that the man was looking at the woman, and the woman was looking to the man back with her lips opened as she said something. they looked at each other; seemed like the conversation happened between them. here, the reader could decide that the man and woman were the interactors. the eye line of those two participants in the picture obviously showed the reactional process. while, action process also clearly seen from the woman holding gloves with lips opened as she talked to the man. the picture was also included as classification process because of the same size of participants there; called covert taxonomy. it showed the reader about the focus equality on what happened in the picture; that both participants were equally important. the analytical process also could be seen from the woman holding the gloves; as they were a carrier and attributive in a pert-whole structure. furthermore, the picture showed that the setting of the conversation was a store. this background was locative circumstance. while, the gloves which was held by the woman was the tool she used when she talked to the man; this was called circumstance of mean. there is repetition in conversation section 3. this conversation shows clearly about the participants and what happens in the pictures; the same as what is explained in dialogues beside them. the dialogue written is about a salesclerk and customer asking and talking about the price of gloves and scarf. while, in picture side by side, the reader can also see the pictures of salesclerk, customer holding gloves and the scarf on the shop display; shows exactly what the participants are talking about. interpersonal meaning. in conversation section 3, the picture focus is on the dialogue and its participants. thus, the pictures only show the reader about what happens to the participants on the dialogue. there is no tends to invite the reader to engage in the personal dimension with the picture. thus, it has the indirect gaze. also, there is found that it uses medium shot, which cuts off subject approximately at knee level. it shows a “familiar social” relationship with the reader. in those pictures, the participants are talking about buying things, which tries to show the familiar topics to the reader through the medium shot frame size. furthermore, the point of view of conversation 3 is oblique horizontal. it shows that what the readers see is not the part or something they are involved. the reader is not involved with or detached from the picture; shown by the picture taken from the side. the picture focuses on what happens on the dialogue; thus, the reader is only the outsider of the story represented. the interaction between participants is realised verbally through the use of pronounce which is not directly said or even asked to the reader to join with the topic being discussed on the text. moreover, the absence of the participant’s visual contact to the reader shows that the activity only happens between the represented participants. this relations between verbal language and visual image through the interpersonal meaning is between represented participant and represented participant; in terms of the reinforcement of address. this is sukrun nisak & dwi rukmini/ english education journal 11 (3) (2021) 406-416 414 important to realize the interpersonal meaning because it can affect the reader’s way to read and interpret the text. textual meaning. the conversation section 3 delivers the informational value of the pictures from left to the right. the left picture shows the first participant in the dialogue, while the next participant is showed on the right. also, the picture is using the balance size, color, and sharpness. it focuses on its participants, process, and circumstances of the dialogue. thus, those elements of the pictures are all important. furthermore, the framing of the visual image used is connection. it can be seen that the picture visually joins together to the other element. it can also be seen from the similarity of color, size, and shape. there is no space which separates the participants in the picture; all of the participants are bolded together without any distinction. lastly, the reading path of all conversations being analysed is left-right reading path. the placement of the picture is all in the left-right form. this verbalvisual relations in textual meaning is important to give the reader clue where they are going to in reading the text. based on the data analysis related to ideational meaning, the highest number in verbal language is material process; 36%. meanwhile, the process happens in visual image to realize ideational meaning mostly is reactional process; 57%. moreover, the result of verbal-visual relations implementing ideational meaning are the process of repetition 65% and collocation 35%. the result about the use of verbal language to realize ideational meaning is in line with another research done by bondar, gusman keizer & tangkas, i wayan dirgeyasa (2018) in english vocational high school textbook. the results of the analysis in general are relevant with the process of teaching and learning english. related to that process, ideational meaning is a resource for construing experiences in terms of configuration of a process, participants and circumstances. the result is also in line with another research by andini, citta raissa (2019) in an english textbook (a discourse analysis of bahasa inggris kelas x by indonesian ministry of education and culture). the material process is dominant in english textbook because presumably, texts under analysis belongs to an instructional/ procedural genre that typically draw on the material processes heavily. in this regard, halliday mentioned, “the material clauses construe the procedure as a sequence of concrete changes” (2004, p. 179). it can be seen in english textbook instructions which has a procedure consisting of concrete steps. furthermore, the research findings about the use of visual image ideational meaning also to realize ideational meaning shows that visual design implemented in textbook can help students in the process of teaching and learning. it is in line with the research of damayanti (2014); nugroho (2010); rizki, rukmini, & sutopo (2013); vu & febriyanti (2018); khasbani (2018). those researches agree that visual image can help readers in interpreting the abstract concept of the verbal text. thus, the english learner can easily relate the picture to their reality in understanding concept of the verbal language. moreover, the collocation and repetition shows that the verbal language and visual image used in each conversation are all related each other. the repetition meant there are same verbal element and visual element existed in the text. while, collocation shows that the visual element presents more generally than what the verbal element delivers. based on the findings related to interpersonal meaning, the verbal language mostly used to realize interpersonal meaning is statement; 40%. meanwhile, the highest result for the use of visual image to realize interpersonal meaning is medium shot; 70%. moreover, the percentage of the verbal-visual relation in interpersonal meaning was 100% represented participant & represented participant in terms of reinforcement of address. this finding is in line with the research of susanto & watik (2018) which also finds that declarative mood is the highest number in newspaper. as the informative media, the student’s book and newspaper are almost the same in terms of giving information. the similar research related to the finding is from rukmini (2009); jatikusumo (2012); firmansyah sukrun nisak & dwi rukmini/ english education journal 11 (3) (2021) 406-416 415 (2015); mujiyanto (2017); solihah, warsono, & fitriati (2018). they are agreed that interpersonal meaning is mostly delivered in daily life, so it is important to prevent the misunderstanding in performing speech function; thus, statement is the main kind of sentences used, especially in textbook. moreover, the result about the use of visual image to realize interpersonal meaning is mostly dominated by medium shot. it shows that what happens on the pictures can be one of the reader in general thing; or even the things which the readers can be experienced in. furthermore, the relation between verbal language and visual image to realize interpersonal meaning is shown in the result of reinforcement of address; which is rp & rp. it shows that all of the conversation section 1-16 consists of the relation between only the represented participants in the dialogue and does not involve the readers in the conversation. related to the results in textual meaning, the use of verbal language to realize textual meaning is shown by the percentage of topical 88%. meanwhile the use of visual image to realize textual meaning is the information value leftright 87%. furthermore, the verbal-visual relation in textual meaning finds out that the reading path is left-right 100%. these findings are in line with another research by gunawan & aziza (2017); nurjamin (2017); yunita (2018); which says that topical theme is the highest number used in a text. those researches also agree that the theme and rheme in text can show the cohesive and coherence of the text; so, the purpose of the text will be clearly delivered and make sense. furthermore, the result about the use of visual image to realize textual meaning shows that the information is given from left to the right of the text. this is shown by looking at the picture. the readers will see the given information (mostly participants) in the left side of the picture, while the right side is something new to be observed later on. in terms or verbal-visual relation to realize textual meaning, the reading path of all conversation sections analysed is left-right. it means that the attention should be paid is from the left to the right. it is clearly seen from the dialogue and the picture side by side. the reader could determine that the first participant is on the left side in the picture. conclusions the researcher concludes that the interchange student’s book 1 combines the verbal language and visual image. it is designed as a multimodal media used in learning english. the multimodality aspect then eases the reader to learn and understand the topic more. the reader can relate to the topic more, rather than reading the verbal text only. it is proven that the use of visual image related to the verbal text is effective to deepen the reader’s understanding. thus, the use of multimodal text is very important; as much as the students and teachers understanding about how to analyse multimodal textbook. references andini, c. r. 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(2013). assessing the role of current and cumulative exposure in simultaneous bilingual acquisition: the case of dutch gender. bilingualism: language and cognition 16, 86–110. vu, t., & febrianti, y. (2018). teachers’ reflections on the visual resources in english textbooks for vietnamese lower secondary schools. teflin journal, 29(2), 266-292. 284 eej 12 (2) (2022) 284-292 english education journal http://journal.unnes.ac.id/sju/index.php/eej teachers’ practice of form-focused feedback in writing classroom teaching writing at smk n 1 blado, batang. eka nur fatmah, warsono warsono, dwi anggani l.b universitas negeri semarang, indonesia article info ________________ article history: accepted 18 february 2022 approved 30 may 2022 published 20 june 2022 ________________ keywords: teachers’ practice, form-focused feedback (fff), teaching writing ____________________ abstract ___________________________________________________________________ this study focused on the description of the teachers’ perception, plan, implementation, and evaluation of form-focused feedback (fff) in teaching writing. it employed a descriptive qualitative study that applied interviews, questionnaires, and classroom observations in obtaining the research data. the research took place in a vocational high school in central java and involved two teachers as well as the twelfth-grade students as the research participants. the results of the study show that the teachers mostly have the same perceptions of form-focused feedback as the experts and researchers of previous related studies. the teachers’ lesson plans show that the teachers included almost all the categories to implement fff. however, an assessment category which is essential in teaching and learning process was not covered in the lesson plan. the implementation of fff in teaching writing show that there was only in one out of four meetings the teachers implemented the fff. both teachers integrated the fff and project based learning methods through group discussion. the evaluation of the fff show that the students made good progress in the form context. it affects the text’s coherence and cohesion and helps students write more accurately. teachers’ perceptions, planning, and implementation of the fff have a positive relation to each other. in addition, it suggests that formfocused feedback be used in writing classroom. also, teachers need to anticipate the facts that the fff implementation may occur along with the challenges and problems. correspondence address : pacasarjana unnes jl kelud utara 3 sampangan semarang, indonesia, e-mail : ekanurfatmah91@gmail.com p-issn 2087-0108 e-issn 2502-4566 eka nur fatmah, et al./ english education journal 12 (2) (2022) 284-292 285 introduction english as a lingua franca is used in in official events world-wide. in indonesian education context, english is taught as a foreign language and a compulsory course given to primary up to university students. the implication is to offer the scholars practical competencies allowing students to use the english language for communication. english contains four primary skills: speaking, listening, writing, and reading. the students have to master those skills equally to give a good result of teaching english because one skill interconnects with others. in vocational high schools, writing is one of the language skills that should be taught. according to caroline (2003), writing means creating something in written form so people can read, execute, and use it. therefore, the teacher has an essential role in reinforcing students to produce written form so that it can be readable by people. in writing class, students should produce meaningful written texts. however, the preresearch of twelve-grade students of smkn 1 blado (one of the vocational high schools in central java) showed that most of them still produce errors, especially in grammatical forms. therefore, the teacher has a vital role in giving input and correcting the students’ writing errors, and use better ways to instruct writing, including feedback. hyland (2006) stated that feedback seen as crucial for encouraging and consolidating learning. this significance has also been recognized by those working in the field of second language (l2) writing. moreover, according to najmaddin (2004), giving feedback is one of the most appropriate ways of instruction in second language writing. for this reason, teachers should provide a relevant feedback to encourage students in writing. furthermore, casual observation of english teachers’ practices in the united arab emirates (uae) suggests that most teachers’ written feedback tends to focus more on a form (i.e., correctness of grammatical structures and mechanics) rather than on content (i.e., ideas, coherence, and organization). therefore, form-focused feedback is recommended to be used in correcting the students’ errors. ellis (2001) stated that form-focused instruction is any planned or incidental instructional activity aimed to induce language learners to focus on linguistic form. it is a generic term for analytic teaching, focusing on structures, corrective feedback/error correction, and negotiation of form. consequently, it is believed that teachers’ formfocused feedback can regard as input for the students to improve their writing skills. also, it will help students clarify their understanding of the meaning of the language. it is supported by oksana (2015) that the use of various focuses on form strategies could promote language acquisition. according to montgomery and baker (2007), teachers perceived to give less feedback on local issues (grammar, mechanics) and more feedback on global topics (ideas, content, organization, vocabulary) than they did. regarding the statements above, it is crucial to explore teachers’ perceptions towards the implementation and evaluation of feedback to explore what they think and students’ needs towards feedback. lindsay and norman (1972) stated perception interprets as the process which individuals experience their environment both person and the stimuli. teachers have their perspectives on the teaching and learning process, and it is very imperative to build attitude and behavior in improving their language learning strategy so that harmonious views contribute to facilitating the teachinglearning process and help them achieve optimal learning outcomes. the preliminary research result of twelfth-grade students of smkn 1 blado, showed that most of them still produced errors, especially in grammatical forms. therefore, the teacher has a vital role in giving input and also correcting on the students’ writing errors, and use better ways to instruct writing, including feedback. eka nur fatmah, et al./ english education journal 12 (2) (2022) 284-292 286 from the statements above, it seems that the effectiveness of feedback in students’ writing also depends on the teachers’ ability to perceive the students’ needs and preferences. regarding the statements above, the present study explored the teachers’ practice of formfocused feedback for vocational high school students in indonesia, along with the problems that occurred during the form-focused feedback implementation and the evaluation strategies used by the teachers to assess the students’ work. there are numerous studies related to the topic of the present study. the previous studies were functioned to find any gaps and help show the current research’s novelty. regarding perception concept, erkkila (2013) in her study showed that the teachers involved do not offer feedback other than error corrections. moreover, rauda (2013) stated that most teachers focused on meaning and content errors. in line with this study, riyadh and faridi (2017) also said that congruent perspectives facilitate the teaching-learning process and help achieve optimal learning outcomes. pohan (2016) emphasized that the teacher, as the leading actor in the successfully implementing learning instruction, needs to have a good perception of it conceptually. here, sufficient knowledge about the instructional framework concerning its plan, procedure, and assessment is very fundamental. also, the teachers’ perception play an essential role, for different perceptions may affect the teachers’ behavior based on their judgments (wayan, 2017). it means that the teachers’ perception is important in teaching and learning. in the case of considering feedback in general, asnawi et al. (2017) presented that feedback can enhance language learning and make the students realize the way they express the target language has been mistaken in it. in other words, feedback is given as a response to the students’ errors when using the target language. it strengthens bookrhart’s study (2008) that providing students with feedback motivates them and gives them control over their learning. also, nahadi et al. (2015) stated that the application of feedback in formative assessment has a positive impact toward students’ learning process activity. students became more enthusiastic, motivated, and more active in learning processes. in line with those statements, michael (2010) revealed that student feedback as an appraisal tool has a positive impact when thoughtfully implemented. moreover, noriah et al. (2014) and farrah (2012) said that feedback given to students was helpful and provided a platform for the students to do self-revision. it is one of the most effective lifelong learning process and peer feedback offered an opportunity for social interaction and improved students’ writing skills. moreover, it enhanced students’ critical thinking, confidence, creativity, and motivation. feedback also has a significance role. implementating the written feedback to improve the learning competence in grammar practice in writing was working well. it could enhance the students’ writing skills in grammar practice and improve the students’ interest in learning grammar. they will be more careful in writing, especially in punctuation and spelling (wijayanti, 2015). from this study, it seems that feedback is one way to solve students’ errors especially in form context. it is compatible with astrid’s study (2015) that the implementation of writing feedback techniques affected students’ writing ability. similarly, isnawati (2019) emphasized that corrective feedback can facilitate students’ revision, especially in terms of students’ language accuracy. from the researchers above, it can be inferred that feedback has a positive impact on the teaching and learning and also supports students’ achievement. regarding form-focused feedback, there are some previous studies conducted. peloghitis (2010), in his study tried to investigate the impact of fff on improving overall essay scores and on the use of three types of grammatical forms between students who receive-focused feedback and students who do not receive form-focused feedback. the result showed that the control group made a significant level of improvement in eka nur fatmah, et al./ english education journal 12 (2) (2022) 284-292 287 organization and in the overall score of their essays. moreover, the form-focused feedback significantly improved grammar and performance in accuracy in two grammatical areas. as stated by zohrabi and rezaie (2012), the students who received form-focused feedback improved considerably. in line with the statement above, they investigate the effect of focused feedback on the students’ revision and explore the relationship between correction and text improvement. the result showed that focused feedback appears to hold promise as a means of facilitating negotiation and problem solving, enhancing efforts, and potentially affecting the quality of writing. from the research results presented, it can be observed that using form-focused feedback refine the students’ grammatical errors and improve their writing skills. related to some studies that presented benefits of applying form-focused feedback to teach students in writing class, this study explored how teachers used form-focused feedback to refine the students’ errors in writing style. furthermore, some differences exist between some studies mentioned early and this research. the studies mentioned do not consider the teachers’ perception, plan, implementation, and evaluation of form-focused feedback. there are five objectives of this present study: to investigate the teachers’ perception of form-focused feedback in teaching writing; to examine the teachers’ planning to implement form-focused feedback in teaching writing; to describe the teachers’ implementation of formfocused feedback in teaching writing; to describe how the teachers evaluate formfocused feedback in teaching writing; to analyze the relationships between teachers’ perception and practice of form-focused feedback in teaching writing. methods the design of this study was descriptive qualitative research to investigate the teachers’ perceptions, plan, implementation, and evaluation of form-focused feedback in teaching writing. the research was held in smkn 1 blado and involved two teachers and twelve-grade students as the research participants. the data were gathered through questionnaires, interviews guidelines, document analysis guidelines, and observation checklists. furthermore, the research process was based on creswell (2014). results and discussions this section presents the research results and interpretations based on the data obtained through questionnaires, interviews, document analyses, and observations. teachers’ perceptions of form-focused feedback (fff) in teaching writing gained the findings of teachers’ perceptions of fff in teaching writing from an interviews with two teachers as the respondents: teacher #1 and teacher #2. they responded to 13 questions about the concept of feedback and the implementation of fff. the first discussion was about how teachers perceive the idea of fff and what the teachers know about fff. both teachers stated that form-focused feedback is feedback that focused on form context: vocabulary, grammatical errors, and structure. the teachers’ perceptions are primarily similar to the experts’ perceptions. that definition is in line with ellis (2001) that fff serves as a generic term for analytic teaching, focusing on form, error correction, and negotiation of form. the first aspect of teachers’ perceptions is that feedback can motivate the students’ writing. this perception is similar to the experts. for example, nahadi et al. (2015) stated that the application of feedback encourages the students and gives them control over their learning. the second perception is about the purpose of form-focused feedback. both teachers perceive that the goal of fff is to improve and give corrections in writing, especially to revise the students’ grammatical errors. this statement supports zohrabi (2007) eka nur fatmah, et al./ english education journal 12 (2) (2022) 284-292 288 that form-focused feedback appears to hold promise as a means of facilitating negotiation and problem solving, enhancing efforts and potentially affecting the quality of writing. the third perception is about the procedure of form-focused feedback, which can be done in various ways. it can be given through direct or indirect, written and oral feedback, and in manual ways or through technology. the fourth perception is about the benefit of form-focused feedback. both teachers perceive that the use of fff made students understand and aware of vocabulary, grammar, and structure to produce good writing. the teachers’ perceptions are in line with peloghitis’s study (2010) showing that the fff made a significant gain in grammar and performance in accuracy in two grammatical areas. lastly, it is about the teachers’ perceptions about the evaluation of formfocused feedback. to evaluate the implementation of fff, both teachers thought that it could be done by giving the students assignment with a different topic to know their progress in writing. the teachers’ lesson plan for fff implementation the data analysis of the teachers’ lesson plans is shown in the table below. table1. the summary and result of aspects found in the teachers’ planning table 1 shows that the teachers include almost all the categories such as learning goals, time allotment, teaching materials, and classroom activities to implement fff. the two teachers make the lesson plans with their creativity and needs. however, one category was not included in the lesson plan, such as assessment which is essential in the teaching and learning. all in all, the lesson plan is simple but straighforward in four meetings, there is only one evaluation using form-focused feedback in the fourth meeting. in the first meeting, there is only feedback without specific information. moreover, in the lesson plan, the teacher integrated form-focused feedback through project based learning using the group discussion method. the implementation of form-focused feedback in teaching writing the data for this section were mainly obtained from the class observations. the observation was conducted 4 times for each teacher. during the observation, they did observation checklist field notes to collect some data. aspects in the observation checklist became guidelines to know what kind of action the teachers did. the aim of employing the observation checklist was to point out and highlight the teachers’ efforts and the classroom situation during their teaching. the result of the observation checklist can see as follows: category mentioned not mentioned learning goal v time allotment v teaching materials v classroom activities v assessment v source of learning v teaching media v eka nur fatmah, et al./ english education journal 12 (2) (2022) 284-292 289 table 2. observation checklist result no . checklist teacher #1 teacher #2 ye s n o ye s n o does the teacher make an introductory section (showing media to the today’s topic) v v does the teacher tell and share the previous writing test result and students’ main problem in writing v v does the teacher explain the material or topic for today’s writing activities? v v does the teacher give changes for any students’ opinion or interruption v v does the teacher give feedback and motivation in any occasion? v v does the teacher organize the student in some groups/pairs to complete v v today’s writing activities? does the teacher state the instruction clearly to students? v v does the teacher observe the groups/pairs while taking some notes? v v does the teacher check the groups/pairs to make sure that students are doing well v v does the teacher motivate the students in learning process? v v does the teacher have difficulty in managing the class during the form-focused implementatio n? v v does the teacher tend to take students’ writing score and provide feedback from their writing performances? v v does the teacher makes a self-reflection after teaching which is used v v eka nur fatmah, et al./ english education journal 12 (2) (2022) 284-292 290 for the next meeting? table 2 depicts that the teachers mostly had met the observation checklist, only three question checklist items having the different and absence of practices which are the participation of teacher in group discussion and selfreflection. then, in using technology, both teachers used it well. they used powerpoint to explain the material and took voice notes to make it clear. both teachers gave the material before the fff activities at the end of the meeting to test the students’ understanding of the previously delivered material. the observation gained many facts about how the teachers implement fff in online classes. the teachers produced the materials using the same media. both of them used powerpoint media. #teacher1 implemented fff in the fourth meeting. after the teacher checked the students’ work by underlying and headlining the error part, he gave it again to the students and asked them to pay attention to revision. the teacher explained more about the correct vocabulary and grammar used in a short formal report. after that, he asked the students to read aloud voice note for each part. here, the fff was done well because there was input from the students, and they learned a better way to write the next assignment. also, teacher #2 implemented fff in the third meeting. she explained the students’ errors in the writing projects and presented them through voice notes to make them clear. then, she asked them to revise it still in a group discussion. moreover, from the interview, it gained information that limited time is a central problem. it relates to the topic that needed extra time to be explained and discussed. therefore, both teachers could not provide feedback effectively. also, after giving feedback, some students were still confused and did not notice their errors, so they made the same mistake in the next project. to overcome it, the teachers explained their errors in detail after the meeting. the evaluation of form-focused feedback at the end of meeting, the teachers instructed the students: “write again a simple report using a better vocabulary, grammar, and structure” still in group discussion. the result showed that the students made good progress in the form context. also, it affects the coherence and cohesion of the text. as teacher #2 stated, “i can say there is an improvement after fff implementation, although it cannot be said perfect”. by knowing their errors, the students can make a better version of their work. moreover, it helps students to write more accurately. sometimes students only focused on composing a good writing through its’ content, but after fff was implemented, they could learn how to compose writing concerning its form. it is the same light hyland (2003) in amelia (2020, pp. 4) stating that providing feedback to students allows them to see how others respond to their work, how they learn from responses, and finally get a range of messages. also, the students are more aware of the form context during writing. in the same light, sujito (2018) stated that feedback gave the students get new knowledge to improve their writing quality product. from the questionnaire that the teachers have fulfilled, there are some discussions related to the evaluation of fff, such as: fff is easy to implement in class. moreover, it effectively refines the students’ errors and encourages students to produce a better writing project. also, fff helps teachers to refine their teaching way in the future. in addition, fff is practical to be implemented in teaching writing. it is in line with zahida’s study (2014) that feedback plays a pivotal role in efl classroom for both learners and teachers. moreover, to gather the data, questionnaires were also given to the students to know their opinion about the fff implementation. from 60 students, 19 students said that grammar is the most challenging thing in writing, 21 students voted on structure, and 20 on vocabulary. it means that those three aspects become the main difficulties in writing. also, they are afraid of eka nur fatmah, et al./ english education journal 12 (2) (2022) 284-292 291 making mistakes. after getting feedback and revising their work, they feel that their writing skill is improving for the next project. they learned not to make the same mistake and have a better mastery of vocab, grammar, and structure. from those statements, it can be concluded that fff is suitable to be implemented and can fulfill the students’ need, especially in writing class. the relation of teachers’ perceptions, planning, and implementation of fff in teaching writing this study has three concerns: teachers’ perceptions, planning, and implementation of fff. based on the findings, those have relation to each other. firstly, teachers’ perceptions influence the way the teachers implement fff. borg (2003) stated that perception becomes a guide to thought and behavior that lead to action, for instance, in selecting the procedure of fff. teachers perceived that fff is associated with project-based learning with the group discussion. in fff implementation, it was observed that the teacher integrated those learning models effectively by dividing the students into groups, giving the assignment, and letting them discuss to produce writing. the teachers also perceived that in fff, the teachers could provide it through various ways: direct, indirect, traditional, and used technology during giving fff. it seems when the teacher asked students to revise their work and asked them to read loudly via voice note. teachers’ perceptions of the fff implementation, such as the actual practice and the benefits, also influence the teachers to set the goals of fff implementation and the concept of fff. for instance, the teachers believe that fff can improve grammar, vocabulary, and structure. in real practice, the teachers focus on their product and pay attention to the form context. the second relation is teaching planning affects the gbl implementation. the case of fff implementation in the present study showed that when the teachers give feedback to students, they make a scenario for running fff although not in detail. apart from the things that might happen differently from what planned in the procedure, the teachers could successfully run fff. conclusions the current study showed that teachers’ perceptions, planning, and implementation of fff have a relation and affection each other. also, it showed that fff is appropriate to be implemented in writing class, for it affects the coherence and cohesion of the text and helps students to write more accurately. it suggests that form-focused feedback is supposed to be used in teaching writing, for it encourages students to improve their writing skills. it also advises that teachers know the facts of fff implementation and the challenges and problems that may occur. a good understanding of those things will be helpful in preparing the teaching strategies and the appropriate feedback for students so that they can achieve the teaching goals. references amelia, r. (2020). students’perception on employing self-directed feedback in writing. journal of applied linguistic and literature vol. 5 no.1. afitska, o. (2015). role of focus-on-form instruction, corrective feedback and uptake in second language classrooms: some insights from recent sla research. language learning journal of the university of sheffield. arifin, a. r., & faridi, a. (2017). the students’ perception and achievement of english reading comprehension using cognitive learning strategy. english education journal. asnawi et al. (2017). students; perception of oral corrective feedback in speaking classes. syiah kuala university. astrid, a., rukmini, d., sofwan, a., fitriati, s. (2017). the effect of writing feedback techniques and students’ writing anxiety eka nur fatmah, et al./ english education journal 12 (2) (2022) 284-292 292 on students’ essay writing ability. international journal of foreign language teaching and research, 5(18), 37-51. borg, w r & gall, m d. (2003). educational research: an introduction (7. ed). logman inc. caroline, c. etal. 2003. teaching academic writing. centre of language and communication, routledge, falmer. creswell, j. w. (2010). research design: pendekatan kualitatif, kuantitatif, dan mixed. pt pustaka pelajar. ellis, r. 2001. task-based language learning and teaching. oup. erkkila, m. (2013). teacher written feedback: teachers’ perceptions of given feedback. jyvaskyla university. farrah, m. (2012). the impact of peer feedback on improving the writing skills among hebron university students. hebron university. giannakopoulu, a. (2007). writing, revision, and the role of focused feedback: a study in the development of writing skills in the efl classroom. university press. hyland, k. (2006). feedback on second language students’ writing. cambridge university press ismail et al. (2008). the impact of teacher feedback on esl students’ writing performance. upena utm. isnawati et al. (2019). impacts of teacherwritten corrective feedback with teacherstudent conference on students’ revision. international journal of instruction 13081470. kelso, m. (2010). the impact of students feedback on secondary teachers. unitec institute of technology new zealand. lindsay, p.h., & norman, d.a. (1972). human information processing: an introduction to psychology. academic press, ny, usa. maba, w. (2017). teachers’ perception on the implementation of the assessment process in 2013 curriculum. international journal of social sciences and humanities. nahadi et al. (2015). effect of feedback in formative assessment in students learning activities on chemical course to the formation of habits of mind. indonesian journal of science education, 4(1). peloghitis, j. (2011). form-focused feedback in writing: a study on quality and performance in accuracy. in a. stewart (ed.), jalt2010 conference proceedings. jalt: tokyo. sari, e., levana, y. (2016). teachers’ perceptions of taskbased language teaching in english classroom. proceedings of the fourth international seminar language and teaching. rashed, r. (2013). english language teahers’percpetion regarding providing corrective feedback. united arab emirates university. sujito, s. (2018). applying direct peer feedback to foster vocational school students’ english writing performance. iain surakarta journal. wijayanti, p., bharati. d.a.l., & mujiyanto, j. (2015). the use of written feedback technique to improve the practice of grammar for sentence writing competence. english education journal postgraduate universitas negeri semarang. zahida, r., farrah, m., & zaru, n. (2014). the impact of three types of written feedback on the motivation and writing skill. annajah univ.j. res. (humanities) vol. 28 (5). zohrabi, m. (2012). the role of form-focused feedback on developing students’ writing skill. theory and practice in language studies, vol.2 no. 7 attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f15593ea63d • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 444 eej 11 (3) (2021) 444-451 english education journal http://journal.unnes.ac.id/sju/index.php/eej the effectiveness of listen-read-discuss and contextual redefinition strategies in teaching reading comprehension to efl learners with different levels of motivation isa aulia rohman, suwandi suwandi universitas negeri semarang, indonesia article info ________________ article history: recived 09 april 2021 accepted 12 july2021 published 15 september 2021 ________________ keywords: reading comprehension, listen-read-discuss, contextual redefinition, motivation ____________________ abstract ___________________________________________________________________ this study aims to analyze how effective the listen-read-discuss (lrd) strategy and contextual redefinition (cr) strategy in teaching reading comprehension to efl learners with different motivation levels. this paper explained the result of experimental research on reading comprehension skills to students with high and low motivations at smp islam nudia semarang. this study used a 2x2 factorial design in the experimental study. it was used to collect the data from 40 students divided into two groups; they were experimental group 1 and experimental group 2. they were treated with different strategies: lrd and cr strategies. test and questionnaire were used to collect the data in this study. the data was analyzed using anova to prove the hypotheses. the result showed a significant difference between lrd and cr strategies to teach reading comprehension to students with high and low motivations. the contextual redefinition (cr) strategy effectively teaches reading comprehension to high and low motivation levels than the listen-read-discuss (lrd) strategy. based on anova analysis, there were no interaction among the lrd and cr strategies, students' motivation, and teaching reading comprehension. correspondence address: kampus pascasarjana unnes kelud utara 3 sampangan, indonesia e-mail: auliarohmanisa@gmail.com p-issn 2087-0108 e-issn 2502-4566 isa aulia rohman, et al./ english education journal 11 (3) (2021) 444-451 445 introduction reading is a process for students to combine the information from a text and their background knowledge to find meaning. the understanding of a text from students depends on their students' background knowledge. based on grellet (1998), reading is a normal process of guessing, and what the thing brings to the next is often more important than what the thing finds in it. according to syaiful et al. (2017), reading is the center or capital of identifying the problem and it is the main step to write a language. the goal of reading is comprehending a text. readers look forward to being able to identify and comprehend a text. reading is also one of the subjects to get information and knowledge about everything. it is helpful for language acquisition. based on harmer (2007), reading presents students more or less to understand what they read. it is an interactive process, a process in which the reader engages in an exchange of ideas with the writer via text (etfita, 2018). the more they read, the better they receive at it. grabe (2002) also stated that reading could draw meaning from the printed page and interpret this information appropriately. it is a complicated process of extracting meaning from written texts and to be able to read, information sources are needed (riani, 2013). furthermore, ardiana (2015) stated that reading is considered as one of the important skills, which has to learn because it can influent the other language skills. it means that people receive the information from their eyes then understand the meaning of their brain. however, reading is a way in which something is interpreted or understood. reading comprehension requires the conscious and cognitive efforts of the individual. furthermore, it can construct words, understand the meaning, and know the relationship between ideas in a text. based on klingner et al. (2007) stated that reading comprehension is the process of constructing meaning by coordinating the number of complex processes, including word reading, word knowledge, and fluency. windiarti (2019) stated that reading comprehension is not only a student's activity to read a text and finish the task but also students should be able to understand and comprehend the text. some aspects of reading comprehension connect each other in the process of understanding the meaning of the text. reading is essential for learners, so this skill is one of the four language aspects that the students should master at all levels. smp islam nudia semarang is chosen as the object of the study in this research because for some reasons. based on the preliminary observation, some students still lack reading skills, especially reading comprehension. some of them are active in response to the teacher's questions, but the others feel shy to answer or respond to the questions. as we know, students' reading abilities vary. ideally, it could easily be identified by their interest or motivation for reading. then, they also asked questions related to the text in class. in line with the previous study, kusdemir (2018) said that reading skill entails processing information for word recognition, finding the main idea, understanding the details, recognizing the structure of the text and predicting the concept of the author, grasping the importance of the point the text, and evaluating and remembering all of these. second, in reading skills, students have difficulties finding the particular idea and the vital information from the text. yusuf et al. (2017) investigated that many studies have revealed that many students in indonesia still face difficulties understanding english reading texts and understand the meaning of the texts. besides that, learning to read to students is excellent and correct will lead students to understand the text quickly. teachers should also provide special tricks and tips to students so that it is easy to find the meaning of the text. further, some students do not read because of the monotonous strategy or technique that the teacher used. as we know, they learn only in school. however, in reality, now students can study wherever they are. the class should provide variations and references to good learning strategies for them to practice outside of school. in line with the previous study, asrifan et al. (2018) said students might not find any difficulties when reading a text in the source isa aulia rohman, et al./ english education journal 11 (3) (2021) 444-451 446 language, but what happens to the students is the other way when they read texts in the target language. as a result, the students tend to have poor reading comprehension and habits because they have minimal reading techniques and strategies. students learn much information from the materials in school. teaching reading comprehension is necessary for students to help the understanding of the text. linse (2005) stated that teaching reading comprehension teaches students how to derive meaning and analyze what they have read. teaching reading in junior high school asks the students to understand the meaning of the interpersonal and transactional written text. they are expected to understand the text and make inferences from the text and get the knowledge. furthermore, teachers use the appropriate strategy to improve teaching reading comprehension. some appropriate strategies can help students improve their reading comprehension, called listen-read-discuss (lrd) and c strategies (cr). the lrd strategy is an appropriate strategy to teach reading comprehension. the students get an explanation about the text delivered by the teacher. students could enhance their comprehension of the text by doing discussions. students have to pass some steps in this strategy. mckenna (2002) stated that lrd is a strategy especially designed for struggling readers. students listen to the sound of a text and preliminary information from the teacher in the beginning. then students try to read the text intensively. they give marks and write the problematic words to discuss with others. lrd strategy is a powerful tool for engaging struggling readers in classroom discussions. according to mc kenna (2002), the lrd strategy was shown to increase students' science inquiry strategies and overall text comprehension compared to control classrooms with separate science and literacy curricula and strategy instruction on reading alone. the actual content is initially covered orally. students unable to read the entire text on their own can gain at least a surface level of understanding about the reading. based on mariani (2020), lrd is one of the strategies used by teachers in english language learning in the classroom. this strategy helps students to improve their reading skills and learning outcomes. according to dasria et al. (2018) stated that lrd could help the students to active students' prior knowledge and comprehend the text. based on syamsir et al. (2021) lrd is relatively easy to create because it can improve students' understanding of many lessons. it is challenging to use daily because developing the teacher and students' prior knowledge is time-intensive. the teacher must selective to choose the text that they used and support the lrd strategy. the previous research of the lrd strategy shows that there are some kinds of reading comprehension text that can be implemented in a listen-read-discus strategy, namely descriptive text, recount text, narrative text, and procedure text. based on the result of the studies, there was a positive impact on the teaching-learning process by using the lrd strategy. it is also recommended in teaching reading for junior high school level, and it is suggested to be used by the teacher to increase students' reading comprehension skills (anggraeni, 2014). cr strategy is another appropriate strategy to teach reading comprehension. it is also a valuable and effective strategy for the students in reading comprehension text because they will be better prepared to read efficiently and proficiently. this strategy is an instructional strategy that does through structural analysis of the words to associate with other meaningful word parts to help them construct the meaning of the word and understand the text (brassell, 2011). furthermore, cr is a strategy of defining vocabulary based on the reading context that will make it easier for any learner to find the literal meaning of terms or vocabulary that is difficult for the reader (sari, 2020). students learn to assume the meaning of familiar or unfamiliar words in the text. moreover, it determines students to read intensively. it will focus on the meaning of words or context of the text to deeply understand every part of the text. another strategy in this study is the cr strategy. it is a isa aulia rohman, et al./ english education journal 11 (3) (2021) 444-451 447 strategy that prepares students to be active in reading. students find some unfamiliar words, build up the word into sentences and try to know the meaning is before it comes to the sentences. brassell (2011) suggested that a cr strategy is an instructional strategy used to help students acquire the ability, to use context and structural analysis to determine the meaning of unfamiliar words. in this case, the teacher models how to figure out the meaning of an unfamiliar word. according to monny et al. (2021) cr strategy is the strategy that involves context clue which aims to activate the prior knowledge especially word knowledge and to enhance more vocabulary. this strategy has some steps to understand the meaning of the text. it can be more effective for students because they will learn in line with structural procedures as a particular strategy for reading skills. based on brunner (2012) stated that procedures of cr strategy are selecting unfamiliar vocabulary words from the text. then students write sentences to describe the unfamiliar words. the sentence should give clues to the meaning of the vocabulary word. on the other side, students' motivation is an essential thing in the teaching and learning process. santrock (2004) suggested that motivation is the process that energizes, directs, and sustains behavior. the assumption of the motivation process is to push the students to perform well in the classroom activities continuously. based on rahman et al. (2012) motivation is considered by many to be one of determining factors in developing a second language or foreign language. it is also determined the extent of active and personal involvement. besides, harmer (1998) also defines motivation as an internal drive that pushes people to do something. motivation is a spirit to achieve a goal combined with the energy to work and finish the business toward the goal. moreover, kasyulita et al (2019) suggested that motivation is an important aspect in a learning process, not only in learning a language but also in other subjects. according to husna et al. (2019), motivation is cannot be separated in learning english, because students' success or failure depends on the students' motivation level. students are motivated in learning english, although they feel it is difficult to learn they will try to understand it well. it means students have something different inside their soul for keeping the concentration to reach purpose in the teaching-learning process. motivation can be regarded as an important factor determining the success of a learner's language learning process (adara, 2020). furthermore, santrock (2004) stated that there are types of motivations. first, extrinsic motivation can be stated as extrinsic motivation in a condition of internal influence. the influences can be rewards and punishments. second, intrinsic motivation involves the internal motivation to do something for its own sake. method this study applied an experimental method with a 2x2 factorial design using statistical analysis anova (analysis of variance). the object of the study was to teach reading comprehension by using two strategies. they are lrd and cr strategies. the study population was the ninth students of smp islam nudia semarang, and then two classes were chosen as the sample of the study. therefore, the two classes were divided into experimental class 1, which the lrd treated. then, experimental class 2 was treated by cr. there were some instruments of this study. the first was the observation checklist. next, it gathered data information and condition about the students' motivation before the researcher conducted the study. the second was to gather the questionnaire data. it was used to determine the motivation levels of students. students gave their responses to the ten questions, which were to measure their motivation. after that, students conducted a pre-test, and some treatments gave to them. experimental group 1 was taught by using the lrd strategy. meanwhile, experimental group 2 was taught by using the cr strategy. he gave the treatment for both of the classes by using online media. he used the online media in lrd, and cr strategies were whatsapp group and google isa aulia rohman, et al./ english education journal 11 (3) (2021) 444-451 448 form. the last instrument was the post-test. it was used to measure their reading comprehension ability after conducting the treatment. in this study, a paired-sample t-test was used to prove the effectiveness of lrd and cr strategies in teaching reading comprehension with high and low motivations. he used the spss version 25. it was a software program that was combined data together in a single package. the primary application of this program was to analyze scientific data related to social science. two-way anova was used to compare the result of those groups and determine the interaction among strategies, reading comprehension, and the students' motivation levels. results and discussion this part showed the explanation and interpretation of the lrd strategy data compared with the cr strategy in teaching reading comprehension to high and low-motivation students. experimental one was taught by using lrd, while experimental two was taught by using the cr strategy. the main goal of this research was to investigate the effectiveness of lrd and cr strategies in teaching reading comprehension to students with high and low motivations at smp islam nudia semarang. before conducting the treatment, the pretest result should be analyzed with normality and homogeneity. the result showed that experimental group 1 had sig. 0.457, and for experimental group 2 had sig. 0.075, since the sig. value of both experimental classes was more than 0.05. it could be concluded that the data of pretest of both groups had a normal distribution. furthermore, the homogeneity test of pre-test based on teaching strategies and motivation levels showed the value of sig. 0.774. it indicated that sig. value was higher than 0.05. it meant that the data of pre-test based on the teaching strategies and motivation levels were homogenous. after getting the normality and homogeneity of the pre-test, then treatment should be done. during the treatment, experimental group 1 was taught by a listen-readdiscus (lrd) strategy. meanwhile, experimental group 2 was taught by contextual redefinition (cr) strategy. after conducting treatment until six meetings by using whatsapp, students of experimental classes had their post-test. the result of the post-test should be tested for its normality and homogeneity. further, experimental group 1 had sig. value 0.037, meanwhile for the experimental group 2 had sig. value 0.011. since the sig. value of both experimental groups was more than 0.05. it could be concluded that the data of post-test from both experimental classes had a normal distribution. then, the homogeneity test of post-test based on teaching strategies and motivation levels showed the sig. value 0.590. it meant that the sig. value was higher than 0.05. it implied that the data of the post-test were homogenous. since the posttest data had normal distribution and homogenous, then statistical computation could be involved to test some hypotheses on this study. dealing with the first research question that seeks whether using lrd effectively teaches reading comprehension to students with high motivation, the pre-test and post-test result of lrd to high motivation students was calculated. the pre-test mean (56.00) was lower than the mean score of the post-test (80.50). it means that the student with high motivation have high scores and showed improvement. then, the test result showed t table (0.05.9) was 2.262, and the t account was -10.168. it can be said that the t account was lower than the t table, so ha was accepted. it means that using the lrd strategy effectively enhanced the reading comprehension of students with high motivation. meanwhile, the second research question of this study is about finding whether the lrd is effective to teach reading comprehension for students with low motivation. the pre-test mean (51.50) was lower than the mean score of the posttest (77.50). it means that the student with low motivation showed improvement. then, the test result showed t table (0.05.9) was 2.262, and the t account was -15.922. it can be said that the t account was lower than the t table, so ha was accepted. it means that using the lrd strategy isa aulia rohman, et al./ english education journal 11 (3) (2021) 444-451 449 was also effective in increasing students' reading comprehension with low motivation. furthermore, the third research question of this study is to find whether the cr strategy effectively teaches reading comprehension to students with high motivation. the mean score of the pre-test (58.50) was lower than the post-test mean score (81.00). it means that the student with high motivation have a high score and showed improvement. then, the test result showed t table (0.05.9) was 2.262, and the t account was -9.925. it can be said that the t account was lower than the t table, so ha was accepted. it means that using a cr strategy effectively increased the reading comprehension of students with high motivation. meanwhile, in the fourth research question, the pre-test (50.50) mean was lower than the post-test mean score (77.00). it means that the student with high motivation have high scores and showed improvement. then, the test result showed t table (0.05.9) was 2.262, and the t account was -9.485. it can be said that the t account was lower than the t table, ha was accepted. it means that using a cr strategy effectively enhanced the reading comprehension of students with low motivation. the fifth research question searches for different achievements between students with the high and low motivation that taught by using the lrd strategy. the mean of the high motivation group was 80.50, and the low motivation group was 77.50. the second table summarized the obtained values from the t-test. the p-value of post-test for the equal variances assumed with significance 2-tailed was 0.189, and the equal variances not assumed with significance 2-tailed was 0.190. these p values were more significant than the level of significance of 5% (0.05). it means that the ho was accepted, there was no significant difference in achievement between students' high and low motivation by using the lrd strategy. the sixth question tries to find different achievements between students with high and low motivation that taught by using cr strategy. the mean score of the high motivation group was 81.00, and the low motivation group was 77.00. the p-value of the post-test with significance 2-tailed was 0.42. this p-value was more significant than the level of significance of 5% (0.05). it means that ho was accepted, there was no significant difference in achievement between students' high and low motivation by using the lrd strategy. to answer the last research question about how the interaction among reading comprehension, reading strategy, and different levels of motivation in teaching reading comprehension classes among smp islam nudia semarang students. the significant value (0.728) was higher than 0.05. it means that there is no interaction among listen-read-discus and cr strategies, students' motivation, and reading comprehension. table 1. anova performance dependent variable: score of students source type iii sum of squares df mean square f sig. corrected model 125,000a 3 41,667 2,041 ,125 intercept 249640,00 0 1 249640,00 0 12227,26 5 ,000 treatment s ,000 1 ,000 ,000 1,00 0 motivatio n 122,500 1 122,500 6,000 ,019 treatment * motivatio n 2,500 1 2,500 ,122 ,728 error 735,000 3 6 20,417 total 250500,00 0 4 0 corrected total 860,000 3 9 a. r squared = ,145 (adjusted r squared = ,074) anova has several phases to do. they test the alternative hypothesis (ha), level of significance (5%), f-count, f-table, and compare f-count with f-table. to compare the significant differences between f-count with f-table, 'the alternative hypothesis (ha) is accepted if f count isa aulia rohman, et al./ english education journal 11 (3) (2021) 444-451 450 > f table'. the computation result showed fcount was 0.122, and f-table was 3.25 (see f table). it means that ho was accepted. it means that there were no differences between treatments and levels of motivation. the significance value was 1.00 > 0.05 for treatments, significance value was 0.19 > 0.05 for motivations. it means there was no different students achievement between treatments and levels of motivation. then, the significance value was 0.728 > 0.05 for the relation of treatment and motivation. it means that there was no interaction between two kinds of strategies with different levels of motivation to students' reading comprehension achievement. conclusion reading is one of the subjects to get information and knowledge about everything. it is helpful for language acquisition. furthermore, teaching reading comprehension is necessary for students to help them understand the text. this study investigates whether lrd and cr strategies effectively teach reading comprehension to students with high and low motivations. some conclusions can be drawn. first, the motivation levels, which are high and low, influence teaching reading comprehension through using lrd and cr. second, in lrd and cr strategies, both high and low motivations improve their reading comprehension ability. then, there was no significant difference in the teaching reading comprehension achievement of students. third, the cr strategy is more slightly effective than the lrd strategy. the last, there is no interaction among motivations, teaching strategies, and reading comprehension. he also found some shortcomings and limitations in the pandemic condition. he conducted this study in pandemic conditions. there is no face-to-face process between teacher and student. instead, the teacher provides material via videos or instruction files sent via whatsapp group. further, students take a long time to do the exercise during research. there are pre-test and post-test. nowadays, there are no classes to study at school. students learn at home and must do so much homework. then, this study only took a sample of 20 students for each experimental class. there are not numerous understudies who take a portion in this investigation. the researcher selected those samples from the student willingness scale and recommendation of their english teacher in this study. references adara, r. a. (2020). enhancing efl learners’ motivation through songs. ijee (indonesian journal of english education), 7(2), 189-200. anggraeni, m. b. (2014). the reading comprehension taught by using lrd (listenread-discuss) of the eighth grade students of smp n 1 pucakwangi pati in the academic year 2013/2014. university of muria kudus research repository, upt perpustakan. ardiana, a. (2015). improving the students reading comprehension in narrative text through patterned partner reading. exposure, 4(2), 140-155. asrifan, a., nadhira, & haedar. (2018). improving students’ reading comprehension of descriptive text through collaborative murder. journal of advanced english studies, p. 21-31. issn 2615-3092. brassel, d. (2011). dare to differentiate vocabulary strategies for all students. the guildford press. brunner, j. t. (2012). now i get it! differentiate, engage, and read for deeper meaning. littlefield education. dasria, s., sumbayak d. m., & eliwarti. (2018). the effect of listen read discuss strategy on reading comprehension ability on recount texts by the second year students of smpn 13 pekanbaru. journal of teacher training and education faculty riau university, 5(2), 168-179. etfita, f. (2018). improving students’ reading comprehension of descriptive texts through cognitive strategy at grade vii-2 of smpn 1 indra praja tembilahan. lingua isa aulia rohman, et al./ english education journal 11 (3) (2021) 444-451 451 didaktika: jurnal bahasa dan pembelajaran bahasa, 7(2), 75-86. grabe, w., & stoller, f., l. (2002). teaching and researching reading. pearson education. grallet, f. (1998). developing reading skill: a practical guide to reading comprehension. cambridge university press. harmer, j. (1988). the practice of english language teaching. longman. harmer, j. (2007). the practice of english language teaching. cambridge university press. husna, a. h., & murtini, r. t. (2019). a study on students’ motivation in studying english as english foreign language (efl) at stikes cendikia utama kudus. english education: journal of english teaching and research, 4(2), 207-220. kasyulita, e. & armelida. (2019). an analysis of students’ motivation in learning english after given rewards at the eight grade students’ of smpn 3 rambah. jee (journal of english education), 5(1), 23–36. kiingner, j. k., vaughn, s., & boardman, a. (2007). teaching reading comprehension to students with learning difficulties. the guilford press. kuşdemir, y., & bulut, p. (2018). the relationship between elementary school students’ reading comprehension and reading motivation. journal of education and training studies, 6(12), 97. linse, t., c. (2005). practical english language technique young learners. mebraw-hill companies. inc. mckenna, m., c. (2002). help for struggling readers: strategies for grade: 3-8. the guildford press. mariani, m. (2020). implementation of lrd (listen, read, discuss) strategy learning for increasing reading skill and student achievement on discussion text material in class xii 3 madrasah aliyah negeri 1 banjarmasin academic year 2019/2020. jurnal ptk dan pendidikan, 5(2). monny, m. o. e. & pratiwi, n. p. d. i. (2021). the implementation of contextual redefinition strategy for the improvement of reading skill of stimik stikom indonesia’s students. retorika: jurnal ilmu bahasa, 7(1). 69-74. rahman, a., & deviyanti, r. (2012). the correlation between students' motivation and their english speaking ability. jurnal ilmiah esai, 6(1), 66-83. riani, d. o. (2013). collaborative strategic reading implementation to improve students’ reading comprehension. english review: journal of english education, 1(2), 231-239. santrock, w. j. (2004). educational psychology. hill second edition. sari, d. m. m. (2020). contextual redefinition: a teaching strategy for enhancing beginner level of reading achievement. journal of english study (jees), 3(2), 110-118. syaiful, & ahmad, z. (2017). the effect of reciprocal teaching strategy toward students’ motivation and their reading ability at senior high school in rambah hilir district rokan hulu regency. jee (journal of english education), 3(2), 62–72. syamsir, n. f., astri, z., suhartina, s., & noer, f. (2021). improving reading comprehension skills through listen-readdiscuss (lrd) learning strategy. journal of science and education (jse), 1(2), 60-71. windiarti, n., & afriazi, r. (2019). the effect of using frontloading strategy in teaching reading comprehension at the seventh grade students of smp n 10 bengkulu in the academic year of 2018/2019. journal of english education and teaching, 3(2), 171179. yusuf, q., yusuf, y. q., yusuf, b., & nadya, a. (2017). skimming and scanning techniques to assist efl students in understanding english reading texts. indonesian research journal in education, 1(1), 43-57. 383 eej 11 (3) (2021) 383-391 english education journal http://journal.unnes.ac.id/sju/index.php/eej the use of content analysis to assess letterland book for kindergarten students nindya putri ariyani, abdurrahman faridi, fahrur rozi universitas negeri semarang, indonesia article info ______________ article history: recived 09 january 2021 accepted 14 april 2021 published 15 september 2021 ______________ keywords: content analysis, letterland, kindergartens ______________ abstract most of previous researches investigated the use of letterland method in teaching english. however, only few researches concern with the letterland book that have many differences with local story books in indonesia. this research was aimed to find out how the quality of letterland book refers to listening, reading, and vocabulary skills, language content (topic, subject content and social and culture values) and the effectiveness of letterland book. content analysis method was applied in this research. there were two instruments which are used in this reseach, they are : document and interview that involved teachers in star kiddy preschool and learning center. this research used cunningsworth theory as guidance to analyse the quality of letterland book. the findings showed that listening, reading, vocabulary skills in letterland book are categorized as good book. the language contents of letterland book is qualified as good efl book criteria. teachers in star kiddy preschool star kiddy preschool and learning center stated that letterland book is effective to learn english for children. however, there were problems in the implementation of letterland book such as: limited time, new teachers that had not expert on letterland book. therefore, this research was expected to be the an overview of teachers that learnt english by using letterland book for children. correspondence address: kampus pascasarjana unnes jalan kelud utara 3, semarang e-mail : nindya_21p@yahoo.com p-issn 2087-0108 e-issn 2502-4566 mailto:nindya_21p@yahoo.com nindya putri ariyani, et al. / english education journal 11 (3) (2021) 383-391 384 introduction teaching english to children is totally different from teaching adult. it is not as simple as giving a toy to the children who are crying. it happens because children are unique in their characteristic and have a special way of learning a new thing. they learn directly from their environment not only from their peers but also from the adults. by asking, listening to people around them, and experienced things, they are able to get knowledge. therefore, as teachers, especially english teachers should know young learners’ characteristic and how they learn a foreign language. the use of story book is method that effective to learn english for children. for some kindergartens that have new curriculum, english language teaching (elt) story books play a very important role. story book would allow children to feel, think, and experience. another contributing factor to the attraction is the pictures in the storybooks. these pictures which are related to the text, serve as a tool for the children to understand the meaning and context of the story. they help in retaining children’s attention and the big colorful pictures would build up children’s interest. one of story book in teaching efl is in the form of letterland book. some teachers use “letterland” book because they think that it was an effective approach to teach young learners. yaverbaum (2003) insisted “letterland concept is of an invisible, secret place, located somewhere in the written word and inhabited by fictional animals and people”. by using letterland, students will learn about sounds by a combination of alphabet letters. they will not only learn about the correct sounds of alphabets but also about how to pronounce the correct sounds in form of words. in addition, students will learn how to read the stories which relate to the letter in “letterland” and write the letters or words appropriately. the effectiveness of letterland has been proven by some researches that have been conducted for teaching english. putri (2015) investigated teaching vocabulary through letterland for kindergarten. the research was begun by observing two teachers in bethany kindergarten school who teach in letterland class. she observed two classes with different teachers. while observing the classes, she recorded how the teachers taught in class to find out the teaching vocabulary technique through letterland. after reviewing teachers‟ video recording and discover the teaching vocabulary techniques, she interviewed each teacher. as the result, there were four techniques that they used to teaching vocabulary. they are picture, real object, guessing and translation. although letterland is believed in to develop children’s language skills, most of previous research investigated the using of letterland method in teaching english. they just focused on the implementation of letterland method for kindergartens students. however, only few researches concern with the letterland book that ha s many differences with local story book in indonesia. therefore, this study is initiated to assess how the quality of letterland book conduct listening, reading, and vocabulary, culture, and effectiveness for teaching english. methods the researchers had an assumption that teachers have some problems to teach english for children. it was because english is not used in daily conversation for children. moreover, they had not used the interesting book to introduce english for children. on the other hand, students were bored to teach english. it was because they think english is difficult and boring. in addition, letterland book is written by nindya putri ariyani, et al. / english education journal 11 (3) (2021) 383-391 385 the author whom has different culture with indonesia learners. in this research, the researchers used content analysis to assess letterland book which the specific thing is in the content analysis. the subject in this research focused on letterland book that used by star kiddy preschool and learning center. in addition, the object of this research focuses on the six points of the analysis textbook, such as: the implementation of language skills (listening, reading, vocabulary), topic, subject content, social value, the advantages and disadvantages of letterland book. the role of the researchers was as the main research instrument to collect the data. the data source was the materials covered by “letterland”, a book which is used by students in star kiddy preschool and learning center. the book was written by lyn wendon. since the object on this research is a book, so the researcher will do some procedures to collect data. in collecting data, the researchers conducted some steps as follows: (1) the researcher was as the key instrument for collecting the data and gained more data from the english teacher through interview; (2) the checklists were designed by the researcher to analyze the english textbook based on cunningsworth theory; (3) the interview guide is used to interview teacher of star kiddy preschool and learning center to obtain more information about the letterland book. the procedures of data analysis were as follows: (1) analyzing the data based on cunningsworth theory to find out how much each item of the checklist will be good story book criteria. evaluation rating scale is chosen as the instrument because the source of the data was in the form of document material. evaluation rating scale that is used by the researcher is likert-scale. likert scale is a kind of rating scale that is able to measure the quality of textbook based on several factors by rating it into ordinal level. each ordinal level has specific position and scoring number indication. the four categories are poor, fair, good, and excellent. the range of score is started from 10 up to 100. 2) matching the result of findings with the information that is obtained from teacher; (3) finding out how much each item of the checklist that confirmed good story book criteria; and (4) concluding the result of the analysis in the form of percentage which is called the level of suitability that is completed by dividing the number of criteria and fulfill by the story book with the total number of the evaluation criteria and multiply by 100%. the percentage showed whether the letterland book is very good, good, fair, and poor. results and discussions the quality of listening materials letterland book for kindergarten students the average of percentage obtains by letterland book reached 58% for listening quality that was categorized as good. the highest score of listening material in letterland book is 74%. it evaluates about the use made of the visual medium to provide a meaningful context and show facial expression, gesture in letterland book. it is categorized as good score because letterland book use some characters to recognize the alphabets with the sound tricks and gestures. meanwhile, the lowest score of listening material in letterland book is 51.25%. it was about pre-listening tasks, question, etc. it could be categorized as fair because pre-listening or question that is found in letterland book is not enough to learn listening skill for kindergarten students. listening aspect covers seven criteria in which the criteria adopt from cunningworth theory. letterland book is categorized good book for star kiddy preschool and learning center students. letterland book is contained specific listening in the course. it also has specific listening passage. then, letterland book set in a meaningful content for listening nindya putri ariyani, et al. / english education journal 11 (3) (2021) 383-391 386 aspect. letterland book has given the prelistening, question, etc that can assist the students to recognize the alphabets through listening section. the recorded material on audio-cassette like in terms of: sound quality, speed of delivery, accent, and authenticity has already provided by letterland book. letterland book also has video material for listening section. lastly, letterland book uses the visual medium to provide a meaningful context and show facial expression, gesture. the quality of reading materials letterland book for kindergarten students letterland book gains 67% toward reading materials. it means that letterland book is categorized as good book. the highest score of reading materials is 75%. it is categorized as good score. it is about the subject matter in letterland book is appropriate for kindergartens. it shows the interesting, challenging, topical, varied, culturally, acceptable, unlikely to date reading materials for children. meanwhile, the lowest score of reading materials for letterland book is 60%. it is about the emphasis on reading for pleasure and for intellectual satisfaction. it is categorized as fair book because letterland book do not emphasize on reading materials for pleasure or intellectual satisfaction. reading section got 67% that is categorized good book for star kiddy students. there are seven criteria which are based on cunningsworth theory that indicate the quality of reading materials in letterland book. letterland book uses reading text for introducing new language items (grammar and vocabulary), consolidating language work, etc.) letterland book focuses on the development skills and strategies. then, the reading materials in letterland book is linked to other skills work. in letterland book, there is emphasis on reading for pleasure and for intellectual satisfaction. letterland book also has the subject matters which is appropriate (interesting, challenging, topical, varied, culturally, acceptable, unlikely to date). to help comprehension for reading section, letterland book sets the scene, provides background information, and gives pre-reading question. last, the materials in letterland book involve the learner’s knowledge system. letterland book has not used reading text for introducing new language items (grammar and vocabulary), consolidating language work, etc.). this is different from the result of the study about the use of letterland for reading by rochmah (2015). actually, the researchers concluded that in using letterland method related in teaching reading had given the influence to the early stage of reading. however, the researchers found that there were two children who were difficult in focusing the learning. they need more time to identify letterlanders character. for the other children they were in the same range when they were having difficulty to learn the letter sounds by using letterland method. the quality of vocabulary materials letterland book for kindergarten students the quality of vocabulary materials in letterland book obtains 54% and it is categorized as fair book. the highest score of vocabulary materials is 71.25%. it is about the material that can enable students to expand their own vocabularies independently by helping them to develop their own learning strategies. it is categorized good because letterland book has pictures to help the children explore the vocabularies. meanwhile, the lowest score of vocabulary materials is 55%. it is about vocabulary-learning material is nindya putri ariyani, et al. / english education journal 11 (3) (2021) 383-391 387 included in its own right. it is categorized as fair score. letterland book is categorized fair book for star kiddy preschool and learning center students in vocabulary materials. there are five criteria from cunningsworth theory that represented the quality of vocabulary materials in letterland book. letterland book includes the vocabulary-learning materials in its own right. then, there is principle basic for selection vocabulary in letterland book. letterland book also has the distinction between active and passive vocabulary, or classroom vocabulary. vocabulary materials in letterland book are presented in a structured, purposeful way. last, the materials in letterland book are enable students to expand their own vocabularies independently by helping them to develop their own learning strategies. it is supported by isnaniah (2018) in which the researchers found that the children had been taught by letterland technique will have courage in vocabulary as well. it is because the characters are easy to memorize and friendly for the children. thus, it also makes the children enthusiastic in learning. it showed that children were very attractive in learning and children can answer the worksheet perfectly. however, the researchers also found that there were still problems in teaching by using letterland. the crowded class is one of the problems, so when the teacher taught in the class there were some of students make a noisy. though, it can be solved by giving reward to children who still pay attention, because reward is one of the strategies to get children attention. letterland book meet the requirements of good efl book criteria in term of language content (topic, subject content and social/ culture values) the topic and subject content the language content of letterland book in term of topic obtains 75.25%. it could be categorized as good book. the highest score of topic is 80% that evaluates about the topics of letterland book. it is categorized good score because the topics in letterland book are interesting, challenging and motivating for children. meanwhile, the lowest score of topic is 71.25% that is grouped as good score. it is about the sufficient variety in the topic of letterland book. from the finding research, topic and subject content of letterland book is categorized good for star kiddy preschool and learning center students. the quality of topic and subject content in letterland book is evaluated by four criteria that adopted from cunningsworth theory. letterland book has topic that relevant to the young lerner’s needs as english language learners. then, topics of textbook in letterland book are interesting, challenging, and motivating for star kiddy preschool and learning center students. in letterland book, there is sufficient variety in the topic. lastly, letterland book are organized affectively. (e.g. according to topics and skills etc). the social and culture values the average of percentage obtained by letterland book in term of social/ culture values reaches 59%. it is categorized fair score. the highest score of social/culture values is 70%. it is categorized as good score. it is about the social and cultural contexts in letterland book. in letterland book, the social and cultural contexts are comprehensible to the learners. meanwhile, the lowest score of social/culture value is 52.5%. it is categorized as fair score. it is about women that are given equal prominence to men in all aspects of the letterland book. in letterland book, men are prominent to represent the characters of alphabets in letterland book. social and value culture obtains 59% and it is categorised fair book. in this aspect, there are five criteria that indicated the quality of letterland book in social and value culture. the social and cultural contexts of letterland book are comprehensible to the learners. then, learners can interpret the relationship, behaviour, intentions etc of the characters portrayed in letterland book. women are given equal prominence to men in all aspects of nindya putri ariyani, et al. / english education journal 11 (3) (2021) 383-391 388 letterland book. the characters in letterland book exist in some kind of social setting, within a social network. lastly, social relationships are portrayed realistically in letterland book. the effectiveness of letterland book for kindergarten students the following description is about the findings of the effectiveness of letterland book for kindergarten students by using observation checklist and interview. this interview uses open-ended questions to explore information about the effectiveness of letterland book. based on this study, the researcher conducts the observation checklist and interview to explore detailed information about what the differences letterland book from other books and the benefit of letterland book for teaching english. the differences of letterland book from others mrs. denny said that letterland is more interesting than others. she said that letterland book describes about characters of each letters which has different name, sound, and action trick. on the other hand, other books usually only describe about sound. furthermore, mrs. farida also said that letterland book is interesting. she said that in letterland book, it contains/introduces letter with its characters/ name in which children can know it easily. the character of the letter is also has the phonic and sound trick. the children can learn letter by phonic letter and how the letter character sound out with moving their part of body (in which children more often move around). thus, the letter can understand easily than another letter from others book. the benefits of letterland book mrs. farida said that the benefits of teaching based on letterland book are she can teach more meaningful, because the letter has name/character. it sounds with act, so the children likes to follow it (children likes to move). it means that, learning letter from letterland book easier to understand or to memorize by children. moreover, the letter has a story in which children likes to hear the story. in addition, second teacher also said that letterland is more interested than others. the children can recognize the character’s name, sound, and action trick in funny way. teachers can use various materials, sand paper, sand, flash cards and real objects. they also can conduct games to reinforce more about letterland. in order to find out the effectiveness of letterland book for star kiddy preschool, the researcher also observes the assessment reports of students which assessed some aspects. those aspects are about how students say the letterland character’s name and letter sound in response to letters. teachers also assess the ability of students to identify images stars with letters, arrange and pronounce the letters independently. from the assessment reports of students, most of them got good scores and it indicated that letterland book assisted the students to recognize the letters. the effectiveness of letterland book for listening skill listening is basic skill to introduce the new language for young learners. therefore, letterland book uses videos and audios to introduce letters for students. in star kiddy preschool and learning center, students are recognized about letters by using video about letterland story and song. after they watched the videos about letterland, teachers retold the story and repeated sound tricks of letters in letterland song. for example, teacher told about “peter puppy” that represents letter “p”. then, she shows the sound trick of letter “p” with sound “peh...peh… peh” slowly. if the students have understood the letters and sound trick in letterland, teacher gives the words that relate to the letters such as “mmm...monkey” for letter “m”. the effectiveness of letterland book for reading skill basically, letterland book was created by lyn wendon in the late 1960’s as a way to help students who struggled with learning to read. nindya putri ariyani, et al. / english education journal 11 (3) (2021) 383-391 389 by using the unique characters with simple stories, letterland book motivates students to listen, to think and to learn. the stories of letterland book shows letter sounds & shapes and allow students to develop to word building, and reading. in star kiddy, students are introduced the characters (a-annie apple, b bouncy bean, c – clever cat) etc. then, teacher shows how to sound them and do the action trick. they also guide the students to sound out and imitated the action trick. after that, teacher read the story book, and encouraged students to identify words and pictures that are started with those letters such as: a; apple, ant, arrow, b; ball, boat, bunny, c; cat, cake, cow. the effectiveness of letterland book for introducing new vocabularies letterland book for students in star kiddy preschool and learning center can help them to enrich vocabulary for foundation stage to read can be carried out. letterland book has contains of letterlanders picture which colorful. each page introduces a new letterland character and repeats the character’s letter sound at the start of many words. for introducing the new vocabularies, teacher in star kiddy preschool and learning center shows up characters which it surroundings to everything that start with letter sound. for example, teacher tells a story about “harry hat man” that likes to hammer and shows hammer picture in letterland book. to explain other information about letter “h”, teacher also uses the flashcard to gives other relation how the letter exists in some vocabulary outside letterland book. the problems with the use of letterland book the researchers also asked teachers of star kiddy preschool and learning center about the problems that are faced by them when they used letterland book in teaching english. mrs. farida said that students are confused to distinguish english and indonesian. when they learn about letters by using letterland book, they are able to understand easily. however, it does not happen when they had to spell or read letters in indonesian. the students often use english pronunciation to spell or read indonesian words. in addition, students are confused to recognize the characters and sounds in letterland book. thus, teachers have to reinforce characters and sounds in letterland book by using songs, stories, flash card, etc. mrs. denny also said that there are problems with the use of letterland book in star kiddy preschool and learning center. some teachers in star kiddy preschool and learning center are one of problems with the use of letterland. some teachers are new in star kiddy preschool and learning center, so they have not understood about letterland book. they have not joined training letterland which held by letterland organization. therefore, teaching learning process by using letterland book has not effective for students. besides, the big problem within the use of letterland book is limited time. teachers for preschool are not as same as for junior high school or senior high school. teachers have to persuade students to join the class because students often cry or feel sleepy when they go to school. teachers need additional time to encourage them. therefore, the use of letterland book cannot be effective because of limited time. conclusions based on the findings and discusion, it can be concluded that letterland book is classified as good book for star kiddy preschool and learning center. it can be seen from the level of suitability. the average of percentage obtained by letterland book reaches 58% for listening quality that is categorized as good. then, letterland book gains 67% toward reading materials. it means that letterland book is categorized as good book. the quality of vocabulary materials in letterland book gains 54% and it is categorized as fair book. after that, the language content of letterland book in term of topic obtains 75.25%. it can be categorized as a good book. then, the average of percentage obtains by letterland book in term of social/ culture values reaches 59%. it is nindya putri ariyani, et al. / english education journal 11 (3) (2021) 383-391 390 categorized fair score. from the interview with teachers in star kiddy preschool and learning center, letterland book is more interested than others. learning letters from letterland book easier to understand or to memorize by children. the letter has a story in which children likes to hear the story. in addition, children are able to recognize the character’s name, sound, and action trick in funny way. references aini, n., faridi, a., fitriari, s. w. 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(2003). letterland pictogram concept in efl teaching of young children. the internet tesl journal, 9(3), 1-5. 113 eej 12 (1) (2022) 113-120 english education journal http://journal.unnes.ac.id/sju/index.php/eej cultural contents on new step-up: reading and writing for university students yuliana zakiyah, dwi rukmini universitas negeri semarang, indonesia article info ________________ article history: accepted 30 september 2021 approved 2 february 2022 published 15 march 2022 ________________ keywords: cultural contents, reading passages reading and writing exercises, textbooks _________________ abstract ___________________________________________________________________ efl coursebooks still become an essential teaching medium for teachers and a primary learning source for students. this research aims at identifying the kinds of source culture and themes of culture in the reading texts, reading exercises, and writing exercises. the method used in this research was qualitative with content analysis. the textbook contains 14 chapters, divided into two subject materials. there were seven units for reading materials and seven units for writing materials. the analysis found that the international target culture and small “c” culture was dominantly presented in the reading texts. another result showed that the small “c” culture was dominantly presented in the reading exercises. the last result revealed that the cultural contents were used in each unit of the writing exercises. based on the research findings, it is suggested that the reading passages and reading exercises in the textbook should be developed more in terms of kinds of source culture and themes of culture. also, english materials developers, especially the authors should include more source culture particularly in reading passages and reading exercises. finally, it can be inferred that the textbook can be used as one of the learning sources in islamic university. correspondence address : pascasarjana, universitas negeri semarang, jalan kelud utara iii, semarang, jawa tengah, indonesia e-mail : yulianazakiyah15@gmail.com p-issn 2087-0108 e-issn 2502-4566 mailto:yulianazakiyah15@gmail.com yuliana zakiyah & dwi rukmini / english education journal 12 (1) (2022) 113-120 114 introduction until today, efl coursebooks have still become an essential teaching medium for teachers and a primary learning source for students. the course books are necessary to save time, effort, and money (tomlinson, 2012). some digital learning devices, such as smartphones, pc, and laptops, are more expensive than a coursebook. more importantly, the course books contain reliable content written by efl professionals who understand the principles behind task design, educational theory, and the realities of teaching in the classroom (rohmah, 2009). it means that learners may put their trust to learn proper knowledge from this medium. although course books are a reliable and valid source of knowledge, it does not mean that they should be used strictly. rather than follow it as a script, it would be much better if teachers use their coursebook as a resource (tomlinson, 2015). there are possibilities that some of its contents are less relevant to the students’ culture. for instance, indonesian students may not be familiar with dancing at the ballroom, which is common knowledge for french students. that is why the flexibility of delivering the content of course books depends on the teachers’ flexibility and creativity. as stated by mustofa and martina (2019) there are some reasons why textbooks should support the local culture in english language teaching; they are (a) to make more relevant english learning, (b) to strengthen national identity, and (c) to avoid cultural misinterpretation and stereotyping. cunningsworth (1995) noticed that most efl coursebooks carry (in) directly a set of cultural values called ‘hidden curriculum,’ which influences the students’ cultural awareness, perceptions, and knowledge. why is culture so influential in efl coursebooks? this case is related to the latest trend of intercultural communicative competence (icc) as the new objective of efl substituted the communicative competence (cc) as the previous one (hamiloglu, hamiloglu, & mendi, 2010). it implies that mastering english is not enough because efl learners need to understand the diversity of global culture to apply their language and knowledge adequately based on its context. icc puts learners as the center of language teaching, which means that teachers view their students as (multi)cultural beings and meaning makers (kiss & weninger, 2016). some recent studies were conducted to explore cultural themes in efl coursebooks for asian students. faris (2014) stated that culture has become one of the concerned issues in the field of language testing and evaluation. in saudi arabia, aldera (2017) analyzed the coursebooks' contents which university students used. the results found that the learners disagreed with foreign cultures' dominance that contradicted saudi arabia's culture. however, they showed a positive attitude towards a foreign culture that does not contradict their culture. in china, liu and laohawiriyanon (2013) conducted a study to report the cultural contents in efl coursebooks for chinese students. the findings revealed that there were only half of the contents can identify. in this identification, it was dominated by target culture content. meanwhile, international target culture and source cultural contents are only found in a small portion. a need of source data and imbalanced determination in new horizon college english (nhce) textbooks of social topics might not be adequate to create chinese non-english primary students' icc and this way might cause troubles when they take portion in intercultural communication. in korea, kim and paek (2015) investigated the representation of culture-related contents in five efl coursebooks for middle-school students. one of the notable results showed an imbalance in representing 'product' of big 'c' and 'practice' of ‘little 'c' in those coursebooks. it implies that the representation of korean culture tended to favor culture as little 'c’. so far, these studies conducted the post-use evaluation on coursebooks used by public institutions. indeed, efl coursebooks designed and produced in european or american countries mostly use events, incidents, or actions which often carry target cultural viewpoints on life and society (aldera, 2017). the target cultural yuliana zakiyah & dwi rukmini / english education journal 12 (1) (2022) 113-120 115 viewpoint describes the native events from their native’s point of view. the event description has two sides. on the one side, this description is easier to be acquired by efl learners who have similar background culture to the natives. on the other side, there is challenging to learn this description for any efl learners who have not had a similar background culture. in the few decades, efl of non-native speakers’ experts has discussed this following issue. cultural contents regarding culture-related teaching materials and textbooks in the english classroom, cortazzi and jin (1999) provide a novel look at the sources of cultural information. they classified the sources of cultural information into source culture (learner’s own culture), target culture (any english-speaking countries where english is spoken as a first language), and international target culture (english-speaking or non-speaking english counties around the world where english is not used as a first language). the reason for introducing source cultural contents in elt textbooks is to cultivate learners’ knowledge of their own culture. students will have a chance to learn about topics and vocabularies which are related to their native background in english so that they can interact with people from different cultural backgrounds mckay (2002). target cultural knowledge has long been a main component in the elt classroom. the rationale for integrating target culture into english classroom lies in firstly that learning a target culture will enhance student motivation and develop their attitudes toward language learning (mckay, 2002). secondly, the author’s consideration of using target culture in the classroom makes it possible for users from different societies to make best use of the same materials in both efl and esl contexts. as well, since it is difficult for native english speaking elt textbook writers to source cultural data other than from their own culture, they should look to the target culture for that information (alptekin, 1993). themes of culture culture can be in general divided into two types: big “c” culture and little “c” culture (lee 2009; peterson, 2004). lee (2009, p. 78) refers to big “c” culture as “the culture which represents a set of facts and statistics relating to the arts, history, geography, business, education, festivals and customs of a target speech society.” for peterson (2004), the culture relating to grand themes, is classified under big “c” culture which includes the following themes such as geography, architecture, classical music, literature, political issues, society’s norms, legal foundation, core values, history, and cognitive processes. regarding small “c” culture, it involves the routine aspects of life and encompasses everything as a total way of life. for lee (2009, p. 78) this type of culture is “the invisible and deeper sense of a target culture” including attitudes or beliefs and assumptions. peterson (2004) defines small “c” culture as the culture focusing on common or minor themes. it includes themes such as opinions, viewpoints, preferences or tastes, gestures, body posture, use of space, clothing styles, food, hobbies, popular music, and popular issues, and certain knowledge (trivia, facts). reading reading is an intensive process in which the eye quickly moves to assimilate text. very little is seen accurately. it is necessary to understand visual perception and eye movement in order to understand the reading process. reading is to interpret on understand (a printed passage) as having a particular meaning, the form of a specified word sentence on a passage in a particular edition of literary works. writing writing is not simply a matter of putting words together. writing is a continuous process of thinking and organizing. rethinking and reorganizing (boardman, 2002, p. 11). written text has several conventions which separate it from speaking. apart from differences in grammar and vocabulary, there are issues of a letter, word, and text formation, manifested by yuliana zakiyah & dwi rukmini / english education journal 12 (1) (2022) 113-120 116 handwriting, spelling, and layout punctuation. nagaraj (1996, p. 134) states unlike listening and speaking, writing is not natural to the human. it is a skill, which has been developed in a civilized society to pass on knowledge or messages. methods the data of this study are reading passages and exercises provided in the new step-up reading and writing textbook published by language development center uin walisongo semarang. given the research objectives and nature of the problem, this study is a textbook analysis research, the research belongs to textbook analysis, and we collect the data from the analysis as the data source. yin (2011, p. 147) says, “collecting refers to the compiling or accumulating of objects (documents, artifacts, and archival records) related to the topic”. in this research, we use content analysis. as this research belongs to content analysis of the cultural contents on reading passages, reading exercises and writing exercises in the textbook, the main instrument in this research is the researchers themself. besides, we also use theoretical framework to answer research questions and do checklist worksheet to obtain the result of the research. furthermore, to analyze the kinds of source culture, we use the framework proposed by cortazzi and jin (1999). meanwhile, the themes of cultural contents would be analysed based on lee and peterson’s framework (2009). results and discussions this part displays the findings that explain and present the kinds of source culture and themes of culture presented in the textbook and present the analysis of quality about the cultural contents on reading passages and exercises found in the new step-up reading and writing textbook for university students, the other one is discussing the findings with the theory that has been chosen as the theoretical framework and relating the findings to the previous researchers’ findings. cultural contents on reading passages new step-up reading and writing textbook for university students was published by the language development center of uin walisongo semarang. this english textbook consists of 14 chapters, which are divided into 2 subjects for reading materials and writing materials. there were 7 chapters for reading material and also 7 chapters for writing material. from 7 chapters of reading material, firstly, we analyzed the types of cultural contents presented in the textbook. the result shows that international culture was dominantly presented in the textbooks shown in table 1. table 1. kinds of source culture information on reading passages kinds of source culture unit 1 2 3 4 5 6 7 source culture v target culture v international target culture v v v v v v neutral v from table 1, it can be seen that the units (1-6) show an international target culture on their reading text. the term "international target culture" describes a culture that is native to countries whose primary language is not english, as stated by cortazzi and jin (1999), source culture (the learner's own culture), target culture (any country whose first language is english), and international target culture (any country that speaks english where english is not used as a first language). for the example unit 1 mentioned about arabian society, unit 2 was found the word “afrika” etc. the target culture was only found in unit 6 by the word “the united states” and “six yuliana zakiyah & dwi rukmini / english education journal 12 (1) (2022) 113-120 117 dollars” and the source culture was only found in unit 2 by the word “indonesia”. while neutral was only found in unit 7 because no other source of culture found in it, based on the text it was under title “divorce”, no word in the passage refers to any of source culture, target culture or international target culture. table 2. themes of culture on reading passages from table 2, it can be seen that small “c” culture was dominantly found in the reading passage. from 7 units of reading passages there were 6 units identified. lee (2009) stated that efl learners who are knowledgeable of small "c" culture of the target culture will be better able to understand how people communicate in that culture. big “c” cultures were identified in unit 1 by the word “education”, in unit 2, unit 4 and unit 6 by the word “business”. cultural contents presented on reading exercises the kinds of source culture in reading exercises showed that the source culture was identified in unit 2 by the word “indonesia” and unit 4 by the word “rupiah”. target culture was found in unit 5 by the word “english term” and unit 6 by the word “united states”. international target culture was found in unit 1 by the word “arabian society”, unit 4 by the word “europe” and unit 5 by the word “greek”. meanwhile reading exercises in unit 3 and unit 7 were identified to be neutral because the exercises did not refer to any of source culture, target culture or international target culture as stated in table 3. table 3. kinds of source culture information on reading exercises kinds of source culture unit 1 2 3 4 5 6 7 source culture v v target culture v v international target culture v v v neutral v v the themes of culture on reading exercises show that the small “c” culture is more dominantly exposed on reading exercise in new step-up reading and writing textbook. from seven units, it was found that there were 6 units with small “c” culture. meanwhile 4 units of reading exercises were contained with big “c” culture. for example exercise of unit 4 that contained big “c” culture by the word “business” and small “c” culture by the word “islam”. table 4. themes of culture information themes of culture unit 1 2 3 4 5 6 7 big “c” culture v v v v small “c” culture v v v v v v v big “c” culture is evidenced by the word “business” as stated by lee (2009, p. 78), big "c" culture is defined as “the culture which represents a set of facts and statistics relating to the arts, history, geography, business, education, festivals and customs of a target speech society.” small “c” culture is evidenced by the word “islam” as religion. in terms of little "c" culture, it covers routine aspects of life as well as encompasses everything as a total way of life. lee (2009, p. 78) describes this type of culture as “the invisible and deeper sense of a target culture” including attitudes or beliefs and assumptions. themes of culture unit 1 2 3 4 5 6 7 big “c” culture v v v v small “c” culture v v v v v v yuliana zakiyah & dwi rukmini / english education journal 12 (1) (2022) 113-120 118 cultural contents presented on writing exercises from the analysis, it was found that the reading exercises are varied. the detail information about the reading exercise can be seen in table 5. table 5. kinds of source culture on writing exercises kinds of source culture unit 8 9 10 11 12 13 14 source culture v v v v v v target culture v v v v v v international target culture v v v v v neutral mckay (2002) said that by learning english about topics and vocabularies that are related to their native culture, students will be able to interact effectively with people from different cultural backgrounds. the result showed from the table above, that most of the unit writing exercises cover all kinds of culture. it was in line with mckay (2002). but some unit did not cover all cultures such as no international target culture exist in unit 8 and unit 14, no target culture found in unit 10 and no source culture in unit 13. meanwhile neutral was not found in writing exercises. table 6. themes of culture on writing exercises themes of culture unit 8 9 10 11 12 13 14 big “c” culture v v v v v v v small “c” culture v v v v v v v in writing exercises both big “c” culture and small “c” culture were identified in all exercises from unit 8 to unit 14. wintergerst and mcveigh (2010) argued that students with both big "c" and little "c" cultures have the ability to effectively participate in intercultural settings. for example, exercise in unit 8 mentioned about education that indicated to the big “c” culture and hobby that belongs to small “c” culture. the findings related to the cultural contents of the new step-up reading and writing textbook for university students are going to be presented by showing the kinds of culture found in the reading passage in the book. kinds of culture that were analyzed in this study are referred to the theory brought by cortazzi and jin (1999) about source of cultural information; source culture, target culture, and international target culture. this finding is also analyzing the themes of culture; big “c” culture and small “c” culture from lee (2009). furthermore, other research also has same result, such as by liu (2012) which identify the type and kind of culture described in chinese efl textbooks for the university level. meanwhile, liu reports the result that the dominated culture was target cultural contents, while international target culture and source cultural contents contained in a very limited. another result came up from lappalainen (2011) which revealed that the textbook consisted mainly dealt with specific facts, not everyday life, beliefs, or values of the people. from it, lappalainen’s research result did not meet with the theory used in her research. the result of pohjanen’s master’s thesis (2007), her analysis also showed that the textbooks' cultural contents consisted mainly of specific facts and it did not discuss the everyday life, beliefs, and values of the people. many stereotypes are presented in the textbooks, and many facts are just mentioned but not discussed further. the analysis was done by referring to cortazzi and jin (1999) about source of cultural information; source culture, target culture, and international target culture. as mentioned in the table of previous chapter, the result of cultural contents analysis on reading exercises showed limited, not all cultures covered in the reading unit. international target culture was dominantly presented among other types of cultures. yuliana zakiyah & dwi rukmini / english education journal 12 (1) (2022) 113-120 119 this finding was similar to the research result conducted by ekawati and fakri (2012) that some efl textbooks not only reflect target culture but also source and international culture as well. the findings also found that there was an unbalanced among culture items, which meant that international target culture was dominantly presented than source culture and target culture. this finding is also analyzing the themes of culture; big “c” culture and small “c” culture from lee (2009). the finding showed that, themes of culture in reading exercises were dominated by small “c” culture and lack in target culture.this research agreed to the research finding conducted by arslan (2016) in english textbook in turkey. the findings also found that there was an unbalance among culture items. the result of cultural contents found in writing exercises showed almost complete, there were almost all cultures cover most of the unit, only few of culture did not exist. as stated by ekawati and fakri (2012) that some efl textbooks not only reflect target culture but also source and international culture as well. it can be concluded that the cultural contents in writing exercises in this book were almost complete in each unit. this can be considered quite ideal to exercise the readers. conclusions from the research findings and its discussion, there are several things to conclude. firstly, most all of the units reading passages show an international target culture. international target culture can be referred to any kind of culture in countries where english is not their first language. in addition, there are some passages contain small “c” culture. besides, it is also found that unit 7 indicates neutral culture. secondly, from 7 units of reading exercises found that reading exercise dominated on small “c” culture but target culture and source culture are lack presented in reading exercise even though students should receive a lot of material about the target culture to expand their knowledge about english. thirdly, related to cultural contents on writing exercises, it was found that most units covered almost all cultures. since culture is integral to the interaction between language and thought, how it is represented in elt textbooks becomes extremely important. it is important to note that materials used in any institutional context teach both linguistics and cultural aspects of english. this may potentially introduce belief systems associated with places where english is used. it is suggested that the reading passages and reading exercises on the textbook should be developed more in terms of kinds of source culture and themes of culture. english materials developers, especially the authors should include more source culture especially in reading passages and reading exercises. for the teacher based on the passages in the textbook, it can be used as one of the learning sources in islamic university. references aldera, a. s. 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(2012). cultural mirrors: materials and methods in english yuliana zakiyah & dwi rukmini / english education journal 12 (1) (2022) 113-120 120 as a foreign language. international journal of basic and applied science, 1(1), 53-59. faris, i. n. i. (2014). cultural content cnalysis of an english textbook for senior high school grade three in cianjur, west java. journal of english and education 2014, 2(2), page 1425. hamiloglu, k., & mendi, b. (2010). a content analysis related to the crosscultural/intercultural elements used in efl coursebooks. sino-us english teaching, 7(1), 16-24. kim, s. y, & paek, j. (2015). an analysis of culture-related content in english textbooks. linguistic research, 32(1), 83104. kiss, t. & weninger, c. (2016). cultural learning in the efl classroom: the role of visuals. elt journal, 1-11. lappalainen, t. (2011). presentation of the american culture in efl textbooks: an analysis of the cultural content of finnish efl textbooks for secondary and upper secondary education. master's thesis. university of jyväskylä, finland. lee, k. y. (2009). treating culture: what 11 high school efl conversation textbooks in south korea do, english teaching: practice and critique, 8. (1), 76-79 liu, s. (2012). cultural content in efl textbooks and students’ preferences: a case study of non-english major students in china. master’s thesis. prince of songkla university, thailand. retrieved from: https://kb.psu.ac.th/psukb/bitstream/20 10/9258/1/374215.pdf liu, s., & loahawiriyanon, c. (2013). cultural content in efl listening and speaking textbooks for chinese university students. international journal of english language education, 1(1), 82-93. mckay. (2002). teaching english as an international language. new york: oxford university press. mustofa, m. i. & martina, f. (2019). the analysis of cultural content in two efl textbooks used at sma it iqra’ and smkn 1 bengkulu city. journal of english education and teaching (jeet), 3(4), 481-493. nagaraj, g. (1996). english language teaching. london: sangam books, ltd. peterson, b. (2004). cultural intelligence: a guide to working with people from other cultures. yarmouth, me: intercultural press. pohjanen, p. (2007). "no better, no worse but definitely different": presentation of target cultures in two english textbook-series for finnish secondary school children. thesis. university of jyväskylä. rohmah, z. (2009). efl materials in madrasah tsanawiyah: what do they really need? teflin journal, 20(1), 104-117. tomlinson, b. (2012). materials development for language learning and teaching. cambridge university press, 45(2), 143179. tomlinson, b. (2015). challenging teachers to use thier coursebook creatively. in a. maley & n. peachey (eds.), creativity in the english language classroom (pp. 2428). london: british council. wintergerst, a.c. & mcveigh, j. (2010). tips for teaching culture: practical approaches to intercultural communication (series editor: h. douglas brown). pearson longman. yin, r. k. (2011). qualitative from starts to finish. new york: the guilford press. 79 eej 11 (1) (2021) 79-96 english education journal http://journal.unnes.ac.id/sju/index.php/eej evaluating the quality of the indonesia-english translation of research abstracts written by the students of harapan bangsa university ida dian sukmawati 1, rudi hartono 2, djoko sutopoo2 1. universitas harapan bangsa, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: accepted 27 september 2020 approved 07 december 2020 published 15 march 2021 ________________ keywords: abstract, translation ideology, translation quality ________________ abstract this study was focused on evaluating the quality of the indonesian-english translation of the research abstract written by the students of harapan bangsa university. the analysis included the analysis of translation quality in terms of accuracy, naturalness, acceptability, and readability as well as the translation ideology. the results of the study showed that the accuracy of the research abstract translation was dominated by highly accurate translation and less accurate translation in the target language which shared the same percentage as many as 36%. in terms of naturalness, it showed that 34% of the translation was categorized into highly natural. with regard to translation acceptability, it showed that 61% of the data belonged to acceptable. meanwhile, in terms of translation readability, it showed that 75% of the data was categorized as readable. the register and genre of the research abstract texts and its translation were kept equivalent and holding the same purposes as it was translated overtly. in translating the research abstract text, it is suggested that the translator could highly consider the accuracy, naturalness, acceptability, and readability of the translation, particularly for target readers. with regard to the translation ideology, the translator is suggested to grasp the register and genre of the text before the translation process and regard the target readers to determine whether the text should be translated covertly or overtly.  correspondence address: jl. raden patah no.100, kedunglongsir, ledug, kec. kembaran, kabupaten banyumas, jawa tengah 53182 e-mail: idadian.shb@gmail.com p-issn 2087-0108 e-issn 2502-4566 ida dian sukmawati, et al. / english education journal 11 (1) (2021) 79-96 80 introduction translation has become a major means of communication among the people where people live in a multilingual world. by transferring the information from one language to another language, it enables the people to establish a relationship among nations. larson (1984) stated that translation consists of transferring the meaning of the source language into the receptor language (p.3). this is done by going from the form of the first language to the form of a second language by way of semantic structure. it is meaning which is being transferred and must be held constant. while according to bassnet (1998) translation is the rendering of a source language text into the target language (p.2). it means that when doing the translation process, a translator has to ensure that the surface meaning of source language and target language will be approximately similar. besides, the structures of the sl will be preserved as closely as possible but not so close that the tl structure will be seriously distorted an abstract is a shortened version of a paper. it is a summary of the most important points in a scientific paper. it is also a summary of a research article, thesis, review, conference proceeding, or any in-depth analysis of a particular subject and is often used to help the reader quickly ascertain the paper's purpose. abstracts enable professionals to stay current with the huge volume of scientific literature. an abstract may act as a stand-alone entity instead of a full paper. the typical length of abstract ranges from 200 to 250 words, but rarely more than a page. in the application, an abstract always appears at the beginning of a manuscript or typescript which is always provided both in the original language and english as international language, because it will help international reader to understand the research. however, providing an abstract in two language sometimes could bring to confusion for the readers when mistakes occur during the translation process (arono & nadrah, 2019). writing abstract is a compulsory part in composing a research, especially for university students. in the nursing department of harapan bangsa university, the nursing students were given a course named english for academic purposes in semester 8 to prepare them in composing a research as well as the abstract. in this course, the students not only get academic writing but also translation. thus, they are expected to translate the research abstract in a good form (fitria, 2018 and napitupulu, 2017). however, in order to fulfill the requirement to write an abstract in indonesia and english, the students of harapan bangsa university, especially from the nursing department, translate their research abstract by themselves, and apparently, some students ask somebody else or translator to translate their research abstract. the translator who requested to translated might not a medical translator either because many of them do not focus on one kind of text but all kinds of text. on one hand, they are facing a big responsibility because the result of their translation can significantly influence someone’s health and medical condition because of most of the research article made by the nursing students of harapan bangsa university dealing with human health or medical condition. in other words, producing a bad translation of the medical text can lead to misinterpretation or misunderstanding of the facts that have been discovered by the students as the researcher. since the translation of the abstract of the nursing student’s research article is influenced to someone’s health as the reader of the abstract, it is important to evaluate the quality of the indonesia-english translation of research abstract written by the students of harapan bangsa university. in doing a translation job, there will some problems arise since sameness cannot exist between two languages (bassnett, 2002, p.38). the translator cannot just transfer one language to another language. linguistic or extralinguistic aspects of the languages will affect the translator in the translation process. it leads to problems that will interrupt the translator to transfer the meaning of the source language to the target language. nida (1975) categorized difficulties which become translation problems ida dian sukmawati, et al. / english education journal 11 (1) (2021) 79-96 81 into an ecological problem, social culture, material culture, religious culture, and linguistic culture (p.34). concerning the linguistic elements, the translation unit covers the individual word, group, clause, sentence, or even the whole text, when working on the source text (hatim and munday, 2004, p.17). the level of difficulty in translating the units of translation is influenced by the unit type, for example in translating the text; the translator will find various kinds of problems that challenge the translator to find the equivalence in the target language. hence, various translators have their own strategies and style in translation to recreate the text into the target language. in order to encapsulate the ways different perspectives about the evaluation of translation work by the assessor to evaluate objectively and effectively the quality of the final translation work, the translation quality assessment is undoubtedly needed. furthermore, to improve the translation quality and to know whether the translated work is good or bad, its quality should be assessed (kamil, 2014; barezzi et al., 2018; and admiati and hartono, 2019). high quality of translation is achieved when the translation product meets certain standards and criteria. according to schaffner (1998), translation quality assessment includes the process of comparing the target text (tt) to the source text (st) to see whether the tt is an accurate, correct, precise, faithful, or true reproduction of the st (p.1). evaluating the quality of translation work has been one of the main concerns of translation studies recently. many experts are emphasizing the importance of translation quality assessment in order to promote a good translation product. larson (1984) mentioned that there were some aspects to evaluate the translation quality, namely: accuracy, naturalness, naturalness, and readability. moreover, house (2015) proposed a translation quality model that relies on detailed textual and culturally informed analysis and comparison. house’s 2015 model is a leading model in the field of tqa that places st analysis and its comparison with the tt at its heart. according to house (2015) translation should be able to transfer a text in the source language into the target language by a semantically and pragmatically equivalent one (p.23). furthermore, the analysis leads to the ideology followed by the translators whether the translation is overt or covert. this indicates that translation of a text should be assessed based on semantic and pragmatic perspectives in order to reproduce the equivalent translation for target readers (zainudin and awal, 2012; yuliasri and hartono, 2014). there have been some previous studies discussing evaluating translation works in various kinds of objects, particularly academic text. hartono and priatmojo (2016) found out that translation quality is regarded as poor translation when did not meet translation accuracy, naturalness, and readability. however, there are still few studies dealing with how academic text is viewed by house’s translation quality assessment. it is a plausible fact since the analysis is quite updated as it was proposed in 2015. therefore, this study tried to reveal the quality of the translation of the research abstract and to explain the ideology used in abstract translation. methods the design of this study was descriptive qualitative study which aimed to evaluate the translation quality of research abstract text. this study focused on the accuracy, naturalness, acceptability and readability translation. in addition, the focus also goes into the analysis of translation quality assessment proposed by fiederer and o’brian (2009) for translation accuracy and naturalness; and nababan (2012) for translation acceptability and readability. finally, translation ideology was unveiled by the analysis of register and genre of the source text and target text. results and discussions this study analysed the abstracts of nursing students from harapan bangsa ida dian sukmawati, et al. / english education journal 11 (1) (2021) 79-96 82 university with 20 research abstract texts from academic year 2019 and 2020 which were taken randomly from the campus library. the abstract was taken from thesis of the bachelor/undergraduate degree students who had finished their study. the 20 research abstract texts were extracted into 246 sentences as the data analysis in terms of translation quality elements. the research abstract texts as well as the english version were compared and analysed based on the translation quality assessment in terms of four aspects, namely: accuracy, naturalness, acceptability and readability. translation accuracy in terms of accuracy, the translation was also assessed using fiederer and o’brian (2009) rating scale which categorize the accuracy category into four types of accuracy, namely highly accurate, accurate, less accurate and inaccurate. here was the result of translation accuracy. figure 1. translation accuracy as presented in figure 1, there were 90 occurrences of highly accurate translation of research abstract text out of 246 data which made it as the highest category. thus, the unique fact was that it was almost reached by less accurate translation. meanwhile, there was only 13 data that was considered inaccurate translation. most of the content of the translation was carried out accurately occurred only within 55 data. furthermore, the example of highly accurate translation was provided in table 1. table 1. highly accurate translation st hipertensi menjadi penyakit yang perlu mendapat perhatian khusus, agar tidak menimbulkan komplikasi. tt hypertension is a disease that needs special attention, so it does not cause complications table 1 showed that translation was regarded to have highly accurate translation as the translator has already transferred the meaning of the source sentence accurately by means of literal translation. furthermore, the terminologies had already been transferred accurately such as hipertensi into hypertension, penyakit into disease, and komplikasi into complications. the sentence was also rendered by similar english grammatical rules which was matched with the indonesian rules which made the translation able to maintain the meaning from the source language into target language. with regard to the function of the sentence, the sample belonged to the introductory paragraph that inform the readers about the general phenomena as it was provided also with into present tense, although in indonesian there is no grammatical rules to emphasize the tense used. hence, the translator had already accurately rendered the sentence from the source text. meanwhile, the example of accurate translation was presented in table 2. table 2. accurate translation st perkembangan anak dapat terhambat apabila lingkungan tidak mendukung seperti asupan gizi yang tidak adekuat, kurang stimulasi, dan tidak mendapatkan pelayanan kesehatan yang memadai. tt children's development can be hampered if they live in unsupportive environment such as inadequate nutrition, lack of stimulation, and inadequate health services. the example on table 2 talked about the introductory paragraph of the research abstract. the sentence was accurately transferred into ida dian sukmawati, et al. / english education journal 11 (1) (2021) 79-96 83 english, including the terminologies and the grammatical structure. the terminologies were almost completely transferred into english, such as terhambat into hampered, lingkungan tidak mendukung into unsupportive environment, asupan gizi yang tidak adekuat into inadequate nutrition, kurang stimulasi into lack of stimulation and pelayanan kesehatan yang tidak memadai into inadequate health services. yet, there was only one terminology that was not accurately rendered, perkembangan anak into children’s development although the meaning was still close to the correct meaning. since the terminology refers to scientific term, it was supposed to be translated without addition of belonging. hence, the term perkembangan anak was supposed to be translated into children development. in term of grammatical structure, the sentence acted as general statement that had to be provided into present tense to represent its functions. thus, the sentence had already proved that the function of the sentence had also been rendered into the target text which written in the form of present tense. moreover, the example of less accurate translation was provided in table 3. table 3. less accurate translation st penelitian ini merekomendasikan perlunya peningkatan kesadaran perawat dalam mengelola seragam sebagai upaya pencegahan terjadinya infeksi nosokomial dengan cara mengganti seragam dan tidak mencampurkan seragam dengan pakaian lainnya ketika di cuci. tt this research was recommend that increase the nurse’s behavior to keep the uniform as the intervention to prevent the nosocomial infection with washing the uniform and un mixing the nurse’s uniform and with other clothes. on table 3, the data was categorized into less accurate translation because some factors. the terminologies used in the target language were not representing the meaning of the source language, such as: kesadaran perawat into the nurse’s behavior and seragam into the nurse’s uniform. the terminologies were not representing the same meaning as the source language, because the terminologies were classified as general words without determiners as the writer of the research abstract provided recommendation for general people. hence the terminology the nurse’s behavior should be replaced by nurse awareness. likewise, the term the nurse’ uniform should be replaced by nurse uniform which was also addressed to general nurse. with regard to the grammatical structure of the sentence, there were some mistakes made by the translator who made the translation became less accurate. the use of voice which different from the source language in the sentence created ungrammatical sentence in the target language. the sentence penelitian ini merekomendasikan which was translated into this research was recommend should be replaced by this research recommended. although the sentence voice could be changed into passive voice, there were some changes that need to be considered to do so. when it was going to be changed into passive voice, the sentence might be change into it was suggested from this study that in order to render the same meaning as the source language. furthermore, the use of preposition dengan cara that was translated into with should be replaced by the words by to create accurate translation as delivered by the source language. in addition, the example of inaccurate translation was provided in table 4 table 4. inaccurate translation st hasil penelitian menunjukkan dengan menggunakan spearman rank, untuk variabel lingkungan kerja dikatakan baik sebanyak 27 responden (90.0%), untuk variabel motivasi kerja dikatakan tinggi sebanyak 25 responden (83.3%), dan untuk variabel kinerja dikatakan baik sebanyak 27 responden (90.0%)). tt based on table 4, this sentence was not transferred into the target language although this statement was regarded as important part of the ida dian sukmawati, et al. / english education journal 11 (1) (2021) 79-96 84 research since it contained the supporting data as consisted within the research. yet, the abstract translation only discussed the conclusion of the research. as the requirement of good abstract structure, the abstract have to be attached by the research result which are supported by data as the proof of the analysis. the translator did not render the sentence into the target language; instead, the translator left the translation blankly. translation naturalness translation naturalness refers to the how easy the translation to be understood (fiederer and o’brian, 2009). the translation is deemed to have high naturalness when the target readers are able to fully understand the translation. larson (1998, p.529) emphasised that translation naturalness constitutes that the text is easy to be read which is proved by the appropriate language style of the target language. the result of translation naturalness could be seen in figure 2. figure 2. translation naturalness based on figure 2, the naturalness translation category was dominated by natural category with 91 occurrences of the data. this indicated that most of the translation was mostly understandable in the target language. meanwhile, there was only 10 occurrences of unnatural translation within the research abstract translation. the description of translation naturalness of the research abstract translation was provided in this following description. table 4. highly natural translation st penelitian ini bertujuan untuk mengetahui hubungan sikap dan frekuensi pemeriksaan gigi dengan status kebersihan mulut pada siswa sd negeri i karangjati kemranjen banyumas. tt this study was aimed to investigate the correlation between the attitude and the frequency of dental checkup and the status of oral hygiene of the students of karangjati state elementary school i kemranjen banyumas. based on table 4, the sentence was regarded to accomplish highly natural translation as represented by the use of appropriate terminologies and the grammatical structure of the sentence. in terms of terminologies, the medical terminologies from the source language were clearly rendered into target language, such as sikap into the attitude, frekuensi pemeriksaan gigi into frequency of dental checkup, and status kebersihan mulut into status of oral hygiene. those terminologies were considered highly natural since the equivalence of the words existed among source and target languages. thus, the message consisted within the terminologies were received well for the target readers. furthermore, there was a terminology that was translated literally which might sound not completely normal, such as sd negeri into state elementary school. the concept of state elementary school might exist differently according to educational system the country followed. however, the translator helped the target readers by rendering the terminology using description. in addition, some of the proper names were left as it was for the sake of site identification of the research, such as kemranjen and banyumas. hence, the terminologies did not create any ambiguity for the target readers. with regard to the grammatical structure of the sentence in the table, it followed the past tense structure as the research had been done before the abstract was written. moreover, the choice of the preposition had already been natural following the grammatical rules in the ida dian sukmawati, et al. / english education journal 11 (1) (2021) 79-96 85 target language, such as correlation…between…and… this pair of prepositions was naturally used in english to express the correlation between two things. furthermore, the function of the sentence was conveyed well in the target language that was informing the readers about the research being conducted. furthermore, the natural translation example was presented in table 5. table 5. natural translation st faktor lain yang dapat menunjang pelaksanaan praktek keperawatan secara profesional adalah dengan memperhatikan lingkungan kerja. tt another factor that can support the implementation of nursing practice professionally is paying attention to the work environment. the sentence provided in table 5 had reached the category of natural translation because the content of the sentence in the source language had already conveyed into the target text by means of medical terminologies and the grammatical structure of the sentence. the terminologies within the sentence were rendered naturally into the target language, such as pelaksanaan praktek keperawatan into implementation of nursing practice, secara professional into professionally, and lingkungan kerja into work environment. however, there was a bit ambiguity in the target language as it might conveyed different meaning. the phrase faktor lain yang dapat menunjang pelaksanaan praktek keperawatan secara professional that was translated into another factor that can support the implementation of nursing practice professionally yielded an ambiguity about which one was embedded by the word professional. according to the meaning of the sentence in the source language, the phrase that was embedded by the word professional was nursing practice, although the word secara profesional functioned as adverb. furthermore, this small ambiguity could be overcome if the translation of the sentence faktor lain yang dapat menunjang pelaksanaan praktek keperawatan secara professional was translated into another factor that can support the implementation of professional nursing practice. with regard to the grammatical structure of the sentence, it had also been translated naturally following the structure of the source language as it functioned as the introduction of the research and preliminary information for the target readers. the tense used was present tense, because the sentence informed the target readers about general thing although the source language did not mention it due to its grammatical structure. furthermore, the translator had already understood how to arrange the words in the process of translation. in addition, the less natural translation was provided in table 6. table 6. less natural translation st bagi peneliti selanjutnya, supaya bereksperimen dengan penambahan frekuensi dan memperbaiki metode monitoring pada saat melakukan self tapping. tt for researcher furthermore, so that experiment with increase frequency and repair monitoring method, enough moment performed self tapping. as it could be seen on table 6, the sentence was categorized as less natural translation because there were some terminologies that were not well transferred into the target language and also the grammatical structure that was still needed to be revised. the choice of diction in the target language did not clearly rendered into the target language which could not represent the real meaning of the source language. although there were some terminologies that were translated naturally into the target language, such as peneliti into researcher, frekuensi into frequency, and metode monitoring into monitoring method, it was not enough to create natural translation. the terminology self tapping was supposed to be naturally translated to the target language become self-tapping with addition of dash (-) because it was a punctuation mark between parts ida dian sukmawati, et al. / english education journal 11 (1) (2021) 79-96 86 of compound words and also the keyword of the research abstract. furthermore, the word memperbaiki that was rendered into repair was not naturally translated considering the context of the sentence. it would be natural if the word was replaced by improve as the word has already carried the concept of repairment. in addition, the word selanjutnya was also translated unnaturally into furthermore that was conveying the different concept from the source language. the phrase untuk peneliti selanjutnya was supposed to be rendered into for further researcher in order to bring the equivalence from the source language. in regard to the grammatical structure, there was some mistakes on the words arrangement which produced ambiguities for the target readers. the sentence did not contain any subject and verb as the requirement of a clause as the smallest unit of a sentence which indicated that the translator did not understand with the content of the source language. the ambiguity was also caused by the form of adjective phrase dengan penambahan frekuensi dan memperbaiki metode monitoring that was translated into with increase frequency and repair monitoring method. the translation could replace it by using gerund concept into by increasing frequency and improving monitoring method. furthermore, the translator should be creatively rendered the sentence by rendering them into for further researcher, it is suggested to experiment by increasing frequency and improving monitoring method during self-tapping practice in order to produce highly natural translation. moreover, the unnatural translation example was provided in table 7. table 7. unnatural translation st hubungan kinerja perawat dengan kepuasan pasien di ruang rawat inap rsud dr. r. goeteng taroenadibrata kabupaten purbalingga tahun 2019 tt the relationship the performance of a nurse with satisfaction of patients in inpatient rooms local public hospital dr. r. goeteng taroenadibrata kabupaten purbalingga year 2019 based on table 7, at glance, the title of the abstract was unnatural for english as the target language which were caused by the terminologies that were not naturally rendered and also the grammatical structure that was carelessly composed. with regard to the terminologies used in the sentence, there were some words that were transferred natural in the target language, such as hubungan into the relationship, kinerja perawat into the performance of nurse, and kepuasan pasien into satisfaction of patients. however, some terminologies were needed to be revised in the target language such as inpatient rooms into inpatient wards (ward is used in referring a suite of rooms shared by patients in a hospital) and also local public hospital into regional public hospital since the concept would bring different perception for the target readers. there was also a terminology kabupaten that was left by the translator without any change that was supposed to be rendered into target language. this could give more meaning toward the sentence in the target language. in terms of grammatical structure, the sentence was arranged ungrammatically which resulted in meaningless sentence. the sentence which acted as the title of the research could not deliver the function to the target readers and only created confusion. at first, the translator should focus on the pair of prepositions utilized within the sentence, such as hubungan kinerja perawat dengan kepuasan pasien which was translated into the relationship the performance of a nurse with satisfaction of patients. discussing about relationship, the pair of prepositions that was supposed to be used was …between…and… in order to create natural sentence which align with english grammar because it really helps to create meaning. the translation was supposed to be replace by the relationship between the performance of a nurse and the satisfaction of patients in impatient wards of dr. r. goeteng taroenadibrata regional public hospital purbalingga regency year 2019. ida dian sukmawati, et al. / english education journal 11 (1) (2021) 79-96 87 translation acceptability the acceptability of the translation focused on how well the translation text could be accepted by the target readers. according to nababan (2012) acceptability of the translation text is represented by how natural the translation is. moreover, the characteristics of translation acceptability is when the terminologies are usual and familiar to the addressed readers which is proved by the sentence elements that already aligned with the target language rules. although the terminologies utilized in the translation have been accurately rendered; however, it does not mean that the translation is acceptable because it has different meaning in the sentence level. the result of acceptability analysis was provided in figure 3. figure 3. translation acceptability based on the data presented in figure 3, it could be seen that more than 150 occurrences of the research translation that were categorized as acceptable translation which also indicated that most of the abstract translation had already been in accordance with target language rules. there was also some translation which categorized as less acceptable as many as 76 times. meanwhile, unacceptable translation only occurred 19 times. this indicated that most of the research abstract translation was regarded as acceptable translation. thus, the example of acceptable translation was provided in table 8. table 8. acceptable translation st senam memiliki banyak manfaat seperti menurunkan tekanan darah, memperbaiki denyut nadi dan memperkuat fungsi jantung. tt gymnastics has many benefits such as lowering blood pressure, improving pulse rate and strengthening heart function. on the presented table 8, the medical terminologies were rendered by appropriate choice of dictions in the target language which made the translation became acceptable and generally familiar, such as senam into gymnastics, tekanan darah into blood pressure, denyut nadi into pulse rate and fungsi jantung into heart function. those terminologies were generally utilized in the medical field that made them to be easily recognized and accepted by the target readers. thus, the terminologies within the target language were recognizable for the target readers because of it had already followed the grammatical rules of target language. with regard to the grammatical structure, the sentence was well translated following the parallel structure in which the noun phrases were arranged using similar forms of gerund verb-ing, such as lowering blood pressure, improving pulse rate and strengthening heart function. hence, this sentence was categorized as acceptable translation. there was only a small problem in punctuation coma (,) which should be put before the words such as. in addition, the example of less acceptable translation was presented in table 9. table 9. less accetable translation st senam jantung sehat efektif dapat menurunkan tekanan darah di perkumpulan jantung sehat tt healthy heart exercises can effective reduce blood pressure in healthy heart association rsud prof. dr. margono soekarjo purwokerto. based on table 9, there were some terminologies that were generally used in the target language, such as tekanan darah into blood ida dian sukmawati, et al. / english education journal 11 (1) (2021) 79-96 88 pressure that was universally used and perkumpulan jantung sehat into healthy heart association that was transferred literally in english. however, the translation of senam jantung sehat was translated inconsistently into healthy heart exercises which had been translated into healthy heart gymnastics in the previous sentences. this condition supported the status of less acceptable for the translation because the terminology used in the abstract should be consistent and easy to be grasped by the target readers. however, there was a mistake that was made by the translator by adding the word rsud prof. dr. margono soekarjo purwokerto. the abbreviation of rsud could be replaced either by the word hospital or regional public hospital. hence, the translation was categorized as less acceptable translation. in regard to grammatical structure of the sentence, there was a mistake created by the translator in rendering the meaning of the sentence by means of inappropriate diction. the word efektif which acted as adverb was translated into adjective effective which was supposed to be rendered into effectively following the form of the source language form. hence, the sentence senam jantung sehat efektif dapat menurunkan tekanan darah di perkumpulan jantung sehat was supposed to be translated into healthy heart gymnastics can effectively reduce blood pressure in healthy heart association prof. dr. margono soekarjo regional public hospital purwokerto in order to achieve acceptable translation. moreover, regarding to the function of the sentence, the sentence was arranged as recommendation part of the research abstract which still possessed its function in the target language. furthermore, the example of unacceptable translation was provided in table 10. table 10. unacceptable translation st penelitian ini bertujuan untuk mengetahui gambaran colony bacteria pada seragam perawat di rsud dr. r. goeteng taroenadibrata purbalingga. tt the purpose of this research is to description the colony bacteria at nurses’s uniform at dr. r. goeteng taroenadibrata public hospital purbalingga. on the presented table 10, the purpose of the research was arranged by inacceptable translation in the target language. in terms of terminology, there were some words that were not appropriately transferred in the target language, such as mengetahui into description, gambaran colony bacteria into the colony bacteria, seragam perawat into nurses’s uniform. those terminologies were not usually used and did not equivalent toward the source language that created the translation became inacceptable. although, there was only one terminology that had close meaning with the source language di rsud dr. r. goeteng taroenadibrata purbalingga which was translated into dr. r. goeteng taroenadibrata public hospital purbalingga, it did not change the status of unacceptability of the translation. the term public hospital has close meaning as regional public hospital in term of universality of medical terminology, while the name of the hospital was kept untranslated because it was the proper name. in addition, in term of grammatical structure, the sentence was provided in the present tense which was supposed to be arranged by past tense since the research had been done before. furthermore, there was no verb to describe the function of the sentence as the purpose of the research. thus, the sentence penelitian ini bertujuan untuk mengetahui gambaran colony bacteria pada seragam perawat di rsud dr. r. goeteng taroenadibrata purbalingga could be appropriately rendered into the purpose of this research was to find out the bacteria colony description on nurse uniform at dr. r. goeteng taroenadibrata regional public hospital purbalingga in order to achieve the acceptable translation category. translation readability translation readability refers to the comprehensibility of the content within the text. according to nababan (2012) the translation text is regarded to have high readability when the content is comprehensible, although there are some errors of style and/or of spelling and if certain words are missing, or are badly translated, yet close to the target language. in this study, the readability of 20 research abstract ida dian sukmawati, et al. / english education journal 11 (1) (2021) 79-96 89 texts were possessing the various kinds of readability levels as provided in the figure figure 4. translation readability based on figure 4, most of the translation was readable which was proved by the total occurrences 185 for readable translation. this was represented that most of the research abstract translation had already been easy to be comprehended by the target readers. the example of readable translation was presented in table 11. table 11. readable translation st hasil uji statistik menunjukan ada hubungan antara stimulasi dengan perkembangan anak usia 3-5 tahun di paud insan mentari (p-value = 0,028) dan tidak ada hubungan antara status gizi dengan perkembangan anak usia 3-5 tahun di paud insan mentari (p-value = 0,311). tt statistical test results show that there is a correlation between stimulation and the development of children 3-5 years old in ece insan mentari banyumas (p-value = 0,028) and there is no correlation between nutritional status and children development of aged 3-5 years in ece insan mentari banyumas (p-value = 0,311). from table 11, it could be seen that the terminologies utilized in the sentence that were rendered from the source text into target text were comprehensible by the target readers, such as stimulasi into stimulation, paud (pendidikan anak usia dini) into ece (early childhood education), status gizi into nutritional status, and perkembangan anak into children development. those terminologies utilized in the target language had already served to the readability of the sentence that made the meaning within the sentence become easy to be comprehended. there was also a proper name insan mentari which was left by the translator as the identity of the place that was also added by the name of the town banyumas as the location of the school. however, in terms of the grammatical structure of the text, the translator tended to use the present tense which was supposed to be changed into past tense as the research had been done in the past. although, there was only few errors in terms of tense usage, the content of the sentence had already been comprehensible for the target readers. hence, if the tense was changed into past tense, it would be perfectly readable. moreover, the example of less readable translation was provided in table 12. table 12. less readable translation st tujuan penelitian untuk mengetahui efektivitas senam jantung sehat terhadap penurunan tekanan darah pada lansia di perkumpulan jantung sehat rsud prof. dr. margono soekarjo purwokerto. tt the purpose of this study was to determined the effectiveness of healthy heart gymnastics against the reduction of blood pressure in the elderly in the healthy heart association of rsud prof. dr. margono soekarjo purwokerto. based on table 12, the sentence was categorized as having less readable translation which were proved by utilization of terminologies in the target language and also the grammatical structure where the meaning resided. some of the medical terminologies had successfully rendered into target text, such as senam jantung sehat into healthy heart gymnastics, penurunan tekanan darah into reduction of blood pressure, lansia into elderly, and perkumpulan jantung sehat into the healthy heart association. those medical terminology translations supported the level of readability in the target ida dian sukmawati, et al. / english education journal 11 (1) (2021) 79-96 90 language. however, there was also translation mistake in rendering the medical terminologies into target language, such as rsud into rsud which was supposed to be rendered as regional public hospital. without mentioning the term hospital, the readers would need more time to comprehend the meaning of the terminology. moreover, the proper name of the hospital was left as it was, since proper name was supposed not to be translated which might gave different perception toward the readers. thus, the term prof. dr. margono soekarjo purwokerto was left untranslated as it was the name of the hospital. in regard to the grammatical structure of the sentence, the translator seemed to forget the change of the verb when it functioned as infinitive. the word to determined should be replaced by the word to determine. in addition, there was also a revision which could be made in term of preposition used in the translation, such as the term pada could be replaced by on. furthermore, the sentence tujuan penelitian untuk mengetahui efektivitas senam jantung sehat terhadap penurunan tekanan darah pada lansia di perkumpulan jantung sehat rsud prof. dr. margono soekarjo purwokerto would be appropriately translated into the purpose of the study was to determine the effectiveness of healthy heart gymnastics against the reduction of blood pressure on the elderly in the healthy heart association of prof. dr. margono regional public hospital soekarjo purwokerto. in addition, the example of unreadable translation was presented in table 13. table 13. unreadable translation st survey kepuasan pasien, ada tiga hal yang mungkin muncul dari pengukuran kinerja perawat yaitu kinerja sama dengan harapan pasien, kinerja lebih besar dari harapan pasien, atau kinerja lebih kecil dari harapan pasien. tt patient satisfaction survey, there are three things that might be occurred nurse performance of the measurement of the performance of the same in the hope of patients, the performance of greater than hope patients, or the performance of smaller than hope patients. based on table 13, there was some mistakes which made the translation was categorized into unreadable translation. the translator did not really comprehend the source text that resulted in the difficulties of the sentence meaning to be grasped. it could be seen that some medical terminologies from the source language had already been rendered successfully into target text, such as survey kepuasan pasien into patient satisfactory survey, kinerja perawat into nurse performance. yet, there were some mistakes also in the translation of medical terminologies in the target language, such as harapan pasien into hope patient and pengukuran kinerja perawat into nurse performance of the measurement. furthermore, in terms of grammatical structure, the mistake happened as it really affected the meaning of the sentence. the translation was arranged without considering the grammatical structure of the sentence in the target language as the words seemed to be randomly placed in the sentence. the sentence survey kepuasan pasien, ada tiga hal yang mungkin muncul dari pengukuran kinerja perawat yaitu kinerja sama dengan harapan pasien, kinerja lebih besar dari harapan pasien, atau kinerja lebih kecil dari harapan pasien was supposed to be translated into based on patient satisfactory survey, there are three categories that might be occurred form nurse performance measurement, namely: performance is equal with patient hope, performance is higher than patient hope, or performance is lesser than patient hope, in order to achieve readable translation that was easy to be comprehended by the target readers. translation ideology of abstract translation translation ideology followed by the translator could be traced by means of the analysis of translation quality assessment. it could be unveiled by the analysis of register (field, tenor and mode) and the genre of the source text in order to find the mismatches between the text and its translation. as the type of the 20 text was the same which functioned as research abstract, translation was possessing the ida dian sukmawati, et al. / english education journal 11 (1) (2021) 79-96 91 same function as it had the same structures and it was put on the same part of a thesis. register and genre as the sample of the analysis, a research abstract and its translation were analysed by means of text register. the sample analysis was provided in table 14. table 14. readable translation source text register field subject matter nursing education social action specific tenor author’s provenance and stance university students social role relationship asymmetrical social attitude formal mode medium simple participation simple source text genre nursing academic source text function interpersonal on the table 14, it showed that field that dealt with the nature of social action is taking place was divided into two parts, namely subject matter and social action. the research abstract text presented the summary of the summary of a thesis research in the field of nursing education. with regard to the research abstract text no 1, the text discussed the study about relationship between dietary habit and hypertension on the elderly at baturaden ii public health centre in banyumas regency. the text was composed by the introduction of hypertension and the causes in relation with dietary habit. thus, the writer described the characteristics of the study, such as the purpose, methodology and the result of the analysis. furthermore, the result was provided along with the supporting data, such as the sex, educational level, dietary habit status, and blood pressure. at the end, the keywords were attached mentioning 3 keywords to help the other researcher finding the similar field of study as reference. in term of lexical means, the clinical and medical words were utilized within the text as represented in the title of the research abstract text, such as eating pattern, elderly, hypertension, and health centre. as a summary of a research, there were some research technical phrases used in the text, such as the purpose of the study, respondents, descriptive correlational method, and analysis. as academic text, there was not any use of collocation and idiomatic expression within the sentence. with regard to the syntactic means of the text, it was dominated by long sentences with complex structures throughout the text, such as diet is closely related to the incidence of hypertension, because what we eat affects the occurrence of hypertension. the writer mostly began the sentence by using noun and noun phrase such as, prevention of hypertension and unhealthy eating patterns. the writer also made a strong cohesion between sentences through the use of repetitive words, such as diet, blood pressure and elderly. in term of tenor, the writer of the text is nursing students from bachelor / undergraduate degree program in harapan bangsa university located in purwokerto academic year 2018 and 2019. those who have finished their study are required to conduct a research in medical field. the research is composed and supervised by two supervisors to help them write a good research thesis. as academic research, the thesis is written in formal language without any emotional interference. as one of the elements of research, abstract text functioned as a summary of the research. it is written as a small short version of the thesis which also consists of research elements, such as: title, introduction, aims, methods, results/discussion, conclusion and recommendation. once the thesis done, the students are examined in a seminar to present their research report. hence, the writer presence as well as the two advisors were mentioned after the title of the research abstract, such as dewi lantasih, indri heri susanti, wasis eko kurniawan indicating that the research was written by the student as well as the lecturer of university. the writer of the research abstract text did not mention emotional and intellectual stance, because the text was composed formally. the ida dian sukmawati, et al. / english education journal 11 (1) (2021) 79-96 92 social role relationship between the addresser and the addressee of the thesis research abstract written by nursing students is asymmetrical because the nursing students as the author of the abstract and publish the abstract text for the general readers, particularly for the further research in clinical field. in regard to mode, the medium of the text was simple because the text was basically to be read. according to house (1997), an emic text is one which is determined by text-immanent criteria, and etic text is one which is determined through text-transcending means. thus, research abstract texts, and specifically text under study is etic because the writer of the research abstract compose the text as the summary of the research that has been done before. since the research abstract text is based on the scientific research, the abstract text is written objectively based on the scientific study. there was no any dialogic nor conversational parts in the text which indicated that the text was monologue format. regarding to the genre, research abstract text is categorized as special genre text which presents either the summary of a thesis or a report of a research based on the field of the research. nursing research abstract is composed by using medical, technical and clinical terminologies. as the summary of a research, nursing abstract text is written as small version of the research by containing generic structure of a research, such as title of the research, background, aims, methods, results and conclusion and recommendation. in order to accomplish its goal of informing the readers about the whole research in a short text, research abstract retain its unique approach of using concise description of the whole research. meanwhile, the function of this text is interpersonal based on the genre of the research abstract. the writer’s intention is to give a glimpse of information about the research based on the result and discussion within the research. through the abstract, the students want to share and communicate the research experience as well as the personal recommendation based on the findings. the title functions as the same as the title of the research informing the readers about the matter being examined. thus, the introduction is presented as a bridge to bring the readers about the topic and the problems to be solved as elaborated in the aims why the research is conducted. moreover, the methodology is simply stated about how the research is conducted as well as the analysis framework. furthermore, the result of the analysis is provided elaborated by the numerical proof as well as the description of the result. in addition, the conclusion is also stated concisely. finally, the recommendation is made by the writer of the research as the personal point of view based on the findings for the sake of the further research as the research novelty. at the end of the abstract, generally the writer also put some keywords of the research to help the readers to find the reference. with regard to the nursing research abstract in harapan bangsa university, the students write the abstract as the second page of the thesis after the title. it is intended to help the readers to easily grasp the whole research in just only one page without going too far. the research abstract of nursing students is written based on the scientific experience on clinical field as the requirement of graduation. it also gives benefit for the other researchers to develop the new research. with regard to the comparison of the original and the translation of research abstract, the research abstract of nursing student is translated in indonesian into english by the students themselves as stated in the declaration of originality of the thesis mentioning that the students are responsible in conducting and writing the research paper as well as the translation of the abstract text. on the aspect of field, there were some lexical mismatches because the formality of the words was reduced because of the process of translation, such as pendidikan dasar into basic education. on the aspect of tenor, the social relationship was maintained because there were no changes of the personal pronoun in the translation, such as kita into we. as a result, the social role relationship and the social attitude were conveyed well in the target language. on the aspect of mode, there were lexical mismatches in the medium because ida dian sukmawati, et al. / english education journal 11 (1) (2021) 79-96 93 some of the colloquial words were translated informally into english, such as pola makan into diet. moreover, the translator seemed to be inconsistent in translating the nursing terminology, such as pola makan into eating patterns and diet indicating that the translator did not confident in rendering the terminology. furthermore, the mismatches between the research abstract text and the translation happened in the area of mode that need to be revised. it could be argued that the research abstract text held nearly the same function that was ideational despite some changes which did not change the whole message although some errors occurred (maisa, 2018; muchtar and kembaren, 2018; and nafisah et al., 2019). meanwhile, the accuracy of the translation was dominated by the accurate replacement of the words, phrases, and the sentence in nursing field. it turned out that the meaning conveyed within the source text was possessing the same information as in the source text. as stated by larson (1984) that the meaning between the source text and target text is simply correct. however, some revision was needed because some of the translation only conveyed some of the content accurately. furthermore, it also turned out that a few numbers of the translation failed to convey the same information as the result of inaccurate translation. on the translation naturalness, the research abstract translation showed that they were dominated by natural and highly natural. this meant that most of the meaning within the translation was clearly expressed in the target language. the terminologies utilized in the translation mostly did not create any ambiguous meaning toward the target readers. the grammatical structure showed good arrangement as it could clearly conveyed the source language meaning into the target language. in line with nida (1964, p.167) mentioned that the naturalness of translation was highly influenced by the lexical and grammatical aspects of a sentence. however, it was also found that some of the translation of research abstract were considered less natural and unnatural in the target readers. this indicated that some of the words and sentences rendered from the source text were responded differently by the target readers. this is in line with putranti (2018) that the respond between the source language reader and target language reader toward the translation might be different because even the correct words and sentence are expected to express the message of source language into the target language, the message would not be responded substantially the same manner as the source language readers. with regard to the acceptability of the translation, it turned out that most of the research abstract translation showed acceptable category which held more than 50% of the whole data. this finding indicated that most of the translation had utilized usual terminologies and also had followed the english grammatical rules. the translator had successfully rendered the terminologies clearly to the target readers and made the translation text acceptable for the target readers. therefore, most of the translation was understandable for the target readers which was proved by familiarity of the terminologies and also well-application of the grammatical rules. however, it was also found that some of the translation was categorized as less natural and unnatural translation. if a translation is accurate in terms of its content or message, the translation will be rejected by the target reader if the method of disclosure is contrary to the rules, norms and culture of the target language (nababan, 2012; putranti, 2018; and prafitasari et al., 2019). therefore, acceptability of translation was considered to have a close relationship between the translation and how the target reader accepts it. as mentioned by sutopo (2019) mentioned that the accurate translation cannot guarantee whether the translation had a good quality, instead the acceptability of the translation was also determined by the familiarity of the translation in the target language by the target readers. in regard to the readability of the translation, the research abstract translation was also mostly readable as most of the data reached the category of readable translation. it indicated ida dian sukmawati, et al. / english education journal 11 (1) (2021) 79-96 94 that most of the words, phrases and the sentences were rendered clearly and easy to be comprehended without any difficulties by the target readers by means of only once reading. however, there was still some revision needed in the translation to improve its readability of the translation since there were also some less readable translation which need more understanding and reading activity more than once to comprehend the translation. as mentioned by larson in hartono (2016) that the choice of diction, structure and organization of sentences, spelling and even the punctuation influence the level of readability of the translation. moreover, there was also found a few findings that were considered unreadable in the target language. although some of the terminologies within a sentence had been identified as readable translation, the understanding about the meaning of the sentence also constituted to the readability of the translation. the finding also turned out that there were a few unreadable translations found in the translation of research abstract which made the target readers hard to comprehend the translation. some of the findings indicated that it was caused by the difference between the sentence arrangement and also the meaning conveyed. it was indicated that the translators sometimes failed to comprehend the text in the target language. this is in line with sutopo (2019) stated that a translator needs to understand the concept of readability both of the source language and also target language in order to be able to produce well translation work. furthermore, the comparative analysis of research abstracts and its translation was leading to the ideology followed by the translators in rendering the text. through the analysis of register and genre, the research abstract texts were rendered overtly by the translator. it turned out that the translator was preferred to tie to the source language, community and culture which was represented by the literal translation utilized by the translator and also source text cultures that were brought to the target language. the words, phrases and sentence employed by the translator in rendering the research abstract text were accurate, natural, acceptable and readable for target language readers although there were some mismatches between the source language and target language. there were some overtly erroneous errors occurred in the translation of research abstract text which was dominated by slight change of meaning and grammatical mismatches. the error was also caused by the untranslated elements, omission and addition in the target language. with regard to the function of the research abstract text, the translator had already kept equivalent in the target language which was represented by the similarity of register and the genre of the text between the text and its translation. the research abstract and its translation still possessed the same purpose that was passing on the essential parts of the texts which was addressed for nursing field. this is in line with shakernia (2014) stated that overt translation is used when the text was intended for special purposes. furthermore, the information resided within the research abstract was not covered by the translator instead of transferred as it was in the source language. therefore, the research abstract texts were rendered following the overt translation than covert translation. this was in line with house (2015, p. 68) abstract text was translated overtly in the target text, because the most essential facts from the source language were only passed on to the target language. conclusion based on the analysis of the study, the accuracy level of research abstract translation still belonged to accurate translation and although some revisions were considerably needed. some of the information within the source text was accurately rendered into the target text, while some of meaning within the translation were missed in the target language. in term of naturalness, most of the research abstract translation was possessing high level of naturalness which also referred that the translation was fully understandable for target readers. on the accuracy aspect, it did not ida dian sukmawati, et al. / english education journal 11 (1) (2021) 79-96 95 merely affect the acceptability of the translation, because the familiarity of the language also determined the acceptability. therefore, the translation had been in accordance with the rules, norms and culture within the target text that was easily understood and acceptable in the target language. furthermore, the analysis of ideology followed by the translator of research abstract was overt translation. the result showed that the register and genre of the research abstract and its translation were kept equivalent and holding the same purposes. thus, translation was tied to the source language including the community and its culture. therefore, the ideology followed by nursing students in rendering the research abstract translation was overt translation. although there were some erroneous errors found, it was dominated by slight change of meaning in the target language which need some replacement of the dictions. for further research, it is expected that the future research could examine the translation quality of various kinds of text by means of various kinds of translation quality assessment perspective. since this study only focused on the research abstract from nursing department, it is better if the future research could also compare the quality of the translation work done by other field of study. references admiati, a., & hartono, r. 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(2012). translation techniques: problems and solutions. procedia social and behavioral sciences, 59, 328-334. 447 eej 12 (3) (2022) 347-355 english education journal http://journal.unnes.ac.id/sju/index.php/eej survey of undergraduate students' perceptions through the online learning asti gumartifa, indawan syahri, masagus sulaiman universitas muhammadiyah palembang, palembang, indonesia article info ________________ article history: accepted 08 may 2022 approved 04 july 2022 published 15 september 2022 ________________ keywords: curiosity, accomplishment, motivation, and english language. ____________________ abstract ___________________________________________________________________ during the current pandemic of covid-19, there were some undergraduate stuents’ speculations about online learning. some students think positively and some think that online learning is not effective and maximal. the purpose of this study was to determine how students’ perception of online learning during the pandemic of covid-19. quantitative descriptive analysis was used to analyze the data. the researchers used a google form questionnaire as the instrument to obtain the data. the researchers used a likert scale to examine the questionnaire and analyze the results. to find out how students’ perception of online learning during the pandemic of covid -19, ten questions of questionnaires were evaluated. the result of study indicated various students’ perspective to the online learning implementation. the various perceptions came from different situation such as environment, family, finance, and others.the highest percentage of positive perceptions regarding to online learning was from the students at university of tridinanti palembang and continued from the students at university of muhammadiyah palembang, then the students at collage of agriculture and science palembang, and the last was from students of islamic university of raden fatah palembang. furthermore, some students also showed low percentage of neutral and negative perception. therefore, the researchers suggest that universities and lecturers must work together to minimize the negative sides of online learning, as well as optimize the advantages of the internet and technology. correspondence address: jl. jenderal ahmad yani, 13 ulu, kec. plaju, kota palembang, sumatera selatan 30263 indonesia e-mail : asti_gumartifa@um-palembang.ac.id p-issn 2087-0108 e-issn 2502-4566 asti gumartifa, et al./ english education journal 12 (3) (2022) 347-355 448 introduction e-learning is currently the principal center of learning methods in the era of internet based for communication and information technology. e-learning plays a significant part in assisting with student learning. e-learning as a concept has been used for education for over 15 years (asih, anggraeni, rosdiana, dewi, muzaqiah, handayani, 2021). thus, supporting the learning process mostly need internet, computer, and technology. due to the rapid development of technology information, numerous applications and websites can be employed as teaching tools. a common technologies used in education particularly at universities are google classroom, e-learning, zoom meeting, and google meet. those medias simplify the process for teachers to conduct classes from anywhere at any time. internet, computers, and technology are very helpful for both lecturers and students in the field of learning, especially during the current covid 19 pandemic. the the serious interruption to the process of teaching and learning has been caused by the pandemic of covid-19. according to (yanti, 2021) that online learning does not make something wrong with the learning process, but it helps in the education and learning system. it has numerous good sides in the field of learning or education. since the pandemic was in indonesia, learning has spontaneously changed from face-to-face learning to online learning. most students and lecturers are not used to implement the method of learning and teaching under the technologies based. considering that not all students are accustomed to the method, online learning requires adaptation. some students found online learning challenging, and students hold varying opinions of this style of instruction (harisma and agustin, 2021). in addition, it is possible to undertake teaching and learning activities at home using online learning; in this case, students and lecturers must adopt the proper technologies for online learning. the convenience of use, learning flexibility, and adjustable environment are the causes of this sufficiency. according to the previous study findings, oktarini (2021) summarized that online learning is ineffective due to numerous challenges, including the unstable signal, inappropriate e-learning tools used by the lecturer, which prevents students from understanding the course material, and the difficulty of completing group projects due to the limitations of digital interactions. in contrast, online learning is a type of instruction where students access the internet using a computer or mobile device. it is also very helpful and flexible to be used. according to lismardayani and oktavia (2021) that most stakeholder perceptions were generally positive in terms of online learning practice. then, the previous research finding claimed that both faceto-face and online learning have good sides. according to tanjung and utomo (2021), both positive and negative views on fully online learning modes are expressed by university students. the purpose of this study is to identify more about students' perceptions of online learning throughout the pandemic of covid-19. in all other words, the researcher determine to understand how students at various universities in palembang experienced to the online learning during the pandemic of covid -19. according to latkovikj and popopvska (2020) that the research finding provides positif and negative outcome. therefore, the researchers hope there are so many benefits that can be applied after the results of this study. thus, there will be improvement implementation by students, lecturers, and universities to respond the negative side of online learning, and maximize the positive side as well. therefore, further institutions and lecturers would have well preparation to implement the online learning. method in the study, there were 116 students as the sample of this study. the researchers employed a descriptive quantitative method to investigate the data then determine how students thought about online learning through pandemic of covid-19. according to cropley (2009) qualitative begins by characterizing individual differences in terms of asti gumartifa, et al./ english education journal 12 (3) (2022) 347-355 449 universal through the standard variables. quantitative research focuses on how researchers see the issues, error, and problem of the study. the concepts, terms, and data are typical as the results of measurements (in psychology and education questionnaires). meanwhile, descriptive study is the use of qualitative and descriptive research methodologies that have become quite popular throughout a wide range of academic fields, including social, sciences, psychology, and education. additionally, the application of these approaches in the study and teaching of second languages has increased (nassaji, 2015). after the researchers got data on students' perceptions through online and offline learning, the researchers processed the data which was classified into the percentage of dominant and minimal perception calculations into overall and for each university. the researcher employed a questionnaire as the study's instrument to gather the data. the student's perspective of the media used within online learning during the pandemic of covid19 was examined with 10 questions. there were ten questions adopted from harisma and agustin (2021), the questionnaires are as follows: 1. does the lecturer effectively convey the topic through the online learning. 2. do you consider that the lecturer's lessons given over online learning match with the semester lesson plan. 3. do you have full of spirit to comprehend the information from the instructor provided through online learning. 4. do you believe that the pandemic of covid-19 makes online learning to be effective. 5. do you feel that online learning assists you learn english better. 6. does the lecturer engage in questionand-answer sessions regarding the course work through online learning. 7. do you consult the lecturer if you have some issues or problems of the lesson during the online learning implementation. 8. do you complete the online learning assignments that your lecturers gave you during the covid-19 pandemic. 9. even though you don't have any tasks during the pandemic of covid-19, do you still learn the existed lessons from lecturer. 10. during the pandemic of covid19, are you still motivated and excited to learn by practicing the online learning. furthermore, the researchers delivered those ten questions as the questionnaire instrument. there were five options to respond the questionnaire, such as; strongly agree, agree, neutral, disagree, and strongly disagree. furthermore, it was examined by using a likert scale to interpret the findings; table 1. responses to students' questionnaire score scale score strongly agree (sa) 5 agree(a) 4 neutral (n) 3 disagree (d) 2 strongly disagree (sd) 1 the participants were expected to select one of the degrees for each category based on the questionnaire. the surveys were processed to determine the results after being returned to the researchers. furthermore, the percentages of students’ response were selected according to each category. then, the researchers also evaluated the data classification (hadi, 1990) as follows; table 2. data classification range % category 81-100 strongly agree (sa) 61-80 agree(a) 41-60 neither agree or disagree (na/d) 21-40 disagree (d) 0-20 strongly disagree (sd) the table above explained that there were five range categories of data classification from the questionnaire result, namely;strongly agree, agree, neutral, disagree, and strongly disagree. the classification is determined according to the percentage range. asti gumartifa, et al./ english education journal 12 (3) (2022) 347-355 450 results and discussion results figure 1 showed that the findings from the survey used to determine how students perceived online learning were provided. according to figure 1 that there were 116 students completed the survey. the amount of answers varies from one question to the subsequent. additionally, data were given in the form of percentages, as seen in table 3 below. the percentage showed the students’ perception through online learning. furthermore, the criteria and frequency of answers for each questionnaire were explained as follows; table 3, whole university students’ perception criteri a frequency q 1 q 2 q 3 q 4 q 5 q 6 q 7 q 8 q 9 q 1 0 strongl y agree (sa) 1 7 . 2 2 2 . 1 1 9 . 6 1 0 . 5 1 2 . 6 1 8 . 4 2 4 . 7 8 7 . 1 1 1 . 5 1 8 . 4 agree( a) 4 7 . 5 6 7 . 4 5 1 . 5 2 8 . 6 2 3 . 3 5 0 . 0 5 7 . 0 7 1 . 0 5 2 . 9 4 3 . 9 neutra l (n) 4 3 . 4 2 9 . 5 3 9 . 2 3 7 . 1 4 2 . 7 4 4 . 9 3 7 . 6 2 2 . 6 4 1 . 3 3 4 . 7 disagr ee (d) 8 . 1 3 . 2 7 . 2 2 7 . 6 2 5 . 2 4 . 1 5 . 4 3 . 2 3 . 8 1 7 . 3 strongl y disagr ee (sd) 1 . 0 0 . 0 2 . 1 6 . 7 8 . 7 1 . 0 0 . 0 3 . 2 1 . 9 4 . 1 total 1 0 0 1 0 0 1 0 0 1 0 0 1 0 0 1 0 0 1 0 0 1 0 0 1 0 0 1 0 0 table 3 described that there were 5 responses criteria from 10 questionnaires given to the students through the online learning system. the criteria strongly agreed, agree, neutral, disagree, and strongly disagree. first, figure 1 showed that 47% of students dominantly with the agree criteria on the perception that lecturers still delivered online learning materials effectively. second, students also mentioned that the lecturer provided learning materials that were in accordance to the semester lesson plan and the total number of percentage was about 67%. the third is, there were 51% of response that students still feel enthusiastic during the online learning. fourth, students were still in the neutral category that online learning practiced continuously can make learning effective. furthermore, 50% till 57% of students stated that the lecturers also implemented the question and answer sessions regarding problems and learning materials during the online class. sixth, there were 87% of students practiced discipline in submitting the assignment during the online learning. finally, students were in 43% till 52% felt enthusiastic through the online learning system. in this study, the researchers also explained the specific distribution percentage of student responses to the online learning of each university such as the university of muhammadiyah palembang, university of tridinanti, college of agricultural sciences, and the state islamic university of raden fatah. the following figure 2 explained the university of muhammadiyah palembang students’ response regarding the online learning system. asti gumartifa, et al./ english education journal 12 (3) (2022) 347-355 451 figure 1. university of muhammadiyah palembang figure 1 showed that the average opinion given by the students from the university of muhammadiyah palembang was that online learning run effectively during the pandemic of covid -19. from the chart, four out of ten questionnaire responses indicated that students had a positive perception of online learning. it can be seen there were 58% of students stated the material provided by the lecturer in accordance to the semester lesson plan. in addition, there were 48% of students also agreed that online learning did not limit the communication between lecturers and students in discussing the materials and problems of learning. furthermore, there were 38% of students had high motivation during online learning and 49% of students were active in submitting the tasks or assignments from lecturers. in addition, there were also negative responses from students regarding online learning during the pandemic of covid -19. there were 29% till 30% of students responded that online learning did not really make learning better and run effectively. furthermore, there were 20% of students responded that online learning did not increase students’ motivation to learn. thus, the researchers concluded that most students at the university of muhammadiyah palembang had positive perception and there were some neutral opinions to the online learning. it can be seen from the percentage level that agree and neutral category were the dominant. furthermore, most students were in the neutral category for each questionnaire responses, except for the questions number eight that students submit the assignment through online submission here is the chart of students’ perceptions through the online learning at university of tridinanti palembang. figure 2. university of tridinanti palembang figure 2 showed there were 90% of students stated that the lecturer provided learning materials in accordance to the semester lesson plan. in addition, 80% of students also agreed that the lecturer provided question and answer sessions during the online learning. furthermore, there were 70% of students at the university of tridinanti palembang can conduct consultations and discussions about learning problems during online learning. there were 50% of students responded that students continued to study the material given by the lecturers at home. finally, students had good motivation to keep learning even through online learning. on the other hand, there were 10% categories of strongly agree, such as; students believed the online learning run effectively, students had the motivation to learn, lecturers continued to provide question and answer sessions, and students still got guidance or consultation regarding material or problems in learning, and students responded to be active in learning even though there were no any assignments given by the lecturer through online learning. there are 40% of students’ perception to submit the assignments through online submission. furthermore, there were 70% of students in the neutral category, students stated that online learning provided progress. furthermore, there were 60% of students also in the neutral perception that online learning could asti gumartifa, et al./ english education journal 12 (3) (2022) 347-355 452 run effectively. finally, there were 30% and 50% of students also responded neutral in terms of spirit to learn virtually. furthermore, here is the chart to the students’ perception of online learning implementation during the pandemic of covid 19. figure 3. university of college of agricultural science palembang figure 3 showed the average students in the college of agricultural science had a positive perception of online learning. students' perception was 50% to the positive response that online learning could also be applied effectively, and students considered that online learning did not limit students to study independently, even without any assignments given from the lecturer. in addition, there were 48% of students responded that students had enthusiasm in understanding the material which accordance to the semester lesson plan. furthermore, there were 44% of students at the college of agricultural science responded positively that online learning runs effectively where the lecturer also provided discussions and asked questions session about the learning problems, and students also still to be active in submitting the assignments given by online learning. furthermore, there were 30% of students had good motivation to learn during the pandemic. in addition, only a few students gave negative responses through online learning. it can be seen from the chart that there were 24% which was the highest percentage for the category of disagreement or students consider that the online learning can produce effective learning. the second lowest category, there were 18% of students did not agree that online learning could provide learning outcomes better. in terms of online learning motivation, there were 10% of students from the college of agricultural science did not agree that online learning could motivate students to understand learning materials and 8% of students also responded that online learning reduces student enthusiasm during the learning activities. in addition, here is the chart of students’ perception through the online learning at islamic university of raden fatah palembang. figure 4. islamic university of raden fatah palembang from figure 4, it can be seen that most students at islamic university of raden fatah palembang had a positive perception of online learning, especially during the pandemic of covid-19. it is also can be seen that eight out of ten questions were answered by the students that online learning had a positive side in the education field. the highest percentage value was 48% of students who strongly agree that the submission of assignments during online learning can be implemented properly. furthermore, there were 42% of students also strongly agreed that during online learning, students could practice discussions and ask questions about some issues related to learning. in addition, there were 46% of students agreed that the lecturer provided learning materials in accordance to the semester lesson plan. there were 42% agreement from the students that learning run effectively, lecturers provided question and answer sessions, and students had high enthusiasm during the online learning. on the other hand, there were 12% of students did not agree that online learning could increase students’ spirit in learning. furthermore, qu es t-1 qu es t-2 qu es t-3 qu es t-4 qu es t-5 qu es t-6 qu es t-7 qu es t-8 qu es t-9 qu es t10 strongly agree (sa) 35,29,23,23,29,23,41,47,23,17, agree(a) 41,47,41,35,29,41,29,35,35,41, neutral (n) 23,23,23,17,35,29,29,11,41,35, disagree (d) 0,00,011,17,5,95,90,00,00,05,9 p e rc e n ta g e ( % ) uinstudent's perception of … asti gumartifa, et al./ english education journal 12 (3) (2022) 347-355 453 students also responded 5% disagreement to some questionnaires, namely; online learning could improve learning to be better, the lecturer provided question and answer sessions related to the lessons, students submitted the assignments sustainably, and students had good motivation to learn during online learning. discussion as the existing percentage results, there were 116 total number of students from various universities such as; the university of muhammadiyah palembang, university of tridinanti palembang, the collage of agriculture and science, and islamic university of raden fatah palembang. most students had positive perceptions through online learning. however, the highest percentage of positive perceptions regarding online learning was from students at the university of tridinanti palembang and continued from the university of muhammadiyah palembang, the collage of agriculture and science, and the last was from islamic university of raden fatah palembang. each university also responded the questionnaire with neutral and disagree categories. however, the percentage level of neutral and disagree categories was not more dominant than the category of agree. the highest students’ percentage level of disagree perception of online learning was from the university of muhammadiyah palembang, followed by the college of agriculture and science, university of tridinanti palembang, and islamic university of raden fatah palembang. the researchers interpreted that online learning has both good and bad sides. it is also supportde by zounek and sudický (2016). both students and lecturers must organize appropriate and cooperative material, time, and energy. for example, students reach the effectiveness of online learning by having good preparation for the internet and computer technology and also supported with hardware and software specifications. besides, keep communication is also a must to implement the online learning practice. according to widyaningrum, faridi, saleh (2020) that communication is kind of strtategy to optimize the academic of students. both students still could have good communication through online and offline. thus, the face-to-face virtual meeting runs optimally. on the other hand, if students cannot manage the efficiency and effectiveness of onlinebased learning, students tend to have a negative perception in terms of flexibility, interaction, and collaboration during online learning. it means communication between students and lecturers is really important during the online learning implementation. having good communication decrease learning problems (mardiana, 2020). each educational institution has different online learning facilities. however, the role of universities, lecturers, and students is very dominant to implement effective online learning. the university should facilitate online learning system by socializing and supporting the relevant applications and learning models. in addition, lecturers also have an important role to improve and motivate students to have high expectations about learning outcomes during online learning implementation. it means lecture and students should not see a drawback of online learning, but both must explore the advantages of online learning. thus, the exsisting deficiency will be minimal. alamsyah (2018) also agreed that motivation and online learning development for continuous learning is important. furthermore, the researchers concluded that students’ characters also influenced the implementing of online learning or the blended learning. it was also supported by mazizah, suwandi, and hartono (2021) that extroverted students could improve ability of speaing during the online learning and even blended learning. conclusion based on the study's findings, it can be summarized, that university students agree that online learning can run well or effectively. in other words, there is no difference between faceto-face learning and virtual learning. even though students learn virtually, students are still able to have consultation and discussion in understanding the lesson. besides, in terms of asti gumartifa, et al./ english education journal 12 (3) (2022) 347-355 454 submission of the task, students have no problems. it means both lecturers and students work hard to achieve the learning target during online learning. furthermore, students are motivated in passing each step of the learning process, because students are well prepared to face online learning. acknowledgment thank you very much to allah swt for his mercy and goodness, we can finish this article, which is titled "survey of undergraduate students' perceptions through the online learning at some universities in palembang." numerous friends helped the researchers to complete this article. in addition, we want to thank our family for the support and prayers even until this article was published. we also hope that this article will be beneficial for the english lecturers at the university of muhammadiyah palembang. finally, we would like to express our hope that this article will be useful to some other academics and readers who specialize in the field of english language learning. reference alamsyah, a. 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(2021). investigating efl students’ perception on online learning amidst covid-19 pandemic. ijiet (international journal of indonesian education and teaching), 5(1), 102–115. yanti, d. (2021). students’ perception on the effect of online learning during covid 19. journal of teaching and education, 3(2), 176–187. zounek, j. ĝ., & sudický, p. (2016). heads in the cloud: pros and cons of online learning. asti gumartifa, et al./ english education journal 12 (3) (2022) 347-355 455 e learrning: leaarning with online technologies, (december), 58–63. widyaningrum, l., faridi, a., saleh, m. (2020). the relationship between communication strategies and language proficiency among the english department students of iain kudus. eej (english education journal), 10(4), 504-602. 608 eej 11 (4) (2021) 608-618 english education journal http://journal.unnes.ac.id/sju/index.php/eej walsh’s classroom modes and interactional features of teacher talk in science class at dcs semarang simon resania junior1, dwi rukmini2, issy yuliasri2 1. daniel creative school elementary semarang, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: recived 29 july 2021 accepted 6 november 2021 published 23 december 2021 ________________ keywords: classroom interaction, teacher talk, sett ____________________ abstract ___________________________________________________________________ this research aims to find out how the realization of classroom modes and interactional features of teacher talk and identify the interactional features that either support or hindrance student's learning in science class elementary level. the descriptive qualitative method is applied in this study. twelve lessons from 7 teachers were transcribed and analyzed using the self evaluation of teacher talk (sett) framework adapted from walsh (2006) supported by data interview. the findings show that all four classroom modes can be seen in all of the lessons, but classroom context modes were found in a limited portion. the teachers performed all interactional features where the most frequent occurrences are teacher echo, display question, seeking clarification, content feedback, and extended teacher turn. the lesser proportion of the interactional features are scaffolding, extended wait time, referential questions, direct repair, confirmation check, extended learner turn, teacher interruptions, form-focused feedback, and turn completion. from all the interactional features that have been employed, seeking clarification, content feedback, scaffolding, and extended wait time are strategies that potentially support students learning. on the other hand, teacher echo and display questions were found to hindrance students’ learning potentially. correspondence address: jl. puri anjasmoro no.10a, tawangsari, west semarang, semarang city, central java 50144, indonesia e-mail: simonjunior56@guru.sd.belajar.id p-issn 2087-0108 e-issn 2502-4566 simon resania junior, et al./ english education journal 11(4) (2021) 608-618 609 introduction teacher talk is essential to language teaching. it is the primary source of comprehensible target language input in the instructed language learning environment; thus, it plays an integral role in the organization of the classroom and the processes of acquisition (nunan, 1991 in (szendroi, 2010). in line with that, cook (2000) in (hermanto (2015) stated that teacher talk, which occupies a special place in the target language classroom, is closely related to the success of students' target language acquisition. it is a crucial factor because teachers construct or obstruct learner participation in classroom interaction through their choice of language (pratiwi, 2018). it is crucial to seek a better way to understand how the organization and management of the classroom are held because it is through speech that teachers either succeed or fail to implement their teaching. teacher talks should always serve the objectives of providing students’ acquisition and acquaintance with the language, promoting learning, and initiating class interaction leading to communication. in the area of classroom interaction and teacher talk, plenty of studies have been conducted. glover (2018) suggested that a focus on categories of teacher talk can support academic research for the supervision and evaluation of teachers by managers and selfdevelopment purposes by teachers themselves. romero, 2009 suggested that teachers avoid monotony in correcting homework, introduce new ways of starting or ending a lesson, and reduce the teacher's focused sequences by using more open-ended questions; the repetitive and monotonous talk will block learning opportunities (gharbavi & iravani, 2014). research investigation on teacher talk by using sett that has been conducted (lucero & rouse, 2017; murekson, 2017; soraya, 2017; wasi’ah, 2017; mimma & syamsul, 2016; hougham, 2015, miri & qassemi, 2015; poorebrahim, talebinejad, & mazlum, 2015; suryati, 2015; widya, 2015; shamsipour & allami, 2012; wang & huan, 2011; inceçay, 2010; rohmah & zuhri, 2006). in the english as a foreign language (efl) context, those studies tried to identify features of the teacher's language use and interactional strategies that support or hinder students' learning opportunities. from the supporting view, confirmation checking, scaffolding, direct error correction, content feedback, and content-based discourse follow-up can support students’ learning (mimma & syamsul, 2016; murekson, 2017; poorebrahim et al al., 2015; widya, 2015). on the other hand, teacher interruptions and turn completion are said to be become hindrances. extended teacher turn, limited wait-time, extensive repair, and teacher echo erected some obstacles in the way of learners' participation and consequently minimized interactional space (miri & qassemi, 2015; poorebrahim et al., 2015; wasi’ah, 2017). in the classroom mode, research showed that overriding practice around material texts as well as skill and system mode coupled with the focus on display questions curbed the learners' active involvement in more dialogic discussions. furthermore, it is reported that the teachers' overreliance on l1 and translation could contribute to less l2 exposure and communicative setting (soraya, 2017; miri & qassemi, 2015; suryati, 2015). little is known about how the classroom modes and intractional features were practiced in content subject settingthat use english as the medium of instruction. based on it, this research attempts to examinethe realization of classroom modes and interactional features of teacher talkinscience class elementary level setting, in order to seek a better understanding and give further contribution to thetheory and practical teaching knowledge. method this research employed a qualitative approach, case study. it was held in a private elementary school in semarang, indonesia’s central java province. the school was using english as the medium of instruction in teaching subject lessons. simon resania junior, et al./ english education journal 11(4) (2021) 608-618 610 the participants of this research were 7 science teachers from upper grade (4 6 grade), since in the elementary lower grade, science lessons were integrated with bahasa indonesia lessons. the techniques of data collection were classroom video recordings and interview. twelve lessons have been recorded that each lesson ran for 30 minutes in which recent l2 classroom communication research, five to ten lessons were considered an acceptable quantity from which to generalize and make conclusions. (seedhouse, 2004). after then, the recorded lesson was transcribed. by using walsh's (2006) adjusted sett framework, the classroom mode and interactional features of teacher talk were identified andanalysed from the transcripts. results and discussions classroom modes of science class in the frame of sett, walsh (2006) classifies classroom mode into four. those are managerial, materials, skills and systems, and classroom context mode. this research found that all classroom modes, managerial, material, skill and system, and classroom context appeared in the teaching and learning process. managerial mode found throughout the classroom sessions. it can be found that teachers implemented this mode in the beginning and the middle of alesson. the pedagogical goals found are to transmit information, organize a learning environment, refer to a material, introduce an activity, and change from one mode of learning to another mode. extract 1 is an example of how managerial mode was implemented at the beginning of the lesson. extract 1 1 t: ok. anybody still remember the last topic we discussed? alexis? 2 s1: organs of human 3 t: ok. organs of human. what did you learn from that part generally, do you still remember? 4 ss: ... 5 t: we learnt about? 6 s2: bone 7 t: yes, about bones. what else, any other ideas? just remember, jojo? 8 s3: how your bones work. 9 t: ya, how your bones work. 10 s4: movement 11 t: our body movement. yes, great job veve. 12 s5: functions of skeleton 13 t: the functions of our skeleton. ok. justin. 14 s6: ( ) movement 15 t: sorry? 16 s6: animal movement 17 t: animal movement. ok. nice on the extract above, the teacher performed a suitable managerial mode at the beginning of the lesson. the teacher was trying to relate students' knowledge about the previous material. the teacher was trying to build a good learning environment and drive students’ focus to the lesson material. this kind of practice is essential to keep the students motivated since motivation may help them start learning and maintain their learning once they are motivated. (dörnyei, 2001; gardner, 2007; palmer, 2009 cited in vibulphol, 2016). it worked well since the students responded to the teacher's question directly, and the turn-taking went smoothly without any pause. it shows that students were engaged and ready to follow the lesson. here the pedagogical goals are to transmit information and to organize the learning environment being fulfilled by the teachers. extract 2 shows how the teacher implemented managerial mode in the middle of the lesson. extract 2 144 t: so, from electricity or electrical energy, it converts or changes into sound light and heat energy. you can hear from the speaker, you can see the picture and also you can feel the heat when you touch itwhen the television is on. yes kay? 145 s10: my television is not 146 t: your television is not producing heat? 147 s10: no 148 t: maybe because the ac is really cold. but you might find only slightly warm. 149 s2: ms, my oma has a child name om g. om g, itunontonseharian, dan simon resania junior, et al./ english education journal 11(4) (2021) 608-618 611 ndakdimatiinselamaduaharitrushabisitu tv-nyakebakar 150 ss: ((laughing)) 151 t: everybody, what do you think? 152 s2: i don’t know, itumalam-malam my grandma telpon, my mom said, kenapa oma? inilho, om g nonton tv 2 harindahabis-habis 153 t: as we know electricity can cause fire if it is not use properly 154 ss: ((laughing)) 155 t: ok, everybody, eyes and ears are on me. electricity can be useful but sometimes can be harmful also. so, be mindful if you use electrical energy. do you understand? 156 ss: yes 157 t: now, let’s go on. number 3. where does the rain get its energy? extract 2, lines 149 to 152; show that the teacher gave her student enough opportunity to deliver his idea although the student was using english mixed with the indonesian language. in this case, s2 was trying to share his experience of how his grandma's television was broken. the class responded with laughter, so in line 155, the managerial mode was implemented. the teacher tried to create a conducive classroom environment by asking the students to pay attention, giving feedback and asking for clarification. in line 157, the teacher was using discourse marker now to change the modes from classroom context into the material mode. she was asking the students to refer back to the material on question number 3. material mode deals with the use of some learning material. this mode is where the material dictates interaction among teachers and students. the research found that materials mode appeared very frequent in the observed lesson. the material mode found in the classes serves the pedagogical goals: elicit learner responses concerning the material, check, clarify, evaluate, and extend learner contributions. extract 3is an example of how the teachers implemented materials mode in the lesson. extract 3 86 t: so we cannot create energy and also we cannot destroy it. now i need benneth. the first picture. where does the boy get his energy? 87 s12: from food. 88 t: yes. good job. from food. so, the boy gets energy from food. 89 s13: ( ) 90 t: rain, please be nice. say something that is nice 91 s13: i just read ms. 92 t: from the second one. how is he using the energy? look at the picture. 93 ss: ... 94 t: ok. come on girls, boys answered the question. how is he using the energy? 95 s14: play with the sand 96 t: =play with the sand, or building a sa::nd 97 s: tower 98 t: sand castle or tower 99 s: ms, what if i just said building ms? 100 t: yeah, building tower. it has not finished yet. i need a girl another girl to answer number two. 101 ss: me/me 102 t: audrey, number 2. where does the television get its energy? 103 s15: the television gets its energy from electricity 104 t: yes, correct. electricity. the television gets energy from the electricity. what can of energy does it make? 105 ss: me/me 106 t: i will choose who has not answer. joice? 107 s16: sound and light 108 t: sound and light. one more? 109 s16: heat 110 t: heat. good job. it produces sound, light, and heat. yes. correct. as can be seen, in extract 3, the teacher was using the material mode to deal with the lesson material, doing and discussing questions from the material module. line 86, 92, and 102 show that the teacher followed the questions from the materials to elicit students' responses. initialresponse-feedback (irf) pattern presents in these extracts. in line 86, the teacher gave an initial question, which was responded well by the students. in line 87, the teacher gave clarification and evaluative feedback that the answer was correct. she also tried to extend students' simon resania junior, et al./ english education journal 11(4) (2021) 608-618 612 contribution by asking further questions in line 108 that once again responded well. here, the goal is to check, clarify and evaluate students' answers related to the material. the teacher used skills and system mode to produce correct answers, manipulate new concepts, give corrective feedback, and display correct answers. the example of how teachersimplemented skills and system mode is shown in the following extract. extract 4 63 t: fish. ok. who wants to explain with your own words how it works for a fish to breathe? vincent 64 s5: water move in to the fish mouth and then out from the gills ... 65 t: and then, done? can anyone add some other information? joshua 66 s13: after the water get into the fish mouth, the gills will absorb the oxygen 67 t: yes, the gills absorb the oxygen, and then? 68 s13: the carbon dioxide and the water 69 t: absorb the carbon dioxide? 70 s13: no. the carbon dioxide and the water will come out from the fish 71 t: oh. ok. so, so human, we are breathing and breathe. you want to say breath is breath. take a deep breath. ok. breathing looking at extract 4, line 63, the teacher tried to manipulate a new concept to the students. after explaining the idea of the respiratory system of fish, she asked the students to retell it in their own words. by retelling, the teacher expected that students would easily understand the concept of the fish respiratory system; it could also give students enough opportunity to speak the target language. in line 67, the teacher repeated the student's answer to show that it was the correct answer, followed by asking for clarification in line 69 to ensure that students were still on track and could produce the correct answer. furthermore, in line 71, in the term of language form, the teacher gave corrective feedback on the pronunciation of breath and displayed how to pronounce breathing correctly. classroom context mode is connected to external factors of the learners that have something to do with the context that the teacher will present. it can be the belief, attitude, experience, culture of the students. in short, this mode aims to enable learners to express themselves clearly and promote oral fluency. the following extracts are examples of classroom context mode that could be found in the lessons observed. extract 5 84 s5: can you eat it? 85 ss: ye::s 86 t: yes, it is very yummy. it is crunchy and watery. 87 s1: like jelly? 88 t: no, it is not. 89 s1: =coco crunch 90 s2: =msadasantannya 91 t: ada santannya ((laugh)) maybe you can like crackers but it is watery inside. have you tried it? 92 s1: no, i eat ((gesturing)) the inside 93 t: oh, you eat the flesh? 94 s1: yes, it’s good 95 t: these seed will grow from this part. ((pointing the picture)) of the coconut. ok what do youthink if the coconut seed is not covered by a thick covering? figure 1. interactional features 96 s1: uu aa will grab it 97 t: =what is uu aa 100 s1: the monkey climb it and the coconut family will die 101 ss: ((laugh)) 102 t: ok.. animals can consume the seeds easily. in extract 5, started by a student's question in line 84, the teacher tried to build a context by relating her lesson with students' experience and allowing her student to participate in the discussion. the result was, the student had a simon resania junior, et al./ english education journal 11(4) (2021) 608-618 613 longer chance to ask for clarity and express his idea. interactional features of science class according to walsh (2011), the interactional features is teachers’ language to build and maintain relationships. figure 1 shows interactional features that can be identified in science classrooms observed. the research found that all of 14 interactional features proposed by walsh (2006) can be found among the lessons observed. the top 5 features that the teachers frequently employ are teacher echo (20.89%), display question (20.27%), seeking clarification (14.26%), content feedback (11.74%), and extended teacher turn (11.32%). extract 6 shows how teacher echo confirms the correctness and amplifies a learner's contribution for the rest of the class (walsh, 2014). extract 6 extract 7 shows how the teacher applied display questions to check students' understanding. extract 7 80 t: our clothes. what conversion of energy? 81 ss: electrical 82 t: yes. if a stove what conversion of energy? 83 s15: fuel extract 8 lines 23 and 25 show how the teacher sought clarification to clarify what the student said. extract 8 22 s4: eyes 23 t: eyes to breathe? 24 ss: (laughing) 25 t: since when you use your eyes to breathe? 26 s4: no 27 t: yeah. you take in air and you breathe out air through? 28 s3: nose and mouth content feedback is shown in extract 9, line 77. the teacher made sure that students got a correct understanding of the material. extract 9 73 t: ok, so human taking oxygen from? 74 ss: lungs 75 t: no, the source of oxygen, we get our oxygen from? 76 ss: lungs 77 t: no, the air. the air using these three strategies, the teachers checked, clarified students' understanding, and ensured that students' answers were correct. extended teacher turn occurred when the teachers were explaining the content material to the students. it is shown in extract 10. extract 10 the four least teacher strategies that rarely occurred in the lessons observed are extended learner turn (0.98%), teacher interruptions (0.70%), form-focused feedback (0.35%), and turn completion (0.28%). the extended learner turn strategy was used when the teacher gave time to her student to elaborate his answer that, as a result, the learner turn was being extended. extract 11 153 s9: convection needs something a.. what can i say ... air or ... some a ... something that has mass 154 t: ok 155 s9: so it can a ... transferred 91 t: the next question, what kind of energy does it make?lha , it makes ... 92 ss: ... 93 t: mention what energy that 94 ss: =sound 95 t: sound 96 ss: light 97 t: light, and what else 98 ss: heat 99 t: and heat, ok. it makes sound, light and heat energy. 15 t: boys and girls, here, later on, you will know what organs that we need in our breathing system and their functions. and also, their functions. boys and girls. animals’ respiratory system. of course, they also have organs like human. we use our organ to breathe. but in human we have 16 s3: lungs simon resania junior, et al./ english education journal 11(4) (2021) 608-618 614 156 t: ok 157 s9: conduction transfers through a ... i mean solid metal or good conductors 158 t: ok 159 s9: and radiation transfers through electromagnetic waves teacher interruptions (0.70%), interruption during learner’s contribution, the example in extract 12 in line 75 shows how the teacher interrupted learner’s contribution to direct the student into what she was meant, and the students fully aware that he was able to give the correct answer in line 76. extract 12 73 t: good job. heat is the amount of energy in our body. and then how do you measure that? what is the measurement? lleyton 74 s9: thermometer... what should i say a .. celsius, fahrenheit, and calvin 75 t: that is temperature. i am talking [about energy 76 s9: [oooh, its joules form focused feedback (0.35%); giving feedback on the words used, not the message. in extract 13, in lines 89 and 91, the teacher gave input on the word electricity. her student was mistaken in using the word electrical in line 88 as one type of energy and electricity as its source of energy. extract 13 87 t: two. where does the television get its energy? look at the tv picture. where does the television get its energy? from 88 s12: electrical energy 89 t: from the electricity. ((write on board)). from the electricity and what form of energy that we get from electrical 90 s12: [light 91 t: [the name of the energy is electrical energy. the next question is, what kind of energy does it make? lha , it makes ... turn completion (0.28%), completing a learner’s contribution for the learner. the example in extract 14, line 128 shows that the teacher ended and seemed to ignore her student’s contribution without listening to the reason because the limitation of time so there was not much time to be wasted extract 14 125 s4: ms, may i go to the restroom? 126 t: but, why did you bring your water bottle with you? 127 s4: because ... because ... 128 t: this time ok jeje. but next time, i want you to refill your water bottle during lunch time. 129 s4: can i? 130 t: go right now. ok, faster. faster. strategies that supports students’ learning strategies that support students' learning opportunities are seeking clarification, content feedback, scaffolding, and extended wait time. seeking clarification is when students or teachers ask to clarify something. extract 15 shows how a student performed seeking clarification in line 74. the teacher re-explained in line 77, followed by another seeking clarification by the student in line 78 to make sure that her understanding is the right one. the conversation was going smoothly here the student got enough opportunity to engage with the lesson material. extract 15 73 t: water doesn't have very much oxygen dissolved in air. but then the gills have large surface area to allow fish to absorb enough oxygen from the water. 74 s7: ms, i don’t understand. 75 t: you don’t understand. okay. which part? 76 s7: the last one 77 t: okay. gills here have a large surface to allow the fish to get more oxygen from the water. to absorb more. 78 s7: so fish get oxygen from the water 79 t: yes. okay. [...] content feedback is when the teacher focuses on the message rather than the words used. in the following extract, the teacher corrected the content knowledge feedback at least twice when she had a question and an answer session to review the materials for the students. she started with a question about the definition of heat in line 66. student 14 could not reply to it, so she moved to the other students. in line 69, student 15 replied with an answer that was the incorrect one. student 9 realized in line 70, which led the teacher to give content feedback to the simon resania junior, et al./ english education journal 11(4) (2021) 608-618 615 class in line 71, that she was asking about the definition of heat, not the heat resources. then she moved the question to student 16, which could be answered correctly in line 72. another content feedback was given in line 75; when student 9 responded to her question on the energy measurement unit, the teacher corrected the content knowledge. realized of his mistake, the students corrected his response and answered it correctly in line 76. extract 16 66 t: what is heat? 67 s14: ... 68 t: do i skip? jane. 69 s15: heat sources are everything that can make 70 s9: =heat 71 t: = heat. i am not talking about the heat source, but the heat. moses 72 s16: heat is the amount of the energy in our body 73 t: good job. heat is the amount of energy in our body. and then how do you measure that? what is the measurement? lleyton 74 s9: thermometer.. what should i say a .. celsius, fahrenheit and calvin 75 t: that is temperature, i am talking [about energy 76 s9: [oooh, its joules the scaffolding strategy is shown inextract 17. in line 197, the teacher tried to give an extension by asking why to give students further opportunity to explain what radiation is. student 19 used the opportunity to provide more explanation in line 198 smoothly. the same strategy was applied in line 201 when the teacher asked for further descriptions about convection. student 2 seemed to have an incomplete answer in line 202. the teacher realized it and gave another extension by providing a cue. given the signal by the teacher, student 2 completed his response with the appropriate one. extract 17 195 t: [...] next, what about the sunlight that can dry your cloth? cha-cha 196 s19: radiation 197 t: why? 198 s19: because the sun transfer the heat 199 t: ok, it transfer the heat to the clothes and the clothes get dry. and then what about, hot air balloon? bryan 200 s2: convection 201 t: why? 202 s2: because of the fire a ..the hot air rises and ... transfer to the hot air and the balloon will get bigger and bigger .. 203 t: the balloon itself 204 s2: the balloon will float even more extended wait time happens when the teacher allows sufficient time (several seconds) for students to respond or formulate a response. the following extract shows how the teacher was giving time for her student to complete her answer. the teacher started with a question in line 77 and asked student 17 to answer her question. student 17 was having several paused times and seemed not to have enough confidence in answering the question. in line 79, the teacher gave extended wait time and a little encouragement to lead the student to provide the correct answer in line 80. extract 18 77 t: […] temperature. what is it actually? divine. 78 s17: temperature is.. temperature is the … 79 t: ... go on is correct 80 s17 ... to describe how hot or how cold an object is. 81 t: yes, temperature is actually the measurement to describe how hot or how cold an object is. strategies that hindrance students' learning two strategies found potentially hindrance students learning opportunities that performed frequently were teacher echo anddisplay questions. the following extract shows how it is employed. extract 19 159 t: the speaker. what source of this thing? 160 s2: electricity 161 t: electricity and then changes into, what energy 162 s2: sound simon resania junior, et al./ english education journal 11(4) (2021) 608-618 616 163 t: sound energy. what else? ninin 164 s18: the lamp 165 t : the lighthe lamp here. what energy or where the lamp gets the energy? 166 s18: from the electricity 167 t: electricity. and then, it change to 168 s18: to light it was a discussion session after students were given time to do an exercise. in this case, teacher echo serves a function to clarify information to other students in the class, so they know what the correct answer is. although it is still relevant to use teacher echo to hear the correct information in lesson discussions in elementary-level cases, this strategy can hinder students' learning opportunities. the data interview found that repeating students' utterances sometimes seemed to become a habitual action.this finding is in line with miri & qassemi (2015), poorebrahim et al. (2015), wasi'ah (2017). it supports walsh (2014) statement that teacher echo could become a negative thing if teachers only repeat utterances without knowing the purpose of this feature. when it becomes a habit, the interaction seems to become repetitive and monotonous. it does not reflect a real communication and will block learning opportunities (gharbavi & iravani, 2014). extract 20 15 t: food is the source of our energy. my question is how can we use the energy in our daily live? 16 s5: play 17 t: for playing, ok. s6? 18 s6: running 19 t: running. celine? 20 s7: walking 21 t: walking. what else? onel? 22 s8: working 23 t: working. from the extracts, it can be seen that the students can understand the material and give a short answer. unfortunately, in this case, the student's response was short and straightforward. the teacher did not try to extend her question to give a more significant opportunity for students to speak more. it shows a solid support to walsh's (2002) statement that display questions typically produce shorter answers or simpler responses from learners; hence, it can hinder learning situations. display questions should be followed up by other strategies such as seeking clarification and referential questions. having those kinds of follow up will promote discussion and help learners improve oral fluency. conclusions this research revealed that the classroom context modes were found in a limited portion of the lesson observed out of the four modes. all interactional features were performed. the interactional features which more dominant rather than others are: teacher echo, display question, seeking clarification, content feedback, and extended teacher turn. while the lesser proportion of the interactional features are scaffolding, extended wait time, referential questions, direct repair, confirmation check, extended learner turn, teacher interruptions, form-focused feedback, and turn completion. from all the interactional features that have been employed, several strategies frequently occurred in the lesson being observed that could be potential strategies in helping the students get engaged and allow interacting in the learning activity are seeking clarification, content feedback, scaffolding, and extended wait time. on the other hand, teacher echo and display questions could become a hindrance for students’ learning. to lessen the negative impact, teachers should be informed about their instructional practices and the importance of teacher talk. (walsh 2002). teachers must be made aware that teacher talk contributes to student classroom participation. understanding this can better manage their instructional talk and improve student classroom participation patterns (zacharias, 2014). simon resania junior, et al./ english education journal 11(4) (2021) 608-618 617 it can be recommended that teachers work out more on classroom context mode, which can promote discussions and help the students practice their oral fluency. in terms of teaching strategies, teachers should increase the usage of scaffolding and extended wait time. the massive usage of teacher echo and display questions should be avoided or followed up by other strategies such as seeking clarification or referential questions to create learning opportunities for the students. as for further research, according to hougham (2015), sett was only made to carry teacher-fronted interaction; as a result, the viewpoints of the learners are noticeably missing. as nunan (1996) remarks out that to understand what is happening on within language classrooms, the voices of the teachers and the learners must be heard. references astiti, n. w. w. 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(2014). narrative study of indonesian learners. elt world online, 6(may), 1–15. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f177f1f2037 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 452 eej 11 (3) (2021) 452-464 english education journal http://journal.unnes.ac.id/sju/index.php/eej the use of non-verbal communication in supporting the realization of brown & levinson politeness strategies inne nurmalasari, januarius mujiyanto, henrikus joko yulianto universitas negeri semarang, indonesia article info ________________ article history: recived 09 may 2021 accepted 17 july2021 published 15 september 2021 ________________ keywords: realization, politeness strategies, nvc, classroom interaction ____________________ abstract _______________________________________________________________ one of the prominent issues in pragmatics is politeness. politeness can manifest in two actions, verbal and non-verbal communication. this study aimed to analyze the lecturer's and the students' non-verbal communication (nvc) in supporting the realization of brown & levinson's politeness strategies in english classroom interaction at universitas muhammadiyah purworejo. this study explains the lecturer’s and students’ nvc in supporting the realization of bald on record strategy, positive politeness strategy, negative politeness strategy, offrecord strategy, and don’t do the face-threatening act (fta) strategy in english classroom interaction. in this study, the researchers applied qualitative research. the subjects were one english lecturer and students. the objects were the lecturer's and the students' utterances during the english learning process. the methods the researchers used to analyze the data were brown & levinson's (1987) politeness strategies theory and novinger's (2001) nvc theory. the findings showed that politeness strategies were used by the lecturer and students with the total frequency of 559 times, namely bald on record, positive politeness (dominantly used), negative politeness, off-record, and don’t do the fta (the least used). besides, in supporting the realization of politeness strategy, the dominantly used methods of nvc were chronemics, kinesics, and vocalic. in conclusion, politeness strategies are crucial in maintaining the relationship and creating a comfortable environment in the efl classroom. nvc can support performance that cannot be expressed in words. correspondence address: kampuspascasarjana unnes kelud utara 3 sampangan, indonesia e-mail:inne.nurma@gmail.com p-issn 2087-0108 e-issn 2502-4566 innenurmalasari, et al./english education journal 11(3) (2021) 452-464 453 introduction communication is the exchange of ideas and information (richards and schmidt, 2010). the purpose of communication is to get messages from other people in an unambiguous way. that is, when we are talking with other people we must pay attention to the setting or context of the conversation that includes; with whom, when, and where we talk. context is very closely related to culture that certainly is different. it can help learners to establish meaning. it also can influence what to say and how to say it. if a speaker does not understand the audience, then this will make the audience unable to receive messages from the speaker well. related to this matter, everyone needs to learn pragmatics which is concerned with the study of language that is used in context (illie and norrick, 2018). but here, pragmatics is not able to reach the diversity of contexts caused by cultural differences. therefore, sociolinguistics is needed here to examine this matter deeply. sociolinguistics describes how social norms constrain appropriate language use (illie and norrick, 2018). the merger between sociolinguistics (sociology and linguistics) and pragmatics is sociopragmatics. sociopragmatics not only focuses on language but also on the social environment which supports that language. in classroom interaction, communication between the interlocutors does not just have linguistic competence. here, communicative competence is also necessary. social distance can influence communication in classroom interaction, and the lecturer has more power than the students (carniasih, 2011). effective communication happens when both verbal and non-verbal messages are synchronous (ali, 2011). showing awareness and consideration of another person’s face can be called politeness (yule, 2010). besides that, politeness refers to strategic conflict avoidance (leech, 1980). the use of politeness strategies can shorten the distance between lecturer and their students so that the class will be interesting. the researchers took some previous studies as inspiration and consideration to conducting the study. some of those studies are studies by sulu (2015); jiang (2010); & oliveira (2009), who have researched teachers’ politeness in the classroom. they found that politeness existed in that efl classroom. it can help the students have positive feelings towards the lesson, also motivated them to participate more in classes. after that, politeness does promote mutual understanding and harmonious relationships between both teachers and students. next, politeness does enhance teaching and benefits the students. politeness does contribute to effective interaction in class. next, agustina and cahyono (2016); suhartono et al. (2018); karimnia and khodashenas (2017); & rahayuningsih et al. (2020) researched teachers students’ politeness in the classroom. they showed that maintaining a relationship and creating a comfortable environment in class is crucial. teachers should be aware of using threatening utterances that could negatively affect their students’ selfesteem. these studies brought forth some implications to the students, such as how students speak appropriately to their teachers. moreover, studies by karimi et al. (2012); bambaeeroo (2017); butt (2011); barati (2015), taleb and larbi (2018), dealt with the impact of nvc in the classroom and found that teachers use nvc in the class. it has a positive relationship between the teacher and students. although it was hard to create that situation, there were suitable solutions. the solution to overcome students’ difficulties in oral participation included smiling at them, such as nodding with their heads, after they have performed a speaking task and establishing eye contact with them when participating with their attitudes. other studies by septiana et al. (2018); panjaitan et al. (2017); zakaria (2018) researched verbal interaction in the classroom. they found that teaching activities were carried out in two ways between students and the teacher. the teacher used more verbal communication while nvc rather than the innenurmalasari, et al./english education journal 11(3) (2021) 452-464 454 students. the learning process was carried out with several activities such as games, singing, using teaching tools (television, pictures, and toys), and telling stories in communication to make the students more easily understand what the teacher says. there are several reasons for choosing this topic. first, in reality, there are some lecturers as a determiner just guided by doing their job, filling in the attendance list, and considering that they have already done their duty. they are unconscious that the teaching and learning process guided by them will bring some influence, also impact on students, especially success in absorbing the learning process. second, most schools teach english as a foreign language. but, there are some obstacles as the barricade that make the students feel complicated, even hard to master. many teachers/lecturers do not care about this, because they have no strategies in teaching. third, long distances between lecturers and students should be avoided, especially by the lecturer. if the relationship between lecturers and students is not close, for example, they feel estranged from each other, it will make the teaching and learning atmosphere less comfortable. fourth, interpersonal communication is expanding and receiving information explicitly and implicitly that is expressed non-verbally. sometimes people do not want to convey the true meaning of communication to smooth the conversation. based on the description above, according to the researchers, it is necessary to know and investigate the lecturer's speech and style or strategy during the learning process in the classroom. the researchers want to know and analyze the use of nvc in supporting the realization of brown & levinson's politeness strategy between lecturers and students in english class interactions at muhammadiyah university of purworejo. this study analyzes the lecturer’s and students’ nvc in supporting the realization of brown & levinson’s politeness strategies in english classroom interaction at universitasmuhammadiyahpurworejo. this study explains the lecturer’s and students’ nvc in supporting the realization of bald on record strategy, positive politeness strategy, negative politeness strategy, off-record strategy, and don’t do the fta strategy in english classroom interaction. there are several benefits expected from this research. first, this study explains the nvc of lecturers and students in supporting the realization of a bald on record strategy in english class interactions. theoretically, this finding is helpful for lecturers who did not want to minimize the threat to their students' faces. practically, this research can help lecturers to convey something directly. pedagogically, in this study, the bald on record strategy can help lecturers provide clear directions on what students need to do in the learning process. second, this recent study explains the lecturer and the students' nvc supporting the realization of a positive politeness strategy in english classroom interaction. theoretically, the findings are necessary for lecturers to create a good relationship, also allow social relations to be smoother. practically, this research can help lecturers make students comfortable with themselves, their interest, and their possessions. pedagogically, this strategy helps lecturers to build closer relationships with students, and get to know each other well enough to make the learning process successful. third, this recent study explains the lecturer’s and students’ nvc supporting the realization of negative politeness strategy in english classroom interaction. theoretically, the findings are helpful to reducing or avoiding students feeling bad in the classroom process. practically, this research can help lecturers to minimize coercion when having conversations with their students. pedagogically, this study may help the lecturers to redress the distance and wariness when teaching in the classroom. fourth, this recent study explains the lecturer’s and students’ nvc in supporting the realization of off-record strategy in english classroom interaction. theoretically, this finding can help the lecturers’ utterances that their use of language with precise meaning has to be innenurmalasari, et al./english education journal 11(3) (2021) 452-464 455 interpreted indirectly. practically, this study can help the lecturers avoid the responsibility for some potential to threaten the face when having conversations with their students. pedagogically, the strategies may help the lecturers to give more than one interpretation about what the lecturers’ utterances are. fifth, this recent study explains the lecturer’s and students’ nvc in supporting the realization of don’t do fta strategy in english classroom interaction. theoretically, this finding of the don’t do fta strategy is simply that the speaker avoids offending the hearer at all. practically, this study can help the lecturers not to make students feel threatened. pedagogically, the strategies may help the lecturers to provide some solution to the students’ problems about the learning process in classroom interaction without oppressing their students. methods in this study, the researchers applied qualitative research. the research was conducted at universitas muhammadiyah purworejo. the subjects were one english lecturer and students. the study used a random sampling technique to select the lecturer. furthermore, the objects of the study were lecturers’ and the students’ utterances during the english learning process. in this research, the researchers used kinds of procedures in collecting the data, such as: preparing the plan at the beginning with choosing university. then, doing the observation, audio-recording, video-recording, and interview. the researchers observed the lecturer’s utterances with their nonverbal interactions acquired by a video recorder, and audio-recorder during the teaching-learning process. after that, the researchers did interviews with both the lecturer and the students. the last is document analysis. the recording was transcribed and analyzed. after collecting the data, the researchers analyzed them based on the theory explored. the data analysis in this research was transcribed, identified, and classified. the researchers chose the theory of brown & levinson (1987), as a basis for analyzing politeness strategies. novinger's (2001) theory was also added to analyze nvc. after analyzing the data, the researchers concluded and proposed suggestions based on the results. the researchers used the triangulation technique as the step to examine the validity of the data. the researchers used all the basic types of triangulation by denzin (1973), namely: (1) data triangulation which includes time, space, person; (2) researcher triangulation which involves some researchers to investigate the data; (3) theoretical triangulation that used more than one theory to interpret data; and; (4) methodological triangulation which used more than one method to collect the data. results and discussion the lecturer’s and students’ nvc in supporting the realization of bald on record strategy in english classroom interaction in the bald on record strategy, s does nothing to minimize threats to h's face (directly without regard to h’s face). the situation is when a person directly addresses some expression, such as: ask something, commands, please. table 1.the use of nvc in supporting bald on record strategy turn dialogue nvc bald on record l give the real name! the lecturer was giving instructions to the students during the zoom meeting in high pitch voice, he frowned, with his eyes turning to students. strategy 5 l i don’t like it. the lecturer was explaining the rules to the students during the zoom meeting in medium-low pitch voice, with a steady tempo, and his eyes seeing to students. strategy 6 s but, i have to go now, goodbye smith. the student was talking in conversation with the other student during the zoom meeting in medium pitch voice, steady tempo with her eyes down. strategy 10 l have a look at the yes-no the lecturer was instructing the students strategy 2 innenurmalasari, et al./english education journal 11(3) (2021) 452-464 456 questions. during the zoom meeting in mediumhigh pitch voice, with his eyes focused on a handout and also his eyes turning to students. l marcella mute your device! the lecturer was giving instruction fast to the student during the zoom meeting in medium-high pitch voice, with his eyes focused on the student and he frowned. strategy 1 l okay, who? the lecturer responded fast to the student offers in medium pitch voice, with his eyes looking in all directions, his head moved from side to side and he frowned. strategy 8 s elya. the student responded to the lecturer’s question directly, in a medium-pitch voice. strategy 11 the conversations are shown in table i happened when the lecturer and students discussed online class meetings by using the zoom application because of the pandemic situation (covid-19) that requires them to study online every day until an indefinite time. in the first discussion, based on the data analysis, bald on record strategies were found 7% or 39 times. the researchers found some utterances used by the lecturer and the students were included in the sub-strategy of politeness strategies theory by brown & levinson (1987). the utterances used by the lecturer, as “give the real name!” (strategy 5: taskoriented/paradigmatic form of instruction);” i don’t like it” (strategy 6: power different between s and h); “have a look at the yes-no questions” (strategy 2: metaphorical urgency); “marcella mute your device!” (strategy 1: maximum efficiency); “okay, who?” (strategy 8: permission that h has requested); and; some utterances used by the students, as “but, i have to go now, good-bye smith” (strategy 10: farewells); “elya” (strategy 11: offers). besides, in supporting the action, the researchers also found some expressions used by the lecturer. after that, the students were included in the category of nvc theory by novinger (2001). the expressions used by the lecturer with the context of the situation of nvc, as: ‘he instructed the students in high pitch voice during the zoom meeting. he frowned, with his eyes turning to students’. (kinesic and vocalic); ‘he explained the rules to the students in a mediumlow pitch voice, with a steady tempo, and his eyes seeing to students during the zoom meeting’. (kinesic and vocalic); ‘he instructed the students in a medium-high pitch voice, his eyes focused on the handout. his eyes turned to students during the zoom meeting’. (kinesic and vocalic); ‘he instructed fast to the student in medium-high pitch voice, with his eyes focused on the student and frowned during the zoom meeting’. (kinesic and vocalic); and; ‘he responded fast to the student offer in medium pitch voice, with his eyes were looking at all directions, his head moved from side to side and he frowned’ (kinesic and vocalic). on the other side, the expressions used by the students, as ‘she was talking conversation with the other student during the zoom meeting in medium pitch voice, a steady tempo with her eyes down’ (kinesic and vocalic); ‘she responded to the lecturer’s question directly in medium-pitch voice’ (kinesic and vocalic). the data showed that the lecturer does not want to spend much time managing the class. therefore, he used the direct way to give instructions. bald on record is one of the strategies used by the speaker who did no attempt to minimize the threat to the hearer’s face. bald on record allows s and h to get clarity about the meanings the speaker is trying to convey. however, it also indicates that the lecturer has more power over the students or when one student talked to the other students by using this strategy. bald on record is crucial to give effective and instruction in the classroom. the lecturer’s and students’ nvc in supporting the realization of positive politeness strategy in english classroom interaction positive politeness strategy used in an interaction where s wants to sacrifice his/her positive face to express closeness and friendliness with showing interest as if h needs to be respected by the others. innenurmalasari, et al./english education journal 11(3) (2021) 452-464 457 table 2.the use of nvc in supporting positive politeness strategy turn dialogue nvc positive politeness l so, we have plus-minus one i think to nineteens. the lecturer was seeing the students during the zoom meeting in medium pitch voice with his eyes turning to students. strategy 12 l mmm, okay i’m... i’m still waiting for the slide. the lecturer explains faster with his eyes turning to students. strategy 7 l you got join such kind of university or kind of collage or courses in the class? the lecturer responded to the student during the zoom meeting in medium-high pitch voice with his eyes turning to students, with moving his head. strategy 3 s thank you. the student responded to the lecturer’s question in high pitched voice. strategy 2 l can you see the slide? can you see the slide? amalia and others? the lecturer was seeing the students during the zoom meeting and asking in high pitch voice, the tempo was faster than before, he frowned, with his eyes turning to students. strategy 5 s wow, same with me nabila. the student was talking to the other student in a medium pitch voice, with her eyes turning to the screen. strategy 14 l why did you joining english program? rather than other programs in ump? the lecturer was seeing the students during the zoom meeting in medium-high pitch voice with his eyes turning to students. strategy 13 l okay, i think maybe you got a problem with the audio. you just chat eee in group or private with me, okay. the lecturer was seeing the students during the zoom meeting in medium pitch voice, with his eyes turning to the screen. strategy 6 l but, but i always feel younger, right in every situation. the lecturer was explaining to the students during the zoom meeting in a medium-low pitch voice with his eyes looking at the students, his head turned rightleft. strategy 11 s of course. i’ll be there to see your performances. the student promises to the other student in a high-low pitch voice. strategy 10 s see you, the student agreed to strategy 4 cipo… the other student in a low-pitched voice. in the second discussion, based on the data analysis, positive politeness strategies were used 63% or 352 times. it means that the lecturer tried to satisfy the students’ positive face. it also means that the lecturer tried to build a close relationship with the students (brown & levinson, 1978). the researchers found some utterances used by the lecturer and the students were included in the sub-strategy of politeness strategies theory by brown & levinson (1987). the utterances used by the lecturer, as “so, we have plus-minus one i think to nineteens” (strategy 12: include both s and h in the activity); “mmm, okay i’m... i’m still waiting for the slide” (strategy 7: presuppose, assert common ground, raise); “you got join such kind of university or kind of collage or courses in the class?” (strategy 3: intensify interest to h); “can you see the slide? can you see the slide? amalia and others?” (strategy 5: seek agreement (repetition, safe topics)); “why did you joining english program? rather than other programs in ump?” (strategy 13: give/ask for reasons); “okay i think maybe you got a problem with the audio. you just chat eee in group or private with me, okay” (strategy 6: avoid disagreement); “but, but i always feel younger, right in every situation” (strategy 11: be optimistic); and; some utterances used by the students, as “thank you” (strategy 2: exaggerate (sympathy, interest, approval with h)); “wow, same with me nabila” (strategy 14: assume/assert reciprocity); “of course. i’ll be there to see your performances” (strategy 10: offer, promise); “see you, cipo…” (strategy 4: use ‘in group’ identity markers (jargon, dialect, addressed forms, slang)). besides, in supporting the action, the researchers also found some expressions used by the lecturer. also, the students were included in the category of nvc theory by novinger (2001). the expressions used by the lecturer with the context of the situation of nvc, as ‘he was seeing the students during the zoom meeting in medium pitch voice with his eyes turning to students’ (kinesic and vocalic); ‘he explains faster with his eyes turning to students’ innenurmalasari, et al./english education journal 11(3) (2021) 452-464 458 (chronemics, kinesic and vocalic); ‘he responded to the student during the zoom meeting in medium-high pitch voice with his eyes turning to students, by moving his head’ (kinesic and vocalic); ‘he was seeing the students during the zoom meeting in high pitch voice, the tempo was faster than before, he frowned, with his eyes turning to students’ (kinesic and vocalic); ‘he was seeing the students during the zoom meeting in mediumhigh pitch voice with his eyes turning to students’ (kinesic and vocalic); ‘he was seeing the students during the zoom meeting in medium pitch voice with his eyes turning to screen’ (chronemics, kinesic and vocalic); ‘he was explaining to the student during the zoom meeting in medium-low pitch voice with his eyes looking at the students, his head turned right-left (kinesic and vocalic). on the other side, the expressions used by the students, as: ‘she responded to the lecturer’s question in highpitched voice’. (kinesic and vocalic); ‘she talked to the other student in a medium pitch voice, with his eyes turning to the screen’. (kinesic and vocalic); ‘she promises to the other student in a high-low pitch voice’ (kinesic and vocalic); ‘she agreed to the other student in a low pitch voice’ (kinesic and vocalic). the lecturer’s and students’ nvc in supporting the realization of negative politeness strategy in english classroom interaction a negative politeness strategy occurs when people want to have freedom of action that is unobstructed, also unrestricted. besides, it means a redressive action addressed to the addressee’s negative face. table 3.the use of nvc in supporting negative politeness strategy turn dialogue nvc negative politeness l okay, so everyone please open your video because i need to see your face eee clearly, so…so give me easiness for knowing and the lecturer was seeing the students during the zoom meeting in medium pitch voice, with his eyes turning to students with smiling. strategy 8 remembering you one by one. l oouchh… taking so long, sorry… the lecturer was seeing the students during the zoom meeting, and he said in low pitch voice and he frowned. strategy 6 l okay, amalia, please. the lecturer was responded to the student’s request in a low-pitched voice. strategy 1 l can i ask the question? can you see my slide here? the lecturer was asking the students in medium-high pitch voice and he frowned. strategy 2 s yes, sir. the student responded to the lecturer’s question fast. strategy 5 l it should...it should be haning. if haning it’s okay. haning first. haning and syifa. haning, can you get the words? have to send haning actually. the lecturer was talking to the student in a medium-low pitch voice with his eyes looking at the screen with his eyebrow pulled up, with nodded his head while giving an explanation and little smile. strategy 4 in the third discussion, based on the data analysis, negative politeness strategies were used 23% or 126 times. the researchers found some utterances used by the lecturer and the students were included in the sub-strategyof politeness strategies theory by brown & levinson (1987). the utterances used by the lecturer, as “okay, so everyone please open your video because i need to see your face ee clearly, so... so give me easiness for knowing and remembering you one by one” (strategy 8: state about the fta as the general rule); “oouchh…. taking so long, sorry…” (strategy 6: apologies); “okay amalia please” (strategy 1: be conventionally indirect); “can i ask the question? can you see my slide here?” (strategy 2: question, hedge); “it should...it should be haning. if haning it’s okay, haning first. haning and syifa. haning, can you get the words? have to send haning actually” (strategy 4: minimize imposition); and; some utterances used by the students, as “yes, sir” (strategy 5: give deference). besides, in supporting the action, the researchers also found some expressions used by the lecturer. also, the innenurmalasari, et al./english education journal 11(3) (2021) 452-464 459 students were included in the category of nvc theory by novinger (2001). the expressions used by the lecturer with the context of the situation of nvc, as: ‘he was seeing the students during the zoom meeting in medium pitch voice with his eyes turning to students with a smiling’. (kinesic and vocalic); ‘he saw the students during the zoom meeting in low pitch voice and frowned’. (kinesic and vocalic); ‘he responded to the student’s request in low pitch voice’. (kinesic and vocalic); ‘he asked the students in medium-high pitch voice and frowned’. (kinesic and vocalic); he talked to the student in a medium-low pitch voice with his eyes looking at the screen with his eyebrow pulled up, by nodding his head while giving an explanation and a little smile’. (kinesic and vocalic). on the other side, the student used the expression in the class, such as ‘she responded to the lecturer question fast’ (kinesic and vocalic). the data showed that it indicates that the lecturer barely gives deference to his students, and also it indicates that the students barely give deference to the lecturer and the other students. for the lecturer, this is understandable. that was because he dominates the classroom, and he has higher power and status than his students. the lecturer’s and students’ nvc in supporting the realization of off-record strategy in english classroom interaction the off-record strategy enables students to convey the intention by avoiding the responsibility of doing the fta. it also leaves h to decide the interpretation. table 4.the use of nvc in supporting offrecord strategy turn dialogue nvc offrecord l “never trouble trouble, till trouble troubles you”. the lecturer was talking to the students in a high-medium pitch voice with his eyes looked down, and screen, the head was pulled back and then back again. strategy 9 l you never trouble. the lecturer was talking to the students in a medium pitch strategy 8 voice with his eyes looked down, and screen, little smile. l the first trouble is noun. the second trouble is verb. the third trouble is a noun. theeee one okay the fourth trouble is a verb again. yes, anyone? can give the meaning or even by giving example? the lecturer was explaining to the students in highmedium pitch voice with his eyes looking down & screen, with one eyebrow pulled up and little smile, the head was pulled back and then back again, he frowned slightly. strategy 3 l so how..how eee the lecturer was talking to the students in a high-pitched voice. strategy 15 l okay, thank you. maybe something …..eee problem with the connection or the kind of device in yours. the lecturer was talking to the student in a low-pitched voice with his eyes looking at the screen with his eyebrow pulled up and little smile, the head was pulled left & right. strategy 12 l okay, two thousand and nineteen. two thousand and nineteen. the lecturer responded to the student with eyes looking towards the right above, with the body was pulled back and then back again. strategy 6 l aaa, i think you get the problem with the audio device. the lecturer was talking to the student with eyes focusing on the screen, in mediumlow pitch voice and faster tempo, he frowned slightly. strategy 14 l okay, what’s wrong with your audio nisa ul? the lecturer was asking the student with eyes focusing on the screen, in medium-high pitch voice. strategy 4 l isna? the lecturer was asking the student with eyes focusing on the screen, his head looking rightleft, in medium-high pitch voice, he frowned. strategy 1 l elya, ouch elya iya, i didn’t see your face because no video elya. the lecturer was answering the student in a high-low pitch voice, he frowned with focusing on the screen, he starts sitting forward, then backs away with a slight smile. strategy 2 l okay. eee… mul… the lecturer was talking to the student in a low-pitched voice with a little laugh, he sits with his body pulled forward slightly and focusing on the screen. strategy 11 l you are going to greeting and the lecturer was explaining to the strategy 7 innenurmalasari, et al./english education journal 11(3) (2021) 452-464 460 closing. students in a mediumlow pitch voice, he pulled his head to the left. in the fourth discussion, off-record strategies were used 7% or 41 times. it indicates that the lecturer enables his students to decide the interpretation when he gave instructions. the researchers found that some utterances used by the lecturer were included in the sub-strategy of politeness strategies theory by brown & levinson (1987). the utterances used by the lecturer, as “never trouble trouble, till trouble troubles you” (strategy 9: use metaphors); “you never trouble” (strategy 8: be ironic); “the first trouble is noun. the second trouble is verb. the third trouble is a noun. theeee one okay the fourth trouble is a verb again. yes, anyone? can give the meaning or even by giving example?” (strategy 3: presuppose); “so how...how eee” (strategy 15: be incomplete, use ellipsis); “okay thank you. maybe something …..eee problem with the connection or the kind of device in yours” (strategy 12: be vague); “okay, two thousand and nineteen. two thousand and nineteen” (strategy 6: tautologies); “aaa i think you get the problem with the audio device” (strategy 14: displace h); “okay, what’s wrong with your audio nisaul?” (strategy 4: understate); “isna?” (strategy 1: give hints); “elya, oouchhelyaiya, i didn’t see your face because no video elya” (strategy 2: give association clues); “okay. eee… mul…” (strategy 11: ambiguous); “you are going to greeting and closing” (strategy 7: contradictions). besides, in supporting the action, the researchers also found some expressions used by the lecturer. those included in the category of nvc theory by novinger (2001). the expressions used by the lecturer with the context of the situation of nvc, as ‘he was talking to the students in a high-medium pitch voice with his eyes looked down, and screen, the head was pulled back and then back again’ (kinesic and vocalic); ‘he was talking to the students in a medium pitch voice with his eyes looked down, and screen, little smile’ (kinesic and vocalic); ‘he was explaining to the students in high-medium pitch voice with his eyes looking down on the screen, with one eyebrow pulled up and little smile, the head was pulled back and then back again, he frowned slightly’ (kinesic and vocalic); ‘he was talking to the students in a high pitch voice’ (kinesic and vocalic); ‘he was talking to the student in a low pitch voice with his eyes looking at the screen with his eyebrow pulled up and little smile, the head was pulled left & right’ (cronemics, kinesic and vocalic); ‘he responded to the student with eyes looking towards the right above, with the body was pulled back and then back again’ (kinesic and vocalic); ‘he was talking to the student with eyes focusing on the screen, in medium-low pitch voice and faster tempo, he frowned slightly’ (cronemics, kinesic and vocalic); ‘he was asking to the student with eyes focusing on the screen, in mediumhigh pitch voice’ (cronemics, kinesic and vocalic); ‘he was asking to the student with eyes focusing on at the screen, his head looking right-left, in medium-high pitch voice, he frowned’ (kinesic and vocalic); ‘he was answering the student in a high-low pitch voice, he frowned with focusing on the screen, he starts sitting forward, then backs away with a slight smile’ (kinesic and vocalic); ‘he was talking to the student in a low pitch voice with a little laugh, he sit with his body pulled forward slightly and focusing on the screen’ (kinesic and vocalic); ‘he was explaining to the student in a medium-low pitch voice, he pulled his head to the left’ (kinesic and vocalic). the lecturer’s and students’ nvc in supporting the realization of don’t do the fta strategy in english classroom interaction this strategy shows that people, in general, are faced with two choices, namely whether they want to do an fta or not, and it has consequences as well. innenurmalasari, et al./english education journal 11(3) (2021) 452-464 461 table 5.the use of nvc in supporting don’t do the fta strategy turn dialogue nvc don’t do the fta l can…can, can i get one student to be my partner? can i get one student to be my partner now? when the lecturer asking the students, one of the students did not answer but she raising her hand. s silent with raising a hand. ✓ in the fifth discussion, based on the data analysis, the researchers found that don’t do the fta strategy was used 0,2% or 1 time. it was done by a female student when the lecturer asked a question. after that, the student used don’t do the fta strategy to respond lecturer’s question. when the lecturer asked all students in the class, said, “can..can, can i get one student to be my partner? can i get one student to be my partner now?”. it was supported by the context of the situation of nvc. all students keep silent. but, one student did not answer but just raised her hand. it indicates that the student used don’t do the fta strategy. it also indicates that the student rarely gave an indirect message to the lecturer. the researchers presented some relevant previous studies conducted by other researchers. based on the discussions above, it can be concluded that there were similarities and differences between the researchers’ study and the previous studies. the similarities among all the previous studies with the researchers’ study were the topic (verbal communication, politeness strategies, and nvc in class). on the other side, the differences were the title, the aims of the study, the data analysis, the significance of the study, the findings and discussions, and also the conclusions and suggestions. the researchers’ study entitled ‘the use of nvc in supporting the realization of brown & levinson politeness strategies in classroom interaction at universitasmuhammadiyahpurworejo’. it is also subdivided into five questions: how do the lecturer’s and students’ nvc support the realization of bald on record strategy, positive politeness strategy, negative politeness strategy, off-record strategy, and ‘don’t do the fta strategy’ in english classroom interaction. if compared with the sixty previous studies, the researchers thought that this research will be more complete, because all previous studies, just research 4 strategies from brown & levinson (1987), whereas, brown & levinson's (1987) have 5 strategies on politeness. for example, a study conducted by adel et al. (2016). it was about iranian efl learners in a class blog. it analyzed politeness strategies of bald on-record, positive politeness, negative politeness, and offrecord strategies in posts. based on this explanation, the researchers were looking for gaps based on sixty articles that share several topics in common, which have been reviewed in chapter ii, namely in the section on review of previous studies. here, the researchers tried to research almost the same topic but examine the topic further than what the previous studies did. the researchers examined the five parts of the politeness strategies, namely bald on record strategy, positive politeness strategy, negative politeness strategy, off-record strategy, and also don't do the fta strategy used by lecturers and students in the english classroom interaction. besides that, the aims are to analyze the lecturer’s and students’ nvc in supporting the realization of brown & levinson’s politeness strategies in english classroom interaction at universitasmuhammadiyahpurworejo. it also answered the five parts of questions: explain the lecturer’s and students’ nvc in supporting the realization of bald on record strategy, positive politeness strategy, negative politeness strategy, off-record strategy, and don’t do the fta strategy in english classroom interaction. in addition, in the current study, the researchers used methods to analyze the data. the data analysis in this research was transcribed, identified, and classified. the researchers chose brown & levinson's (1987) theory to support this study as the basis to analyze politeness strategies. this analysis will reveal nvc used by the lecturer to teach his students in classroom interaction. novinger's (2001) theory was also used to analyze nvc. after analyzing the data, the researchers concluded and proposed suggestions based on the results. the previous innenurmalasari, et al./english education journal 11(3) (2021) 452-464 462 studies also chose some theories to analyze their data, such as a study conducted by afdaliah et al. (2017). this study focuses on identifying the kinds of nvc that used by the teachers at sman 1 pamboang in teaching english as a foreign language. to analyze the data, they used miles and huberman's (1994) theory. those are data reduction data display, and conclusion drawing. based on the explanations above, here, the researchers examined verbal (politeness strategies) and nvc. all of this communication is very supportive in daily communication, especially between students & lecturers, who have different powers. most of the previous studies and almost all of them raised one topic. that topic is about politeness strategies (verbal) or just nvc. therefore, the researchers thought that this research will be more challenging and make some research findings because verbal and nvc are very crucial in communicating and interconnecting. the researchers chose some related theories in previous studies as to the references which can help the researchers in analyzing data. it was because the researchers discussed some parts which have the same topic as that of the previous studies. next, for the significance of the study, the authors explained and classified benefits theoretically, practically, and pedagogically to see the benefits of the study. since this research differs from other researches on the same topic, the result, conclusion, and suggestions will differ, too. the suggestions were intended for future researchers; english lecturers also efl learners; and; pedagogical implications. conclusions first, bald on record strategies was found 7% or 39 times. there were seven sub-strategies realized, namely: maximum efficiency; metaphorical urgency for emphasis; taskoriented/paradigmatic form of instruction; power difference between s and h; permission that h has requested; farewells; and offers. here, the lecturer and the students mostly used nvc, namely kinesics and vocalic. second, positive politeness strategies were used 63% or 352 times. there were eleven sub-strategies realized, namely: exaggerate; intensify interest to h; use ‘in group’ identity markers; seek agreement; avoid disagreement; presuppose, assert common ground, raise; offer, promise; be optimistic; include both s and h in the activity; give/ask for reasons; and; assume/assert reciprocity. here, the lecturer and the students mostly used nvc, namely chronemics, kinesics, and vocalic. third, negative politeness strategies were used 23% or 126 times. there were eleven sub-strategies realized, namely: be conventionally indirect; question, hedge; minimize imposition; give deference; apologies; and state about the fta as the general rule. here, the lecturer and the students mostly used nvc, namely kinesics, and vocalic. fourth, offrecord strategies were used 7% or 41 times. there were eleven sub-strategies realized in this research, namely: give hints; give association clues; presuppose; understate; tautologies; contradictions; be ironic; use metaphors; ambiguous; be vague; displace h; and be incomplete, use ellipsis. here, the lecturer and the students mostly used nvc, namely kinesics, and vocalic. fifth, don’t do the fta strategy was used 0,2% or 1 time. here, the one student used nvc, namely: kinesics. references adel, s. m. r., davoudi, m., &ramezanzadeh, a. 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(2018). verbal politeness strategies used by students to teachers in their communication at pesantrenrahmatan lil alamin. universitas islam radenrahmat malang research repository. 579 eej 11 (4) (2021) 579-588 english education journal http://journal.unnes.ac.id/sju/index.php/eej comparing the language style used by native and non-native english speakers in the ellen show ade dwi cahyanti, rudi hartono, dwi anggani linggar bharati universitas negeri semarang, indonesia article info ________________ article history: recived 29 july 2021 accepted 1 november 2021 published 23 december 2021 ________________ keywords: language style, native speaker, non-native speaker, talk show ____________________ abstract ___________________________________________________________________ as the user of communication especially in english, the speaker has to consider the interlocutor’s position in order to achieve good communication. here, the speakers which include native and non-native english speakers must choose an appropriate language style for the different interlocutors to avoid social consequences. the purposes of this research were to analyze the use of language style of those speakers in the ellen show. also, it focused on the differences and the similarities between those speakers. last, it focused on the factors influencing the use of language style. the research used the qualitative method which focuses on content analysis. here, it focused on three native speakers and three non-native speakers of english as the guests in the ellen show. the ellen show is a talk show program with a casual discussion that talks about a particular topic or issue which consists of a host, the guest(s) being interviewed, the home audience, and the studio audience from which the host might get some responses from.the findings revealed that the native english speakers used all types of language styles. meanwhile, the non-native speakers used three types of language styles. then, the similarities were that both speakers applied formal style, consultative style, and casual style in their utterances. however, the difference was the non-native english speakers did not apply frozen style and intimate style. furthermore, those speakers used language style because it influenced the participant, the setting, the topic, and the function. therefore, it is concluded that language styles were useful in english utterances either by native speakers or non-native english speakers. correspondence address: kampus pascasarjana universitas negeri semarang, jl kelud utara 3, semarang, 50233 e-mail: adedwicahyanti21@gmail.com p-issn 2087-0108 e-issn 2502-4566 ade dwi cahyanti, et al./ english education journal 11(4) (2021) 579-588 580 introduction normally, the user of communication especially in english, the speaker has to deliver the speech properly by considering the structure of language, choice of words, intonation, etc. to avoid misunderstanding. in order to achieve it, the speaker must choose an appropriate language style for the different interlocutors to avoid social consequences (amanda & donal, 2019; hussain, 2014; widyaningrum et al., 2020). furthermore, holmes (2013) stated that language style can be seen when the speaker tells the same information by using a different choice of word based on the interlocutor. here, the speaker uses language style based on whom they speak to and where they are speaking to. relating to joos (1967) language style is divided into some brunches such as frozen style, formal style, consultative style, casual style, and intimate style. clearly, the user of english use language style in their utterances both of native and nonnative speakers. foreign language acquisition takes place in settings where the language plays no major role in the community and is primarily learned only in the classroom and based on their willingness (khunaivi & hartono, 2015). a native speaker uses english as their first language but a non-native english speaker is a person who learns english because of the purpose such as a job, their society, their education, etc. (yulita et al., 2021; selvi, 2011; retnowaty, 2013; lorenna et al., 2020). the non-native speaker has to keep in mind that acquiring english not only gets the language but also increasing the knowledge about the behavior of the english native speaker (stanlaw et al., 2018). relating to the purpose, the non-native speaker has to acquire english by learning it because english has a different word, structures, phonology, etc. from their mother tongue. the native and non-native english speakers use language style in spontaneous talk like talk show. as a spontaneous talk, a talk show can be classified into a spoken language which is part of human communication (ginting et al., 2020). in this era, digital media plays an important role in language teaching which has an impact on everyday life which can increase the vocabulary of non-native speakers (anggeraini et al., 2019). as a spontaneous talk, it is the distinctive feature of the talk show and makes it idiosyncratic from other types of broadcast talk such as news interviews and political debates (ali, 2018). talk show consists of host, the guest(s) being interviewed, the home audience, and the studio audience to which the host might get some responses (manipuspika, 2014; izza et al., 2019; cap & okulska, 2013). here, the host and guest/guests talk about a particular topic casually. nowadays, the ellen show is one of the popular talk show in america. the host, ellen degeneres as a comedian set the atmosphere of the talk show relaxed, funny, and cheerful while asking the guests about current issues (ruansyah & rukmini, 2018). it makes the guests not only come from america but also from overseas. also, the guest stars of the talk show are personage and influencer people which makes this talk show popular all over the world. there were some researchers who have conducted previous studies related to the language style in written and spoken text. saleh (2018) focused on language style in brajamusti’s film tanah surga katanya. here, he found all types of language styles that occurred in the movie. however, some researchers did not find all types of language styles that occurred in the speakers’ utterances. khotimah (2019) investigated about language style used in the queen movie especially queen elizabeth. she found that queen elizabeth used consultative, casual, intimate, and formal styles. hence, not all the language styles can apply in the communication which is based on the position of the interlocutor. as the user of communication, those speakers can apply language style freely. dewi et al. (2020) which analyzed the use of language style on native english speakers especially in romantic movies found all types of language styles. moreover, hermagustiana (2018) analyzed language style on the non-native speakers entitled efl teachers’ speech styles and the implications for teacher professional ade dwi cahyanti, et al./ english education journal 11(4) (2021) 579-588 581 development. here, she found out that formal, casual, and consultative styles occurred in teaching practice. in line with the previous study, maraden (2016) analyzed language style on the non-native speaker entitled language style found in indonesian movies which analyzed five movies by using joos theory. by identifying, analyzing, and categorizing the data, he concluded five kinds of language styles that occurred in the movies such as frozen, formal, consultative as dominant style, casual, and intimate style. hence, not only native speaker applies language style in their communication, but also the nonnative speaker in order to gain natural communication like a native speaker. moreover, language style not only occurred in the sources above but it can be seen in a talk show. putra and rosa (2019) investigated the language style used by ellen degeneres in ellen talk show. here, the researchers focused to analyze the speech style entitled “ellen meets a 5-year-old geography expert” episode. by identifying the style of the host and the guest, they found several types of language styles such as formal, consultative, casual, and intimate style. another existing study not only analyzed language style but also analyzed the factors that influence language style. relating to the factors, it can help the speaker apply the language style properly based on the participant, setting, topic, and function. here, tololiu et al. (2017) explored deeply language style with reference to the movie ella enchanted by gail carson levine and the factors that influenced language style in the movie by using holmes’s theory. as a result, formal and informal styles occurred in the utterances. also, they found participant, setting, topic, and function as the factors influencing language style. additionally, referring to those researches, there is a gap among those researches relating to conduct the present study. comparing native and non-native english speakers in using language style is the topic of the present study. it focused on the utterances of both speakers analyzed by adopting joos’s theory of language style (1967). the theory was chosen because it focused on analyzing the use of the level of formality in relation to the speaker and hearer. the researchers chose this theory because there has been no update yet or refutation of this theory. also, it is supported by the theory of holmes (2013) to find out the reasons of the speakers in using language style. additionally, this study can be a learning source for teachers and learners because they may practice speaking skill to sound like native english speakers. method the purposes of this study are 1) to explain the use of language style by native speakers in the ellen show 2) to explain the use of language style by native speakers in the ellen show, 3) to explain the similarities between native and non-speakers in using language style in the ellen show, 4) to explain the differences between native and nonnative speakers in using language style in the ellen show, and 5) to explain the factors that influence native and non-native speakers of english by using language style in the ellen show. this study indicates a spoken discourse study with a qualitative study that focused on content analysis. the content analysis organized and elicited meaning from the data collected and draws realistic conclusions from it as the purpose of this design. here, the study focused on comparing native and non-native english speakers in using language style in their utterances, especially in the ellen show. in this study, the data were obtained from the six videos of the ellen show performed by native and nonnative english speakers. the videos were taken from the ellen show youtube channels. the data analysis followed the steps: 1) identifying the data which included transcribing the videos and taking some notes that might contain the language style in the utterances, 2) classifying the data which included starting to classify the data based on joos and holmes theories and interpreting the data by using the theories and the situation in the video, 3) calculating the data which included counting the total of language style existed in the guests’ utterances, and 4) interpreting the data which ade dwi cahyanti, et al./ english education journal 11(4) (2021) 579-588 582 included to the interpretation of the data based on the findings. the interpretation is also associated with joos’s theory of language style (1967) and holmes’s theory of factors influencing the use of language style (2013). additionally, to avoid bias, the results of the study are also confirmed and validated by means of expert judgement. results and discussions this part presented the results of the study to answer the research problems. it also existed the interpretation by adopting joos’s theory of language style (1967) and holmes’s theory of factors influencing the use of language style (2013). language style used by native english speakers in the ellen show the results show that there are five types of language styles produced by native english speakers. those types will be shown in table 1. table 1. types of language style used by native english speakers types of language style factors influencing language style freq. frozen style participant and topic 2 formal style participant and topic 2 consultative style participant, setting, topic, and function 16 casual style setting, topic, and function 19 intimate style participant and setting 1 total 40 referring to table 1, there were 40 utterances of language style done by native english speakers in their utterances as the guests. the highest utterance of language style was the casual style with a total of 19 utterances. additionally, the type of language style is followed by the consultative style with 16 utterances. the third was the formal style and the frozen style had the same amount which had 2 utterances for each style. last, intimate style occurred once in the native english speaker utterance. frozen style this style occurred when the speaker as a doctor explained about medical science. while explained about it, the speaker required high skill and almost used it exclusively. then, he used a serious tone when he explained it. also, the doctor spoke without any background knowledge towards other people they are speaking to. it is because the audiences of the ellen show came from different backgrounds. it can be seen in the example below. ellen : it's fantastic. we have to be careful to talk about this. but there are benefits of mushrooms that people are taking for ptsd, for all kinds of... weil : these are the psychedelic mushrooms. they are belong to a group psilocybis and they have a compound in them called psilocybin. although, these at the moment are technically illegal not available for medical use. it is certain that they are going to be legalized in the very near future. additionally, this conversation used the frozen style because it was influenced by the participant and the topic. here, weil as the specialist of alternative medicine explained the benefit of mushrooms. it made he explained about mushroom by requiring high skill and almost used exclusively as the specialist. here, it indicated that this conversation used frozen style because it used grammatical correctly and the speaker was the expert of alternative medicine. ade dwi cahyanti, et al./ english education journal 11(4) (2021) 579-588 583 formal style this style occurred when the speaker explained a special person for her that is her father. here, she used long sentences and proper grammar. then, she does not use repetition in her utterances. also, because the speaker was born to be a non-native speaker, she used to learn english by using standard english. it affected her speaking too. it can be seen in the example below. ellen : yeah, there was a lot of love, a lot of people, and it really did raise awareness in a way that never had happened before. your parents are in the audience right now, and i know that your dad empowered you tremendously. how did he do that? malala : my father always says, "ask me what i did but ask me what i did not do, and i did not clip her wings." so he has not clipped my wings. he has allowed me to fly, high as i can, and this is how we want parents to be, to allow their children to fulfil their dreams, to achieve who they want to be. it's not that girls don't have the skill or don't have the talent to do something in their life. it's that they are stopped in society. so my father did not do that. he did not stop me, and i'm really thankful to him. also, to my mother for giving me this strength and this courage to go forward. based on the utterances above, relating to the factors that influence language style, the utterance used formal style because it affected the participant. it showed when ellen stated that she wanted to meet him badly. here, ellen positioned herself as a fan. it indicated that this conversation used formal style because there was the least amount of shared background knowledge by using grammatical correctly and where communication was one way with little or no feedback from audiences. consultative style the sentence in this style usually is shorter than the formal style and it is also required for everyday communication. here, it can be classified into consultative style while one speaking at intervals the others give short responses, mostly drawn from a small inventory standard signals. the examples are yes, no, uhhuh, that’s right, i think so, etc. also, the speaker can applied repetition in their utterances in this style. the example of language style in the ellen show, especially in a consultative style, below: ellen: and just had fun instead of, everyone takes everything so seriously and i think that we have these people, i'm kinda kidding there, obviously, but i think we have people that we all have the one thing in common which is we just want a good quality of life. obama : right. furthermore, obama applied consultative style because of the setting and the function. here, consultative style can occur because the setting of the talk show was friendly and it made obama freely use the short and clear statement to answer ellen’s statement. in addition, it focused on the reason for obama’s answer which is to reply to ellen’s statement by using ‘right’ as a signal that he followed ellen’s statement. casual style casual style occurs when the speaker talks casually in the conversation of friends or sometimes members of a family. the user of this style can use the first name or even nickname rather than a little name and last name in ade dwi cahyanti, et al./ english education journal 11(4) (2021) 579-588 584 addressing one another. applying slang, vulgarities, and colloquialism are freely in this style. also, the speaker can use incomplete sentences as long as both the speaker and the interlocutor understand the meaning. the example of language style in the ellen show, especially in casual style, below: ellen : wow. applegate : we gotta take a break. in addition, this conversation used a casual style because it was influenced by setting and topic as the factors that affected the speaker for using this style. it can occur because the setting of the talk show was friendly and it made applegate freely use slang in her utterance. it can happen because applegate talked funny thing. she tried to close the show although she was not the host of the program. it made all of the people in the studio laughed. hence, it made her talked it casually. intimate style the lowest level of formality is an intimate style that has an understanding among the speaker and listener closely. it refers to private communication which can be seen in close family members or intimate people. also, the speaker can extract a minimum pattern from some conceivable casual sentences. this style applies private vocabulary like buddy, dear, darling, honey, mom, dad, and etc. the example of language style in the ellen show, especially in an intimate style, below: ellen : yeah! i love that show. please welcome my friend, christina applegate. hi. applegate : hi, honey. furthermore, this conversation used intimate style because it was influenced by participant and setting as the factors that affected the speaker for using this style. here, ellen introduced applegate as her friend which means they known each other closely. moreover, because the setting of ‘the ellen show’ was relaxed and friendly, it made both of them especially applegate used private communication like ‘honey’. language style used by non-native english speakers in the ellen show this part is concerned with the total language style used by non-native english speakers in their utterances as the guests on the ellen show. it is shown in table 2. table 2. types of language style used by nonnative english speakers types of language style factors influencing language style freq. frozen style 0 formal style participant, topic, and function 6 consultative style participant, setting, topic, and function 27 casual style participant, setting, topic, and function 13 intimate style 0 total 46 referring to table 2, there were 46 utterances of language style done by non-native english speakers in their utterances as the guests. the highest utterance of language style was the consultative style with a total of 27 utterances. furthermore, the type of language style is followed by the casual style with 13 utterances. the third was the formal style which had 6 utterances. last, frozen style and intimate style did not occur in the native english speakers’ utterances. formal style in formal style, the speaker talks by using grammatical correctly. this style occurred in the conversation of people who still have a distance between the speaker and the interlocutor. in this case, it is between the guest and the host. furthermore, a speaker avoids repetition or another term which tends to be a casual term. the ade dwi cahyanti, et al./ english education journal 11(4) (2021) 579-588 585 example of language style in the ellen show, especially in formal style, below: ellen : okay. deepika : you should ask him. furthermore, this conversation used a formal style because it was influenced the topic as the factors that affected the speaker for using this style. here, deepika admired van diesel because she ever worked together with him. based on her response, it can be seen that she used the polite structure of the grammar in her utterance as the features of formal style when she talked about him. consultative style consultative style commonly occurs in daily communication. here, the style is the style most open to give and take of everyday conversation discussed so far. it is because the speaker can apply a short response in her utterance in this style which is the characteristic of the consultative style. also, applying repetition in the utterance is accepted in this style. the example of language style in the ellen show, especially in a consultative style, below: ellen : celebrity crush? naomi : uh. uh-uh. additionally, naomi applied consultative style because of the setting and the function as the factors that affected the speaker for using this style. the consultative style occurred because the atmosphere of the ellen show was relaxed, it made that she used short statements naturally. naomi can apply it in her utterance as long as both a host and the audience understood what she meant. here, it focused on the reason for naomi’s answer which is to reply to ellen’s statement by using ‘uh’ and ‘uh-uh’. she answered ellen’s question by using those words shyly because the topic that ellen talked about was sensitive for her. casual style casual style occurs in the informal or relaxed situation which can be seen in the conversation between friends. here, both the speaker and the interlocutor feel relaxed and spontaneous to talk to each other. it makes that the speaker can apply slang and ellipsis freely. the example of language style in the ellen show, especially in casual style, below: ellen : okay. malala : a little bit. furthermore, this conversation used a casual style because it was influenced by setting and function as the factors that affected the speaker for using this style. the casual style occurred because the atmosphere of ‘ellen talk show’ was relaxed, it made that she used uncompleted structure naturally. for the function, she used it to add her previous statement. similarities between native and non-native speakers in using language style this study pointed out some similarities between native and non-native english speakers in using language style in their utterances. it claimed by adopting the same theory of language style proposed by joos (1967). the first similarities showed that both native and nonnative speakers of english used formal style in their utterances. it happened because the speakers as the guests used the utterances of politeness. then, there was a standard sentence and grammatically correct. also, those utterances of the speakers were code labels of formal style which used in the conversation above. the second similarities was the use of consultative style. in this style, the speaker and the interlocutor are active in the case when one is speaking and the other will give responses. here, both native and non-native speakers of english used this style when they used short responses to reply to ellen’s statement. furthermore, in the consultative style, the speech is between two persons that have a mutual conversation. besides applying short responses, the speaker of this style can apply repetition freely in the middle of their utterances. using repetition in this style is accepted as long as both the speaker and the interlocutor understand the meaning. here, both speakers applied repetition in the middle of their utterances. the last, the third type that both native and non-native speakers of english used in their utterances was casual style. here, casual ade dwi cahyanti, et al./ english education journal 11(4) (2021) 579-588 586 style occurs in the relaxed or informal situation. one of the characteristics of this style is the speaker does not need well-structured utterance. it means that the speaker can apply an uncompleted structure that omits the subject, verb, and etc. as long as the speaker delivers the meaning to the interlocutor understandably. in the casual style, the speaker can express their idea through their utterances freely. besides applying ellipsis or omission is accepted in this style, the speaker of this style can apply slang freely in the middle of their utterances. it is accepted of using slang in the utterance as long as both the speaker and the interlocutor understand the meaning. it can be seen that both speakers applied slang in their utterances. differences between native and non-native speakers in using language style this study indicates some differences between native and non-native english speakers in using language style in their utterances. in producing language style, the non-native speakers produced the highest frequent of 46 times. it contrasted with the native english speakers which created 40 times of language style in their utterances. secondly, the native speakers of english used all types of language styles in their utterances. they applied frozen style, formals style, consultative style, casual style, and intimate style to deliver their ideas through the statement properly. while non-native speakers of english only applied three types of language styles. they used formal style, consultative style, and casual style in order to decrease social consequences in their communication. thirdly, in using formal style, the nonnative speakers of english frequently used than native speakers. they used it more often because the speaker was born to be a non-native speaker, they attend to learn english by using standard english. it made that they applied standard english in their speaking too. furthermore, the non-native speakers also used consultative more than native speakers. it happened because the non-native speakers of english attended to use short responses. additionally, the native speakers of english applied casual style more often than the non-native speakers. it can be seen that they like to use slang in their utterances. additionally, the native and non-native speakers of english produced the types of language style, but they used different ways of the style. the native speakers tended to use slang in their utterances and the non-native speakers applied short responses. by covering those styles, the native and non-native speakers gave the information by explaining it clearly. the style was making the speech more precious in order to deliver the meaning in the utterance properly. in the discussion based on the findings, it could be discussed that the native speakers used 40 times of language style in their utterances. it can be seen that those speakers applied language style in their utterances. the native english speakers used all types of language style which related with the previous finding that was done by dewi et al. (2020). here, the findings indicated that the native english speakers applied all types of language style in their utterances such as frozen style, formal style, consultative style, casual style, and intimate style. on the other hand, the total number of language style was 46 times for non-native english speakers that higher than the total number of native english speakers’ language style. it was contrary with the previous finding that was done by saleh (2018). it can be seen in the findings that the non-native english speakers used not all types of language styles. here, the non-native english speakers used three types of language styles such as formal style, consultative style, and casual style. in line with the findings in the non-native english speakers, it related with the previous finding that was done by hermagustiana (2018). the findings showed that the non-native english speakers usually attended to apply the formal, casual, and consultative styles occurred in the utterances while had conversation with stranger. furthermore, tololiu et al. (2017) agreed that the english speakers applied language style in their utterances because it affected by the factors. the factors that influenced language style was participant, setting, topic, and function. the ade dwi cahyanti, et al./ english education journal 11(4) (2021) 579-588 587 previous study same as the findings that showed the native and non-native english speakers applied all types of language style because those of factors that proposed by holmes (2013) such as of the setting, the topic, the participant, and the function. conclusion the result of the study showed that the language style was utilized in the utterances, especially in english. in this study, the non-native speakers created more language styles than native speakers. the native and non-native speakers also used various types of language styles which have some functions based on the context. it included the participant, the setting, the topic, and the function as the factors that influenced the use of language style. additionally, the use of language style could give benefit the english teaching and learning process in order to avoid social consequences. it could be an example of how to use the language style in the spoken area. additionally, the language style needs to investigate deeply, not only in verbal but also in visual and audio. it is possible when further researchers conduct the researches analyzing language style both visual and audio. also, the use of holmes’s theory relating to the factors influencing the use of language style can help further researchers to find out the reason speakers apply it in their utterances. acknowledgement the researcher wants to express our sincere gratitude to the postgraduate dipa of universitas negeri semarang as the funded of this research. also, the researcher would like to express appreciation to dr. sudiran, m. hum. as the lecture and vice dean 1 of the english language education department at the university of muhammadiyah malang for the guidance on content validation in this research. references ali, h. k. 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(2020). the relationship between communication strategies and language proficiency among the english department students of iain kudus. english education journal, 10(4), 504-602. yulita, e., rukmini, d., & widhiyanto. (2021). comparison of the use of discourse markers in english speeches between nonnative and native speakers of english. english education journal 11(2), 198-207. 539 eej 11 (4) (2021) 539-549 english education journal http://journal.unnes.ac.id/sju/index.php/eej the implementation of teachers’ pedagogical and professional competence in authentic assessment annisa faizah  , djoko sutopo universitas negeri semarang, indonesia article info ________________ article history: article history: recived 28 july 2021 accepted 3 october 2021 published 23 december 2021 ________________ keywords: english teachers, professional, pedagogical competence, assessment . ____________________ abstract ___________________________________________________________________ this study aims to explain the teacher’s pedagogical competence and professional competence on efl, authentic assessment on efl, describe the application of authentic assessment, and investigate the effect of teachers' pedagogical and professional competencies on authentic assessment practice. this qualitative study investigated the effects of pedagogical and professional competencies on authentic assessment practice. the subjects of the study consisted of the english teachers of public senior high school 1 jepara. the data were collected with the observation checklist, questionnaire, and interview. the data were analyzed with miles and huberman's model. the teacher manifested her pedagogical competence into the plan implementation, evaluation, and reflection. the way she applied authentic assessment was only with the project. she was aware of the function of authentic assessment. it was proven that she did not level up the learning activities when the learners had not passed a specific criterion she determined. however, since she did not provide corrective feedbacks, the learners felt that the teacher only assessed the final project product. moreover, the teacher did not provide a proper evaluation. she only provided the correct examples, so it made the learners could not arrange their plans. this situation could be improved if the teacher continuously developed her academic qualification and competence based on science, technology, and artistic advancement. teachers should have this features to be more professional. correspondence address: kampus pascasarjana unnes, jl. kelud utara iii semarang e-mail : annisa.faizah.01@gmail.com p-issn 2087-0108 e-issn 2502-4566 annisafaizah & djoko sutopo./ english education journal 11(4) (2021) 539-549 540 introduction assessment is an essential element in learning. the reasons are assessment allows teachers to know the process and learning outcomes achieved by students (atmazaki, 2017). in the 2013 curriculum, authentic assessment is a tool for the teacher to evaluate or assess the students. because of its differences from the earlier evaluation tool, some teachers are still confused about using it. moreover, the teachers have difficulties in applying it (atmazaki, 2017). authentic assessment is a complex and demanding process, but it is vital for educational reforms in assessment (azim&khan, 2012). specifically, concerning student education, the task itself, and the process undertaken to replicate classroom practice, thus making the entire process authentic to the students' future work (kearney & perkins, 2014). studies conducted by azim and khan (2012), kerney and perkins (2014), and hodgman (2014) showed positive results because it was effective in encouraging student self-evaluation, reflection, and critical thinking. the findings were in line with saputri (2016). however, they also found that authentic assessment was difficult to apply, leading to problems. for example, a teacher decided to use a portfolio to promote authentic assessment (hodgman, 2014). to promote it, teachers had to carefully consider their willingness before applying it (hodgman, 2014). despite the weaknesses of more extended time allotment, authentic assessment could equip students for lifelong learning and promote engaged learning; one has to consider the other assessment functions in the broader scheme of things (koh, tan & ng, 2012). the authentic assessment was claimed to have practicality regarding time, ease of use, ease of correction, facility supports, and cost required (atmazaki, 2017). the assessment could increase the students’ inquiry skills, critical thinking skills, ability in writing, and be able to measure the students' productive english skills. hodgman (2014) explains the four essential characteristics of authentic assessment. they are performance representation, focus on the teaching and learning, prominent self-assessment component, student-work presentation. learners must think and actively construct evolving mental models (collin, 2013). not only must they interpret the information they receive and relate it to the knowledge they already have, but they must also be able to transfer it to a new context. all authentic assessments are performance assessments because they require students to construct extended responses, perform on something, or produce a product (koh, 2017). both process and product matter to authentic assessments, and hence formative assessment such as open questioning, descriptive feedback, self-and peer assessments can be easily incorporated into authentic assessments. adnan et al. (2019) state that teachers can have good competence in the assessment if it can be conducted well. it means the practice of authentic assessment is strongly related to teachers' competencies. teachers must have four competencies, such as pedagogical, personal, professional, and social competencies (minister of national education regulation no.16 2007) in aimah et al. (2017). febriana and faridi (2016) suggest that english teachers need good competencies to make effective english teaching and learning in the classroom to gain good achievement for the students. as a result, the contribution of all teaching competencies simultaneously or jointly declared significant has influenced the quality of performance in the learning process (hakim, 2015). teachers' pedagogical competence is the ability to manage learning, which includes planning, implementation, and evaluation of learning outcomes of learners (rahman, 2014). teacher pedagogical competence had a significant influence in improving learning performance (hakim, 2015). this competence could be seen in how teachers managed the classroom. studies conducted by aimah et al. (2017), suciu and mata (2011), and kumalasari et al. (2017) also found how teachers’ managed the classes influenced learners’ comprehension in developing their competence. annisafaizah & djoko sutopo./ english education journal 11(4) (2021) 539-549 541 rahman (2014) argues professional competence is competence related to the ability to master knowledge. this competence dealt with developing materials and communicating the materials and discourse aspects (syamsinar & jabu, 2015). this professional development process could be seen in the theoretical knowledge, experiential learning in practice, and didactic teaching concept (valica & rohn, 2013). it is in line with studies of ilanlou and zand (2011), valica and rohn (2013), and syamsinar and jabu (2015) that found the professional competence guaranteed students' academic achievement, teacher-student rapport, students' efficiency, improvement of students' mental health, better learning, and comprehensive knowledge (ilanlou & zand, 2011). teachers should have professional competence (syamsinar & jabu, 2015). it is important to note that the four competencies do not have the same weight.a teacher must master the knowledge before explaining the material to the students. if the teacher does not master it, he would have difficulty in explaining it. the contribution of teacher pedagogy competence also influenced the effective english teaching in the class. it meant lower pedagogical competence realization would also influence classroom learning (kumalasari et al., 2017). from the findings, the previous studies suggested for subsequent researchers to investigate more on pedagogical competence. teaching and learning cannot be separated. teaching refers to what action teachers should take, while learning refers to what learners have to do to learn (anton, 2015). the realization of a teacher's teaching is seen in his strategy. the most commonly applied to teach stages can be summed up as 1) warming up, 2) introducing the classroom activity, 3) implementing the plant, 4) evaluating, and 5) reflecting (lumpkin, 2020; post, 2011). this model shows that pedagogical and professional competencies are needed to manage the teaching stages. it means they exist before, during, and after the teaching stages. figure 1. the framework of teaching, pedagogical competence, and professional competence pedagogical and professional competencies are the core competencies.these two competencies are getting more attention because there is a close relationship between those competencies with teachers' abilities. in this sense, the teachers are expected to implement and perform the high-quality teaching and learning process. the teachers' performance will influence students' achievement in delivering the materials during the teaching and learning process. the teachers become the most important persons that can help and motivate students to learn more on how to improve their ability to master materials they got from the teachers, especially by doing the authentic assessment. the authentic assessment can be promoted during stages 3, 4, and 5, as shown in the framework below. figure 2. the framework of authentic assessment promotion from the figures above, it is understood that both professional competence and pedagogical competencies cannot be separated. annisafaizah & djoko sutopo./ english education journal 11(4) (2021) 539-549 542 pedagogical competence is part of professional competence to carry out effective teaching. therefore, this research will use the following framework to answer the research questions. the framework is based on the previously explained theoretical framework figures and the indicators of professional competence. figure 3. the theoretical framework of the research many researchers conducted a study of teachers' competence and authentic assessment separately. different from those previous studies, i would like to conduct a study that not only about teachers' competence but also about authentic assessment. therefore, i will seek how teachers' pedagogical and professional competencies affect their authentic assessment practice. this research aims to explain how teacher’s pedagogical competence of english teachers of senior high school 1 jepara is implemented; how teacher’s professional competence of english teachers of senior high school 1 jepara is implemented; the authentic assessment of english teachers of senior high school 1 jepara; to describe the application of the authentic assessment type at senior high school 1 jepara, and to investigate the effect ofteachers’ pedagogical and professional competences of english teachers of senior high school 1 jepara on authentic assessment practice. methods this study investigated the effects of pedagogical and professional competencies on authentic assessment practice. in getting the information, it used qualitative research. for qualitative research, the problems had to be explored to obtain a deep understanding. a case study was conducted to obtain a deep understanding. thus, multiple sources of data are needed, such as observation, interview, and questionnaire. sma n 1 jepara was the setting of this study. it aimed to investigate and describe the effect of teachers' pedagogical and professional competencies on authentic assessment practice. this study aims to explain the teacher’s pedagogical competence on efl, the teacher’s professional competence on efl, the authentic assessment on efl, to describe the application of authentic assessment, and to investigate the effect ofteachers' pedagogical and professional competencies on authentic assessment practice. additionally, the objects of this study were the teacher's pedagogical competence, the teacher’s professional competence, the authentic assessment on efl, the application of authentic assessment, and the effect of teachers' pedagogical and professional competencies on authentic assessment practice. the subjects of the study consisted of the english teachers of public senior high school 1 jepara. several types of data would be obtained through the research process, such as classroom observation, interview, and questionnaire. the gathered data through observation were in the form of video, observation of the teacher, and notes; as to data from the interview are in the type of audio and interview transcription. the questionnaire also provided data that facilitated the researcher in collecting the information related to the focus of this study. the first instrument for collecting the data was the observation checklist. the observation was developed based on the indicator proposed by ilanlou and zand (2011). the researcher conducted the observation directly during the teaching and learning process. the focused indicators of the observation were the emphasis on the consequences of learning than on its products, the emphasis on learners’ selfevaluation, and their responsibility for their annisafaizah & djoko sutopo./ english education journal 11(4) (2021) 539-549 543 learning and also other students’ learning, the opportunities for internal motivation development, the increased judgmental sources and data validity, the descriptive feedback to bring improvement and performance development, and the modulation of evaluation system with the social system of schools. the indicators were used for the questionnaire because they represented professional and pedagogical competencies and authentic assessment implementation. the second instrument was an interview. it consisted of several questions to determine the teacher's professional competence and confirm the teacher's pedagogical competence. the collected data from the observation would be analyzed using miles and huberman's model of analysis, consisting of data reduction, data display, and conclusion. then, both questionnaires and interviews would be used to triangulate the results of the observation. the applied data triangulation in this research is data analysis triangulation (stefura, 2014). it meant applying more than one data analysis technique to explain and clarify the phenomena (stefura, 2014; thomas & raheem, 2020). results and discussion the manifestation of the teacher’s pedagogical competence pedagogical competence can be found during the teaching plan implementation, evaluation, and reflection. the teacher paid attention to the character education for the learners. it made the teacher design and implemented contextual teaching and learning to instill the character (observation, 19/02/2021) the teacher promoted it by providing relevant examples or stories for the learners. therefore, the teacher engaged the learners to interact and prepare them to get into the lesson. the teacher did it by providing opportunities for them to ask or confirm the materials (observation, 19/02/2021). sometimes, the learners did not pass the requirements due to the applied language of the teacher. therefore, the teacher frequently switched her language, provided times for the learners to respond and comment, and clarified the responses or comments (observation, 19/02/2021). it became even more complicated during this pandemic because sometimes the learners did not respond to the teacher. moreover, it was also found that the learners did not respond to the teacher’s instruction to interact with each other. it made the teacher adjusted her teaching strategy, such as by ensuring them to always keep up with the class flow. the teacher's other pedagogical competence was when the teacher connected the responses of the well-performed learners to the actual world reality. then, the teacher used it to elicit more responses from other learners (observation, 19/02/2021). the teacher also connected the responses or materials to the adjusted actual world reality by attaching youtube links of certain relevant videos since they were the most up-to-date (observation, 19/02/2021). in this research, the learners sometimes were found to have no proper understanding of the materials. however, due to the applied authentic assessment stage, the teacher could take the responses of the well-performance learners to elicit more responses from the other learners (observation, 19/02/2021). it showed the pedagogical competence of the teacher. the teacher did not underestimate the other learners due to no responses and did not make those responding to her the only models. the teacher used the responses from the well-performance learners to encourage other responses from the other learners. the manifestation of the teacher’s professional competence the teacher's professional competence could be found when the teacher prepared the syllabus and lesson plan. the teacher admitted that arranging the syllabus and lesson plan was very important. the teacher made it flexible as demanded by the educational minister. the teacher also realized that the plan would not be annisafaizah & djoko sutopo./ english education journal 11(4) (2021) 539-549 544 running smoothly, so the teacher always considered the characteristics of the learners. she also revised it when she found difficulties in applying the plan and evaluated the learners. she argued that evaluation was important to make the learners aware of their achievement and progress at each meeting. the other professional competence of the teacher could be found when the teacher applied the appropriate media. the teacher took the appropriate learning media based on the learners' characteristics to be engaged in the learning. the teacher also prepared different teaching methods for different classes. the authentic assessment of english teachers the teacher has practiced the authentic assessment. she argued that before the learners could proceed to the next stage, they should meet certain criteria. unfortunately, when it came to the concrete activity of an authentic assessment system, the teacher did not have sufficient knowledge about it. the teacher mentioned the type of authentic assessment, but the teacher did have the printed form of the project. type of the authentic applied instrument the teacher applied the project as an authentic assessment. on the other hand, the teacher only applied the concept of authentic assessment during her teaching sequence. the teacher asked the learners to create a project and determined some criteria that learners should master before proceeding to the next learning sequence. unfortunately, the teacher did not provide a clear handout for the learners to do it. the teacher was aware of the authentic assessment for learning progress, but unfortunately, the learners thought they were only assessed at the end of the authentic sequence. during the implementation of the project, the teacher only communicated the achievements, the outcomes, and the learners’ learning progress (observation, 19/02/2021). the teacher acknowledged the efforts of the learners to complete the project so that the evaluation was based on the project result. it was different from the learners' expectations. they wanted to be evaluated during the progress. they argued that the feedbacks during the progress were only encouragement. the teacher admitted it. the teacher argued the teacher had to provide appropriate feedback for the learners, so the teacher had to learn and improve. the impacts of teachers’ pedagogical and professional competencies of english teachers toward their authentic assessment practice the pedagogical competence could be found from how the teacher considered the needs of the learners; how the teacher acknowledged the learners’ products; how the teacher encouraged the learners; how the teacher was aware of the appropriate teaching method; how the teacher communicated with the learners; and how the teacher managed the class (observation, 19/02/2021). however, the teacher was lack of corrective feedback and reflection stages. it was since the teacher focused on the learners’ strengths and provided examples as the reflection. the teacher should have provided corrective feedbacks so that learners would be aware of their incorrectness. thus, they would revise and apply the correct ones (shobaha, 2019; wulandari & sumarwati, 2020). the corrective feedback should have also been applied while reflecting. an ideal reflection should involve five stages: exploring personal experience, understanding and appreciating new things, perceiving the concept, realizing the weaknesses, planning for future implementation, promoting improvement (ritunga & rambung, 2020). although the teacher had already performed sufficient competencies, the teacher was lack of proper authentic assessment implementation. the teacher had excellent knowledge, but the teacher could not realize the assessment in printed form. the teacher argued that this pandemic situation adapted hindered. it was in contrast with the nature of authentic assessment that could be adjusted to the current situation during the pandemic, for example, promoting authentic assessment with an eportfolio (misdi, 2020). this gap showed that the teacher could not continuously develop his annisafaizah & djoko sutopo./ english education journal 11(4) (2021) 539-549 545 academic qualification and competence based on science, technology, and art advancement (ariawati, 2017). the authentic assessment promoted by the teacher should provide more useful information (hijriati, 2014). however, the teacher missed out on this one pedagogical criterion to promote authentic assessment (observation, 19/02/2021). the teacher provided feedback, encouragement, and examples, but she did not develop critical thinking skills. the manifestation of the teacher’s pedagogical competence the teacher's teaching could be observed from the applied teaching strategy. based on the theoretical framework, the professional competence of a teacher also covers pedagogical competence. it means a professional teacher should carry out the plan, evaluate the teaching and learning process, and reflect on the learning. employing carrying out dealt with how the teacher could apply, manage, and adjust the plan. it was important because the learners had various needs. every learner was different, and every learner might require different learning needs. according to the finding, the teacher applied contextual learning to instill character education. this action was evidence of teacher pedagogical competence. many studies showed positive correlations between pedagogical competencies and learning outcomes; and pedagogical competence and teacher performance. the finding of the teacher's pedagogical competence manifestation showed how the teacher promoted a specific teaching design, the ctl. sari (2013) found a need for specific design and methods to promote character education. contextual teaching and learning were useful for instilling character education and facilitated teachers to provide feedback and promote authentic assessment (asrama & bakar, 2020; irwandi, 2014; sadia et al., 2013). it is also in line with the study of berns & erickson (2001), marfuah & febriza (2019), and saputri et al. (2018). they found that contextual learning could facilitate authentic assessment implementation and learners’ individual needs. in this research finding, the teacher attempted to apply contextual learning to get the expected outcome, the learners’ excellent characters. the teacher also did it to provide feedback and apply the authentic assessment for the learners. therefore, the teacher could keep up with the learners’ development. in this research, the teacher applied the concept of authentic assessment during her teaching sequence, but it was not maximum. the teacher asked the learners to create a project and determined some criteria that learners should master before proceeding to the next learning sequence. the findings were in line with canning et al. (2020) about the practical difficulties of assessing this pandemic. the same finding was also found by alamsyah et al. (2021). they found that teachers could not rigidly stick to their pre-arranged plan, but they had to adjust the strategies based on the ongoing situation. in this research, when the learners did not understand the materials or did not respond to the teacher, the teacher would immediately switch her language. it was a realization of a teacher's pedagogical competence. this action could also make the learners indirectly evaluated themselves and asked assistance from the teacher. unfortunately, although the teacher could provide feedback about the materials, the teacher could not do the same thing when the learners about the stages in the authentic assessment. it was because the teacher could not materialize the elements of authentic assessment into printed form. in this matter, the teacher should evaluate her teaching before evaluating the learners' learning outcome. therefore, to improve the learning, the teacher should also improve her pedagogical competence.this finding supported kurniawan (2020) that there was no need to be panic. it should have been a moment for both teachers and learners to create a mutual, conducive, and supportive environment for learning. the moment also made the teacher realized his role as a facilitator instead of the only learning resource (pratama & rachman, 2020). rahman (2014) showed that teachers could improve their pedagogical competence by actively participating in the subject-teacher annisafaizah & djoko sutopo./ english education journal 11(4) (2021) 539-549 546 association, training, and autonomous digital learning. therefore, teachers need to upgrade their competence to apply the authentic assessment since it is a new thing for teachers while applying the 2013 curriculum. they were important because teachers had limited time. they spent their time preparing the materials, promoting the learning, evaluating the teachinglearning, and assessing the learners' outcomes. if schools and educational institutions did not facilitate them, teachers would not determine the appropriate authentic assessment forms. this matter would lead to result disorientation, from the process orientation into product orientation assessment. the manifestation of the teacher’s professional competence based on the theoretical framework, this research perceived pedagogical competence as part of professional competence. the reason was the teachers' awareness about teaching and educating learners became the main job of a teacher. this research showed that the teacher prepared the syllabus and lesson plan, considered the learners' characteristics, revised the plan, and applied the appropriate media.this study was in line with reflinda (2017). the research found that evaluation functioned to obtain information and to determine further learning processes for the learners. rahman (2014) also argued that better and higher pedagogical competence led to higher professional competence. based on the learners' perspectives, they are considered to have advantages due to evaluation. they knew their weaknesses and how to improve. thus, learners could be more productive, creative, and active (fachri, 2018). it was because the teacher did have a score-oriented evaluation. he evaluated the learners so they could develop their understanding. the teacher attempted to connect the previous activities into a listening song activity. he wanted to check whether the learners were aware of the previous materials and could apply them or not. it was in line with muslimah (2009) that teachers had to prepare appropriate learning media to develop learners' creativity. the authentic assessment of english teacher in this research, the teacher had average knowledge about authentic knowledge. however, the teacher could not realize it properly. the same finding was also found in armadeni et al. (2019) and ani (2013). they found that teachers had an excellent understanding of authentic assessment concepts, but they could not realize it into a handout. it showed that the authentic assessment practice did not meet the expectation of the 2013 curriculum. it might also be due to the complex demand from the 2013 curriculum (ruslan et al., 2016). thus, it confused the teacher to create the printed version of the authentic assessment (martika & zaim, 2021). type of the authentic applied instrument the teacher applied the project as an authentic assessment. the teacher was aware of the authentic assessment for learning progress, but unfortunately, the learners thought they were only assessed at the end of the authentic sequence. it showed that learners required clear information on what criteria they were assessed. this finding was in line with (mursyida et al., 2020). they found that authentic assessment should have a clear printed guideline for learners so that the reports would reflect the learners' competencies. the effect of teachers’ pedagogical and professional competencies of english teacher toward the applied authentic assessment practice the teacher had excellent pedagogical and professional competence. he could plan, promote, and evaluate the learning (ariawati, 2017). the teacher had excellent knowledge, but she could not realize the assessment into printed form. this finding was also found in a previous study conducted by fook and sidhu (2010). they found that teachers should also have this pedagogical competence to develop critical thinking skills because it was the purpose of authentic assessment and current century skill requirement. if the teacher only provided the example as the evaluation or feedback during an annisafaizah & djoko sutopo./ english education journal 11(4) (2021) 539-549 547 authentic assessment implementation, the learners would not solve real-life problems (fook & sidhu, 2010). from the findings and discussions, there was one feature that the teacher should improve. the teacher missed out on one pedagogical competence and led to ambiguity during the project's authentic assessment implementation. therefore, the teacher should realize it and keep up with the academic qualification and competence. it meant the teacher had to keep upto-date with the science and technology development, especially for learning. the teacher also had to be aware of her feedbacks. it could be seen that not each encouragement and positivetone feedbacks could improve the learners. learners also needed corrective feedbacks moreover during the authentic assessment implementation. conclusions the teacher manifested her pedagogical competence into the plan implementation, evaluation, and reflection from the findings. however, the teacher missed out on two components of pedagogical competence. the teacher could realize and apply what the teacher planned in the lesson plan on professional competence. the teacher was aware that the lesson plan was crucial for learning activities. the teacher also applied the teaching phases systematically from the beginning, the main teaching activity, the closing of the class, and the evaluation. this research was limited to the applied pedagogical model. it also focused on how the teacher carried out the plan, evaluated, and administered the authentic assessment. there might have been many pedagogical competence realizations, such as teachers' empathy, english diction awareness, etc. the other limitation was the instrument applied for this research, especially the observation checklist. the observation checklist was designed by me, the researcher, without being tested in terms of validity. thus, future researchers should have a validated instrument to collect the data. references adnan, suwandi s., nurkamto j., &setiawan b. 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(2020). pemberian corrective feedback dalam pembimbingan menulis karya ilmiah siswa sma. pena: jurnal pendidikan bahasa dan sastra, 9(2). 131 eej 12 (1) (2022) 131-140 english education journal http://journal.unnes.ac.id/sju/index.php/eej evaluation of micro and macro-level coherence of students argumentative essays in esaweek writing competition shofyatul fuadiyah, sri wuli fitriati, widhiyanto widhiyanto universitas negeri semarang, indonesia article info ________________ article history: accepted 30 december 2021 approved 8 february 2022 published 15 march 2022 ________________ keywords: argumentative essays, cohesion, macro-level coherence, micro-level coherence _________________ abstract ___________________________________________________________________ one of the most important aspects of writing a meaningful text is to achieve its coherence within the text. this study evaluated students' argumentative essays' micro and macro-level coherence in the esa week writing competition. this research is a qualitative study in the form of a discourse analysis approach by using the theory through the lens of micro and macro-level coherence (thornburry, 2005). this study reveals several findings. almost all the texts are sufficient to have good logical relations. the most frequent connections are additive and causal ties. in terms of logical relationships, the most frequent pattern in the texts was the zig-zag pattern, and the rarely used was the multiple rheme pattern. even though all patterns were in texts, some rogue sentences were still found in each text. the keywords could represent the texts' topic or theme in almost every paragraph. it made readers guess the main issue quickly. some writers could build a schema well, but others could not. most of the texts organized in argumentative essays structure has introduction-body-conclusion. this study can be used as a consideration to write meaningful and coherent text and references in the same field of discourse analysis. correspondence address: pascasarjana universitas negeri semarang e-mail: shofy2525@gmail.com p-issn 2087-0108 e-issn 2502-4566 shofyatul fuadiyah, et al./ english education journal 12 (1) (2022) 130-140 132 introduction writing is one of the crucial aspects of communication. writing is also one of the language skills, besides listening, speaking, and reading, which encourages language learners to produce their text by developing their ideas. writing text is not as simple as mentioning anything in mind. writing a text is the highest skill in creating a domain in revised bloom’s taxonomy suggested by bloom (2001). the most important aspect of writing is a meaningful text. writing a meaningful text, especially essays, needs to build coherence with the text. coherence is more than simply a function of its cohesive ties (thornburry, 2005). cohesive ties will be occurred by applying cohesive devices to achieve cohesion. based on thornbury, cohesion has the role of building up sentences in any given text. hence, cohesion has a relation to the broader concept of coherence. it is the prerequisite of text coherence (halliday & hasan, 1976). there are two levels of coherence that the writers should be aware of. those are micro-level and macro-level coherence. micro-level coherence consists of a logical relationship, thematic progression, and readers' expectations. in addition, macro-level coherence consists of topics, schema, and scripts. cohesion and coherence are crucial features to measure whether the text is intelligible or worthless. one of the significant english competitions for adult learners is an essay competition. by joining an essay competition, the participants demonstrate and improve their skills and share their opinion, which is possible to get attention from the policy giver. demonstrating compelling arguments related to the topic and organizing the text in stages can achieve the communicative purpose of persuading readers (widhiyanto, 2017). hence, their essays should have features of meaningful texts consisting of cohesion and coherence. some studies about cohesive devices have been conducted by malgwi (2015); crossley, kyle, and mcnamara (2016); bahaziq (2016); safitri and bahri (2017); chunxia (2018); and amperawaty (2019). the studies showed that the significant contribution of cohesive devices was grammatical cohesion then, followed by lexical cohesion. based on the results, they indicated that using cohesive devices could make the cohesion of the text. other studies about cohesion and coherence have been conducted by sumarna (2013); ang (2014); ahmed (2016); alsaawi (2016); karadeniz (2017); al-hindawi and abukrooz (2017); gafiyatova et al. (2017); aslımyetiş (2017); suwandi (2016); tamunobelema (2018); andovita, rahmat and pujiati (2019); and priangan, saleh and rukmini (2020). those studies had similarities in investigating cohesion and coherence markers, especially in written texts. most of them used efl (english as foreign language) learners as the subjects of the study. results of the studies concluded that students faced cohesion and coherence problems. examining coherence studies in a spoken and written text has been conducted by manipuspika (2014); karnedi (2015); alfarwan (2015); crossley et al. (2016); fitriati and yonata, 2017); nahatame (2017); mamduhan, fitriati, and sutopo (2019). the results showed that the students had a bit of weakness in achieving coherent texts due to a lack of optimization of cohesive devices in conjunctions to create interconnectedness of the whole sentences in the texts. as the explanation of the previous studies, it could be assumed that the text coherence and cohesion is still an interesting topic to investigate. some of them used the cohesion and coherence software to examine cohesion and coherence, so the analysis of the cohesion and coherence was less understood in terms of judgment. those studies were statistical analyses rather than evaluative analyses. all of the research used english students as the sample, so the results were cohesive and coherent. it assumed that the students exactly had adequate writing skills. in the recent study, the researchers replicated the research to examine the different samples of an argumentative essay. the novelty was that the non-english learners wrote in the essay competition as the study sample. moreover, the shofyatul fuadiyah, et al./ english education journal 12 (1) (2022) 130-140 133 researchers did not use cohesion and coherence software to analyze and evaluate as crossley used. this current study used the theoretical framework of cohesion and coherence. this study examined micro-level coherence in terms of logical relationships and thematic patterns. it evaluated the macro-level coherence in crucial words, schemas/generic structure, and scripts in argumentative essays. writing an argumentative essay is a popular activity for academic students. they can systematically arrange their ideas and opinions related to the crucial issues relating to their lives, which displays their enthusiasm and care. hence, by evaluating coherence in the essays, readers or students can pay more attention to achieving the text's coherence. methods this study is a qualitative study with discourse analysis and a simple quantitative method to find out the frequency of keywords used by the participants to display the topic of their texts. the researchers analyzed written text in argumentative essays by participants of the esaweek essay competition at universitas negeri semarang. first, the researchers read all the texts and broke them down into clauses, then analyzed the micro-level coherence (logical relationship and thematic progression) and the macro-level coherence (keywords, schema, scripts) using a theoretical framework by thornbury (2005) to examine the quality of the texts. results and discussion this section presents the research findings related to logical relationships, thematic patterns, keywords, schemas, and scripts. logical relationship the logical relationships display the connection between two sentences or more. usually, the logical connection is implicit connections that can make the sentences make sense to each other. by analyzing the logical relationship, the researchers can assume how the sentences relate, whether they make sense, and how the sentences are organized. an example of an analysis of a logical relationship in text one can be seen as follows. additive relation an additive relation was a relation between two sentences. the second sentence explained more details and specified the first sentence (thornbury, 2005). this relation was the most frequent relation used by the writers. the example of the additive relations is shown in the following sentences. ever since affordable technology has paved its way into the world, most institutions have tried to integrate technology into our daily lives(1). we’ve seen how technology is slowly being implied into the homes of families, the curriculum of schools, or even during social settings(2). for example, it is not rare for homes to be equipped with at least a computer and a working wi-fi(3). [text 1, paragraph 1, sentence 1-3] the relation between sentence one and sentence 2 was additive because the second sentence gave the details about "technology into our daily lives" mentioned in the first sentence. although both sentences did not have an explicit connection, it still could be assumed that they had an additive relation. it was also stated by thornbury (2005) that two sentences could make sense with implicit logical connections and create the feeling of text making sense. to make sense of the text, the usual writer also used explicit logical connections to build an additive relation that could be seen in the third sentence. “for example” was the explicit connection. this connection helped readers expect more detail in the following sentence or clause. as researchers stated in the previous paragraph, most texts used implicit connections, such as text 2. the following sentences showed the additive relation with the implicit connection. bullying has been an alarming, perpetual problem all over the world nowadays(1). the worst bullying case lately occurred in busan, south korea; a junior high school girl was bullied by being beaten shofyatul fuadiyah, et al./ english education journal 12 (1) (2022) 130-140 134 using iron pipes, glass, and bottles (2).[text 2, paragraph 1, sentence 1-2] the first sentence was about bullying that had happened worldwide, and then the second sentence gave more details by mentioning the example of bullying cases in south korea. therefore, it could be classified that these two sentences had an additive relation without explicit connections. from that example, researchers could assume that the writers of the text comprehended and were capable of connecting sentences to make sense. adversative relation adversative relation is a relation between the second sentence showing a contrast statement from the first sentence (thornbury, 2005). this relation was not found in a high frequency of the ten texts, but the writers still used it. the examples of the relation in the texts are displayed in the section below. this is extremely useful since not schools, especially public schools, are equipped with the necessary materials that provide much more information about their school subjects outside their textbooks(18). however, it is not rare for those same children to use the internet for entertainment purposes as well (19). [text 1, paragraph 4, sentence 18-19] sentence 18 told about the educational purposes for children given by the internet, and a contrary explanation followed it in sentence 4 that students also used the internet to have entertainment purposes. this relation usually had explicit connections such as; however and but. the use of "but" was the explicit connection, and it is also found in text 4, shown in the following example. this data shows that violence in indonesia is more often experienced by girls(23). ironically, indonesia has several laws and regulations that protect children from violence(24). such as rule number 35 the year 2014 on child protection, presidential instruction number 5 of 2014 on national movement of anti-crime against children, and rule number 11 of 2012 on child criminal justice system (25). but it is all seems cannot control the increase of bullying like it is happening under the government's nose itself all the time(26).[text 4, paragraph 3, sentence 23-26] sentence 26 displayed the contrast statement of sentence 25 using "but" as the explicit connection. sentence 25 told about the rules, and sentence 26 stated that the rule still could not control the increasing number of bullying cases. in the same paragraph above, one example of adversative relation appeared in sentences 23 and 24. sentence 24 mentioned the contrast condition to sentence 23. it told about the number of laws and regulations against violence to protect children, but the previous sentence showed that violence in indonesia was more experienced by girls. "ironically" was the explicit connection to help readers guess the further explanation of the sentence. some examples above show that writers could apply the explicit connections of adversative relation to connect the sentences and build a comprehended text. causal relation a causal relation was a relation between two sentences in which the second sentence gave the reason for the situation or request mentioned in the first sentence (thornbury, 2005). causal relations were the second relation that was found in the texts. those relations were signaled by explicit connections such as because, as, since, and therefore. however, some of them also used implicit connections. the use of explicit connections is explained in the following sentences. technology makes our children become too absorbed with their world that they often do not need to interact or socialize with other people because that need is already fulfilled by using technology(16). [text 5, paragraph 2, sentence 16] sentence 16 used "because" to connect clause to clause. the relation of the sentence was causal because the last clause told about the reason for the previous clause, which stated that shofyatul fuadiyah, et al./ english education journal 12 (1) (2022) 130-140 135 children did not need to interact with other people. not only could explicit connections imply the causal relation, but implicit connections also could imply it—the following sentences displays how sentences connect without explicit connection to reveal causal relation. the internet is the most integrated piece of technology in society(12). nowadays, there has been an increasing feat of the use of the internet and social media, especially by children(13). according to a study conducted by unicef from 2011-2012, 42% of its 400 respondents are users of the internet whose ages range from 10-13 years old, whereas 39% of those 400 respondents are elementary school students (14).[text 1, paragraph 3, sentence 12-14] sentence 12 and sentence 13 had a causal relation because sentence 13 explains why technology was the most integrated piece of technology mentioned in sentence 12. even though there were no explicit connections, it could be assumed that sentence 13 tried to give the reason. it also happened concerning sentences 13 and sentence 14. sentence 14 provided the reason by mentioning the research that supported the statement of sentence 13. temporal relation temporal relation was between two sentences where the chronological order of events was implied rather than explicitly stated (thornbury, 2005). in ten texts that were analyzed, some temporal relations were found. a small number had explicit connections, most of which were implicit, displayed in the following examples. she was bullied because of unusually long and bearing a facial scar; she was called -gorilla scarface by classmates (39). she could not be longer bear her classmates‘ taunt until she finally snapped and took her own life (40). [text 2, paragraph 4, sentence 39-40] sentence 39 and 40 showed the temporal relation because sentence 40 provided the next event of the statement in the previous sentence even though there was no explicit connection. however, the explicit connection was found in sentence 40, "finally," connected clauses in sentence 40, which told about chronological orders. another temporal relation with implicit connections was found in text 2, as displayed below. parents, teachers, and policymakers should be concerned and understand how dangerous bullying impacts (44). when they are concerned and understand it, children can be more protected from bullying, children can get great treatment when they are bullied, and in the future bullying can be prevented (45).[text 2, last paragraph, sentence 3-4] sentence 45 displayed the further chronological order of sentence 44's statement by adding the clause "when they concern and understand it”. "they" is the reference of parents, teachers, and policymakers makers to give a connection between sentence 44 and sentence 45. so the readers could comprehend the text easily. most relations used by text writers in developing argumentative essays were additive relations and causal relations with implicit connections. it was not surprising because the most ideal of the sentences show the writers' arguments by providing reasons and evidence to persuade readers that had been stated by oshima and hogue (2006). in line with widhiyanto (2017), in writing arguments, writers have to convince readers about their positions by giving evidence and making a claim in various kinds of argumentation in a good way in developing it. so, readers agreed with the writers’ opinions. to develop comprehension and coherence, sentences with reasons and evidence should apply suitable relations and connections. therefore, most relations in argumentative essays were additive and causal relations. as stated in the previous explanation, texts were used with various explicit and implicit connections in high quantity appropriately. the low or high amount of using connections was not guaranteed text coherence. the most critical aspect was using the logical relations appropriately, accurately, and adequately (fitriati & yonata, 2017). it could be concluded that writers could use the proper logical relationship, so it helped readers focus on the text, and most of the texts were coherent. they provided a logical relationship, answered readers' expectations, and made them maintain the topic shofyatul fuadiyah, et al./ english education journal 12 (1) (2022) 130-140 136 in their minds to understand the text easily. readers always had their assumptions about the following sentence when they read the first sentence. then, they would think the same when reading the following sentences, when the sentences were connected and made sense to their assumptions from the beginning, so they would keep reading the text (widhiyanto, 2017). thematic pattern there were three main thematic developments or thematic progression based on eggins (2004), namely constant or reiteration pattern, zig-zag pattern, and multiple-rheme pattern. three kinds of thematic patterns were found in ten argumentative essays students, which had been analyzed. constant or reiteration theme pattern based on eggins (2004), a constant or reiteration theme was the way to provide cohesion by repeating simple elements such as lexical cohesion. it was found in every argumentative essay's students. those were 222 clauses with constant theme patterns. it was a simple way to connect a sentence. it meant that this theme pattern almost organized the text. zig-zag theme pattern the second kind of thematic pattern was the zig-zag theme pattern. it was the way to achieve cohesion in the text by building on newly introduced information (eggins, 2004). there were 295 clauses with a zig-zag theme pattern in 10 argumentative essays. this kind of thematic pattern dominated the development of the text created. multiple rheme pattern based on eggins (2004), a multiple rheme pattern was a way to provide cohesion in the theme, which introduced some different pieces of information, each of which was then picked up and made theme in subsequent clauses. it was found in some argumentative essays' students. those could be seen in the text (1), (2), (3), (4), (5), and (7). it was the fewer patterns than the two kinds of patterns. it meant that it was an unusual development pattern used in this text. most writers used the zig-zag theme pattern to develop themes and rheme in argumentative essays. this study was similar to a previous study by fitriati and yonata (2017) that also investigated coherence in the argumentative text. this pattern was the most used in developing argumentative text. it helped writers properly provide new information in rheme slot in delivering the arguments such as evidence and writers' personal opinions. the zig-zag pattern of thematic progression was used when the writer wanted to build continuity within a text. the zigzag pattern occurred when the comment in the previous sentence became the topic in the following sentence (priangan, saleh and rukmini, 2019). these results differed from those of mamduhan, fitriati and sutopo (2019), who showed that a constant theme pattern was the dominant pattern in writing narrative texts. it was because of the different kinds of text and personal styles of writers. rogue sentences logical relationships and thematic patterns were aspects of micro-level coherence. there were still some clauses or sentences that did not have a connectedness to each other, which was called a rogue sentence. some rogue sentences were found in each text. only text 10 had the most rogue sentence of all of the texts. that was 67 rogue sentences of 97 sentences. besides, the remaining texts were fewer than half the number of sentences. few rogue sentences might not influence the coherence of the whole text. unfortunately, this text still had a spot lack of coherence. it could influence text flow and smoothness, especially readers' expectations. readers could not achieve their expectations when the old information was not answered when they found the new information (fitriati & yonata, 2017). it meant that fewer rogue sentences were better to build coherence in the text, and the more rogue sentence made the text difficult to understand and could not achieve good coherence. shofyatul fuadiyah, et al./ english education journal 12 (1) (2022) 130-140 137 keywords keywords were some of the same words found in the text in significant high frequency, which indicated the relation of those words to what the text is about. table 1. example of keywords in text 1 title kids of the future: the importance of teaching internet safety to young children keywords technology (19), internet (36), internet safety (11), children (40), school (14) from table 1, it could be seen that some words were used many times. "technology" was used 19 times, "internet" was used 36 times, "internet safety" was used 11 times, "children" was used 40 times, and "school" was used in 14 times. it meant those keywords supported the title. it meant all of them to relate to the title of the text. finding those keywords in the text also helped readers get the text's point. the other keywords were found in text 2. those are displayed in table 2. table 2. example of keywords in text 2. title bullying can be red flight for children psychological development keywords bullying (38), children (6), children's psychological development (5), negative impact (5) table 2 shows that "bullying" was used 38 times, "children" was used six times, "children's psychological development" five times, and "negative impact" was used five times. those keywords supported to development of the title of the text. it meant that the title and the keywords relate to each other to focus on a specific topic. in-text 3, there were also some keywords displayed in table 3. table 3. example of keywords in text 3 title psychological effects caused by bullying keywo rds bullying (19), victim (7), children (5), disorder (21) table 3 presents that there were four dominant words. those words were "bullying," which was used 19 times, "victim" was used seven times, "children" was used five times, and "disorder" was used twenty-one times. these keywords led readers to a specific topic about the bullying effect, which is related to the text's title. considering the keywords mentioned many times in the text and the title, it could be assumed that the use of the keywords was appropriate and could help readers understand the text's topic. keywords that had a high relation to the topic were an essential step in writing a text. keywords in the text were one of the crucial aspects to build a focus on the topic of the text. in line with fitriati and yonata (2017), repeating the same words adequately indicated that writers wanted to emphasize the specific topic presented in the text. it is also stated by suwandi (2015) that students usually use word repetition to carry and advance the theme of discourse. those led readers to build a picture in their minds. providing some essential words that relate to the title or the topic of the text was helpful for readers to get preliminary information about the text. most keywords related to the title were mentioned more than five times in this study. it also put in the appropriate sentences and paragraphs. so, it could be assumed that writers could apply keywords accurately. schemas a schema was a simple knowledge picturized by people's imagination based on their previous knowledge of their mind. on another side, the schema was a construct of familiar knowledge (widdowson, 2007). therefore, some schema was represented by reference to the sentence, which could lead to building a particular schema. some references which built a specific schema were called a frame of reference. the frame of reference was found in all the texts. the frame of reference was analyzed in each shofyatul fuadiyah, et al./ english education journal 12 (1) (2022) 130-140 138 paragraph. for example, some keywords below led readers to focus on an appropriate frame of reference. those were technology, our daily lives, the homes of families, the curriculum of schools, and social settings. words seemed to guide readers to the "technology dominates our social situation" schema. from the frame of reference in paragraph 1, it could be predicted that the following paragraph might explain how technology is used nowadays. the first test consisted of 16 paragraphs, so it should be 16 schemas which makes much sense. the writer led readers to focus on the specific schema in each paragraph. first, it was about technology in a social situation. then, it was followed by a schema about the use of technology by children. more specific the following paragraph was about children's use of the internet, internet safety, the other side effects on young children, and the conclusion. from the first paragraph until the last paragraph, those were related, leading readers to understand the whole text smoothly. the schemas of paragraphs were developed in sequence from general to specific that relate to each other. a good schema was started from broader to narrower and ended with a conclusion (fitriati & yonata, 2017). it helped readers focus on the introduction paragraph and then build a specific text genre, all of which were analytical exposition text. scripts based on thornbury (2005), the script was a way that readers predicate the next step; it seemed like a sequence of a text. each text always had a specific sequence in developing one paragraph to another. the texts analyzed in this study were argumentative, so they should be ordered in an argumentative script. all writers used the way of arranging argumentative by the same structure: introduction-body-conclusion. that was the simple and familiar structure of the argumentative text. it was explained by (oshima & hogue, 2006) that the generic structure of argumentative had introduction-bodyconclusion. more specifically, argumentative text was divided into two kinds of exposition text; analytical and hortatory exposition, which differed based on the point of view (aunurrahman, hamied, & emilia, 2017). as stated by them, it should consist of topic sentencesupport sentence-concluding sentence in each of the parts. unfortunately, some texts missed the concluding sentences. it might decrease the quality of coherence in texts because all paragraphs should tie and relate to previous and next paragraphs and also could guide readers to predict what the next paragraphs are about. based on how the writers developed the texts and provided their opinion by presenting reasons and evidence, these texts were categorized as analytical exposition texts. it was because each text provided writers' position to argue an issue or a thesis from their point of view, followed by arguments that support the thesis, summary, and recommendation (aunurrahman, hamied & emilia, 2017). the writers also used a variety of points of view. most of them used the third point of view, but some of them used the third and first point of view in one text. it was the uniqueness of argumentative essays that focus on how they persuade readers that what they argued was true. from the text coherence analysis, it could be made an assessment that all texts were coherent at the level of average. all text accurately used lexical relations and thematic patterns even though rogue sentences were still found. however, in the macro-level coherence in terms of developing keywords, schemas, and scripts, the texts were coherent. thus, there were some important aspects to developing a coherent text. first, it was not only putting cohesive devices in each sentence but using them appropriately, accurately, and adequately. the second was the relation of each sentence to answer readers' expectations. third, making sense of the entire text was crucial to achieving coherence. in this phenomenon, the researchers hoped all english teachers and language learners who have a passion for writing should have a big concern to teach and learn about how to develop a cohesive and coherent text. conclusions almost all the texts were sufficient to achieve logical relation between the preceding shofyatul fuadiyah, et al./ english education journal 12 (1) (2022) 130-140 139 sentences to the following sentence. the most frequent kinds of relations were additive and causal relations. the analysis of the thematic progression of the text was found that the most frequent pattern in the texts was a zig-zag pattern and the most rarely used was a multiple rheme pattern. even though all patterns were found in texts, many rogue sentences were also always found in each text. made when reading the text, the sentence did not have a related idea. the keywords could represent the topic or the theme of the texts. those keywords were found many times in almost every paragraph making readers guess the main topic easily. the schema of the texts was represented by the frame of the reference that used in the text. the schema in the text was analyzed in each paragraph. some of the writers could build a schema well, but others are not. from the analysis of the scripts, most of the texts were organized in argumentative essays structure, especially analytical exposition text which has introduction-body-conclusion. therefore, in general, most texts achieved coherence at an average level because they still missed some little aspects, such as rogue sentences and conclusion sentence. references ahmed, a. h. 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[doctoral thesis]. university of wollongong, wollongong, australia. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f128b252085 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 600 eej 11 (4) (2021) 600-607 english education journal http://journal.unnes.ac.id/sju/index.php/eej hots in reading activities of modules 1 to 5 easy english for package b fitria uswatun azizah1, dwi anggani linggar bharati2 1. pkbm bagus wandira, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: recived 29 july 2021 accepted 6 november 2021 published 23 december 2021 ________________ keywords: higher-order thinking skills, modules, package b, reading activities ____________________ abstract package b uses a flexible learning principle. the learning process uses a modular learning system. learning used the latest modules based on the 2013 curriculum equivalency education. this study belongs to qualitative research. the research method is content analysis. this study attempts to analyze the incorporation of analyzing level and evaluating level in reading activities presented in modules 1-5 easy english for package b by referring to revised bloom's taxonomy. the research participants are three english tutors of package b. from 168 reading activities, there are 164 lots reading activities or 97% and only 4 hots reading activities or 3%. the detail is one analyzing reading activity in module 3, one evaluating level reading activity in module 1, one evaluating level reading activity in module 2, and one evaluating level reading activity in module 3. the knowledge dimensions found in hots reading activities are factual and conceptual. the details are a factual knowledge reading activity in module 1 and three conceptual knowledge reading activities in module 2 & 3. the result of this study is expected to benefit english tutors to improve or add supplementary materials and reading activities from other sources, the module's author to develop hots reading activities in the module, and further researcher to conduct research related to the effectiveness and development of reading activities. correspondence : jalan ahmad yani no. 35 sumowono, kecamatan sumowono kabupaten semarang, jawa tengah e-mail: fuazizah@gmail.com p-issn 2087-0108 e-issn 2502-4566 fitria uswatun azizah & dwi anggani linggar bharati/ english education journal 11(4) (2021) 600-607 601 introduction one of non-formal education in indonesia is equivalency education. package b is equivalent to junior secondary school (smp/mts). equivalency education uses flexible learning principles, so the learning process uses a modular learning system. equivalency education competence equals formal education because the equivalency education curriculum was referred to as the 2013 curriculum (the ministry of education and culture, 2017). learning used the latest modules based on the 2013 curriculum equivalency education. hopefully, the students are enabled to learn and evaluate independently. this research focuses on modules 1-5 easy english for package b used by level iii students (equivalent to grade vii to viii). based on contextualization of core and basic competence of equivalency education curriculum, contextualization of curriculum competence carried out by the challenges of equivalency education without changing or reducing the quality standards or competency of graduates to be achieved as well contained informal education. it means that equivalency education students are expected to have the ability as formal education students. modules have a significant role as a source in the modular learning system. i am interested in explaining the incorporation of higher-order thinking skills in reading activities according to revised bloom's taxonomy because the activities in the modules focus on reading activities so students can evaluate themselves independently. i apply revised bloom's taxonomy to analyze the cognitive domain in the reading activity presented in modules. bloom's taxonomy was formed in 1956 to promote higher forms of thinking in education. the cognitive domain consisted of six major categories: knowledge, comprehension, application, analysis, synthesis, and evaluation (bloom & krathwohl, 1956). in 2001, lorin w anderson and david r. krathwohl released a revised version of bloom's taxonomy titled a taxonomy for learning, teaching, and assessing: a revision of bloom's taxonomy of educational objectives. the six cognitive processes were changed from noun to verb form. knowledge was changed to remembering, comprehension became understanding, and synthesis was renamed creating. creating became the highest level, switching was replaced by evaluating. the new order is remembering, understanding, applying, analyzing, evaluating, and creating (anderson et al., 2001). six cognitive domains are classified into two categories, i.e., higherorder thinking skills (hots) and lower-order thinking skills (lots). remembering, understanding, and applying includes lowerorder thinking skills includes analyzing, evaluating, and creating includes higher-order thinking skills. the knowledge dimension of revised blooms' taxonomy contains four categories: factual, conceptual, procedural, and metacognitive (anderson et al., 2001). factual knowledge is knowledge based on fact. the essential elements that students must know to solve the problem. it refers to essential facts, terminology, details, or elements that must be known. conceptual knowledge includes knowledge of categories and classification relationships between concepts more complexly and forms an organized knowledge. procedural knowledge is knowing how to do something. procedural knowledge covers the steps or stages that must be followed in doing or creating something. metacognitive knowledge means knowledge about general thinking and knowledge about thinking by students' cognition. higher-order thinking skill means using a broader mind than lower-order thinking skill and stimulating thinking skill (rajendran, 2010). reading is an essential skill in language learning. reading includes receptive skills. receptive skill is the ability to extract meaning from language (harmer, 2007). reading is a process of combining information from the text and readers' background knowledge to build meaning (nunan, 2003). reading skill is not only o the development of knowledge and relates to people's ability (harrison, 2004). reading can reinforce students' creativity and critical thinking (richard & renandya, 2020). the cognitive levels fitria uswatun azizah & dwi anggani linggar bharati/ english education journal 11(4) (2021) 600-607 602 included in hots for reading are analyzing (c4) and evaluating (c-5). creating (c-6) is the ability to arrange or organize a new pattern from the obtained information in reading activities. it means that creating a level is included in productive skills. the reading questions must be relevant to higher-order thinking skills to increase students thinking skills. i focus on reading activities in modules 15, easy english for package b. the application of learning principles uses a modular learning system. it means that modules have a significant role in the learning process. research about reading activities in modules is necessary because modules are the primary sources in teaching english for equivalency education. there has been no research discussing reading activities in package b module because previous studies discussed reading activities presented in textbooks and tests. the result of this study is expected to benefit english tutors to improve or add supplementary materials and reading activities from other sources, the module's author to develop hots reading activities in the module, and further researcher to conduct research related to the effectiveness and development of reading activities. method i assumed that higher-order thinking skills are incorporated in reading activities of modules 1-5 easy english for package b. higher-order thinking skills in reading questions play a significant role in promoting students' higherorder thinking skills. this study belongs to qualitative research that uses content analysis as a research method. content analysis is known as a method of analyzing documents. this study attempts to analyze the incorporation of higherorder thinking skills in reading activities presented in modules 1-5 easy english for package b by referring to revised bloom's taxonomy. the object of this study is reading activities presented in modules 1-5 easy english for package b. modules 1-5 are for level iii (equivalent to grade vii to viii). these modules consisted of: module 1 (getting acquaintance), module 2 (let's start the day), module 3 (my lovely friends), module 4 (i see a wonderful village), and module 5 (attention please). three english tutors of package b are involved as research participants. they are tian, dewi, and sari (pseudonym) from three different learning centers (pusat kegiatan belajar masyarakat/pkbm) in semarang regency. the unit of analysis in this study is higher-order thinking skills' reading activities presented in module 1 to module 5 easy english for package b. i am the main research instrument to collect and analyze the data. i also have a role as a planner, collector, and analyzer. i collect and analyze the data by referring to revised bloom's taxonomy. i also interviewed english tutor to gain more information. i used documentation and interview to collect the data. a form of checklist and interview guidelines is used to collect the data. the form is a checklist to classify reading activities by referring to higher-order thinking skills according to blooms' revised taxonomy. second is interview guidelines to collect additional information from research participants. the data in this study were collected from documentation and interview. expert' judgment will triangulate the data obtained from the study to avoid the researcher's subjectivity. results and discussions reading activity presented in module 1-5 easy english for package b is 168. the details are 45 reading activities in module 1, 41 reading activities in module 2, 34 reading activities in module 3, 14 reading activities in module 4, and 34 reading activities in module 5. then, reading activities are analyzed based on higher-order thinking skills according to revised bloom's taxonomy. the finding indicates four higherorder thinking skills in reading activities. the details are 1 hots reading activities in module 1, 1 hots reading activities in module 2, and 2 hots reading activities in module 3. in module 4 and module 5, hots reading activities are not found. the detail is an analyzing reading activity in module 3, one evaluating level reading activity in module 1, one evaluating level reading activity fitria uswatun azizah & dwi anggani linggar bharati/ english education journal 11(4) (2021) 600-607 603 in module 2, and two evaluating level reading activities in module 3. the incorporation of analyzing level in reading activities based on the reading activities of modules 1-5 easy english for package b, i found 1 reading activity of analyzing level in module 3. to complete the reading activity, students should break the concept into parts and determine how the parts relate to other parts or overall structure. further details are explained below: figure 1. hots reading activity in module 3 the reading activity is presented in module 3 (my lovely friends), page 18. the reading activity is talking about family. a short passage and an empty family tree are presented. the direction is "complete the family tree based on the text!". the direction is clear. students are asked to fill the family tree according to the information in a short passage. based on the short passage, students position themselves as bowo, the subject in the passage. students must fill in the name of bowo's family members. they are mr. ahmad, mrs. aminah, mr. yusuf, mrs. yusuf, mr. arifin, andini, arini, wisnu, anita, mustika, and malika. to fill correctly, students must analyze the names of family members and their relationship to bowo. then, students fill the family tree based on their understanding and analysis results. this reading activity includes the analyzing level because the students determine the family member to fill the blank charts in the family tree. according to the knowledge dimension, the reading activity above is conceptual. because students need knowledge of the family relationship, they relate their knowledge and information in a short passage to correctly fill the family tree. three respondents stated that the reading activity in module 3 about the family tree was included in the hots activity. the reading activity above is analyzing level. it is appropriate with hots according to revised bloom's taxonomy. students are asked to search for relationships based on the text. first, students read the text to know the name and relation. then, they complete a family tree based on their result analysis. the incorporation of evaluating level in reading activities i found three reading activities that include evaluating level (c-5), one reading activity in module 1, one reading activity in module 2, and one reading activity in module 3. in evaluating the level, students judge based on the criteria and standards. three reading activities that i found in modules require students to judge whether it is true or false. the details are described below: figure 2. hots reading activity in module 1 the reading activity is presented in module 1 (getting acquaintance) page 09. this reading activity is about the expression of greeting. according to taxonomy bloom, the operational word "write" is included in creating level (c-6). however, based on the instruction and question form, the reading activity above is evaluating level (c-5). the activity includes evaluating the level of hots. four pictures are related to time. each picture is annotated with an expression of greeting. students are asked to determine whether the greetings match the pictures or not. if it is matched, students can write fitria uswatun azizah & dwi anggani linggar bharati/ english education journal 11(4) (2021) 600-607 604 true (t), and if it is not matched, students can write false (f). the answer to all statements is false because greetings are not appropriate with all pictures. students need the ability to make a judgment between pictures and greetings. based on the knowledge dimension, this reading activity includes factual knowledge. because students need knowledge of the expression of greeting, students relate their knowledge and pictures before they determine whether the pictures and expressions of greeting are true or false. three respondents stated that the activity included evaluating the level of hots. the operational word "write" is less suitable for reading activities. the suitable operational word is "choose" or determine." students are asked to observe each presented picture and greeting. students choose a true or false statement based on the suitability of the pictures and greeting. this reading activity is the following evaluating the level of bloom's taxonomy. the second is a reading activity presented in module 2 (let’s start the day) page 28. figure 3. hots reading activity in module 2 five simple present tense sentences are provided in the reading activity. it is the same with the previous reading activity that the operational word is "write," but the point of the reading activity is to justify the sentences. students are requested to determine whether the subject and verb are appropriate or not. if subject and verb are appropriate, students choose t (true), while subject and verb are not appropriate, students choose f (false). according to the knowledge dimension, reading activity is conceptual knowledge. students must understand the simple present tense concepts and patterns, specifically in writing verbs. subject i, you, we, they or plural form use an actual verb. while the subject is third person (he, she, and it), the suffix –s or –es is added to the verb. then students can determine whether the sentence is true or false according to the concept and pattern they already understood. the answer of the first sentence is true, the second is true, the third is true, the fourth sentence is true, and the fifth sentence is false because the verb is not appropriate with the subjects. the subjects are i and my uncle, and the correct verb is "buy" without the suffix –s. question and cognitive level are appropriate. for package b students, learning the simple present tense by correcting sentences is included in the hots question category. based on the interview result, this activity is included evaluating level. students are asked to compare the statement to know whether it is true or false. the is material about simple present tense. question and cognitive level are appropriate. for package b students, learning simple present tense by correcting sentences, whether correct or incorrect, is included in hots. the third is a reading activity found in module 3 (my lovely friends) page 20. figure 4. hots reading activity in module 3 the primary material of the reading activity above is descriptive text related to humans. each number consists of two sentences related to the hobby. it is also the same as the previous reading activity. however, the fitria uswatun azizah & dwi anggani linggar bharati/ english education journal 11(4) (2021) 600-607 605 operational word is "write," but the actual meaning is to justify the sentences by writing t (true) or f (false). the first sentence is about an activity related to a hobby and the second sentence is the name of the hobby. students are asked to judge whether the activities related to the first sentence match the second sentence. based on the knowledge dimension, the reading activity above is conceptual. students should understand the message of the first sentence. the first sentence contains a clue about a place related to a hobby. football yard relates to playing football, the gym is related to gymnastics, new places relate to traveling, karaoke relates to singing, and sea relates to diving. after they get the message of the first sentence, they can relate the first and second sentences. the answer of number one is true because football yard relates to football. the answer to number two is false. after all, the gym does not relate to dancing. the answer of number three is false because new places do not relate to collecting stamps. the answer to number four is false. after all, karaoke does not relate to dancing, and the last answer is true because the sea relates to diving. three respondents showed that this reading activity is hots, evaluating category. students are asked to determine actual or false between two sentences about places and related hobbies. this activity follows the provisions of hots, evaluate. sari adds that students can use a dictionary to better understand the meanings in the sentences. it can add their vocabularies too. this study found 168 reading activities presented in module 1-5 easy english for package b. the details are as follows, 45 reading activities in module 1 (getting acquittance), 41 reading activities in module 2 (let's start the day), 34 reading activities in module 3 (my lovely friends), 14 reading activities in module 4 (i see a wonderful village), and 34 reading activities in module 5 (attention please!). according to revised bloom's taxonomy (2001), four reading activities follow higher-order thinking skills. the details are hots reading activities in module 1, hots reading activities in module 2, and 2 hots reading activities in module 3. in module 4 and 5, hots reading activities are not found. from 168 reading activities, there are 164 lots reading activities or 97% and only 4 hots reading activities or 3%. the detail is an analyzing reading activity in module 3, an evaluating level reading activity in module 1, an evaluating level reading activity in module 2, and two evaluating level reading activities in module 3. it means that module 1-5 easy english for package b are dominated by lots reading activities. the finding indicates that this study has similar results with previous studies. the frequency of hots reading activities or questions is low because it is dominated by lots (kasim et al., 2017; mizbani & chalak, 2017; narwianta et al., 2019; olimat, 2015; putri & komariah, 2018) based on the findings above, analyzing the reading activity is presented in module 3. the reading activity is about the family tree or family member. according to revised bloom's taxonomy, analyzing includes hots (higherorder thinking skill). three respondents, i.e., tian, dewi, and sari, stated that the reading activity in module 3 about the family tree is included in the hots activity. analyzing also is known as cognitive level 4 or c-4. students should break the concept into components and determine the relation of each part. in doing a reading activity about the family tree, students are asked to read passages, detail each name and position in a family, search the relationship between family members, and then write it down in a family tree. this activity complies with analyzing rules in bloom's taxonomy. the researchers found analyzing level in reading activities on their research' object. in percentage, analyzing level in this research shows the least amount because only 1% of the total reading activities. atiullah et al., (2019) and dewayani et al., (2020) stated that analyzing level reading activities are still available even though the percentage is low. reading activities that include evaluating level (c-5) are presented in module 1, module 2, module 3. according to revised bloom's taxonomy, students judge materials based on criteria or standards to evaluate reading activities. fitria uswatun azizah & dwi anggani linggar bharati/ english education journal 11(4) (2021) 600-607 606 three evaluating reading activities in modules are in the form of true or false questions. arvianto & faridi (2016) and febriyani et al., (2020) stated in their research that evaluating reading activities contained in the objects they studied. the first is the reading activity presented in module 1 (getting acquittance) on page 09. the reading activity is about greeting. there are four pictures presented that are related to activities and times. below the picture is presented greeting and true or false choices. students are asked to determine whether the greetings match the pictures or not. students choose true (t) if the picture and greeting are matched; otherwise, students choose false (f) if the picture and greeting are not matched. the second is a reading activity presented in module 2 (let's start the day) page 28. there are five sentences about simple present tense. students are asked to determine whether the subject and verb are appropriate or not by choosing "true (t)" or "false (f)." the answer numbers 1-4 are true, and number 5 is false. the third is a reading activity found in module 3 (my lovely friends) page 20. the reading activity is about people's hobbies. each number consists of two sentences. the first sentence is the place to do a hobby and the second sentence is a hobby. students are asked to determine first and second sentences are related or not. if the first and second sentences are matched, students choose "true (t)"; otherwise, if the first and second sentences are not matched, students choose "false (f)." conclusion 168 reading activities are presented in modules 1-5 easy english for package b. according to the analysis of reading activities based on revised bloom's taxonomy, there are 164 or 97% lower-order thinking skills (lots) reading activities and 4 or 3% higher-order thinking skills (hots) reading activities. the detail is one analyzing reading activity in module 3, an evaluating level reading activity in module 1, an evaluating level reading activity in module 2, and an evaluating level reading activity in module 3. it can be concluded that reading activities in module 1-5 easy english for package b are dominated by lots reading activities. the knowledge dimensions found in hots reading activities are factual and conceptual. the details are a factual knowledge reading activity in module 1 and three conceptual knowledge reading activities in module 2 & 3. for equivalency students, modules are the primary source to learn and evaluate independently. some suggestions are presented as the contribution in teaching english for package b. first; the author must apply six cognitive levels, i.e., remembering, understanding, applying, analyzing, evaluating, and creating in designing suitable reading activities. second, the english tutors of package b should improve or add supplementary materials and reading activities from other sources. third, i hope that further study can discuss the effectiveness of using reading activities in modules of package b in the learning process. furthermore, the result of the study can be used as a reference in developing reading activities in learning english, especially for package b modules. the result shows that reading activities are dominated by lots reading activities. further research is recommended by using the research and development (r & r&d) approach. references anderson, l. w., krathwohl, d. r., & bloom, b. s. (2001). a taxonomy for learning, teaching and assessing: a revision of bloom’s taxonomy of educational objectives. longman. arvianto, z. i., & faridi, a. (2016). the compatibility of reading exercises with bloom’s revised taxonomy and 2013 curriculum (a case of english textbook entitled bahasa inggris for grade xi published by department of national education 2014). english education journal (eej), 6(1), 42–52. atiullah, k., fitriati, s. w., & rukmini, d. (2019). using revised bloom’s taxonomy to evaluate higher order thinking skills (hots) in reading comprehension fitria uswatun azizah & dwi anggani linggar bharati/ english education journal 11(4) (2021) 600-607 607 questions of english textbook for year x of high school. english education journal, 9(4), 428–436. bloom, b. s., & krathwohl, d. r. (1956). taxonomy of educational objectives; the classification of educational goals by a committee of college and university examiners. handbook i: cognitive domain. longmans, green. dewayani, g. p. s., ngadiso, n., & sarosa, t. (2020). insufficient higher order thinking skill in reading comprehension exercises of an english language textbook. elt worldwide, 7(2), 124–135. febriyani, r. a., yunita, w., & damayanti, i. (2020). an analysis on higher order thinking skill (hots) in compulsory english textbook for the twelfth grade of indonesian senior high schools. journal of english education and teaching (jeet), 4(2), 170–183. harmer, j. (2007). the practice of english language teaching. pearson longman. harrison, c. (2004). understanding reading development. in understanding reading development. sage publication ltd. kasim, u., zulfikar, t., & zaiturahmi. (2017). analysis of instructional questions in an english textbook for senior high schools. english education journal (eej), 8(4), 536– 552. mizbani, m., & chalak, a. (2017). analyzing reading and writing activities of iranian efl textbook prospect 3 based on bloom’s revised taxonomy. journal of applied linguistics and language research, 4, 13–27. www.jallr.com narwianta, n., bharati, d. a. l., & rukmini, d. (2019). the evaluation of higher order thinking skills in english school nationally standardized examination at state senior high school 6 semarang. english education journal, 9(3), 316–326. nunan, d. (2003). practical english language teaching. mc graw hill. olimat, m. (2015). analyzing action pack textbooks’ questions according to revised bloom taxonomy. journal of education and practice, 6(28), 152–159. www.iiste.org putri, m. a., & komariah, e. (2018). a content analysis of activities in english textbook “when english rings a bell.” research in english and education (read), 3(2), 147– 153. rajendran, n. s. (2010). teaching & acquiring higher order thinking skills theory & practice. universiti pendidikan sultan idris. richard, j. c., & renandya, w. a. (2020). methodology in language teaching: an anthology of current practice. cambridge university press. the ministry of education and culture. (2017). the 2013 curriculum equivalency education package b. the head of center for curriculum and textbook (puskurbuk). 244 eej 11 (2) (2021) 244-255 english education journal http://journal.unnes.ac.id/sju/index.php/eej techniques and quality of ironic, cynical, and sarcastic expressions in ahmad tohari’s ronggeng dukuh paruk trilogy indonesian – english translation titik wijayanti1, puji astuti2, rudi hartono2 1. smp n 3 kaliwungu kendal, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: recived 24 december 2020 accepted 03 february 2021 published 20 june 2021 ________________ keywords: technique, translation quality, accuracy, acceptability, readability. _______________ abstract ___________________________________________________________________ many ironic, cynical, and sarcastic expressions are found in ronggeng dukuh paruk trilogy. because of the differences of situational context and cultural background, it is not easy for the target readers to grab the information and mission or messages delivered by ahmad tohari in the source text. some techniques might be chosen by the translator. the accuracy, acceptability or naturalness, and readability of the ironic, cynical, and sarcastic expressions should also be considered. the aims of the study were first to identify the translation techniques of ironic, cynical, and sarcastic expression in ronggeng dukuh paruk trilogy from indonesian into english, and the second, to explore the translation accuracy, acceptability, and readability of translating ironic, cynical, and sarcastic expression in ronggeng dukuh paruk trilogy from indonesian into english. the object of this study was ronggeng dukuh paruk trilogy written by ahmad tohari translated by rene t.a. lysloff. this study employed embedded research design. it combined or integrated qualitative and quantitative data. the data analysis was deductively built from particular to general. the result of the translation techniques analysis shows that the most dominant translation techniques are established equivalent, reduction, and modulation. based on the analysis, it reveals that the translation quality of ironic expression translation possesses the highest score compared with cynic and sarcastic expressions translation. it can be concluded that translation techniques influence the translation quality. it might be suggested for the future researchers to investigate how translation technique influences the translation quality. correspondence address: karangtengah lor, karangtengah, kaliwungu, kendal regency, central java 51372, indonesia e-mail: titikwijayanti1975@gmail.com p-issn 2087-0108 e-issn 2502-4566 titik wijayanti, et al./ english education journal 11 (2) (2021) 244-255 245 introduction ronggeng dukuh paruk was written by ahmad tohari in 1981. it was first published in 1982. it was written in three series; catatan buat emak, lintang kemukus dini hari, and jantera bianglala. because of his work, ahmad tohari was considered as the supporter of communism. he wrote this novel for the reason of the sense of humanity. he agreed with communist dissolution, however, he disagreed with penalization without any judicature (andita, 2018). ronggeng dukuh paruk is one of the most famous ahmad tohari’s novels. the prominent characteristic of ahmad tohari’s literary works is that he exposes the naturalness and rural culture. he explains a value and a creative alternative intellectual world in a simple, smooth, and understandable language. he shortens the distance between the pop and the serious. many literary works are difficult to be understood using simple intelligence. however, it is not for ahmad tohari’s literary works (asrofah, 2017). ronggeng dukuh paruk was already translated into foreign languages; english, dutch, german, chinese and japanese. in this research, we focused on the translation of the novel in english. translating a novel was not easy because the translated novel should be as close as the original one. the atmosphere of the source text (st) should be brought by the translator to the target text (tt). the translator should be aware of the situational context and cultural background. the complexity might arouse when the target readers have different perspectives, perceptions, or ideas. the result of the translation might not have the same taste with the source text. according to newmark (1988), translation involves the transfer of culture although it is under unequal condition that is responsible for distorted and biased translation. in translating ronggeng dukuh paruk into english, difficulties might arouse during the process. the source and the target language have different structure and culture. the message in the source text might not totally be delivered to the target text. it was influenced much by the techniques used by the translator. therefore it would affect to the accuracy, acceptability, and readability of the target text. in this case, ironic, cynical, and sarcastic expression in source text might not be as ironic, cynical, and sarcastic as the expressions in the target text or the other way round. consequently, the target and the source readers would have different interpretation about the novel. in other word, the translator failed to deliver the messages from the writer to the target readers. the target readers are people who use english as their mother tongue or the native of english. because of the differences of situational context and cultural background, it is not easy for the target reader to grab the information and mission or messages delivered by ahmad tohari in the source text, ronggeng dukuh paruk. in this case, lysloff, the translator, had to make adjustment. therefore, the target reader would understand the situational context. some techniques might be chosen to make adjustment. in making adjustment, it should also be considered the accuracy, acceptability or naturalness, and readability of the ironic, cynical, and sarcastic expression. when the expressions did not exist in target language, the translator might need to change, simplify, or create the expressions for the readability. based on the underpinned reason of this research, we were interested to have a deeper understanding toward the source text, ronggeng dukuh paruk, compared to the target text, the dancer. in this research, we investigated the translation techniques of ironic, cynical, and sarcastic expression which were used by the translator. in this case, they were referred to molina and albir (2002)’s translation techniques. then, we analyzed the translation quality of ironic, cynical, and sarcastic expressions. at last, we explored how the use of techniques affected the translation quality. in assessing the translation quality, according to larson (1998), there are three reasons should be aware of. they are accuracy, acceptability, and readability. first, in term of accuracy, she said that the translation product should successfully communicate the meaning of the source text in target text. it means that the translator must be able to figure out the real idea of the author as he expressed in the original one. therefore, the readers of the target language have the same interpretation and feeling about the novel as the readers of the source language. second, in term of readability, she stated that the target text can be easily understood by the target reader. titik wijayanti, et al./ english education journal 11 (2) (2021) 244-255 246 third, in term of acceptability or naturalness, she stated that the target text use the natural structure and vocabularies in target language. furthermore, the target reader might not realize that it was translated from other language. the analysis of translation quality in this research was based on teh measurement model proposed by nababan et. al (2012). the analysis was focused on the accuracy, acceptability, and readability of ironic, cynic, and sarcastic expression translation. therefore, this research was carried out to identify the translation techniques of ironic, cynical, and sarcastic expression in ronggeng dukuh paruk trilogy from indonesian into english, to analyze the translation accuracy of translating ironic, cynical and sarcastic expression in ronggeng dukuh paruk trilogy from indonesian into english, to explore the translation acceptability or naturalness of translating ironic, cynical, and sarcastic expression in ronggeng dukuh paruk trilogy from indonesian into english, to discover the translation readability of translating ironic, cynical, and sarcastic expression in ronggeng dukuh paruk trilogy from indonesian into english. method this study employed embedded research design. it involved combining or integrating of qualitative and quantitative data (creswell, 2014). this design was used for the reason that qualitative and quantitative data were needed to answer the research questions. each type of questions required different types of data. in this study, the researcher was making interpretation of the meaning of the data. the data analysis was deductively built from particular to general. this research design was chosen in order to be in line with the research problem and the objective of the research. in the process of analysis, teh interpretation making was important and also the application of eclectic method was unavoidable to have maximum result. hermeneutic technique was also applied in this study. sumaryono (1999) stated that in analyzing literary work, the use of hermeneutic technique was strongly needed. it was because without any interpretation, the reader might not understand or grab the soul of the time when a literary work was written. the data was taken from the source text, ronggeng dukuh paruk and the target text, the dancer. the data was in a form of words, phrases, or sentences which were considered ironic, cynic, or sarcastic. the data resulting from reading would be noted and coded, then classified based on the characteristic. the classified data were analyzed on what translation techniques used by the translator. the expressions in the source text and in target text were compared by analyzing the accuracy, acceptability, and readability to prove the translation quality. the respondents were involved. they were english native speakers, indonesians who lived in english speaking countries, and indonesians who mastered in english. results and discussion translation technique of ironic, cynic, and sarcastic expression there were seventy four ironic expressions, forty five cynic expressions, seventy two sarcastic expressions found in the novel. they were in the form of phrases, and sentences. the translation techniques of those three expressions were analyzed based on eighteen translation techniques proposed by molina and albir (2002). in ironic expression translation, there were fifteen translation techniques applied. they were adaptation (4.79%), amplification (13.83%), borrowing (4.26%), calque (2.13%), compensation (7.98%), description (1.6%), established equivalent (17,02%), generalization (5.85%), linguistic amplification (1.6%), linguistic compression (1.6%), literal translation (6.38%), modulation (17.55%), particularization (0.53%), reduction (10,64%), transposition (4.26%). in cynic expression translation, there were thirteen translation techniques used by the translator. they were amplification (4.76%), borrowing (5.56%), compensation (6.35%), description (0.79%), discursive creation (1.59%), established equivalent (19.84%), generalization (3.17%), linguistic amplification (0.79%), linguistic compression (1.59%), literal translation (6.35%), modulation (26.19%), reduction (21.43%), transposition (1.59%). in sarcastic expression translation, there were ten translation techniques used by the translator. they were adaptation (0.69), titik wijayanti, et al./ english education journal 11 (2) (2021) 244-255 247 amplification (4.14%), borrowing (4.83%), compensation (4.83%), discursive creation (3.45%), established equivalent (31.72%), literal translation (8.28%), modulation (7.59%), reduction (22.76%), transposition (11.72%). some examples of the translation techniques of ironic, cynic, and sarcastic expressions translation would be presented below. adaptation molina and albir (2002) stated that adaptation was to replace st cultural element with one from the target culture. adaptation was mostly used by the translator when there were cultural differences between source language (sl) and target language (tl). this was also in line with the concept of naturalization introduced by nida (1964). he stated that naturalization could be achieved when the sl and culture was understood as a whole, cultural context of the message and the target audiences were taken into consideration. adaptation was obviously found in the following example st (i002): … rasus, waarta, dan darsun kini harus saling adu tenaga memperebutkan umbi singkong yang baru mereka cabut. (tohari, 2011, p.11) tt (i002): … the three boys began to wrestle, fight over the rubbers they had found. (tohari, 2012, p.5) in this ironic expression, the translator used rubber for umbi singkong because it was unknown in target language. amplification in amplification, the translator tended to introduce details that are not formulated in st (molina and albir, 2002). in some cases, the translator needed to do this technique in order to give better understanding to the target reader. in other words, it was required to give detail in tt to clarify the information in st. the example below showed amplification technique done by the translator. st (i001): semua orang dukuh paruk tahu ki secamanggela, moyang mereka, dahulu menjadi musuh kehidupan masyarakat. tetapi mereka memujanya (tohari, 2011, p.10). st (i001): semua orang dukuh paruk tahu ki secamanggela, moyang mereka, dahulu menjadi musuh kehidupan masyarakat. tetapi mereka memujanya (tohari, 2011, p.10). tt (i001): the people of paruk were aware of their ancestor’s dubious reputation, yet they still paid homage to them (tohari, 2012, p.10). in this example, the additional information was given for better understanding. it was considered that the target reader did not know the background of the novel. furthermore, they did not know who ki secamenggala was and what his character was. therefore, he added more information in tt so that they could grab the message in st. borrowing borrowing was one of the techniques that were often used in translating the cultural term in this novel. molina and albir (2002) stated that borrowing was to take a word or expression straight from another language. it could be pure or without any change and it could be naturalized. the example of borrowing could be seen below. st (i018): seekor kambing jantan telah dikalahkan oleh ciu dan tipu daya. (tohari, 2011, p.75) tt (i018): just another horny goat conquered by the power of ciu and deceit. (tohari, 2012, p.76) the translator still used the term ciu in tt for the reason that it was to show that it is traditional alcoholic beverage that only could be found in indonesia. it was made of the water of fermented cassava. it was really different from the alcoholic beverage known by the target reader that was made of fermented grape. calque the fourth translation technique used by the translator was calque. it was a literal translation a foreign word or phrases. it could be lexical or structural (molina and albir, 2002). it could be seen in these following examples. st(i030): …dukuh paruk masih mengharuskan dirinya melayani laki – laki yang datang. … (tohari, 2011, p.141) tt (i030): …paruk village doesn’t realize who i am now,… (tohari, 2012, p.148) from the example above, the translator used calque technique to transfer dukuh paruk into paruk village. he simply changed the structure in tt. compensation compensation was used by the translator when he wanted to introduce a st element of information or stylistic effect in another place in titik wijayanti, et al./ english education journal 11 (2) (2021) 244-255 248 the tt because it could not be reflected in the same place as in the st (molina and albir, 2002). the following example would show compensation done by the translator. st (i016): “oh, kasihan kawanku ini. kau senang pada srintil, tetapi nanti malam ronggeng itu dikangkangi orang. wah . . .” (tohari, 2011, p.63) tt (i016): “oh, my poor friend. you’ve got a crush on srintil, but tonight she’s going to be mounted…” (tohari, 2012, p.63) in this case, the translator used idiomatic expression in tt for the same meaning of the word senang. he used got a crush on instead of like or love for the reason that he tried to give natural impression to the target reader by using the common expression in tl. description description was to replace a term or expression with a description of its form or/and function (molina and albir, 2002). in the process of translation, sometimes the translator faced problems to find equivalent words in tl. most of them were due to the cultural item. therefore, he needed to explain them to the target reader. description of certain terms in tt would help the target reader to grab the message in st. it could be seen in this following example. st (i053): …, ada sumpah serampah, dan ada ronggeng bersama perangkat calungnya. (tohari,2011,p .15) tt (i053): …, a few curses, and a ronggeng dancer accompanied by her calung, ensemble of bamboo xylophones,… (tohari, 2012, p.11) discursive creation discursive creation was to establish a temporary equivalent that was totally unpredictable and out of the context (molina and albir, 2002). based on the analysis, there were some discursive creations found in the novel. the translator changed some term which were not stated in the st. it was out of the context. in other words, it was not related to the st. he created the terms. the discursive creation in sarcastic expression would be presented below. st (s001): “sudah, sudah, kalian tolol,” ujar rasus tak sabar. (tohari, 2011, p.11) tt (s001): “i’ve got an idea,” rasus announced. (tohari, 2012, p.5) the translator rendered the term sudah, sudah, kalian tolol into i’ve got an idea which did not have any relation in meaning with sudah, sudah, kalian tolol. in this case, he tended to minimize the sarcastic expression in tt. established equivalent established equivalent was the most frequent technique used by the translator. the author often used cultural term in sarcastic expression. sometimes, the terms were not found in tl. therefore, the translator tried to build the equivalent term in tt. in line with molina and albir (2002) statement, he used a term or expression recognized (by dictionary or language in used) as an equivalent in the tl. the example of expression which was translated using established equivalent technique could be seen below. st (s003): “santayib. engkau anjing ! asu buntung. lihatlah, bokor ini biru karena beracun. asu buntung. engkau membunuh semua orang. engkau . . . engkau aaasssu . . . .” (tohari, 2011, p.26) tt (s003): “you son of bitch! you bastard! look, this bowl is blue with poison. you bastard! you’ve murdered all those people.” (tohari, 2012, p.23) the terms engkau anjing! asu buntung were very sarcastic expressions that were commonly used in st. they were specific verbal abuse used by banyumas people. however, in tt, the target readers had different sense with the term anjing, asu, or dog. dog was not considered as the lowest level of animal that was appropriately used as verbal abuse. dog was a worthy animal. in other words, the readers had different sense of dog because of different culture. in this case, the translator rendered the verbal abuse st with the verbal abuse that commonly used in tl which had the same sense when it was uttered. that were you son of bitch and you bastard. generalization generalization was applied when the translator used a more general or neutral term of something (molina and albir, 2002). the application of generalization would be proved in this following expression. st (c008): “oh, saya tak pernah bermimpi seorang laki – laki dukuh paruk akan memenangkan sayembara…” (tohari, 2011, p.52) titik wijayanti, et al./ english education journal 11 (2) (2021) 244-255 249 tt (c008): “well, i never dreamed of someone from paruk winning the contest…” (tohari, 2012, p.52) the term seorang laki – laki dukuh paruk was translated into someone from paruk. it was recognized that someone was the general term for seorang laki-laki or man in english and also paruk for dukuh paruk. someone could be man or woman. in case, it had to be a man to take a ronggeng virginity before she legally became a ronggeng. it also occured to dukuh paruk. it refered to the place. the word paruk refers anything related to paruk such as place, people, culture, faith, and so on. however, the translator used the term paruk instead of dukuh paruk. linguistic amplification linguistic amplification technique was used by the translator to add linguistic element. this was often used in consecutive interpreting (molina and albir, 2002). it was due to the attachment of the tl to deliver the message from st to tt smoothly. the example of linguistic amplification could be seen below. st (i004): seorang gadis kencur seperti srintil telah mampu menirukan dengan baiknya gaya seorang ronggeng. dan orang dukuh paruk tidak bakal heran. (tohari, 2011, p.13) tt (i004): the fact that srintil, a naïve little girl, was able to imitate a ronggeng dancer’s style with considerable skill would not have come as a surprise to anyone from paruk. (tohari, 2012, p.8) in this example, the term dengan baiknya was translated into with considerable skill. the translator tried to attach the term in tl to give more impression to the target reader. linguistic compression the translator sometimes needs to synthesize linguistic element in tt in some ironic expressions. it was called linguistic compression techniques (molina and albir, 2002). he used this technique in consecutive interpreting. the example of this technique would be presented below. st (i006): seandainya ada seseorang di dukuh paruk yang pernah bersekolah, dia dapat mengira – ngira saat itu hampir pukul dua belas tengah malam, tahun 1946.(tohari, 2011, p.21) tt (i006): an educated person could have work out what happened that night, at about midnight in the year 1946. (tohari, 2012, p.18) in this ironic expression, the two sentences were compressed into one sentence. however, it did not diminish the message in st. literal translation from the deep analysis of the novel, although most of sarcastic expressions were translated using established equivalent technique, in some cases the translator still applied literal translation technique. as known before that literal translation was to translate a word or an expression word for word (molina and albir, 2002). the example of expression which was translated using literal translation technique could be seen below. st (s017): “bangsat engkau, warta.” (tohari, 2011, p.63) tt (s017): “damn you, warta.” (tohari, 2012, p.64) this sarcastic expression was rendered word by word although it was not purely literal. the word bangsat was considered equal with the word damn. modulation modulation was to change point of view, focus or cognitive category in relation to the st. modulation could be lexical or structural (molina and albir, 2002). modulation was applied when words in sl did not have the equivalent in tl. modulation was also applied to clarify the meaning and to find the natural equivalent in tt. based on the analysis, modulation existed in the expression below. st (s018): “hanya itu? bagaimanadengan srintil yang akan diperkosa nanti malam?” jangkrik! (tohari, 2011, p.64) tt (s018): “is that all? what about srintil losing her virginity tonight?” (tohari,2012, p.65) the translator applied modulation in this expression. he lexically changed the target reader point of view about what happened to srintil. in st, the author used the term diperkosa that means raped. it meant that srintil was forced to do that. it did not come from her willing. in tt, the translator changed the target reader point of view by rendering diperkosa or raped with losing her virginity. it was implied that it was srintil’s intention to do as a requirement before she became a ronggeng. titik wijayanti, et al./ english education journal 11 (2) (2021) 244-255 250 particularization the translator applied particularization to use a more precise or concrete term. it was in opposition to generalization (molina and albir, 2002). it could be found in the expression below. st (i030): … srintil terkejut ketika menyadari bahwa dukuh paruk masih mengharuskan dirinya melayani laki – laki yang datang. “jadi dukuh paruk tidak mengerti bagaimana aku sekarang.” keluhnya. (tohari, 2011, p.141) tt (i030): … she realized that teh villagers still expected her to service men that came to the village. “so, paruk village doesn’t realize who i am now,” she said to herself. (tohari, 2012, p.148) the term dukuh paruk refered to people, place, culture, tradition, myth, and many others related to it. in this expression, the translator only took one part that was the people. it was represent the whole things about dukuh paruk. the translator used the term villagers because it was more precise and concrete. reduction reduction was to suppress a st information item in the tt (molina and albir, 2002). based on the analysis, many reductions were done by the translator. he omitted some part of the sarcastic expression or even the whole expression. some omissions were presented below. st (s005): dasar kalian semua asu buntung! aku tetap segar – bugar meski perutku penuh tempe bongkrek. kalian mau mampus, mampuslah. jangan katakan tempeku mengandung racun. kalian terkena kutuk ki secamenggala, bukan termakan racun. kalian memang asu buntung yang sepantasnya mampus!” (tohari, 2011, p.28) tt (s005): you’re all son of bitches! i’m still healthy even though my stomach’s full of bongkrek. you wanna die, go ahead and die. just don’t say my tempeh is poisonous. you’re all cursed by ki secamenggala. you’re all sons of bitches and deserve to die!” (tohari, 2012, p.25) the omission was only in some part of the expression. it was for the reason that the term was considered unnecessary. in other word, the term was not important because it did not influence much in delivering the message from st to tt. another example of reduction was totally different from the example above. the translator omitted the whole expression in tt. most of the whole omitted expressions were verbal abuses. st (s014): “bajingan! asu buntung!” (tohari, 2011, p.61) tt (s014): transposition transposition was to change a grammatical category (molina and albir, 2002). it happened when the sl and tl had different structure. the changing of grammatical category in translating ironic, cynic and sarcastic expressions from st to tt could not be avoided. transposition in the expression was presented as follow. st (s001): “sudah, sudah, kalian tolol,” ujar rasus tak sabar. (tohari, 2011, p.11) tt (s001): “i’ve got an idea,” rasus announced. (tohari, 2012, p.5) in indonesian, in direct speech, when the speaker was place at the end of teh sentence, it came after the verb. while in english, the speaker was placed before the verb. substitution and variation techniques were not found in ironic,cynic, and sarcastic expression in the novel. therefore, only sixteen techniques were applied by the translator in translating the three expressions. many problems might be faced by the translator. he might not only applysingle technique but also combine two, three, four or more techniques to meet cultural equivalent (newmark, 1988, p.91). based on the analysis, it also revealed that in translating ronggeng dukuh paruk especially the ironic, cynic, and sarcastic expression, the translator applied not only one techniques for each item, but he might also applied even six techniques in translating one item. translation quality the translation quality of ironic expression the result of the analysis on ironic expression translation quality could be seen in the following table. table 1. the translation quality of ironic expression the average score accurac y accepta bility readabi lity su m average 2.67x3= 8.01 2.77x2= 5.54 2.81x1= 2.81 16. 26 16.26:6 =2.73 from the table it could be seen that the score for ironic expression translation quality was 2.73 from the highest score of 3. titik wijayanti, et al./ english education journal 11 (2) (2021) 244-255 251 the translation quality of cynic expression the result of the analysis was presented in the table below. table 2. the translation quality of cynic expression accura cy accepta bility readabi lity su m average 2.58x3 =7.74 2.70x2= 5.40 2.70x1 =2.70 15. 84 15.84:6 =2.64 from the table, it could be seen that the translation quality of cynic expression translation was 2.64 from the highest score of 3. the translation quality of sarcastic expression based on the analysis of translation quality of sarcastic expression, the result was presented in the following table. table 3. the translation quality of sarcastic expression accura cy accepta bility readabi lity su m average 2.39x3 =7.17 2.52x2= 5.04 2.57x1 =2.57 14. 78 14.78:6 =2.47 from the table, it was obvious that the translation quality score for sarcastic expression translation was 2.47 from the highest score of 3. technique of ironic, cynic, and sarcastic expression translation translating figurative expression like ironic, cynic, sarcastic expression was a very complex problem. the tt has to be as ironic, cynic, and sarcastic as the st. in the process of translation, it should be realized that sl and tl were tied to the equivalent of meaning. the transfer of meaning from st to tt was created by the message content and the ideas that existed in st and was appropriately placed in tt (kuncoro, 2015). therefore, sometimes the translator changed the message even reduced the expression in the st. it could be seen in the following expression. st (s001): “sudah, sudah, kalian tolol,” ujar rasus tak sabar (tohari, 2011, p.11). tt (s001): “i’ve got an idea,” rasus announced (tohari, 2012, p.5). in this sarcastic expression, the translator changed the function of the expression that totally had difference in meaning. the term tak sabar was also reduced. he also changed the structure of the sentence. however, in this case, the translator still considered the key aspect of communication. as emphasized by nord (2006), the key aspects should be taken into account when translating a text. they were sender’s intention, the receiver, the time and place of the reception, the channel and the reason of the production or reception of the text. the product of translation was accepted when it fulfilled the key aspect of communication. in accordance with newmark theory, based on the analysis, it also revealed that in translating ronggeng dukuh paruk especially the ironic, cynic, and sarcastic expression, the translator applied not only one techniques for each item, but he also applied even six techniques in translating one item. it could be seen in the following example. st (i034): sakum masih terus mengembara dengan irama calung tunggalnya. sebenarnya sakum tidak bisa menjelajah kemana – mana karena kedua matanya buta sejak lahir. dia tidak bisa mengembara di alam nyata. tetapi karena buta, sakum memiliki kepekaan luar biasa. pengembaraannya di alam rasa demikian teliti dan memikat sehingga mampu mengajak orang lain mengikutinya. malam itu pastilah banyak warga dukuh paruk setia memicingkan mata agar bisa mengawang bersama – sama sakum (tohari, 2011, p.155). tt(i034): sakum continued to roam the emotions of the night with his solo calung music. being blind, sakum could not wander freely in the physical world, but his forays in the realm of feelings were enticing, drawing others to follow him. there was no doubt that many people that evening would have closed their eyes and fantasized with sakum (tohari, 2012, p.164). this expression was translated by applying five techniques. they were amplification, generalization, compression, modulation, and borrowing. sakum masih terus mengembara dengan irama calung tunggalnya was rendered into sakum continued to roam the emotions of the night with his solo calung music. the emotion of the night was added to get the target reader into the eminent atmosphere like the people who listened to sakum’s calung. in this case, the translator applied amplification. the next translation technique used was generalization. the term irama was translated titik wijayanti, et al./ english education journal 11 (2) (2021) 244-255 252 into music. irama was rhythm in english. rhythm was part of music. however, the translator used music instead of music. he also compressed the expression into the simple expression but it did not change the message of the source text. at the same time, he applied modulation by changing the target reader’s point of view structurally. at last, he applied borrowing when he used the cultural term calung in tt. from this explanation, we know that some techniques were applied for the reason that the translator tried to meet the equivalent between the st and tt. therefore, he could deliver the meaning from st into tt and the target reader could grab the message from the author. in other words, he should be able to convey the author’s intent in st and send it to the target reader. in this case, the meaning in translation was a priority (hartono, 2014). in line with nida (1964) who is well known with his dynamic equivalence, and focuses on the target text whether the product of the translation was understandable to the target reader or not, the translator applied more than one technique in translating the expression for the reason that the translated text was in the need of prospective audience. translating figurative language in written text was much different with translating formal spoken text. comparing translating ironic, cynic, and sarcastic expression in rongggeng dukuh paruk with subtitling dhaup ageng, both are transferred into english. however, teh translation techniques used was much different. as stated by budiana (2017), the most dominant translation technique used this documentary movie was literal translation. based on the analysis, however, this study found out that the most dominant translation technique used in translating ironic, cynic, and sarcastic expression was established equivalent. as also stated by putri (2018), the translation of written text book, english-indonesian translation for pragmatics’ technical terms in pragmatics book that was written by yule (1996) and was translated by wahyuni (2006), the most dominant translation technic was borrowing. from the analysis, we knew that translating text book was different with translating literature work. text book translation was sl oriented whether the literature work like novels, poetry, plays were tl oriented. this study was focusing on ironic, cynic, and sarcastic expression although the cultural term involved. unlike aditya (2013) who was focusing the translation of cultural term based on newmark’ categories, this study was covering the whole expression and the cultural term involved in the analysis of translation technique. it could be seen in the following expression. st (i018): seekor kambing jantan telah dikalahkan oleh ciu dan tipu daya.(tohari, 2011, p.75) tt (i018): just another horny goat conquered by the power of ciu and deceit. (tohari, 2012, p.76) the term ciu in aditya’s study was categorized into material and translated by using borrowing technique. he also analyzed the term based translation technique proposed by molina and albir (2002). on the other hand, this study was not focusing on the certain category of cultural term, but the whole expression. the same explanation would be the same for prasetyaningtyas (2015) who analyzed the address term in novel. quality of ironic, cynic, and sarcastic expression translation as stated by larson (1998), there were three purposes of translation assessment. first, it was important to know the accuracy. it meant that a translation product contained the entire content of the text of the source language. the second reason was to know that the translation product was easy to be understood by the target readers. the last was to make sure that it was natural. it meant that the translation product in accordance with the rules and culture was applicable in the target language (p. 529). in accordance with larson’s theory (1998), the translation assessment in this study was to find out the accuracy, acceptability, readability. in line with her theory, nababan et al. (2012) provided categories, scales, and indictors of assessing translation quality. therefore, the quality of ironic, cynic, and sarcastic expressions translation in this novel were measured using those categories, scales, and indictors. based on the measurement, the result showed that the accuracy, acceptability, readability of ironic, cynic, and sarcastic expression translation had different level. as stated by baker (2011:57), accuracy was the main objective in translation. furthermore, she said that the reduction and the addition meaning in tt should titik wijayanti, et al./ english education journal 11 (2) (2021) 244-255 253 be avoided because it would impact the perception of the target readers. from the data, we knew that in ironic expression translation, many amplification and reduction applied by the translator. therefore, the accuracy became the lowest comparing with acceptability and readability. however, reduction and amplification were needed to make the concept in st clear to the target readers (nababan et al., 2012). oktaviani (2018) also stated that in order to produce an acceptable translation which sound natural, a translator should apply appropriate techniques, and also adapt the culture with the target language. in other words, it was tl oriented. readability of ironic expression translation reached the highest point compared with accuracy and acceptability. kuncoro (2015) said that a translator was force to produce a translation that was easily understood by the target readers. in other words, a text with high-level readability was a text that was easily understood by the target readers. in line with kuncoro’s opinion, fallah (2016) stated that product of translation should be available to a broad range of readers. it meant that the text could be read easily. established equivalent, modulation, amplification, and reduction belonged to the most dominant techniques applied. those techniques were tl oriented or target reader oriented. although accuracy was the most important part in translation, however, the acceptability, and the readability could not be ignored. that was why acceptability and readability in ironic expression translation in ronggeng dukuh paruk were higher than accuracy. it was found that the translation quality score for ironic expression translation and cynic expression translation was different. comparing these two expressions, the accuracy in cynic expression translation was less than ironic expression translation. the score of acceptability and readability are decreasing. in relation with translation techniques applied in cynic expression translation, the most frequent techniques used were modulation, reduction, and established equivalent. these techniques were target reader oriented. as stated before, the st and tt had different culture. based on this case, yulianita (2018) stated that the st might have different culture in the tt. it was possible that the terms in st did not exist in tt. she also said that almost all of the translations followed the norm and language rule of tl in tt. however, it was difficult for the translator to transfer the message into tt as cynic as in st. that was why the translation quality rate of cynic expression translation was less than ironic expression translation. translation quality of sarcastic expression was extremely different compared with ironic and cynic expression translation quality. the data obviously showed that the most frequent translation techniques were established equivalent, reduction, and transposition. those techniques were tl oriented. therefore, they affected the translation quality. based on the analysis, it showed that the translation quality of sarcastic expression was the least. the accuracy was still the lowest when it was compared with acceptability and readability. almost all the sarcastic expressions in the novel contained verbal abuse. furthermore, they were endemic to banyumas and were only known by banyumas people. translating figurative language like sarcastic expressions was not a simple problem. frequently, where there was a cultural focus, there was a translation problem due to the cultural gap or distance between sl and tl (newmark, 1988:94). furthermore, pelawi (2016) says that the problem about culture in term of translation arose if the translator was faced with some cultural terms or element in sl text which were unknown in tl since each culture could have different terms. the problem in translating the sarcastic expressions could be seen in the following expression. st (s003): “santayib. engkau anjing ! asu buntung. lihatlah, bokor ini biru karena beracun. asu buntung. engkau membunuh semua orang. engkau . . . engkau aaasssu . . . .” (tohari, 2011, p.26) tt (s003): “you son of bitch! you bastard! look, this bowl is blue with poison. you bastard! you’ve murdered all those people.”( tohari, 2012, p.23) the translator applied established equivalent and reduction. he tried to deliver the message into tt as sarcastic as the st. the translated text was acceptable and readable to the target reader. however, in term of accuracy, it was considered less accurate. conclusion and suggestions there were eighteen translation techniques proposed by molina and albir (2002). titik wijayanti, et al./ english education journal 11 (2) (2021) 244-255 254 however, the translator did not apply all the techniques. substitution and variation were never used by the translator in translating the novel especially ironic, cynic, and sarcastic expressions. the result of analysis of translation techniques applied in those three expressions was presented respectfully. there were 10 adaptations (1.83%), 38 amplifications (7.58%), 22 borrowings (4.88%), 4 calques (0.71%), 28 compensations (6.03%), 4 descriptions (0.80%), 7 discursive creations (1.68%), 103 established equivalents (22.86%), 15 generalizations (3.03%), 4 linguistic amplifications (0.8%), 7 linguistic compressions (1.42%), 32 literal translations (7%), 77 modulations (17.11%), 1 particularization (0.18%), 80 reductions (18.28%), and 27 transpositions (5.86%). translation quality of the ironic, cynic, and sarcastic expression translation in ronggeng dukuh paruk trilogy was measured using model proposed by nababan et al (2012). it was focused on accuracy, acceptability, and readability. based on the analysis, it revealed that the translation quality of ironic expression translation was 2.73, cynic expression was 2.64, and sarcastic expression translation is 2.47 from the highest score of 3.00. it could be concluded that the translation quality of the three expression translation is 2.61 from the highest score of 3.00. translation quality was influenced much by the translation techniques applied. based on the analysis, the accuracy of sarcastic expression translation was the lowest compared with accuracy of cynic and sarcastic expression translation. it was only 2.39. it was caused by the application of many establish equivalent technique which was approximately 31.72%. compared with ironic and cynic expressions, there are only 17.02% and 19.84%. reduction and modulation also took part in decreasing the accuracy. on the other way round, the acceptability and readability were increasing when established equivalent, modulation, and reduction were applied more than other translation techniques. based on the analysis, there was a relation between translation quality and the translation technique used by the translator. the more the translator used established equivalent technique the higher the level of acceptability and the readability of the tt. on the other hand, the level of accuracy was decreasing. it is interesting for the future researchers to investigate how established equivalent technique influences the translation quality of the tt. the data of translation techniques used by the translator were generated from the researchers’ interpretation and understanding on the translation technique proposed by molina and albir (2002). as a result, the overlapped data on translation techniques might occur. furthermore, the result of translation techniques percentage would be invalid. another weakness of this study is due to the respondents involved. not all of the respondents are native speaker of english. some of them are indonesian who master in english. the result of translation quality analysis would be different if all of the respondents are native speakers of english. references aditya, r. (2013). the ideology of translation in ahmad tohari’s novel “ronggeng dukuh paruk” into its english version “the dancer”. unpublished thesis. dian nuswantoro university, semarang. andita, p.r. (2018, february 23) ahmad tohari, kisah ronggeng dan pembantaian pki di pekuncen. asrofah. (2017). linguistic defamiliarization in the text of ahmad tohari’s trilogy. the journal of education development, 5 (3), 297312. baker, m. 2011). in other words: a coursebook on translation. london and new york: routledge. budiana, a.a., sutopo, d., & rukmini, d. (2017). the use of translation techniques in subtitling the daup ageng documentary movie. english education journal (eej), 7 (1). creswell, j. w. (2014). research design (6th ed). los angeles, usa: sage publication. fallah, s., (2016). cohesive devices in translation: a comparison between the readability level of english scientific text translated into persian. international journal of humanities and culture, 3(1), 1299-1315. hartono, r. (2014). translation analysis on expressions used in daily communication (a pragmatic view based on the english and indonesian titik wijayanti, et al./ english education journal 11 (2) (2021) 244-255 255 cultural perspective). arab world english journal (aewj), 5 (3), 248-261. kuncoro, h. (2015). cultural terms translation in hirata’s laskar pelangi and the impact on translation quality. calls, 1 (1). larson, m. l. (1998). meaning based translation: a guide to crosslanguage equivalence. lanham, maryland: university press of america. molina, l. and albir, a.h. (2002).translation techniques revisited: a dynamic and functionalist approach. meta, 47 (4). nababan, m., nuraeni, a. & sumardiono. (2012). pengembangan model penilaian qualitas terjemahan. kajian linguistik dan sastra,24(1), 39-57. newmark, p. (1988). a textbook of translation. oxford: pergamon press. nida, e. a. (1964). toward a science of translating. leiden: e. j. brill. nord, c. (2006). translating as a purposeful. activity. manchester: st. jerome publishing. oktaviani, s., 2018. grammatical equivalence of english – indonesian translation of compound complex sentences iadc workover completion manual. english educational journal (eej), 8 (3) 2018, 279289. pelawi, b.y. 2016. the translation of cultural terms in the novel “ronggeng dukuh paruk” by ahmad tohari. journal ilmu dan budaya, 40 (51). prasetyaningtyas, a. (2015). address terms in ahmad tohari’s “ronggeng dukuh paruk” and their translated expressions in rene t.a. lysloff’s “the dancer”. jurnal bahasa dan sastra inggris, 283-292. putri, h. s. (2018). borrowing techniques and quality of english-indonesian translation of technical terms in yule’s pragmatic.unpublished thesis.semarang state university, semarang. sumaryono, e. (1999). hermeneutik sebuah metode filasafat. yogyakarta: kanisius. tohari, a. (2011). ronggeng dukuh paruk. jakarta: pt. gramedia pustaka utama. ------------. (2012). the dancer (rev. ed.). jakarta: the lontar foundation.yulianita, n. g. (2018). the acceptability of religious term translation in the complete idiot’s guide in understanding islam. lingua cultura 12 (2), 111-115. 123 eej 11 (1) (2021) 123-129 english education journal http://journal.unnes.ac.id/sju/index.php/eej the use of portfolio to assess students’ learning autonomy in enhancing their writing skill: the case of ma madarijul huda putri mawiliana universitas negeri semarang, indonesia article info ________________ article history: accepted 27 september 2020 approved 04 january 2020 published 15 march 2021 ________________ keywords: portfolio, learning autonomy, writing skill, selfassessment, peer-assessment, teacher-student conference ____________________ abstract ___________________________________________________________________ this study aims to analyze and explain selfassessment, peerassessment, and teacher-student conference implementation to enhance the students’ writing skills and explore the effect of the portfolio to explain the development of students' learning autonomy. the subject consisted of the eleventh-grade students of islamic senior high school madarijul huda in pati regency, central java, indonesia. observation, interview, document analysis, and questionnaire were used to collect the data. this study found that the three assessment activities in the portfolio could enhance the students' writing skills. first, the selfassessment reflected the students' learning progress. they were honest in correcting the text and confident in completing the task. second, the peer assessment allowed the students to get the new academic experiences from their friends. besides, the students were encouraged to keep the friendship well, more tolerant, and talkative. third, the group's teacher-student conference inspired the students to build good teamwork, but passive members hindered the cooperation. some members sometimes relied on the teacher's explanation. the students had an excellent ability to manage collaboration. some conclusions can be drawn as follows: a) some high achieving students claimed they were autonomous learner before applying portfolio; b) the selfassessment activity could develop the students’ learning autonomy; c) students categorized as proactive learners could play as leaders, problem solvers, and negotiators in the classroom correspondence address : kampuspascasarjanaunnes, semarang. jl. keludutara iii semarang 50237, indonesia e-mail : mawilianaputri@gmail.com p-issn 2087-0108 e-issn 2502-4566 putri mawiliana/ english education journal 11 (1) (2021) 123-129 124 introduction recently, the indonesian government encourages teachers to use an authentic assessment. according to the government regulation number 66 years 2013, portfolio is recommended to develop the students' interest, progress, and achievement in a certain period. it allows teachers to understand english language learners to fill the gap between the students' understanding and what they do in learning english. current educational context emphasizes teachers’ roles through portfolio assessment and classroom discussion. this research focus is portfolio assessment to measure the students’ writing skills. writing skill requires a complex process and takes longer period to produce a qualified text based on the standard criteria of the curriculum. therefore, an individual may need to do multiple revisions to produce good writing. this activity gives many benefits to the students. the revision sessions take an essential part in the writing process. several previous studies had trained the students’ abilities through revision sessions. it meant the students had many texts as evidence of achievement. there are several activities for learners to compose written texts during a portfolio assessment. numerous modifications were designed into several activities, namely, the selfassessment, peerassessment, and teacherstudentconference. these activities are known as assessment as learning. it means that the students learn to assess themselves, their peers, and discuss their work academically with the teacher. the first activity was selfassessment. it was an activity to evaluate the writing performances by themself. they could give grades, marks, or commentaries based on a specific self-assessment form (lam, 2018). according to brown &haris, 2013, self assessment is needed by the students to fulfill the standard criteria based on a rubric. andrade and du (2007, p.160) argue that self-assessment is a formative assessment process. it reflects and evaluates the learners’ works based on the given goals. self-assessment allows students to understand their strengths and weaknesses. then they need to revise based on their judgments. the second activity was peer–assessment. it involved other students' checking their friends’ work to comment on that work. this assessment type requires peer-collaboration to respond to the writing's strengths and weaknesses; commenting and correct mistakes force their peer’s development in writing ability (mubarok, 2017& mubarok, 2012). peer feedback allows the creation of a social dimension during classroom writing. the underlying assumption is writing a social process (hyland, 2005, p.198). peer assessment enables learners to develop skills in a learning environment and gives them the chance to monitor, analyze, and evaluate their text on both sides of product and process views. thus, it helps the students to think more cognitively, be more self-centred, active, and flexible learners toward an in-depth approach, and be social students who can make a relationship well with other classmates members easily. the third activity was teacher-student conference. it was a conference between the teacher and the students, in order to discuss about the students’ text. in this activity, the teacher and the students spoke to negotiate the text (mccarthey, 1992, p.1). teachers can give feedback on student writing through a face-toface conference. again, the benefit is that a teacher can reveal the students' misunderstanding about the priority issues discussed in the class (kroll, 2001, p. 228). ideally, conferences can make students active rather than passive to just receive the advice from the teacher. in conferences, students are expected to ask questions, clarify meaning, and discuss their papers (hyland, 2003). it can be applied in several forms, like individual or one by one student, several students in groups, or even the whole class (vangah, jafarpour, &mohammadi, 2017). during these activities, the learner learning autonomy was also observed. some studies suggest the importance of involvement, learning process, and goal-oriented. the students’ participation is an essential part of building autonomous learning. students should be taught putri mawiliana/ english education journal 11 (1) (2021) 123-129 125 to think about the process of learning rather than the result of education (lo, 2010; czura, 2013). portfolio allows students to find the goal of their learning. it helps the students knowing the concept of autonomy in the learning process and managing the available resources (riichiro, 2016; lo, 2010). portfolio enables the students to have specific control over the learning process; they need to control their learning beyond teachers’ instruction and beyond the classroom setting. also, involving the self-assessment could increase awareness of their learning needs and solve the difficulties in writing (djoub, 2016). in contrast, the portfolio takes much time and requires the patient lecturer to guide students to autonomously learn. a study showed that students were strongly motivated to learn autonomously. it was proven by documenting their learning process into a portfolio and reflecting what they have learned (mallipa, 2018). from the explanations above, studies concerning portfolio are still limited and the lack of highlighted process to conduct portfolio. therefore, further study about how portfolio, including self-assessment, peerassessment, and teacher-student conference implementation is needed. the reason is that portfolio could enhance students’ learning autonomy as well as their writing skill. methods this study employed a qualitative case study. qualitative research was chosen, as this study focuses on the participants' perspectives, meanings, and subjective views (cresswell, 2012, p. 38). the data were collected from observation, interview, document analysis, and questionnaire. the research was done in one of the islamic senior high school in pati regency, central java, indonesia, namely ma madarijul huda kembang. the school is one of the favorite islamic boarding senior high school in the dukuhseti sub-district. there were twenty-three students in this study. results and discussions the enhancement of students' writing skill through the self-assessment activity the first finding showed the improvement of students’ writing skills when the students were taught by self-assessment with a percentage of 61%. self-assessment also made them know the students' learning progress. the students knew more vocabularies, because they got a second chance to revise their texts. the self-assessment made them concerned with the little elements in writing text such punctuation or capitalization. they were also aware of the reflecting process importance for their learning. it helped the students revise their essay, starting from the phrase level, the surface level, the content level, and the lexical level (purwanti, 2015). she found self-assessment also facilitated the learners to revise the text's content, the organization of the text, the vocabulary of the text, the grammar of the text, and the mechanism of the text. the students’ background knowledge also impacted further text revision. some students did not revise their text, although they wrote their mistakes on the self-assessment form. here, they found difficulties to revise the texts. again, the self-assessment activity was an excellent activity to increase the participation of the students. so, the students’ ability would meet the standard criteria as long as they had good attitude. the students’ attitude influenced the result of this activity, such as their achievements and soft skills. it meant they had to admit their mistakes, then, revised it seriously. another research from riansih (2017) found that self-editing effectively improved the writing performance of the students. learners could further revise their errors, support their peers, and learn from each other. this assessment activity allowed them to identify their writing skills gaps and set their short-term goal related to their mistakes. the emerging problems dealt with how the students revised their works. it was due to a lack of english background knowledge. several of them only re-wrote the text without revising. most of them could apply how to put capitalized letters, punctuation, and text putri mawiliana/ english education journal 11 (1) (2021) 123-129 126 organization. unfortunately, they were not able to arrange the content. even so, the learners had tried to achieve the maximum results. by applying self-assessment activity, the students were asked to learn and assess their works autonomously. the more they studied; they would obtain a lot of knowledge. the indicator of self-assessment activity success was developing their achievements and soft skill improvements, such as improving honesty characters and confidence. the enhancement of students' writing skill through the peer-assessment activity the second finding was the result of peer assessment activity. it allowed new academic experiences from their friends. the students told that they could measure their abilities through comparing their text with their friends’ text. besides, peer as teamwork contributed much to their achievement and their friendship relation. the students also learned how to build communication intensively in order to get the clear explanation about their friends’ text. they had to be tolerant about their friends’ mistakes. it was wonderful process in this activity. polite comments and suggestions became valuable thing in this stage. the peer gave feedback on the peerassessment form. there were meaningful feedback and meaningless feedback. the meaningful feedback was given by the students with high achievement. they gave suggestions based on the form and comments on the form. then, their friends revised it. in this case, the feedback was useful because they were used to revise their texts. reversely, the feedbacks obtained from their friends were merely to complete their tasks. thus, these students did not pay attention on the given form. therefore, the feedback became meaningless moreover when their friends ignored it. however, there were twelve students got a better score after revising texts using self-assessment form; in other words 52% of students reached a better score for their improvement. this finding was consistent with what mubarok (2017) found. he found two perceptions related to the peerassessment activity. first, the students had a negative perception before revising; otherwise, they had a positive perception after revising. it was due to the nature of peer assessment. a peer-assessment has real feedbacks, precision, and learning goals. similarly, the students were reluctant to do this activity. they worried if they would have insulted their friend's feelings with their comment. however, after the activity, they felt better. the learners got new experiences, such as learning more from their friends' mistakes or observing their friends' texts. they tried to look for the new vocabulary in their dictionary. assessing the friends' text benefited them. they learned wisely correct their friends' works and to understand their friends' text. peer assessment encouraged students to wisely negotiate with their friends' text meanings. they communicated intensively, felt free, and were confident to discuss with their peers (fatimah & suharto, 2017). they communicated intensively with their peers to find the clarity of their peers' texts. they could do it orally or by writing their comments and suggestions. however, while giving the feedback, they did not obtain any attention from their friends, for example, investigating the correction and checking the themes. almost all students actively participated in discussions with their peers. they discussed academically with their friends. many valuable things happened, such as writing text skill improvement, understanding, empathy, negotiation about the text’s meaning, and their skills to produce readable texts. the enhancement of students' writing skill through the teacher-student conference activity the next finding was from the teacherstudent conference. this activity successfully made all of the students reaching better scores after revising the texts on its basis. the excellent teamwork influenced the process of writing in the teacher-student conference activity. other putri mawiliana/ english education journal 11 (1) (2021) 123-129 127 evidence showed that passive members impeded cooperation while the good teamwork determined the achievement of the group. in this case, they had job description. so, it would be easy to finish the work. based on the findings, the group consisted of a thinker, a writer, a translator even a dictionary opener. a thinker was someone who gave ideas to compose the text. a writer someone who had good handwriting and it was readable. a translator was someone who constructed the sentences from bahasa indonesia and translated into english. a dictionary opener was someone who looked for the words about english term in the dictionary. the success of this conference depended on teamwork. the students had to finish their given task and solve problems, such as encouraging passive members and having empathy for them. the passive members might have thought they had lower english proficiencies so that they were afraid to speculate. thus, they only followed their friends' opinions. mctigue and liew (2011) found that students with the low ability only saw the teacher as an authority figure; thus, the students suddenly accepted the teacher's suggestion. some students with low writing ability abilities accepted the teacher's suggestion rather than reformulating the teacher's idea into a new concept. on the contrary, students with high knowledge reformulated and revised their written texts. in this research, the activities included reading the text, asking and answering the text, diagnosing the problems, and giving suggestions. however, unfortunately, the teacher often responded to the students' questions rather than allowing the students. it was clear that the teacher dominated the conversation section in the teacher-student conference. this research found that the students too relied on the teacher's explanation. the teacher dominated the process of assessment activity to present the interactive communication between the teacher and students. the teacher spoke over time to stimulate the students with low ability to state their idea about their texts. another supportive finding to this statement is from isnawati et al. (2019). they found that the students were more engaged enthusiastically in asking more questions related to the feedback. the teacher successfully created a non threatening atmosphere during the teacherstudent conference. this research also found a non-threatening atmosphere. the teacher gave comments and corrections about the content, organization, punctuation, and capitalization. the presence of teacher-student conferences impressed the students. they felt a new spirit when the teacher was involved in the process of reformulating the texts. despite, this activity left a deep impression through the teacher's comments and corrections. the teacher persuasively embraced the students' characters. the effects of the portfolio to develop students learning autonomy portfolio activity could affect the development of learner autonomy. however, some students claimed that they were autonomous learners even before applying portfolio in the classroom. the students with high achievement in english subjects had this experience. so, they only needed to sharpen their creativity in writing text process. the second reason was that they already had excellent english background knowledge. the development of students’ learning autonomy could be seen through the learning autonomy development criteria. it consisted of five criteria of autonomous leaning levels, such as awareness stage, involvement stage, intervention stage, creation stage and transcendence stage. in this stage, the students learning autonomy increased through the self-assessment activity. according to the students’ opinion, the selfassessment made them autonomous. they used the given instruction on the form and applied it to revise their texts without any assistances from either their friends or teacher. this research applied three assessment methods, such as self-assessment, peerassessment, and teacher-student conferences. the finding showed that selfassessment activity could develop the students' learning autonomy. it putri mawiliana/ english education journal 11 (1) (2021) 123-129 128 successfully developed learning autonomy. this finding supported berry (2008). he found the evidence of autonomous learning in the self assessment activity in which students had to understand at what level they were. they had to deal with it to enhance their learning by setting learning goals and learning plans. the students were also concerned with the instruction very much because it facilitated them to assess the text. the form played important roles in the autonomous learning situation. learning autonomy in the learning process and teaching is a longitudinal phenomenon and needs efforts. it would appear from a repetitive learning process, so it fostered a habit. it also influenced learners' learning habits or called as learning autonomy. it would appear automatically in their mindset. here there were twelve students with high ability in english. the students admitted they had applied a taskcontrolling learning system and arranged the priority scale. however, in this research, they obtained a new experience by using this portfolio and assessment activities. they were challenged in serial tasks so they could train their creativity in english lessons. in this discussion, autonomous learning is also known as pro-active and reactive autonomies. pro-active students had responsibility for designing their learning objectives and evaluating their work autonomously; while, reactive students were controlled by the teacher. in this research, we found twelve students as pro-active learners. they were able to be a leader, problem-solver and negotiator. twelve students were included in the proactive category. they could actively change a difficult situation in a friendly situation. they could also assist their friends to actively help the students solving academic problems. the previous study from mctigue and liew (2011) also found that proactive learners had higher levels of perceived selfefficacy. the study showed both contributions in every activity during the research. on the other hand, eleven reactive autonomy learners needed assistance from the teachers or their learning partners. conclusion self-assessment, peer-assessment, and teacher-student conference could enhance the students’ writing skills and make them obtain better scores. they had excellent teamwork so that the writing process could be improved. the portfolio also made learners autonomous. it was proven by high achievement of english students that sharpened their creativities of writing the text. these students also had a good background of knowledge about english. then, by the assistance of self-assessment activity, they could be more autonomous. therefore, it is suggested for the next studies to apply portfolio to check the students’ progresses in the classroom. in this case, the researcher also has roles as a teacher. future researchers are expected to dig out the relationship among teacher-student conference activity, the students’ writing skills, and learners’ autonomy development. it is also important for other skills, such as reading, speaking, and listening. this study was only conducted in a short time so that the students might have required longer time to write more text. several hindrances were also engaged by the teachers in controlling students who were absent, sick, or having certain tasks from other teachers. thus, they missed their chance to join this portfolio activity. during the research, there were no distinctive rules for anyone who did not complete the tasks. this research also did not provide reward or punishment to support the portfolio activity. references andrade, h. & du, y. (2007). student responses to criteria-referenced self-assessment. assessment and evaluation in higher education, 32 (2), 159-181. berry, r. (2008). assessment for learning. 1-209. creswell, j. (2012). educational research planning, conducting, and evaluating: quantitative and qualitative research(4th ed). boston: pearson education inc. putri mawiliana/ english education journal 11 (1) (2021) 123-129 129 czura, a. (2013). implementing portfolio assessment in lowersecondary school. english language and literature teaching. djoub, z. (2016). portfolio assessment and students’ autonomy in language learning. almutargim, 32. fatimah, s., & suharto, g. (2017). using peer feedback technique to improve students’ writing skills: a quasi-experimental study among secondary students. journal of english language and language teaching, 1 (2). hyland, k. (2003). second language writing. cambridge: cambridge university press. isnawati, i., sulistyo, g. h., widiati, u., &suryati, n. (2019). impacts of teacherwritten corrective feedback with teacherstudent conference on students’ revision. international journal of instruction, 12(1), 669-684. kroll, b.. (2001). considerations for teaching an esl/efl writing course. teaching english as a second or foreign language. 219-232. lam, r. (2018). portfolio assessment for the teaching and learning of writing. springer: singapore. lo, y. f. (2010). implementing reflective portfolios for promoting autonomous learning among efl college students in taiwan. language teaching research, 14(1),7795. mallipa, i. (2018). motivating students to be autonomous learners through portfolio in learning english.jurnal bung. mccarthy, m. (1992). discourse analysis for language teachers. child language teaching and therapy, 8(1), 96–100. mctigue, e & liew, j. (2011). principles and practices for building academic selfefficacy in middle grades language arts classrooms. the clearing house,84. 114118. mubarok, h. (2012). the use of peer-feedback strategy to motivate students in narrative text writing. english education journal, 2(2), 163-168. mubarok, h. (2017). students’ perception toward the implementation of peerassessment in writing: before and after revision. a journal of culture, english language, teaching & literature, 17(1). purwanti, t. t. (2015). the implementation of self-assessment in writing class: a case study at stba lia jakarta.teflin journal, 26(1). vangah, p.f., jafarpour, m., &mohammadi, m. (2016). portfolio assessment and process writing: its effect on efl students’ l2 writing.journal of applied linguistics and language research, 3(3), 224246. 198 eej 11 (2) (2021) 198-207 english education journal http://journal.unnes.ac.id/sju/index.php/eej comparison of the use of discourse markers in english speeches between non-native and native speakers of english eva yulita , dwi rukmini, widhiyanto widhiyanto universitas negeri semarang article info ________________ article history: recived 14 november 2020 accepted 27 january 2021 published 20 june 2021 ________________ keywords: discourse markers, non-native speakers, native speakers, english speeches ____________________ abstract ______________________________________________________ this study revealed the comparison of the use of discourse markers in english speeches between non-native and native speakers of english. the study focused on the types of discourse markers, the similarities and the differences between non-native and native speakers in using discourse markers. this study employed a qualitative research design with the data from the spoken discourse. the findings of the study showed that there were ten sub-categories of discourse markers that are practiced by nonnative speakers, namely: assessment marker, manner of a speaking marker, evidential markers, hearsay markers, contrastive discourse markers, elaborative discourse markers, inferential discourse markers, discourse management markers, topic orientation markers, and attention markers. on the contrary, there were nine sub-categories of discourse markers that existed in english speeches, especially delivered by the native speakers such as assessment marker, manner of a speaking marker, evidential markers, hearsay markers, contrastive discourse markers, elaborative discourse markers, inferential discourse markers, topic orientation markers, and attention markers. the total of discourse markers produced by the nonnative speakers was 301 utterances while native speakers of english were 269 utterances. therefore, it is concluded that discourse markers were useful in english speeches either by non-native speakers or native speakers. correspondence address: kampus pascasarjana universitas negeri semarang, jl kelud utara 3, semarang, 50233 e-mail: eva.yulita10@gmail.com p-issn 2087-0108 e-issn 2502-4566 eva yulita, et al./ english education journal 11 (2) (2021) 198-207 199 introduction in communication, discourse markers are important things to convey the messages of the utterances. dscourse markers dealt with the connective words in the utterances. according to fraser (2009) discourse markers are groups of expressions that exist some signals. besides, discourse markers refer to the element of language that use to bracket unit of talks (schiffrin, 1987). lewis (2006) stated that discourse markers concern with the ranges of form function mapping, rather than a set of forms. in the case of discourse markers, there are some words or phrases that included in discourse markers such as and, but, so, also, i mean, you know, in summary, as a result, however, anyway, etc. those markers implied different functions of the utterances. they refer to the depending on the context of the utterances. the functions of discourse markers also depend on how the speakers present the markers in their speeches or texts. schiffrin (1987) as cited in tannen et al. (2015) divided discourse markers into some types namely interjections, conjunctions, adverbs, and lexicalized phrases. fraser (2009) classified discourse markers in some categories such as basic pragmatic markers, commentary pragmatic markers, discourse markers, and discourse structure markers. besides, redeker (1990) as cited in ogi (2009, p.12) argued that discourse markers classified in several types like ideational markers (simple connectives, semantically rich connectives, and another temporal adverbial), and the pragmatic markers made up (conjunctions, interjections, and comment clauses). however, naben et al. (2019) argued that discourse markers divided into two categories verbal and visual. the verbal discourse markers included basic markers, commentary markers, parallel markers, and discourse markers (fraser, 1996, cited in naben et al 2019), while the visual markers consisted of thinking face, pointing with gaze, hand movement, and smile following facial gestures (bavelas & chovil, 2013, cited in naben et al, 2019). many researchers have conducted previous studies related to the discourse markers. povolna (2012) focused on casual and contrastive discourse markers in novice academic writing. the study indicated paratactic markers such as therefore and thus. it also contained contrastive relations like the word but and however. therefore, the novice non-native speakers of english use some markers incorrectly. the study also consisted of the differences between the individual markers. kalajahi et al. (2012) investigated discourse connectors that contained the history, definition, and classification of the discourse connectors. the study aimed to know the discourse connectors and the function of it. in the study, they stated that discourse connectors are words and expressions existed within the text. it concerned with the connection to connect between sentence to sentence, paragraph to paragraph, etc. they also said that the term of discourse connectors or discourse markers are appropriate with spoken discourse, even the definition and classification should connect with written discourse. tree (2014) analyzed discourse markers in writing. he adopted aijmer theory (aijmer, 1987). he explained that the discourse markers “like, you know, um, and uh” were more useful in spoken than written. the words “like and you know” were not really useful in writing. it was different from the words “oh and well”. the use of those words was similar dominant either in writing or speaking. a deeper study was conducted by alkhawaldeh & awal (2014) in sports news journalistic discourse. they took the data from the arab news websites such as aljazeera.net and alarabia.net. they analyzed the data by adopting fraser’s theory (2005). the result of the study showed 73 times of discourse markers consisted of elaborative, contrastive, inferential, and temporal. the study also concerned with the eva yulita, et al./ english education journal 11 (2) (2021) 198-207 200 other markers in such signaling semantics and grammar forms (conjunctions, adverbs, and prepositions). in another study, mohseni & golestani (2015) examined contrastive discourse markers in esp books of computer science developed by non-native (iranian) and native (british) authors. they only focused on a type of discourse marker which is called contrastive by adopting fraser’s (2006) taxonomy. based on the study, they stated that the use of contrastive discourse markers is not significantly different in nonnative and native texts. the result of the study showed that the word but and however were more common use as the contrastive discourse markers in both non-native and native texts. discourse markers usually are used by native speakers, english foreign language learners, teachers, etc. it was because discourse markers could help the language’s users in their communication. in a study, the teachers have positive perceptions in applying discourse markers to improve the pragmatic competence of language learners (asik, 2015). it related to teachers’ talk and classroom practices. on the contrary, the learners, especially saudi learners had overuse discourse markers (alsharif, 2017). it is showed by using the listing and resulting discourse markers. the learners also used four categories of discourse markers such as contrastive markers, elaborative markers, implicative markers, and temporal markers (manan & raslee, 2017).the other learners applied three types of discourse markers in their writing which consisted of contrastive, elaborative, and inferential (susanto et al, 2019). they mentioned that learners only used certain familiar markers in their writing. yang (2011) focused on discourse markers on pedagogical setting. it was especially in teachers’ talk. the signs okay, so, and, right/all right, and now are the most frequent used by the teachers (rongrong & lixun, 2015). additionally, the words ok, so, and and included in the structural and interprsonal functions of disicourse markers (vickov & jakupcevic, 2017). discourse markers are also existed in the conversation between the teacher and the students (zarei, 2013). the word well is the most frequent used in the conversation (li & xiao, 2012). in a study, the teachers used more than 60% of discourse markers (nejadansari & mohammadi, 2015). discourse markers also existed in a speech that is conveyed by nonnative or native speakers. a speech means a public speaking activity (listiani, rukmini, & widhiyanto, 2019). referring to the previous studies, there is a gap to conduct the present study. comparing between non-native and native speakers of english in using discourse markers in english speeches will be a topic of the study. this study will focus on both nonnative and native speakers which will adopt fraser’s typology (fraser, 2009). the typology relates to the types of discourse markers that includes verbal discourse markers. this study also will analyze the similarities and the differences between nonnative and native speakers in using discourse markers. method the purposes of this study are 1) to explain the use of discourse markers by nonnative speakers in english speeches, 2) to explain the use of discourse markers by native speakers in english speeches, 3) to explain the similarities between non-native and native speakers in using discourse markers in english speeches, and 4) to explain the differences between non-native and native speakers in using discourse markers in english speeches. this study indicates a spoken discourse study with a qualitative approach. the study focused on comparing between non-native and native speakers in using discourse markers in english speeches, especially in commencement events in graduating class. in this study, the data come from the videos of english speeches performed by non-native and native speakers. eva yulita, et al./ english education journal 11 (2) (2021) 198-207 201 the videos were taken from the youtube channels. in analyzing the data, started from some steps 1) transcribing the videos: in this step, transcribed all the videos related to the english speeches expressed by non-native and native speakers, 2) identifying the data: it referred to identify the verbal discourse markers based on the linguistics expression that exist in the utterances, 3) categorizing the data: this step concerned with dividing discourse markers into some categories based on fraser’s theory (fraser, 2009), 4) calculating the data: it meant that counting the total of discourse markers existed in the english speeches, and 5) interpreting the data: it refers to the interpretation of the data based on the findings. the interpretation is also associated with fraser’s theory of discourse markers (fraser, 2009). to avoid bias, the results of the study also are added by the expert judgment. results and discussions this part contained some results of the study. it related to the research problems that have decided in the sudy. it also existed the interpretation by adopting fraser’s theory of discourse markers (fraser, 2009). discourse markers used by non-native speakers in english speeches in this study, the are four types of discourse markers produced by non-native speakers. those types will be shown in the following table 1.: table 1. types of discourse markers used by non-native speakers no types of discourse markers freq. 1 basic pragmatic markers 0 2 commentary pragmatic markers assessment markers 1 manner of speaking markers 1 evidential markers 3 hearsay markers 2 non-deference markers 0 3 discourse markers contrastive 52 elaborative 157 inferential 56 4 discourse structure markers discourse management markers 3 topic orientation markers 8 attention markers 18 total 301 referring to table 1, there were 301 utterances of discourse markers done by nonnative speakers in the english speeches. the highest utterance of discourse markers was elaborative with the total of 157 utterances. in addtion, the type of discourse markers is followed by inferential with 56 utterances. the third was contrastive with the total of 52 utterances. in this study, the attention markers were 18 utterances. besides, the topic orientation markers are produced by non-native speakers with the total of eight utterances. discourse management markers and evidential markers were three utterances each others. in a line, assessment marker and manner of speaking marker had an utterance. meanwhile, there were no utterances of basic pragmatic markers and non-deference markers in this study. commentary pragmatic markers eva yulita, et al./ english education journal 11 (2) (2021) 198-207 202 in general, the commentary pragmatic marker refers to a marker that has a signal to comment on the utterances. there were some types included in commentary pragmatic markers such as assessment marker, manner of speaking marker, evidential markers, and hearsay markers. in english speeches, the non-native speakers used the assessment marker at one time. it meant that the assessment marker is not familiar with the non-native speakers. it also might be because the assessment marker was not suitable with the topic of discussion in the events. the assessment marker potentially conveyed what the speakers’ feel by delivering the utterances. the non-native speaker applied the assessment marker occasionally. it depended on what the speaker’s want to share about. manner of speaking marker dealt with delivering the manner on the basic marker (fraser, 2009). a word of the manner of speaking markers that existed in the english speeches is “seriously”. it referred to the manner to let speakers in doing something. the marker also indicated to make a good organization of speaking. similar to the previous marker, manner of speaking marker has a time in the english speeches. it showed that it was not really appropriate used in english speeches, especially in commencement events. it might be dominant in written or another event. evidential markers concerned with the truth of the basic message of the utterances. the markers helped the non-native speakers to create the power of their arguments by mean strongly or weakly. in this study, there were three times of evidential markers produced by non-native speakers in english speeches. those frequencies presented that evidential markers were useful for the non-native speakers. the last type of commentary pragmatic markers is a hearsay marker. the hearsay markers expressed the signs to support the speakers’ opinions. in other words, it showed the other sources of the opinion, for instance, the signs “they say”. by applying those signs, the non-native speakers can avoid bias when they delivered a part of the speeches. discourse markers a discourse marker explains the procedural meaning of the utterances. it also shows the relationship between the previous utterances and the present utterances. discourse markers have three types such as contrastive, elaborative, and inferential (fraser, 2009). contrastive reveals the contrasting meaning between some utterances. in this study, the total of contrastive was 52 times expended by non-native speakers. the words of contrastive were such as still, but, anyway, however, instead of, and yet. those words initiated to express the contrast topic or situation of discussion. by using those words, the non-native speakers also clarified to continue the speeches with a new topic. on the contrary, the elaborative concerned with the markers that showed the relationship between the previous and the present utterances. in this study, the non-native speakers implemented 157 times of contrastive discourse markers which consisted of some words such as also, or, too, equally, and, that is, for example, and better. elaborative markers were the dominant used by non-native speakers. those markers helped the non-native speakers to constitute the utterances. it also indicated to add information to the hearers. the elaborative discourse markers were different from the inferential discourse markers. in this case, the inferential contained the conclusion of some utterances in the speech. the markers also aimed to clarify the messages of the previous utterances. besides, by mentioning the markers meant that the non-native speakers invited the hearers to get new information. the markers were popularly used by non-native speakers. it is showed by the total of inferential with 56 times. relating to the frequency, the non-native speakers also associated several words of inferential discourse markers in their english speeches such as because, because of, so, then, and of course. eva yulita, et al./ english education journal 11 (2) (2021) 198-207 203 discourse structure markers referring to the types of discourse markers, discourse structure markers included in the last types of discourse markers. discourse structure markers focused on organizing the messages of the markers in the utterances. in this part, there are various subtypes of discourse structure markers such as discourse management markers, topic orientation markers, and attention markers. the functions of those markers are almost similar. it depends on the utterances. it meant that the markers did not have specific function to convey the messages of the utterances. it was possible each marker has more than one function. in this study, the non-native speakers practiced those markers to make good organization, to provide new information, to digress from the current topic, to allow speaker’s argumentation, and to introduce new knowledge. the keywords of those markers such as then, but, by the way, now, well, look, so ok, and oh. discourse markers used by native speakers in english speeches this part concerned with the total of discourse markers used by native speakers in their english speeches. it is shown by the following table 2.: table 2. types of discourse markers used by native speakers no types of discourse markers freq. 1 basic pragmatic markers 0 2 commentary pragmatic markers assessment markers 2 manner of speaking markers 4 evidential markers 3 hearsay markers 2 non-deference markers 0 3 discourse markers contrastive 47 elaborative 116 inferential 45 4 discourse structure markers discourse management markers 0 topic orientation markers 7 attention markers 43 total 269 table 2 showed that the total of markers was 269 times produced by native speakers. the dominant markers were elaborative discourse markers with a total of 116 times. the second dominant was contrastive discourse markers, a total of 47 times. the total of inferential discourse markers was 45 times. besides, the attention markers gained 43 times, and topic orientation markers were seven times. the total of manner of speaking markers was four times. the evidential markers were three times. the lowest makers were assessment markers and hearsay marker with a total of two times. furthermore, there were no basic pragmatic markers, non-deference markers, and discourse management markers in this study. we know that the native speakers mentioned some markers. each marker has a different function in delivering the messages in the utterances, for example, commentary pragmatic markers. in this study, commentary pragmatic markers signal to convey the messages of the sentences or utterances. commentary pragmatic markers divided into several types such as assessment markers, manner of speaking markers, evidential markers, and hearsay markers. based on the data, there are two keywords of eva yulita, et al./ english education journal 11 (2) (2021) 198-207 204 assessment markers like amazingly, and annoyingly. the words presented two basic messages (fraser, 2009), for instance amazingly. using amazingly meant that the native speakers amazed in something that they heard or saw. it could express an appreciation of something. the native speakers also produced manner of speaking markers with the words generally, honestly, and seriously. focusing those words, the native speakers organized the manner of the utterances. the native speakers informed the hearers of how they gave the opinion. it is showed by producing the word honestly. it referred to the way of explaining something is honest. it supported the native speakers’ argumentation to make the hearers trusting. the native speakers adopted evidential markers by mentioning the words perhaps and obviously in three times. when saying those words emphasized that the speakers explained their argumentation clearly. in applying commentary pragmatic markers, the native speakers also put hearsay markers as the last type of commentary pragmatic markers. hearsay markers supported the native speakers to prove some sources related to the information that they have given. one of the words or phrases of hearsay markers is they say. it showed that there was another source of information which meant it was not only native speakers’ opinion. in summary, hearsay markers are important to support the power of information or knowledge. on the contrary, the native speakers communicated discourse markers in their english speeches. they followed three types of discourse markers, namely: contrastive, elaborative, and inferential proposed by fraser (2009). in this study, discourse markers gained the most popular markers, especially elaborative with a total of 116 times. the keywords of elaborative were too, also, and, that’s, and or. those words expressed the relationship between each utterance. the markers also established the parallel of the utterances. meanwhile, contrastive markers interpret the contrast messages in the utterances. for instance, the native speakers said the word but. it suggested more than one message with a different topic. in contrast, the inferential markers initiated the conclusion of the utterances. the native speakers used the markers to give information clearly. conveying inferential markers meant that the speakers not only explained something but they also delivered the point of the topic. it made the speech more smooth. the last is discourse structure markers. there are two types of discourse structure markers such as topic orientation markers, and attention markers. topic orientation markers refer to a signal to build a new topic of discussion. in line with the function of topic orientation markers, the native speakers said the word by the way. besides, the native speakers also implemented the word but as a sign of the contrasting situation. therefore, topic orientation markers have many functions depending the words and the utterances that speakers’ said. hence, attention marker is a part of topic orientation markers. in this study, the native speakers practiced the attention markers to allow new information, and to add information. similarities between non-native and native speakers in using discourse markers this study pointed out some similarities between non-native and native speakers in using discourse markers in their english speeches. it claimed by adopting the same theory of discourse markers proposed by fraser (fraser, 2009). the first similarity showed that the non-native and native speakers did not use basic pragmatic markers. it is shown by there were no keywords existed in the english speeches. the second, the nonnative and native speakers adopted some subtypes of commentary pragmatic markers like assessment markers, manner of speaking markers, evidential markers, and hearsay markers. besides, the non-native and native eva yulita, et al./ english education journal 11 (2) (2021) 198-207 205 speakers mentioned three types of discourse markers such as contrastive discourse markers, elaborative discourse markers, and inferential discourse markers. on the other hand, there were no non-deference markers used by non-native and native speakers in their english speeches. founding the similarities between non-native and native speakers in using discourse markers is possible because they discussed the same topic in their english speeches. they also spoke in the commencement events, in the graduating class. by mentioning the types of discourse markers meant that the non-native and native speakers expressed some signals in the utterances. it was such a connector within some utterances. it also could be a comment on something that happened. by using discourse markers also let the non-native and native speakers to explain some topics at the same time. differences between non-native and native speakers in using discourse markers this study indicates some differences between non-native and native speakers in using discourse markers in the english speeches. in producing discourse markers, the non-native speakers produced the highest frequent of 301 times. it contrasted with the native speakers. they only created 269 times of discourse markers in english speeches. in the english speeches, the non-native speakers employed ten sub-types of discourse markers such as assessment markers, manner of speaking markers, evidential markers, hearsay markers, contrastive discourse markers, elaborative discourse markers, inferential discourse marker, discourse management markers, topic orientation markers, and attention markers. on the other hand, the native speakers mention nine subtypes of discourse markers, namely: assessment markers, manner of speaking markers, evidential markers, hearsay markers, contrastive discourse markers, elaborative discourse markers, inferential discourse markers, topic orientation markers, and attention markers. moreover, the non-native speaker did not use basic pragmatic markers and nondeference markers in their english speeches. while the native speakers did not apply the basic pragmatic markers, non-deference markers, and discourse management markers. those cases showed that the nonnative speakers were the most dominant in using discourse markers. in summary, the use of discourse markers was not only applied by native speakers but is also widely presented by non-native speakers. it was possible to happen because every people organized discourse markers depended on their necessary in the speeches. conclusion the result of the study showed that the discourse markers were utilized in the speeches, especially in english speeches. in this study, the non-native speakers created more discourse markers than native speakers. the non-native and native speakers also used various types of discourse markers which have some functions. additionally, the use of discourse markers could give benefit to the english teaching and learning process. it could be an example of how to use the discourse markers in the spoken text. the discourse markers need to investigate deeply, not only in verbal but also in visual and audio. it is possible when further researchers conduct the researches analyzing discourse markers both visual and audio. references aijmer k (1987) oh and ah in english conversation. in: meijs w (ed.) corpus linguistics and beyond. amsterdam: rodopi, pp. 61–86. al-khawaldeh, a. a., awal, n. m., & zainudin, i., s. 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(2017). discourse markers in non-native efl teacher talk. studies in second language learning and teaching, 7(4), 649-671. eva yulita, et al./ english education journal 11 (2) (2021) 198-207 207 yang, s. (2011). investigating discourse markers in pedagogical settings: a literature review. arecls, 8, 95-108. zarei, f. (2013). discourse markers in english. international research journal of applied and basic sciences, 4(1), 107– 117. 183 eej 12 (2) (2022) 183-191 english education journal http://journal.unnes.ac.id/sju/index.php/eej the realization of thematic progression in the essays of english undergraduate students maharani robiatul islam, dwi rukmini, sri wuli fitriati universitas negeri semarang, indonesia article info ________________ article history: accepted 10 february 2022 approved 27 may 2022 published 20 june 2022 ________________ keywords: theme-rheme, thematic progression, problems in thematic progression, coherence, argumentative essays ____________________ abstract this study focuses on the realization of thematic progression, the problems concerning the thematic progression, and the coherence of english undergraduate students’ essays in one of the private universities in lubuklinggau. the researchers investigated ten argumentative essays written by the third-semester students by employing descriptive qualitative with written discourse analysis. the researchers used documentation and interview as the instruments. this study used eggins’ theory (2004). this study revealed that the students mainly realized the thematic progression patterns in their writing, although they did not have a proper thematic progression insight. the students applied theme reiteration, zig-zag pattern, multiple-rheme pattern, and split theme in the thematic progression. meanwhile, the problems concerning the thematic progression were the problem of brand-new theme, empty rheme, incomplete clause, and confusing selection of textual theme. brand-new theme mainly occurred in students’ essays, in which they carried forward the new information that did not relate to the preceding clause. ten students’ argumentative essays were more coherent in terms of coherence as they had already employed various thematic progression patterns and were not monotonous in one pattern only. to sum up, although theoretically, they lack an understanding of thematic progression, they have practically applied the various thematic progression patterns and made their essays more coherent. correspondence address: kampus universitas negeri semarang, kelud, semarang, 50233, indonesia e-mail: maharanirobiatul@gmail.com p-issn 2087-0108 e-issn 2502-4566 mailto:maharanirobiatul@gmail.com maharani robiatul islam, et al. / english education journal 12 (2) (2022) 183-191 184 introduction writing is one of the crucial skills to be mastered by university students. zemach and rumisek (2006) propose writing as an essential part of university study. in a university study, the students are demanded to write good academic writing. one way is to determine theme-rheme and thematic progression to provide the information flow in their writing. theme and rheme are the basic organizational form of a clause as a message. theme and rheme are crucial components in constructing a coherent text (eggins, 2004). the theme is the starting point of the clause, while the rheme is the resting point of the clause. theme and rheme are applied in the thematic progression patterns examination. thus, the students need to comprehend the theme and rheme within the clause before employing thematic progression patterns. thematic progression is the configuration of theme and rheme within the text to provide the information flow. paltridge (2012) states the thematic progression refers to how the theme of a clause may pick up or repeat a meaning from a preceding theme or rheme. the determination of thematic progression can assist students in organizing the information within a clause. in line with halliday and hasan (1976), theme and thematic progression determination will help students organize the information within a clause and make a coherent text. additionally, the use of thematic progression patterns can help the students to produce a coherent text and contribute to the cohesive development of a text. fitriati and yonata (2017) emphasize that ordering new and old information correctly has already shown a coherent text in the thematic progression terms. as supported by sharndama and panamah (2013), thematic progression contributes to a text’s cohesive development. several studies (lestari et al., 2019; yunita, 2018; gunawan & aziza, 2017; utomo et al., 2020) focusing on the thematic progression revealed the same results. they showed theme reiteration, zig-zag pattern and multiple-theme patterns in the written texts. meanwhile, pangestu et al. (2019) only found two patterns: zig-zag pattern and theme reiteration in the texts. besides, marfuaty and wahyudi, (2015); al-bazzaz and al-shajlawi (2018) proposed that a simple linear theme was frequently used in the texts. next, the studies that emphasized constant theme pattern was the most pattern used in the texts (patpong, 2013; rahmawati & kurniawan, 2015; dewi et al., 2019; chen & shuo, 2018). meanwhile, undayasari and saleh (2018) and hendrawan et al. (2021) argued that zig-zag pattern was commonly applied in the texts. in addition, based on the preliminary study conducted on the students’ essays in one of the private universities in lubuklinggau, some clauses did not show the thematic progression. the researchers found new information that did not relate to the previous clause in students’ essays. those problems led us to explore the thematic progression, the problems concerning the thematic progression, and the coherence of students’ essays viewed from the thematic progression. then, this study raised three research questions: (1) how is the realization of the thematic progression in the essays of english undergraduate students in one of the private universities in lubuklinggau? (2) how are the problems concerning the thematic progression in one of the private universities in lubuklinggau? (3) how is the coherence of english undergraduate students’ essays in one of the private universities in lubuklinggau? methods this current study used descriptivequalitative with written discourse analysis. this study investigates the thematic progression using eggins (2004) as the leading theory, the problems concerning the thematic progression using bloor and bloor (1999) as the leading theory, and the coherence of students’ essays viewed from the thematic progression used by the students. moreover, the instrument of this study employed documentation and interview. the interview was used to support the data analysis maharani robiatul islam, et al. / english education journal 12 (2) (2022) 183-191 185 toward the thematic progression and the problems concerning thematic progression. then, ten students were interviewed in this study. the researchers chose them based on the number of the data source. furthermore, the data source was argumentative essays written by english undergraduate students in the third semester. the students were asked to write an argumentative essay on “the advantages and disadvantages of online learning during the pandemic.” then, the researchers took ten argumentative essays purposively because it was thirty per cent of the number of the argumentative essays. next, the procedures for analyzing the data: (1) reading the argumentative essays, (2) breaking them into clauses and numbering the clauses, (3) determining theme-rheme, (4) identifying and classifying the thematic progression, (5) drawing the thematic progression schema in the whole text, (6) calculating the thematic progression occurrence, (7) identifying and classifying the problems concerning the thematic progression, (8) calculating their occurrence, (9) stating the coherence viewed from thematic progression, (10) interpreting all the findings, and (11) concluding. results and discussions the thematic progression the researchers present the first and secondary findings in the first research question in this study. the first finding refers to the data analyzed using the main theory proposed by eggins (2004), while the secondary finding refers to data that is not included in eggins’ theory but offered by mccabe (1999). the results are presented in table 1 (tr: theme reiteration, zz: zig-zag, mr: multiple-rheme, st: split theme). table 1. thematic progression results text number of clauses tr zz mr st 1 46 9 10 8 2 29 7 12 4 3 37 8 8 13 4 53 11 18 10 5 27 2 10 3 6 37 7 14 4 7 26 3 11 5 8 30 9 8 4 9 25 4 4 7 10 26 2 7 10 total 336 62 102 64 4 from table 1, most students already applied the thematic progression patterns: theme reiteration, zig-zag pattern, multiple-rheme, and split theme in their writing. theme reiteration eggins (2004) proposes theme reiteration referring to a theme in the following clause taken up from the previous theme and linked to each other. additionally, the use of theme reiteration can make it text-focused. as eggins (2004) supported, theme reiteration is a primary way to keep text-focused. furthermore, the students employed theme reiteration. then overall, they chiefly use theme reiteration to stay focused on a topic. it can be seen below. (15) some students can master the material faster just by reading it. (16) but some students take longer to understand it. (17) some people even need an explanation from their friends to understand the material being studied. from the example above, the theme in the 15th clause represents the same information in the themes 16th and 17th. “some students” in theme 16 refers to theme in the 15th clause. then, “some people” in theme 17th also refers to “some students” in the 16th clause. three themes are related to each other. when the researchers interviewed the student about this pattern, she said she wanted to stay focused on one topic, “some students”. in line with yunita (2018), the use of theme reiteration by the students makes maharani robiatul islam, et al. / english education journal 12 (2) (2022) 183-191 186 the text focus by repeating the same element as themes. zig-zag pattern eggins (2004) emphasizes zig-zag pattern refers to when the rheme of one clause is taken up as the theme of the following clause. based on the findings, a zig-zag pattern was the most frequent pattern realized in students’ argumentative essays, but they do not know the function of a zig-zag pattern in the text. the examples of the zig-zag pattern are presented below. (10) starting from work even in the education sector should also be done at home. (11) this is the cause of learning activities in school replaced by learning online. (12) it is the main solution taken by the government to keep their learning process of teaching. from the example above, the student uses a zig-zag pattern in her essay as the theme in the 11th clause is carried from rheme in the 10th clause. the theme in the 11th clause, “this” refers to rheme in the 10th clause. then, the theme in the 12th clause is also carried from rheme in the 11th clause. theme “it” in the 12th clause refers to rheme in the 11th clause “learning activities in school replaced by learning online.” moreover, based on the interview with the student, she used this pattern to stay focused. then, she only followed the writing flow and wrote what she was thinking. it contradicts eggins (2004), whose zig-zag pattern builds on newly introduced information to achieve cohesion in text, and it gives the reader a sense of cumulative development. a zig-zag pattern presents new information in the rheme slot, but her reason is not similar to eggins (2004) toward a zig-zag pattern. multiple-rheme pattern multiple-rheme pattern refers to rheme in the previous clause that has the number of pieces of information, and they are taken up as a theme in the number of subsequent clauses (eggins, 2004). the students also used multiple-rheme patterns in their writing to explore and explain more the information from the preceding rheme to the next theme in detail. the examples below show multiple-rheme patterns. (27) first, technological advances have a major impact on the development of education. (28) educators use it to facilitate the teaching and learning process and improve the quality of education. (29) students and teachers have very broad access. (30) learning and finding materials can be done more quickly, easily, and effectively. (32) students and teachers are required to be sensitive to current technological developments. from the example above, rheme in the 27th clause distributes several topics into themes in clauses 28, 29, 30, and 32. rheme in the 27th clause talks about a major impact on the development of education. those are explained in themes 28, 29, 30, and 32. the theme in the 28th clause expresses the effect on an educator. the themes in the 29th and 32nd clauses talk about the impact on students and teachers. meanwhile, the theme in the 30th informs the effect on learning and finding materials. here, the student does not use the ordinal numbers to express each theme distributed from rheme in the 27th clause. although the student does not use it, each theme in clauses 28, 29, 30, and 32 refers to rheme in clause 27. they are part of the topic in rheme 27. these examples include multiple-rheme because the students took up pieces of information in the previous rheme, and then she represented each of them as themes in subsequent clauses. as supported by eggins (2004), the multiple-rheme pattern refers to rheme in the previous clause with the number of pieces of information, and they are taken up as themes in subsequent clauses. in addition, when the researchers interviewed the student about this pattern, she used this pattern to explain the major impact in detail. in line with yunita (2018) the use of multiple-rheme is to develop the texts well according to the preceding plan before writing those ideas in the text. maharani robiatul islam, et al. / english education journal 12 (2) (2022) 183-191 187 split theme split theme refers to the theme in the previous clause that has several pieces of information. then, they are taken up as themes in the following clauses (mccabe, 1999). split theme is only found in text 2. besides, the students’ reason for split theme is quite the same as the use of multiple-rheme, but the difference is the students explain in detail the information in theme position to theme in the following clauses. the examples of split themes in text 2 are shown in the next paragraph. (13) the advantages of online learning in this pandemic is to make it easier for learning processes long distance. (14) then students and teachers begin to learn technology how to use learning applications. (17) in other, parents are easy to monitor children’s learning activities at home. from the examples above, the theme in the 13th clause contains more than one idea. then, the idea is developed in themes 14 and 17. it is included a split theme. the theme in 13 represents the advantages of online learning. then, they are produced in theme 14 and 17 by the student. mccabe (1999) emphasizes split theme refers to a theme containing more than one idea, and those ideas are developed in different subsequent clauses. besides, when the researchers interviewed the student’s reason for this pattern, she said that she used this pattern to explain more about the advantages or disadvantages in the following clause. further, when the researchers interviewed the students related to their thematic progression insight, they mostly did not know the thematic progression. it is unfamiliar to them. meanwhile, when the researchers analyzed the students’ essays, they subconsciously realized the thematic progression pattern. even though they lack the thematic progression insight, they subconsciously apply it in their writing. the problems concerning the thematic progression the problems concerning the thematic progression refer to the students’ failure to control the information flow in the text and deal with theme and rheme in the clauses. bloor and bloor (1992) propose three common problems resulting from the misuse of theme and rheme. from three problems, this study revealed two problems in thematic progression: the problem of brand-new theme and empty rheme. on the other hand, the researchers also found new problems that are not mentioned in the theory of bloor and bloor (1992). they were the problem of confusing selection of textual themes and the problem of the incomplete clauses. these findings are in line with the previous studies by arunsirot (2013) and kuswoyo and susardi (2017). arunsirot (2013) revealed the problem of empty theme, the brand new theme, empty rheme, confusing selection of textual theme, and the overuse of constant progression. meanwhile, kuswoyo and susardi (2017) found the problem of brand new theme, double rheme, empty rheme, empty theme, overuse of constant theme pattern, confusing selection of textual theme, the problem of an incomplete clause, errors in choosing topical theme, unneeded textual theme, and double textual theme. the problems of the thematic progression results are shown in table 2 (bnt: brand-new theme, er: empty rheme, ic: incomplete clause, csott: confusing selection of textual theme) table 2. the problems concerning the thematic progression result text bnt er ic csott 1 15 3 1 2 3 1 2 3 6 1 1 4 13 2 5 11 6 10 1 1 1 7 2 4 1 8 7 1 9 8 1 10 5 1 1 total 80 14 6 3 from table 2, the problems in theme and the thematic progression that occurred in maharani robiatul islam, et al. / english education journal 12 (2) (2022) 183-191 188 students’ essays were brand-new themes, empty rheme, incomplete clauses, and a confusing selection of textual themes. the problems found are explained in the following paragraphs. the problem of brand-new theme a brand-new theme problem refers to the students carrying forward the new information in the theme in the following clause and is not related to the prior information (bloor & bloor, 1992). this problem frequently occurred in students’ argumentative essays. it is almost found in students’ essays. they put the new information in theme in the following clause that was not linked to the previous one. based on the interview related to this problem, the students stated that they did not focus and pay attention to the previous clause, whether it already linked up with each other. additionally, they thought that the information connected, but it was not linked with the prior information. the examples below show the problem of a brand-new theme. (6) as for the excess of this learning system, the study times are shorter (7) because there is no need to go to school and be distracted by late students. (8) teachers provide only a variety of links to do video study or even a material explanatory video link. from the examples above, theme in the 7th clause does not refer to theme and rheme in the 6th clause. clause 6 discusses “as for the excess of this learning system, the study times are shorter”, while theme in the 7th clause expresses the word “there”, which is not related to the preceding clause. then, it is continued in theme in the 8th clause represents teachers as the topic, whereas the 7th clause does not discuss anything about it, but the 7th clause informs “because there is no need to go to school and be distracted by late students”. so, that is hugely unrelated to each other. these problems above include the problem of a brandnew theme because the theme in the following clause is not linked up with the preceding clause. the problem of empty rheme the problem of empty rheme refers to the information in rheme which is not further developed in the following clauses. this problem was found in several students’ essays. the students represented the information in rheme, and it has several pieces of information, but that information was not further developed in the following clause. as bloor and bloor (1992) supported, the problem of empty rheme refers to rheme that is not further developed. based on the interview on this problem, the students mainly stated they only write the clauses following what is on their minds at the time without considering whether it is related to the preceding clause or not. the following paragraph shows examples of empty rheme problems. (7) here we will discuss the advantages and disadvantages of online learning. (8) i believe that everything has advantages and disadvantages. the example above shows rheme in the 7th clause represents the advantages and disadvantages of online learning, but theme in the 8th clause represents the topic “i”. in this example, the student does not develop and explain the advantages and disadvantages of online learning. hence, these examples include the problem of empty rheme. moreover, this finding is similar to herdiawan (2017). he also revealed an empty rheme problem in his study. incomplete clause the problem of incomplete clauses occurred in this study. this problem happened because the students wrote the incomplete theme or rheme in the clauses. this problem can disturb the information flow theme and rheme in the preceding and following clauses. kuswoyo and susardi (2017) stated that an incomplete clause occurs when there is an element that does not exist in a clause. this problem can disturb the flow of the previous and following theme and rheme in the clauses. an incomplete clause example is presented below. (16) due to the difficulty of looking for quotas. maharani robiatul islam, et al. / english education journal 12 (2) (2022) 183-191 189 based on the example in the 16th clause, the student writes an incomplete clause. she only writes the topic in theme without explaining further information in the rheme slot. in clause 16, she writes “due to the difficulty of looking for quotas” as the topic. then, she does not explain what happened “due to the difficulty of looking for quotas” in rheme. this problem can influence the information flow in the following clause. when the researchers interviewed the student about this problem, she did know the specific reason as she only wrote based on what was on her mind at the time. the problem of confusing selection of textual theme this problem occurs when the writers have difficulties and make mistakes in selecting textual themes, particularly conjunctive adjunct/conjunction. it appeared in four students’ essays. the students have difficulty using proper conjunctive adjuncts and conjunction. they stated that they only used vocabulary that they knew without considering whether it was appropriate and connected to the preceding clause and the following clause. it is similar to arunsirot (2013) and kuswoyo and susardi (2017), who found that some students get difficulties finding the appropriate conjunctive to make text connectedness. the problems of confusing selection of textual themes examples are shown below. (6) and as a result, after almost 2 year this virus had spread to the world so many impacts occurred all of sector and especially in education sector (7) because we needed to do online learning which is there are so many advantages and disadvantages of it. in this example, the student is confused in selecting a textual theme. it is shown in the 6th clause to the 7th clause. the 7th clause discusses the effect of information delivered by the 6th clause. so, the proper conjunction used between the 6th and the 7th clauses is “so”, but the student uses the conjunction “because” to connect the 6th and the 7th clauses. it is not appropriate. this problem includes the problem of confusing the selection of textual theme as the student face difficulty in selecting proper conjunction. as supported by arunsirot (2013), the problem of confusing selection of textual theme occurs when the writers have problems and make mistakes in selecting textual themes, particularly conjunctive adjunct/conjunction. then, when the researchers interviewed her about this problem, she expressed that she writes following what is on her mind at the time without considering whether she uses proper conjunction or not. based on the analysis, the problems concerning the thematic progression occur because the students lack comprehension of coherence concepts in several clauses and the students get difficulties organizing the flow of meaning. these statements are supported by students’ interview on the concept of coherence. in addition, another trigger causing the problems occurred in students’ limited vocabulary knowledge, so they only write whatever comes to their minds. the coherence of english undergraduate students’ essays viewed from thematic progression in this study, the coherence of students’ argumentative essays is viewed from the thematic progression realized in students’ text. table 3 shows thematic progression patterns recognized in the students’ texts (tr: theme reiteration, zz: zig-zag pattern, mr: multiple-rheme pattern, st: split theme). table 3. thematic progression types occurrence text tr zz mr st number of thematic progression 1 9 10 8 27 2 7 12 4 23 3 8 8 13 29 4 11 18 10 39 5 2 10 3 15 6 7 14 4 25 7 3 11 5 19 8 9 8 4 21 maharani robiatul islam, et al. / english education journal 12 (2) (2022) 183-191 190 9 4 4 7 15 10 2 7 10 19 from table 3, ten students’ essays already realized thematic progression patterns. then, their essays are generally coherent. it is supported by fitriati and yonata (2017), who emphasize that ordering the new and old information appropriately have shown a coherent text in terms of thematic progression. then, it is also supported by the students using the various patterns: theme reiteration, zig-zag pattern, multiple-rheme, and split theme in each text which made their essays more coherent. from all essays written by the students, they wrote the information well. they delivered the information by applying various patterns, and it made the information further developed in the text. in addition, the patterns used are not monotonous in one pattern only, but the students vary them in each text. it is in line with zahra et al. (2021), the various thematic progression patterns appeared in almost every clause making the text more coherent. conclusions the students who wrote ten argumentative essays realized four thematic progression patterns. even though, theoretically, the students lack an understanding of thematic progression but have already employed thematic progression patterns practically in their writing. besides, four problems concerning the thematic progression occurred in students’ texts. those problems arise because they still lack understanding of coherence, particularly in some cases in the clauses. it is caused as they only possess a basic coherence concept. in addition, the lack of vocabulary knowledge is one of the reasons those problems arise in students’ essays. in terms of coherence, ten argumentative essays were frequently more coherent as they already utilized the various thematic progression patterns and did not focus on one pattern all the time. so, it made the readers readily grasp the information conveyed by the students and escape from the monotonous information delivered in the essays. references al-bazzaz, m. a., & al-shajlawi, a. n. 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(2006). academic writing: from paragraph to essay. macmillan. 456 eej 10 (4) (2020) 456-465 english education journal http://journal.unnes.ac.id/sju/index.php/eej subtitling techniques and the quality of indonesian subtitles of the english teacher anugrah cahyo hudi1, rudi hartono2, issy yuliasri2 doi : https:// doi 10.15294/eej.v10i4.39284 1. clt unika semarang, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: accepted 20 march 2020 approved 28 june 2020 published 23 december 2020 ________________ keywords: subtitling techniques, movie subtitles, translation quality abstract ___________________________________________________________________ translation in indonesia is not only used in literary or scientific texts, but also in an audio visual field such as a movie. many movies in indonesia come from other countries and use english language. in this case, movie subtitling is needed to make the audience understand the subtitles more easily. this study analyzed the subtitles of a movie called the english teacher. this study used a descriptive qualitative method and employed documentation and questionnaire to collect data. the english and indonesian movie scripts were distributed to indonesian adult target readers to examine the techniques and its quality. in this study, a theory from molina and albir (2002) was used to analyze the techniques and the quality assessment was based on a theory from nababan (2012). there were 12 techniques found in the subtitles. the most dominant technique used by the translator was literal. to analyze the translation quality, 18 respondents participated as the raters; 3 expert readers and 15 adults target readers. the results revealed that there were 1286 data. based on nababan, the maximum score of the quality was 3, while the average score of accuracy, acceptability, and readability was 2.67, 2.79, and 2.86. this study also found a relation between types of techniques employed in translation and its quality. it can be concluded that the qualities of the subtitles were accurate, acceptable, and readable. correspondence address: jl. menteri supeno no. 35 semarang, indonesia, 50243 e-mail: mr.cahyo92@gmail.com p-issn 2087-0108 e-issn 2502-4566 http://journal.unnes.ac.id/sju/index.php/eej mailto:mr.cahyo92@gmail.com anugrah cahyo hudi, et al. / english education journal eej 10 (4) (2020) 456-465 457 introduction in human life, language plays an important role. newmark (1988) argues that “it impacts on the necessity of translation caused by the difference of language human use to communicate” (p.5). translating texts cannot be translated word by word because the meaning will be different. naturally, some english movies are translated into different languages including indonesian. translating subtitles is not an easy task because each language has its own rules such as structure, phonetics, and words. dealing with this case, a movie translator is needed because many indonesians do not have good english proficiency (renandya et al., 2018). allen and gomery (1993) argue that “movie is a reflection of social values, interests and social phenomena and made within a social context” (p.156). a translation does not consist of one method since it is influenced by several factors. according to nababan (2003), those factors are the different systems between the source language and the target language, the different types of text, the perception that translation is a communication means, and the different purposes of translating a text. nida (1982) proposes the process of translation including analyzing the source text, transferring the text into the target language, and restructuring for natural acceptable translated text in the target language. it means translation is defined as a process of delivering meaning from the source language into the target language. there are many issues about translation. budiana et al. (2017), dordevic (2017), kembaren (2018), lestiyanawati et al. (2014) stated that translating literary works might be challenging for translators because they must translate the source language’s culture as precisely as possible. other researchers who conducted some studies that are still in line were yolanda and yuliasri (2016), kamil (2004), lif et al., (2018), pinheiro (2018). they stated that literary translation allows the audience to get any information easily without getting confusion. regarding classroom research about translation, several studies have also been conducted by hartono (2011), hartono (2015), chishiba and mvula (2017). they concluded that many students thought that translating text is not an easy task. according to yuliasri (2015), the minimum requirement of a translator‘s skill is the mastery of reading comprehension in the source language and writing in the target language. according to molina and albir (2002), “translation techniques are procedures to analyze and classify how translation equivalence works”. it means that a translator must pay attention with the result of a choice made from the source text to the target text. thus, translators used various translation techniques. besides, that there are some classifications of translation techniques. a borrowing technique is used if some words or idioms from the source language take a word or expression straight from another language. a calque is used if the translator translates the word or the phrase in the source language literally. a literal translation is converting a word or an expression from the source language word by word. a transposition refers to an adjustment tothe word structures or shifts in the word classes. an adaptation means replacing the element of source language culture with the same element in the target language culture. an amplification allows a translator to paraphrase implicit information in the source language. an established equivalent is used if the translator uses a specific term or idiom that is familiar for people in a society. the generalization presents more neutral or general terminology in the target language. the particularization acquires more concrete or precision terms. the modulation changes the point of view of the source language. the reductiongives the information in the source text is partially omitted in the target text. the variation is gained if the translator changes the linguistic or paralinguistic elements. the addition will be used in adding more information. the deletion permits the translator anugrah cahyo hudi, et al. / english education journal eej 10 (4) (2020) 456-465 458 to delete the word or the information in the source language. a good translation has to transfer the message from the source language to the target language well. the readers or viewers sometimes only read the translation product without paying attention to translation quality. that is why translation quality assessment is very important for translation products. the researchers who conducted some studies that is still in line with translation quality were anari and bouali (2009); azirovi et al., (2016). they stated that translation quality assessment is an activity to give value or to measure the quality of the translation product. assessing or criticizing a translation product is not an easy task for it needs an extraordinary ability. according to nababan (2003), three instruments can be used to measure the quality of subtitles such as accuracy, acceptability, and readability. an accuracy test means to check whether the meaning of source text is similar to the target text. the term acceptability refers to whether or not the translation has been revealed according to the target language rules, norms, or cultures. the readability deals with how natural and easy a translation can be read by the target readers. this research focused on englishindonesian subtitles of the english teacher movie whose target audience for the subtitle of the movie is not only efl students but also nonefl students. it is expected that the subtitle translation is acceptable, accurate, and readable so that the target readers can grasp the source language and culture well. this study focused on english-indonesian subtitle translation techniques and its quality. then, the analysis of translation techniques employed is further assessed in terms of its quality, covering its acceptability, accuracy and readability level. the assessment was carried out by expert readers and target readers. methods a study is an effort to find, explore, and examine the truth of knowledge, by using a research method (hadi, 1983). a descriptive qualitative methodology was used to analyze the data. to collect the data, the researchers used documentation and questionnaire. according to moleong (2010), “qualitative study was a study which has the goal to understand the subject of the study is a descriptive way (p. 6)”. we used triangulation to check and compare the data validity. according to cohen et al., (2007) triangulation is defined as using two or more methods of data collection in doing research. they stated that there are various kinds of triangulation; such as time triangulation, space triangulation, combined levels of triangulation, theoretical triangulation, investigator triangulation, and methodological triangulation. this study employed methodological triangulation for cross-checking the data. there were two steps to collect the data. analyzing the content is the first one. englishindonesian translation of technical terms in the english teacher movie was analyzed and then classified the types of techniques used by the translator in translating the english-indonesian translation of technical terms. second, in assessing the translation quality of englishindonesian translation of technical terms, we distributed three accuracy and acceptability questionnaires to the expert readers. they were english education lecturers in different universities. then, we handed out fifteen readability questionnaires to the target readers. they were efl students in their fifth semester in different universities in semarang. the respondents were chosen randomly. results and discussion this part expands the results and discussion of analyzing translation techniques that were used by the translator in translating the subtitle. a theory by molina and albir (2002) formulated some techniques in translation. the techniques found from the data were literal, borrowing, compensation, reduction, adaptation, addition, calque, established equivalence, modulation, generalization, substitution, and linguistic amplification. in this anugrah cahyo hudi, et al. / english education journal eej 10 (4) (2020) 456-465 459 analysis we used english and indonesian dictionary, oxford dictionary fourth edition, digital indonesian general dictionary (kbbi), and the regulation of the minister of education and culture of the republic indonesia number 50 the year 2015 about indonesian general spelling guidelines. table 1 presents the techniques found in the translation. table 1. types of translation techniques no. types of techniques frequency percentage 1. literal 1053 81.88 2. borrowing 124 9.64 3. compensation 45 3.50 4. reduction 25 1.94 5. adaptation 18 1.40 6. addition 8 0.62 7. calque 3 0.23 8. established equivalence 3 0.23 9. modulation 2 0.16 10. generalization 2 0.16 11. substitution 2 0.16 12. linguistic amplification 1 0.08 total data 1286 100 based on the data displayed in table 1, it could be concluded that the literal translation was the most dominant technique used by the translator; there were 1053 occurrences out of 1286 data and the percentage was 81.88%. it was followed by borrowing. there were 124 occurrences out of 1286 data and the percentage was 9.64%. the third dominant occurrences were compensation. there were 45 occurrences out of 1286 data and the percentage was 3.50%. the fourth technique most used by the translator was a reduction, there were 25 occurrences out of the total and the percentage was 1.94%. the next technique was an adaptation. there were 18 occurrences and the percentage was 1.40%. the addition was the sixth technique. there were 8 occurrences out of the total and the percentage was 0.62%. the calque and the established equivalence techniques were the seventh and the eighth techniques used by the translator. the total of both techniques were the same; there were 3 with the percentage was 0.23%. the next positions were the modulation, the generalization, and the substitution techniques. there were 2 occurrences for each technique and the percentage was 0.16%. the least used technique was the linguistic amplification with 1 occurrence with the percentage was 0.08%. every translation technique found in this movie is explained in detail in the following section along with the evidence. literal the literal translation was the first most dominant technique used by the translator. there were 1053 occurrences out of a total of 1286 and the percentage was 81.88%. the literal technique refers to translate the source text into the target text word-by-word. it could be seen that the use of the source text and the target text are similar to structure and grammar. not to mention that there is an appropriate equivalence between the source text and the target text. all of the data were available in the appendices, but in each sub-section, examples are provided. example : (1) st : linda sinclair had reached her 45th year, (no. 1) tt :linda sinclair telah memasukiusia yang ke-45 nya, (no. 1) (2) st :what do you mean? (no. 128) tt :apamaksudmu? (no. 128) anugrah cahyo hudi, et al. / english education journal eej 10 (4) (2020) 456-465 460 the first example from the subtitles was linda sinclair had reached her 45th year translated to linda sinclair telah memasuki usia yang ke-45 nya. the second example was what do you mean translated to apa maksudmu. it could be seen from both of the examples above, that the source text was translated literally and focused on the form and structure without any addition or reduction into the target text. borrowing the borrowing was the second dominant technique. there were 124 occurrences out of 1286 data and the percentage was 9.64%. example : (1) st : one of discipline ... (no. 5) tt :salah satu orang yang disiplin ... (no. 5) (2) st :do you really need to make 3540.000 dollars a year (no. 65) tt :apakah kamu benar-benar perlu membuat 35-40,000 dolar per tahun (no. 65) a borrowing is used by the translator if there are no equivalent of the source language that can be found in the target language. from the first example above, it could be seen that word discipline in source text was translated to disiplin. the second example was word dollars translated to dolar. the translator omitted the last letter of –e and –s because in the target text, those words are also almost similar. compensation the third most used technique was a compensation. the translator used this technique 45 times and the percentage was 3.50%. example : (1) st : and you know what... (blows raspberry) (no. 73) tt :dan kautahuapa... (menjulurkan lidah) (no. 73) (2) st :and must ever be on guard (no. 91) tt :dan harus selalu waspada (no. 91) the first example showed that the idiom blows raspberry was not translated in to tiupan buah raspberry. this is understandable because that does not make sense in indonesian and would confuse the viewers. the translator translated the idiom into menjulurkan lidah as an implicit message. the second example found from the data was to be on guard translated to waspada although in target text dictionary the meaning of guard should be translated as penjaga. reduction the fourth most used technique was a reduction. the translator used a reduction technique in 25 occurrences and the percentage was 1.94%. example : (1) st : and her little interest in the banal activities of youth, (no. 31) tt :dan kesenangannya berada di kegiatan pemuda, (no. 31) (2) st :i was just making a joke. (no. 53) tt :aku hanya bercanda. (no. 53) this technique is the opposite of addition. when using addition technique,the translator adds the meaning from the source text to the target text. meanwhile, in a reduction, the translator reduces the meaning from the source text to the target text. the example was her little interest translated to be kesenangannya not sedikit kesenangannya. the word little was deleted in the target text by the translator. the next example was making a joke directly translated to bercanda without adding the meaning of the word making. adaptation the fifth technique found in this subtitle was an adaptation. there were 18 bits or 14% translated using this technique. example : (1) st : that made the mundane world seem all the more bleak. (no.27) tt :yang membuat segala sesuatu di dunia fana tampak lebih suram. (no. 27) (2) st :can you, uh, excuse us, nurse? (no. 902) tt : bisakah kamu, uh, mengijinkan kita, suster?(no. 902) the adaptation technique is a type of translation that involves some changes to be made so that the target text produced is in harmony with the spirit or the culture of the source text. the word mundane world was translated as dunia fana while the word nurse was translated to suster even though in the englishindonesian dictionary these words were translated as sangat biasa and perawat respectively. anugrah cahyo hudi, et al. / english education journal eej 10 (4) (2020) 456-465 461 addition the sixth technique was an addition. the translator used this particular technique in 8 occurrences out of total and the percentage was 0.62%. example : (1) st : and i love(no. 727) tt :dan aku menyukainya. (no. 727 ) (2) st :they do. (no. 741) tt : mereka melakukannya. (no. 741) this technique was an effort to make the subtitle sounds natural and easy to be understood by the audience. the first and second examples above were the same, for both of them added by word –nya in the target text. calque the seventh technique on the list was the calque. the translator used calque technique 3 times or 0.23%. example : (1) st : she lived alone in kingston, pennsylvania, (no. 13) tt :dia tinggal sendirian di kingston, pennsylvania, (no. 13) the translator translated each of the words or phrases in source language literally. it can be lexical or structural. in the example above the target text was translated thesame as the source text; kingston, pennsylvania because the name of the place could not be translated in any target text. established equivalence the eighth technique was an established equivalence. this technique was used 3 times (0.23%). example : (1) st : today we've lost touch with classica virtues, (no. 179) tt :hari ini kita telah kehilangan sentuhan dengan kebajikanklasik, (no. 179) classical virtues were translated into kebajikan klasik. according to the dictionary, the word virtues is translated to nilai in the target text. but in this particular example, the translator changed the meaning to be kebajikan. modulation the modulation was the ninth most used technique. the translator used the modulation in 2 occurrences or 0.16%. example : (1) st : she enjoyed no great luxuries. (no. 15) tt :dia tidak hidup dalam kemewahan. (no. 15) the translator changed the point of view, focus or cognitive category in relevance with the source language. it could be a lexical or a structural. from the example provided above, the translator translated the source text no great luxuries into tidak hidup dalam kemewahan in the target text. it could be seen that the modulation helped the readers to understand the source language to the target language easier. generalization the tenth technique was a generalization. this technique was used twice and comprised 0.16% of the total data. example : (1) st : you have? (no. 230) tt :benarkah? (no. 230) from the data found in the subtitles above, the translator translated the interrogative sentence you have to benarkah. the translator translated the source text to the target text in a way that makes the meaning more neutral. substitution the eleventh technique was a substitution. the translator used the substitution in 2 occurrences or 0.16% from the total data. example : (1) st : it's got language, it's got violence... (no. 329) tt :naskah ini punya bahasa, naskah ini ada kekerasannya... (no. 329) this translation technique changed linguistic elements from the source text to the target text. in the example above, it could be seen that it’s got language translated to be naskah ini punya bahasa. the translator used more neutral or general terminology in the target language (from subordinate to superordinate). anugrah cahyo hudi, et al. / english education journal eej 10 (4) (2020) 456-465 462 linguistic amplification example : (1) st : an irrepressible thrill. (no. 26) tt : sebuah sensasi yang tak tertahankan. (no. 26) this translation technique added new linguistic elements in the target text. it was the opposite of the linguistic compression technique. this is usually about using a paraphrase to explain a word that has no equivalent in the target language. from the example above the word irrepressible which means not able to be controlled or restrained was translated in the target text into tak tertahankan. the twelfth technique was the linguistic amplification and only 0.08% of the data. translation quality assessment this part explained the results and discussion of translation quality assessment. the second aim of this study was to evaluate the translation quality in the english-indonesian subtitles of the english teacher movie by using the theory from nababan (2012). the focus of the analysis was three quality assessments: accuracy, acceptability, and readability. the questionnaires concerning the accuracy and the acceptability of the translations were distributed to three expert readers. while the readability rubrics were handed out to fifteen target readers. they were efl students in their fifth semester in different universities in semarang. the respondents were randomly chosen. the following part showed the results and discussion for each of translation quality assessment. accuracy level table 2. the accuracy level category number of data percentage accurate 868 67.50 less accurate 413 32.11 inaccurate 5 0.39 total data 1286 100 based on table 2, the total number of data was 1286. it was calculated from the total of data analysis with 3 expert readers. there were three indicators: accurate (3), less accurate (2), and inaccurate (1). the first rank was accurately represented with 3 points which were the highest score. there were 866 accurate (67.44%). the second rank was less accurate that was worth two points. there were 141 partly accurate data (24%) while there were 413 less accurate data (32.16%). the last rank was in accurate that was worth 1 point. there were 5 in accurate data and the percentage was 0.4%. in conclusion, the results of data alysis were mostly accurate. acceptability level table 3.the acceptability level category number of data percentage acceptable 1017 79.08 less acceptable 263 20.45 not acceptable 6 0.47 total data 1286 100 based on table 3, there were three indicators: acceptable (3), less acceptable (2), and not acceptable (1). the total number of data was 1286. it was calculated from the total of anugrah cahyo hudi, et al. / english education journal eej 10 (4) (2020) 456-465 463 data with 3 expert readers. the first rank was acceptable. each acceptable datum was given 3 pointswhich were the highest score. there were 1017 accurate data (79.08%). the second indicator was less acceptable, equivalent to 2 points in the marking. there were 263 less accurate data (20.45%). the last rank was not acceptable that was worth 1 point. there were 6 unacceptable data (0.47%). in conclusion, the results of data analysis were highly acceptable. readability level table 4. the readability level category frequency percentage readable 1104 85.85 less readable 177 13.76 not readable 5 0.39 total data 1286 100 based on table 4, there were three indicators: readable (3), less readable (2), and not readable (1). the total number of data was 1286. it was calculated from the total of data analysis with 3 expert readers. the readable data were given 3 points each. there were 1108 readable data (85.90%). the second rank was less readable, represented with 2 points in the marking. there were 177 less readable data (13.72%). and lastly, not readable data were scored one point. there were only 5 unreadable data (0.39%). in conclusion, the results of data analysis were highly readable. table 5. the average of quality assessment accuracy acceptability readability scale 3 2 1 3 2 1 3 2 1 2598 826 5 3051 526 6 3324 354 5 868 413 5 1017 263 6 1108 177 5 3429 : 1286 3583 : 1286 3683 : 1286 average 2.67 2.79 2.86 based on the data shown in table 5, the average of the translation’s accuracy level was 2.67. it could be concluded that the subtitles of the english teacher movie can be considered as accurate. the data below is an example that showcases the accuracy of this movie’s translation. example : st :she would devote herself to igniting the flames... (36) tt :dia akan mengabdikan dirinya untuk menyalakan api... (36) as can be seen from the example above, the translator used the literal technique because there was no changing of the words or structure from the source text to the target text. the accuracy score of that example was 3. this means the literal technique not only influenced the quality of the accuracy but also made the translation acceptable. furthermore, the average of the acceptability level was 2.79. it could be concluded that based on the average score of acceptability; the subtitles of the english teachermovie wereconsidered as acceptable. the data below is an example of the translation’s acceptability. example : st :hi, joanna. (37) tt :hai joanna. (37) the example above used the borrowing techniques and the score of the quality was 3. it could be seen that the techniques toward quality here were important. the last quality was readability. the average of the readability level was 2.86. it could anugrah cahyo hudi, et al. / english education journal eej 10 (4) (2020) 456-465 464 be concluded that based on the average score of readability; the subtitles of the english teacher movie were readable. the data below was an example of the readability. example : st:for the design, i'm picturing a sort of (274) tt :untuk desain, aku membayangkan semacam... (274) the example of data above could be used as readability toward some techniques. in the datum above, the translator used borrowing techniques because the words from the source text did not change significantly in the target text. this kind of data were scored 3 points for its readability. this means the target readers understood thetranslation well. overall, the decision of choosing translation technique plays a role in translation quality. conclusions this study focused on analyzing the types of translation techniques and the quality of the subtitle in the english teacher movie that was translated from english to indonesian. based on the findings above, the total number of data analysis was 1286. the most dominant technique was a literal translation that comprises 81.88% of the total data. then it was followed by a borrowing, a compensation, a reduction, an adaptation, an addition, a calque, an established equivalent, a modulation, a generalization, a substitution, and the least technique was a linguistic amplification (0.08%). in terms of the quality of the subtitle, we found that 67.50% of the data was accurate, 32.16% was less accurate, and 0.39% was considered inaccurate. the second aspect of the quality was the acceptability level. as much as 79.08% of the translation was deemed acceptable, whilethe remaining 20.45% and 0.47% were less acceptable and not acceptable respectively. the last level of the quality was its readability. the results showed that 85.85% of the translation was readable, 13.76% was less readable, and 0.39% was not readable. it could be seen from the data that techniques used in translation were important in knowing the qualities of subtitle. the rate of accuracy of the translation was 2.67, 2.79 for the acceptability and its readability was 2.86. it can be concluded that the subtitles of the english teacher movie were accurate, acceptable, and readable. references allen, r., & douglas, g. 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(2016). techniques and quality of english-indonesian translation of pun in tolkien's the hobbit. english education journal, 6(1), 8796. 558 eej 11 (4) (2021) 558-565 english education journal http://journal.unnes.ac.id/sju/index.php/eej developing a reading project assessment to stimulate students’ critical thinking and creativity aldin ramdani1, dwi anggani linggar bharati2, januarius mujiyanto2 1. clt unika semarang, indonesia 2. universitas negeri semarang, indonesia article info ________________ article history: recived 28 july 2021 accepted 4 october 2021 published 23 december 2021 ________________ keywords: speaking, english speaking diffculties, psychological problems. ____________________ abstract ___________________________________________________________________ assessment is a part of the learning assessment phase of the teaching and learning process. it is used to evaluate whether the education goals have been reached by looking at the process and product of learning outcomes. however, many teachers need assistance in developing a suitable assessment system and instrument. then it should be in line with the teaching and learning priorities of the 2013 curriculum, which enable teachers to challenge students' analytical and creative thinking. this study aimed to explain the development of project-based reading assessments to stimulate students' critical thinking and creativity of the tenth graders of x ips 3 at sman 12 semarang during the academic year 2018/2019. to construct project-based reading assessments, the researcher and the teacher collaborated. the module was revised based on expert advice until the main field testing was completed. the data collection methods were using a questionnaire, interview, observation, and examination to obtain quantitative and qualitative data. the study discovered that when students were given project-based reading assessments, their scores increased. according to the results of a paired sampled test, the students' mean score changed significantly after the post-test relative to the pre-test. students' comprehension skills, critical thinking, and creative thinking have all improved as a result of project-based reading assessments. in conclusion, the project based assessment is applicable for teaching learning activities to stimulate high school students’ critical thinking and creativity. correspondence address : jl. menteri supeno no.35, mugassari, kec. semarang sel., kota semarang, jawa tengah 50249, indonesia e-mail : aldin.ramdani165@gmail.com p-issn 2087-0108 e-issn 2502-4566 aldin ramdani, et al./ english education journal 11(4) (2021) 558-565 559 introduction nowadays, the 2013 curriculum has been implemented in almost every school all over indonesia. the teaching methods mandated in the curriculum are scientific approach (sa) (including development of attitudes, knowledge and skills). sa consists of five steps: observing, asking, collecting information, associating, and communicating. genre-based text is the beginning point for defining the material for the students. the content chosen must be appropriate for the communicative abilities, understanding, and text structure. furthermore, such evaluation is required in order to recognize students' success in learning. it is also used to assess how well a teaching and learning program is doing. formal and informal assessments, as well as summative and formative evaluations, are all possible. organizing a successful evaluation is not a simple task; it necessitates a great deal of focus. assessments are not only resources for teachers to track students' progress, but they also enable students to see their own level of proficiency. students may also monitor their own success. assessment in the learning process is an effort to acquire information related to essential variables in learning as the basis of decisions that teachers need to take in order to improve their teaching processes and, hence, improve the achievements of their students (herman & zuniga, 2002; popham, 1995). in other words, assessment is collecting information, investigating the data, and then using it to have some kind of evaluation (morrow et al., 2010). one of the objectives of the assessment is to determine student achievement and the effectiveness of the learning process because the assessment tool must be able to reveal overall student achievement (yuberti, 2016). because judgment is very strong, therefore, good judgment must be taken into account to build a fair and valid judgment. assessment is often considered an important instructional step (bachman, 1990). the way students are taught and the activities carried out in the classroom are greatly influenced by assessment. furthermore, fulcher (2003) said that the success of a learning program is usually determined by the results of the assessment. on the other hand, any skill must have an assessment to do, including in languages. one of the language skills learnt in language is reading. teachers need some assessments in reading for teaching and learning activities. to make better treatment, it is needed to develop reading assessment. the goal of developing reading assessments is to encourage high school students to think critically and creatively, with three types of high order thinking: content thinking, critical thinking, and innovative thinking (crawford & brown 2002). a study and an estimation of the study's results are required components of the 2013 curriculum implementation.the assessment is also used to complete the learning activity. the match and effectiveness of learning and assessment have a big impact on 2013 curriculum implementation success. it becomes a big problem when the teacher should master all the teaching methods from the past era to the post-modern era. as the government always does, different policies and changing approaches furthermore, the class needs some treatments to stimulate students’ skills if the learning and teaching work well. here, the teachers need to maximize their roles. as the teacher's role is as facilitator, the teacher guides the students in learning and accompanies them during class. the teacher should direct the students to observe, mark, synthesize, evaluate, revise, and so on in the learning process. that the teacher should do an assessment during the teaching learning process occurs. arranging good assessment is not easy; it requires a lot of attention. assessments are not only tools to help teachers measure students’ progress but also provide the students with a view of their level of competencies. students can also measure their own progress. intentionally, the assessments will be done to support critical thinking and creative thinking. retnawati et al., (2016), irfan, sugiharto, and hidayah (2017), and maba and mantra (2017) conducted a study to assess the extent of perceived differences in the way teachers applied the empirical approach to learning at the k13 aldin ramdani, et al./ english education journal 11(4) (2021) 558-565 560 target schools. teachers had not fully adopted the scientific method because they did not fully understand the evaluation framework, according to the report. the pattern of implementation was neither consistent nor sufficient. the teachers' comprehension of the need for scientific method pattern management in k13 was lacking. teachers found it was difficult to develop the attitude instrument, execute the authentic evaluation, formulate the measurements, build the appraisal rubric for the skills, and collect the scores from different measurement techniques. furthermore, the teachers were unable to come up with a practical application for explaining the students' learning achievements. prior to introducing the teaching and learning processes in the classroom, the teachers planned lesson plans. teachers did encounter some challenges in performing the evaluation, such as the limited time they have to observe students' social attitudes and writing the assessment results, which take a long time to explain the students' skills. finally, based on the discussion above, it is clear that the instructor's assessment model will influence students' learning outcomes during the teaching and learning process. as a result, the research into the implementation of the evaluation model was critical. in this study, the researcher attempted to research the teacher's assessment model and develop it, especially in the creation of a project-based assessment model to promote critical thinking and innovation in students' reading skills. methods the research and development (r&d) design was used to stimulate students' critical thinking and imagination in the project-based reading assessment model in this study. knowledge gathering, needs review, preparing and designing, expert confirmation, doing the first revision, trying out, doing the second revision, and creating the final product were the steps of r & d used in this study. the researcher used questionnaires, interviews, observations, and experiments to gather information. the information was qualitative as well as quantitative. observation, interview, and a questionnaire were used to collect qualitative data. the quantitative data, on the other hand, was gathered through tests. results and discussions in this phase, the researcher discusses the results and discussion of the developing reading project-based assessment module, which was intended to enhance students' critical thinking and creativity. in this case, it can be seen in the research objectives. teacher’s assessment on students’ reading performance the findings of the study revealed that the teacher did not use project-based reading in the classroom and did not establish assessments based on the program. the tutor, on the other hand, tended to take a scientific approach. however, the instructor did not do it correctly, and the teacher was still in charge of the teaching and learning activity process. in fact, the teaching-learning activities were instructorcentered, since the teacher directly instructed and communicated the material to the students, rather than serving as a facilitator who supported and assisted the students in learning through scientific approach steps. the instructor often seemed to concentrate more on the subject matter and reading aloud during class. the instructor assigned students to a variety of reading tasks relating to the subject matter, such as material, generic structure, and textual features. another result showed that the instructor had difficulties in realizing high-order thinking skills (hots) into practice. hots are not included in the teacher's reading testing procedures. with no additional hot questions lists for guidelines, the instructor simply asked the students to mention and retell a narrative tale. in this form of evaluation, students may memorize the text in order to complete the assignment. in addition, the instructor only used criteria like intonation, pronunciation, content, and grammar as a guide when grading the students' work. the aldin ramdani, et al./ english education journal 11(4) (2021) 558-565 561 researcher was unable to locate the critical thinking and imagination scoring rubric in the teacher's teaching plans because the teacher did not include hots in the evaluation. these results revealed that a teacher's limited knowledge of high-order thought and its application had an effect on the teacher's ability to teach learning activities. furthermore, the teacher did not include hots in the reading evaluation and did not have ranking rubrics for critical thinking and imagination. this finding is consistent with the findings of zaim (2017), wijayanti (2015), and retnawati et al., (2016), who found that english teachers were not prepared to use a scientific approach in their instruction, particularly in the assessment process, and that teachers struggled to create an attitude instrument, introduce authentic assessment, formulate metrics, and design the assessment, (hidayat et al., 2019). types of assessments that encourage students to think critically critical thought, according to norris & ennis (1989) on brookhart (2010), is rational, analytical thinking that is based on determining what to believe or do. according to fisher (2001), critical thinking is a way of thinking about any topic, substance, or problem in which thinkers improve the standard of their thinking by skillfully taking over and imposing conceptual standards on thinking constructs. project-based learning and project-based evaluation are two ways to help students improve critical thinking skills. according to shakirova (2007), the presence of critical thinking skills in students can allow them to deal effectively with social, science, and practical issues (hidayat et al., 2019). the instructor will use instructional approaches to involve students in the learning process and develop their critical thinking skills in reading (snyder & snyder, 2008), such as debates and role-playing games, to help students' comprehension of narrative text reading ability (putra 2014). students were asked to form a small group, similar to how the instructor did, in which all participants could express their thoughts, views, suggestions, or anything else they had to say. they will see everyone's point of view and learn new insights to gain a deeper understanding of a situation. learners can only complete their internal learning processes by cooperating with friends or peers who are capable of doing so, according to vygotsky's theory (vygotsky 1978). furthermore, based on their research support, wang and seepho (2017) stated that group discussion improved students' higher-order thinking skills. finally, this finding supports the notion that engaging in group discussions will help students improve their critical thinking skills. types of assessments that encourage students to think creatively to encourage students' imagination, teachers must be creative by being good planners (designing lesson plans with appropriate techniques), executors (paying attention to students' characteristics throughout the teaching process), evaluators (giving positive feedback), and open-minded people (lestari et al., 2018). hots questions can be used by the instructor to encourage students' imaginative thinking by requiring them to plan future actions if they transform into the characters in the story and modify or vary certain aspects of the story depending on their imagination. students may practice discussing the story from a certain perspective or viewpoint using these types of questions. it is an opportunity for them to expand their mental horizons and develop a fantastic mind. it will, without a doubt, inspire imagination in terms of adding variety to the story by suggesting various concepts based on their thoughts. developing a learning model that teaches students how to discover from previously learned problems and experiences will help them develop an innovative mindset (rahman, 2017). according to hassan et al., (2016), using hots objects in the assessment would test students' cognitive capacity to use information to generate or conceive of new ideas and ways of doing things (wahyudi et al., 2019). aldin ramdani, et al./ english education journal 11(4) (2021) 558-565 562 developing a project-based reading assessment to encourage critical thinking and creativity in students the researcher collaborated with the teacher to create a project-based reading evaluation module to encourage critical thinking and imagination in the students. the basic competencies, which were 3.5 and 4.5, were described first, and then developed into indicators. following that, the instructor scheduled six meetings to introduce the evaluation module, which included a lesson plan, instructional materials, and scoring rubrics for critical thinking and innovation. before using the established project-based reading assessment in the classroom, the researcher asked experts to validate it. the project-based evaluation was able to be completed after many evaluations as recommended by the expert. the application of the project-based reading assessment began with the administration of a pre-test to the students at the first meeting in order to identify their critical thinking skills prior to the treatments. finally, after several treatments, the students completed a post-test at the last meeting to assess their critical thinking skills. this module used high-order reasoning questions to encourage students to think critically. the hots questions allowed students to document what they had observed, attempted, and objectively commented on, such as identifying similarities between two narrative texts, answering questions, and fully comprehending and evaluating the text to reach a conclusion. the questions should be constructed in such a way that they encourage the examination and synthesis of facts and concepts. by posing questions that enable students to not only search or retrieve information, but also interpret, logically process, apply, and assess it (walker, 2003), teachers may help students develop critical thinking skills. additionally, students should work in pairs or classes, with or without instructor guidance, to negotiate responses to questions posed (iakovos, 2011). students were engaged in activities that required them to modify parts of the story based on their imaginative thinking, such as encouraging them to create various resolutions to the story and asking them to suggest alternate behavior as if they were the protagonists in the story, in order to encourage their creative thinking. creativity can develop naturally when in practice processes (treffinger's model 1980). working on real-world issues also adds to the degree of creativity and execution (nuraida 2016). hamza and griffith (2006), ritter and mostert (2017), tan et al., (2016), and zabihi et al., (2013) all agree that the vague questions that force students to think creatively are what lead to an imaginative, unusual approach or new concept for the situation. furthermore, imagination is a product of students' creative thought processes. the impact of project-based reading assessment on critical thinking and imagination in students. the results of the students' pre-test and post-test showed that their performance had improved. the students' average pretest score was 42.67. the students' mean score increased to 60.13 on the post-test. a paired sample test is used to examine the changes in the students' scores. the sig (2 tailed) meaning (0.00) is less than 0.05, according to the t-test results. this meant that there had been a substantial change. as a result, it's safe to say that project-based reading assessment helped students develop their reading skills. the success of the project-based evaluation module in improving students' reading ability should be measured in terms of critical thinking and imagination. as a result, the researcher looked at the students' critical thinking scores before and after the test. the students' mean pretest score was 47.83, while their post-test score was 70.83. the critical thinking score of the students seems to have improved. the researcher then used a paired sample test to see if the changes were meaningful. the sig (2 tailed) meaning (0.00) is less than 0.05, according to the t-test results. as a result, it's reasonable to conclude that students' critical thinking skills improved significantly after they were treated aldin ramdani, et al./ english education journal 11(4) (2021) 558-565 563 with project-based reading evaluation. according to hanardi (2015), a project-based model will increase students' involvement in the learning process. project-based learning, according to jusmaya and efyanto (2018), would develop critical thinking skills. project-based learning has also been shown to improve students' critical thinking skills (saripudin et al., 2015). finally, the researcher looked at the students' creative thinking scores before and after the test. in the pre-test, the students' average creativity score was 42.67. the students' mean post-test score was 60.13 after the treatments. as a result, it is possible to conclude that the students' results improved after they were treated with a project-based reading evaluation module. the researcher then performed a paired sample test, and the t-test result revealed that the sig (2 tailed) value (0.00) is less than 0.05. it means that the students' creativity improved significantly after they were treated by the module. finally, the project-based reading evaluation module is successful in increasing student imagination. according to lestari et al., (2018), project-based assessment is a successful way to develop students' critical thinking and innovation. according to jusmaya and efyanto (2018), project-based learning will help students improve critical thinking skills. students' critical thinking skills have also been shown to develop as a result of project-based learning (saripudin et al., 2015). in addition, incorporating project-based learning into science education may aid students in developing creative thinking skills (yamin et al., 2020). conclusions preliminary findings reveal that english teachers did not use a project-based learning approach because the teacher was more comfortable with traditional teaching and learning methods. as a result, the teachers tended to use a scientific approach in their teaching strategies. however, in the teaching materials, the researchers did not find the right assessment tool to improve students' critical thinking and imagination. the researcher also noticed that the teacher preferred to do it the same way because they were more focused on the subject matter. as a result, it can be inferred that the instructor did not use hots evaluation in the classroom to stimulate students' critical thinking and imagination. the researcher and the teacher were able to construct a project-based reading assessment module as a result of their collaboration. in a number of ways, this evaluation module seeks to stimulate critical thought and creativity in students. to begin, students' critical thinking was piqued by having them find similarities between two stories and by having them answer hots questions with implied answers. second, students' imaginative thinking was sparked by asking them to alter the story by having a different ending. students have participated in a group discussion. finally, they should give a presentation in front of the class about their ideas. the researcher then performed a pretest and post-test to demonstrate that the discoverybased speaking assessment module was successful in stimulating students' critical thinking and imagination. according to the study's findings, students' average performance increased in the post-test compared to the pretest. the paired sample test results showed that the improvements were important. the major gains show that the project-based evaluation module is successful in improving students' reading, critical thinking, and creative thinking abilities. finally, the findings indicate that a projectbased reading assessment module will help students to develop their critical thinking and imagination. furthermore, the researcher encourages english teachers to create their own tests in order to promote critical thinking and imagination in their students. finally, the researchers hope that this research will inspire future research in the same area at different educational levels and perspectives. aldin ramdani, et al./ english education journal 11(4) (2021) 558-565 564 references bachman, l., f. 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(2017). implementing scientific approach to teach english at senior high school in indonesia. asian social science, 13 (2), 33-40. 219 eej 11 (2) (2021) 219-227 english education journal http://journal.unnes.ac.id/sju/index.php/eej the use of brown levinson’s politeness strategies as a realization of sociocultural competence among adult learners of elti surakarta martha tanjung gunaningtyas1 , sri wuli fitriati2 1. lpk sailing international purwodadi, indonesia 2. universitas negeri semarang article info ________________ article history: recived 14 november 2020 accepted 27 january 2021 published 20 june 2021 ________________ keywords: brown-levinson’s politeness strategies, sociocultural competence, qualitative study ____________________ abstract ______________________________________________________ this study focuses on analyzing the use of brown and levinson's politeness strategies to reflect sociocultural competence among adult learners. english is an international language in international communication to talk with people of different age, gender, status, etc. besides, politeness strategies can reflect somebody's sociocultural competence when he/she talks to others. at the beginning of this study, preliminary research showed that english was used as a language tool in the class for adult students in conversation classes. the adult students came from different backgrounds including job, age, gender, status, culture, existence, and experience. some of them had been abroad and communicated with the english native speaker directly. a proficiency test was used at the beginning of the research. it was continued by a sound recorder, video recorder, dct, and interview to get the data. the findings reveal the more prominent use in bald on record and positive politeness strategies. those strategies, based on the theory of brown and levinson and celce murcia, showed there was a close relationship between the speakers. the rest of the strategies showed that there was a distance between the speakers. in conclusion, politeness strategies were in students' interactions to reflect their sociocultural competence. the suggestion focuses on giving practices to students to increase their experiences in implementing politeness strategies. correspondence address: jl. solo-purwodadi km 5, toroh, grobogan e-mail: marthatanjung20@gmail.com p-issn 2087-0108 e-issn 2502-4566 martha tanjung gunaningtyas, et al./ english education journal 11 (2) (2021) 219-227 220 introduction in this era, english has an important role in language development. it grows and develops with other languages such as mandarin, germann, france, and our national language, bahasa indonesia. english has an important role in language development as an international communication tool. in communication, especially doing conversations, we know about politeness strategies. politeness strategies are strategies that are used to threaten hearers. brown and levinson (1987) explain four strategies that are included in politeness strategies; they are bald on record, positive politeness strategies, negative politeness strategies, and off record. those strategies also impact the realization of sociocultural competence. human's sociocultural competence, based on celcemurcia (2007) is human's knowledge in the way of delivering messages with social and cultural communication; and this competence is crucial in oral communication. in line with celce-murcia, brown, and levinson explain the factors of using politeness strategies; they are social distance, relative power, and rank of imposition. celce-murcia also mentions those points and adds such as age, gender, social distance, and cultural factors. in our study, we used both of the theories to strengthen the result. some researchers researched politeness strategies and were concerned about sociocultural competence. the first studies come from (najeeb and maros 2012; shahrokhi and bidabadi, 2015; dowlatabadi, mehri, tajabadi, 2015; ryabova, 2015; adel, davoudi, ramezanzadeh, 2016; eshghinejad and moini, 2016; astuti, 2017). in their findings, the most strategies used were positive politeness strategies that were more direct and explicit to the hearer. however, eshhinejad and moini (2016) added in their study that there was no significant difference between gender and politeness strategies when sending an email. all male and female students used positive politeness strategies in sending an email. this thing showed that both male and females students had close relations. the second studies come from (ogiermann, 2009; fracchiolla, 2011; kedves, 2013; kusumaningroem, rukmini, and yuliasri, 2015; kariithi, 2016;). those researchers are concerned with politeness strategies as an important component in a conversation. ogiermann (2009) and kariithi (2016) had the same findings in which positive politeness strategies were mostly used by the speakers. besides, fraschiola (2011); kedves (2013); and kusumaningroem et al (2015) found in their studies the most use of negative politeness strategies for formal events. then, kariithi found that politeness strategies were used depending on the social class of the audiences, age, context, relationship, and the aim of the conversation. next studies come from (hismanoglu, 2011; salehi, 2014; sukarno, 2014; kazerooni and shams, 2015; and suwartama and fitriati, 2017). hismanoglu (2011) and salehi (2014) had the same points in their findings that high proficiency students are more confident to apply politeness strategies. besides, sukarno (2014) and kazzerooni and shams (2015) delivered their findings that the use of politeness strategies was based on their background, such as culture, gender, and socioeconomic. besides, suwartama and fitriati (2017) said that there were sociocultural constraints in the implementation of politeness strategies, especially in social constraints and cultural constraints. the other studies concern politeness strategies; and it is seen from sociocultural competence. the studies come from (faqeeh, 2011; alsweed, 2012; soliman, 2014; ullah, 2017; mollel and chong, 2017). most of them talked about culture and speakers' backgrounds which mostly impacted their language use. moreover, ullah (2017 who researched speaking english in jazan said that english was not the culture in jazan; and martha tanjung gunaningtyas, et al./ english education journal 11 (2) (2021) 219-227 221 going abroad was rarely activities done by the students. method this study entitled the use of brown and levinson's politeness strategies in reflecting sociocultural competence is a qualitative case study. according to ary, jacobs, razavieh, and sorensen (2009), a qualitative case study is an approach that uses a single unit, class, and observes in the social and describes, interprets a phenomenon or process. this study used conversation class and social phenomenon that was students' interaction. this approach was supported by discourse analysis and a pragmatic approach. classroom discourse was used to transcribe the students' interaction. meanwhile, the pragmatic approach used the theory of brown and levinson to find out the implementation of politeness strategies. to know the reflection of sociocultural competence, classroom observation was used, and dct (discourse completion task) was supported the classroom observation. this study was begun with preliminary research. preliminary research was done by interviewing the teacher and staff. after doing preliminary research, the students were given a proficiency test, it had been tried out to the students from another class. giving a proficiency test was aimed to measure students' english proficiency. the data was done by recording students' interaction by using a sound recorder and a video recorder. then, the recording data was transcribed, grouped into the types of politeness strategies. after getting the recording data, the next step was giving dct (discourse completion task). dct was arranged with clear instruction, and the students were asked to make a simple dialogue based on the situation. the result dct was matched with the transcription or what students said in the recorder. dct was supporting data to strengthen the description of sociocultural strategies. results and discussion the results of this study were divided into four parts as in brown and levinson's types of politeness strategies. there were 4 bald on records, 38 positive politeness strategies, 1 negative politeness strategies, and 13 off record. bald on record bald on record is a more direct strategy, to the point, and threaten hearer's face. the example below was the result of bald on record. rizky: remember, don't forget to use the question mark rahma: a question mark. ok what rizky said was bald on record strategy. meanwhile, rahma repeated rizky's utterance that meant she agreed to add a question to what they work. after the discussion, we asked them to have a short talk with me separately. we asked whether they had a close relationship because rizky expressed that utterance. rizky answered that he wanted to get closer to rahma as the younger member. he regarded rahma as her sister. besides that, rahma gave the same answer that she was close to rizky, she was often in one group with him. rahma added that she wanted to be more direct, clear, and on point when answering rizky’s question. in this case, politeness strategies were not affected by gender and age. it was more realized on the social distance between the speaker and hearer, and their relative power. the finding was strengthened by my work partner who did the same topic of politeness: where sometimes in a conversation, someone could be more direct to avoid misunderstanding. positive politeness strategies there were some types of positive politeness strategies that were found in the study. they were notice, exaggerate, intensitivity interest to h, use in-group markers, safe topic, seek agreement, avoid disagreement, presuppose/raise/assert martha tanjung gunaningtyas, et al./ english education journal 11 (2) (2021) 219-227 222 common ground (gossip and small talk), joke, and be optimistic strategies. the below things were the example of the strategies. notice kris: ardian, where will you go after this class? ardian: go home, of course. why? kris: it has been long time that our class doesn't go together just for dinner. fera: yes, i agree ardian: ok. where will we go? kris: mie setan? beside elti ardian: ok what kris expressed was a kind of notice strategy. here happened when they finished the discussion, and kris noticed that it had been a long time since not have dinner together. fera and ardian agreed with kris' idea. on the sociocultural competence side, as the speaker, kris wanted to show his close distance to hearers. he had higher power and wanted to impose a positive face. in building this description, we discussed with my friend who had the same topic in politeness strategies and supported me. she added that this notice strategy was used by them who had close relation, or knew each other. when we confirmed to kris, ardian, rizky, and fera, they answered that they often went out to a café after class. positive politeness strategies was also used to build a natural friendship. exaggerate randy: good. wonderful! fera: good yes hanung: ok. great! fera: nice! what they expressed was giving compliments. they did it in a discussion after doing exercises. based on what they implemented, they expressed to get closer to each other and impose a positive face. generally, many people like to be given a compliment. fera, hanung, and randy were senior members, and they were often in one group. when i confirmed, they liked to give a compliment to what they did. my work partner said that she also found the same case in her previous finding that a group with the same level members would be able to give a compliment to keep the hearers in a positive face. intensitivity interest to h and gossip rahma: what did you do ms. fera? what time you came to my campus? fera: maybe at 9 a.m. by the way, many handsome boys in your campus, aren't they? rahma: hahahaha. why ms? you like one of them those conversations drew intensitivity interest to h by making a good story. in sociocultural competence side, those strategies reflect indonesian's culture which likes gossip as a good story. here, the reason why fera chose gossip to begin the conversation was gossip was interesting topic. she often did some gossip with rahma if they had spare time. she knew that the interesting topic for gossip was about boys. i also asked rahma about it, and she agreed. she said that she liked gossip, sometimes she did small sharing with fera about the boys in her college. use in-group identity marker and joke rahma: excuse me, sir. i want took my glasses rizky: do you want me to take it, dear? kris: you wanna take the aryanti's or rahma's rizky: she has not come those conversations had use in-group identity marker "dear". besides, rizky's expression in the conversation drew that teased rahma. as we know, in our culture, teasing someone is one of joke. here, other members laugh after rizky teased rahma, and rahma accepted that. she knew that rizky was giving joke. the reason why rizky gave the joke was because he wanted to impose positive face to rahma, and build a close relation. he wanted to chill their relation, although he was older than rahma. my work partner viewed that she also found the same case: giving joke to build a natural relation and getting someone’s intention. safe topic hanung: surakarta. can you tell me your last holiday? martha tanjung gunaningtyas, et al./ english education journal 11 (2) (2021) 219-227 223 fera: i went to yogyakarta. homes family the conversation between hanung and fera was an example of safe topic strategy. on the sociocultural competence side, hanung wanted to get closer to fera. he chose a safe topic rather than a sensitive topic to impose fera on a positive face. here, in the video, fera looked enthusiastic to tell her experience. the reason why hanung asked about fera’s holiday was because it was not a sensitive issue. he assumed that everyone liked to share her holiday experience, so did fera. seek agreement rizky: just the answer, mr. hanung. hanung: just the answer but in paragraph there was a seek agreement strategy which was given by hanung. the reason why hanung chose a see agreement was because hanung was older than rizky, he wanted to impose a positive face by repeating rizky statement. when we asked about this to hanung, he answered that they were in the same group at that time, and he wanted to get closer to rizky. he felt that he and rizky were male, so it would be easy to get closer. our peer work partner added that it was the same case as in her previous finding that males could be easy to get closer. be optimistic fera: za, i borrow your note from ms. anggia, is it ok? zahra: oh you mean this one, ms? fera was optimistic that zahra would lend her ms. anggia's book. based on the video, they were in the same group, and zahra's book was not used by her. the reason why fera chose the strategy was because fera wanted to get closer to zahra she wanted to show her closeness to rahma. the strategy drew fera had higher power than rahma and impose rahma’s positive face. according to our peer work partner, this case also happened in her previous finding if one of the partners was older than another. the older would use a positive politeness strategy. negative politeness strategies there was only a type of negative politeness strategy which was found in this study, which was apologize. fera: sorry, mr. hanung. what's your question? hanung: where were you born? fera: i was born in surabaya. ya..ya surabaya this conversation happened when they were still on conversation, suddenly one of the members came, fera was distracted and did not pay attention to hanung's question, so she said sorry. when we asked her about her apology, she answered that she was reluctant not to answer hanung's question. besides, hanung was older than her, she was reluctant if she did not answer his question. another reason was because she wanted to keep hanung’s face. my work partner strengthened of my explanation that her previous finding showed the same case. it could be separated from our culture to respect the older. off record the honorific was the type of off record that was more found out in the study. fera: where were you born, mr. hanung? you grow up hanung: wrop? fera: grow up "mr." is example of honorific strategy. as we know, our country has culture to respect the older one. hanung was older than fera, so she called him "mr.". even though, in the previous conversation sometimes they used positive politeness strategies, but in this case, politeness strategies reflected age and status. this cas was supported by my work partner. in her previous finding, she found her subjects of the study practiced them, calling other members "mr. or ms." to respect him or her. result of matching dct with politeness strategies utterances the result below was some students' dcts, and they had been matched with their martha tanjung gunaningtyas, et al./ english education journal 11 (2) (2021) 219-227 224 utterances. the dct was made by students' ability, and it was used to measure students' sociocultural competence. in this journal, we gave three samples of students' dct. table 1. matching dct of ranu with his utterances recording transcription dct ranu: be calm. after this class, aryanti and rizky never separate. they will go home together. hahahaha ranu : hi, ky. how long have you been here?, where is aryanti? rizky : not too long. i don’t know, sir hahaha between the transcription and dct, we could see they made joke by talking about aryanti, a female member of their class. some students, included ranu often made this joke when they were seen in the video; both of them gave positive vibes. the reason ranu made the joke was because to build a positive vibes when talking with rizky. he knew that rizky liked joke, and the joke about aryanti had been created by the teacher, and he followed the way. although ranu and rizky liked joke, rizky still respected ranu by calling them "sir". the respect was given because ranu was older than him, and it had become the culture tu respect the older one by calling “sir”. table 2. matching dct of zahra with her utterances recording transcription dct fera: do you want to add new sentences sentences, za? zahra: yea, that’s good idea, i think, ms. fera : zahra, what about this? for your opinion, is it suitable sentence for no 1? zahra : it is very suitable sentence, i think it can be written in the beginning of paragraph1 the same point between transcription and the dct was the honorific strategy that was used by zahra. here, zahra constantly, called fera "ms." to respect her as the older one. table 3. matching dct of kris with his utterances recording transcription dct kris: bro, maksude ki, disebutke angger wae ibu e sangkuriang ki golek kayu opo. dd ra cuma kayu tok rizky: oh yo..yo. mudeng saiki. lha jane disebutke kayu tok kan gpp kris : hey bro, how are you? rizky : i’m fine, and you? in the transcription, there were the same use in-group markers, and it was a positive politeness strategy. either in transcription or dct, kris called rizky "bro". kris and rizky were close to each other as when we asked them in a short interview. the most strategies used by the speakers were bald on record and positive politeness strategies. somehow, the speakers also still implemented negative politeness strategies and off record. bald and record strategy that was implemented by rahma was in line with the result of pangestuti’s finding in her study (pangestuti, 2015). based on a short interview, rahma’s reason to choose the strategy or say the utterance was because she wanted to make clear in her discussion with rizky. in the similar way, the reason was there in pangestuti’s finding when she observed a talkshow by deddy corbuzier to entertainer and non-entertainer guests. deddy wanted to make the question clear and avoid misunderstanding. the same case of the reason why positive politeness strategies were used by the speakers was similar to pangestuti’s finding in her study (pangestuti, 2015). pangestuti (2015) revealed in the talkshow, the host used positive politeness to impose hearers’ positive martha tanjung gunaningtyas, et al./ english education journal 11 (2) (2021) 219-227 225 face and build a natural friendship. although the host and the guest never met each other, but the positive politeness strategies could chill the situation more relaxed. the reasons were almost similar when i did short interview with the speakers who implemented positive politeness strategies. they implemented the strategies because they wanted to get closer to the hearer and become more intimate. beside bald and record and positive politeness strategies, the speakers also implemented negative politeness. although the speakers and hearer were intimate, there were still limits between them when they talked with each other. the limited borders included sensitive topic such as family, couple, kids, religion, etc. in our finding, one of negative politeness strategies appeared was apologize. this apologize strategy was used to minimize imposition. in line with our finding, pangestuti (2015) found apologize strategy in the talk show when the host wanted to ask about sensitive issue. besides, it was used to avoid the risk of being bashful if the host’s intention was rejected by the guests. our study also found the use of off record strategy that was honorific strategy. the honorific strategy was a strategy used to respect someone who had higher lever, or was older than the speaker (brown and levinson, 1987). in our finding, all the younger members called “sir” and “miss” to the older member. then, the older members called “sir” and “miss” to other older members. the reason of it was because they respect them as the older member or someone who had higher status, for example randy was a lecturer. then he was respected by other members. the use of honorific strategy was in line with sukarno’s finding in his study (sukarno, 2014). sukarno mentioned it as culture of andhap asor and tanggap sasmita where someone talked to others, and what the way they spoke was affected by javanese culture. based on the result of the study, we knew that the students had implemented politeness strategies, even though not all the strategies were implemented by them. most of them implemented bald on record and positive politeness strategies rather than negative politeness strategies and off record. as we know that when they implemented the strategies, they reflect sociocultural competence such as social distance, relative power, rank of imposition, gender, age, and culture. the way they spoke was impacted by indonesia culture where it respected older people. it could be proved when they called older members "sir or ms". most of the findings had the same characteristics as the previous researchers. let see the example when they called the other members by using "mas, miss, sir, or mr. although, they were very close; in fact, there was a culture that impact the way they talked as being said by sukarno (2014). calling the older members by using those markers were named by andhap asor and tanggap sasmita. besides, another sociocultural competence, such as gender was not the target of politeness strategies' realization. in line with sukarno (2014), hsu (2008) revealed that the use of politeness strategies was used according to the community culture. it was happened in my study. the students seemed close each other, but they still respected by calling “mas, mbak, sir, miss, or mr”. male or female students, if they were close one and others, they used positive politeness strategies. this finding was in line with the findings of kazerooni and shams (2015); and eshghinejad ad moini (2016). there was no significant difference between male and female students when they implemented politeness strategies. both of them used positive politeness strategies to whom were close, and negative politeness strategies to whom were older than them, even the older members were the same gender. in this case, age was the most politeness strategies' realization. in the implementation of politeness strategies, there were many constraints as being found by suwartama and fitriati martha tanjung gunaningtyas, et al./ english education journal 11 (2) (2021) 219-227 226 (2017). the constraints included social and cultural constraints. social constraints included social status, social environment, family status, economy/financial, social determinant of health, adverse childhood experience, social relationship, and kinship system; then, cultural constraints included perception, motivation, experiences, emotional, cultures, physical, linguistic, and non-verbal. from those constraints, there were similarities with what i found in my study. the similarities such as there were culture which impact the way the students implemented politeness strategies; lack of motivation, experiences, and linguistic ability. in line with the study of ullah (2017) where in his study, he said that english was not jazan students' culture, so the students were difficulty learning english. the difficulties included 1) english was not their mother tongue; 2) english was not their culture; 3) english was a foreign language; 4) the students had high motivation to learn, but there were only minimum facilities such as a native teacher; 5) most of them never practiced at home or public place. conclusion it can be concluded that the students were able to implement 42 expressions of positive politeness strategies. those politeness strategies reflected sociocultural competence including social distance, 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(2017). socio-cultural constrainst in learning english language at jazan university, kingdom of saudi arabia. international journal of language and linguistic 5(2) 29-33. 151 eej 12 (2) (2022) 151-161 english education journal http://journal.unnes.ac.id/sju/index.php/eej the manifestation of efl teachers’ self-efficacy and tpack with their teaching performance ainur rosyidah azmie putry,puji astuti,zulfa sakhiyya universitas negeri semarang article info ________________ article history: accepted 02 february 2022 approved 11 march 2022 published 20 june 2022 ________________ keywords: teachers’ self-efficacy, teachers’ tpack, teaching performance ____________________ abstract ___________________________________________________________________ teachers play very important roles on students learning, especially during the pandemic situation where emergency online learning has replaced the traditional classroom learning. some factors can influence teachers’ performance such as teachers’ self-efficacy and tpack (technological pedagogical content knowledge) framework. here, the teacher participants have perception of their capabilities to accomplish the task by integrating content, pedagogy, and technology. this paper addresses the issue by employing a qualitative case study to investigate the manifestation of teacher participants’ self-efficacy and tpack, as well as the relation between the two with teaching performance. three efl teachers at sma 2 demak are purposefully selected as the subjects of the research. the findings reveal that (1) the dominant source of self-efficacy in teacher a is psychological and emotional arousal but in teacher b and teacher c is mastery experience. (2) based on the statistical measurement, the score of teacher a’s self-efficacy was 65.0% and 63.9% in the tpack framework. the score of self-efficacy in teacher b was 85.0% and 68.5% in tpack framework. in teacher c, the score of both terms was 83.3%. (3) some factors of teacher participants’ self-efficacy affected the successful level of teaching performance. in a nutshell, self-efficacy fosters teachers’ motivation, develops teachers’ tpack, and influences the successful level of teaching performance to implement tpack framework. the present research provided a valuable knowledge about the importance of self-efficacy and tpack framework and suggestion to construct some developmental programs to encourage student teachers in preparing better teaching learning process in the future. correspondence address kampus pacasarjana unnes, jl. kelud utara iii semarang 50237, indonesia e-mail: putryazmie@students.unnes.ac.id p-issn 2087-0108 e-issn 2502-4566 ainur rosyidah azmie putry, et al./ english education journal 12 (2) (2022) 151-161 152 introduction teachers play very essential roles in students’ learning, especially during the pandemic situation where emergency online learning has replaced traditional classroom learning. cognitive factors and affective factors can influence the effectiveness of teachers’ competencies. one of affective factors is teachers’ self-efficacy. here, the teacher participants have perception of their capabilities to accomplish the task. teachers’ self-efficacy support teachers in applying some effective teaching strategies that enhance students’ language competence such as understanding pupils, providing corrective feedback, and developing teaching styles (naqvi, 2014). teachers’ self-efficacy also generated positive beliefs exchanged their negative beliefs about their incapability (karimi, 2011). in addition to self-efficacy, teachers’ competence is central to their performance. indonesian teachers need to upgrade their competence. in line with this, yunus (2017) reveals that the result of testing teachers’ competence in 2015 is still low. the average value is 44.5 from 75 standard one. many factors which may improve or inhibit teachers’ competence e.g. inability to comprehend the learning material, inability to employ an appropriate teaching learning strategies, and having limited access in conveying their discipline with a proper way based on the current situation. thus, the teacher should have particular knowledge about how to teach properly, how to comprehend the subject matter, and how to deliver it effectively. this knowledge will be discussed in the present study called technological pedagogical content knowledge (tpack). it is a kind of integration between pedagogy knowledge, content knowledge, and technological knowledge. amid the pandemic outbreak, the teachers’ competence needs more attention. the pandemic outbreak changed the educational system. regarding this, the minister of education, makarim (2020) argued that teacher competence still becomes the main component in supporting an independent learning. therefore, selecting the best teacher practitioners is needed to lead the learning process on entire institutions in indonesia. some previous studies related with efl teachers’ self-efficacy and tpack framework are conducted by some experts such as the anxiety could be useful when the teacher can manage their thought and learn self-regulation to obtain their goals (wigfield et al., 2011; and shahzad & naureen, 2017). encouraging efl teachers’ selfefficacy can be applied through some strategies such as adapting their thoughts positively and having good persuasion with colleagues (nilson, 2013; moradkhan et al., 2017; and chang et al., 2011). besides, supplying teachers with meetings (in-service training, fellow observation, mentoring) can encourage them to share their experiences and knowledge (zonoubi et al., 2017). it is in line with sakhiyya et al. (2018) that the reconceptualization of basic knowledge is very essential e.g. english teacher provide students teachers with pedagogical knowledge and sufficient english proficiency to enhance their students’ english proficiency later. astuti (2016) added that constructing an effective english teacher forum to share their experiences and knowledge can develop their identity development. the higher teachers’ competence, it improves their self-efficacy to produce enhancement on students’ achievement (gultekin et al., 2020; wu & wang, 2015). therefore, teachers’ self-efficacy can influence learning outcomes because the more proficient efl teachers, the more efficacious they conduct an effective teaching learning process (yilmaz, 2011; rezaei, 2012). meanwhile, to overcome some challenges in 21st century, proper aspects should be integrated amid teaching learning process. in line with that, the ministry of education in malaysia enhances the quality of educational system and curriculum to generate some knowledgeable and highly technological skill of teachers to implement tpack (zainal, 2016). besides, by implementing tpack framework, the technology can engage pupils in language learning and motivate them to acquire english language skills in both practical and realistic ways ainur rosyidah azmie putry, et al./ english education journal 12 (2) (2022) 151-161 153 (mofareh, 2019). abbitt (2011) added that in applying technology within teachers’ education program, teachers need to consider what technology skills which are suitable with their discipline. there are some examples of modern technology which can be applied in classroom activities. syafryadin et al. (2019) acknowledged that digital story telling can teach pupils creating narrative audio using some pictures, videos, texts, etc. shyamlee and phil (2012) added that multimedia technology such as internet, email, smart boards, and computer provide positive effect on english learning. oner (2020) acknowledged that virtual internship can support pre-service teachers’ tpack development. they work collaboratively and simulate as professional by integrating pedagogy, technology, and content. the previous researches only investigated self-efficacy by emphasizing on one of the sources. meanwhile, the present research focused on all sources and detail of them. besides, the previous ones mostly analyzed teachers’ selfefficacy and tpack at the elementary and college level while the present study provided an investigation on senior high school level. therefore, the reseachers aimed to investigate: (1) the manifestation of teacher participants’ self-efficacy, (2) the manifestation of teacher participants’ tpack, (3) the relationship between the two with their teaching performance. teacher’s self-efficacy had an important role in teacher education or professional teacher development. here, the teacher or educator mostly attempt to improve student teachers’ selfconfident and abilities to accomplish their tasks. by having an adequate self-efficacy, both of them could maintain themselves to achieve their goals. the more efficacious teachers, the more they receive high self-motivation to develop their performance. thus, by having high self-efficacy, the teacher participants may implement an effective tpack framework to achieve the standard educational goals. methods this paper employs a qualitative research by emphasizing the internet integration technology covered in the tpack framework. in analyzing teacher participants’ self-efficacy, we employed the self-efficacy theory proposed by bandura (1997) that there were four sources of self-efficacy involved mastery experience, vicarious experience, social persuasion, and psychological and emotional arousal. besides, in analyzing teachers’ technological pedagogical content knowledge, we analyzed it based on the model from koehler and mishra (2005) that tpack framework consist of seven elements involves tk (technological knowledge), ck (content knowledge), pk (pedagogical knowledge), tck (technological content knowledge), pck (pedagogical content knowledge), tpk (technological pedagogical knowledge, and tpack (technological pedagogical content knowledge). some data instruments are employed to gain the data such as classroom observation checklist, interview, questionnaire, and document analysis guideline (lesson plan). we had constructed some instruments involving classroom observation checklist, online learning questionnaire about teachers’self-efficacy adapted from bandura (2006), tpack questionnaire adapted from koehler and mishra (2005). the difference of the questionnaire is both of bandura and mishra’s questionnaires assess the research subjects individually and group presented in the offline learning, but the present research emphasizes the assessment of subject individually presented in the remote teaching by using internet integration technology. besides, we also constructed some questions to gain the data interview and analyse teachers’ lesson plan to investigate how is teachers’ preparedness and implementation of tpack framework to conduct an effective teaching learning process amid the remote teaching. ainur rosyidah azmie putry, et al./ english education journal 12 (2) (2022) 151-161 154 results and discussions the data showed that teacher participants had different level of self-efficacy and tpack. the varieties of them represented how high and low of perception on their capabilities in accomplishing their tasks. here, we analyzed the teacher participants’ self-efficacy based on their sources, the dominant source, factors influencing, and the roles. besides, the reseachers analyzed the tpack based on seven elements of it. some evidences of the research were related with some previous studies presented on the discussion. the manifestation of teacher a’s self-efficacy in assessing teacher a’s self-efficacy, we investigated the sources of teacher a’s selfefficacy involving mastery or enactive experience, psychological and emotional arousal, and vicarious experience. the variety of those sources could be seen in table 1. table 1. source of teacher a’s self-efficacy no sources total 1 mastery experience 3 2 psychological and emotional arousal 3 3 vicarious experience 1 the manifestation of mastery experience as one of the sources in teacher a’s self-efficacy are designing power point by using canva application, using code-switching, guiding pupils who had personality problems such as feeling shy to ask a question, having no friends, etc. the teacher also did home visit and suggested to create group of study to learn together. regarding this, the manifestation of psychological and emotional arousal of teacher a’s self-efficacy was the implementation of online learning by using internet technology integration gave many challenges in teacher a’s mindset. the high anxiety of teacher a affected the initiation to set the thought and beliefs. it emerged the courage to take an action such as joining the seminars, asking for a help of others, and maintaining students’ behavior by conducting parental involvement. thus, teacher a became more successful in achieving the goals. besides, teacher a also had vicarious experience identified through investigating colleague’s achievement about something. the teacher a felt more motivated in accomplishing the tasks. both of mastery experience and psychological and emotional arousal had similar score but the dominant source of teacher a’s selfefficacy was psychological and emotional arousal because it took more efforts in managing the selfthought, belief, and emotional which happen when many problems occurred. the teacher a tended to change the mindset that online learning was more difficult and challenging than offline learning. there were some factors which influence teacher a’s self-efficacy such as the complexity of the tasks and social status. the complexity of teacher’s task involved designing an understandable and innovative learning material, improving students’ memories on what they have learnt, training pupils to work well both individually or cooperatively, asking pupils to accomplish their tasks independently, etc. besides, the social status of teacher a emphasized on doing parental involvement collaborated with parents to control the trouble students together. the teacher a had a status as the homeroom teacher of trouble student so that giving a guidance and motivation towards student directly was allowed. regarding that, the roles of self-efficacy on teacher a involved changing the mindset about the difficult online learning and controlling proper self-regulation. thus, the higher selfefficacy, the more efficacious teacher a set the learning goals. the manifestation of teacher b’s self-efficacy the variety of teacher b’s self-efficacy was more complex than the previous one. here, the teacher b had each category of self-efficacy sources proposed by bandura. below is the table of teacher b’s self-efficacy sources. the detail explanation was also provided in table 2. ainur rosyidah azmie putry, et al./ english education journal 12 (2) (2022) 151-161 155 table 2. source of teacher b’s self-efficacy no sources total 1 mastery experience 9 2 psychological and emotional arousal 4 3 vicarious experience 1 4 social persuasion 1 the manifestation of teacher b’s selfefficacy that belongs to mastery experience was similar with the previous teacher include constructing learning material by using canva, doing home visit, and using code-switching. besides, the teacher b also learnt more about canva and shared it towards the colleagues who lack of knowledge. besides, the manifestation of psychological and emotional arousal in teacher b was managing the emotional not to get burnout easily. here, many of students were passive and less attentive learners but teacher b was persistent in controlling students’ behavior to follow the rule of online class. moreover, the teacher b also got motivation after watching the colleague who had a successful experience such as applying online worksheet by using internet integration. the teacher b attempted to do the same thing as the colleague had done. it could be identified as vicarious experience. furthermore, some seminars provided positive impact towards teacher b’s self-efficacy because getting some of information and knowledge to implement proper online learning. it can be identified as the social persuasion of teacher b. the dominant source of self-efficacy on teacher b was mastery experience whereas teacher b had spent more efforts to achieve some goals independently. some factors which influenced teacher b’s self-efficacy were the complexity of the tasks and social status. it was quite similar with the previous one. those complexity of the tasks included designing an effective and understandable learning materials, organizing the lesson plan by using emergency curriculum, selecting the proper tools to support the online learning, integrating the online class by using internet integration, etc. meanwhile, in social status, the teacher b build two-way communication between teacher and students amid the online learning process. the teacher often called students’ name to do some instructions or answer some questions in order to improve their motivation. in line with that, the role of teacher b’s self-efficacy was very essential. it could emerge the self-agency because it was the core belief when someone could make a decision and act individually. the manifestation of teacher c’s self-efficacy some actions of teacher c proved the variety of self-efficacy sources. those varieties of teacher c’s self-efficacy were provided in the following table. each of them presented the teacher c’s behavior amid online learning. the detail explanation is provided in table 3. table 3. source of teacher c’s self-efficacy no sources total 1 mastery experience 5 2 psychological and emotional arousal 3 3 vicarious experience 1 4 social persuasion 1 the manifestation of teacher c’s selfefficacy that belongs to mastery experience include the higher technological skill rather than the other teacher participants. the teacher c had more experience in technology field rather than the other ones. the teacher c employed whatsapp video call to convey the material amid the online learning. that was different from the other teacher participants because they tended to employ the school website, whatsapp group, or zoom meeting sometimes. besides, the teacher c asked students to create motivation video by using certain applications. it aims to improve their technological skill and speaking skill. another source of teacher c’s self-efficacy was psychological and emotional arousal e.g. the teacher c controlled students’ behavior amid teaching learning process by giving them ainur rosyidah azmie putry, et al./ english education journal 12 (2) (2022) 151-161 156 guidance and intensive learning. by having an intensive meeting, the students might feel more comfortable with the teacher c. the effect was the teacher became easier to give some suggestions and motivation towards them. the third source of self-efficacy in teacher c was social persuasion whereas the teacher c got some seminars about how to construct proper learning materials and learning media. the teacher c became more persistent in accomplishing the tasks because of getting some encouragement and knowledge from those seminars. it improves the self-confidence of teacher c to do something. therefore, the teacher c became more efficacious in taking some actions ahead. the last source of teacher c’s self-efficacy was vicarious experience. the teacher had observed the colleagues’ achievement and tended to imitate them. the teacher c selected the positive and negative impacts of others. it emerged the self-development of teacher c in making decision. the dominant source of teacher c’s self-efficacy was mastery experience. here, the teacher c had sufficient knowledge about technology so that the teacher c was capable in integrating internet technology, content knowledge, and pedagogical knowledge amid the online learning. the teacher c also had selected an appropriate learning media to support the online learning. based on the explanation above, there were some influential factors of the teacher c’s self-efficacy such as the difficulty of task, the amount of effort the teacher expended, the amount of external aid the teacher received, and the temporal pattern of the teacher success. the presence of self-efficacy was very essential. regarding this, there were some roles of teacher c’s self-efficacy towards teaching performance such as examining the behavior, enhancing the effort, and determining further actions. the manifestation of teacher a’s tpack based on the statistical measurement, the ck element of teacher a was 58.3%. in ck element, the teacher a could convey the material about “should”. because it had three types of form (present, past, and perfect), the teacher a also provided an additional material about regular and irregular verbs to support the previous learning material. the teacher a conveyed the learning material clearly and logically but less provided some relevant examples. after that, the teacher a had 67.9% in pk element. the teacher a mostly used direct method and task-based language teaching which means less used variety of learning strategies amid online learning process. the teacher a also could not manage the online learning process because of the crowded situation of online class. here, the teacher a could not select the proper place to teach the learning material amid online learning process. many voices were sounding when the teacher a explained the learning material. the voice of teacher a was also too soft so it might be difficult to be heard. next, the teacher a had score 62.5% in tk element. the teacher a had a lot of experience in teaching english conventionally rather than digitally. otherwise, the teacher had powerful desire to learn more about technology to support online learning. the teacher a learnt a lot about technology (how to operate canva, smanda searching website, zoom-meeting, whatsapp group) from the colleagues and seminars. smanda searching website is a kind of website for e-learning in sma 2 demak. as the result, the teacher a had successfully operated some technologies above. besides, in tck element, the teacher a had a score 62.5%. the selected technology involves smanda searching website, zoommeeting, and whatsapp group were suitable with the learning material. those technologies could be used to improve students’ understanding. in line with that, in tpk (technological pedagogical knowledge) element, the teacher a employed technological tool such as personal computer to access smanda searching website and zoommeeting. the total score of tpk was 66.7%. here, the teacher a emphasized the use of internet technology integration to connect with smanda searching website and zoom-meeting. in the school searching website also provided a discussion form whereas teacher and pupils could do question answer section and encouraged ainur rosyidah azmie putry, et al./ english education journal 12 (2) (2022) 151-161 157 pupils to be actively engaged the online class. zoom-meeting was used to provide some additional feedback from teachers include giving detail explanation of material, discussing tasks, etc. in a nutshell, the teacher a had chosen the proper technology based on the selected learning methods. then, in pck element, the teacher a also had similar score as the previous one 66.7%. the teacher a had selected less proper learning methods based on the learning material given. the teacher a mostly employed direct method whereas the teacher explained the material more and provided question answer section. besides, the teacher a also employed task-based language teaching (tblt) as the learning method. here the teacher a gave pupils a task e.g. making a brief summary and sentences based on the material given. at last, the total score of teacher a in tpack element was 60.0%. first, the teacher a adjusted a proper technological tool and less learning methods based on the learning material and learning situation. second, the teacher a had integrated english language learning, pedagogical knowledge, and technological knowledge to conduct an effective teaching learning process by providing remedial program, suggestions, and corrective feedbacks. the manifestation of teacher b’s tpack in ck element, the teacher b had score 83.3%. the teacher b could convey the learning materials about expressing intention systematically and clearly. some detail explanations and relevant examples are also provided by the teacher b. next, the teacher b had score 53.6% in pk element. the teacher b emerged a conducive online class. all of pupils were asked to follow the online class rules such as be quiet when the teacher is talking, use proper personal computer to join online class, be active and talkative. second, the teacher b implemented clt (communicative language teaching) as the learning approach to enhance communicative competence of pupils and emerge two-way communications with them. after that, in tk element, the teacher b had score 81.3%. in fact, the teacher b had quite good technological knowledge. the teacher could comprehend some technological tools such as canva application, youtube, zoom-meeting, smanda searching, and whatsapp group. because of the youngest teacher participants, the teacher b had more chances in applying technology than the other ones. the more experience that the teacher b had, the more technological skill could be improved. the teacher b also provided a specific link for pupils who could not join the daily test. then, the total score of tck was 75.0%. the technological tools employed by the teacher b were suitable with the learning materials. the teacher b had used some technological applications to support the online learning such as zoom-meeting, smanda searching, youtube, canva, and whatsapp group. the teacher highlighted internet integration technology so both teacher and pupils should connect to the internet in order to conduct the online learning and supported by those proper applications above. regarding that, in tpk element, the total score was 66.7%. the technological tools applied by the teacher b were suitable with the learning approach. first, the teacher b employed zoommeeting as learning media and integrated with clt (communicative language teaching) as the learning approach. second, the use of smanda searching website also assisted the teacher b in conducting online discussion with pupils. here, pupils were given an opportunity to ask some questions related with the learning materials. moreover, in the pck element, the teacher b had score 66.7%. here, the teacher b had selected the learning method which was suitable with the learning material. the teacher b employed role play as the technique to be practiced by the pupils and employed cll (community language learning) as the learning method to do discussion in pairs about short dialogue. at last, the total score of tpack element in teacher b was 70.0%. first, the teacher b had selected technological tools which were suitable ainur rosyidah azmie putry, et al./ english education journal 12 (2) (2022) 151-161 158 with teacher’s need in conveying the learning material. second, the implementation of both learning approach and learning method to deliver learning material was quite good. most of pupils could follow the classroom’s instructions. third, the teacher b could integrate technological tools, learning method and learning material which were implemented amid the online class. as the result, it emerged an effective and conducive online class, most of students could pass the standard minimum value, and all of trouble students were solved because the implementation of online learning was flexible. the manifestation of teacher c’s tpack the total score of tk element was 81.3%. actually, the teacher c had more experience on learning technology rather than the other teacher participants. the teacher c had an occupational background as the video editor before getting job as an english teacher. thus, the teacher c was more selective in using some technological tools. next, the ck element of teacher c was 91.7%. the teacher c could convey the learning material properly and systematically. the teacher c also could comprehend the learning material. the learning material given was suitable with the lesson plan. some relevant examples and exercises were given towards pupils to improve their understanding about learning material. besides, providing feedback at the end of online class was also conducted by the teacher c. after that, the pk element of teacher c was 92.9%. some evidence related with pk could be seen through some actions such as the implementation of clt (communicative language teaching) as the learning approach. besides, the teacher c could control and manage the online class became conducive. all of pupils were trained to focus towards the teacher. moreover, the teacher c controlled the students’ understanding by having conversations as the reflective action to emerge two ways communication and enhance the learning quality. in line with that, the total score of tpk element was 75.0%. the teacher c did not only emphasize on the online class by using internet technology integration but also intended to generate an intensive learning. the teacher employed whatsapp videocall to conduct the online class. it aimed not only to build close relationship between the teacher and pupils but also to enhance students’ focus amid the online class. as the result, the teacher was easier in giving some feedback towards pupils and controlling their behavior amid the online learning process. then, the total score of tck element was 75.0%. the technological tools used by the teacher c were suitable with the learning material. first, the teacher c employed smanda searching as the media to upload the learning material and did the discussion with pupils. besides, the teacher also employed whatsapp videocall to conduct further discussion and do learning practice towards pupils. regarding that, the percentage of pck element was similar with the previous one. the teacher c had selected clt (communicative language teaching) as the learning approach and tblt (task-based language teaching) as the learning method. here, the teacher did some discussion first to stimulate pupils about learning material. the teacher provided feedback and conveyed the material indirectly. some relevant examples were provided. then, questions and answers section was conducted. pupils were asked to do some instructions. the teacher provided feedback again towards students’ performance. finally, both teacher and pupils concluded the learning material together. at last, the total score of tpack element in teacher c was 75.0%. some evidence of tpack implementation such as; first, the teacher had used the proper technological tools in conveying learning materials. the use of some technological tools which less internet consumed helped the pupils in decreasing their burden. second, the teacher c selected learning approach and learning method which were appropriate with the learning material. the teacher c conducted an intensive class by implementing clt and tblt in the introduction as the learning material. third, the integration between ainur rosyidah azmie putry, et al./ english education journal 12 (2) (2022) 151-161 159 the technological tools, the learning approach, and learning material were relevant. the relation between teacher participants’ self-efficacy and tpack performance the manifestation of teacher participants’ self-efficacy and tpack at sma 2 demak revealed some considerations. the result was all of them had different characteristics on their selfefficacy and tpack. those varieties represented their personality in teaching performance. based on the statistical measurement, the total score of questionnaires in each variable (tpack and selfefficacy) of teacher participants were different. the total questionnaire of tpack was twentyseven questions with the highest score 108. meanwhile, the questionnaire of self-efficacy was fifteenth with the highest score 60. the detail scores were explained in table 4. table 4. the total score of teacher participants’ tpack and self-efficacy variable s teacher highest score a b c tpack 69 74 90 108 selfefficacy 39 51 50 60 variable s teacher percentag e a b c tpack 63.9 % 68.5 % 83.3 % 100 selfefficacy 65.0 % 85.0 % 83.3 % 100 it could be discussed that there were two main evidences that describe the relation between teacher participants’ self-efficacy and tpack framework; first, the teacher participants’ selfefficacy could be influenced by some factors that affected on the successful level of teaching performance to implement tpack framework; second, the sequential pattern of how teacher participants’ self-efficacy affected the teachers’ decision to implement the tpack framework. in the first evidence, some factors covered the teacher participants’ self-efficacy to implement tpack framework include; the amount of efforts the teachers had expended, the amount of school resources and environment the teachers received, and how was the teachers’ perception about the online learning. first, the amount of efforts the teacher had expended indicated that every teacher participants had different field of teaching. both the teacher a and c were the experienced teachers who had broader experience in teaching than the novice teacher b. the present research revealed that teaching experience did not always indicate teacher participants having high ck and pk. it was irrelevant with jang and tsai (2013) who revealed that experienced teachers rated their ck and pk higher than novice teacher because experience teachers had longer teaching experience which means they practiced teaching more than novice teachers. the second factor was the amount of school resources and environment the teachers received. there were some school resources and environment that supported the teacher participants at sma 2 demak to enhance their self-efficacy and implement tpack framework such as seminar, someone’s persuasion, colleagues’ assistance, and school infrastructure. it was supported by zonoubi et al. (2017) that supplying teachers with meetings (in-service training, fellow observation/assessment, development/improvement process, mentoring, and study groups) encouraged them to share their experiences and knowledge. by improving teachers’ competence, it encouraged their selfefficacy to produce enhancement on students’ achievement (gultekin et al., 2020; wu & wang, 2015). the third factor was the teachers’ perception about the online learning. by having more knowledge and experience completed with positive perspective (high knowledgeable), the teacher participants would have high self-efficacy to implement tpack framework. the evidence was strengthened by al-abdullatif (2019) that the lower teachers’ knowledge about digital technology, the lower teachers’ confidence and tpack integration amid teaching learning process. ainur rosyidah azmie putry, et al./ english education journal 12 (2) (2022) 151-161 160 next, the second evidence was the sequential pattern of how teacher participants’ self-efficacy affected the teachers’ decision to implement the tpack framework. first, the role of self-efficacy was changing the teacher participants’ mindset that online learning was a difficult thing become an easier one, so the teacher participants’ mindset growth positively. it enhanced the teacher participants’ effort. regarding that, the teachers determined further actions. by determining further actions, the teacher participants’ self-agency was generated. therefore, the teacher participants could examine their behavior such as arrange the classroom management, create proper lesson plan, and select appropriate technological tools. conclusions there are three conclusions based on the findings above. first, the variety of teacher participants’ self-efficacy emerges the teacher participants’ self-motivation. the teacher participants’ self-efficacy emerges the personal agency of teachers so that they have a sense to act independently and decide everything based on their own choices. therefore, by having positive perceptions, the teacher participants can encourage themselves to act positively or better than before. thus, by having high self-efficacy, the teacher participants had high self-motivation in developing themselves as professional educators. second, the teacher participants’ selfefficacy influences their tpack. the teacher participants who had high self-efficacy encourage themselves to improve their self-development in having sufficient knowledge and skills to implement tpack framework. nevertheless, the teacher participants’ self-efficacy is not only the main factor which influence their tpack. because tpack consists of seven elements, it could be affected by some terms beyond selfefficacy such as the teacher b had high level of self-efficacy but an average level of tpack because of the inability of teacher b to employ the variety technological tools amid the online learning. third, there are some influential factors on the successful level of teaching performance such as the amount of efforts the teachers had expended, the amount of school resources and environment the teachers receive, and how teachers’ perception about the implementation of remote teaching. the present research can be possibly used as one of the guidances for the teachers or lecturers to investigate their self-efficacy and tpack so that they can adapt by avoiding some factors which decrease them. besides, it can be possibly used as one of the references for further researchers who have similar interest related with those terms above. besides, the teacher education and professional teacher development can employ this research as the guidance to construct some programs to develop teachers’ self-efficacy and tpack, so the teachers are qualified and the school’s background become more stunning. there are still limitations on this research, therefore the further researchers are suggested to conduct larger research field supported by deeper analysis and some additional variables. references abbitt, j. t. 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(2017). efl teachers self-efficacy development in professional learning communities. system, 66, 1-12. 55 eej 12 (1) (2022) 55-66 english education journal http://journal.unnes.ac.id/sju/index.php/eej thematic structure and thematic progression in research articles published in scopus-indexed international journals endang susilowati, abdurrachman faridi, zulfa sakhiyya universitas negeri semarang, indonesia article info ________________ article history: accepted 30 september 2020 approved 19 january 2022 published 15 march 2022 ________________ keywords: thematic structure, thematic progression, research articles, logical relations, coherence. ____________________ abstract _________________________________________________________________ publishing in highly-indexed journals is greatly competitive, thus writing a qualified and eligible text becomes more challenging for a second/foreign language writer of english. a good text should be written logically and organized effectively according to the role of good academic writing. thematic structure and thematic progression contribute to the development of a wellstructured meaningful text. this study examines the use of thematic structure and thematic progression in research articles published in q1 and q2 scopusindexed international journals as well as their relationship to achieve the texts’ coherence. this is a descriptive qualitative study within the framework of systemic functional linguistics (sfl) that employs discourse analysis. 3426 clauses gathered from ten research articles were analyzed by using halliday and matthiessen’s (2014) taxonomy of thematic structure and eggins’s (2004) theory of thematic progression. this study highlights three major findings. firstly, in terms of thematic structure, the textual theme is massively used followed by the topical and interpersonal theme. the predominance of the textual theme implies the authors’ ability in developing the logical relations between clauses. secondly, in terms of the thematic progression, the theme reiteration pattern is frequently employed, followed by the multiple-rheme and the zig-zag pattern. the tremendous use of the theme reiteration indicates the authors’ ability in maintaining the focus of the texts. thirdly, the relationship between thematic structure and thematic progression constructs logical relations between the clauses to achieve the texts’ coherence. finally, this study provides some pedagogical implications for the teaching of english as a second/foreign language. correspondence address: kampus pascasarjana universitas negeri semarang, jl. kelud utara iii petompon, gajahmungkur, semarang 50237, jawa tengah, indonesia e-mail: endangsusilowati.ends@gmail.com p-issn 2087-0108 e-issn 2502-4566 endang susilowati, et al./ english education journal 12 (1) (2022) 55-66 56 introduction publishing in a highly-indexed or reputable journal especially a scopus-indexed journal is highly competitive, especially for a second/foreign language (esl/efl) writer of english. it is due to the quality of the foreign language used in the paper being scrutinized. the submitted paper should match a good standard in which it should be qualified, eligible, and expressive enough. moreover, scopus – a highlyindexing and the largest database in various kinds of research discipline – challenges indonesian scholars as efl writers to struggle and compete with other writers around the world to publish their writing in the journals it indexes. meanwhile, writing academic papers including research articles are considered challenging and problematic by especially most efl learners or writers. it is because creating a good piece of writing requires not only the high frequency of the foreign linguistic rules but also excellent cognitive skills for organizing and expressing ideas (asif et al., 2020). in other words, they not only need to generate and organize ideas using an appropriate choice of vocabulary, sentence, and paragraph organization but also turn the ideas into a readable, cohesive, and coherent text. as suggested by (thornbury, 2005) that a good text has elements that hang together and need to make sense to the readers. dealing with cohesive and coherent texts, thematic structure and thematic progression play a pivotal role to generate the cohesiveness and coherence of writing. both are the main aspects of how speakers or writers construct their message smoothly into the unfolding language event (thompson, 2014) and how the ways of thinking and expression flow through the aspect of theme and rheme (al bakaa, 2014). regarding this, halliday and matthiessen (2014) state that thematic structure is the basic form of the organization of a clause as a message realized through the theme-rheme structure. theme is the first element of a clause and the rest is called rheme. besides, thematic progression helps the development of between clauses and the flow of information in a text (eggins, 2004). in terms of thematic structure, halliday and matthiessen (2014) lay down three types of thematic structure, namely topical or ideational, interpersonal and textual theme. first, the topical theme is the first element of a clause that may be nominal group, nominal group complexes, adverbial groups, prepositional phrases or embedded clauses. second, the interpersonal theme is the theme that occurs before the topical theme. it indicates the relationship between participants in the texts, or the position or the point of view that is being taken in the clause. third, the textual theme signals the coherence of the text and helps structure the text by developing links to other clauses realized through continuatives, structural conjunctions, and conjunctive adjuncts. in terms of thematic progression, eggins (2004) proposes three types of thematic progression patterns, called theme reiteration, the zig-zag pattern, and the multiple rheme pattern. first, the theme reiteration pattern allows the speaker or writer to keep a text-focused through reiterating an element. second, the zig-zag pattern helps a text make sense by building on newly introduces information and contributes to the text a sense of cumulative development which does not happen in theme reiteration. third, the multiple rheme pattern helps the readers to recognize the focus and follow the flow of the idea in the text easily. besides, the analysis of the thematic structure and thematic progression is done to see the logical relations between clauses in the texts. the logical relationship has some relations that make connections between two or more clauses. it shows how sentences are connected to convey the purpose of a text to be understood by readers. the logical relations constructed by the thematic progression are classified into additive, adversative, causal, and temporal by thornbury (2005). in addition, thematic progression theory is mostly used to analyze texts in the academic field. the purpose of thematic progression is to create a well-structured text indicated through the unity and connectedness between sentences. endang susilowati, et al./ english education journal 12 (1) (2022) 55-66 57 in recent years, several publications have appeared documenting the studies on the use of thematic structure and thematic progression in various written texts. several studies focusing on thematic structure (e.g. khedri & ebrahimi, 2012; heng & ebrahimi, 2012; sharndama & panamah, 2013; al bakaa, 2014; park & nam, 2015; babaii et al., 2016; yuned et al., 2015; yunita, 2018; trung & hoa, 2018; undayasari & saleh, 2018; astuti, 2018; lin, 2019; sinaga, 2019) found that the topical theme is the most frequent theme used. in addition, yuned et al.’s (2016) study reveal that most of the non-native writers’ articles are dominated by topical themes and zig-zag patterns. meanwhile, liu and tucker (2015) and herdiawan (2017) discovered that the dominant theme type used is the textual theme. dealing with the thematic progression, some earlier studies figured out that theme reiteration patterns or constant themes dominated the thematic progression patterns employed in the texts (e.g. alboghobeish & sedgi, 2014; rahmawati & kurniawan, 2015; ebrahimi, 2016; muroda et al., 2018). contrarily, the multiple-rheme pattern is the rarest pattern found in most previous research (e.g alboghobeish & sedghi, 2014; rahmawati & kurniawan, 2015; al bakaa, 2015; yuned, et al., 2016; gunawan & aziza, 2017; na-on & jaturapitakkul, 2017; herdiawan, 2017; herdiawan, 2018; lestari et al., 2019). some studies have also been carried out to evaluate the coherence of texts through the use of thematic structure and thematic progression (e.g. arabi & ali, 2015; suwandi, 2016; fitriati & yonata, 2017; priangan et al., 2020). suwandi (2016) examined the level (micro and macro) of coherence as well as cohesion in students’ writing abstracts and found that the texts have not satisfactorily achieved coherence through some devices including as the logical relationship cannot be identified. moreover, arabi and ali’s study (2015) reported that one of the coherence errors occurs in dealing with the information structure (theme-rheme). some linguistic scholars also have great intentions in implementing and examining the use of both thematic structure and thematic progression in the teaching field, especially in teaching writing (e.g. fang & li, 2015; dalimunthe, 2018). the findings show that implementing thematic structure and thematic progression analysis promote students’ writing ability as well as encourage the success of the teaching of writing. meanwhile, arunsirot's (2013) study reveal that efl students have at least five problems in using the thematic structure and thematic progression pattern including the problem of empty theme, the problem of the brand new theme, the overuse of constant progression, the problems of empty rheme, and the confusion of textual theme selection. triggered by those previous studies, it is interesting to investigate how research articles published in reputable or highly-indexed journals (scopus-indexed) are textually presented in which the articles may be the role models of wellorganized meaningful texts. regarding this, a concern comes up through this study to examine how thematic structure and thematic progression are used in research articles published in scopusindexed international journals and how the relationship between these elements results in the texts’ coherence. thus, the research questions are formulated as follows: how is the use of thematic structure in research articles published in scopus-indexed international journals? how is the use of thematic progression in research articles published in scopus-indexed international journals? how is the relationship between thematic structure and thematic progression in achieving the texts’ coherence? methods this study is a descriptive qualitative study within the framework of systemic functional linguistics (sfl) that employed discourse analysis. the descriptive qualitative approach was used as it provides intensive description and analysis of a single entity. a descriptivequalitative design is ideal as it is fundamentally interpretive (creswell, 2012). since the primary purpose of this study is to analyze, describe, endang susilowati, et al./ english education journal 12 (1) (2022) 55-66 58 categorize, and interpret the data to examine how thematic structure and thematic progression were used and how their relationship achieve the texts’ coherence, a descriptive qualitative study was considered appropriate. in addition, discourse analysis itself is defined as an attempt to study the organization of language above the sentence or clause, and therefore to study larger linguistic units, such as conversational exchanges or written text (widdowson, 2007). the data in this study involved 3426 clauses gathered from all sections of ten research articles published in scopus-indexed international journals in the asiatic region. the journals are those of the open-access journals in quartile 1 (q1) and quartile 2 (q2) ranked by schimago journal ranking (sjr). the articles which were purposively selected are in the area of asiatic region specifically in the subject area of art and humanities, in the category of language and linguistics, especially in english teaching and learning. the unit of analysis is the clauses of the research articles, including the clausecomplexes. the data were collected and analyzed by applying three observation sheets as the data instruments. in analyzing the data on the use of thematic structure and thematic progression, the framework of thematic structure proposed by halliday and matthiessen’s (2014) and the thematic progression taxonomy by eggins’ (2004) were employed. moreover, the analysis of the relationship between those two components in achieving the texts’ coherence referred to the logical relations proposed by thornbury (2005). the procedure of analyzing the data followed several steps. first, close-reading the texts. second, classifying the clauses and arranging them in the instrument datasheet. third, identifying and classifying the thematic structure based on the taxonomy proposed by halliday and matthiessen (2014). fourth, identifying and classifying the thematic progression patterns based on eggins’s (2004) theory. fifth, tabulating the thematic structure and thematic progression patterns. sixth, interpreting the data by making a personal assessment related to the data analysis. seventh, validating the research results through investigator triangulation. eight, correcting the results of the analysis by adding some feedback from the triangulator to strengthen the standpoint of this research. the last, drawing a conclusion and providing suggestions from the research findings and data interpretation. results and discussion the results of this study highlight three main findings based on the formulated research questions. they are the use of thematic structure in the research articles published in scopusindexed international journals, the use of thematic progression in the texts and the relationship between thematic structure and thematic progression in achieving the texts’ coherence. each of them is explained below. the use of thematic structure in the texts the findings to answer the first research question revealed that the three types of thematic structure formulated by hallliday and matthiessen (2014) (i.e. topical, interpersonal, and textual theme) are applied in the texts with a different number of occurrences. the findings concerning the use of thematic structure in the texts are outlined in table 1. endang susilowati, et al./ english education journal 12 (1) (2022) 55-66 59 table 1. the use of thematic structure in the texts no text number of clauses thematic structure topical interpersonal textual unmarked marked 1 text 1 358 160 59 5 134 2 text 2 322 143 26 8 145 3 text 3 459 144 48 12 255 4 text 4 296 82 42 3 169 5 text 5 292 92 27 17 156 6 text 6 209 72 19 3 115 7 text 7 409 163 61 7 178 8 text 8 325 114 38 6 167 9 text 9 456 139 64 1 253 10 text 10 300 109 48 4 139 1221 428 total 3426 1649 69 1708 as illustrated in table 1, the textual theme is the most frequent theme used. it occurs 1708 times out of 3426 clauses. the massive use of the textual theme indicates the authors’ ability in developing the logical relationship between clauses that make their texts more cohesive and coherent. this phenomenon meets halliday and matthiessen’s (2004; 2014) theory that textual themes help structure a text by developing links to other clauses as well as signal the coherence of the text. likewise, textual themes do cohesive work in relating the clause to its context (eggins, 2004, p.305). moreover, this also supports butt et al. (2000), arguing that being able to control the use of textual themes will make their use critical to the organization of texts to achieve their purpose effectively by shaping and structuring the texts. furthermore, the textual theme found in this study is applied and indicated by the use of conjunctive adjuncts and conjunctions, while none of the continuatives is used. the non-existence of continuatives in the texts may be because they are commonly used in spoken texts. this has been postulated by eggins (2004) “continuity adjuncts are used in spoken dialogue to indicate the speaker’s contribution to what a previous speaker has said in an earlier”. in addition, this finding is in line with liu and tucker (2015) and herdiawan (2017) who found textual themes as the dominant themes used in their study and agreed that the textual themes contribute to the texts’ cohesiveness and coherence. on the contrary, this finding differs from the previous research findings conducted by most of earlier researchers (khedri & ebrahimi, 2012; heng & ebrahimi, 2012; sharndarma & panamah, 2013; al bakaa, 2014; 2015; park & nam, 2015; babaii et al., 2016; yuned et al., 2016; yunita, 2018; trung & hoa's, 2018; undayasari & saleh, 2018; astuti, 2018; sinaga, 2019; lin, 2019) discovering that the topical theme was the most dominant theme used. different from the textual theme, the interpersonal theme is the rarest type of theme found. the occurrence of this theme in the entire texts is only 69 times. this finding detects that the authors rarely use interpersonal elements such as modal/comment adjuncts and vocatives in their texts. this also confirms eggins (2004) and butt et al. (2000) assertion that interpersonal theme endang susilowati, et al./ english education journal 12 (1) (2022) 55-66 60 commonly occurs in conversation or spoken interaction. the finding also corroborates the previous studies’ findings that the interpersonal theme is rarely found in written texts. the rarity was expected, as it is only needed to foreground the writer’s position, judgement, or comment. additionally, the analysis results also show that the interpersonal themes are realized only in the form of modal adjuncts and finite or interrogative clauses, while none of the vocatives is used. this may be because the vocatives which are names or nicknames to address someone (gerot & wignell, 1994) are rarely or even almost never used in written formal academic writing, e.g. research articles. another finding related to the use of the interpersonal theme is that the interpersonal theme comes before the topical theme. this supports halliday and matthiessen’s (2014) affirmation that the interpersonal theme occurs before the topical theme. it is the constituent of the mood label which appears at the beginning of a clause (eggins, 2004). moving toward the last thematic structure type applied, the topical theme takes the part as the second dominant thematic structure used in the texts with the number of occurrences 1649 times of the total. the frequent use of the topical theme detects that the authors write effectively orient the readers to what their texts are about. the topical theme is broken down into two types, i.e. the unmarked and marked topical theme. dealing with the employment of the topical themes, this study found that the topical themes are dominated by the unmarked topical theme (1221 times). the frequent occurrence of the unmarked topical theme implies that the authors prefer to start their message by initiating the subject at the beginning of the clauses. in other words, it indicates that the authors prefer to put the subject in the initial position. it confirms what gerot and wignell (1994), eggins (2014), thompson (2014), and halliday and matthiessen (2004; 2014) postulate that in unmarked topical theme the subject is the theme of the clause. to conclude, the findings on the use of thematic structure show that the three types of thematic structure are applied in the texts. the textual theme is the most dominant theme occurring in the texts (1708 times) followed by the topical theme (1649 times). meanwhile and the interpersonal theme is rarely employed (69 times). the findings not only corroborate the relevant theories but also show contradictions to the previous studies’ findings specifically in terms of the dominant theme type found in the study. the use of thematic progression in the texts the findings to answer the second research question reports that the three patterns of thematic progression proposed by eggins (2004) are applied in the texts. the patterns include the theme reiteration, the zig-zag, and the multiplerheme pattern. the realization of the progression patterns contribute to the texts’ cohesion and coherence as it maintained the flow of information development. the findings concerning the use of thematic progression are outlined in table 2. endang susilowati, et al./ english education journal 12 (1) (2022) 55-66 61 table 2. the use of thematic progression in the texts no text number of clauses thematic progression theme reiteration zig-zag multiple-rheme 1 text 1 358 51 42 39 2 text 2 322 55 31 16 3 text 3 459 56 56 51 4 text 4 296 84 28 38 5 text 5 292 43 28 46 6 text 6 209 24 18 36 7 text 7 409 53 37 41 8 text 8 325 32 22 14 9 text 9 456 54 50 78 10 text 10 300 28 37 42 total 3426 480 344 389 table 2 presents that the theme reiteration pattern is dominantly used in the texts. simply put, the theme reiteration pattern outnumbers the two other patterns (the zig-zag and the multiplerheme pattern) with the number of occurrences 480 times. the tremendous use of the theme reiteration pattern implies that the authors successfully maintain the focus of the texts by reiterating the thematic constituent of the former clause in the subsequent clause (eggins, 2004). the finding revealing the outnumbering of theme reiteration pattern is in harmony with some earlier studies’ findings focusing on the research articles (e.g. alboghobeish & sedghi, 2014; rahmawati & kurniawan, 2015; ebrahimi (2016); muroda et al., 2018). these studies figured out that theme reiteration patterns or constant themes dominated the thematic progression patterns employed in the texts. contrariwise, the zig-zag pattern is rarely employed in the texts, occurring 344 times. the realization of the zig-zag pattern indicates that the authors are able to manage the given-new information in building relations between clauses this pattern creates a smooth flow of information development in the texts (thompson, 2014). moreover, it contributes to the texts’ cohesiveness and coherence and gives the texts make a sense of continuous development by building on the newly preceding information. thus, the employment of the zig-zag pattern in the texts commits to achieve the texts’ cohesion by shifting a rheme element of the earlier clause to be a theme of the subsequence clause. the last thematic progression pattern used in the texts is the multiple-rheme pattern. this pattern comes up as the second dominant pattern used after the theme reiteration pattern. this finding brings a novelty to the relevant studies which have the same focus on written texts (e.g. alboghobeish & sedghi, 2014; rahmawati & kurniawan, 2015; al bakaa, 2015; yuned, et al., 2016; gunawan & aziza, 2017; na-on & jaturapitakkul, 2017; herdiawan, 2018; and lestari et al., 2019), discovering that the multiplerheme pattern (also called as split rheme by danes, 1974) is the rarest or least pattern found in the texts. the existence and the frequent occurrences of the multiple-rheme pattern may signal the authors’ ability to develop texts according to the prior plan. they successfully express their focus at the rheme of one clause to be described consecutively as the themes in the subsequent clauses. this affirms what eggins (2004) expounds that the multiple-rheme rheme pattern often provides the underlying organizing principle for a text, with both zig-zag and theme reiteration strategies used to elaborate the thematic points. moreover, the multiple rheme pattern organizes the texts in a way that creates readers’ expectations towards what information endang susilowati, et al./ english education journal 12 (1) (2022) 55-66 62 will follow in the paragraphs since this pattern allows the readers to predict what would come next. however, another finding on the thematic progression analysis, reveals that there are also clauses that do not form any thematic progression pattern. since no expert has named the clauses that did not form any thematic progression pattern, in this study they are labelled as empty progression. the empty progression means that the clauses in the text are not developed from the previous theme or rheme constituent. as a result, it stopped the succession of progression chains that could affect in lessening of the texts’ coherence. despite that, on the whole, this present study shows that the three progression patterns are used in the texts that contribute to the texts’ coherence by maintaining the flow of information and the information development so that the texts meet the readers’ expectations. from the analysis, the existence of thematic structure and thematic progression patterns in the texts may emerge the following up question about the relationship between them in achieving the texts’ coherence. the relationship between thematic structure and thematic progression in achieving the texts’ coherence to answer the third research question about the relationship between thematic structure and thematic progression to achieve the textual coherence of the texts, in analyzing the data, this present study was referring to the logical relations taxonomy proposed by thornbury (2005). the results of the analysis uncover that the relations between thematic structure and thematic progression create logical relations between clauses in the texts that achieve the texts’ coherence. the logical relations are built through the realization of thematic progression patterns. these findings uphold the previous studies (e.g. yunita, 2018thomps; fitriati & yonata, 2017) reporting that thematic progression built logical relationships between clauses in texts. additionally, fitriati and yonata (2017) confirm that the thematic progression and its logical relations made the texts make sense. the relationship between topical theme and the thematic progression patterns create the logical relations called additive, showing the relations of addition, and exemplification. more specifically, the relations between them appear frequently to provide examples and give details about or specify the statement of the earlier clause or sentence. nevertheless, the analysis results also pointed out that the logical relations showing the relationship between the topical theme and thematic progression patterns are not explicitly implied through conjunctive adjuncts or linking devices. this confirms thornbury’s (2005) statement that there are lexical clues that tie the texts together; however, there are also implicit logical connections that help create the feeling that the texts make sense in which the logical connections are the same as the linking devices, but no explicit conjuncts were signalling the relation. moving on to the relationship between the interpersonal theme and the three thematic progression patterns, the results showed that they construct the logical connections between clauses through the additive relations (addition and emphasis). the logical relations constructed are realized in the form of modal adjuncts and finite or interrogative forms. the modal adjuncts built the relations of emphasis since they are used to emphasize the statement in the clauses as well as to show validations. meanwhile, the finite or interrogative clauses represented the relations of addition since they are realized to specify and describe in detail the constituent of the previous clause. moreover, the realization of the interpersonal theme is accompanied by the use of other theme types, especially the topical themes. specifically, the interpersonal theme comes before the topical theme. the last relations discussed are created by the relationship between textual theme and the thematic progression patterns. in this regard, the results reveal that the four logical relations (i.e additive, adversative, causal, and temporal) suggested by thornbury (2005) are realized. more specifically, the logical relations show the endang susilowati, et al./ english education journal 12 (1) (2022) 55-66 63 relations of addition, exemplification, similarity, contrast, cause, effect, the sequence in time, and sequences. the realization is through the use of conjunctive adjuncts and conjunctions that belong to the textual theme elements. this is why the relationship between textual theme and the thematic progression express all the logical relations proposed, that both textual elements (conjunctive adjuncts and conjunctions) contribute to the texts' coherence a lot. this corroborates what thornbury (2005) argues that the logical connections between clauses can be viewed from the conjunctions or conjuncts that link the sentences in which the conjuncts can also express several different categories of logical relation between parts of a text. in the same vein, eggins (2004), thompson (2014), and halliday and matthiessen (2014) postulate that the logical relations or connections can be viewed from the linking devices that tie the clauses together, including conjunctive adjuncts and conjunctions. as has been mentioned formerly, that this study found the textual theme is massively used in the texts. it means that the textual elements support the cohesion and the coherence of the texts a lot by constructing logical relations or connections to tie and hang the texts together. hence, the use of logical connections can create make sense texts (thornbury, 2005). thus, the texts meet the readers’ expectations. to sum up, the relation between thematic structure and thematic progression build logical relations between clauses and sentences in achieving the texts’ coherence. the relations between the topical theme and thematic progression patterns show the additive relations (addition and exemplification), interpersonal and the thematic progression patterns build the additive relations (addition and emphasis), and textual theme and thematic progression patterns create the four logical relations (i.e. additive, adversative, causal, and temporal). conclusions overall, this study reports that the relationship between thematic structure and thematic progression supports the textual coherence of the research articles published in scopus-indexed international journals. the results of this study are highlighted in three major findings. firstly, in terms of the use of thematic structure, this study reports that the three types of thematic structure are used. the textual theme is the most frequent theme used in the texts, followed by the topical and the interpersonal theme. secondly, in terms of the use of thematic progression, the three types of thematic progression patterns are realized. the theme reiteration pattern is dominantly applied in the texts, followed by the multiple-rheme pattern and the zig-zag pattern. the second dominant use of the multiple-rheme pattern brings a new insight or discovery in the relevant research field. thirdly, the relationship between thematic structure and thematic progression constructs logical relations between clauses or sentences in achieving the texts’ coherence. the relations imply that the authors construct the textual cohesion and coherence of the texts through the use of cohesive relationships (textual themes) to relate and tie ideas in the texts, the use of semantic ties (topical theme) to construct the contextual frame in the texts, the use of interpersonal constituents (interpersonal theme) to personal construe ideas or opinions, the use of theme reiteration afford strong and clear focus of the texts, the use of the zig-zag pattern to give a sense of cumulative development of the texts, and the use of the multiple-rheme pattern to uphold the coherency of the texts. in the end, the findings are expected to give profound contributions to english students, english teachers/lecturers, and other fellow writers or researchers to develop and conduct further research related to thematic structure and thematic progression. finally, anything considered, a number of suggestions are provided for the development of the teaching of english as a second/foreign language as the pedagogical implications of this present study. firstly, thematization in sfl (i.e. thematic structure and thematic progression) needs to be applied in efl writing classes to foster students’ writing skills through utilizing structural forms of functional linguistics and to enable the students to create a cohesive and endang susilowati, et al./ english education journal 12 (1) (2022) 55-66 64 coherent text. secondly, the thematization or theme management should be exposed through modeling and construction activities. the teachers should provide sufficient and appropriate models of texts such as highlyindexed articles to be explored by students to help them understand the functions of thematization in producing a well-structured meaningful text. lastly, thematization should be taught explicitly to make the students aware of the pivotal role thematization plays in writing. references al bakaa, a. j. 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(2018). theme and thematic progression in students’ recount texts. indonesian journal of applied linguistics, 7(3), 524–530. 550 eej 11 (4) (2021) 550-557 english education journal http://journal.unnes.ac.id/sju/index.php/eej psychological problems faced by nautical students of politeknik bumi akpelni semarang in speaking maritime english filda hulwani dewi, abdurrachman faridi, mursid saleh universitas negeri semarang, indonesia article info ________________ article history: recived 28 july 2021 accepted 4 october 2021 published 23 december 2021 ________________ keywords: speaking, english speaking diffculties, psychological problems. ____________________ abstract ___________________________________________________________________ this study aimed to explain: (1) psychological problems faced by nautical students in speaking maritime english and it causes, (2) the effects of psychological problems to speaking maritime english, and (3) the class situation that expected by the students. this study employs a qualitative case study. in order to collect the data, the researchers used classroom observation, questionnaire, and semi-structured interview. this study revealed that: (1) there were only four of five prominents pychological problems faced by nautical students in speaking maritime english, they were; fear of mistakes because most of the students were afraid if they could not deliver the message clearly, mispronounced, and then being laughed by their friends; shyness because they felt that their friends had better ability rather than themselves; anxiety because they did not understand english well and some of them were lacking of vocabularies, grammar, and they were afraid of being negatively evaluated by their friends or lecturers; lack of confidence because they felt that their english were bad and other friends were better than themselves, so they did not believe in themselves and felt insecure. however, they did not have problems regarding their motivation because they really wanted to sail abroad. (2) there were effects of psychological problems because it made the students’ performance was not maximal yet. (3) most of students wanted a relaxed, happy, and supportive speaking class situation, while some of them expected that speaking class was not too relaxed because they have to be forced in learning. correspondence address : kampus pascasarjana unnes, jl. kelud utara iii semarang 5023, indonesia e-mail : fildadewi@gmail.com p-issn 2087-0108 e-issn 2502-4566 filda hulwani dewi, et al./ english education journal 11(4) (2021)550-557 551 introduction it is widely known that english is an international language and it is used as a lingua franca for all of people around the world, therefore, english is important to learn as a bridge of communication between people in the world. in indonesia, english is taught as a foreign language. in learning english language, students have to master communicative competence both in spoken and written form, which is manifested in four language skills; they are listening, speaking, reading and writing. speaking skill is considered as the most important skill among four skills. according to al-hosni (2014), speaking is a medium for the students to understand materials taught by teachers and it becomes the top source of learning a language for the students. therefore, it could be said that speaking as a skill plays a significant role for the learners who studied english especially as a foreign language (kayi, 2006). however, many students feel difficult in learning english especially speaking. they are afraid of making mistakes, feeling shy and anxious. speaking needs confidence. unfortunately, many people understand english language, they know the meaning when people speak in english, or understand when read an english text but they are difficult to speak or deliver the message. many reasons underlie this phenomenon and one of them might be a psychological problem. indonesian students learn english for various purposes and many of them are learning english to get a better job since international companies usually require job seekers with excellent english language ability. politeknik bumi akpelni semarang is a marine merchant college which produces seafarers in indonesia. english is considered really important for them because in the future they will be seafarers and if they want to sail abroad, of course english skill is a must. it is not enough if students only understand and master receptive skills of english. also, they have to master the productive skills. speaking is the most important skill for them because in the future they will use it to communicate actively during their work on board. the problem found based on the interview with the lecturers of politeknik bumi akpelni semarang is that the students sometimes still get difficulties in speaking english. besides, they are sometimes lack of confidence, feeling anxious or afraid of making mistakes. basri (2019) conducted a study that tries to explore the factors of anxiety faced by students in speaking english. the subject of the research was third-semester students of universitas ahmad dahlan yogyakarta. from the data collected, the result showed that the factors of anxiety were shyness, lack of confidence, afraid of making mistakes, and lack of grammar and vocabularies. while according juhana (2012), there are some psychological factors that hinder students in speaking english in class they are 1) fear of mistake, 2) shyness, 3) anxiety, 4) lack of confidence, and 5) lack of motivation. the following part explains each of them. according to krismanti and siregar (2017), the main cause of fear in making mistake is their worrisome of getting negative responses from their peers. students are worried that they will be mocked by their friends when saying wrong words or mispronounce something. shyness is a psychological state that causes a person to feel discomfort in social situations in ways that interfere with enjoyment or that cause avoidance of social contacts altogether (arifin, 2017). many students who struggle with making themselves heard or participating in class discussions, these students are usually called "shy". students with shyness are usually good in written assignment but in speaking activities, they less participate. anxiety is a natural psychological aspect containing feeling of fear that sometimes cannot be controlled (javed et al., 2013). in line with javed, budianto (2010) stated that sometimes extreme anxiety occurs when english foreign language (efl) learner becomes tongue-tired or lost for words in expected situation, then leads to discouragement and general sense of failure. subekti (2018) and anandari (2015) also conducted study related to anxiety in indonesian students who are learning english as a foreign language and how they reduce their anxiety. filda hulwani dewi, et al./ english education journal 11(4) (2021)550-557 552 ningsih (2017) tries to explain how anxiety affects the students' speaking ability in teaching and learning. this research used the descriptive qualitative method. the subjects of the study were fourth-semester students of akademi bahasa asing balikpapan. the participants were 31 students consist of 21 women and ten men. the results showed that there is an anxiety of language in most students who are learning english. according to brown (2001), the teacher also influences students’ confidence in speaking. teacher who does not give encouragement to his/her students can possibly make students have low confidence when speaking english. it could be said that building students’ confidence is an important part of teacher’s focus of attention to make students comfortable when they speaking english. motivation is considered significant in its role in language learning success. in addition, zua (2008) states that motivation is an inner energy. she says that no matter what kinds of motivation the learners have, it will enhance their study interest. jindathai (2015) also stated that motivation could be a factor affecting english speaking especially in second and foreign language learning. lukito (2013) and ruchajat (2018) conducted study by using game and making videos to improve students’ motivation in speaking english. by applying those techniques, the result showed that students’ motivation were improved through that activities in speaking english. it could be said that motivation is one of psychological factors that can affect teaching learning process. ariyanti (2016) conducted the research about psychological factors affecting efl students’ speaking performance. the result showed that the students tend to feel anxious when performing their speaking because they are afraid of making mistakes. the feelings of making mistakes somehow related to students’ lack of self-esteem in using english so that they often communicate by code-switching english with their mother tongue. another study was conducted by jannah and fitriati (2016). it studied the psychological problems faced by eleven grade students in speaking english. the findings revealed three results. first, most of the students were afraid of making mistakes. second, most of them were shy and the third, most of them were anxious. however, this research is different from those previous studies because the study was conducted in semi-military college system which has very discipline rules. it was assumed that a psychological aspect plays an important role that can affect the students in teaching learning process. speaking context is selected as the present study focus because english speaking skill is very important and one of the applicable skills to my research subjects. the novelty of this study does not only identify the psychological problems faced by the students but also provides the analysis of causes, effects and students’ need of class design for teaching learning process. therefore, the researchers intend to conduct a study dealing with “psychological problems faced by nautical students in speaking maritime english” to find out the psychological problems that hinder the students in speaking. by knowing the result of their psychological problems toward english speaking, the causes, the effect, and students expectation related to speaking class sitaution, it is expected that the result could be a guidance for lecturers how to improve the students’ feelings, needs, and motivation in learning english especially in speaking skill. besides, it can be an evaluation for the lecturers to provide various strategies in teaching and learning process of speaking. methods this study is a qualitative case study. the subjects of this study were the first semester nautical students of politeknik bumi akpelni semarang. the participants were two classes which were taken by purposive sampling, they were 1 nautica alfa and 1 nautica delta. the total number of the participants were 56 students. the instruments used in this study were; classroom observation to identify the psychological problems faced by the students and explain the effect to their speaking activity, filda hulwani dewi, et al./ english education journal 11(4) (2021)550-557 553 questionnaire to support the data related psychological problems faced by the students, and semi-structured interview to answer the causes of students’ psychologcal problems and what students expect of speaking class design. besides, the interview results also as support the data obtained to answer all research questions to get deeper information. the researchers used five prominents of psychological problems as the indicator, they were fear of mistake, shyness, anxiety, lack of confidence, and lack of motivation. classroom observation were conducted in two classes, and the questionnaires were distributed to 56 students. while the semi-structured interview were conducted to 10 students as the representative from 56 students. it will be used to get deeper information and as supporting data for the observation and the questionnaire. the data gained from the research would be analyzed in an elaborated explanation in the form of words and sentences. those were described based on related literature, while the inferences were made based on the findings. results and discussion english is taught as a foreign language in indonesia. therefore, it is not as easy as learning the first or second language. after gaining the data from the classroom observations, questionnaires and interviews, the findings are presented based on the objectives of the study as follows: psychological problems faced by nautical students in speaking and its causes to identify psychological problems faced by nautical students in speaking maritime english, classroom observation was carried out and the questionnaires were distributed to the students to gain the research data. the classroom observation was conducted in two classes on maritime english subject, they were 1 nautica alfa and 1 nautica delta. the findings were divided into five main aspects following the indicators: fear of mistake, shyness, anxiety, lack of confidence, and lack of motivation. the findings showed that there were still many psychological problems faced by the students. the detail of each problem will be described as follows: 1) fear of mistake based on the finding of the classroom observation, the researchers found that many students were afraid of making mistakes. they spoke in english softly and unclear. the students showed that they were afraid and not cofident. the students were fear of mistake because they felt that english was difficult. some students felt that they did not understand when others was speaking english, so they were fear in making mistake when they were trying to speak. besides, the students said that they were lack of vocabularies and felt difficult to develop and arrange the sentence. they were also worried in pronouncing words so they were afraid of making mistake when they spoke. in addition, they were afraid of making mistake when they spoke and other friends would laugh at them. they also said that they were fear in making mistake because they did not understand english well, so they were afraid if miscommunication happened and it would hurt the hearer. this was in line with haidara (2016) who stated that one of the students’ psychological problems in speaking english is making mistake. they were afraid if their friends would laugh at them if they did mispronounciation or did any other mistakes. it makes the students felt pressured because they were laughed at by their friends if they made any mistake in speaking english. it was in line with horwitz as cited in indrianty filda hulwani dewi, et al./ english education journal 11(4) (2021)550-557 554 (2016) who stated that students fear negative evaluation. learning by mistake could be one of evaluation to improve the ability, so making mistake when the learning process was a reasonable thing as long as it would make a good improvement to the learner. in this case, the lecturer also has to create a good class situation, and give positive feedback such as appreciation to the students, so that the students would feel comfortable during the teaching-learning process. 2) shyness the result of the classroom observation showed that some students bowed their face when they spoke english. the students were feeling shy because they were not confident enough. they also felt that they were left by other friends in english speaking ability and it made them shy. another cause was that they only understood english but could not speak so they prefered to keep silent in discussion time or let others become volunteer during speaking class. speaking in front of people becomes one of the common phobias faced by the students baldwin (2011). it was caused by their nature or many other factors such as not confident and fear if making mistake. that made the students prefer only being silent to speaking up. 3) anxiety this was one of the biggest psychological problems that was found in speaking english. the students were anxious when perfom in front of class. they looked like tremble, panic, forgot what they want to say, nervous and worried when speaking english. the students weere feeling anxious because they were feeling nervous when speaking english. they were afraid if they made a mistake and it made them nervous. in addition they felt that they were not good enough in speaking english and they were not confident to themselves so they felt anxious. they also felt pressured when other people looked at them when they spoke english. the anxiety also made the students were suddenly forgot what they wanted to say when they spoke english in front of the class. this was in line with (sulastiani, 2020) who stated anxiety as one of psychological problems faced by the students in speaking english and the factors were fear, feeling that friends would laugh at them, audiences’ eye contact, and students did not have good preparation to perform. 4) lack of confidence the findings of the classroom observation showed that most of studenst were lack of confidence, and this was the biggest problems faced by most of students. they looked like did not believe to themselves when speaking english, did not fluently and did not feel sure, and they looked like did not relax when they spoke english. the students said that they were lack of confidence because they felt that they were not good in speaking english and did not really understand of english speaking. they were not believe to themselves when speaking english because they were afraid in making mistake. they also felt that other friends was better in english speaking and they were left behind so it made the students not confident. this was in line with (dornyei, 2005) who stated that “the concept of selfconfidence is closely related to selfesteem, both share a common emphasis on the individual’s filda hulwani dewi, et al./ english education journal 11(4) (2021)550-557 555 perception of his or her abilities as a person.” it meant that when students felt that they were not good enough on their ability, they were not confident enough to show up. they would feel uncomfortable, and think that other friends spoke english better than themselves. 5) lack of motivation the findings from the classroom observation related to students’ motivation showed that they were motivated enough in speaking english. they showed their interest, concentration, they paid attention well. the students did the task that had been given by the lecturer, and they prepared it as well as they can do. it was because most of them wanted to become a sailor that worked in international company, sailing abroad, and got high salary. it made the students interested in learning english because english will be one of the requirements for working in international company. according to zua (2008) cited in juhana (2012), motivation is a basic part in learning activities. students’ interest in learning will be enhanced through motivation. in this case, the lecturer should take a chance to improve students’ ability because they have high motivation to learn english. the effect of psychological problems faced by nautical students in speaking maritime english the findings of the research revealed that students’ psychological problems affected teaching learning process. although it was not that worst as they have good motivation in learning, but many of them were still anxious, fear, shy, and not confident in speaking english. the lecturer should be aware of the fact that students were still facing psychological problems in speaking english. it was supported by the result of the research from anugrawati (2015) who investigated the correlation between psychological factors and speaking skill, and the findings showed that the higher psychological problems belong to students, the worse of ability in speaking english was achieved. it meant that the lecturers should pay attention more about students’ psychological problems because it has significant role in improving students’ speaking skill. however, the lecturer could take a chance to engourage the students because the students showed good interest, attitude and desire in learning english speaking so it will make the lecturer easier to improve their ability because the students have a big willingness. as mentioned before in the background of the research that english speaking was very important and will be very useful for the students in the workfield, the lecturer need to solve the problems faced by the students to maximise the learning process. in speaking, it was important to give competence then performance. it meant that the lecturer needs to feed up the students by the competence first then let the students to perform it by practicing. maritime english speaking class situation that were expected by the students to study based on the findings, most of students expected an enjoy and happy speaking class situation which has relax atmosphere. by those situation, they were not feeling pressured and they would be happy so the confidence will be increased. this in line with ihsan (2016) who stated that it is important for the lecturers to organize and manage the classroom as an effective learning environment. regarding students’ anxious, it is important that teaching learning processe occurs within a relaxed and supportive atmosphere. another strategy can also be applied by the lecturer to reduce students’ anxiety such as making jokes and stories, appreciating students’ answer, showing positive gestures, and not calling the students’ name instead of asking the students to become volunteer (zhiping & paramasivam, 2013). however, every student was not the same. some students expected that english speaking filda hulwani dewi, et al./ english education journal 11(4) (2021)550-557 556 class situation should be quiet because they will difficult to learn and focus if the situation was noisy. in addition, there were also students said that they have to be forced in learning to make them become more motivated. from those findings, as the facilitator, the lecturer should consider and apply variety techniques and strategies to cover the students’ need. this in line with (arifin, 2017) that the lecturer needs to adapt appropriate technique in teaching which suite to the class situation. the lecturer demanded not only to be able in transforming knowledge of language but also have to be able to create good classroom atmosphere to craete a better chance and the students’ problems could be solved. conclusions after conducting the research and analysing the result, i got some conclusions concerning the psychological problems faced by nautical students of politeknik bumi akpelni semarang in speaking maritime english. there were four of five prominent problems faced by the students, they were; fear of mistake because they were afraid they cannot deliver the message clearly, mispronounce, and then being laughed by their friend. shyness, because they felt that their friends have better ability rather than themselves, so they were shy especially if they have to perform in front of class. anxiety, because they do not understand english well and they afraid by negative evalutaion from their friends or the lecturer. lack of confidence, they were feeling insecure because they felt that their english were bad and other friends were better than themselves, so they do not believe in themselves. however, most of the nautical students did not have problem regarding their motivation because they wanted to work in international company to get high salary so they work really hard in learning english. consequently, there were effect of psychological problems for the students, or their performance. it made students become nervous and suddenly forgot what they wanted to say, hence, their performance was not maximal yet. in addition, it was important for the lecturer to create good atmosphere in teaching learning process. the finding of psychological problems faced by the students could be a guidance for the lecturer to evaluate the students by encouraging them to achieve better speaking abilities. the students also have to support each other friends to create a comfortable feeling in learning to speak english by helping each other, cooperative, and showing a good attitude in correcting their friend if making mistake. besides, students’ need should be taken into consideration because every student was unique and has different learning style, therefore, the lecturer should apply variety techniques or strategies which appropriate for the students. references anandari, c. l. (2015). indonesian efl students’anxiety in speech production: possible causes and remedy. teflin journal, 26(1), 1-16. anugrawati, n. (2015). the correlative study between the speaking skill and psychological actors of the students. english and literature journal, 2(2), 168– 176. arifin, w. l. (2017). psychological problems and challenge in efl speaking classroom. register journal, 10(1), 29-47. ariyanti, a. (2016). psychological factors affecting efl students’ speaking performance. asian tefl journal of language teaching and applied linguistics, 1(1). baldwin, c. (2011). how to overcome shyness during an oral presentation. ehow. retrieved january 28, 2021, from http://www.ehow.com/how-overcomeshyness-during-oral-presentation.html. basri, m. (2019). faktor kecemasan siswa dalam berbicara bahasa inggris pada mahasiswa universitas ahmad dahlan yogyakarta. ejurnal mitra pendidikan, 3(11), 1419-1427. brown, h. d. (2001). teaching by principles: an interactive approach to language pedagogy (second edition). longman. budianto, l. (2010). students’ psychological factors in sla: a dillema for teachers of filda hulwani dewi, et al./ english education journal 11(4) (2021)550-557 557 english. lingua: jurnal ilmu bahasa dan sastra, 5(1). dornyei, z. (2005). the psychology of language learner: individual differences in second language acquisition. routledge haidara, y. (2016). psychological factor affecting english speaking performance for the english learners in indonesia. universal journal of educational research, 4(7), 15011505. hosni, s. a. (2014). speaking difficulties encountered by young efl learners. international journal on studies in english language and literature (ijsell), 2. ihsan, m. d. (2016). students’ motivation in speaking english. jees (journal of english educators society), 1(1). indrianty, s. (2016). students’anxiety in speaking english (a case study in one hotel and tourism college in bandung). eltin journal, journal of english language teaching in indonesia, 4(1). jannah, m. a., & fitriati, s. w. (2016). psychological problems faced by the year– eleven students of ma nuhad demak in speaking english. english education journal, 6(1). javed, m., eng, l. s., mohamed, a. r., & sam, r. (2013). comparative study of the pakistani and indonesian student’s anxiety towards the english language learning. middle-east journal of scientific research, 18(11), 1563-1572. jindathai, s. (2015). factors affecting english speaking problems among engineering students at thai-nichi institute of technology. tni journal of business administration and languages, 3(2), 26-30. juhana, j. (2012). psychological factors that hinder students from speaking in english class (a case study in a senior high school in south tangerang, banten, indonesia). journal of education and practice, 3, 100-110. kayi, h. (2006). teaching speaking: activities to promote speaking in a second language. the internet tesl journal, xii(11). krismanti, n., & siregar, m. m. (2017). students’ psychological problems in speaking: a case study on speaking ii class of stkip pgri banjarmasin. lentera: jurnal pendidikan, 12(2). lukito, i. e. j. (2013). improving students’ motivation of speaking by using game card tournament. english education journal, 3(2). ningsih, e. w. (2017). kecemasan dalam berbicara bahasa inggris mahasiswa semester keempat akademi bahasa asing balikpapan. prosiding snitt poltekba, 2(1), 277-287. ruchajat, l. (2018). making a video as an alternative task to improve the students’ motivation to practice speaking english: the case at grade vii b of smp n 1 ungaran. english education journal, 8(3), 395-402. subekti, a. s. (2018). investigating the relationship between foreign language anxiety and oral performance of nonenglish major university students in indonesia. dinamika ilmu, 18(1), 15-35. sulastiani. (2020). students’ perception toward psychological problems faced in public speaking class. journal la edusci, 1(1), 33– 39. zhiping, d., & paramasivam, s. (2013) anxiety of speaking english in class among international students in a malaysian university. international journal of education and research, 1(11), 1-16. zua, l. (2008). exploring the affective factors influencing teaching of spoken english. retrieved january 29, 2021, from 614 eej 10 (4) (2020) 614-622 english education journal http://journal.unnes.ac.id/sju/index.php/eej the effectiveness of anticipation guide and visualization strategies in teaching reading comprehension to students with high and low motivation fitriana kartika sari, dwi anggani l. bharati, abdurrachman faridi doi : https:// doi 10.15294/ eej.v10i4.40042 universitas negeri semarang, indonesia article info ________________ article history: accepted 20 march 2020 approved 10 october 2020 published 23 december 2020 ________________ keywords: anticipation guide, reading comprehension, students’ motivation, visualization ____________________ abstract teaching reading comprehension is not easy, the teacher must consider an appropriate strategy that can influence in the way of teaching-learning. the problem came from the eight grade students of smpn 1 kersana brebes in the academic year 2019/2020. the students lack motivation english subject because the teacher taught using conventional strategy which made them bored and could not achieve good score in english subject. the present study aims to explain how significant the students’ achievement taught by using anticipation guide and visualization strategies in teaching reading comprehension to students with high and low motivation. this study was a quasi-experimental design with a 2x2 factorial design conducted in eighth grade students at smpn 1 kersana, brebes as the research participants. there are two experimental group involved. the students’ different level of motivation was taken as a factor that might influence the strategies. in collecting data, the writer used reading comprehension test to get students’ scores and questionnaires. the data was analyzed using anova to answer the main hypotheses. based on the analysis of the significance score was 0.000 which was lower than 0.05. it can be concluded that there was significance difference on the students’ achievement taught by anticipation guide and visualization for students with high and low motivation. this research is expected to give a contribution to give a contribution to english teaching learning such as giving appropriate strategy to teach reading comprehension. correspondence address: kampus universitas negeri semarang, kelud, semarang, 50233 e-mail: fitrianakartika12@gmail.com p-issn 2087-0108 e-issn 2502-4566 fitriana kartika sari, et al./english education journal eej 10 (4) (2020) 614-622 615 introduction reading is one of the essential english language skills to be mastered by students while reading perceived to be one of the difficult abilities for many students. according to brown (2004), reading is one of the essential skills for students getting success in all educational contexts. reading is important to learn because of the goals of reading itself for getting crucial information. medina (2013) argues that reading comprehension is the process of constructing and interchanging the meaning between students' background knowledge and current text ideas. according to shiraz and larsari (2014), reading comprehension prepares the students to be ready for better educational and also contribute to students’ learning process and achievement. acosta and ferri (2010) proposed four strategies to develop students' reading comprehension such as activating students' background knowledge, make predictions, completing a graphic organizer, and answering the questions. based on the researcher’s observation in smpn 1 kersana brebes in 2019, the eighthgrade students had difficulties in reading activities. they had problem, for example, lack of motivation and vocabulary knowledge made them difficult to comprehend a text. the problem might be caused by the strategy used by the teacher. the teacher uses a traditional reading strategy to teach english without letting them using their prior knowledge to comprehend a text. the teacher always asks students to read and answer without they know about the content of the text. according to faridi (2012) argues the appropriate teaching strategy used by teachers impacts students' achievements. some strategies can be used by teachers in helping the students to enhance their comprehension. moreover, the teaching strategies used by the teacher in teaching reading comprehension had a positive effect on reading comprehension activities in the classroom (nugroho, bharati, & hartono, 2019). by acknowledging the problems faced in teaching reading comprehension, it is crucial to find out the solution to help teacher and students as well. therefore, there must be suitable strategy to teach reading comprehension according to problems. the strategies have to encourage students to read without feeling afraid. one of the suggested strategies is anticipation guide. anticipation guide firstly proposed by herber (1978), he stated that anticipation guide is promote the students to be active in making predictions about what will they read. besides cramer (2004) said that anticipation guide can be strategy to help students to use their prior knowledge through prediction. another strategy to help teachers in teaching reading comprehension is a visualization. harvey and goudvis (2000) define visualization as a process of creating images in the readers' minds which will be different from one another. the visualization is strategy to helps the students to communicate a message from the text. this strategy correlates between visual and verbal information, it helps students more understanding the content of the text by using words to create mental images. there were some previous studies exploring anticipation guide and visualization strategies in teaching reading. antoni (2017); defrioka (2018); arfiyanti (2018); rahayu (2018); sari and sari (2019); wibowo (2019), did studies on the effectiveness of anticipation guide in teaching reading and the result showed the implementation of the anticipation guide in teaching reading was successful to improve students reading performance. it stimulates the students' interest in a topic, creates curiosity, activates students' prior knowledge, and encourages them in predicting the text to be read. besides wulansari (2012); ortlieb (2013); meirafoni (2014) reported that the use of anticipation guide strategy in pre-reading activity can be an effective strategy to improved students' reading comprehension. another strategy to teach reading comprehension was visualization. the term visualization refers to the students' ability to build mental pictures in their minds. woolley (2010); ismail, ahmadi, and gilakjani (2012); roohani, jafarpour, and zarei (2015); fatemipour and hashemi (2016), did studies and the result show fitriana kartika sari, et al./english education journal eej 10 (4) (2020) 614-622 616 visualization strategy had better effect in students reading performance. this strategy facilities the students to become independent readers. in line those studies, dewi (2017); aulia (2017); shatri and buza (2017), the result show visualization is an effective strategy to improve students’ reading comprehension, increasing and developing students’ critical thinking, and also encourage students’ interest in leading comprehensions strategy lead to better comprehension among efl learners and also increase students’ motivation to improve their reading comprehension. in this research, the students were divided into two groups low and high students critical thinking. based on the previous studies, the difference between the previous and the present study was that the writer divided the students into high and low motivation. in this paper, the writer aimed to find out the effectiveness of anticipation guide and the visualization strategies in teaching reading comprehension for students with high and low motivation. this research has some benefits. first, the research can be adopted by teachers to teach reading or improve reading comprehension skill. second, it can be alternative reference for further researchers who want to conducted research on implementing anticipation guide and visualization in teaching reading comprehension. methods in this research, the writer used a quasiexperimental study with 2x2 factorial designs to investigate the relationship among variable. based on the design, the independent variables were anticipation guide and visualization. the dependent variable was teaching reading comprehension. also, students’ high and low motivation was the moderator variable. anticipation guide used as an experimental class 1 and visualization would be used as an experimental class 2. the population of this research was the eighth-grade students of smpn 1 kersana brebes in the academic year of 2019/2020. the students were divided into ten classes with a total 344 students. anticipation guide was used in experimental group 1 (8f) while the visualization was used in experimental group ii (8h). the instruments to collect the data were a questionnaire and reading comprehension test. questionnaire was used to get information about the students’ motivation level. the questionnaire result was given before the researcher gave treatment to students. it helped the researcher to classify students into high or low motivation based on the score of the questionnaire. the questionnaire adopted from motivated strategies for learning questionnaire (mlsq) proposed by pintrich (1991). the main instrument in this research was the reading comprehension test. the aims were to know the students’ reading ability. the researcher used two kinds of tests namely pre-test and posttest. the pre-test was conducted before treatment. by giving a pre-test, the researcher knew the students’ prior knowledge. meanwhile, a posttest was used to measure the effects of treatment. the result of the pre-test and post-test would be compared to find the significance difference students’ achievement before and after giving treatment. there were several steps used in this research to collect the data, the first was the writer gave questionnaire to the students to know students’ motivation level and to classify the students into high and low motivation level group. after that, the pre-test was given to students before they were taught with anticipation guide and visualization strategies to know students’ reading comprehension ability before taught using the strategies. after giving treatment, the post-test was given to the students to know the students’ reading performance after giving treatment. in analyzing data, the researcher used microsoft excel and spss program. the student’s motivation level questionnaire was analyzed by using the microsoft excel program to calculate the students’ motivation level. the result of microsoft excel was to divide students into high or low motivation groups. to analyze the data of the pre-test and post-test, the researcher used spss. the fitriana kartika sari, et al./english education journal eej 10 (4) (2020) 614-622 617 researcher used anova in comparing the achievement between 2 strategies and 2 moderator variables. second, the researcher used a paired sample t-test to compare the result of pretest and post-test. the last, the researcher used an independent t-test to compare one strategy and two moderator variables. results and discussion there were 68 students from two classes in which one class consisted of 34 students. there were 36 students who are in high motivation level and 32 students were in low motivation level. the researcher wanted to know the significance of both anticipation guide and anticipation guide to students with high and low motivation the researcher used anova, one sample t-test, independent t-test and paired sample t-test. to measure the significant difference between the strategies and students’ motivation, the statistics of anova should be the level of significance less than 0.05. if the significance level is less than 0.05, it means there is significant difference but is the significance is more than 0.05, it means there is no significant difference between the strategies and students’ motivation. spss application was used to conduct anova test. the result of the measurement whether the hypothesis was accepted or rejected. it was based on the value of the significant of anova test. the first comparison compared interactions between strategies and students’ motivation level. the researcher used anova factorial 2x2 to calculated those variables. on the first hypothesis, the null hypothesis (ho) was to discover significance between the achievement interaction between anticipation guide and visualization strategies conducted with high and low motivation of students in teaching reading comprehension. to see the result of anova, it the significant score is less than 0.05, it means hi was accepted but if the significance is more than 0.05 it means was there is no significance. table 1. the result table of anova test of achievement interactions between anticipation guide and visualization strategies conducted with high and low motivation of students in teaching reading comprehension the null hypothesis was rejected. the result showed that there are significant achievement interactions between anticipation guide and visualization strategies conducted with high and low motivation of students in teaching reading comprehension. it means that both strategies were not effective in teaching reading comprehension for students with different motivation level. it can be concluded that both strategies and students’ motivation had significant difference for each other. the anova test result of this research was to explain how significant the achievement interaction between anticipation guide and visualization strategies conducted with high and low motivation of students in teaching reading comprehension. it was shown by the result of anova that the significance scores of motivation level compared strategies score was 0.000 which was less than 0.05 which means that both motivation levels and strategies were not significant. however, it can be concluded that the null hypothesis (ho) was rejected and the alternative hypothesis (hi) was accepted. in conclusion, there is significant difference in the achievement interactions sum of squares df mean square f sig. between groups 1539,017 1 1539,017 32,063 ,000 within groups 3167,969 66 48,000 total 4706,985 67 fitriana kartika sari, et al./english education journal eej 10 (4) (2020) 614-622 618 between the anticipation guide and visualization strategies conducted with high and low motivation of students in teaching reading comprehension. the researcher would find out the effect of anticipation guide and students with high and low motivation using paired sample t-test. the result was explained in table 2 for high motivation students and table 3 for low motivation students. table 2. paired samples test of anticipation guide with high motivation students table 3. paired samples test of anticipation guide with low motivation students the second result of the research, the paired sample t-test result of this research was to explain how effective anticipation guide strategy to teach reading comprehension to students with high motivation. based on the finding of the paired sample t-test, the values of significance were 0.000. the value was less than 0.05. it meant that hi was accepted and ho was rejected. however, it can be concluded that the use of anticipation guide in teaching reading comprehension to students with high motivation is effective. the third result, the finding of the research based on the third question, it was to explain how effective anticipation guide strategy to teach reading comprehension to students with low motivation. based on the finding, the value of significance was 0.000. the value was less than 0.05. it meant that hi was accepted and ho was rejected. however, it can be concluded that the use of anticipation guide in teaching reading comprehension to students with low motivation is effective. by applying an anticipation guide strategy based on the result of the second and third hypotheses, the result showed that this strategy was effective for teaching reading comprehension for students with high and low motivation. the students got a better result after got the treatment. the reason was the students can predict the content of the text by using anticipation guide instruction. it was line with zimmermann and hutchins (2003) who stated that predictions help the students to understanding a text. the students paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pretest posttest -10.000 3.536 .857 -11.818 -8.182 -11.662 16 .000 paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pretest– posttest -13.529 8.797 2.134 -18.052 -9.006 -6.341 16 .000 fitriana kartika sari, et al./english education journal eej 10 (4) (2020) 614-622 619 could use their background knowledge and connect it with the new information of the text. to answer the fourth and fifth research question, the researcher used a paired sample ttest to find the effect of the visualization on students with high and low motivation. the result was explained in the table 4 for students with high motivation and table 5 for students with low motivation. table 4. paired samples test of visualization with high motivation paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pretest posttest -10.000 6.009 1.379 -12.896 -7.104 -7.254 18 .000 table 5. paired samples test of visualization with low motivation fourth, the finding was to explain how effective the visualization strategy to teach reading comprehension to students with high motivation. based on the finding, the value of significance was 0.000. the value was less than 0.05. it meant that hi was accepted and ho was rejected. however, it can be concluded that the use of visualization in teaching reading comprehension to students with high motivation is effective. the fifth aims to explain how effective the visualization strategy to teach reading comprehension to students with low motivation. based on the paired sample result, the value of significance was 0.000. the value was less than 0.05. it meant that hi was accepted and ho was rejected. however, it can be concluded that the use of visualization in teaching reading comprehension to students with low motivation is effective. in the visualization strategy, based on the result, the visualization was effective to teach reading comprehension for students with high and low motivation. the statement was based on the result of research questions 4 and 5. the scores after treatment of students were higher than before treatment because the visualization made the students to communicate a message from the text. the students understand the text by creating images in their minds. the result was line with vasky (2004), he argues that visualization is a process to create mental image to communicate a message from the text. it can be concluded the visualization was effective in teaching reading comprehension for students with high and low motivation. paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pretest– posttest -18.000 6.211 1.604 -21.439 -14.561 -11.225 14 .000 fitriana kartika sari, et al./english education journal eej 10 (4) (2020) 614-622 620 the writer used an independent t-test to find significant achievement between high and low motivation taught by anticipation guide strategy. the result was explained in table 6. table 6. independent sample t-test between high and low motivation taught by anticipation guide to answer the sixth research question, the writer used an independent t-test to explain how effective achievement between high and low motivation students taught by anticipation strategy in teaching reading comprehension. the value of significance was 0.132. the value was higher than 0.05. it meant that ho was accepted and hi was rejected. however, it can be concluded that there are no significant differences in achievement between high and low motivation students taught by anticipation guide. the sixth result showed that the null hypothesis was accepted. there was no significant difference between students with high and low motivation taught by anticipation guide. the reason was that the mean of high motivation students was 75.29 but the low motivation students were 66.47.it can be inferred that students with high motivation were slightly better than students with low motivation. the researcher also used an independent ttest to find significant achievement between high and los motivation taught by visualization strategy in teaching reading comprehension. the result of the independent t-test was explained in table 7. table 7. independent sample test between high and low motivation students taught by visualization the seventh result showed that the null hypothesis was accepted which meant that there was no significant difference between students with high and low motivation taught by visualization. the reason was that the mean of high motivation students was 74.74 but the low motivation students were 64.33. it can be inferred that students with high motivation were greater than students with low motivation. the seventh research question explain how effective achievement between high and los motivation students taught by visualization strategy in teaching reading comprehension. the levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper equal variances assumed equal variances not assumed 2.390 .132 4.269 32 .000 8.824 2.067 4.614 13.033 4.269 29.812 .000 8.824 2.067 4.602 13.045 levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper equalvariances assumed equal variances not assumed 1.533 .225 3.842 32 ,001 10.404 2.708 4.888 15.919 3.734 26.203 .001 10.404 2.786 4.679 16.128 fitriana kartika sari, et al./english education journal eej 10 (4) (2020) 614-622 621 researcher used an independent t-test. the finding was the value of significance was 0.225. the value was more than 0.05. it meant that ho was accepted and hi was rejected. it can be concluded that there are no significant differences of achievement between high and low motivation students taught by visualization strategy. conclusion the result aimed to find out whether anticipation guide and visualization were effective in teaching reading comprehension for students with high and low motivation. the conclusion shows that anticipation guide and visualization were effective to teach reading comprehension for students with high and low motivation. this research was expected to be worthy of english teachers' awareness especially in selecting and applying an appropriate teaching strategy to teach reading comprehension for high and low students' motivation. acknowledgement i would like to express my profound gratitude for my advisor dr. dwi anggani linggar bharati, m.pd and prof. abdurrachman faridi, m.pd for spending their valuable time and support to me in writing this study. in addition, i would like to deliver my gratitude to mrs. deni kurnia pangesti and all students smp n 1 kersana brebes for supporting me during my research process. references acosta, l. m. e., & ferri, m. m. 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(2003). 7 keys to comprehension. new york: three rivers press. 171 eej 12 (2) (2022) 171-182 english education journal http://journal.unnes.ac.id/sju/index.php/eej examining the effectiveness of instagram vlogs on speaking proficiency of aerospace engineering students maria asumpta deny kusumaningrum, dewanti ratna pertiwi institut teknologi dirgantara adisutjipto, daerah istimewa yogyakarta article info ________________ article history: accepted 10 february 2022 approved 15 march 2022 published 20 june 2022 ________________ keywords: instagram vlogs, language learning speaking, speaking issues _________________ abstract ___________________________________________________________________ this research aims to show how instagram vlogs may be used in the classroom as a technological tool. this research mentions the usage of instagram vlogs to help students improve their speaking skills. the challenges that aerospace engineering students had throughout the speech were described using a case study. internal factors including language proficiency, motivation, and anxiety were employed to investigate these anxieties. this research involved 49 students. spss statistics were used to examine the first instrument (pre-test and post-test) as well as the second instrument (questionnaire). their speaking abilities had improved, according to the data. the students struggled with correct grammar use, vocabulary choices, and pronunciation as they progressed with their vlogs. when they were vlogging, they were also nervous. on the other hand, they were motivated. this study was reinforced by some of the authors' practices using instagram vlogs as well as relevant research findings and literature. the research findings revealed that using instagram vlogs contributed to efl students improving their speaking skills by increasing fluency, confidence, motivation, and learning new vocabulary. correspondence address: jl. majapahit, blok r, lanud adisutjipto, bantul, yogyakarta e-mail: mariadeny@itda.ac.id p-issn 2087-0108 e-issn 2502-4566 maria asumpta deny kusumaningrum, et al./ english education journal 12 (2) (2022) 171-182 172 introduction one of the most challenging components of english for students to grasp is speaking. it was also felt by the students who were observed by the researchers. when the teacher invited the students to speak english in front of the class, they were nervous. they were terrified of making mistakes due to a lack of vocabulary and grammar knowledge. even though, they required the initiative to communicate in english. to address this issue, the teacher should dedicate less class time to lecturing on the subjects and more time to providing students with opportunities to speak as much as possible. to put it another way, the teaching process should be oriented toward the students. according to (mutmainna, 2016), incorporating technology into the classroom setting is one of the most recent techniques for teaching and learning english in an english classroom. to aid students’ learning, the teacher should employ engaging technology and media. teachers and students can utilize a variety of technology and media to help them achieve their educational goals. a variety of current technology and media may be employed to aid in the learning process. one of the most important components of life in the 21st-century is the capacity to communicate effectively. thus, it is necessary to learn a foreign language in order to communicate effectively. for a variety of reasons, foreign language students perceive speaking to be a difficult skill to master (luoma, 2004). for starters, speaking is a multidimensional cognitive activity that foreign students find difficult (bashir et al., 2011). second, psychological elements such as self-confidence and anxiety influence efl speakers' capacity to communicate (kusuma, 2021). anxiety might make it difficult for students to develop the target language in a satisfactory manner. in this situation, language teachers should be able to use a project. it develops a sense of success in order to minimize students’ speaking anxiety, resulting in an improvement in their self-confidence (he, 2017). aside from cognitive and psychological aspects, another factor affecting efl students' speaking ability is the restricted number of opportunities for major practice outside of class, as they can only improve their speaking skills in the classroom. language teachers must creatively use media to allow students to apply extensive practice outside of the classroom and allow them to gain more exposure (wulandari, 2019). technology has increasingly been used in language programs to increase the quantity of speaking practice outside of the classroom (christianson et al., 2009). the technology media's capacity to connect with other students is considered a positive thing. instagram is one of the technology media that may be used in language learning activities. instagram is currently one of the most popular social media networks among young people. video recording has been used in language teaching and evaluation as one of the components of an oral performance portfolio (mali & santosa, 2021). students may examine their own performance through video recordings, allowing for selfreflection and the development of students’ independence. vlog is a new blogging trend that is described as a blog that uses video as its primary source of content. each article on a current video blog is simply a text blog with externally connected videos (mufidah & roifah, 2020). vlogs have widespread among teenagers and it is a fascinating medium for learning how to talk. by employing vlogs as media for teaching english speaking, the researchers are also supporting the government's 21st century education initiative (saavedra & opfer, 2012). making it relevant, teaching through the disciplines, simultaneously developing lower and higher-order thinking skills, encouraging the transfer of learning, teaching students to learn, addressing misunderstandings directly, exploiting technology to support learning, and fostering students' creativity is among the nine principles for teaching 21st-century skills (saavedra & opfer, 2012). wulandari (2019) looked at if instagram vlog helped efls enhance their speaking skills. it also looked at how students felt about using instagram vlog in a speaking class. the inclusion maria asumpta deny kusumaningrum, et al./ english education journal 12 (2) (2022) 171-182 173 of instagram vlog into a basic-level speaking lesson increased the learners' speaking skills in terms of pronunciation, fluency, vocabulary, grammar, and overall usage of the target language, according to the findings. speaking skill the goal of this project was to include instagram in speaking engagements. according to (bashir et al., 2011), there are five levels of speaking competence. pre-production is the initial stage. the student will struggle to comprehend anything in the pre-production unless the speaker is talking about what the student is seeing or the language taught is strongly connected to another language that the student understands. early production is the next phase, which is suitable if the student already understands the non-linguistic content of what the student is hearing or if the interaction setting is anticipated. the emergence of speech is the third. the learner can absorb new information, but it also helps if the information is still relevant to the demands of a new speaker. the student benefits the most from a regular native-to-native voice in stage four, as this occurs in a wide range of real circumstances. if the learner is paying attention, he may be able to comprehend the majority of the information. in the last step, students at this level would be near-native in their ability to execute topic learning. for both written and oral reading, students needed a lot of help in the classroom. english-speaking students' performance, on the other hand, maybe influenced by a range of circumstances. according to (bashir et al., 2011), language is based on spoken language and is composed of grammatical rules in order to convey meaning. native english students, on the other hand, may find it challenging to provide english-speaking assignments and engage in classroom discussions. because it requires so many diverse features and components, speaking is one of the most difficult talents to master. (kusuma, 2021) claims that speech is concerned with linguistics, topic, motivation, and anxiety. this research, on the other hand, is limited to english-speaking linguistic knowledge issues. students who have a strong grasp of the language have an easier time presenting presentations and participating in dialogues (grammar, vocabulary, and pronunciation). grammar is a sort of language that aids in the production of meaning, as larsen-freeman points out in (kusuma, 2021). if students have enough grammar abilities, they may eagerly transfer ideas, concepts, and meaning in a speaking. furthermore, in the formation of words, pronunciation incorporates pauses and intonation, making it vital in public speaking (thornbury, 2005). the people may misunderstand the message of the speech due to mispronunciation. furthermore, vocabulary is a set of words that convey information and have a significant impact on communication (okada et al., 2017). if students employ the appropriate language, they will be able to convey the point. furthermore, improving one's language abilities requires growing one's vocabulary (ebrahimzadeh & alavi, 2017). it is a crucial component of making the argument in class. furthermore, according to (barrs, 2020), students' everyday lives were considered as an ideal genuine framework in which students may actively apply these personal experiences and connections, especially given the otherwise restricted options for daily contact with english in indonesian culture. students' experience with and engagement with a foreign language may be extended beyond the classroom's physical bounds by engaging them in a discussion of the linguistic information surrounding them. instagram vlog instagram is primarily used as a sharing network where users may upload personal photographs and videos to their profile pages, which are then improved with wonderfully created captions. according to instagram press (2017), 40 billion images and videos are shared on instagram every day. individuals are increasingly recording their habits or acts and uploading them to social media sites (okada et al., 2017). instagram is utilized as a networking site as well as a sharing tool, with users building relationships through following one other's accounts. users may like and comment on posts in their friends' maria asumpta deny kusumaningrum, et al./ english education journal 12 (2) (2022) 171-182 174 posts to peruse and respond to them. everyone who follows the feed may see how many "likes" the post has gotten, indicating how many people like the image or video. the "comment" function takes communication to a whole new level by allowing users to communicate with one another in response to postings on a certain subject. aside from that, instagram users may utilize the "direct message" option to converse discreetly. instagram users may engage in both public and private synchronous and asynchronous communication by utilizing these capabilities. on instagram, users may choose between a 'public' or a 'private' profile, limiting or enabling access to their profile. as a result, since instagram is viewed as an appropriate place for efl learners to create language exposure, it may enable speaking activities. according to (thorne & black, 2007), many efl students use internet tools including online gaming, social networking sites, and vlogging to enhance their target language. thus, the teachers are looking at how these internet resources may be included in conventional efl training (kern et al., 2008). vlogging, or video blogging, is one of the social media activities. vlogging is becoming increasingly popular across the world. vlogging is a sort of activity in which people record videos of themselves in order to provide knowledge on a certain topic and then upload them to a video-sharing site like youtube or instagram (gao et al., 2010). as one of the video hosting sites, instagram allows users to submit 1-minute video to the profile feed. furthermore, the "swipe able carousel" is another element that keeps people browsing through the news stream. instagram allows users to share a carousel post with up to ten images/videos that followers may swipe through. if these characteristics are combined properly, efl students will be able to publish many 1minute videos to build a continuous narrative. this application might be a wonderful concept to include in an efl learning setting since it allows learners to establish an authentic social atmosphere in which they can study the language while also increasing their motivation, as it is a popular pastime among the young population. a variety of benefits for efl learners have been discovered by several researchers through video recording activities. in the english as a foreign language (efl) classroom, the impact of using video recordings of student speaking was explored (okada et al., 2017). the findings suggest that the students were able to learn techniques for giving a good oral presentation and acquire confidence in their ability to improve their english presenting abilities in the classroom. furthermore, (göktürk, 2016) investigated the oral performance of ten turkish efl students in their speaking lessons using video recordings uploaded on facebook. the study's findings demonstrate that using digital video can help students enhance their speaking skills. according to the findings, introducing digital video recording into speaking sessions can boost students' self-confidence while also encouraging them to take risks with the target language. in a variety of methods, video recording can assist efl students in improving their speaking performance. first, learners may practice self-reflection by watching their own video and seeing how they did, as well as what can be improved in future sessions. learners become more critical of their own talents after analyzing their own videos (christianson et al., 2009). in a similar concept, another research looked at the possibilities of an e-portfolio in the form of video as a medium for encouraging selfreflection in the classroom (okada et al., 2018). the data analysis revealed that learners should be encouraged to improve their speaking and listening abilities since they are important for their learning. gao et al. (2010) investigated efl students' attitudes regarding using e-portfolios as an alternate means of measuring their speaking ability in taiwan. the findings of the study indicated that efl students preferred the job of developing an e-portfolio since it allows them to analyze their own performance and pinpoint their speaking weaknesses while also allowing the teacher to examine their performance. they also saw this as an opportunity to put their speaking skills to the test, reducing their fear when it came time to practice in front of the class. conversely, some of the problems that students may face are maria asumpta deny kusumaningrum, et al./ english education journal 12 (2) (2022) 171-182 175 mostly technical in nature, such as internet connectivity and speaking nervousness while speaking in front of a camera. little emphasis has been paid to research focusing on the use of instagram as a video hosting platform for students to share their oral production. the researchers were inspired to conduct the investigation because of this circumstance. because of the importance of the issues in english speaking, this research will be conducted for aerospace engineering students. there are seven learning accomplishment mappings based on the bahasa inggris 1 curriculum at institut teknologi dirgantara adisutjipto. all of the learning objectives are focused on improving one's capacity to communicate. the vlogs project was completed in this learning target since the students had two preceding themes on which they had sufficient necessary english ability for describing things in these vlogs projects. students are required to improve their communication skills by enlightening their speaking abilities. in order to conduct this research, a case study was applied. a case study is an investigative approach in which the researcher studies a system, case, operation, or process in depth based on the behavior of an individual or group using detailed data gathered through data collection procedures within a time limit, according to stake in creswell & creswell (2018). in addition , according to neuman (2014), a case study is research that necessitates an indepth analysis of a wide range of data on a small number of units or occurrences over a long period of time or across multiple periods. one of the advantages of a case study, according to tagle et al. (2017), is that it reveals the students' personalities. as a result, it was chosen since the goal of the study was to interpret the students' learning activities as their speaking abilities developed. the goal of this study was to see how successful instagram video blog (vlog) is in improving aerospace engineering students’ speaking skills. this research was conducted to investigate the research question on ‘how does the instagram vlog project help the students in improving speaking?’ and ‘what are the speaking issues in conducting a vlog?’. the information was gathered to see how vlog projects aid students with speaking activities. at the same time, because the vlog used a digital application, the research was intended to help improve the quality of the esp learning process and the students' ict abilities. method this research employs a case study to assess how instagram vlogs affected students' speaking abilities and to analyze the students’ speaking issues. the case study was chosen based on the researchers' objectives to be achieved. a case study was undertaken to see how certain media supports students in speaking and how they deal with their fear of speaking in english. the outcomes of the students’ tests are the first instrument (pre-test and post-test). first, a pre-test was conducted to see the students’ basic knowledge of english. the pre-test enables teachers to examine students' abilities prior to the start of the project. in the pre-test, a set of standardized assessment criteria was created using smalltalk2.me application. after that, the vlog projects were conducted. to see how far the students had improved, a post-test was conducted after the students utilized instagram vlog as an intense speaking practice in this class. the posttest will reveal if the vlog project has had a satisfactory or negative impact. the friedman test was used with spss to determine the differences between the pre-test and post-test findings. the second instrument is a questionnaire, which is intended to assess the students' speaking difficulties and feelings about speaking. the questionnaire was distributed after the students had completed the post-test. the information was gathered through an online questionnaire with 15 closed-ended questions and validated using expert judgments. the mean score (m) and standard deviation (sd) were calculated using descriptive statistics on the data from 15 closedended questions. teachers, on the other hand, made observations in the classroom that assisted them in writing down significant components of maria asumpta deny kusumaningrum, et al./ english education journal 12 (2) (2022) 171-182 176 the teaching-learning process. the data-gathering technique chart is as follows: figure 1. data gathering technique results and discussions how does the instagram vlog project help the students in improving speaking? pre-test a pre-test was administered at the first meeting of the semester. the students were instructed to complete the exam using the smalltalk2.me application. it is artificial intelligence for speaking assistants. improved english communication abilities are one of the aims of this application. it may also offer ideas for enhancing the speech, such as correcting grammar problems, eliminating repetitive phrases, managing the pace and emotional tone, and extending the vocabulary. the following is how the speaking test is presented: figure 2. smalltalk2.me application these are some examples of questions offered in smalltalk2.me application: figure 3. smalltalk2.me question 3 figure 4. smalltalk2.me question 8 figure 5. smalltalk2.me question 9 figure 6. smalltalk2.me question 10 figure 7. smalltalk2.me question 11 pre-test instagram vlogs post-test questionnaire distribution maria asumpta deny kusumaningrum, et al./ english education journal 12 (2) (2022) 171-182 177 when the test is finished, the students will receive the results. the test taker will receive feedback on vocabulary, pronunciation, fluency, and grammar. as a result, the following is the ultimate result: figure 8. smalltalk2.me result the outcome was classified according to the common european framework of reference (cefr). table 1 summarizes the results of the pre-test. table 1. the pre-test result level number of students basic 11 independent 33 proficient 5 instagram vlog there were two instagram vlog assignments, each with a different theme (describing a place and history of aviation). students were required to produce an instagram post of themselves speaking in english for 1 minute on a specific topic (using the swipeable carousel feature). to fulfill the requirement, students were needed to create two vlogs during the semester. the class captain was in charge of creating a class instagram account for all of the students, where they could post their videos and write captions that defined the subject of the video quickly. they will receive written evaluations from their peers as well as the teachers the following week. table 2 shows the topics of instagram vlogs. table 2. distribution of instagram vlogs topics vlog # topic expected grammar vlog 1 describing a place present simple/continuous tense vlog 2 tell the history of aviation past tense/continuous tense the instructions should be straightforward to grasp because the students have never done vlogging before. the class leader, who had been elected by the students at the first meeting, was responsible for setting up a class account for everyone in the class. once the account was created, the username and password were shared with others by the whatsapp group. the rules (dos and don'ts) should be stated during the class meeting. due to time limits, students may only post a one-minute video. the time limitation increased their fluency and thought development, helping them to blend in on instagram successfully. students may repeat and update their video as many times as they desired, which resulted in extensive drilling of the oral performance in order to enhance fluency. they were not allowed to record their vlogs using a script or any other form of memorizing. students who commented on other friends' instagram postings were given bonus points in order to encourage them. they were then asked to do some self-evaluation by viewing their own video again and putting down their opinions on the mistakes they had made as well as their plans to improve their speaking abilities. a sample of vlog instructions can be found in table 3. table 3. instagram vlogs instruction no. instructions 1 the students are asked to record a video (vlog) with the topic description of a place. 2 the length of the video is about 1 minute. 3 the students are not allowed to memorize and read a script. if it is done, it will be subjected to the penalty of cheating. maria asumpta deny kusumaningrum, et al./ english education journal 12 (2) (2022) 171-182 178 4 the students are required to submit their videos on your classroom instagram account. 5 the students are required to make an interesting caption when posting the video. 6 the students are required to comment on their friends’ posts and they will get an extra score on participation. 7 when giving a comment, please use the hashtag #speakingvlogitda the pictures below are some screenshots from instagram account: figure 8. pictures from instagram account post-test the post-test of students’ speaking performance after conducting vlog performance was shown in table 4. table 4. pre-test result level number of students basic 3 independent 27 proficient 19 the friedman test was used with spss to determine the differences between the pre-test and post-test findings. the final mark, as shown in table 4, demonstrated great success in the speaking performance mark, with a significance value of 0.000. it is less than 0.05. according to statistics theory, when the significance value is less than 0.05, it shows significant achievement in the performance. to put it another way, the instagram vlog project is successful in improving students’ speaking abilities. the mean rank of the pre-test is 1.28, whereas the mean rank of the post-test is 1.72. it demonstrates that the outcome has improved from the pre-test to the post-test. furthermore, the highest score was 92, which was nearly perfect. table 5. friedman test ranks mean rank pre-test 1.28 post-test 1.72 test statistics n 49 chi-square 22.000 df 1 asymp. sig. .000 a. friedman test male students outnumbered female students in this department. they were more interested in undertaking activities that involved the flexibility to create something in a genuine maria asumpta deny kusumaningrum, et al./ english education journal 12 (2) (2022) 171-182 179 situation, based on observations from past activities. as a result, it was thought that this instagram vlog would entice them to get more involved. what are the students’ speaking issues in conducting a vlog? to answer the second research question, the issues students confront when conducting vlogs were examined from the perspective of internal elements such as linguistic knowledge, motivation, anxiety, and topic knowledge. the information was gathered through an online questionnaire with 15 closed-ended questions and validated using expert judgments. the mean score (m) and standard deviation (sd) were calculated using descriptive statistics on the data from 15 closed-ended questions. in addition, the five willing participants were questioned by asking them four semi-structured questions concerning the issues presented during the speech performance. zoom meeting was used to record the interviews, which were then transcribed. before the data was analyzed, the transcriptions were confirmed by these five respondents. content analysis was used as a qualitative data analysis approach. linguistics knowledge (grammar, vocabulary, and pronunciation) from the data analysis on the mean and standard deviation (table 6), most students had issues in handling the grammar, vocabulary, and pronunciation in conducting vlogs. the results of difficulties to use correct grammar in conducting vlogs are high (m = 3.775), difficulties in choosing the right vocabulary are high (m = 3.551), and the difficulties uttering the right pronunciation of english words are high (m = 3.877). although the result of having issues in conducting vlogs shows in the level of the moderate category (m = 2.632). table 6. summary of descriptive statistics indicators mean sd category speaking skill mastery 2.693 0.619 moderate having issues in conducting vlogs 2.632 0.834 moderate english grammar mastery 2.918 0.812 moderate difficulties to use correct grammar in conducting vlogs 3.775 0.77 high grammar is the factor hindering to speak 3.326 0.774 moderate vocabulary mastery 3.387 0.639 high difficulties in choosing the right vocabulary in the speaking 3.551 0.818 high vocabulary becomes the factor preventing in speaking 3.591 0.864 high knowledge of english words’ pronunciation 2.897 0.847 moderate difficulties uttering the right pronunciation of english words in the speaking 3.877 0.881 high pronunciation becomes the factor preventing speaking 3.795 0.912 high maria asumpta deny kusumaningrum, et al./ english education journal 12 (2) (2022) 171-182 180 motivation to get a high score in conducting vlogs 4.53 0.766 very high feeling anxious to speak 3.632 1.167 high feeling anxious in every given opportunity to speak 3.285 1.241 moderate knowledge about topics 3.938 0.774 high most students had moderate speaking skill mastery, shown by m = 2.693. students’ grammar mastery was indicated by m = 2.918 (moderate). however, the findings showed that most students had difficulties in using correct grammar in conducting vlogs, marked by m = 3.775 (high). in addition, the students were also asked whether or not grammar is the factor hindering speaking. the result showed that m = 3.326 (moderate). although it is moderate, more than half of the participants gave the responses that they found it difficult to use correct grammar in conducting vlogs. furthermore, the students needed time to think and arrange the ideas into correct sentences. according to table 6, the students demonstrated that conducting vlogs was difficult due to a lack of vocabulary, as evidenced by the m = 3.551. (high). m = 3.387 demonstrated vocabulary mastery (high). furthermore, most students stated that vocabulary prevented them from conducting the english speaking, marked by m = 3.591 (high). according to el-dakhs et al. (2015) learning vocabulary is extremely difficult. it is because learning chances vary depending on the learning environment and development opportunities in efl contexts do not appear to assist incidental vocabulary learning due to low second language input and exposure. according to table 6, students had high problems in articulating the right pronunciation, indicated by m = 3.877 (high). in addition, the students also felt that pronunciation significantly affect them in conducting the presentation, shown by m = 3.795 (high). it is also supported by the result in the students’ knowledge of english words’ pronunciation, shown by m = 2.897 (moderate). in english speaking, grammar, vocabulary, and pronunciation are three essential knowledge. it is because to perform a meaningful speech, it should use the right words in the right order with the correct pronunciation (bashir, azeem, dogar, 2011). motivation and anxiety regarding motivation and anxiety, the students had very high motivation to get a high score in vlogs, indicated by m = 4.530 (very high). furthermore, the students were also anxious to conduct the speaking in vlogs, marked by m = 3.632 (high). in terms of motivation, token reinforcement can boost students' selfesteem, which in turn affects their speaking performance. the strength of the correlation between token reinforcement and speaking performance achievement and self-confidence is also determined to be adequate (samodra & faridi, 2021). however, the level of anxiety was moderate when they were given the opportunity to speak in the classroom, indicated by m = 3.285. it is in line with the statement from he (2017), when learning a new language, students are possibly exposed to a significant amount of anxiety. furthermore, students' fear may prevent them from wanting to participate in speaking activities. okada et al., (2018) explained that students can develop their public speaking skills by giving speeches several times. furthermore, the students’ experiences making many presentations not only allowed them to see the weaknesses but also encouraged her to work on them. in line with the results above, umisara et al. (2021) conducted research on a psychological aspect, speaking might cause students to fear communicating in a foreign language with others. this example is relevant to the ability to communicate in a foreign language. in addition, psychological factors influence students' fear of speaking english. when students were unable to maria asumpta deny kusumaningrum, et al./ english education journal 12 (2) (2022) 171-182 181 communicate in english, they felt uncomfortable, irritated, afraid, tense, and worried, according to the findings. the research findings revealed that using instagram vlogs contributed to aerospace students improving their english-speaking skills by increasing fluency, confidence, motivation, and learning new vocabulary. the results of the same research were also carried out by wulandari (2019). he conducted research for english education students, while this research was applied to students studying esp (aerospace field). to conclude, instagram vlogs that are applied to students studying esp can also be a positive medium for learning english. conclusion this research was conducted to explore whether instagram vlogs would help to improve the students’ speaking proficiency. it also analyzed the speaking issues in conducting instagram vlogs. according to the findings of the first research question, the vlogs project was able to aid in the development of speaking skills. the students’ responses and performance revealed that their speaking abilities had improved. furthermore, the findings for the second research question show that the students’ problems confront may be utilized to show how most indonesian students who study english as a second language deal with speaking activities. commonly, they deal with their lack of language skills, and problems with grammar, vocabulary, and pronunciation. in addition, these problems should be paid attention to when learning english. teachers should concentrate on teaching vocabulary, grammar, and pronunciation that can be utilized in everyday situations like speaking and classroom discussion. the conclusions of this research should also be taken into consideration by educational institutions that train students for having their future job. students should be prepared by educational institutions providing opportunities for them to practice employing linguistics in academic speech and classroom discussions. this may assist students in being properly prepared prior to start a job. teachers must assist students in coping with anxiety, which has been identified as a factor of oral communication failure. the result of this research should be viewed with caution due to several limitations. for example, because the number of participants was limited to only 49, they cannot be applied to all indonesian students. furthermore, just one university in yogyakarta, indonesia, participated in this research. as a result, a larger dataset encompassing many indonesian students from various places and universities in indonesia is required. it is suggested that other sources for different subjects and technology be included in future research. this research mostly discussed instagram vlogs. it is expected that other applications would be investigated for future research investigations. the following research is expected to increase other language skills as well, as this research only focuses on speaking abilities. references barrs, k. 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(2019). improving efl learners’ speaking proficiency through instagram vlog. journal: a journal on language and language teaching, 22(1). attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f16ea26209d • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 274 eej 12 (2) (2022) 274-283 english education journal http://journal.unnes.ac.id/sju/index.php/eej conversational implicature to hide meaning in the dialogue script of alice through the looking glass candra puspitasari , abdurachman faridi, sri wahyuni universitas negeri semarang, indonesia article info ________________ article history: accepted 18 february 2022 approved 30 may 2022 published 20 june 2022 ________________ keywords: pragmatics, conversational implicature, movie, dialogue script, conversation analysis ____________________ abstract ___________________________________________________________________ the importance of language in human life cannot be overstated. people may readily interact with others through language, and many of us have used implicature in a conversation, not just in everyday speech but also in a movie. a movie is a collection of audio-visual images depicting character conversation; the language used in that communication has implications and meaning. the goal of this research is to investigate a conversational implicature. conversation analysis was used in the study. a dialogue screenplay from alice through the looking glass was used as the data. the information was acquired via downloading the film 'alice through the looking glass,' watching and listening to it, transcribing the spoken utterances into written utterances, and then analysing the transcription. all variants of conversational implicature, including generalized conversational implicature (gci), scalar implicature, and particularised conversational implicature, were revealed in a dialogue script by george yule (1996). gci was realized in 8%, scalar was realized in 52%, and particularised conversational implicature was realized in 8%. the data presented above demonstrate that particularised, generalized, and scalar implicatures are connected and complementary in implicatures, despite the fact that particular conversational implicatures are a type of conversational implicature distinct from general conversational implicatures. however, the fact that the researchers felt using conversation analysis in a movie dialogue script was a smart idea in this research. further research was expected to continue by employing another movie's script at a different level to provide a different perspective. correspondence address : kampus pascasarjana universitas negeri semarang, jl kelud utara 3, semarang, 50233 e-mail: puspitarcandra@gmail.com p-issn 2087-0108 e-issn 2502-4566 candra puspitasari, et al./ english education journal 12 (2) (2022) 274-283 275 introduction language is crucial to humans. for example, they used language in a conversation. the conversation is seen as a vital need in human life, with people utilizing numerous means, primarily language. people use language to express their emotions and opinions to attain their goals of either interpersonal or transactional communication with people. according to yule (1996, p. 21), "communication is largely done via exchanging messages inside the language through utterances made by speakers." exchanging messages in a conversation is not only found in everyday conversation, but we can find conversations in various media. for example, conversations in movie media. a movie is a form of visual communication that can educate and improve people's understanding of a particular topic. it is a form of media that has a significant influence in providing information and as a medium for communicating messages to an audience. because the movie shows the viewer through vision, the massages in a movie can be good or bad. there are several examples of research related to current research; for example, namtapi's (2018) study had two goals: to discover the character's motivation for each pci and to determine whether social distance influences the use of pcis. the result showed eleven pcis with various functions were discovered. another previous research is conducted by magri (2011); he concentrates on his scalar implicature thesis. it was used to support his case for computing scalar implicatures at the matrix level and embedded location; namtapi's and magri's research only focused on scalar, which differs from the current study, which focused on three types of implicatures from yule. research from buchanan (2020) is similar to the present research conducting implicature in his subject. still, in his study, he drew a different picture of what we mean and what we imply, one that considers that in many successful communication situations because the speaker isn't trying to say anything in particular. there is also previous research that is similar to the present study that used a movie as a subject of the research from khairunas, juniato, rizky, and tesalonika (2020); by using the descriptive qualitative approach, they analyzed the beauty and the beast movie's conversational implicature and maxim violations. generalized conversational implicature is the most common form in the movie, and four maxims were broken: quality, quantity, relation, and manner. generalized conversational implicature is the most common form in beauty and the beast. similar previous research about the movie is conducted by lathifah and januarius (2021), this study analyses catford's formal changes in kung fu panda's bahasa indonesia speech act translation by using category change in obtaining pragmatic equivalence and the visual-verbal relationship during the process, and the results showed that it was important to use level shift and category shift, which made it possible to reach pragmatic equivalence (95, 3 percent). qadery (2015) investigates the gricean theory of conversational implicature and its application to the arabic language. the findings revealed that the gricean theory of conversational implicature could be applied to arabic, particularly the yemeni dialect. saniatang, surya, and ririn (2020) focus on understanding character utterances in a movie called 'jumanji.' similar to the present research. however, they employed levinson's implicature theory, while the current study used yule's. unlike kusumaningrum (2015), to teach senior high candra puspitasari, et al./ english education journal 12 (2) (2022) 274-283 276 school learners efl using english movies, the implicit meanings were informing, complaining, denying, reminding, criticizing, assuring, affirming, apologizing, and entreating. kabooha (2016), in this study, wants to find out how saudi students and teachers of english as a foreign language (efl) feel about using english movies in class to assist students in improving their language skills by using a questionnaire; the students and teachers were enthusiastic about using movies to develop language abilities. after research conducted by nuansari and sriyanto (2021), according to studies, students gained confidence in speaking by narrating animated flicks in their own words. therefore, people may understand movies better, so based on the reason the present study used a movie as its subject. then research by nurhidayah, yassi, and sukmawaty (2021), the study analyses movie characters' speeches. this research used a mixed technique to explore grice's theory about conversational implicature, and most of all, the movie's characters used particularised conversational implicature. unlike andriani (2019), this study aimed to improve seventh-graders vocabulary via an interactive movie, and all students were happy to participate. students enjoy active learning. most previous studies used movies, but none employed yule's theory. unlike chen and yie (2020), this final project aims to show how many types and how the subtitle of epic movie is translated. the translator used various transpositions to create a literary version. their research also decodes movie language to reveal personalities. this is why translation and character recognition are so crucial in implicature. a collaboration rule and leech's politeness theory were used to analyze the film's dialogue. an analysis of the films' implied meanings and conversational implicature. those previous studies are different from simaremare, wita, and herman (2021) used grice's theory to evaluate the sorts of discourse and nonobservation presented in the film mulan and has 29 utterances. liu (2017) researched the processing model of scalar implicature in chinese, and this study it's different from simaremare's work; she employed a participant-perception test. hartshorne, snedeker, liem, and kim's (2014) study focus on language comprehension involves constructing a sentence's specific meaning and inferring what was meant but not expressed. it motivates the assumption that scalar implicature is contextualised but grammatical. unlike bott, bailey, and grodner (2011), they used a weaker statement. nevertheless, they acknowledged the existence of scalar implicatures, and their findings provide evidence against numerous processing theories, including verification and non-verification. different from degen and michael (2011), they argued whether or not scalar implicatures are computed by default has been extensively investigated in recent years because scalar implicature has provided a test case for exploring inference processes in language comprehension. another research is by goodman and andreas (2012), who argued whether or not language can make an understanding of a specific case of social cognition by using bayesian inference; this model expects an interaction between the speaker's knowledge state and the listener's interpretation. aglina's (2008) study is similar to simaremare, rita's and herman's. this study examines twilight's conversational implicature, and the movie character uses particularised implicature since it has more meaning than what is uttered. after that, martini's (2018) studied how indonesian students in the english education candra puspitasari, et al./ english education journal 12 (2) (2022) 274-283 277 department at the university of kuningan utilise english in everyday speech. the utterances describe two types of conversational implicature and how they work in a discussion. this type leads to varied assumptions based on tsuda's theory, such as a breach of grice's cooperative principle, power, solidarity, and indirect communication meant to be amusing. the research above is different from samaie and arianmanesh (2018); the study focused on conversational implicature because learners' pragmatic competence is less explored. the purpose was to create and validate a conversational implicature exam employing grice's (1975) conversational maxims and goffman's (1967) face management insights; the results showed that the model fitted properly to the indexes based on cfa (confirmatory factor analysis) analysis. also, students with different levels of english skills understood the implications in very different ways. how students see implications depends on what level of english they are in. next is from rahayu and rustono (2017). this study examines how pragmatic implicatures act in ancas' thengil rubric; the results address pragmatic implicature function. in this study, implicatures were uttered, debated, evaluated, promised, decided, and disallowed. implicated jokes are hilarious. and the last is research from irnanda and hamzah (2017). their research examines the implicit conversational meaning in the conversation between buyers and sellers in lubuk alung's traditional market. conversational implicature is examined. still, none of the previous researchers studied conversational implicature in a movie, disguising meaning in speech, or the distribution of conversational implicature in a movie script based on numerous categories. the current researcher may use movie dialogue scripts to find conversational research. the researcher believed these implications would help readers understand the topic. the researcher thinks future researchers might enhance implicature research by learning new techniques. in this research, the researcher wanted to prove a study on implicature conversation to answer six research questions, including: 1. how is the realization of the generalized conversational implicature in a dialogue script of a movie alice through the looking glass? 2. how is the realization of the scalar implicature in a dialogue script of the movie alice through the looking glass? 3. how is the realization of the particularized conversational implicature in a dialogue script of the movie alice through the looking glass? 4. how is the relation among the types of conversational implicature? 5. how does conversational implicature in the movie hide meaning? 6. how is the distribution of the three types of conversational implicature? methods the design of this study was conversation analysis. wooffitt (2001) studied and recorded how individuals speak. the analysis of utterances produced in daily communication is known as ca. ca is concerned with the language generated by persons in conversation and the comprehension and interpretation of the speakers' utterances during the conversation. in this study, percentage calculations were used to compare the categories of conversational implicature identified in alice through the looking glass dialogue scripts by analyzing dialogues between the characters to categorize them in each type of implicature in the movie hides meaning in a dialogue by using yule's theory. candra puspitasari, et al./ english education journal 12 (2) (2022) 274-283 278 there are various steps to data collection for this research. the steps are as follows: downloading the movie, watching and listening to the movie, transcribing, and analyzing the data. after selecting dialogues, the researchers identify and categorize the data based on each form of conversational implicature. results and discussion the findings were present, along with examples of evidence found in the analysis. the present study focuses on exploring conversational implicatures. the implicature occurs when the speaker's statements convey implicit meaning based on context. realization of the generalized conversational implicature in a dialogue script of a movie alice through the looking glass based on the data, eight utterances found as generalized conversational implicatures are related to the movie. most of them are not related to the topic of conversation, but the meaning is left implicit. gci can be found in a conversation when a speaker fails to be specific in a conversation. many of them have used implicatures in previous research studies, for example, research from lathifah and januarius (2021); this study analyses catford's formal changes in kung fu panda's bahasa indonesia. and saniatang, surya, and ririn (2020) focus on understanding character utterances in a movie called 'jumanji.' similar to the present research. however, they employed levinson's implicature theory. from those previous research, many ideas related to the implicature, none of which use yule's theory, and the current research focus on three subjects from yule's theory. realization of the scalar implicature in a dialogue script of the movie alice through the looking glass not only the current research that focuses on scalar, another research by politzer and laura (2015) also looked into the neurological correlates of scalar inference realization or the interpretation of some as meaning some but not all. but it’s different from the current research. after analyzing the data transcription, almost all the dialogues have scalar implicature (all, many, most, always, some, sometimes). the current researcher found 51 conversations that indicate scalar implicature in the scripted dialogue. also, there was no scalar implicature about (few and often). this is proof of scalar implicature shown in scripted dialogue. some previous research is also related to the scalar; for example, magri (2011) concentrates on his scalar implicature for computing scalar implicatures at the matrix level. research from liu (2017) on the processing model of scalar implicature in the previous study is different from the current analysis because the present research purpose is to know if there are some implicatures found in the movie because the scalar focus on a scale of values. realization of the particularized conversational implicature in a dialogue script of the movie alice through the looking glass in this study, the researchers found some implicatures related to the particularized conversational implicature; this research comes from the characters in alice through the looking glass's utterances of particularized conversational implicature (pci). this survey's data comes from a 1 hour 52 minutes movie adaptation of alice through the looking glass. the data of pci utterances found in those movies and eight dialogues. this current research is similar to namtapi's research in 2018 that conducted an investigation related to pci. still, his study had two goals: to discover the character's motivation for each pci and to determine whether social distance influences the use of pcis. however, from the discussion above, namtapi's research of pci in a movie and the character's motivation is different from the current study because, in this research, the present researcher only focuses on the character's utterances in the movie and the relationship between the three types of conversational implicature from yule. candra puspitasari, et al./ english education journal 12 (2) (2022) 274-283 279 relation among the types of conversational implicature found in the the movie script the term "implicature" describes the intended meanings of utterances and identifies what a speaker can imply, indicate, or mean from what the speaker is saying. understanding the meanings of an utterance is key to avoiding misunderstandings and understanding the communication's intended meaning. yule’s have three types of implicatures, and they have relation to each other, generalized conversational implicature is a type of conversational implicature that is based on its context. conversational implicature, in general, is unconcerned with a specific context. when dialogue happens, broad knowledge means no specific information is required to identify the implicature. the general conversational implicature has the same qualities as a conversational implicature. when talking about generalized conversational implicature, it's important to talk about scale implicature. scalar implicature refers to various generic conversational implicature discussed on a scale of values. the special type of generalized implicature is scalar implicature because all, most, some, few, always, often, and occasionally are examples of scalar implicature (yule, 1996). the speaker chooses the most informative word from the scale when making an utterance. scalar implicature is related to a value or a scale of values. this implicature can be indicated by the use of (all, most, many, some, few, always, often, and sometimes); the previous study by politzer and laura (2015) also looked into the neurological correlates of scalar inference realization or the interpretation of some as meaning some but not all. alice: "i once believed i could do as many as six impossible things before breakfast." from the dialogue above, the word 'many' here refers to more than one impossible thing she could do before breakfast. so there are some implicit meanings in this dialogue. first, it means that she wants to talk about six impossible things she could do before breakfast, for example: a) there's a potion that can make you shrink, b) there's a cake that can make you grow, c) animals can talk, d) cats can disappear, e) there is a place called wonderland, and f) she can slay the jabberwocky (a dragon). sometimes in a conversation, the speaker and the listener have discussed the topic of a conversation. still, in the following conversation, they discuss the same topic, so that's why when we talk about things that keep repeating, the speaker is more likely to have an implicit conversation because the speaker has a mindset that the listener can understand the meaning of the topic being discussed even if it is implied because they have talked about the same thing over and over again. in other words, implicature is determined by the topic rather than specific means of expressing it. calculability is the third component of the implicature. calculability can be defined as the ability to arrive at an implicature only through a process of reasoning or computation. it indicates that the truth of implicature material can be calculated based on how the words were pronounced rather than what was said. the particularized conversational implicature was estimated without any prior knowledge of the context. however, most of our talks occur in a reasonably narrow context in which inferences are made based on local knowledge. particularized conversational implicature develops due to a unique feature of the utterance's context and is not generally carried by the sentence uttered. for example: white queen: "take care, dear alice. all our hopes fly with you." the utterance cannot be understood well by the readers if the readers do not know the context. why the white queen must rely on alice is the context that the readers must know. the context is white queen, and all of the citizens of wonderland hope alice can help hatter and time. 'all' here is the scalar because all, most, some, few, always, often, and occasionally are examples of scalar implicature (yule, 1996). the speaker chooses the most informative word from the scale when making an utterance. and the white queen and all the citizen prays for alice because she is the only hope for them to save the wonderland. for this candra puspitasari, et al./ english education journal 12 (2) (2022) 274-283 280 reason, the utterance is categorized as a particularized conversational implicature. in the previous studies, which are solely focused on analyzing conversational implicature in media entertainment and society, this research will fill the gap between the researcher's focus on conversational implicature in different aspects of the movie. the two types of conversational implicature are generalized and particularized conversational implicature. interlocutors do not need detailed information to grasp the content of a conversation in generalized conversational implicature since the context employed in this type is a generic discussion that allows an interlocutor to understand the meaning immediately. for example: time: "i must give some of myself..." the above discussions are about a conversation in which alice, the speaker, meets the guardian of time and tells her that he is the key to living by providing them a chance to live. scalar implicature is a term that refers to a range of generic conversational implicature that is discussed on a scale of values. scalar implicature is a special sort of generalized implicature because scalar implicature includes all, most, some, few, always, frequently, and infrequently (yule, 1996). the speaker selects the most informative word from the scale while delivering an utterance. particularized conversational implicature is a sort of implicature in which the interlocutors need additional help to understand the content of a conversation since the context is not broad. particularized conversational implicature refers to some presumed knowledge that is necessary for a very specific situation during a conversation, for example: butler: "you don't need a butler, do you, miss?" the utterance "you don't need a butler, do you, miss?" is particularized conversational implicature because wilkins's question towards alice does not relate to what time has said. there are two types of conversational implicature: when the hearer does not require any unique expertise to estimate the additional imparted meaning, this is known as a generalized conversational implicature. candra, for example, inquires about nia's decision to invite her friends keanu and fadil to the movie theater. "i invited fadil," nia says. it suggests candra is aware that nia exclusively invites fadil and excludes keanu from her party. in contrast to generalized conversational implicature, particularized conversational implicature is a conversational implicature. it is called implicature when the speaker says something and the listener responds implicitly. as a result, the speaker must be able to deduce the meaning of the hearer's statement from the context. for example, hatter asks alice to stay in wonderland, but alice declines with soft words and smiles for him, stating, "but i will remember you always." scalar implicature occurs when the speaker utters the most informative and true word from the scale in any scenario. "you have just delivered to me the most powerful device in the entire universe," for example. the word 'most' here is about a chromosphere, a powerful device to travel time. the evidence above proves that particularized, generalized, and scalar are related and complemented in implicature because particularized conversational implicature contrast to generalized conversational implicature, is a type of conversational implicature. based on the data analysis, the researchers have answered the six research questions. scalar implicature, generalized conversational implicature, and particularized conversational implicature are discovered in this movie. the researcher discovered a lot of implicatures in the character's dialogue during the investigation. in addition, many of the characters in the movie provide ambiguous information in their dialogue. it occurs because the characters desire to demonstrate what they meant and what they said to the interlocutor. also, we know that particularized conversational implicature rises when the hearer doesn't need any special expertise to figure out the extra meaning, that generalized conversational implicature rises when the hearer doesn't need any special expertise to figure out the extra meaning. that scalar conversational implicature rises when different types of generic conversational candra puspitasari, et al./ english education journal 12 (2) (2022) 274-283 281 implicature are talked about on a scale of values. as long as everyone knows what they know and what their interlocutor's culture is like, communication doesn't change, and the dialogue seems interesting. it could also be why the people who made the movie chose to make one with so many plot twists. how conversational implicature in the movie hides meaning as realized in the movie script according to levinson (1983, p. 284), a conversation is "the familiar form of communication in which two or more people freely alternate in speaking outside of specialized institutional settings." when people communicated and interacted with one another, a discussion took place. however, when it comes to communication, people sometimes make mistakes. certainly, when interacting with one another, speakers do not always express the meaning of their words openly, which means that others must further understand the speaker's words. the authentic and natural language of everyday communication can also be found in theatre or play. because drama or movie, whether a work of fiction or a literary work, is a portrayal of actual life, the dialogue, or the impersonation of speech, likewise mirrors the genuine manner of communication. it means that theater can be analyzed as a literary text using a language technique, a pragmatic approach. from the result above, this current research explained the relation of implicatures. in several previous studies, many of them used the movie as the subject, but none of them explained enough about the connection among three types of conversational implicature from yule. distribution of the three types of conversational implicature in the movie script this study examines how language and environment interact. linguists successfully defined implicature. grice defines implicature as "what the speaker can infer, indicate, or mean" (levinson, 1983). the listener must analyse the speaker's intended meaning to understand what they are saying. the speaker can be direct or indirect. implicature goes beyond what the words mean and shows more communication than expression. the researcher is interested in a dialogue script of a movie because it shows a clear concept of context and utterance in a conversation. so, people can get a clear representation of the context and utterance in the movie. it is because the imagination of the movie’s context is specific. for all the explanation above, this is a good chance for the researcher to show research related to yule’s theory about finding types of implicature in a dialogue script of a movie. conclusion the researchers have answered the six problem questions given in chapter one. scalar implicature, generalized conversational implicature, and particularized conversational implicature are discovered in this movie. the researchers discovered a lot of implicatures in the characters’ dialogue during the investigation. in addition, many of the characters in the movie provide ambiguous information in their dialogue. it occurs because the characters desire to demonstrate that they meant exactly what they said to the interlocutor. furthermore, we know that particularized conversational implicature rises when the hearer does not require any special expertise to estimate the additional imparted meaning, generalized conversational implicature when the hearer does not require any special expertise to estimate the additional imparted meaning, and scalar when various generic conversational implicature is discussed on a scale of values. as long as the participants are aware of their knowledge limits and the interlocutor's culture, the communication process is unaffected, and the dialogue appears intriguing. it could also be why the filmmakers decided to make a film with so many entanglements. the director wants to emphasize the individuals' individuality not just through their actions in the film but also through their words. to comprehend the implicature in a film, we must concentrate on the film. when we concentrate on the movie, we learn more about candra puspitasari, et al./ english education journal 12 (2) (2022) 274-283 282 the characters and the movie's setting. when we have more knowledge, we will be able to comprehend the film and get interested in it, which is exactly what the filmmakers want from us: interest in what they have created. references aglina, e.f. 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(2021). pragmatics analysis on conversational implicature used in mulan (2020) movie. middle european scientific bulletin, 15, 64-74. 325 eej 11 (3) (2021) 325-333 english education journal http://journal.unnes.ac.id/sju/index.php/eej the effectiveness of collaborative strategic reading (csr) and cooperative-discussion-question (coop-dis-q) in teaching reading comprehension lulu walidaini , januarius mujiyanto, warsono warsono universitas negeri semarang, indonesia article info ________________ article history: recived 29 december 2020 accepted 20 february 2021 published 15 september 2021 ________________ keywords: collaborative strategic reading (csr), cooperativediscussion-question (coopdis-q), reading comprehension, impulsive, and reflective cognitive learning. style ____________________ abstract ___________________________________________________________________ this study aims to measure the effectiveness of collaborative strategic reading (csr) and cooperative-discussion-question (coop-dis-q) strategies in teaching reading comprehension students with impulsive and reflective cognitive learning styles. to improve students' reading comprehension skills, the researcher wants to study both strategies. this research used 2x2 factorial experimental designs. the subjects were xi mipa 1 and xi mipa 4 classes of sman 1 pangkah, tegal regency. they were divided into two groups, and categorized impulsive and reflective students. the instruments used were test, pre-test, post-test, and questionnaires. this research indicated that collaborative strategic reading (csr) was more effective than cooperative-discussion-question (coop-dis-q) to students with impulsive cognitive learning styles. simultaneously, there was no significant difference between the students who were taught by using collaborative strategic reading (csr) and those taught by cooperativediscussion-question (coop-dis-q) with reflective cognitive learning style. it meant that csr was more effective for the students with impulsive cognitive learning styles, while coop-dis-q was effective for the students with reflective cognitive learning styles. based on the findings, the researchers concludes that csr and coop-dis-q appeared to improve the students' reading comprehension skills for both impulsive and reflective students. correspondence address: kampus universitas negeri semarang, kelud, semarang, 50233, indonesia e-mail: luluwalidaini2611@gmail.com p-issn 2087-0108 e-issn 2502-4566 lulu walidaini, et al./ english education journal 11 (3) (2021) 325-333 326 introduction english as an international language is one of the school subjects taught in indonesia. it is taught as a foreign language. the students learn it actively and passively. the four english skills are introduced to the students with the aim that the students can master all of them. those four skills are listening, speaking, reading, and writing. among those four skills, reading is the most important one. it has many benefits for students in real life. for example, it can give more information and knowledge, improve the readers’ vocabularies, concentration and focus, memory, and influence the readers’ writing style, as well as be an enjoyable activity leisure time. harmer (2007) also gives a similar argument that reading can provide some purposes for the readers. it can be useful for academic purposes, the readers’ career, and also for pleasure activity. however, in indonesia, the phenomena of reading happened tragically. many readers read the text by reading only without comprehending. based on many urgencies above, reading comprehension must be mastered by the readers, especially the students in this case. the students must be accustomed to comprehend all the text they read. to make students accustomed to reading comprehension activities, they must be trained and stimulated. the teacher should guide their students to be able to do reading comprehension. in building up students' skills in comprehending their reading, a teacher should know the appropriate technique and strategies in teaching them. using the proper technique or strategy in developing students' ability, teaching reading comprehension will be easier. fortunately, there are many strategies to achieve this goal. many reading experts proposed some strategies like sq3r, reciprocal teaching, collaborative strategic reading, cooperative-discussionquestion, cooperative, integrated reading, composition, and so forth. considering the factor that showed students today are more effective in learning and doing activity in teamwork than an individual one, collaborative strategic reading (csr) is chosen to be the main topic of this thesis. csr is assumed to match with the indonesian 2013 curriculum (k13) and teaching and learning style today. according to klingner and vaughn (1998), csr is a teaching technique of reading comprehension, which treats the students collaboratively. in the process of csr, there are four phases. the first is "preview." in this phase, students do a preview before reading the text entirely. students do brainstorming and predicting the content of the text. next is "click and clunk." it happens during the reading activity. click here refers to the part of the text that makes sense to students. then clunk refers to the part or idea in the text that does not make sense. the third is "get the gist." students are demanded to memorize the most important place, person, or thing in this phase. it happens during a reading activity like click and clunk. and the last phase is "wrap up." students do it after the reading process. they will generate some questions to check the understanding of the text. the question will use 5w 1h. csr has an aim to enhance reading comprehension and strengthen the conceptual learning that involves students being active. in the process of csr, first, a teacher will initially demonstrate the phases (preview, click, and clunk, get the gist, and wrap up). after making sure all the students understanding each step, the teacher divided the student into heterogeneous groups. there are 4 to 5 students in a group. the group must collaborate and implement the csr phase, and the teacher guides them as the facilitator. moreover, all students will have their role in a group to apply csr, and they will collaborate to develop their reading comprehension ability. meanwhile, another strategy that can be categorized as the new strategy chosen in this study is cooperative discussion and question (coop-disc-q). coop-disc-q is developed by gauthier (2001) of the university of houston. this strategy is called cooperative discussion and questioning (coop-dis-q). bender and lulu walidaini, et al./ english education journal 11 (3) (2021) 325-333 327 larkin (2009, p.178) state that "this strategy has three elements, cooperative-discussionquestioning that work together into coop-disq strategy." each element of coop-dis-q will improve and strengthen each other component of teaching reading comprehension. gauthier (2001) suggests that the steps in coop-dis-q are making group, the teacher sets the questions, discusses the text, question, and answer, and presents their result of the discussion. both strategies mentioned before have the similarity in the purposes and teaching reading comprehension through group discussion activity. in adult students, especially senior high school students, learning in a group will make their group members develop their ability. sagirli and ates (2016) also stated that group discussion activities in collaborative reading could make students learn better since they interact with other students having the same comprehension level. however, both strategies above also have a difference in their procedure. moreover, this study compared the effectiveness of the two strategies above to students with different cognitive styles when learning reading comprehension in the classroom. the two strategies are collaborative strategic reading (csr) and cooperativediscussion-question (coop-disc-q). meanwhile, those cognitive styles that we intended are reflective and impulsive. reflective and impulsive were chosen considering that every student has different learning styles in learning english. therefore, reflective and impulsive were not chosen as the independent or dependent variable but as a moderator variable in this study. based on many considerations above, the csr and coop-disc-qstrategies were selected. those two strategies are reputed as the appropriate solution for developing and improving students' reading comprehension, especially at the senior high school level. collaborative activities are associated with k13, which can be applied to the indonesian education context. methods research design is guidance to do the research sequence. related to the study's main purpose, the researchers used the quantitative method because this research needs a statistical analysis for analyzing the data. according to mc kay (2006), the quantitative research method is a research study used to analyze population and sample. while gay (2011), quantitative research collects any analysis of numerical data to describe, explain, predict or control phenomena of interest. the experimental design was adopted in this study. the purpose of an experimental study is to investigate the correlation between cause and effect and how far its correlation was conducted by giving certain treatment to experimental group one and experimental group two as the comparison. this research used a 2x2 factorial design because it employed more than one independent variable, namely collaborative strategic reading (csr) and cooperativediscussion and question (coop-disc-q) strategies one dependent variable reading comprehension. the moderator variables employed to classify the participants were that is classified into reflective and impulsive cognitive styles. according to gay (2011), factorial design refers to a design with more than one variable (or grouping variable), also known as a factor. results and discussions teaching reading comprehension using csr to students with impulsive cognitive learning styles answering the first research question, we did a pre-test, giving the treatment used csr technique and did the post test in students with impulsive cognitive learning style. after all of them was done, the result can be described table 1. lulu walidaini, et al./ english education journal 11 (3) (2021) 325-333 328 table 1. paired sample statistic of class one with impulsive cognitive learning style paired samples statistics mean n std. deviation std. error mean pair 1 pre class one imp 70.62 26 4.517 .886 post class one imp 74.69 26 2.950 .579 table 1 shows that there was a significant difference between the students' reading skills in pre-test and post-test. the mean score of the pre-test (70.62) was lower than the post-test mean score (74.69). it means that the students with impulsive personalities had a high score and showed improvement. the t-value also supported it. t-value was higher than the t-table. it showed that 0.001< 0.05. therefore, ho was rejected. it means that using the csr technique effectively enhanced the reading comprehension skills of the students to impulsive personality. this finding is supported by putri et al. (2015) and agustina (2017) who mentioned that csr is one of the good techniques in enhancing the students’ reading comprehension. the steps of csr technique which are preview, click and clunk, get the gist and wrap up are assumed match with the characters of the impulsive students who almost do everything spontaneusly. putri et al. (2015) suggested that collaborative strategic reading could be utilized in teaching reading due to its exciting process. the students could enjoy the teaching and learning process and allow the students to develop their reading comprehension. agustina (2017) proved that collaborative strategic reading could be implemented for teaching students with any attitude toward the teaching and learning process in improving their reading comprehension teaching reading comprehension using csr to students with reflective cognitive learning styles answering the second research question, we did pre-test, gave the treatment used csr technique and did the post test in students with reflective cognitive learning style. after all of them was done, the result can be described table 2. table 2. paired sample t-test of class one with reflective cognitive learning style paired samples statistics mean n std. deviation std. error mean pair 1 pre class one ref 80.00 7 7.284 2.459 post class one ref 85.14 7 4.451 1.682 table 2 shows that there was a significant difference between the students' reading skills in pre-test and post-test. the mean score of the pre-test (80.00) was lower than the post-test mean score (85.14). it means that students with reflective personalities had a high score and showed improvement. the tvalue also supported it. t-value was higher than the t-table. it showed that 0.022 < 0.05. therefore, ho was rejected. it means that using the csr technique effectively enhanced the reading comprehension skills of students to reflect personality. this finding in a line with karabuga (2013) and indah (2019) which mentioned that csr technique was effective in teaching students reading comprehension. he found that csr has the power on its collaboration technique which can engage some students to have a good teamwork in enhancing their reading comprehension. it is good for the reflective students who did everything perfectly to help the other students. indah and yahmun (2019) found out that collaborative strategic reading is an exciting reading activity for the students, contributing to their reading comprehension score. lulu walidaini, et al./ english education journal 11 (3) (2021) 325-333 329 teaching reading comprehension using coop-disc-qto students with impulsive cognitive learning styles answering the third research question, we did a pre-test, gave the treatment using coop-dis-q technique and did the post test to the students with impulsive cognitive learning style. after all of them was done, the result is described in table 3. table 3. paired sample statistic of class two with impulsive cognitive learning style paired samples statistics mean n std. deviation std. error mean pair 1 pre class two imp 69.04 27 4.784 .921 post class two imp 71.85 27 4.073 .784 table 3 shows that there was a significant difference between the students' reading skills in pre-test and post-test. the mean score of the pre-test (69.04) was lower than the mean score of the post-test (71.85). it means that the students with impulsive personalities have a high score and showed improvement. the t-value also supported it. tvalue was higher than the t-table. it showed that 0.023< 0.05. therefore, ho was rejected. it means that using the coop-dis-q technique effectively enhanced the reading comprehension skills of the students with impulsive personality. this finding supports spencer (2018) who identified that the implementation of coop-dis-q has significantly improved the students' reading comprehension, allowing them to learn together effectively in comprehending a text. the interactions among the students inside make a good environment to work cooperatively. teaching reading comprehension using coop-disc-q to students with reflective cognitive learning styles answering the third research question, we did a pre-test, gave the treatment using the coop-dis-q technique and did the post test to the students with reflective cognitive learning style. after all of them was done, the result can be described in table 4. table 4. paired sample statistic of experiment class two with reflective cognitive learning style paired samples statistics mean n std. deviation std. error mean pair 1 pre class two ref 80.00 4 2.000 1.000 post class two ref 81.00 4 1.000 .600 table 4 shows that there was a significant difference between the students' reading skills in the pre-test and post-test. the mean score of the pre-test (80.00) was lower than the post-test mean score (81.00). it means that students with reflective personalities had a high score and showed improvement. the tvalue also supported it. t-value was higher than the t-table. it showed that 0.039< 0.05. therefore, ho was rejected. it means that using the coop-dis-q technique effectively enhanced students' reading comprehension skills to reflective learning styles. this finding is supported by anggara et al. (2018) proved that coop-dis-q had been an effective strategy in improving the students' reading comprehension score. the discussion session and questioning time make the reflective students prepare more during the teaching and learning process. teaching reading comprehension using csr and coop-disc-q to students with impulsive cognitive learning styles csr and coop-dis-q are the techniques found to enhance the students reading comprehension skill. both of them have their lulu walidaini, et al./ english education journal 11 (3) (2021) 325-333 330 ways to enhance the students’ reading comprehension skill. we chose analyzing those skills to compare which one of them was better in enhancing reading comprehension skill of the students with impulsive cognitive learning style. after applying those skills to the students in two experimental classes. the result is presented in table 5. tabel 5. group statistics of class one and two with impulsive students cognitive style descriptive statistics n mi n ma x mea n std. deviatio n post_class_one_im p 2 6 68 79 74.69 2.950 post_class_two_im p 2 7 64 76 71.85 4.073 valid n (listwise) 2 6 table 5 shows a significant improvement by using csr and coop-disc-q to the students with impulsive cognitive learning style. the mean score of csr (74.69) was higher than the mean score of coop-disc-q (71.85) for the students with impulsive cognitive learning style. the t-value also supported this result. where the t-value (0.048) was less than 0.05. therefore, ho was rejected, and ha was accepted. the csr technique was more effective than the coop-disc-q technique to teach reading comprehension skill to students with impulsive personality. this finding is in line with zagoto (2016), csr made students’ have better in reading comprehension skill. it is because of its’ strategy is so helpful for the students understanding what they read. furthermore, the students with impulsive cognitive learning styles and their spontaneous character were appropriate to be taught using this technique. teaching reading comprehension using csr and coop-disc-q to students with reflective cognitive learning styles csr and coop-dis-q are the techniques found to enhance the students reading comprehension skill. both of them have their ways to enhance the students’ reading comprehension skill. we chose analyzing those skills to compare which one of them was better in enhancing reading comprehension skill to the students with reflective cognitive learning style. after applying those skills to the students in two experimental classes, here the result is shown in table 6. tabel 6. group statistics of class one and two with reflective students cognitive style descriptive statistics n min max mean std. deviation post class one ref 10 80 92 84.00 4.216 post class two ref 8 80 84 80.50 1.414 valid n (listwise) 8 table 6 shows a significant improvement by using csr and coop-disc-q to the students with reflective personality. the mean score of csr (84.00) was higher than the mean score of coop-disc-q (80.05) to students with reflective personality. the t-value also supported this result. where the t-value 0.048 was less than 0.05. therefore, ho was rejected, and ha was accepted. the csr technique was more effective than the coop-disc-q technique to teach reading to the students with reflective personality. teaching reading comprehension with csr, putri et al. (2015) suggested that collaborative strategic reading could be utilized in teaching reading due to its exciting process. the students could enjoy the teaching and learning process and it allowed the students to develop their reading comprehension. lulu walidaini, et al./ english education journal 11 (3) (2021) 325-333 331 the interaction effect among techniques csr and coop-disc-q, reading comprehension skill and students’ cognitive learning styles in order to measure the interaction among the technique, students’ cognitive learning style, and reading comprehension skill of the eleventh-grade of sman 1 pangkah, anova was used to analyze the data. in this way, the interaction between techniques, students’ learning cognitive style, and reading comprehension skill is displayed table 7. table 7. test of between-subject effect the test of interaction of anova tests of between-subjects effects dependent variable:reading comprehension source type iii sum of squares df mean square f sig. corrected model 19.893a 2 9.946 .329 .722 intercept 59.670 1 59.670 417.189 .000 pre_test .686 1 .686 .023 .881 post_test 4.074 1 4.074 .135 .716 pre_test * post_test .307 1 .307 .762 .516 error 1.330 3 .252 total 132.000 36 corrected total 158.222 35 a. r squared = .020 (adjusted r squared = .040) this part discusses the interaction among the techniques, reading comprehension, and students’ cognitive styles. from the calculation, the significant value (0.516) was higher than 0.05. it means that there was no interaction among csr and coop-disc-q techniques, students' cognitive style, and reading comprehension skill. the finding of this research indicates that the csr technique was more effective in teaching the students with the impulsive personality and coop_disc_q technique effectively teaches the students with reflective personality. this is in line with rosari and mujiyanto (2016) who proved that the strategy know-want-learned and collaborative strategic reading could help the students in reading comprehension for both students with positive and negative attitudes conclusions the conclusions of this current research can be drawn from the findings above that collaborative reading strategies (csr) correlate significantly to students' reading comprehension. the application of collaborative reading strategies is a must because it has contributed to the students' reading comprehension. collaboration reading strategies are important factors in determining students' reading comprehension. based on the findings, this article suggests some items: 1) reading strategies should be taught in the classroom intensively to improve efl reading skill and their reading comprehension; 2) for policymakers, it is important to consider cognitive reading strategies, especially for developing reading curriculum for higher-level education students, because reading is a critical skill in getting information and knowledge. this research emphasis is on the comparison of the effectiveness of two techniques of teaching and learning reading comprehension skill. they are the use of comprehension strategic reading (csr) and cooperative discussion and questioning (coopdisc-q) technique. the objectives of the research were to answer the seven formulated research questions. in the previous chapter, the data derived from experiment class one and experiment class two were analyzed. the results of the research are as follows: the first result indicated that there was a significant difference in the mean score between pre-test and post-test with impulsive students personality taught by using csr technique. the result revealed that csr technique was effective to use in teaching reading comprehension to the students with impulsive personality. the second result indicated that there was a significant difference in the mean score lulu walidaini, et al./ english education journal 11 (3) (2021) 325-333 332 between pre-test and post-test of experiment class one with reflective personality. it meant that csr technique was effective to use in teaching reading comprehension to the students with reflective personality in experiment class one. the third result showed that there was a significant difference in the mean score between pre-test and post-test of experiment class two of the students with impulsive personality. it meant that coop-disc-q technique was effective to use in teaching reading comprehension to the students with impulsive personality. the fourth result explained that there was a significant difference in the mean score between the pre-test and post-test of the experiment class of the students with reflective personality. it meant that coop-disc-q technique was effective to use in teaching reading comprehension to the students with reflective personality. answering the fifth research question, there was a significant difference in the effectiveness of the csr technique and coopdisc-q technique to teach reading comprehension to students with impulsive personalities. it can be seen that the mean score of students in experiment class one with impulsive personality was higher than that of students in experiment class two with the same personality type. it means that the csr technique is more effective than coop-discqtechnique to use in teaching reading comprehension to students with impulsive personalities. the sixth result explained that there was no significant difference in the effectiveness of csr technique and coop-disc-qtechnique to teach reading comprehension to the students with reflective personality. it can be seen that the significant value (0.482) in table 4.22 is more than 0.05 which means there is no significant difference. moreover, there is no significant difference between the students taught by using the csr technique and those taught by using coop-disc-q with reflective students' personalities. while the last result explained that there was no interaction among the techniques, students’ personality, and reading comprehension skills. it means that the csr technique is more effective for students with impulsive and reflective personalities. references agustina, e. (2017). the influence of collaborative strategic reading (csr) and reading attitude toward reading comprehension achievement to the tenth-grade students of sma negeri 1 buay madang oku timur. journal of english language education and literature. alqarni, f. (2015). collaborative strategic reading to enhance learners' reading comprehension in english as a foreign language. academic journal of interdisciplinary studies, 4(1). anggara, i., saleh, m., & sofwan, a. (2018). the effectiveness of coop-dis-q and literature circle strategies in teaching reading comprehension to students with different personalities. english education journal, 8(1), 66-75. cahyono, b. & widiati u. (2006). the teaching of efl reading in the indonesian context: the state of the art. teflin journal, 17(1). dewi, n. m., warsono. & faridi, a. (2018). integrating collaborative strategic reading with learning logs: an alternative method to develop reading comprehension. english education journal, 8(2). gauthier, l.r. 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(2016). strategies training in the teaching of reading comprehension for efl learners in indonesia. english language teaching, 9(2), putri, a. k., ohiwutun, j. e., & wahyudin (2015). using collaborative strategic reading (csr) to develop reading comprehension of the secondyearstudents. e-journal of english language teaching society, 3(2). rosari, l., & mujiyanto, y. (2016). the effectiveness of know-want-learned and collaborative strategic reading strategies to teach reading comprehension to students with positive and negative attitudes. english education journal, 6(2). septiani, r. et al. (year). the effectiveness of collaborative strategic reading (csr) towards the reading comprehension of the first grade students of sman 14 pekanbaru. jurnal online mahasiswa fakultas keguruan dan ilmu pendidikan universitas riau, v4(1), 1-8. shaban, s., ramazani, m., & alipoor, i. (2017). the effect of impulsivity vs. reflectivity on reading comprehension of iranian efl learners. international journal of education and literacy studies, 5(3), 52. zagoto, i. (2016). collaborative strategic reading (csr) for better reading comprehension. komposisi: jurnal pendidikan bahasa, sastra, dan seni, 17(1), 65. marzona, y., & astria, w. (2019) the effect of questioning strategy and students’ motivation toward reading comprehension of narative text at the eleventh grade social science of sma negeri 1 talamau pasaman barat. jurnal ilmiah pendidikan scholastic, 3(2), 32-39. 399 eej 12 (3) (2022) 399-409 english education journal http://journal.unnes.ac.id/sju/index.php/eej a retrospective study on english teachers’ strategies to increase students’ vocabulary mastery lianty putri, fatmawaty fatmawaty, erikson saragih, madina madina universitas prima indonesia, medan, indonesia article info ________________ article history: accepted 09 may 2022 approved 04 july 2022 published 15 september 2022 ________________ keywords: teacher’s strategy, teaching strategies, vocabulary mastery. ____________________ abstract ___________________________________________________________________ various teaching methods and techniques have been the focus of numerous studies on teaching strategies used to increase students' vocabulary understanding. few studies, however, have looked at the methods teachers employ to increase their students' vocabulary mastery through retrospective study. the various teaching strategies that are beneficial to teachers were gathered in this study's retrospective review. for this study, researchers used a questionnaire design, a qualitative research strategy, and a descriptive methodology. a survey in the form of a google form is one of the research's instruments. numerous closed-ended questions in the form of statements were used in previous research surveys. in contrast, the questions in this study tended to be open-ended, which led to responses that included a variety of ideas. fifteen english teachers who teach english in medan are the subjects of this study. the result of this research is the strategies used by teachers in teaching student vocabulary mastery are very diverse depending on students' and teachers' abilities. the more diverse the teacher's teaching strategies, the more successfully students will learn new words. the teaching strategy is then divided into three, namely preparation, practice, and evaluation strategies. in the end, it is anticipated that the findings of this study will help teachers succeed in developing their students’ vocabulary mastery. correspondence address: jl. m.h.thamrin, kota tebing tinggi. e-mail: liantyputri126@gmail.com p-issn 2087-0108 e-issn 2502-4566 lianty putri & fatmawaty, et al./ english education journal 12 (3) (2022) 399-409 400 introduction today, speaking english is necessary for daily activities like communicating, imparting and receiving information, studying, and as one of the requirements for applying for jobs. since english is now a global language of communication, many people have used it to help them achieve their goals in life(isnaini & aminatun, 2021). someone who masters english has more competitiveness and will be superior to those who do not master english. in learning english, we need to master four important english skills: listening, speaking, reading, and writing.students will be able to communicate in both spoken and written english if they have a broad vocabulary. students need english vocabulary to support them in these english skills (chairiah hariyono, 2020). vocabulary is an important part in english as well as a basic factor in language mastery(fakhruddin, 2013).one of the language components that must be mastered in order to learn english skills is vocabulary. richards (2001) states that one of the most obvious components of language which linguists turned their attention to is vocabulary. in order to learn vocabulary, english teachers and students must build strong relationships. harmony in foreign language learning can be achieved by having a positive relationship between teachers and students. the teaching strategy used for the teaching and learning process can be described as the manner in which the teacher explains the subject matter to the students. students are always instructed to memorize basic vocabulary first when learning english. sari & aminatun (2021) believe that lack of vocabulary will make it difficult for students to express their comprehension and even production. it means in order for students to master other english skills, vocabulary learning is a crucial, fundamental component of education. the majority of students still struggle with vocabulary when learning english, and their comprehension of the subject matter is low. they are also uninterested in learning english and find it boring (marni, 2020).to help students master vocabulary, the teacher needs to use the proper learning strategy. the right approach can make vocabulary learning fun for students since it will be tailored to their interests. these teaching strategies comprise the techniques, methods, and processes employed by teachers during lessons. wenden & rubin (1987) defined learning strategies are any plans, procedures, or sets of operations that a learner uses to efficiently process information beginning with acquisition, storing, retrieval, and application. previous researchers have done much research on how to improve students' vocabulary with various strategies, as fatah did in 2019, who researched improvement in students' vocabulary knowledge as a result of using the duolingo app. in this study, (fatah, 2019) found that teaching vocabulary by using duolingo application is appropriate to be implemented in the class. it is supported by the result of the average post-test score in the experimental class, which is higher than the controlled class. in this study, the average post-test score in the experimental class was 80.00, while the average score in the controlled class was 74.25. the researcher then came to the conclusion that using the duolingo app successfully increased students' vocabulary knowledge. marni 2020 who researched vocabulary teaching using songs, also found that the songs were useful in raising students' vocabulary proficiency. it can be seen from the results of the pre-test and post-test scores carried out. in the study, it was found that after using songs, the pretest result which was previously 40.66, then rose to 87.83 in the post-test. in addition, it was also found that using songs in teaching vocabulary increased students' interest. this is shown in the questionnaire filled out by students. they admitted that using songs to learn vocabulary could increase their interest in the learning process and make it easier for them to remember vocabulary. hariyono 2020 who researched vocabulary teaching using videos on youtube, found that using youtube videos in learning vocabulary made students enthusiastic and motivated, and the atmosphere of learning in the classroom became more fun. the findings of this study's lianty putri & fatmawaty, et al./ english education journal 12 (3) (2022) 399-409 401 observations show that using a youtube video to teach vocabulary can motivate students to become more active, which will enhance their learning outcomes. the previous studies mentioned above only looked at the efficiency of one teaching strategy or technique only in practice. in fact, there are many efficient methods or strategies for teaching vocabulary that involve teacher preparation and evaluation. there were not many strategies in the preparation and evaluation of effective vocabulary teaching for students in the previous research because only one type of strategy or method was tested in the practice of teaching vocabulary. therefore, there is a need for research that discusses strategies for improving students' vocabulary mastery not only in terms of practice but also through preparation and evaluation strategies. there are so many studies conducted in indonesia related to strategies to improve students' vocabulary mastery, but few have examined them from the teacher's point of view. previous researchers studied strategies to improve students' vocabulary mastery by using students as research subjects. meanwhile, in this study, the researcher used the teacher as the research subject. the teacher served as the research subject in this study because the teacher plays a crucial role in the learning process as a key player (fatkhurrokhman, 2018). therefore, the strategies the teacher employs will largely determine the students' success in increasing their vocabulary mastery. the problem formulations discussed in this research are: 1.) how is the teacher's preparation in teaching vocabulary mastery? 2.) how is the teacher's practice in teaching vocabulary mastery? and 3.) how is the teacher's evaluation in teaching vocabulary mastery? while the objectives of this research are 1.) describe the preparation of teachers in teaching vocabulary mastery, 2.) describe the teacher's practice in teaching vocabulary mastery, and 3.) describe teacher evaluations in teaching vocabulary mastery. the objective of this research was to identify the teacher's teaching strategies for improving students' vocabulary mastery, including preparation (such as creating lesson plans) and evaluation strategies (such as giving assessments to students). the study's findings can be used to identify the methods teachers employ to teach vocabulary as well as a resource to identify the most effective strategies. students' vocabulary mastery can be increased by employing the right techniques and increasing teachers' creativity in their vocabulary instruction. this study is anticipated to pique the interest of teachers and aspiring researchers to study the vocabulary mastery techniques used by educators. it is anticipated that this research will advance science and research in the future. method determine the research method researchers combined a descriptive method with a qualitative research approach for this study. researchers used a questionnaire design to conduct qualitative descriptive research. the researchers also performed a retrospective study for this study.the primary goal of retrospective descriptive is to create an objective picture or description of a situation by reflecting on the past (notoatmodjo, 2005).this study aims to take a retrospective approach (backwardlooking). the researcher will compare the data with results from earlier studies after discovering the results. the 15 english teachers who instruct english, particularly vocabulary, in medan's schools and english courses are the focus of this study. with an average teaching tenure of four years, the fifteen participating teachers were split equally between five men and ten women. instruments in this research is a survey in the form of google form. to make it simpler for researchers to gather data, we chose a googleform questionnaire as the tool. additionally, anyone can access google-form more easily. compile survey questions in this study, researchers collect data through a questionnaire containing 10 questions and send it to participants (15 english teachers) using a research instrument in the form of a lianty putri & fatmawaty, et al./ english education journal 12 (3) (2022) 399-409 402 google form. the question topics of the questionnaire were categorized into three: preparation, practice, and evaluation. the questions in the preparation category contain three questions. in the practice category, there are four questions. and in the evaluation category, there are three questions. the questions in this questionnaire were designed by members of the research group based on discussion and approval from the supervisor. disseminate data to respondents the researcher found respondents by visiting schools and english courses in medan, including the school where the researcher conducted teaching practice. the researcher then provided a survey link via google form to potential participants.the researchers selected the subjects to investigate the strategies the teacher employed to teach vocabulary, how these strategies were implemented during instruction, and the outcomes and efficacy of these methods. collecting data from respondents the data collection process for this study was carried out by distributing questionnaires on google-form media to qualified teachers between march 2022 and october 2022. the results of this study are presented as teacher strategies for enhancing students' vocabulary proficiency. activities time preparation of research march may research implementation july september report the results october researchers in this study used descriptive qualitative analysis to analyze the data we used, presenting their findings as tables and percentages. the researcher prepare 10 questions for the participants to respond to using a google form. the researcher then evaluate the participants' responses. the following components create up the data analysis for this study: 1. data transcript: to make the data presented more structured and to enable better data processing, researchers will copy the data from the google-form questionnaire into a document. 2. data familiarization: to make it simpler for researchers to locate the necessary information in the data, we reread and reexamine the results of the data that have been collected. 3. create the theme: certain categories or labels will be applied to the data. as an illustration, the labels for the vocabulary teaching strategy include using textbooks, playing games, watching movies, etc. an inductive method will be used to index the data, and the theme will be chosen based on the information that comes out of the participants' responses. the information will then be moved to a new document with topics and keywords that have been compiled and are pertinent to the research concept. 4. discussing and concluding: in accordance with the idea of a retrospective study, researchers will analyze the data before comparing and relating the findings with those of earlier investigations. the results of the data collection are then presented in a table, followed by an explanation. in the end, researchers will reach reliable conclusions using carefully chosen and organized data. results and discussions results the preparation of teachers inteachingvocabulary q1: where are your learning indicators of teaching vocabulary mastery from? table 1. learning indicators no. result of the learning indicators percentage 1. experience 37 2. books 32 3. internet 21 4. english skills 10 total 100 the survey's findings indicated that the four categories of learning indicators that teachers use are experience, books, the internet, and english proficiency/skills. table 1 defines lianty putri & fatmawaty, et al./ english education journal 12 (3) (2022) 399-409 403 experience (37%) as the knowledge and skills a teacher has acquired through their experiences as students, teachers, and trainees. in addition, the experiences mentioned also include student learning experiences. books (32%) such as modules, textbooks, and books about english are then read after that.the internet (21%), which includes youtube and english-related websites, is then used to source the teacher's learning indicators. the last source of learning indicators is english proficiency/skills (10%), which includes comprehension and aptitude in speaking, pronouncing, spelling, and using grammar. therefore, it can be seen that the sources of learning indicators for teachers mostly come from experience (37%) and books (32%). what is meant by learning indicators that come from experience also includes student learning experiences because students are the center of attention, and this is demonstrated by including them in the learning process. q2: how often do you prepare your learning indicators? figure 1. scala of frequency the description of each scale number is as follows: 1 = never 2 = sometimes 3 = often 4 = usually 5 = always the data shows that as many as 20% of teachers always prepare their learning indicators, 40% of teachers usually prepare their learning indicators, 26.7% of teachers often prepare their learning indicators, and 13.3% of teachers sometimes prepare their learning indicators. q3: mention sources of your learning materials to improve students' vocabulary mastery. table 2. sources of learning materials no. result of the learning material sources percentage 1. english-related books 34 2. dictionary 19 3. internet 17 4. movie 7 5. english text 5 6. pictures/poster 5 7. magazine 2 8. song 2 9. tv shows 2 10. others 7 total 100 table 2 above allows for the conclusion that students' vocabulary mastery is improved by teachers using a variety of learning resources. english-related books were the primary source of learning materials used by teachers (34%). textbooks, english, vocabulary, and the teacher's personal notebook all fall under this category. the dictionary ranks second in importance as a source of teaching materials, contributing 19% of results. online dictionaries as well as bilingual and monolingual dictionaries are used. additionally, the internet (at 17%) is the thirdmost popular source of educational content. websites and youtube fall under this category. using youtube to learn can be enjoyable because it provides subject matter that is as creatively rich as possible (chairiah hariyono, 2020). then came other categories, including those for movies, english texts, tv shows, magazines, songs, posters, and others. the practice of teachers in teachingvocabulary q4: mention useful activities that students should do to improve 0% 13,3% 26,7% 40% 20% 0 2 4 6 8 1 2 3 4 5 lianty putri & fatmawaty, et al./ english education journal 12 (3) (2022) 399-409 404 table 3. useful activities for students no. result of the useful activities (for students) percentage 1. do practice 17 2. read a lot (books) 16 3. note-taking 12 4. memorize new words 10 5. watch movies 7 6. listen to songs 7 7. do conversation 7 8. play vocabulary games/app 5 9. listen to podcast 2 11. sing western song 2 12. use a dictionary 2 13. use drilling techniques 2 14. translate movie dialogue 2 15. others 7 total 100 the data in table 3 above leads us to the finding that students should complete the following beneficial exercises to improve their vocabulary mastery: do practice (17%), while some of these activities include complete the sentence with suitable words, complete the story with suitable words, elaborating a word's meaning with another word, build the sentence using the challenging words or a new word you found in the text. reading a lot of english-language books (14%) is another beneficial activity that students should do to increase their vocabulary, also there are note-taking (12%) and memorizing (10%). students' vocabulary mastery can also be increased by engaging in conversations, watching english movies, listening to english music, and engaging in several other activities listed in the above table. q5: mention useful activities that teachers should do to improve students' vocabulary mastery table 4. useful activities for teacher no. result of the useful activities (for teachers) percentage 1. do practice 19 2. read a lot 16 3. memorize new words 12 4. play vocabulary games 9 5. do conversation 9 6. watch youtube 5 7. make vocabulary list 5 8. do speech 2 9. use internet 2 10. control student’s 4 basic skills 2 11. watch movies 2 12. ask question 2 13. use drilling techniques 2 14. learn with fun 2 15. others 9 total 100 based on the information in table 4 above, it can be concluded that practicing vocabulary (19%) is one of the beneficial activities teachers should carry out to increase students' vocabulary mastery. this activity includes tests, exercises, and evaluations because doing evaluations can increase students' understanding. they are then followed by reading a lot (16%), including reading books, english books, and scientific articles. the useful activity with the third largest result is memorizing new words (12%). then followed with other activities such as playing vocabulary games, do conversation, watch youtube, make vocabulary lists, do speech, use the internet, control student's four basic skills (listening, speaking, reading, writing), watch movies, ask questions, use drilling techniques, learn with fun, and other activities as presented in table 4. q6: what do you do to help the students having difficulties in comprehending vocabulary? lianty putri & fatmawaty, et al./ english education journal 12 (3) (2022) 399-409 405 figure 2. how to help students’ difficulties data shows that the most commonly done by teachers to help students with difficulties in comprehending vocabulary is to make students mind mapping/taking notes (46.7%). furthermore, the teachers also make a personal approach (26.7%), do an evaluation (13,33%), use students’ prior knowledge (6,7%), and make students’ active in participation (6,7%). q7: do you always do the strategies suggested by the expert to improve vocabulary mastery to your students? why? table 5. doing the strategies suggested by the expert. do you always do the strategies suggested by the expert to improve vocabulary mastery to your students? why? (53%) yes, because... (47%) no, because... most students are not eager to learn english with do strategies, i can monitor the progress of my students with do strategies, i can know the lack of my students with do strategies, i can arrange what i will do in the next step for my students to achieve the goals to evaluate the students' abilities to make easy the learning process to guide students in learning vocabulary the strategy helps us to teach the students teachers have to evaluate their own self. some of the strategies are difficult to apply to the students before becoming a teacher, i was a student. i know what the student's weaknesses are so that makes me develop my own strategy i try to make my way because trying to copy others' way shouldn’t make it pleasant and you can not always do that well. be yourself in teaching, that is the best way i have my own way and sometimes some suggestions didn't match my students' ability and conditions. the teacher both implemented and did not implement the expert's recommended strategy to increase students' vocabulary mastery because teachers who consistently implement expertrecommended strategies consider expert input and evaluation to be necessary in order to use effective teaching strategies. expertrecommended teaching strategies also encourage greater engagement and innovation on the part of both teachers and students. on the other hand, because some of the strategies suggested by the expert do not match the circumstances and abilities of the students, teachers who do not always implement the strategies suggested by the expert think they have their own strategies and methods that follow those of their students’ characters and abilities. the evaluation of teachers in teachingvocabulary q8: which type of tests do you usually provide to assess your students' vocabulary mastery? figure 3. type of test based on the results of the data gathered through a survey, it was discovered that the type of objective fill-in test is the one that teachers most frequently use to evaluate their students' vocabulary mastery (24%).the next type of test that the teacher most widely uses is the type of objective matching test (21%) and the type of multiple choice objective test (21%). in addition, the teacher also uses essay test types of openended questions (17%), structured questions (14%), and the type of true-false objective test (3%). q9: are you satisfied with your teaching strategies that you have practice previously? (6,7%)(6,7%) (13,33%) (26,7%) (46,7%) 0 2 4 6 8 make students' do mind mapping /taking notes do personal approach do evaluation use students' prior knowledge make students' active in partisipation (3%) (14%) (17%) (21%)(21%) (24%) 0 2 4 6 8 objective (true false) essay test (pertanyaan terstruktur) essay test (pertanyaan bebas) objective (multiple choice) objective (matchingtest /menjodohkan) objective (fill-in test) lianty putri & fatmawaty, et al./ english education journal 12 (3) (2022) 399-409 406 figure 4. scala of satisfaction the description of each scale number is as follows: 1 = very disatisfied 2 = disatisfied 3 = neutral 4 = satisfied 5 = very satisfied the data on the chart shows that 26.7% of the teacher is very satisfied with the teaching strategies they have practiced, 40% of teachers feel satisfied, 26.7% of teachers feel neutral, and 6.6% of teachers feel dissatisfied with the teaching strategies they practiced previously. q10: what are your suggestion for teachers and students to improve vocabulary skills? finally, those surveyed offered guidance to educators and students on how to improve students’ vocabulary. the recommendations are compiled in table 6 below: table 6. sugesstion for teachers and students what are your suggestion for teachers and students to improve vocabulary skills? for teacher for students speaking english when teaching try many strategies play some vocabulary games with students make an active class find the latest information which is fun to discuss never stop improving skill even though we have been a teacher do a personal approach if your student seems difficult to understand. practice speaking english a lot every day study and remember a word a day playing games in the language app. reading anything related to english develop a reading habit learn all vocabulary around you remember the synonym of a word watching movies and writing the vocabulary that you don’t know yet. discussion according to the findings of this research, teachers employ a wide range of strategies to help students learn to master their vocabulary, depending on both their own students and their teachers' skill levels. in order to determine students' success in mastering vocabulary, teachers prepare by compiling learning indicators using their own experiences as well as information from other sources like books and the internet. the teachers do not always prepare their learning indicators but teachers usually often prepare their learning indicators before doing teaching practice in the classroom. furthermore, for learning materials used by teachers, many are sourced from books relating to english, including the teacher's guidebook and student textbook. some teachers also use other sources as their learning materials, such as dictionaries, the internet, and other media such as films, songs, posters, and magazines. based on the teachers' findings, activities are useful for increasing mastery of vocabulary through practice, reading many books, notetaking, and memorizing. furthermore, for students who have difficulties comprehending vocabulary, teachers believe that making students do mind mapping/taking-note and make a personal approach can help students comprehend vocabulary. note-taking is potentially effective and important for student achievement (kiewra, 2018) because taking notes can help students remember and write correctly the spelling of the vocabulary they are learning. a personal approach is very useful for improving students' vocabulary mastery because a personal approach emphasizes the differences of each individual so that this activity is able to help teachers find the focus of a student's problem which is then able to find the best teaching strategy for that student. when evaluating their students, many teachers employ objective question formats like fill-in tests, matching tests, multiple choice questions, and essay questions with open-ended and structured answers. after all was said and done, the respondents—in this case, the teacher—were very pleased with the instructional 0% 6,6% 26,7% 40% 26,7% 0 2 4 6 8 1 2 3 4 5 lianty putri & fatmawaty, et al./ english education journal 12 (3) (2022) 399-409 407 techniques they had previously used and recommended to other teachers. a previous study on what effective and ineffective strategies english language learners perceive conducted by s. sa'd & f. rajabi in 2018 found that the point being made here is not that teachers' vtss (vocabulary teaching strategies) are ineffective, but rather that there may be a greater need for more strategies when it comes to teaching vocabulary. this finding is the same as the findings made by the researcher because the survey results show that the use of broad and varied teaching strategies according to the character of students can make their learning vocabulary mastery more effective than just using the same strategy. the difference between this study and the research conducted by s. sa'd & f. rajabi in 2018 is the data collection method. previous research used students as participants, while this study used teachers as the participants. furthermore, many closed-ended questions in the form of statements were used in earlier research surveys. the study's questioning style, in contrast, relied heavily on open-ended inquiries that led to responses that contained a variety of viewpoints and ideas. in addition, the researchers also found that the teacher's teaching strategy must be accompanied by student learning strategies to create success in students' vocabulary mastery. research conducted by p. gounder in 2019, which examined vocabulary learning techniques employed by english language students who are studying it as a foreign language, found that to increase their vocabulary, efl students frequently use repetition, memorization, dictionary techniques, use of translation, background knowledge, and experience (goundar, 2019). the activities found by the researchers such as reading, watching, and listening to something in english were also able to improve students' vocabulary mastery. instead of being conducted separately from other lessons, vocabulary instruction should be incorporated into lessons on reading, writing, listening, and speaking (asyiah, 2017). in the vocabulary teaching and vocabulary learning research conducted by asyiah, it was discovered that vocabulary learning and teaching are thought to be the most successful methods for enhancing students' cognitive abilities. students' ability to remember, comprehend, and use vocabulary in everyday communication is related to their cognitive skills. the researcher agrees that a good vocabulary teaching strategy must be accompanied by other english language skills teaching strategies so that students' cognitive skills and vocabulary mastery increase. the novelty of this research from previous studies are that it uses a retrospective study to compare and help teachers find the best vocabulary teaching strategies according to the abilities, characteristics, and interests of their students. this retrospective review of the study collected various types of teaching strategies that benefit teachers and learning strategies that benefit students. this research also contributes to english learning, especially vocabulary teaching strategies, as a reference and a means of discovery and scientific development. future researchers are expected to benefit from this research and gain new understanding of english teacher strategies for enhancing students' vocabulary mastery. the findings of this study should ultimately help students succeed in developing their vocabulary. conclusion this study discusses indentification of teacher teaching strategies that can improve students' vocabulary mastery. the teaching strategy is then divided into three, namely preparation, practice, and evaluation strategies. good planning and execution of teaching strategies will result from teachers' positive perceptions(ilmi & wuli fitriati, 2020).the results and findings of this study can be concluded as follows. in preparation, the teacher prepares learning indicators whose sources come from experience, books, the internet, and the teacher's observations on the students' english skills. various sources of learning materials then support the teacher's teaching strategy in preparation. the sources of learning materials lianty putri & fatmawaty, et al./ english education journal 12 (3) (2022) 399-409 408 can be taken from books related to english, dictionaries, the internet, and other easily accessible media. the second teaching strategy is a practical strategy. in practice, participants suggested several useful activities that could improve students' vocabulary mastery for both teachers and students. activities that students can do are such as doing practices such as doing exercises, doing tests, and using vocabulary in daily conversation. in addition, other activities that students can apply are such as getting used to reading english books, taking notes, and enjoying entertainment such as movies, songs, and games in english. activities suggested by participants to improve students' vocabulary mastery are not much different from those suggested for students. teachers are also suggested to use broad teaching strategies to increase students' activeness and understanding. based on this research, the researcher believes that not all teachers use the teaching strategies suggested by experts. some teachers admitted that they usually create and use teaching strategies that are suitable for their students because teachers know more about the character of students and the best strategies for them. then to create teaching strategies that match the student's character, the teacher helps students who have difficulty understanding vocabulary by making them take notes, take personal approaches, and evaluate students and the suitability of teaching strategies. as part of the evaluation strategy, fill-in tests, which require students to remember both the correct spelling and the meaning of a word, can help students improve their vocabulary mastery. based on the data that has been collected in this study, the researcher stated that a good english teaching strategy is to try to use many strategies and be active in practice such as speaking in english when teaching. not only improving students' vocabulary mastery, but this strategy is also able to improve other students' english skills such as listening and speaking. there are still many limitations in this study, so researchers hope that future researchers who will research on related topics should increase the number of participants with wider locations and teaching experiences. we know that many teachers out there still have their own effective teaching strategies that they apply to their students. thus, research on teaching strategies to improve students' vocabulary mastery can then be continued by future researchers. acknowledgments the researchers would like to extend our deepest gratitude to faculty of teacher training and education of the prima university of indonesia for providing the opportunity and support to carry out this research. the researcher is also very grateful to the teachers who participated in this research because without the teachers, this research would not have been completed. references aminatun, d., & oktaviani, l. 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(2020). vocabulary in language teaching second edition (2 ed.). cambridge: cambridge university press. 333 eej 12 (3) (2022) 333-346 english education journal http://journal.unnes.ac.id/sju/index.php/eej the effectiveness of synchronous and asynchronous e-learning environments in teaching writing to different personalities ajeng hidayatul maghdalena, abdurrachman faridi, rudi hartono universitas negeri semarang, indonesia article info ________________ article history: accepted 08 may 2022 approved 04 july 2022 published 15 september 2022 ________________ keywords: e-learning environments, introvert and extrovert personalities, writing. ____________________ abstract ___________________________________________________________________ since the covid-19 pandemic is affecting the new educational environments, synchronous and asynchronous e-learning environments have been integrated into the teaching and learning process. this study aims to explain how significant the students’ achievement is taught in e-learning environments in teaching writing to students with different personalities. the design of this study was a quasi-experimental design with a 2 × 2 factorial design. this study was conducted on the eighth-grade students at smp n 2 mantup. the questionnaire and written test were carried out by t-test and two-way anova. this study discovered a relationship between the e-learning environments and students' personalities, which influences their ability to write recount texts. this research showed that an asynchronous e-learning environment was effective for students with introverted personalities, and a synchronous e-learning environment was effective for students with extroverted personalities. this study also compared the use of the e-learning environments for each personality in improving writing recount text. thus, this study presented a new perspective on the importance of paying attention to students' personalities in selecting the e-learning environments to improve writing recount text. the contribution of this study provided to the elt development was new insight on how effective the teaching implemented in a dual mode digital environment is, no matter what personality the students possess. thus, it is proven that modern teaching has no boundary, spatially and temporally. correspondence address: kampus pascasarjana universitas negeri semarang, jl. kelud utara iii, semarang 50237, indonesia e-mail: ajenghidayatul1008@students.unnes.ac.id p-issn 2087-0108 e-issn 2502-4566 ajeng hidayatul maghdalena, et al./ english education journal 12 (3) (2022) 333-346 334 introduction the corona-virus disease 2019 (covid-19) pandemic has affected aspects of life, including education. distance learning is an alternative to a new educational environment. distance learning is a learning solution that refers to the elearning environment applied in the learning process (hernawati et al., 2021). the e-learning environments refer to synchronous and asynchronous e-learning environments (shahabadi & uplane, 2015). in synchronous elearning, it provides an online learning environment that is very interactive and live, where the teachers and students can simultaneously communicate with each other in real-time, they can ask and answer questions directly without increasing frustration, and it is facilitated by the instructor, which means that the learning process is learning-oriented interaction (hrastinski, 2008; nikmah & azimah, 2020; shahabadi & uplane, 2015; skylar, 2009). in contrast, the asynchronous e-learning environment provides the flexibility for the students to access the materials and complete the assignments in the form of audio or videos, handouts, articles, power points presentations, and other materials that have already been provided by the instructor or teacher and can be accessed whenever they want (amiti, 2020; perveen, 2016). here, the students have much time to think critically about the problems. having no time-bound and giving responses at their leisure, they have sufficient time to answer the questions (murphy et al., 2011). moreover, the researcher obtained data on students’ and teachers’ problems from preliminary research conducted by interviewing english teachers in eighth-graders of junior high school 2 mantup lamongan. the students struggled to write recount text because they did not understand how to organize the text, generate ideas, and retell their experiences using the generic structure of recount text. this statement is in line with karani (2007) who says that organization is the next problem after grammar in writing recount text. they get confused in composing the text paragraph coherently. furthermore, they were afraid of making mistakes in writing, so they were less motivated to practice. sometimes the students only get a certain mark for their writing without knowing the strengths and weaknesses of their compositions, so they do not know how to improve their writing to be a better one. aside from the issues raised by the students, the teacher also faces challenges in teaching writing in this pandemic era. the teachers are expected to create a new learning environment creatively and actively, where they should be familiar with technology and at the same time can accommodate the diversity of students’ personalities that positively influence students’ success in learning a language (erton, 2010). it means that both establishing a new learning environment and recognizing the students’ personalities have a significant role in the accomplishment of writing teaching and learning process. furthermore, nezhad et al. (2014) state that individual differences have two personality variables. they have extroverted and introverted personalities. extroverted individuals are sociable, active, risk-taking, impulsive, expressive, and enjoy being in groups, whereas introverted individuals are quiet, introspective, and reserved, except for close friends. in other words, extroverted students are more active than introverted students during teaching and learning. it means there are significant differences in the needs of the learning environment for extrovert and introvert students (offir et al., 2007). the extrovert students are more active and show their responses to the material. it seems like introverted students become passive students. this condition can be a problem in the teaching and learning process because it can influence their achievement in writing competence. therefore, the teacher needs to apply the appropriate e-learning environments such as a synchronous and asynchronous e-learning environment using effective, interactive, creative, and familiar applications that relate to technology which can be used to address challenges faced by the educators and students, so they can be more productive in distance learning situations, ajeng hidayatul maghdalena, et al./ english education journal 12 (3) (2022) 333-346 335 especially when writing recount text (ogbonna et al., 2019). moreover, synchronous and asynchronous e-learning environments have been studied and believed to be effective for teaching and learning. some previous studies explored e-learning environments and students’ personalities. dealing with some studies about e-learning that were conducted by hamid et al. (2020); hermanto and srimulyani (2021); and mardiah (2020), the implementation of e-learning in the pandemic era has produced a variety of results. the findings demonstrated that e-learning implementation was effective, interactive, and suitable for distance learning in this pandemic era. the students from their homes can access the learning material delivered by the teacher or lecturer via an e-learning application that is approved by the institutions or lecturers. synchronous e-learning with the different objects during the pandemic era (covid-19) that had been conducted by hatta et al. (2020); lestari and dewi (2021); mutiaraningrum and nugroho (2020); and taraj (2021) who state that during the pandemic era (covid-19), both of teachers and students are challenged to apply the appropriate online learning environment. one of them is synchronous e-learning. they analysed the impact of synchronous e-learning during the teaching and learning process. the results revealed that there were some advantages to using synchronous e-learning. for instance, elearning assisting students in improving their computer skills, task negotiation, task planning, opinions, questions and answers that could be easily completed. furthermore, they could improve critical thinking, and give direct responses in the real-time, which could reduce students’ attainment. the implementation of asynchronous elearning was conducted by some researchers, such as astrid et al. (2021); delahunty (2018); martin-beltrán and chen (2013); mcneil (2014); northey et al. (2015); pinto-llorente et al. (2017); and saeed and ghazali (2017) who are exploring and examining asynchronous e-learning used in teaching writing. they focused on students’ interaction, feedback processes, commenting patterns, and how the students facilitate text revisions. generally, the research finding illustrates the positive effects of the use of asynchronous e-learning that the teachers in efl classroom apply, such as having an excellent opportunity to organize and set their own pace of study and individual learning. furthermore, they can confirm the extensive thinking opportunities brought by the teacher’s written feedback or revision, and the peer feedback activities have a more significant effect. in addition, students give a positive response which means that it reduces the students’ anxiety. similar results to research conducted by subiyantoro et al. (2021) showed that the students prefer to use asynchronous learning modes with low bandwidth because the internet connection is limited. besides, they could suit their time and learning style based on their uncertain condition. besides, boroujeni et al. (2015); hazrativiari et al. (2012); keshavarzi and amiri (2016), noprianto (2017); sofeny (2017); and sumarno (2015) have the same ideas that the differences in students’ achievement can be based on personality types and students learning strategies, because different strategies and different personalities give impact on students’ achievement, where students’ personalities assists significantly influence the students’ writing quality. therefore, it means that recognizing their personality traits and language learning strategy choices might be effective in helping teachers design effective teaching strategies to achieve learning objectives. however, this research was different from previous studies. this study had moderator variables, namely extrovert and introvert personalities. in addition, this study focused on the interaction between the e-learning environments and students' personalities in influencing writing recount text. this study also focused on the effectiveness of the e-learning environments in writing recount text by conducting a comparative test of the use of the elearning environments by each personality type and the results of improvement through pre-test and post-test for each type of personality in improving recount writing text. thus, this ajeng hidayatul maghdalena, et al./ english education journal 12 (3) (2022) 333-346 336 research can be used to select the appropriate elearning environments by considering the students’ personalities. methods the researchers used a quasi-experimental study with a 2×2 factorial design to investigate the relationships among variables. this study’s independent variables were synchronous and asynchronous e-learning environments, while the dependent variable was students’ writing achievement. the experimental classes in this study are divided into two groups. the first group experimental class was taught using synchronous e-learning and the second group experimental class was taught using an asynchronous elearning environment. these groups got the same materials, periods, and levels, but in different elearning environments. moreover, the population of this study was the eighth graders of smp n 2 mantup, lamongan in the academic year of 2021/2022, with six eighth grade classes totalling 153 students. two classes were drawn from the population with a homogeneous english achievement’s scores. both classes were experimental. they were the experimental group i, given synchronous e-learning environment treatment, and the experimental group ii, got asynchronous e-learning environment treatment. the instruments of this research were the questionnaires and writing tests. the questionnaires were based on the eysenck personality inventory (epi) adopted and adapted into the short questionnaire in the previous study conducted by sari (2019) which only took twentyfour questions together with the keys of extrovert personalities. the questionnaires were assigned to students first to get their categorization of students’ personalities. then, it is divided into two groups that consist of extrovert and introvert personalities. the writing test was conducted twice in this study. they wrote recount text about their holiday. they were assessed before (pre-test) and after treatment (post-test). both tests were administered individually and in accordance with the e-learning environments used. each experimental group received the same pre-test and post-test time. in the first experimental group which employed a synchronous e-learning environment used the zoom meeting application, students did the pre-test and post-test simultaneously with real-time interaction in front of their respective devices. then, the second experimental group used google classroom to create an asynchronous e-learning environment. the processing time for the pre-test and post-test was determined by the assignment upload time and was limited by the due date. students worked concurrently at the same time but disassociated directly in real-time. construct validation was conducted with a validation test by two english education lecturers on translating the eysenck personality inventory (epi) instrument into indonesian. in addition, the syllabus and lesson plans of the two e-learning environments were also validated by three junior high school english teachers as expert validators. pre-test and post-test were conducted to determine the effect of treatment on the experimental groups, and the results were measured using a score based on the basics aspects of writing adapted from brown (2004) such as content, organization, vocabulary, language use, and mechanics. quantitative data were analysed using descriptive analysis and inferential statistics using spss software, namely normality, homogeneity, two-way anova, paired sample test, and independent samples ttest. results and discussions according to the results of the personality questionnaire, 15 students in experimental group 1 were classified as extroverted personalities and 15 students as introverted personalities. in experimental group 2, there were 17 students who were classified as extroverted and 14 students as introverted personalities. below are two tables which presented the result of the normality test of the pre and post-test in both experimental groups. the tests were utilizing kolmogorov-smirnov and shapiro-wilk ajeng hidayatul maghdalena, et al./ english education journal 12 (3) (2022) 333-346 337 statistical tests in examining the normality of the pre-test and post-test data. table 1 showed descriptive statistics of interaction among synchronous and asynchronous e-learning environments, writing recount text, and students’ personalities obtained from the post-test. however, the kolmogorov-smirnov test for the post-test of introverted students in the second experimental class displayed that the data was not normally distributed (𝑆𝑖𝑔. = 0,034 < 0,05), whereas the shapiro-wilk test presented the opposite (𝑆𝑖𝑔. = 0,078 > 0,05), so it can be concluded that the pre-test and post-test data were normally distributed. table 1. normality test of the pre-test and post-test in both experimental groups class personalities pre-test post-test kolmogorovsmirnov shapirowilk kolmogorovsmirnov shapirowilk first experimental group introvert statistic 0,154 0,899 0,198 0,899 𝑑𝑓 15 15 15 15 𝑆𝑖𝑔. 0,200 0,093 0,116 0,092 extrovert statistic 0,169 0,947 0,161 0,951 𝑑𝑓 15 15 15 15 𝑆𝑖𝑔. 0,200 0,484 0,200 0,539 second experimental group introvert statistic 0,150 0,932 0,236 0,889 𝑑𝑓 14 14 14 14 𝑆𝑖𝑔. 0,200 0,321 0,034 0,078 extrovert statistic 0,098 0,956 0,169 0,908 𝑑𝑓 17 17 17 17 𝑆𝑖𝑔. 0,200 0,557 0,200 0,093 table 2. post-test descriptive statistics of interaction among synchronous and asynchronous elearning environments, writing recount text, and students’ personalities class personalities post-test mean std. dev 𝑁 synchronous e-learning environment class extrovert 71,27 4,992 15 introvert 74,80 5,747 15 total 73,03 5,586 30 asynchronous e-learning environment class extrovert 66,47 6,793 17 introvert 76,79 4,209 14 total 71,13 7,715 31 total extrovert 68,72 6,402 32 introvert 75,76 5,076 29 total 72,07 6,765 61 prior to that, the kolmogorov-smirnov and shapiro-wilk tests for pre-test and post-test results in the first experimental group taught by a synchronous e-learning environment and the second experimental group taught by an asynchronous e-learning environment revealed that both were normally distributed (𝑆𝑖𝑔. > 0,05) (see table 1). ajeng hidayatul maghdalena, et al./ english education journal 12 (3) (2022) 333-346 338 first, a two-way anova test on the post-test results was required to determine the interaction between synchronous and asynchronous e-learning environments and students with different personalities in processed of writing recount text. table 2 presented a summary of descriptive statistics for the post-test results. table 3. test between subject effect of interaction between e-learning environments and students’ personalities in writing recount text source type iii sum of squares 𝑑𝑓 mean square 𝐹 𝑆𝑖𝑔. corrected model 965,812𝑎 3 321,937 10,310 0,000 intercept 317573,620 1 317573,620 1,017𝐸4 0,000 e-learning environment class 29,964 1 29,964 0,960 0,331 personalities 727,581 1 727,581 23,300 0,000 e-learning environment class * personalities 174,489 1 174,489 5,588 0,022 error 1779,926 57 31,227 total 319546,000 61 corrected total 2745,738 60 table 4. paired sample test of students with extroverted personality of the first experimental group who were taught writing recount text in synchronous e-learning paired differences 𝑡 𝑑𝑓 𝑆𝑖𝑔. (2 − 𝑡𝑎𝑖𝑙𝑒𝑑) mean std. deviati on std error mean 95% confidence interval of the difference lower upper pair 1 pretest extrovert sync –post-test extrovert sync −5,667 9,839 2,540 −11.115 −,218 −2.231 14 0,043 based on table 3, there was no interaction between synchronous and asynchronous elearning environments in affecting students’ writing recount text (𝑆𝑖𝑔. = 0.331 < 𝛼 = 0,05). moreover, table 3 also showed there was an interaction between students’ personalities in affecting students’ writing recount text (𝑆𝑖𝑔. = 0.000 < 𝛼 = 0,05). furthermore, there was an interaction between e-learning environments (synchronous and asynchronous) and students’ personalities in affecting students’ writing recount text (𝑆𝑖𝑔. = 0.022 < 𝛼 = 0,05). furthermore, the dominant result in table 3 indicates an interaction between the variables in affecting students’ writing recount text. furthermore, it indicates an interaction between e-learning environments (synchronous and asynchronous) and students’ personalities (extrovert and introvert) in teaching writing recount text. therefore, the researchers concluded that e-learning environments and personalities significantly affect students’ writing achievements. it was related to almusharraf and almusharraf (2021) asserting that social personalities (extrovert and introvert) need to be considered in the online learning by located the teachers in the learning process used it because both of them affect students’ success. different personalities also have different environmental preferences and learning techniques especially in writing skills (revola et al., 2018; sumarno, 2015). this statement was in line with qanwal and ghani (2019) who stated that different personalities will produce different learning outcomes, especially in writing skills. not limited to writing skills, students' personality also affects ajeng hidayatul maghdalena, et al./ english education journal 12 (3) (2022) 333-346 339 other language skills, and requires the selection of appropriate learning to handle them (andriyani, 2016; wulandari, 2017). thus, it can be concluded that the e-learning environments and personality types contributed significantly and positively enhanced the students’ writing achievement. second, the paired samples test in table 4 displayed that the second null hypothesis was rejected (𝑆𝑖𝑔. (2 − 𝑡𝑎𝑖𝑙𝑒𝑑) = 0,043 < 𝛼 = 0,05). it means there was a significant difference in writing recount text of students with extroverted personalities in the pre-test and post-test. therefore, it can be said that the synchronous elearning environment effectively improved students’ writing recount text for extrovert personalities. in other words, the synchronous e-learning environments effectively improved the students’ writing recount text for students with extroverted personalities. it was in line with zeichner (2019) who stated that extroverted students need more feedback, especially the ability feedback that can strengthen their belief in their ability to learn effectively and be satisfied in their learning process because their standard was external. it means that synchronous e-learning environments, both students and teachers can communicate in real-time, ask questions and answers, provide feedback during the study process, and access and understood the lesson materials (bower et al., 2015; rahayu, 2020; zydney et al., 2020). thus, they showed proficient writing skills. in other words, their writing achievement can be improved than before (kafryawan, 2020). the third result for this study was based on the paired samples test that compared the pre-test and post-test of introverted students who were taught writing recount text in the synchronous elearning environment (see table 5). since the third null hypothesis was accepted (𝑆𝑖𝑔. (2 − 𝑡𝑎𝑖𝑙𝑒𝑑) = 0,074 > 𝛼 = 0,05), it can be concluded that there was no significant difference in writing recount text of students with introverted personalities in the pre-test and posttest. therefore, a synchronous e-learning environment did not significantly improve students’ writing recount text for introverted personalities. this result was in line with pavalache-ilie and cocorada (2014) who stated that introverted students disapprove of collaborative learning in an online environment where they lack face-toface feedback from the teacher. instead, they prefer online learning where they can work alone, conduct experiments, solve their assignments in rhythm, and not be afraid to miss the teacher's words (offir et al., 2007; zeichner, 2019). furthermore, when they have their own pace of study, they can extend their critical thinking skills and develop their creativity and motivation to be better not only about the materials but also in their skill especially writing skills (tusino et al., 2020; wahyuni et al., 2020). thus, they can achieve better writing skills through the asynchronous e-learning environment. table 5. paired sample test of students with introverted personality of the first experimental group who were taught writing recount text by synchronous e-learning paired differences 𝑡 𝑑𝑓 𝑆𝑖𝑔. (2 − 𝑡𝑎𝑖𝑙𝑒𝑑) mean std. deviation std error mean 95% confidence interval of the difference lower upper pair 1 pretest introvert sync – post-test introvert sync −5,933 11,895 3,071 −12,521 , 654 −1,932 14 0,074 ajeng hidayatul maghdalena, et al./ english education journal 12 (3) (2022) 333-346 340 table 6. paired sample test of students with extroverted personality of the first experimental group who were taught writing recount text in asynchronous e-learning paired differences 𝑡 𝑑𝑓 𝑆𝑖𝑔. (2 − 𝑡𝑎𝑖𝑙𝑒𝑑) mean std. deviati on std error mean 95% confidence interval of the difference lower upper pair 1 pretest extrovert async –post-test extrovert async 0,294 10,469 2,539 −5,088 5.677 0,116 16 0,909 table 7. paired sample test of students with introverted personality of the first experimental group who were taught writing recount text in asynchronous e-learning paired differences 𝑡 𝑑𝑓 𝑆𝑖𝑔. (2 − 𝑡𝑎𝑖𝑙𝑒𝑑) mean std. deviati on std error mean 95% confidence interval of the difference lower upper pair 1 pretest introvert async –posttest introvert async −10.857 12,745 3,406 −18,216 −3,498 −3,187 13 0,007 the fourth results showed that there was no significant difference in writing recount text of students with extroverted personalities in the pretest and post-test since the null hypothesis was accepted (𝑆𝑖𝑔. (2 − 𝑡𝑎𝑖𝑙𝑒𝑑) = 0,909 > 𝛼 = 0,05) (see table 6). therefore, it can be said that the asynchronous e-learning environment did not significantly improve students’ writing recount text for extrovert personalities. this result was similar to a study conducted by borup et al. (2013) who stated that extraversion students prefer speaking directly than writing what they think about. they can explain more if they have the opportunity to discuss and can better understand the material with a direct verbal approach (taraj, 2021; yuliani et al., 2019). extroverted students are less likely to participate in e-learning environments that tends to use written interactions. it means they were less motivated to express their feelings and thoughts through writing. in line with borg et al. (2021), the writing scores of extroverted students in asynchronous e-learning environments had lower than those of extroverted students in synchronous e-learning environments. students with extroverted personalities could be themselves when they have direct interaction (amichai-hamburger et al., 2002). thus, it can be concluded that the asynchronous e-learning environment did not suggest for extroverted students in their writing class. the extroverted students need and like to communicate and discuss with other people directly rather than in text. the fifth result showed the result of paired samples test of introverted students who were taught to write recount text in the asynchronous e-learning environment. since the fifth null hypothesis was rejected (𝑆𝑖𝑔. (2 − 𝑡𝑎𝑖𝑙𝑒𝑑) = 0,007 < 𝛼 = 0,05) (see table 7). there was a significant difference in writing recount text of students with introverted personalities in the pretest and post-test. therefore, it can be said that the asynchronous e-learning environment significantly improves students’ writing recount text for introverted personalities. this result was similar to some studies conducted by zaswita and ihsan (2020) who stated that introverted students prefer online platforms where they lack face-to-face communication. ajeng hidayatul maghdalena, et al./ english education journal 12 (3) (2022) 333-346 341 however, they can be their “real self” when they have opportunities to have more time to read, write, and try to produce the correct language (amichai-hamburger et al., 2002). therefore, it was not surprising that the students who had introverted personalities were better in writing achievement in an asynchronous elearning environment than the extrovert students because the extrovert students lack faceto-face communication which becomes their positive stimulus, and they may feel more isolated and tend to be careless and less correct in constructing the phrases when finishing their writing task (offir et al., 2007; revola et al., 2018; zainuddin, 2016). thus, it can be proved that introverted students were better at constructing their writing than extroverted students in an asynchronous elearning environment. the sixth research objective was to test the effectiveness of synchronous and asynchronous elearning environments in teaching writing to eighth graders with extroverted students’ personalities. since the data was homogeneous from levene’s test (𝑆𝑖𝑔. = 0,128 > 0,05), table 8 presents the value of 𝑆𝑖𝑔. (2 − 𝑡𝑎𝑖𝑙𝑒𝑑) in a row equal variance assumed was 0,032 which is lower than the level of significance (𝛼 = 0,05). thus, the null hypothesis was rejected and proved a significant difference in the effect of synchronous and asynchronous e-learning environments to teach writing recount text for students with extroverted personalities. thus, based on the mean scores of the post-test, it can be said that the extrovert students who were taught writing in synchronous e-learning environments were significantly better than the extroverted students who were taught writing in the asynchronous elearning environment. this result can be found in some studies conducted by weiser et al. (2018) who stated that extroverted students participate more when they have a direct interaction between the teacher and students. therefore, the synchronous environment improves learning outcomes more than the asynchronous environment where extroverted students lack interaction directly (amichai-hamburger et al., 2002; offir et al., 2007). as the characteristics of extrovert personality, the extrovert students prefer realtime interaction with others in the learning process where they often contribute to sharing their ideas and apply the collaboration formats in a synchronous environment. students with extroverted personalities also tend to understand learning using a verbal approach rather than a written one (yuliani et al., 2019). however, they rarely contributed to an asynchronous e-learning environment (borg et al., 2021). therefore, it was needed to have more attention to the appropriate e-learning environments for the different students’ personalities, especially for extrovert students who like to communicate with each other in real-time interaction. the seventh research objective was to test the effectiveness of synchronous and asynchronous e-learning environments in teaching writing to eighth graders with introverted students’ personalities. table 8. independent sample of students with extrovert personality who were taught writing in synchronous and asynchronous e-learning environments levene's test for equality of variances t-test for equality of means 𝐹 𝑆𝑖𝑔. 𝑡 𝑑𝑓 𝑆𝑖𝑔. (2 − 𝑡𝑎𝑖𝑙𝑒𝑑) mean diffe rence std. error diffe rence 95% confidence interval of the difference lower upper equal variances assumed 2,445 0,128 2,249 30 0,032 4,80 2,133 0,441 9,151 equal variances not assumed 2,293 29,1 0,029 4,80 2,092 0,519 9,074 ajeng hidayatul maghdalena, et al./ english education journal 12 (3) (2022) 333-346 342 table 9. independent sample of students with introverted personality who were taught writing in synchronous and asynchronous e-learning environments levene's test for equality of variances t-test for equality of means 𝐹 𝑆𝑖𝑔. 𝑡 𝑑𝑓 𝑆𝑖𝑔. (2 − 𝑡𝑎𝑖𝑙𝑒𝑑) mean diffe rence std. error diffe rence 95% confidence interval of the difference lower upper equal variances assumed 2.191 . 150 −1.055 27 . 301 −1.99 1.88 −5.848 1.877 equal variances not assumed −1.066 25.61 . 296 −1.99 1.86 −5.816 1.845 since the data was homogeneous from levene’s test in table 9 (𝑆𝑖𝑔. = 0,150 > 0,05), the value of 𝑆𝑖𝑔. (2 − 𝑡𝑎𝑖𝑙𝑒𝑑) in a row equal variance assumed was 0,301 which was higher than the level of significance (𝛼 = 0,05). thus, the null hypothesis was accepted, which means there was no significant difference in the effect of synchronous and asynchronous e-learning environments on teaching writing recount text for students with introverted personalities. furthermore, the mean post-test scores were quite similar in both experimental groups of introverted students. here, students with introverted personalities outperformed extroverted personalities in writing skills in both experimental classes needed to be highlighted. it can be seen from the higher average of post-test scores, even for extroverted students taught writing in a synchronous e-learning environment. thus, introverted students tend to be more structured in writing (zainuddin, 2016). this result was in line with studies conducted by boroujeni et al. (2015), qanwal and ghani (2019), and zaswita and ihsan (2020) who state that introverted students' writing achievement outperformed extroverted students. furthermore, the good writing ability of students with introverted personalities were one of the causes for consistently having good achievements even in different e-learning environments. conclusions this research focused on comparing synchronous and asynchronous e-learning environments in teaching writing recount text for students with different personalities. some interactions influence each other, they were elearning environments, students' personalities, and students' writing ability of recount text. using a synchronous e-learning environment has proven to improve extroverted students' writing recount text ability, but the opposite was found for introverted students. using an asynchronous e-learning environment proved ineffective in improving extroverted students' writing recount text ability but was adequate for introverted students. then, extroverted students who were taught writing recount text using a synchronous e-learning environment proved to be better than extroverted students who were taught using an asynchronous e-learning environment. finally, there was no significant difference between introverted students who were taught writing recount text using synchronous and asynchronous e-learning environments. however, it should be noted that overall, students with introverted personalities perform better in writing recount text skills than extroverted students. however, this study is still limited to writing recount text. thus, the suggestion for future researchers is to explore other writing texts or skills, such as speaking, reading, and listening. in addition, the student's personalities in this study were classified only into introverted and extroverted. therefore, future studies can discover other types of classification (e.g; gender, level of motivation, level of participation) as the other types of accessible classification. ajeng hidayatul maghdalena, et al./ english education journal 12 (3) (2022) 333-346 343 references almusharraf, a., & almusharraf, n. 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cloudflare attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f177c74a61f • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 24 eej 4 (1) (2014) english education journal http://journal.unnes.ac.id/sju/index.php/eej the ideational meaning realised in the written discourse in online newspaper on abdul qodir jaelani (aqj) yusuf hidayat  prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia info artikel ________________ sejarah artikel: diterima oktober 2014 disetujui oktober 2014 dipublikasikan juni 2014 ________________ keywords: ideational meaning, discourse analysis, discourse on aqj ____________________ abstract ___________________________________________________________________ this thesis is aimed at reporting the analysis on the ideational meaning realised in the written discourse in online newspaper on abdul qodir jaelani (aqj). under a discourse analysis method, the data were collected through retrieving twenty texts on the discourse of aqj from some online newspapers. the texts on the discourse of aqj are analysed using the framework of systemic functional linguistics which is realised based on the ideational meaning as suggested by halliday & matthiessen (2004). the findings reveal that there are 1043 participant types (2%) involve throughout the texts. meanwhile, there are 712 process types (3%) involve, and there are 274 circumstance types (7%) involve throughout the texts. hence, the existence of participants is more dominant than processes and circumstances available throughout twenty texts. based on the findings, it is recommended that the english teacher can apply discourse analysis as the approach to analyse the texts in teaching the english learners about how to analyse the clauses of the texts to enhance their ability in analysing the text both journalistic texts (hard and soft news) and classroom texts (text types). © 2014 universitas negeri semarang  alamat korespondensi: kampus unnes bendan ngisor, semarang, 50233 e-mail: pps@unnes.ac.id issn 2087-0108 yusuf hidayat / english education journal 4 (1) (2014) 25 introduction systemic functional linguistics (henceforward sfl) involves the idea that a language consists of a set of systems at which the speaker or the writer has unlimited choice of ways in creating meanings (bloor & bloor, 2004). sfl then develop the systems of grammar which is well-known as systemic functional grammar (henceforward sfg). in harmony with bloor and bloor’s (2004) statement, eggins (1994; 2004) states that sfl is not only a model of grammar, but it is a kind of approach functions to analyse the discourse. in other words, sfl has given a very significant influence on discourse analysis. in the implementation, sfl views a text at which it is produced in two ways based on its form, those are spoken and written. if the text is in spoken form, it is produced by uttering a number of utterances. meanwhile, if the text is in written form, it is produced by writing a number of writing forms. to analyse spoken text, the linguists are going to record the text, then the result will be transcribed. otherwise, in analysing written text, they directly analyse the text from its constituent used in the text. the analysis of the text can be done by discourse analysis (bloor & bloor, 2004). thus, the term of discourse analysis (henceforward da) is still part of sfl (eggins, 1994; 2004). dealing with the sfl perspective above, how it can be realised in the written news about a fatal accident which happened in jagorawi toll road km 8-200, pondok indah, south jakarta, on sunday, september 8th 2013 at 1.45 am. six people were reported dead, and nine people were injured, including abdul qadir jaelani (aqj), the youngest son of musician ahmad dhani and maia estianty. he is the main suspected of the accident happened. according to police spokesperson sr. comr. rikwanto, in jakarta on sunday, as quoted by antara news agency and the jakarta post, told that aqj was driving a mitsubishi lancer sedan at a high speed towards jakarta’s city centre when he crashed into a road divider at a toll road, hitting oncoming traffic, including a daihatsu gran max mini van and a toyota avanza mini van. with regard the present study, it is aimed at explaining the implementation of the ideational meaning of the texts on the discourse of aqj realised, explaining the texts are produced in the way they do, and finding out the pedagogical implication of the study on the discourse of aqj. through analysing the discourse, the readers can understand not only the information, but also the meaning beyond the clauses by analysing its constituent such as transitivity aspect which covers processes, participants, and circumstances (halliday and matthiessen, 2004). furthermore, through analysing the text from its transitivity system, the readers can try to find something which lies beyond the grammatical distinction of group and phrase classes. however, to support the present study, there are some previous studies which investigated ideational meaning realised in the texts. for example, the first previous study is mulatsih (2007). she designs a research entitled “the realisation of ideational meaning in the students’ recounts.” the second previous study is wattles and radić-bojanić (2007). they design a research entitled “the analysis of an online debate–the systemic functional grammar approach.” the third previous study is setiawan et al. (2011). they design a research entitled “linguistic application using transitivity-appraisal analysis.” the fourth previous study is sujatna (2012). she designs a research entitled “applying systemic functional linguistics to bahasa indonesia clauses.” the fifth previous study is kazemian et al. (2013). they design a research entitled “ideational grammar metaphor in scientific texts: a hallidayan perspective.” the last previous study is tabrizi and nabifar (2013). they design a research entitled “a comparative study of ideational grammatical metaphor in health and political texts of english newspapers.” in relation to the previous studies aforementioned, they employ systemic functional linguistics as the framework of yusuf hidayat / english education journal 4 (1) (2014) 26 discourse analysis at which the ideational meaning and the ideational grammatical metaphor used to analyse the discourse. dissimilar to the fifth and the last previous studies, the present study tries to employ the ideational meaning to analyse the discourse of abdul qodir jaelani (aqj). the analysis is focused on the transitivity. in the meantime, the present study is similar to the first, second, third, and fourth previous studies which also focus on the ideational meaning used to realise the transitivity aspects: participant types, process types, and circumstance types throughout the texts. theoretically, the whole previous studies focus on the ideational meaning as the main topic of the study. the term ‘ideational meaning’ is a part of english metafunctions or functions of language (bloor & bloor, 2004). the ideational meaning covers two essential points, those are ‘clause level’ and ‘beyond the clause’. in clause level, it consists of ‘experiential meaning’, which focuses on ‘transitivity’ (participants, processes, and circumstances). meanwhile, in beyond the clause, it consists of ‘logical meanings’ which is realised in the logical structure of the clause complex (eggins, 2004; christie & derewianka, 2008). practically, to find out experiential meaning within the text, it can be identified through the clause level of the texts. it is indicated by the existence of participants, processes, and circumstances. dealing with participants, processes, and circumstances, halliday & matthiessen (2004); freddi (2004) highlight that participants are realised by nominal group/phrase or adjectival group/phrase. meanwhile, processes are realised by verb or verb group/phrase, and circumstances are realised by adverbial group/phrase or prepositional group/phrase. afterwards, to find out the logical meanings in the texts, it can be identified by the existence of the clause complex (eggins, 2004; christie & derewianka, 2008). to comprehend what participants, processes, and circumstances are, the writer discusses them as follows. in transitivity system, participants are one of the three parts which cannot be a part from every clause as the unit of analysis in discourse analysis. participants are commonly realised by noun group/phrase (ng) or adjectival group/phrase (halliday & matthiessen (2004); freddi (2004). in sfl, participants commonly changes, it depends on the processes or verb/ verb group (vg) attached after the participants themselves. dealing with its changes, gerot & wignell (1994) highlight them as follows: in transitivity system, processes or process types are one of the three parts which cannot be a part from every clause as the unit of analysis in discourse analysis. processes are commonly realised by verb or verb group/phrase (vg) (halliday & matthiessen (2004); freddi (2004). in sfl, there are six types of processes, namely: (1) material process, (2) behavioural process, (3) mental process, (4) verbal process, (5) relational process, (6) existential process (gerot & wignell, 1994; halliday & matthiessen, 2004). circumstances are commonly realised by adverbial group/phrase (ag) or prepositional phrase (pp) (halliday & matthiessen, 2004: 310; freddi, 2004: 114). in the other hand, circumstances answer the questions such as: when, where, why, how, how many, and as what (gerot & wignell, 1994). research methods the study is designed within the framework of discourse analysis such suggested by fraenkel et al. (2012). discourse research is commonly qualitative because it interprets and exemplifies the social phenomena brought by people who are conveying the meaning (denzin & lincoln, 2000 cited in trappes-lomax, 2008). in collecting the data, the writer took twenty texts deals with the discourse of aqj. those texts were taken from the online newspaper such as the jakarta post, the jakarta globe, and tempo online. afterwards, those texts are analysed based on the ideational yusuf hidayat / english education journal 4 (1) (2014) 27 meaning through its transitivity analysis which consists of participants, processes and circumstances. concerning the source of data, the writer took twenty texts concerning the discourse of aqj. the texts were taken from the online newspaper which was selected based on some criteria: first, it consists of the variety of texts issued in the online media in terms of a deadly accident involving aqj. second, the content of texts should be consistency of issuing the problem. third, the length of texts should be at least a paragraph which consists of five sentences, and maximally three pages. in the meantime, the texts consist of twenty relevant texts which were retrieved from the jakarta post, the jakarta globe, and tempo online. dealing with the unit of analysis, it focuses on the clause such suggested by martin & rose (2007); but et al. (2000). thus, the whole relevant texts are segmented into clauses. after segmenting, those are analysed through the use of the ideational meaning which focuses on transitivity analysis. to analyse the data, the texts are analysed based on ideational meaning which covers processes, participants, and circumstances as suggested by eggins (2004); halliday & matthiessen (2004); freddi (2004); christie & derewianka (2008). results and discussion results after analysing the twenty texts, the summary of the transitivity analysis which reflects the realisation of the ideational meaning is tabulated. in the meantime, the following table reveals the summary of transitivity analysis which is showed as follows. table 1. summary of transitivity analysis text no. transitivity participant types percentage process types percen-tage circumstance type percentage 1. 17 47% 11 36% 6 83% 2. 32 19% 22 14% 6 50% 3. 21 24% 14 21% 6 50% 4. 20 25% 14 21% 8 50% 5. 47 23% 31 19% 13 31% 6. 18 27% 15 20% 5 60% 7. 23 26% 15 60% 5 80% 8. 47 13% 37 11% 18 22% 9. 31 16% 21 14% 11 36% 10. 40 17% 29 13% 9 33% 11. 85 10% 58 7% 14 28% 12. 57 9% 40 7% 16 25% 13. 28 32% 19 26% 5 80% 14. 116 7% 59 8% 24 21% 15. 30 20% 21 19% 12 25% 16. 39 20% 26 19% 10 40% 17. 70 6% 48 4% 18 22% 18. 134 6% 112 4% 43 16% 19. 114 5% 77 5% 27 18% 20. 74 11% 43 9% 18 22% total 1043 2% 712 3% 274 7% yusuf hidayat / english education journal 4 (1) (2014) 28 regarding to the table 1 above, it shows that the ideational meaning is realised by the involvement of 1043 participants. it means that the participants involve 1043 times which are represented 2%. meanwhile, the whole processes involve 712 points. it means that the process types involve 712 times which are represented 3%. the last, the circumstances involve 274 points. it means that they involve 274 times which are represented 7%. hence, the existence of participants is more dominant than processes and circumstances available throughout twenty texts. discussion throughout the discussion, the writer intends to answer the research problems addressed. the first research problem is: “how is the ideational meaning of the texts on the discourse of aqj realised? the answer of the first research question is connected to the realisation of the ideational meaning of the texts on the discourse of aqj which is presented in the table 1 in the findings (summary of transitivity analysis). concerning the summary of the transitivity analysis which reflected the realisation of the ideational meaning, it reveals that there are 1043 participant types involve throughout the texts. meanwhile, there are 712 process types involve, and there are 274 circumstance types involve throughout the texts. hence, the existence of participants is more dominant than processes and circumstances available throughout twenty texts. based on the distribution table, the existence of process type is realised 2%, the process types are realised 3%, and the circumstance types are realised 7%. in addition, the second research problem is: “why are the texts produced in the way they do? the answer of the second research question is connected to the fatal accident which happened caused by aqj. the news made everyone shocked, because this traffic accident killed six people and leaved nine other wounded. because of the fatal accident, a number of mass media included the online newspaper chronologically reported it. with this reason, the second research question was answered, that the texts are produced because there was a deadly accident happened involving the underage child, abdul qadir jailani or aqj. moreover, the third research problem is: “what is the pedagogical implication of the study on the discourse of aqj? the answer of the last research question is connected to the pedagogical implication which is basically hoped to give wider implication to the english education which is able to support the applied linguistics area particularly for functional linguistics. as mentioned in the preceding paragraphs, sfl provides and supports the grammar which is the so-called systemic functional grammar (sfg). practically, sfg is properly used in the context of teaching and learning english. moreover, through learning sfl, the english learners can learn and deepen the area of discourse analysis which is very essential to be understood as the starting point to trigger them to think critically in the university level (derewianka, 1998 as cited in emilia, 2005). after having and being able to implement their critical thinking, the english learners can evaluate their own work as the result of their understanding to the functions of the text, context (both context of situation and culture), and its metafunctions as the main elements used in analysing the text. in addition, sfl also focuses on exploring the text types in language education (bloor & bloor, 2004). hence, the issue of text types recently is being highlighted in the english curriculum both for school-based curriculum (curriculum 2006/ktsp) and the newest one, curriculum 2013. the text types are well-known as the so-called genre-based approach (gba) which is implemented both in junior and senior high school level in indonesia. yusuf hidayat / english education journal 4 (1) (2014) 29 conclusion based on the findings and discussion, it can be concluded that the realisation of the ideational meaning shows 1043 participant types (2%), 712 process types (3%), and 274 circumstance types (7%) which involve throughout the texts. in addition, the whole texts on the discourse of aqj are produced because there was a deadly accident happened involving the underage child, abdul qadir jailani or aqj. moreover, the benefits of this study can implicate to the pedagogical aspect. basically, it is hoped to give wider implication to the english education which is able to support the applied linguistics area particularly for systemic functional linguistics (sfl). practically, through learning sfl, the english learners can learn and deepen the area of discourse analysis which is very essential to be understood as the starting point to trigger them to think critically. references bloor, t and bloor, m. 2004. the functional analysis of english: a hallidayan approach, 2nd edition. london, uk: arnold. brown, h. d. 2007. the principles of language learning and teaching, fifth edition. new york: pearson education, inc. butt, d, fahey, r, feez, s, spinks, s, and yollap, c. 2000. using functional grammar, an explorer’s guide. macquarie universitysydney: national centre for english language teaching and research. christie, f and derewianka, b. 2008. school discourse. london: continuum. derewianka, b. 1990. exploring how texts work. sydney: primary english teaching association. emilia, e. 2005. a critical genre-based approach to teaching academic writing in a tertiary efl context in indonesia. ph.d., dissertation. australia: university of melbourne. eggins, s. 1994. an introduction to systemic 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http://www.macrothink.org/journal/index.php/ijl/article/viewfile/1506/pdf http://www.macrothink.org/journal/index.php/ijl/article/viewfile/1506/pdf http://www.academians.org/articles/jan2013-3.pdf http://www.academians.org/articles/jan2013-3.pdf http://facta.junis.ni.ac.yu/lal/lal2007/lal2007-05.pdf http://facta.junis.ni.ac.yu/lal/lal2007/lal2007-05.pdf 364 eej 12 (3) (2022) 364-372 english education journal http://journal.unnes.ac.id/sju/index.php/eej the relation of verbal and non-verbal communication to produce meaning in the movie royhan naufaldi, sri wuli fitriati, suwandi suwandi universitas negeri semarang, indonesia article info ________________ article history: accepted 08 may 2022 approved 04 july 2022 published 15 september 2022 ________________ keywords: literal meaning, speaker meaning, verbal communication, and non-verbal communication. ____________________ abstract ___________________________________________________________________ meaning in communication is crucial to be understood. many problems appear due to misunderstandings between interlocutors in communication. analyzing the speaker meaning in a communication is needed to avoid misunderstanding. there are aspects outside the literal meaning of communication that must be considered to avoid misunderstandings, they are verbal communication and non-verbal communication. this research conducted a qualitative method that use multimodal discourse analysis and focused on the relation of verbal and non-verbal communication to produce meaning. the theories that are used in this research were literal/explicit meaning and speaker/implicit meaning of hurford et al. (2007), verbal communication of jakobson (1985), and non-verbal communication of moore et al. (2010). moreover, there are presented theories of verbal and non-verbal communication that have been combined and developed by kostić and chadee (2014) and tribus (2017). the source of data of the research was all of the characters in harry potter and the sorcerer’s stone the movie. moreover, table instruments were used to collect and analyze the data. the findings showed that they are related to the shift of utterances’ forms, determine politeness, and reveal the implicit meaning of the speaker’s illocution. therefore, it concluded that interlocutors must consider both verbal and non-verbal communication at the same time while having a conversation to deliver meaning successfully and to avoid misunderstanding. thus, this research can enrich the theories of pragmatics and tefl, especially for speaking purposes. correspondence address: pacasarjana unnes jl kelud utara 3 sampangan semarang, indonesia e-mail: royhan.n1112@gmail.com p-issn 2087-0108 e-issn 2502-4566 royhan naufaldi, et al./ english education journal 12 (3) (2022) 364-372 365 introduction communication as defined by celcemurcia et al. (1995) belongs to a process of delivering and receiving messages that authorize the speakers to convey their intention or ideas to the interlocutors. however, in delivering and receiving the meaning, it is not only about what is spoken and heard, but some aspects have to be considered, such as verbal and non-verbal communication that both interlocutors use in a conversation. an utterance can have different meanings regarding to the context and the way the utterance is uttered. for example, “i’m fine”, can express the speaker’s blissfulness if that utterance is uttered with a high-pitched intonation. however, it can express the speaker’s sadness if that utterance is uttered with a low voice and intonation. based on these examples, speaking is not only about what is being spoken, but also about how it is being spoken. considering that reason, we might know that communication can not only be viewed verbally, but also non-verbally. both verbal and non-verbal are correlated as kaelan (2017) defines language as a set of symbols that have meanings, thus for those people who have impairments in their speech organs that make them use gestures to communicate with others, it still can be counted as a language which is called as sign language. thus, this study is aimed to provide evidence obtained from data collected and analyzed due to the consideration of verbal and non-verbal communication to interpret the actual meaning between interlocutors that will prove the importance of considering meaning verbally and non-verbally at the same time, so that there would be no misunderstanding and misinterpreting the delivered meaning between interlocutors in communication. regarding to that, this study considers the awareness of english as a foreign language learners’ speaking skills which are mostly toneless. moreover, most teachers only teach them to speak verbally without considering non-verbal aspects that can affect the meaning delivered as can be found in some research on teaching speaking skills (mulyati, 2013; bashir et al., 2011; and basa et al., 2018). this statement is proven by megawati and hartono (2020) who state that students can be motivated in the teaching and learning process by the use of facial expressions of the teachers. it shows that non-verbal communication can affect the meaning of the conversation between interlocutors. thus, by the findings of this paper, it can be a suggestion to overcome the problem and enrich the theory of language skills, especially two ways of speaking or communicating. the chosen subject of this study concerns the relation of two ways of communication among people with different statuses, ages, ideologies, characters, and gender to get the various factors that stand behind the chosen verbal and non-verbal communication in conveying meaning and also to show the way how those choices affect the actual meaning. the decision of choosing harry potter and the sorcerer’s stone besides the other harry potter series is due to the consideration of the settings that are mostly at school that can show the relationship among people with different statuses, ideologies, cultures, genders, etc that involved in conversations. the main question of this research is considering the relation between verbal and nonverbal communication to produce meaning among characters in harry potter and the sorcerer’s stone the movie. however, to reach the main question, there three other questions have been considered, they are the realization of meaning in verbal communication, the realization of meaning in non-verbal communication of kinesics, and the realization of meaning in non-verbal communication of paralanguage. moreover, there are some reasons for choosing this topic. the first one is regarding the novelty. mostly, some previous studies discussed speaking and what is being spoken, but forgot about some aspects behind what is spoken that can emerge different meanings from the literal given utterances. this paper provides what is actually delivered within a message beyond what is spoken. royhan naufaldi, et al./ english education journal 12 (3) (2022) 364-372 366 secondly, this study can be an enrichment in the linguistics field, especially pragmatics. as an example, of politeness, yule (1996) states that there is an approach of politeness that can deliver meaning without uttering any words, it is say nothing approach. this approach considers nonverbal communication, as an example, kinesics, only considering gestures, both interlocutors can know what they should do and what they should not do. lastly, this study can be a guide for efl teachers to teach speaking skills. students can be taught about what they should consider while they are speaking. this last reason is the strongest due to the actual problem of speaking english as a foreign language, students tend to speak tonelessly. methods this research was using multimodal discourse analysis as the research design. according to paltridge (2012), it learns about how people utilize various combinations of communication tools, as an example here, films (videos and sounds) in delivering meaning. paltridge (2012) states that multimodal discourse analysis considers how the texts are designed and how semiotic elements are considered as contribution in making meaning. this study is intended to analyze, categorize, describe, and interpret the data to explain the realization, relation, and how verbal and non-verbal communication affect meaning in the movie. in short, this research design answered the question of how verbal and non-verbal communication affect implicit meaning beyond explicit meaning. the analysis of this research only focuses on the use of verbal and non-verbal communication that are used at the same time. it means that if some messages are only delivered verbally or non-verbally will not be counted as the analysis. moreover, kinesics and paralanguage are the non-verbal aspects that are considered. in collecting the data, all chapters of the movie are chosen as the focus of this study. all of those chapters are chosen due to the need for data collection that can provide many utterances and interpretations. in addition, the data collected only focuses on conversations that involve at least two people in a conversation. the data were collected through an observation sheet that can facilitate the process of analysing the data. expert judgement method was used to validate the instrument. after the data are collected, they were analyzed based on sutton's (2015) technique, such as checking, transcribing, and coding. firstly, checking was conducted by calculating all the data collection found in the movie. secondly, the data were transcribed into the observation sheet. lastly, the data or the utterances were categorized and interpreted based on the research problems of this study through the instrument of data analysis results and discussions the realization of meaning in verbal communication found in the movie there were found 58 verbal communications from 36 utterances. however, there were only 5 out of 6 kinds of verbal communication in the movie. referential verbal communication stood with the highest percentage among all, 33% followed by expressive verbal communication, 24%, conative verbal communication 21%, phatic 19%, and metalingual as the lowest one, 3%. however, poetic did not appear at all which can show people rarely and rarely use poetic words in daily conversation. besides, referential, expressive, conative, phatic, and metalingual are used due to the statements of bonifacio et al. (2007) that speaking is conversational, that is why poetic words are rarely used in conversation because they are mostly used in a one-way speaking as an expression in the field of art, not conversation. the realization of meaning in non-verbal communication of kinesics found in the movie there were 13 kinds non-verbal of kinesics that are used 66 times in 36 utterances. first, as a regard to gesture, there were found 1 shoulder royhan naufaldi, et al./ english education journal 12 (3) (2022) 364-372 367 shrug (1.5%), 4 head-nods (6%), and 4 headshakes (6%). second, there were also found 8 kinds of facial expressions, they are angry/annoyed, surprised/excited, disappointed, mocking, worried/frightened, smiling, and confused. considering to these facial expressions, angry/annoyed facial expression stood as the most used facial expression with a percentage of 13.5% followed by worried/frightened facial expression with a percentage of 11%, smiling facial expression with the percentage of 6%, surprised/excited and serious facial expression have the same percentage of 4.5%, followed by mocking facial expression by the percentage of 2%, and the least are disappointed and confused facial expressions by the percentage of 1.5%. the least kind of non-verbal communication of kinesics found in the movie was eye contact. there were found 35% usage of sustained eye contact which was the most used non-verbal communication of kinesics, while avoided eye contact was used for only 6%. the realization of meaning in non-verbal communication of paralanguage found in the movie there were 7 kinds non-verbal of paralanguage that are used 65 times in 36 utterances. first, considering to fundamental frequency, there were 7 times usage of low fundamental frequency and 26 times usage of a high fundamental frequency. regarding to the amplitude, low amplitude was used 11 times, while high amplitude was used 12 times. as a regard to speech rate, there was only one usage of high speech rate. considering to response length, there were only two times usage of short response length. the last one, speech latency only used 6 times for the short speech latency. according to the data above, high fundamental frequency stood as the frequent usage of non-verbal communication of paralanguage by a percentage 40% followed by high amplitude by a percentage of 18.5%, low amplitude by the percentage of 17%, low fundamental frequency by the percentage of 11%, short speech latency by the percentage of 9%, short response length by the percentage of 3%, and the least was high speech rate by percentage of 1.5%. according to these explanations, it can be shown that both verbal and non-verbal communication can have more than one purpose in a communication. however, each combination of the use of verbal and non-verbal communication above cannot be separated, but both must be considered to understand the speaker meaning. indubitably, context, culture, and interpersonal relationships among speakers must be considered to avoid misinterpreting or misunderstanding. this statement is supported by bambaeeroo and shokrpour (2017) who state that the use of non-verbal communication helps the speaker in delivering meaning and reflects the true expression or emotions of the speaker that cannot be revealed only by using verbal communication. it can be shown from the use of expressive verbal communication that is mostly used along with facial expressions of kinesics. moreover, kinesics or gesture as a motion of the limits or body made in expressing or helping to express the speaker’s thought that can emphasize speech in a conversation is related to the statement of soukhanov (1992) as cited in kostić and chadee (2014). in line to that, the use of paralanguage along with kinesics can strengthen or weaken the accentuation. this statement is correlated to the statement of khalifa and faddal (2017) that the appropriate use of paralanguage can make the interlocutor confident enough to do the conversation. moreover, it is also correlated to the statement of greene and ravizza (1995) that individuals tend to use non-verbal expressions to help the successful process of delivering meaning. thus, it can be concluded from the realization of verbal and non-verbal communication that individuals will tend to combine what they deliver in conversation. whilst, even in a situation where they are not possible to show actual non-verbal communication, they can use smiley faces of emoticons as what afi et al. (2021) have stated that in this case, when expressions cannot be shown directly to the receiver, emoticons are used help a lot in avoiding misunderstanding during a royhan naufaldi, et al./ english education journal 12 (3) (2022) 364-372 368 conversation via social media application. this can be the strongest proof that individuals will tend to combine them to support the speaker meaning and to avoid misunderstanding. the relation of verbal and non-verbal communication in the movie regarding to how verbal communication and non-verbal communication affect the meaning, the relation between both verbal and non-verbal communication will be elaborated in this part. communication is used to convey meaning in a conversation. considering to that statement, when the speaker says something to the interlocutors, there must be a purpose within the utterance. in this part, the writer would like to elaborate the relation between verbal and nonverbal communication by looking at the change of the speaker meaning and the illocutionary acts right before and after the non-verbal communication is considered along with the verbal communication. 1. the relation of verbal and non-verbal communication in the shift of clause/sentence form according to the findings, there were found 80.6 % shift of the form. it showed that verbal and non-verbal communication have a relation in changing the actual form of an utterance. however, it is needed to be underlined that the form that has changed is not the written form of the utterance, but the speaker meaning in mind. as an example, when harry and ron came late to professor mcgonagall’s class because they have not known the location of the class yet, she said, “then perhaps a map. i think you don’t need one to find your seats.” here, verbally, the speaker would like to state “i think you do not need to use a map to find your seats” in mind which belongs to declarative. however, it was actually meant that she wanted to say “i do not want to hear any excuses, go find your seats and sit down!” as what can be seen here, proves that verbal and nonverbal communication are related to each other in changing the form of sentence meaning that the speaker has in mind. however, considering the 19.4 % of the utterance that did not make any shift of the form, it still can be shown that the meaning is still changed. as an example, in scene 38.03 – 38.05, when harry felt excited about getting a dumbledore card, ron said, “i have got six of him” which literally means that he wanted to tell harry that he had six dumbledore cards that belongs to declarative. however, when the non-verbal communication is also considered, the meaning had changed that actually ron tried to tell harry not to be so excited because that card is not rare because he had already had six of the cards that also belong to declarative. by looking at this proof, it can be shown that even though the form does not change, the meaning still can be changed. verbal communication and non-verbal communication are related in changing the form of a clause or sentence. a sentence or clause that is uttered by using a declarative sentence can actually be an imperative clause/sentence when both verbal and non-verbal communication and context are considered together. as an example, when malfoy says, “i know you don’t want to have the wrong sort of friends, i can help you with that” while trying to give a handshake to harry, it actually means, “let’s be friends!”. another example is when professor mcgonagall says, “perhaps a map, i think you don’t need one to find your seat” when harry and ron come late to her class is using a declarative clause/sentence, but actually it means, “stop your excuses, sit down!” when the context is considered with verbal and non-verbal communication. these statements are correlated to locutionary, illocutionary, and perlocutionary acts as what austin (1975) as cited in levinson (1983) stated that locutionary acts belong to what is produced literally or the first sentence/clause form, even though the actual sentence/clause form that the addresser has in mind or illocutionary act is actually different from what has been delivered. thus, when the context is considered with the use of verbal and non-verbal communication, there would be no misunderstanding in perlocutionary acts. this is also supported by larson (1998) as cited in dinatri (2015) that sometimes meaning royhan naufaldi, et al./ english education journal 12 (3) (2022) 364-372 369 can be different from the text produced which means that what is literally heard is not what is actually delivered. meaning should be correlated to context and how the addresser delivers it by using verbal and non-verbal communication. 2. the relation of verbal and non-verbal communication in showing politeness as a regard to politeness, the chosen verbal and non-verbal communication that are used in delivering meaning also consider the prevailing norms and culture. moreover, it is also related to the interpersonal metafunction as defined by halliday and matthiessen (2004), interpersonal meaning belongs to the use of language to establish, negotiate and assume their position in social relationships and concerning to the clauses as exchange. the same utterance if it is delivered by using high fundamental frequency or low fundamental frequency along with a smiling facial expression or serious facial expression can receive different feedback. for example, when malfoy asks harry to become his friend, harry rejected it by using some sort of kinesics and paralanguage that can make malfoy feel ashamed and angry. however, it would be different if harry chose another kinesics and paralanguage. besides, the speaker has their own choice and right in choosing any kinds of verbal and nonverbal communication. thus, it was harry’s own choice to reject malfoy’s offer to become friends and chose him as his rival. another example comes from hagrid’s attitude towards harry and his friends in the scene 01.45.23 – 01.45.27. there, hagrid said, “oh. hello. sorry, not to be rude, but i'm not really fit to entertain today.” in this utterance, hagrid was actually trying to chase them away, but he chose to be friendly toward them for they have a good relationship. thus, by looking at these two examples, it can be concluded that verbal and non-verbal communication also have a relation in showing politeness that depends on the relation among interlocutors interpersonally. in certain places or areas and situations, politeness and culture must be considered while delivering meaning through text especially spoken text interpersonally. to avoid misunderstanding between interlocutors, verbal and non-verbal can be used at once. as an example, when hagrid tries to refuse a meeting with harry and his friends, he says, “oh, hello, sorry, not to be rude, but i’m not really fit to entertain today.” here, hagrid actually does not want to be bothered at that moment, but he considers the relationship between him and harry, so he does not want to break it by acting rude. that is why hagrid says sorry at first before rejecting the meeting. this is also supported by the statement of senowarsito et al. (2016) that non-verbal communication especially paralanguage can be used to reduce offensive behavior in giving statements like argumentations that are against the interlocutor. in line to that, it is also related to nurmalasari et al. (2021) who state that kinesics and paralanguage support the realization of politeness strategy in interactions among interlocutors. moreover, it is also correlated to the previous relation between verbal and non-verbal communication, the form of the sentence or clause. the changes of clause or sentence form are determined by politeness as what stated by larson (1998) as cited in dinatri (2015) that what makes the meaning different from the text-produced is happened due to the consideration of interpersonal meaning, politeness, culture, or social that the interlocutors and the environment possess. 3. the relation of verbal and non-verbal communication in delivering speaker meaning or implicit meaning in line to the previous findings, the use of verbal and non-verbal communication can show the speaker meaning or implicit meaning. however, the speaker meaning or implicit meaning cannot be revealed by considering only verbal communication or non-verbal communication. thus, it can only be revealed by considering the use of both verbal and non-verbal communication at the same time. as an example, in scene 01.12.55 – 01.12.58, after professor quirrell has told everyone to run, percy leads them to go upstairs to the dormitory, harry suddenly tells ron something. harry to ron, “hermione! she doesn’t know!” here, if we only consider the verbal communication, we can only interpret by the use of expressive, referential, and royhan naufaldi, et al./ english education journal 12 (3) (2022) 364-372 370 conative that harry told ron a piece of information about hermione who did not know about something. however, when we take a look a little bit further by the use of worried facial expression and sustained eye contact along with the use of high fundamental frequency and high amplitude, the meaning can be shown that its actual illocution is to ask ron to accompany him to save hermione who did not realize that she was in danger for not knowing the information. thus, as can be seen, from the example above, verbal communication and non-verbal communication are related to each other. moreover, paralanguage and kinesics stand as the most important aspects in delivering and interpreting the meaning of the speaker. one might still not get the speaker meaning if there are no cues of paralanguage and kinesics. these aspects are bound together in interpreting the speaker’s meaning along with the use of verbal communication. this last relation between verbal and nonverbal communication is correlated with the previous relations. considering to the statement of the use of verbal communication along with non-verbal communication that can help interlocutors in interpreting meanings, utterances that are delivered can reveal different meanings implicitly from what is delivered explicitly. regarding to the first relation, sentence/clause forms can be different due to the speech acts relation. as an example, what is literally delivered declaratively can have imperative meaning in it. moreover, verbal and non-verbal communication can also affect meaning through the consideration of politeness, culture, and social norms. the speaker or addresser can avoid unwanted acts against the interlocutors’ statement or argument by using non-verbal communication to help in delivering verbal communication while at the same time reducing face-threatening acts. something that is actually rude to be spoken can be reduced by using nonverbal communication along with verbal communication to consider the politeness implicitly. from the discussion above, it has been proved that verbal communication and nonverbal communication are related to each other in changing the form of clause/sentence, showing politeness, and revealing implicit meaning that is not shown literally. to sum up, verbal communication is used to utter spoken text that is supported by nonverbal communication to adapt to the surrounding culture and norms to maintain politeness, so that good interpersonal relationships among interlocutors can be realized. this statement can show the novelty of this study that in analyzing a spoken discourse, it is not only about what is being spoken, but also how it is spoken. conclusions as a regard to the main research problem of this research which is focused on the relation between verbal and non-verbal communication, there were found three relations between verbal and non-verbal communication. the first one is the relation of verbal and non-verbal communication in the shift of sentence/clause forms. utterance might be different from what is spoken and what is actually delivered in the mind of the speaker by considering the illocution. the second one is the relation between verbal and non-verbal communication in showing politeness or culture. utterances can be polite or impolite depending on the use of verbal and non-verbal communication at once. an offensive utterance can be polite due to the support of non-verbal communication along with the verbal communication, for an example, criticizing someone older. however, it is also can be used vice versa. a friendly utterance can be offensive with the support of non-verbal communication that is used along with verbal communication depending on the intention of the speaker or speaker meaning. lastly, the third one is the relation of verbal and non-verbal communication in revealing speaker meaning or implicit meaning. this third relation covers the other two foregoing relations between verbal and nonverbal communication. to elaborate, the shift of utterance’s form can be known only if a further understanding of the speaker meaning is royhan naufaldi, et al./ english education journal 12 (3) (2022) 364-372 371 considered. moreover, the judgment of polite or impolite according to culture, society, or prevailed norms surrounding can be understood only if the addressee considers the implicit meaning or speaker meaning of the addresser a little bit further, especially the illocution. references afi, w., setianingrum, a. p., adjie, b. r., & glorino, m. 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(2007). assertive and responsive conversational skills of italian‐speaking late talkers. international journal of language & communication disorders, 42(5), 607–623. celce-murcia, m., dornyei, z., & thurrell, s. (1995). communicative competence: a pedagogically motivated model with content specifications. issues in applied linguistics, 6(2). dinatri, l. s. (2015). the implicit meaning of rowling’s harry potter and the prisoner of azkaban and its translation [pasundan university]. greene, j. o., & ravizza, s. m. (1995). complexity effects on temporal characteristics of speech. human communication research, 21(3), 390– 421. halliday, m. a. k., & matthiessen, c. m. (2004). an introduction to functional grammar (3rd ed.). routledge. hurford, j. r., heasley, b., & smith, m. b. (2007). semantics: a coursebook. cambridge university press. jakobson, r. 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(2013). a study of teacher talk and student talk in verbal classroom interaction to develop speaking skill for young learners. journal of english and education, 1(1), 1–10. nurmalasari, i., mujiyanto, j., & yulianto, h. j. (2021). the use of non-verbal communication in supporting the realization of brown & levinson politeness strategies. english education journal, 11(3), 459–471. royhan naufaldi, et al./ english education journal 12 (3) (2022) 364-372 372 paltridge, b. (2012). discourse analysis: an introduction (2nd ed.). bloomsbury publishing. senowarsito, tarjana, s.s., & nurkamto, j. (2016). politeness of non-verbal interaction in efl classrooms. prosiding prasasti, 682–688. soukhanov, a. h. (1992). the american heritage dictionary of the english language (3rd ed.). houghton mifflin co. tribus, a. c. (2017). the communicative functions of language: an exploration of roman jakobson’s theory in tesol. ma tesol collection, 1–41. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f153f571fef • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 87 eej 12 (1) (2022) 87-95 english education journal http://journal.unnes.ac.id/sju/index.php/eej the effect of duolingo and spada to teach listening to students with different achievement levels hadziq najmuddin purwanto , abdurrahman faridi, fahrur rozi universitas negeri semarang, indonesia article info ________________ article history: accepted 30 september 2020 approved 28 january 2022 published 15 march 2022 ________________ keywords: duolingo, spada, listening, students achievement. ____________________ abstract there are various levels of students’ achievement in english listening classrooms. students with different achievement levels (i.e. high achieveing students and low achieveing students) respond differently towards teaching media as well. the aim of this research was to examine the difference of students’ performance, both before and after they were taught by using two english listening teaching media namely duolingo mobile application and spada (sistem pembelajaran daring indonesia) platform. as a quantitative research it employed the experimental factorial 2 x 2 design. students were divided into two groups based on their achievement classification. the two groups involved in this study were high achieveing students and low achieveing students, and each group were further divided into another two group to be taught with duolingo mobile application a for one group and with sistem pembelajaran daring indonesia platform for the other group. it was found that both duo lingo mobile application and sistem pembelajaran daring indonesia platform does contribute to an increase in students’ performance for both high achievers and low achievers. this research is expected to contribute as a reference for english teachers to choose teaching media to teach listening to students with different achievement levels, and also as a further research regarding media usage for teaching listening to students with different achievement levels. correspondence address: kampus pascasarjana universitas negeri semarang, jl. kelud utara iii petompon, gajahmungkur, semarang 50237, jawa tengah, indonesia e-mail: hadziqwashere@gmail.com p-issn 2087-0108 e-issn 2502-4566 hadziq najmuddin purwanto, et al./ english education journal 12 (1) (2022) 87-95 88 introduction language is used to communicate, exchange ideas, interconnect between and among its speakers. language is a way we can communicate. communication works when both speaker and interlocutor understand one another. language is a system of communication consisting of sounds, words, and grammar, or the system of communication used by people in a particular country or type of work (cambridge, 2013). language is an activity of four kinds: speaking, listening, reading, and writing (haliday, 1975) language function is the purpose to achieve when you say or write something (harmer, 2009). by performing what so-called function, someone performs an act of communication. language is purposeful (richard & rogers, 2001). language is the words we use in english, french, german, mandarin, polish, or any other of the 7000 or so variations of what we call language. humans all around the world continuously try to communicate to each other regarding the language barriers. as to overcome the language barrier, a lingua franca is spoken. many situations are necessary for a lingua franca, for example, when two people from two different countries without common language meet for a trade, a conference, etc. lingua franca is a language used for communication between speakers of different native languages. english is a lingua franca, the most spoken language worldwide. in indonesia for example, it is a compulsory subject taught up to universities. crystal (2003) states that a language achieves a genuinely global status when it develops a special role that is recognized in every country. english mastery is essential for indonesians to improve its human resources. english mastery prevent indonesians from falling behind from the global society’s advancement. it is necessary for english teachers to use any media they find suitable to teach the four skills to the english students. the use of technology in education as a multimedia in the teaching and learning process is very important (maesaroh & faridi, 2020). effective use of new technologies improves learners’ language learning skills and when technology is used appropriately, it can bring about a lot of advantages to teachers and learners (ahmadi & reza, 2018). the application of educational technology enhances skills and cognitive characteristics (lazar, 2015). as the most challenging and important skill to learn, students often find difficulties in mastering or learning listening. they often found themselves lost and get left behind the chain off messages that they should understand during listening. problems arise and turn into an obstacle that english a second language learners have to face upon mastering learning, without any way around are namely cultural differences, accent variations (e.g. american english and british english), unfamiliar vocabulary, speech length and speed, message idea complexity, and not to mention the recording quality or disturbances. nevertheless, it is important for any english learners to master listening skill no matter what kind of difficulties they may face. indonesian efl students find difficulties in listening. there are several difficulties encountered by indonesian efl learners namely lack of opportunity, shortterm memory, homophone and speech rate (rakhman, tarjana, & marmanto, 2019). listening comprehensively is one of the ways to build efl students’ listening skill, however, they still got problem in different phase of listening. students still got difficulty in all three phases of listening problem, they are perception, parsing and utilization, moreover, the highest problems was in perception problem (zur, 2020). the listening mastery is very important for english learners to improve their communication skill, as well as to engage in an english communication with english/native speakers. listening skill is important for learning purposes since through listening students receive information and gain insights (shariyevna & israilova, 2020). listening is the key to establish an effective communication. without posing an ability to effectively listen, all the intended messages to deliver will be easily misunderstood, causing communication mess up and the interlocutor will be prone to frustration and also hadziq najmuddin purwanto, et al./ english education journal 12 (1) (2022) 87-95 89 irritation. listening skill mastery is important both for social and professional environment. listening comprehension becomes the dominating influence on reading comprehension starting even in the elementary grades, and more than that there is a growing number of children who fail to develop adequate reading comprehension skills, primarily due to deficient listening comprehension skills (i.e., poor comprehenders) (hogan, adlof & alonzo, 2014). by the time this research was carried out, the research participants that consisted of the first year students of universitas pgri semarang still find it difficult in receiving messages during listening sections. they are often unable to understand the ideas being conveyed. there are a number of ways to assisst both learners and lecturers. choosing the correct learning media will facilitate this learning issue. golonka et al. (2014) stated that technology enhanced learners’ output and interaction, affect and motivation, feedback, and metalinguistic knowledge. as for in many cases, they are readily available. hwang and wu (2014) found that mobile technology learning approach has great potential in improving students’ learning achievements, motivations and interest. one of the learning media available is duolingo mobile application. this mobile application is designed for practicality and content provision. it is student-friendly as they can use it on their mobile phones, makes it possible for them to access whenever and from wherever they might want. media is teaching aid to help both the teacher and the student for teaching-learning activity. all the tools are possibly used by the teacher to deliver teaching materials to students in the teaching and learning activities considered as media. sometimes students are possible to make an independent autonomous learning using certain learning media, without the necessity for a teacher to be present. a well designed learning media greatly helps learners to achieve learning objectives (sari & setiawan, 2018). the variety of mobile learning devices may include smartphones, portable media players (such as apple’s ipod), tablet computers and all these applications are incorporated with the wifi, 4g, and 4g long term evaluation (lte), and 5g telecommunication networks (kumar, wotto, & belanger, 2018) duolingo mobile application is a mobile application for android and iphone, it is a language-learning platform that includes a language-learning website and app, as well as a digital language proficiency assessment exam. duolingo also offers many languages to be learnt, as of august 2018, the language-learning website and app offer 81 different languages courses across more than thirty languages. duolingo mobile application is one of the modern mobile applications that facilitate second language learners to acquire a second language mastery (ahmed, 2016). duolingo mobile application can be an effective learning tool for english as foreign language students (matra, 2020). duolingo application has a significant effect for students’ english mastery (aulia, wahjuningsih, & andayani, 2020) and also, duolingo mobile application enhanced the students' learning motivation, and also vocabulary and grammar development (zhang & zou, 2020) while sistem pembelajaran daring indonesia is an implementation of remote learning for higher education institutions aimed to improve the accesbility towards a qualified learning. sistem pembelajaran daring indonesia offers three main programs namely: open materials, open courses, and online courses (novita & hutasuhut, 2020). specific for online course, a continuous intensive instruction is required in such situation as a large percentage of students were unable to pass the completion grade (najib, 2017) there is a gap between the benefits the students can achieve if they have optimum listening ability and the current actual condition of their listening ability. on the other hand, there are many ways the educators can do to overcome the obstacles the students face upon developing their listening skill, such as by selecting and using proper teaching aid. based from this rationale, the researcher intends to review how much does the utilization of duolingo mobile application as a teaching media can help both high hadziq najmuddin purwanto, et al./ english education journal 12 (1) (2022) 87-95 90 achieveing and low achieveing students to develop their listening ability. in response to the present challenges and burdens, teaching english as a second or foreign language especially upon developing listening skill requires its own strategies, approaches, methods, and techniques upon its teaching and learning implementation. dealing with this challenges and more or less of setbacks, the researcher proposes several background as the reason. teaching english as second or foreign language especially upon developing listening skill is often found very uneasy, yet it is essential to develop students’ listening to understand the messages being conveyed in english. english listening skill is considered into the most difficult skill to be taught to english as foreign learners, however this process has to be taken and needs to be carried out by english teachers. english teachers have to deal with the difficulties on how to teach listening skill to english as foreign learners students. english language teachers are demanded to find and use proper teaching media, material, and technique in developing students’ listening skill. as an addition to that, this study also attempts to find out how much does the use of duolingo mobile application to be implemented as a teaching media can help to improve students’ listening skill. in addition, it is considered very important to provide an alternative way for english teachers in teaching listening skill to second language leraners regarding the kinds of proper media they can employ. this study asses the effect of duolingo mobile application for teaching listening to both high achieveing students and low achieveing students as well as the effect of sistem pembelajaran daring indonesia to both high achieveing and low achieveing students. the expected benefits of this study is that this study will enrich references by means of providing empirical evidence regarding the effect of duolingo mobile apllication used for teaching listening skill among high achieving students, the effect of duolingo mobile apllication used for teaching listening skill among low achieving students, the effect of sistem pembelajaran daring indonesia used for teaching listening skill among high achieving students, the effect of sistem pembelajaran daring indonesia used for teaching listening skill among low achieving students, the better way to teach listening, the influence of students’ achivement level on their listening skill, as well as the significance of interaction among teaching methods, listening skill, and students’ achievement in listening skill. methods this study is an experimental research. the most essential characteristic of an experimental research is that this kind of research manipulates the independent variable, that is the researcher designs and sets up the experimental control treatments (johnson & christensen, 2008). this research employed the factorial 2 x 2 design. it has two or more independent variables acting on the dependent variable (cohen, 2007). it allows the researcher to identify the simultaneous as well as separate effects of independent variables (tuckman, 1978). through this way, it is possible for the researcher to see how one of the variables might moderate the other. this research aimed at observing whether there is an interaction between teaching technique and listening skill viewed from students’ achievement. the technique for this experimental research is comparing the experimental group and control group. in this research, the researchers involved students who were taught by using duolingo mobile application as the experiment group and students who were taught by using sistem pembelajaran daring indonesia as control group for the listening teaching technique. each group was then further divided into two achievement level. those two achievement level groups are high achievement and low achievement student groups. in this reserach, the researcher sets the teaching technique as the independent variable, and chose listening skill as the dependent variable, and also students’ achievement as the moderator variable. hadziq najmuddin purwanto, et al./ english education journal 12 (1) (2022) 87-95 91 the research subjects were the first year students of universitas pgri semarang as the research population. as for the research sample is the listening 2a class which consists of 52 students. those 52 students were further divided into two groups namely the high achieveing group and the low achieveing group. each of these group was further divided into two groups. one group was taught by using duolingo mobile application and the other one is taught by using sistem pembelajaran daring indonesia. later on, the pre tests and post tests were given to the research participants. after the data was acquired, the data taken was kept to be analyzed by using microsoft spss application /software. results and discussion pre-test and post-test result the data of pre-test and post-test were obtained after conducting the pre-test and posttest. the data were calculated by using microsoft spss application. this process is needed to be carried out in order to measure and to find out the effect of duolingo mobile application and sistem pembelajaran daring indonesia in teaching comprehensive listening for high and low achievement students. table 1 presents the results of pre-test calculation on both experimental classes. table 1. pre-test statistics on both classes n mi n ma x mea n std. dev . pre-test duolingo mobile application high achievemen t 1 0 .65 .95 .79 .098 pre-test duolingo mobile application low 1 0 .30 .55 .50 .079 achievemen t pre-test sistem pembelajara n daring indonesia high achievemen t 1 0 .75 .90 .85 .057 pre-test sistem pembelajara n daring indonesia low achievemen t 9 .55 .75 .68 .074 valid n (listwise) 9 the mean of pre-test scores of students with high achievement on the first group treated with duolingo mobile application is .79. on the other hand, the mean of pre-test scores of students with low achievement on the first group treated with duolingo mobile application is .50. the range of students’ pre-test result on the first group is .30 to .95 for both high and low achievement students. the mean of high achievement students’ pre-test scores treated with sistem pembelajaran daring indonesia on the second group is .85 . as for the mean of low achievement students’ pretest scores treated with sistem pembelajaran daring indonesia is .68 . the result of the pre-test for the second group ranges from .55 to .90 for both high and low achievement students. table 2. post-test statistics on both classes n mi n ma x mea n std. dev . post-test duolingo mobile application high 1 0 .75 .95 .87 .067 hadziq najmuddin purwanto, et al./ english education journal 12 (1) (2022) 87-95 92 achievemen t post-test duolingo mobile application low achievemen t 1 0 .55 .70 .62 .042 post-test sistem pembelajara n daring indonesia high achievemen t 1 0 .80 .95 .90 .057 post-test sistem pembelajara n daring indonesia low achievemen t 9 .60 .85 .76 .078 valid n (listwise) 9 the mean of post-test scores of students with high achievement on the first group treated with duolingo mobile application is .87. on the other hand, the mean of post-test scores of students with low achievement on the first group treated with duolingo mobile application is.62. the range of students’ post-test result on the first group is .55 to .95 for both high achieveing students and low achieveing students. the mean of high achievement students’ post-test scores treated with sistem pembelajaran daring indonesia on the second group is .90. as for the mean of low achievement students’ posttest scores treated with sistem pembelajaran daring indonesia is .76 . the result of the posttest for the second group ranges from .60 to .95 for both high achieveing students and low achieveing students. in comparison to the pre-test result, the post-test result showed that the post-test score was better than the pre-test. it can be concluded that both duolingo mobile application and sistem pembelajaran daring indonesia affect the listening performance of both high achievement students and low achievement students. this result is in line to maesaroh and faridi (2020) as the use of technology in education as a multimedia in the teaching and learning process proves to be indeed very important. duo lingo for high achieveing students in the first experimental group, there were 10 students classified as high achieveing students. the treatment for the first experimental group was using doulingo mobile application for teaching listening skill. after obtaining the data of pre-test and post-test, the data were calculated through t-test as one of the statistical analysis. accoring to the test, the result of the significant 2 – tailed value is 0.009 which is lower than α 0.05. if the significant t – value is lower than α 0.05 then the null hypothesis is rejected. this way, it is concluded that there was a significant difference between the value of pre-test and post-test. this means that doulingo mobile application is effective for teaching listening skill for high achieving students. this result is in accordance with the result of the study conducted by hwang and wu (2014) as they found that mobile technology learning approach has great potential in improving students’ learning achievements, motivations and interest and also matra (2020) as duolingo application proven to be an effective learning tool for english as foreign language students. duo lingo for low achieveing students in this first experimental group, there were 10 low achieveing students. the treatment for the first experimental group was using doulingo mobile application for teaching listening skill. after obtaining the data of pre-test and post-test, the data were calculated through t-test as one of the statistical analysis. the second hypothesis addresses the second research question on the effectiveness of doulingo mobile application for teaching listening skill among low achieveing students. hadziq najmuddin purwanto, et al./ english education journal 12 (1) (2022) 87-95 93 according to the obtained data, the significant 2 – tailed value is 0.009 which is lower than α 0.05. if the significant t – value is lower than α 0.05 then the null hypothesis is rejected. therefore, it is concluded that there was a significant difference between the value of pre-test and post-test. this means that doulingo mobile application is effective for teaching listening skill for low achieving students. this result confirms aulia, wahjuningsih, and andayani (2020) as duolingo application has a significant effect for students’ english mastery and also golonka et al. (2014) as technology enhanced learners’ output and interaction, affect and motivation, feedback, and metalinguistic knowledge. in addition, this result also confirms zhang and zou (2020) as duolingo enhanced the students' learning motivation, and also vocabulary and grammar development. sistem pembelajaran daring indonesia for high achieveing students in this second experimental group, there were 10 high achieveing students. the treatment for the second experimental group was using sistem pembelajaran daring indonesia for teaching listening skill. after obtaining the data of pre-test and post-test, the data were calculated through t-test as one of the statistical analysis. the data obtained were analyzed and it was found that the significant 2-tailed is .004 , lower than α 0.05. it indicates that the null hypothesis (h03) is rejected. this concludes that the sistem pembelajaran daring indonesia has a significant effect for teaching listening skill for high achieveing students. this is conforming to those stated by kumar, wotto, and belanger (2018) that media could be in any form of technologies that hold the capacity for language learning. sistem pembelajaran daring indonesia for low achieveing students in this second experimental group, there were 10 low achieveing students. the treatment for the second experimental group was similar to the previous treatment namely using sistem pembelajaran daring indonesia for teaching listening skill. after obtaining the data of pre-test and post-test, the data were calculated through ttest as one of the statistical analysis. the data obtained were analyzed and it was found that the significant 2-tailed is .010, which is lower than α 0.05. it indicates that the null hypothesis (h04) is rejected. this concludes that the sistem pembelajaran daring indonesia has a significant effect for teaching listening skill for low achieveing students. these findings are in line with similar research conducted by loewen et al. (2019) on a study examining the progression of turkish language students with duolingo mobile application usage on their classroom. it was found that their l2 were improved at the end of the study and it was also found a positive indication on correlation between duolingo mobile application usage duration and learning gains. regarding sistem pembelajaran daring indonesia platform usage on language classroom, there were few research conducted. similarly, rusdiana and nugroho (2020) did a study concerning on sistem pembelajaran daring indonesia platform and upon the study, it was found that the usage of sistem pembelajaran daring indonesia platform on classrooms increases learners’ curiosity on a subject. based on those studies, both duolingo mobile application and sistem pembelajaran daring indonesia platform does help students in improving their learning performance. this study adds further details on those previous studies’ findings. duolingo mobile application usage was employed not only towards l2 students in general, but this study divides the students into two categories namely low achieveing students and high achieveing students. while on sistem pembelajaran daring indonesia platform studies, this study provides supporting findings namely how it affects english learners especially on listening aspect. conclusions the research findings have provided all of the answers of the research questions, making it possible to draw the conclusions. conclusions in hadziq najmuddin purwanto, et al./ english education journal 12 (1) (2022) 87-95 94 this research are about the effect of duolingo mobile application and sistem pembelajaran daring indonesia platform on high achieving students and low achieving students’ english listening performance. duolingo mobile application does affect both high achieveing students and low achieveing students’ listening performance in a positive way. meanwhile, the same goes to sistem pembelajaran daring indonesia platform usage. it was found that sistem pembelajaran daring indonesia platform influences not only high achieveing students but also helps low achieveing students positively as well. references ahmadi, d., & reza, m. 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(2020). efl students’ english listening comprehension problem: a study of english teacher education program. advances in social science research journal, 7(1), 268-273. 76 eej 12 (1) (2022) 76-86 english education journal http://journal.unnes.ac.id/sju/index.php/eej creation of humorous situation by flouting conversational maxims accompanied by facial expression in “friends” faiz maulida , fahrur rozi, hendi pratama universitas negeri semarang, indonesia article info ________________ article history: accepted 30 september 2020 approved 20 january 2022 published 15 march 2022 ________________ keywords: flouting maxim, humorous situation, friends tv show. ____________________ abstract _________________________________________________________________ this study focused on analyzing the humorous situation created by flouting conversational maxims that were followed by facial expressions found in situated comedy friends. the analysis included how humorous situation were generated by flouting conversational maxims and the relationship between humorous situation and facial expressions. the results of the study showed that the humorous situations categorized were generated by flouting grice maxims in which satire and over/understatement were frequently created by means of the implicature from flouting the conversational maxims. in flouting quality, the characters tended not to employ direct lying to other people as it would influence the perspective of the audience about lying to other people as common things although hidden meanings were provided behind the utterances with joy facial expressions. in flouting quantity, the humorous situation was dominated by the creation of overstatement and understatement which were accompanied mostly by joyous facial expression as in line with the definition of overstatement and understatement. in flouting relation, the humorous situation was dominated by satire accompanied by anger facial expressions and clever replies to serious statement accompanied by joyous facial expressions. in flouting manner, satire and pun humorous situation was mostly generated by anger and contempt facial expression. in addition, there were close relationship between certain humorous situation created by flouting conversational maxims and facial expressions. for further study, it is recommended that the study of humorous situation could explore the other aspect of pragmatics elements such as how humor could be generated through the use of politeness strategies within a conversation. correspondence address: kampus pascasarjana universitas negeri semarang, jl. kelud utara iii petompon, gajahmungkur, semarang 50237, jawa tengah, indonesia e-mail: idadian.shb@gmail.com p-issn 2087-0108 e-issn 2502-4566 faiz maulida, et al./ english education journal 12 (1) (2022) 76-86 77 introduction communication is considered a basic need in human life in which people are utilizing various kinds of means, particularly language. people express their ideas and feelings through the utilization of language to achieve their objectives either to do interpersonal communication or transactional communication with other people. yule (1996) stated that “communication is mostly done by exchanging the messages within the language through utterances produced by the speakers” (p. 21). it confirms that verbal communication among people produces particular meanings that enable the speakers to formulate inferences based on the utterances. however, according to cutting (2002), “the realization of communication cannot be deduced solely based on the construction of the participants' verbal utterances; however, it also considers the context in which it is expressed” (p. 16). therefore, the meaning of verbal utterances has to be interpreted along with their context (zhou, 2009). in communication, people are most likely expecting effective communication among interlocutors. effective communication occurs when each speaker contributes to the information that is required among them. grice in thomas (1995) stated that effective communication becomes the goal that is expected to be accomplished in conversation by following the rules of the cooperative principle. furthermore, the information within the conversation should be provided as required by interlocutors. therefore, to achieve effective communication, a speaker and interlocutor communicate cooperatively and mutually share understandable information. besides, grice (1989) stated that the basis of the cooperative principle is "make your conversational contribution such as is required, at the stage at which it occurs, by the accepted purpose or direction of the talk exchange" (p. 26). grice also classified the cooperative principle into four maxims. they are maxim of quality which demands the speaker to tell the information which is asked by the interlocutor honestly; the maxim of quantity that expects the speaker to give the information as required adequately; the maxim of relation which expects the speaker to give relevant information according to what is required in the talk; and maxim of manner which requests the speaker to speak directly, clearly, avoid ambiguity and avoid obscurity of expressions (grice, 1975; yule, 1996; grundy, 2000; cruse, 2000). nonetheless, the realization of a cooperative principle in daily communication is somehow not always followed by people either intentionally or unintentionally for some reasons. people might fail to observe the conversational maxims during a conversation with interlocutors. according to thomas (1995), “there are five conditions where the conversational maxims are failed to be observed or non-observance conversational maxims”. they are: flouting maxims when a speaker blatantly fails to observe a maxim with no intention of misleading the hearer but creating conventional implicature ways to break the rule of cooperative principle in conversation; violating maxims where a speaker quietly and purposely fail to observe maxim to mislead the hearer; opting out maxims where a speaker is unwilling to cooperate and withdrawing from the interaction; infringing maxims where speaker unintentionally fail to observe a maxim due to limited language capabilities and understanding; and suspending maxims which forces speakers not to observe a maxim because of certain circumstances, i.e. cultural specification (p. 65). furthermore, flouting conversational maxim is considered a humorous situation in conversation happens when there is an incongruity between what is required and what is provided by the speaker and interlocutors. this humour happens because either a speaker passes on stealthily the hidden meaning and ignore the literal meaning or intentionally fail to observe the meaning of utterance with the fraudulent purpose. this condition will automatically produce the implicature, which is sometimes considered funny and creates touches of humour for other people. phenomena of humour sometimes are constructed as an amusement in the middle of communication to make people laugh, although faiz maulida, et al./ english education journal 12 (1) (2022) 76-86 78 humour sometimes is considered not funny for some people. this statement is in line with chiaro (2006) that “a humorous situation comes from the ambiguous meaning of linguistic features that emerged in a conversation” (p.43). this humorous situation might be happening because the conversation participants do not follow the cooperative principle rule, which resulted in the misunderstanding between the participants and created humorous effects on other people who see them. furthermore, many linguists agreed that “humorous situations could be produced when it elicits laughter, amuses, or is felt to be funny” (attardo, 1994, p. 4). in addition, the quality of a humorous situation highly depends on the humour that is created to make people laugh. grice, as cited by attardo (1994) stated that “humour is regarded as non-cooperative with each other” (p. 271). therefore, a humorous situation is created when there is non-cooperative interaction among the interlocutors. this condition is in line with the condition when interlocutors choose not to follow the cooperative principle due to intentionally breaking the principle or failing to observe the implicature. as a result, a humorous situation is created by the speaker and interlocutors through nonobservance conversational maxims. american tv show "friends" is categorized as the most popular situated comedy series in the world that almost have been played throughout the globe. this tv show has also been played from season 1 until season 10 for ten years from 1994 until may 2004, creating 236 episodes. the tv show "friends" has also won many world prestigious awards since its first airing. this situated comedy showed about every life of six people who are near related as friends since high school located in manhattan, us. they are rachel green, monica geller, phoebe buffay, joey tribbiani, chandler bing, and ross geller. this drama also presented love, marriage, divorce, children, heartbreak, fights, new jobs and job losses, and every life aspect that naturally happened among people. due to its popularity, the tv show "friends" has been aired throughout the world by various tv stations, including indonesia in 2014. when watching the serials, there could be found verbal utterances that contain humorous effects which are sometimes also supported by visual elements to raise the humorous situations. therefore, language use in creating humorous situations is authenticated by facial expressions in emphasizing the humorous situation. the analysis of humorous situation created by flouting grice maxims have been carried out by many researchers; however, the analysis hasn’t covered the employment of non-verbal language yet. although some studies have scrutinized the analysis of humorous situation regarding to the implementation of cooperative principle, they haven’t tried to combine the analysis of flouting the grice maxims at the same time which is accompanied by the facial expressions to create humorous situations. furthermore, most of the studies haven’t focused on the analysis of humorous situations in relation to the language use as proposed by attardo (1994). methods the design of this study was content analysis. according to berelson in franzosi (2008) content analysis is regarded as a research technique for the objective, systematic and quantitative description of clear content of communication in which the instrument is mainly focused on the document. this current study focused on the creation of humorous situations generated by flouting grice conversational maxims supported by nonverbal language. therefore, the unit of analysis included the verbal and non-verbal language produced by characters within the animated situated comedy serial friends tv show in producing humorous situations by means of flouting grice conversational maxims. the analysis of humorous situations was based on martin (2007), while the analysis of facial expression utilized the theory proposed by matsumoto (2008) through observing the facial expressions of the characters. the data was collected from 5 episodes of friends season 10 in faiz maulida, et al./ english education journal 12 (1) (2022) 76-86 79 which the characters dialogues and scene were transcribed and captured. results and discussion based on the analysis, the humorous situation generated by flouting conversational maxim in friends tv show was shown to be carried out by the characters accompanied by facial expressions. the result of the humorous situation generated through the application of flouting conversational maxims was provided in figure 1. figure 1. humorous situation created by flouting grice maxim in the friends tv show based on figure 1, it could be seen that the characters in the friends tv show produced various humorous situation by means of flouting grice maxims which had produced 273 humorous situations from 5 episodes. through the analysis of five episodes of friends tv show, the humorous situation was mostly dominated by the production of satire and over/understatement with the same occurrences totally 57 humours. this finding indicates that humorous situation was mostly created by means of witty language that was utilized to convey insults to expose other people stupidity or flaws. it also indicates that the characters employed figure of speech which something is expressed less strongly or stronger than would be expected in order to generate humorous situation. another significant humorous situation created by flouting the grice maxim was replying to a serious statement with 38 occurrences which represented that funny moments were created when the characters provided unexpected response from the interlocutor. moreover, there were some humorous situations that were considerably used by the characters by using flouting of grice maxim and almost shared the same frequency, namely: irony, sarcasm and pun with 26, 26 and 25 occurrences respectively. those findings represents that the characters were well-aware of generating the humorous situation by using implicit meaning of the language. meanwhile, it was found that transforming the frozen expression was the least category of humorous situation crated by means of flouting grice maxim which also confirmed that the humorous situation could not easily generated by means of frozen expression transformation. in addition, there were also some humorous situation that were fairly created by the characters by using flouting grice maxim, such as self-deprecation, teasing, replies to rhetorical questions and double intenders. those findings also prove that the humorous situation also could be generated by intentional utterances that could trigger humorous situation. therefore, the friends tv show generally had successfully brought various types of humours situation which were created by means of flouting the grice maxim during characters’ communication. as stated by yuliasri (2018) that humour could be created when the implicature could not be observed by the speaker and create misunderstanding. flouting maxim of quality in creating humorous situation flouting quality maxim occurred when one of the speakers in a conversation was providing false information related to the topic 26 57 26 57 9 6 12 38 15 2 25 0 10 20 30 40 50 60 ir o n y s a t ir e s a r c a s m o v e r /u n d e r s t a t e m e n t s e l f -d e p r e c a t io n t e a s in g r e p l ie s t o r h e t o r ic a l … c l e v e r r e p l ie s t o s e r io u s … d o u b l e in t e n d e r s t r a n s f o r m a t io n s o f … p u n humorous situation faiz maulida, et al./ english education journal 12 (1) (2022) 76-86 80 being discussed among the characters which was carried out by deliberately failed to detect the maxim. moreover, there was an implicature created behind the untrue information mentioned earlier that required the interlocutors to observe the hidden implicature. thus, the funny thing about flouting quality maxim was generated when the speaker intentionally lied to interlocutor which in fact the audience had already aware of the facts. therefore, verbal humour was produced by not telling the truth which also required the interlocutor to observe the implied meaning behind it. based on the analysis, the flouting maxim of quality had successfully utilized by the characters in generating the humorous situation. the result from the analysis of five episodes of friends tv show could be seen in this following figure. figure 2. flouting maxim of quality in creating humorous situation in the friends tv show. based on figure 2, it could be seen that there were only some humorous situations that could be successfully produced by the characters of friends tv show by means of flouting maxim of quality. however, humorous situation that was created by flouting quality was the lowest means in generating humorous effects. it was found out that the highest occurrences of humorous situation created by flouting quantity was irony and clever replies to serious statement in which those two humorous situation held the same number of occurrences with 6 times each. likewise, satire and sarcasm humorous situation were seemed considerably utilized also by the characters using the flouting of quality. this findings confirmed that there was significant relationship between the flouting quality and those mentioned humorous situation since the flouting quality was referred to something that was expressed blatantly untrue in order to create implicature to the interlocutor which was in accordance to the humorous category of irony, sarcasm, and satire in the ways the were produced by the speakers who expressed something opposite from the factual meaning. however, there was three categories of humorous situation out of eleven categories that were hardly found performed by the characters of friends tv show by utilizing the flouting quality, such as selfdeprecation, teasing, and transformation of frozen expressions. these findings indicate that during the performance in friends tv show, the characters tended not to employ direct lying to other people as it would influence the perspective of the audience about lying to other people as common things although hidden meanings were provided behind the utterances. meanwhile, irony had become the humorous situation that came out to be frequently employed by the characters which was in accordance to the origin definition of irony that the utterance said was the opposite condition as the factual condition. although sarcasm was not as many as irony, some flouting quality maxim also generated irony humorous situation which was in accordance with the meaning of sarcasm that was insulting the other people by saying one thing yet implying the opposite. flouting maxim of quantity in creating humorous situation flouting quantity maxim was performed when one of the speakers in characters’ conversation chose to provide either too much or 6 2 4 5 1 6 1 3 0 1 2 3 4 5 6 7 ir o n y s a t ir e s a r c a s m o v e r /u n d e r s t a t e m e n t s e lf -d e p r e c a t io n t e a s in g r e p li e s t o r h e t o r ic a l… c le v e r r e p li e s t o s e r io u s … d o u b le in t e n d e r s t r a n s f o r m a t io n s o f f r o z e n … p u n humorous situation faiz maulida, et al./ english education journal 12 (1) (2022) 76-86 81 less information needed by the other speakers. not only the speaker merely provided too much or less information, but also the implicature behind the utterances sometimes trigger audiences to laugh. therefore, the verbal humours were generated by both by too much or less information and the implicature behind the utterances that should be observed by the other speakers. based on the analysis, the flouting maxim of quantity had successfully been utilized by the characters in generating the humorous situation. the result from the analysis of five episodes of friends tv show could be seen in figure 3. figure 3. flouting maxim of quantity in creating humorous situation in the friends tv show based on figure 3, it could be seen that the implementation of flouting quantity maxim was significantly dominated in generating overstatement or understatement humorous situation. this was in line with the principle of the flouting quantity maxim in which the utterance produced was either less or more than what it was required by the interlocutor in the conversation. hence, there was a strong relationship between the utilization of flouting quantity maxim with the overstatement or understatement humorous situation because those humorous situations were created when something was expressed less strongly or stronger than would be expected. yet, there was no proof that the finding of flouting quantity could generate humorous situation by transforming the frozen expression. the findings showed that the domination of overstatement and understatement were significantly higher than other humorous situations. this is in line with the definition of overstatement and understatement that humorous situation could be generated when the speaker provided too much information or very little information realized within the utterance in which the hidden meaning was provided behind the utterance to be observed by the interlocutor. hassan (2013) confirmed that too much information cause someone to misunderstand about the content of the utterance and generated humorous situation. thus, the characters of friends tv show tended to hide something behind the information either too much or little information. those findings represented that there was strong relationship between flouting quantity maxim in creating over/understatement humorous situation. flouting maxim of relation in creating humorous situation flouting relation maxim happened when one of the speakers deliberately provide irrelevant information from the topic being discussed with others. the hidden intention was concealed within the irrelevant responses from interlocutors that was originally addressed to be observed. furthermore, both irrelevant response and the implied meaning behind the speaker’s utterances made audiences to laugh. based on the analysis, the flouting maxim of relation had successfully utilized by the characters in generating the humorous situation. the result from the analysis of five episodes of friends tv show could be seen in figure 4. 3 7 2 32 1 3 2 4 4 3 0 5 10 15 20 25 30 35 ir o n y s a t ir e s a r c a s m o v e r /u n d e r s t a t e m e n t s e lf -d e p r e c a t io n t e a s in g r e p li e s t o r h e t o r ic a l q u e s t io n s c le v e r r e p li e s t o s e r io u s … d o u b le in t e n d e r s t r a n s f o r m a t io n s o f f r o z e n … p u n humorous situation faiz maulida, et al./ english education journal 12 (1) (2022) 76-86 82 figure 4. flouting maxim of relation in creating humorous situation in the friends tv show based on figure 4, it could be seen that the realization of flouting relation maxims had successfully generated all types of humorous situations in which the most humorous situation produced was satire humorous situation with 26 occurrences. in addition, the flouting relation maxim was also significantly used to produce humorous situation among the other flouting grice maxim. this confirmed that satire humorous situation had close relationship with the use of flouting maxim relation in which satire humorous situation was created because of opposite meaning behind the utterances that was supposed to be observed by the interlocutor. there were also some humorous situation created by the flouting of relation maxim with considerable number of occurrences, such as clever replies to serious statement, over/understatement and irony. that humorous situation was produced more than 10 occurrences during the study. the other humorous situations were seemed to be generated considerably by means of flouting relation maxim such as sarcasm, replies to rhetorical questions and double intenders which reached more than five occurrences during the analysis. this also was followed by the remaining humorous situations which were also successfully generated by utilizing the flouting relation maxim. this finding represented that the flouting of relation maxim within the conversation where the speakers respond to irrelevant answers could easily produce humorous situations. the finding shows that satire and clever replies to serious statement had become the most humorous situation generated by flouting relation maxim. satire humorous situation was the highest among others as it was regarded as witty language that used to convey insults by saying irrelevant utterance. this finding represented that the characters in friends tv utilized flouting relation maxim in order to insult the other characters indirectly by means of irrelevant statement. although some characters did not realize about the irrelevant response to the speaker, the implicature could be caught by the audience of the show so that the humorous situation was really generated. this is in line with wu and chen (2016) that people tend to make excuses by means of talking to irrelevant information to the hearers to avoid direct conflicts in their communication that indirectly turns into humorous situation. flouting maxim of manner in creating humorous situation flouting manner maxim was accomplished when one of the speakers deliberately deliver ambiguous information to the interlocutors. furthermore, the ambiguous utterances produced by the speaker did not merely indicate that the speaker did not understand the maxim, rather than the ambiguity hid the implied meaning from the utterances that required other speakers to look for. therefore, the ambiguity produced in the flouting manner maxim as well as the implicature behind the utterances generate verbal humours that made audience to laugh. 11 26 6 15 2 3 7 17 5 1 3 0 5 10 15 20 25 30 ir o n y s a t ir e s a r c a s m o v e r /u n d e r s t a t e m e n t s e lf -d e p r e c a t io n t e a s in g r e p li e s t o r h e t o r ic a l q u e s t io n s c le v e r r e p li e s t o s e r io u s… d o u b le in t e n d e r s t r a n s f o r m a t io n s o f f r o z e n … p u n humorous situation faiz maulida, et al./ english education journal 12 (1) (2022) 76-86 83 based on the analysis, the flouting maxim of manner had successfully been utilized by the characters in generating the humorous situation. the result from the analysis of five episodes of friends tv show could be seen in figure 5. figure 5. flouting maxim of manner in creating humorous situation in the friends tv show based on figure 5, the application of flouting maxim of manner had also generated considerable number of humorous situation compared to flouting maxim of quality and quantity which produced 88 humorous situations. based on the figure, it was shown that the highest humorous situation that was generated by flouting maxim of manner was satire with 22 occurrences. this condition indicated that the ambiguous utterances which blatantly produced by the speaker mostly generated satire humorous situation which also conveyed insults to the interlocutors. in addition, the ambiguous utterances that was produced by flouting the maxim of manner also significantly generated pun, sarcasm and clever replies to serious statement with more than 10 occurrences each. this also confirmed that the ambiguous situation could also create humorous situation which the implicature cannot be easily observed by the interlocutors. however, there was no evidence that the teasing humorous situation was generated by flouting manner maxims. the finding shows that satire and pun humorous situation were achieved significant used by the characters in friends tv show. the ambiguous utterance produced during the conversation between the characters were mostly utilized to convey insult to the other characters indirectly. this represented a close relationship between flouting manner maxim and the generating satire humorous situation. in addition, pun or wordplay contained ambiguous meaning of the expression in which the characters could easily put hidden implicature behind the utterance. thus, humorous situation could be easily generated once the implicature was only be caught by the audience. as detrianto (2018) said that ambiguity contained within the utterance usually triggers humorous situation for other people. therefore, there was a close relationship between satire and pun humorous situation and the flouting manner maxim when it comes to ambiguous response during a conversation. relationship between flouting maxims and facial expressions in creating humorous situation the humorous situation within a show could not be separated from the involvement of facial expression of the characters. this study also investigated the relationship of humorous situation and types of facial expression when the characters of friends tv show were flouting the maxims to produce humorous situation. the result of the analysis found that there were certain facial expressions that were utilized by the characters when the certain type of humorous situation was generated. the result could be seen in figure 6. 6 22 14 5 6 2 11 5 1 16 0 5 10 15 20 25 ir o n y s a t ir e s a r c a s m o v e r /u n d e r s t a t e m e n t s e l f -d e p r e c a t io n t e a s in g r e p l ie s t o r h e t o r ic a l … c l e v e r r e p l ie s t o … d o u b l e in t e n d e r s t r a n s f o r m a t io n s o f … p u n humorous situation faiz maulida, et al./ english education journal 12 (1) (2022) 76-86 84 figure 6. relationship between humorous situation and facial expression based on the figure, there were some tendencies of showing facial expressions when the humorous situations were generated. when the irony humorous situation was generated, the characters mostly preferred to utilized joy facial expression as sad condition was implied. as stated by cutting (2000) that the irony is usually realized with positive sentiment implying something negative which cannot easily be believed. moreover, over/understatement possessed a close relationship with joy facial expression to hide the implicature as it could make people fail to observe the implicature and generate humorous situation. in addition, clever replies to serious statement also had close relationship with joyous facial expression as serious statement could only be melted down by means of joy to produce humour. meanwhile, sarcasm showed a close relationship with contempt facial expression as the utterance consisted of scorn to other people which also indicated dislike of the speaker. in addition, selfdepreciation and teasing also had close relationship with contemptuous facial expression as it enforce the indirect way to undervaluing people and create humorous situation. moreover, pun also showed close relationship with contempt facial expression as the ambiguous utterance was provided and generated humorous situation. however, satire humorous situation had close relationship with anger facial expression as the utterance represented insulting to other people in indirect way. furthermore, reply to rhetorical questions had close relationship with surprise facial expression as it spontaneously produced in the conversation and generated humorous situation. meanwhile, double intenders had close relationship with the use of joy, surprise, and fear facial expression in which the flouting grice maxim was also defined by consisting of different meaning aside from the explicit meaning within the utterance. conclusions there are some concluding points that can be drawn based on the research findings with regard to analysis of humorous situation generated by flouting conversation maxims accompanied by facial expression in situated comedy serial friends. the results of the study showed that the humorous situations categorized were generated by flouting grice maxims in which satire and over/understatement were frequently created by means of the implicature from flouting the conversational maxims. in flouting quality, the characters tended not to employ direct lying to other people as it would influence the perspective of the audience about lying to other people as common things although hidden meanings were provided behind the utterances with joy facial expression. in flouting quantity, the humorous situation was dominated by the creation of overstatement and understatement which were accompanied mostly by joyous facial expression as in line with the definition of overstatement and understatement. in flouting relation, the 0 5 10 15 20 25 joy surprise contempt sadness anger fear disgust faiz maulida, et al./ english education journal 12 (1) (2022) 76-86 85 humorous situation was dominated by satire accompanied by anger facial expression and clever replies to serious statement accompanied by joyous facial expression. in flouting manner, satire and pun humorous situation was mostly generated by anger and contempt facial expression. in addition, there were close relationship between certain humorous situation created by flouting conversational maxims and facial expression. for further study, it is recommended that the study of humorous situation could explore the other aspect of pragmatics elements such as how humour could be generated through the use of politeness strategies within a conversation. references amianna, j. n., & putranti, a. 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(2009). cooperative principle in oral english teaching. international education studies, 2(3). 473 eej 11 (4) (2021) 473-484 english education journal http://journal.unnes.ac.id/sju/index.php/eej translation strategies and quality of metaphor in “twilight” novel by stephanie meyer hajar mutiara ningtyas , abdurrahman faridi, djoko sutopo universitas negeri semarang, indonesia article info ________________ article history: recived 28 july 2021 accepted 30 september 2021 published 23 december 2021 ________________ keywords: pragmatic equivalence, shift, visual verbal relation. ____________________ abstract __________________________________________________________ this study focused on the analysis of the translation strategies and resulted translation quality in rendering metaphors found in the twilight novel. the analysis involved the translation strategies by newmark (1988) and translation quality by hartono (2016). the results showed that there were seven translation strategies utilized by the translator in rendering the metaphors in the twilight novel from indonesian into english with total metaphors were 164. those metaphors were translated using translation strategies: reproducing the same metaphorical image in the target language 48 times (29%), replacing the metaphorical image in the source language with a standard metaphorical image in the target language with 25 times (15%), translating metaphor by simile by maintaining the metaphorical image with 20 times (12%), translating metaphor by simile plus sense with 13 times (8%), converting a metaphor to its sense or meaning only with 44 times (29%), deleting metaphor with 7 times (4%), and translating metaphor by the same metaphor with the sense or meaning added with 7 times (4%). in terms of content quality, the translation of metaphors was dominated by good content, presentation, and mechanics quality. moreover, the application of each translation strategy would result in different types of translation quality in terms of content, presentation and mechanics. in addition, it is suggested that the employment of translation strategy in rendering metaphor should consider deeply the existence of the same metaphor both in the source language and target language because the quality of the translation will be determined by the translation strategies. correspondence address: pacasarjana unnes jl kelud utara 3 sampangan semarang, indonesia, e-mail: mutiaraningtyas33@gmail.com p-issn 2087-0108 e-issn 2502-4566 hajar mutiara ningtyas, et al./ english education journal 11(4) (2021) 473-484 474 introduction communication is important for human life to give and get information, idea, and message. a language is a tool in communication that is used every day. it is a social phenomenon that occurs continuously. it is also a medium to connect people and make them understand each other. communication also occurs in different languages with different cultures. this is similar to lulu (2016), and siregar (2017) that communication acts are carried out through a form of intercultural communication. this is in line with machali (2012), hasemian, mirzae, and hosseini (2014), and bhabha (1994). language is a tool to convey ideas, gain information, and express feelings involving two cultures. this is in line with abbasi et al. (2012), mujiyanto (2010), lestiyanawati, hartono, & sofwan (2014), and siregar et al. (2015). different culture and a way of expressing feelings and ideas that people try to convey are linked by language. language is used to complete the communication whether it is written or spoken. in indirect communication, written communication has many ways of transferring information and feeling. one of the ways is translation. this is in line with amjad and faharani (2013), and masduki (2011). it can be said translation is a means to understand the meanings and messages. the translation is a process of translating a source language to a target language with the equivalent meaning. the translation is the way toward exchanging a composed content from the source language into the target language led by a translator or translators in a particular sociocultural context. this is in line with suo (2015). it implies that the translation is transferring language as well as culture. in other words, one of the ways that make different cultures closer to each other is through translation. this is similar to fallahshahrak and salmani (2013) and prasetyo and nugroho (2013). it contains the message in the composed content from the source language to the target language by considering social and cultural settings in the source language and the target language. in addition, the moving message includes the culture of the source language and target language. as hatim and munday (2004) defined that translation is the process of transferring a written text in the source text into the target text conducted by a translator or translators in a specific socio-cultural context. in a translation process, the translator is not only sued to translate two languages from the source language to the target language, but also it is important to understand the cultural word. translating different cultures between source language culture into target language culture can produce many changes. there have been some problems dealing with the translation process faced by the translators for many years. one of them is when a translator finds an expression from the source language that is completely different from the target language when it is transferred literally, for example, the indonesian idiom “mulutmu harimaumu” which is translated into english becomes “your tongue is your fire”. this indicated that there exist different base words both in the source language and target language. likewise, the existence of figurative language such as idiomatic expressions also creates a problem for the translator in rendering them equivalently in the target language which has a different culture. a novel is one of the literary works which is translated into many languages with different cultures. the translators mostly face a complicated case while they are translating culture-specific items in the novel that is caused by cultural differences between source language culture and target language culture. this is in line with alqaryouti, and sadeq (2016), and fedora (2015). translating a novel is not as easy as translating academic text, because it contains unique and distinctive aspects (hartono, 2012; 2014). one of the culture-specific items which are faced by the translator is a metaphor. in translating literary work there are some metaphor phrases or clauses. one of the general problems in translation is translating metaphor (newmark, 1988). the metaphor itself is defined by knowles and moon (2005, p.2) as “the use of language to refer to something other than what it was originally applied to, or what it “literally” means, in order to suggest some resemblance or make a connection between the two things”. moreover, newmark states that metaphor is any figurative hajar mutiara ningtyas, et al./ english education journal 11(4) (2021) 473-484 475 language that demonstrates resemblance (1988). thus, metaphor means language that is used to show the resemblance between two things other than using literal words. metaphor is used to “describe an entity, event, or quality more comprehensively and concisely in a more complex way than is possible by using literal language” (newmark, 1988, p.84). it conveys the meaning of an object by comparing it with another object, but they must have a similarity. it shows that metaphor has an important role to communicate, explain, and convey the message in a more creative and interesting way (knowles & moon, 2005). however, metaphor is usually culturally bound; the word which is used is influenced by the culture. newmark explains that universal metaphor is easier to translate but the cultural metaphor is more difficult (1988). following newmark, larson (1998) asserts that not all metaphors can be understood easily. if it is translated literally, it tends to cause misinterpretation. in translating metaphors, it is deemed to be a difficult task due to cultural content within the figurative expression. this condition could bring untranslatability conditions which might confuse translators. as stated by larson (1984) “one of the most difficult problems in translating is found in the differences between cultures” (p.137). this is in line with the translation of metaphor that might be a big problem considering the different cultures between the two languages. there are some reasons that likely caused the problem to occur while doing the translation process, for example, the unawareness of the translator in identifying the metaphor being employed in a text. furthermore, the translator tends to render the metaphor literally without considering the metaphorical expression aspects. hence, a translator has to empower himself with the process of translation including the linguistic and extra-linguistic substances. these aspects are crucial in the process of translation especially in rendering the metaphors to create ideal metaphorical expression in the target language. therefore, the quality of the translation becomes one of the crucial aspects to be concerned. this study used the twilight novel to expose how english metaphors are transferred into bahasa indonesia. twilight, a novel by stephanie meyer is an interesting novel with numerous metaphors since there is a romance act in it. translating metaphor is included in the culture-specific items which means it is one of the problems for the translator in transferring source language into the target language in which the translator needs to consider more in applying various strategies to maintain the meaning of the source text. based on the problem above, the aim of this study is to analyze translation strategies used by indonesian translators in translating metaphor phrases or clauses, how those strategies are realized, and how the translation quality of metaphor is achieved in the twilight novel. methods the design of this study was a descriptive qualitative study that aimed to analyze the metaphor translation in the novel as literary work. in short, the descriptive qualitative approach used in this study was aimed to analyze and explain the strategies used to render metaphors in “twilight” novel based on newmark (1988). furthermore, the translation quality of metaphors will be scrutinized in terms of contents, presentation and mechanics based on hartono (2016). thus, the relation between the translation strategies in rendering the metaphors and translation quality was also unveiled. results and discussion based on the analysis, there have been some main findings related to this study in order to answer the research questions in the previous sections. this study investigated the translation strategies based on newmark (1988) and dobrzyfnska (1995, p. 599) in which the translator rendered the metaphors which were found in the twilight novel. furthermore, the translation strategies in rendering metaphors were categorized into seven strategies, namely: reproducing the same metaphorical image in the target language, replacing the metaphorical image hajar mutiara ningtyas, et al./ english education journal 11(4) (2021) 473-484 476 in the source language with a standard target language metaphorical image, translating metaphor by simile by maintaining the metaphorical image, translating metaphor by simile with additional sense, converting a metaphor to its sense or its meaning only, deleting metaphor and translating metaphor by the same metaphor with the sense or meaning added. the result of translation strategy utilized by translator in rendering the metaphors found twilight novel was provided in figure 1. figure 1. translation strategies of metaphors in twilight novel as shown in figure 1, seven strategies were employed by the translator of the twilight novel to transfer the metaphors from english to indonesian novel in which there were 164 metaphors found and translated into indonesian. the strategies in translating metaphor in the twilight novel was dominated by reproducing the same metaphorical image in the target language with 48 metaphors. in addition, the translator also utilized converting metaphor to its sense or its meaning only which has also become the secondhighest strategy used in rendering metaphor with 44 occurrences. on the other hand, there were two strategies that were least used namely deleting metaphor and translating metaphor by the same metaphor with the sense or meaning added which share the same frequency with 7 occurrences. in addition, the rest of the translation strategy in rendering metaphor possessed quite many with the number of occurrences of 25, 20 and 13, such as replacing the metaphorical image with the standard metaphorical image in the target language, translating metaphor by simile by maintaining the metaphorical image and translating metaphor by simile plus sense. therefore, based on figure 1, the translator was deemed to be considered in choosing the strategies to render metaphors by utilizing all translation strategy categories. metaphor translation strategies found in twilight novel based on the analysis of this study, the translator had already utilized various types of translation strategies in rendering the metaphors within the twilight novel in order to achieve a good quality of translation results. as identified by newmark (1988), dobrzyfnska (1995, p. 599), and hartono (2012), some strategies in rendering metaphors were utilized to look for the best translation which could bring forth the meaning of the metaphor from the source language into the target language. the seven translation strategies in transferring metaphor were explained in the following sub-sections. reproducing the same metaphorical image in tl as the purpose of translation is transferring the text from the source language into the target language, the strategy of reproducing the same metaphorical image in the target language becomes the priority of metaphor translation as long as there are socio-cultural elements that support the compatibility to be brought forth the metaphor as the same image as in the source language into the target language. an example of the analysis was provided in the following table. 48 25 20 13 44 7 7 0 10 20 30 40 50 60 translation strategy hajar mutiara ningtyas, et al./ english education journal 11(4) (2021) 473-484 477 table 1. reproducing the same metaphorical image st his face stood out from a sea of faces, all frozen in the same mask of shock. tt wajahnya tampak mencolok di antara lautan wajah di sana, semua membeku dengan ekspresi terkejut yang sama. bt hir face stood out among the sea of faces over there, all frozen with the same shocked expression. based on table 1, there was a metaphor utilized by the writer in describing the situation in the story. the context was taken from an accident that happened at the parking lot when tyler’s van was uncontrollable and almost hit bella who stood between her trucks. the writer used the metaphor “a sea of faces” to describe edward’s existence among the students who were crowding the parking lot and bella always looking for edward secretly. the metaphor “a sea of faces” which was categorized as a standard metaphor referred that edward’s face as the one that always drew attention to bella in the crowd of people as the main character in the story. in the target language, the metaphor “a sea of faces” was translated into “diantara lautan wajah” which possessed the same metaphorical image from the source language. since the metaphor also existed in indonesian as the target language, the translator could easily reproduce the same metaphorical image to the target readers. therefore, the translator rendered the metaphor using a strategy called reproducing the same metaphorical image from english into indonesian. replacing the metaphorical image in the sl with a standard tl metaphorical image since each language has its own special characteristics along with its culture, the metaphor that is found in each language sometimes has either a similar metaphorical image or a different metaphorical image. this condition has forced the translator of literary works to replace the metaphor from source language with standard metaphor in the target language. the finding related to this translation strategy was provided in table 2. table 2. replacing metaphor with standard metaphor st i flinched back from the venom in her voice. tt aku tersentak mendengar kebengisan dalam suaranya. bt i gasped at the cruelty in his voice. in table 2, the writer of the novel used metaphor in describing the heart situation of bella as the main character in the novel that is also being used as the first-person point of view. the used of metaphor “the venom in her voice” in the sentence “i flinched back from the venom in her voice” was used by the writer to describe how bella felt about edward after being rescued from a group of criminal thugs. the word venom that was supposed to be a toxin secreted by a poisonous animal was utilized to describe the ruthlessness possessed by edward when he was angry. thus, the metaphor “the venom in her voice” was translated by the translator into “kebengisan dalam suaranya” that still held similar meaning from the source language., although the metaphorical image was replaced by standard metaphor. in this case, the translator utilized translation strategy in rendering metaphor by replacing the metaphorical image in the source language with standard metaphor in the target language. translating metaphor by simile by maintaining the metaphorical image metaphor and simile are both categorized as a figure of speech that compares two things. the difference resides in the way simile and metaphor compare the things in which simile creates direct comparison by means of the words like or as, while metaphor makes the implicit comparison by saying something else. the finding related to this translation strategy was presented in table 3. hajar mutiara ningtyas, et al./ english education journal 11(4) (2021) 473-484 478 table 3. translating metaphor by simile by maintaining metaphorical image st he gawked at me when he saw my name — not an encouraging response — and of course i flushed tomato red tt ia melongo menatapku ketika melihat namaku-bukan respons yang membangun – dan tentu saja wajahku memerah seperti tomat bt he gawked at me when he saw my name not a constructive response and of course, my face flushed like a tomato in table 3, the metaphor was used by the writer of the twilight novel in describing the shyness experienced by bella as the main character who also narrated the story. the writer utilized the metaphor “i flushed tomato red” in the sentence “he gawked at me when he saw my name — not an encouraging response — and of course i flushed tomato red” as picturing bella that she was shy when edward was staring at her. the metaphor depicted how shy bella and her face turned red. thus, the translator rendered the metaphor “i flushed tomato red” into “wajahku memerah seperti tomat” which had already turned into simile form due to the additional word “seperti” that directly compared bella’s shyness with tomato. although the translator changed the metaphor into simile in the target language, the metaphorical image in the target language still existed as depicted by the word “tomato” and “tomat” as the representative word. therefore, the translator has rendered the metaphor “i flushed tomato red” from the source language into “wajahku memerah seperti tomat” in the target language by translating the metaphor using simile by maintaining the metaphorical image. translating metaphor by simile + sense another type of translating metaphor could be carried out by translating the metaphor by simile plus sense in which the simile is followed by the interpretation of the metaphor to transfer the whole meaning of the metaphor. the finding related to this strategy could be seen in table 4. table 4. translating metaphor by simile plus sense st her brilliant obsidian eyes were unreadable, but her smile was friendly tt warna matanya yang seperti batu obsidian tak bisa ditebak, tapi senyumnya bersahabat. bt the colour of his obsidian-like eyes was unpredictable, but his smile was friendly. in table 4, the translator of the twilight novel rendered a metaphor into simile elaborated by interpretation of the metaphor. the context of the example was taken when bella was describing edward appearance the first time she met in the school. the writer described edward in her narration “her brilliant obsidian eyes were unreadable, but her smile was friendly” which contained the metaphor “her brilliant obsidian eyes” depicting that edward’s eyes were black looked like obsidian stone. in this case, the translator had rendered that metaphor into “warna matanya yang seperti batu obsidian” which had already been transformed into a simile that was indicated by the use of “seperti” in indonesian. moreover, the simile also elaborated with the interpretation of the metaphor to complete the missing elements of the metaphor as the result of the translation process. therefore, the translator added the interpretation by employing the words “warna and batu” to help the target readers to comprehend the metaphor from the source language. hence, the translator has already employed the translation strategy of metaphor by translating metaphor by simile plus sense (interpretation). converting a metaphor to its sense or its meaning only because of its unique characteristics of metaphor in every language, it is plausible that sometimes metaphor only exists in a certain language and could only be understood by the meaning only when it is transferred into another language. this condition has forced the translator to convert the metaphor by its sense (interpretation) or its meaning only. the finding of this study related to this strategy was provided in table. hajar mutiara ningtyas, et al./ english education journal 11(4) (2021) 473-484 479 table 5. converting a metaphor to its sense or its meaning only st i let my hair fall over my right shoulder, making a dark curtain between us and tried to pay attention to the teacher. tt kubiarkan rambutku tergerai di bahu kanan, sebagai penghalang di antara kami, dan mencoba berkonsentrasi pada pembelajaran. bt i left my hair hanging down my right shoulder, as a barrier between us and tried to concentrate on studying. based on table 5, the metaphor that was found in the sentence “i let my hair fall over my right shoulder, making a dark curtain between us, and tried to pay attention to the teacher” is “a dark curtain” describing that bella was untangling her hair to prevent edward disturb her concentration during the classroom learning. in this metaphor, the writer used the term “a dark curtain” to emphasize the barrier made of bella’s hair as a strong and dark barrier that cannot be passed through as there was no way out from it. however, the translator preferred to translate the metaphor “a dark curtain” into “penghalang” in which the translator only took the core meaning from the metaphor. the word “penghalang” basically has already represented the metaphor of “a dark curtain” at the point of direct meaning although it resulted in the deletion of the stylistic form of the metaphor from the source language into the target language. therefore, the translator, in this case, employed a translation strategy that converts the metaphor into its meaning only. deleting metaphor at some points, deleting metaphor has become an option in rendering the metaphor when the metaphor cannot be brought into the target language because of some reasons, such as the metaphor has been represented by the context and avoid the overlapping between the metaphor and the situation. the finding related to this strategy could be seen in table 6. table 6. deleting metaphor st "the weather will be nice, so i'll be staying out of the public eye… and you can stay with me if you'd like to." again, he was leaving the choice up to me. tt “perkiraan cuacanya bagus, jadi aku akan menghilang sementara, dan kau bisa ikut bersamaku kalau mau”. lagilagi ia membiarkanku memilih keputusanku. bt “perkiraan cuacanya bagus, jadi aku akan menghilang sementara, dan kau bisa ikut bersamaku kalau mau”. lagilagi ia membiarkanku memilih keputusanku. based on table 6 the writer was mentioning about the utterances produced by edward to bella. edward said “the weather will be nice, so i'll be staying out of the public eye… and you can stay with me, if you'd like to” in which it contained a standard metaphor “the public eye” which meant that in front of public area. thus, the sentence “i’ll be staying out of public eyes” meant hiding from the public that no one noticed. in this case, the translator rendered the metaphor into “aku akan menghilang sementara” by omitting the metaphor because the metaphor had already melted on the sentence and to avoid the overlapping between the metaphor and the meanings. therefore, the translator was utilizing translation strategy of metaphor by deleting the metaphor. translating metaphor by the same metaphor with the sense or meaning added in this strategy, a translator has already found the same metaphor in the target language as in the source language; however, the interpretation or additional meaning should be followed in the target language to abridge the target readers and meet the same metaphorical effects as source language readers. the finding related to this translation strategy could be seen in table. hajar mutiara ningtyas, et al./ english education journal 11(4) (2021) 473-484 480 table 7. translating metaphor by the same metaphor with the sense or meaning added st finally, i could see his perfect face, staring at me, twisted into a mask of indecision and pain. tt ahirnya, aku melihat wajahnya yang sempurna memandangku, pergulatan antara kebimbangan dan kepedihan tampak nyata di sana. bt finally, i saw his perfect face looking at me, the struggle between indecision and pain was evident there. based on table 7, the metaphor “a mask of indecision and pain” was mentioned by the writer in the sentence “finally, i could see his perfect face, staring at me, twisted into a mask of indecision and pain”. the context was taken when bella was describing a situation involving edward who was staring at her at the moment. the metaphor “a mask of indecision and pain” referred that edward’s face showed an indecision and suffering emotion as if he was wearing a mask that everyone can easily catch from edward’s face. this metaphor was translated into “pergulatan antara kebimbangan dan kepedihan tampak nyata di sana” referring that edward’s contained indecision and pain that everyone could see. this metaphor in the source language and the target language possessed the same form of metaphor; however, the translator chose to add some description by mentioning that the feeling of indecision and pain was clearly depicted from edward's face. therefore, the translator utilized the same metaphor the additional meanings strategy to render the metaphor from english to indonesian. translation quality assessment of metaphors in twilight novel the objective of the translation process is to find a good quality of translation work in the target language depending on the subject being translated. in translating metaphors, there have been already some translation strategies to transfer the message, structure, and the stylistic effects of metaphor as a metaphor is classified as a figure of speech that is usually utilized in literary works. the result of translation quality in this study was the average scores based on the evaluation analysis done by five raters from english lecturers who have graduated from magister program. figure 2. translation quality assessment of metaphors in twilight novel according to figure 2, the result of translation quality assessment of metaphor found in twilight novel was analysed in three aspects, namely content, presentation and mechanics. the result showed that from the total number 164 metaphors, there were 101 metaphors that were categorized as possessing good quality content, meanwhile, 54 metaphors were translated as fair in term of content and 9 metaphor was categorized as poor translation in term of content respectively. this condition indicated that the translator had successfully transferred almost all the content of metaphors found in the twilight novel in the aspects of original major points within the metaphor itself. in terms of presentation aspect, the translation of metaphor was shown to be dominated by good translation 101 54 9 103 53 8 147 14 3 0 20 40 60 80 100 120 140 160 good fair poor translation quality assessment of metaphors in twilight novel content presentation mechanics hajar mutiara ningtyas, et al./ english education journal 11(4) (2021) 473-484 481 quality in terms of presentation with 103 metaphors, however, fair translation quality in terms of the presentation was also found in translating the metaphors with 53 metaphors which then followed by poor translation quality in term of presentation with 8 occurrences. this condition also referred that the translator had successfully provided a good presentation of metaphors in rendering metaphors found in the twilight novel which made the translation became easy to understood. lastly, related to translation quality in terms of mechanics, the metaphors achieved the highest number of translation quality with 147 metaphors. moreover, there were only a few findings that indicated the metaphors were rendered fair and poor quality with total occurrences of 14 and 3 metaphors respectively. therefore, this condition indicated that almost all metaphors found in the twilight novels that were translated by translator had been provided in good mechanical ways without any mistakes either on grammar or spelling. the process of translation covers various elements within the text that must be transferred into the target language, including translating metaphor as a figure of speech in literary work. translation of metaphor was deemed to be problematic for the translator at some points related to words, grammatical units and meanings that should be considered deeply before the translation process. according to schaffner (2004) that the problem in translating metaphor was caused by linguistic and cultural differences between two languages. this condition has resulted in the process of achieving the best quality of translation in the target language, although some problems might likely occur during the process. in order to elevate those problems, the translation strategies of metaphor offer alternative ways to help translators in rendering the metaphors from the source language into the target language (bojovic, 2014). hence, the metaphor within the sentence could be brought into the target language as it is created by the original author from the very first place. based on the analysis of the translation of metaphors in the novel twilight, there were some points that were regarded crucial to be discussed. on the aspect of translation strategies of metaphor, all seven translation strategies of metaphor were utilized by the translator in rendering metaphors from english into indonesian. the result showed that the translator had already utilized translation strategies of metaphor as suggested by newmark (1988). the findings showed that reproducing the same metaphorical image in the target language becomes the mostly-used strategy in rendering metaphor from english to indonesian. this condition indicated that the english and indonesian languages had shared many similar metaphorical images which possess similar meanings also. due to the same metaphorical image between two languages, the translator had been helped in finding the translation of metaphor as the reproduction of metaphor from the source language. this finding also symbolized that most of the metaphors share similar referential and contextual elements both in english and indonesian as well as cultural context. as stated by khairuddin (2015) that metaphor translation appropriateness possessed similar reference and context both in the source and target language. wang (2017) added that cultural elements cannot be separated from the translation of metaphor. aside from the highly-used translation strategy of reproducing the same metaphorical image in the target language, it also turned out that converting e metaphor into its sense and its meaning only had slightly different in terms of frequency. although the total use of converting a metaphor into its sense or meaning only was utilized slightly below the highly-used translation strategy, this fact represented that the translator enjoyed converting the metaphor into interpretation or meaning regardless of its metaphorical image whether it could be reproduced or not. in fact, converting a metaphor to its sense or meaning only was considered helpful for target readers because it could make the metaphor easy to be understood as either the core meaning was provided or the interpretation of the metaphor was presented (manipuspika, 2018). however, this strategy could erase the stylistic description within the literary works that were deemed to be the common characteristic of literary writings. hajar mutiara ningtyas, et al./ english education journal 11(4) (2021) 473-484 482 the other translation strategy that was found quite often to be utilized by the translator in rendering metaphors within the novel twilight was replacing the metaphorical image in the source language with the standard metaphorical image in the target language. this condition indicated that the translator also chose to replace the metaphor with a standard metaphor that was easily comprehended by the target readers. when the same metaphorical image was impossible to be brought into the target language, the standard metaphor became the alternative option to compensate for the meaning lost within the metaphors. the standard metaphor was aimed to emphasize the meaning figuratively that was suitable to compensate the original metaphor which could not be brought into the target language. although standard metaphor could not completely replace the metaphorical image from the source language, the standard metaphor was expected to represent the meaning of the original metaphor. as stated by kenderan (2017) replacing the metaphor image with the standard metaphor was acceptable as long as it did not clash with the target language culture. in regard to the use of simile during the metaphor translation process, two translation strategies were utilized by the translator in rendering metaphors within the twilight novel. the first strategy was translating metaphor by simile by maintaining the metaphorical image that was the most often used by the translator. a similar concept between metaphor and simile as a figure of speech was utilized by the translator to translate the metaphor into a simile in the target language. the similar concept between metaphor and simile in terms of comparing something was beneficial and interchangeable by some modification (waldau, 2010). by maintaining the metaphorical image, the translator could still be able to provide the similar meaning found in the source language in the form of a simile. the second strategy related to the use of simile in translating metaphor strategy was translating metaphor by simile plus sense. the term sense was provided in the form of interpretation from the metaphor either could be presented in a description or explanation. the sense was elaborated on in the simile to maintain the core meaning provided by the original author within the metaphor. therefore, translating metaphor into simile could not be independently transferred into the target language rather than it should be elaborated by its meaning or its sense. the use of simile sometimes was considered suitable because it helps the target readers to understand better when the metaphor was quite strange to be related to the target culture (tan, 2006). dealing with translating the same metaphor in the target language, another translation strategy was found to be utilized by the translator in rendering the metaphor within the novel twilight. this strategy was translating metaphor by the same metaphor with the sense or meaning added in the sentence. this translation strategy was hardly used by the translator because the same metaphors had already been reproduced into the target language with the same metaphorical image without additional elements. therefore, this translation strategy was considered as the last option for the translator to translate metaphor when the same metaphor existed in the target language; however, the same metaphor in the target language was hard to be understood. hence, additional meaning or sense was elaborated within the sentence to support the translation breakdown. the last translation strategy of metaphor that was rarely used was deleting metaphor in the target language. this translation strategy seemed to be easy to be carried out; however, omitting metaphor in the process of translation was a difficult decision for the translator because it would reduce the stylistic element of the literary work. as this strategy was rarely used by the translator in rendering metaphor in twilight novel, it indicated that the translator had tried to keep the stylistic element of the novel. deleting the metaphor strategy became possible when the meaning would be redundant if the metaphor was transferred in the target language. conversely, deleting metaphor could be the subjective decision of the translator when the translator did not want to reproduce the metaphor in the target language rather than enjoying the translation without the insertion of metaphor within the text. as suggested by zheng (2015) and rochmawan (2018) translator must be well aware of the hajar mutiara ningtyas, et al./ english education journal 11(4) (2021) 473-484 483 cognitive structure of the readers and the culture and context of the target language which led whether translate metaphor freely or literally. conclusions based on the research questions that have been stated previously, there are three conclusions that can be drawn. firstly, there were seven translation strategies utilized by the translator in rendering the metaphors found in the twilight novel from indonesian into english with total metaphors found in this study were 164 metaphors. therefore, this situation led to a conclusion that in rendering metaphors that were found in the twilight novel, the translator tended to be flexible whether reproducing the metaphor in the target language considering the intended meaning which was also in accordance with the similarity of culture and context where the metaphors were expressed. in terms of content quality, the translation of metaphors was dominated by good content quality, good presentation quality and good mechanics quality. moreover, the application of each translation strategy would result in different types of translation quality in terms of content, presentation and mechanics. it is suggested that the employment of translation strategy in rendering metaphor should consider deeply the existence of the same metaphor both in the source language and target language because the quality of the translation will be determined by the translation strategies. since this study only focused on the metaphor in the romance novel, it is better if future research could reveal more about various kinds of translation work with the various genres to investigate the comparison between the metaphor translation. references abbasi, g., zadeh, s. s., janfaza, e., assemi, a., & deghan, s. s. 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(2017). simile & metaphor in translation: a study on students’ translation of amy tan’s “two kinds” short story. language circle: journal of language and literature, 11(2). khairuddin (2015). the translation of metaphors in harry potter and the chamber of secrets from english to indonesian, english review: journal of english education 3(2),201-209. larson, m. l. (1998). meaning-based translation a guide to cross-language equivalent, second edition. oxford university press of america. lulu, l. (2016). the “foreignization” translation in the new time. english language teaching, 4(3), 6-11. lestiyanawati, r., hartono, r., & sofwan, a. (2014). translation techniques used by students in translating english news items. english education journal, 4(2), 90-98. machali, r. (2012). cases of domestication and foreignization in the translation of indonesian poetry into english: a preliminary inquiry. journal of language and culture, 3(4), 74-82. manipuspika, y. 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(2004). metaphor and translation: some implications of a cognitive approach. journal of pragmatics 36, 1253–1269. siregar, r. (2017). designing course: an initial approach translation teaching. international journal of scientific & technology, 6(9), 421324. siregar, r., sinar, t. s., lubis, s., & muchtar, m. (2015). domestication and foreignization in the process of translation of the 8th habit by stephen r. covey into bahasa indonesia. iosr journal of humanities and social science, 20(4), 53-63. doi: tan, z. (2006). metaphors of translation. perspectives: studies in translatology, 14(1), 40-54. waldau, t. (2010). a study of figurative language in the works of astrid lindgren. metaphor and translation. mid sweden university. wang, l. (2017). a case study on the translation of metaphors in red sorghum. english language and literature studies, 7(4). zheng, j. (2015). translation of metaphors in business english from a cognitive perspective. international journal of english linguistics, 5(2). 104 eej 12 (1) (2022) 104-112 english education journal http://journal.unnes.ac.id/sju/index.php/eej students’ use of translation techniques: a case of the 4th semester students of universitas peradaban akhmad nurkholis , dwi anggani linggar barati universitas negeri semarang, indonesia article info ________________ article history: accepted 30 september 2021 approved 30 january 2022 published 15 march 2022 ________________ keywords: translation techniques, 4thsemester students, peradaban university abstract english is a medium of international communication and it is a bridge to communicate among people with different languages and cultures. communication has the goal of delivering the message from one to another. it is essential that in mastering the translation lesson for the students to understand about the english text even both of an article or a book of science. this research aims to know the translation techniques applied by 4th-semester students at peradaban university in translating final test text. this is qualitative research with a qualitative descriptive approach. the object of the research is 4th-semester students’ of peradaban university. the data were analyzed by using translation techniques proposed by molina and albir. the analysis reveals that the most translation found was calque with 940 occurrences (62,37%), literal translation with 371 occurrences (20,90%), reduction with 96 occurrences (6,23%), and the last borrowing with 158 occurrences (10,48%). based on the research result it can be concluded that students’ knowledge of translation techniques is very limited. in another word, in translating process they must master translation techniques to translate certain text, and know translation techniques to minimize translation errors in the translation product. this research will probably give some literature about the translation techniques that are applied in university students which can be applied by another researcher to conduct other research with another point of view. also, for the lecturers it gives translation techniques materials with various techniques proposed by some experts. correspondence address: pasca sarjana unnes, kelud utara iii petompon gajahmungkur semarang 50237 e-mail: nurcholis_akhmad@yahoo.com p-issn 2087-0108 e-issn 2502-4566 akhmad nurkholis, et al. / english education journal 12 (1) (2022) 104-111 105 introduction english is a medium of international communication which is a bridge to communicate among people. essentially, the communications between different languages are the communications between different cultures. besides as an international communication device in science and technology development, english has a vital role. communication has the goal of delivering the message from one to another. it could be written or spoken by the people every time and everywhere. it can be direct communication by face-to-face or indirect by text or picture, i.e., magazine, newspaper, comic, etc. the text made by people has specific purposes of delivering the message and a good text will positively impact the reader about the text's message. since there are different languages around the world, people cannot understand the meaning of all other languages. mastering english is not sufficiently limited to the basic skills of english; listening, speaking, reading, writing, grammar, phonology, and vocabulary. people who are speaking or writing in one language to another should make sure that the information and message will be delivered correctly, clearly, and precisely. concerning the fact that most of the many kinds of texts such as novels, stories, comics, science, and technology books are written in english, it would be helpful to have an adequate translation ability that enables us to understand the contents. so, it is essential that in mastering the translation lesson for the students, they need to understand about the english text even both of an article or a book of science. literature shows that students still get difficulties in translating either indonesian to english or english to indonesian. there are several difficulties in translating indonesian to english or english to indonesian texts experienced by indonesian learners. it is very important to master both because if the learner is wrong in choosing the word and structure it will cause the message to be delivered wrongly. some underlying theories of translation are considered. as has been widely known, the linguistic approaches of translation see translation as the rendering the text of certain source language (sl) by equivalent text or meaning in target language (tl) catford in nord (2001) and that it consists in reproducing in the receptor language the closest natural equivalent of the source language message nida and taber in nord (2001). such approaches suggest that equivalence is a key in translating activity. the translation transfers the meaning of the source language into the receptor language as larson (1984) stated. the translation is defined as the transfer of a message from the source language to the receptor. this is accomplished by using semantic structure to transfer the message from the source to the target language. the meaning that is being transferred should be maintained at all times; only the form changes. the translation process entails studying the lexicon, grammatical structure, communication situation, and cultural context, of source language texts to reconstruct that meaning of the receptor language with its lexicon and grammatical structure which fit sl’s cultural context and analyze it to determine the meaning larson (1984). besides, translation is a word-by-word meaning transfer from the source language text to the target language, but it includes some contexts that may differentiate meanings. this study focuses on the students’ use of translation techniques: the case of the 4th -semester students of peradaban university. based on the explanation above, we believe that it is important to regard whether or not they have appropriate translation ability by researching the methods used in the translation work of the 4th-semester students of the english department of peradaban university bumiayu. there are many studies about translation techniques done by other researchers. for example, kembaren (2018) focuses on translation techniques applied in translating the english version of nganting manuk text and its quality. the purpose of the research was to recognize translation techniques applied in translating the english version of nganting manuk text and explain the quality of translation text and aspects of inaccuracy, readability, and acceptability aspects. then the second study was by romdhati et al. (2018). in their study, they focused on the impacts of translation technique on the orientation shift of akhmad nurkholis/ english education journal/eej (1) 2022 103-112 106 modality in subtitling the jungle book movie subtitle. the study's purpose was to analyze the subtitle’s translation technique in subtitling modality orientation shift of “the jungle book” movie subtitle. another study was by sundari and febriyanti (2017). the research focused on translation techniques and translation competence of indonesian efl learners in translating informative text. the purpose of the study was to analyze and describe the indonesian efl learners’ translation competence and translation techniques. the other studies were conducted by fitria, lestyanawati, hartono, and sofan, and the last by sundari and febriyanti. the first study by fitria at al. (2018) focused on analyzing translation techniques applied in the translation product of abstract translation in the journal edunomika 2018 from english to indonesian, the result of her study that in the translation techniques applied in translating abstract show that there are 5 translation techniques: transposition/shift (126 data or 75,90%), reduction/omission (21 data or 12,65%), amplification/addition (8 or 4,82%), established equivalence (6 or 3,61%) and borrowing (5 data or 3,01%). then the next study by lestyanawati et al. (2014) focused on analyzing the techniques applied by students in translating english news items. the result of the study shows that 225 sentences applied translation techniques proposed by molina and albir which cover; literal translation is dominantly used as a technique in translating the source text with the highest used technique in which 149 of 225 sentences applied the technique. in relation to the translation quality, 155 sentences were found as accurate, 172 sentences were clear and 164 sentences were natural with the scoring rate of 2.1, 2.3, and 2.25 points in average. the study by andriyanie et al. (2016), this study focused on analyzing translation technique proposed by molina and albir’s and the translation quality based on newmark’s theory. translation techniques are used in translating cultural words in the novel eat, pray, love by elizabeth gilbert translated by silamurti nugroho. then the next study was conducted by al-shehab, (2016). this study focused on analyzing students' translation skills in proverbs translation into arabic and vice versa at jadara university in jordan. the study aims to determine the students’ ability in english cultural expression “proverbs” into arabic translation. the next study by arafanti and asmarani (2018) analyzed the translation techniques applied in translating the bilingual destination map that translated “peta wisata jawa tengah” into “central java tourist map” the result of the research shows that the translation techniques appear 6 translation techniques proposed by molina and albir which covers; amplification, description, discrusive creation, literal translation modulation, reduction and deleted. the next study comes from yuliasri and hartono (2014) on the indonesian humor words of harry potter and the sorcerer's stone translation technique and equivalence. this study tries to answer the research question: what are the applied translation techniques in the indonesian translation of humor in harry potter and the sorcerer’s stone? how is the equivalence of the humor translation? then the other study by prafitasari et al. (2019), in her research, focuses on an analysis of the translation of a poem book entitled love and misadventure in term of translation technique and translation quality. the study aims to determine how the translation technique translates the poem into target text applied by the translator and the effect of the translation quality. the other study conducted by poyungi et.al., rahesa, rosa, utami and maharani, and mustafa et al. the first study by poyungi et al. (2021), their study focus on analyzing translation techniques of modality metaphor in anne of green gables novel, which apply systemic functional linguistic (sfl) approach. then by rahesa and rosa (2020), which focus on translation techniques in rendering narrative text applied by english department students of universitas negeri padang which apply molina and albir theory of translation techniques, another research conducted by utami and maharani (2019) which in their study focus on translation techniques applied by students of stiba saraswati denpasar in rendering the tale of tom kitten, which using approach proposed by 2 experts they are larson and moina and albir. then the last study conduct by mustafa et al. (2021), in the research focus on translation techniques applied in rendering smartphone user akhmad nurkholis/ english education journal/eej (1) 2022 103-112 107 manual by using translation techniques theory proposed by molina and albir. the following studies by nasution et al. (2017) focus on the english translation of the malay incitation text of sea offerings, translation accuracy, and technique analysis. the research aims to analyze the translation quality since the translation technique applied by the translator in translating sea incantation texts from malay into english and its accuracy. then the following study by sundari and febriyanti (2017) focused on the translation of an informative text by indonesian efl learners of their translation competence techniques translation applied, and the aim of the study was to describe and analyze indonesia efl learners’ competence and translation technique. then the last research by rongre (2018) focused on the medical terms of english-indonesia translation and the application of word-level translation. the study aims to explain the translation technique applied by the translator and its effect on the accuracy and acceptability of the resulting translation product of foundation module: the midwife in the community. in this present research we would like to concern about the written form of english, as indonesian english text is commonly difficult to be understood even though for university students of the english department. one of the complex materials in the english department is translation because by studying it, the students must arrange into target language (tl) correctly, naturally, and reasonably. we choose this topic because, in mastering translation materials, the students must master the structure, vocabulary of both source language (sl) and target language (tl). in translation activity, the students also must consider the naturalness and equivalence of both sl and tl. by doing this, the researchers hope to help the students find an effective way of enhancing the 4th semester students of the english education program at peradaban university particularly in mastery the techniques in translating specific text. methods this research applied a descriptivequalitative research based on creswell, (2014) and the data were obtained by using narrative description according the research problem that is based on the number of occurrences the data analyzed. the data were analyzed by the following steps. we gave some tests to the 4th semester students of peradaban university and the students were asked to translate english texts into indonesian. after that, the translation results were analyzed in terms of the techniques applied by using translation techniques proposed by (molina & albir, 2002). the research steps are shown in diagram. figure 1. the research steps data processing techniques using data triangulation. molina and albir, (2002) theory divides translation techniques classification into 18 different techniques, as follows: 1. adaptation, the culture of the target text (tt) applied in the source text (st) cultural element, 2. amplification, the detailed introduction of non-formulated st of information explaining and paraphrasing. 3. borrowing, translating an sl word to a tl text with the pure or naturalized loan. 4. calque, a literal translation is a process of translation that applies in both lexical or structural. 5. compensation, the application of information or stylistic effect of st element in other places of tt since in the same place of st can’t be applied. 6. description, change the expression or term with its form or function description. 7. discursive creation, the tentative equivalence establishment is unpredictable out of context. 8. established equivalent, using the recognized term or expression (by dictionaries or language in use) as in tl. 9. generalization, the use of neutral terms or more general. translation technique (molina and albir) source text student translation target text akhmad nurkholis/ english education journal/eej (1) 2022 103-112 108 10. linguistic amplification is usually used in chronological interpreting and dubbing, by adding linguistic elements. 11. linguistic compression, the linguistic element uniting in tt, which usually applied in simultaneous interpreting and subtitling. 12. literal translation is a word-for-word translation. 13. modulation, changing the viewpoint of focus or st’s cognitive category consists of lexical or structural. 14. particularization. the more proper use of terms and real. 15. substitution, the linguistic or paralinguistic element consists of intonation and gesture. 16. reduction, suppressing an st information item in the tt, 17. transposition, changing the grammatical categories, of st and tt. 18. variation, changing the intonation and gesture, textual tone, social and geographical dialect, and style. results and discussion table 1. occurences of translation technique no translation techniques number of occurrences percentages of total occurrences 1 calque 940 62.29 2 literal translation 371 20.87 3 reduction 96 6.36 4 naturalized borrowing 149 9.34 5 pure borrowing 17 1.13 total 1509 100% the discussion of each occurrence is presented in the following part. the technique of calque means the literal translation of source text word, phrase, and clause, by the lexical or structural way. the examples are as follows. (1) sl: indonesia has already lost 72 percent of its intact forests. tl: indonesia telah kehilangan 72 persen hutan yang utuh. in this case, the students translate the source language based on source language structure and lexical and it can be seen that each word of the source text is translated literally. there are differences in translating words intact, different with those translated such in the translation of students no eight, ten, thirteen, fourteen that translate word intact into keseluruhan. then student number eleven translates intact into subur, then student number twelve translates intact into hutan. then student numbernumbero thirteen, fifteen, sixteen, and seventeen translates intact into utuh or keutuhan different from them student number fourteen translates intact into keseluruhan. generally, they translate not in the exact meaning of intact but it represents calque technique, which translates words literally but still consider the coherence in meaning. (1) sl: this is threatening the habitat of species like sumatran tigers and orangutans, as well as harming the millions of people who depend on indonesia’s forests for their food, shelter, and livelihoods. tl: ini mengancam spesies habitat seperti macan sumatera dan orang utan, sebagaimana merugikan jutaan orang yang yang bergantung pada hutan indonesia sebagai sumber makanan, perlindungan dan mata pencaharian mereka. in the example above the students translate from the source language to target language literally according to source language structure and lexical, which can be seen on the above-target text that was translated literally. there are differences in translating livelihoods for example in students seven, eight kenyamanan hidup and tinggal di hutan, literal translation literal translation means translating source text to target text word for word. the examples are as follow: (1) sl: peatlands including those that form the wetland-like floor of indonesia’s rainforests are one of the world’s largest carbon sinks. tl: tanah yang dapat dipakai sebagai bahan bakar yang terbuat dari tanah basah atau gambut seperti lantai dari hutan hujan tropis terbesar indonesia adalah satu dari dunia sebagai penghasil karbon terbesar. in that example the student translates the words of the source language to target language word for word without considering the source text’s meaning and structure, the example shows that the word peatlands is translated as tanah yang dapat dipakai sebagai bahan bakar yang terbuat dari tanah basah atau gambut. event it can be translated only http://www.greenpeace.org/eastasia/campaigns/forests/problems/paradise-forests/ akhmad nurkholis/ english education journal/eej (1) 2022 103-112 109 into lahan gambut, it caused that the overall translation misses from the source text message since generally miss in choosing the diction. (1) sl: however, such conversion also comes at a cost. tl: tetapi, ada juga konversi yang membutuhkan biaya. the other example shows that in literal translation whether the diction is accurate since the structure of source text has ignored that cause mistranslated in the word comes at a cost is translated literally as membutuhkan biaya, it should be translated mendatangkan kerugian. in this case, also the literal translation technique is one of the errors that cause an error in student translation which is shown on the later analysis of ata’s standardized error making. reduction the purpose of this technique is that the translator eliminates the number of elements of the source language which doesn’t change the source language’s message and respects the relevance of the source language. in the case of reduction in this research, we only found two occurrences. the examples are as follow: (1) sl: this is threatening the habitat of species like sumatran tigers and orangutans, as well as harming the millions of people who depend on indonesia’s forests for their food, shelter, and livelihoods. tl: ini mengancam spesies habitat seperti macan sumatera dan orang utan, merugikan jutaan orang yang bergantung pada hutan indonesia sebagai sumber makanan mereka, perlindungan dan mata pencaharian. in the tl translation, the translator reduces conjunction as well as in the context of sumatran tigers and orangutans, as well as harming the millions of people translated into macan sumatera dan orang utan, merugikan jutaan oran, in this case, the reduction of as well as does not change the source language messages. (1) sl: there is a risk that the virus will be imported to new areas by infected travellers. tl: virus akan menyebar ke area baru melalui infeksi pengunjung. the tl translation above is different from the previous example that the translator reduces the clause of there is a risk that the virus will be imported to, that is translated into virus akan menyebar akan menyebar ke area baru. even though it is reduced the message of the source language is delivered clearly. borrowing borrowing is the technique that translates the source language text by borrowing or expressing certain words into the target language without any changes. there are two kinds of borrowing; pure borrowing which translates source language words literally without any change or adjustment. naturalized borrowing that translates source language word that has been absorbed into the target language word. pure borrowing pure borrowing means translating source language text to target text word or expression sprightly without any changes or adjustment. it can be seen from the borrowing word means ‘meminjam’. this translation technique is used to translate the words that there is no target language meaning that can be applied to translate the source language words or expressions. in this research 17 words use the borrowing technique that is presented in the data below. (1) sl: propionibacterium acnes (p. acnes) is the name of the bacteria that live on the skin and contribute to the infection of pimples. tl: propionibacterium acnes (p acnes) adalah nama dari bakteri yang hidup di kulit dan menyebabkan infeksi timbul nya jerawat. the word propionibacterium acnes (p. acnes) translate into the same word propionibacterium acnes (p. acnes) in target language translation since that word is only in source language form and in the target language of bahasa there is no state meaning. this technique also consists of a description technique that after the word propionibacterium acnes (p. acnes) there is an explanation in the next phrase of the sentence. naturalized borrowing this technique is the opposite of pure borrowing that in naturalized borrowing the word or expression of source language text meaning has been modified or absorbed into target language meaning. the examples of naturalized borrowing are presented below. (1) sl: follicles connect the glands to the pores. akhmad nurkholis/ english education journal/eej (1) 2022 103-112 110 tl: folikel menghubungkan kelenjar dengan pori-pori. in this translation, the translator translates follicles into folikel. this is done since folikel word has been absorbed into bahasa. it is proven in kbbi that folikel is ‘kantong kelenjar yang kecil dan sempit yang terdapat pada rambut’ (2) sl: sebum carries dead skin cells through the follicles to the surface of the skin. tl: sebum membawa sel kulit mati melalui folikel-folikel ke permukaan kulit. in the second example the translator also translates sebum into sebum. this explicitly seems like pure borrowing but actually, the word sebum in kbbi means minyak yang berfungsi melindungi elemen rambut dan mengatur keseimbangan kelembapan. this is relevant with the context of the text. those are the errors found in the translation errors that are applied by students in translating the final test of english-indonesian translation materials. generally, the application of the technique is influenced by their knowledge that has been taught in the class since they get translation one and translation two materials. when we interviewed them, it founds that their knowledge about translation errors is very limited. conclusions after the research, some conclusions can be drawn. first, in translation technique english to indonesia done by the 4th-semester students of translation one final test text, some techniques were found and analyzed. globally there were four techniques identified which consist of calque with 940 occurrences, literal translation with 315 occurrences, the third borrowing which consists of naturalized and pure borrowing 158 occurrences, and the last is a reduction with 96 occurrences. from the analysis the techniques applied by the students in translating the final test text of translation the most translation techniques applied was calque with 62.29%, then literal translation with 20.87%, and borrowing which consists of naturalized and pure borrowing with 10.47% and the reduction with 6.36%. based on the findings, it is important to present suggestions that can be considered that this research contributes to the english teaching activity, especially for upcoming researchers, to conduct another theme of research such other media (book, pamphlet, or novel) of research or subtitle of a film. this is because the translation activity does not only transfer the meaning of the source language to the target language but also transfer the culture and tradition of the certain source language. beside that translating cultural word is not as easy as translating other words. english learners, other researchers, and translators of higher education are expected to conduct other studies, and may this finding can be used as their supported reference to analyze another point of view of translation technique, of another research object, which can present a wider perspective on the study. the teacher of translation material should pay attention to the delivered materials of techniques since in the translation process translator must understand both of source language and target language rules in rewriting the target language text. they also must pay attention to the culture or tradition of the source language. as stated previously, related to translation techniques in translating the final test text of translation 1 (english – indonesia), the techniques which are applied by the students can be concluded that the students’ knowledge of translation techniques is very limited. in another word, in translating process the translator must have mastered translation techniques to be able to translate certain text. knowing translation techniques may cause minimal translation errors in the translation product. mastering translation techniques can also facilitate them in translating certain text to translate. references akhiroh, n. 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(2013). oxford advanced learner’s dictionary of current english. oxford: oxford university press. kembaren., f., r., w. (2018). an analysis of translation techniques in the english versions of arrahman surah. international journal on language, research, and education studies, p:56-72. larson (1984: 6) meaning based translation: a guide to cross language equivalent. boston: university press of america. lestiyanawati, r., hartono, r., & sofwan, a. (2014). translation techniques used by students in translating english news items. english education journal, 4(2). lovihandric, h., mujiyanto, j.& sutopo, d. (2018). translation strategies used by lingliana in translating taboo words in sylvia day’s bared to you. english educational journal. p208-220. molina, l., & albir, a. (2012). translation techniques revisited: a dynamic and functionalist approach. meta: journal des traducteurs /meta: translators' journal, 47 (4), 498-512. mustafa, f., aziz, z. a., & khabri, i. (2021). translation techniques uused in translating a smartphone user manual. english: journal of language, education, and humanities, 9(1), 33. nasution, d. k., sinar, p. t. s., lubis, p. s., & nurlela, d. (2017). translating malay incantation texts of sea offerings into english: an analysis of translation techniques and translation accuracy. international journal of english language, 5(2), 113–121. newmark, p. (1981), approaches to translation. oxfordengland: pergamon press. nord, c. 2001. translating as a purposeful activity: functionalist approaches explained. manchester uk and northampton ma: st. jerome publishing poyungi, y. s., nababan, m., & santosa, r. (2021). translation techniques of modality metaphor in anne of green gables. lensa: kajian kebahasaan, kesusastraan, dan budaya, 11(1), 68. prafitasari, a., nababan, m., r., & santosa, r. (2019). an analysis of translation technique and translation quality in poem book entitled love & misadventure. indonesian journal of english language teaching and applied linguistics vol. 3(2), rahesa, i. w. r., & rosa, r. n. (2020). translation techniques used by english department students of universitas negeri padang. english language and literature online journal, 9(1), 1–8. romdhati, a. t., nababan, m., & santosa, r. (2018). translation techniques and their impacts to the modality orientation’s shift in the jungle book movie subtitle. lingua cultura, 12(4), 375. sundari, h., & febriyanti, r. h. (2017). translation techniques and translation competence in translating informative text for indonesian efl learners. scope: journal of english language teaching, 1(01), 17. utami, n. m. v., & maharani, p. d. (2019). translation techniques used in the translation of the tale of tom kitten done akhmad nurkholis/ english education journal/eej (1) 2022 103-112 112 by dharmasiswa students of stiba saraswati denpasar. sphota: jurnal linguistik dan sastra, 11(2), 1–8. yuliasri, i., & hartono, r. (2014). translation techniques and equivalence in the indonesian translation of humor in harry potter and the sorcerer’s stone. ejournal upi. 301 eej 12 (3) (2022) 301-309 english education journal http://journal.unnes.ac.id/sju/index.php/eej morphological process of morphemes through word-formation process in students’ writing moh. shofi zuhri , suwandi suwandi, sri wuli fitriati universitas negeri semarang, indonesia article info ________________ article history: accepted 01 may 2022 approved 03 july 2022 published 15 september 2022 ________________ keywords: word, morpheme, word formation, writing ____________________ abstract ___________________________________________________________________ in learning a language, students must learn about linguistics and its branches to know the context of language, the origin of words and how they are formed. this study aimed to investigate word-formation by exposing yule’s (2010) theory in students’ writing. this research focused on how many wordformations existed and how the word-formation process was applied in students’ writing. a descriptive qualitative approach was adopted to analyze the gathered data to fulfill the research objectives. the data were collected through observation. the participants in this research were 18 students of universitas negeri semarang attending academic writing class. the findings show that the students applied 599 processes which fall under five types of word-formations. they could be categorized into blending, compounding, clipping, derivation, and inflection. the students applied less blending and clipping word-formation processes. in addition, there were some problems in applying the wordformation process. some students were confused about how to form blending and clipping. hopefully, this research will give significant contribution as reference in understanding word formation. the present study is expected to contribute to teaching and learning of word-based lexical studies in general and word-formations in particular. correspondence address : pacasarjana unnes jl kelud utara 3 sampangan semarang, indonesia, e-mail : zhofizuhri2121@gmail.com p-issn 2087-0108 e-issn 2502-4566 benedikta andriela yuni seran, et al./ english education journal 12 (3) (2022) 301-309 302 introduction in learning english as a foreign language, not only students learn about the four basic skills like speaking, listening, writing, and reading, but they also learn the subskills of them such as pronunciation, grammar, and vocabulary. this is because all of them are related each other. however, in learning a language, the students must also learn about linguistics and its branches to know the context of language, the origin of words and how they are formed. one of the linguistic studies is morphology. morphology is a basic study form of language and the study of word formation (yule, 2010), including the ways new words were created in the languages of the world. the variation of forming of words depends on how they are used in sentences. that is why morphology has relationship with the four basic english skills especially in writing, because in writing the students are required to be able to make words and its forms, and arrange them into the sentences. with morphology, students can learn how the words are formed. word formation occurs when the word processes into a new word. it can happen in several ways. they are acronym, clipping, blending, compounding, inflection and derivation. these word formations are always used in writing since they are considered as the parts of grammar. however, many students still make errors in using them, for instance, students placing infinitives when they should use a past verb, or when they should put plural but they place singular and having error to put some parts of derivation affixes. there are some assumptions to think. first, it may come from students who get problems in understanding the material and lack knowledge. second, they actually can do that, but they make mistakes when practicing to create a sentence. the last, teachers might lack of knowledge which causes teaching and learning process to be less effective. by this research, it hopefully helps the students to improve their skill in writing and become good writers. considering its importance, the study served to take word formation by exposing yule’s (2010) theory in students’ writing. the english word formation included are acronym, blending, clipping, compounding, inflection, and derivation. a number of studies have been exposing wordformation process (engliana, 2012; fatmawaty & anggraini, 2019; hidayat & mu’man, 2020; luthfiyati & kholiq, 2017; azkiyah, 2013; fitria, 2021; florencia, 2016; uzer, 2019; enesi, 2017; varatharajoo et al., 2015; astuti, 2014). the research of word formation is easily found in the research world. it shows that word formation is still interesting to research, and it has many big scales. some research explored types of word formation processes, such as luthfiyati and kholiq (2017). they discussed how word-formation processes in the jakarta post website. this study aims to identify the most common type of derivation words used in the headline of ten education articles in “jakarta post website”. the result shows that the most common derivation words used are noun derivations. in addition, some researchers conducted the study in writing skills (anggrayani et al., 2015; fitriati & fadhila, 2017; fitriati et al., 2018; saleh, 2014; suraya & shofwan, 2013; wachyu & rukmini, 2015). fitriati et al. (2018) investigated attitude, one of subsystem appraisal, in the english as a foreign language (efl) university students’ narrative writings. the prominent finding of the research implies that most students used expressions of attitudes that belong to basic english words and repetition of the same words. after reviewing previous research, it can be seen that most of the research on word-formation is mostly concerned with non-academic contexts, such as aprianti and parwati (2020), studying about song lyrics. however, word-formation is also important for an academic context. it can influence the students to have many new words. thus, the research focused on academic scope. the difference between previous research and this research is in the material being analysed. the previous research used non-academic data such as morphemes in newspaper, billboard, and others. meanwhile this research focuses on morphemes in academic scope (students’ writing). the uniqueness of this research lies on the choice of the study object. based on the observations, there are no researchers who have studied about morphemes and the formations in academic writing context. to reach a comprehensive analysis, the study intended to obatin answers of the six questions: (1) how are morphemes formed through the use of acronym in students’ writing?; (2) how are morphemes formed through the use of clipping in students’ writing?; (3) how are morphemes formed through the use of blending in students’ writing?; (4) how are morphemes formed through the use of compounding in students’ benedikta andriela yuni seran, et al./ english education journal 12 (3) (2022) 301-309 303 writing?; (5) how are morphemes formed through the use of derivation in students’ writing? (6) how are morphemes formed through the use of inflection in students’ writing? methods this research used qualitative case study research design. it requires observation and interview to answer all the questions. the result of the research was interpreted in detail to give a description and explanation to the readers. according to experts dealing with qualitative research, some views usually try to understand how things occur by going to the natural setting without implementing any intervention use an observation. the subjects of this research were eighteen academic writing students of universitas negeri semarang. the subjects were considered significant because the students have obtained enough knowledge on how to form the words even sentences. the observation was used as the instrument for gathering the data. the students’ writings were collected to know the natural condition of word formations used in their writing without intervention from the researcher, then the word-formation process was identified. finally, they were categorized based on the word-formation process. the study used data triangulation to help the study having valid data. results and discussion the study focused on how morphemes are used by the students through word formations processes in their writing. after analyzing the data, the writer found that word formations were very available to use in writing but not all word formations were commonly used in writing. the common word formations used by the students were derivation, inflection, and acronyms. besides, clipping and compounding were rarely used by the students in their writing. moreover, blending was seldom used by them. it can be seen from the number of word-formation processes that occurred in their writing. from the total of wordformation processes found, derivation and inflection were frequently used by the students with 102 and 300 words and the third was acronym with 52 words, the fourth was compounding with 49 words, and the fifth was clipping with 42 words, and the last was blending with 11 words. morphemes formed through acronym process in the acronym process, it is usually formed from the first letter (or first few letters) of each word in a phrase or title. sometimes, the newly combined letters create a new word that becomes a part of everyday language. as supported by yule (2010), acronyms are new words formed from the initial letters of a set of other words. after the analysis of the data, the writer found 52 words that were formed through acronym process from students writing such as “bem” which stands for badan eksekutif mahasiswa. the students shortened those words by taking the initiative of the word. as can be seen from table 1. this is suitable with what is mentioned by yule (2010). other examples of forming morphems through acronym process is illustrated in table 1. benedikta andriela yuni seran, et al./ english education journal 12 (3) (2022) 301-309 304 table 1. morphemes formed through acronym process words word formation process atm atm = automatic teller machine btw btw = by the way km km (n) stands for kilo meter cot cot (n) stands for cut off time hima hima (n) stands for himpunan mahasiswa bem bem (n) stands for badan eksekutif mahasiswa brt brt (n) stands for bus rapit transit gwk gwk (n) stands for garuda wisnu kencana dj dj (n) stands for disk jockey motel motel (n) stands for motorists’ hotel as can be seen in table 1, the students did the acronym process by taking the initiative of the words. we can see from the word “atm” in their writing. the word “atm” itself is taken by shortening from automatic teller machine. the initial “a” represents automatic which means it can work itself then the initial “t” represents teller which mean it can serve the customers, and the initial “m” represents machine which means the tool made for supporting the human works so “atm” stands for automatic teller machine that functions as a tool for withdrawing money. after the writers found and analyzed the acronym process in students writing, the acronym process sometimes takes the initiative of the words like atm for automatic teller machine and sometimes take two first letter of the word like the word unnes for universitas negeri semarang. the words atm itself occurs in the dictionary thus the readers generally know the meaning of “atm”. meanwhile, unnes does not exist in the dictionary but they are used in everyday communication so the writer must explain unnes to make the reader understand the meaning of unnes. this process also commonly happens in daily communication and it automatically creates a new word by shortening the words. thus, we can assume that the acronym process is available to use in writing whether in free writing or academic writing because it can help the students to shorten words and support them to have more dictions to write. it is in accordance with a study conducted by astuti (2014), which revealed the factors of using acronym are because they want to simplify the words by violating the basic rule and by using acronym they feel cooler and up to date. morphemes formed through clipping process clipping is the process of forming a new word by dropping one or more syllables from a polysyllabic word, such as a cell phone from a cellular phone. in other words, clipping refers to the part of a word that serves for the whole, such as “ad” and “phone” from advertisement and telephone, respectively. in this case, the students were not familiar with using the clipping process in their writing. they prefer using complete words than dropping one or more syllables. some were still confused using clipping because not all words can be processed to clipping. benedikta andriela yuni seran, et al./ english education journal 12 (3) (2022) 301-309 305 table 2. clipping process in students’ writing words word formation process ad ad = advertisement phone phone = telephone mom mom (n) = mommy (n) meme meme (n) = imeme (n) k-pop k-pop (n) = korean pop (n) bro bro (n) = brother (n) grandma grandma (n) = grandmother (n) in this process, the words are usually reduced when it has more than one syllable. it is supported by yule (2010) clipping occurs when a word of more than one syllable (facsimile) is reduced to a shorter form (fax), usually beginning in casual speech. the writers also found the clipping process in students writing about 42 words such as the words “ad”, “mom”, “phone”, and “bro”. those words can be reduced because they have more than one syllable. the students formed the word “ad” from the word “advertisement”. this can happen when the word has more than one syllable, thus it can be reduced by “ad”. this can be called back-clipping because they reduce the back syllable of the word. besides, there is also foreclipping where the students reduced the front syllable of the word. the word telephone was reduced through clipping form. but this time the students reduced the front syllable “tele”. thus, this is called fore-clipping. morphemes formed through blending process creating a new word is not only through acronym and clipping processes but it has blending process where the process is blending the two words become a word and meaning such as the word “brunch “, “motel”, and “modem”. those words occurred in students writing. but, this process was not frequently used in writing. the process of forming the word “brunch” is when the two morphemes are joined together to become a word. it is also supported by yule (2010) mentioned that blending is the combination of two separate forms to produce a single new term that is also present in the process. it can be inferred that the process of blending occurring in the students writing is suitable. the same process happens also in the word “motel”. the word was occurred as well in students writing. it is formed from two morphemes joining together by taking the beginning of the words. the process of forming a “motel” is already discussed and it is also supported by yule (2010) argued that blending is typically accomplished by taking only the beginning of one word and joining it to the end other words. morphemes formed through compounding process there is the process which consists of two words joining together becomes a word with meaning called compounding. compound is also divided into several types. compound verb, compound adjective, and compound word. compounding words are formed when two or more lexemes combine into a single new word. compound words may be written as one word or as two words joined with a hyphen. for example: work + room → workroom. the compunding process in students’ writing is illustrated in the table 4. benedikta andriela yuni seran, et al./ english education journal 12 (3) (2022) 301-309 306 table 4. compounding process in students’ writing words word formation process homework home + work → homework homeless home + less → homeless airplane airplane (n) = air (n) + plane (n) wallpaper wallpaper (n) = wall (n) + paper (n) sunflower sunflower (n) = sun (n) + flower (n) birthday birthday (n) = birth (n) + day (n) boyfriend boyfriend (v) = boy (n) + friend (n) bedroom bedroom (n) = bed (n) + room (n) hand phone hand phone (n) = hand (n) + phone (n) seawater seawater (n) = sea (n) + water (n) after analyzing the data, the writers found 49 compounding processes in the students’ writing. as you can see several compounding processes are found as the example in table 4. the first word is “homework”. “homework” is considered to have more than one morpheme. it is obvious because they consist of two morphemes. they are “home” and “work”. they are the parts that can stand alone by themselves as an independent word. moreover, they cannot be divided into smaller pieces that have a meaning. thus, both “home” and “work” can be stated as morphemes of the word. it can be concluded that the word “homework” consists of two morphemes. as we can see from the word “airplane”, it is formed from two words. the two words are independent words “air” and “plane that can stand themselves.” this is called as compounding. it can be concluded that compounding is the group of the two words joining together creating a new word. those two words “boyfriend” and “airplane” are included as compound noun which consist of two nouns joining together. morphemes formed through derivation process commonly, the words have their own classifications such as noun, verb, adjective, and adverb. sometimes, they can be changed because of some factors. one of them is the addition of affixes. affixes are divided into several components such as prefix, infix, suffix, and etc. the addition of affixes can influence the words to change their classification for example, noun to verb or verb to noun and many others. it is known as derivation. this process commonly happens in writing. yule (2010) also stated that by far the most common word formation process to be found in the production of new english words. the derivation is the formation of a new word or stems from another word or stem. it typically occurs by the addition of an affix. the derived word is often of a different word class from the original. it may thus take the inflectional affixes of the new word class. benedikta andriela yuni seran, et al./ english education journal 12 (3) (2022) 301-309 307 table 5. derivation process in students’ writing words word formation process agreement agree (v) + ment (sufix) → agreement (n) teacher teach (v) + er (sufix) → teacher (n) firstly firstly (adv.) = first (adj.) + ly (sufix) sadness sadness (n) = sad (root) + ness (suffix) treatment treatment (n) = treat (root) + ment (suffix) happiness happiness (n) = happy (root) + ness (suffix) unforgettable unforgettable (adj) = un (affix) + forget (root) + able (suffix) beautiful beautiful (adj) = beauty (root) + ful (suffix) memorable memorable (adj) = memory (root) + able (suffix) payment payment (n) = pay (root) + -ment (suffix) agreement agreement (n) = agree (root) + -ment (suffix) in students’ writing, the writers found that the derivation process is the second common process used by the students. it can be proved that the writers found 102 derivational processes from the total 599-word formations in students’ writing. for example, the word “agreement”, occurs from a derivational process where the stem “agree” is added by the suffix “-ment”. here, the stem “agree” can stand by itself and has its meaning, meanwhile, the suffix “-ment” cannot stand by itself. thus, the combination of the stem “agree” and suffix “-ment” creates “agreement” as a new word. it can be proved that the word “agreement” has a different meaning from the stem “agree”. this process also changes the word class. it can be seen from the “agree”. it is originally a verb, but when it is combined by the suffix “-ment” it becomes a noun (agreement). the most common type of derivation used are noun. likewise, luthfiyati and kholiq (2017) resulted the same finding that the most frequent derivation used in the headline of ‟jakarta post website‟ was also noun derivations. morphemes formed through inflection process inflection refers to a process of word formation in which items are added to the base form of a word to express grammatical meanings. the word "inflection" comes from the latin inflectere, meaning "to bend." table 6. inflection process in students’ writing words word formation process wants want (v) + s (sufix) → wants (v) teachers teacher (n) + s (sufix) → teachers (n) went went (v.) = go (v) + irregular past verb helped helped (v.) = help (root) + ed (sufix) past form using using (v) = use (v) + ing (sufix) pets pets (n) = pet (root) + s (suffix) plural noun mice mice (n) = mouse (root) + s (suffix) irregular plural noun had had (v) = have (root) + irregular past verb maintains maintains (v) = maintain (root) + s (suffix) hours hours (n) = hour (root) + s (suffix) plural noun benedikta andriela yuni seran, et al./ english education journal 12 (3) (2022) 301-309 308 this part is inflection process which changes the words without changing the word class based on grammatical functions. here, the writers found 599 word-formations in students’ writing, but the most process which occur in writing is inflectional process with 300 words. it indicates that inflection is always used in writing. for example, the word “wants”, it is inflectional process where the stem “want” is added by suffix “-s”. it happens because of grammatical function (tenses). the word “want” has to be added by suffix “-s” when the subject is the third person like she, he, or it. it also does not change the word class even though the word is added by suffix. seen from the number of word formation used, inflectional process has greater number that derivational process. it is determined that the students are aware of grammatical functions such as tenses, or plural noun. it supports the study done by varatharajoo, et al. (2015). they mentioned that inflectional morpheme awareness could help esl with low proficiency develop their vocabulary effectively. conclusions this study examines how morphemes are used by the students through wordformation processess, including acronym, blending, clipping, compounding, derivation, and inflection in students’ writing. given the findings of the data analysis from the previous chapter, it can be summarized as follows: all forms of word-formation processes were found in the study. however, few processes were rarely used in each form, such as clipping and blending. a few of them existed in their writing. in the acronym process, it is usually used in informal context like but it is also suitably used in academic writing. creating a new word is not only through acronym, but clipping and blending processes were also found in students’ writing. however, just a few of them existed in academic writing. it can be inferred that the process of blending and clipping occurring in the students writing is still suitable and possible to apply in academic context. compounding, inflection, and derivation are the processes which are commonly used in every writing. it can be proved that the processes are dominant in students’ writing. it is to summarize, the word-formation processes were applied in writing. however the clipping and blending were rarely used in writing. word-formation should be a part of a language teaching program. teachers can design supplementary materials for academic writing learners to increase exposure. it will help learners overcome the difficulties they have in writing. references anggrayani, m., sofwan, a., & saleh, m. (2015). improving students’ organizing ideas in writing analytical exposition text with mind mapping technique. english education journal, 5(1), 1-5. aprianti, i. n., & parwati, a. (2020). derivational and inflectional morpheme analysis on the song lyrics of lady gaga “a star is born”. project: professional journal of english education, 3 (3), 322328. astuti, n. (2014). singkatan dan akronim di kalangan remaja di kota bandung. bahtera sastra: antologi bahasa dan sastra indonesia, 1(2), 1-10. https://ejournal.upi.edu/index.php/bs _antologi_ind/article/view/516aronof f, m., & fudeman, k. (2005). what is morphology?. blackwell publisher. azkiyah, m. (2013). word formation analysis on english terms from toyota yaris (a case study on automotive magazine, the edition of january to march 2012). lantern (journal on english language, culture and literature), 2(1), 115-124. enesi, m. (2017). the effect of teaching word formation theory to english students. european journal of language and literature, 3(1), 7-12. engliana, e. (2012). word formation for translator. deiksis, 4(1), 12-22. benedikta andriela yuni seran, et al./ english education journal 12 (3) (2022) 301-309 309 fatmawaty, r., & anggraini, p. a. (2019). an analysis of english word formation processes in beats apart novel by alanda kariza and kevin aditya. e-link journal, 6(1), 164-182. fitriati, s. w., & fadhila, y. (2017). examining text coherence in graduate students of english argumentative writing: case study. arab world english journal (awej), 8(3), 251-264. fitriati, s. w., solihah, y. a., & tusino. (2018). expressions of attitudes in students’ narrative writing: an appraisal analysis. lingua cultura, 12(4), 333-338. fitria, t. n. (2021). word formation process of terms in covid-19 pandemic. leksika, 15(1), 18-26. florencia, s. (2016). word formation process on kaskus. lantern (journal on english language, culture and literature), 5(3). 1-12 hidayat, m., & mu’man, m. (2020). the word formation process of slang words in rich brian’s song titled dat stick. professional journal of english education, 3(4), 483488. jackson, h., & amvela, e. (2000). words, meaning and vocabulary: an introduction to modern english lexicology. continuum lieber, r. (2009). introducing morphology. cambridge university press. luthfiyati, d., & kholiq, a. (2017). the analysis of word formation. linguistic, english education and art (leea) journal, 1(2), 30–36. saleh, m. (2014). your language your character. language circle journal of language and literature, 9(1), 1-8. https://journal.unnes.ac.id/nju/index. php/lc/article/view/3214/3187 suraya, f., & shofwan, a. (2013). enhancing students’ content and organization of written texts through cooperative learning activities, english education journal, 3(1), 1-5. uzer, y. (2019). contrastive analysis between english and indonesian word formation. elte: journal of language teaching and education, 6(2), 1-6. varatharajoo, c., asmawi, a. b., & abdelaziz n. a. (2015). the awareness of morphemic knowledge for young adults’ vocabulary learning. the malaysian online journal of educational science. 3(2). 45-56. wachyu, m.i., & rukmini, d. (2015). the effectiveness of project-based learning and problem based learning for teaching biography text writing to highly and lowly motivated students. language circle: journal of language and literature, 10(1), 61-71. https://journal.unnes.ac.id/nju/index. php/lc/article/view/4159/3693 yule, g. (1985). the study of language: 2th edition. cambridge. yule, g. (2010). the study of language: 4th edition. cambridge. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f156b6e2055 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service 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• your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 59 eej 4 (1) (2014) english education journal http://journal.unnes.ac.id/sju/index.php/eej developing descriptive writing material through flash for grade seven in the academic year of 2013/2014 luluk alawiyah  prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia info artikel ________________ sejarah artikel: diterima oktober 2014 disetujui oktober 2014 dipublikasikan juni 2014 ________________ keywords: flash, descriptive text, writing ____________________ abstract ___________________________________________________________________ the use of the interactive media is important to support teaching and learning process. it also helps the teacher and the students in getting better achievement in writing descriptive texts. this aims of this study were to find out what medium is needed and how it gave significant progress in teaching learning process. this study presented the developing flash media for enchancing seven grade students’ writing ability. the results of the try out were found that the mean of pre-test was lower than the post test. the critical value with the degree of freedom 19 at the 5% alpha level of significant is 2.093. the observed t-value is higher that critical value (2.88 > 2.00). it means that there is a significant difference before and after using flash media in teaching writing descriptive texts. based on the students and the teacher’s perception which gave possitive responses on the using of flash media and the result of calculating students’ work, it can be concluded that the flash medium is effective and can be used in teaching learning of writing descriptive text at the seventh grade of junior high school. © 2014 universitas negeri semarang  alamat korespondensi: kampus unnes bendan ngisor, semarang, 50233 e-mail: pps@unnes.ac.id issn 2087-0108 luluk alawiyah / english education journal 4 (1) (2014) 60 introduction english is one of the international languages used as a means of communication which is used in many countries. it is basically a means of both oral and written communication. so it is very important for people working in global era. in indonesia, for example, english as the first foreign language has been given a special attention and role especially in education. this is why the indonesian government chooses english as the first foreign language to be taught at the formal schools (ramlan, 1992: 3). english is introduced as a compulsory subject to be taught from the seventh year of high school up to the twelfth year of students and as a local content subject at elementary schools. tefl in indonesia has changed from time to time based on what curriculum is used. a curriculum may change once in five years or once in ten years. now we use 2013 curriculum. as stated in school based curriculum (2006:36) the purpose of english language teaching education are to develop student’ competence in spoken and writing communication, to reach the informational literary level in which the students can understand the importance of english, their understanding of relationship between culture and language. there are four skills that have to be supported by english component such as grammar, vocabulary, fluency, content and spelling. those four skills are listening, speaking, reading, and writing. the teacher should teach those four skills so that the student can master all these four language skills. writing skills are more complex and difficult to teach, require, and not only grammatical and rhetorical devices but also in conceptual and judgment (heaton, 1975:138). in order to get information, the writer holds the interview toward the students of some different junior high schools. from the interview, the writer find that in teaching learning process the teacher only uses textbook and simple media to teach writing. this condition makes the students get difficult to understand the material and less motivation to pay attention to the teacher’s explanation. the basic problem arise in the teaching learning process is the students don’t get ideas to share. the activities for writing are adequately available. in addition, the teachers tend to use the material monotonously because interactive learning strategies are not provided. because of it, some efforts have been done to solve the problem. kreidler (1965:34) also suggests that if visual aids are to help a teacher write the tasks of teaching a new language, they must be suitable for the classroom situation in which the teacher to achieve the instructional goals of teaching and learning process and they can be easily found in our daily lives. an effective learning material is required to solve the problems in teaching. unfortunately, the availability of the materials sometimes cannot fulfill the students’ need and motivation to learn. however, many teachers still depend on the material presented in available textbook or worksheet. english textbooks which are used in many junior high schools cannot meet the basic competence. the teacher needs to improve learning material which do not only improve the student’s mastery of english but also develops students’ motivation in learning english especially writing skill. it should be able to attract the students’ attention and make them more creative and active in learning process. the students’ involvement in the classroom activities hopefully is increased by the use of it. moreover, the students are able to solve their problems concerning with their learning by using an effective learning material. an attractive learning material will probably make a difference in the classroom. the international reading association (2000) reported that making a difference in the classroom means making teaching different. flash media can be a good option to make teaching different. every level luluk alawiyah / english education journal 4 (1) (2014) 61 of education can used this media in delivering the learning material. flash consist of audio and video so that the students can enjoy the teaching learning process. method one of the popular research approaches today is r & d which is have closed relationship to the field of instruction technology since 1960s and 1970s. research and development also refers to the industry research development and business development. the basic aims of education research were not only to develop product, but also to discover the knowledge (through basic research) or to answer specific question about practical problems (through applied research) (borg and gall, 1983: 772). according to the purpose of r & d research, the writer decided that the approach which is appropriate with this study is educational r & d. research development which so called research based development is a current approach in education research. borg and gall (1983) define educational r & d as a process to develop and validate educational product. educational r & d nowadays, become famous along with the need of educational to develop products in enhancing the educational quality although more difficult and consuming time. product refers to not only material subjects, such as textbook, instructional films, and so forth, but also refers to the constructed procedures and the processes such as the material of teaching or method for organizing instruction. each person or participant in this study was considered as subject (brown, 1993: 48). in this study, the sources of the data were the english teacher and the seven grade students of raudatus saidiyyah semarang. there were 19 students in b class. further, validation process was conducted toward each of the flash media aspects. totally were three experts were asked to validate each of substances material aspects. the two experts; dr. abdurrahman faridi, m. pd and prof. warsono dip. tefl, m. a, lecturers of english postgraduate program of unnes, and laras, s. sn, an it programmare were asked to validate the subtances material aspects, and multimedia aspects. this method was utilized in the process of administering in the validation and piloting process in order to provide evaluation and feedback upon the interactive multimedia developed. finally, it was applied in order to reveal the users’ perception toward the multimedia. it covered validation questionnaire of the substance material, validation questionnaire of the multimedia design aspect, validation questionnaire of the visual communication aspect, the media quality aspect, and the questionnaire of the users’ opinion. finding and discussion in developing the interactive multimedia of writing descriptive texts, it was begun from the need of analysis stage. basically, this stage was intended to get the initial data and the need of the teachers and students in teaching and learning writing process. by doing the need analysis, the interactive multimedia was developed based on the situation and condition faced by the students. at the early stage, the writer analyzed standard of competences and basic competences should be achieved seventh grade students of junior high school. it indicated that writing descriptive text as the closest contextual material for the students’ writing competence. the social function of descriptive text is to describe a particular person, place or things in their surroundings. it was considered to be the most familiar idea to the students’ life. besides that, the students like to describe something they like, they know or they curios. thus, descriptive text has luluk alawiyah / english education journal 4 (1) (2014) 62 been well known by the students. furthermore, teaching and learning of writing descriptive text demands interesting classroom interaction to encourage the students to develop their idea. consequently, the teachers should create and set the interesting media which may best facilitate the students to acquire that skill. in order to get much information, the writer held the interview and gave questionnaire toward the teacher and students in roudatus saidiyyah junior high school semarang. it can be drawn that in teaching and learning writing process, the teacher and the students faced some problems. the basic problem arose in the teaching and learning writing process was the students did not get the idea to share. the activities for writing are adequately available. in addition, the teacher tended to use the materials monotonously because interactive learning strategies are not provided. considering the previous analysis, the writer tried to solve the problems by developing the interactive multimedia for teaching writing. it is supposed to facilitate the teacher and the students in teaching and learning writing process. it should be fun, various, and challenging media. thus, the ultimate objective of the study is to develop interactive multimedia which is intended to teach writing descriptive text for seventh grade students of junior high school. the writer focused on adobe flash as the interactive media. because using flash media the material could consist of audio visual, animation, even games. so that, the students can use it easily and attractively. in developing the product the writer did some stages to make it better. the first stage was developing the product based on the result of need analysis. the next stage was expert validation. this step did to get comments and suggestion from the experts of the curriculum and media. the writer hoped by doing the validation the product would be perfect and suitable for the students and the teachers. revision done after getting some comments and suggestion from the experts. the next step was main testing to find out the effectiveness of the flash media. in designing the multimedia based materials for seven grade students of junior high school, it was necessary to construct the materials and tasks based on the content standard consisted of standard of competence, core competence, materials that would be taught, language skill, and the number of meeting were considered with the relationship of the curriculum, and also the syllabus has been existed. on the other hand the result of students’ interview and their tendency also as consideration to took the materials, so the researcher decided to limit the material of descriptive text. in descriptive text there are there object that can be described; person, thing and place. so, making the media effective and not to board the writer only focus on describing a person. considering that the material based on the newest curriculum, curriculum 2013, so the writer should also design the material based on it. the interactive media consisted of texts, images, animations and some games. the materials of the interactive media of descriptive writing material were almost the same at the students’ book. it was created on the compact disk (cd). the validation product was conducted before applying the media in the field. the goals were determining the relevance of material toward the media, objective, the experts validated the media of descriptive writing material on the content, vocabulary and structure, exercises, suit to curriculum, suit to the students, suit to the teacher, the design and visual of the media. there were three experts validator. the first and the second validator are lecturers who competence in designing curriculum and multimedia for english. the third validator is an it expert. they gave suggestions and comments in product of media. the goal was to give assessment toward media so it was more effective as teaching and learning media. luluk alawiyah / english education journal 4 (1) (2014) 63 the average of the experts on “welcome to namex planet” was 3.3 for the subject, 3.2 for the vocabulary and structure, 3.6 for the exercises, 3.3 for the suit to curriculum, 3.4 for the suit to the students, 3.1 for the suit to the teacher, 3.5 for the design and 3.4 for the visual of the media. the result of the expert validation were excellent. there were no expert judged that the flash media under adequate. therefore, the product needs to be redesigned. the judgement and suggestions from the experts were used to make some revision to the product. after getting validation from the material development and multimedia experts and doing revision of the product, the writer conducted the try out for twice in a week. each meeting took two hours of meeting (2 x 40 minutes). the trying out was conducted on 10th – 11th of june 2014. it was done to find out whether the media was effective or not the writer did main field testing at smp islam raudotus saidiyyah semarang. the subject of the try out was seven b of raudotus saidiyyah semarang in the academic year 2013/2014. during the try out, the writer observed the teaching learning process. it was done to find out whether the media was practical and effective to teach descriptive text for seventh grade students of junior high school. the data obtained from the try out were divided into three parts, namely, the students’ point of view, form the teacher’s opinion, and from the students’ work. the students gave responses of the media by answering the questionnaire and the teacher’s opinion also by asking questionnaire. and the final result of the students’ work was got by conducting evaluation to the students. they did the test related to the material given. the students’ point of view after the main field testing was finished, all students were asked to answer the questionnaire about the clarity of the end and the attractiveness of the flash media. the instruments were aimed to know the students’ responses. it could be seen from appendix 1. based on the students’ perception, it was found that the majority of the students thought that the learning writing descriptive by using the flash media was attractive. the most students thought that the materials were easy to understand. they were 9 students (47.37 %). meanwhile, 5 students (26.32 %) considered good for understanding the materials easily, and 4 students (21.05 %) thought that it was adequate and only a student (5.26 %) thought that the materials were not easy to understand. regarding to the opinions that the flash media are interesting, there were 14 students (73.68 %) considered them very interesting and 4 students (21.05 %) thought that the flash media was good and only a student (5.26 %) considered adequate interesting. in relation to the opinions that the directions were easy to understand, a student thought it was very easy and the rest considered easy to understand. referring to the exercises, there were 3 students (15.79 %) considered they were very easy, 10 students (52.63 %) thought they were easy to do, 3 students (15.79 %) adequate them and 3 students thought that the exercises were not easy to do. considering whether the guidance in writing helps the students to write a simple descriptive text, 3 students (15.79 %) considered that they were very helpful, 13 students (68.42 %) considered that they were helpful and 3 students (15.79 %) thought they were adequate. in addition, there were 9 students (47.37 %) considered that the flash media was very help them in understanding the material of descriptive text. there were 8 students (42.11 %) considered that it was helpful and only 2 students (10.53 %) said that the flash media was adequate help them in understanding the material. meanwhile, the assumption that the flash media was interesting or not 11 students (57.89 %) considered that the media was very interesting and 7 students (36.84 luluk alawiyah / english education journal 4 (1) (2014) 64 %) thought that it was interesting and only a student (5.26 %) considered that it was adequate. the teacher’s opinions after trying out the flash media was conducted, the english teacher was given questionnaire. the teacher judged that the materials were easy to understand, easy to deliver in teaching learning process and also easy in preparing the media. he also thought that the flash media was interesting and interactive. using a good theme and unique animation could make the students pay more attention to the media. the difficulty levels of the materials were suitable for the students. the teacher considered that the flash media helped the students to understand the materials. result of the students’ work the students’ score of posttest was collected after trying out the flash media. the aim in doing that was to find out whether the flash media was effective to teach descriptive text or not. but, before having the posttest the students had been given a pretest to make sure that the good score of the posttest was really the result of the treatment of the flash media not because of the other factors. in calculating the students’ score of pretest and posttest should base on the agreement of the school regulation of raudhotus saidiyyah islamic junior high school. the minimum passing grade of writing skill is 60. it means a student is considered having achieved the individual learning mastery if she or he already masters 60 % of the materials. in addition, the classroom learning mastery should also be taken into consideration. it is approved by the teacher that if 80 % of the students is the classroom already gain the minimum passing grade, the materials are considered appropriate for the students in terms of difficulty levels and the classroom learning mastery in achieved. however, the students who have not achieved the minimum passing grade should join the remedial test. for measuring this effectiveness, the researcher applied pre experimental and post-test design. the first the students were given pre-test before giving treatment and also assessed them after giving treatment. the result of pre and posttest were calculated by certain formula. the goal was to know the result of effectiveness after and before treatment. if the second result or posttest was significantly different and influential, it means that the product was very effective and can be used as learning media in teaching and learning process in the future. the calculation of the students’ work result found that the result of pre-test were the mean was 57.31, the median was 56, and the standard deviation was 9.49. on the other hand, the result of post-test were the mean was 87.79. the median was 88 and the standard deviation was 84. based on the result of calculating data above, the researcher compared the results of pre-test and post-test by using independent sample t-test. the result of standard deviation (sd) of pre-test was 9.49 and standard deviation (sd) of post-test was 9.72. the result of t-test of both pre-test and posttest was 2.88 and the t – value was 2.093. when ttest < than t-value means that it was significant. it can be conclude that there was a significant different between pre-test and post-test, so the flash media effective in teaching writing descriptive text and can be applied in teaching learning process at roudhotus saidiyyah junior high school semarang. the discussion the development of the flash media was proceded by the effort to provide the interactive media in teaching learning writing process. such effort was intended to make an analysis whether the proposed materials was appropriate to the students’ level. even such analysis might be deeply conducted in the early stage or the need of analysis luluk alawiyah / english education journal 4 (1) (2014) 65 stage, it served early information to determine whether the media developed had promising prospect to develop for the intended subject of the study. referring to the interview that further administrated to the english teacher and the students, they were revealed that the most of the students did not interest in learning english. the teacher mostly use text book in teaching english make the students got bored and uninterested. the teacher rare used some kinds of media to increase the students’ motivation in learning english. the teacher sometimes only used a simple medium such as pictures, power point, and games in teaching english. but in teaching writing the teacher never used any kinds of media. the students only listen to the teacher’s explanation. this condition makes the students got some difficulties especially for developing their ideas in writing. they need the other additional sources for writing activity. it simultaneously arouses the spirit to continue developing the proposed media. the flash media “welcome to namex planet” is basically a media composed by more than two media formats of texts, image, animation, audio and video which interactively functions as the selflearning software intended for the seven grade students. the development of the flash media had been conducted through six stages: need analysis, product design, preliminary test, product revision, field test and final product. it also developed based on the newest curriculum; scientific approach. there are six steps in the scientific approach: observation, identification, questioning, experimenting, associating, and communicating. based on the data obtained from the expert’s validation, they indicate that the flash media developed has corresponded positively toward all of the indicators under the intended aspect. the flash media developed is considered good toward the materials and multimedia design aspect. dealing with the expert’s suggestions and comments, the revision had been made. it included providing the font size bigger and should consisted cultural education. in addition, based on the students’ post test score after implementing the flash media “welcome to namex planet”, it was found that there were all the students got good score and they passed the passing grade. it can be concluded that the flash media is effective for teaching writing descriptive text. moreover, the result of calculating and interpreting t – value showed that there was a significant difference between pre-test and posttest. in line with the students’ perception, most of them gave positive responses to certain aspects, such as the materials were easy to understand, the instruction of the flash media were easy to understand, the materials and the media were interesting, and it helped in learning writing descriptive text. as well as the teacher who joined in the teaching and learning process also gave positive opinion related to the flash media. they considered that the material provide in flash media were easy to understand, interesting and also easy to prepare and operated. conclusion convensional teaching learning process that almost implemented in the classroom in seven grade of raudotus saidiyyah made the students felt bored and uninterst in learning english. only a simple media that be used by the teacher to support the teacheing learning process did not enought to increase students’ attention and motivation. the students need an interactive media to learning english, especially in learning writing text. based on the students’ opinion in the early stage of the study, they claimed that enjoy the learning process by using some kind of media as well as interactive media. the students need reinforcement, guidance and also model for learning english. in can be conclude that the luluk alawiyah / english education journal 4 (1) (2014) 66 teacher should provide interesting learning in the classroom. thus, the writer developed an interactive medai through adope flash for teaching writing decriptive text. by using flash media for teaching and learning english, the writer hoped the students are interested and pay more attention in teaching learning process. in developing flash media, the writer conducted through six stages: (1) need analysis, it was done in order to identify the specific skill, procedures, and the learning task in order to develpo materials which are appropiate to the students and suitable in their difficulty level. it was conducted by interviewing the teacher, giving the students questionnaire, identifying the teachers and the students’ need in teaching and learning writing descriptive text, choosing the core competence and standart competence which related to the materials of descriptive text for the seven grade of junior high school. (2) designing of the product, in designing the product the writer paid attention to the level of the students to choose the theme and also the content of the materials to increase the students motivation in learning english. the writer was also helped by an it expert to make the media better. (3) preliminary test, after the flash media were developed, they were validated by the expert both material’s expert and multimedia’s expert. the preliminary test was conducted in order to gain some valuable suggestions dealing with the effectiveness of the flash media. (4) product revision, after the product had been judged and evaluated by the experts, the product had to be revided based on the result of the preliminary test. (5) main field test, and (6) final product. based on the result of the experts validation, they showed that the average of the experts on “welcome to namex planet” was 3.3 for the subject, 3.2 for the vocabulary and structure, 3.6 for the exercises, 3.3 for the suitablity to the curriculum, 3.4 for the suitablity to the students, 3.1 for the suitablity to the teacher, 3.5 for the design of the media and 3.4 for the visual of the media. based on the result above it is clear that the flash media run over the objectives that there was no experts’ validation judged under adequate. the judgement and the suggestions from the experts were used to make some revision to the product to make it better. based on the result of main testing of the flash media, it found that the flash media can be applied in english teaching learning process. the result of the test has progression after appling this media. moreover, the test effectiveness by using pre-test and post-test design was reported that there was signifficant difference between the result of pre-test and post-test. based on the result of calculating data, the researcher compared the results of pre-test and post-test by using independent sample t-test. the result of standard deviation (sd) of pre-test was 9.49 and standard deviation (sd) of post-test was 9.72. the result of t-test of both pre-test and post-test was 2.88 and the t – value was 2.093. when t-test < than t-value means that it was significant. it can be conclude that there was a significant different between pretest and post-test, so the flash media effective in teaching writing descriptive text and can be applied in teaching learning process at roudhotus saidiyyah junior high school semarang. references arkun, s. and akkoyunlu, b. 2008. a study on the development process of multimedia learning environment according to addie model and student’s opitins of the multimedia learning environment. http://www.ub.edu/mutimedia/iem/iejournal@ greav.net borg and gall (1983). educational research. an introduction. new york: longman. broadman, l. a. and f jia. 2002. writing to communicate paragraphs and essay. second edition, new york: longman http://www.ub.edu/mutimedia/iem/iejournal@greav.net http://www.ub.edu/mutimedia/iem/iejournal@greav.net luluk alawiyah / english education journal 4 (1) (2014) 67 brown, d. 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(2007). genre and second language writing. london: longman heaton, j, b. 1975. writing english language test. london: longman group ltd. hornby, a. s. 1995. oxford advance learners’ dictionary, london: oxford progressive press. kreidler calor j. 1965. visual aids for teaching to speakers of other language. washington dc: center for applied linguistic. loan, phan thi and vo thi bich thuy (2011). applying the software macromedia flash to teaching and learning how to do the biological experiments. ubon ratchthani rajabath university. thailand. martin, et. al. 2004. exploring american english: writing skill for classroom and career. mac millan: new york. meyer, a. 2005. gateway to academic writing: effective sentence, paragraph and essays. new york: pearson education. inc. mirshra, s. & sharma, r. c. (2004). interactive multimedia in education and training. indira gandhi national open university; india idea group publishing. retrieved on: http://www.tojde.anadolu.edu.com. htm on 17th may 2014. nusir, et al (2011). designing an interactive multimedia learning system for the children of primary schools in jordan. ieee global engineering education conference (educon). retrieved on: http://www.edu.gov.on.ea. htm on 18th may 2014 schotz, wolfgang & horz, h. (2010). multimedia; how to combine language and visuals. retrieved on; http://langaugeatwork.eu/_/law%20multimedi a-how_to_combine. htm on 18th may 2014. tomlinson. (2007). material development in language teaching. cambridge university press. new york. wibowo, s. andika. c.a. (2011). developing a selfinstruction, interactive multimedia cd-rom to improve the teacher’s ability in asking questions in english. unpublished s2 thesis of semarang state university. http://cte.jhu.edu/teachingexceptionalchildren-jc.pdf http://cte.jhu.edu/teachingexceptionalchildren-jc.pdf http://www.tojde.anadolu.edu.com/ http://www.edu.gov.on.ea/ http://langaugeatwork.eu/_/law%20multimedia-how_to_combine http://langaugeatwork.eu/_/law%20multimedia-how_to_combine 322 eej 12 (3) (2022) 322-332 english education journal http://journal.unnes.ac.id/sju/index.php/eej interlocutors’ responses to the realization of positive politeness strategies in classroom discussion through online media dian aprianti, januarius mujiyanto, issy yuliasri universitas negeri semarang, indonesia article info ______________ article history: accepted 01 may 2022 approved 03 july 2022 published 15 september 2022 ______________ keywords: interlocutors’ response, realization, positive politeness, online media. ______________ abstract ___________________________________________________________________ the education sector is one affected by the pandemic. the teachers and students are encouraged to conduct teaching and learning through online media. it is assumed that online learning involves the politeness of students' utterances. moreover, online learning brings out the characteristics of the realization of positive politeness strategies during the discussion. this study used brown and levinson's (1987) theory to investigate the realization of positive politeness strategies in the classroom discussion through online media by pascasarjana students at universitas negeri semarang and the relationship between positive politeness strategies and interlocutors' responses. in addition, it used levinson's (1983) theory to investigate the interlocutors' responses to politeness strategies. this research uses qualitative research with the data from the utterances during classroom discussion during a semester by pascasarjana students in the 2019/2020 academic year. transcription of speech data follows sacks' transcription symbols (1998). the findings reveal the realization of fifteen positive politeness strategies. they also show the relation between the positive politeness strategies taken and the interlocutors' responses, categorized into preferred and dispreferred reactions. in contribution to the education sector, this study provides benefits for increasing students' understanding regarding the use of positive politeness and interlocutors' responses, especially in pragmatics. moreover, the students are expected to create valuable communication. in addition, the study also benefits the student's comprehension of the factors that influence the relationship between positive politeness strategies and interlocutors' responses. correspondence address (author1): kampus pascasarjanaunnes, jl. kelud iii semarang 50237 e-mail: apriantid610@gmail.com p-issn 2087-0108 e-issn 2502-4566 dian aprianti, et al./ english education journal 12 (3) (2022) 322-332 323 introduction considering that during the pandemic, which forces teachers and students to do virtual learning, this study aims to identify politeness strategies realized in class discussions through online media. investigating interlocutors' responses to the politeness strategies also determined the relationship between interlocutors' responses to the positive politeness strategies. there is a phenomenon that is not used to being done in virtual learning. therefore, there is a need to investigate this research to investigate the characteristics of the realization of positive politeness strategies, the interlocutors' responses to the politeness strategies and their relationship, which may differ from face-to-face learning in the classroom. politeness means not imposing, giving options, and making someone feel good (lakoff, 1973). politeness relates to a face that is emotionally embedded in someone's self-image or someone's face that can be improved, removed, maintained, or even always had to be considered when interacting (brown & levinson, 1987). in interacting, someone works together to keep their face to each other, but it depends on the speaker who can keep the hearer's face. furthermore, positive politeness is done because the speaker has a close social distance relationship, likes the hearer, and wants to do what the speaker is asked (brown & levinson, 1987). in this occurrence, the hearer's face does not feel threatened because of the closeness or because they already know each other, so the potential threat to the hearer's self-image is not upset. moreover, communicating and interacting cannot be separated from the response from the interlocutor. similarly, in classroom discussions, the response from the interlocutor can be in the form of acceptance and rejection. in addition, interlocutors' responses can be varied. the response spoken by the other person can be preferred or dispreferred. dispreferred responses are commonly marked in complex and lengthy forms. meanwhile, preferred responses are more straightforward (levinson, 1983). interaction is a form of communication that teachers and students can do. the interaction can create an atmosphere that influences the choice of politeness strategy. some researchers found positive, negative, and redressive action in bald on-record politeness strategies and other findings of bald off-record strategies in classroom interaction (fitriyani & andriyanti, 2020; rahayuningsih et al., 2019; wangia & otonde, 2020; yan, 2016; sülü, 2015; ramos-gonzález & rico-martín, 2015; sukarno, 2015). yan (2016) reported disagreement politeness strategies among students from different cultures and countries. asian students use different politeness strategies because of social distance and power. rahayuningsih et al. (2019) analyzed politeness strategies with social factors. it deals with the dominance of politeness strategies which reveals the closeness and solidarity between the teacher and the students due to power, the degree of imposition, and distance. moreover, wangia and otonde (2020) found politeness strategies applied in senior high school. it indicates that politeness strategies are the main section of language use. for making a particular context, politeness strategy should be learned. besides that, politeness strategies can be sensitive based on the culture you talked about. therefore, the fact in teaching a speaker a hearer should be accurate. other researchers also showed positive and negative politeness strategies or both in classroom interaction (tan et al., 2016; aziz, 2017; mahmud, 2019; tan, 2012; adel et al., 2016; eshghinejad, 2016; song; 2014). tan et al. (2016) investigated politeness strategies in students' interviews for applying for a job in a bank company. it reveals a positive politeness strategy in the interview. meanwhile, the negative strategy is found in requesting or repeating clarification. adel et al. (2016) revealed that close relationships, feedback, and friendship showed positive strategies. aziz (2017) examined politeness strategies focusing on an agreement. it indicates agreement strategies that showed the hearer's positive face, for instance, agreeing with the speakers' responses, repeating and completing the talk and giving a positive reaction. moreover, dian aprianti, et al./ english education journal 12 (3) (2022) 322-332 324 gender and culture also influenced choosing the agreement strategy. in addition, alakrash and bustan (2020) conducted research examining politeness strategies. it deals with the use of request strategy by two different background cultures of the students. the interview of the students in the university is used to collect the data. furthermore, it indicates that the student's requests from malay used an indirect strategy while arabian students used the form request strategy explicitly. zainurrahman and kofau (2020) discussed politeness on social media, mainly on youtube videos. it reveals positive politeness strategies where it is the norm in virtual communication for people who know each other or strangers. meanwhile, negative politeness strategies are used to save face. they conduct negative politeness strategies to communicate formal communication. in addition, pratama (2019) also indicated that politeness is vital in reducing conflict in using social media and communicating in the cyber world. social behaviour is at least affected by the world of social media or the cyber world. therefore, politeness will be used in communicating even with online media. positive politeness strategies are a significant part of communication. some researchers conducted a study related to the topic. prayitno et al. (2018) indicated that teachers and students respect each other, have empathy, have sound wisdom, and prioritize tasks. in addition, pramujiono et al. (2020) found that positive politeness strategies can strengthen the close relationship between lecturers and students. they also showed that recounting that was used revealed the function and the realization of positive politeness strategies to instil character values that can be taken from their experiences that they told to other students and supported students to be disciplined and develop their creativity. desta et al. (2019) indicated positive politeness strategies. five strategies dominated the most in anak sasada's movie: noticing the hearer, using group identity markers, giving or asking for a reason, asserting or presupposing the speaker's knowledge of and concern for the hearer's wants, and giving gifts to hearer. to fill the gap, this research focused on studying the interlocutors' responses to the positive politeness strategies in classroom discussion through online media. graduate students of universitas negeri semarang were involved as the research subjects. in achieving the extensive analysis, the study investigates three questions: (1) how is the realization of positive politeness strategies in classroom discussion through online media by pascasarjana students at universitas negeri semarang ?; (2) how do interlocutors respond to the realization of politeness strategies ?; and (3) how is the relationship between positive politeness strategies and interlocutors' responses in classroom discussion through online media by pascasarjana students at universitas negeri semarang? methods in this study, a qualitative approach was applied to expose the realization of positive politeness strategies in classroom discussion through online media. the study subjects were pascasarjana students of english language education in the second semester of the 2019/2020 academic year at semarang state university. the data were in the form of utterances taken from the classroom discussions through online media. observing the video and transcribing the utterances were conducted in collecting the data. in addition, the data in a video had been transcribed into a dialogue list. while as the data analyzer, the writer analyzed and observed every utterance. the utterances were observed to determine the realization of positive politeness strategies and interlocutors' responses. transcription of data used sack’s transcription symbol (1998). the utterances were identified and classified into positive politeness strategies based on brown and levinson (1987). levinson's theory (1983) was also applied to classify the interlocutors' responses. in order to maintain trustworthiness in the research, the dian aprianti, et al./ english education journal 12 (3) (2022) 322-332 325 researcher applied triangulation (creswell & creswell, 2018). triangulation was used to indicate validity accurately (cohen et al., 2018). in making the valid data, the researchers used investigator triangulation. the investigator's triangulation results were interpreted. results and discussions this section presents the findings and discusses the types of positive politeness strategies and the interlocutors' responses. in addition, it discusses the relationship between positive politeness strategies and interlocutors' responses in classroom discussion through online media. the realization of positive politeness strategies noticing and attending to the hearer this strategy shows that the speaker pays attention and is close to the hearer. the speaker must pay attention to the conditioning aspect so that would seem like the hearer wants to agree. an example is given below: st6: hi presenters, [ thank you for your nice presentation. st1: [ hi st6. st6: ֯mm ֯ i have a question regarding derivation. the utterances revealed a positive politeness strategy in the form of a notice strategy and attended to the hearer. it can be seen in the utterances, 'hi presenters.' it showed that st6 saluted st1 before she was permitted st6 to ask the question based on the presentation. notice used by st6 is in the form of an informal solution. the utterances showed that both st6 and st1 were close. st6 noticed the presenter before asking. st1 also responded by showing notice and paying attention to st6 by uttering, 'hi st6,' which st1 showed informal solutions before st6 asked questions related to the topic that the presenters had conveyed. likewise, rahayuningsih et al. (2019) found that notice and attend to the hearer. the students conducted the positive politeness strategies to maintain solidarity and relationship between the speaker and the hearer, it also made the interaction in the class comfortable, and the students were not felt embarrassed if they made a mistake. the obtained findings are also in line with desta et al. (2019) and tan et al. (2016) in their finding that the strategy of noticing the hearer showed the speaker pays attention to the condition of the hearer. exaggerating this strategy indicated the exaggeration accompanied by the intonation, stress, and other aspects, as well as with intensifying modifier. st2: we did very great discussion for today. the data above showed the exaggeration, as the presenters who led the discussion were happy and enjoyed the discussion. the discussion ran well, and after they presented the topic, the students gave comments and questions during the discussion. thus, the presenters tried to show appreciation to the audience who joined the discussion. besides, st2 wanted to show her appreciation to all the students who participated in the discussion. the finding similar to fitriyani and andriyanti (2020) found some positive politeness strategies for the students and the teacher in the classroom, such as exaggerating, avoiding disagreement, giving/asking for the reason, presupposing common ground, and including both the speaker and the hearer. they applied the strategy to maintain the hearer's positive face. intensifying interest to the hearer in this strategy, speakers and hearers can contribute to each other and increase the interest in the conversation, in this case triggering interest in the interlocutor so that the interlocutor is more involved in the interaction or conversation. as we can see the result below: st2: for example, like you know? you try to focus on the grice maxim mm focus and focus ֯um֯ what is it ya pay attention to the quality quantity like that. st5: oh we can see such as to the maxim. okay, okay. the discussion showed that st2 tried to explain st5 by mentioning the example. st2 also tried to involve st5 as a participant in the discussion. st2 wanted to get closer to the hearer of st5 interest st2 had explained in the discussion, and st5 could join the discussion among them. the situation from the discussion dian aprianti, et al./ english education journal 12 (3) (2022) 322-332 326 revealed that the speaker is close to the hearer. they have a close distance. st2 had higher power than st5 in the discussion because she was a presenter. even st2 also invited the listener to be involved during the explanation and continued with the topic being discussed. for the rank of imposition, she wants to impose st5's positive face. in addition, st5 showed that she agreed to st2's answer. the hearer indicated her interest by giving comments back on what had been explained by the speaker. the findings are also in line with fitriyani & andriyanti (2020). they found the strategy of intensifying the hearer by showing the expression to the hearer. therefore, they could contribute to the conversation. using in-group identity markers this strategy shows group membership. in other words, the speakers have similarities with the listeners. the speaker showed that they were in the same group membership. thus, showing closeness to each other and addressing terms indicated terms used for specific groups with the same goal can also function as a form of honour. the following was the result of the strategy: st2: if no, give us time, then we will prepare the answer for you guys. the data showed the use of group identity markers. after st2 collected the participants' questions, she asked the hearers to let them time a while to discuss the answers. also, she mentioned 'guys', which indicated a positive politeness strategy. it showed that she wanted to claim common ground and was in the same purpose with them. it revealed that st2 got closer to the hearers. however, st2 had higher power with her position as a presenter who led the presentation and discussion. then, she did not pressure and force her power on other participants who joined the discussion. st2 tried to get closer to all the hearers. in addition, she wanted to impose the hearer's cheerful face. she wanted the hearers to allow st2 and her partner to give time to discuss the answers. therefore, applying generic terms and address forms created closeness and did not seem rigid among the presenters and the listeners in the conversation. similarly, wangia and otonde (2020) showed positive politeness strategies in classroom interaction by showing identity markers. the strategy was used in a particular context, and they mentioned that teaching in the politeness form should be sensitive to the culture. seeking agreement this strategy claims equality by finding ways to agree with the hearer. the speaker presses his/her agreement with the hearer to satisfy the hearer to agree or to confirm his/her opinion. st4: and then, we as children of god, it means that human, right? the conversation indicated the strategy by using the safe topic technique. after the presenters had been presented, they opened to a question and comment session. st4 commented on the second presentation because st4 was interested in the topic. st1 allowed st4 to convey her comment. then, st4 gave her comment and also her knowledge about the topic. st4 explained her insight and opinion because she felt that st1 had missed explaining the subsection of the topic. besides that, st4 tried to persuade and pressure an agreement on what she said about her opinion to st1. the strategy was applied because st4 wanted to claim by find a way to get st1 to agree with st4. it can be seen that st4 suppresses her agreement with st1. it can be proved by uttering, 'right'. it indicated that it was seeking agreement by using the safe topic technique. st4 wanted to press st1 to agree with what he said. and then, st4 gave her opinion and an example that emphasized that what she was explaining agreed with st1. thus, the use of the utterance confirms that st1 agrees with st1's opinion, even though st1 did not answer and did not respond directly after st4 made a 'safe topic' when st4 gave her opinion. because of that, he expected the presenter's approval of her opinion. the agreement strategies were also found, such as agreeing, repeating, and completing the talk (aziz, 2017). avoiding disagreement dian aprianti, et al./ english education journal 12 (3) (2022) 322-332 327 findings of this study reveals the strategy of avoiding disagreement by using the technique of token agreement. the strategy showed the speaker agree or pretend to agree with the hearer. the speaker tried to pretend her/his disagreement by showing her/his agreement in the beginning and then indirectly conveying her/his disagreement. st2: =yes, but grammar is still important st7, okay= the data showed the strategy of avoiding disagreement using the token agreement technique. in the discussion session, st2 had prepared to answer st7's question. st2 tried to give her opinion as a presenter to the question that st7 raised. the discussion interactively did well. st7 also gave her feedback on st2's point of view. because of st7's curiosity about st2's explanation and opinion, st7 continued to ask a second question which grew from the previous question. then, st2 responded about her token agreement, where in the beginning, she showed her agreement and followed that she did not agree to st7. st2 applied the strategy because she wanted or seemed to agree with st7. the strategy of avoiding disagreement was also found in yan (2016). his finding indicated disagreeing with the hearer, which had a lower level. in line with eshghinejad (2016), the strategy of avoidance of disagreement indicated that the speaker applied the conclusive marker to draw a mutual conclusion with the hearer. presupposing/raising/asserting common ground this study found the use of the technique of gossip, small talk, point of view operations, and presupposition manipulations. the following was the result of the strategy: st3: oh, i see, ֯or ֯ we can change it with oviparity, viviparity and ovoviviparity. the data was taken after the presenters had presented their presentations. previously, the lecturer praised the presenters because they did the presentation well. then, the presenters conveyed to the participants that they had many discussion sessions through an opening question and answer session. however, the lecturer confirmed to the presenters before they opened the next session by giving suggestions to the presenters related to the topic that the presenters had conveyed. the lecturer suggested that the presenters change the example that the presenters gave in the presentation. st3 applied the strategy to express her understanding of the lecturer's explanation. this finding is in line with tan et al. (2016) revealing a positive politeness strategy, including noticing and attending to the hearer and raising or asserting common ground. joking this strategy reveals a joke based on the background similarities between the speaker and the hearer. as we can see the result below: st2: so it's a habit in indonesia, the answer is yes i do, yes i do. isn't that right? ((laugh)) st7: it’s like congratulation for your graduation. ((laugh)) the data found the strategy of making a joke. in the discussion session, when st2 answered st7's question. then, st9 asked to comment on the presenters. certainly, st2 gave st9 opportunities to convey her comment. after that, st9 conveyed her opinion on the topic that st7 asked. the discussion ran interactively among them. they seemed to be close to each other. it can be seen by making jokes among them. that indicated that they were close to each other. st2 made a joke, and st7 did the same as did by st2 to make a joke. similar to rahayuningsih et al. (2019), eshghinejad (2016) and zainurrahman and kofau (2020), in their findings, the strategy joke is carried out because the speaker and the hearer have the same background. asserting or presupposing the speaker’s knowledge of and corncerning for hearer’s wants in this strategy, the speaker and the hearer involve cooperatively in an activity. the speaker and the hearer share their purpose so that it can work to fix a cheerful face, as shown in the data found below. st2: relating to your question, i know that, tall and short is gradable antonymy which means ֯um֯ dian aprianti, et al./ english education journal 12 (3) (2022) 322-332 328 that it does not have absolute meanings that can be conveniently summarized by meaning postulate. the data had been taken in discussion sessions, mainly answering the question and commenting on the participant. after st1 answered the question for the participant, then she allowed st2 took a turn to answer st4's question. before st2 answered the question, she thanked st4 for giving her an exciting question. then, st2 answered the question. afterwards, st2 applied the strategy to show her knowledge and concern for st4's wants. in addition, st2 involved cooperatively with the participant. therefore, st2 cooperatively answered and commented on st4's question, and st2 wanted to impose st4 into a positive face. the finding also aligned with desta et al. (2019) found the strategy of asserting or presupposing the speaker's knowledge. this strategy can be shown by asserting the speaker's knowledge and concern for the hearer's wants. offering or promising offer and promise are also found as politeness strategies in this study. this strategy is conducted as self-reflection among the speaker and the hearer, as the speaker wants for himself. st2: if no, give us time, then we will prepare the answer for you guys. based on the data showed that st2 applied the strategy because she wanted to show the hearers that her group would prepare and give the best answer. it can be seen that st2 knew that the hearers wanted to get the answer based on the curiosity of the participants asked the presenters and did not want to let them down. st2 wanted to ensure that she and her partner would give the best answer. therefore, st2 wanted them to agree. in line, wangia and otonde (2020) revealed the strategy of offers/promises. they showed the strategy in a specific situation and mentioned that the politeness strategy should be conducted in the teaching and should be aware of the culture's background. being optimistic the strategy of being optimistic indicated that the speaker assumed that the hearer wanted the speaker wants to assist and acquire it for the speaker and the hearer. st2: and i will continue to answer or maybe mba st4 have you: prepare yourself? st4: =yes, st2. the data revealed that st2 appreciated st9 because she gave an additional comment about the topic, and st2 conveyed that she would continue. however, in the middle of her utterances, then she asked st4 whether she wanted to answer the following question or not. it can be seen that st2 tried to cooperate with st4. st2 assumed that st4 would cooperate in answering the next question. by using this strategy, st2 did not ask directly to st4. st2 did not want to threaten st4's face, so st2 secretly uttered so that st4 would cooperate with st2. the obtained findings, in line with eshghinejad's (2016) result, revealed the strategy of being optimistic. his finding indicated the hearer wants the speaker' wants for the hearer and trying to obtain him/her. including both speaker and hearer in the activity this strategy has a characteristic that is the use of the inclusive 'we'. the strategy is used to show that the speaker cooperatively takes action to overcome the threat face of the hearer. l: let's give the presenter biggest applause. the data indicated that the lecturer applied the strategy because he wanted to soften the request to all participants who presented in the discussion. the lecturer asked the hearer to give applause to the presenters who had presented and responded to the questions comprehensively. the lecturer wanted all the participants to have the same idea as him to appreciate the presenters. similarly, sulu (2015) and fitriyani and andriyanti (2020) found the strategy of including both the speaker and the hearer in the activity, which invites speakers and listeners to do activities together. giving or asking for a reason dian aprianti, et al./ english education journal 12 (3) (2022) 322-332 329 this strategy indicates that the speaker wanted the hearer to give the reason and persuaded the hearer into the speaker's thought. thus, it assumed that the hearer also wanted the speaker's desire. st7: based on your explanation ֯mm֯ i got that command question and request is (.1) are classified of illocution act, is it right? and please give, ֯um:֯ what please give u֯m֯ the explanation more (.1) and the reason why command question and request (.) classifying into ֯um֯ illocution acts? the data showed st7 wanted to confirm with the presenters about the topic. it began with the topic that the presenters had presented. st7 confirmed clarity about the material and wanted the presenters to give more explanation. besides that, st7 had curiosity and asked to get the reason from the presenters. st7 applied the strategy to include the presenters in the conversation discussion. st7 explained what he wanted the presenters to give her the reason. in addition, st7 applied the strategy to test and saw whether the presenters were cooperative. therefore, in that context, st7 requests and wants the presenters to give comments and reasons. similarly, mahmud (2019) indicated the strategy of giving or asking for a reason. his finding showed that the speaker applied the strategy by repeating the explanation to strengthen and repeat the previous explanation. assuming or asserting reciprocity the strategy can be deemed to be threatening the face each other. the strategy indicated that the speaker would do something if the hearer did something for the speaker. st2: if (.) if there is something error with my slide. please, ask me, please talk to me. all: =okay [ yes [ ya st1: we will talk if there is something [ with your presentation. st1 conducted the strategy between the presenters and the participants. st1 would tell if st2 found an error in the presentation. the action would be threatened the face. therefore, st1 tried to confirm reciprocity with her. it was clear that both the speaker and the hearer did reciprocity and indicated that they were cooperative. it is the same with yuniarti et al. (2020) found the strategy of assuming or asserting reciprocity. the finding showed positive politeness strategy occurred because of the suitability of the culture and the speech partner itself. giving gifts to hearer the strategy involved the speaker deciding to repair the hearer's face and fulfil the hearer's desires. st7: i think it’s almost (.) almost the same with the yes i do as you, right? st2: yes, okay. thank you bu st9 very good additional. the strategy indicated that st2 wanted to involve st9 and the other to fulfil st9's desires to be liked and understood. st2 wanted to repair st9's face and realize this using the strategy. st2 knew what st9 wanted and wanted her to be satisfied after she gave all the participants her insight into the topic. therefore, what st9 had explained and given her point of view to all the participants and the presenters made the presenter want to satisfy st9 and made her into cheerful face and fulfil st9 desires on a certain level. in line with zainurrahman and kofau (2020), the strategy of giving a gift to the hearer expressed appreciation and informal situation. this strategy was carried out because both the speaker and the listener accept each other and have a close relationship. the interlocutors' responses to the realization of politeness strategies preferred responses the preferred response was used to show the response directly to the speaker. the characteristic of preferred response without markers tended to be shorter. st2: = okay (.2) can you hear my voice clearly?= all: = yes the analysis indicated that the interlocutor had applied the preferred response to st2. the choice of responses showed that the interlocutors wanted to express their responses and agree with her. then, they also responded to st2 by listening to st2, who asked about her voice. the dian aprianti, et al./ english education journal 12 (3) (2022) 322-332 330 interlocutors showed that there was no problem with st2's voice. in applying the preferred responses to the presenters, the interlocutors used preferred responses directly, and they did not hesitate with the response delivered. the interlocutors also made sure that they heard her voice. it is in line with levinson (1983) indicated preferred is unmarked because it occurs on a more straightforward turn. it is different from dispreferred, in preferred responses are more direct. thus, preferred responses from interlocutors are expected in interaction or discussion. dispreferred responses this dispreferred response showed rejected or different points of view or disagreement with the speaker. st9: basically, your explanation is a very clear to me, but i mean is it hard for me to elaborate about the concept and then when i try to analyze the figurative language aa: (.1) in song. the responses from st9 indicated that she used the dispreferred responses. by applying dispreferred responses, st9 revealed that she wanted other reasons and explanations about the concept in the context. thus, st9 asked st4 to give her an explanation because st9 still was confused. from the utterances expressed in the preferred responses, it can be seen that st9 used the marker of appreciation and qualifier. in the beginning, st9 gave her appreciation by uttering that st4's explanation was obvious. however, showing qualifier with the use of 'but' showed that st9 still could not catch st4's explanation with her thought about the concept she meant. similarly, levinson (1983) categorized dispreferred responses, commonly marked in complex and lengthy forms. the selection of dispreferred responses is intended to show answers or responses not simply because of structural complexity. the relationship between positive politeness strategies and interlocutors' responses findings of this study in classroom discussion through online media indicated that the speaker and the hearer applied closeness and harmony. they applied the positive politeness strategies, which are significant to maintaining a positive relationship between positive politeness strategies and interlocutors' responses. this can be seen from the frequent use of positive politeness strategies that showed closeness, harmony and solidarity among students and lecturers and the highly preferred responses. the online class discussion under this study also showed speakers' acceptance of interlocutors' responses. even in the case of dispreferred responses, the smoothness of the discussion was not disrupted due to solidarity and closeness among them. similarly, mahmud (2019) mentioned that politeness was conducted while interacting in the class. besides the third factor, the study also found the aspects of religion, culture, and the interlocutors which influence the use of politeness strategy. it also, in line with song (2014), showed that the aspect of different cultures impacted the use of politeness strategy. in addition, the culture was the central aspect in applying the politeness strategy in classroom interaction (wangia & otonde, 2020). conclusions the findings of this study indicate that all the positive politeness strategies are found in the data. this also reveals that the speaker and the hearer predominantly used the strategy of giving/asking for reasons followed by the strategy of agreement. this happened because, in the discussion session, the speakers and the hearers showed their curiosity and interest in asking and giving reasons to each other and showed agreement during the discussion. in addition, the interlocutors' responses also express the preferred and dispreferred responses to the politeness strategies. the findings found that preferred responses were more dominant. this occurs because they want to show that they have the same opinion and agree with the speakers. the relationship between positive politeness strategies and interlocutors' responses reveals that both the speakers and the hearers dian aprianti, et al./ english education journal 12 (3) (2022) 322-332 331 have close social distance, which influences the use of positive politeness strategy. the speakers and the interlocutors indicate that they have less power than the lecturer. references adel, s. m. r., davoudi, m., & ramezanzadeh, a. 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(2020). linguistic politeness in public virtual communication. language-journal of linguistics, literature, and language education, 3(2), 1–17. 293 eej 12 (2) (2022) 293-300 english education journal http://journal.unnes.ac.id/sju/index.php/eej the implementation of newmark’s translation procedures in colours magazine to achieve grammatical equivalence benedikta andriela yuni seran, rudi hartono, januarius mujiyanto universitas negeri semarang, indonesia article info ________________ article history: accepted 18 february 2022 approved 30 may 2022 published 20 june 2022 ________________ keywords: translation procedures, grammatical equivalence, colours magazine ____________________ abstract ___________________________________________________________________ “colours magazine” is an official monthly publication magazine of garuda indonesia airlines. it is a bilingual magazine written in english and bahasa indonesia. this study aims to analyze the implementation of newmark’s translation procedures and its resulting grammatical equivalence between the source text (st) and target text (tt). this study focused on the implementation of (1) the transference procedure; (2) the naturalization procedure; (3) the cultural equivalent procedure; (4) the synonymy procedure; (5) the modulation procedure; (6) the couplets procedure; (7) the grammatical equivalence achievements through the use of those procedures. this research employed a descriptively qualitative approach. the study findings reveal that transference is the most dominant procedure, which is used 61 times. couplets are the second rank which has been used 36 times. the cultural equivalent is used 24 times and the naturalization procedure 14 times. at the same time, modulation is used 11 times and 13 times for synonymy. on the other hand, the researchers also found that implementing six translation procedures has resulted in 82 number equivalents, 126 tense equivalents, and 125 voice equivalent sentences. 25 nonequivalent sentences in the number category happened because there are different habits of delivering singularity and plurality between st and tt. in the tense grammatical category, there are 10 non-equivalent sentences caused by different rules between the source and target languages. while in the voice category, there are 8 non-equivalent sentences caused by the changing of the words, the use of specific terms, and the changing of subject position. correspondence address : pacasarjana unnes jl kelud utara 3 sampangan semarang, indonesia, e-mail : unieseran@gmail.com p-issn 2087-0108 e-issn 2502-4566 benedikta andriela yuni seran, et al./ english education journal 12 (2) (2022) 293-300 294 introduction translation is a phenomenon that has a considerable effect on everyday life. it has become an activity of massive importance in recent decades in people's daily life. the translation result contains information humans need for several aspects of life, such as education, science, and entertainment from textbooks, novels, magazines, newspapers, booklets, brochures, movies, etc. it lines with bassnett’s (2002) explanation that translation has a crucial role. without translation, people with different cultural backgrounds cannot build communication well. ‘colours magazine’ is an official monthly publication of an indonesian airline published by pt visindo agensi tama, garuda indonesia. it is a bilingual magazine written in english and bahasa indonesia and a widely known bilingual magazine. colours magazine has garnered 23 international designs and magazine awards. it is one of the promotional media of indonesian tourism. due to the contents that also tell about tourism, uniqueness of the culture, handicraft, ceremony, and food, this magazine aims to promote indonesian tourism in international sight. in this globalizing world, english has become an international language for people from all over the world. this statement lines with safari and fitriati (2016) that english increasingly becomes the medium in every domain of communication in global contexts. it has been used in describing the tourism articles from the magazine with its uniqueness. however, english is the sl, and bahasa indonesia, as the tl, has significant grammatical rules with its characteristics. in translation, some experts have defined different definitions in this field, such as catford (1965), nida and (1982), pinchuck (1977), larson (1984), newmark (1988), and bell (1991). they described translation in different ways. however, the content is the same. they stated that translation talks about transferring thoughts or ideas from a source language (sl) to a target language (tl), either written or oral. nida and taber (1982) decided that different cultures may convey the messages and produce the cultural terms. therefore, sometimes translators find a way to keep the original word from the sl text to preserve the meaning, without changing, even added or reduced. here is an example: sl the ritual typically consists of three fasting activities, such as upawasa, monabrata, and majegraja. tl ritual ini terdiri dari tiga kegiatan puasa, seperti; upawasa, monabrata, dan majegra. it shows that the translator applied the original form of “upawasa, monabrata, and majegra” as the traditional activities or culture from balinese. or in other words, the translator taking the actual terms instead of using a description. consequently, translation is also influenced by culture. hartono (2009) revealed that to avoid some problems and get an appropriate solution in translating a novel, even to produce a high-quality novel translation, the translator supposes to have more knowledge of both source and target languages and cultures. for the example, the_mother_land in english means ibu_pertiwi_ in bahasa indonesia. for this case, a translator needs to find cultural equivalents by the message stated in the sl. besides transferring ideas, messages, or information from one state into another, translation is often used as a translation procedure. this activity has an enormous benefit of developing knowledge or science and international exchange of culture. therefore, reviewing the problems above some translation procedures become a crucial stage of the translation process to complete the translation results to achieve the equivalence of the translated works. newmark’s theories and frameworks have been widely applied in the literature describing an assessing translation. according to machali (2000), translation procedures apply to sentences and the textual micro-unit, such as words, phrases, clauses, etc. an approach translating benedikta andriela yuni seran, et al./ english education journal 12 (2) (2022) 293-300 295 process is needed to produce a good translation and perception translation as the final product of the translated text concerning the source text. newmark (1988) proposes a list of translation procedures, namely; transference, naturalization, cultural equivalent, functional equivalent, descriptive equivalent, synonymy, though translation, transpositions, modulation, recognized translation, translation label, compensation, compensation analysis, reduction & expansion, paraphrase, couplets and notes. this study analyzes the implementation of transference, naturalization, cultural equivalent, synonymy, modulation, couplets procedures, and grammatical equivalence achievements through 6 processes in tourism articles. besides, the essential thing in translation is meaning. it means that the tl should have the closest natural meaning equivalence with the sl. nida and taber (1969) define translation as reproducing the closest natural equivalent of the sl message in the tl. it means first in terms of meaning and secondly in terms of style. by this definition, the term ‘equivalent’ is more focused on meaning rather than style. baker (1992) states that there are five levels of equivalence, such as 1) equivalence at the word level, 2) equivalence above word level, 3) grammatical equivalence, 4) textual equivalence, and 5) pragmatic equivalence (p. 5). besides, baker states that grammatical rules may vary across languages, posing some problems finding direct correspondence in the tl. she claims that the different grammatical structures in the source and target languages may cause remarkable changes in the message. the grammatical equivalence between english and bahasa indonesia is quite different. the differences between these two languages may result in translation changes. grammatical equivalence in translating the two languages is crucial for achieving the most immediate sense. here the researchers present the problem concerning to grammatical equivalent; sl lavender is not an original plant in this area. tl lavender bukan merupakan tanaman asli kawasan ini. it shows that english singular nouns are preceded by ‘a/an’ for countable nouns. in bahasa indonesia, the singular is marked with ‘satu, sebuah, sesuatu.’ non-countable nouns are marked with an adverb of measure set in the front of the nouns to count, which includes a word expressing the name of nouns’ places. therefore, the grammatical is supposed not equivalent. this study proposes to expose what translation procedures are implemented in colours magazine's tourism articles and how 6 procedures (transference, naturalization, cultural equivalent, synonymy, modulation, couplets) affect grammatical equivalent achievement. methods this study uses a descriptive qualitative approach. it aims to analyze the implementation of translation procedures and grammatical equivalence in the tourism articles of colours magazine. the objects of this study were every word, phrase, clause, or sentence of englishindonesian translated from the magazine. the researchers took the tourism articles as the sample. in collecting the data, the researchers took some steps. the researchers observed the articles closely and their translation to obtain sufficient data for the study. the next is underlining translation procedures and grammatical equivalence on the sentences in the magazine and balancing the translation in the original magazine and its indonesian translation. analyzing is the step after collecting data. in this study, the researchers summarize the data by identifying the translation procedures and grammatical equivalence achievement, tabulating the data, interpreting the analysis, and drawing conclusions. benedikta andriela yuni seran, et al./ english education journal 12 (2) (2022) 293-300 296 results and discussions in this segment, the researchers presented the frequency of transference, naturalization, cultural equivalent, synonymy, modulation, and couplets translation procedures implementation in tourism articles. table 1 presents the frequency of grammatical equivalence achievement through the use of those procedures. table 1. frequency of translation procedures and grammatical equivalence grammatical equivalence no procedures frequency number tense voice yes no yes no yes no 1 transference 61 26 5 50 1 45 4 2 naturalization 14 14 3 9 2 12 1 3 cultural equivalent 11 10 2 16 2 22 4 synonymy 13 8 2 12 10 5 modulation 11 4 2 5 4 7 2 6 couplets 36 20 11 34 1 29 1 total 146 82 25 126 10 125 8 table 1 shows that transference is the most dominant procedure, which is used 61 times. naturalization procedure is used 14 times and cultural equivalent 24 times. synonymy is used 13 times. at the same time, modulation is used 11 times. couplets are the second rank which has been used 36 times. in contrast, the researchers also found that implementing six translation procedures has resulted in 79 number equivalent, 126 tense equivalents, and 125 voice equivalent sentences. the implementation of transference procedure transference converts the sl term to tl and includes transliteration or transcription. in this procedure implementation, there is no change in the spelling of the words that have been translated. the data of this study provides some cultural activities, things, and places, names of person or character, and traditional foods. therefore, many terms have no equivalent words in the tl. it requires the translator keeps the same form in tl. for example ; the cultural activities were found such as rejang dance, galungan and kuningan as well as the traditional ceremonies in bali, siwaratri brata, upawasa, monabrata, majegra, and wakakusa yamayaki. these cultural terms need the description to perceive how the target readers understand them. however, the translator uses the transference procedure by taking the original words instead of description, which replaces a term or expression with a description of its form or function. this finding connected with lestari et al. (2020), who stated that there is sometimes no equivalent word or meaning in tt since it is related to the name of cultural activity. it means the meaning of the sl is explained in several words in the tl. however, the translator uses the transference procedure by taking the original words instead of the description. it means the meaning of the sl is explained in several words in the tl. it is similar to fitria (2020); in the transference procedure, the translator can apply two or more loan words plus an explanation in tl to arrange a similar understanding of cultural terms meaning. the implementation of naturalization procedure naturalization is a procedure that adapts the sl word, first to the normal pronunciation, then to the normal morphology of the tl. in implementing this procedure, some terms are adapted into the tl with pronunciation and benedikta andriela yuni seran, et al./ english education journal 12 (2) (2022) 293-300 297 spelling adjustment (i.e., product translated into produk, exotisinto eksotis, traditional into tradisional, and symbol translated into simbol). besides that, the word ‘colonial’ in the sl is translated into ‘kolonial’ in the tl. it adapts the pronunciation without spelling adjustment. another example that is also interesting to discuss is the naturalization procedure also adding affixes. for instance, affix –ism to –isme (materialism into materialisme), affix –tion is naturalized to –si in bahasa indonesia (destination into destinasi, collaboration into kolaborasi and meditation to meditasi. both source and target languages are nouns. it does not change the word class. rosita (2016), and puspita et al. (2013) also classified the application of naturalization in the englishindonesian translation of foreign terms. they identified the adjustment used in applying naturalization in translation based on pedoman umum pembentukan istilah (2015). the implementation of cultural equivalent procedure this procedure means replacing a cultural word in the sl with a tl one. for instance, in sl, 'night of shiwa' is translated into 'malam syiwa' into tl. this term refers to a traditional ceremony of the balinese. the translator uses the typical word in the tl to replace the specific word from sl. the cultural equivalent procedure is also applied when a cultural term of a tl has a meaning with the sl. for example, the word 'offal' in the sl may cause inappropriate meaning when translated literally into 'sampah or kotoran' in the tl. then, the word ‘offal’ in the tl is the cultural equivalent of ‘jeroan.’ based on kamus besar bahasa indonesia (2005), jeroan means perut, babat usus, limpa atau dalaman, or the internal organ of beef. it is relevant with the finding from dewi (2016) in translation procedures in the english novel the hunger game, which found that the cultural equivalent procedure is used in the translation process when there is an equivalent meaning of the cultural term in the tl. the main thing to note is the unique culture words of the sl are replaced by the distinctive culture words of the tl. therefore, the translator uses the specific word or term in the tl to replace the particular word in the sl. these finding connected with tacazely et al (2019) and ismawati (2013) that in translation, cultural differences become a huge obstacle for the translator to create a good translation. the implementation of synonymy procedure this procedure is used for an sl word when there is no clear one-to-one equivalent, and the word is not essential in the text. for example, the word ‘people’ in the sl translated into ‘masyarakat’ in bahasa indonesia as the tl of this study.the word ‘people’ could generally be identified as a human being. on the contrary, the term ‘masyarakat’ means the community of people living together in a unique country or region and having shared laws, customs, and organizations. the meaning ‘people believe’ in the source text may cause a non-equivalent translation when the target text becomes ‘masyarakat setempat meyakini’. literally, the translation in bahasa indonesia would be ‘orang-orang percaya’. to spare the problem in translation, the word masyarakat in the tl is used as the synonymy of the word people. therefore, the meaning in the tt is more appropriate. in short, it can be asserted that the translation process using the synonymy procedure can be achieved by observing the context of the text to find the closest equivalence. the implementation of modulation procedure modulation is a change of viewpoint or perspective to deliver the sl message. putranti (2018), stated that this is a translation method to obtain naturalness in target language text based on society point view. this procedure can be helpful to overcome problems of message transfer between two different cultures. the following example may show how free modulation is applied. when the phrase is translated into indonesian as the tl literally, it will give a different meaning. ‘here you benedikta andriela yuni seran, et al./ english education journal 12 (2) (2022) 293-300 298 go’ means when handing something over to someone or doing a favor to them. to produce a natural sense, the translator changes the meaning based on society’s point of view. the meaning is equivalent because between sl and tl ; there are different cultures and expressions. free modulation is supposed to explain the purpose, obtain the meaning relation between sl and tl, and achieve the equivalence meaning as natural as sl. another example is the translation of an active sentence of the sl text to a passive sentence. the sentence ‘a fireworks display takes place before the ceremony’ is translated into ‘acara dimulai dengan pertunjukan kembang api’. if the translator translates the sentence into an active form, it would be ‘kembang api berlangsung sebelum upacara’. in the st, ‘fireworks’ is the subject, and ‘ceremony’ is the object. changing the st active sentence into the tl passive sentence would make the translation result more natural to solve such a problem. the translator uses an absolute or obligatory procedure to translate the sentence. it occurs when there is no equivalent meaning of a word, phrase, or the sl structure into tl. the implementation of couplets procedure couplets method means that the translator combines two translation procedures in a single sentence (i.e., special music for dance, traditional gulai, traditional crafts, the island of java, etc.). the following is a further explanation of the couplets procedure. if we look at the phrase, ‘traditional gulai’ in the sl is translated into ‘gulai_tradisional’ in the tl version. the translator combines two procedures to get equivalence meaning in the tl. first, the word ‘gulai’ is translated into ‘gulai’ in the tl. here, the translator uses a transference procedure. the transference procedure is used by the translator when the sl word transfers into the tl without any change. second, the word ‘traditional’ is translated to ‘tradisional’ in the tl, using a naturalization procedure. the grammatical equivalence achievements through 6 procedures this study focuses on three categories of grammatical equivalence: number, tense and aspect, and voice. number equivalence the grammatical category of the number designates singular or plural. in showing singularity, english singular nouns are preceded by ‘a/an’ for countable nouns. in bahasa indonesia, the singular is marked with ‘satu, sebuah, sesuatu’. here is an example; sl but from whatever angle you approach, the first impression is an isolated island paradise that feels far from the mainland bustle. tl tetapi dari mana pun titik tolak anda, kesan pertama pulau ini adalah sebuah pulau surgawi yang terpencil yang jauh dari hirukpikuk pulau utama. the article ‘an’ is used to indicate a singular or one. it is translated into ‘sebuah’ in which ‘se’ as an indonesian singular marker has the same meaning as the word ‘satu’. this example shows that english singular nouns are preceded by ‘a/an’ for countable nouns. in bahasa indonesia, as the target language of this research, the singular is marked with ‘satu, sebuah, sesuatu’. tense and aspect equivalence english has two tenses (past and present) and two aspects (perfect and progressive). meanwhile, bahasa indonesia does not have tense and aspect. sometimes past sentences of english are translated into bahasa indonesia without any adverbs of the past time following them. this finding is revelant with iqbal et al. (2016) based on their research, tense and aspect in english have many variations. some of the translation are difficult to reflect in bahasa indonesia because the form does not exist. however, it keeps showing equivalence that is equivalence at a higher level. for example; benedikta andriela yuni seran, et al./ english education journal 12 (2) (2022) 293-300 299 st however, in the 1980s, there was a sculptor isbenzami usman, who had perfected it. tt namun pada tahun 1980-an, seorang pemahat isbenzami usman, telah menyempurnakannya. the verb phrase ‘had perfected’ shows past perfect which has the formula ‘had’ plus past participle (v3). past perfect means that an activity was completed before another activity or time in the past. the word ‘telah’ is an indonesian adverb of time that indicates past time. in other words, the translation is equivalence. voice equivalence voice is a grammatical category that defines the relationship between a verb and its subject. here is an example; sl the old town and gunung padang are separated by the mouth of the batang arau. tl kota tua dan gunung padang dipisahkan oleh muara sungai batang arau. here, the focus of the sentence is the term ‘separate’. the use of present be (are) and past participle (separated) shows that it is a passive sentence. the term ‘dipisahkan’ (are divided) in tl indicates a passive clause. it shows how english passive is still translated into indonesian passive. the old town and gunung padang are the subjects or the affected entity. in bahasa indonesia, the prefix ‘di-’ is used to indicate a passive sentence. both st and tt have the same meaning. the equivalence is achieved in this sentence. however, sudartini (2006) stated that the active forms in english are not always translated into active forms in bahasa indonesia, and vice versa. the english active and passive forms do not always have the same forms in bahasa indonesia. conclusions this study aims to review the translation procedures implementation and their influences on grammatical equivalence achievement. after analyzing the data, which consists of 150 excerpts from tourism articles in colours magazine, to transfer the message clearly from the sl into the tl, translation procedures are needed to translate the information from one language into another. the translator can apply not only one approach to translate each sentence but also more. two or three procedures in translating a sentence are done to find the tl's appropriateness, equivalence, and naturalness form or meaning. on the other hand, the researchers also found that implementing those procedures has resulted in 82 number equivalents, 126 tense equivalents, and 125 voice equivalent sentences. twenty five non-equivalent sentences in the number category happened because there are different habits of delivering singularity and plurality between st and tt. in the tense grammatical category, there are 10 non-equivalent sentences caused by different rules between the source and target languages. while in the voice category, there are 8 nonequivalent sentences caused by the changing of the words, the use of specific terms, and the changing of subject position. references baker, m. (1992). in other words: a coursebook on translation. london and new york: routledge. bassnett, s. (2002). translation studies (third edition). london and new york: routledge. bell, r. t. (1991). translation and translating: theory and practice. london: longman group u.k. limited. catford, j.c. (1965). language and language learning: a linguistic theory of translation. edinburgh: oxford university. dewi, n.a.s (2016). procedures of translation in the english novel hunger games: mockingjay into indonesian. e-jurnal humanis, fakultas sastra dan budaya unud, 15 (1), 56-63. benedikta andriela yuni seran, et al./ english education journal 12 (2) (2022) 293-300 300 fitria, t. n. (2020). translation procedure of english to indonesian subtitle 'english vinglish' movie. rainbow: journal of literature, linguistics and cultural studies, 9(1), 40-48. hartono, r. (2009). translating a novel: problems and solutions (a holistically critique on novel translation). language circle: jurnal of language and literature, 3(2), 33-41. ismawati, s. (2013). the translation procedures in translating the cultural words in the young adult novel. passage, 1(2), 55-62. iqbal, r., ernawati, p., & fata i. a. (2016) equating grammatical equivalence of college students. proceedings of eeic, 1(1), 143-150. kbbi, (2005) kamus besar bahasa indonesia edisi ketiga jakarta: balai pustaka. larson, m. l. (1984). meaning-based translation: a guide to crosslanguage equivalence. united states of amerika: university press of america, inc. lestari, n., wiyana m., & sosiowati, a.(2020). translation procedures in translating proper names from english into indonesia. humanis journal, 24(4), 386393. machali, r. (2000) pedoman bagi penerjemah. jakarta: penerbit pt. grasindo. newmark, p. (1988). a textbook of translation. united kingdom: prentice-hall international. nida, e. a., & taber, c. r. (1969). the theory and practice of [biblical] translation. brill. nida, e. a, & charles r. t. (1982). the theory and practice of translation. leiden: e. j. brill. pinchuck, i. (1977). scientific and technical translation. london: a. deutch.tx puspita, w., & refnaldi, & ardi, h. a. (2013). translation techniques and translation accuracy of english translated text of tourism brochure in tanah datar regency. e-journal english language and literature, 2(1), 275-286. putranti, a. (2018). modulation: a translation method to obtain naturalness in target language text. journal of language and literature, 18(1), 1410-5691. rosita, n. (2016). translation techniques in taj: tragedi di balik tanda cinta abadi novel. lingua didaktika: jurnal bahasa dan pembelajaran bahasa, 10(2), 137-148. safari, m. u. k., & fitriati, s. w. (2016). learning strategies used by learners with different speaking performance for developing speaking ability. english education journal, 6(2), 87-100. sudartini, s. (2016). the question of grammatical equivalence in translation. jee, journal of english and education, 3(1), 96-108. tacazely, a. r., yuliasri, i., & hartono, r. (2019). the implementation of cultural filter in english indonesian translation of children comic the wizards of mickey: the dark ages. english education journal, 9(3), 284-295. tim penyusun (2015) pedoman umum pembentukan istilah (pupi). jakarta: badan pembinaan dan pengembangan bahasa ri. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f021a372055 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 366 eej 11 (3) (2021) 366-375 english education journal http://journal.unnes.ac.id/sju/index.php/eej realization of cultural filter in the indonesian – english translation of “gundala movie” subtitle widya ivani putri  universitas negeri semarang, indonesia article info ________________ article history: recived 09 january 2021 accepted 17 march 2021 published 15 september 2021 ________________ keywords: equivalence, cultural filter, movie subtitle ____________________ abstract ___________________________________________________________________ translating a movie subtitle from indonesian into english should be done carefully because indonesian and english have some differences which may lead to ineffective communication, such as the changing of structures, the difference of meanings, and also dissimilarity of corresponding cultures. this phenomenon might be a concern since many indonesian movies have entered international audiences and won some international awards, such as the gundala movie that is directed by joko anwar. this study focused on analyzing the cultural filter implemented in indonesian – english audio-visual translation of gundala movie subtitles. the analysis utilizes the cultural filter theory proposed by house (2015). the data analysis focused in this study includes the characters’ utterances in indonesian and its english subtitle provided in the gundala movie. the subject is the indonesian transcription from verbal dialogues produced by the movie characters in gundala movie and its english subtitles shown on the screen. the object of the study is words, phrases, and sentences produced by the characters in the gundala movie. most translations applied cultural filter achieves functional equivalence. theoretically, the cultural filter can help the translator to achieve functional equivalence. practically, for the next translation project, it could be a good challenge for the next researcher to explore the translation studies using this theory. pedagogically, the reader should be more familiar with the cultural differences between indonesian and english.  correspondence address: kampus pascasarjana unnes jl kelud raya no. 3 semarang e-mail : ahmadunisna80@gmail.com p-issn 2252-7001 e-issn 2502-454x widya ivani putri./ english education journal 11 (3) (2021) 366-375 367 introduction a moviemaker needs a translator. it is to transfer what is spoken by the character within the movie in the form of audio-visual translation (luyken, 1991; van dijk, 1998; venuti, 2017; wati, 2017; xinya, 2016; xuanyi, 2017). he proposed two types of audio-visual translations, dubbing and subtitling, to facilitate the audience enjoying the movie in their language. although these two terminologies share some similarities, they have major differences. dries (1995) and tempel et al (2012) argued dubbing dealt with transferring the character’s dialogue from one language into another by recording the message within the utterances and synchronizing them with the characters’ lip movements. on the other hand, gambier and gottlieb (2001) and triwiyanti et al (2017) explained it as translating character’s dialogues within the movie by providing it in different language printed below the movie. subtitling a movie is correlated to the language and culture within the movie. hastuti (2015) and uher (2016) argue subtitling a movie has to be done prior by having texts which also depends on the contexts of situation and contexts of cultures within the texts. according to rahmawati and setiawan (2019), zhang (2018), zhang & wang (2010), and zequan (2003), subtitling a movie is identified as an interlinguistic subtitle that involves two languages. each culture possesses different partialities, attitude, values, social and norms that make a translator utilizes a cultural filter to achieve functional equivalence and to remove the gaps of two languages (house, 2015). the cultural filter enables the translator to capture the socio-cultural differences between the two languages. house (1997) argues that the framework of the cultural filter is deemed as an instrument for encapsulating the socio-cultural dissimilarities in expected norms and stylistic agreements between the original and targeted linguistic-cultural societies. this is in line with hartono (2014), tacazely et al (2019), yuliastri (2017), yuliastri & allen (2019), and yuliastri & hartono (2014) stated that translation products should be socio-culturally acceptable for the target language. therefore, cultural filter plays a crucial role in subtitling a movie. house (2015) also introduced two types of translations, namely overt and covert translation in which only covert translation requires cultural filter because the translation tends to be source language-oriented to achieve translation equivalence. regarding the analysis of translation, overt and covert translations are emerged in determining the textual functions of the text and its translation. hatim and mason (1990) and utami (2017) define translation as an act of communication to relay, across cultural and linguistic boundaries, another act of communication. thus, a translator should create a textually equal text in the target language to the source text based on the purpose and the audience of the translated text. furthermore, engliana (2015) and tharaha (2015) argue that text transfer takes place in the word level as well as at pragmatic level. according to mujiyanto (2016), by using the viewpoint of discourse competence, a translator could also understand the social and cultural context of the relevant communities where the language is used. in this study, the analysis must focus on both the linguistic elements as well as the cultural context of both languages. therefore, translation is not identified merely as transferring language or interlingual process, but it also includes the intercultural communication between source language culture and target language culture. as the central issue of translation, equivalence between the source text and target text becomes the priority that should be sought after. although some equivalence can be approached but the option always depends on the purpose of translating the text, one of them is a functional equivalence. equivalence has always become the basic standpoint to be achieved by the translator. people generally accept equivalence as the reproduction of an sl text in a tl text. widya ivani putri./ english education journal 11 (3) (2021) 366-375 368 translating a movie subtitle from indonesian into english should be done carefully because indonesian and english have some differences, such as the changing of structures, the difference of meanings, and also dissimilarity of corresponding cultures. katan (1999), tan (2015), tan (2017), and utamayasa et al (2017) describe a cultural filter as a means of encapsulating cognitive and socio-cultural differences which are utilized by translators to mediate the culture in the process of translation. house (2015) has designed cross-cultural dimensions in implementing the cultural filter in texts, consciously or unconsciously, in medicating cultural differences based on the respective norms between two languages. there are five cross-cultural dimensions within the cultural filter which could be seen as follows: table 1. cross-cultural difference dimensions cross-cultural difference dimensions german english directness. imperatives, exclamation marks, addressing by the word ‘you’ indirectness. the negative question, hedging, horrific orientations towards self. self-referencing orientation toward others. other-referencing orientation towards content. passive sentences orientation towards addresses. direct question to the audience explicitness. with clear and descriptive implicitness. elliptic ad-hoc formulation. expansion longer sentences use verbal routines. common collocations, idioms active voice passive voice this research aims to find out the realization of cultural filter indicated in the indonesian – english translation of gundala movie subtitle and the functional equivalence of the indonesian – english translation of gundala movie subtitle. besides that, indonesian people tend to speak in a way of considering themselves as the subject that acts upon the verbs rather than the recipient, the concept of the active and passive voice will also be included as a par of the cross-cultural dimension analysis. moreover, the translation is also viewed from the perspective of functional equivalence to see whether the equivalence has been achieved by the translator. besides, the analysis will lead to a conclusion on whether the translation product belongs to overt or covert translation. method this study focused on analyzing the cultural filter implemented in indonesian – english audio-visual translation of gundala movie subtitles. the analysis utilizes the cultural filter theory proposed by house (2015) which deals with five cross-cultural dimensions in filtering the culture and theory of functional equivalence and covert and overt translation (nida, 1982 and house 2015) concerning the indonesian – english audio-visual translation of gundala movie subtitle. the data analysis focused in this study includes the characters’ utterances in indonesian and its english subtitle provided in the gundala movie. the subject is the indonesian transcription from verbal dialogues produced by the movie characters in gundala movie and its english subtitles shown on the screen. all widya ivani putri./ english education journal 11 (3) (2021) 366-375 369 spoken utterances produced within the film from indonesian is transformed into written english translation. the object of the study is words, phrases, and sentences produced by the characters in the gundala movie. results and discussion in this research, the obtained data had been analyzed based on the theories of the dimension of cultural filter proposed by house (2015). the cultural filters include five dimensions; they are directness, orientation towards self versus orientation towards others, orientation towards content versus orientation towards addressee, explicitness versus implicitness, and ad-hoc formulation versus verbal routines. moreover, the writer added one dimension of active voice versus passive voice that existed in many dialogues. the finding of cultural filters in gundala movie subtitle can be seen in the table below: table 2. cultural filter dimensions of indonesian-english translation no the dimension of cultural filters numbers of occurrences 1 directness 44 2 orientation towards self versus orientation towards others 8 3 orientation towards content versus orientation towards the addressee 110 4 explicitness versus implicitness 17 5 ad-hoc formulation versus verbal routines 22 6 active voice versus passive voice 35 total 236 the dimensions of orientation towards content versus orientation towards the addressee appear more often than other dimensions of the cultural filter. this phenomenon explains that st does not show the executors explicitly while tt does. tt employs orientation toward the addressee while st employs orientation toward content. then, the indirectness exists 44 times, active voice versus passive voice, 35 times, adhoc formulation versus verbal routines, 22 times, explicitness versus implicitness, times. according to house (2014), the cultural filter led to the achievement of functional equivalence. the analysis of the functional equivalence can be seen in the following table. table 3. achievement of functional equivalence no functional equivalence numbers of occurrences 1 equivalence 212 2 non equivalence 24 total 236 most dialogues with cultural filters could reach functional equivalence. however, twentyfour utterances do not achieve functional equivalence. non-equivalence translation occurs in the dimensions of orientation toward the selfversus orientation to others, the orientation towards content against the orientation towards addressee, the explicitness versus the implicitness, the ad-hoc formulation versus the verbal routines, and the active voice versus the passive voice. the numbers of non-equivalence can be seen in the following table . widya ivani putri./ english education journal 11 (3) (2021) 366-375 370 table 4. causes of nonequivalence no causes of non-equivalence numbers of occurrences 1 orientation towards self versus orientation towards others 3 2 orientation towards content versus orientation towards the addressee 8 3 explicitness versus implicitness 4 4 ad-hoc formulation versus verbal routines 5 5 active voice versus passive voice 4 total 24 from the table, the orientation towards content versus the orientation towards the addressee has the highest rate. moreover, the achievement of functional equivalence and its relation to the cultural filter is also elaborated. the analysis of functional equivalence applied the theory of equivalence proposed by nida (1964) and house (2015). functional equivalence is achieved if the translation has the same function and represents the context of the situation of the original version. cultural filter in terms of directness all transformation achieves functional equivalence. the researcher did not find nonequivalence in this case. it shows the source text tends to use a direct strategy while target text often uses an indirect strategy. this occurs because indonesian people do not refer to themselves when they try to present their opinion. they often speak directly while english native speakers usually emphasize that opinion. one opinion might be different from another. this culture also affects the translator. he prefers the directness to indirectness. moreover, st tends to use the uncertain expression with hedging “katanya” of the character while tt does not use hedging. st tends to employ indirectness while tt employs directness. the tt clearly shows the confidence of tt audiences. otherwise, st audiences are depicted as hesitant and safe-oriented by avoiding responsibility for what they say. it was also found that st tends to use honorific to address older. in this case, the honorific term is considered as a polite way to call respected people based on the distance, higher social level, well occupation, and older ages. in indonesian, it is not acceptable to use “you” to address people who have those requirements. in english, people directly call others “you” without necessarily considering the honorific term. these findings strengthen house’s statement (2014) in which cultural filter nonobjectively and consequently undertake changes on the situational dimensions. according to geertz (1973), indonesian tends to hide their emotions and try not to show others. so, they are better to deliver their idea indirectly. cultural filter in terms of orientation towards self versus orientation towards other based on the data, there were 4 transformations from orientation towards self to orientation towards other. meanwhile, the transformation from orientation towards others to the orientation towards self does too. these findings are similar to house’s (2015) about cultural filter dimensions between english and germany. she stated that germans found to give preference to the orientation towards self. this transformation is marked by the use of the pronoun. the transformation mostly occurs when the pronoun in the original version refers to ‘i’ which belongs to an orientation towards self. the translator chooses to use ‘they/them’ which refers to the speakers rather than ‘i’. this is caused to make the context clearer and easier for the readers of tt. another finding shows that st tends to expose the outsider involvement as the consideration in giving influence to the context widya ivani putri./ english education journal 11 (3) (2021) 366-375 371 of the text based on the cultural aspect in its language environment. indonesian tends to put family and community concerns over business and individuals. thus, their communication style would likely focus on the addressee. cultural filter in terms of orientation towards content versus orientation towards addressee this cultural filter occurs 110 times in the translation. there are two kinds of transformation; those are transformation from orientation towards addressees to the orientation towards content, and orientation towards addressees to the orientation towards content. the first transformation, from orientation towards addressees to the orientation towards content, occurred 15 times. meanwhile, the transformation from orientation towards content to the orientation towards addressees occurred 95 times. it can be inferred that there is a huge margin between those two kinds of transformations. this phenomenon explains that st does not show the executors explicitly while tt does. tt employs orientation toward the addressee while st employs orientation toward content. the pronoun which is mostly changed into orientation towards content is ‘you’. it occurred 28 times. the translator chooses to add pronouns to define the actor or interlocutor although the context is already clear enough. this transformation mostly does not change the meaning of a translation. if the context is ambiguous, the translator chooses to mention the name of a person or thing. the subject in a sentence can be omitted when the subject is definite and the context is clear. tt tends to use imperative forms to invite the readers involving in the story such as “lets”. st tends to use the declarative form to tell the story. by finding this result, it could be seen that indonesian (st) has the dimension of orientation toward content, and english (tt) has the dimension of orientation toward the addressee. furthermore, tt tried to show an expressive manner by using the imperative expression. cultural filter in terms of explicitness versus implicitness based on the analysis of the cultural filter in the terms of explicitness versus implicitness presented in the previous section, this dimension occurs 17 times. similar to the analysis of the other dimensions, there are two kinds of transformation. they are transformation from explicitness to implicitness and transformation from implicitness to explicitness. the first transformation, which is from explicitness to implicitness occurs 6 times. meanwhile, the other transformation also appeared 11 times. thus, tt tends to use explicitness by adding some information while st tends to use explicitness since the audience understands the context and situation without any addition. there is a technique mostly used by the translator, it is an addition. the translator often adds some information to make the context clearer. it is used when the utterances are ambiguous and will create some confusion to the audience of the english language. in this case, the translator uses a cultural filter when the expressions in the movie are unfamiliar to the audience of tt. the translator often takes effort into the translation to be understood easily by the audience of tt. as a result, the transformation of implicitness to explicitness is used. moreover, most of the translation from implicitness to explicitness achieves functional equivalence. cultural filter in terms of ad-hoc formulation versus verbal routines this finding occurred 22 times. there are two transformations; those are transformation from ad-hoc formulation to verbal routines and transformation from verbal routines to ad-hoc formulation. the transformation from verbal routines to ad-hoc formulation occurs the most. based on the data, 17 translations achieve functional equivalence, while 5 translations are non-equivalence. the translator does not use many verbal routines in english to translate the text. based on the analysis, there are some reasons why the translator does not use many widya ivani putri./ english education journal 11 (3) (2021) 366-375 372 verbal routines in translating indonesian movies. first, the translator has poor knowledge of verbal routines used by native speakers in both languages, which are indonesian and english. the second reason is that the expression of st does not meet with the expression of tt and there is no expression similar to english that can describe the situation in indonesian precisely. thus, the translator chooses to use ad-hoc formulation to translate the indonesian utterance. besides, st tends to use an uncertain expression of the character while tt uses a fixed expression. st employs verbal routine while tt employs ad-hoc formulation. it can be seen that st tends to show the uncertainty of the character instead of exposing the confidence. tt tends to be more expressive compared to st. cultural filter in terms of voice there are two transformations; those are transformation from active voice to passive voice and transformation from passive voice to active voice. however, in this translation, the transformation from passive voice to active voice occurs the most with 33 occurrences. thus, st tends to use passive voice while tt tends to use passive voice. from the analysis of the dimensions of active voice versus passive voice, it can be seen that the target language preferred using active voice rather than passive voice. the translator chooses to focus on the subject. it is intended so that the readers will understand the context easily and can get a better view of someone or something which is in the case. moreover, the translator uses an active voice because he wants to show the executors and makes the context clear enough. indonesian usually uses object focus. it means that passive voice is used often. this statement is strengthened by an article by british council which stated that passive voice is used frequently in bahasa indonesia. the analysis showed that the transformation from active voice to passive voice occurred frequently rather than the transformation from passive voice to active voice. functional equivalence the theory of functional equivalence is based on the theory of equivalence proposed by nida (1964) and house (2016). there are two requirements to achieve functional equivalence. first is that the source text and its translation have the same function. second, the functional equivalence will be achieved if the translation creates a similar context of the situation as the source text. under the analysis of functional equivalence, the researcher found 212 translations that achieve functional equivalence. meanwhile, 24 utterances do not meet functional equivalence. there are some causes of non-equivalence; such as the inappropriateness in using pronouns and the translator’s misunderstanding of the context. in this research, non-equivalence occurs in the transformation of orientation towards self to the orientation towards other, orientation towards content to the orientation towards addressees, explicitness versus implicitness, verbal routines to the ad-hoc formulation, and active voice to passive voice. the data shows that non-equivalence in the term orientation towards others occurs because the translator uses inappropriate pronouns. this problem happens because the translator has little understanding of the context. another non-equivalence translation is also found in the transformation of explicitness to implicitness. it is caused because the translator wants to make clearer the context although there are some translations are not equal with the source text. moreover, non-equivalence in the term of voice is presented in translating the clause “saya tidak akan pernah takut..” to be “they scare me” in the english version. the original version uses a passive form to convey the speaker's message while the translated version uses an active form. in the original version, feri is not scared of the people who are paid by pengkor. meanwhile, the translator conveys that the people that are paid by pengkor scare ferry. even though there are some nonequivalence translations, there are more translations that achieve functional equivalence. widya ivani putri./ english education journal 11 (3) (2021) 366-375 373 out of 236 cultural filters, 212 translations achieve functional equivalence. thus, the translation of the gundala movie achieves functional equivalence. conclusion from the findings and discussions of this study, the researcher found 236 utterances that contained six dimensions of the cultural filter in the indonesian-english translation gundala movie. those dimensions were in the terms of directness occurs 44 times, in the term of orientation towards self versus orientation towards other occurs 8 times, in the term of orientation towards content versus orientation towards addressee 110 happens times, explicitness versus implicitness occurs 17 times, ad-hoc formulation versus verbal routines 22 times, and in the term of voice occurs 35 times. for the directness, the source language tends to use directness form while target language tends to use indirect form. moreover, the researcher found that all the data in the term of directness meet the equivalence translation since the target text can create a similar context as in the source language. the second dimension had two kinds of transformations: from orientation towards self to the orientation towards other (4 occurrences) and transformation from orientation towards other to the transformation towards self (4 times). in the term of functional equivalence, there are 3 utterances do not achieve equivalence translation while 5 utterances achieve equivalence. the next is the cultural filter in terms of orientation towards content versus orientation towards addressees. there are two transformations, which are the transformation from orientation towards content to the orientation towards addressee and vice versa. the analysis shows that the translator prefers to use the term of toward content to the addressee. it is proven by the occurrences of the transformation from orientation towards content to the addressee is higher than the transformation from orientation towards addressee to content. for explicitness versus implicitness, there were the transformation from explicitness to implicitness (6 occurrences) and the transformation from implicitness to explicitness (11 occurrences). the analysis shows that the translated version tends to use explicitness rather than implicitness to make clearer the context and audience of tt also understand the movie. in this case, four utterances do not meet the equivalence of translation. the fifth dimension of the cultural filter shows that the translator often chooses ad-hoc formulation in translating indonesian-english subtitles of gundala movie. five utterances do not achieve functional equivalence as propose by nida (1964) the last dimension is about voice. there are two transformations: transformation from active voice to passive voice (2 times) and the transformation from passive voice to active voice (33 occurrences). it shows that the target language mostly uses active voice to make the audience of tt understand the context easily. moreover, four utterances contain nonequivalence translation. based on the data, most of the translation with the use of cultural filter achieves functional equivalence. it is proven by the amount of functional equivalence achieve in the indonesian-english translation. statistically, 212 utterances achieve equivalence translation while there are only 22 utterances that contain nonequivalence. nevertheless, most of the utterances which used cultural filter achieve functional equivalence. theoretically, the cultural filter can help the translator to achieve functional equivalence. practically, for the next translation project, it could be a good challenge for the next researcher to explore the translation studies using this theory. it is suggested to explore more complex texts to find out richer findings in cultural filter implications through texts. pedagogically, the reader should be more familiar with the cultural differences between indonesian and english toimprove their widya ivani putri./ english education journal 11 (3) (2021) 366-375 374 language skill, especially in the daily life of indonesian people and the audience of the target language. reference dries, j. 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(2003). loss and gain of textual meaning in advertising translation: a case study. translation journal, 7(4). 215 eej 12 (2) (2022) 215-224 english education journal http://journal.unnes.ac.id/sju/index.php/eej newmark’s translation techniques and degree semantic equivalence of figurative language in five feet apart novel yatimul chotimah , januarius mujiyanto, rudi hartono universitas negeri semarang, indonesia article info ________________ article history: accepted 10 february 2022 approved 28 may 2022 published 20 june 2022 ________________ keywords: figurtaive language, translation technique, degree semantic equivalence, five feet apart. ____________________ abstract ___________________________________________________________________ there are many english novels translated into indonesian. one of them is five feet apart. the novel not only amazes readers by using the story of a couple with cystic fibrosis but the language in the novel is also presented using figurative language. sometimes, english novel is still difficult for indonesian to understand, so it becomes the reason why translation technique is important. this research aims to explain newmark’s translation technique and to explain the achievement of full, partial, and no equivalence. this research is included in the type of qualitative descriptive research. to obtain data, the researchers collected the words, phrases, clauses, and sentences containing figurative language. perrine’s classification of figurative language (1997), newmark’s classification of translation technique (1988), and bell’s classification of degree semantic equivalence (1997) were used in the analysis of the texts. the analysis was done by identifying, classifying, interpreting, and analyzing the data. the research finding reveals 8 translation techniques used in 202 data. they are couplet, literal translation, modulation, paraphrase, transposition, expansion, cultural equivalence, and compensation. the dominant technique is couplet because the author makes various conditions so it is not enough to translate with only 1 technique. the dominant degree of semantic equivalence is fully equivalence. in conclusion, the large number of fully equivalence indicates that the translator keeps maintaining the meaning and minimizing non-equivalence correspondence address : kampus pascasarjana unnes kelud utara 3 sampangan, indonesia e-mail: timboulkhan@gmail.com p-issn 2087-0108 e-issn 2502-4566 yatimul chotimah, et al./ english education journal 12 (2) (2022) 215-224 216 introduction translation is very challenging to do. many people underestimate the importance of learning translation techniques before translating a text. finally, many translation results are careless and the meaning in the target language cannot be translated according to the source language. many experts have argued about translation techniques. the technique often used as a reference was initiated by peter newmark. according to him, the translation technique is a collection of several ways or guidelines to translate (newmark, 1988). translation techniques were developed by newmark such as literal translation, modulation, transference, naturalization, calque, couplet, etc. the technique is very important to discuss because it can affect the level of degree of semantic equivalence. degree semantic equivalence is a level that measures the equivalence. it aims to determine the level of defense and word changes. the degree can be seen from the similarity of translation that emphasizes the quality. the degree of semantic equivalence classified by bell (1991) contains fully equivalence, partial equivalent, and no equivalent. a lot of research talked about translation techniques in novels done by the experts. mashdady et al. (2015), quynh (2020), lu & fang, (2012), and shalimova (2020) did a study on newmark's translation technique. the translation technique used is literal, modulation, expansion, transference, and naturalization. the findings showed that newmark’s translation techniques were able to put in all translations. several research about degree semantic equivalence were done by fu (2017), kononenko (2016), pires et al. (2020), and nanik et al. (2019). they focused on research objects such as novels, books, and magazines. the findings show that degree semantic was achieved in all translations and full equivalence was found to be the dominant technique. this is motivated by the ability of translators to use appropriate translation techniques. on the other hand, mujiyanto (2011), hasyim et al. (2020), and gao and li (2017) analyzed no-equivalence. the biggest factor that makes non-equivalent occur is errors in interpreting grammar so that they make different meanings. the conclusion of the study shows that translation can be said to be equivalent if the style, culture, content, form, and function by the target language. while no-equivalence can occur because all of the above factors never come in the target language. currently, many literary works are translated by experts. one of them is a novel. in a novel, figurative language is often found. figurative language is a crucial study in semantics because it almost exists in many types of literary works. figurative language is a language style that is added to make interesting writing and imaginative to make readers get a more emotional effect (perrine, 1997). in 2019, indonesia was impressed by the publication of the novel five feet apart. it is a famous novel that focused on talking about the love story of a couple of patients who were diagnosed with cystic fibrosis (cf). rachel lippinchot is the author that makes inspirational love stories into a novel read by thousands of readers around the world. the researchers were very curious to analyze figurative language in this novel. based on the background above, the researchers intended to analyze the translation techniques by peter newmark, how fully equivalence can be achieved repeatedly, and how the translator maintains the meaning. methods this research is qualitative descriptive because the researchers interpret, explain, and describe all the processes to identify the problem. the research aims to describe the kind of data gathered and analyzed about translation technique and semantic equivalence. this research is analyzed as descriptive and it does not describe the numerical analysis. the role of the researchers is the data collector, data analyst, and data reporter. in yatimul chotimah, et al./ english education journal 12 (2) (2022) 215-224 217 addition, the unit of analysis are words, phrases, clauses, or sentences including figurative language. the research instrument is an observation checklist in the form of table containing translation technique and semantic equivalence aspects. in collecting data, the researchers collect various information from many sources. the information is related to the objectives of the research. after enriching the knowledge, the researchers downloads five feet apart. reading repeatedly was done to collect various kinds of words, phrases, clauses and sentences belonging to figurative language. five feet apart is a famous novel related to the healthy world that was published in 2019 by rachel lippincott. many factors make this novel looks phenomenal: firstly, it is written based on a true story. secondly, it provides insight into cystic fibrosis. thirdly, it won many awards, and lastly it was produced as a film. in the western world, this film is well known for its language because of the figurative languages. after collecting the data, the researchers did some steps for further analysis. the first step is classifying. the researchers classified the data into translation techniques according to newmarks (1988), and equivalence according to bell (1991). the classification was put into the tables. the second step is analyzing. the process of analysis relied heavily on the data found in several previous processes. the third process is interpreting. it means the researchers interpreted the findings explained in the previous part. in addition, the researchers also explained the context to add the information. the last process was drawing conclusions. in this process, the researchers used triangulation to strengthen the results. this was done by the researchers to convey validators’ perceptions so that they have the same conclusion. results and discussions this section explains the findings covering types of translation techniques, achievement of fully equivalence, increased meaning, decreased meaning, different meaning, and no-meaning. the results of his research will present a discussion including tables and examples of data. figurative language figurative language was analysed by following perrine (1997). table 1 shows the result. table 1. figurative language in five feet apart no. figurative language frequency 1. hyperbole 73 2. personification 47 3. simile 46 4. idiom 14 5. repetition 9 6. metaphor 6 7. rhetoric 4 8. paradox 2 9. symbol 1 total 202 table 1 presents the finding of 9 figurative languages. the dominant figurative language used is hyperbole. this is a sign that this novel has a lot of exaggeration. in addition, the analysis of translation techniques is presented below. newmark’s translation techniques newmark has mentioned 19 techniques. the researchers found 8 techniques used in the novel. table 2 presents the research result of newmark’s translation techniques. table 2. translation technique found in five feet apart. no. translation technique frequency 1. couplet 85 2. literal translation 71 3. modulation 33 4. paraphrase 6 5. transposition 4 6. cultural equivalence 1 7. expansion and reduction 1 yatimul chotimah, et al./ english education journal 12 (2) (2022) 215-224 218 8. compensation 1 total 202 table 2 presents the first dominant technique is a couplet. it occurs 84 times in 202 data. the following is the example. couplet the couplet is the first dominant tehnique. it occurs because there are two different techniques combined in one translation. newmark divides couplets into triplets and quadruplets which combine 3 or 4 techniques. this finding is in line with yadav et al. (2020). the example clarifies below. sl: my heart like dancing inside my chest. tl: jantungku seolah menari. (data 1) the bold clause is translated literally because it has similarities in structure and grammar. the underlined phrase is used for reduction because it removes unnecessary statements. so, the couplet is used because it combines literal and reduction. literal translation based on table 2, the literal translation is the second place of dominant technique. the literal translation is a technique that prioritizes the lexical meaning. furthermore, there is a similarity between structure and grammar in the source language (sl) and target langauge (tl). so it can translate word for word (newmark, 1988). the researchers found that 71 data were translated literally. the example is as follows. sl: i swallow the guilt. tl: aku menelan rasa bersalah. (data 2) the sentence above used literal translation because the pattern in the two languages is similar. in addition, it does not change in structure and meaning. the technique above makes the meaning of hyperbole readable. this confirms the research conducted by halverson (2015) and riecher (2019) that literal translation can help if the two languages have similarities in structure. modulation modulation is a translation technique that is carried out by changing using different styles (newmark, 1988). the modulation is in third place. this is line with multazim (2019) and sofyansyah et al. (2015). the example is as follows. sl: pulling all the air from the room. tl: menghabiskan semua udara di ruangan itu. (data 3) the bold clause means menyedot semua udara, but it changed the style of language into menghabiskan udara. modulation used to change the style to make hyperbole natural. paraphrase paraphrasing is used to restate a concept in another way in the same language without changing its meaning. from 202 data, it occurs 6 times. so, it is in fourth place. this finding is in line with nduru (2017) and rahmawati (2016). paraphrasing gives the author the possibility to emphasize something different from the language in sl. here is an example. sl: annoyance that comes bubbling up. tl: sebal yang mulai meledak. (data 4) if translated literally, the italic phrase above means datang menggelegak. however, the result is not suitable. in oxford dictionary online, come bubbling up means explode or meledak. although it is translated into a different structure, it does not change the meaning because they have the same meaning in lexical. the paraphrase helps the phrase to maintain the quality of translation. transposition according to the finding of this research, transposition takes fifth place as the most dominant translation technique. it occurs 4 times. furthermore, transposition is a change of grammar and position of translation from sl to tl text. this is in line with tommy (2015) and poyungi et al. (2021). transposition changes from singular into the plural, change the position of the structure, change part of speech, etc. here is an example. sl: rage overflowing for every feature on her face. tl: setiap bagian dari wajahnya memancarkan kemurkaan. (data 5) literally, the italic sentence in tl should translate pancaran kemurkaan ada di setiap bagian wajahnya. however, the translator changes the yatimul chotimah, et al./ english education journal 12 (2) (2022) 215-224 219 position. the transposition can maintain the form and meaning of hyperbole. even though there is a location change, it does not change meaning. cultural equivalence the cultural equivalent is putting elements of words that contain cultural terms and using typical words. this is line simanjuntak et al. (2021) and deng (2016). the researchers found 1 data translated as cultural equivalence. the example is the following. sl: they are the only ones in my life who don’t treat me like a lab rat. tl: mereka orang dalam kehidupanku yang tidak memperlakukanku seperti kelinci percobaan. (data 6) if translated literally, the bold phrase means tikus percobaan, however, it is not suitable with the tl. in oxford dictionary online, it phrase translates into the first person used as an experiment. in tl, to describe what is meant above, it does not use tikus percobaan but kelinci percobaan. the technique used is cultural equivalence because lab rats contain cultural elements. according to larson (1988), many figurative languages use cultural equivalence to make the meaning of an idiom readable and understandable because kelinci percobaan is more familiar. expansion and reduction the expansion occurs because there is additional meaning to avoid misunderstanding. this is in line with sumartini et al. (2016) and hartono (2011). the example is the following. sl: my heart leaps. tl: hatiku melonjak gembira. (data 7) the translation technique used is expansion because of the expanse of the information. the sentence is literal into hatiku melonjak. however, the translator added gembira. furthermore, the sentence only uses expansion, no reduction. according to bell (1991), expansion is very important used to expand the meaning and make meaning more natural. compensation this technique can be used when the translator faced several problems. they replace lost translations in the source language by using the same effect in the target language (newmark, 1988). compensation is also used to combine or separate words to abbreviate sl by adjusting the meaning in tl. the last is to adjust the place in sl and tl. this is line with li et al. (2021). the researchers found 1 data translated as compensation. here is an example. sl: is she a freaking sailor? tl: simpulnya kuat sekali seperti ikatan pelaut. (data 8) the sentence above is interrogative, but changes to declarative. this technique adopts the same meaning even if it changes the type of sentence. however, this technique makes the meaning seem clearer. degree semantic equivalence in five feet apart the degree of semantic equivalence refers to how the message in the sl translated fully, partially, or non-equivalence. this is used as a reference to determine the quality. three kinds of equivalences is explained below. table 3. degree semantic equivalence in five feet apart. 1. equivalence frequency percentage fully 142 71% 2. partial equi frequency percentage increased 29 14% decreased 17 8% 3. no-equi frequency percentage different meaning 14 7 no meaning total 202 100 table 3 presents the findings regarding degree semantic equivalence. the dominant semantic equivalence used is fully equivalence. from 202 data, fully equivalence occurs 142 times. it means, the translator can maintain the meaning of the figurative language of sl and tl. the second equivalence used is increased meaning. increased meaning occurs when only one aspect of the meaning or form is satisfied while other aspects are not contextualized. the third, equivalence used yatimul chotimah, et al./ english education journal 12 (2) (2022) 215-224 220 is decreased meaning. the fourth, different meaning usually occurs because both aspects of meaning and form of figurative language are not fulfilled and not compatible. the last is no meaning. the following explains the achievement of the degree of semantic equivalence: the achievement of fully equivalence in the translation of figurative language in five feet apart fully equivalence is a translation result that is translated completely the same as the tl. translation with a literal translation fully equivalence can be produced by using literal translation. in this research, literal translation occurs because the grammar and structure are similar in the sl and tl, so it can translate word for word. the finding is in line with fu (2017). for instance, the phrase "my eyes travel” translated into “mataku berjelajah.” the phrase above includes personification. the translator can maintain the same meaning in tl. newmark (1988) asked that grammar rules must have the same meaning between sl and tl to maintain the translation. translation with the couplet fully equivalence can be produced by technique couplet. in this research, the couplet technique occurred because it was influenced by the novel's author creating many conditions so that the translator needed more than 1 technique. the sentence “this place is still like a freaking maze.” translate into “tempat ini seperti labirin.” the underlined clause is a literal translation, while the italic phrase is reduction. even though the researchers deleted freaking but the deletion did not affect the meaning. in society, a maze is a place that is already confusing, so anyone who enters it will be angry. the figurative language in the sentence above is a simile. the translator can maintain the meaning even if it removes the word freaking. translation with modulation fully equivalence can be produced by using modulation. many causes of text are categorized as modulation. in this research, modulation occurs because the translator changes the point of view of the translation. the sentence “seeing camila’s and mya’s pictures, and mason’s by followed by pictures of a half dozen others from my school.” the sentence translate fully into “melihat foto camila, mya dan mason yang diikuti setengah lusin dari temanku.” the bold word is synecdoche. even though it changes the point of view, the translation result is appropriate to the context. the synecdoche always uses the whole (sekolah) to be part of something (teman). so, it can translate in full. translation with paraphrase using related structure. fully equivalence was produced by paraphrasing techniques. paraphrasing is a technique translated using the same meaning even though the diction is different. the finding is the same as kononenko (2016). for instance, the idiom phrase "comes into view." if translated literal, it means "datang ke permukaan." however, the translator used a paraphrase of "muncul." in the case above, the paraphrase can maintain the quality although using different diction. bell (1991) asked that the paraphrase technique can maintain the meaning if the translator masters the basic concepts of the translation. translation by cultural equivalence fully equivalence can be produced by cultural equivalence. the differences in the cultural elements in this thesis are indeed translated with different meanings. but as long as it has the same meaning and there are no additions or subtractions, then it includes fully equivalent. this research is the same as nanik et al. (2019) that cultural equivalence concerns adapting the term because it tries to maintain the culture that exists in sl. for instance, the word "lab rat" is translated into "kelinci percobaan" because the term is used according to the language in tl. the phrase above is an idiom. in oxford dictionary online, it translates into the first person who used as experimented. to describe the meaning, indonesian does not use tikus percobaan, but kelinci percobaan. the technique used is cultural equivalence because lab rats contains a cultural element of sl translated in tl with the same meaning but translated in a different style. yatimul chotimah, et al./ english education journal 12 (2) (2022) 215-224 221 translation with transposition fully equivalence can be produced by transposition technique. transposition is a technique that changes grammatical categories, for example, changing a phrase into a clause, plural into singular in sl to tl. according to catford (1965), this technique is applied by changing the type of word in sl into the equivalent type of word in tl. there is a translation shift but without changing the meaning. for instance, the sentence “the cold air hitting me right in the face.” translate full into “angin dingin langsung menampar wajahku.” the transposition technique changes the position of the translation in the personification sentence above. however, the change in location does not change the meaning. this research is similar to nafisah (2018) the change in the location of a sentence is done so that the translation looks natural. it will make the readers not aware that the text they read is the result of the translation process. the achievement of partial equivalence with increased meaning in the translation of figurative language in five feet apart. partly equivalence is an incomplete equivalence that occurs when the message contained is not fully translated. one kind of equivalence is increased meaning. the researchers explain several factors to achieve increased meaning. the explanation is below. translating using additional information increased meaning can be produced since there is additional information used. it tried to give a new perspective and avoid miss understanding. the dominant technique which achieves increased meaning is modulation. this is in line with pasangka (2016) that the new perceptive may not change the meaning but affect the quality. for instance, the clause "bits of color and life" in tl literally translate “potongan-potongan warna dan hidup” but, in tl into “potongan-potongan warna dan semangat dari gambarnya.” the technique used is modulation and makes the clause slightly lose its quality because it used additional information to make a different point of view. according to bell (1997), although the translation is not translated completely in tl, the result is still readable. the achievement of partly equivalence with decrease meaning in the translation of figurative language in five feet apart. the other kind of partly equivalence is a decreased meaning that occurs when the message is not fully translated because there is a reduction. the researchers explain several factors to produce decreased meaning. below is the explanation: the translation used the reduction technique and then decreased the quality, but the result is accepted decrease meaning occurs when the translator decides to omit some information to simplify the message or eliminate it. however the way of deletion is not appropriate, the effect is reducing the information. nevertheless, the reader can still catch the contents. the finding is in line with the study of leung (2016). for instance, the sentence “brightly colored ants.” literally in sl means “semut berkilau yang berwarna-warni.” however, tl translates as "semut berwarnawarni." in the case above, the deletion of “berkilau” changes the meaning and the quality. so, the sentence above includes a decrease. the achievement of no equivalence with different meaning in the translation of figurative language in five feet apart. different meaning is a part of no equivalence. its achievement cannot be accepted by the readers because of context and difference in the arrangement. the researchers explain several factors that produced different meanings. the explanations are below. different in translating of idiom error in translating idiom in tl occurs because using the wrong technique can make translation results different. this is in line with suchanova (2013) that the idiom was translated by ignoring the original meaning in the sl. in oxford dictionary, the phrase “take a chill pill” means relax, but in tl translates into “minum obat penenang.” that phrase has a different meaning that greatly affects the quality. according to baker (1992), translators should be more observant in yatimul chotimah, et al./ english education journal 12 (2) (2022) 215-224 222 observing an idiom. the simple way is linking a topic of conversation. different in translating grammar the different meanings can be produced when the translator arranges incorrect grammar. this has been stated by pires et al. (2020) that the grammar error can change the meaning because of the translator’s lack of vigilance in dealing with the problem. for instance, the clause “this healthy and this life.” in sl, literally translate ”sesehat ini dan sehidup ini. however, the tl translates “sesehat itu dan sehidup itu.” it makes a difference in meaning. according to catford (1965), the rules of grammar and tenses cannot be ignored because they contain standard rules in the preparation of language. different in frequency and purpose the difference in meaning was produced when the translator ignored frequency and purpose. this is in line with research conducted by hasyim (2020). for instance, the phrase“is it all of this? all of the hospital staff?” literally translate as “apakah ini semua? semua staf rumah sakit?” however, it is translated with a different meaning. according to newmark (1988), the translator is like a bridge that connects various information. leaving the purpose from the sl is fatal. contrasting the form of figurative language in sl and tl the different meanings can be produced when the translator used different forms of translation. this is in line with kacmarova et al. (2016) for instance, the sentence “my entire body screaming.” literally translates as “seluruh tubuhku berteriak.” however, it translated into “seluruh tubuhku seolah ikut berteriak.” the sentence above changes the type of figurative language from hyperbole to simile. according to bells (1991), if the novel is translated differently, it will reduce the level of beauty and imagination in literary work. translating in a different style of language different meanings can be produced by modulation. modulation in this case is translating with another language style, but it is not by the form and meaning. for instance, “a bright-yellow balloon almost smacks me in the face.” translate into balon kuning cerah langsung menghajar wajahku. from these sentences, the difference in word choice greatly affects the meaning. the balloon should almost hit him in the face, but it translates to hitting him right in the face. this is in line with wulandari (2014). this is also reinforced by newmark (1988) that the choice of words that are not the same in the context and form will make the content of the reading different. important messages will be captured differently and fatally in shaping the whole story. the achievement of no equivalence with no meaning the translation of figurative language in five feet apart. no meaning is a completely different translation because it is not translated according to the target language. in this research, no meaningful results were not found because the translator is very serious about using the right technique to minimize inappropriate figurative language. conclusions this part presents 6 conclusions based on the research questions mentioned previously. the first conclusion is there were 202 data containing figurative language five feet apart. they were translated and used 8 types of translation techniques. they are literal translation, modulation, couplet, compensation, transposition, expansion, naturalization, transference, and cultural equivalence. the dominant translation technique is cauplet because the author makes various conditions that make the information that must be translated varied. so, the translation should translate with more than one technique. the second conclusion relates to the achievement of full equivalence in figurative language translation. in this case, figurative language can be translated with the same meaning in sl and tl. translation techniques help to achieve full equivalence. they are first, the use of literal translation if the language structure in both languages is the same. the second is a couplet with the right technique so that it can convey the same meaning. the third is when the translator uses a good modulation without changing the word into a different form so that it is acceptable. the third is when the translator uses a good paraphrasing yatimul chotimah, et al./ english education journal 12 (2) (2022) 215-224 223 technique. the last one is the use of the transposition technique which even though there is a difference in the location of the translation, the result is still the same. the third conclusion relates to the achievement of increased meaning in figurative language translation. in this case, figurative language can be translated using additional meaning. the dominant increased is using couplets. the fourth conclusion relates to the achievement of decreased meaning in figurative language translation. in this case, figurative language can be translated using reduction meaning. the dominant decreased is using couplet. the fifth conclusion relates to the achievement of different meaning in figurative language translation. several factors have been achieved because it differences in translating idioms, differences in incorrect grammar rules, differences in different forms of figurative language, and differences in translating cultural elements. the sixth conclusion is no meaning is not found in the translation. this is will be evidence that many translations have been successfully translated even though the quality of the similarities varies. references baker, m. 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(2006). penerjemahan dan kebudayaan. jakarta: dunia pustaka jaya. kacmarova, a., bila., m, gibova., k. & vankova., i. (2016). on the degree of equivalence of latinate terms in english and slovak linguistics. procedia social and behavioral sciences, 231, 61-68. kononenko, i. (2016). the problems of semantic equivalence in different types of ukrainianpolish and polish-ukrainian dictionaries. iss pas journals, no. 17, pp. 172-179. larson, m. l. (1984). meaning-based translation. lanham: university press of america. leung, j. h. (2016). translation equivalence as a legal fiction. the ashgate handbook of legal translation, pp. 57-69. lu, w., & fang, h. (2012). reconsidering peter newmark’s theory on literal translation. theory and practice in language studies, 2, 741-746. maharani. (2014). foreignization and domestication of culture-specific terms in sophie kinsella’s and siska yuanita’s i’ve got your number bilingual translational texts. english language and literature study program faculty of languages and arts yogyakarta state university. mashdady, h. pourgalavy, m. & fathollahi, m. (2015). newmark procedure in the persian translation of golding’s lord of the flies. international journal of english language and translation studies. 3 (1), 57-69. nafisah, n., hartono, r., yuliatri, i. (2018). translation methods and degree of equivalence in english-indonesian https://www.atlantis-press.com/proceedings/series/assehr https://www.atlantis-press.com/proceedings/series/assehr https://www.atlantis-press.com/proceedings/series/assehr yatimul chotimah, et al./ english education journal 12 (2) (2022) 215-224 224 translation of leo tolstoy’s “god sees the truth but waits.” rainbow: journal of literature, linguistics and cultural studies. nanik, s. (2019). the semantic equivalence of culture-specific terms in the englishindonesian translation of novel the duchess war by courtney milan. english education journal. nduru, e. (2017) translation technique in translating john grisham’s a time to kill novel into indonesian. rijb-retorika: jurnal ilmu bahasa. newmark, p. (1988). a textbook of translation, london: prentice-hall international. nida, e & taber, c (1982). the theory and practice of translation. leiden: e. j. brill. nurlaila, lubis. s., sinar, t., & muchtar, m. (2018). semantics equivalence of cultural terms of meurukon texts translated from acehnese into indonesian. emerald reach proceedings series, 1, 373–379. oyioka, d.n., ojwang, b., & ongarora, d. (2015). an investigation of partial meaning and non-equivalence in english translations of ekegusii kinship terms. journal of advances in linguistics, 6, 895-905. pasangka, m. (2016). the equivalence and the method of the indonesian translation of english idiom in the subtitle of friday night lights movie. sanata dharma journal. perrine, l & arp, t. (1997). sound and sense: an introduction of poetry. boston, mass: thomson or wadsworth. pires, g.k., silva, f.c., luza, l.p., gutierres p.j., deans, s., & da silva, r. (2020). semantic equivalence in the brazilian portuguese translation of the trinity amputation and prosthesis experience scales—revised. prosthetics and orthotics international, 44, 66 72. poyungi, y.s., nababan, m.r., & santosa, r. (2021). translation techniques of modality metaphor in novel anne of green gables. kajian kebahasaan kesusastraan dan budaya. quynh, d.t. (2020). comparative study of title in english pop songs and those in their translated versions based on newmark’s model. journal of foreign studies. rahmawati, a. (2016). analysis of translation techniques in roth’s divergent. final project. unnes: unnes english education journal. riecher, v. (2019). literal translation: a study with several translation techniques to get a good translation result. applied translation. semantic scholar international journal. shalimova, d.v., & shalimova, i.v. (2020). peter newmark's translation procedures as applied to metaphors of literary texts (based on stephen king's works). bulletin of kemerovo state university. suchanova, j. (2013). the analysis of english and lithuanian idioms and the problems of their translation. santella. filologija. edulokogija. tommy, a. (2015). translation procedures used in the english-indonesian translation of the secret life of ms. unnes: unnes english education journal. uliana, e. (2018). the concept of equivalence in the age of translation technology. arab world english journal for translation & literary studies. wilss, w. (1982). the science of translation; problems and methods. gunter narr verlag, tubingen. yadav, a., chakrawarti, r.k., & bansal, p. (2020). couplets translation from english to the hindi language. social networking and computational intelligence. https://link.springer.com/book/10.1007/978-981-15-2071-6 https://link.springer.com/book/10.1007/978-981-15-2071-6 381 eej 12 (3) (2022) 381-389 english education journal http://journal.unnes.ac.id/sju/index.php/eej jigsaw and numbered-heads together in teaching reading comprehension for low and high critical thinking students jarwanto jarwanto, suwandi suwandi, zulfa sakhiyya universitas negeri semarang, indonesia article info ________________ article history: accepted 09 may 2022 approved 04 july 2022 published 15 september 2022 ________________ keywords: reading comprehension, jigsaw, numberedheadtogether, critical thinking ____________________ abstract ___________________________________________________________________ this research aims to find out whether jigsaw technique and n-h-t technique are effective in teaching reading comprehension to high and low critical thinking students. this research used experimental study that was conducted at smait bina amal semarang. the population of this research was the tenth graders of smait bina amal semarang. two classes were selected as sample through a cluster random sampling. each class was classified into two groups (the students having high and low critical thinking). the techniques to collect the data was multiple choice test to obtain the data of students with high and low critical thinking based on their reading comprehension result. the two instruments were tried out to obtain the valid and reliable items. the data was analysed by using multifactor analysis of anova 2x2. before conducting the anova test, normality and homogeneity tests were conducted. based on the findings, it can be concluded that there is no significant difference statistically between both techniques to students with high and low critical thinking in teaching reading due to the learning process at this school used both online and offline learning (students attended school five times in two weeks based on attendance number) also the allocation time of teaching learning was decreased during covid-19 pandemic. correspondence address: pascasarjana unnes jl kelud utara 3 sampangan semarang, indonesia, e-mail: jarwantosyahida@gmail.com p-issn 2087-0108 e-issn 2502-4566 jarwanto jarwanto, et al./ english education journal 12 (3) (2022) 381-389 382 introduction education and human development have been central to the indonesian government's development agenda (world bank, 2020). education has been significantly improved over the past two decades to achieve this goal. education reforms and increased spending on education since the early 2000s have helped to improve access to education, especially for disadvantaged children (world bank, 2018b). the number of enrollments in primary and secondary education has increased to 31 percent since 2002, which accounted for more than 10 million students. indonesia has also made great strides in addressing gender parity in education. in 1975, 65 percent of students were men, while today, the number of male and female students is roughly the same. despite these significant achievements, indonesian students are yet able to reach their full potential, particularly in essential skills such as reading and writing, with only 30 percent of children passing the reading scores. the result means that the critical thinking ability of indonesian students is still low. furthermore, the performance of indonesian students in pisa 2018 showed that indonesian students ranked 74th out of 80 countries, or 6th from the bottom in the literacy category. pisa 2018 gave indonesia an average score is 371, which was below panama (schleicher, 2018). unlocking indonesian students' full potential is crucial to the nation’s future success. one of the biggest challenges is that indonesian children do not study enough, despite indonesian pupils going to school for an average of 12.4 years, they only learn for approximately 7.8 years worth of learning (human capital index 2020). leigh (1999) added that schooling does not guarantee the learning process, which means that higher order of thinking and critical thinking was rarely stimulated. critical thinking is one of the most discussed skills in this era. in a study by the educational testing service (liu, frankel & roohr, 2014) in which more than 200 institutional provost investigated the most frequently measured general education skills, the investigation found that critical thinking is one of the most routinely cited skills. moreover, professional success was considered essential to both. critical thinking is one of the skills students need in the 21st century (willingham, 2010). in addition, soffel (2016) revealed through the 2015 edition of the world economic forum's report on the future of work that critical thinking was ranked fourth of the ten skills 21st-century students receive. critical thinking skill is projected to rise to number one in 2020. casner and barrington (2006) identified 92.1% of the 400 employers surveyed where critical thinking is regarded as a vital skill for four-year college graduates to teach and acquire to succeed in today's workforce. therefore, it turns out that critical thinking is an essential skill that students must learn and master. critical thinking is a cognitive activity associated with the use of the mind. learning to think and evaluate critically and analytically means using mental processes such as attention, classification, choice, and judgment. therefore, critical thinking is the scientific process of making informed decisions that focus on what to believe and do. the word "reasonable" means that reasoning arises through a logical thinking process, and "judgment" is the determination of how much something meets a standard, rule, or other criteria (ennis, 1985; beyer, 1995; facione, 2000; stapleton, 2001). reasonable judgment includes the process of logical thinking, decisionmaking, and problem-solving (halpern, 2003; butler, 2012). glaser (1942), a psychologist, defines critical thinking as an attitude and logicapplication skill in problem-solving. ennis (1962) logically defines the configuration as a processoriented and product-oriented phenomenon, which characterizes it as a correct rating of a statement. current conceptualization suggests that critical thinking requires goal oriented reflection process logic (brookfield, 1987; ennis, 1989). from the mid-90s to the present, researchers have argued that critical thinking relies on the predisposition and deliberate remorse (ennis, 1993; facione, 2011; paul, jarwanto jarwanto, et al./ english education journal 12 (3) (2022) 381-389 383 1997). however, researchers as early as glazer suggest that disposition is integral to this structure. experts discuss whether they can learn critical thinking or whether it is a developmental process regulated by motivation, propensity, and personality traits. despite the difference in opinion, the modern researcher agrees that critical thinking is “purposeful, interpretation, analysis, evaluation, self-adjusting judgment leading to conclusions,” and the methodological, standard, or contextual considerations underlying the explanation, concept, and evaluation of evidence” (facione, 1990., p.2). the writer concludes that critical thinking is the ability of education to correctly assess reason, weigh the relevance of evidence, and identify false arguments to achieve the primary learning goals. in other words, critical thinking encourages students to think positively and dexterously. there will be doubts in the process of thinking. when students have doubts as consequences of the thinking process, they will consider how to make a decision and solve the problem. english is one of the lessons learned in school that significantly promotes creativity, innovation, and critical thinking in students. however, the minds of the millions of young people who attended school were inevitably shut in (by the young people themselves), and energy was directed towards acquiring capital, with "academic degrees" seen as a precious commodity (bourdieu, 1996). in addressing this problem, leigh (1999) added that community foundation is the main task of the continuing education system. however, the individual citizen's role in indonesia is limited by a curriculum that requires an open and unconditional acceptance. research on critical thinking skills, such as alwasilah (2008), found that 83% of indonesian primary and secondary school students think less critically, while at the college level, the figure was 71%. the lack of critical thinking in indonesian students has three causes, which are: indonesian cultural influence (71%), inexperienced teachers and lecturers in critical thinking learning (71%), and low-skilled teachers and colleagues (25%). according to the research, we can conclude that students' poor critical thinking ability is because teachers rarely develop it, creating a poor critical thinking habit. lack of development happened despite the argument that teachers play a significant role in developing students' critical thinking skills (warouw and friends, 2012). it is because the teacher is poorly qualified to motivate students to engage in critical thinking. therefore, we need to extract some key points from english to create a critical mindset so that the result is not only innovation but also innovative thinking and a positive impact on students in their development phase. reading is one of the most important skills in a language. it plays an essential role in our life. through reading, we can explore the world that we have never visited before and the great ideas of people in the past. all of which will enrich our experience and knowledge and broaden our horizons. in indonesia, students find it difficult to understand english texts in magazines, newspapers, and their school books. they are still confused to answer comprehension questions when reading texts. there are many possible reasons, one being the teacher's inability to teach the students. the teaching and learning environment is monotonous; the teacher does not use other strategies and materials in the reading class to motivate students learning ability to read. the teacher teaches students using techniques or methods that are too complex for students to understand, which leads to boredom and makes them lose their attention while studying. based on the language assessment theory of brown (2003), especially for reading, there are some criteria commonly used in measuring students‟ reading comprehension ability, there are: (1). main idea (topic), (2). expressions/idiom/phrases in context, (3) inference (implied detail), (4). grammatical features (reference), (5). detail (scanning for a specifically stated detail), (6). excluding facts not written (unstated details), (7) supporting idea(s), and (8) vocabulary in context. based on those statements, the writer concludes that students reading comprehension is the process of getting the message from the jarwanto jarwanto, et al./ english education journal 12 (3) (2022) 381-389 384 author's written text in the form of an idea, a fact, a feeling, an argument, or other messages. meanwhile, the criteria commonly used to measure reading comprehension are grammatical features, expressions/idiom/phrases in context, supporting the idea, detail, main idea, inference, excluding fact not written, and vocabulary in context. an assessment should be done to know the students’ progress in reading comprehension. it also needed significant objectives of education (rohmatul et al. 2020; amali, l et.al. 2022). according to brown (2004: 4), assessment is the measurement process done by the teacher whenever students practice language skills. it is divided into two types: the first is a formal assessment that the teacher does without designing the assessment. the form of this assessment is incidental, unplanned comments or responses into impromptu feedback to the students like “good job,” “excellent,” or “welldone.” it can be done by giving feedback on the students’ papers and correcting students’ pronunciation. the second type is a formal assessment in the form of exercises that the teacher should prepare to assess the students’ competence, such as quizzes, assignments, and examinations. in addition, alderson (2000, pp. 206-232) states that the teacher can use seven types of reading assessments. one of them is multiple choice which provided choices for students in answering the questions. this multiple-choice evaluation format aims to see the test taker's cautious when concluding. in addition, this format allows candidates to make logical inferences when deciding on an answer. candidates may have different beliefs and opinions, and the reasons can be seen by the test taker (brown, 2004; ennis r. h., 2003; abdalla, 2011; luo, 2011; kastner & stangl, 2011; javid, 2014; kılıçkaya, 2016; tangianu, 2018). therefore, reading assessments (multiple choice in this case) can be used to measure the students’ competence, and the teacher can choose more than one reading assessment to check students’ competence. therefore, the teacher must consider an adequate strategy to awaken the interest and motivation of the students to learn reading comprehension and quickly master the material explained by the teacher. cooperative learning is also known as small group learning. lie (2008, p.18) backs it up by stating that cooperative learning allows students to work in small groups. cooperative learning is similar to small group learning, but it is more than that. cooperative learning, according to olsen and kagan (1992), is an organized learning activity in which the process is dependent on the socially structured exchange of information among students in groups. meng (2010) studied collaborative learning through a jigsaw that students in the experimental class benefited from the collaborative learning approach. it also stimulates students' interest in studying english, stimulates their motivation, and improves their reading comprehension. in addition, puzzle colearning embodies learner-centric, teachersupported, positive, interdependent communication. therefore, it is no exaggeration to say that the collaborative puzzle learning approach is an effective way to teach english reading. in other cooperative learning, numberedheads together (nht) technique is a solution to solve students' passivity and difficulty in understanding the text. himmele & himmele (2011) showed that the numbered-heads together technique would likely facilitate student participation and cognitive involvement. that means that after increasing opportunities, many students are likely to participate in the process of learning english and promote cognitive participation. therefore, the researchers aim to describe the process of using jigsaw and numbered-heads together (nht) in the reading class and discover more direct evidence from teachers and students. this study will help english teacher to formulate different questions by combining easy, intermediate, and challenging questions (basic understanding, critical thinking, and creative thinking). thus, it will help the students get used to dealing with different types of questions and jarwanto jarwanto, et al./ english education journal 12 (3) (2022) 381-389 385 help them to think rationally and critically to find an answer to the question on the kind of reading comprehension and rational thinking based on the students' level of thinking. methods in this research, the researchers applied an experimental pre-test post-test design. the researcher used pre-test and post-test; in experimental design, the researcher chose two classes as experimental classes. the experiment is conducted to explore the strength of the relationship between variables. thus, in this case, there were 3 (three) variables involved, independent variable, dependent variable, and moderator variable. the independent variables were jigsaw technique and numbered-heads together (nht); the dependent variable was reading comprehension and critical thinking as the moderator variable. further, this research applied a 2x2 factorial design with a statistical analysis anova (analysis of variance). the factorial design was defined as a modification of an actual experimental design, with the further complication (usually moderator variables) included in addition to the treatment variables (tuckman, 1978; fujikoshi, 1993; gelman, 2005; gelman & hill, 2006; casella, 2008). in this study, a two-way anova was used to compare group which differs from one another along two dimension factors. it enables the researcher to identify causal relationships since it allows the researcher to observe the effect of systematic and hanging one or more variables under control conditions. in this research, the researcher used an interview and a test to get the data. the interview was used to get the data from the english teacher, and the test was used to get the data on the students’ reading skills. results and discussions the research aims to determine the effectiveness of the jigsaw technique to improve the student competence in reading techniques for students with high critical and low critical thinking. in order to make the measurement more straightforward, the jigsaw technique is compared with another technique usually used by the teacher in teaching reading comprehension. so numbered-heads together (nht) technique was chosen as the comparative technique. before the treatment was applied, the researcher divided the class into two groups, students with high critical thinking and students with low critical thinking. the researcher then delivered a pretest to determine where the students should be categorized. the pretest contained several questions about the students' learning habits and their views about english teaching-learning. after the students answered the pretest, the researcher calculated the data using the normality and homogeneity tests. after finding that all data was distributed normally, the researcher measured data homogenity. because all data were normally distributed and homogeneous, the instruments were appropriate for the students. jigsaw and numbered-heads together (nht) technique in teaching reading comprehension for high critical thinking students the value of jigsaw sig. is 0,075 > 0,05. so, it can be concluded that ho is accepted and ha is rejected. it means that the jigsaw technique effectively teaches reading comprehension to students with high critical thinking. furthermore, for nht the value of sig. 0,408 > 0,05. so, it can be concluded that ho is accepted and ha is rejected. it means that the numbered-headtogether technique effectively teaches reading comprehension to students with high critical thinking. jarwanto jarwanto, et al./ english education journal 12 (3) (2022) 381-389 386 table 1. jigsaw in experimental class sum of squares df mean square f sig. between groups 410,833 7 58.690 3.181 0.075 within groups 129,167 7 18.452 total 540,000 14 table 2. numbered-headtogether (nht) in experimental class sum of squares df mean square f sig. between groups 110,000 3 36.667 1.052 0.408 within groups 383,333 11 34.848 total 493,333 14 jigsaw technique in teaching reading comprehension for low critical thinking students from the data measurement, it is found that the value of sig. 0,120 > 0,05. so, it can be concluded that ho is accepted and ha is rejected. it means that the jigsaw technique effectively teaches reading comprehension to students with low critical thinking. in addition, the nht value of sig. 0,782 > 0,05. so, it can be concluded that ho is accepted and ha is rejected. it means that the numbered-head-together technique effectively teaches reading comprehension to students with low critical thinking. table 3. jigsaw in control class sum of squares df mean square f sig. between groups 306,667 6 51.111 2.453 0.120 within groups 166,667 8 20,833 total 473,333 14 table 4. numbered-headtogether (nht) in control class sum of squares df mean square f sig. between groups 51,458 3 17,153 0.362 0.782 within groups 521,875 11 47,443 total 573,333 14 difference of effectiveness between jigsaw technique and nht technique in teaching reading comprehension to high and low critical thinking students the result shows an interaction between the teaching technique (jigsaw and nht) and reading comprehension. the result means that the teaching technique's effect on the students’ reading skills depends on the students’ critical thinking. based on the findings, it can be concluded that there is no significant difference statistically between both techniques for students with high and low critical thinking in teaching reading. finally, based on all the explanations proven by the data gained in the research and the statistical calculation, the researcher demonstrates that jigsaw and nht techniques improve the student's competence in reading comprehension, both for students with high critical thinking and students with low critical thinking. covey (2008) said that the jigsaw technique help students realize that they are essential components of a whole and encourages cooperation in a learning environment. it would make them more active in learning the material. in addition, some previous studies explained that the nht technique is appropriate for improving reading comprehension. jarwanto jarwanto, et al./ english education journal 12 (3) (2022) 381-389 387 table 5. paired samples test of high critical thinking students table 6. paired samples test of low critical thinking students based on table 5, there is no significant difference statistically between jigsaw and numbered-heads together for teaching reading comprehension to high critical thinking students. moreover, table 6 shows there is no significant difference statistically between jigsaw and numbered-head-together for teaching reading comprehension to low critical thinking students. the researchers analysed that two factors of the problem of researchers’ during the research were the learning process at this school uses both online and offline learning during the covid-19 pandemic (students attend school five times in two weeks based on attendance number) also the allocation time of teaching learning was decreased 50% during the covid-19 pandemic. conclusions this study concerns the effectiveness of two collaborative techniques (jigsaw and numbered-heads together) in teaching reading comprehension. the research findings (data analysis and hypothesis testing) concluded that the jigsaw technique and numbered-heads together effectively teach reading comprehension to the tenth graders' low and high critical thinking. based on the students’ pre-test and post-test results, their scores significantly differed before and after the teaching technique applied in reading comprehension. the use of techniques is also effective in teaching reading comprehension for tenth graders with low and high critical thinking. the research findings give teachers evidence and input about the importance of reading strategies in teaching reading text types. teachers are expected to be ready to assist in learning whatever they need to see favorable and appropriate teaching methods related to learning circumstances in the classroom. based on the result and findings, the researcher provides some suggestions to whom it may concern to improve the students’ reading comprehension. it is hoped that english teacher can adapt and adopt the reading procedures in jigsaw and numbered-heads together techniques as additional references for improving the students’ reading comprehension. in this case, the teacher needs to have an excellent awareness of the students’ characteristics so that the teacher paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 posttest jigsaw – posttest nht -1.667 7.715 1.992 -5.939 2.606 -0.837 14 0.417 paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 posttest jigsaw – posttest nht 2.000 5.916 1,528 -1.276 5.276 1.309 14 0.212 jarwanto jarwanto, et al./ english education journal 12 (3) (2022) 381-389 388 can provide additional assistance in the reading procedure to help students gain more reading comprehension through jigsaw and numberedheads together. for students, they are suggested to follow the teacher's reading instructions carefully. therefore, when the students have difficulties during the reading process, they should actively clarify or confirm to the teachers to improve their reading comprehension. the potency of jigsaw and numbered-heads together to enhance the students’ reading comprehension can be very precious for other researchers to investigate the effectiveness of jigsaw and numbered-heads together in teaching reading comprehension. therefore, the result of this research can be used as a reference for researchers to investigate further. references abdalla, m. g. 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(2020). the promise of education in indonesia. https://doi.org/10.1016%2f0012-365x%2893%2990410-u https://doi.org/10.1016%2f0012-365x%2893%2990410-u http://www.cambridge.org/us/academic/subjects/statistics-probability/statistical-theory-and-methods/data-analysis-using-regression-and-multilevelhierarchical-models http://www.cambridge.org/us/academic/subjects/statistics-probability/statistical-theory-and-methods/data-analysis-using-regression-and-multilevelhierarchical-models http://www.cambridge.org/us/academic/subjects/statistics-probability/statistical-theory-and-methods/data-analysis-using-regression-and-multilevelhierarchical-models https://en.wikipedia.org/wiki/cambridge_university_press attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f15af39206d • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 122 eej 4 (2) (2014) english education journal http://journal.unnes.ac.id/sju/index.php/eej modifying a monopoly game for teaching written vocabulary for the seventh graders of terang bangsa junior high school daniela elivas hastunar , dwi anggani linggar bharati, djoko sutopo prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia info artikel ________________ sejarah artikel: diterima oktober 2014 disetujui oktober 2014 dipublikasikan november 2014 ________________ keywords: gladden monopoly game; teaching written vocabulary; seventh graders students ____________________ abstract ___________________________________________________________________ this study is aimed at describing the existing media for learning vocabulary at terang bangsa junior high school, to describe sort of english materials that are needed by seventh graders learners which do not exist at terang bangsa junior high school, to explain modifying a gladden monopoly game for learning vocabulary to the seventh graders, and to explain the effectiveness of gladden monopoly game for teaching vocabulary to the seventh graders. this study used a research & development (r&d) design, which was used to modify products and measure the effectiveness of the development proposed by borg and gall (2007). the results of the study showed that english teaching material by using gladden monopoly game was effective in improving students’ achievement of vocabulary learning. those were supported by the results of pre and post-test. based on the results of the observation checklist, questionnaire, and the experts’ validation it showed that gladden monopoly game helped in studying english. it can be seen from the result of the answers of the questionnaires in which more than 75% of the students answered ‘a’ or ‘b’ that indicates that the product was easy and attractive to use. © 2014 universitas negeri semarang  alamat korespondensi: kampus unnes bendan ngisor, semarang, 50233 e-mail: pps@unnes.ac.id issn 2087-0108 daniela elivas hastunar, dkk. / english education journal 4 (2) (2014) 123 introduction english is widely used as a means of communication for people all over the world. english is the first foreign language at school in indonesia. it is taught from play group or kindergartens, elementary schools as a local content subject, junior and senior high schools as a compulsory subject and up to universities. many people are motivated to learn this language for their own needs; business purposes, occupation, getting a good position in a company and others. basically, in teaching english, there are four skills in english lesson. in learning a foreign language, vocabulary plays an important role. it is one element that links the four skills of speaking, listening, reading, and writing all together.(huyen and nga, 2003:2). by learning vocabulary, the student’s ability to learn the four skill of language can be achieved. actually, vocabulary is as base to develop the four skills in learning english foreign language (efl). teaching english vocabulary for junior high school’s students needs appropriate techniques and media to make learning easier. in fact, when students learn english, sometimes they feel bored. as teachers, they have to find the best way to make them happy and have enthusiasm in learning english. wijaya (1992:3) said that teaching is to regulate and to organize environment around the students that can motivate students to do activities of learning. the teachers have to be creative and think the way to make the english lesson interesting. there are many kinds of media that can make the students feel interested in learning english. the media that can be used by the teachers in teaching english such as songs, games, movies, pictures, etc. eventually, it makes them motivated in learning english lesson. one of the media that can make the students feel enthusiast to learn english is game. game is a kind of medium that attract students’ attention in learning english, (harmer, 2007:223). by game, the students can learn english fun and easily. based on the description above, the writer assumes that the teacher needs an appropriate english material in order to make the students to be active and creative in learning vocabulary. the use gladden monopoly game in teaching vocabulary could help the teachers and students engage together to get the achievement much better and help the students to learn vocabulary. the writer conducted a study entitled modifying a monopoly game for teaching written vocabulary for the seventh graders of terang bangsa junior high school. the aim of the study is to modify gladden monopoly game to teach vocabulary for junior high school. the material development is related to the students’ level, curriculum and it involves them to learn actively. method this study adapts the research and development (r & d) design developed by borg and gall (2007). in fact, there are ten steps in research and development (r & d) design proposed by borg and gall (2007:589-590). however, borg and gall suggest that undergraduate students “take a small-scale project that involves limited amount of original instructional design” and “limit development to just a few steps of r & d cycle.”since the writer is a graduate student, the writer will not make drastic limitation to the r & d cycle. the writer reduced the steps from 10 to only 7 steps. they were: (1) need analysis, (2) design product, (3) preliminary test, (4) experts’ judgment, (5) product revision, (6) field test, and 7) final product of gladden monopoly game. the writer needed the scores of students’ achievement in learning vocabulary. the purpose of this part was to find out the effectiveness of modifying product for teaching and learning process. the test was conducted twice at the pretest and posttest. the pretest was administrated to find out the scores of students’ vocabulary before using gladden monopoly game. the posttest was administered to find out the students’ vocabulary daniela elivas hastunar, dkk. / english education journal 4 (2) (2014) 124 achievement after using gladden monopoly game. tests for gathering data of a numerical rather than verbal kind. for measuring this effectiveness, the writer applied pre experimental single case pre and post-test design. the writer used the spss 16 (statistical package for special science) program. after that, the result of pre and post-test were calculated by using this formula (sugiyono, 2013:422): = mean of sample pre-test = standar deviation of pre-test = mean of sample post-test = standar deviation of post-test = varians sample pre-test t = t-value = varians sample post-test number of sample finding and discussion in this part, the writer presented the findings of the study from the observation, interview, test and questionnaires. firstly, when the writer interviewed an english teacher in terang bangsa junior high school, the writer found that the teaching vocabulary still uses old methods. they are drilling method, question and answer method. secondly, it was found that terang bangsa junior high school doesn’t apply some learning media for teaching english. this school used a handout for teaching learners. meanwhile, the characteristics of teenagers of those ages love interactive material. in doing so, this study contributed to modified learning media that is gladden monopoly game for teaching english. thirdly, in modifying gladden monopoly game, there were some steps which were proposed by borg and gall (2007). however, in this study, the writer modified some steps. in the other words, this study only implemented seven steps for modifying gladden monopoly game. the first step dealt with dealt starting to organize an observation at terang bangsa junior high school. this observation intended to do need analysis and determine what materials were modified. afterwards, the writer got some facts from preliminary observation of school; the writer planned and modified the intended product that is gladden monopoly game. then, the writer designed product based on vocabulary materials. moreover, the writer did preliminary test to introduce the modified product to the students. next, the writer asked the validation from competent experts for the draft product as the result in modifying gladden monopoly game. after that, the writer did product revision based on experts’ comments, judgments, and suggestions. then, the writer did the field test to the students. it was included pre test, post test, observation, interview, and questionnaire. at last, the writer conducted the last editing and creating the fixed gladden monopoly game to be final product. moreover, the final gladden monopoly game was ready to be published. fourthly, from the result of observations, interviews, questionnaire, pre test, and post test, it can be said that gladden monopoly game can be applied in teaching learning process. in this case is terang bangsa junior high school. moreover, the test of effectiveness by using single pre and post test design was reported that there is significant difference between the result of pre test and post test. to know how the significance of the students’ achievement, the writer calculated the result of pre test and post test used t-test formula. since t value > t table; 3.59 > 2.0154 means there is a significance difference between pre test and post test. the post test is higher than pre test. the result daniela elivas hastunar, dkk. / english education journal 4 (2) (2014) 125 showed that students got significant achievement by using gladden monopoly game for learning vocabulary. it means that gladden monopoly game can be implemented for teaching english. the final product the tools to play gladden monopoly game daniela elivas hastunar, dkk. / english education journal 4 (2) (2014) 126 gladden monopoly board green cards mention three names of junk food! i am a kind of fruits. i am yellow and monkeys like to peel and eat me.what am i? what do you usually use to stir tea or coffee? mention the things in the refrigerator! daniela elivas hastunar, dkk. / english education journal 4 (2) (2014) 127 yellow cards punishment cards please, tell the things in your bag! what is the opposite of fat? sing an english song! please, look for a pink bag and show it to your friends! mention three of good characters! mention the name of animals that begun by s letter! please, read this poetry below with good expression! rainbow you are very beautiful in your body has many colors what should you say if you need a help? daniela elivas hastunar, dkk. / english education journal 4 (2) (2014) 128 points in modifying gladden monopoly game to the seventh grade students of junior high school, the writer needed to construct the materials and tasks, gladden monopoly game based on the content standard consisted of standard of competence, core competence considered with the relationship of the curriculum and also the syllabus has been existed. the writer created 30 green cards and yellow cards for a group of students. moreover, the writer created 15 punishment cards. in this game, the writer also created points. they are 50 points, 100 points, 200 points, 500 points, 1000 points, and 2000 points. they were familiar for the students. in addition, the writer modified the rules of gladden monopoly game in vocabulary activity. the writer modified the base concept of monopoly’s rule and the writer’s own rule. the result of the modified rules on the game can be illustrated as follows: 1) the class has to be divided into groups. each group consists of 2 – 4 students. then, all members of the group will read and discuss about the instruction of how to play the game, it is the rule of the game which is given by the teacher in a piece of paper, 2) give each group a set of gladden monopoly game and they must prepare and also arrange it, 3) each player gets 2000 points from bank, 4) to decide who goes first, each player rolls the dice. whoever gets the highest number, play firstly, 5) when a player gets 6 dots, get occasion play again and roll the dice until don’t get 6 dots, 6) if a player stops on the green area, must take green card on playing board and answer the question. if a player can answers it, get points daniela elivas hastunar, dkk. / english education journal 4 (2) (2014) 129 on printed playing board, 7) if a player stops on the yellow area, must take yellow card on playing board and answer the question. if a player can answers it, get points on printed playing board, 8) if a player stops on the punishment area, must take punishment card and do the instruction in the punishment card, 9) if a player stops on the blue or orange area, must do the instruction on printed each area, 10) if a player stops on the jail area, a player only pass but a player goes to jail, must pay 2000 points, 11) gladden monopoly game will finish if all members of group have answered the questions on the green or yellow cards, and 12) finally, the players count how many points they get, the player gets the most points will be a winner of the game. conclusion and suggestions conclusion based on the observation, interview, questionnaire, the experts and teacher validation, the students’ opinion, the results of the study, the modifying gladden monopoly game to teach vocabulary which were supported with board of the game, dice, pawn, points, a set of vocabulary cards (green cards and yellow cards), punishment cards, answer key, and the rules of game were effective and appropriate for teaching to the seven grade students. it was shown from the result of pre and post-test. to know how the significance of the students’ achievement, the writer calculated the result of pre test and post test used t-test formula. since t value > t table; 3.59 > 2.0154 means there is a significance difference between pre test and post test. the results were significantly different and influential, so gladden monopoly game was effective for learning english and it can be applied in teaching and learning process at junior high school. suggestions the writer would like to give some suggestions to the english teachers, the students and the readers as follow: the english teachers know can develop the learning quality and they can apply this game in their language classroom in order to create interesting and comfortable classroom condition. the english teachers know how to adjust the teaching material in the media of gladden monopoly game. then, they can use the product practically as an interactive material in teaching vocabulary. the students also can practice gladden monopoly game in the class or the outside of the class without teachers’ guidance. this media can help them to learn english vocabulary. the result of the study can be considered as a recommendation for them to use and modified the product. the readers like to conduct other researches on implementation of monopoly game to teach other language skills. references borg, w.r. and gall, .m.d. 2007. educational research: an introduction (8th edition). new work: longman inc. harmer, j. (4th ed.) (2007). the practice of english language teaching. harlow: longman. huyen, nguyen thi than and khuat thi thu nga. 2003. learning vocabulary through games. asian efl journal. (retrieved on september 24th 2013). sugiyono, 2013. metode penelitian pendidikan: pendekatan kuantitatif, kualitatif, dan r&d. bandung: alfabeta. wijaya, cece. 1992. kemampuan dasar guru dalam proses belajar mengajar. bandung: pt. remaja rosda karya 516 eej 11 (4) (2021) 516-527 english education journal http://journal.unnes.ac.id/sju/index.php/eej cohesion and coherence in final project abstracts written by nonenglish department undergraduate students nindya septarica happy gusnar 1, rudi hartono 2, suwandi suwandi3 1. clt unika semarang, indonesia 2. universitas negeri semarang, indonesia 3. universitas pgri semarang, indonesia article info ________________ article history: recived 28 july 2021 accepted 3 october 2021 published 23 december 2021 ________________ keywords: abstract, cohesion, coherence, written discourse analysis ____________________ abstract ___________________________________________________________________ creating text needs to be understood that it is not only about arranging the words into sentences and paragraphs but also delivering meaning. unfortunately, not everyone can achieve good skills in writing. this study aims at analyzing the writing skills of a group of indonesian non-english department undergraduate students. it focused on the cohesion and coherence of their production of the final project abstract. ten texts were analyzed by employing a discourse analytical case study. thus, it is an important matter to analyze the writing competency of students as they are at the undergraduate level, majoring in informatics engineering that should report their final project in english. in this study, a theory from halliday and matthiessen (2014) was used to analyze the cohesion while a theory from eggins (2004), thornburry (2005), and paltridge and starfield (2007) were used to analyze the coherence. an open-ended questionnaire was used to confirm the result of the analysis according to the writers’ point of view. the findings indicate that the students show a bit of weakness in achieving cohesion and coherence in creating texts due to a lack of knowledge about the theory of cohesion and coherence. the result of the study can be used as a reference and consideration in designing a suitable lesson plan for writing class. correspondence address (author1): jl. menteri supeno no. 35 semarang, indonesia, 50243 e-mail : nindya.x7@gmail.com p-issn 2087-0108 e-issn 2502-4566 nindya septarica happy gusnar, et al./ english education journal 11(4) (2021) 516-527 517 introduction language becomes a crucial role of social life since it acts as a tool to express people’s thoughts, feelings, and ideas. as a part of the global community, english is considered as an international language to ease communication among people across the world (weigle, 2011). communication can be implemented through text. text is a meaningful unit that is coherent and appropriate in its context (hartono & purwanto, 2017). in creating text, it is not only about arranging the words into sentences and paragraphs but also delivering meaning through words. good construction of text consists of some elements that are inseparable and meaningful known as cohesion and coherence (thornbury, 2005). cohesion comprises grammatical and lexical cohesion. it functions to connect the words at the semantic level. furthermore, the text also needs to be accepted by readers’ expectations known as coherence. it eases readers to identify a certain genre of text to meet extra-textual context. these two elements are the focus of this present study. unfortunately, not everyone can achieve good skills in writing sinceit is considered as the most difficult skill for english as a foreign language (efl) learner (kilic et al., 2016). this might happen because a foreign language consists of complex elements such as grammar, vocabulary, and rhetorical conventions (suwandi, 2015). some studies related to cohesion and coherence text analysis have been carried out, especially in english language teaching. fitriati and yonata (2017) investigated the text analysis of coherence in graduate students of english argumentative writing. employing a discourse analytical case study, the findings reveal that the students still have difficulties in achieving coherency because they do not maximize the use of cohesive devices especially conjunctions to relate the sentences. furthermore, suwandi (2015) analyzed cohesion and coherence in undergraduate english language department students' final project abstracts. the result of this study reveals that the students used cohesive devices to achieve coherency even though it is still far from the readers’ expectations. inspired by these previous studies, this study concerns to the learners’ ability in creating good text. this is important issues to discuss how students use elements of cohesion and coherence to affect their writing quality (karadeniz, 2017). students of the undergraduate program in this present study are informatics engineering students that work with the technology program. therefore, as it programmers, they are expected to be able to write good texts to provide clear information from their research or it development. the students’ texts examined are final project abstracts. this kind of text inquires the writers to report the result of their research in a brief explanation in order to ease the reader discerns what the research is in short period. the present study is aimed to reveal the text cohesion and coherence of the final project abstract written by informatic engineering undergraduate students at soegijapranata catholic university. the major cause of choosing this level of students is that, as they are at the university level, they are assumed to have good writing skills. in addition, they have got english lessons as the general lecture. this analysis is needed to acknowledge the present condition of their ability in conveying their ideas through the text. as informatics engineering undergraduate students, they need to be able to express their ideas coherently in the written form of the final project as the requirement for their graduation. moreover, whenever they conduct research in terms of it development, they can share the result with people around the world using english as media to communicate. in conducting research, there should be a novelty. in this case, the current study involvedinformatics engineering undergraduate students as the subjects of the study. as far as it is concerned, little is known about the writing ability of non-english department students as efl learners in terms of their skills in making a cohesive and coherent text. this study used the theory proposed by halliday and matthiessen (2014) to examine nindya septarica happy gusnar, et al./ english education journal 11(4) (2021) 516-527 518 cohesion. the cohesiveness of a text may be examined through grammatical cohesion and lexical cohesion. in terms of grammatical cohesion, four categories can be analyzed. those are reference, substitution, ellipsis, and conjunction. further, lexical cohesion offers the variety in choosing words by using repetition, synonymy, hyponymy, meronymy, and collocation. while coherence was analyzed through the theory proposed by eggins (2004) and thornbury (2005). in terms of coherence, two points of view should be examined. first is micro-level coherence, it is reached if the text answers the readers’ expectation through themerheme pattern and logical relation among the sentences. the second is the macro level of coherence. it is achieved through the detected topic and certain genres of the text. the objectives of this study can be formulated as follows: (1) to analyze what kind of cohesion is used in the final project abstract, (2) to explain the quality of cohesion in the final project abstract, (3) to analyze the quality microlevel coherence in final project abstract, (4) to observe macro-level coherence in final project abstract, (5) to reveal why the students used these kinds of cohesion and coherence in the final project abstract, (6) to give suggestion how to write good final project abstract with correct cohesion and coherence. methods this research employs qualitative case study probing answers such as what, how, and why indonesian non-english department undergraduate students in achieving cohesion and coherence in their final project abstracts, employing written discourse analysis. this study analyzed written text naturally since the writers of the texts were not told that their writings would be used as the object of the research in the beginning. the source of the data was taken from the university’s repository. there were ten final project abstracts written by non-english department undergraduate students at a private university in a city in the central java province, indonesia. because this is a case study, the researcher took ten texts purposively. after choosing the texts, the researchers asked permission from the ten students to use their texts as the object of this study. due to its limitation, the findings of this study can not be generalized. but it is hoped that the current study can be used as consideration for further research dealing with cohesion and coherence. the data examination was started by analyzing clauses. furthermore, each clause was analyzed in terms of cohesive devices. the findings of the cohesive devices were presented in tables which then were elaborated. then it is continued by analyzing the text coherence. the text was analyzed in terms of micro-level and macro-level coherence. in terms of the microlevel coherence, the texts were examined through thematic patterns and logical relationships across the sentences. further, in terms of the macro-level coherence, the analysis was done in examining the topic and generic structure. an open-ended questionnaire was used to confirm the data analysis from the writers. the data examination required complex process analysis by the researchers following the theoretical framework of cohesion and coherence proposed by halliday and matthiessen (2014), eggins (2004), thornburry (2005), and paltridge and starfield (2007). results and discussions this part discussesthe findings and discussions on cohesive devices in each text and is followed by the findings and discussions on the text coherence with regard to microand macrolevel coherence analysis. further, the writers’ point of view will support the result of data analysis and there will be explanation on how to write good final project abstract proposed by the experts. cohesion grammatical cohesion this discussion section is started by answering the first and second research questions related to cohesive devices used and their quality nindya septarica happy gusnar, et al./ english education journal 11(4) (2021) 516-527 519 in the final project abstract. the first type of cohesion device is grammatical cohesion. it consists of reference, substitution, ellipsis, and conjunction (halliday & matthiessen, 2014). the first existence of grammatical cohesion is a reference where it involves three different classifications. the first is an exophoric reference. the retrieval is drawn from the shared immediate context of a situation. the second is an endophoric reference. the identity of a referent item is taken from within a text that involved anaphoric and cataphoric references. the anaphoric reference appears when the referent has occurred in the previous part of the text while the cataphoric reference appears when the referent will be provided in the following sentence in the text. the third is homophoric reference. it occurs if the retrieval is taken from the shared context of culture (eggins, 2004). based on the analysis, it is found that a great number of references was used in the texts. the number of references found in text 1 is eleven anaphoric, one cataphoric, and four exophoric. text 2 has eight anaphoric and seven exophoric. text 3 has six anaphoric and six exophoric. text 4 has sixteen anaphoric and three exophoric. text 5 has five anaphoric, three exophoric, and one cataphoric. text 6 has fifteen anaphoric, twelve exophoric, and one cataphoric. text 7 has seven anaphoric, two cataphoric, and seven exophoric. text 8 has fourteen anaphoric, nine exophoric, and three cataphoric. text 9 has seventeen anaphoric, four exophoric, and four cataphoric. text 10 has two anaphoric, six exophoric, and three cataphoric. article the and demonstrative this in the sentence below is proving the presence of reference. the problem in this project is about inventory. it can be seen that the writer tried to make cohesive text by using demonstrativereference the problem contains cataphoric reference because the refers to the problem faced by the investor that explained in the following sentence for exporters, it is certainly very difficult to know the inventory of goods that must be prepared every month. moreover, this project contains exophoric references because “this” refers to a project study that has been conducted by the writer. the analysis showed that the existence of endhophora and exophora reference indicates that the writer succeeded in using reference in their text. homophoric reference was not found in this research since the readers already know that this text is in the form of final project abstract that deals with research. reference is often used by writers. these findings confirm some studies from malah (2015); priangan et. al. (2019); ampa and basri (2019) that reference is the type of grammatical cohesion frequently used in writing text by the writers. the second part is to find substitution of clause elements wether it is clausal, verbal or nominal. one evidence is found in the first text. one in the following sentence indicate the use of nominal substitution since one subtitutes the word exporters. if one provides goods inventory, it will hamper the sale of goods. another part is to find ellipsis wether it is clausal, verbal or nominal. one evidence is found in fifth text. it can be seen in following sentence that the word water was ommitted in adjective clause. water become one of the elements that can meet our daily needs and guarantee the continuity of life. regarding to the presence of substitution and ellipsis, there was only one for each of them. both of them are in the form of nominal. these two kinds of grammatical devices were rarely used by the writer of the text. this finding corroborates alzankawi’s study (2017) that the efl students neglecting to use substitution and ellipsis in writing text. ellipsis and substitution are used more in speech than in writing (tajeddin & rahimi, 2017). further, another part related to grammatical cohesion is conjunction. text 1 employs if and so that as enhancement: causalconditional – general; in addition and and as extension: addition-positive. text 2 employs conjunction and as extension: addition-positive; but as extension: addition-adversative; and then as enhancement: spatio-temporal; temporal –simple – following. text 3 employs conjunction and as extension: addition-positive; for the example as elaboration: apposition – exemplifying; for as enhancement: causal-conditional – general. text 4 employs conjunction actually as elaboration: nindya septarica happy gusnar, et al./ english education journal 11(4) (2021) 516-527 520 clarification – verificative; and as extension: addition-positive; because and if as enhancement: causal-conditional – general. text 5 employs conjunction and as extension: addition-positive; therefore as enhancement: causal-conditional – general. text 6 employs conjunction because, therefore, so that as enhancement: causalconditional – general; and as extension: additionpositive. text 7 employs conjunction and as extension: addition-positive; so that and because as enhancement: causal-conditional – general. text 8 employs con junction for as enhancement: causal-conditional – general; but as extension: addition-adversative; andas extension: additionpositive. text 9 employs conjunction as if and because of that as enhancement: causalconditional-general; and as extension: additionpositive; however as extension: additionadversative. text 10 employs conjunction and as extension: addition-positive; if as enhancement: causal-conditional-general. discussing conjunctions used in the text, the result showed that there was the existence of three types of conjunction. it indicates that the writer was successful enough in achieving coherency of the text by employing conjunction. moreover, this finding corroboratesnugraheni (2015) and nilopa et al., (2017) study that the most frequent type of conjunction used by the writer is a conjunction and as an extension: addition-positive. furthermore, there are ]kinds of conjunctions proposed by halliday and matthiessen (2014) used by the writer to achieve coherency using grammatical devices. the result of grammatical cohesion analysis seems less optimized due to its limitation in the use of ellipsis and substitution. the earlier studies also acknowledge that these two elements are rarely used by the writers in creating a text (sadighi & heydari, 2012; suwandi, 2015; afrianto, 2017). while reference and conjunction are type of grammatical cohesion commonly used by the writers because the students are familiar with these types (adiantika, 2015; alzankawi, 2017). four types of grammatical cohesion should be used bythe writer in the average portion of occurrence in the text. lexical cohesion lexical cohesion is achieved through the choice of lexical items. it is realized in terms of word repetition or repeating lexical item in the text, synonymy that words have similar meaning, hyponymy is particular member of words that belongs to broader class, meronymy is word that is part of something and collocation is word tendency to co-occur following some word (halliday & matthiessen, 2014). based on the analysis, text 1 has repetition of word inventory (7x) and synonymy word good with item (7x). text 2 has repetition of word sensor (2x), data (4x), power (2x) and hyponymy of word application-telemedicine and study – research. text 3 has repetition of word investment (1x), product (3x), investor (2x), data (2x), project (3x). text 4 has repetition of the word security (2x), synonymy login section and login site; user and someone, hyponymy technology and system. text 5 has repetition of word water (4x). text 6 has repetition of word scientific journal (7x) and synonymy study and research. text 7 has repetition of word scheduling (2x), organization (2x), churchservant (2x); synonymy the word study and project; meronymy the word organization – division – member. text 8 has repetition of word insurance company (2x), insurance program (2x), claim (2x), synonymy of the word people – someone – human, research and project. text 9 has repetition of word student (2x). synonymy lamp and light. meronymy temperature and cold. text 10 has synonymy detection and recognition; meronymy body – face – eyes – mouth.unfortunately, there was no lexical variation in terms of using collocation. there should be five types of lexical cohesion in the students’ text. in fact, there are only four types of lexical cohesion employed by the writer in writing the text. those were repetition, synonymy, hyponymy, and meronymy. repetition is the most type of lexical cohesion used by the writer. this finding verifies bahaziq’s study (2016) that non-native students tend to use repetition due to their limitation of vocabulary mastery. it functions to let readers pay more attention to the things central to the discussion. in terms of synonymy, the writers of the text were able to use synonymy to avoid the nindya septarica happy gusnar, et al./ english education journal 11(4) (2021) 516-527 521 monotonous text using the same word. the occurrence of synonymy is quite a lot as the students can use synonymous words/phrases when needed (masadeh, 2019). hyponymy is another type of lexical cohesion used by the writers. it connects the word as its meaning relationship of one word with others. even though the occurrence was limited, it proved that the writers were able to apply this type of lexical cohesion to their texts. meronymy was also found in the text. it tied the word from its relation as the part of something. the occurrence of meronymy was also limited. these two types of lexical cohesion is rarely used by the writers in creating text (heni et al., 2018). while collocation was not found in the text. this finding corroborates priangan et al. (2019) study that not all types of lexical cohesion are found in the students writing. there is no collocation found in the text.from these findings, it may describe that the writers produce limited lexical variations in the texts.the discussion reveals that the writer used two types of cohesion. even though, some of them were in limited occurrence or none. coherence coherence analysis involved two aspects known as microand macro-level coherence. micro-level coherence covers on the analysis of thematic progression with its logical relations within the text. it focuses on the development of theme and rheme in the clause (shakeh, 2016). in terms of thematic pattern, as eggins (2004) argues there are three main patterns of thematic development can be observed namely theme reiteration, zig-zag pattern, and multiple-rheme pattern.theme reiteration functions in keeping a text-focused by having the same theme or referent in the whole text. the zig-zag pattern means taking an element that is introduced in the rheme in the first clause becomes the theme in the second clause. rheme in the second clause becomes a theme in the third clause and so on. the new information in the second sentence is derived from the information in the previous clause. multiple patterns introduce several different pieces of information, each of which is then picked up and made theme in subsequent clauses. according to the analysis of text 1, it was found zig-zag pattern and theme reiteration fold within the text. it can be seen as an example of zig-zag pattern in table 1. zig-zag pattern was employed by stating idea in theme 1 (the problem in this project) that is explained by rheme 1 (is about inventory). then rheme 1 was taking up to the idea in the theme 2 (for exporters, it). the referent “it” refers to inventory and explained by rheme 2 (is certainly very difficult to know the inventory of goods that must be prepared every month). table 1. the example of zig-zag pattern theme rheme clause 1 the problem in this project is about inventory clause 2 for exporters, it is certainly very difficult to know the inventory of goods that must be prepared every month table 2.the example of theme reiteration theme rheme clause 36 water is one of the main resource in daily life clause 37 water become one of the elements that can meet our daily needs and guarantee the continuity of life nindya septarica happy gusnar, et al./ english education journal 11(4) (2021) 516-527 522 theme reiteration pattern was employed by explaining theme 36 (water) in rheme 36 (is one of the main resource in daily life). then the idea in theme 36 was taken up into theme 37 (water become one of the elements) and it was explained by rheme 37 (that can meet our daily needs and guarantee the continuity of life). table 3. the example of multiple rheme theme rheme clause 15 in this study a comparison of the data encryption standard (des) and advanced encryption standard (aes) algorithms will be implemented in the encryption module clause 16 data from the sensor encrypted and sent to the server clause 17 the time and power consumption by des). will be compared with aes multiple rheme was also employed by the writer as shown in theme 15 (in this study) that was explained by rheme 15 (a comparison of the data encryption standard (des) and advanced encryption standard (aes) algorithms will be implemented in the encryption module). then the idea of rheme 15 was taken up to theme 16 (data from the sensor) and theme 17 (the time and power consumption by des). the above examination answers the third research question dealing with the quality of micro-level coherence in the text. it involves the sentence level analysis that reveals the thematic pattern of each text.thematic progression represents the writer’s strategies to linkthe themes and rhemes in a clause to all of surrounding clauses in a text (hawes, 2015). according to the analysis, three types of the thematic pattern were found in the texts. it confirms priangan et al. (2019)and rahmawati and kurniawan's (2015) study that all types of the thematic pattern were found in students’ text. however, the writers of the text seem are not well organized in arranging the sentences. one text might consist of more than one type of thematic pattern. even though, the text is still readable and could be understood by the readers. this finding verifies liyana’s (2014) study that non-native students can achieve coherency in their text but there are some parts that are less coherent. on the other hand, the macrolevelcoherence comprises the analysis of readers’ engangement with the text. it should be related to the context and topic (thornbury, 2005). coherence is achieved not by using superficial markers as linguistic, grammatical devices, etc., but bypsychological, cognitive, pragmatic devices, etc. (wang, 2014).the result of analysis showed that ten final project abstracts have comprehensible topic. for instance, the first final project abstract generally discusses the same topic in the whole text. it is talking about “using linear regresssion to predict the sales”. the macro-level was coherence also achieved through the analysis of generic structure of the text. since the object of the study is the abstract of final project, it shouldcontain of overview of the study, aim of the study, reason for the study, methodology used in the study, and findings of the study (paltridge & starfield, 2007). unfortunately, none of the text has fulfilled the form proposed by the experts. for instance, final project abstract 1 consists of overview of the study, reason for the study,methodology used in the study, and findings of the study. there is no aim of the study that should be placed after overview of the study. one type of text can also nindya septarica happy gusnar, et al./ english education journal 11(4) (2021) 516-527 523 be identified through language features. as the text in this study is final project abstract that regards to research activities that have been completed. so that it should use simple past tense. according to the analysis of text 1, it was found that the writer used simple present tense in writing the text. it can be seen from clause 1 “the problem in this project is about inventor”. tobe indicated the use of simple present tense. the use of simple future tense also occured in text 1. clause 3 showed the existence of simple future “if one provides goods inventory, it will hamper the sale of goods”.modal auxiliary willindicated that the sentence used simple future tense. the result of analysis acknowledges the fourth research question regarding the quality of macro-level coherence. the text should be on track to fulfill the analysis of macro-level coherence. as the text is in the form of the final project abstract, it should consist of an overview of the study; the aim of the study; the reason for the study; the methodology used in the study; the findings of the study (paltridge & starfield, 2007). unfortunately, the result of the analysis showed that none of the text was employed a good generic structure. some parts were not used while others were misplaced. the specific genre can be identified by analyzing its language features. in this study, the text is in the form of final project abstract that indicated the use of simple past tense. the result of the analysis showed that the tenses used in ten final project abstracts are simple present tense and simple future tense. according to the analysis result of micro and macro-level coherence, all text does not satisfy the requirement as good final project abstract. however, the text can be said coherent regarding the existence of cohesive devices that help in achieving coherency among the sentence. the present results show the existence of two types of cohesion. in terms of grammatical cohesion, all types of grammatical cohesion were used in writing ten final project abstracts. those are reference, ellipsis, substitution, and conjunction. reference and conjunction have occurred most of the time while ellipsis and substitution occurred in limited portions. in terms of lexical cohesion, only four types of it that were used in writing ten final project abstracts. those are repetition, synonymy, hyponymy, and meronymy. while collocation was not found in ten final project abstracts. repetition still becomes the preferred choice by non-native writers since the writers have helped the readers to follow the meaning of the text from the beginning to the end of the paragraph. they also used it to avoid monotonous writing text by using cohesive devices. open-ended questionnaire open-ended questionnaires were used to reveal the reason why the students use these kinds of cohesion and coherence in their final project abstract. eight questions were proposed to the writers. in answering the first question dealing with difficulties in creating the final project abstract, there were five main different arguments. those were about summarizing research and drawing a conclusion, using correct grammatical in delivering the idea, creating sentences, choosing suitable vocabulary, and translating bahasa indonesia into english. in answering the second question associated with the writers’ knowledge about the generic structure of the final project abstract, nine writers are arguing that they knew about it while one argued did not know. in answering the third question about the writers’ difficulty in grammar, there are three main different arguments. it was about using grammatical rules for formal language, using appropriate tense, and using article, word order, and prepositions. one writer argued that there was no difficulty in grammatical. in answering the fourth question concerning the writers’ difficulty in lexical choices/vocabularies, there were two main different arguments. it was about choosing a special term for it and choosing appropriate words for writing the final project. in answering the fifth question regarding how the writers relate the idea among the sentences, there were eight different arguments. it was about translating each word and choosing which one was appropriate research, nindya septarica happy gusnar, et al./ english education journal 11(4) (2021) 516-527 524 understanding the concept of the main sentence and supporting sentence, using google translate, explaining the main idea with supporting sentences, repeating mention the subject in following sentences, using conjunction, taking inspiration on news, using his knowledge. in answering the sixth question that deals with using a translation machine or application, it is found that there were two kinds of applications used. those were google translate and grammarly. in answering the seventh question about having academic writing for the writing final project, there were four different arguments. six people agreed that it was helpful. one argued that it was not suitable with the writing format from the faculty. the other explained it was helpful but the time was limited. one argued it should be reflected in the curriculum and students’ needs. the last one stated that he didn’t know about this lecture. in answering the eighth question dealing with students’ expectations for having an english lecture, there are eight different arguments. two people expected to have more credits for english lectures. two people argued that english lecturers should be creative in delivering the materials. three people argued that english lecturers should be full of conversation and focus on basic skills such as listening speaking, reading, and writing. the lecture should contain about grammar lesson because he thought it was the most difficult part in learning english for writing the final project. the respondent expected that there would be english lectures in each semester so the students can learn from basic. in answering the eighth question, the respondent explained that the lecture should introduce what kind of verbs in a formal or informal situation. the result of open-ended questionnaire leads to the discussion of the fifth research question. it is questioning why the writers used these kinds of cohesion and coherence in their final project abstract. the way the writer answered the open-ended questionnaires shows that some of them admitted that they experienced difficulties in writing the final project abstract. in general, it deals with summarizing research, using correct grammatical in delivering the idea, creating sentences, choosing suitable vocabulary, and language translation. regarding cohesion that consists of grammatical and lexical cohesion, the writers stated they still have tough. however, the result of the analysis showed that they can apply cohesive devices in their writing but some of them were in limited occurrence. even though the writers explained their difficulties in choosing the special term for it and appropriate words for writing the final project abstract, they were able to use synonymy, meronymy, hyponymy, and repetition. coherence brings sense to the readers about the text while it is not easy to be achieved. the writers acknowledged their thought especially in relating the ideas among the sentences. the result of the analysis also showed that in micro-level coherence, the text seems not well organized. one text might consist of more than one thematic development. it is also important for the writer to have a comprehension of the generic structure of the final project abstract and its language features to achieve macro-level coherence. even though they argued that they nindya septarica happy gusnar, et al./ english education journal 11(4) (2021) 516-527 525 have already known about it, the result of the analysis showed none of the final project abstracts fulfill the requirement of a good one as the expert suggested. this confirms the findings of lutfiyah et al. (2015) who emphasized that in writing the abstract, the student's result is not well organized. the writer also declared in using translation applications to ease them in writing. two kinds of applications were used. those were google translate and grammarly. the institution has provided lectures to help the students for increasing their writing skills because the students should submit the final project in english as one of their graduation requirements. some students argued it is helpful but the time was limited. they expected to have more credits for english lectures and learn more from the basic skill in the interactive learning activity. writing abstract abstract plays a crucial part in research because it summarizes the whole process to ease the reader getting the information in a short time (paltridge & starfield, 2007).the last discussion was about the sixth research question that discussed the way to write a good final project abstract with correct cohesion and coherence. some experts have proposed the theory on how to create proper abstracts in acknowledging certain genres to meet the readers’ expectations.in his book, paltridge and starfield (2007) explained that abstract also has a generic structure that mainly discusses five main parts. those are an overview of the study, the aim of the study, reasons for the study, methodology used in the study, and findings of the study. but it is not always the case. the generic structure of the abstract can be adjusted with the researcher’s need. following the institution guideline can be one of consideration in creating abstract.abstract also has language features using verb tenses depending on what kind of research is. paltridge and starfield (2007) categorized it into two. the first is a summary of the thesis. it uses present simple in creating the abstract. the second is the report of the research. it uses past simple and present perfect. in writing the abstract, it is better to follow the guideline from the institution or refers to the book that discusses it. conclusions the important finding of the study shows that the non-english department undergraduate students still have difficulties in creating good final project abstracts. however, they can use cohesive devices in their text to achieve coherency. in relating the ideas among the sentences, it seems not well-organized since in one text it might consist of more than one thematic development. the topic of each text is clear enough. the text can be said readable even though it is not in harmonious ways as good final project abstract.the intention for language learnerespecially non-english departments is that they need to know the concept of cohesion and coherence in creating text to avoid creating unorganized text. the present study can be used as a reference when the students want to create a text so that they do not make the same mistakes.the result of this study is also addressed to english lecturers. they should include academic writing in their classespecially the lesson about the texture or the elements of a text that consist of cohesive and coherent devices. these aspects of english are the crucial things in making meaning in the text (jing, 2014). study from tahsildara and yusoff (2018) showed that teaching of academic text has significant impact on student’s written production. the last is for further researches or studies. this study focuses on the final project abstract written by informatics engineering students of soegijapranata catholic university. therefore, it can be used as a reference for further researchers to study the quality of written texts produced by non-english department students in other universities from the different aspects of language. references adiantika, h. n. 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(2002). assessing writing. united kingdom: cambridgeuniversity press. 437 eej 12 (3) (2022) 437-446 english education journal http://journal.unnes.ac.id/sju/index.php/eej the realization of lexical bundle structures and functions in english education journal ferdika wijaya kusuma, dwi rukmini, abdurrachman faridi universitas negeri semarang, indonesia article info ________________ article history: accepted 09 may 2022 approved 04 july 2022 published 23 december 2022 ________________ keywords: communicative competence, formulaic competence, lexical bundle ____________________ abstract ___________________________________________________________________ discourse is unquestionably constructed with what is presumed as lexical bundle, and in each genre, it idiosyncratically occurs. thus, the identification of idiosyncrasy of a particular genre would be beneficial for some parties in forming a decent and appropriate discourse. this study aims to explain the construction and function of lexical bundles including bundles which do not fit to theories used in this study. this is corpus-based research. four-word bundles extracted from 50 chosen articles in eej using antcont 3.5.8 were analyzed accordance with the structure of lexical bundle theory by biber et. al (1999) and the function of lexical bundle theory by conrad & biber (2005). the result showed that (1) the constructions realized in the genre are noun phrase with of-phrase fragment, anticipatory it + verb phrase/adjective phrase, (verb phrase +) that-clause fragment, copula be + noun phrase/adjective phrase, other prepositional phrase, and prepositional phrase with embedded of-phrase fragment. (2) the functions realized are stance expression, referential expression, and discourse organizer. (3) the excluded structures realized are noun phrase with gerund as modifier and noun phrase with and conjunction in between. (4) the excluded function is to express an entity. this research provides educational department academics variety of expressions for their academic discourse organizations and other researchers new findings concerning other lexical bundles’s structures and functions apart from the theorists. correspondence address: kampus pascasarjana universitas negeri semarang, jl. kelud utara iii, semarang 50237, indonesia e-mail: ferdikawijaya@gmail.com p-issn 2087-0108 e-issn 2502-4566 ferdika wijaya kusuma, et al./ english education journal 12 (4) (2022) 437-446 438 introduction discourse is undeniably arranged with multiword expressions which are organized according to syntactic rule and possess each own variety of functions. having a ton of lexical knowledge and the ability to put the words by the company it keeps is sure important, but one who is working on a discourse is obliged to realize how they are delivered according to its proper function and syntax. coxhead and byrd (2007) explained each of discourse types has its own characteristics. studies show noun phrases and phrasal bundles frequently occur in medical research articles (jalali & moini, 2014), while university lectures of politics and chemistry mostly use noun phrase and prepositional phrase (kashiha & swee heng, 2013). hence, the structural and functional identification of multiword expressions’ behavior in each of discourse types must be put into consideration remembering how crucial it is for writing a discourse. furthermore, communicative competence is explained as a competence to appropriately apply language structure in appropriate environment, audiences, occasions, subject, and the purpose of communication (brown, 2000: as cited in faradilla & rukmini, 2019; hymes, 1962). the processes and results of identifying the multiword expressions’ behavior of discourses are aimed for guidelines to whomever are strongly trying to acquire the competency as it belongs to communicative competence domain. for that reason, it is safe to say that communicative competence must be achieved by english learners. the competency will be beneficial since discourse is made up with multiword expressions used in an appropriate situation. multiword expression, formulaic expression, is one of the communicative competence domains and was introduced by celce-murcia (2008) through a proposed revision of the 1995 models. from the terminology itself, it refers to combination of series of words heavily used in the daily interaction. there are several domains in the formulaic competency, and each is different based on its function and the number of words. collocation consists of combination of two words, and lexical frame can be three or more words. meanwhile, idiom refers to series of words and the meaning is different with the literal words. lexical frames or lexical bundles can also be considered as multiword expression or recurrent expressions which this study focuses on. it refers to word forms which frequently occur in a discourse. lexical bundles also can be defined as extended collocation since it is constructed with three or more words and sometimes have idiomatic translation. however, multiword expression can’t be claimed as lexical bundle if they don’t recur frequently (biber et al., 1999). using recurrent expression in a discourse gives the writers or speakers accurate word forms to particular genres since they appear in a great number. moreover, there are also studies analyzing the function of bundles so that they serve explanation of how to put them in discourse. lexical bundle studies have become concern for linguists for the past years and are conducted through various approaches. some previous studies identified the multiword unit in various subject of discourse (aini et al., 2018; allan, 2017; csomay, 2013; inaroh et al., 2020; jalali & moini, 2014; maribel & lee, 2018; beng & yuen, 2015; ruan, 2017; wright, 2019) . those studies reveal word pattern or its function, or both can go simultaneously in a study. meanwhile, some research compares two or more subjects (ädel & erman, 2012; fitriati & wahyuni, 2019; gungor & uysal, 2016; hong ang & hua tan, 2018; karabacak & qin, 2013; kashiha & heng, 2013; kwary et al., 2017; kwon & lee, 2014; maswana et al., 2013; ucar, 2017). some compare non-native with native discourse, and other compare between disciplines. different from previously mentioned studies, there are studies investigating integration of lexical bundles in l1 and l2 writers (shin et al., 2019), comparing expository and argumentative essay through its lexical bundle to identify the discourse features (chen & baker, 2014), discovering transfer effect through lexical bundles in french ferdika wijaya kusuma, et al./ english education journal 12 (4) (2022) 437-446 439 efl (paquot, 2013), analyzing the use of definite article using lexical bundle (shin et al., 2018), and measuring the awareness of lexical bundles (mhedhbi, 2014). this research aims to investigate lexical bundles’ patterns and its functions, and how the writers apply the bundles excluded from available structure and function in universitas negeri semarang eej. little is known how non-native academic writers use lexical bundle patterns and functions, and wether or not they use expressions which are unfit to common systems in educational research articles. in the end, the result of this study is expected to reveal the behavior of eej authors in using lexical bundles in their academic works for the sake of discourse research. the variety of expressions can be beneficial to educational department students as they acquire alternative choices for their works. moreover, it works the same for teachers or lecturers as the findings can be taught in classroom. method this research is corpus-based research investigating lexical bundles’ structure, function, and the bundles which are exclusively different than the available categorization in universitas negeri semarang english educational journal. this study analyzed four-word sequences with minimum co-occurrence 30 times distributed in 10 articles. the data were analyzed according to structural categorization of academic prose by biber et al., (1999), and functional categorization by conrad and biber (2005). the data were extracted from 50 chosen articles in eej, and the authors are entirely nonnative writers who are english learners of universitas negeri semarang. the articles which were published from 2019 to 2021 were chosen randomly. the data extraction process used corpus analysis software called antcont 3.5.8 due to the large amounts of word in the articles. once all the data were successfully extracted, they were automatically arranged based on its frequency. before the data retrieval, the articles were transformed into .txt format, eliminating unnecessary elements such as tables and figures because antcont can only read text-only files. the findings were gathered through the following stages: (1) identifying the construction of lexical bundles, (2) identifying the construction of lexical bundles excluded from biber et. al (1999) categorization, (3) identifying the function of lexical bundles, and (4) identifying the excluded function of lexical bundles from conrad and biber (2005). to make sure that the research was credible, and the findings and interpretations are accurate, the researcher applied triangulation. this is a process of corroborating evidence from different individuals, types of data, or methods of data collection (creswell, 2012). from one of those options, this study sought evidence from different individual, especially a person who is expert in lexical bundles. the findings were submitted to an expert and examined to see wether or not the researcher misinterpret the analysis. results and discussions before it gets into the findings and discussions, let us take a look at the bundles, their frequency and availability as it acts as objects analysis. corpus analysis toolkit called antcont 3.5.8 is used to discover those elements required for analysis. to be considered as lexical bundles, the combination of four-words must occur 30 times in at least 10 articles. table 1. lexical bundles, frequency, and availability no. lexical bundle frequency availability 1 teaching and learning process 83 15 articles 2 the result of the 56 23 articles 3 it can be concluded 53 21 articles ferdika wijaya kusuma, et al./ english education journal 12 (4) (2022) 437-446 440 4 can be concluded that 49 21 articles 5 is in line with 48 21 articles 6 in line with the 46 21 articles 7 it can be seen 44 19 articles 8 the meaning of the 42 19 articles 9 in the form of 38 21 articles 10 the teaching and learning 35 12 articles 11 be concluded that the 32 16 articles 12 to find out the 31 16 articles 13 the result showed that 30 15 articles the realization of lexical bundles structure in eej the process of categorization reflects on biber’s (1999) theory of lexical bundles in academic prose. it provides 12 classifications described syntactically. the table 2 below shows what structure the bundles in table 1 belong to. table 2. the structure of bundles lexical bundle structure teaching and learning process other expression the result of the noun phrase with of-phrase fragment it can be concluded anticipatory it + verb phrase/adjective phrase can be concluded that (verb phrase +) that-clause fragment is in line with copula be + noun phrase/adjective phrase in line with the other prepositional phrase (fragment) it can be seen anticipatory it + verb phrase/adjective phrase the meaning of the noun phrase with of-phrase fragment in the form of prepositional phrase with embedded of-phrase fragment the teaching and learning other expression be concluded that the (verb phrase +) that-clause fragment to find out the other prepositional phrase (fragment) the result showed that (verb phrase +) that-clause fragment the “teaching and learning process” is a noun phrase. the “process” as the head of noun and “teaching and learning” as the pre-noun modifiers. there is also a conjunction, “and”, to indicate the addition of more noun modifiers. the “the result of the” is a noun phrase. the “result” is the head of noun and “of the” is as post-modifier. the post-modifiers are preposition “of” and article “the”. the head of noun is accompanied by noun. the “it can be concluded” is considered as clause. it begins with anticipatory, “it”, followed by verb phrase, “can be concluded”. the “can be concluded that” is considered as verb phrase. “can be” plays as modal and “concluded” plays as the verb. there is also thatfragment accompanying the verb phrase. the “is in line with” is a copula followed by noun phrase. the “is” plays as the copula, “in line” plays as the prepositional phrase, and “with” plays as preposition. the prepositional phrase consists of a preposition, “in”, and object of preposition, “line”. two prepositional phrases construct “in line with the”. the first is “in line” and the second is “with the”. the prior prepositional phrase consists of a preposition, “in”, and object of preposition, “line”. there is no object to ferdika wijaya kusuma, et al./ english education journal 12 (4) (2022) 437-446 441 preposition in the later prepositional phrase but only pre-modifier noun “with the”. the “it can be seen” is considered as clause. it begins with anticipatory, “it”, and “can be seen” plays as verb phrase. the verb phrase is constructed with a modal verb, “can be”, and the main verb itself, “seen”. the “the meaning of the” consists of two noun phrases with a preposition in between. both are nouns with same pre-modifier. the head of prior noun phrase is “meaning” and the head of later noun phrase is missing. the pre-modifiers are “the”. the preposition in between is “of” to indicate that first noun is a part of another noun. the “in the form of” consists of two prepositions and a noun phrase. the prepositions are “in” and “of”, and the noun phrase is “the form”. the “form” is head noun and “the” is premodifier. the “the teaching and learning” is a noun phrase with same pre-modifier. there are two words which plays as head noun. the first is “teaching” and the second is “learning”. the “the” plays as pre-modifier for both. there is also a conjunction, “and”, in between the head nouns to indicate the addition of head noun. the “be concluded that the” consists of a verb phrase, that-fragment, and an article as premodifier. the verb phrase is arranged by copula, “be”, and past participle, “concluded”. the “to find out the” begins with a preposition, followed by phrasal verb, and ends with an article. the preposition is “to”. the phrasal verb consists of “find” as main verb, and “out” as preposition. the “the result showed that” is arranged with noun, verb phrase and that-fragment. the noun is “the result”, “the” as pre-modifier and “result” as head noun. the verb phrase is “showed”. s mostly used noun phrase without any phrase fragment. how the construction of these bundles is excluded from biber et. al. (1999) the meaning of deviation in this study means that the structure occurred in the register doesn’t represent or fit to the biber et. al. (1999) theory of lexical bundle structure. as you can see in the table 4.2, there is a type of lexical bundle form in academic prose, called other expression. it is the category which the bundle doesn’t represent all the other categories. based on this definition, consequently, the deviation of lexical bundle can be seen to find the other expression in the register. according to elaboration of lexical bundle form in unnes eej above, there are two bundles classified as other expression, and they are standing in the highest rank in term of frequency. the first deviation done by the journal writers is “teaching and learning process”, and the bundles appear 83 times in 15 articles. the syntactic system was formed by process as the head of noun and teaching and learning as the pre-noun modifiers. there is also a conjunction, and, to indicate the addition of more noun modifiers. the second deviation is actually a same phrase with the previous one. the rule which researcher set in determining the combination of words isn’t enough because a complete noun phrase of the bundle consists of five words. the bundle is “the teaching and learning”, it appears 35 times in 12 articles. the syntactic system was formed by a noun phrase with same pre-modifier. there are two words which plays as head noun. the first is “teaching” and the second is “learning”. “the” plays as premodifier for both. there is also a conjunction, and, in between the head nouns to indicate the addition of head noun. on the other side, the bundle actually is same with the first deviation. the realization of lexical bundle function in the analysis involved examining the bundle reflected to conrad biber (2005) functions of lexical bundles. each of bundles have its own function and each frequency has its own realization, therefore, the researcher explained them one by one. as you can see in the explanation below, it explains how the bundles belong to particular function, its occurrences, and its availability. before we go further to the realization, let us take a look at the categorization in the table below: ferdika wijaya kusuma, et al./ english education journal 12 (4) (2022) 437-446 442 table 3. the function of lexical bundles in function lexical bundles i stance expression ia epistemic stance impersonal is in line with in line with the i-b attitudinal/modality ability impersonal it can be concluded can be concluded that it can be seen be concluded that the ii discourse organizer iib topic clarification/elaboration to find out the the result showed that iii referential expression iiic specification of attributes intangible framing attributes tangible framing attribute the meaning of the the teaching and learning the result of the in the form of iv special conversational function the “is in line with” occurs 48 times across 21 chosen articles and used to give status that something is accordance with another. the explanation suits well with epistemic stance of stance expression function, and the bundle does not provide an individual attribute, hence, it was presented impersonally. the realization in article 1 shows the finding of research in article 1, team teaching strategy was more effective teach the students with introvert and extrovert personality, is accordance with lestari, sada, and suhartono’s (2013). the “in line with the” occurs 46 times across 21 articles and has the same purpose to express a certainty that something is accordance with another. there is no individual attribution, so it is conveyed impersonally. the elimination of copula be and the additional “the” word in the bundles doesn’t change the fact that majority of these bundles are the continuation of “is in line with”. the bundle in text of “is in line with” and “in line with the” can be seen below: “…team teaching strategy was more effective teach the students with introvert and extrovert personality. this findings is in line with the other studies…” the “it can be concluded”, occurs 53 times across 21 chosen articles, and makes direct reference to something. the bundle belongs to attitudinal/modality stance bundle, which is sub-category of stance expression, as it signals for interpretation of prior discourse, and is delivered impersonally. the realization of “it can be concluded” bundle in article 4 signals writer’s attitude that significant value in normality test distributed to experimental classes in an article can be concluded that the scores were distributed normally. the bundle in text can be seen below: “…auditory learning style was 0.15. from this result it can be concluded that the pre-test scores in both of experimental class i and experimental class ii were distributed normally.” the “can be concluded that” bundle occurs 49 times across 21 chosen articles and makes direct reference to something. the bundle belongs to attitudinal/modality stance bundle, which is sub-category of stance expression, as it signals for interpretation of prior discourse, and is delivered impersonally. the elimination of “it” in the previous bundle and the additional “that” word form new recurrent patterns, and they actually are still on a same phrase/clause. as a result, majority of the analysis possess the same realization as they signal for interpretation as well. one of the bundles in article 4, it signals writer’s attitude that significant value in ferdika wijaya kusuma, et al./ english education journal 12 (4) (2022) 437-446 443 homogeneity test distributed to experimental classes in the article can be concluded that the pre-test and post-test were homogeneous. the bundle in text can be seen below: “…the data was also homogeny because 0.20 > 0.05. looking at these results, it can be concluded that the significant values…” the “it can be seen” expression occurs 44 times across 19 articles. there is a “can” modality followed by passive form consisting of copula be and past participle of see. it shows that there is an ability to witness visually something. the involvement of modality word “can” in the “it can be seen” bundle still doesn’t change that it possesses similar role as the previous bundle involving the “can” modality bundle. realization in article 1, “it” within the bundle means the result of significant difference after treatment implementation, and the result can be seen in table 4.34 of the article. the bundle in text can be seen below: “…team teaching and blended learning to students with introvert personality. it can be seen from the significant value (0.696)…” majority of “be concluded that the” expressions are the continuity of “it can be concluded” and “can be concluded that” bundles. the full expression from beginning to last would be “it can be concluded that the”. the copula “be” might indicate that the prior word is a modality. therefore, it is safe to state that “be concluded that the” enable the writers to express attitude which is included in stance expression bundle. the exclusion of speaker/writer makes it expressed impersonally. it occurs 32 times across 16 articles. the manifestation of the bundle in article 1 shows significant value of experimental group scores in determining the normality of the pre-test data can be concluded that the data were normally distributed. the bundle in text can be seen below: “…both experimental classes was more than 0.05, it could be concluded that the data of pre-test of both groups had normal distribution. …” the “to find out the” bundle occurs 31 times across 16 articles, and it tries to signal an elaboration of prior discourse as the “find out” means to discover something. for that reason, the expression plays role as discourse organizer. realization of the recurrent expression in article 1 shows that it signals the elaboration of objective of the study, and it is to find out the effectiveness of team teaching on academic achievement of 9th graders in science. the bundle in text can be seen below: “…the objective of his research is to find out the effectiveness of team teaching on academic achievement of 9th graders in science. …” the last recurrent bundle in the analysis belongs to “the result showed”, occurs 30 times across 15 articles, and it belongs to discourse organizer as a topic clarification. the “the result showed that” recurs several times in article 1, and one of them signals an elaboration of the result of data analyzed by using anova, and it showed that extrovert and introvert students are effective if treated using team-teaching. the bundle in text can be seen below: “…sing anova to prove the hypotheses. the result showed that team-teaching was more effective…” the “the meaning of the” expression occurs 42 times across 19 articles, plays as a referential expression. there is one occurrence in the analysis that possess different purpose with other occurrences. entities are directed by the expression into a nature that can not be grasp or touch due to the using of “meaning”. the ”the meaning of the” which makes direct reference to “word” occurs in article 5, article 28, article 39, and article 46. the ”the meaning of the” which makes direct reference to “text” occurs in article 31, article 35, and article 41. in article 31, the “text” refers to a text consisting of infringement and the implicit meaning. the bundle in text can be seen below: article 5 : “…adding the suffix -istic to the base character. the meaning of the word becomes…” article 31 : “…implicit meaning helping the readers to know better understanding about the meaning of the text. …” the “the teaching and learning” bundle occurs 35 times across 12 articles making it the ferdika wijaya kusuma, et al./ english education journal 12 (4) (2022) 437-446 444 tenth most frequently recur expression and plays role as referential expression. the “teaching and learning” brings attributes to entity making it invisible to eyes and can not be touched or grasped. the “the teaching and learning” bring attribute to “process” in majority of articles. in article 1, the “process” refers to problem-solving activity in which the extrovert students actively participate. the “the teaching and learning” bundles bring attribute to “activity” several times in the analysis. in article 13, the “activity” refers to an activity in which the students respond to teacher’s code-switching. the bundle in text can be seen below: article 1 : “…extroverted students will look more active in the teaching and learning processes than the introverted…” article 13 : “…code-switching in the teaching and learning activities. the responses were…” the “the result of the” bundle occurs 56 times across 23 chosen articles and makes direct reference to something. furthermore, “result” can not be grasped or touched, thus, it is considered as intangible. the “the result of the study” bundle exists in article 1, 16, 18, 21, 23, 26, 32, and 46. “the result of the” expression makes direct reference to “study”. according to context, each of “study” represents its own entity. for example, the “study” in article 1 discusses that research method affects the result of study. the “the result of the analysis” bundles occur repeatedly in article 22 and once in article 29. the referential expression makes direct reference to “analysis”. according to context, each of “analysis” represents its own entity. for example, one of the “analysis” in article 22 discusses result of analysis by molina and albir. the bundle in text can be seen below: article 1 : “…the research method will influence the result of the study…” article 22 : “…linguistic compression, and calque. the result of the analysis in the translation quality…” the “in the form of” expression occurs 38 times across 21 articles making it the ninth bundles most frequently recurred and plays role as referential expression. different with other referential expression, this expression makes the entities should be able to be grasped, touched, or visible to eyes which means it belongs to tangible framing attribute bundle. the “in the form of” makes direct reference to “request” in article 2 which refers to indirect directives command by teacher. in article 5, the bundle makes direct reference to “quote” which refers to data of qualitative research. article 2 : “…the teachers’ commands were in the form of request. this study…” article 5 : “… design in this study is qualitative research. data in the form of quotes from documents” how the function of these bundles is excluded from conrad and biber (2005) the number of bundles occurred 589 times in unnes eej and the majority of them have been identified its function. the occurrence of unidentified bundle is 85 times, and it is the highest co-occurrence in the register. this bundle, “teaching and learning process”, doesn’t represent all the functions presented by biber et. al. (1999). literally and contextually, it doesn’t fit with the explanation of stance expression which express attitude or assessment, it doesn’t reflect between prior and coming discourse as of explained in discourse organizer, it doesn’t make any reference to entities or even special conversation function. the closest category related to the bundle is the referential expression. if the referential expression makes or signals that something is referred, and the entity isn’t involved in the bundle, the deviation bundle in the register is one complete expression of the signal and the entity. most of “teaching and learning process” bundles are derived from “the teaching and learning” bundle. as we can see “the teaching and learning” bundle is referential expression. with the addition of “process” it becomes full referential expression with the entity. the remaining bundles which are excluded from the theories are “the result of the”, “is in line with”, “in line with the”, “the meaning of the”, “the teaching and learning”. to understand how these bundles doesn’t fit to the theories, try to read carefully the previous sentence. it shows how the ferdika wijaya kusuma, et al./ english education journal 12 (4) (2022) 437-446 445 bundles are used in the articles. they, as well as “teaching and learning process”, play as entity in the text. i assume entity is like noun in traditional grammar. it can be as subject, object for verb, and object for preposition. in conclusion, it can be concluded that the “learning and teaching process”, “the result of the”, “is in line with”, “in line with the”, “the meaning of the”, “the teaching and learning”. bundle can be functioned to express a complete abstract or physical entity.eejs. conclusion the result of this study contradicts studies analyzing academic prose of different subject. in other words, this research serves academics different formation and function, or there might be a particular bias that confronts authors to behave differently. further research is needed to address this issue and to see whether or not eej authors behave differently by comparing to educational research articles by native speaker. references aaelaeeirwhatsapp conversation between native and non-native speakers of english. proceedings of the unnes international conference on english language teaching, literature, and translation (eltlt 2018). gungor, f., & uysal, h. h. (2016). a comparative analysis of lexical bundles used by native and nonnative scholars. english language teaching, 9(6), 176. hong ang, l., & hua tan, k. (2018). specificity in english for academic purposes (eap): a corpus analysis of lexical bundles in academic writing. 3l the southeast asian journal of english language studies, 24(2), 82–94. https://doi.org/10.17576/3l-20182402-07 hymes, d. h. (1962). the ethnography of speaking. in in reading in the sociology of language (pp. 99–138). mouton publisher. inaroh, i., faridi, a., & wuli fitriati, s. (2020). the use of structures and functions of lexical bundles in conversation texts in bahasa inggris textbook published by kemendikbud. english education journal, 11(1), 105–113. jalali, z. s., & moini, m. r. (2014). structure of lexical bundles in introduction section of medical research articles. procedia social and behavioral sciences, 98, 719–726. karabacak, e., & qin, j. (2013). comparison of lexical bundles used by turkish, chinese, and american university students. procedia social and behavioral sciences, 70, 622–628. kashiha, h., & swee heng, c. (2013a). structural analysis of lexical bundles in university lectures of politics and chemistry. international journal of applied linguistics & english literature, 3(1), 224–230. kashiha, h., & swee heng, c. (2013b). structural analysis of lexical bundles in university lectures of politics and chemistry. international journal of applied linguistics & english literature, 3(1), 224–230. kwary, d. a., ratri, d., & artha, a. f. (2017). lexical bundles in journal articles across academic disciplines. indonesian journal of applied linguistics, 7(1), 131. kwon, y.-e., & lee, e.-j. (2014). lexical bundles in the korean efl teacher talk corpus: a comparison between non-native and native english teachers. in the journal of asia tefl (vol. 11, issue 3). maribel, n. z., & lee, k. r. (2018). korean english learners’use of lexical bundles in speaking. the journal of asiatefl, 15(2), 276–291. maswana, s., kanamaru, t., & tajino, a. (2013). analyzing the journal corpus data on english expressions across ferdika wijaya kusuma, et al./ english education journal 12 (4) (2022) 437-446 446 disciplines. in the journal of asia tefl, 10 (4). mhedhbi, m. (2014). lexical bundles and the construction of an academic voice in business writing. advances in language and literary studies, 5(6). ong sook beng, c., & yuen, c. k. (2015). functional types of lexical bundles in reading texts of malaysianenglishaenglishenglish english and turkish non-native writers. english language teaching, 10(12), 28. wright, h. r. (2019). lexical bundles in standalone literature reviews: sections, frequencies, and functions. english for specific purposes, 54, 1–14. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f05ce1aa625 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f135c40209d • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f158e9a2007 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare eej 2 (2) (2012) english education journal http://journal.unnes.ac.id/sju/index.php/eej the english speaking skills development of mondial school kindergarten children steffie mega mahardhika  prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia abstrak studi ini berkaitan dengan perkembangan bahasa pada siswa modial kindergarten dengan mempertimbangkan beberapa aspek kemampuan alami dan pengingat siswa yang membantu untuk mempelajari bahasa inggris. data diperoleh melalui rekaman siswa saat pembelajaran di kelas. setelah dikoleksi, data dianalisa dengan mentranskrip ekaman berdasar urutan dan menginterpretasikan untuk mengetahui perkembangan bahasa anak. temuan studi menyarankan bahwaanak-anak dan dewasa bukan patner yang ideal dalam conversation. hasil menunjukan bahwa anak-anak menggunakan bahasa scara kreatif, mereka bereksperimen dengan bahasa yang terpikir dalam kepala mereka secara tidak sadar yang mnunjukan bahwa siswa tidak hanya bereksperimen dengan bahasa tapi juga memmbutuhkan feedback untuk mengkonfirmasi hipotesis mereka. abstract this study deals with the language development of mondial kindergarten learners of english by considering some of the natural abilities and characteristics children possess which help them to learn english as a foreign language. the data is collected by recording the students’ utterances during several learning experiences and activities in the classroom. the data collected is then analyzed by transcribing those utterances based on turn and move before identifying and interpreting them to reveal the children’s english language development. the findings of this study suggest that adults and children are not equal conversation partners. in the beginning, adults do most of the talking during pretend plays and other activities. but as children develop greater control over language structures and vocabulary, they also play a bigger role in initiating and maintaining interaction. the data shows that children use language creatively. students try to experiment and work out the rules of the language in their heads, though they may not be aware of doing this. one implication is that children need opportunities to try out and experiment with language, but they also need feedback to confirm or modify their hypothesis. © 2012 universitas negeri semarang info artikel sejarah artikel: diterima agustus 2012 disetujui september 2012 dipublikasikan november 2012 keywords: learning experience language development interaction pretend play experiment feedback  alamat korespondensi: kampus unnes bendan ngisor, semarang 50233 e-mail: pps@unnes.ac.id issn 2087-0108 107 steffie mega mahardhika / english education journal 2 (2) (2012) introduction this study is trying to critically perceive a phenomenon that parents wish their children master english as a foreign language in indonesia. to make the dream come true, however, public schools nationwide do not support it due to the limited resources available. early childhood education with immersion program introduced just recently in indonesia seems to be an alternative option address the issue. in this study, children‘s learning experiences at school which can support their learning process of developing their english speaking skills will be the focus. it is inspired by pinter’s (2006) argument that children have different way from adults in learning something, especially language. she argued that they like playing and do everything unscheduled in the process of teaching and learning and they also learn language in abstract ways, whereas adults can understand language features based on their knowledge and do everything scheduled. it is likely that parents choose immersion school as an alternative to education to support their children for learning english since immersion environment has benefit factor of not only providing students with opportunities to reach achievement in their education but also encouraging them to speak english from younger age. teachers in immersion program deliver the same content of the subjects as other public school teachers do, but it is carried out in different way in that they use english as a medium of instruction. so, this study was initiated by the problems faced by parents in indonesia in choosing the best education for their children in terms of academic and introducing english from early age. it is inspired by a point of view that the introduction of the english language after age puberties is considered too late to master the language proficiently. it is in line with critical period hypothesis cited by pinter (1967), suggesting that brain plasticity was only conducive to language learning until puberty”. in other words, this study deals with learning experience’s contribution in developing children’s english speaking skills. it is inspired by an experience to visit an immersion school at semarang, indonesia, where the students speak english despite the absence of their teacher. they speak english fluently to each other in every situation, including in sport class where students speak english with each other and the teacher explained the rules of the game using the same language. how can the students in that school speak english fluently in such a young age while the number of indonesian people who can use english with any real fluency remains low although it has been regarded as the first foreign language since the 1950s? it is believed that young age learners can acquire language faster than the older ones (krashen, 1970). it is line with critical period hypothesis cited by rod ellis (2006: 67) suggesting that there is a period during which language acquisition is easy and complete (i.e. native-speaker ability is achieved) and beyond which it is difficult and typically incomplete. he said that people who lost their linguistic capabilities, for example as a result of an accident, were able to regain them totally before puberty (about the age of twelve). it is likely the reason why some parents in indonesia decided to send their children to early childhood education with immersion program where english is used as a medium of instruction. it is an important decision. however, what sort of learning experience in such a program that contributes most in developing the children english speaking skills is more important issue to explore. the issue of learning experience which contributes in developing children’s english speaking skills has something to do with how learners learn a language or the process of second language learning. jack c. richards (2006: 4) pointed out that such a process has changed considerably in the last 30 years and communicative language teaching (clt) is partly a response to these changes. he noted that earlier views of language learning focused primarily on the mastery of grammatical competence, emphasizing activities such as memorizing dialogs and performing drills. in addition, learning experience has also something to do with the kinds of classroom activities that best facilitate learning and the roles of teachers and learners in the classroom. jack c. richards (2006: 4) argued that clt began a movement away from traditional lesson formats toward the use of pair work activities, role plays, group work activities and project work. in this study, attention will also be focused on the kinds of classroom activities that best facilitate learning and the roles of teachers and learners in the classroom. observation will be conducted on whether traditional lesson formats is dominant or it uses pair work activities, role plays, group work activities and project work. in this way, the students’ learning experience can be identified and whether it contributes in developing their english speaking skills can be revealed. given the background of the study above steffie mega mahardhika / english education journal 2 (2) (2012) 108 and the reasons for choosing this topic, the research question of this study is “how do kindergarten children in mondial school develop their english speaking skills?” methods this study is conducted by observing and recording the children’s utterances in english as they involved in pretend plays and other activities in the classroom of mondial school semarang, indonesia. the children’s age ranges from four to five-year-old. the analysis of the data started with transcribing the recorded data based on turn and move. the transcriptions were then analyzed to reveal the speech acts and the length of the utterances produced to figure out the language development. findings and discussion based on the data collected in this study, it is reasonable to argue that children make major achievements in their language development within a short span of four or five years. during these early years of their lives, they acquire the basic structure of their language and also learn about how language functions in social contexts. as their vocabulary grows at a daily rate of about five words, they also gradually develop a deepening understanding of how some of these words relate to others. they use these newly acquired words to express concepts they have developed and to ask questions about the world around them. children’s desire to communicate is very powerful and this carries over into foreign language learning. if they are engaged in an interesting activity, they will talk their heads off happily. this is very useful for language learning because it means that students will get plenty of practice in using the language. this may be one reason why in natural situations, children often seem to do better than adults, i.e., their strong desire to communicate means that they immediately try to use the new language and so get more practice. adults usually want to study it formally in classroom first. we need to think how to activate this desire in the foreign language classroom through the teaching methods and resources we use. it is revealed that adults and children are not equal conversation partners. in the beginning, adults do most of the talking during play and care-giving routines. but as children develop greater control over language structures and vocabulary, they also play a bigger role in initiating and maintaining interaction. the example below shows how the children initially take part in an interaction. example 1 t : can you tell me what day is today? s : monday t : monday? that’s true. today is monday. what does monday start with? s : m t : now, how is outside? s : sunny day t : ok. sunny day means that the sun shinning brightly. so, somebody can help me to draw mister sun? s : me! the example above clearly shows that the teacher do most in talking while the children response shortly with one or two words. however, example 2 below indicates that as children develop greater control over language structures and vocabulary, they also play a bigger role in the interaction. the children also use a variety of strategies to learn a foreign language. the children make use of ready-made phrases of language. example 2 (teacher devided students into some groups to pretend some situation in restaurant, fruit store, and vegetable store). gaby : a fish. woo, it’s salty. not so bad. so much better now. teacher : what is this, chef ? what do you want to cook, gaby? gaby :what do you want? mango or strawberry? raihan : i want orange juice kay : hey, you should be a vegetabe seller. miss raihan atala should be vegetable seller. teacher : it is okay. you can buy something. the vegetable seller is hungry. raihan : what is this? gaby : this is crab. the example above suggests that children learning foreign language often use complete phrases of language they have picked up from someone else, e.g., what do you want?, not so bad, so much better now, i want orange juice. these are sometimes called chunks of language because they are learned and used in as whole phrases. children may not have been taught these chunks formally, but they help them to communicate when they have very little language. later they 109 steffie mega mahardhika / english education journal 2 (2) (2012) may begin to break down these phrases and recombine the words in new ways. for example, in the beginning a child may just use the phrases what do you want. later he/she may begin to realize that this can be combined with other parts of the phrase, e.g., what do you want to buy?, what do you want me to do?. later he/she may begin to change other parts of the phrase, e.g., what does he want?, what do they want? and at a later stage he/ she may begin to realize that the verb common changes according to the subject, e.g., he doesn’t want to buy anything. it is useful to observe when children begin to break down a phrase in this way as this is a sign of language development. we can help to encourage this by getting children to notice common or recurring elements in phrases. teaching children chunks may be very helpful in the early stages of language learning to enable them to take part in conversation. they can take over and use for themselves ready-made bits of language so that they can join in. by joining in, they get more exposure to input for language learning and more practice. the use of songs, rhymes, poems, drama and classroom routines all help to give children access to ready-made bits of language so they can begin to communicate. dialogue is inherently interactive in that it typically does not involve simply one move from one speaker. after one speaker has initiated an exchange, another speaker is very likely to respond. example 3 shows that the children use at least four basic move types of statement, question, offer and command. the move sequences can be described with a list of eight speech function classes: question, disclaimer, answer, statement, acknowledgement, contradiction, offer, accept, command, compliance. example 3 t : do you know the taste of milk? (question) s : very nice and sweet. (answer) t : how with potato chip? (question) s : salty (answer) t : can you say something else that taste salty? (answer) ha : pepper. (answer) gab : pepper is hot. (contradiction) fa : paprika? (offer) t : paprika is hot. (contradiction) how about soup? (offer) soup is salty. (statement) fa : yummy, you know. (acknowledgement) having established a basic picture of how dialogue works above we can recognize a correlation between the semantic choice of speech function and grammatical structure which is typically chosen to encode it. in terms of sentence types (declarative, imperative, interrogative and exclamative) the children begin to use the first three types of adult sentence forms regularly. a declarative sentence consists of a subject followed by a verb, and often includes an object or a complement. as shown in example 4, early two-word-utterances are often declarative in form. example 5 illustrates the declarative form of subject-verb-object/complement that emerges. in spite of the absence of grammar words such as ‘for’ and ‘to’ respectively, the declarative form is unmistakable in each utterance. example 4 gaby : what do you want? raihan : i want orange juice example 5 teacher : there will be four teachers. who will be the teachers? berlian : me ! teacher : ber, far, gab,ray. key : i don’t want be students. the development of interrogative forms in english also follows a predictable sequence. it is first signaled by intonation and subsequently progresses to more sophisticated constructions that involve the inversions of sentence elements. the development of ‘wh’ questions is particularly fascinating. children first ask questions by adopting a rising tone. this occurs as early as the emergence of single-word utterance (example 6). when children progress to tw-word utterances, intonation is still used for signaling a question. the word ‘what’ is generally the first ‘wh’ word to appear, although at this stage, children are most likely using it as part of a set of formulaic expressions (example 7). example 6 teacher : the restaurant sells seafood. raihan : the crabs? example 7 raihan : what’s this? gaby : this is crab the words ‘where’ and ‘who’ also appear at around the same time and continue to be used in diverse ways (example 8). these two ‘wh’ words refer to objects, events, people or things that are a part of a child’s immediate world and are part of their concrete knowledge. steffie mega mahardhika / english education journal 2 (2) (2012) 110 example 8 gaby : this ! who want juice strawberry or apple? who want juice strawberry? who want juice strawberry? come here. sit on your chair. raihan : hi, gaby gaby : strawberry or orange? raihan : ooohhh, i want grape. where is the food? imperative sentences typically include a verb phrase at the beginning of an utterance. its functions range from polite request to demands and commands. example 9 shows the children under the investigation use one of the types of imperatives statement. example 9 ais : this is my mom miss and this is my dad. and this my dog. i have five dogs fais : haidar, tells about your family. haidar : this is me. semantic development is characterized by the acquisition of vocabulary and the ability to understand interrelationships between words and their relationships to abstract concepts. when children begin to acquire vocabulary, they store and use words as distinct, unique units of meaning. the meaning children assign to a word is determined by the context in which it is first encountered, and this will influence how they subsequently use the word. example 10 shows how meaning the children assign to the words they utter. example 10 t : what is that? far : chocolate. t : do you know the taste? far : salty. t : is it salty? s : no, sweet. children acquire pragmatic competence in the social contexts they participate in, particularly during conversations with adults. children learn important skills such as turn-taking shared action sequences known as ‘joint action’ from a young age. they also learn to express basic pragmatic intentions, such as requests and refusals (known as speech acts) in these familiar contexts and with familiar conversation partners, who are usually the parents or other main caregivers. example 11 shows how the children have acquired the pragmatic competence. such a competence are also demonstrated in the list of utterances in example 12. example 11 faren : can you get me two more, gaby? this is for here. gaby : i think i have here. example12 1. hey you should be a vegetabe seller. 2. miss raihan atala should be vegetable seller. 3. you should go to school 4. can i have crab and corn? 5. dont broke the window 6. kiki, i want you to tell me about your family 7. ok you see first. 8. sit down first 9. kiki stand up 10. you should speaking english dont say “seorang” conclusion it is reasonable to argue that language form, semantic and pragmatic developments are inter-related and equally important to overall language development. the children learn to respond appropriately to different types of question. their deepening understanding of interrogative terms also enables them to produce these questions. this further facilitates their semantic development and increases their pragmatic sophistication in a spiraling manner. also, as children gain increasing control of language form, they can devote more attention to how to use language to achieve pragmatic ends. children are naturally curious and active. children use a variety of strategies to learn a foreign language. children are able to draw on many of the abilities which they have made use of in learning their first language. children have a good instinct for interpreting the sense or meaning of a situation. teaching children chunks may be very helpful in the early stages of language learning to enable them to take part in conversation. children have a great capacity to enjoy themselves. when they are enjoying themselves, they are usually absorbed by the activity and want to continue with it. the implication is that children need opportunities to try out and experiment with language, but they also need feedback to confirm or modify their hypothesis. 111 steffie mega mahardhika / english education journal 2 (2) (2012) references anderson, m. and k. anderson, 2003. text type in english. south yarra: macmillan education pt/ltd, sydney. baker, c 2000, foundations of bilingual education and bilingualism, fourth edition, multilingual matters, uk. best, j.w. 1995. research in education. prentice hall inc. new jersey. brown, h.d. 1998. language assessment principles and classroom practice, prentice hall inc., new jersey. bruner, j s 1983, child’s talk: learning to use language, norton, new jersey, usa. buchanan, rebecca j. 2011. implementing the alert program(r) into a kindergarten curriculum using the response to intervention (rti) method. http:// hdl.handle.net/10342/3722 . accessed on april 9, 2012. butt, d., r. fahey, s. feez, s. spinks and c. yallop, 2000. using functional grammar, an explorer’s guide. sydney: national centre for english language teaching and reasearch. carr, m, may, h and podmore, v n with cubey, p, hatherly, a, and macartney, b 2000, learning and teaching stories: action research on evaluation in early childhood, new zealand council for educational research and ministry of education, wellington, new zealand, eric 447930. clarke, p 1989, ‘examining the silent period’, australian review of applied linguistics, applied linguistics association of victoria, canberra, vol. 12, no. 1, pp. 22–37. clarke, p 1992, english as a 2nd language in early childhood, free kindergarten association, multicultural resource centre, richmond, victoria, australia. clarke, p 1996, investigating second language acquisition in preschools, unpublished phd dissertation, latrobe university, australia. clarke, p 1999, ‘early literacy’, in clearing house: journal of the free kindergarten association, issue no. 35, november, free kindergarten association, richmond, victoria, australia. clarke, p 2000, ‘language development and identity’, keynote paper, london university conference: supporting identity and language in the early years, london, uk. clarke, p 2005, ‘second language development and language disorder’, talking diversity, free kindergarten association, children’s services, richmond, victoria, australia. clarke, p and milne, r 1996, ‘maintaining the first language and learning english as a second language’, talking diversity, free kindergarten association, children’s services, richmond, victoria, australia. cummins, j 1984, bilingualism and special education: issues in assessment and pedagogy, multilingual matters, uk. derewianka, b. 1995. exploring how tests work. newton: primary english teaching association. eggins, suzanne, 1994, an introduction to systemic functional linguistics, pinter publishers: london. ellis, rod. 2006. second language acquisition. oxford university press. 9 eej 4 (1) (2014) english education journal http://journal.unnes.ac.id/sju/index.php/eej linguistic realization of requests in english and javanese performed by javanese efl learners (the case of the eleventh grade students of sma negeri 1 pemalang) swastika septiani  prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia info artikel ________________ sejarah artikel: diterima oktober 2014 disetujui oktober 2014 dipublikasikan juni 2014 ________________ keywords: request, request head act, request peripheral elements, speech act ____________________ abstract ___________________________________________________________________ the present study focuses on describing the linguistic realization of requests in english and javanese performed by javanese efl learners, emphasizing the request head act and its peripheral elements occuring in particular situational contexts given. the subjects of the study were eleventh grade students, fifteen males and fifteen females. data were collected by means of roleplay. the students were asked to performed in roleplay comprising twelve context of situations based on brown and levinson’s (1987) variables common to most speech act situations: power (p), social distance (d), and ranking of imposition (r). the students’ performances were then videotaped and analysed based on blum-kulka and olshtain (1984), blum-kulka et al (1989). and trosborg (1994). results of the study show that, according to the level of directness, most of the students focused on the hearer oriented and used to direct requests either in english or javanese. they modified their requests internally by using syntactic downgraders and supportive reasons externally. it can also be inferred that the higher the social power the more direct the request strategies will be, the wider the social distance and rank of imposition the more indirect request strategies will be. the higher the social distance the more usage of kramain javanese request. © 2014 universitas negeri semarang  alamat korespondensi: kampus unnes bendan ngisor, semarang, 50233 e-mail: pps@unnes.ac.id issn 2087-0108 swastika septiani / english education journal 4 (1) (2014) 10 introduction generally, this study concerned about the interface between pragmatics and sociolinguistics, that is the use of language in its social context which is appropriate with the structure of language, the context in which the communication takes place, the background knowledge pertaining to the relationship of both language users (the speaker and the hearer), the topic engaged and the type of behaviour that is permitted during the communication process. in particular, the author was interested to investigate on how javanese efl learners use one kind of speech act which have been mostly investigated in the field of crosscultural pragmaticscalled “request”. request refers to “an illocutionary act whereby a speaker (requester) conveys to the hearer (requestee) that s/he wants the requestee to perform an act, which is for the benefit of the speaker” (trosborg, 1994:187). furthermore, this study was focusing on delineating the linguisitic realizations of speech act of request in english and javanese performed by javanese efl learners, emphasizing the request head act and its peripheral elements occuring in particular situational contexts given.the situational contexts were constructed based on brown and levinson (1987:74). they characterized three pragmatic variables common to most speech act situations: power (p), social distance (d), and ranking of imposition (r) between the speaker and the hearer. request head act is the main utterance with the function of requesting and can stand by itself. yet core requests may be preceded and/or followed by peripheral elements, which mitigate or aggravate the propositional content (campillo, 2007:211). peripheral elements of request can be realized in the form of internal or external modification devices. internal modification devices refers to linguistic elements within the same speech act, whereas external modification is achieved by devices which occur in the immediate linguistic content rather than in the speech act itself. two major parts of request head act examined are request perspectives and request strategies. blum-kulka and olshtain (1984:203) distinguished request categories from the point of view of 4 perspectives (1) hearer-oriented, example: could you tidy up the kitchen soon? (2) speaker-oriented, example: do you think i could borrow your notes from yesterday’s class? (3) speaker and hearer oriented (inclusive), example: so, could we please clean up? (4) impersonal (the use of people/they/one as neutral agents or passivization), example: so it might not be a bad idea to get it cleaned up. request strategy is defined by blumkulka, house & kasper (1989:278) as “the obligatory choice of the level of directness by which the request is realized. directness is defined as the degree to which the speaker’s illocutionary intent is apparent from the locution. there seem to be three major levels of directness that can be expected to be manifested universally by requesting strategies, they are the most direct, the conventionally indirect level, and the nonconventional indirect level. the three level of directness of request are then subdivided into nine request strategies mood derivable, explicit performatives, hedged performatives, obligation statements, want statements, suggestory formulae, query preparatory, strong hints, and mild hints (blum-kulka, 1984:201). the speaker’s requests are modified internally and externally. internal modifications are devices which operate within the head act. they function to soften or increase the impact a request strategy is likely to have on the hearer. there are markers which either tone down the impact an utterance is likely to have on the hearer, downgraders, or which have the opposite effect of increasing the impact, upgraders (trosborg, 1994:209-215).some syntactic devices as ‘will”, “could”, “i hope”, and “ i was wondering” are useful to soften or mitigate the impact of a request is likely to have swastika septiani / english education journal 4 (1) (2014) 11 on the part of the requestee (syntactic downgraders). another downgraders used to modify the request head act is lexical/phrasal downgraders. at the lexical/phrasal level a number of devices are available which lower the requester’s expectations to the fulfilment or the outcome of the request, such as politeness marker (could you close the door, please?); consultative device(maybe you wouldn’t mind helping me?); downtoner (could you possibly let us know by tomorrow.); understatement (would you wait just a second?); hedge (couldn’t you sort of forget the whole matter?); hesitator (i er, erm – i wonder if you’d er …); interpersonal marker (could you pass the glass, okay?). upgraders increase the impact of an utterance on the hearer. typical are adverbial intensifiers modifying part of an utterance, doconstructions, sentence modifiers, and lexical intensification such as adverbial intensifier (you reallymust come and see me next week.); commitment upgrader (i’m absolutely positive that you’ll lend me your car.); lexical intensification (you’d be such a darling if you’d give me a hand in the kitchen.) whereas, external modifications consist of such preparators, disarmers, sweeteners, supportive reasons, and cost minimizing as preparators (there is something i’d like to ask you.); disarmers (i hope i’m not disturbing you but …); sweeteners (you have excellent taste in clothes.); supportive reasons (could you take in the washing, please? it looks as if it’s about to rain.); cost minimizing (could i borrow your car tonight? i’ll have it back in time for you to drive to work tomorrow.); promise of reward (if you do the dishes i’ll give you a ticket for the cinema.) javanese efl learning a foreign language do not have many opportunities to be exposed to natural and authentic language use. they have to deal with different languages in their everyday communication, indonesia language as national language and english as a foreign language. javanese language as their first language.as geertz (1976) stated that the javanese culture is said to require dissimulation and pretence: people are expected to conceal their feelings, wants, and thoughts, in order to achieve harmony and peaceful interpersonal relations (cutting, 2008:66). unlike javanese the use of bahasa indonesia does not necessarily have to pay attention to the level of appropriate wordings, facial expressions and gestures. whereas, english is simply seen as a compulsory subject in academic setting, not to be used in their everyday life. according to permendiknas no.23, 2006 the general purpose of learning english in indonesia is that the students should be able to demonstrate skills of listening, reading, writing, and speaking in english. furthermore, based on standard of content (permendiknas no.22, 2006) the students of senior high school have to achieve three objectives in learning english, they are (1) the students are able to develop the communicative competence both orally and in the written form to reach informational literacy level; (2) the students are able to own the awareness about the nature and the importance of english to compete in the global society; (3) the students are able to develop understanding between language and culture. it is commonly found that efl often faced difficulties while learning the appropriate ways of expressing language functions and structures in english. this might possibly happen due to the lack of exposure of english use – hardly to listen, speak, read, and write in daily interaction. they were often unable to recognize or produce appropriate strategies or patterns in english and they mostly transferfrom their first language to the target language for the recognition, comprehension and production of different pragmatically proper sentences. hence, this study investigates how do javanese efl learners realize requests in english and javanese, and what are the differences and similariteis found in the javanese learners’ request realizations in swastika septiani / english education journal 4 (1) (2014) 12 english and javanese and provides pedagogical of the study to english language teaching and learning. research methods this study had an explicit comparative descriptive qualitative purpose. however, a few numeric data was also presented to count the percentage of linguistic realizations of speech act of request performed by javanese efl learners emphasizing the request head act and its peripheral elements. there were thirty eleventh grade students participated in this study, fifteen males and fifteen females. their first language was javanese (in this case pemalang dialect) and english was taught as a compulsory subject. the research instruments consisted of three major parts. first, student consent form which seeked for the agreement of the students to participate in this study. second, personal education history which aimed to construct the general background information of the subjects of this study such as age, gender, education, etc. third, a task consisted of twelve situational contexts designed to elicit speech act of request in english and javanese performed by javanese efl learners. the students were asked to perform the twelve context of situations presented in english and javanese through role play. to make the data analysis more convenient, the students’ performances in eliciting the speech act of request were videotaped and then transcribed. the description of the situational contexts was based on brown and levinson (1987:74). they characterized three pragmatic variables common to most speech act situations: power (p), social distance (d), and ranking of imposition (r) between the speaker and the hearer. the description of the situations in english is presented below. (1) you are a school teacher. this is the first day in the semester and you are teaching an english course for eleventh grade students. you come to today class but you forget to bring the books and the documents you need. you want a student to help you to get the books and the documents from your office. what would say to your students? (2) you are now shopping in a department store. you are looking for a pair of shoes. you see something in a display case that attracts your attention. you ask the salesperson to show you the shoes. what would you say to the salesperson? (3) because of your busy schedule you do not have time to wash your dirty clothes. you ask your sister to help to wash a bucket of your dirty clothes. what would you say to her? (4) you are trying to study in your room for english test tomorrow. however, your younger brother are watching television. the tv sound is too loud. you want your younger brother to turn down the television. what would you say to him? (5) you are supposed to be picked up by your brother. you are waiting for your brother in the bus stop for almost an hour. you intend to call him but you are running out of pulse. finally, you want to borrow a cell phone from a person who seem as old as you standing next to you. what would you say to her/him? (6) you are in the school library taking a note for your study. suddenly your pen stops working. you want to borrow a pen from a student sitting in front of you. however, you do not know the student very well. what would you say to her/him? (7) you want to borrow money for your school tuition from your friend. what would you say to her/him? (8) you are reading a book in the classroom. suddenly you feel hot. you ask your friend sitting nearby the window to open it. what would you say to her/him? (9) you are going to your friend’s new house. you thought you knew the direction to his/her house, but it seems that you are lost. you see a police officer and then ask swastika septiani / english education journal 4 (1) (2014) 13 for direction. you want the police officer to accompany you to find the address. what would you say to him/her? (10) you want to take a math informal course at one of your teachers. however, you do not know her/him very well. you brace up yourself to ask for her/his phone number. what would you say to her/him? (11) you walk in a biology class half an hour late and interrupt the teacher. everyone stares at you. you want to know if you can join the class. what would you say to the teacher? (12) you are now discussing your assignment with your teacher. your teacher speaks very fast. you do not follow what s/he is saying, so you want to ask your teacher to say it again. what would you say to him/her? results and discussion the results of the study are discussed in three main parts: requests realization in english, requests realization in javanese and the differences and similarities of requests realizatioon in english and javanese. requests realization in english the students’ performances in role play were examined carefully several times in order to get the desirable data. a total of 1002 request sequences were gained from the students’ roleplay in english and javanese, 512 request sequences were gained from the students’ roleplay in english and 490 request sequences in javanese. in delivering the requests in english, the students often focused on the hearer oriented. a total of 356(69.5%) request sequences were identified focusing on the hearer oriented. related with the request strategies in english, the students opted all request strategies. according to level of directness, the students chose direct request (dr) as the most preferable request strategies used in delivering their requests in english. however, query preparatory was chosen as the most request strategy used in english with the total number of 175 (34.2%) request sequences. in performing role play containing speech act of request, the students showed a significance preference of syntactic downgraderswhichwas used 533 (67.9%) timesanother request modification device examined was external modifications. they chose to used supportive reasons as the most request external modification used in delivering requests in english. it was used 178 (55.6%) times. requests realization in javanese request sequences identified from the students’ performance in javanese were lesser in number than those performed in english. there were 490 request sequences successfully identified from the students’ performance of role play in javanese. similar to english, according to the level of directness, the students opted to use direct request in delivering their requests in javanese. they mostly appliedmood derivablestrategy which was applied with a total number of 194 (39.6%) request sequences. in modifying their requests internally, the students mostly chose syntactic downgraders which was mentioned 366 (64.7%) times. supportive reasons was chosen as the most request external modification used in javanese. it was mentioned 172 (54.2%) times. differences of requests realization in english and javanese several differences of request realizations that can be found in english and javanese are as follows: (1) the prominent difference in the students’ request realization in english and javanese is the number of request distribution. it is indicated that there were 512 request sequences produced in english, while in javanese, the students produced 490 request sequences, lesser than those produced in english. swastika septiani / english education journal 4 (1) (2014) 14 (2) the students used query preparatory (qp) mostly in applying their requests in english. it was notified that 175 request sequences used qp strategy or 34.2% of all request sequences identified in english.in applying their requests in javanese, the students often used mood derivable (md) strategy. it was amounted to 194 request sequences or 39.6% of all request sequences identified in javanese. (3) the least request strategy used was explicit performatives (ep) strategy which was amounted to 1.6% of all all request sequences identified in english with the total number 8 request sequences.the students seemed reluctant to use obligation statements (os) strategy in delivering their requests in javanese. it was realized 0.2% all request sequences identified in javanese with the total number of 1 request sequence. (4) the students’s requests in english were modified more than those requests in javanese internally. respectively, a total number of 784 modifications were applied in the students’ requests in english.while the students’ requests in javanese were modified 566 times internally. (5) there were found 320 request external modifications in the students’ requests in english.the students’ requests in javanese were modified externally 317 times. (6) in modifying their requests externally, the students opted promise of reward (pr) as the least external modification device to be used in english. it was mentioned 10 times or 3.1% of all request external modification identified.whereas cost minimizing (cm) was chosen as the least external modification device to be used in modifying their requests in javanese with the total number of 7 utterances or 2.2% of all request external modification identified. (7) in english, in order to make the requests sounded more polite, the students used all either internal or external modification devices.in conveying requests in javanese, the students seemed reluctant to apply taq question, past tense, ing form, consultative device and hedge device. they were able to use neither past tense nor ing form when converying requests in javanese. it was due the fact that grammatically in javanese there are no exact thing called past tense or ing form respectively. in javanese, there are only polite wordings levels to be used to show politeness towards others. the higher the polite wordings level the more polite it will sound. the lowest polite wordings level is called ngoko, whereas the highest level of polite wordings is called krama. similarities of requests realization in english and javanese here, the author tried to reveal the similiraties can be found from the request realizations in english and javanese the students performed in roleplay. they are as follows: (1) though different in numbers, the requests conveyed were mostly focused on the hearer oriented either in english or in javanese. both in english and javanese, request perspectives of hearer oriented was mostly occured in situation 3 (washing dirty clothes, s > h, sd, r high). and inclusive (the speaker and the hearer oriented) was chosen as the least request perspective the students used in delivering their requests. (2) overall, according to the level of request directness, the students mostly applied their requests using direct request either in english or javanese. (3) the students used mostly syntactic downgraders to modify their requests internally either in english or in javanese. (4) adverbial intensification (ai), included into upgraders whose function to increase the impact a request strategy on the hearer, was the only upgrader chosen by the students in conveying their requests. swastika septiani / english education journal 4 (1) (2014) 15 (5) overall, in terms of request external modification, the students’ requests were mostly modified externally in situation 3 (washing dirty clothes, s > h, sd, rhigh) in spite of the different numbers and percentage. (6) the students opted supportive reasons (sr) device as the request external modification devices mostly applied in all twelve situations they had to perform. conclusions overall, the result of tha data analysis showed that the students often focused on the hearer oriented in delivering their requests either in english or javanese. according to the level of directness the students mostly applied direct request either in english and javanese. they particularly chose to use query preparatory in delivering their requests in english and mood derivable (md) in javanese. the students showed a remarkable preference of syntactic downgraders in modifying their requests internally. in conveying requests in javanese, the students seemed reluctant to apply taq question, past tense, ing form, consultative device and hedge. they were able to use neither past tense nor ing form when converying requests in javanese. it was due the fact that grammatically in javanese there are no exact thing so called past tense or ing form respectively. in javanese, there are only polite wordings levels to be used to show politeness towards others. the higher the polite wordings level the more polite it will sound.as for request external modification used, the students mostly applied supportive reasons in modifying their requests externally either in english or javanese. it can also be inferred that the higher the social power the more direct the request strategies will be, the wider the social distance and rank of imposition the more indirect request strategies will be. the higher the social distance and the rank of imposition the more usage of krama in javanese request. it needs to be pointed out that special care should be taken into consideration that mastering speech act of request will be beneficial so that either the students or the teacher will not hamper their daily communication activity and somehow still maintain their cultural identity and able to avoid culture shock as minimum as possible. esl/efl teachers particularly can use the findings to anticipate and thus to reduce the incidence and severity of situations wherein learners experience cultural and language miscommunication that leads to communication breakdown. having known how requests are realized in english and javanese is important to make a better understanding and raise the awareness of the importance of delivering appropriate requests in everyday life. some attention also need to be paid to the differences and the similarities of request realization in english and javanese so that either the teacher or the students can successfully conveying their requests by employing appropriate request strategies and its modifications and hence they will be able to build a harmonious relationship with other people. as for textbook designers may find it as a beneficial input to design better materials to incorporate into esl/efl curricula. support materials should be designed for both teachers and students with the appropriate cultural context of the country of origin. therefore, the culture of either the esl/efl learners or the teachers should be valued and respected. this study also provides beneficial data for researchers to conduct other researches concerning speech act of request and as for specialists and those involved in teaching and learning either in javanese or english as a second/foreign language with solid data to better understand english and javanese communication patterns and style. swastika septiani / english education journal 4 (1) (2014) 16 references blum-kulka, s. and e. olshtain. 1984. “requests and apologies: a crosscultural study of speech act realization patterns (ccsarp)” in: applied linguistics. vol. 5, no. 3. blum-kulka, s.house, j., and kasper, g. 1989. crosscultural pragmatics: request abd apologies. norwood: ablex. brown p, levinson s c. 1987 (1978). politeness. some universals in language use. cambridge: cambridge university press. campillo, salazar. 2007. examining mitigation in requests: a focus on transcripts in elt coursebooks. in eva alcon soler and maria pilar safont jorda (eds.). intercultural language use and language learning. netherlands: springer. cutting, joan. 2008. pragmatics and discourse. a resource book for students. 2nd edition. new york: routledge. searle, j. r. 1969. speech acts: an essay in the philosophy of language. cambridge: cambridge university press. stapleton, laura elizabeth. 2004. variation in the performance of speech acts in peninsular spanish: apologies and requests. a dissertation. university of mississippi. trosborg, anna. 1994. interlanguage pragmatics: requests, complaints, and apologies. berlin, germany: mouton de gruyter.v attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f135baa206d • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare eej 2 (2) (2012) english education journal http://journal.unnes.ac.id/sju/index.php/eej appraisal: radar for catching meaning an analysis of michael jackson’s ‘earth song’, ‘we are the world’, and ‘heal the world’ harimurti jatikusumo  prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia abstrak appraisal system (system penaksiran) adalah sebuah system dari interpersonal meaning. dalam kehidupan sehari-harinya interpersonal meaning berperan sebagai alat bagi masyarakat untuk menegosiasikan sikap dan perasaan mereka. maka dari itu, kejadian-kejadian social akan menghasilkan teks dimana itu tertulis atau lisan. dari poin tersebut lirik lagu didefinisikan sebagai teks yang menegosiasikan tingkah laku dan perasaan terhadap pendengarnya. studi ini ditujukan untuk menggambarkan alat penafsiran pada lirik lagu dengan mengikuti system penafsiran martn dan rose (2003). metode yang digunakan dalam penelitian ini adalah deskriptif qualitative. 3 lirik lagu adala data dari penelitian ini. teknik analisa menggunakan alat penafsir. hasil menunjukan bahwa pada lirik lagu ‘earth’ ditemukan 35 unsur penggugah, 11 penilaian, dan 10 apresiasi. pada lagu ‘heal’ terdapat 18 unsur penggugah, 22 penilaian, dan 9 apresiasi. sedangkan pada lagu ‘ we are the world’ terdapat 16 unsur penggugah, 18 penilaian, dan 12 apresiasi. selain itu, diantara 56 potongan lirik pada lagu ‘earth’ didominasi oleh penggunaan system penaksiran (62,50%) diikuti judgement (19,64%), dan apresiasi (17,86%). pada saat yang sama diantara 48 potongan lirik ‘heal the world’; apresiasi kurang dari proporsi pada penggunaan appraisal system (18,37%). aspek pengaruh memiliki proporsi yang lebih besar (36,73%) dan aspek penuilaian adalah yang paling besar dari semua (44,9%). diantara 46 potongan lirik ‘we are the world’ memiliki proporsi yang sama dan tidak ada dominasi oleh aspek tertentu dengan perincian 39,13% untuk aspek penilaian, 34,78% pada aspek pengaruh, dan 26,1% pada aspek apresiasi abstract appraisal is a system of interpersonal meanings. in social relationship with others, interpersonal meaning acts as a tool for people to negotiate their attitudes and feelings. therefore, every social event that appears is social relationship that results in a text that might be spoken or written. from this standpoint, song lyric is a kind of text through which the lyricist negotiates his or her attitudes and feelings with the listeners. this study intends to describe appraisal devices that occurred in the song lyric, to analyze the appraisal device implied in the song lyric by following the system network of appraisal offered by martin and rose (2003). the research method used in this study is qualitative descriptive in nature. the 3 song lyrics are, therefore, the data under analysis in this thesis. since appraisals in written texts concern with the choice of words as devices to realize people’s attitudes and feeling, the unit of analysis in this study is appraisal device. the result of the study shows that in the lyric of earth song, it is found that there are 35 instances realizing affects, 11 judgments, and 10 appreciations. meanwhile, in the song of heal the world there are 18 instances realizing affects, 22 judgments, and 9 appreciations. whereas, in we are the world, there are 16 instances realizing affects, 18 judgments, and 12 appreciations. moreover, among 56 chunks in earth song lyric, affect dominates the use of appraisal system (62, 50%) followed by judgment (19, 64%), and appreciation 17, 86%). in the meantime among 49 chunks in heal the world lyric; appreciation has less proportion of the use of appraisal system (18, 37%). affect has bigger proportion of it (36, 73%). and judgment is the biggest of all (44, 9%). then, among 46 chunks of we are the world lyric, this time the percentage of proportion of each of the three kinds of attitudes employed by the lyricist has relatively equal proportion. there is no domination among three of attitudes. but still judgment is in the first place with 39, 13%. affect is in the second place with 34, 78%, and appreciation is in the last place with 26, 1%. © 2012 universitas negeri semarang info artikel sejarah artikel: diterima agustus 2012 disetujui september 2012 dipublikasikan november 2012 keywords: appraisals system interpersonal meaning attitude affect judgment  alamat korespondensi: kampus unnes bendan ngisor, semarang 50233 e-mail: jurnalpps@unnes.ac.id issn 2087-0108 harimurti jatikusumo / english education journal 2 (2) (2012) 178 introduction as a member of certain social community, a person in this world always engages in social interaction. as a social individual, a person in this world communicates with others by means of language. he/she performs communication with others for numerous reasons to satisfy their needs in their social life. in daily life, such social interactions are carried out mostly by means of language. it means that language is central in the social communications among people in the community. matthiessen (1995: 1) says that language is a resource for making and expressing meaning, both what we would think as linguistic meanings and higher-level meaning relating to various aspects of the social system (culture). thus, we are able to say that language is a system of realization of meaning. fiske (2004: 2) states that communication can be viewed as the production and negotiation or exchange of meanings. therefore, the meaning we have in our mind is first recoqnized in the system of wording and then realized in the system of sounding or writing. in a communication process a person actually negotiates his/ her meanings with others. when a person is enggaged in communication of social interaction, he/she is actually in the process of developing and creating a text. from this standpoint, a text is a result of social event. halliday (1985) says that as a product of social event, a text is not merely a collection of clauses or sentences but essentially a semantic unit or a unit of meanings that unfold through a sequence of clauses in a certain social context. the wording of texts realized in phonology or graphology simultaneously encode three types of meanings: interpersonal meaning, ideational meaning and, textual meaning (gerot and wignell, 1994). the first expresses the speaker’s attitudes and judgments realized in wordings through what is called mood and modality. in communication, a speaker uses this kind of meaning for acting upon and with others. the second expresses meanings about phenomena – about things (living and nonliving, abstract and concrete), about goings on (what the things are or do) and the circumstances surrounding these happenings and doings realized in wordings through participants, processes and, circumstances. the last expresses the relation of language to its environment including both the verbal environment – what has been said or written before (co-text) and the non-verbal situational environment (context) realized through patterns of theme and cohesion. a text as an output of social event is simply a set of clauses or sentences but is essentially a semantic unit or a unit of meanings (halliday and hasan: 1985). obviously, a text unfolds through a sequence of clauses in a certain social context. thus, a text is strongly related to social activities as it is always produced in social contexts. from this point of view, martin and rose (2003: 1) state that social discourse hardly ever consists of just single clauses, rather social contexts develop as sequences of meanings realized in clauses and clause complexes comprising texts. clauses that build up a text at once encode three function (gerot and wignell, 1994). first, it has function as message. a clause as message tells us about the information structure. second, it has function as an exchange. in this sense, a clause manages an interactive event connecting a speaker or a writer and audience. this is a process of exchange of information enacted through the use of clauses. third, it has function as representation. this is the function of a clause as the way of representing patterns of experience. by way of language people are able to build a psychological portrait of reality, to formulate common sense of what goes on around them and inside them. text types are various. they are depending on the types of communication people use, text may be spoken or written (hammond: 1992). the achievement of communicative event, either spoken or written, is hence dependent on the capability of the participants in the communication to construct a text. for instance, in english, for people whose native language is not english, these two skills (spoken and written) are mostly acquired through teaching and learning processes either in formal education or private course. learning language-englishis intended to get the sufficient exposure to the use of the target language, so that the learners are capable of engaging themselves in a communication-spoken or written-successfully. text types are of various kinds depending on the social contexts in which the texts are produced. from genre point of view, written text may fall into some categories. they include descriptive, news item, narrative, report and so forth. a text is a product of social event. a text is closely related to social activities since they are always produced in social contexts. a lyric of a certain song can be a form of social commentary. a social commentary can be a social activity and a social activity is always produced in a social context. referring to the discussion about texts, a song lyric can be considered as the realization of meanings to be shared by the lyricists with their possible listeners/readers. the lyricists use sen179 harimurti jatikusumo / english education journal 2 (2) (2012) tences in a song accompanied with the music as the realization to construe its meanings to be negotiated with the listeners/readers. since, a song lyric is not simply a set of words, clauses and sentences put together. it represents the lyricist’s attitudes and feelings toward culturally social events. that is why lyrics often contain political, social and economic themes as well as aesthetic elements, and so can connote messages which are culturally significant. these messages can either be explicit or implied through metaphor or symbolism. the listeners/readers are expected to be able to catch the messages in order to understand or interpret them. in written language, interpersonal meanings are realized mostly through the use of appraisal system. appraisal system is a system of interpersonal meanings. appraisal is concerned with evaluation: the kinds of attitudes that are negotiated in a text, the strength of feelings involved and the way in which values are sourced and reader aligned. martin and rose (2003: 22) state that there are three aspects in appraisal. they are attitudes, how attitudes are amplified, and the sources of attitudes. we use the resources of appraisal for negotiating our relationship by telling our listeners or readers how we feel about things and people. appraisal explores how atty be more indirectly implied, presupposed, and assumed. attitudes have to do with evaluating things, people’s character and their feelings. in considering attitudes, we are connected with the utterances which can be interpreted as indicating that some person, thing, situation, action or state of affairs is to be viewed either positively or negatively. that is to say, we classify as attitudinal any utterances which either conveys a negative or positive assessment. amplification of attitudes is based on the assessment or evaluation towards things, people’s character and their feeling. such evaluations or assessments can be more or less intense, that is they may be more or less amplified. therefore, attitudes are gradable, their volume can be turned up and down depending on how intensely we feel. one thing that we need to consider about attitude is the who they are coming from – the source of attitudes. attitude may be the writer’s own or it may be attributed to some other source. it means that the writer may express his own feelings, judge people’s character, or appreciate things by using his own words or referring to somebody else’s words. appraisal is a system network which is made up of several devices to realize interpersonal meaning. the devices are employed to perform evaluation from the perspective of the participants involved in discourse. such evaluation concerns with the kinds of attitudes that are negotiated in a text, the strength of the feelings involved and the way in which values are sourced and readers aligned. therefore, there are three main devices in appraisal. they are attitudes, how attitudes are amplified, and the sources of attitudes martin and rose (2003: 22). this study aims to investigate how language, which is used in a song lyric, works to unveil social discourse. this study will focus on how linguistic aspects, ex, the appraisal systems used in the song lyric to express attitudes and feelings and, how certain appraisal devices are attached to the song lyric. methods this study is qualitative and descriptive in nature. the qualitative method of investigation is used in this study to unfold michael jackson’s song “earth song, heal the world, and we are the world”. it is also descriptive in nature in the sense that this study is intended to describe the realization of interpersonal meanings in the song lyrics based on appraisal system offered by martin and rose (2003:22). as stated in the previous section, the research is intended to look into the appraisal system used in the texts. it is about how attitudes and feelings are realized through the linguistic resources under the system of appraisal. the texts under the research are three song lyrics written by michael jackson entitled “earth song, heal the world, and we are the world” as this study uses qualitative method of investigation, the researcher becomes the main instrument for collecting the data. wardoyo (2003: 304) suggests that data collection in the study of discourse is conducted through close reading. close reading is done to come to the comprehensive understanding of the song lyrics as a whole. this comprehensive understanding gives the necessary basis for further analysis based on the appraisal systems offered by martin and rose (2003). since the data is song lyrics written by a famous artist, the type of data is document of the song lyrics. therefore, the first thing to do is downloading michael jackson’s songs: “earth song, heal the world, and we are the world”. the data will be obtained from www.lyricsmode. com this research is intended to explore the appraisal system used to express attitudes and feelings in the song lyrics. the appraisal system harimurti jatikusumo / english education journal 2 (2) (2012) 180 analysis leads to the analysis of the interpersonal meanings realized through the tenor of the discourse. this thesis is focused on the realization of interpersonal meanings through words or phrases of appraisal devices to state the attitudes and feelings in the texts. thus, the unit of analysis in the study is appraisal device. at this level the song lyrics are examined for the appraisal device to describe how the appraisal system is applied in the song lyrics. discussion the tables above illustrates that all of the three types of resources for attitudes; affect, judgment, and appreciation, are applied by the lyricist in the three song lyrics. as stated in the previous discussion, each of the three song lyrics was broken down into chunks or clauses or clause complexes, to see whether each chunk contains one or possibly more than one kind of attitudes. furthermore, that analysis is also intended to show how the evaluation realized in the attitudes, and to show the target of the evaluation. also, the tables give us information that in the lyric of earth song, it is found that there are 35 instances realizing affects, 11 judgments, and 10 appreciations. meanwhile, in the song of heal the world there are 18 instances realizing affects, 22 judgments, and 9 appreciations. whereas, in we are the world, there are 16 instances realizing affects, 18 judgments, and 12 appreciations. moreover, the tables show that among 56 chunks in earth song lyric, affect dominates the use of appraisal system (62, 50%) followed by judgment (19, 64%), and appreciation 17, 86%). in the meantime among 49 chunks in heal the world lyric; appreciation has less proportion of the use of appraisal system (18, 37%). affect has bigger proportion of it (36, 73%). and judgment is the biggest of all (44, 9%). then, among 46 chunks of we are the world lyric, this time the percentage of proportion of each of the three kinds of attitudes employed by the lyricist has relatively equal proportion. there is no domination among three of attitudes. but still judgment song title affect judgment appreciat-ion totalfeeling personal moral + direct implied + + + earth song 0 17 14 4 0 10 0 1 3 7 56 total 0 17 14 4 0 10 0 1 3 7 56 35 11 10 56 % 62,50 19,64 17,86 100 song title affect judgment appreciat-ion totalfeeling personal moral + direct implied + + + heal the world 5 1 12 0 3 8 2 9 7 2 49 total 5 1 12 0 3 8 2 9 7 2 49 18 22 9 49 % 36,73 44,9 18,37 100 song title affect judgment appreciat-ion totalfeeling personal moral + direct implied + + + we are the world 5 4 6 1 3 8 2 5 10 2 46 total 5 4 6 1 3 8 2 5 10 2 46 16 18 12 46 % 34,78 39,13 26,1 100 181 harimurti jatikusumo / english education journal 2 (2) (2012) is in the first place with 39, 13%. affect is in the second place with 34, 78%, and appreciation is in the last place with 26, 1%. conclusion appraisal system is a system of interpersonal meanings. appraisal is dealing with evaluation: the kinds of attitudes that are negotiated in a text, the strength of the feelings involved and the way in which values are sourced and readers aligned. we use the resources of appraisal for negotiating our relationship by telling our listeners how we feel about things and people. appraisal explores how attitudes, judgment and appreciation responses are explicitly presented in texts and how they may be more indirectly implied, presupposed or assumed. in the song of earth song, the tables give us information that in the lyric of earth song, it is found that there are 35 instances realizing affects, 11 judgments, and 10 appreciations. moreover, the tables show that among 56 chunks in earth song lyric, affect dominates the use of appraisal system (62, 50%) followed by judgment (19, 64%), and appreciation 17, 86%). furthermore, we can see from the table above that in affect there are 35 instances. among them, there are 17 chunks showing negative feeling. it means that it is 48.5% of the total instances. meanwhile, in judgment the number of instances is 11. among them, there are 11 chunks indicating negative evaluation. it means that it is 100% of the total instances. then, in appreciation among 10 instances of the song lyric there are 7 chunks pointing out negative appraised chunks. it means that it is 70% of the total instances. among 46 chunks of we are the world lyric, this time the percentage of proportion of each of the three kinds of attitudes employed by the lyricist has relatively equal proportion. there is no domination among three of attitudes. but still judgment is in the first place with 39, 13%. affect is in the second place with 34, 78%, and appreciation is in the last place with 26, 1%. as a result, we can infer from the table above that among 16 of affect instances there are 5 chunks that signify positive feeling and there are 4 chunks that signify negative feeling. therefore, it gives the total of 31.25% of the total instances in positive feeling and 25% of the total instances in negative feeling. subsequently, among 18 instances of judgment there are 5 chunks that are a sign of positive evaluation and there are 13 chunks that are a sign of negative evaluation. thus, it gives 27.7% of the total instances in positive evaluation and 72.3% of the total instances in negative evaluation. furthermore, among 12 instances of appreciation there are 10 chunks that are positive appraised chunks and there are only 2 chunks that are negative appraised chunks. hence, it gives 83.3% of the total instances in positive appraised chunks and 16.7% of the total instances in negative evaluation. in the lyric of heal the world there are 18 instances realizing affects, 22 judgments, and 9 appreciations. in the meantime among 49 chunks in heal the world lyric; appreciation has less proportion of the use of appraisal system (18, 37%). affect has bigger proportion of it (36, 73%). and judgment is the biggest of all (44, 9%). for that reason, in this song there are 5 chunks of positive feeling and only a chunk of negative feeling from the total of 18 instances of affect. thus, it contributes 27.7% of the total instances in positive feeling and only 5.5% of the total instances in negative feeling. in the mean time, among 22 instances of judgment there are 5 chunks representing positive evaluation and 17 chunks representing negative evaluation. accordingly, it contributes 22.7% of the total instances in positive evaluation and 77.2% of the total instances in negative evaluation. additionally, among 9 instances of appreciation there are 7 chunks showing positive appraised chunks and 2 chunks showing negative appraised chunks. it means, it contributes 77.7% of the total instances in positive appraised chunks and 22.2% of the total instances in negative appraised chunks systemic functional linguistics says that language is functional. it is the way it is due to the meaning it makes. the theory advises that resources available within the system of discourse, grammar and vocabulary are utilized in specific ways to make specific meaning. therefore, it puts forwards that language can only be understood in relation to the context in which it is used. so, the focus is at the level of whole texts rather than at the level of sentences. by text is meant any connected stretch of language that is doing a job within social context. as a result, language education is to focus on language at the level of whole texts rather than at the level of sentences. additionally, language education is aimed at developing communicative competence. at the heart of communicative competence is discourse competence. discourse competence concerns the selection, sequencing, and arrangement of words, structures and utterances to achieve a unified spoken or written text (celce-murcia et al. 1995:13). based on the findings, it is worth presenting the harimurti jatikusumo / english education journal 2 (2) (2012) 182 pedagogical implications that can be considered as the contribution of the study to the teaching of english, especially the teaching in the framework of promoting our literacy level. firstly, english teachers especially those in higher education may find it beneficial as valuable input to better understand and raise their linguistic awareness of the importance of the linguistic features in writing a text. such a linguistic awareness is important since it will eventually drive english teachers to influence their students in the way they write a text. moreover, the result of this study can also be used as an example of how to write a good text by manipulating various language features to creating song lyric. these, in turn, will improve the students writing skills by using the appropriate and proper choices of words (dictions) as the realization of their interpersonal meanings. secondly, students learning english will not only find it useful to improve their linguistic awareness which is important in the text-making processes (speaking and writing) but also they can make their analysis when they listen to a song. such a linguistic awareness will become a potential for them to lead to the production of good texts. thus, the knowledge about those language features is very important when we write or produce texts. it is within this context that this study is expected to raise awareness of english teachers and learners of the use of those language features. it is also expected that this linguistic awareness will, in turn, enable english teachers to teach writing better to their students. this linguistic awareness will facilitate learners of english in producing beautiful and quality texts that can work properly. references k. bhatia, vijay. 1997. worlds of written discourse. london: continuum. eggins, s. 1994. an introduction to systemic functional linguistics. london: pinter. gerot, l and p. wignell. 1994. making sense of functional grammar (revised ed). australia halliday, m.a.k. 2004. an introduction to functional grammar. london. halliday, m.a.k and christian matthiessen. 1999. construing experience through meaning. a language – based approach to cognition. london: edward arnold. widdowson, h.g. 2007. discourse analysis. oxford: oxford university press. halliday, m.a.k. and hasan, ruqaiya. 1989. language, context, and text: aspects of language in a social-semiotic perspective. deakin university: deakin university press. martin, j.r, matthiessen and painter,claire. 1997. working with functional grammar. london. martin, j.r. and rose, d. 2003. working with discourse. meaning beyond the clause. london: arnold. paul gee, james. 1999. an introduction to discourse analysis: theory and method . new york: routledge. thomson, geoff.1996. introducing functional grammar. london. jorgensen, marianne. and phillips, louise. 2002. discourse analysis as theory and method. london: sage publications ltd. yusak, muchlas. 2004. a brief introduction to genre. indonesia: lpmp jawa tengah. _______ . 2006. kurikulum tingkat satuan pendidikan mata pelajaran bahasa inggris sd/mi, smp/ mts, sma/ma. jakarta: depdiknas. but, david et. al. 2001. using functional grammar: an explorer’s guide. second edition. sydney: national centre for english language teaching research. macquire university. cresswell, john. w. 1994. research design qualitative and quantitative approach. london: sage publication. eggins, suzzane. 1994. an introduction to systemic functional linguistics. london: pinter. eggin, suzanne and diana slade. 1997. analyzing casual conversation. london: casell. gerot, linda and wignell, p. 1994. making sense of functional grammar (revised ed). sydney: gerd stabler halliday, m.a.k and christian matthiessen. 2004. an introduction to functional grammar. third edition. london: arnold halliday, m.a.k and christian matthiessen.1999. construing experience through meaning. a language – based approach to cognition. london: edward arnold. kress, j.r. 1976. halliday: system and function in language. london: oxford university press. martin, j.r, matthiessen, and claire painter. 1997. working with functional grammar. london: arnold. miles, mattew b., and michael a huberman. 1994. qualitative data analysis. california: sage publication, inc thomson, geoff.1996. introducing functional grammar. london: arnold 1 eej 5 (1) (2015) english education journal http://journal.unnes.ac.id/sju/index.php/eej improving students’ organizing ideas in writing analytical exposition text with mind mapping technique melawati anggrayani  ahmad sofwan , mursid saleh prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia info artikel ________________ sejarah artikel: diterima juni 2015 disetujui juli 2015 dipublikasikan agustus 2015 ________________ keywords: organizing ideas, writing skills, mind mapping technique, analytical exposition text. ____________________ abstract ___________________________________________________________________ this article is a report of an action research project conducted in writing class for eleventh graders of state senior high school 2 bae kudus in academic year 2013/2014. the objectives of this study are to describe (1) the problems faced by the students in organizing ideas in writing analytical exposition text (2)how mind mapping technique is implemented (3) how mind mapping technique can improve the organizing ideas in writing analytical exposition texts. the result from the observation sheet and questionnaire showed that (1) the students still used bahasa indonesia in their writing analytical exposition text (2) by using mind mapping technique students’ writing skill from each cycle is increased (3) students’ score of writing skills from precycle to cycle 1 increased 14.7 points, from cycle 1 to cycle 2 increased 12.3 points from cycle 2 to cycle 3 increased 16.6 points. so the study concluded that the implementation of mind mapping technique (1) could solve the problems faced by the students in writing analitycal exposition text (2) could improve students’ organizing ideas in writing analytical exposition text. © 2015 universitas negeri semarang  alamat korespondensi: kampus unnes bendan ngisor, semarang, 50233 e-mail: pps@unnes.ac.id issn 2087-0108 melawati anggrayani / english education journal 5 (1) (2015) 2 introduction writing is one of the important skills in english teaching. in language learning, writing is one of the productive skills. so, it is an important part of the second language learning and teaching. in harmer (1998: 43), it stated that writing is a skill. it is a basic language skill, just as important as speaking, listening, and reading. it is the most difficult skill to learn. writing includes the ability to express the students’ opinions or taught clearly and effectively in written form. this study is focus on the organizing ideas in writing analytical exposition text with mind mapping produced by the eleventh graders of senior high school 2 bae kudus. the crucial problem in the class is there are some students have the difficulties in finding ideas, the difficulties in providing second ideas, finding a topic idea, low of knowledge in grammar, etc. and the problem that the researcher will take is the lack of knowledge in organizing ideas in writing analytical exposition text produced by the eleventh graders of senior high school 2 bae kudus. the objectives of the study in this research are to find out the problems faced by the students in their organizing ideas in writing analytical exposition text; to describe the implementation of mind mapping technique in the students’ organizing ideas in analytical exposition texts writing; to explain how mind mapping technique can improve the organizing ideas in writing analytical exposition texts. according to byrne (1998:28) writing is an activity to produce a sequence of sentences arranged in a particular order and linked together in certain ways. when people write, they use graphic symbols, which are letters related to the sounds they make when they speak. furthermore, he states that writing involves encoding of a message. writing is one of the important aspects in teaching and learning english beside listening, speaking, and reading skills. writing is a matter of elaborating text in accord with the writer can reasonably assume that the reader knows and expects. randal holme (2004:160) in his own states, “writing is an ability to make a form of words that in general it may have a higher truth value that than the fact that it has set it down”. range as cited in rahmaniah (2013: 36) a house is built brick by brick. first, the walls are built and then the roof is laid. we cannot put up the roof before the walls are built. and, in a paragraph we cannot skip from one idea to the next without arranging them properly and in a particular order. ideas can be organized in the following ways: chronological order; order of importance; order of climax; logical connection between ideas. buzan in muhib (2014: 13) stated that mind mapping is an easy way to place information to brain and take information out from brain. mind mapping is a creative and effective way to write and map your mind by a simple way. mind mapping can help the students to learn, arrange, and store information in their brain. mind mapping also can solve the problems in large area. alamsyah in muhib (2014: 14) states that mind mapping work well as the students’ visual design ideas. it can see the students’ relationship between the ideas and it encourages the students to group certain ideas in groups, because the discussion this engenders aids the production of ideas, and makes the task more enjoyable. mind mapping provides a great tool to be able to organize the lessons, deliver them effectively, efficiently, and include every student in learning process. it also allows the students in a way that they can understand. abdurrahman (2008: 172) states that there are four advantages of using mind mapping technique, i.e. flexible, enjoyable, concentrate on the topic, and increasing comprehension. research methodology this study is a classroom action research. the classroom action research is a collaborative method to improve the students learning. the steps of collecting data in this research are: (1) setting the boundaries for the study; (2) collecting the information for melawati anggrayani / english education journal 5 (1) (2015) 3 conducting the research with the questionnaire sheet; (3) establishing the topic for organizing ideas in writing analytical exposition text in every cycle; (4) correcting the organizing ideas in writing analytical exposition text into the observation sheet.the research instruments in this study are questionnaire, observation sheet and test. this research has been conducted at state senior high school 2 bae kudus, located at jl. kampus umk, gondangmanis kudus, and central java. this research used qualitative method in organizing ideas of writing analytical exposition text and quantitative method in writing skills. results and discussion based on the observation sheet in pre cycle, the category of scoring in organizing ideas in writing analytical exposition text was in poor level. and the aspects of writing skills in this research there are five aspects. they were cohesion, coherence, unity, logical flow, and using of present tense. the average score of cohesion in pre cycle was 42.8. the average of coherence was 43.4. the next average of unity aspect was 44.2. the average score of logical flow is 43.9 and the last is the average of using present tense in pre cycle was 43.6. and the average numbers of values were 44.1. table 1. students’ writing skill in writing analytical exposition text in pre cycle aspects average category cohesion 42.8 poor coherence 43.4 poor unity 44.2 poor logical flow 43.9 poor using of present tense 43.6 poor the research finding and discussion of cycle 1 this section describes the process of activities in the first cycle. it consists of planning, acting, observing and reflecting. it was conducted on the second week of september 2013. based on observation sheet in cycle 1 which have been done during the teaching and learning process, the result of the students’ participation in discussion of making analytical exposition text were 70.73%, it means that there were about 23 students were enthusiastic in discussion. from the analysis above, the researcher concluded that the implementation of the mind mapping technique in organizing ideas in writing analytical exposition text on cycle 1 could increase the students’ organizing ideas in writing of analytical exposition text in a fair level. and the aspects in writing skill in this research there are five kinds. the average of cohesion in this cycle is 54.1. the next is the average of coherence is 53.8. the third is the average of unity is 53.4. the average of logical flow is 55.1. and the last is the average of using present tense is 54.2. so this research continued in cycle 2 for increase the fair level into good level of students’ organizing ideas in writing analytical exposition text. the average of every aspect in writing skills can be seen in table 2. melawati anggrayani / english education journal 5 (1) (2015) 4 table 2. students’ writing skill in writing analytical exposition text in cycle 1 aspects average category cohesion 54.1 fair coherence 53.8 fair unity 53.4 fair logical flow 55.1 fair using of present tense 54.2 fair the research finding and discussion of cycle 2 the researcher explained the research findings and discussion based on two points of views; they are the implementation of mind mapping technique, the students’ organizing ideas in writing analytical exposition text. and this cycle was conducted on second week of october 2013. based on observation which have been done during the teaching and learning process, the result of the students’ participation in discussion of making analytical exposition text were 75.6%, it means that there were about 24 students were enthusiastic in discussion. there were most of the students had a highly ability in mastering of the aspects of writing skills and very enthusiastic in using mind mapping technique in organizing of the analytical exposition text. from the analysis above, the researcher concluded that the implementation of the mind mapping technique in writing analytical exposition text on cycle 2 could increase the students’ organizing ideas in writing analytical exposition text in a good level. 75.6% students were really enthusiastic in making the analytical exposition text with the implementation of mind mapping technique. but there were 25.4% students or 7 students still less enthusiastic and did not serious in making the analytical exposition text with the mind mapping technique. looking this condition, the teacher should improve the students’ organizing ideas in writing analytical exposition text because the students’ level in good level to very good level. and the aspects in writing skill in this research there are five kinds. they were cohesion, coherence, unity, logical flow and using of present tense. the average of cohesion in this cycle is 63.8. the next is the average of coherence is 61.2. the third is the average of unity is 63.9. the average of logical flow is 61.4. and the last is the average of using present tense is 63.4. so this research continued in cycle 3 for increase the good level into very good level of students’ organizing ideas in writing analytical exposition text. the average of every aspect in writing skills would be shown in table 3. table 3. students’ writing skill in writing analytical exposition text in cycle 2 aspects average category cohesion 63.8 good coherence 61.2 good unity 63.9 good logical flow 61.4 good using of present tense 63.4 good conclusion the students did not show the positive responses, opinions, and attitude to the learning of writing analytical exposition text on pre cycle. they did not know how to start in writing analytical exposition text. according to them, writing activity in english subject is very hard. most of them still have low of knowledge about the organization in writing analytical exposition melawati anggrayani / english education journal 5 (1) (2015) 5 text. they also used bahasa indonesia in their writing. the observation sheet conducted in every cycle to see the improvement of the organization of analytical exposition text and written test was given in every cycle too. it was to know the improvement of the students’ writing skill. the topic of pre – cycle was entitled “the children should play traditional games”, the cycle 1 was “the students should learning english with songs”, the topic of cycle 2 was “we must save our earth”. the teacher explained how to make organizing ideas in writing analytical exposition text with mind mapping technique. after that, the students asked to write the analytical exposition text and organize the idea with mind mapping technique. there are some suggestions that the researcher recommended dealing with the implementation of mind mapping technique in teaching and learning process, the first, is mind mapping can be used to teach other type of text in organizing ideas in writing analytical exposition text with using mind mapping technique. the second is teachers should give the students time to learn about the grammar, coherently, cohesively, vocabulary, the contents of the text in making sentences and texts, vocabulary, etc. references anderson, mark and anderson, kathy. 1997. text types in english 1-2. south yarra: macmillan education australia. brown, h. douglas. 2004. language assessment: principles and classroom practices. san francisco state university brown, h. douglas. 2001. teaching by principles: an interactive approach to language pedagogy, second edition. new york: adison wesley longman, inc burns, a. 2010. doing action research in english language teaching: a guide for practitioners. new york and london. routledge byrne. 1998. definition of writing skills. new york and london. routledge celce-murcia, z. dornyei and s. thurrell. 1995. communicative competence: a pedagogically model with content specifications. in issues in applied linguistics, 6/2. pp 5-35. davies, martin. 2010. concept mapping, mind mapping and argument mapping: what are the differences and do they matter?. university of melbourne, parkville, vic, australia. journal accessed on march 3 th 2013. dick, b and swepson, p. 1997. action research faq: “frequently asked questions” file. available at: http://www.scu.edu.au/schools/gem/ar /arp/arfaqhtm. accessed on april 2nd, 2013 eggins, suzanne. 1994. an introduction to systemic functional linguistic. london eggins, s and d. slade. 1997. analyzing casual conversation. london: casell faridi, abdurrahman. 2008. mind mapping technique. semarang state university gerot, l and p. wignell. 1994. making sense of functional grammar. new south wales: gerdstabler harmer, j. 2004. how to teach writing. london: pearson education limited. muhib, abdul. 2014. mind mapping and everybody writers techniques for students with high and low writing achievement (the case of the seventh graders of state islamic junior high school of slawi. thesis. semarang state university. rahmaniah, rima. 2013. improving students’ organizing ideas in writing recount text with content based textual (cbt) technique. thesis. semarang state university attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f0288bda63d • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare eej 2 (2) (2012) english education journal http://journal.unnes.ac.id/sju/index.php/eej developing an interactive multimedia cd for enhancing fifth grade students’ listening comprehension arum wulanjani  prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia abstrak penggunaan media sangat penting untuk mendukung proses belajar mengajar. guru membutuhkan media yang sesuai untuk merangsang siswa menjadi aktif dan kreatif. penggunaan media akan membantu guru dalam pencapaian hasil yang lebih baik. studi ini menggambarkan langkah dalam pengembangan cd multimedia interaktif untuk meningkatkan listening comperhensi dan pengaruhnya pada proses belajar mengajar. dari data dapat disimpulkan bahwa guru harus membangun materi yang digunakan pada proses mengajar karena tidak adanya materi yang sesuai, serta guru seharusnya belajar umntuk tau bagaimana mendesain dan mengembangkan materi multimedia menggunakan computer yang bervariasi karena akan member pengaruh pada proses belajar mengajar. abstract the use of media is important to support the listening teaching and learning process. the teacher needs an appropriate media in order to make the students to be active and creative in the learning process. the use of media in the teaching and learning process will help the teacher and the students engage together to get the achievements much better and also help the students to learn by themselves. this study presents the steps in developing the interactive multimedia cd for enhancing fifth grade students’ listening comprehension and its influences on the listening teaching and learning process. the data presented suggests that teachers need to develop the material used in teaching process since not all the materials are provided and suitable with the students’ need and need to learn how to design and develop multimedia material by using various computer programs since the use of multimedia can increase students’ interest and motivation in learning process. besides, it also can influence students’ awareness, attention, inquiry and discovery, and communication ability in the listening teaching and learning process © 2012 universitas negeri semarang info artikel sejarah artikel: diterima agustus 2012 disetujui september 2012 dipublikasikan november 2012 keywords: developing multimedia listening comprehension  alamat korespondensi: kampus unnes bendan ngisor, semarang 50233 e-mail: jurnalpps@unnes.ac.id issn 2087-0108 141 arum wulanjani / english education journal 2 (2) (2012) introduction listening has important role in communication. to sustain the conversation, people need to understand what other says by listening before they respond to the speaker. listening is an active skill which means when people are listening, they are also creating meaning in their mind about what the speaker says. therefore, language learners need to develop their listening competence. teaching listening in school, however, still encounters some problems. listening is considered as difficult skill in teaching and learning process. harmer (2008:12) groups four general categories of listening difficulties. they are characteristics of the message, the delivery, the listener, and the environment. in line with the importance of listening, school based curriculum has been designed to develop students’ listening competence. for elementary school, the fifth grade students need to be able to respond instructions in their daily context. besides, they also need to be able to respond instructions and in their daily context verbally. as a matter of fact, most students get difficulties in listening english as their foreign language. the use of media is important to support the teaching and learning process. the teacher needs an appropriate media in order to make the students to be active and creative in the learning process. the use of media in teaching and learning process will help the teacher and the students engage together to get the achievements much better and also help the students to learn by themselves. furthermore, harceleroad (1977:17) states that educational media off all types play increasingly important roles in enabling students to reap benefits from individualized learning. it is fortunate that the potentialities of modern technology may be combined with educational planning to provide resources needed for this purpose. murcia (2001:461) also assists media help teachers to motivate students by bringing a slice of real life into classroom and by presenting language in its more complete communicative context. this study aims to develop an interactive multimedia cd for enhancing fifth grade students’ listening comprehension. the material development is related to the students’ textbook, curriculum and it involves them to learn actively. in language learning, there are four skills that should be mastered. they are listening, speaking, reading, and writing. mentioning those four skills must be in order. listening is always in first order because in the first language acquisition, listening is skill that the children acquire first before the three other skills and so in learning foreign language. rubin (1995) stated that listening is conceived of as an active process in which listeners select and interpret information which comes from auditory and visual clues in order to define what is going on, what the speaker is trying to express (quoted in helgesen and brown, 2007:3). from the explanation above, it can be concluded that listening is an active process that needs an effort to hear something. listeners are actively paying attention and working on understanding and interpreting what they have heard. listening comprehension does not only play role as understanding process, but also as psychological process in learning language. according to ma lihua (2002) cited by guo (2005:5), listening comprehension is a complex psychological process of listeners’ understanding language by sense of hearing. it is an interactive process of language knowledge and psychological activities. however, this process is not simply decoding the message; it also involves the combination of decoding the message with its reconstruction as meaning. listening comprehension is the process of understanding speech in a first or second language. with a greater understanding of language quality and the development of teaching theory, there has been recognition of the process of listening comprehension as needing greater emphasis. it is explained by rost (2002:8) that listening comprehension in its broadest sense; as a process of receiving what the speaker actually says (receptive orientation); constructing and representing meaning (constructive orientation); negotiating meaning and responding (collaborative orientation); and creating meaning through involvement, imagination, and empathy (transformative orientation). therefore, listening comprehension tends to be an interactive, interpretive process in which listeners use prior knowledge and linguistic knowledge in understanding messages. a school based curriculum is an operational curriculum which is developed by each school and implemented in that school (depdiknas,2006). according to government regulation number 20 year 2006 article 36, a school, teachers, and school committee develop a school based curriculum and a syllabus based on the curriculum framework and the graduate’s standard of content. feez and helen (2002:2) state that a syllabus is constructed by selecting and sequencing content, based on explicit objectives. whiarum wulanjani / english education journal 2 (2) (2012) 142 te (1989:45) also stresses that syllabus is a form of support for teaching activity in the classroom and a form of guidance in the construction of appropriate teaching materials. national education department says that a syllabus has nine competencies: syllabus identity, standard competence, basic standard, material, teaching and learning process, indicator, assessment, time allocation, and the source of learning. thus, basically a syllabus answers the questions of: (1) what competence do the students have to achieve pertinent to the one formulated in the standard of content, both standard competence and basic competence, (2) what instructional materials need to be discussed and learned by the students to achieve the standard of content, (3) what instructional activities does the teacher have to design in order that the students are able to interact with the learning sources, (4) what indicators have to be formulated to find out whether the standard competence are achieved by the students, (5) how is the students’ achievement measured, (6) how long a certain standard of content need to be achieved, and (7) what learning sources can be used to achieve a certain standard of content. each grade has different standard competence and basic standard. the standard competence and basic standard are based on the students’ context. in teaching listening for fifth grade students, the standard content is to understand simple instruction by doing action in students’ context. while the basic standards are to: 1) respond very simple instruction by doing action acceptably in students’ context, and 2) respond very simple instruction verbally. the integration of technology into the teaching and learning process has been reported by many studies. noblet (2008:2) reported that a recent study at university of pensylvania showed that attention and engagement is dramatically affected when technology is used to enhance curriculum. along with the dramatically expansion of computers, teachers now are demanded to think about the implications. one of the implications may be the existing of computer-based presentation media that tend to be referred to as multiple media or multimedia. multimedia technology frees the students to direct their own learning. it may also decrease the students’ over-reliance toward the teachers that makes the learning to be more students-centered and more active processing resulting in higher-order thinking skills. additionally, warschauer (1996) satted that what makes multimedia even more powerful is that it also entails “hypermedia”. it makes multimedia possible to link all of its resources together, which serves the students an ease to navigate their own path simply by pointing and clicking a mouse. considering the benefits served by multimedia above therefore the writer decide to develop the interactive multimedia cd of listening as a form of today’s multimedia technology. some models of developing instructional material are proposed by some experts on instruction design, namely thiagarajan, semmel, and semmel (1974), harold (1979), barlett (1993), richard (1999), and borg and gall (2003). according to thiagarajan et all (1974:5), there are four stages in developing materials of teaching, called ‘four d model’, they are: define (learner, task, and concept analysis), design (media and format selection), develop (expert’s appraisal or validation), and disseminate (developmental testing and diffusion and adaption). all models may be applicable and well employed in developing language instructional materials. however, it is possible to make some modifications in the models of syllabus or materials development to suit particular instructional needs, purposes, and available resources. this study uses the development material model proposed by thiagarajan et all and uses the four d instructional development model. methods in developing an interactive multimedia cd of listening for the fifth grade students, research and development approach by thiagarajan et all was used. the major purpose of research and development was not to formulate or to test, but to develop a product for its use in classroom. gay (1981:1) stated that research and development was not only to make or test a theory but also to develop the effective products that could be used in teaching and learning activity. the research and development by thiagarajan, semmel, and semmel (1974: 5) was conducted in four steps, they are: 1) define, 2) design, 3) develop, 4) dissemination. however, the study limited the steps into the first three steps; define, design, and develop. the study omitted the dissemination stage because it consisted of packaging, diffusion, and adoption. the distribution of material widely, in this case is cd, was not necessary yet in this study. the omission of the fourth step, dissemination, would not reduce the quality of the product significantly as the quality control had been performed by the distribution of questionnaire to obtain the users’ perception toward the 143 arum wulanjani / english education journal 2 (2) (2012) multimedia developed. in developing multimedia thiagarajan (1974:5) stated that there were some stages which should be fulfilled. there were some stages developing multimedia of listening which were used in this study. the first stage was defining. the purpose of this stage was to stipulate and define instructional requirements. the initial phase was mainly analytical. through analysis, the writer would prescribe objectives and constraints for the instructional materials. there were five steps on this stage, they were: front-end analysis, learner analysis, task analysis, concept analysis, and specifying instructional objectives. the second stage was designing. the purpose of this stage was to design instructional materials. the three steps were put forward in this stage were: media selection, format selection, and initial design. the third stage was developing. this stage was to modify the prototype instructional materials. there were two steps in this stage, they were: expert appraisal and developmental testing this study used qualitative approach to present the data and the research result. qualitative presented data and research result as the form of qualitative description. mujiyanto (2009:25) stated that qualitative research tries to uncover the indication comprehensively and appropriate to the context through collecting data from the real setting by making the researcher as the key of instrument. the qualitative research was chosen because it was good method for this study. each person or participant in this study was considered as a subject (brown,1993:48). in this study, the sources of data were the english laboratory teacher and the fifth grade students of c class of hj. isriati baiturrahman 2 elementary school semarang. there were 34 students in c class. further, validation process was conducted toward each of the interactive multimedia aspects. totally four experts were asked to validate each of the substance material aspect, multimedia design aspect, visual communication aspect, and multimedia quality aspect. the three experts; dr. dwi anggani. l b, m. pd, a lecturer of english graduate program of unnes, and dewi amalia, s. pd, the english teacher of ypi mi alkhoiriyyah 02 semarang were asked to validate the substance material aspect, the multimedia design aspect, and the multimedia quality aspect. the other two experts, they were dra. cahyo kismurwanti, s.kom, an ict teacher of smpn 2 semarang and drs. kukuh santosa, a lecturer of unnes, were asked to validate the visual communication aspect. the purpose of the questionnaire as a whole is measurement (oppenheim,1966:223). this method was utilized in the process of administering in the validation and piloting process in order to provide evaluation and feedback upon the interactive multimedia developed. finally, it was applied in order to reveal the users’ perception toward the multimedia. it covered validation questionnaire of the substance material, validation questionnaire of the multimedia design aspect, validation questionnaire of the visual communication aspect, the media quality aspect, and the questionnaire of the users’ opinion. furthermore, the questionnaires used in this study were closed question and opened question. for the closed question, the combination of rating scale proposed by dornyei (2010) and oppenheim (1966). in the other hand, the specific open question was used for the opened question. findings and discussion the development of the interactive multimedia cd was preceded by the effort to find out the profile of the listening teaching and learning process in the english laboratory class. such effort was intended to make an analysis whether the proposed material was significantly matched to their needs. even such analysis might be deeply conducted in the define stage; the first stage of r and d research method, it served an early information to determine whether the media developed had promising prospect to develop for the intended subject of the study. however, referring to the interview that further administered to the teacher it was revealed that most of the students got difficulty in understanding the instructions from the teacher. besides, the students only got few sources for the listening activity. they did not get the authentic source for the listening activity. they only listened to what the teacher said without getting the other additional source for the listening activity. it seemed that the teacher did not equip with an appropriate media to support the listening teaching and learning process. it simultaneously arouses the spirit to continue developing the proposed media. meanwhile, from the learner analysis there was found that the students’ awareness and attention during the teaching and learning process was only 57.65%, their inquiry and discovery was 44.70%, and their ability in communication was 32.35%. it can be concluded that the students need some listening activities which can increase their awareness and attention, their inquiry and arum wulanjani / english education journal 2 (2) (2012) 144 discovery, and also their encouragement to communicate in english. the interactive multimedia cd is basically a media composed by two or more media formats of text, image, animation, audio and video which interactively functions as the self-learning software intended for the fifth grade students. the development of the interactive multimedia cd had been conducted through three stages of: the define stage, design stage, and development stage. the define and design stages were intended to produce the initial product (prototype) of the proposed media whereas the development stage was intended to try out and improve the quality of the media developed. the define and design stages involved front-end analysis, learner analysis, task and concept analysis, specifying instructional objectives, media selection, format selection, and initial design. the development stage included the validation of the media, first revision, and try out the media. the experts of substance of the material, media design aspect, quality of media, and visual communication aspect conducted validation toward the relevant aspects. the validation result toward the aspect of substance of the material indicates that the media developed has corresponded positively toward all of the indicators under the intended aspect. it indicates that the multimedia developed is already relevant toward the instructional objectives; the topic proposed is already relevant toward the material content, truth and concept, the terms used is considered appropriate, the material thoroughness is considered good, and the ideas’ actuality and originality is adequately maintained. following the validation of this aspect, the revision had further been made. it included replacing the indicators. next, revision was adding the objectives of the learning. in general, all revisions had been conducted by referring to the experts’ comments and suggestions. hence, according to the aspect of substance of the material, the media developed has been met the required qualification. generally, the validation result toward the instructional design aspect indicates satisfying result. overall, the instructional design aspect is categorized as “somewhat well”. the revision had been carried out. it covered changing some pictures in the “vocabularies” menu with more appropriate pictures for the fifth grade students and simplifying the monologue text in the “choose it” menu. to sum up, all revisions had been conducted by referring to the experts’ comments and suggestions. hence, according to the instructional design aspect, the media developed has been met the required qualification after doing the revision. the validation result toward the aspect of media quality indicates that the media developed has corresponded positively toward all of the indicators under the intended aspect. it indicates that the proposed multimedia is already relevant toward the media quality; the media developed had already fulfilled the qualification of the easy understanding of the program objective, the simplicity of the multimedia operation, the clear and directed learning instruction, the sufficient thoroughness of the material, the easy understanding of the material presentation, the helpful and complete navigation, the clear and readable text, the interesting color choice, the narration facilitates understanding, the audio facilitates learning concentration, the easy understanding of the language used, the sufficient interactivity of the multimedia, the exercise facilitates understanding, the sufficient quality and quantity of the exercise. generally, the validation result toward the media quality aspect indicates satisfying result. overall, the instructional design aspect is categorized as “somewhat well”. the revision had been carried out. it covered completing the instructions for every menu in the media developed. in line with the validation result of the questionnaires above, the validation result of the questionnaire of the visual communication aspect also shows a positive respond. it indicates that the proposed multimedia had already fulfilled the qualification of the communicativeness, creativity, simplicity, unity, illustrating the object in the form of representative image, the appropriate choice of color, typography (font and letter orders), lay out and familiar and consistent navigation (icon). generally, the validation result toward the visual communication aspect indicates satisfying result. overall, the instructional design aspect is categorized as “somewhat well”. the revision had been carried out. it covered completing the instructions and guideline, changing the color of the letters, adding some related pictures in the “dialogues” menu, and also changing the instruction using english only. in order to find out the influence of the use of the interactive multimedia cd in the listening teaching and learning process, a questionnaire was distributed to the students. it aimed to know the students’ opinion during the use of the cd. the questionnaire covered five aspects, which were students’ interest, students’ motivation, the advantage of the use of the interactive multime145 arum wulanjani / english education journal 2 (2) (2012) dia cd, the relevancy between the material in the interactive multimedia cd and the material given by the teacher, and the sustainability. the result indicates a positive respond form the students. it shows the high interest of the students in learning by using the cd, high motivation of the students in learning english by using the cd, and the cd could help the students in understanding the learning materials. it seems that the use of the cd influenced the students’ motivation in the listening teaching and learning process. besides, the use of the cd also influenced the students’ awareness, attention, inquiry and discovery, and communication ability in the listening teaching and learning process. it is proved by the observation result. the observation conducted twice, it was conducted before the use of the cd and during the use of the cd. the result shows that there are an improvement from the students in their awareness, attention, inquiry and discovery, and communication ability in the listening teaching and learning process. it shows that their awareness and attention increased from 57.65% to 70.58%, their inquiry and discovery increased from 44.70% to 57.64%, and their communication ability increased from 32.35% to 39.41%. conclusion referring to the development and implementation of the interactive multimedia cd, four points are taken as the conclusion. first, in the need analysis of the define stage, the result of interview between the teacher and the writer shows that the teacher has difficulty in conducting the listening teaching and learning process because the teacher is only equipped with a book with limited source for listening such as multimedia source. the existence of the english laboratory class; which is equipped with multimedia devices, should also be equipped with multimedia listening source so it can support the listening teaching and listening process. besides, the result of interview shows that the students have difficulty in understanding the materials given by the teacher. it is caused by their lack in understanding the instructions giving by the teacher. this condition makes the students difficult in giving respond to the instructions. second, from the front-end analysis, it shows that the students have difficulty in responding the instructions from the teacher. it seems that they did not get what the teacher said. they are lack in responding any short texts of spoken language such as instruction or command. it can be concluded that the listening skill that is needed by the students is responsive listening. so, in conducting the listening teaching and learning process or in developing a multimedia of listening, the skill should be a consideration as the students’ need to fulfill. third, an interactive multimedia cd has been developed, in which already relevant to the material substance, media design, visual communication design, and media quality. the three stages have been conducted, they are the define stage, design stage, and development stage. it begins with define stage in which the writer does the need analysis, learner analysis, task and concept analysis, and specifying instructional objectives. conducting an interview and an observation are two activities in collecting the data related to the need of the students and teacher in the listening teaching and learning process. the next stage is the design stage. in this stage, the process of making the prototype of the multimedia is begun. the media selection, media selection, format selection, and initial design are the three phases in conducting the design stage. in this stage, the multimedia material is developed by combining various types of media format. it provides the material by combining audio, pictures, animation, video, and text. in develop stage, the product then is evaluated by some experts until it has reached the final revision. the experts of the aspect of substance of the material, media design aspect, visual communication aspect, and media quality aspect have been asked to conduct validation toward the relevant aspects. fourth, the use of the interactive multimedia cd of listening gives some positive influences for the students in the listening teaching and learning process. it is proved by the result of the questionnaire given to the students. it shows that the use of the cd can increase their interest and motivation in learning english. besides, the use of the cd also influences the students’ awareness, attention, inquiry and discovery, and communication ability in the listening teaching and learning process. references akcay, husamettin, ash durmaz, cengiz tuysuz, & burak feyzioglu. 2006. effects of computer based learning on students’ attitudes and achievements toward analytical chemistry. retrieved from http://www.tojet.net. [accessed on 09/06/12]. anderson, orin w, & david r, krathwohl. 2001. a taxonomy for learning, teaching, and assessing: a revision of bloom’s taxonomy of educational obarum wulanjani / english education journal 2 (2) (2012) 146 jectives. new york: longman. andrade, estela lizbeth munoz. carlos argelio arevalo mercado & juan manuel gomez reynoso. 2008. learning data structures using multimediainteractive system. retrieved from http://www. iima.org. [accessed on 09/06/12]. arikunto, s. 2006. prosedur penelitian: suatu pendekatan praktik (edisi revisi vi). jakarta: pt. rineka cipta. borg, w. r & gall, m. d, gall. j. p. 2003. educational research: an introduction (7th edition). new york: longman, inc. brown, h. d. 2004. language assessment: principles and classroom practices. new york: longman. brown, h. douglas. 2001. teaching by principles: an interactive approach to language pedagogy. new york: longman. butler-pascoe, marry ellen & wiburg, karin m. 2003. technology and teaching english language learners. boston: pearson education, inc. cohen, l, l. manion & k. morrison. 2007. research methods in education. new york: routledge. creswell, john. w. 2007. qualitative inquiry and research design: choosing amomg five approaches. california: sage publication. depdiknas. 2006. kurikulum tingkat satuan pendidikan (ktsp). jakarta:depdiknas. dewi, riyana. 2011. developing interactive multimedia of the contextual vocabulary for the third grade students of elementary school. unpublished s2 thesis of semarang state university. dornyei, zoltan & taguchi, tatsuya. 2010. questionnaires in second language research: construction, administration, and processing. routledge:new york. emmus. 1999. multimedia and usability principles. retrieved from http://www.uce.ie/hfrg/emmus/guidelines/d11what.html. [accessed on 09/06/12]. engelbrecht, kathie. 2003. the impact of color on learning. retrieved from http://www.coe.uga.edu/ sdpl/w305.pdf. [accessed on 09/06/12]. feez, s. 2002. text-based syllabus design. sydney: macquire university. graf, winfried. 1996. towards a reference model for intelligent multimedia layout. retrieved from http:// citeseerx.ist.psu.edu.[accessed on 9/06/12]. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f161fdd206d • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 46 eej 4 (1) (2014) english education journal http://journal.unnes.ac.id/sju/index.php/eej improving students’ indirect speech practice in writing through pictures of local story narrative text miftah nindya rahmawati  prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia info artikel ________________ sejarah artikel: diterima oktober 2014 disetujui oktober 2014 dipublikasikan juni 2014 ________________ keywords: indirect speech, practice, pictures of local story narrative text ____________________ abstract ___________________________________________________________________ having realized the importance of english as one of the international languages, the students should master english writing skill as a means to deliver and share information, feeling, and thought in the globalization era. to produce a good writing, many language aspects should be paid attention well. grammar is one of them. in the process of writing, students often fail to apply their knowledge of grammar. the condition is understood since in changing direct speech into indirect speech involves many types of grammar text and the changing of elements such as pronouns, verbs, and adverbs from the quoted speech sentences. this study aims to improve students’ indirect speech practice in writing through pictures of local story narrative text. an action research was carried out at twelfth graders of science program in sma negeri 1 pabelan semarang regency. the procedures included planning, implementing, observing, and reflecting. the result showed that the great improvement occurred. students were enthusiastic to involve in the teaching learning process. the great students’ improvements were obtained when the students were successful in changing direct speech into indirect speech. therefore, the use of pictures of local story narrative text is able to improve the students’ indirect speech practice. © 2014 universitas negeri semarang  alamat korespondensi: kampus unnes bendan ngisor, semarang, 50233 e-mail: pps@unnes.ac.id issn 2087-0108 miftah nindya rahmawati / english education journal 4 (1) (2014) 47 introduction writing is actually a challenging activity but in fact, to produce a readable text is something uneasy. when writing, a student should frequently have more time to think than she or he does in oral activity. writing activity demands a student to bind her or his idea in accurate language use. it means that a message she or he wants to convey should be put in good order, correct structure, and appropriate word choice. while according to kern (2000:172), writing is essential to academic language learning for a number of reasons. first, through writing, students develop their ability to think explicitly about how to organize and express their thoughts, feelings, and ideas in ways compatible with envisioned reader’s expectation. second, writing allows students to create and reshape meaning through explicit manipulation of forms. third, writing provides time for students to process meaning. teacher should find ways or strategies to make students produce fluent, accurate, and appropriate written english text. there are some aspects which need to be considered if the goal of the english teacher is to enable students to produce fluent, accurate and appropriate written english. according to broughton (1980:116) they are mechanical problems with the script of english, problems of accuracy of english grammar and lexis, problems of relating the style of writing to the demands of a particular situation, and problems of developing ease and comfort in expressing what needs to be said. from this statement, it can be known clearly that grammar is one of important factors that involves in writing. moreover, murcia says that grammar in writing will help writers develop their knowledge of linguistic resources and grammatical systems to convey ideas meaningfully and appropriately to intended readers (2001:233). it means that grammar in writing will give more or less contribution to develop students’ ability to communicate using meaningful and appropriate sentence in written context. the other experts, richards and renandya say that knowledge of grammatical system of the language was one of the many components which underlay the notion of communicative competence (2002:145). this statement convinces everybody that grammatical system actually is really needed in teaching and learning language. also, ur in thornbury (1999:14) states that there is no doubt that knowledge – implicit or explicit – of grammatical rules is essential for the mastery of language. while thornbury himself states that many learners come to language classes in the expectation that at least some of the time they will be studying the grammar of the language (1999:20). according to cameron (2001:241) “it is different because the first language is already a huge system that a child has in place; because, in comparison, the child will encounter such a small amount of the foreign language; and because it is “foreign” – often the language ‘belongs’ to people in a distant and strange culture.” for indonesian who learns english as a foreign language, writing and grammar tend to be difficult because different languages means different writing styles of organization and different grammatical rules. the condition was also experienced by students at the twelfth grader of science program of sma negeri 1 pabelan semarang regency. many students often complain and get confused when the teacher asks them to write sentences or complete paragraph using correct grammatical rules. firstly, some students may find themselves in a situation where they do not want to write. they may get bored if technique of teaching, especially writing skill, is taught only using traditional way. secondly, the students have lack of self confidence to express their idea, feeling, or thoughts in written form. they think writing is complicated skill and need a long time in process. they should organize the idea in such a way and miftah nindya rahmawati / english education journal 4 (1) (2014) 48 the language which is used tends to be standardized. thirdly, most of the students often say that lack of grammatical knowledge is source of their failures in constructing or completing sentences in a text. indonesian and english grammar are much different in the rules. based on the problems above, it is an urgent need to implement teaching technique that can solve the problems. to solve the problems, the writer conducted an action research. in this study, the writer implemented the interesting technique of teaching grammar in writing using media picture. the appropriate pictures that were chosen were pictures of local story narrative text. pictures of local story narrative text could be interesting and innovative media for teacher in teaching grammar in writing. by using pictures, megawati&anugerahwati (2012) state that the students are able to practice grammatical rules by changing direct speech in the speech balloon into indirect speech. this kind of assessment can be used to measure grammatical measurement (brown, 2003:226). pictures of local story narrative text are series of picture that told students about indonesian cultural heritage stories. the writer implemented these pictures of local story narrative text that were completed with dialogs in controlled writing. controlled writing was to present some paragraphs to students in which they had to alter dialogues that follow pictures of local story narrative text into required structures or grammar throughout. in this research, the writer used narrative text and indirect speech as grammar which were controlled. narrative was chosen because it was one of text kinds which was taught in the twelfth grader. and then, indirect speech was chosen because its existence could not be separated from narrative text. they are closely interconnected.. converting direct speech into indirect speech is considered something complicated for students. it is like what cray in liu & master (2003:19) states that, “though the rule seems linear and transparent, it is difficult because of its many steps. it also involves such things as backshift, which requires l2 students to know the tense that is “one back” from the tense in the quoted speech sentence and to know how to shift within the pronoun paradigm and the adverb system.” indirect speech includes many types of grammar text and the changing of elements such as pronouns, verbs, and adverbs from the quoted speech sentences. so, it needs a lot of time and practices to be skillful. then, teacher plays an important role to support students in grasping enough of grammatical knowledge to construct indirect speech in english. then, one of the effective ways to foster it is by teaching them through practice. ur (2009:19) defines practice as the rehearsal of certain behaviors with the objective of consolidating learning and improving performance. in this case, the students should be provided with opportunities to practice the structures they are learning. teachers get students to demonstrate the target behavior and then monitor their performance. harmer argues that whatever the reason, teacher needs to help such students build the writing habit so that they recognize writing as being a normal part of classroom practice and they come to writing tasks with as much enthusiasm as they do other activities (2007:329 method having conducted preliminary research to identify the problems, the researcher carried out a classroom action research at twelfth grade students of science program in sma negeri 1 pabelan semarang regency which had 26 students. the aim of action research was to solve the problems faced by the students in the teaching and learning process in the classroom and to make improvement of the practice which lead to the positive change. miftah nindya rahmawati / english education journal 4 (1) (2014) 49 this action research consisted of three cycles which covered six cycles. the series of cycling activities were planning, acting, observing and reflecting. in planning the action, the researcher prepared lesson plans, instruments, and pictures of local story narrative text. in acting, the researcher implemented the teaching strategy of using pictures of local story narrative text in class xii-science program of sma negeri 1 pabelan from february to march 2013. in observing, the researcher was assisted by a collaborator to observe the results of the implementation of pictures of local story narrative text strategy. reflection involved an analysis of the results of the action implementation during the cycles. the data obtained in the observing stage were compared to the indicators of the criteria of success which concerned on two aspects: the teaching and learning writing process and the product of the students’ practice project. the criteria of success in the process if firstly, 85%-100% students of twelfth graders of science program of sma negeri 1 pabelan responded positively during the implementation of pictures of local story narrative text strategy to practice indirect speech. secondly, 85%-100 students of twelfth graders of science program of sma negeri 1 pabelan were motivated during the action. the criteria of success in the product if the students’ score and the average score of all students was equal or above the minimum passing criterion, which is 75. (75 are the standard minimum score used in sma negeri 1 pabelan, semarang regency). the researcher collected two kinds of data, namely numerical data and verbal data. the numerical data were obtained from the results of the students’ project. meanwhile the verbal data was represented by information showing the students’ attitude and behavior during the implementation of the strategy. therefore, the instruments of this study were observation checklist, students’ journal, questionnaire, field note, and the results of students’ project. an observation checklist was used to monitor the students’ participation and performance during the teaching and learning process through pictures of local story narrative text. students’ journal was an alternative form of gaining written data to get students’ feedbacks and responses. questionnaire was given to students to get information about their feelings, thoughts, or action in learning and practicing indirect speech using pictures of local story narrative text. the researcher used field note to record all information, events, activities, and students’ behavior that happened during the teaching and learning process. students’ practice projects were given to get the information of data about students’ ability in producing indirect speech. by seeing students’ practice project results, the lacks of grammatical rules that the students still had in changing direct speech into indirect speech were found and then improved. findings and discussion the data gained in the preliminary research showed that the student’ s involvement in the teaching learning process and the result of student’s work in changing direct speech into indirect speech in writing narrative text were very poor. the researcher assumed that the students failed to understand and produce the correct indirect speech because they had lack of knowledge and also opportunities to practice. to be competence and skillful, the students had to be given review about the grammatical knowledge of indirect speech and more opportunities to practice in changing direct speech into indirect speech. the teacher also had to use interesting way or media to draw students’ interest and improve students’ involvement in teaching learning process. due the condition, in meeting 1 of each cycle, the teacher taught the grammatical rules of changing direct speech into indirect speech and gave a lot of examples in miftah nindya rahmawati / english education journal 4 (1) (2014) 50 applying the rules. in meeting 2 of each cycle, the teacher gave student a project to know about student’s ability in mastering the rules using pictures of local story narrative text. the researcher provided some pictures of local story narrative text which were modified using speech balloons. the direct speech was written in speech balloon. the students were given instruction to change the direct speech in the speech balloons into indirect speech. then the indirect speech that they produced must be filled into the incomplete sentence of the story passage which followed the pictures. cycle 1 in the first meeting the result of observation showed that the teaching learning process ran fluently. the action plan worked well. however, based on the result of observation checklist, the students’ involvements had not resulted in expected outcome. generally, the students were not cooperative in the teaching learning process. many students did not give good responses when the teacher gave motivation and told the learning objective to the class. from the analysis of the result of observation checklist in the cycle 1 in the first meeting the researcher and the collaborator got, the fact showed that the students’ activities during the teaching and learning process were not in the criterion of success. most of students were not active yet in every learning activity. after a little review was given, the researcher and the collaborator distributed the pictures of local story narrative text which had been completed with indirect speech in the speech balloon. some instructions were given before the students practiced to produce indirect speech. the result of the students’ practice project showed an improvement compared with the pre-cycle. the average score of the result of students’ practice in pre-cycle was 41.7. while the average score of the result of students’ practice in cycle 1 is 51.4. nevertheless, the researcher was not satisfied because the result was not in the criterion of success. it was because the average score of all students was still under the minimum passing criterion, 75 and only three students were above the minimum passing criterion, 75. this meant that the teaching learning process by using of pictures of local story narrative text to improve students’ indirect speech practice in writing narrative text had not made a significant improvement yet. the further analysis revealed that most of students had still lack of knowledge of grammar in changing direct speech into indirect speech. they had mistakes in pronoun and spatial deixis. however, the mistakes of temporal deixis dominated. the researcher found most students still had a lot of difficulties when they should apply a set of backshifts from present tense to past tense and from past tense into past perfect tense. most students also still failed to change direct speech into indirect speech in statement, question and command. the researcher and the collaborator also found that students had problems with pronoun, adverb of time, adjective, auxiliary, and regular-irregular verb. cycle 2 when the observation checklist was conducted in the first meeting in cycle 2, the collaborator observed the students had seemed to involve and participate seriously and actively in the teaching learning process. most of students had paid attention well when the teacher presented the materials. they had showed big interest in the subject taught. in the middle of explanation, many students even were eager to make interruptions to get better understanding. they also wanted and asked the teacher to give more examples in order to reduce their confusion. briefly, the students gave positive responses to the teaching learning activities. from the analysis of the result of observation checklist in the cycle 2 in the second meeting, the researcher and the miftah nindya rahmawati / english education journal 4 (1) (2014) 51 collaborator got the fact that the students’ activities during the teaching and learning process had improved. the students had tried to do their practice projects seriously. most of them had self confidence to finish their practice projects by themselves. from the result of students’ scores, there was a significant improvement for the average score. it was higher than the average score in cycle 1. the average score in cycle 1 was 51.4 while the average score in cycle 2 was 69.3. nevertheless, the researcher and the collaborator were satisfied enough yet with the score results. it was because the average score and the students’ scores did not meet the criterion of success, 75. the further analysis revealed that most of students had still lack of knowledge of grammar in changing direct speech into indirect speech. they had a lot of mistakes in pronoun deixis, the use of yes-no and whquestion, adjective, and to infinitive. in cycle 2, most of students gave positive comments about the practice project. they stated that the practice project was a nice study, easy, interesting, and a good job. they liked it. some of them said that the practice project made them happy, gave them good experiences, and made their english better. it meant, during cycle 2, the students could enjoy the learning process than during cycle 1. based on the analysis, it was found that the implementation of the strategy had improved significantly. however, the researcher and the collaborator still were not satisfied with the results because the knowledge of indirect speech grammatical rules that the student had was still low. not met all the criterion of success yet. considering those the findings in cycle 2, the researcher and the collaborator decided to continue to the next cycle. cycle 3 when the observation checklist was conducted in the first meeting in cycle 3, the result showed that most students had positive and active participation in all learning activities. all learning activities had met the criterion of success. the percentage of the students’ involvement achieved not less than 85%. in the second meeting, it could be seen that the students’ activities during the teaching and learning process using pictures of local story narrative text had also resulted in expected outcome. in doing the practice projects, the students’ behavioral changes were in the category very good. not less than 85% of all students had showed very good behavior. this finding showed that the students’ behavior change had met the criterion of success. conclusion in conclusion, the twelfth graders of science program of sma negeri 1 pabelan, semarang regency in the academic year of 2012/2013 had some problems when they produced indirect speech in writing narrative text. most of students got some difficulties in pronoun deixis, spatial deixis, and mainly in temporal deixis. pronoun deixis was a number of adjustments in the reference of first and second person pronouns. many students still also had difficulties in using personal pronouns (subject and object), possessive adjectives (my, your, his, her, its, our, and their), possessive pronouns (mine, yours, his/hers, ours, yours, theirs), and reflective pronouns (myself, yourself, himself, herself, itself, ourselves, themselves). spatial deixis was the shift of pointer words like this, now, here and tomorrow that should be changed into that, there, the next day, and so on. while temporal deixis was the movement from direct quotation to indirect quotation that involves a surprisingly elaborate set of backshifts from present tense to past tense and past tense to past perfect tense. the implementation of pictures of local story narrative text to improve the students’ indirect speech practice in writing narrative text miftah nindya rahmawati / english education journal 4 (1) (2014) 52 was generally divided into two main learning phases. firstly, the students were given knowledge about indirect speech. the students were involved and encouraged in number of learning activities to listen attentively when the teacher gave explanation about indirect speech, to make interruption when they needed to get clearest explanation, to ask questions when they were not clear enough, and to request some more examples to get better understanding. secondly, the students were given pictures of local story narrative text which were completed by direct speech in the speech balloon. in this phase, the students were practiced to convert the indirect speech in the speech balloon into indirect speech. the results of the implementation of pictures of local story narrative text to practice indirect speech in this study showed that the students’ ability improved during the cycle per cycle was conducted. in the process, the students’ behavior also had a tendency in getting better and better from the first action up to the last action. the students had positive responses and they were motivated during the action. it could be seen from the results of the observation checklist, field note, questionnaire, and students’ journal. based on the information of observation checklist, it was found that the students were active and motivated during the teaching learning process. observation checklists indicated that most of the students got involved well in each activity. in relation to the students’ attitude which was shown from their response in questionnaire, the researcher found that most students gave positive response to the effect that they felt after experiencing teaching and learning process using pictures of local story narrative text to improve their indirect speech practice. while from the students’ journal, the researcher concluded that students’ interest and motivation also improved. most of them gave positive comment to the implementation of pictures of local story narrative text strategy. from the field notes, the researcher got identification of the strengths, weaknesses and suggestions concerning about the setting of the class, the interaction between the teacher and students, and other things that happened in the class during the teaching learning process. in the product, the results of students’ projects showed that the achievement of the students was getting improved from cycle to cycle. the improvement of the students’ scores had met the criteria of success. therefore, the researcher could conclude that pictures of local story narrative text could be used as media to teach grammar in writing skill. references broughton, geoffrey. et al. 2003. teaching english 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(tesol). megawati, fika, and anugerahwati, mirjam. (2012). comic strips: a study on the teaching of writing narrative texts to indonesian efl students. teflin journal, volume 23, number 2, july 2012. murcia, marianne celce. 2001. teaching english as a second or foreign language. new york: heinle & heinle. richards, j.c & renandya, w. a. 2000. methodology in language teaching – an anthology of current practice. new south west: cambridge university press thornbury, scott. 1999. how to teach grammar. london: pearson education limited. ur, penny. 2009. a course in language teaching: practice and theory. cambridge: cambridge university press. 410 eej 12 (3) (2022) 310-418 english education journal http://journal.unnes.ac.id/sju/index.php/eej politeness strategies of the main characters of pride and prejudice movie lulu atul musyafaah, issy yuliasri, hendi pratama universitas negeri semarang, indonesia aticle info ______________ article history: accepted 09 may 2022 approved 04 july 2022 published 15 september 2022 ______________ keywords: politeness straegies, main characters of pride and prejudice movie ______________ abstract ___________________________________________ in conversations, people tend to speak politely to keep their interlocutors’ feelings so the conversation can be maintained in harmony. they follow several rules and principles that already exist in society. they apply politeness strategies so that the communication can run effectively. this study aims to discover the politeness strategies performed by the main characters of pride and prejudice movie and explain the pattern of different types of strategies used in the movie. the data were taken from the movie’s transcript as the primary source. a descriptive qualitative method was used to analyze politeness strategies proposed by brown and levinson. based on the analysis, the politeness strategies were used by the main characters of pride and prejudice movie. the types of politeness strategies employed are bald-on record, positive politeness, negative politeness, and off-record strategy. the most frequent strategy was positive politeness which occurred 98 times from 149 data. the patterns of politeness strategies applied are in declarative, interrogative, imperative, and exclamatory sentences. all types of sentences contain bald-on record, positive politeness, negative politeness, and off-record strategies. by using politeness strategies, people appreciate their interlocutors so that the conversation will be well-maintained. besides, this study contributes to english language teaching in comprehending cross-cultural understanding (ccu) through the movie, especially in western culture.  correspondent address: kampus pascasarjana unnes, jl. kelud utara iii semarang 50237, indonesia e-mail: luluatulmusya206@gmail.com p-issn 2087-0108 e-issn 2502-4566 lulu atul musyafaah, et al. / english education journal 12 (3) (2022) 410-418 411 introduction in daily conversations, people tend to speak politely so that the conversation can be maintained in harmony and cohesion can be achieved (lakoff, 1990). it means that the speakers give attention to the content and how to transfer it. by applying politeness strategies, people prefer to use bald on record strategy if they face the minimal risk of conflict during the conversation, they tend to use negative politeness strategy for middle risk, and they choose off-record strategy for high risk of conflict can make the communication runs smoothly. pratama (2019, p. 5) argues that “communication is prone to conflicts and politeness is a failsafe.” in communication, they try to create good vibes in communicating with the interlocutors by applying the politeness strategy, so that the communication can run effectively. effective communication can be achieved by transferring the message successfully and creating comfortable communication. politeness strategy is a suitable strategy that needs to be applied to achieve it. brown and levinson (1978) state that politeness is rational behavior with the purpose of soft facethreatening acts. having polite communication could not be separated by the culture in which the language is spoken. it means politeness is getting along with the culture of the society. it is crucial to understand both politeness and culture. pride and prejudice movie is chosen as the object of this study because the main characters’ lives are affected by these legal and cultural norms. this paper aims to discover the politeness strategies performed by the main characters of pride and prejudice movie and to know the pattern of different strategies used in pride and prejudice movie. studies have been conducted such as politeness strategies in confrontations of prejudice (lewis & yoshimura, 2017), some but not all dispreferred turn markers help to interpret scalar terms in polite contexs (bonnefon et al., 2015), verbal expression of politeness (percival & pulford, 2019), politeness strategies deployed by filipinos in asynchronous computermediated discourse (correo, 2014), used by the character of the great debaters movie (rosari, 2016) politeness in dissertations (koohzad et al., 2019), politeness in speech (eshreteh & draweesh, 2018). these studies confirm that the more indirect a speech is, the more the speech will be polite. in addition, applying politeness in communication can also be done by using a long pause or mitigating devices, such as please and well. politeness strategies applied in english language teaching such as politeness constructions in written business communication (nyangiwe & tappe, 2021), politeness strategies during disagreement (fuentes & mcdonough, 2016), a politeness theory of cell-phone usage (miller-ott & kelly, 2017), implications for directive compliance behavior (miller et al., 2012), effect of a hearers’ politeness on multimodal behavior in speech (suzuki et al., 2018), politenees in english debate (nurrrahman, 2020), and politeness in business english course (kuzhevskaya, 2019) were also used to support the study. these studies confirm that politeness can help students communicate more effectively. politeness improves students’ attitudes, and still, the mitigating devices are tools that enable the speakers to speak politely. some studies have been conducted on the politeness in the workplace (friess, 2013; yin et al., 2012; putri, 2017). in those studies, the main factors that affect speakers in choosing politeness strategies are social distance, the speaker’s relative power, and the rank of the imposition in a specific culture. one of the findings declares that doctors use politeness in the medical sector to make their patients feel satisfied with their service. studies focus on the interaction in society (yazdanfar & bonyadi, 2016; kelly et al., 2019; ruansyah, 2018; sukarno, 2015; das & zubaidi, 2021). the findings are politeness strategies applied by both western and non-western culture societies. such american english speakers use please, and mitigation devices in their daily conversation with friends and relatives than persian speakers. while in indonesia, they frequently use off-record strategies to avoid engaging in a face-threatening act. the present study aims to describe the types of politeness strategies and the pattern of different types of strategies used in pride and prejudice movie. the researchers were interested in evaluating the use of politeness in this movie to understand the use of politeness in western culture. every place has its own culture. even though some people try to speak politely, they do not understand the culture of their interlocutors. in some cases, it will be considered impolite. i.e., when we meet a stranger, we directly speak up using bald on record strategy. in this case, it considers an impolite one because based on the use of the bald on record strategy, we may apply this strategy lulu atul musyafaah, et al. / english education journal 12 (3) (2022) 410-418 412 to someone who has a close relationship with us, and knows each other very well, such as our close friends and family. in addition, mujiyanto (2017, p. 289) argues that the “politeness act restricted by the sociocultural setting where it is used.” levine and adelman (1982) clarify that all cultures do not have the same rules governing this area of communication. maintaining the society’s culture should be the priority when the speakers want to apply politeness in their communication. politeness strategies became the study’s focus leading to efl’s contribution to comprehending cross-cultural understanding (ccu) through this movie, especially in western culture. this study can be one of the sources for students to understand politeness in western culture applied by the main characters of pride and prejudice movie. therefore, the study aimed to investigate: (1) the use of bald on record strategy; (2) the use of positive politeness strategy; (3) the use of negative politeness strategy; (4) the use of off-record strategy; and (5) the pattern from different types of strategies used in pride and prejudice movie. methods this study was carried out with some assumptions. the first is that many politeness strategies are performed by the main characters of pride and prejudice movie. the second assumption is that there are some patterns from different types of politeness strategies. the study employs qualitative research. the data were taken from the utterances of the main characters in pride and prejudice movie. the data are in the form of words, phrases, and sentences. the data are described based on the politeness strategies used by the main characters. the politeness strategies are proposed by brown and levinson. by analyzing the characters’ utterances, the writers try to know the types of politeness strategies used in pride and prejudice movie. the unit of analysis is the politeness utterances used in pride and prejudice movie conversation. the conversation is observed to find out the politeness strategies. then, the reason for employing politeness strategies are explained. in addition, the pattern from different types of those politeness strategies is presented. collecting the data is the significant step in this study. the technique of gathering the data applied in this study uses several steps. the first step of collecting the data was watching the video taken from youtube to understand the content. while watching the video, the movie’s transcription was checked. after collecting the data, the data were analyzed. it is elaborated below the steps of analyzing data. identifying the data. after watching the video and making the transcript, some notes were made as the data. they contain many kinds of politeness strategies. the notes existed bold in the form of sentences or noun phrases in the conversation. (1) classifying after getting the data from the transcript, the data were classified based on the politeness strategies used by the main characters. (2) interpreting the data contained politeness strategies were interpreted, and the patterns from different types of politeness strategies were revealed. conclusion and suggestion the ultimate step in this study was drawing conclusions and suggestions. it is made from the result of the study. this study uses investigator triangulation. the investigator triangulation was done by the researchers and asked for the expert about the data interpretation. results and discussions the findings were presented along with examples of evidence found in the analysis. the previous study focusing on politeness strategies (rosari, 2016) proved that the characters of great debaters movie prefer to apply politeness strategies to keep their interlocutors’ feelings. this present study is in line with the previous studies on the result that the politeness strategy can maintain communication in harmony. besides, this present study also analyzes the pattern from different types of strategies used in the movie. another previous study confirmed that brown and levinson’s politeness theory applies to non-western culture, especially in japan (kiyama et al., 2012). other previous studies (mujiyanto, 2017; hindawi, et.al, 2016) confirmed that politeness is restricted by the society’s culture. this present study focused on the western movie lulu atul musyafaah, et al. / english education journal 12 (3) (2022) 410-418 413 in line with brown and levinson’s politeness theory as a universal theory to avoid bias. this study contains the description of politeness strategies of the main characters of pride and prejudice movie. the result of the data analysis is shown, and the frequency of occurrences of those strategies is described. super strategy: bald on record bald on record strategy is most often utilized by speakers who have a close relationship with their interlocutors, such as between close friends and families. moreover, there are two other possible reasons for doing this strategy. first, the speaker does not minimize the face threat. second, the speaker wants to speak directly and reduce the impact of the face-threatening act by imposition. bald on record means conveying utterances directly to get maximum efficiency in communication. in table 1, bald on record strategy and its realization are employed by the main characters of pride and prejudice movie. table 1. bald on record strategy and its realization in pride and prejudice movie politeness strategy the realization frequency bald on record great urgency or desperation 5 speaking as if great efficiency is necessary in attention getters 4 task oriented 5 sympathetic advice or warning 8 granting permission for something 2 invitations 1 welcoming 1 greeting and farewell 4 subtotal 30 table 1 gives information related to the frequency of bald on record strategy realized by the main characters of pride and prejudice movie. the table shows that there are 30 data of bald on record strategy. the dialogue in extract 1 is an example of bald onrecord strategy employed by elizabeth as one of the main characters in pride and prejudice movie. extract 1 this dialogue happened when mr. bingley left jane. jane already loved mr. bingley when they met at a ball. unfortunately, mr. bingley suddenly went to london. jane had a prejudice that mr. bingley did not love her. jane was sad because of it. knowing jane’s condition, elizabeth motivated jane and asked jane to go to london to meet mr. bingley. elizabeth used a task-oriented strategy by asking jane to go to their uncle’s house in london. in london, jane would meet with mr. bingley. jane : it's far more likely that he doesn't love me and never has. elizabeth : he loves you, jane. do not give up. go to our aunt and uncle's in london, let it be known you are there, and i am sure he will come to you. elizabeth revealed bald on record strategy that was the use of task-oriented utterances. this strategy was used to give a task to a hearer to get the desired result. elizabeth asked jane to go to london to let jane meet mr. bingley and fight for her love. extract 2 mr. and mrs. gardiner, together with elizabeth, came to mr. darcy’s house. they would have dinner together with mr. darcy in mr. darcy’s place. they came in the afternoon before dining time. because the weather was sunny, mr. darcy invited mr. gardiner to fish. mr. darcy asked mr. gardiner whether mr. gardiner liked to fish or not. after knowing mr. gardiner’s answer that he wanted fishing, mr. darcy invited mr. gardiner to fish together at the lake. darcy : can i persuade you to accompany me to the lake this afternoon? it's very well stocked and its occupants left in peace for far too long. mr. gardiner: i would be delighted. inviting someone to do something was one of the sub-strategies of the bald on record strategy. mr. darcy applied bald on record strategy that was invitations. mr. darcy invited mr. gardiner to fish together in the lake. super strategy: positive politeness positive politeness is applied to balance the hearer’s positive face. the speaker wants to satisfy the hearer by showing that both have the same wish. generally, it is found when the speakers try to minimize distance with the hearer because they know lulu atul musyafaah, et al. / english education journal 12 (3) (2022) 410-418 414 that the hearer deserves to be respected. positive politeness is the most frequent strategy used by the main characters. the main characters prefer to apply this strategy to show their solidarity; in table 2, positive politeness strategy and its realization are employed by the main characters of pride and prejudice movie. table 2. positive politeness strategy and its realization in pride and prejudice movie politeness strategy the realization frequency positive politeness noticing attending to h 9 exaggerating 5 intensifying interest 3 using in-group identity markers 13 seek agreement 6 presupposing 4 avoiding disagreement 4 joke 4 offer, promise 3 being optimistic 9 including both s and h 11 give or ask for reasons 8 give gifts to hearer 19 subtotal 98 table 2 gives information related to the frequency of positive politeness strategy realized by the main characters of pride and prejudice movie. the table shows that there are 98 data on this strategy. the utterances in extract 3 show the example of this strategy. extract 3 this dialogue happens when elizabeth and her family come to the ball. when they entered the room, mr. bingley, the one who conducted the ball, directly greeted them. mr. bingley welcomed elizabeth and her family to the ball. unfortunately, elizabeth ignored mr. bingley’s greeting because she was looking for mr. wickham at the ball. mr. bingley realized that elizabeth was looking for someone from her gesture. mr. bingley asked elizabeth related to someone that she was looking for. bingley : miss elizabeth, are you looking for someone? elizabeth : no. no, not at all. i was just admiring the general splendour. elizabeth did not answer mr. bingley’s question honestly. she tried maintaining the hearer’s positive face by doing white lies to avoid disagreement. here, elizabeth applied white lies as one of the sub-strategies of positive politeness. extract 4 this dialogue happened when mr. darcy gave his opinion about mr. bingley’s couple dancing. mr. darcy and mr. bingley came to the ball. mr. darcy did not join the dance vice versa mr. bingley did it. when they had already danced, mr. bingley came to mr. darcy and conversed with him. mr. darcy was impressed with the appearance of the girl who had already danced with mr. bingley. mr. darcy told his opinion about the girl who danced with mr. bingley. he exaggerated his interest by saying the girl was the only beautiful girl at that ball. darcy : you were dancing with the only handsome girl in the room. bingley : she is the most beautiful creature i have ever beheld. mr. darcy applied exaggerating strategy as one of the sub-strategies of positive politeness to satisfy the hearer’s positive face. mr. darcy gave a compliment to mr. bingley’s dancing couple. mr. bingley also agreed with mr. darcy’s opinion that his couple was beautiful. super strategy: negative politeness negative politeness is applied to minimize the imposition on the hearer. typically, the speakers will use this strategy when distant from the hearer. the utterances produced are not directly connected to the forms and function, so the hearer’s comfort can be maintained. the speaker supports the hearer’s negative self-image by starting the conversation by apologizing before conveying their need and want; in table 3 negative politeness strategy and its realization are employed by the main characters of pride and prejudice movie. lulu atul musyafaah, et al. / english education journal 12 (3) (2022) 410-418 415 table 3 negative politeness strategy and its realization in pride and prejudice movie politeness strategy the realization frequency negative politeness being pessimistic 1 giving deference 1 apologizing 7 sub-total 9 table 3 gives information related to the frequency of negative politeness strategy realized by the main characters of pride and prejudice movie. the table shows that there are 9 data on this strategy. the main characters rarely use this strategy. the example is found in extract 5 and extract 6. elizabeth spoke with mr. darcy by starting the conversation by apologizing. it happens in extract 5. extract 5 this conversation happened when elizabeth, together with her aunt and uncle, visited mr. darcy’s house was opened to the public. elizabeth walked around to see the statues and the design of mr. darcy’s house. elizabeth admired all things in this house. everything looked beautiful. while enjoying the design, elizabeth is shocked to see mr. darcy in front of her. elizabeth : i'm so sorry to intrude. they said that the house was open for visitors. i had no idea darcy : may i see you back to the village? elizabeth : no! after meeting with mr. darcy unintentionally, elizabeth asked for forgiveness. she explained that she knew mr. darcy’s house was open to the public. she asked forgiveness for maintaining the hearer’s negative face because elizabeth intruded on mr. darcy. extract 6 this dialogue happens when elizabeth in her way to london together with mr. and mrs. gardiner. jane, elizabeth’s sister, told elizabeth that lydia had run away from the house with a soldier. mr. gardiner was afraid of lydia’s condition. lydia was his niece. he asked elizabeth related to her father’s effort to recover lydia. elizabeth knew that her father had already gone to london to find her little sister, but elizabeth was pessimistic that her father would be able to see her little sister. mrs. gardiner : has anything been done to recover her? elizabeth : my father has gone to london. but i know very well that nothing can be done. we have not the smallest hope. in this case, elizabeth applied to be pessimistic strategy. elizabeth was suspicious about her father’s ability to recover lydia. being pessimistic about the power of someone to do something was included in the sub-strategies of negative politeness. super strategy: off record this strategy is simply described as an indirect strategy. the speaker lets the hearers have their own interpretation. it can be in the form of conversational implicature. it also has an ambiguous meaning. offrecord strategy is applied when the speaker faces a high risk of conflict; in table 4 off record strategy and its realization are employed by the main characters of pride and prejudice movie. table 4. off record strategy and its realization in pride and prejudice movie politeness strategy the realization frequency off record giving hints 1 use tautologies 1 use contradictions 2 use metaphors 2 use rhetorical question 2 be incomplete use ellipsis 4 sub-total 12 table 4 gives information related to the frequency of off record strategy realized by the main characters of pride and prejudice movie. the main characters use as many as 12 times out of 149 data. elizabeth applied using metaphors as one of the substrategies of off-record in extract 7. extract 7 bennet’s family was coming to the ball to see mr. bingley. mr. bingley was wealthy, and mr. bennet wanted him to marry one of his five daughters. lulu atul musyafaah, et al. / english education journal 12 (3) (2022) 410-418 416 unfortunately, mr. bingley was coming together with his friend. as one of mr. bennet’s daughters, elizabeth was curious about which one was mr. bingley. she asked her friend, charlotte, to explain it. elizabeth : so, which of the painted peacocks is our mr. bingley? charlotte : well, he's on the right, and on the left is his sister. elizabeth was pleasant because she got an opportunity to meet mr. bingley directly when she was at the ball. after listening to her father’s story about mr. bingley, she admired him. she asked a question to charlotte using metaphor. however, in this situation, elizabeth used a metaphor painted peacocks to indicate that elizabeth certainly had good judgment toward mr. bingley. besides, elizabeth included charlotte in conversation by using the term “our” which meant that elizabeth included both speaker and hearer inactivity. extract 8 jane feels in love with mr. bingley. unfortunately, mr. bingley went to london and left her. jane received this condition. she told elizabeth that she was okay. she could stand even without mr. bingley in her life. elizabeth had a different opinion from jane because elizabeth believed that mr. bingley was so much in love with jane. jane : no, you cannot think me so weak as to be in danger now. elizabeth : i think you are in great danger of making him as much in love with you as ever. jane told elizabeth that she could meet with mr. bingley under different conditions. she felt so fine, so elizabeth did not need to worry again. vice versa, elizabeth already knew that mr. bingley also fell in love with jane, but elizabeth revealed the contradiction. she said that jane was in great danger of making mr. bingley fall in love with her. in fact, jane was not in great danger, but she would enjoy the happy moment because both mr. bingley and jane had the same feeling. they loved each other. here, elizabeth revealed using contradiction strategy as the sub-strategy of off record. pattern from different types of strategies used in pride and prejudice movie there are some patterns of politeness strategies applied by the main characters of pride and prejudice movie. both elizabeth bennet and fitzwilliam darcy applied the politeness strategy in the declarative, interrogative, imperative, and exclamatory sentence. the pattern of politeness strategies applied by the main characters of pride and prejudice movie is found in declarative, interrogative, imperative, and exclamatory sentences. bald on-record strategy was used by the main characters in the form of the declarative sentence when they were granting permission for something. the positive politeness strategy was performed mainly by reducing the threat of face. they applied the strategies in the form of declarative sentences for making the statement, expressing emotion, and asking a question. it is used when they are having a joke, exaggerating, noticing, being optimistic, giving a gift, and soon. they apply negative politeness strategies in the form of declarative sentences when they apologize. off-record strategies were applied by them in the form of declarative sentences when they were using contradiction, using metaphor, giving hints, and being incomplete. the main characters of pride and prejudice movie used the interrogative sentence to ask a question. the bald on-record strategy was applied by the main characters of pride and prejudice movie in the form of a question when they wanted to invite someone to do something. the positive politeness strategies were applied as a question when they tried to include both in activities, giving gifts, seeking agreement, asking for a reason, offering, promising, and using identity markers. the negative politeness strategies were applied as a question when they wanted to apologize and gave deference. the main characters of pride and prejudice movie applied four strategies of politeness using an imperative sentence. in giving commands and warnings, they mostly applied bald on-record strategies such as great urgency, task-oriented, welcoming, advice, and farewell. they used positive politeness strategies such as using identity markers, noticing, including both inactivity, joke, and gossip when the hearer had a higher position than the speaker. the sub-strategy of negative politeness used by the main characters was apologizing. besides, they also used an off-record strategy when they realized they faced a high risk of conflict during the conversation. the strategy applied was an incomplete strategy. the last one was an exclamatory sentence. bald on-record strategies were used in an exclamatory sentence when they gave a warning. the exclamatory sentence is also used to express the emotion of the lulu atul musyafaah, et al. / english education journal 12 (3) (2022) 410-418 417 main characters. they applied a positive politeness strategy that was noticing sub-strategy to notice what the hearer needs and wants. conclusions in accordance with the research problems of the study to scrutinize the politeness strategy, it is clarified that politeness strategies are dominantly used. it can be concluded that the more politeness strategies used by the main characters of pride and prejudice movie, the better the communication will be. there are four types of politeness strategies employed by the main characters of pride and prejudice movie. they are baldon record, positive politeness, negative politeness, and off-record strategy. the most frequent strategy is positive politeness strategy; the second rank is bald-on record then followed by off-record and negative politeness. the pattern of politeness strategies applied by the main characters of pride and prejudice movie found in declarative, interrogative, imperative, and exclamatory sentences. the main characters used bald on-record strategy when they were granting permission for something, asking questions, great urgency, task-oriented, welcoming, warning, giving advice, and farewell. they applied the positive politeness strategies for making the statement, expressing emotion, asking a question, seeking agreement, asking for a reason, offered, promising, and using identity marker. they applied the negative politeness strategies when they apologized, and give deference. off-record strategies were applied by them when they were using contradiction, using metaphor, giving hints, and being incomplete. henceforth, to what extent these politeness strategies for teaching speaking english to students be strengthened by the fact that the politeness strategies make the students easier to communicate 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(2012). astudy of politeness strategies adopted in periatric clinics in taiwan. health communication, 27(6), 533–545. 1 eej 5 (1) (2015) english education journal http://journal.unnes.ac.id/sju/index.php/eej the use of written feedback technique to improve the practice of grammar for sentence writing competence puspa wijayanti dwi anggani linggar bharati, januarius mujiyanto prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia info artikel ________________ sejarah artikel: diterima juni 2015 disetujui juli 2015 dipublikasikan agustus 2015 ________________ keywords: grammar; written feedback; writing skill ____________________ abstract ___________________________________________________________________ this thesis was purposed to (1) find out the problems that faced by grade 3 students of mondial school in mastering grammar (2) explain the implementation of written feedback in practicing grade 3 students’ grammatical correct writing (3) explain the extent to which the practice of the written feedback improves the grade 3 students’ grammatical correct writing. i used two cycles. cycle 1 consisted of some activities, such as pre-observation study, planning, giving out the pre questionnaire and pre-cycle 1 test, observation and correction through written feedback and making analysis and reflection of the students’ pre cycle 1 test. cycle 2 had the same activities like cycle 2. i got the data from interview, pre questionnaire, and observation in the class, pre cycle 1 test result, post questionnaire and post cycle 1 test results. then, all the data were analyzed in qualitative and supported by quantitative research. the cycle 1 showed that the students do need more extra grammar practice. because of the result, i replanned and changed little the method of the practice in cycle 2. it worked and showed that the written feedback that improved students’ writing skill in correct grammar through the regular practices. © 2015 universitas negeri semarang  alamat korespondensi: kampus unnes bendan ngisor, semarang, 50233 e-mail: pps@unnes.ac.id issn 2087-0108 puspa wijayanti / english education journal 5 (1) (2015) 2 introduction language is a means of communication. people use it for expressing their ideas, thought, feeling, and mind. it is no matter for people having communication using the same language, as they understand the language. the problem arises when some different groups of people talk in different languages. knowing that understanding others is very important then people try to learn language. however, while students may be effective speakers of english, they need guidance to become effective writers. they need to learn how to transfer their knowledge of grammatical concepts from oral language to written language. it happened to the students at mondial school. english is the main language at mondial school. they use it every day in every subject. they are active speakers. they are very confident to speak english in their conversation with everyone at school but when they are writing or doing the written assignment that they need to transfer their english skill into written task, they get difficulties to arrange the word by word into sentence grammatically. whereas they do writing everyday in every single subject that they have during class. when they do their quiz or worksheet, they need to write something to answer some questions from their quiz or worksheet. therefore, quizzes and worksheets become their extra writing practice not only when they have to write a short story during library class. in addition to make them be more serious in improving their writing grammatically, the way they arrange the words grammatically will influence their score in their quiz or worksheet. it will help them to be more careful and aware in their writing since they likely think that they can answer the questions correctly no matter with their grammar, but in library class they will be more aware about their grammar and try to arrange every sentence be good sentences grammatically so that the readers can understand about what they write. although in this case, i still find some grammatical errors and they do not look confident enough to write every words grammatically. it is proved that they still keep asking from the tense that they should use, the change of verb 1 becomes verb 2, spelling, punctuation, etc. based on the case, i give them extra writing practice by answering their quiz and worksheet in complete sentences grammatically. then, i give them feedback for their grammatical errors by writing on piece of paper and ask them to rewrite the sentences that i have corrected while they are learning the correct one. methodology in this research, i applied qualitative approach that is classroom action research to identify the process of practice in writing through written feedback to improve the students’ ability in writing especially mastering grammar. the research design that i used based on kemmis and mctaggart (1988). there are two cycles. in each cycle, there are some steps, namely planning, action, observation and reflection. the first cycle, it is a pre observation and the second cycle; it is a post observation. so, i see the comparison of the progress of the technique from those two cycles. the design of classroom action research adapted from kemis and mctaggart (1988) was as follow: puspa wijayanti / english education journal 5 (1) (2015) 3 in pre observation, i identified a problem or issue and develop a plan of action, namely giving the kids pre questionnaire and pre cycle 1 test followed by written feedback in order to bring about improvements in a specific area of the research context. so, here i observed the students’ difficulties in writing by identifying and looking up the data from the score list. in action, i used a new technique to solve their problem, which is through written feedback as the students’ grammar practice. in this practice, the students wrote and rewrote their grammar error that was corrected by teacher. they would learn grammar from their mistake and tried to be more careful. in observation, i observed systematically the effects of the action and documenting the context and actions. i used a grammar checklist to measure how effective the action conducted. the students’ grammar error influenced their score for every grammar scope, such as in punctuation, capitalization, tense, pronoun, and preposition. so, from the checklist i would see whether there is improvement or not for their writing skill in correct grammar. furthermore, i observed the process of the grammar practice also. i did the grammar practice observation when the students were done with their pre cycle test and post cycle test. from pre cycle 1 test result, directly i gave the grammar practice through written feedback and in cycle 2, i improved the technique of the grammar practice by giving more detail instruction and demand the students to be more careful. in reflection, i reflected on, evaluate and describe the effects of the action in order to make sense of what was happened and to understand the issue i have explored more clearly. in this study i collaborated with the third grader class teacher at school in doing the activities from the beginning up to making the reflection. in pre observation, she gave me some significant information related to the real condition in the process. she observed the pre observation study on students’ difficulties in writing. planning giving out the students pre questionnaire about how they think about grammar and pre cycle 1 test about sose material. observing on the action of students pre cycle test and correction through grammar practice in written feedback. making analysis and reflection of the students’ pre cyle 1 test re planning giving out the students post questionnaire and post cycle 1 test. observing of the action of students post cycle test and correction through grammar practice in written feedback. making analysis and reflection of the students’ post cyle 1 test about sose material. reporting the result of the students work in writing. puspa wijayanti / english education journal 5 (1) (2015) 4 implementation of the grammar practice through written feedback to see together the proposed strategy could be effectively implemented in teaching learning process. results and discussion as the first, pre cycle 1 test was aimed to measure the students’ writing ability through answering the questions related to sose unit in complete sentences. through the activity, i knew most grammar errors that the students made. (see appendix) for the pre cycle 1 test result, it was little bit disappointed since i found there were three students from 13 students got the scores below the standard minimum score (kkm) and the average. meanwhile, the highest score is 89. it seems that there must be extra practices to foster their grammatical skill. table 1.score list of pre cycle 1 and post cycle 1 tests pre cycle 1 test post cycle 1 test no students’ name score score 1. patrick 75 83 2. lisa 81 86 3. michael 75 94 4. vania 89 86 5. lorna 83 97 6. melvern 67 83 7. janess 83 89 8. inka 83 89 9. rajwa 67 86 10. fafa 58 97 11. elaine 81 94 12. fito 75 94 13. rachelle 86 92 average 77 90 from the result of the pre cycle 1 test and written feedback in the first cycle, i can say that it has not worked maximum yet. the students still made some mistakes in correcting their answers although they just need to copy from the correct one. so there must be better for the second cycle to improve students’ writing skill in mastering grammar through written feedback. their average for the posttest was much better and no one got the score under minimum passing grade fulfillment (75). well, it was said success because the students’ writing skill is improving and all the students were above minimum passing grade fulfillment. the table showed that in the second cycle of the first meeting all students got the score above minimum passing grade fulfillment. comparing to the first cycle, there were three students got the score below the minimum passing grade. table 2. recapitulation of writing skill no cycle average score 1. cycle 1 70 2. cycle 2 90 puspa wijayanti / english education journal 5 (1) (2015) 5 the discussion of the findings started from the recapitulation students’ writing skill in correct grammar. students who got score below 75 (not passed the passing grade fulfillment for sose subject of the third graders at mondial primary school) in first cycle were 23% or three students from thirteen students, and students who got score more or the same with 75 or passed were 76% or ten students from thirteen students. for the second cycle, 100% got the score above 75. table 3. recapitulation of students’ passing grade fulfillment cycle score < 75 (not passed) score >75(passed) 1 3 students (23%) 10 students (76%) 2. no one 13 students (100%) implementation of the written feedback to improve the learning competence in grammar practice in writing was working well. it could improve the students’ writing skill in grammar practice. it could also improve the students’ interest in learning grammar and they will be more careful in writing especially in punctuation and spelling. conclusion the problem was solved by giving extra writing practice and evaluation through written feedback. managing time and giving consequences also give influence to change the students’ habit to be more careful. the way when they are writing sentences in complete sentence in hurry made me give more extra practice for them. so, the students would write more correct sentences grammatically if they still make mistake or totally their answers are wrong. the written feedback was given after the day they are done with the worksheet. therefore, they would learn from their mistake and by copying the correct one they learn to put word by word in correct grammar. in continuously, the written feedback as their means of the grammar practice worked well. it helped them to improve their grammar skill and they could be more careful in writing an essay grammatically. regarding the result of the study there are some suggestions proposed. although the written feedback improved the students’ writing skill in correct grammar but there are still some improvement to make the result maximum. first, the extra practice should be held continuously including the written feedback also. second, the consequences for the students those are not careful in writing should be done consistently. the third, the grammar teaching and learning activity should be more fun and be applied more not only theory all the time. as can be seen from the analysis, the students‟ performance errors are systematic and classifiable. this, in turn, implies that both teachers and learners must see errors as the key to understanding and solving accuracy problems in english writing courses. then, it is the teachers‟ responsibility to adopt, modify or even develop remedial procedures that can elevate the students‟ level and minimize their errors. teachers should try to find the best method to deliver the lesson to their students. this is, however, hard since there is no such method that is holistic enough to be the best method. therefore, teachers regularly apply different methods that are suitable for the students‟ needs, interests and abilities. brief grammar rules may be essential to help learners realize their errors resulting from overgeneralization and wrong analogy. learners should be always encouraged to do remedial exercises. in fact, ability to communicate cannot be fulfilled unless “the grammar” is there, in the competence of the writer. according to chomsky (1986), grammar consists of various levels, which are ordered and interrelated. teachers have to be realistic in their expectations. writing is hard work in one’s own language let alone in a second language. developing the necessary skills to improve learners‟ writing is even harder work. teachers puspa wijayanti / english education journal 5 (1) (2015) 6 should be happy with whatever progress learners make. it is always true that some is better than none. references afia, jawida ben. 2006.” english club: introducing english to young learners”. english teaching forum, vol. 44 no. 2 bedjou, atamane.2006 classroom techniques.english teaching forum, vol. 44 no. 1 berkenkotter, c. &huckin, t. 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(2007). “the effects of different types of teacher written feedback on thai college student writing”.phd thesis.suranaree university of technology. (retrieved june 19th. 2011) http.//sutir. sut. ac. th.8080/sutir/bitstream/123456789/2508/1/ chittima+kaweera_abst.pdf. keh, c. l. 1990. “feedback in the writing process.a model and methods for implementation”.elt journal.vol. 44 (4). 294-305. (retrieved june 19th. 2011). http.//eltj.oxfordjournals. org/cgi/reprint/44/4/294. nazari, a and allahyar, n. 2012. grammar teaching revisited: efl teachers between grammar abstinence and formal grammar teaching. australian journal of teacher education vol 37/ii/v. available online on http://ro.ecu.edu.au/cgi/viewcontent.cgi?arti cle=1691&context=ajte. accessed on july, 17 2013 neale, thapa and boyce. 2006. preparing a case study : a guide for designing and conducting a case study for evaluation input. massachusetts. pathfinder international. richards, j and renandya w. 2002.methodology in language teaching:an anthology of current practice. cambridge: cambridge university press wang, w. 2003. how is pedagogical grammar defined in current tesol training practice.tesl canada journal vol. 21 no. 1.available online on http://files.eric.ed.gov/fulltext/ej852426.pdf. accessed on sept 6, 2013 yang, y. (2006).“feedback on college efl students’ compositions”.us-china foreign language.issn1539-8080. usa. volume 4.no. 11 (serial no. 38). (retrieved 24th june 2011). http.//www. linguist. org. cn/doc/uc200611/uc20061120.pdf http://deepblue.lib.umich.edu/bitstream/handle/2027.42/89570/j.1949-3533.2002.tb00102.x.pdf?sequence=1 http://deepblue.lib.umich.edu/bitstream/handle/2027.42/89570/j.1949-3533.2002.tb00102.x.pdf?sequence=1 http://deepblue.lib.umich.edu/bitstream/handle/2027.42/89570/j.1949-3533.2002.tb00102.x.pdf?sequence=1 http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1691&context=ajte http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1691&context=ajte attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email 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protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f141c502007 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 31 eej 4 (1) (2014) english education journal http://journal.unnes.ac.id/sju/index.php/eej peer and teacher’s editing to enhance the competence of active and passive learners in writing discussion texts upik hastuti  prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia info artikel ________________ sejarah artikel: diterima oktober 2014 disetujui oktober 2014 dipublikasikan juni 2014 ________________ keywords: peer editing, teacher’s editing, writing skill, discussion text, active learners ____________________ abstract ___________________________________________________________________ writing is one of the important parts in teaching a language. the objectives of this study are to find out the significant difference between peer and teacher’s editing in teaching writing discussion texts to active learners, to passive learners, the more effective strategy between peer and teacher’s editing in teaching writing discussion texts among active and passive learners, the significant interaction among students’ condition, teaching strategies and writing skill.this study is a quasi experimental research and the design is factorial. in collecting the data, the paired sample t-test and factorial analysis of variance were used to test the hypothesis. the qualitative data were taken from the questionnaires and observation deal with the active and passive learners.the findings showed that there is significant difference between peer and teacher’s editing in teaching writing discussion texts to active learners and so for passive learners, and there is no significant interaction among teaching strategies, students’ condition and writing achievement of discussioon tetxs. in conclusion, peer editing strategy is more effective than teacher’s editing strategy. so, peer and teacher’s editing among active and passive learners is significantly effective to enhance students’ writing skill of discussion texts. © 2014 universitas negeri semarang  alamat korespondensi: kampus unnes bendan ngisor, semarang, 50233 e-mail: pps@unnes.ac.id issn 2087-0108 upik hastuti / english education journal 4 (1) (2014) 32 introduction recently english has a great role as a means of communication in the world. the asean economics globalization will affect the senior high school leavers since their future competitor is not only from domestic but also from the asean countries. considering the importance of english, people from various non-english speech countries, including indonesia, learn english either as a second or foreign language. writing skill is one of the language skills that must be mastered by the senior high school students. related to the implementation of ktsp curriculum, the english teacher tries to facilitate the students’ writing skill. mangelsdorf (1992) states that “peer reviews achieve the following: provide students with an authentic audience; increase students’ motivation for writing; enable students to receive different views on their writing; help students learn to read critically their own writing; and assist students in gaining confidence in their writing”. it means that the peer review strategy in teaching and learning writing encourage the learners to interact orally and written more to their peer and to communicate their works so that they can find out their self esteem and self confidence. al – nafiseh (2013) examines the collaborative writing and peer editing techniques enhanced in-class interaction and improved students’ writings by raising their awareness on a text writer's choices. this research is an extension of mangelsdorf’s study where no collaborative writing was involved. peer-editing was applied to students’ writings, which were repeated several times. the study found these techniques enhanced in-class interaction and improved students’ writings by raising their awareness on a text writer's choices. based on his study the writer believes that peer editing strategy in teaching writing can be a worthy strategy in enhancing students’ writing skill, in this term is discussion texts. it can be said that peer editing not only enhance the quality of writing, but also it encourage the student to be more motivated to empower themselves. the beneficial impact and effectiveness of peer editing have been substantiated by a number of empirical studies; for example, min (2006), tsui & maria (2000). peer feedback can be seen as complementary to teacher feedback in that it is more specific, and that by reading others writing as critical readers, students could become more critical readers and editors of their own writing. speaking and writing are the productive skills since these skills require the depth thinking of the learners and exploring the ideas in constructing the talks or the written text. brown (2001) describes writing as: a simplistic view of writing would assume that written language is simply the graphic representation of spoken language, and that written performance is much like oral performance, the only difference lying in graphic instead of auditory signals. the writing process is the thinking process that goes on during writing” (crowhurst, 1988). according to him, the writing process can be summarized as follows: prewriting, drafting revising, editing, and presenting. sometimes the students are let produce the final copy of writing without going through the process of writing. of course, that straightforward activity of writing is not recommended. the students have to be trained to produce the final copy through the above stages. brown (2001) states that teaching writing has to emphasis both on process and product. the product of writing is after all, the ultimate goal, but the process is the way to reach the goal. however, it needs a long process; one of them is vocabulary mastery. hence, the vocabulary mastery is one of the bridges for the students to make writing in a good and correct way. the process of writing includes prewriting, drafting, revising and editing. teaching writing itself is also a complex problem. upik hastuti / english education journal 4 (1) (2014) 33 it requires teachers with a great interest as well as professionalism in writing activities. for the worst, as far as i am concerned, not many teachers are interested in teaching writing for there must be lots of burden on them correcting the students’ writing from time to time.. besides, most efl students hate writing, at least at first. a discussion is a factual text that explores different sides of an issue in order to reach an informed judgment or opinion or recommendation. the social function of discussion text as said by gerrot and wignel (1994) is to present two points of view about an issue. andersons (2003) states that the purpose of a discussion text is to present to the audience different opinions on topic, and at the end, your opinion. the discussion text types give arguments for and against, the positive and negatives, or the good points and the bad points. from the previous opinion, it can be concluded that discussion text is a factual text that intends to present two points of view about an issue or matter discussed. it means that in a discussion text, an issue is presented in different points of view. peer editing is one of the way to improve students’ writing skill. in other words, applying peer editing will encourage the students to be creative in their way of thinking, the way to give some comments and recommendation. then, it will train the students to be a good writer and reader, instead. in addition, through applying the peer editing teaching and learning process, the teacher makes an opportunity for students to talk to her openly which made the class more interactive and effective as well. the objectives of this study are to find out (a) the significant difference between peer and teacher’s editing in teaching writing discussion texts to active learners, (b) the significant difference between peer and teacher’s editing in teaching writing discussion texts to passive learners, (c) the more effective strategy between peer and teacher’s editing in teaching writing discussion texts among active and passive learners (d) the significant interaction among teaching strategies, students’ condition and writing achievement to active and passive learners in teaching writing discussion texts. research methods the methods of investigation of this research consist of the research design, procedures in doing the research, setting and the subjects of the research, research variables, technique of collecting the data and technique of data analysis. this is a quantitative study dealing with the counting terms. it is a 2x2 factorial design. this research deal with the effectiveness of peer editing and teacher’s editing in enhancing writing skill of discussion texts to active and passive learners. tuckman (1978) mentions that factorial designs are modification of the true experimental designs with the further complication that additional independent variables (usually moderator variables) are included in addition to the treatment variables. cohen, manion, and morrison (2007) and tuckman (1978) further explain that factorial design is very useful because it allows researcher to not only examines the effects of each independent variable on the dependent variable, but also simultaneously identify whether there is interaction between the independent variables on the dependent variable. the procedures of experiment were: first, choosing two classes of the research. then, taking two groups consisting of 53 students, and make 20 for result sample in each group that consist of active and passive learners. third, choosing twenty active learners and twenty passive learners in each group. fourth, conducting pre test. fifth, conducting the real experiment, conducting posttest, analyzing the result of the study aand drawing conclussion. the subjects for the study were two classes. since this is quasi experimental research the upik hastuti / english education journal 4 (1) (2014) 34 subjects of the study are two classes. the writer chose xii ipa-1 and xii ipa-2 as my sample of research since these classes are not taught by the researcher. the class consists of 26 students each the subjects for the study were 20 students each class were surveyed and randomly assigned. twenty students comprised the experimental group and the rest is control group. these students represented the active and passive learners based on questionnaire. the study was conducted from the second week of march 2014 and it ended in the first week of april 2014. it was done in the even semester of 2013/2014 academic year. tudge (1990) states that if an adult or peer carefully provides a suitable level of support and guidance, learners are generally will be able to perform at a higher level than they can perform on their own. in line with the theory, this study examined the effectiveness of peer editing strategy and teacher’s editing as the independent variables, the students’ writing discussion achievement as dependent variable, and the students’ catagorizes as passive or active learners as moderator variable. the main source of data obtained for analysis in this study is through students’ scores in pre test, post test, questionnaire and observation. to gather the data, firstly, the researcher asked the english teacher of the classes to determine the subjects of the experimental and control groups. then, the researcher asked the students to fill the questionnaire to determine the active learners and the passive one. pre test was done after active and passive learners for experimental and control group had been determined. data obtained from the pretest and post-test of writing on discussion texts were used to determine students’ achievement in writing skill. the statistical method used for analyzing the data analysis of variance using spss 17. the result of students’ writing was analyzed through scoring system. it is using rubric score for writing by brown (2004). the scoring was done after conducting the treatment between experimental group and control group. the computation and the use of sppss 17 also counted to support the enrichment of technique of analyzing the data of this study. post-test means were compared, adjusting for initial differences on the pretest means. before adjusting the post-test scores of the experimental and control group on the basis of the pretest scores on writing skill (discussion texts), it was determined that the data met the homogeneity of requirements for analysis of variance. that is, relationship between pretest scores was found to similar for both groups. results and discussion results the difference between peer and teacher’s editing for active learners. based on the result of anova table the df (degree freedom) = n-1 – 2 = 101 = 9 with α = 0.05 : 2 = 0.025 (paired samples t-test) , the ttable is -2.262, and the t-value is -7.521 for the control group and -11.521 for the experimental one. since the t-value of both control and experimental groups < the t-table, -7.521< -2.021 and -11.521< -2.021 and the sig. value (2-tailed) = 0.000 < α = 0.05, it means that there is a significant difference between the score of pre-test and the score of post-test. considering at the result of paired t-test the null hypothesis (ho) is rejected. the difference between peer and teacher’s editing for passive learners. the result of the t-value is – 6.988 for control group -9.221 for the experimental group. the df (degree freedom) = n-1 – 2 = 101 = 9 with α = 0.05 : 2 = 0.025 (paired samples t-test) , so the t-table is -2.262, the paired sample t test can be seen in the following tables: the t-table is -2.262, and the t-value is -6.998 for the control group and upik hastuti / english education journal 4 (1) (2014) 35 9.221 for the experimental one. since the t-value of both control and experimental groups < the ttable, -6.988 < -2.021 and -9.221< -2.021 and the sig. value (2-tailed) = 0.000 < α = 0.05, it means that there is a significant difference between the score of pre-test and the score of post-test. considering at the result of paired t-test the null hypothesis (ho) is rejected. the difference in effectiveness between peer and teacher’s editing from the result, it can be described that the mean result of pretest of passive learners less than the active one. that is for the active one is 79.30 and for the passive learners is 74.35. in addition, the mean result of postest of passive learners less than the active one. that is for the active one is 86.10 and for the passive learners is 82.50. further, the mean result of pre test of experimental group is lesser than the control group. that is for the peer editing teaching strategy is 75.95 and for the teacher’s editing strategy is 77.70. it can be concluded that the experimental group has better score than the control group. the mean score of the experimental group is 84.65, while the mean score of the control group is 83.95. in addition, the active learners and the passive learners’ average score both in the experimental is higher than control group that the peer editing strategy is effective in enhancing students’ writing skill in discussion writing. the interaction between teaching strategies and students’ condition according to table test of between-subject effects, it can be seen that there is a significant difference of the test result between the experimental group and the control group. the significant value between the experimental group and the control group is (0.000) < α = 0.025 that is 4.098. the result reveals that the f calculated is 5.480, so it can be concluded there is a significant differences between the experimental group and the control group. the chart of interaction can be seen in the following figure. figure: interaction chart upik hastuti / english education journal 4 (1) (2014) 36 discussion the first finding was in line with the previous study that done by mangelsdorf (1992) , siew (2011), that examine on assessing the effectiveness and meaningfulness of cooperative learning in the process of “peer editing in improving students’ quality of writing”, the study found that there were a handful of them who were of high ability but there were also a few who were considered to be of lower ability in the language. it means that the active learners in doing the process of editing provided opportunities to pick up good vocabulary, language use and style of writing from their peers. students learn through an exchange of ideas during the discussions. second, there is significant difference between peer and teacher’s editing in teaching writing discussion texts to passive learners. this is in line with the tudge, (1990), he states that if an adult or peer carefully provides a suitable level of support and guidance, learners are generally will be able to perform at a higher level than they can perform on their own. third, the score of post-test score among active and passive learners in the experimental is higher than the posttest score of control one. so, peer editing strategy is effective to enhance the writing skill of discussion texts among active and passive learners. min (2006), tsui & maria (2000), it has been claimed that peer readers can provide useful feedback, as they revise effectively on the basis of feedback they receive from peer editors. the previous statements in line with this finding of the study that the peer editing play an important role in enhancing writing skill. soenoewati (2010) in her research of teacher’s corrective feedback found thatt the teacher’s use clarification request of all corrective feedback types. in line with the previous study, the researcher also steressed the editing or corrective in the term of error, content, grammar and the punctuation of the writing. in addition, the researcher also based on the theory of chaudron (1988) has pointed out the fact the term corrective feedback incorporates different layers of meaning. corrective feedback can be either explicit or implicit. explicit feedback types are overt and they offer clear information for students about their errors. teacher provides the students with knowledge on the correct forms. fourth, there is no significant interaction among teaching strategies students’ condition and writing achievement of discussion tetxs. it implies that the effect of implementing peer and teacher’s editing methodology is the same at all four categorize, they are active and passive learners. it can be shown in the two lines are parallel. when there is no interaction, the lines will always be parallel. conclusions based on the results of research and data analysis that has been done, it can be concluded that there is significant difference between peer and teacher’s editing in teaching writing discussion texts to active learners. second, there is significant difference between peer and teacher’s editing in teaching writing discussion texts to passive learners. third, peer editing strategy is effective to enhance the writing skill of discussion texts among active and passive learners than the teacher’s editing strategy. fourth, there is no significant interaction among teaching strategies, students’ condition and writing achievement of discussion tetxs since among the teaching strategies, students’ condition can improve the achievement of the writing discussion texts. references al-nafiseh, k.i. 2013. collaborative writing and peerediting in efl writing classes. journal of emerging trends in educational research and policy studies (jeteraps) 4(2): 236-245. retrieved from http://jeteraps.scholarlinkresearch.org/ articles/collaborative%20writing.pdf on september 25th, 2013. anderson, m and anderson, k. 2003. text type in english. south yarra: mcmillan education australia pt/ltd. brown, d.h. 2001. teaching by principles an interactive approach to language pedagogy 2nd edition. new york. addisson wesley longman. inc. brown, d. 2004. language assessment. principles and classroom practices. new york. longman chaudron, c. 1986. teacher’s priorities in correcting learners’ errors in french immersion classes. in day, r.r. (ed). talking to learn: conversation in second language acquisition. rowley,m.a. : newburry house, 64-68. http://jeteraps.scholarlinkresearch.org/%20articles/collaborative%20writing.pdf http://jeteraps.scholarlinkresearch.org/%20articles/collaborative%20writing.pdf upik hastuti / english education journal 4 (1) (2014) 37 cohen, l., et.al. 2007. research methods in education. new york. routledge. eltaha, m. 2003. introduction probability and statistics lecture notes. portland: university of southern maine. gerot, l and wignel, p. 1994. making sense of functional grammar. sydney: gerd stable jesnek, l.m.,.2011. peer editing in the 21st century college classroom: do beginning composition students truly reap the benefits? retrieved from clute online journal, http://journals.cluteonline.com/index.php/tlc/ article/view/4257 on october 24th, 2013. mangelsdorf, k., schlumberger, a.l., 1992. esl student response stances in a peer-review task. journal of second language writing 1(3), 235–254. retrieved from hhtp//journalofsecondkanguagewriting_mangels dorf.com on october 22nd , 2013. min, h-t. 2006. “the effects of trained peer review on efl students’ revision types and writing quality.” retrieved from journal of second language writing, 15 (2), 113-131, on 5th october, 2013 priyatno, d. 2009. 5 jam belajar olah data dengan spss 17. yogyakarta: andi siew, k.t. 2012. how does peer editing improve students’ quality of writing retrieved from foreign language annals. december 1997 volume 30, issue 4 pages457–560 http://conference.nie.edu.sg/paper/converted% 20pdf/ab00279.pdf on october 5th, 2013. soenoewati, d.i.d. 2010. teacher’s corrective feedback in the english as foreign language (efl) speaking class in sekolah indonesia bangkok (sib), thailand. thesis. english language education. postgraduate program of semarang state university. tuckman, b.w. 1978. conducting educational research. new york. harcourt brace jovanovich. tudge, j. 1990. vygotsky, the zone proximal development, and peer collaboration: implications for clasroom practices. in moll,, l.c., vygotsky and education:instructional implicationas and applications sociohistorical psychology. (155-170). ny: cambridge university press. http://journals.cluteonline.com/index.php/tlc/article/view/4257 http://journals.cluteonline.com/index.php/tlc/article/view/4257 http://conference.nie.edu.sg/paper/converted%20pdf/ab00279.pdf http://conference.nie.edu.sg/paper/converted%20pdf/ab00279.pdf 75 eej 4 (2) (2014) english education journal http://journal.unnes.ac.id/sju/index.php/eej hedges in thesis abstracts of graduate students of semarang state university sri wahyuningsih , ahmad sofwan prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia info artikel ________________ sejarah artikel: diterima oktober 2014 disetujui oktober 2014 dipublikasikan november 2014 ________________ keywords: abstract; graduate students; hedges ____________________ abstract ___________________________________________________________________ this study is meant to describe the hedges used by the english, mathematics, science, social and education management graduate students of state university of semarang in writing their thesis abstracts, find out whether or not there is a difference in the use of hedges, and explain why they used hedges in the ways they do. it used a descriptive qualitative-quantitative approach and the data were taken from the thesis abstracts. the unit of analysis is lexical hedges analyzed based on the salager-meyer’s (1994) taxonomy as well as hyland’ taxonomy (1998) and non-lexical hedges as suggested by navratilova (2013). the results show that hedges both lexical and non-lexical hedges were used. there is a difference among these graduate students in using hedges. those in english, social and education management had the tendency to use more hedges than those in mathematics and science. this tendency of using more hedges by those in english might be influenced by their cultures. meanwhile, the preferences of those in social and education management in using more hedges are possibly caused by its nature in which these two programs are categorized as ‘soft sciences’ that are surely not very numerical. © 2014 universitas negeri semarang  alamat korespondensi: kampus unnes bendan ngisor, semarang, 50233 e-mail: pps@unnes.ac.id issn 2087-0108 sri wahyuningsih, dkk. / english education journal 4 (2) (2014) 76 introduction theses are avenues for graduate students to publicly propose and share new ideas which are likely to support or contradict findings of others. hence, the employment of cautious language as the acceptance of the graduate students’ research contributions depends widely on how these are presented to the academic community. according to vassileva (2001) in mojica (2005), using cautious language means mitigating the strength of a proposal by increasing or decreasing its illocutionary force through hedging and boosting devices. moreover, related to the academic discourse, hyland (2000) advocates that one of the most important features of it is the way that writers seek to modify the assertions that they make, toning down uncertain or potentially risky claims, emphasizing what they believe to be correct, and conveying appropriately collegial attitudes to readers. as a matter of fact, theses are academic papers involving a process in which the writers in this case, the graduate students, review the works of experts regarding to their topic and then formulate their own argument in relation to the work of others. in addition, theses require not only the way to present propositional information but also how the writers build the relationship to the readers in such way that their academic papers are acceptable. with regard to this, in writing theses, it is possible that the writer has successfully presented textual information but failed in constructing interpersonal aspects such as building up the writers – readers’ relationship. the growing interest on hedges in academic writing is apparent in various studies. among of those studies is the one done by nivales (2011) extending the study of hedging in college research paper to examine how the students of the institute of arts and sciences of far eastern university show their commitment and detachment to their ideas as revealed in introduction and conclusion sections. another study was conducted by abdollahzadeh (2011) extending hedging in postgraduate students’ theses to examine the way of how iranian and british postgraduate students of applied linguistics hedge their propositions in the discussion section of their dissertations. in this study the writer tries to examine hedges in graduate students of state university of semarang especially in their thesis abstracts. different from other parts of theses, abstract writing has received less attention and the focus has largely on length, summary and keywords. it is often believed that academic writing, particularly scientific writing, is factual. however an important feature of academic writing is the concept of cautious language, or "hedging". it is necessary to make decisions about the writers’ stance on a particular subject, or the strength of the claims he or she is making. the appropriate use of hedging strategies for academic argumentation is a significant resource for student writers and plays an important part in demonstrating competence in a specialist register. myers (1989) has suggested that academic writers employ hedges to minimize the potential threat new claims make on other researchers by soliciting acceptance and challenging their own work. equally however, engagement in disciplinary forums involves norms of interpersonal behavior underpinned by the sanctions inherent in a system of academic recognition and rewards which hinges on publication (hyland, 1997). writers may thus find it easier to satisfy disciplinary gatekeepers when negotiating peer review procedures by observing community expectations concerning collegial deference and limits on self-assurance. in line with myers, hyland (2005: 52) highlights that hedges belongs to interactional resources which helps control the level of personality in a text as writers acknowledge and connect to others, pulling them along with their argument, focusing their attention, sri wahyuningsih, dkk. / english education journal 4 (2) (2014) 77 acknowledging their uncertainties and guiding them to interpretations. hedges are devices such as possible, might and perhaps, which indicate the writer's decision to recognize alternative voices and viewpoints and so withhold complete commitment to a proposition. hedges emphasize the subjectivity of a position by allowing information to be presented as an opinion rather than a fact and therefore open that position to negotiation. writers must calculate what weight to give to an assertion, considering the degree of precision or reliability that they want it to carry and perhaps claiming protection in the event of its eventual overthrow. (hyland, 1998a in hyland, 2005: 52). salager-meyer (1997) suggests that hedges in scientific english are typically expressed through the following strategic stereotypes. 1. modal auxiliary verbs: e.g., may, might, can, could, would, should. for example: advances in technology could allow exploration of the anatomical basis of subjective fatigue 2. modal lexical verbs: so-called speech acts verbs used to perform acts such as doubting and evaluating: e.g., to seem, to appear, to believe to suggest, to assume, to indicate, etc. for example: our analyses suggest that high doses of the drug can lead to relevant blood pressure reduction. 3. adjectival, adverbial and nominal modal phrases: probability adjectives: e.g., possible, probable, unlikely nouns: e.g., assumption, claim, possibility, estimate adverbs: e.g., perhaps, possibly, probably, likely, presumably for example: the setting of the neural mechanisms responsible for this sensation is possibly altered in patients with chronic fatigue syndrome. 4. approximators of degree, quantity, frequency and time: e.g., approximately, roughly, about, often, generally, usually. for example: fever is present in about a third of cases and sometimes there is neutropenia. 5. introductory phrases: e.g., i believe, to our knowledge, it is our view that, we feel that. for example: we believe that the chronic fatigue syndrome reflects a complex interaction of several factors. there is no simple explanation. 6. if clauses: e.g., if true, if anything for example: if true, then our study contradicts the myth that fishing attracts the bravest and strongest men. 7. compound hedges: these are phrases made up of several hedges. salager-meyer (1997:110) distinguishes double hedges (it may suggest), treble hedges (it seems reasonable to assume that) and quadruple hedges (it would seem somewhat unlikely that). the alternative categorization of surface realization is proposed by hyland (e.g. 1995, 1996a, 1998). he then suggests the following categories as principal realizations of hedges in research journals: 1. category of lexical hedges, modal verbs (e.g. would, may, could), epistemic lexical verbs (e.g. indicate, suggest, appear, and propose), epistemic adjectives (e.g. likely, possible, apparent), epistemic adverbs (e.g. apparently, probably, relatively, generally), epistemic nouns (e.g. possibility) 2. category of strategic hedges “limited knowledge”: for example: it is not known, whether such a weak temperature response... “limitations of a specific model, theory or method”: for example: in spite of its shortcomings, the method has been widely employed to evidence this type of... “doubts surrounding experimental conditions”: for example: under these conditions phosphorylations of pepc by... sri wahyuningsih, dkk. / english education journal 4 (2) (2014) 78 methods this study used qualitative-quantitative descriptive approach. the data were obtained from the graduate students’ thesis abstracts of state university of semarang consisting of 25 abstracts. only the most recent texts that were used (2012-2013) and only the abstract section which was analyzed where its function is to save time in reading and gives a salient information about the article enabling the readers to decide as to whether they would want to further pursue a full reading. technique of data analysis includes identifying hedges, classifying hedges, describing findings and drawing conclusions. findings and discussions lexical hedges according to salager-meyer (1994) and hyland (1998) as cited in navratilova (2013), the categories of lexical hedges were grouped into modal auxiliaries, epistemic lexical verbs, epistemic adverbs, epistemic adjectives, epistemic nouns and numerical hedges. with regard to it, i provided the table showing the frequency and percentage of lexical hedges used by the graduate students from five different study programs (english, mathematics, science, social and education management) in their thesis abstracts. . table 1. the relative frequency of categories of lexical hedges in thesis abstract no categories of lexical hedges english mathematics science social education management f p f p f p f p f p 1. modal auxiliaries 17 33.3% 6 31.6% 6 2.5% 8 24.3% 13 41.9% 2. epistemic lexical verbs 12 23.5% 8 42.1% 13 54.2% 14 42.5% 6 19.4% 3. epistemic adverbs 10 19.6 % 2 10.5% 1 4.2% 3 9 % 3 9.7% 4. epistemic adjectives 1 2% 0 0% 0 0% 0 0 % 0 0% 5. epistemic nouns 0 0 % 0 0% 0 0% 1 3 % 3 9.7% 6. numerical hedges adj. and adverbs of indefinite frequency 1 2% 0 0% 2 8.3% 1 3.% 0 0% adj. and adverbs of indefinite degree 7 13.7% 1 5.3% 2 8.3% 5 15.2% 4 12.9% approximators 0 0% 0 0% 0 0% 0 0% 1 3.2% other numerical hedges 3 5.9 % 2 10.5% 0 0% 1 3 % 1 3.2% total 51 100 % 19 100 % 24 100 % 33 100% 31 100% the table above shows that the graduate students from five different study programs (english, mathematics, science, social and education management) used the lexical hedges in their thesis abstract. however, the types of lexical hedges they used are not always similar. english graduate students used modal auxiliaries, epistemic lexical verbs, epistemic adverbs, epistemic adjectives, and numerical hedges, except approximators, encompassing adjectives and adverbs of indefinite degree, adjectives and adverbs of indefinite frequency and other numerical hedges. further, the table indicates that the type of lexical hedges of epistemic noun was not used by the english graduate students. unlike the english graduate students who used the lexical hedges except epistemic noun and one of the numerical hedges that was approximators, the mathematics graduate students had the tendency to use the lexical hedges of modal auxiliaries, epistemic lexical verbs, epistemic adverbs, and numerical hedges of adjectives and sri wahyuningsih, dkk. / english education journal 4 (2) (2014) 79 adverbs of indefinite degree and other numerical hedges. in this matter, they did not use epistemic adjectives, epistemic nouns and numerical hedges of adjectives and adverbs of indefinite frequency as applied by the english graduate students in writing their thesis abstract. however, none of the english and mathematics graduate students used approximators in their thesis abstract. from the table above, it also demonstrates that the graduate students from the science study program used the types of lexical hedges of modal auxiliaries, epistemic lexical verbs, epistemic adverbs, epistemic adjectives and numerical hedges of adjectives and adverbs of indefinite frequency and adjectives and adverbs of indefinite degree. in this case, epistemic nouns, approximators and other numerical hedges were excluded in their thesis abstract. different from the graduate students of the english, mathematics and science study programs who did not use epistemic noun, those from social and education management study programs used epistemic noun in writing their thesis abstract. with regard to it, the graduate students of education management study programs exhibited more usage of epistemic noun than the graduate students in the social study programs. the types of lexical hedges used by the graduate students in the social study program cover modal auxiliaries, epistemic lexical verbs, epistemic adverbs, epistemic nouns, and numerical hedges of adjectives and adverbs of indefinite frequency, adjectives and adverbs of indefinite degree and other numerical hedges. in this matter, approximators were not used by them. meanwhile, the graduate students in the education study programs were the ones who had the tendency to use the six types of lexical hedges except in numerical hedges of adjectives and adverbs of indefinite frequency. non-lexical hedges non-lexical hedges consist of ‘compound hedges’, ‘introductory phrases’, ‘if clauses’, ‘questions’, ‘personal attribution’, ‘agentless passive and impersonal constructions’ and treated as ‘non-lexical hedges’. non-lexical hedges in english study program the occurrences of non-lexical hedges in english study program are not as significant as lexical hedges. the graduate students from english study program used three kinds of nonlexical hedges, namely, agentless passive (94.4 %), personal attribution (2.8 %) and compound hedges (2.8 %). non-lexical hedges in mathematics study program those from mathematics study program only used one of non-lexical hedges, namely agentless passive. the use of this agentless passive is as a strategy to protect themselves from the risk of being wrong. non-lexical hedges in science study program in line with the graduate students from mathematics study program, those from science study program only used one of non-lexical hedges, namely agentless passive. non-lexical hedges in social study program unlike in mathematics students employing ‘agentless passive’ as the only kind of non-lexical hedges, those from the social study program employed two kinds of non-lexical hedges. they encompass ‘agentless passive’ and ‘compound hedges’. non-lexical hedges in education management study program with regard to the previous study programs (english, mathematics, science, and social), those from the education management study program mostly employed agentless passive as their strategy to diminish their own role in order to be protected from consequences of being wrong. the differences of the use of hedges in term of lexical hedges, english graduate students used widely this kind of hedges with the occurrences (51), followed by the social students (33), education management (31), science (24) and mathematic sri wahyuningsih, dkk. / english education journal 4 (2) (2014) 80 (19). meanwhile, in term of non-lexical hedges, agentless passives are more widely used by the graduate students from the five study programs. further, the distribution of these agentless passives is relatively significant. those in english used agentless passives (34) occurrences, mathematics (28) occurrences, science (25) occurrences, social (20) occurrences, and education management (38) occurrences. the reasons why the graduate students use hedges in the ways they do the graduate students from english study program are more prone to a style of presentation that favor hedging than the others from the other four study programs. in the case of those in english study program, to some extent, there might be some influences from their cultures since they learned and used english in their teaching and learning process. meanwhile, the preferences of those in social and education management in using more hedges are possibly caused by its nature in which these two programs are categorized as ‘soft sciences’ that will surely not be very numerical or mathematically verifiable, but rather based on opinions, arguments and interpretations. on the other hand, mathematics and science used the least hedges in their thesis abstract. it may be caused by the nature that these two programs are considered as hard science in which the results are demonstrated by using more exact research methods such as measurements or calculations of numerical data. conclusion to sum up, hedges both lexical and nonlexical hedges were used by the graduate students from the five different study programs in writing their thesis abstracts in english. however, it is presumed that there is a significant difference among these graduate students in using hedges in their thesis abstract. lexical hedges were more frequently used by those in english than those in other study programs. meanwhile, in term of non-lexical hedges, agentless passive was the most widely used by these graduate students. the findings also show that the tendency of using more hedges by those in english might be influenced by their cultures since they learned and used english in their teaching and learning process. meanwhile, the preferences of those in social and education management in using more hedges are possibly caused by its nature in which these two programs are categorized as ‘soft sciences’ that are surely not very numerical or mathematically verifiable, but rather based on opinions, arguments and interpretations. references abdollahzadeh. (2011). hedging in postgraduate student theses: a cross-cultural corpus study. internatisonal conference on languages, literature and linguistics, ipedr vol.26. retrieved on december 20, 2013 from: http://www.ipedr.com/vol26/116iclll%202011-l10206.pdf hyland, k. (1997). scientific claims and community values: articulating an academic culture. language and communication, 16, 1, pp. 1932. retrieved on december 9, 2013. from: http://www2.caes.hku.hk/kenhyland/files/2012/0 8/scientific-claims-and-communityvalues_articulating-an-academic-culture1.pdf hyland, k. (1998). hedging in scientific research articles. amsterdam: john benjamins. hyland, k. (2000). hedges, boosters and lexical invisibility: noticing modifiers in academic texts. language awareness 9 (4): 179-1997. retrieved on december 20, 2013 from :http://www2.caes.hku.hk/kenhyland/files/2 012/08/hedges-boosters-and-lexicalinvisibility_noticing-modifiers-in-academictexts.pdf hyland, k. (2005). metadiscourse: exploring interaction in writing. london: continuum. myers, g. (1989). the pragmatics of politeness in scientific articles. applied linguistics, 10, pp. 1-35. retrieved on november 29, 2013. from: http://applij.oxfordjournals.org/content/10/1/1.ab stract http://www.ipedr.com/vol26/116-iclll%202011-l10206.pdf http://www.ipedr.com/vol26/116-iclll%202011-l10206.pdf http://www2.caes.hku.hk/kenhyland/files/2012/08/scientific-claims-and-community-values_articulating-an-academic-culture1.pdf http://www2.caes.hku.hk/kenhyland/files/2012/08/scientific-claims-and-community-values_articulating-an-academic-culture1.pdf http://www2.caes.hku.hk/kenhyland/files/2012/08/scientific-claims-and-community-values_articulating-an-academic-culture1.pdf http://applij.oxfordjournals.org/content/10/1/1.abstract http://applij.oxfordjournals.org/content/10/1/1.abstract sri wahyuningsih, dkk. / english education journal 4 (2) (2014) 81 mojica, l. (2005). filipino authors’ ways of showing detachment/commitment in their english academic papers. in d. dayag & j.s. quakenbush (eds.), linguistics and language education in the philippines and beyond: a festschrift in honor of ma. lourdes s. bautista, (pp. 511-525). manila: linguistic society of the philippines. nivales, m. (2011). hedging in college research papers: implications for language instruction. asian efl journal. professional teaching articles – cebu issue. vol. 52. retrieved on december 20, 2013 from: http://www.asian-efljournal.com/pta/may-2011.pdf#page=35 navratilova, m. (2013). hedges in biomedical research articles, diploma thesis masaryk university. retrieved on december 20, 2013 from: http://is.muni.cz/th/244323/pedf_m/thesis_navra tilova_michaela.pdf salager-meyer, f. (1994) i think that perhaps you should: a study of hedges in written scientific discourse. in: t. miller (ed), functional approaches to written text: classroom applications. washington, d.c.: english language programs-united states http://www.asian-efl-journal.com/pta/may-2011.pdf#page=35 http://www.asian-efl-journal.com/pta/may-2011.pdf#page=35 http://is.muni.cz/th/244323/pedf_m/thesis_navratilova_michaela.pdf http://is.muni.cz/th/244323/pedf_m/thesis_navratilova_michaela.pdf 46 eej 5 (2) (2015) english education journal http://journal.unnes.ac.id/sju/index.php/eej the effectiveness of stad and tgt to enhance narrative text reading comprehension of the students with high and low achievement dwi hastuti, issy yuliasri postgraduate program, semarang state university, indonesia article info ________________ article history: accepted october 2015 approved october 2015 published november 2015 ________________ keywords: stad, tgt, narrative text, reading comprehension, students achievement ____________________ abstract ___________________________________________________________________ this study investigated the effectiveness of stad and tgt for enhancing narrative text reading comprehension of the students with high and low achievement. this study was a quantitative research, using an experimental factorial design 2x2. the participants of this study were 71 students of the eighth graders of state islamic junior high school lebaksiu. thestudents were divided into two groups, experimental group and controlgroup. the students of experimental group wasgiven stad in learning narrative text reading comprehension and thecontrol group wasgiven tgt inlearning narrative text reading comprehension.the findings of this study showedthat stad and tgt have significant effect for enhancing narrative text reading comprehension. however, the techniquesgiven for enhancing narrative text reading comprehension and student’s achievement did not have any interactions © 2015 semarang state university  correspondence address: unnes bendan ngisor campus, semarang, 50233 e-mail: dwifaisal190813@gmail.com issn 2087-0108 dwi hastuti dan issy yuliasri / english education journal 5 (2) (2015) 47 introduction reading is an activity to get the written information.it has many advantages such as broading the knowledge and finding the solution to a problem. it is one of the language skills that should be acquired by the learners. it plays an important role in learning english. by reading the students can understand the material well. on the other hand, it is not easy to comprehend the content of english reading text. whereas, mostof the students got difficulties in comprehending english reading textespecially in narrative text. narrative text is the text to amuse, entertain and to deal with factual or various experience in different ways (hartono, 2005: 6). moreover, he states that the schematic structure of narrative textis orientation, evaluation, complication, resolution and re-orientation. regarding with those problems, it needs a solution to overcome the problem. one of the solutions is by implementing appropriate teaching method or technique. implementing appropriate method and technique can develop students’ interest and motivation in learning language especially in mastering reading skill. therefore, it can improve students reading skill achievement. so the teacher should implement cooperative learning technique. slavin in jacobs (1995: 16) says that “all cooperative learning methods share the idea that the students work together to learn and are responsible for their teammates’ learning as well as their own. in addition to the idea of cooperative work, student team learning methods emphasize the use of team goals and team success, which can be achieved only if all members of the team learn the objectives being taught.” among the cooperative learning techniques, all of them can give the advantages for the teachers if they are appropriated with the materials and skills. kagan (2009: 32 ) states that literally hundreds of studies demonstrate cooperative learning boosts achievement more than traditional methods. cooperative learning outperforms competitive and individualistic. a lot of researchers on some studies have applied cooperative learning to enhance students’ achievement. zarei (2012) investigated the effects of cooperative learning models on reading achievement and vocabulary learning of iranian learners of english. the experimental groups were taught with stad and circ, the control groups were taught in a non-cooperative method. the results indicated that the cooperative learning model circ and stad had statistically significant effects on reading comprehension and vocabulary learning.so cooperative learning also will be applied in this research to enhance students reading comprehension. regarding the focus skill on reading, there are some cooperative learning techniques appropriate to be implemented, such as student teams achievement divison (hereafter is stad) and teams games tournaments (here after is tgt). slavin (1995: 71) says that stad is one of the simplest of all cooperative learning methods, and is a good model to begin with for teachers who are new to the cooperative approach. stad consists of five major componentsclass presentations, teams, quizzes, individual improvement scores, and team recognition.meanwhile, tgt is the same as stad in every respect but one; instead of the quizzes and the individual improvement score system, tgt uses academic tournaments, in which students compete as representatives of their teams with members of other teams who are like them in past academic performance (slavin, 1995: 84). stad and tgt were applied to students with high and low achievement.achievement is the knowledge attained or skills developed in theschool subjects usually designed by test scores or by marks assigned by teachers or byboth(good in khan, 2008). in this research, students with high achievements were those pupils had the score of narrative daily test equal or more than minimum standard score. meanwhile, the low achievement students were the students with narrative daily score less than minimum standard score. khan (2011)conducted the same study about the effect of a form ofcooperative learning instruction that is students’ team achievement division (stad) with that of traditionallectures dwi hastuti dan issy yuliasri / english education journal 5 (2) (2015) 48 method. students academic achievements were found out by teacher through the test consist of multiplechoice questions, short questions and long questions. the result showed that thestudents’ achievements of both the groups were not significant. in conducting stad, the material and the time allocation should be paid attention more so that the implementation will be successful. dealt with all explanation above, this research was aimed to measure the effectiveness of stad to enhance narrative text reading comprehension for the students with high achievement, low achievement then high and low achievement, to measure the effectiveness of tgt to enhance narrative text reading comprehension for the students with high achievement, low achievement then high and low achievement. furthermore it was aimed to find out the interaction between techniques (stad and tgt), students achievement, and narrative text reading comprehension. method this study is an experimental research with factorial design study. this study aims to investigate the cause and effect between independent and dependent variables by giving certain treatment to the experimental group and giving different treatment to the control group as the comparison. furthermore, gay (2011: 272) states that experimental research with factorial design study is an elaboration of single-variable experimental design to permit investigation of two or more variables, at least one of which is manipulated by the researcher. in addition evelyn and farhady (1982: 28) state that factorial design simply the addition of more variables to the other designs. there will be more than one independent variable (ie., moderator variables) considered and the variables may have one or many levels. frankel and wallen(in safari, 2014: 31) state that population is the group to which the result of the study is intended to apply.in this research the population was the eighth graders of state islamic junior high school lebaksiu that consist of 294 students which were divided into 8 classes. cohen, etal. (2000: 92) state that sample is the smaller group or subset of the total population in such a way that the knowledge gained is representative of the total population. the sample in this research was viii a and viii b. viii a was the experimental class and viii b was the control class. instrument is a tool for measuring, observing, or documenting the data. there are two kinds of instruments. they are test and nontest. the instruments used in this research were document study and pre-test post-test. before the test will be tested to the sample, the test has to be tried out. it is done to know whether the test is valid and reliable or not. after implementing the treatments, the post-test for the students was conducted. then, the data analysis was done. data analysis is the process of analysing data, which has been collected.the data, here, was related to the research conducted, namely the data of pre-test and post-test.the data was analysed to see how significant was the difference of students’ achievement taught by using stad and tgt. the first step of data analysis was the pretest and the post-test score of each groups were processed by using univariate analysis to find out mean, median, minimum and maximum score, and also standard deviation. the next step was the normality test of the data. it was calculated by one-sample kolmogorov-smirnov test to see whether the data has normal distribution or not. the third step was the homogeneity test of the data. it was used levene’s test for homogeneity of variance to see whether the data is homogeneous or not. the last step was the calculation to answer the statements of the problem and to see whether the hypothesis was accepted or rejected. the first to four statements of the problemswere about whether stad and tgt was effective to high and low achievement students or not. it was calculated by paired t-test, which compared tcount to t-table. if the t-count is higher than the ttable, it means that the null hypothesis is rejected dwi hastuti dan issy yuliasri / english education journal 5 (2) (2015) 49 and the alternative hypothesis is accepted. meanwhile, if the t-count is lower than the t-table, it means that the null hypothesis is accepted and the alternative hypothesis is rejected. the next two statements of the problem were asked to know whether the certain technique was effective to both high and low achievement students or not. it was calculated by independent t-test, whichalso compared t-count to t-table. if the t-count is higher than the t-table, it means that the null hypothesis is rejected and the alternative hypothesis is accepted. meanwhile, if the t-count is lower than the t-table, it means that the null hypothesis is accepted and the alternative hypothesis is rejected. the last statement of the problem asks whether there is an interaction among techniques, achievement, and narrative text reading comprehension or not. it was calculated by factorial design 2x2 with anova analysis.null hypothesis was rejected if fcount is lower than ftable. results and discussion the aim of this research was to find out the effectiveness of stad and tgt to enhance narrative text reading comprehension for the students with high and low achievement. the research was conducted in two classes. they were experimental class and control class. stad was implemented in the experimental class and tgt was implemented in the control class. both students in the experimental class and control class were classified into two. they were high achievement students and low achievement students. in choosing the samples, the researcher should be careful because in cooperative learning, some factors can affect it. the time allocation was also affected the result of cooperative learning implementation. then, the other things which affected the implementation of cooperative learning were the number of samples (khan, 2011). the classification of choosing the samples in this research was based on the narrative score data which was gained from the teacher. it was based on the narrative text daily test score. the students with the score equal to or more than 75 were categorized as the students with high achievement. then the students with the score less than 75 were categorized as the low achievement students. the researcher didn’t need to tell to the students that some of them were categorized either as high or low achievement students. before conducting the treatment, the pre-test was done. it was conducted in order to know the narrative text reading comprehension of the students before the treatment given then, after asking the students to do the pre-test, the researcher was ready to give the treatment. the treatment was implementing stad for experimental class and tgt for control class. there were three times treatments for each class. the researcher tried to plan and organize the research well because it can influence the result of the implementation. as what had been said by nair and kim (2014) cooperative learning could be effective if the teacher can plan and organize well the implementation since teacher is one of important factor in planning and implementing it. furthermore, slavin in jacobs (1995: 16) says: “all cooperative learning methods share the idea that the students work together to learn and are responsible for their teammates’ learning as well as their own. in addition to the idea of cooperative work, student team learning methods emphasize the use of team goals and team success, which can be achieved only if all members of the team learn the objectives being taught.” in implementing stad and tgt the teacher should ensure that every student get involved in teaching learning process because it can influence the teams goal and also the goal of cooperative learning itself. in the teaching learning process using cooperative techniques the teacher should ensure equal participation of every group member in activity . if activities are not properly constructed the goal of cooperative learning can’t be achieved (khan, 2008). in implementing stad, firstly the researcher told to the students that they would be taught by cooperative learning which called dwi hastuti dan issy yuliasri / english education journal 5 (2) (2015) 50 stad then the researcher gave the explanation dealt with the material. here was the narrative text. the explanation was about the purpose of narrative text, language features, and generic structures. moreover, the researcher gave the example of narrative text. secondly, the students were divided into seven groups. it consisted of five students in each groups. in assigning the students to teams, the researcher used some criteria. due to one of consideration of formatting the groups in cooperative learning is the teams should be heterogeneous. it was based on the score, and the gender. in a team should consist of high performing students and average performing students. thirdly, each group was given the narrative text to be understood together. fourthly, the students were asked to do the quiz dealt with the text they had been understood. after that, the researcher, as the teacher or facilitator, was together with the students counted the quiz result. it would be counted to get the improvement score by counted the difference between quiz score and initial base score. the initial based score was gained from the teacher, it was the prior score which was possessed by each students. then, the teacher asked to the students to put the score of every members of the group in the team summary sheet. next, they counted the total team score and divided the total team score by the number of the students of each groups. it was got the team average. finally, from the team average, the teacher gave the award to the teams. after implementing stad in the experimental class, the researcher implemented tgt in the control class. the steps were almost same with tgt. before conducting tgt, the researcher as the teacher said to the students that they would implement tgt as the cooperative learning technique. firstly, the teacher gave the explanation about the narrative text. secondly, the students were divided into six groups which were heterogeneous. thirdly, the students were given the material tobe understood. the material was narrative text. it was same as what had been given to experimental class. every tournament table consisted of six students from different groups with different ability which was classified by the scores. they were the students who had high, average, and low score. it was based on initial base score. fifthly, the students in tournament tables did game tournament. the ways were each student in turn pick a card, read the question out loud and tried to answer the question. if she or he could answer, she or he could keep the card. if she or he could not answer, the challenger could answer. then if the challenger could not answer, he or she should return a previously won card (if any) to the deck. for the next round, the turn moved one position left, the first challenger became the reader. the student was next to the reader kept the key answer to match the reader answer with the correct answer. all the students in the each tournament tables played the same game at the same time. the teacher was only as facilitator who moved from group to group to make sure that everyone understood the game procedures. after all the students in all tournament tables had already finished the game, the students were asked to count the cards that they gained. after that, each tournament table had game score sheet. it was used to write the score of each student who came from different teams. then, each student went back to their teams. they reported their score to the team mates and wrote the scores in the team summary sheet. it was same with stad, the students were asked to count the total team score and team average. then, the teacher gave the awards. finishing treatment implementation, the post test was given. the post test items were same with pre-test items. the result of pre test and post test were the data to be analyzed to know the effectiveness of stad and tgt to enhance narrative text reading comprehension of the students with high achievement and low achievement. after getting the data, the researcher calculated the normality test and homogeneity test. the data based on pre-test and post-test result of both experimental class and control class. the p value of pre-test of experimental class was 0.606 and 0.769 > 0.05. then, the pre-test p value of control class was 0.536 and 0.737 > 0.05. so the pre-test data of experimental class and control class were accounted as normal distribution data. dwi hastuti dan issy yuliasri / english education journal 5 (2) (2015) 51 then the post-test of experimental class was 0.692 and 0.687 > 0.05. for the control class was 0.334 and 0.678 > 0.05. it showed normal distribution for the post-test data for both experimental and control class. those all data showed the normality test. then for homogeneity test, the p value of pre-test was 0.674. 0. 674 > 0.05. so the pre test data were homogenous. meanwhile, the post test showed the p value was higher than α. 0.568 > 0.05. so the homogeneity tests both for pre-test and post test showed the data were homogenous. based on those result, it can be concluded that normality and homogeneity test showed the pre-test and post test data were normal and homogenous. related to the first statement of the problem, the mean of pre-test for students with high achievement who were taught with stad was 58.3846. then for the post-test, the mean was 82.000. the tcount of the pre-test and post-test was 13.392 and the t-table was 1.782 at the significant level α = 0.05. so the t-count was higher than t-table, 13.392 > 1.782. therefore, ho was rejected and ha was accepted which meant stad was effective to enhance narrative text reading comprehension for the students with high achievement. in relation to the second statement of problem, the pre-test mean of the students who were taught using stad was 57.3077 and the post-test was 79.000. the t-count was 9.423 and ttable was 1.782 at the significant level was 0.05. it indicated that t-count was higher than t-table. so stad was effective for low achievement students in enhancing their narrative text reading comprehension. therefore, ho2 was rejected and ha2 was accepted. in accordance the third statement of the problem, the mean score of pre-test of high achievement students who were treated using tgt were 60.5385.meanwhile, the post-test mean was 76.4615. the t-count was 13.380. it was higher than t-table. 13.380 > 1.782. therefore, ho3 was rejected and ha3 was accepted which meant tgt was effective to enhance narrative text reading comprehension for students with high achievement. according the fourth statement of the problem, the mean score of the pre-test of the low achievement students who were treated using tgt was 45.0000 and the post-test was 65.0769. the t-count was 9.967 and t-table was 1.782. so 9. 967>1.782. it meant tgt was effective to enhance narrative text reading comprehension of the low achievement students. so ho4 was rejected and ha4 was accepted. related to the fifth statement of the problem, the mean score of the students with high achievement was 82.0000 and for the low achievement students were 79.000. the means score’s range were not high enough. the mean score for each variable was also high. on the other hand, the t-count was -0. 923 while the ttable was 1.706 at the significant level of 0.05. so the t-count was lower than t-table. -0.923<1. 706. then, p value was higher than α. 0. 365>0. 05. it meant that stad was not effective for high and low achievement students to boost narrative text reading comprehension, therefore ho5 was accepted and ha5 was rejected. in relation with the sixth statement of the problem, the mean score of low achievement students was 65.0769. meanwhile, the mean score of high achievement students were 76.4615 which meant that the means score range was high. on the other hand, t-count was -2.962 and the t-table was 1.706 at the significant level 0.05. so the t-count was higher than t-table. -2.962 > 1.706. then p value was lower than α. 0.007 < 0.05. it indicated tgt was effective for high and low achievement students to boost narrative text reading comprehension. so ho6 was rejected and ha6 was accepted. based on the last statement of the problem, it was stated that there was no interaction between technique, achievement and narrative reading comprehension. the result of f-count of achievement was 8.167. the second, f-count of technique was 14.950. the last, f-count of achievement*technique was 2.775. meanwhile, the f-table was 3.42. it meant that f-count for achievement*technique was lower than f-table. it did not need to differ the students to high and low achievement. dwi hastuti dan issy yuliasri / english education journal 5 (2) (2015) 52 from the whole result, it can be stated that actually stad and tgt gave the enhancement for the students with high and low achievement. however, it can’t be concluded that by dividing students based on the achievement can succeed these techniques to be implemented since the result of stad was not effective for high and low achievement. it was shown by the range of mean score of high and low achievement which was not high. high and low achievement students got high score. conclusion the findings of this study showed that stad and tgthave significant effect for enhancing narrative text reading comprehension. however, the techniques given for enhancing narrative text reading comprehension and student’s achievement did not have any interactions. references cohen, louis et al. 2000. research methods in education. fifthedition.new york: routledge. evelyn, hatch. and farhady, hossein. 1982. research design and statistics for applied linguistics. london: newbury house publishers. hartono, rudi. 2005. genres of texts. semarang: english department, faculty of languages and arts, semarang state university. jacobs, m.g., lee, s.g., and ball, jessica. 1995. learning cooperative learning via cooperative learning. singapore: seameo language centre. kagan, spencer. 2009. cooperative learning. san clemente: kagan publishing. khan, nazir g. 2011. effect of student’s team achievement division (stad) on academic achievement of students.asian social science vol. 7. gay, r. l., mills, e. g., and airasian, w. p. 2011. educational research. boston: pearson education. safari, subhan. 2014. the effect of stad for high and low motivated students in learning reading comprehension. thesis: semarang state university. slavin, r. e. 1995.cooperative learning: theory, research and practice (2nd ed). boston: allyn&bacon. zarei, ali. a. 2012. the effects of stad and circ on l2 reading comprehension and vocabulary learning.frontiers of language and teaching vol.3. 427 eej 12 (3) (2022) 427-436 english education journal http://journal.unnes.ac.id/sju/index.php/eej assessing grammatical cohesive devices in the findings and discussion of research articles by graduate students khasanah palupi akbar, januarius mujiyanto, djoko sutopo universitas negeri semarang article info ________________ article history: accepted 09 may 2022 approved 04 july 2022 published 15 september 2022 ________________ keywords: cohesion, grammatical cohesive devices, research articles ____________________ abstract ___________________________________________________________________ writing research articles is a 'tradition' conducted by students in every learning activity in higher education. this study aimed to analyze the use of grammatical cohesive devices found in the findings and discussion of research articles written by graduate students of english education. discourse analysis was employed as the research design and a descriptive qualitative approach was utilized to elaborate the analysis. qualitative data in the form of text consisting of sentences and clauses containing cohesion were the primary data in this research. the data were obtained through observation and documentation by conducting a preliminary study, collecting the research articles, and verifying the data. the data were analyzed by identifying, classifying, describing, and drawing conclusions. the results of the study showed that the students employed all four types of grammatical cohesive devices in the findings and discussion of research articles. the most dominant grammatical cohesive device utilized by the students was reference and conjunction with total use of 2367 and 955 respectively. there was an apparent margin gap between the dominantly used devices and the least employed devices as there were only 5 occurrences of substitution and 12 occurrences of ellipsis. in conclusion, the students preferred to use only two types of grammatical cohesive devices while neglecting the utilization of the other types. moreover, this study will hopefully provide suggestions for students on how to use grammatical cohesive devices and additional guides for teachers in teaching students on how to compose a wellorganized research paper. correspondence address: kampus pascasarjana universitas negeri semarang, semarang, 50233 e-mail: palupiakbar@students.unnes.ac.id p-issn 2087-0108 e-issn 2502-4566 khasanah palupi akbar, et al./ english education journal 12 (3) (2022) 427-436 428 introduction writing is considered as an activity that cannot be separated from the academic life of a student, especially writing in the form of a scientific paper. constructing scientific paper is part of assignments given by lecturers to students, either as essays, reviews of scientific articles, or research article. also, it is one of the requirements for completing studies to obtain a bachelor, master, or doctoral degree in the form of an undergraduate thesis, master thesis, and dissertation. the activity of writing scientific papers in the form of research article, especially by graduate students, is expected to be a medium for providing information on new knowledge, ideas, studies, and research results. it is in-line with sudjana's (2001) statement, who argued that scientific work is essentially a human product based on scientific knowledge, attitudes, and ways of thinking. therefore, writing research article is a 'tradition' conducted by students in every learning activity in higher education. the ability to write research articles for students, especially graduate students of english education, is not only seen in the introduction section but also the findings and discussion sections. in findings, the statistical results of a study in being listed in detail. whereas discussion is where the results of a study is being interpreted then relate them to the main topic of the research article (wrinkler & metherell, 2012). meanwhile, in line with the belief that language consists of form and meaning, its relationship in discourse can be divided into two types, namely a form relationship called cohesion and a relationship of meaning called coherence. furthermore, cutting (2000) established that in written discourse, the unit can be composed several main clauses long or even just a single one. henceforth, in written discourse, the relationship between sentences must always be considered to maintain the linkages and sequences between sentences. according to halliday and hasan (1976), cohesion is a concept of meaning that refers to the relationship of sentences and is a semantic unity between one sentence and another in written discourse. similarly, thornbury (2005) stated that the element of cohesion serves to bind sentences to the ones that preceded them using cohesive devices.. meanwhile, nunan (1993) suggested that cohesion is a formal aspect of language in discourse (the relationship that appears in a form). he further explained that cohesion is a syntactic organization, where sentences are composed coherently and densely to produce speech or text. cohesive relationships in discourse are often realized by cohesion devices, both grammatical and lexical. the purpose of using these cohesive devices is to obtain the effect of the text's meaning and clarity of information. furthermore, the presentation of findings and discussion needs to pay attention to the relationship between sentence formulation and language structure, as well as the construction of the text by utilizing the appropriate cohesive devices to express the relationship between clauses or sentences. cohesive devices are vital to determine the relationship between one clause and another, and one sentence with another. cohesion in research articles must always be maintained to achieve coherence. brown and yule (1983) established that if cohesion is related to the formation of texts, then coherence is an aspect of meaning that refers to elements of speech which describes how implied propositions can be interpreted and concluded. meanwhile, renkema (2004) argued that coherence is the interweaving of parts in discourse; semantic coherence that can be achieved by factors outside the discourse. if the research article has cohesion and coherence, it will look systematic so that the ideas contained in the research article can be interpreted and understood by readers. it will also lead the discourse to become cohesive, not just a bunch of clauses and sentences containing a different subject matter, but an element in the text that show the concept of unity. however, based on the preliminary observations in english education journal khasanah palupi akbar, et al./ english education journal 12 (3) (2022) 427-436 429 (eej) – a publication journal owned by the study program of english education, universitas negeri semarang – there were still students who had not maximized the use of cohesion devices in their research articles. those research articles have yet to meet the requirements of cohesion between clauses and sentences, especially in the findings and discussion section. this results in the relationship between clauses and sentences not being well connected. therefore, the coherence aspect was not fully achieved. in-line with this research there were several researchers who also conducted research concerning similar topic. abuallail (2020) analyzed the use of grammatical cohesive devices in grade 11 l2 learner’s descriptive essays at a private school in rak, uae. meanwhile, gunas et al. (2020) investigated the aspects of cohesion and coherence in the students writing tasks on descriptive and narrative text genres whereas kumalasari (2020), analyzed how the students of eleventh grade use cohesive devices in their writing report text. another research was conducted by abdurahman et al. (2013) who tried to find out types of grammatical cohesive devices students mostly used in their thesis writing and how these devices create cohesive discourse. suwandi (2016) attempted to reveal the coherence of the abstracts of the final project reports of the undergraduate students of pgri university semarang. meanwhile, jemadi (2017) analyzed the type of cohesive devices used in the theses of graduate students of english as a foreign language. on the other hand, abbas et al. (2016) investigated the effects of arabic language as a mother tongue (l1) on the use of english grammatical cohesive devices in students’ argumentative essays. afrianto (2017) investigated the type of cohesive devices in students’ writing as a part of discourse analysis. amperawaty and warsono (2019) analyzed cohesion and coherence devices in the background sections of the students’ formal writing. ahmed and seddaig (2019) investigated the difficulties faced by efl students in using grammatical cohesion and coherence in written discourse, while albana et al. (2020) analyzed a piece of argumentative writing produced by fifth semester students in term of cohesion issues of discourse analysis. meanwhile, omar et al. (2020) explored the cases of anaphoric pronoun resolution of university level kurdish learners of english. kirana et al. (2020) investigated the types of lexical cohesion and grammatical cohesion used in thesis abstracts composed by undergraduate english department students. similarly, lestari and sutopo (2020) analyzed the use of cohesive devices in narrative texts written by 11th grader of pelita bangsa school. sari et al. (2022) attempted to analyze the use of cohesive devices in reading texts of english textbook. meanwhile, this research was conducted to assess the characteristics of grammatical cohesive devices in the findings and discussion of research articles written by graduate students of english education. the results of the research are expected to provide some contributions. will provide some contributions. theoretically, the characteristics of grammatical cohesive devices will empirically contribute in-depth exploration related to cohesion in research paper by students of higher level. practically, it will supply suggestions for students on how to use cohesion in their research paper. pedagogically, it will provide additional guides for teachers in teaching students on how to compose a wellorganized research paper. methods in this research, a discourse analysis was employed as the research design. this research design was chosen to analyze the object of the study because it revolves and focuses on the element of cohesion. accordingly, a descriptive qualitative approach was utilized to elaborate the analysis. meanwhile, the object of this research was the findings and discussion section of research articles written by graduate students of english education, universitas khasanah palupi akbar, et al./ english education journal 12 (3) (2022) 427-436 430 negeri semarang. whereas the subject of this research was graduate students of english education, universitas negeri semarang. both the object and subject were chosen to be analyzed based on the preliminary observations that there were still many students who had not maximized the use of cohesive devices in the findings and discussion of their research articles event though the section contains the substantial elements of a research that should be delivered to readers properly. as for the data, this research used qualitative data in the form of text consists of sentences and clauses containing cohesion. the data was obtained from the findings and discussion sections of research articles written by graduate students of english education, universitas negeri semarang as the unit of analysis. they were also obtained through observation and documentation. creswell (2012) established that observation is the process of gathering information by observing people, object, and places at a research site. this procedure was conducted to observe the research articles written by graduate students of english education, universitas negeri semarang that may have the possibility to be chosen as the source of the data. the research articles analyzed were determined through random sampling. the samplings were collected through documentation. there were two data sources in this research, namely primary and secondary data. the primary data were obtained from the results and discussions section of students’ research article. meanwhile, the secondary data were obtained from various references related to the topic of the research, for example, research articles and other references. the research data did not include documentation in the form of photos because there was no field observation for this research. therefore, there were no interviews conducted with the authors of the articles. moreover, there were three procedures in collecting the data, namely 1) conducting a preliminary observation, 2) collecting the articles to be analyzed using random sampling technique, and 3) verifying the data by reviewing articles to find sentences or clauses that contain cohesive devices. aside from collecting the data, there were several procedures in analyzing the data in this research, such as 1) identify the cohesive devices found in the findings and discussion of the research articles written by graduate students of english education, universitas negeri semarang by underlining the devices and put them in bold font, 2) classify the cohesive devices found in the research articles written by graduate students of english education, universitas negeri semarang and presented them in a table, 3) describe the data and explain them accordingly using some of the examples from each classification found in the findings and discussion of the research articles collected, and 4) conclude the result of the analysis regarding the assessment of cohesive device used in the findings and discussion of the research articles written by graduate students of english education, universitas negeri semarang. on the other hand, triangulation technique employed in this research was by comparing the characteristics of cohesive devices in the research articles that were analyzed. the data validity test in this research aimed to check, confirm, and ensure that this qualitative research follows the mechanisms and principles used during the research process. morse et al. (2002) described that data validity checking ensures that the formulation of research problems, literature reviews, data source, data collection techniques, and analysis was examined systematically. the data validity checking was executed to confirm whether the research conducted is genuinely scientific and test the reliability of the data obtained. results and discussions based on the taxonomy of cohesive devices by halliday and hasan (1976), the data analysis showed that not all types of cohesive devices were utilized by the students to create cohesion in the findings and discussion sections of each research article. the following table khasanah palupi akbar, et al./ english education journal 12 (3) (2022) 427-436 431 was presented to show the number of occurrences of grammatical cohesive devices found in the findings and discussion sections of the research articles. the characteristics of grammatical cohesive devices in the findings and discussion of research articles based on the findings, the four types of grammatical cohesive devices occurred in the research articles. however, among the four types, reference and conjunction were dominantly occurred, whereas substitution and ellipsis’ occurrence were scarce. table 1. the occurrence of grammatical cohesive devices in the findings and discussion resea rch articl e grammatical cohesive devices refere nce substit ution ellip sis conjun ction 1 231 1 3 67 2 244 1 100 3 202 103 4 328 1 133 5 229 85 6 79 6 29 7 347 100 8 283 3 89 9 183 87 10 241 2 162 total 2367 5 12 955 reference as aforementioned, reference was the most dominant cohesive device that occurred in the findings and discussion sections of research articles written by graduate students of english education universitas negeri semarang. they occurred for a total amount of 2367. this finding was similar with the findings from abbas et al. (2016), abuallail (2020), gunas et al. (2020) in which reference became the most dominant grammatical cohesive device occurred in third year iraqi efl students’ argumentative essays, grade 11 l2 learner’s descriptive essays at a private school in rak, uae, and high school students’ writing tasks on descriptive and narrative text genres in langke rembong district, respectively. the occurrences were divided into personal reference, demonstrative reference, and comparative reference. personal reference personal reference is defined as a specific function and role of something that occurred in a text or speech (halliday & hasan, 1976). based on the characteristics of reference in the findings and discussion sections of research articles, there were many types of personal reference occurred. some of the examples will be presented below. a) based on the mentalist input, students are believed to have ‘a black box’, they are equipped with innate knowledge of the possible forms that any single language can take, and enable learners to arrive the rules of the target language. b) as behavior or attitude assessment is new for the teacher who has been more than thirty years being a teacher, it is quite hard to be conducted by the teacher. in the findings and discussion sections of research articles, personal pronouns and possessive pronouns occurred the most. some of them were ‘he,’ ‘their’, ‘it’, ‘they’, ‘them’, and ‘one’s’. these examples of personal reference were primarily referred to their preceding sentences or clauses, in which defined as anaphora reference. in-line with this, the study conducted by omar et al. (2020) demonstrated that many students tended to employ anaphora reference in their writing assignments. additionally, among the personal reference occurred in the research articles, such as ‘they,’ ‘them’, ‘their’, and ‘one’s’ were primarily used to refer to students. demonstrative reference demonstrative reference refers to a type reference that usually appears as a verbal pointing through locating the object being referred to on a proximity scale. several types khasanah palupi akbar, et al./ english education journal 12 (3) (2022) 427-436 432 of demonstrative reference occurred in findings and discussion sections of research articles were this, these, those, here, and the. there are three different views of input in language acquisition. those are the behaviorist, the mentalist, and the interactionist (ellis, 1994: 243). the finding showed that the students tended to be correct in pronouncing words from three to six syllables. in the example, selective nominal demonstrative ‘those’ referred to three views of input in language acquisition. moreover, there also occurred demonstrative reference ‘the’ which acted as modifier only. demonstrative ‘the’ played a role as the most dominant type of cohesive device occurred in all the findings and discussion sections of research articles written by graduate students of english education. this particular tool basically became the pillar in the students’ research articles in their efforts to establish a cohesive text. this finding was aligned with the study conducted by abdurahman et al. (2013) which suggested that demonstrative reference dominate the occurrence of reference in student’s theses writing. additionally, jemadi's (2017) study also revealed that definite article ‘the’ was employed the most in the graduate students’ theses background section however, this finding contradicted with the findings from kumalasari (2020), which illustrated that many of the students did not utilize any demonstrative reference in their report text. comparative reference comparative reference is a type of reference which compare an identity or similary of something. according to halliday and hasan (1976), there are two types of comparative reference, namely general comparison and particular comparison. some of the examples of comparative reference occurred in the findings and discussion sections of research articles were shown as follow. a) but sometimes he could express happiness, not because he was purely happy but more to a satire to his own mistakes. b) other evidence showed that passive members impeded cooperation while the good teamwork determined the achievement of the group. based on the results of the research, it was revealed that various kinds of system under the comparative reference occurred in the research articles, some of which were ‘the same’, ‘more’, ‘different’, ‘similar’, ‘better’, ‘other’, and ‘not equal’. the expression ‘the same’, ‘similar’, ‘different’, and ‘other’ belong to the system of general comparison. meanwhile, the expression ‘better’ and ‘not equal’ belong to the system of particular comparison in comparative reference. on the other hand, the general comparison took dominance in occurrences of comparative reference found in the findings and discussion sections of research articles written by graduate students of english education, though the system of particular comparison were not left much behind. however, the characteristic of comparative reference in the students’ research articles were evident through the dominant utilization of general comparison ‘other’ and particular comparison ‘more’. substitution the findings illustrated that substitution rarely occurred in the findings and discussion sections of research articles. there were only 5 occurrences of substitution classified into nominal substitution and verbal substitution found in the ten research articles that were analyzed. this rare occurrence was in-line with findings from afrianto (2017), ahmed and seddaig (2019), and albana et al. (2020). however, in afrianto's (2017) and albana et al. (2020) studies, instead of occurred only a few times, it was revealed that there was no occurrence of substitution in the students’ writing at all. a) therefore, the null hypothesis was accepted that the students with high or low motivation showed the same results in which the students’ achievement data from the posttest did not provide a significant difference. khasanah palupi akbar, et al./ english education journal 12 (3) (2022) 427-436 433 b) this phenomenon explains that st does not show the executors explicitly while tt does. in the research articles that were analyzed, there was only one example of nominal substitution. it indicated that the students tended to neglect using this substitution in their research articles. in contradict with nominal substitution, there were four occurrences of verbal substitution found the findings and discussion sections of research articles analyzed. generally, although not uncommon, verbal substitution rarely made appearance in a formal writing such as research article. however, among the ten research articles written by graduate students of english education, 4 occurrences appeared in the findings and discussion sections of two research articles – research article 2 and 8. meanwhile, in contrast with amperawaty and warsono's (2019) finding which indicated that the occurrence of clausal substitution was 35 (29%), there was no occurrence of clausal substitution in this study. ellipsis ellipsis is often called ‘substitution by zero’. it means that something in a text is omitted, yet the implication is still being understood by readers. in the findings of this research, it was illustrated that the total of occurrences for ellipsis was 12. on the contrary, although there were only 12 occurrences of ellipsis in this study, there was only one occurrence of ellipsis in the study conducted by kirana et al. (2020). it indicated that the students were still lacking in maximing the utilization ellipsis in their writing. additionally, among the three classification of ellipsis, only nominal ellipsis occurred. some of the examples of its occurrence were presented as follow. a) besides, teachers can enhance students’ curiosity by having closed emotional to the students. by those, students are really inspired by their others active friends to learn english language and students are enjoying with the atmosphere of learning. b) in the findings section, it aimed to show the result of the data analysis. the first was person deixis used by english teacher and students. generally, nominal ellipsis is the kind of ellipsis which occurred within a nominal group. this classification consists of three macro level categories, which are the specific deictic, the non-specific deictics, and the post-deictic. the examples demonstrated that ellipsis ‘those’ was employed to refer to having closed emotional. meanwhile, ellipsis ‘the first’, as a part of the ordinals that belonged to the post-deictic was used to describe the results of the study in the preceding sentence. this classification of nominal ellipsis also appeared the most among all the research articles. conjunction as the second most dominant cohesive devices in the findings and discussion sections of research articles, there were a total of 955 conjunction that occurred. the conjunction appeared in the research articles were divided into four types, which were additive, adversative, causal, and temporal, which were discussed as follow. additive the notion of additive in conjunction is more often than not occurred structurally in the by taking the form of coordination. moreover, it is divided into four categories, such as simple additive relations, complex additive relations, comparative relations, and appositive relations. one of the examples was explained as follow. a) afterwards, the students were assigned to read and analyze the reading. based on the findings of the research, the example (a) indicated that the additive ‘and’ was part of the element simple additive relations. the simple additive relations ‘and’ was used to express the internal type of conjunction. it was implicated that the conjunction was meant to convey that there was more to be said in the writer’s explanation though the connection with the preceding clause. this finding is aligned with the study conducted by suwandi (2016) and lestari and khasanah palupi akbar, et al./ english education journal 12 (3) (2022) 427-436 434 sutopo (2020), which implied that the students tended to employ conjunction ‘and’ as a realization of additive relations between clauses in their narrative texts. this finding was further supported by the the finding of the study by sari et al. (2022) who stated that additive conjunction was the most dominant conjuction in students’ reading texts. adversative adversative conjunction if often executed in a way that the expectation strays away from the content of what was discussed. the conjunction is divided into four elements, namely adversative relations, contrastive relations, corrective relations, and dismissive relations. however, out of the four elements of adversative conjunction, only three elements were occurred in the findings of the research. an example found in the findings of the research was shown as follow. a) however, just like the behavior assessment, the teacher yet has found the proper way to conduct skill assessment as it is not conducted frequently by the teacher. the adversative ‘however’ in example (a) fell under the element of contrastive relations. specifically, it belonged to the simple contrastive relations of adversative conjunction. the adversative conjunction ‘however’ signified that the sentence, where the conjunction was placed, was associated with intonational prominence, and acted separated from the sentence that followed. causal causal conjunction is the type of conjunction usually asserted through the marker so, those, hence, therefore, consequently, accordingly, and other similar markers. this conjunction consists of four elements. they are general, specific, conditional, and respective. an example from the findings of the research was presented as follow. a) therefore, madurese local language give significant positive influence on the students‟ pronunciation of two syllable english words in first position. the causal conjunction in the example belonged to the element of general causal conjunction, particularly simple general relations. the conjunction marker presented in the example was utilized by the writer to express connection that what was delivered in the sentence was possible if the condition in the presupposed sentence was fulfilled. temporal temporal conjunction is often delivered through its simplest form, which is by conjunction marker then. temporal conjunction consists of three elements, which are simple temporal, complex temporal, and conclusive. two examples of temporal conjunction were explained as follow. a) then, the presenters have an obligation to give respond to the audience in target language too. as presented in the example, the marker ‘then’ was the simplest form of temporal conjunction. henceforth, the temporal conjunction ‘then’ belonged to the element of simple relations. in addition, ‘then’ was used in a way that the sentence where the marker was placed indicated that the temporal cohesion contained the linkage that was simultaneous time. based on the findings elaborated, it can be inferred that this study differs from the previous studies which analyzed cohesion. this study primarily focused on the findings and discussion section of academic paper by efl graduate students which has not been really conducted before, whereas most of the previous studies with similar topic on cohesion focused more on the abstract and introduction sections. furthermore, as the subject of the study was graduate students which classified as advanced efl learners, their utilization of grammatical cohesive devices exceeded the students analyzed in the previous studies. khasanah palupi akbar, et al./ english education journal 12 (3) (2022) 427-436 435 conclusion the results of the research showed that the utilization grammatical cohesive devices were divided into four types of occurrences, which were reference, substitution, ellipsis, and conjunction. consequently, grammatical cohesive device became the most dominant cohesive device which occurred the in the findings and discussion of their research articles written graduate students of english education, with reference and conjunction leading the occurrences. furthermore, almost all the findings and discussion of the research articles have similar consistency in establishing the cohesion and unity aspect of their written text, including using similar type of grammatical cohesive device and employing similar cohesion marker. also, in each research articles, there was a huge margin between the utilization of each type of grammatical cohesive device. to sum up, most of the findings and discussion of their research articles written graduate students of english education have successfully established cohesion in their research articles to achieved coherent text. however, there was still imbalance in the employment between the four types of grammatical cohesive devices. references abbas, j. m., subakir, m., yasin, m., & ismail, k. 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(2012). writing the research paper (8th ed.). wadsworth. 8 eej 5 (2) (2015) english education journal http://journal.unnes.ac.id/sju/index.php/eej the ideology in the indonesian-english translation of cultural terms hendro kuncoro, djoko sutopo postgraduate program, semarang state university, indonesia article info ________________ article history: accepted october 2015 approved october 2015 published november 2015 ________________ keywords: translation, cultural terms, technique, ideology ____________________ abstract ___________________________________________________________________ this study deals with the translation of cultural terms found in andrea hirata’s novel laskar pelangi into the rainbow troops. the aims of the study were to describe the cultural terms category found in the novel, to find the most frequently translation technique applied by the translator in translating the cultural terms, and to analyze the ideology of translation applied by the translator in translating the novel. the study used was a qualitative descriptive method. the result of the study showed that the most frequently translation technique applied is compensation (18.08%). it can be concluded that the translation ideology used by the translator is domestication ideology. it could be concluded that by applying this domestication ideology, the translator made the foreign-sounding languages and cultures found in the laskar pelangi novel, transparent to the target language reader with something equal and equivalent, so the work of translation is acceptable, and easy to understand. © 2015 semarang state university  correspondence address: unnes bendan ngisor campus, semarang, 50233 e-mail: hendkun@yahoo.com issn 2087-0108 hendro kuncoro dan djoko sutopo / english education journal 5 (2) (2015) 9 introduction with the increasing demand on information, the translation activity as the massage transformer from source language (sl) into target language (tl) is considered important. in globalization era when contacts with foreign cultures are frequent, we found that translations products surrounded our everyday lives. translation is an act of communication involving several components such as source text writers, source texts, translators, target texts and target readers (hatim and mason, 1997). the translator transfers a message expressed in one language into an equivalent expression in another language. translation is a complex process. as the process of communication, translation involves the sender, the recipient, the message and the translator. the translator transfers a message expressed in one language into an equivalent expression in another language. translation is a complex process. as the process of communication, translation involves the sender, the recipient, the message and the translator. in a written translation, the sender is the author, while the recipient is the intended reader. the translator is in charge to transfer the message from the source text (st) into the target text (tt). in the process, translation is not as simply change some foreign words into another words, but in fact, translating from a source texts can be considered as a quite challenging task, because it deals with a specific language and culture, therefore it shows many distinctive or particular linguistic, as well as social and cultural aspects in social lives. due to their culture, every languages has their own system, baker (2011:9) states that: “as translator, we are primarily concerned with communicating the overall meaning of a stretch of language. to achieve this, we need to start by decoding the units and structures which carry that meaning”. translation is not just a process of changing words into a different language, it has to do with culture since language is an integral part of culture, and it is a tool for cultural mediation. culture knowledge and intercultural competence awareness that rise out of experience of culture are far more complex phenomena than it may seem to the translator. novel was considered as the most invasive of the media, being a shared and easily accessible medium. one of the functions of novel is to reflect reality. when a novel author wants to sell his novel to another country where the language and culture is different, it may need to be translated. translation needed in order that people in that country, whose mother tongue and culture are not the same as the language used in the original novel, will understand the content and by it, they are willing to buy the novel. somehow, to translate the novel is not an easy thing to do since the translator frequently cannot find the equivalent expressions in the target language. ideally, the translators must be able to convey the message as naturally as possible and find the equivalent expression to give the same effect as the effects found in the original expressions. when discussing the problems of correspondence in translation, "differences between cultures may cause more severe complications for the translator than do differences in language structure" (nida, 1964:130). the role of the translator is trying his/her best to overcome any cultural problems that may affect the transference of the meaning from the sl culture to the tl culture. a lack of knowledge on the part of translator sl culture can result in many translation problems, especially on the lexical level. the more a translator is aware of complexities of differences between cultures, the better a translator will be. intercultural understanding is closely related to the important concept of translation theory, which is the functional equivalent. this equivalent can only happen if a translation has a function in the target culture that is comparable to the function its original has in its cultural context. therefore, the translators must be aware of cultural differences and their significance in translating; by ensuring that the texts they have translated is culturally accepted in the target language. a translator is the one who controls the transfer of meaning, whether he tends to hendro kuncoro dan djoko sutopo / english education journal 5 (2) (2015) 10 emphasize the source language or the target language; reducing the ‘foreign’ as much as possible that a translated text sounds natural or deviating from the target language norms, to bring readers to an alien reading experience. domestication and foreignization are two basic ideologies of translation involving linguistic and cultural terms. they are termed by an american translation theorist, venuti in 1995. in the domesticating translation, a translator tries to produce a target language translation as natural as possible. here the translator lessens the awkwardness of the foreign text through a clear, transparent and fluent style of translation. in other words, the translator uses the standard target language rather than a variation, making the foreign text closely conform to the culture of the language into which the text is being translated, where the “foreignness” in the source text will be weakened or even removed from the source text. a domestication-translated text will demand a closeness of the translation to the readers’ language to achieve the goal of smoothness, so that they feel like they were reading an original text, not a translated one. while in the foreignizing translation, a translator attempts to take the target language readers to the foreign culture and make them feel the linguistic and cultural differences, he retains the information from the source text, and involves deliberately breaking the conventions of the target language to preserve its actual meaning. the target language readers will get a better comprehension about the idiom as well as the culture. in this study, four problems will be discussed. first, to investigate the categories of cultural terms found in the novel “laskar pelangi” and “the rainbow troops”. second, to explain the techniques of translation applied in the translations of the cultural terms. third, to indentify the most frequently techniques of translation applied, and fourth, to analyze the ideology of translation, whether it is foreignization or domestication which is used in the translations of the cultural terms. the method of collecting data in this study is observation and implemented by notetaking technique. the collected data were then analyzed descriptively and two methods of presenting the analyzed data were used in this study; informal and formal methods. this study was based on some theories proposed by newmark (1988) and venuti (1995). the theory of cultural category proposed by newmark was used to investigate categories of cultural terms. meanwhile, the theory of techniques of translation proposed by molina and albir was used to identify techniques of translation applied by the translator in translating cultural terms. further, the theory of ideology of translation proposed by venuti was used to analyze the tendency of the use of ideology of translation, foreignization and domestication, by referring back to the theory proposed by molina and albir on techniques of translation. this study was aimed to describe the cultural terms category found in the novel laskar pelangi and its translations the rainbow troops, to describe the techniques of translation applied in the translations of cultural terms found in the novel laskar pelangi to its translation the rainbow troops, to describe the most frequently translation strategy applied in the translations of cultural terms in the novel laskar pelangi and its translation the rainbow troops, and to describe the ideology of translation applied, in the translation of cultural terms found in andrea hirata’s novel laskar pelangi and its translation the rainbow troops. method this study used a qualitative approach. bodgan and biklen (1982) (in sugiyono, 2010:9) state that qualitative research has some characteristics as follows: qualitative research has the natural setting as the direct source of data and researcher is the key instrument; qualitative research is descriptive, the data collected is in the form of words of pictures rather than number; qualitative research is concerned with process rather than simply with outcomes or products; qualitative research tends to analyze their data inductively; “meaning” is essential to the qualitative research. design and it hendro kuncoro dan djoko sutopo / english education journal 5 (2) (2015) 11 was undertaken by discourse analysis. the data in this study were taken from andrea hirata’s novel laskar pelangi and its english translation version the rainbow troops. the laskar pelangi novel was chosen as the data source since it contains various kinds of cultural terms. the method of collecting data in this study was observation method. the observation method was applied by thoroughly observing the source language cultural terms and their translations in the target language, english. this method of observation was implemented at once with the implementation of note-taking technique. the use of note-taking technique was to identify and classify the data, the cultural terms, so that it was much easier to formulate the analysis. the data collected in this study were primary data since they were directly collected from the data source by using the observation method and note-taking technique. the first step was the writer reads the sl novel and the translation novel. the writer then underlined and noted down all instances of cultural term words and phrases in the source language and their translations in the target language, and then taken them as data for the analysis. the occurrences of the cultural terms were then classified based on categories of culture as proposed by newmark (1988:95). results and discussion the percentage of the overall cultural terms found in andrea hirata’s novel laskar pelangi and its translation the rainbow troops categories are shown in figure 1. figure 1 showed that there were 282 identified cultural terms classified into five categories, they are ecological culture including terms closely related to fauna and flora; material culture including terms closely related to clothes, foods and drinks, houses, and artefacts; social culture including terms closely related to work, and leisure; social organization including terms closely related to social administration, history, title or form of address, stylistic effect, and religion; gestures and habits including terms closely related to gesture. the writer also found 15 from 18 techniques of translation used by the translator in translating the cultural term from the indonesian version into its english version. compensation is the most frequent techniques used by the translator (18.08%), followed by adaptation (17.37%), borrowing (14.53%), amplification (11.70%), generalization (9.92%), established equivalent (8.86%), and description (6.02%). moreover the least techniques use are reduction (3.54%), particularization (2.83%), calque (2.12%), variation (1.78%), literal translation (1.06%), followed by discursive creation (0.70%), modulation (0.70%), and transposition also (0.70%). the dominant technique use is the compensation technique 18.08%, followed by adaptation17.37% also borrowing 14.53%. it implies that the translator sometimes rarely found the exact equivalent, either stylistic or semantic in translating cultural term. figure 1. percentages of the overall cultural term categories 19% 12% 7% 58% 4% ecology material culture social culture organisation, custom, ideas, political, social legal, religious, artistic hendro kuncoro dan djoko sutopo / english education journal 5 (2) (2015) 12 figure 2. comparison of translation techniques appliedin the novel translation from the previous finding of translation techniques used by the translator in “the rainbow troops” novel, the writer indicates the comparison of both ideologies traced from the strategies employed by the translator in the figure 2. from 182 data findings, it is found that there are 50 data considered sl oriented or under the category of foreignization ideology, and 132 data considered tl oriented or under the category of domestication ideology. if comparing the ideology criteria of foreignization and domestication proposed by venuti (1995) and some findings that have been mentioned before, can be seen that this translation novel (“the rainbow troops”) meet the domestication criteria of ideology. so, it can be said that the ideology of translationis applied in the novel is domestication. conclusion based on the analysis of the ideology of translation used by the translator in translating the cultural terms found in “the rainbow troops” novel which is a translation version of the indonesian novel “laskar pelangi”, it is conclude that in the novel “laskar pelangi” and its translation “the rainbow troops”, some categories of cultural terms were found and investigated. there were 282 identified cultural terms classified into five categories, they are ecological culture including terms closely related to fauna and flora; material culture including terms closely related to clothes, foods and drinks, houses, and artefacts; social culture including terms closely related to work, and leisure; social organization including terms closely related to social administration, history, title or form of address, stylistic effect, and religion; gestures and habits including terms closely related to gesture. meanwhile, based on the above analysis, the writer has found 15 from 18 techniques of translation used by the translator in translating the cultural term from the indonesian version into its english version. the dominant technique use is the compensation technique 18.08%, followed by 41 6 3 0 0 0 2 2 2 5 8 10 17 25 28 33 49 51 0 10 20 30 40 50 60 hendro kuncoro dan djoko sutopo / english education journal 5 (2) (2015) 13 adaptation17.37% also borrowing 14.53%. it implies that the translator sometimes rarely found the exact equivalent, either stylistic or semantic in translating cultural term.moreover, it can be concluded that the translation ideology applied by translator is the ideology of domestication. this is demonstrated by the application of the translation strategies which are leaning to target language. this is in accordance with the translator’s point of view and goals, to produce good translations according to her beliefs. references baker. m. 2011. in other words: a coursebook on translation. (2nd ed.). new york: routledge. hatim, b. and mason, i. 1997. the translator as communicator. london: routledge. newmark, p. 1988. a textbook of translation. hempstead : prentice-hall international. nida, albert, eugene. 1964. toward a science of translating: with special reference to principles and procedures involved in bible translating. leiden: e.j.brill. venuti, l. 1995. the translator's invisibility: a history of translation. london: routledge. 603 eej 10 (4) (2020) 506-613 english education journal http://journal.unnes.ac.id/sju/index.php/eej the effectiveness of anticipation guide and visualization strategies in teaching reading comprehension to students with high and low motivation ika lasmiatun, rudi hartono doi : https:// doi 10.15294/ eej.v10i4.41341 universitas negeri semarang, indonesia article info ________________ article history: accepted 20 march 2020 approved 01 october 2020 published 23 december 2020 ________________ keywords: dynamic autonomy model, teacher’s role, speaking skill. ________________ abstract the aims of the research are to explain how is the role of dynamic autonomy model, and how is the participations of teacher in fostering english speaking skill in order to know its practicality in autonomous learning community. the research was qualitative case study research that used interview, questionnaire, classroom observation, and document analysis in order to answer the research questions definitely. by using purposive sampling, twenty students and one english teacher were selected in gathering the data from the questionniare. then five students and one teacher did the interview to get deeper understanding about the issue. the result shows the role of dynamic autonomy model is usefull to give reflections and foster the students in planning, choosing materials and methods, completing task, monitoring, evaluation, managing their learning, dealing with feelings, motivating themselves, and coopertaing with other. further, the participations of teacher is irresplacable as a guide, facilitator, organizer and designer, cooperator, inspirator and supporter, monitor and evaluator, resource supplier, and atmosphere creator. in higher education, teachers are facing unprecedented changes with often larger classes, more diverse students with diverse needs, demands from state, society, and employers, thus, teacher’s training should be conducted regularly so that the teacher is able to understand clearly what the participation and the strategies as well as the updated teaching methodologies to broaden his horizon. correspondence address: kampus universitas negeri semarang, kelud, semarang, 50233 e-mail: ika.smg.85@gmail.com p-issn 2087-0108 e-issn 2502-4566 ika lasmiatun & rudi hartono/english education journal eej 10 (4) (2020) 603-613 604 introduction fostering learning autonomy leads into changes in what students and teachers do in a classroom. dam (2011), based on her 30 years of working experience with autonomous classrooms, mentions how versatile and irreplaceable the participation of a teacher is in the autonomous classroom. he argues that in order to foster autonomy the teacher has to offer five elements for the learners. first of all the teacher has to offer choice for the learners, which will motivate them. secondly, the teacher has to offer clear guidelines for the learners, for instance what is required of them or what restrictions the curriculum sets. as argued by dam (2011), learners will not be willing to take over the decisions regarding their learning unless they feel secure about what is expected and demanded from them. thirdly, as the focus has to be on learning rather than on teaching, the teacher should introduce exercises where all learners can add something to the activity as well as gain from it. fourthly, dam argues for the importance of using the target language and using it genuinely. lastly, the teacher has to include learners into the evaluation process. this is according to dam one the most important parts of fostering autonomy. in order to be able to do evaluation themselves, the learners need to be given tools and reasons for using them. nevertheles, balçıkanlı (2011) and reinders (2010) believe that teacher educators play a salient role or participation in student teachers’ experience with learner autonomy by allowing more room for greater motivation, negotiation and decision making. dam (2011) also notes that it is crucial that this evaluation is continuous and daily. dam recognises the possible difficulties when trying to reach this way of teaching, for instance teachers often feel reluctant to hand power over to the learners. instead of it, according to benson (2011) there has not yet been a reliable method of testing autonomy, but what can be seen from the current study is that the tests need to be context-sensitive and usually suitable only for single use. to overcome the problem described by benson (2011), tasinari (2018) still develop dynamic autonomy model as the part of selfassessment in language autonomy learning. the dynamic model of learner autonomy sums up the components of autonomous learning in terms of learners’ competencies, skills, choices, and decision-making processes, and accounts for their mutual relationships. these components are interrelated with teacher role as cooperator, counselor, and evaluator. the basic knowledge of dynamic autonomy model is self-assessment. selfassessment, then, becomes autonomous assessment defined by t. lamb (2010) as any assessment for which the first priority in its design and practice is to serve the purpose of promoting pupils' autonomy. some researches on the implementation of self-assesment in autonomous learning context have been conducted. some experimental research have done by baleghizadeh and masoun (2013), ghaemi and barzgarn (2017), mort and hansen (2010). gardner (2000) and mok et al. (2006) believe that self-assessments provide learners with personalised feedback on the effectiveness of their learning strategies, specific learning methods and learning materials. self-assessments provide milestones in the ongoing process of reflection that all autonomous learners are engaged in. self assessment have positive attitude of students toward learning and help the learners to perceive their progress and what is still needed to reduce the gap (andrade and du, 2007; maiulien, 2007). meanwhile, as an accumulation of english competences as well as a tool for communication, speaking has many definitions. tarigan (1990) says thats speaking is the ability to pronounce articulation of sounds or words for expressing, stating and conveying thought, ideas and feeling. according to chaney (1998) speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts. thus, speaking is so complex because it includes many aspects such as grammar, pronunciation, fluency and vocabularies. so it will not easy to get speaking skill because we should master those aspects. ika lasmiatun & rudi hartono/english education journal eej 10 (4) (2020) 603-613 605 learner autonomy is undoubtedly one of the hot topics in current trends for elt. it has gained popularity as clt became the leading language teaching approach (asuman, 2010). autonomy in language learning is an important goal worth directing our learners towards and few today would dispute such a claim. despite areas which continue to attract debate (e.g. assessment, cultural appropriacy), a general consensus among scholars and language teaching practitioners in support of this goal has continued to grow over the past several decades (benson, 2011; dam and legenhausen, 2017; lamb, 2017; little; mynard, 2011). teachers’ roles or participations in developing learning autonomy should be taken into account and never be ignored. some related studies toward this present reseach is grouping from the core of teachers’ participations, namely the actional studies on the language classroom setting (wang, 2015; abdelrazeq, 2018), and also literature studies on the basis of roles in promoting autonomous language learning (abdolrezapour and fallah, 2015; alonazi, 2017; balçıkanlı, 2010; hamamorad, 2016; pfanner, 2015; pishghadam, 2015; and yan, 2012). the dynamic model of learner autonomy sums up learners’ competencies, skills, choices, and decision-making processes, and accounts for their mutual relationships. in addition, ‘can-do’ statements describe in detail learner’s competencies, skills, and behaviors. the components of the dynamic model are spheres of competencies, skills, and actions (tassinari, 2015). furthermore, it is a misinterpretation that teachers, roles are no longer the part in the autonomous learning process. however, the fact is that teacher plays a vital participation and their responsibilities can never be ignored. in deed, some roles proposed by han, 2014; aoki, 2000; liu, 2004; and zhuang, 2010, teacher takes roles a a guide, facilitator, organizer and designer, cooperator, inspirator and supporter, monitor and evaluator, resource supplier, and atmosphere creator. method in order to get detail information to answer the research questions, qualitative case study is employed. this study focuses in the investigation of particular event namely teaching and learning process in speaking class at a higher education to get detail understanding about the role of teacher and the students’ self assessment use in set of autonomous learning community. in order to gather information on the issues, multiple data source is needed such as observation, interview, document analysis, and questionnaire. furthermore, case study focuses in the investigation of single case, one setting, a single subject, a single depository of documents, or one particular event (bogdan & biklen, 2007), thus this study takes the university level as the setting of this study. this study aims to investigate the use of dynamic autonomy model; and the participation of teachers in fostering autonomous learning. this study was attempted to investigate the role of dynamic autonomy model and the participations of teacher in fostering student’s speaking skill in autonomous learning community. this study focused on 32 universitas pgri semarang students who signed in teaching speaking iii subject and one of universitas pgri semarang english teachers who taught the speaking iii class as the subject of this present study. furthermore, the unit of analysis was dynamic autonomy model item and the participation of teacher in fostering autonomous learning community descriptions. there are several types of data obtained through the research process such as through classroom observation, interview, and questionnaire. the data which gathered through observation are in the form of video, observation sheet, and notes; as for data from interview are in the type of audio and interview transcription. questionnaire and document analysis of lesson plan also provide data which will help me in gathering the information related to the focuses of this study. data triangulation process used several data sources such as questionnaire, interviews, ika lasmiatun & rudi hartono/english education journal eej 10 (4) (2020) 603-613 606 documents analysis, classroom observation recording and field notes. the information from those data sources used in examining and building coherent justification for the issues. expert judgment also used to validate the analysis of the data. results and discussions the role of action-oriented dimension in autonomous learning community action oriented dimension divided into seven indicators, they are: planning, choosing materials and methods, completing tasks, monitoring, evaluating, and managing my own learning. planning planning is a key part of autonomous learning; it determines the start and the finish line of learning. in this early step, knowing the starting level is a crucial, thus, this step is only known by student himself. in planning phase, most students used to know their starting level of speaking skill based on their own way, stated as follow: “for my english speaking skill, i used to ask my friend about it, whether it is right or wrong and in what aspect i have to improve. in short, sometimes it goes up and down” (az, student of pbi 3b, 10/01/20) the findings show that most of students are aware on the starting level of speaking by themselves, either so that they can set their strategy or so that they are able to improve it properly. it is also found that to know their starting level, they asks their friends to give evaluation after the first speaking performance in the classroom, but this second findings can not be generalized for those who are feeling introvert. in addition, students know their starting level from the previous mark they got in provious semester. it can be inferred that by knowing their starting level, students can meet the needs of learning to improve their competence as well as their strategy to set the goals of learning (delibas, 2016). choosing materials and methods based on the data from questionnaire and interview, it can be stated that most of the students could choose their methods and strategies to improve their speaking skill well. this finding also supported by the statements from the students who were being interviewed, such as the following statements: “i’d like to choose the one that can be improved broadly. it doesn’t really matter what genre of the text, the important thing is the topic that i want to talk about, and my favorite one is the topic about technology. (db, student of student of pbi 3b, 10/01/20 ) from the questionnaire and the interview, the students get some materials related to their daily life, thus, its ease them to complete their task based on their experiences while browsing through internet. this findings is similar to kumar (2017), the materials of learning should be based on the experiences and realities which should be related to the topics and it should be appropriate for the desired learner to make sure of their involvement. in line with this idea, autonomous language learners have authority to choose their materials by their own interest in order to motivate their learning (bušljeta, 2013). furthermore, choosing materials and methods by learners themselves give opportunities for learners to learn a language independently and actively with the readily accessible materials (choi, 2012). thus, this opportunities lead student to choose and make use of the available resources effectively for their learning process and be able to learn the skills for lifelong learning. completing tasks part of completing tasks consists of equipping the place of study with the necessary language tools and resources. other important aspects include organizing time to learn, completing individual or multiple tasks, and employing appropriate methods and strategies. the findings show that to complete their speaking task, they need to browse some materials through internet. next, construct framework of a speech, then practice it over and over again. they also feel excited to have some practice and ika lasmiatun & rudi hartono/english education journal eej 10 (4) (2020) 603-613 607 performances in the classroom because its contribute to their fluency to speaak in english. in line with this findings, eccles, j.s., and wigfield, a. (2002) describe that the good awareness on value of learning in this society encompasses learners’ judgments about the topic and method they choose whether a topic or task is useful for achieving learning or life goals, and whether a task is enjoyable, interesting, or worth pursuing. furthermore, having an opportunity to practice english speaking in the classroom support improvement of students’ speaking ability because students do not have enough opportunity either in their classes or outside to speak english (leong & ahmadi, 2017). monitoring monitoring means reflecting on topics, tasks, the learning process, and thinking about studentself as a learner. regarding to the main monitoring activity, it is found that the students monitor their progress by asking to other who trusted and made them felt confident to get some critics. they can be their sister, or their close friends. getting teacher’s comment also gave them some reflection on their leaning progress stated as follow: “usually, i consult my older brother and sister to evaluate the grammatical error i’ve made and give me the feedback. i do the same thing, too, when it is related to english materials.”(az, student of pbi 3b, 10/01/20) it is found that the students can reflect on materials and resources which they have used suited to the task, the goal, and learning style. thus, methods of choosing material and resources inmonitoring phases can be neglected as long as their learning progress suited to their learning goal. monitoring means reflecting on topics, tasks, the learning process, and thinking about oneself as a learner (tassinari, 2018). this enables one to identify one’s own learning strengths and weaknesses and to structure one’s learning accordingly. the fair level of students monitoring meets with çakıcı, d. (2015), egel (2009), sholeh (2018) description on the advantage in which self-monitoring process takes responsibility to construct meaning, i.e. enriching existing knowledge and developing new one. it triggers students autonomy learning. evaluating evaluating is at the core of the autonomous learning process. to do evaluation, student can infer to his mark in previous semester, evaluate his current level by his teacher’s command during the class session, and also ask his partner. evaluating contributes to the development of critical reviewing skills, and enabling the learner to more objectively evaluate their own performance and others. based on the interview, the student admitted that in order to evaluate his learning based on their score or achievement at the end of the semester. by having a high score, they believed that their process during their learning is suited to them and it contributed to their speaking skill. “i check my scores on examination and the answer i have written on my answer sheet. the accuracy of my answers is the proof whether i have studied effectively or not.” (ns, student of pbi 3b, 10/01/20) evaluation promotes the establishment of learner autonomy and requires practice and normally exchange with other learners, native speakers, learning advisors and teachers (liu, 2017; tabiati, 2016; meigen, 2016; hobbs, m., and dofs, 2017). managing my own learning managing my own learning is a superordinate area, which connects all aspects of the learning process and summarises important steps and phases of autonomous learning from the other areas. the role of affective and motivational dimension in autonomous learning community dealing with my feeling feelings play an important role in autonomous learning. as a humanbeing, it can be denied that emotion and condition around the leaning process contribute significant issue on student’s feeling. from the interview, students stated that to overcome their certain feeling when they were learning they used to play games, had chatting with other friends, remotivate ika lasmiatun & rudi hartono/english education journal eej 10 (4) (2020) 603-613 608 themselves, discussed with their friend about the issue she or he faced, read a text, went back to hometown, or did their hobby. the various statement are stated in the following: according to pintrich & schunk (2002), motivation effect what, when, and how student learn. particularly, in language learning, cook (2000) stated three main factors explain the speed of learners’ learning: age, personality, and motivation. he also stated that motivation is the most important among these three elements. masgoret and gardener (2003) supported this point and claimed that motivation is responsible for achievement in a second or foreign language. in addition, dörnyei (2001) noted that 99% of language learners who show strong motivation were able to achieve a reasonable working knowledge regardless of their language aptitude. motivating myself to motivate ourselves is an important skill in autonomous learning. motivating myself includes the awareness of student about his own motivation in learning and reflect on this, motivation of student in learning, and remotivating himself when he noticed that his intial motivation was wearing thin. up and down condition of motivation is normal situation for learner. they have numerous strategy or problem solver to overcome their down condition and keep going on the right track. further, to remotivate theirselves when they noticed that inital motivation was wearing thin, they used to think about their dream, their future, their parents, their gpa. they also used to play games, listened to the music or did their hobby as its helped them to break for a while from their routinity of learning. the role of social dimension in autonomous learning community from the findings, student said that he used to do group work right after the task had given by the lecturer. this decision helped him to have plenty of time enough to practice the dialogue in order to get satisfied performance in the classroom. meanwhile to decide a team work, it was based on teacher’s intruction. if they were allowed to choose the member of their teamwork by themselves, they would prefer to choose one who were made them felt comfort to do cooperation so that the can do the task optimally. the participations of teacher in autonomous learning community the report on the participations of teacher in autonomous learning community is taken from the document analysis, classroom observation checklists, teacher questionnaire and from the teacher interview. the data is presented into several sub-sections based on the type of participations, namely guide, facilitator, organizer and designer, cooperator, inspirator and supporter, monitor and evaluator, resource supplier, and atmosphere creator. guide as a guide, teacher participated in teaching strategies and methods. it can be cognitive and metacognitive strategies (questionnaire, 14/01/20). cognitive strategy or direct strategy usually about planning for learning (time management) for speaking practice, whereas, metacognitive strategy or indirect strategy was given by the lecturer to the students by giving spesific tasks, pronunciation sheets, and shadowing technique. cognitive strategy about planning and metacognitive strategy or indirect strategy was taught by the lecturer to the students can improve students speaking skill. this study in line with gharbavi & mousavi (2012), pei-shi (2012), gani, fajarina & hanifa (2015). they believed that by teaching about how to learn effectively ease language learner to determine how they hind some problems may find during process of learning. besides, learner felt guaranteed to apply the strategies that taught by their teacher. moreover, the learning strategy is a design or pattern used to determine teaching and learning process (subana, 2003). thus, by teaching english learning strategies to the students, indirectly, teach the students on how the class will run is. besides, aji & budiyono (2018) describe that by teaching english learning strategies and methods to the students help them to learn autonomously because they have known what should and should not to do to improve their speaking skill. ika lasmiatun & rudi hartono/english education journal eej 10 (4) (2020) 603-613 609 to teach in effective way, teacher gave practical issue in terms of pronunciation practice to enhance the speech organ to get used to speak english (teacher questionnaire, 14/01/20). the pronunciation practice sheet was given by the leacturer once a month. the vocabularies related to topic the classroom will run into. in the pronunctaion sheet, students used to look up in the dictionary to know the symbol of a word, then practice it over and over again (worksheet document, 16/11/19). facilitator as a facilitator in autonomous leaning community, teacher participated in offering necessary enlightment and assistance, helping students to make learning objectives. more practical, teacher emphasized on time management to reach their learning objectives, teacher suggested they have to seriously invest their time for practicing their speaking, or use hello.com to practice english with people around the world (classroom observation, 14/11/19). in line with the findings, venilla (2018) explain students in universities must learn how to manage their time effectively. furthermore, kelly (2004) explains two things should be managed, namely students should arrange their schedule according to their priorities, which means that they should look at the important dates, such as paper due dates and arrange them according to the size of the assignment and the date it is due, and then write them down on a calendar as a reminder note. this will make students see their whole semester a lot easier and simpler. then, students should get over any bad feelings that they might face during their educational life, and move beyond them. they should schedule time for fun and relaxation just like they would schedule a class (nakhalah, 2016). organizer and designer in autonomous learning community, teacher need to be an organizer and designer. as an organizer, teacher organized some communicative activities to get students to have more chances to practice english. teacher designed a syllabus for speaking activity for a semester. for the third semester, speaking class more focus on recount and descriptive presentation (syllabus, 15/11/19). meanwhile, teacher use english group forum to organize communicative activity which mean students asked to do dialogue and presentation in their community or group. this student community helped students to get more chance to speak and feel confident to speak up (classroom obeservation, 24/11/19). furthermore, community language learning that applied in english group forum is not the only technique to do in conducting classroom activities. giving lecturer in front of class like giving speech also conducted by the teacher. it can be shown in the following answer of question in interview: “i have to teach particular topics, so it means that in each meeting i have to complete certain topic. time constraint does influence. the first thing i have to make sure is that i deliver the material, because the syllabus must be finished, and manage to give the example as well. it is because the result of we giving the example, involving students to come forward, and doing themselves as the examples to others, is a great comprehension”. (ll, speaking lecturer of upgris, 15/01/20) cooperator to keep ethic code as a teacher as well as cooperator for teaching in autonomous learning, teacher took a part proportionally as long as the teacher can do her role as cooperator to make friends with her students. particularly, she took a part for academic issue. nevertheles, teacher realize that as cooperator, providing students with solution to solve their learning problems should be taken into account. it was a part of her job to concern on how to improve her students speaking skill and motivate them to learning optimally. this findings is decribed in the following: “i have to provide an assistance to figure out a solution. that’s a part of my concern and my responsibility to improve their learning skills and motivate them to the max”. (ll, speaking lecturer of upgris, 15/01/20) furthermore, dealing with teacher participation as cooperator, being able to offer ika lasmiatun & rudi hartono/english education journal eej 10 (4) (2020) 603-613 610 correct suggestions needed to be applied. giving correct suggestion is needed to improve students’ speaking skill. moreover, teacher did not denied that mistake making during the process of learning was normal. thus, she provided suggestion to her students. dealing with the findings, teacher realized that as cooperator providing students with solution to solve their learning problems should be taken into account. problem solving process in general is determined as a cognitive process directed at transforming a given situation into a goal situation when no obvious method of solution is available (mayer and wittrock, 2006). thus, efficient problem-solving skill is one of the fundamental competencies that teachers need to possess. inspirator and supporter based on the teacher questionnaire,‘no english, no service’ encouraged students to use english. while during teaching and learning process, teacher gave classroom instruction and lectured in english (22/11/19). dealing with the description, teacher stimulate students’ interest and enthusiasm in english learning by giving advice that some efforts to learn english will help the students in mastering english. next, providing real life example also stimulate the students to be more enthusiastic to improve their speaking skills. “and when i invite the students to come forward, i will ask them whether they want to invite one of their friends to come along and accompany them.” (ll, speaking lecturer of upgris, 15/01/20) based on the findings, providing real life example stimulate the students to be more enthusiastic to improve their speaking skills. mekuria (2018) argue that the teacher's own enthusiasm about his/her subject is what motivates students the most. thus, being enthusiatic for teacherself will stimulate students’ enthusiastic to run in teaching and learning process. in addition, related to comunicative activities, teacher embrace them to do conversation related to the current topic they have in the class with their friends. pair or group work let students felt comfort and they were not afraid of having mistake during the conversation. in line with the idea, biloro, buqis, & hanapi (2018) state that activities like pair and group work creates classroom environment more interactive which develops learners’ communicative abilities as well as language proficiency. monitor and evaluator in autonomous learning community, the presence of teacher can not be avoided to participate as monitor and evaluator. providing students with feedback of their performance in the process of english learning as well as some guidance is participation of teacher as monitor and evaluator. based on the teacher’s questionnaire, teacher stated that she gave general and specific feedback at the end of the class. otavio (2010), in his elt page, mentioned that delayed corrective feedback has positive effect on fluency and accuracy. kavaliauskiene, anusiene, & kaminskene (2009) said that during communication activities, lecturer should not interrupt students just to give corrective feedback to students’ errors, because interruptions may raise stress levels and hinder communication. sometimes, the teacher gave feedback right after the students did mistakes (teacher questionnaire, 10/01/20). it has the same result as quinn’s (2014) study, majority of the students prefer if the lecturer gives oral error corrective feedback immediately. it because students are impatience to know errors they have made. they cannot wait to find it out. if corrective feedback is delayed, the students may forget what errors which they have produced or said and it may be difficult to analyze which error they made. as quinn (2014) found that some participants believe learning occurs in the midst of communication. resource supplier teacher imparted knowledge, provided some references and materials for english learning, and introduced some internet resources in order to participate as reource supplier. teacher shared useful information related to strategies, methods, and materials to students (classroom observation, 03/12/19). besides, ika lasmiatun & rudi hartono/english education journal eej 10 (4) (2020) 603-613 611 youtube links also hared by the lecturer to help her students in improving speaking skill. according to nyongesa (2007), adequacy of instructional materials such as textbooks which is the main instruction material is the most cost effective input affecting student performance. further, padmanabhan (2001) for effective teaching and learning, textbook and resource materials are basic tools, their absence or inadequacy makes teachers handle subjects in an abstract manner, portraying it a dry and nonexciting. thus, textbooks, apps and internet resources will help students in improving students’ speaking skill. atmosphere creator the presence of teacher in autonomous learning community is irresplacable. one of participation that teacher can do is as atmospehere creator. as the one who organizes the classroom activities, teachers play a crucial role in reducing the students’ anxiety. it could be dealing with their ways in treating the errors, their classroom instructional practice, classroom condition, as well as student’s behavior. the key point is that being relaxed so that the students could have a relaxing learning experience (atma, 2018). creating harmonious and active class atmosphere to facilitate students’ english studies is teacher’s concern as an educator. from the teacher questionnaire, teacher stated that to create a convinient class, she had to make her students convinient as well as their students, thus, the class will run in good condition. further, based on teacher interview, she stated that they way to create a good atmosphere in the class, she sometime had a joke. conclusion and suggestion there are four conclusions in this study. firstly, action oriented dimension shows that the students are having high level on planning, choosing materials and methods, completing task, monitoring, evaluating, and managing my own learning. in planning phase, they are able to evaluate their starting level by looking back on their previous gpa, through their partner comment, and laso from a minitest they set by themselves, whereas, they do not have any regular time to study. next, they choose learning materials that improve their skill in speaking, while, for learning resources the students use their book as main resource and internet links or apps to support their needs in learning. further, in completing task phase, they usually do their task in speaking subject after creating a conceptual framework. then, having monitoring on students’ progress is the fourth subdimension in action oriented dimension. students monitor their progress through teacher’s comment and their partner evaluation. then, the fifth dimension is evaluating. students evaluate their speaking skill through final score on their gpa, self reflection after having a small test, and partner’s comment. secondly, in affective and motivational dimension there are two subdimensions namely dealing with my feelings and motivating myself. in dealing with my feeling phase, students are aware of their feeling either during learning or having presentations in the classroom. to avoid a negative feelings during learning out of class hour, they do another activities that does not relate to their campus demand. meanwhile, to overcome their negative feeling while they are having presentation in the classroom, students used to do certain movement to descrease their nervousness. further, in motivating my self, students can recognize when their motivation is wearning thin. they can remotivate themselves through doing their hobbies like gaming, social media stalking, chatting with their friends, and looking back on their learning target. thridly, social dimension is the third research question in this present study. cooperating with others is the subdimension in this issue. students state that they are tend to do grupwork if the teacher asked them to do. they do cooperation not for completing task but more for their fun, e.g. to do their hobbies or organizational intention. lastly, teacher presence is cannot be replacable in language learning community. teacher has eight participation in fostering students’ speaking skill, they are a guide, ika lasmiatun & rudi hartono/english education journal eej 10 (4) (2020) 603-613 612 facilitator, organizer & designer, cooperator, inspirator & supporter, monitor & evaluator, resource supplier, and atmosphere creator. as a guide, teacher teaches about cognitive and metacognitive strategies. next, participate in offering necessary enlightment and assistance as well as helping students to make learning objectives are teacher’s participation as a facilitator. designing syllabus is one of teacher participation as designer. as a cooperator, teacher can make friend with her students and communicate with the students about their english learning in proportional manner. giving real life example and not giving any service without english are teacher’s participation as an inspirator and supporter. then, relate to her participation as resource suplier, teacher recommend some useful website, apps, and youtube link to support students in improving their speaking skill. teacher also used to deliver a joke to maintain convenient atmosphere to the students. based on the findings presented in the previous chapter, i would like to purpose some suggestions for the next study. after knowing the role of dynamic autonomy model toward english speaking skill, the students need to be more discipline in managing their time to learning and doing organization activities. for future researchers, it is suggested to conduct the study on the use of dynamic autonomy model as self assessment for students in other english skill such as listening, reading, and writing since it is important for students to develop their autonomy in language learning, also the study which is focused on the use of self assessment can be used to deal with major problems that teachers face in teaching, such as the lack of time for assessment due to classroom settings and other duties need to finish. furthermore, the lack of validity and realibility of dynamic autonomy model that may lead to inaccurate assessment of students’ own work, in this regard, further researchers can develop the descriptors in dynamic autonomy model into several methods in using this self-assessment successfully in the efl classroom settings, such as using progress cards, report keeping devices, questionnaires, rating scales and checklists. in line with the idea of teacher’s participations in autonomous learning community, further researchers need to deal with another updated type of teacher’s participations in the use of interactive smart boards, hybrid or blended learning, flipped classrooms and digital libraries etc. during teaching and learning processes. in the other words, along with this a global trends, in cannot bedenied that teachers, instructors and higher faculties are facing unprecedented changes with often larger classes, more diverse students with diverse needs, demands from state, society and employers, thus, further researchers are expected to explore more roles of teacher in this such community. this study is lack of number of interviewee, and length of classroom observation. the number of interviewee was selected by the facilitator of this study or the lecturer of speaking class with numerous considerations, meanwhile, the researcher took five times for classroom observations. therefore, it is expected that furher researcher can increase the number of the participant to get broader and diverse data, also, join in the classroom more will give a deeper understanding to researcher. references abdelrazeq, a. 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(2010).the changing role of teachers in the development of learner autonomy. journal of language teaching and research, 1(5),591-595. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f15f8bc209d • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f00490ca61f • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f021e5a206d • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 390 eej 12 (3) (2022) 390-398 english education journal http://journal.unnes.ac.id/sju/index.php/eej the integration of character education in freedom writers movie into elt materials ganda herdiansyah, januarius mujiyanto, mursid saleh universitas negeri semarang article info ________________ article history: accepted 09 may 2022 approved 04 july 2022 published 15 september 2022 ________________ keywords: character education, freedom writers movie, elt materials. ____________________ abstract education is necessary for students who are not only oriented to master subject matters but also to focus on character development. all students seemed to pursue value, rank, or medals, whereas the process of creating an actual character is more important than academic achievement. as a result, students grow up to be smart but characterless. the present study aims to explain the integration of character education in the freedom writers movie into elt materials. these mixed methods study deeply investigated character education in the film which mean this research applying both quantitative data to calculate the frequency of the data and qualitative data to explain the results of the data. the data are dialogues and actions reflected on all the movie characters. the data were collected using theory of bialik et al. (2015). the study shows that ethics is the most commonly found in the movie (81 items), followed by curiosity (80 items), mindfulness (59 findings), leadership (20 items), courage (19 results), and resilience (7 items). moreover, the findings show the existing strengths in integrating character education into elt materials for the students by adapting model of russell (2009). hopefully, this research contributes as a reference to integrating character education into elt materials. correspondence address: kampus pascasarjana unnes, jl. kelud utara iii semarang 50237, indonesia e-mail: igarashiganda99@gmail.com p-issn 2087-0108 e-issn 2502-4566 mailto:igarashiganda99@gmail.com ganda herdiansyah, et al./ english education journal 12 (3) (2022) 390-398 391 introduction the world of education is forced to transform because the results of the education system, which has only focused on the cognitive domain, were less effective in producing a generation with intellectual and moral intelligence (taqwiem, 2017). with only armed with intelligence without any character who controls it, it is no wonder if harassment increases in schools, manipulation in various aspects of life is more massive such as systematic corruption and so on. as roosevelt stated that “to educate a person in mind, and not in morals, is to educate a menace to society” (as cited in rahmawati, 2019, p. 2). these all indicate that people need character education to form a good character. good character is a concept that contains good habits of the mind, the heart, and the action (saleh, 2014). it is a kind of engine of social change as an attempt to develop students’ characters in schools. academically, character education fosters students’ awareness of positive values, develops students’ competence in deciding what is right and wrong, maintains the right or good characters, and enhances the implementation of positive and prosocial behavior in students’ daily lives (berkowich, 2010). character education should be developed for students since they are young to make them grow with the values as their guide to think and behave ethically among others. it is essential in developing the next generation of a nation because a strong nation is a nation whose people have strong character and good character both individually and socially. o’sullivan (2004) suggested that the easiest way to promote character education is using literature study since the stories serve as role models that connect experiences and morals. one of the literature studies is a movie. klarer (2004) stated that a film is a performing art and also a dramatic genre that uses actors as the primary means of expression, has optical power, and needs modes of presentation such as camera angle, editing, slow and fast motion, recorded with a sound that tells a story. it means that a movie is not only an art form and medium of mass entertainment, as fujiati et al. (2020) said that teaching media could reduce the students’ bored in the learning process. functionally, movie characters are given attitudes, gestures, statements, motivations, and appearances that are at least based on social roles and general motions about how a policeman, factory worker, debutante, mother, or husband is ‘supposed’ to be. as saputra & sutopo (2016) stated that movies are social representations. in this way, the movie experience acts as emotional memory for the students and allows them to implement it in their daily lives. for educational purposes, the movie entitled freedom writers can be chosen. this movie is about a dedicated teacher (erin gruwell) in a racially divided los angeles school who has a class of at-risk teenagers deemed incapable of learning. instead of giving up, she inspires her students to take an interest in their education and plan their future. she gives reading material assignments related to their lives and encourages them all to keep journals. it is a fact that there have been a large number of studies out there reporting on character education; kinds of character education (irvani, 2015; am et al., 2017; bahroni & muna, 2017; suryati, 2018; nasir et al., 2019) and character education in literature (almerico, 2014; astuti et al., 2014; turan & ulutas, 2016; novianti, 2017; kristanto, 2020; murti et al., 2020). in addition, a study by astuti et al. (2019) and pusumakeja (2018) takes a similar approach to the present study: character education in the movie. the difference is that the two previous kinds of research did not explain how to integrate character education found in the film into elt materials unlike current research. considering that, the study would use categories of character education proposed by bialik et al. (2015) that are different from the previous investigations to describe character education in freedom writers movie and would adapt the model of russell (2009) to explain the integration of character education in freedom writers movie into elt materials. hence, six research questions were raised in this study: (1) how is the concept of ganda herdiansyah, et al./ english education journal 12 (3) (2022) 390-398 392 mindfulness in freedom writers movie integrated into elt materials? (2) how is the concept of curiosity in freedom writers movie integrated into elt materials? (3) how is the concept of courage in freedom writers movie integrated into elt materials? (4) how is the concept of resilience in freedom writers movie integrated into elt materials? (5) how is the concept of ethics in freedom writers movie integrated into elt materials? (6) how is the concept of leadership in freedom writers movie integrated into elt materials? the explanation about the concept of character education in the freedom writers movie integrated into elt materials will provide some contributions. theoretically, this study will contribute to the enrichment of the teaching method and the provision of additional sources as well as previous theories and studies about it. practically, this study will provide a detailed overview of the teaching method and hopefully can contribute thought and benefits to the following parties: teachers, lecturers, students, societies, writers, and readers. pedagogically, the results of this study will be able to be used as a teaching method to teach character education to students of english language development. methods the type of research that fits this research is mixed methods design. this current research applied both quantitative and qualitative data. it is appropriate for this research because it calculates the frequency of the data and explain the results of the data. the subject of this research was dialogues and actions that appeared in the freedom writers movie. meanwhile, the object of this research was character education comprising mindfulness, curiosity, courage, resilience, ethics, and leadership, as reflected in all characters in the movie. for this study, the researcher, as the key instrument, played the role of the data collector, data analyst, and data reporter. this research used the theory of bialik et al. (2015) as the instrument to collect the data. the instrument was in the form of a table. the table was modified from thamrin & wargika (2013). in collecting the data, there were several procedures in this study which were presented as follows. (1) search the freedom writers movie and the subtitle on the internet. (2) download the movie on driverays.com and the subtitle on subscene.com. (3) watch the movie. (4) pay attention to the dialogues and actions reflected in all the movie characters, which describe character education categories, mindfulness, curiosity, courage, resilience, ethics, and leadership. (5) select the dialogues and actions reflected on all the movie characters, which described character education categories: mindfulness, curiosity, courage, resilience, ethics, and leadership. after the data were collected, it was analyzed by following the six steps of creswell (2012). firstly, the data were identified by choosing the selected dialogues and actions. afterward, they were classified based on the theory of bialik et al. (2015). further, they were reduced to removing the irrelevant data. then, the data were interpreted on the table of findings of the datasheet. after that, the data were reported qualitatively in the form of a description and an explanation. lastly, the data were verified to make sure the data were valid, and then the conclusion of this research was drawn. this research validation process was done through two kinds of triangulation: theory and investigator. for theory triangulation, the theory of bialik et al. (2015) and other theories from other experts such as kabat-zinn (1990), voss & keller (1983), komives et al. (2007), etc. were used in describing categories of character education in freedom writers movie. furthermore, for investigator triangulation, sri endahwati, s.pd. and dian hapsari, s.pd. as the ganda herdiansyah, et al./ english education journal 12 (3) (2022) 390-398 393 english teachers in smpn 6 tulang bawang barat lampung, was asked to examine the integration of those character education in the movie into elt materials. results and discussions the findings showed that ethics was considered the highest as the percentage overlapped the other character education in the freedom writers movie. it is followed by curiosity, mindfulness, leadership, and courage. on the contrary, resilience is the least common character education found in freedom writers movie. the portion was provided in table. table 1. total findings no character education findings percentages 1 mindfulness 59 22.18 2 curiosity 80 30.07 3 courage 19 7.14 4 resilience 7 2.63 5 ethics 81 30.45 6 leadership 20 7.51 total 266 100% the integration of the concept of mindfulness into freedom writers movie mindfulness can be defined as a focus on thinking to realize something. it is the perfect instrument for shaping the mind and changing the view. the findings of this category of character education are 59 in number and 22.18% when converted into a percentage. it makes mindfulness the third-highest finding of character education categories in the freedom writers movie. the sample of mindfulness findings is (margaret: “erin, i think you’re a lovely, intelligent woman.”) in scene time 0:05:50 of the movie. this dialogue shows an appreciation or praise from someone, a form of mindfulness according to the theory of bialik et al. (2015). in the case of this dialogue, margaret praises erin. the integration of the concept of curiosity into freedom writers movie curiosity is a strong desire to know new things. it can be understood as encouragement because people try to minimize the discomfort of uncertainty. the findings of this category of character education are 80 in number and 30.07% when converted into a percentage. it makes curiosity the second-highest finding of character education categories in the freedom writers movie. the sample of curiosity findings is (erin: (looking around the school and smiling)) in scene time 0:07:11 in the film. the action shows an exploration of a new environment in which the form of character education of curiosity based on the theory of bialik et al. (2015). in the case of this dialogue, erin explores her new teaching place. the integration of the concept of courage into freedom writers movie courage is the power to act without fear. simply, courage is the willingness to embrace any dangers. the findings of this category of character education are 19 in number and 7.14% when converted into a percentage. it makes courage the fifth rank finding of character education categories in the freedom writers movie. the sample of courage findings is (sindy: “i feel like i have to protect my family.”) in scene time 0:52:27 in the film. the dialogue can be said as courage because it shows a solid determination to do something in accordance with the theory of bialik et al. (2015). it can be proven through sindy, who has the determination to protect her family. the integration of the concept of resilience into freedom writers movie resilience focuses on individual characteristics, which ‘harden’ children and young people growing up in a challenging environment and enable them to succeed. the findings of this category of character education are 7 in number and 2.63% when converted into a percentage. it makes resilience the lowest discovery of character education categories in the freedom writers movie. the sample of resilience findings is (wilson students hold dance concert to raise money for guest speakers.) in scene time ganda herdiansyah, et al./ english education journal 12 (3) (2022) 390-398 394 1:24:17 in the film. it shows the action, which is part of resilience according to the theory of bialik et al. (2015). it can be seen through the effort of people to earn money. in the case of this action, wilson students hold a dance concert to raise money. the integration of the concept of ethics into freedom writers movie ethics is the knowledge that provides an understanding of human values between good and bad. it deals with human relationships—how humans treat other beings. the findings of this category of character education are 81 in number and 30.45% when converted into a percentage. it makes ethics the highest discovery of character education categories in the freedom writers movie. the sample of ethics findings is (erin: “you can write about whatever you want, the past, the present, the future. you can write it like a diary, or you can write songs, poems, any good thing, bad thing, anything.”) in scene time 0:45:44. it shows the dialogue as it indicates how ethics works and proves its existence in the movie based on the theory of bialik et al. (2015). the conversation clearly shows a help of advice for others. in this case, erin advises on what to write in a diary. the integration of the concept of leadership into freedom writers movie leadership is not a mere individual trait but a process of influencing others. it is the ability to direct others to achieve common goals. the findings of this category of character education are 20 in number and 7.15% when converted into a percentage. it makes leadership the fourth rank finding of character education categories in the freedom writers movie. the sample of leadership findings is (principal: “it is our policy not to discuss the subject inside the classroom.”) in scene time 0:27:16 in the movie. it can be said as leadership because it shows socialization from superior to subordinate in accordance with the theory of bialik et al. (2015). in this case, it is the principal who carries out the socialization. the integration of character education into elt materials in every lesson planning, there are several steps in learning. the learning steps include preactivity, whilst activity, and post-activity. at each step can be integrated character education. the explanation of integrating character education in the freedom writers movie into elt materials adapting the model of russell (2009) is as follows. pre-activity pre-activity is conducted for 15 minutes. four activities are shown in this step. first, students are opened with greetings and prayer to start learning, and their attendance is checked as an attitude of discipline. in this activity, character education that can be integrated is mindfulness and resilience. when students say greetings and pray, this activity is a form of character education of mindfulness based on the theory of bialik et al. (2015). meanwhile, when students are checked for attendance, this activity is a form of character education of resilience because it shows selfdiscipline according to the theory of bialik et al. (2015). the second activity in the first step of this learning is students are associated with the material/theme/learning activity that will be conducted with their experiences. character education that is integrated into this activity is curiosity in accordance with the theory of bialik et al. (2015). by exploring students’ experiences connected with learning material, students can be more enthusiastic about participating in learning because of their high interest. the next activity in the first step of this learning is students are given motivation about what can be obtained (objectives and benefits) by studying material: personal recount text; giving and asking for information related to personal experiences in the past. according to the theory of bialik et al. (2015), in this activity, character education integrated is curiosity. this activity answers students’ interest in the reasons for studying the material. then, in the last activity, in the first step of learning, students are explained the thing to be studied, the competency to be achieved, and the ganda herdiansyah, et al./ english education journal 12 (3) (2022) 390-398 395 learning method to be taken. based on the theory of bialik et al. (2015), when doing this activity, character education of curiosity and courage are integrated. based on the activities conducted at this step, students become more enthusiastic when they know what things will be done in the teaching and learning activity. moreover, the learning method used differs from the usual one to achieve the learning objectives. the learning method used on this occasion is discussion. whilst activity this second step has five activities: literacy, critical thinking, collaboration, communication, and creativity. these five activities were conducted for 160 minutes. literacy activity is the initial activity in the whilst activity. literacy activity begins when students are motivated to focus on the topic of personal recount text by viewing, observing, and reading through displayed powerpoint. the integrated character education in this activity is mindfulness and curiosity in accordance with the theory of bialik et al. (2015). the next activity in the second step of learning is critical thinking. during the whilst activity in this section, character education of curiosity can be integrated into teaching and learning activities based on the theory of bialik et al. (2015). because in this section, students can ask or be asked as much as possible about personal recount text material, giving and asking for information regarding personal experiences in the past and freedom writers movie shown. this aligns with the model of russell (2009) who stated this activity introduces the film to students, explains the purpose for viewing the movie, and clearly connects the movie to the topic or unit currently being studied. students can ask questions they do not know yet or are asked as follows. 1. do you know what personal recount text is? 2. do you know the social function, generic structure, and language features of personal recount text? 3. have you ever watched or heard of the freedom writers movie? besides character education of curiosity, in critical thinking activity, character education of courage can also be integrated when students answer the questions above, whether they are right or wrong according to the theory of bialik et al. (2015). by answering the questions, students can increase their confidence in expressing opinions. the next activity in the second step of learning after critical thinking is collaboration. in this activity, students were formed into several groups to discuss, collect, re-present, and exchange information about personal recount text through freedom writers movie. it aligns with the model of russell (2009) who said this activity discuss what is required during the viewing of the film. this activity has three integrated character education: resilience, ethics, and leadership in accordance with the theory of bialik et al. (2015). for character education of ethics and leadership, how to integrate them into learning is by students forming and discussing in groups. character education of ethics is integrated when they are in groups. there will be mutual respect, trust, care, and so on. it can be proven by freedom of opinion to each other. meanwhile, character education of leadership is integrated when they are not selfish and focus more on teamwork when working in groups. at this stage, students form seven groups, each consisting of three to four students. each group was assigned to find a generic structure consisting of orientation, events, and reorientation from the freedom writers movie during its screening. then, character education of resilience is integrated when students collect information to answer the questions while watching the freedom writers movie, such as looking for the generic structure of the film. this aligns with the model of russell (2009) who expressed this activity students take notes. the effort of these students is a form of character education of resilience. after the collaboration activity, communication is the next activity in the second learning step. in this activity, students present the group work results classically, express opinions ganda herdiansyah, et al./ english education journal 12 (3) (2022) 390-398 396 on the presentations, and then respond to the presenting group. this aligns with the model of russell (2009) who said this stage includes required activities: review, clarify, or discuss major points, concepts, issues, scenes, or inaccuracies; and assess student learning. according to the theory of bialik et al. (2015), all character education can be integrated into this activity. the technique is that when each group has found the generic structure of the freedom writers movie, they explain it in general terms. afterward, the teacher highlights the dialogues and the actions that have character education in the generic structure of the freedom writers movie. the purpose of doing this is to perfect students’ work and explain the main story of the freedom writers movie. therefore, the character education of the film can be easily understood by students. here is the character education. it begins with orientation. orientation is the first of three structures in the generic structure of recount text. this first structure contains information about the character, the place of the incident, when the incident occurred, and so on. the information provided by the writer is expected to provide knowledge or information needed by the reader to understand the storyline. orientation in freedom writers movie starts from the beginning of the film up to scene time 15:26. in this section, there are three-character education integrated into the main story of freedom writers movie, namely curiosity, courage, and ethics based on the theory of bialik et al. (2015). the following generic structure is events. events are the second structure which is the content of the text or in the form of a story about events or experiences that the writer wants to convey to the reader. events in freedom writers movie starts from scene time 15:27 to 1:52:27. in this section, there are five-character education implemented: mindfulness, curiosity, resilience, ethics, and leadership in accordance with the theory of bialik et al. (2015). the last generic structure is re-orientation. re-orientation is the third structure that contains a conclusion and summary or repetition of information in the orientation structure. reorientation in freedom writers movie starts in scene time 1:52:32 until the end of the film. three-character education is implemented in this section: mindfulness, curiosity, and ethics according to the theory of bialik et al. (2015). furthermore, creativity is the last activity in the second step of this learning. in this activity, students with the teacher’s help make conclusions about what they have learned related to personal recount text. moreover, students are allowed to ask again about things that have not been understood. based on the theory of bialik et al. (2015), two-character education integrated into this activity are curiosity and courage. character education of curiosity is integrated when students ask questions. meanwhile, character education of courage is integrated when students make conclusions. post-activity post-activity is conducted for 15 minutes. there are two activities carried out in this step. first, students, with the teacher’s help, make lesson summaries about the essential points that appear in the learning activity that has just been carried out. in accordance with the theory of bialik et al. (2015), character education that can be integrated into this activity is courage. by making summaries, students dare to make their own decisions. the second activity in this learning step is that students are given reinforcement of the material studied by being given assignments, delivering the next lesson planning, and ending with closing greetings. in this activity, threecharacter education can be integrated, including mindfulness, curiosity, and resilience according to the theory of bialik et al. (2015). for character education of resilience, when students are given assignments, namely looking for language features in freedom writers movie, this character education can be integrated so that they are more diligent in learning. the following character education that can be integrated into this activity is curiosity. this character education is integrated when students are delivered with the next lesson planning. the goal is for students to become enthusiastic about future learning. then, ganda herdiansyah, et al./ english education journal 12 (3) (2022) 390-398 397 character education of mindfulness is integrated when teaching and learning activities end with closing greetings. this research is a new product that other researchers have never done. let us say astuti et al. (2019), who researched character education in the nusa and rarra movie. further, pusumakeja (2018) conducted research to see character education that exists in the main character in the fate of the furious movie. both of these researches are looking for character education in the film. it is the same as the current research. the difference is the two previous studies did not explain how to integrate character education found in the movie into elt materials, unlike recent research. from this void emerges current research. the application of character education is necessary for students in their life. several researchers stated it as well such as abdurrahman (2016); marhayani (2016); mustoip (2018); muttaqin et al. (2018). with help from all parties strongly supports the implementation of character education programs optimally. it also indicates that all parties need to increase 3c (communication, coordination, and cooperation) in implementing character education. conclusion the analysis of the integration of character education has been discussed. despite that, the researcher will continue concluding all the results. this research has six main findings. the first is about the integration of the concept of mindfulness into elt materials through greetings, praying, observing, caring, and happiness, and others during teaching and learning activities. the second finding is the integration of the concept of curiosity into elt materials by making students become curious or enthusiastic, ask questions, direct themselves, be motivated, and so on. the third finding is the integration of the concept of courage into elt by making students enthusiastic, confident, optimistic, brave, etc. the fourth is the integration of the concept of resilience into elt by making students self-disciplined, trying and persevering in something, and so on. the fifth finding is about the integration of the concept of ethics into elt, among other students, help, respect, trust classmates, etc. the sixth finding is the integration of the concept of leadership into elt through students working in groups, guiding each other, not being selfish when in groups, and so on during teaching and learning activities. references abdurrahman, n. h. (2016). character education in islamic boarding schoolbased sma amanah. jurnal pendidikan islam, 2(2), 287–305. almerico, g. m. (2014). building character through literacy with children’s literature. research in higher education journal, 26, 1– 13. am, y. t., kuncara, s. d., setyowati, r. (2017). analysis of the main character needs in life of pi movie using maslow’s theory. ilmu budaya, 1(1), 43–58. http://e astuti, r. w., waluyo, h. j., & rohmadi, m. (2019). character education values in animation movie of nussa and rarra. budapest international research and critics institute-journal, 2(4), 215–219. astuti, t. m. p., kismini, e., & prasetyo, k. b. (2014). the socialization model of national character education for students in elementary school through comic. komunitas, 6(2), 260–270. bahroni, i., & muna, i. (2017). the values of islamic character education in the film ‘my name is khan’. at-ta’dib, 12(1), 1–18. bialik, m., bogan, m., fadel, c., & horvathova, m. (2015). character education for the 21 st century: what should students learn?. center for curriculum redesign. creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). pearson. fujiati, h., hartono, r., & fitriati, s. w. (2020). the implementation of curriculum 2013 in http://e-journals.unmul.ac.id/index.php/jbssb/article/view/669 ganda herdiansyah, et al./ english education journal 12 (3) (2022) 390-398 398 teaching speaking skill at man 2 bima. english education journal, 10(3), 292-300. irvani, m. a. (2015). character educational values in “the ron clark story” movie [undergraduate’s thesis, institut agama islam negeri tulungagung]. iain tulungagung institutional repository. kabat-zinn, j. (1990). full catastrophe living: using the wisdom of your body and mind to face stress, pain, and illness. delacorte press. klarer, m. (2004). an introduction to literary studies (2nd ed.). routledge. komives, s. r., lucas, n., & mcmahon, t. r. (2007). exploring leadership: for college students who want to make a difference (2nd ed.). jossey-bass. kristanto, w. (2020). javanese traditional songs for early childhood character education. jurnal pendidikan usia dini, 14(1), 169–184. marhayani, d. a. (2016). development of character education based on local wisdom in indegenous people tengahan sedangagung. journal of education, teaching and learning, 1(2), 66–70. murti, d. k., gunarhadi, & winarno. (2020). development of educational comic with local wisdom to foster morality of elementary school students: a need analysis. international journal of educational methodology, 6(2), 337–343. mustoip, s. (2018). character education implementation for students in grade iv sdn 5 sindangkasih regency of purwakarta west java. premiere educandum, 8(2), 112–126. muttaqin, m. f., raharjo, t. j., & masturi (2018). the implementation main values of character education reinforcement in elementary school. journal of primary education, 7(1), 103–112. nasir, c., samad, i. a., jannah, t. m., sharudin, e. s. (2019, september 18-19). an analysis of moral values in the movie “coco” [paper presentation]. the 2nd english education international conference, banda aceh, indonesia. novianti, n. (2017). bildungsroman for character education in higher education: an indonesian context. international journal of education, 9(2), 126–132. o’sullivan, s. (2004). books to live by: using children's literature for character education. the reading teacher, 57(7), 640– 645. pusumakeja, s. m. (2018). an analysis of moral value teaching in “the fate of the furious” movie (based on its main characters) [undergraduate’s thesis, institut agama islam negeri metro]. repository iain metro. rahmawati, p. (2019). an analysis of character education of main characters presented in ashwiny iyer tiwari’s film nil battey sannata [undergraduate’s thesis, universitas muhammadiyah malang]. umm institutional repository. russell, w. b. (2009). teaching social issues with film. information age publishing, inc. saleh, m. (2014). your language your character. language circle, 9(1), 1–8. saputra, m. a., & sutopo, d. (2016). the relation between verbal and visual expressions in sanders and demiccos's "the croods 1". english education journal, 6(1), 55-64. suryati, s. d. (2018). an analysis of educational values in “life of pi” movie [undergraduate’s thesis, universitas islam negeri raden intan lampung]. repository uin raden intan lampung. taqwiem, a. (2017). urgency of character education based on multiculturalism. advances in social science, education and humanities research, 147, 11–13. thamrin, n. r., & wargika, b. (2013). the character analysis of glen hansard in once film. english review, 2(1), 37–48. turan, f., & ulutas, i. (2016). using storybooks as a character education tools (ej1103139). voss, h.-g., & keller, h. (1983). curiosity and exploration: theories and results. academic press. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f004d79209d • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f16a9de209d • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 106 eej 4 (2) (2014) english education journal http://journal.unnes.ac.id/sju/index.php/eej the unity of meanings in the vocational high school english textbook amalia rahmawati, dwi rukmini, djoko sutopo prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia info artikel ________________ sejarah artikel: diterima oktober 2014 disetujui oktober 2014 dipublikasikan november 2014 ________________ keywords: unity of meanings; cohesion; coherence; thematic progression ____________________ abstract ___________________________________________________________________ this study aims to describe the cohesion, coherence, thematic progression and the unity of meanings of the texts in the tenth grade of vocational high school textbook. there are twenty five texts in english textbook published by lp2ip as the data source. this study is a descriptive qualitative discourse analysis. the finding show that the high percentage of cohesive devices is reference and repetition, which means that the texts are cohesive enough. the use of reference and coherence contribute the unity of meanings grammatically and lexically. the high percentage of reiteration theme in the texts means that the texts use simple sentence. the use of simple sentence is because the readers are students of tenth grade vocational high school. there are five out of twenty five texts that have problem in thematic progression. 80% texts are unified, and 20 % are problematic text. the problems occur because of the overuse of reiteration theme and the unconnected idea of the clauses. as a material in teaching and learning, texts should be unified to make the students easy to understand. © 2014 universitas negeri semarang  alamat korespondensi: kampus unnes bendan ngisor, semarang, 50233 e-mail: pps@unnes.ac.id issn 2087-0108 amalia rahmawati, dkk. / english education journal 4 (2) (2014) 107 introduction a vocational high school is one of the high school levels in indonesia that produces the students to be workers. as a school, it needs a curriculum. the current curriculum is curriculum 2013. there are three schools in kudus which have implemented curriculum. moreover, those schools use the same book published by lp2ip. as a material in teaching and learning process, textbook contains some texts. those texts should have the unity of meanings of texts in order to make the students easy to understand the texts. the unity of meanings of texts can be realized from cohesion, coherence, and thematic progression. cohesion and coherence, as derewianka (2011: 3), become the important thing in language function. in happens because according to her, one of the language functions is to create cohesive and coherent text. therefore, cohesion and coherence can create a good text. furthermore, cohesion and coherence belong to the component of discourse analysis. celce-murcia (2007) stated that “discourse competence refers to the selection, sequencing, and arrangement of utterances to create a unified text”. in other words, the unity of text is very important in communication especially for discourse competence. in creating a unified text, cohesion and coherence are important. moreover, the way of observing the development of ideas is called thematic progression. therefore, there are three terms in the unity of meanings of texts; they are cohesion, coherence and thematic progression. povolna (2009: 94) added that cohesion and coherence are important to know the quality of texts, although they are not related each other. it means that one text can be a cohesive text, but it is not a coherent text, and vice versa. the exact differences are cohesion focuses on the formal link; coherence focuses on the abstract one; and thematic progression focuses on the development of the themerheme. as a model of reading text, the texts in vocational high school textbook should have the unity of meanings. by analyzing the unity of meanings of texts, the unified text can be observed. moreover, the unity of meanings can be one of the considerations for the teacher in selecting the reading texts. therefore, the students can learn english easily. a text belongs to be a good text if it fulfils two properties; they are cohesion and coherence (halliday and hasan, 1976: 2). this is supported by eggins (1994:87) that there are two properties by which clauses could hang together in one unity, namely cohesion and coherence. she added that cohesion is the internal property of paragraph, while coherence is contextual properties of it. the internal property of paragraph means that cohesion is textual. the understanding of the text can be found from the text itself. then, coherence is contextual properties. it means that coherence is a matter of content rather than of form. in coherent text, the reader or listener can know how the speaker or writer organizes the text.. the unity of the text can be seen from how each element in paragraph relates each other. then, coherence relates to the process because it is more contextual. to know the cohesion of text, cohesive devices are needed. cohesive devices are the tool to know how each element in the text is related. additionally, the relation between one element and the other element is called tie. trough cohesive devices, the types of cohesion can be identified. the cohesive devices can be seen from grammatical lexical aspect (halliday and matthiensen, 2004:533). from the grammatical aspect, they are reference, substitution, ellipsis, conjunction. moreover, from the lexical aspect, it can be repetition, synonymy, hyponymy, meronymy and collocation. coherence is contrasted with cohesion. the first difference comes from the judgment. hoey in watson, thienpermpook and keyuravong (2004: 87) argued that cohesion is more objective and coherence is more amalia rahmawati, dkk. / english education journal 4 (2) (2014) 108 subjective judgment that can make different opinion from reader to reader. if cohesion refers to the linguistics devices of the text that can be analyzed formally, coherence is in the mind of the writer and reader. it means that cohesion can be more objective because cohesion uses devices in analyzing the text. in other side, coherence is more subjective because it is in abstract. because coherence is in the mind of the writer and reader for written language and in the mind of speaker and listener for spoken language, thornbury (2012: 36) states that coherence is the capacity of a text to make sense. making sense of a text is an act of interpretation. the interpretation depends on what the reader or listeners bring to a text as what the writer or speaker puts on it (mccarthy, 1994: 27). it can be said that coherence is a quality of the reader or listener drive to the text. coherence as stated by celce murcia and olshtain (2000: 8) contributes to the unity of a piece of discourse such that the individual sentences or utterances hang together and relate to each other. the knowledge of the reader or listener also gives the understanding of the utterances that hang together and relate to each other. according to salkie (1995: 3), repeating the content words can help the text becomes coherent. simplify, if the content words appear in every clause, it will make the coherent text, but repeating the content words sometimes is not enough to create a coherent text. thematic progression is related to the previous discussion about theme and rheme. according to butt et al. (2000: 142) defined that thematic progression is the progression of new themes. it has textual meanings of how experiential and interpersonal meanings are organized in a linear and coherent way. thematic progression contributes to the cohesive development of a text, and then produces a coherent whole text. according to eggins (1994: 303-304), there are three types of thematic progression. they are reiteration or constant theme, zigzag theme and multiple theme. first is re-iteration or constant theme. in this type of theme, the pattern of thematic progression has the same theme that well organized or regularly. while the rheme of each clause gives further explanation to the same theme. this first type of thematic progression is easy to be understood and makes the reader or listener easy to find the information. in the other hand, the disadvantage of this type is this pattern could probably make a monotonous text. the second type is zigzag theme. in this pattern, an element that is in the previous clause becomes the theme in the current clause. the theme of a certain sentence can be the summary of most of the content of the previous sentence and it makes a new point that is a new rheme. this type can make the reader or listener curious for the next information because the text seems smoothly. furthermore, this type is more easily to be regarded as coherent. the last type is multiple theme. in this pattern, the theme of one clause introduces a number of different pieces of information, each of which is then picked up and made theme in subsequent clauses text which has this pattern will have a clear layout for the reader or listener to catch what the passage is about. it happens because the next theme has been introduced in the previous rheme. in addition, it will make the information more specific and will impress readers as logical and coherent methods the data of this study was collected from the english textbook published by lp2ip for tenth grade of vocational high school. the reason of using this book is because the vocational high schools in kudus that has implemented curriculum 2013 use this book. moreover, this book becomes the main material in teaching and learning for the students of vocational high school. there are twenty-five amalia rahmawati, dkk. / english education journal 4 (2) (2014) 109 texts from eighty-one texts that had been analyzed. discourse analysis was chosen since the aim of this study is to know the quality of the texts. in analyzing the quality of a text, interpretation becomes the important way to be a good study. as litchman (2010:190) suggested that discourse analysis is a technique or method in research that has several interpretations. in interpreting the unity of meanings of texts, there are three items that should be analyzed. they are cohesion, coherence and thematic progression. it means that the data were classified into those terms. for the cohesion aspect, the data were classified based on the cohesion categories as suggested by halliday and matthiensen (2004) which consisted of nine items, such as reference, substitution, ellipsis, conjunction, repetition, synonymy, hyponymy, mieronymy and collocation. for the coherence aspect, the data were classified into seven types as suggested by butt et al. (2000) which were topical theme, textual theme, interpersonal theme, the topical textual theme, the topical interpersonal theme, the textual interpersonal theme and the topical textual interpersonal theme. moreover, for the thematic aspect, the data were classified into three types as suggested by butt et al. (2000) which were reiteration theme, zigzag theme and multiple theme. the last is for the unity of meanings of texts aspect. in this aspect, the data were classified based on cohesion, coherence and thematic progression. simplify, the data were compared based on three aspects. the analysis was done by counting the percentage of each type, comparing them based on the part, then interpreting the analysis. findings and discussions based on the analysis, the researcher realized that the unity of meanings of texts is very important to observe the quality of a text. the unity of meanings can be seen from three aspects, they are cohesion, coherence and thematic progression. after conducting the analysis of cohesion of texts in the textbook published by lp2ip, most of the texts are cohesive text. the cohesive texts can be seen from nine aspects that must be analyzed. they are reference, substitution, ellipsis, conjunction, repetition, synonymy, hyponymy, meronymy and collocation. for the first aspect, all of the texts contain some reference tie. they are classified into personal, demonstrative and comparative reference. based on the function, they belong to anaphoric, cataphoric, exohpora and homophora reference. the example of anaphoric reference can be seen below: gunungtujuh lake is one of the many lakes in kabupatenkerinci in jambi province. it is an amazing tourist place to visit based on the example above, the word it points ahead to gunungtujuh lake. it means that the tie belongs to anaphoric reference. moreover, the example of cataphoric reference is: but you don't know where it is. guatabuhan is located near pacitan in east java. based on the example above, the word it refers to guatabuhan. the use of pronoun it indicates the use of pronoun reference. moreover based on the function, the tie belongs to cataphoric reference. it happens because the tie points forward. the second type of cohesion is substitution. in this study, there is no substation since the texts are written language. substitution usually occurs in the spoken language. the third type is ellipsis. all of the types of ellipsis occur in this study. there are fifteen texts that use ellipsis. most of them are nominal ellipsis. the example of ellipsis can be seen below: the bunaken national marine park was formally established..and is among the… based on the example above, there is one missing thing. it is the word(s) after and. however there is something omitted, the reader can understand that the omitting words are the bunaken national marine park. it can be amalia rahmawati, dkk. / english education journal 4 (2) (2014) 110 classified into nominal ellipsis because the writer omits those words that belong to noun phrase. therefore it is called nominal ellipsis. the fourth type is conjunction. conjunction is mostly used in all of the texts. it happens because it can connect between clauseand the other clauses. in this study, there is no text that uses elaboration conjunction. most of the conjunctions used are extension conjunction, especially for addition conjunction. the fifth type is repetition. repetition appears in very text. repetition is useful in creating a coherent text however the overuse of repetition can make the boring text. as the materials in teaching for students, repetition can help them in understanding the text. the sixth is synonymy and antonymy. 40% texts use synonymy and 24% texts use antonymy. it means that the texts have connection in term of lexical. the use of synonymy and antonymy become one of strategy in avoiding the overuse of repetition. additionally, the use synonymy and antonymy can enrich the students’ vocabulary. the seventh cohesive device is hyponymy. hyponymy means the relation of “be kind of”. based on the analysis, 72% texts use hyponymy of the text. the use of it can give the students way in avoiding the repetition. moreover, hyponymy is mostly used after repetition in term of lexical cohesion. the eighth and last cohesive devices are meronymy and collocation. they are used in 52% texts. the high use of them indicates that the texts in english textbook have connected lexically. the clear of the cohesion analysis can be seen in figure 1 below figure 1. the analysis of cohesion coherence of the texts in the english textbook of the tenth grade of vocational high school coherence is the second part in describing the unity of meanings of texts. in this study, the coherence of texts is observed and classified into seven types; they are topical theme, textual theme, interpersonal theme and four types of multiple theme. based on the analysis, most of the texts use topical theme. the use of them means that the sentences belong to simple sentence. it happens because the most of the sentences begin with nominal group or adverbial group that function as subject, adjunct or complement of them text. on the other hand, the use of multiple theme of textual and interpersonal theme is not found in the texts. that finding indicates that it seems to be avoided because if it is used it can create the complex sentence. the example of coherence analysis can be seen below. 0% 20% 40% 60% 80% 100% 120% the analysis of cohesion amalia rahmawati, dkk. / english education journal 4 (2) (2014) 111 the bunaken national marine park was formally established in 1991 the bunaken national marine park was formally established in 1991 theme rheme and is among the first of indonesia's growing system of marine parks. and is among the first of indonesia's growing system of marine parks conj; textual theme rheme although each of these islands has a special character, although each of these islands has a special character conj; textual topical rheme theme based on the example 1, clause 1belongs to topical theme. it can be seen from the beginning of clause as theme. the theme functions as subject of clause. the second clause, the clause begins with conjunction. it can be seen from conjunction “and” that means adding the information in clause 2. therefore, clause number 2 belongs to textual theme. moreover, clause number 3 belongs to the multiple theme of textual and topical theme. the first reason is for the textual theme. it comes from the conjunction “although” that relates to the previous idea. second, the topical theme can be seen from each of these islands. that noun phrase functions as the subject of the clause. the use of thematic progression indicates that the development of theme. based on the analysis that has been done, most of texts have good development of texts. it can be seen from the classification of theme, such as reiteration theme, zigzag theme and multiple theme. based on the analysis, most of the text uses reiteration theme. the use of reiteration theme is because the readers of the texts are the tenth grade students of vocational high school. the example of thematic progression analysis can be seen below. c theme rheme 1 gunungtujuh lake is one of the many lakes in kabupatenkerinci in jambi province. 2 it is an amazing tourist place to visit. 3 the location of gunungtujuh lake is in kecamatankayuaro. based on the example of thematic progression above, the relation between the first and second clause is reiteration theme. it can be observed from the use of pronoun it that refers to guningtujuh lake. moreover, the relation between the second and third clause is zigzag theme. the reason is because the idea of the theme 3 relates to the rheme 2. those clauses are good because the themes point to the previous theme or rheme. in the other hand, there is a problem text that the theme does not relate to the previous theme or rheme. the analysis of problematic text can be seen below. amalia rahmawati, dkk. / english education journal 4 (2) (2014) 112 c theme rheme 12 the temperature around the lake is very cold. 13 besides waterfalls you can also find animals such as siamang, elephants and birds 14 gunungtujuh lake is really beautiful with spectacular scenery. based on the example above, clause 13 becomes the problematic clause. it happens because the theme 13 does not relate to the previous theme or rheme. simplify, there is word waterfalls that is not mentioned in the previous clauses. therefore, clause 13 seems out of the context. the reader will have difficulties in understanding this text. the unity of meanings of texts can be seen from the cohesion, coherence and thematic progression. based on the analysis, there are 80% texts that belong to a good cohesion, coherence and thematic progression. in other words, 20% texts in english textbook published by lp2ip belong to problematic text. they have problem because they do not have good cohesion, coherence, thematic progression and the overuse of reiteration theme. the example of the overuse of reiteration theme can be seen below. based on the example above, the text uses reiteration in many clauses. the relation between theme 3 and theme 4 is reiteration. it happens because the clause points the same thing with the previous clause and repeats the word. repetition is helpful in creating a coherent text but the overuse of repetition makes the reader bored. conclusion the unity of meanings of texts can be seen from cohesion, coherence and thematic progression. based on the analysis of this study, the researcher concludes that 1) most of the texts are cohesive. the most cohesive devices used are reference and repetition. moreover, the substitution is not used in the texts. it happens because the texts are written discourse. 2) most of the texts are coherent. the analysis of coherence comes from the types of themerheme. the most of type used is reiteration theme. it means that the texts are simple sentence. 3) based on the study, several texts have problem in thematic progression. the problem happens because the idea does not relate to the previous clauses. 4) the unity of meanings is realized through cohesion, coherence and thematic progression. based on the study, there are 80% texts that are good text. in the other hand, there are 20% problematic texts. the problems are in the c theme rheme 3 we went there by train 4 we left for yogyakarta at 8:30 a.m 5 and arrived at tugu railway station forty-five minutes later 6 many becak drivers were offering their services to passengers 7 when we were out of the railway station 8 we were very excited 9 that finally we were in yogyakarta 10 soon we walked to jalanmalioboro 11 we decided to have soto as our breakfast 12 we were enjoying the soto while inhaling the fresh air amalia rahmawati, dkk. / english education journal 4 (2) (2014) 113 overuse of reiteration theme and the use of unconnected idea of the clauses. references butt, d. et al. 2000. using functional grammar: an explore’s guide.. sydney: macquire university sydney celce-murcia, m. and olshtain e. 2000.discourse and context in language teaching. new york: cambridge university press. celce-murcia, m. 2007. rethinking the role of communicative competence. available online on http:// www.link.springer.com on october 15, 2013 derewianka, b. 2011. a new grammar companion for teacher. sydney: ligare. eggins, s. 1994. an introduction to systemic functional linguistics. london: pinter. halliday, m. a. k. and hasan, r. 1976. cohesion in english. new york: longman. halliday, m.a.k. and matthiensen, c. 2004. an introduction tofunctional grammar (third edition). london: edward arnold litchman, m. 2009. qualitative research in education: a user’s guide 2ndedition. wahsington dc: sage publication mccharthy, m. 1994. discourse analysis for language teachers. melbourne: cambridge university press povolna, r. 2009. on contrastive relations in academic spoken discourse. brno studies in english journal. pp 95-105 available online on http://www.phil.muni.cz on october 15, 2013 salkie, r. 1995. text and discourse analysis .london: routledge thornbury, s. 2012. beyond the sentence: introducing discourse analysis. towns road: macmillan publishers watson, t.r., thienpermpool, p., and keyuravong, s.2004.measuring the coherence of writing using topic based analysis. assessing writing journal vol 9 no 2 pp. 85-104. http://www.phil.muni.cz/ attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f1358962037 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 145 eej 4 (2) (2014) english education journal http://journal.unnes.ac.id/sju/index.php/eej the scientific approach in teaching speaking for various texts (the case of three teacher candidates of wiralodra university indramayu in the academic year 2013/2014). atikah wati , dwi anggani linggar bharati, rudi hartono prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia info artikel ________________ sejarah artikel: diterima oktober 2014 disetujui oktober 2014 dipublikasikan november 2014 ________________ keywords: scientific approach, teaching speaking, various texts ____________________ abstract ___________________________________________________________________ this study investigated the implementation of scientific approach in teaching speaking for various texts. it is aimed to describe and capture how teacher candidates implement scientific approach which consists of observing, questioning, exploring, associating and communicating in their teaching practice. what problems they faced during their teaching practice and how teacher candidates solve those problems.this studyuseda qualitative research design.the subjects of this study were three students of english department of wiralodra university who were doing teaching practice (ppl). triangulation was used to validate the data. the findings showed that the three teacher candidates had implemented scientific approach in their teaching speaking although there still a lot of imperfectness and it can be concluded that between 1st, 2nd, and 3rd teacher candidates, the 3rd was the best to implement the scientific approach. the three teacher candidates also found problems in their teaching such as many students were hardly to speak english directly because of the vocabulary and lack of practice. however, both teacher candidates were able to solve the problem by peer error correction. © 2014 universitas negeri semarang  alamat korespondensi: kampus unnes bendan ngisor, semarang, 50233 e-mail: pps@unnes.ac.id issn 2087-0108 atikah wati, dkk./ english education journal 4 (2) (2014) 146 introduction the curriculum 2013 in indonesia requires all teachers to apply scientific approach as a method or a way to teach their students even though, wachidah in hapsari (2013) stated that curriculum 2013 still sustains the ideas of the previous curriculum (ktsp) and uses genre based approach, there are significant changes on how curriculum framework defines the notion of competence and performance. it can be defined that the use of scientific approach in curriculum 2013 is the combination between genre based and scientific approach. according to syahmadi (2013: 35), scientific approach in teaching and learning process consists of “observing, questioning, associating, experimenting, and networking”. by applying this approach, teachers are expected to use multimedia, develop their intuition, create short questions, allow the students to identify the problem, and allow the students to work independently without much help from the teacher, so that the students can stand by their own. in other words, the teachers should facilitate the learning process by asking guided questions that help students to discover the content for themselves. students are expected to become active and engage learners so that it will stir curiosity in order to build students critical thinking and communication skills. however, the implementation of curriculum 2013 with its scientific approach considered hard to do especially for teacher candidates in wiralodra university. there are several reasons why it is hard for them to apply. first, many students do not really understand the change of the curriculum and how to implement the new approach in curriculum 2013. second, it considers as a new approach to be learnt and done, while in the previous semester they learnt the approaches that used in ktsp; genre based approach. the last, it is still hard to find the schools which have already implemented curriculum 2013 in indramayu. that is why this study tries to investigate and capture the case of scientific approach used by teacher candidates who are the students of wiralodra university who are doing teaching practice (ppl) in several schools in indramayu in the case of how the implementation of scientific approach in their teaching speaking for various text is. what problems the teacher candidates found when they implement the scientific approach in teaching speaking for various text and how they solve those problems in the classroom. the skill focused in this study is speaking, but it is suggested in curriculum 2013 to integrate skills in teaching and learning process which speaking does not stand by its own, it will always be side by side with the other skill. this study only focuses on teaching speaking because in teaching other skills of english, speaking always be involved in the process of teaching. furthermore, speaking is chosen because of three main reasons as harmer (2007:123) stated, firstly speaking activities provide rehearsal opportunities or chances to practice real-life speaking in the safety of classroom. secondly, speaking tasks in which students try to use any or all of the languages they know provide feedback for the teacher and students. finally, the more students have the opportunities to activate the various elements of language they have stored in their brains, the more automatic their use of these elements become. as the result of the teaching speaking, the students will become autonomous language users. this means that the students will be able to use every word, phrase, and sentence in english fluently and accurately without any distracted and difficult though. speaking english fluently and accurately can not be measured by one text only because when the students face english in real life situation, they will find different kind of texts to deal with. it also supported by the scope of english in curriculum 2013 which consists of interpersonal, transactional and functional texts as a way to develop the academic potential atikah wati, dkk./ english education journal 4 (2) (2014) 147 communication through recount, narrative, procedure, descriptive and report . that is why many teachers used text types or genre to teach speaking in the classroom. moreover, different school area and time of observation also consider as the problem to maintain the teacher candidates used the same text in their teaching. because of this reason, this study will not limit the text that the teacher candidates use in their teaching. in accordance with the above explanation, this study attempts to answer the research questions of (1) how do teacher candidates implement the scientific approach in teaching speaking for various texts?, (2) what problems do the teacher candidates found when they implement the scientific approach in teaching speaking for various texts?, and (3) how should the teacher candidates solve those problems in the implementation of scientific approach in teaching speaking for various texts?. these questions are addresses to meet the objectives of the study which are to investigate the implementation of scientific approach in teaching speaking for various texts activities by teacher candidates in their teaching practice (ppl), to discover the teacher candidates’ problems in the implementation of scientific approach in teaching speaking for various texts, and to explain the strategy of teacher candidates to solve the problems in the implementation of scientific approach in teaching speaking for various texts.in the hope that this study will have some theoretical and practical contribution to the education and the people who involve in education itself. method this study used a case study research design, yin (1984) in nunan (1992: 76) defined case study as a study that investigate a contemporary phenomenon within its real context. carry out in small case, a single case (stake, 1985 in nunan, 1992) and use multiple data gathering (yin, 1984 in nunan, 1992). it chooses three students of seventh semester of english department of faculty of teacher training and education science, wiralodra university who doing teaching practice (ppl) as the participants of the research. the primary reason is that the participants in this university is appropriate with the purpose of the study to investigate or capture the implementation of scientific approach in teaching speaking where the students or in this study called as teacher candidates implemented it in their teaching and learning practice in several schools in the area of indramayu. students’ participation is voluntary; it is to ensure that recording would not have any adverse affect on their performance. triangulation which has proposed by alwasilah (2011) used as the instrument to get the data; those are interview, observation, survey (questionnaire). findings and discussion the data is described based on several points. the first analyses are coming from observation. the second and third analyses are coming from questionnaire and interview. the writer tries to find out the correlation between the understandings of teacher candidate toward the scientific approach with the implementation in the class as well as the problems that the teacher candidates found during the teaching practice and the way they solve the problems. the 1st teacher candidate the understanding of the 1st teacher candidate in applying scientific approach is good enough. based on five categories in applying scientific approach, the 1st teacher candidate implements all of components on her teaching. the first is observation. in this step the 1st teacher candidate tries to observe the students knowledge about the basic information of invitation. the teacher asks the concept of invitation, the function and the expression that is usually used in inviting someone. based on open-ended questionnaire, the 1st teacher candidate realizes that observation is needed to stimulate the students to learn english. the 1st teacher candidate agrees that the observation is atikah wati, dkk./ english education journal 4 (2) (2014) 148 one of the important elements in scientific approach. it is supported also by malderes (2002) who stated that observation is one common way of getting information which can help teacher makes sense of educational situations, gauge the effectiveness of educational practices, and plan attempts for improvements. so, to start the lessons, the observation is needed to create learning atmosphere in the class. the second is questioning. the 1st teacher candidate tries to connect the real situation in giving question. but, based on the class observation also, the writer can see that the 1st teacher candidate sometimes does not use appropriate sentence in giving question. like what about the purpose of study expression of invitation. the purpose is? for the correct sentence it should be “what is the purpose of study expression of invitation?” the third is experimenting. the 1st teacher candidate uses some media to help her in teaching and learning process. the fourth is associating. after giving the sample of invitation, the 1st teacher candidate tries to associate the invitation letter to the real conversation in accepting or rejecting the invitation. in this case the 1st teacher candidate give kinds of conversation to make the students more understand in applying expression in invitation.the last is networking or communication. in the end of the lesson, the 1st teacher candidate gives some assignment for students, for example the students are asked to make conversation about invitation. this way is good way for students to applying the new knowledge that already given by teacher. compare to teacher perspective, these are the problems in teaching and learning process. based on the questionnaire, the 1stteacher candidate still finds the problem for example like students can’t communicate well in english, students are lack of confidence and students also cannot pronounce the words correctly. but the 1st teacher candidate can solve the problem directly. for example based on the interview session, the 1stteacher candidate applies direct feedback when students cannot pronounce the words correctly or when students cannot express the expression correctly, the 1stteacher candidate directly gives the example to the students. the 1st teacher candidate also gives motivation to students. so, the students can be more confidence to perform in front of the class. the 2nd teacher candidate based on the research findings, the writer can conclude that the understanding of the 2nd teacher candidate is still below average. based on five criteria of scientific approach, the 2nd teacher candidate only applies three part of scientific approach. so even though in openended questionnaire, the 2nd teacher candidate can explain five criteria of scientific approach in curriculum 2013. but, in application of scientific approach the 2nd teacher candidate cannot implement all of approach.the observation result shows that the 2nd teacher candidate only applies observing, questioning and experimenting. in observing, the 2nd teacher candidate observes the students by giving the picture of narrative story. the teacher gives several pictures and the students are asked to guess it. all of the stories are belong to legend story. in questioning, the 2nd teacher candidate tries to give several questions to make students become more active in the lesson. but, there are still any grammatical errors in delivering some interrogative sentence, for example: “do you have heard about narrative text”. the correct question is “do you ever hear about narrative text?” or “have you heard about narrative text?”. in experimenting, the students are hoped to determine the data from the question; they can determine the data from the book, things, experiment or corpus. during teaching and learning process, the 2nd teacher candidate plays a video to help her in teaching narrative text. the teacher uses the video also to make the students curios and know sample of narrative text. okay. then i will repeat once more the video. you must listen carefully then i will give you some questions. okay? atikah wati, dkk./ english education journal 4 (2) (2014) 149 actually the video is used to make the students closer to the real life context. in the table of completion of mindset translate also writes that the use of educational multimedia can help students to learn and keep focus on target. but in this case, the 2nd teacher candidate play fable video that is the story of crocodile and mouse deer. which is the story of animal is not authentic and not appropriate anymore with the spirit of curriculum 2013. while, in curriculum 2013 is written that the material should cover the moral education (religious, value and attitudes) by implementing scientific approach in curriculum 2013, the students are also hoped to have a good critical thinking. so, how does the teacher teach about truthful, respect, responsibility and etc, if the teacher still uses unauthentic story in the process. the last, the writer can see that the 2nd teacher candidate did not apply associating and networking. because, first the students are given only one video to be listened based on that video the students cannot differentiate the material in different structure. the second, the students are only asked to re-tell the story without implement the material that has been given before. actually in the networking or communicating, the students should express the concept that has been learnt to the form of spoken or written. so, if there is not application of knowledge, attempt to share understanding, assign and convey the meaning, it means that the networking are fail to be applied. compare to the 2ndteacher candidate perspective, these are the problems in teaching and learning process. on the questionnaire, the 2ndteacher candidate still finds the problem like students are hardly to speak english, students are lack of vocabulary and students also did not know how to pronounce of english.based on the interview session, to solve the problem the 2ndteacher candidate applies gesture and miming, and also used dictionary when the students have difficulties in vocabulary. the 2ndteacher candidate also motivate to students, so the students will not be ashamed anymore to speak. the 3rd teacher candidate the understanding of the 3rdteacher candidate in applying scientific approach is good. because based on five categories in applying scientific approach, the 3rdteacher candidate implements all of components on her teaching. the first is observation, in this step the observation is applied to know the capability of the students and to get information about the readiness of students in teaching and learning process. the previous material are really important for the next meeting, because the previous material can be starting point of students to absorb another material that will be given by teacher in the next meeting. the next is questioning. in this research the writer finds that the 3rdteacher candidate uses several questioning ways to motivate students to become actively involved in the lesson. based on the class observation the writer also can see that the 3rdteacher candidate also uses direct question to guide student to connect with the material.the other scientific approach is experimenting. the 3rdteacher candidate uses her own story and audio in learning process. the students listen the story of the teacher, and indirectly teacher insert that expression on her story. the next scientific approach that has been conducted by the teacher is associating. associating means the students should be able to analyze and conclude the data based on its categories and differentiate it into different structures (syahmadi, 2013). in teaching and learning process, the writer finds that the 3rdteachercandidate tries to force the students to find an alternative expression of agreement and disagreement. this concept is really useful to find out whether the students understand or not with the material that has been given before. the last, networking , the 3rdteacher candidate gives an opportunity to the students to be freely in writing the conversation. the teacher did not limit the situation. the teacher only orders the students to make the conversation like the sample but for the story, atikah wati, dkk./ english education journal 4 (2) (2014) 150 condition, situation or even the expression of agreement or disagreement itself are free based on the students will. this concept is really close to the one of mindset completion in curriculum 2013. in curriculum 2013 the students are asked to do something based on students need/potential. based on the writer perspective, the 3rdteacher candidate only has a little problem in the end of the lesson. the 3rd teacher candidate does not give conclusion toward the students’ performance in front of the class. the teacher finds that many students are hardly to speak in english directly. the problem is because the students have less vocabulary and less practice to speak.but the 3rdteacher candidate can solve the problem directly by peer teaching concept. conclusion the understanding of the 1st teacher candidate in applying scientific approach is good enough.the 1st teacher candidate implements all of components on her teaching.while the understanding of the 2nd teacher candidate is still below average, the 2nd teacher candidate only applies three approaches. so even though in open-ended questionnaire, the 2nd teacher candidate can explain five criteria of scientific approach in curriculum 2013. but, in application of scientific approach the 2nd teacher candidate cannot implement all of approach.whereas, the understanding of the 3rd teacher candidate in applying scientific approach is good, the 3rd teacher candidate implements all of components on her teaching. the problems that three teacher candidates found during the teaching practice were quite similar. they think that pronunciation, confidence, could not make the conversation correctly, and could not express the expression correctly, the students are hardly to speak up, and confidence and grammar are the problem in their teaching. while the ways three teacher candidates solve their problem were vary. the 1st teacher candidate used direct correction to her students in case that she would be able to explain and clarify the material to the students and give motivation to her students as well to reduce the students’ nervousness. the 2nd teacher candidate used alternative way to explain the material like using gesture, etc. the 3rd teacher candidate used peer correction rather than direct correction because she thinks that by peer correction, not only solved the students’ problems of vocabulary and less practice but it also solve the problem of motivation that the students have. references alwasilah, a. c. (2011). pokoknya kualitatif. jakarta: pt dunia pustaka jaya. bruner, s. j. discovery learning. susan ferdon, edtech 504-4173 (fa09) dochy, f. et al. (2005). students perceprions of a problem based learning environment.learning environment research (2005) 8: 41-46 @ springer. harmer, j. (2007). how to teach english. england: pearson longman. ministry of education. (2006). project based learning handbook “educating the millennial learner”. kuala lumpur: educational technology division ministry of education. nunan, d. (1992). research method in language learning. cambridge: cambridge university press. syahmadi, h. (2013). bedah curriculum 2013 bagi guru bahasa inggris. bandung. isbn: 978-60214612-0-4. vaculova, i and kubiatko, m. (2009) project based learning: characteristics and the experiences with application in science subjects. energy education science and technology part b: social and education studies 2011 volume (issue) 3 (1):65-67 wachidah, s. (2013). scientific approach (pendekatan ilmiah); powerpoint. jakarta: universitas negeri jakarta. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f149b23a61f • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f053a35a63d • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare eej 2 (2) (2012) english education journal http://journal.unnes.ac.id/sju/index.php/eej discourse on gender and sexuality inti englishtina  prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia abstrak studi ini berkaitan dengan diskors pada gender dan jenis kelamin di indonesia. studi ini mencoba menemukan (2) bagaimana makna dari diskors pada pendidikan seks direalisasikan (2) apa akibat dari ideology terhadap pendidikan seks di indonesia. metode penelitian adalah discourse analysis dalam perspektif systemic functional linguistic yang menghighlight makna experiential dan tekstual serta mengungkap ideology dari pendidikan seks dan gender di indonesia. temuan studi menganjurkan untuk mencapai tujuan yang ditentukan penulis harus merujuk pada pendekatan sfl. teks#1 menggambarkan “coping” dengan bahaya dari pendidikan seks di sekolah, teks#2 menganggap ideology dari ‘non-coping’ membenarkan intervensi untuk menghindariefek negative siswa. teks #3 dimana menghormati perbedaan adalah esensi dalam menuju pornografi. sementara itu, ideology yang digambarkan dengan ‘ostrich’tidak berhubungan dengan seksualitas. sebagai ganti, pendidikan seks digunakan untuk menyampaikan isu. abstract this with s study deals with discourse on gender and sexuality in indonesia. the objectives of the study is figure out (1) how the experiential meanings of the discourse on sex education realized; (2) what is the impact of ideology on the field of discourse on sex education? the method of research is making use of discourse analysis in the perspective of systemic functional linguistics, particularly highlighting the strand of interpersonal, experiential and textual meanings of the text and revealing the ideology of the discourse on gender and sex education in indonesia. the findings of this study suggest that in achieving the objectives above the writer refers to systemic functional linguistics approach. text #1 encodes an ideology of “coping” with the danger by teaching sex education at schools. on the contrary, text #2 sees an ideology of non-coping, justifying professional intervention to avoid negative actions that students may undertake if not controlled. the ideology encoded in text #3 is that respecting differences is the essence in addressing pornography. meanwhile, the ideology encoded in text #4 is that an “ostrich” attitude does not make sense when it comes to sexuality. instead, sexual education might be a good place to start in addressing the issue. © 2012 universitas negeri semarang info artikel sejarah artikel: diterima agustus 2012 disetujui september 2012 dipublikasikan november 2012 keywords: discourse gender sexuality  alamat korespondensi: kampus unnes bendan ngisor, semarang 50233 e-mail: jurnalpps@unnes.ac.id issn 2087-0108 inti englishtina / english education journal 2 (2) (2012) 126 introduction sex education is a broad term used to describe education about human sexual anatomy, sexual reproduction, sexual intercourse, reproductive health, emotional relations, reproductive rights and responsibilities, abstinence, contraception, and other aspects of human sexual behavior. common avenues for sex education are parents or caregivers, school programs, and public health campaigns. sex education may also be described as “sexuality education”, which means that it encompasses education about all aspects of sexuality, including information about family planning, reproduction (fertilization, conception and development of the embryo and fetus, through to childbirth), plus information about all aspects of one’s sexuality including: body image, sexual orientation, sexual pleasure, values, decision making, communication, dating, relationships, sexually transmitted infections (stis) and how to avoid them, and birth control methods. sex education may be taught informally, such as when someone receives information from a conversation with a parent, friend, religious leader, or through the media. it may also be delivered through sex self-help authors, magazine advice columnists, sex columnists, or through sex education web sites. formal sex education occurs when schools or health care providers offer sex education. in western societies, women are additionally oppressed on the basis of race and class and sexuality and disability. within this system of sexism, male power – or male supremacy – is institutionalized so that men as a group have access to economic, social, sexual and political power and privilege that women do not have. on the basis of gender, women are subordinated economically (in the labor market, in marriage and motherhood) and sexually (in reproduction, in sexual objectification and sexual violence). women are oppressed in every aspect of their public and private lives. women as a group are poor, and the 1980s saw an increase in the ‘feminization of poverty’. there are other areas where it appears that women in indonesia have progressed but on closer inspection they all prove an illusion. it is true that more women are working now than ever before, but most are in the insecure and unprotected informal sector. this is because ancient gender and class divides are fueled by ineffective and poorly implemented government policies. and the government’s apathy about muslim hardliners pushing their political agenda in the sphere of “morality” that is, targeting women, sure doesn’t help either. sex is a big part of indonesians’ daily lives. everyday people laugh at dirty jokes. open flirting is common, even between work colleagues, which some may view as verging on sexual harassment. however, indonesians relaxed attitude toward sex is ambiguous. in a way, indonesian society is permissive in laughing at the jokes. in another way, its sexuality is repressed, with society quick to condemn anyone who engages in sexual activities outside a heterosexual marriage. this study aims at finding out how the experiential, interpersonal and textual meanings in the discourse on pornography and sex education in media are realized and searching for what ideologies encoded in the discourse on pornography and sex education are. it is also intended to find out what contribution this study might give towards the english language education. methods the object of this study is opinions found in the jakarta post published in lately concerning pornography and sex education. the data are analyzed clause by clause by employing transitivity system, mood system and the system of theme. transitivity system is meant to analyze the experiential meaning; mood system is used to analyze the interpersonal meaning and the system of theme is employed to analyze the textual meaning. the ideology in the texts is described based on the findings of previous analyses on the grammar of ideational, interpersonal and textual meanings, and the analysis on context of situation. findings and discussion in the previous chapters, the principle concepts of systemic functional linguistics have been presented, and the major analytical tools introduced. this chapter will begin by summarizing the model, before demonstrating how a systemic approach can be applied in contrastive text analysis. results of the comprehensive lexico-grammatical and discourse semantic analyses of the four texts dealing with the issue of sex education (text # 1, # 2, #3 and #4) will be presented, and it will be shown that systemic analyses enable us to make explicit how the texts are alike and different, and to relate those patterns to the cultural and situational contexts of which they are the realization. we have outlined a model of language as a functional semantic resource: language is mo127 inti englishtina / english education journal 2 (2) (2012) deled as networks of interconnected linguistic systems from which we choose in order to make the meanings we need to make to achieve our communicative purposes. the product of the sequence of choices is a text, and the choices realized in text are themselves the realization of contextual dimensions, including specific situational configurations of field, mode and tenor (register), cultural conventions (genre) and ideological positions. language is thus modeled not justas a resource embedded in a social and cultural context, but as a resource through whose use we are continually constructing, maintaining and defining what constitute appropriate meanings in possible contexts in our culture. language itself has been interpreted as a three-level semiotic system, where the discourse-semantic unit, the text, semantically unified through cohesive patterns, in the locus of choices in experiential, textual and interpersonal meaning. these semantic choices, themselves derived from the need to express context in language, are in turn realized through lexico-grammatical choices, with each semantic dimension resulting in a predictable and systematic way to choices from the three simultaneous systems of grammatical structure. mood, transitivity and theme, the tripartite structural description of the clause allows us to describe how language makes meanings simultaneously. the essential distinguishing characteristic of the model is that it sets up a realizational relationship extending all from the most abstract levels of context (ideology) through to the very concrete words, structure, sounds and graphology of text. this realization relationship, captured in various diagrams throughout the previous chapters, can be read in both a predictive and a deductive direction. we will recall from previous chapters that of many possible applications of systemic linguistics, the most general one adopted as the framework for this final project is that of explaining “why a text means what it does”. two pairs of terms can be used to clarify the aims and scope of systemic text analysis. first, we can contrast the interpretation with the explanation of text. and secondly, we can recognize a distinction between the understanding of a text and its evaluation. it is through the realizational relationship established between each metafunction and a grammatical system, and between the tripartite functional organization of language and the tripartite construction of register, between cultural context and the schematic structure of text, that a systemic model offers an effective tool for exploring this higher level of text analysis. as soon as we ask functional questions such as “how do people use language?” we realize we have to look at real examples of language in use. intuition does not provide a sufficiently reliable source of data for doing functional linguistics. thus, systemicists are interested in the authentic speech or writing of people interacting in naturally occurring social contexts. we are interested, for example, in language events such the following. text # 1 1. over the past month, parents learned in horror 2. that from the smartphones they gave as birthday presents, kids were viewing the sex tapes of rock singer nazriel “ariel” ilham with two female celebrities. 3. but other than underage viewing of pornographic material, parents should be more concerned about a greater danger caused by the absence of sex education. 4. the indonesian health and demographic survey have found 5. that 12 percent of teen marriages, between the age of 15 and 19, occur due to unplanned pregnancies. 6. a study from the university of indonesia found 7. the annual incidence of abortion reaches 2 million in the country. 8. more than one-third of the figures are teen abortion. 9. experts have blamed teen pregnancy on lack of knowledge about reproduction. 10. but if you think that formal education on sex is the key, think again. 11. and if you think that the internet is bad for your kids to learn about sex, you should reconsider. 12. dr. wei siang yu, founder of interactive sex education website www.sexxie.tv, said 13. that even in countries where sex education was taught at schools, there were factors that proved inhibiting. 14. “for instance, teachers and students are predictably reluctant to discuss the matter. 15 also, there are some medical terms that are not familiar to teachers. 16. parents find it hard to talk about it with their children, 17. and even if there are doctors in the community, people are sometimes too shy to ask doctors,” wei said. (wasti atmodjo, the jakarta post, denpasar | fri, 06/18/2010 10:30 am | bali) text #2 1.(education minister muhammad) nuh said 2. children did not need formal education about sex, 3. as they would learn it naturally. 4. “i am perhaps an absolete person. 5. i do not see the significance of sex education in school,” 6. the mininti englishtina / english education journal 2 (2) (2012) 128 ister added 7. that sex education in schools would not protect children from the adverse impacts of internet technology on moral norms, 8. as evident in the recent circulation of sex videos featuring high-profile celebrities. 9. nuh expressed his concern about the spread of the video clips through the internet, 10. but rejected widespread requests that the government formalize sex education as part of the national curriculum. 11. he instead asked teachers to step up checks on cellular phones 12. and conduct regular searches on students’ bags to prevent them possessing pornographic materials. (the jakarta post, june 15, 2010) text # 3 between free sex and local wisdom 1.what were the reasons that the american law prohibits whoever is less than 18 years old to be involved in a porn movie or any other form of pornography? 2. why do some “official” porn sites always ask their users whether they are “adults” 3. if they’d like to access the sites? 4. is it merely a problem of a given law? 5. aren’t there any standing values – 6. which are related to the advantages or disadvantages for individuals and their society – 7. that legally underlie effective articles of a law? 8. why do most people condemn pedophilia or rape on incest or any other perverted sexual actions 9. and agree that they are unacceptable 10. and therefore should be strictly prohibited legally? 11. why don’t sound people accept child-prostitution 12. while most can’t accept prostitution in general? 13. if you are a parent, can you accept it if your 13-year old daughter gets pregnant 14. and should risk her life for an abortion or giving birth? 15. or, in the context of most common indonesian society, could you imagine how she will be psychologically abused among her friends, relatives and neighbors? 16. some might think that it is naïve for me to ask these questions. 17. or, i might be assumed to be conservative with a less tolerant mind. 18. so far, after analyzing some facts and experiences, it’s definitely something worth talking about and is accord with today’s apprehension such as how pornography haunts indonesia’s unique society. 19. indonesia, for example, was exceptionally founded with religions officially guaranteed to exist. 20. it was assumed based on the fact that religious life in any form was inseparable from the people. 21. umar kayam (1932-2002), an indonesian sociologist and cultural figure, as well as tan malaka (1894-1949), an indonesian founding father and a marxist, called religions “the driving force” of indonesian society 22. and that their positions were potent 23. and therefore should be well respected. 24. in this sense, the teaching of religion, regardless of their origins, have been implanted in society 25. and have become the corner stones in many aspect of the people’s life. 26. thus, when some of the teachings are challenged by the presence of new distinct values, 27. there will be conflicts inevitably 28. and they will interfere with society’s construction as a whole. 29. any individuals who try to accept the new values and challenge the old ones will be likely to experience a cultural rupture, a condition of anomie, 30. or become alienated from certain groups. 31. and the current issues on sex or pornography should be placed from this point of view. 32. a commercial with explicit sexual exposure might be common in some countries or societies, 33. but it’s absolutely not in indonesia. 34. women with bare chests, if it is to be categorized as a sexual exposure, are common in some places, including in certain villages in bali, 35. but not in many other regions. 36. in certain communities, such as the community that plays reog – a traditional art performance – homosexuality is common 36. while in most other indonesian communities it is strictly prohibited. 37. there are differences 38. and we should respect them. 38. also, from this point of view, freedom of expression should not be placed in conflicting position against the right of others 39. to enjoy what so far they have enjoyed. 40. unfortunately, however, the rights of the others may constrain the freedom of someone 41. if they’d like to exist in a community. 42. the point here is that any parties should respect any consensus in the society. 43. in the case of publishing adult content or everything related to it, for example – regardless of the debate on the definition of how a content is categorized adult or non-adult – as long as it causes social unrest, which is known through the responses of some or more people in the society, it should be immediately coped with the hands of the society or the state. 44. until the official and legal decision is enacted, 45. the content should not be published. 46. too conservative, some might think. 47. but i can say that if liberalism teaches tolerance, this is the more correct meaning of tolerance. 48. the way stability is built and maintained in liberal countries is different in some aspects from the way it is here in indonesia. 49. indonesia has a form of tolerance 50. which is most pivotal and useful parts is actually congruent with any other 129 inti englishtina / english education journal 2 (2) (2012) meanings of tolerance. 51. we only need to wear the right spectacles, 52. as an old proverb says, “dimana bumi dipijak, di sana langit dijunjung”, or 53. follow the norms wherever you are. 54. therefore, it is no need for indonesians to copy and paste the other’s values 55. if they are unnecessary or even destructive. 56. free sex is common in many countries, for example, 57. but i guarantee, that most people in the world admire the concept of sex as something sacral; 58. that natural sexual intercourse between a husband and a wife is an ideal and most wanted; 59. that it is the safest form of sex ever. 60. in this sense, sex is a matter of love and trust. 61. if then some or many indonesians have chosen a different point of view, 62. they should respect the wisdom held by most of the people. 63. the existence of the values might be disturbing for many 64. but they have to realize that they function in the already existing society 65. since it leans itself on them. 66. that’s why restricting adult content in any forms and ways makes sense for indonesian society. 67. it’s the best choice sociologically. 68. yet, this choice does not mean that violence in any form is allowed, 69. since it is entirely an act of traversing an astray for a good deed. (khairil azhar. the jakarta post. june 21, 2010: page 7). text # 4 the birds and the bees on board of nuh’s ark 1.my late father used to joke a lot. 2. he was sundanese, the ethnic group of west java famous for being raunchy, 3. so he loved dirty jokes. 4. i remember one of his favorites: 5. what’s the difference between a western and an indonesian woman caught naked? 6.a western woman reacts by instinctively covering her breasts and groin with her hands, 7. but an indonesian woman hides her face with both hands in shame – 8. leaving everything else exposed. 9. i never agreed with my dad 10. that everyone would be that foolish. 11. most would cover up on reflex, whatever their nationality. 12. my dad’s story does, however, reflect the “ostrich” attitude that some indonesians adopt when it comes to sexuality. 13. their heads are so firmly embedded in the sands of moral panic 14. that they can’t see the real problem. 15. one indonesian name that springs to mind when it comes to ostriches is tifatul sembiring. 16. i think our (kis) communications and (mis) information technology minister needs no introduction, 17. he’s already notorious for his “tweet” (sic!) statements. 18. the most original – and offensive – of these was, of course, the one comparing the clear identities of the performers in the “peterpan” sex video to that of jesus chirst on the cross. 19. this sort of awe-inspiring “creativity” puts tifatifu (as he is called, a play on tipa-tipu, meaning “to deceive”) on a par with the islamic defenders front (fpi). 20. these are, of course, the thugs who have objected to the statue in bekasi of “tiga mojang” (three ladies, wearing traditional sundanese costume), on the grounds it secretly represents the christian trinity. 21. there’s no such thing as being too careful i suppose – after all, 22. anything in threes might be covert christianizing “creeping trinity”, like the hindu trisula perhaps, or perhaps even the three stooges! 23. this is all loony attention-getting stuff, 24. but the most worrying statement that tifatul has made is one he shared with muhammad nuh, the national education (sic!) minister: 25. both agree that sex education is “not necessary”. 26. nuh of course, is arabic for noah – yes, of “ark” fame. 26. he ensured the earth was repopulated after the flood, 27. thanks to the randy birds and bees and other beasties stowed on board. 28. so come on folks, get on board nuh’s ark, 29. where sex is natural 30. and doesn’t need to be taught! 31. only, it’s not that simple, is it? 32. i mean, birds and the bees don’t have to deal with sexual abuse, exploitation, teenage sex, abortion or sexually transmitted infections (stis), let alone hivaids, the current scourge of humankind. 33. and birds and bees also don’t need to be taught about their genitalia and sexual hygiene, 34. or how to develop sexual identities and form attitudes about sex. 35. nor do they need to learn how to develop relationships and intimacy, 36. or make informed choices about their behavior – 37. and then feel confident and competent about acting on them. 38. birds and bees have instincts, 39. and that’s enough for them. 40. unfortunately, the sex lives of us humans are a bit more complex than that, 41. and we need help to get them right. 42. sadly, the fuss about sex education isn’t new in indonesia. 43. in 1989, for example, there was controversy over the publication of a sex education comic book called adik baru (new sibling), an indonesian version of a swedish book entitled how to explain sex to children, already translated into 16 other languages. 44. it was banned because sukarton marmosudjono, the then attorney general, decided that it would corrupt the morals of children. 45. but it doesn’t mean that sex education hasn’t existed in indonesia. 46. in fact, it has been part of our education system for many years, from elinti englishtina / english education journal 2 (2) (2012) 130 ementary school onward, 47. and is spread over a range of different subjects. 48. some is obviously taught in biology, 49. but it is also covered in sports, citizenship classes and in religion. 50. additionally, in islamic boarding schools, sex education has been taught since the 16th century. 51. this is because it has always been seen as closely related to the observance of religious practices, 52. and so issues of purity and cleanliness are discussed in great detail. 53. take menstruation for example. 54 the color, smell and quantity of blood is explained to determine whether it is, in fact, menstrual, 55. or whether the woman can pray. 56. in fact, intercourse is often discussed in great detail in many boarding school classrooms: 57. what is permitted, 58. what is not permitted, 59. the necessity of foreplay, 60. the need to focus on the pleasure of your partner, 61. and more and more, 62. in some cases, even alternative sexualities are covered. 63. i also recently discovered a kindergarten teaching aids include male and female stuffed-toy dolls with penises, vaginas, public hair and breasts, even babies coming out of the female doll’s vagina. 64. here the children are also taught what parts of the body they should not let others touch, 65. and how to protect themselves from sexual molestation. 66. wild stuff you might think, 67. but guess what? 67. the female teachers all wear jilbabs (headscarves). 68. so, honorable minister tifatul and nuh, with the prevalence of teenage sex, stis, pornography, this is hardly the time to cover your face, 69. and expose yourself to real dangers that come from ignorance about sex. 70. instead, how about doing something to protect our “private parts”. 71. sex education might be a good place to start, huh? (julia suryakusuma, the jakarta post june 30th, 2010. page: 7). these texts serve to illustrate a basic premise of systemic linguistics that language use is purposeful behavior. the writer of these texts did not just produce them to kill time, or to display their linguistic abilities. they wrote the texts because they want to use language to achieve a purpose: they had goals that they were using language to achieve. we could gloss the overall purpose of text # 1 is to persuade parents that other than being concerned with underage viewing of pornographic they should be more concerned about a greater danger caused by the absence of sex education. whereas text # 2 suggests that children did not need formal education about sex, as they would learn it naturally. it rejected widespread requests that the government formalize sex education as part of the national curriculum. the minister instead asked teachers to step up checks on cellular phones and conduct regular searches on students’ bags to prevent them from possessing pornographic materials. text # 3 suggests that free sex is common in many countries, for example, but it is guaranteed, that most people in the world admire the concept of sex as something sacral; that natural sexual intercourse between a husband and a wife is an ideal and most wanted; that it is the safest form of sex ever. in this sense, sex is a matter of love and trust. meanwhile text # 4 illustrates a story reflecting the “ostrich” attitude that some indonesians adopt when it comes to sexuality. their heads are so firmly embedded in the sands of moral panic that they can’t see the real problem. they ensured the earth was repopulated after the flood, thanks to the randy birds and bees and other beasties stowed on board. they think that sex is natural and doesn’t need to be taught! only, it’s not that simple. birds and the bees don’t have to deal with sexual abuse, exploitation, teenage sex, abortion or sexually transmitted infections (stis), let alone hiv-aids, the current scourge of humankind. and birds and bees also don’t need to be taught about their genitalia and sexual hygiene, or how to develop sexual identities and form attitudes about sex. nor do they need to learn how to develop relationships and intimacy, or make informed choices about their behavior – and then feel confident and competent about acting on them. birds and bees have instincts, and that’s enough for them. unfortunately, the sex lives of us humans are a bit more complex than that, and we need help to get them right. in having a purpose, these instances of language use are typical, not exceptional: people do not “just talk” or “just write”. any use of language is motivated by a purpose, whether that purpose be clear, pragmatic one, or less tangible, but equally important, interpersonal one. these texts also illustrate a second consequence of asking functional questions about language: that we have to look at more than isolated sentences. if i have presented you with only one sentence, chosen at random, from the text, for example, “i am perhaps an absolete person.” it would have been very difficult for you to determine the motivation for the writing. similarly, from the writers’ point of view, it would have been almost impossible for them to achieve the desired goals through a single sentence. in other words, to achieve successfully the overall purposes of criticizing, the writers must meet the implicated 131 inti englishtina / english education journal 2 (2) (2012) goals of explaining a problematic phenomenon. as we read these texts through, we will no doubt have realized that in some ways they are very alike and yet in other ways they are very different. the four texts share a focus on the incident of the leaking sexual video tape in 2010 and what can be done about them, and each approaches the topic in ways that indicate they are intended for the same audiences. in comparing those four texts you might try to suggest the likely source of each text, and consider what aspects of the texts are providing you with clues. conclusion the close-up linguistic analysis of four texts has illustrated that the texts are rich in meanings: they make not just meanings about what goes on and why, but also meanings about relationships and attitudes, and meanings about distance and proximity. by relating specific linguistic choices to the construction and reflection of situational, cultural and ideological contexts, these four texts have been shown to in fact encode meanings about such far reaching dimension as: ways of talking to parents, the responsibility of parents towards their children in terms of sex education, and the expected policy of the government in response to pornography. it has been shown that systemic analyses enable us to make explicit how the texts are alike and different, and to relate those patterns to the cultural and situational contexts of which they are the realization. it is reasonable to suggest, therefore, that systemic linguistics provides a very useful theoretical and analytical frame work for exploring and explaining how texts mean. the experiential meanings of the discourse on pornography and sex education in indonesia’s media in 2010 is realized in the grammar of experiential meanings through the system of transitivity. the interpersonal meanings of the discourse on pornography and sex education in indonesia’s media in 2010 is realized in the grammar of interpersonal meanings through the system of mood. the textual meanings of the discourse on pornography and sex education in indonesia’s media in 2010 is realized in the grammar of textual meanings through the system of theme and rheme. as ideology impacts on each of the levels of context, and through them is realized in linguistic choices, the linguistic evidence from all the preceding analyses can be used to make explicit what positions, biases, and interpretations are encoded in the texts. the impact of ideology on field relates to how the text encodes such experiential meanings as: who initiates, what kinds of actions/events, who responds to those actions, and how. text #1 encodes an ideology of “coping” with the danger by teaching sex education at schools. on the contrary, text #2 sees an ideology of non-coping, justifying professional intervention to avoid negative actions that students may undertake if not controlled. the ideology encoded in text #3 is that respecting differences is the essence in addressing pornography. meanwhile, the ideology encoded in text #4 is that an “ostrich” attitude does not make sense when it comes to sexuality. instead, sexual education might be a good place to start in addressing the issue. in the choice between warning outlook or improvement one, ideologically text#1 and text4 construct the position that parents need to be encouraged and empowered, while tex#1 and text#3 suggest that parents need to be warned in order to protect their children. pornography and sex education are ideologically related as it is assumed that other than underage viewing of pornographic material, parents should be more concerned about a greater danger caused by the absence of sex education. as studies suggest that 12 percent of teen marriages, between the age of 15 and 19, occur due to unplanned pregnancies and that the annual incidence of abortion reaches 2 million in the country. more than one-third of the figures are teen abortion. experts have blamed teen pregnancy on lack of knowledge about reproduction. such knowledge can be gained through sex education. references anderson, m. and k. anderson, 2003. text type in english. south yarra: macmillan education pt/ltd, sydney. bressler, charles e. literary criticism: an introduction to theory and practice. prentice hall, upper saddle river. new jersey. butt, d., r. fahey, s. feez, s. spinks and c. yallop, 2000. using functional grammar, an explorer’s guide. sydney: national centre for english language teaching and reasearch. derewianka, b. 1995. exploring how tests work. newton: primary english teaching association. eggins, suzanne, 1994, an introduction to systemic functional linguistics, pinter publishers: london. feez, s. and h. jayce, 2002. text-based syllabus design. inti englishtina / english education journal 2 (2) (2012) 132 sydney: ames. firclough, norman. 1989. language and power. longman. london and new york. fiske, john, 1990, introduction to communication studies, routledge, new york. freire, p. and d. macedo. literacy: reading the word and the world. south hadley, ma: bergin &garvey publishers. fries, p. 1996. on theme, rheme, and discourse goals. in m. coulthard (ed) advanced in written text analysis. london:routledge. fries, p. 1997. ‘theme and new in written english’. in tom miller (ed) functional approaches to written text classroom application. washington: united states information agency. fries, p. more on thematic structure and revision. available at www.more on thematic structure and revision, htm. johnstone, b. 2002. discourse analysis. masschusettes: blackwel. gramsci, antonio, 1985. selections from the prison notebooks. international publishers. new york. halliday, m.a.k., 1974, interview with m.a.k. halliday , in h. parret (ed.), discussing language (janua linguarum series maior 93), the hague: mouton, 81-120 (extracts reprinted in halliday 1978) halliday, m.a.k., 1985a, introduction to functional grammar, edward arnold: london. halliday, m.a.k., 1985b, spoken and written language, geelong, vic.: deakin university press (republished by oup 1989). eej 2 (2) (2012) english education journal http://journal.unnes.ac.id/sju/index.php/eej developing an english instructional material for bridging course program tri kusnandi , dwi anggani linggar bharati prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia abstrak studi ini mencoba untuk mencari tahu materi apa yang dibutuhkan pada siswa kelas 7 pada program bridging course di smpn 2 magelang, bagaimana “good start for beginners” efektif dan sesuai. berdasarkan masalah yang ada, penelitian ini bertujuan untuk mengembangkan materi instruksional pada program bridging course oleh siswa dan guru. penelitian ini menggunakan pendekatan research & development (r&d). peneliti menggunakan semua langkah yang diajukan oleh hyland (2003:83). pertama, survey, berdasarkan ktsp smp rsbi negeri 2 magelang dilakukan kepada siswa smp kelas vii. kedua, peneliti mengembangkan materi. ketiga, validasi dilakukan untuk penyesuaian. sampai akhirnya siswa menyukai materi tersebut. pencapaian siswa setelah menggunakan “good start for beginners” terbilang baik. rata-rata skor siswa 80,42 yang mengindikasikan bahwa buku “good start for beginners” efektif dan sesuai untuk digunakan. abstract this study is an attempt to find out what kinds of english materials are needed by grade seven students in the bridging course program of smpn 2 magelang, how the “good start for beginners” is developed, why a validation is needed, and whether the “good start for beginners” is effective and appropriate. based on the research problems, this study is aimed to develop an english instructional material for bridging course program used by teachers and students. the approach used in this study is research and development (r&d). i used all of the steps proposed by hyland (2003:83). first, a survey was done by mapping the needs of the students based on ktsp of smp rsbi negeri 2 magelang for grade seven of junior high school. second, i developed material. third, a validation is really needed for adjusting. finally, the students gave the good opinions about the book. all of them liked the material very much. the students’ achievement after being taught by using “good start for beginners” is good. the total average of students’ achievement on four language skills was 80, 42. it implies that “good start for beginners” teachers and students textbook are effective and appropriate to use. © 2012 universitas negeri semarang info artikel sejarah artikel: diterima agustus 2012 disetujui september 2012 dipublikasikan november 2012 keywords: developing english instructional material bridging course rsbi  alamat korespondensi: kampus unnes bendan ngisor, semarang 50233 e-mail: jurnalpps@unnes.ac.id issn 2087-0108 207 tri kusnandi & dwi anggani linggar bharati / english education journal 2 (2) (2012) introduction the teaching of english as an international language today takes place in a wide variety of contexts: in outer and expanding circle countries, in private and public institution, with young children and adults, with monolingual and bilingual teachers. cortazzi and jin (1996) refer to the culturally influenced aspects of a language classroom as a ‘culture of learning’. well (1991:52-53) describes a number of levels of literacy, each of which represents a different view of literacy. the first level is what he calls performative. the emphasis at this level is on the code as code. the second level is functional. this perspective emphasizes the uses that are made of literacy in interpersonal communication. the effort above is based to conduct the government law no. 20 in 2003 about national education system that states government and/ or local government run at least one of education system for any education level to be developed as a designated international rating school or rintisan sekolah bertaraf internasional (rsbi). our government has launched a program called-rsbi for 4 years. the first rsbi schools involved 102 in 2007, 102 in 2008, and 93 in 2010 and in 2011 there are 36 private and public schools. so there are totally 333 rsbi junior high schools in indonesia now. but the progress of rsbi was not successful yet because there are still many schools which have many problems in preparing the prospective students, the sixth graders of elementary school to study at higher level in the beginning of junior high school. they are not ready to study by using english in the teaching and learning process. besides, most elementary school students have difficulties to improve the knowledge and skills when are getting the english bridging course, they feel bored and do not pay attention because the program and materials which are presented by the teacher are not interesting and attractive. based on the problems above, this study aims to find out what kinds of english materials are needed by grade seven students in the bridging course program of smpn 2 magelang and their opinion about the existing english material, how the “good start for beginners” is developed, why a validation is needed in developing an english instructional material, how to produce a good english instructional material, and whether the “good start for beginners” in english teaching material is effective and appropriate for bridging course program in smp rsbi negeri 2 magelang. the field of second (or foreign) language teaching has undergone many fluctuations and shifts over the years. different from physics or chemistry, in which progress is more or less steady until a major discovery causes a radical theoretical revision (kuhn 1970), language teaching is a field in which fads and heroes have come and gone in a manner fairly consistent with the kinds of changes that occur in youth culture. in designing a course, we need a syllabus as a guideline in teaching learning activities since a syllabus is a document which says what will (or at least what should) be learnt (hutchinson and waters,1987:80). according to widdowson (1978), syllabus is simply a framework within which activities can be threaten to pedagogy when it is regarded as absolute rules for determining what should be learnt rather than points of reference from learning can be taken.in my study, i used communicative syllabus as we know that the students of junior high school should provide a lot of chances and practices to speak in various way. their ages are still easy controlled in speaking manner the new communicative approach to teaching prompted a rethinking of classroom teaching methodology. it was argued that learners learn a language through the process of communicating in it, and that communication that is meaningful to the learner provides a better opportunity for learning than through a grammar-based approach. the arching principles of communicative language teaching methodology can be summarized as follow: make real communication, provide opportunities, be tolerant of learner’s errors, develop accuracy and fluency, link the different skills, and let students induce or discover grammar rules. since the 1990s, the communicative approach has been widely implemented because it describes a set of very general principles grounded in the notion of communicative competence as the goal of second language. two current methodologies that can be described as extensions of the clt movement but which take different routes to achieve the goal of communicative language teaching that is to develop learners’ communicative competence. they are process-based clt approaches and product-based clt approaches. it refers to them as process-based methodologies since they share as a common starting point a focus on creating classroom processes. these methodologies are content-based instruction (cbi) and task-based instruction (tbi). text-based instruction, also known as a genre-based approach, sees communicative competence as involving the mastery of different tytri kusnandi & dwi anggani linggar bharati / english education journal 2 (2) (2012) 208 pes of texts. this view of language owes much to the work of the linguist michael halliday. according to feez and joyce (1998), tbi is based on an approach to teaching language which involves: teaching explicitly about the structures and grammatical features of spoken and written texts, linking spoken and written to the context, developing unit of work, and providing students with guided practice. educational research and development (r&d) is an industry-based development model in which findings of research are used to design new products and procedures, which then are systematically field-tested, evaluated, and refined until they meet specified criteria of effectiveness, quality, or similar standards. there are many instructional design models. however, in this study the writer would refer to banathy’s, yalden’s, kemp’s and hyland’s model. but the writer would like to use hyland’s model to design the english instructional materials for bridging course in junior high school since each model has its own strength literacy in foreign language education is much concerned by linguist since it is commonly defined as the ability to read or write. as stated in government regulation no 19, year 2005, chapter 5, article 25, verse 13 dealing with the graduate competence standard, the purpose of language education is to develop students’ communication skills with emphasis on reading and writing according to their academic level. the ultimate goal of language education in smp is to develop the students’ speaking skill different from sma that is writing skill. smp students are prepared to use the language, so that they are able to make conversation of interpersonal communication. according to wells (1987), there are four literacy levels: performative, functional, informational and epistemic a curriculum then is a public document, record, a contract, or an instrument which represents negotiation among all the parties involved. it concerns with the ends of instructions, its social purpose. another definition comes from brown (2000) about english curriculum or sylla need analysis doing survey developing material experts and teachers validation doing first revision trying out doing second revision producing the final product figure 1. the stages of research and development (r&d) in the material development model adapted from hyland’s (2003:83) 209 tri kusnandi & dwi anggani linggar bharati / english education journal 2 (2) (2012) bus that is designed for carrying out a particular language program. nunan (1992, p.227) states that teaching materials are often the most substantial and observable component of pedagogy. they determine the quality of language input and the language practices during the learning process in the classroom. in addition, cunningsworth (richards, 2003, p.251) has also summarized the role of materials (particularly textbook) in language teaching as: a resource for presentation materials (spoken and written),a resource of activities for learners practice and communicative interaction, a reference source for learners on grammar, vocabulary, pronunciation, and so on, for classroom, a source of stimulation and ideas activities, a syllabus (where they reflect learning objectives that have already been determined), a support for less experience teachers who have yet gained their confidence. teaching methodology also determines the english material-whether it follows audio-lingual methods, communicative approach etc. (hatchinson,1987) substitution tables indicates the material of audio-lingual method, and a dialogue of a certain situation will appear in the textbook of communicative approach the effort to conduct the government law no. 20 in 2003 about national education system, government and/ or local government run at least one of education system for any education level to be developed as a designated international rating school or rintisan sekolah bertaraf internasional (rsbi). in smp negeri 2 magelang, the program is conducted in a short course to assist commencing students to come “up to speed” before starting the learning process. there are 4 subjects are taught in the program, they are english, physics, biology and information and communication technology (ict). the bridging course in smpn 2 magelang is particularly useful for students who have no or limited prior study area, has a significant break from prior studies or who simply wish to have a refresher course in a particular field. methods since the aim of r&d in this thesis is to develop or design a new product to improve english teaching today in an english bridging course programs in smp negeri 2 magelang as a designated international rating school or rsbi. the research used material development model adapted from hyland’s (2003:57) beginning from mapping. next, in developing material, i used material development proposed by hyland (2003:83). it consisted of eight steps. the steps are mentioned in the procedure of this study. the writer conducted preliminary research on some elementary school students of the sixth grade in sdn magelang 7 to know the real needs of students who will join the bridging course program. then the observation was conducted on some students of grade 7 who studied in rsbi class on what problems they got in the lesson, and some interviews were also conducted in little english for math and science teachers who teach the beginners of student grade seven. this try out was conducted in smp negeri 2 magelang when the bridging course program was running. smp negeri 2 magelang is one of rsbi smp in magelang. it is located at jl. pierre tendean no. 8 magelang. the bridging course officials split 176 students into 7 classes; they are 7a, 7b, 7c, 7d, 7e, 7f and 7g. i chose 7d randomly among some classes which had the same characteristics.there were 22 students in 7d at smp rsbi 2 magelang in the academic year of 2012-2013. i used them as the subjects of try out. they got eleven meetings to get bridging course materials. after mapping the real needs of students who wanted to study in smpn 2 magelang, i used material development model adapted from hyland’s (2003:57) to develop english teaching material for the new students grade seven (7d). sd negeri 7 magelang is located in jalan pahlawan no. 1 magelang 56117. it is one of best elementary schools in magelang city. the writer used questionnaire and interview for the students and teachers involved. after doing the mapping, i constructed the syllabus and lesson plan which are mixed with need survey and the need of the seventh grade of smp rsbi. next, i called my product “good start for beginners”. the data for material validation were gathered by distributing and gathering questionnaires to 10 respondents and interviewing them informally. they were three lecturers from tidar university of magelang, one senior high school english teacher and anenglish instructor of lpmp central java (widyaiswara), five junior high school english teachers of smpn 2 magelang, and one english elementary school teacher. in line with the checklist of validation forms and suggestions which had been given by the experts and teachers, i intended to do some revisions. i consulted the revised material development to my advisor before doing a try out. when they agreed with my developed materials, tri kusnandi & dwi anggani linggar bharati / english education journal 2 (2) (2012) 210 i was able to move on to the next step. this try out was conducted on the seventh grade of junior high school students. the students were as bridging course program participants in the academic year of 2012-2013. after doing the try out, if there are still improvements, i did second revision. the criteria employed for the validity of the tryout in sorting out the material development is suitable with the curriculum or not. questionnaires were distributed to both the teacher and the students to find out their opinion on “good start for beginners” student text book finally, i edited and revised the material in order to generate the better products. the final “good start for beginners student textbook was written and finalized with some illustrations. then the fixed materials development was ready to be reprinted, demonstrated, published and distributed to the public. the final book “good start for beginners” were also being written and finalized with some illustrations related to the genre item. discussion after finding some facts according to material development in “good start for beginners” textbook, there were no significant obstacles. in the first step, a survey was done by mapping the needs of new students of junior high school and the needs of the standard competence and basic competence in junior high school.developing material, as the second step, was combined with some activities and the validation was done by experts and teachers on the developed draft product (the mapping, syllabus, lesson plan, a student textbook and a teacher textbook).in the first revision, there were only few corrections in “good start for beginners” textbook. next, i conducted the try out in junior high school in grade seven students of smp negeri 2 magelang. after trying out, i conducted the second revision of the students’ questionnaire.finally, according to the result of this study, the average score of the test was higher than the school passing grade. the student’s average score was 74, 78 for the listening section, 82, 32 for speaking section, 76, 57 for the reading section , and 88, 04 for the writing section. so, the average of the four language skills was 80, 42, it was upper than the school passing grade of english learning process at smpn 2 magelang that is 75. it meant the developed materials, “good start for beginners” textbook in the bridging course program, was completely good.next, “good start for beginners” students textbook and “good start for beginners” teachers textbook became the new products.in this study, i used all of the steps proposed by hyland (2003:83). they were conducting the survey, developing material, experts and teachers validation, doing first revision, trying out, doing second revision, producing the final product and the last step was disseminating. the fixed new product materials development was ready to be printed, demonstrated, published, and distributed to the public. conclusion first, the students said that they found it difficult with the previous english materials and sometimes they were bored. they needed an attractive material such as english songs or chants, games and various english teaching learning models.second, i developed material which is called “good start for beginners” textbook for teacher and students. this study can encourage the students to like english lessons. they can show their speaking and writing ability in daily life and academic context. third, a validation is really needed in developing an english instructional material. the purpose of this step was to gather input, suggestion, and criticism on the developed materials then it was used to adjust the material to create the final developed material. finally, the students gave the interesting opinion about the developed materials. all of them liked the material very much. the students’ achievement after being taught by using “good start for beginners” textbook is good. and according to the result of this study, the average of the four language skills was 80, 42, it was upper than the school passing grade of english learning process at smpn 2 magelang that is 75. it meant the developed materials, “good start for beginners” textbook in the bridging course program, was completely good. this implies that “good start for beginners” textbook as english teaching material is effective and appropriate for bridging course program especially for grade seven students of smp rsbi negeri 2 of magelang. references diknas, 2006. panduan pengelolaan rsbi,jawa tengah,2006. feez, susan and joyce,helen. 2002. text-based syllabus design. sydney: macquarie university hutchinson,tom and waters, alan. 1987. english for specific purposes. cambridge: cambridge. hyland, ken. 2004 . genre and second language writing. new york: the university 211 tri kusnandi & dwi anggani linggar bharati / english education journal 2 (2) (2012) hyland,ken. 2003. second language writing. new york: cambridge university press. kern, richard. 2000. literacy and language teaching. oxford: oxford lee, william. w, and d, l. owens. 2004. “global english for beginners” textbook for teacher and students. san fransisco:pfeiffer. nunan, david.1992. “designing and adapting materials to encourage learner autonomy” in p.benson and p.voller (eds), autonomy and independence in language learning. london: longman richards, jack c and rodgers, theodore s.2001.approaches and methods in language teaching. new york: cambridge university press. richards, jack c. 2006. communicative language teaching today. new york: cambridge university press. richards, j.c., 2006. materials development and research: making the connection. relc journal, 37,2, pp. 149-175. retrieved june, 28 2007 from www.http://professorjackrichards.com/work. htm wells, g. 1987. apprenticeship in literacy. in interchange. 18, 1 / 2 : 109-123. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f052f332085 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 90 eej 4 (2) (2014) english education journal http://journal.unnes.ac.id/sju/index.php/eej translation techniques used by students in translating english news items rochyani lestiyanawati , rudi hartono, ahmad sofwan prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia info artikel ________________ sejarah artikel: diterima oktober 2014 disetujui oktober 2014 dipublikasikan november 2014 ________________ keywords: translation techniques, news item text, translation quality ____________________ abstract ___________________________________________________________________ due to the different aspects of the source language and the target language, there are some techniques involved in the translation process in order to achieve the equivalence of the translated works. this study is aimed at analyzing the translation techniques as proposed by molina and albir (2002) used by the sixth semester students of the english department in translating news item texts from english into indonesian. it also measures the translation quality related to the aspect of accuracy, clarity, and naturalness. and the last, it implies the students’ problems in translation. the findings indicate that, after analyzing and interpreting 225 sentences, literal translation is dominantly used as a technique in translating the source text with the highest used technique in which 149 of 225 sentences applied the technique. in relation to the translation quality, 155 sentences were found as accurate, 172 sentences were clear and 164 sentences were natural with the scoring rate of 2.1, 2.3, and 2.25 points in average. the questionnaire and interview result revealed that incommunicative or incorrect translation happened due to students’ unawareness about the context and the lack of the adequate knowledge about it. some students also had less understanding about translation techniques. © 2014 universitas negeri semarang  alamat korespondensi: kampus unnes bendan ngisor, semarang, 50233 e-mail: pps@unnes.ac.id issn 2087-0108 rochyani lestiyanawati, dkk. / english education journal 4 (2) (2014) 91 introduction nowadays in the globalization era, science and technology has grown rapidly in any area of life. the need of communication for people all over the world is unavoidable. language as a mean of communication plays an important role in human’s life. it impacts on the necessity of translation caused by the difference of language human use to communicate. the notion of translation itself has some different definition as it is defined by different experts. nida and taber (1982:14) say that translation consists of reproducing in the receptor language the closest natural equivalence of the source language message first in terms of meaning and secondly terms of style. on the contrary, newmark (1988: 5) defines translation as rendering the meaning of a text into another language in the way that the author intended the text. it tends to concern on the intented meaning of the sl. here, the translators are to deliver the core message of the sl to the tl. the translators’ task is then to communicate of what the intention of the sl writer to the tl addressed audiences. as english has become a lingua franca (harmer, 2003:1), it results on the role of english as the main language to communicate, including the source language to be translated. according to harmer (2003:1), a lingua franca can be defined as a language widely adopted for communication between two speakers whose native languages are different from each other’s and where one or both speakers are using it as a ‘second language’. thus, many books and mass media are produced in written and spoken english all over the world as the use of english either as second language or foreign language. due to the different aspects of the source language and the target language, there are some techniques involved in the translation process in order to achieve the equivalence of the translated works. reviewing the problems above, the writer uses translation techniques as proposed by molina and albir (2002). molina and albir (2002) clearly states that translation method, strategies and techniques are essentially different categories. molina and albir (2002) identify the technique in translating as the procedure to analyze and classify the sl in producing the equivalent of the tl. strategies and techniques occupy different places in problem solving in which strategies are part of the process, while techniques affect the result. translation techniques are categorized as a new theory in translation field. molina and albir (2002:509) defines translation techniques as procedures to analyze and classify how translation equivalence works. they are divided into 18 techniques with the following five basic characteristics: (1) they affect the result of the translation, (2) they are classified by comparison with the original, (3) they affect micro-units of text, (4) they are by nature discursive and contextual, (5) they are functional molina and albir (2002) propose the eighteen techniques on translation. the first technique is adaptation in which it replaces the unit of the sl to the tl, e.g., baseball (english) which is translated into kasti (indonesia). hartono (2009:38) also gives example in translating ‘dear sir’ (english) is translated into ‘yang terhormat’ (indonesian). the next technique is amplification which is to introduce details that are not formulated in the information of st, explicative paraphrasing, e.g., when translating from indonesian to english, to add balinese traditional funeral ceremony to the noun ngaben. borrowing as the third technique is to take a word or expression straight from another language. it can be pure or without any change, e.g. to use the english word lobby in a spanish text. it can also be naturalized or to fit the spelling rules in the tl e.g. kapsul (indonesian) from capsule (english), ekonomi (indonesian) from economy (english). the fourth technique is calque which is defined as literal translation of a foreign word or phrase, it can be lexical or structural (molina and albir, 2002:510). it also can be defined as the very close translation into a tl, using tl forms, of forms in a sl. for the example, the english rochyani lestiyanawati, dkk. / english education journal 4 (2) (2014) 92 translation normal school for the french école normale. referred to the fifth technique, molina and albir (2002:510) say that compensation is used to introduce a source text (st) element of information or stylistic effect in another place in the target text (tt) because it cannot be replaced in the same place as in the source text (st). it means that compensation technique applied to introduce informative features and the styles of st into tt due to those features could not be replaced by another equivalence of tt. next, description is to replace a term or expression with a description of its form or and function (molina and albir, 2002:510). this is also similar to use free combination of words and expression to describe specific truth between one country and other country. the next example is the translation of “ketupat” into “steamed rice, wrapped on young coconut leaves” by providing description. there is no equivalence of “ketupat” so that describing could be a way in translating the term, by giving description of its form. the seventh technique, discursive creation, is to establish a temporary equivalence that is totally unpredictable out of context (molina and albir, 2002:5 10), e.g., the spanish translation of the film “rumble fish” into la ley de la calle or “line of the street”. established equivalent as the eight technique is to use a term or expression recognized by dictionaries or language in use as an equivalent in the tl. e.g. to translate the english expression “they are as like as two peas” as se parecen como dos gotas de agua in spanish (molina and albir, 2002:510). next, generalization technique which is to use a more general or neutral term (molina and albir, 2002:5 10), as the example is the use of ‘quichet’ rather than ‘window ’. linguistic amplification which is the tenth technique is to add linguistic element as used in consecutive interpreting and dubbing. then, linguistic compression is to synthesize linguistic elements in the tt which is often used in simultaneous interpreting and in sub-titling. furthermore, literal translation which is to translate a word or an expression word for word. modulation, the thirteenth technique, is to change the point of view, focus or cognitive category in relation to the source text it can be lexical or structural (molina and albir, 2002:5 10), e.g., to translate an arabic expression into “you are going to have a child”, instead of “you are going to be a father”. the next is particularization technique which is to use more precise or concrete term (molina and albir, 2002:510). the example of this technique can be seen in translating ‘window’ which is general into ‘quichet’ in france language which has more specific meaning. the fifteenth technique is reduction to suppress a st information item in the tt, e.g., the month of fasting in opposition to ramadan when translating into arabic. substitution, the sixteenth technique, is to change linguistic elements for paralinguistic elements, such as intonation, gestures, or vice versa, e.g., to translate the arab gesture of putting your hand on your heart as “thank you”. the next technique is transposition technique which is to change a grammatical category (molina & albir, 2002:510). as the last proposed technique, variation is to change linguistics or paralinguistic elements, such as intonation and gestures that affect aspects of linguistics variation, such as change of textual tones, style, social dialect, geographical dialect, etc. translation of literary works, such as short story or novel, or written news item texts is not as easy as translation of a plain text. there are some terminologies which should be translated properly according to the context of the text. such problem may impact on the nonequivalence problems which demand certain strategies and technique of translation to deal with. hammond (1992: 64) states that the social function of news item text is to inform readers or listeners about events of the day which are considered news-worthy or important. in evaluating the translation quality, house (1997) argued that the different views towards translation impacted of the different rochyani lestiyanawati, dkk. / english education journal 4 (2) (2014) 93 way in assessing its quality. however, a translator are to address the crucial question of the nature of translation, or, more specifically, the nature of (1) the relationship between a st and its translation, (2) the relationship between (features of) the text(s) and how they are perceived by human agents (author, translator, recipient(s)), and (3) the consequences views about these relationships have for determining the borders between a translation and other textual operations (house, 1997:1). meanwhile, larson (1984: 485) explains that the criteria of good translation can be measured by three kinds of general criteria. first is accuracy which deals with the complete translation in rendering the meaning from source language into target language. second is clarity which deals with the understandable, readable and smooth translation. and, naturalness which deals with the translation’s quality, appropriate vocabularies and grammatical structure that sound natural in the tl. methods this study uses descriptive qualitative approach. it aims at describing the translation technique used on an english source-text and the translation quality of the translated texts. the object of the study is the translated works consist of 15 sentences of english news item text done by 15 number of the sixth semester students of the english department of the university of sains and koran (unsiq) wonosobo in the academic year of 2012/2013. the test in the form of translation test in translating an english source text into indonesian is chosen as the technique of the data collection. after being given the translation test, the questionnaire is distributed and followed by a classical interview to obtaine the further data. in collecting the data, the writer observes the translated works done by the students. the steps that are taken in collecting the data as follows: first, the writer reads the english source text and indonesian students’ translated works. then, both texts are skimmed and marked. second, the classification of the techniques used in translation and the quality are presented on a form of list. third, the data are analyzed based on the applied techniques and the quality of the translated works were measured. after collecting the data, the writer analyze the data using several steps, as stated below: first, identifying the students’ translated works to figure out the translation techniques applied by the students in translating the source text. second, categorizing the students’ technique in translation. the translation quality is also measured by using the aspects of ‘accuracy’, ‘clarity’, and ‘naturalness’. in measuring the translation quality, the writer consults th quality assessment result with two experts. in this case, the writer only determines whether the translated works are ‘accurate’, ‘clear’, ‘natural’ or not by using yes/no scale. then, the experts are to give scoring 3,2,and 1 related to the aspects of quality. third, tabulating the percentage of different techniques and the translation quality of the translated work. fourth, interpreting the data analysis. the interpretation includes what and how the techniques applied, the translation quality, and the problems faced by students. fifth, the last step is drawing conclusions toward the analysis. from the conclusion, some suggestions might be elaborated for the better. findings and discussion the result of the study shows the frequency and percentages of the techniques used by the sixth semester students of science and koran university (unsiq) and how they vary in the translated works as described in the following table: rochyani lestiyanawati, dkk. / english education journal 4 (2) (2014) 94 table 1. frequency of the translation techniques usage no techniques frequency percentage among total st sentences (%) 1. literal translation 149 66% 2. borrowing 125 55% 3. amplification 87 39% 4. reduction 47 21% 5. calque 42 19% 6. particularization 31 13.8% 7. description 13 5.8% 8. discursive creation 13 5.8% 9. transposition 12 5% 10. established equivalent 7 3% 11. modulation 6 2.7% 12. generalization 4 1.8% 13. compensation 2 0.8% the result shows that there are 13 numbers of techniques applied by the students. some of the techniques are only applied on spoken language such as interpreting, so that the techniques do not occurs in findings. the above table shows that literal translation is the mostly used technique in translating the source text. the table indicates that 66% of students apply the literal translation technique, meaning that 149 sentences among 225 total sentences of the source text use such technique. the second mostly used technique is borrowing by placing 55% which means that 125 of 225 sentences apply the technique. the technique is applied since the certain terms found in the source text are difficult to be translated. the third is amplification in which 87 of 225 sentences or 39% of sentences apply it. reduction shares 21% which means that 47 sentences out of 225 apply the technique, is in the fourth position. the fifth technique belongs to calque which shares 19%, meaning that 42 of 225 sentences use it. the sixth is particularization which is applied in 31 of 225 sentences shares 13.8%. description and discursive creation are on the seventh position. both are used in 13 of 225 sentences or 5.8%. then, transposition in the use of 12 among 225 sentences shares 5%. next, established equivalent (3%) applied in 7 of 225 sentences. modulation technique applied in 6 sentences or placing 2.7%. the ninth position is generalization (1.8%) which is used in 4 sentences among 225 total sentences. the last is compensation which is applied in 2 of 225 sentences shares 0.8%. in summary, literal translation is the highest used technique in translating the source text which is used in all fifteen numbers of the source sentences. the use of literal translation can be used properly if the context requires the use of such technique especially the sentence which implies the meaning explicitly. indeed, the use of literal translation would impact on the incorrect translation as the implicit meaning could not be reach by the application of literal translation. consequently, the target sentence is out of order in the grammatical construction or beyond the intended meaning. borrowing technique, the second, is applied since the certain terms found in the source text are difficult to be translated, has no equivalent and is a kind of borrowed or loan word on the target language so that it is used as the way in translating the source sentence. the third is amplification in which some sentences are needed to be paraphrased and given additional detail of information in order to cope with the equivalent and to meet the acceptable translation product by the use of such rochyani lestiyanawati, dkk. / english education journal 4 (2) (2014) 95 technique. reduction is applied as it occurs a redundancy of the source text, or due to the lack knowledge of the students of a particular word or phrase so that it is omitted or suppressed. the fifth technique belongs to calque which is almost similar to structurally or lexically literal translation of a foreign word or phrase. in the target sentence, calque is used in translating “supreme leader” and “mass protest”. the sixth is particularization which is to use more precise or concrete term by specifying to be fitted into the target sentence. description on the next is to replace a term by giving description since the source text has ho equal meaning on the target text or to make a clear understanding related to a certain term. next, discursive creation is to establish a temporary equivalence that is totally unpredictable out of context. this technique is applied for the lack understanding of a certain term or is to cope with the acceptable target text by the student. established equivalent is applied by the use of a term or expression recognized by dictionaries or language in use as an equivalent in the target. in this study, the discursive creation is applied in translating a term according to dictionary, as the example is “landslide” which is translated into “menang dengan suara yang amat banyak”. modulation technique is applied when the student attempts to change the point of view or focus of the source text in relation to make an equivalent in the target one. generalization in using more general or neutral term is applied in condition the source term is changed into the more neutral term on the target. the last is compensation in which there are features that are uneasy to be translated or could not be replaced by another equivalence of target text. in this study, compensation is the less used technique. the aspects of translation quality: accuracy, clarity, and naturalness, describe how the sixth semester students of the university of science and koran (unsiq) wonosobo cope with the result of the translation technique applied in translating the target text. the translation quality is also influenced by the techniques used. in measuring the quality of translation, two experts are asked to give score in relation to the aspects of translation by using scoring rate 3, 2, and 1 for each aspect. in general, the findings are elaborated in the table below: table 2. translation quality no translation quality rating rater 1 rater 2 3 2 1 3 2 1 f % f % f % f % f % f % 1. accuracy 90 40 64 28 71 32 91 40 64 28 70 32 2. clarity 116 52 55 24 54 24 117 52 53 24 55 24 3. naturalness 117 52 47 21 61 27 119 53 45 20 61 27 in this case, the term ‘accuracy’ is divided into 3 rates, they are: very accurate (3), accurate (2) and less accurate (1). the same method is also applied in measuring “clarity” and “naturalness” aspects. the table above shows the tabulation of the translation quality of the two raters. it implies that in accuracy aspects, the score 3 falls on 90 and 91 points, meaning that 40 % of the target sentences are very accurate or convey the intended meaning properly. the score 2 falls on 64 points of both raters or 28% of the target sentences are accurate. and, the score 3 or the less accurate aspect fall on 70 and 71 0r 32%. the aspect of clarity shows at the score 3 falls on 116 and 117 points, which means that 52% rochyani lestiyanawati, dkk. / english education journal 4 (2) (2014) 96 of the target sentences communicate to the people who are to use it and make the message of the source text as easy to understand. the score 2 of clarity falls on 55 and 53 points or 24%. furthermore, 55 and 54 points are fallen on the score of 1, meaning that 24% of the target sentences fail in conveying the message easily. meanwhile, the aspects of naturalness shows that the score 3 falls on 117 (52%) and 119 (53%) points implying the number of the target sentences which are very natural or acceptable for the target readers. the score 2 falls on 47 and 45 points which means that 21% and 20% of the target sentences are natural. and in addition, both of the score 1 falls on 61 points which means that 27% of the target sentences are less accurate. accuracy, clarity and naturalness are important aspects for they measure whether the target text conveys the message, clear, use natural language use, or not. in fact, a target sentence could cope with those three aspects, or only fulfill one or two of the three aspects, or even none of the three aspects. for the example is a sentence is accurate and clear, but not natural. some cases are also found that the sentence fails in dealing with the three aspects, or in other words is inaccurate, unclear and unnatural as well. such problem might be cause by the use of word-for-word translation and literal translation so that the target sentences sometimes happen to be out of context, out of order, and taste strange. according to my observation, it might be caused by the lack of the students’ knowledge and understanding related with the meaning of the context. consequently, the target sentence is out of order in the grammatical construction or beyond the intended meaning. meanwhile, the problems of translation faced by the students in translation are presented below. the data are based on the questionnaire followed by classical interview from the subject of the research. the problems of translation are described in general as follows: problems of understanding the context and the lack adequate knowledge. the students found that they have less awareness in dealing with the source text which impacts on the inaccurate target text. the context is easy enough for them, but there are also some technical terms that are difficult to be translated, such as: ‘mullah’, ‘patsy’, and ‘run’. there also found the complicated sentences as seen on sentence number 3, 4, 7 and 12. problems in the case of the difficulty level of the source text the source text given on this study is difficult enough for some students to translate properly although some other students are able to do well. among of the 15 students, 6 students show that the source text is difficult to be translated. according to them, they are unfamiliar with the term or phrase found in the text. problems of the translation technique some students have less understanding about translation techniques so that they face a great deal of difficulty in translating the source sentence. it is found that 4 students have less understanding towards the translation techniques. they face difficulty in order to choose the proper technique and mostly apply literal translation so that the translation product is sometimes out of order or beyond the context. problem of less translation practice the interview reveals that the students have less translation practice so that they face difficulty in translating the source text. it is caused also by the less translation practiced given by the teacher so that the students have less practice about meaning by context. conclusion there are 13 numbers of techniques as applied by the students. since there is no limitation of the certain word on the source sentence to be taken into account, in a single source text sentence may contain more than one technique in producing the target text. the rochyani lestiyanawati, dkk. / english education journal 4 (2) (2014) 97 result of the study shows that literal translation is the mostly used technique in translating the source text. the finding indicates that literal translation is the highest used technique in which 149 sentences among 225 total sentences of the source text use such technique. the use of literal translation might be used properly if the context requires the use of such technique. but, it is also found the incorrect translation as the use of literal translation. it might be caused by the lack of the students’ knowledge and understanding related with the meaning of the context. consequently, the target sentence is out of order in the grammatical construction or beyond the intended meaning. the second mostly used technique is borrowing by placing 125 of 225 sentences apply the technique. the technique is applied since the certain terms found in the source text are difficult to be translated, has no equivalent and is a kind of borrowed or loan word on the target language. the third is amplification in which 87 of 225 sentences apply it. some sentences are needed to be paraphrased and given additional detail of information in order to cope with the equivalent and to end the meet of an acceptable translation product by the use of such technique. the rest of techniques are reduction (47 sentences), calque (27 of 225 sentences), particularization (31 of 225 sentences), description (13 of 225 sentences), discursive creation (13 of 225 sentences), established equivalent ( 7 of 225 sentences), modulation (6 sentences), generalization (4 sentences), and compensation (2 of 225 sentences). the analysis of the translation quality which deals with the three aspects of translation as accuracy, clarity, and naturalness shows that 155 sentences are accurate with average points of 2.1. it means that 155 of 225 sentences are able to convey the intended message from the source text into the target one. in relation to the clarity aspect, 172 sentences with average score of 2.3 points clearly communicate the intended meaning and are understandable. and, there are also 164 sentences among 225 sentences are considered as natural translated work with the average score of 2.25 points. the term natural means that the sentences are accepted in the case of grammatical form and use common language as they are used by the target language. accuracy, clarity and naturalness are important aspects for they measure whether the target text conveys the message, clear, use natural language use, or not. it is necessary for the target sentence to be accurate, clear, and natural so that the intended message is conveyed properly. according to the finding an analyzing, and also a brief of a short interview, it reveals that incommunicative or incorrect translation happens due to students’ unawareness about the context and the lack of the adequate knowledge about it so that they find difficulty in using the proper choice of words or dictions. it is also caused by the less translation practiced given by the teacher so that the students have less practice about meaning by context. the source text given on this study is difficult enough for some students to translate properly although some other students are able to do well. furthermore, some students have less understanding about translation techniques so that they face a great deal of difficulty in translating the source sentence to choose the proper technique. references harmer, j. 2003. the practice of english language teaching (3rd ed.). london: longman pearson education limited. hartono, r. 2009. teori penerjemahan (a handbook for translators). semarang: cipta prima nusantara. house, j. 1997. translation quality assessment, a model revisited. tübingen: gunter narr larson, m.l. 1984. meaning-based translation: a guide to cross-langugae equivalence. lanham: university press of america, inc. molina l. and albir, h. a. 2002. “translation technique revisited: a dynamic and functional approach.” meta, xlvii, 4. barcelona: universitat autonoma de barcelona. rochyani lestiyanawati, dkk. / english education journal 4 (2) (2014) 98 newmark. 1988. a textbook of translation. london: prentice hall international. nida, e. a. and taber, c.r. 1982. the theory and practice of translation. leiden : e.j brill. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f036e6320cd • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 130 eej 4 (2) (2014) english education journal http://journal.unnes.ac.id/sju/index.php/eej developing “battleship” game based material for teaching grammar of procedural text writing the case of the eighth grade of junior high school students daning desy artyani , dwi anggani linggar bharati, ahmad sofwan prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia info artikel ________________ sejarah artikel: diterima oktober 2014 disetujui oktober 2014 dipublikasikan november 2014 ________________ keywords: “battleship” game, procedural text, developing, grammar, writing ____________________ abstract ___________________________________________________________________ the problems of this study are ; what games are available to teach grammar for writing procedural text for the eighth grade of junior high school students?, what games are needed to teach grammar for writing procedural text?, how is the design of battleship based on grammar for writing procedural text?, how is the battleship game implemented to teach grammar for writing procedural text?, and how suitable is the design of battleship game to teach grammar for writing procedural text?. this study used research and development (r&d). the researcher used the steps proposed by borg & gall (borg & gall, 1983). those were used to develop the products and to measure the effectiveness of applying the products. the results of the observation, interview, test, questionnaire, and the experts’ validations showed that the “battleship” game contribute to the process of learning english. considering the result of the pre test and the post test, it was proven that studying grammar of procedural text by using “battleship” game will increase junior high school students’ writing skill. © 2014 universitas negeri semarang  alamat korespondensi: kampus unnes bendan ngisor, semarang, 50233 e-mail: pps@unnes.ac.id issn 2087-0108 daning desy artyani, dkk. / english education journal 4 (2) (2014) 131 introduction the aim of teaching english is mastering four basic skills, including listening, speaking, reading and writing. the students are expected to master those four skills in order to be able to communicate in the target language well. in the process of teaching learning, teacher should fulfill the component of language such grammatical structure, vocabulary, spelling and pronunciation. therefore, grammar is important to learn since grammar is including in the basic skill of communicating. in fact, students usually feel struggle in studying grammar, many students find it difficult to comprehend the structure and the use of grammar in communication. the common problem of learning and teaching grammar is that there are only few interesting activities applied. in fact, teacher’s book as well as student’s book had given unsupported material for them. they did not give interactive approach to reach an interesting way of conducting grammar in essay of procedure text. identifying such difficulties and being consciously aware of them has driven the researcher to find ways of overcoming them and provide effective grammar instruction. there are several studies conducted to investigate whether grammar can be taught successfully. as al-mekhlafi and nagaratnam (2011) in their research entitled “difficulties in teaching and learning grammar in an efl context”, they state that the english teacher is often portrayed as an "unattractive grammar”. it shows that the way teacher teaching grammar is urgent to be improved. hidayati (2010) through her research “improving student’s ability in writing procedure text using realia”, today, technology exists in every aspect of life. equipments, tools, and electronic devices come and deal with human life. most of those devices are given with the manual, which is usually written in english. those reasons arise to support student to be able to understand the manual easily. it relates to the purpose of a procedural text which students of eighth grade of junior high school should learn. it is to describe how something is completely done through a sequence of series. according to anderson (1997) procedural text is piece of text that gives us instructions for doing something. he also concluded our choice of words will depend on our purpose and our surroundings or context. one of the efforts to succeed the goal teaching grammar of procedural text writing successfully is having a communicative interesting activity. hidayati (2010) performed the fact that students have difficulties in writing procedural text because the teacher just explains the material orally without being supported by teaching aids. teaching grammar of procedural text will be more fun in meaningful way. as it is stated by musilova lenka,bc (2010) games support using new grammar rules unviolently; games teach pupils to cooperate; pupils learn not only grammar but other four skills – speaking, writing, listening and reading; games teach communication and fair-play. based on that background, students need an attractive media to understand grammar easily, to be applied in their daily life, especially to improve their ability in writing procedural text. the purpose of the study is to develop a procedural text material to teach grammar for increasing students’ writing skill through playing the “battleship” game. method of the study this study adapted the research and development (r & d) design which was developed by borg and gall the research and development of borg and gall (1983: 775) is conducted in ten steps, they were: 1) assess needs, 2) planning, 3) developing preliminary form of products, 4) preliminary field testing, 5) main product revision, 6) main field testing, 7) operational product revision, 8) operational field testing, 9) final product revision, 10) dissemination and implementation. however, borg and gall suggest that under-graduate daning desy artyani, dkk. / english education journal 4 (2) (2014) 132 students “take a small-scale project that involves limited amount of original instructional design” and “limit development to just a few steps of r & c cycle”. (1) need analysis of learning media, (2) plan the design of battleship game and the teaching material, (3) teacher and expert validation of the products, (4) first product revision of battleship game, (5) field test of battleship game, (6) second product revision of battleship game and (7) final product of battleship game for learning grammar of procedural writing texts. the researcher needed to investigate whether the game and the teaching material were effective to teach grammar of procedural text to increase students’ writing skill. it was started by giving the pre test, then the post test right at the end of the field testing conducted. the pre test was conducted by playing battleship game manually. its purpose is to know whether students had sufficient background knowledge of procedural text or not. the post test was the time for students to play battleship digitally. curriculum of 2013 requires three assessments regarding to students’ performance for a certain competence. they are the knowledge, skill, and attitude. the knowledge assessment assessing students from the aspects of the word choice, the grammar accuracy and the language function. the skill assessment requires student to be able to write and explain procedure in a good grammar, diction, pronunciation, and fluency. the attitude assessment was conducted through observation. it assessed students’ honesty, communication, confidence, and discipline. some of the data was obtained quantitatively, but some was in qualitative. finding and discussion in this part, the researcher presented the findings of the study from the interview, observation, test and questionnaires. the study was conducted in three state junior high schools in kendal regency. they were smp negeri 1 kendal, smp negeri 2 kendal, and smp negeri 3 patebon kendal. interviewing the english teachers of those three junior high schools in kendal regency became the first step of collecting the information for the early stage of need analysis. the three teachers of those schools shared that they did not apply any game for teaching procedural text. they stated that it was not a simple thing to choose a suitable game to teach procedural text. mostly they conducted an interactive activity by demonstrating some procedures or tips instead of playing game. on the other hand they admitted that it would be better if there were a game to teach grammar of procedural text. they also believe that teacher will get some benefits of using games, they are; games are interesting and they motivate student to be interested in learning, games help teacher create contexts, through games, students could take part to express, and games provide language practice. students realized about the difficulty of studying english, more over grammar section. they also stated that they need to know grammar and how to use it easier. they know that english is always there surrounding every things they do, for that reason they need a tool to support them to communicate in a fun way. from those interviews it was found that students actually realize the importance of english for their daily life. the researcher also found out that students like games very much, especially those which are played through the learning process in class. they consider these reasons; games are fresh air at the usual routine of the language class; they make students motivated and challenged; games require students to make and sustain the effort of learning. the researcher implemented the teaching material and the game in three junior high schools in kendal. they were smp negeri 1 kendal, smp negeri 2 kendal, and smp negeri 3 patebon kendal. it was done to find out whether the material and the game are practical and daning desy artyani, dkk. / english education journal 4 (2) (2014) 133 effective for teaching procedural text for eighth grade. especially how the material and the game developed could be applied as the media of teaching grammar, such as the form of imperative, and how to form the imperative expression become a procedure. the tryout had been conducted, and it took two meetings. the first assessment was the pre test, it tested the manual test of battleship game, while the second test or the post test was the digital version of the game. as it is stated in the curriculum of 2013, that there are three assessment for students which is called as the authentic assessment. the first is the result of the attitude assessment. the purpose is to build a good character which can be an alternative way for students to accustom in behaving properly. the character values which were going to be developed here are honest, communicative, confident and discipline. the researcher found that student’s attitude improvement run smoothly. there were no significant obstacles on it. the result is that most of the students behaved in a good way. students were very excited, they involved in the process of teaching and learning actively. based on the result of questionnaire, which was responded by students after they did the try out. the questionnaire which would show how effective is the “battleship” game implemented to teach grammar of procedural text for eighth grade of junior high school students. the result said that most students feel excited to study english by using game. it was shown from the answer of ‘very excited’ were crossed by almost all the students. it showed the same situation for students’ motivation, that most of the students of the schools were really motivated by the game. the knowledge assessment was given to measure students’ knowledge about procedural text. the discussion of procedural text here was emphasizing the grammar used in it. in this case, the grammar is about collocation, imperative sentence, connective sequence, and the use of them in a procedural text. the pre test required student to develop their knowledge of making a good procedure; by seeing the generic structure and the language feature used in the text. the pre test was conducted by playing battleship game manually. its purpose is to know whether students of smp 1 kendal, smp 2 kendal and smp 3 patebon kendal had sufficient background knowledge of procedure text or not. it was proven by seeing the average score they got. smp 1 kendal got the average point of 76,5; smp 2 kendal obtain 90,2 point; and it was 83,5 point for smp 3 patebon kendal. the accumulation of all the average resulted 83,4. it was representative enough to justify that most students had enough previous knowledge of procedural text. the post test was the time for students to play battleship digitally. there were two kinds of assessments conducted. the first was accuracy assessment and the second was written assessment. the accuracy assessment was taken in group, the activity was given to find out which group could collect the most score. the more the group got the score, the best it will be. the score of this assessment could not influence the score of written test. the result of the post test was very satisfying. it showed that students’ comprehension of procedural text was improving. it could be seen from the result of the post test. smp 1 kendal got 95,8 for the average, while smp 2 kendal could reach 97,8, and smp 3 patebon kendal obtain the score of 97,1. the treatment given by the researcher through battleship game both manually and digitally, actually has contributed for the development of students’ comprehension of using grammar in procedural text. hopefully they also could apply the knowledge to their daily life. the skills which were required for the goal of learning procedural text here were writing and speaking. the researcher took a note of any progress or changing of students’ activities in the class. the researcher needed to know whether the game existents in class could give good impact on their skills. according to the note taken, it was found that at the first daning desy artyani, dkk. / english education journal 4 (2) (2014) 134 meeting most of students were still shy and doubt to express. specially, they did not feel confident in pronouncing some difficult words. sometimes some words were mispronounced. after spending more time to discuss and practice, the result was much better than before. those two skills were improving during the process of learning. the improvement developed smoothly when researcher met the students at the second time. based on the observation, the researcher concluded that students’ skill of writing and speaking were going up, which can be implemented in their daily life. the final product 1. the teaching material and the digital “battleship” game after having the result of the planning, the researcher developed the materials by using a game which is the modification of the existing game by musilova (2010) called “battleship” game. the previous game was also applied to teach grammar which was used the grid as the earliest battleship gave. it was matching the horizontal and the vertical grid to drill a certain grammatical pattern. in developing the products, specially the digital game, the researcher considered the result on the need analysis, which had given the fact that games are needed to support the effectiveness of learning english in class. 1. developing materials a) the teaching material of procedural text the researcher decided to develop the material of procedural text taken from some sources. the development focuses on the grammar used in procedural text, they are; collocation, imperative expression, and the sequence or order. the game can be played manually and digitally. the teaching material is in a form of module. it was designed to meet the need of attractive and communicative module. it is also supported the curriculum demand to apply the scientific approach in the process of teaching learning. at the stage of observation, the book is completed with a video of making cheese omelet taken from greg kitchen on youtube. after observing the video students will be stimulated to ask and question each other or to the teacher. the module provides daning desy artyani, dkk. / english education journal 4 (2) (2014) 135 two other procedural texts to be explored as the comparison to the previous procedure. students will continue associating their grammar comprehension of procedural text through the exercises given. finally they will communicate the knowledge by playing battleship game manually and digitally b)the digital battleship game it is in a form of a fun game which can be played while students are studying. the game is called “battleship” which encourages student to understand some collocations, imperative expressions, sequence words which are known as the language feature of procedural text. it is played digitally and manually, the goal of the game is that students are able to write a procedural text well. the digital game uses colorful and animation to attract students to be interested in studying grammar. here is the example of collocation exercise of the game. this is the first level of the game, students should match the verbs at the horizontal grid on the left, to the objects on the top row, as well as the original game of battleship and also the battleship developed by musilova (2010). it uses grid as the media to do the “battle”. the main purpose of the game is sinking the opponents’ ship/ships. it can be done when the player could match all the grids in the time required. daning desy artyani, dkk. / english education journal 4 (2) (2014) 136 the level 2 is not only matching between the verbs to the objects, but also arranging the imperative expression formed become a procedure. each level of the game has the time limitation to be completed. level 3 is the hardest one. there are pictures, the objects available on the grid. by firstly dragging the verbs provided to the pictures then to the objects, and finally player arrange them into a good order. by playing the game, students practice and apply the grammar used in procedural text contextually and meaningfully. for this purpose the book is completed with colorful grids, pictures and digital feature as the media of playing the game. the final activity is writing a simple procedure or manual. it is shown in the module as the goal of the lesson plan arranged as well as the objective of the game. hopefully by using this module and the digital battleship game will increase student’s writing skill to compose a procedure. conclusion the battleship game is implemented for teaching procedural text, focusing on the grammar. it is intended for the eighth grade of junior high student. the implementation of battleship game run well and impacted a good progress. based on the experts and teacher validation, and also drawn from the result of interview and questionnaire. the researcher can conclude that the teaching material and digital game developed is effective as a teacher’s tool for teaching procedural text. it is also proven from the result of the pre test and the post test conducted. there is an improvement of the students’ achievement of how to write a simple procedure. the condition was as the result of applying the battleship game in teaching procedural text. references anderson, mark and kathy anderson,1997. text types in english 1. south yarra malaysia: machmillan education badger, r and white, g. 2000. a process genre approach to teaching writing. elt journal retrieved on 13th november 2012 batstone, r 1994. grammar. oxford: oxford university press bolinger, d 1977. meaning and form. london: longman borg, w and gall, m. 2003. educational research: an introduction 7th edition. new york: longman characteristics of young adolescents. (www document). retrieved on 21st february 2014 daning desy artyani, dkk. / english education journal 4 (2) (2014) 137 from url:http://www.etsd.org/ems/endorsement /characteristics.htm crystal, david. 1995. the cambridge encyclopedia of the english language. cambridge: cambridge university press. djajasudarma, t. fatimah. 1994. wacana: pemahaman dan hubungan antar unsur. bandung: pt eresco fauziati, endang . 2010. teaching english as a foreign language. surakarta: pustaka utama hamachek, d. 1999. effective teachers: what they do, how they do it, and the importance of selfknowledge. in r. lipka & t. brinthaupt (eds.), the role of self in teacher development . albany: state university of new york press hammond, jennifer and derewianka, b. 2001. genre. in carter, r. and nunan, d. the cambridge guide to teaching english to speakers of other language. cambridge : : cambridge university press. klauer, c. 1998. teach english. using games in language teaching. retrieved on 3 november 2009 from http://maxpages.com/teachenglish/games_in _language_teaching lin, s. 2002. encyclopedia of educational technology. piaget's developmental stages. in b. hoffman (ed). retrieved on 6 december 2009 from http://coe.sdsu.edu/eet/articles/piaget/start. htm macmillan english dictionary for advanced learners: international student edition.2002. oxford: macmillan education. musilová, l bc (2010). grammar games in elt bachelor thesis masaryk university brno faculty of education english language and literature department richards, j.c and renandya, w. a. 2002. methodology in language teaching: an anthology of current practice. cambridge: cambridge university press rodgers, ted. 2000. strategies for individualized language learning and teaching. in richard,jack c (ed.) 2000. understanding second and foreign language learning issues and approaches. rowley, mass.: newbury house inc. tangpermpoon, thanatkun. 2008. integrated approaches to improve students writing skills for english major students. abc journal vol. 28, no. 2 retrieved june 10th 2012 sativa. 2011. research and development research methods. available at http://oryzasativa135rsh.blogspot.com/2011/01/metode -penelitian-research-and.html. from http://www.scribd.com/doc/196422425/im perative wahidi r, 2008 “ genre of the text” http://rachmatwahidi.wordpress.com welcome to battleship, © 2000 www.freeboardgames.com all rights reserved. vernon, s. a. (2006). discover how your pupils can learn to speak english 2x as fast when they´re excited about learning....using hundreds of fun english games. teaching english games. learning is fun! retrieved on 17 may 2009 from http://www.teachingenglishgames.com/412.htm http://maxpages.com/teachenglish/games_in_language_teaching http://maxpages.com/teachenglish/games_in_language_teaching http://coe.sdsu.edu/eet/articles/piaget/start.htm http://coe.sdsu.edu/eet/articles/piaget/start.htm http://translate.googleusercontent.com/translate_c?depth=2&hl=id&langpair=id%7cen&rurl=translate.google.com&u=http://oryza-sativa135rsh.blogspot.com/2011/01/metode-penelitian-research-and.html&usg=alkjrhhg9xxb9nmdnwzopadlosidqrxr5g http://translate.googleusercontent.com/translate_c?depth=2&hl=id&langpair=id%7cen&rurl=translate.google.com&u=http://oryza-sativa135rsh.blogspot.com/2011/01/metode-penelitian-research-and.html&usg=alkjrhhg9xxb9nmdnwzopadlosidqrxr5g http://translate.googleusercontent.com/translate_c?depth=1&hl=id&langpair=id%7cen&rurl=translate.google.co.id&u=http://oryza-sativa135rsh.blogspot.com/2011/01/metode-penelitian-research-and.html&usg=alkjrhjws1xdbgbgxtwyqxzs4mmddwjwgq http://translate.googleusercontent.com/translate_c?depth=1&hl=id&langpair=id%7cen&rurl=translate.google.co.id&u=http://oryza-sativa135rsh.blogspot.com/2011/01/metode-penelitian-research-and.html&usg=alkjrhjws1xdbgbgxtwyqxzs4mmddwjwgq http://translate.googleusercontent.com/translate_c?depth=1&hl=id&langpair=id%7cen&rurl=translate.google.co.id&u=http://oryza-sativa135rsh.blogspot.com/2011/01/metode-penelitian-research-and.html&usg=alkjrhjws1xdbgbgxtwyqxzs4mmddwjwgq http://www.scribd.com/doc/196422425/imperative http://www.scribd.com/doc/196422425/imperative http://www.teachingenglishgames.com/4-12.htm http://www.teachingenglishgames.com/4-12.htm attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access 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including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f00499220fd • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f171a512085 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 68 eej 4 (1) (2014) english education journal http://journal.unnes.ac.id/sju/index.php/eej “the board game to develop stuents’ speaking skill for high and low achievers” the case at the eleventh graders of ihsaniyah senior high school of tegal in the academic year of 2013-2014 maila huda shofyana  prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia info artikel ________________ sejarah artikel: diterima oktober 2014 disetujui oktober 2014 dipublikasikan juni 2014 ________________ keywords: board game, achievement, speaking ____________________ abstract ___________________________________________________________________ this study was investigated the effectiveness of the board game for high and low students’ achievement in speaking. the objects of this study were conducted at the eleventh graders; the samples of the research were from two classes, each class consisting of 26 students for experimental group and 26 students for control group. each class was divided into two groups based on their level of achievement (high and low). this research applied a quantitative method with a factorial design. the data were analyzed by using anova and tuckey test. the result of the study showed that: (1) there is no significant difference between using board game and drilling to the high achievers ;(2) there is a significant difference between using board game and drilling to the low achievers;(3) there is a significant difference of using board game to the high and low achievers; (4) there is a significant difference of using drilling to the high and low achievers; (5) there is a significant interaction of teaching technique (board game and drilling) and types of students of achievement (high and low). © 2014 universitas negeri semarang  alamat korespondensi: kampus unnes bendan ngisor, semarang, 50233 e-mail: pps@unnes.ac.id issn 2087-0108 maila huda shofyana / english education journal 4 (1) (2014) 69 introduction according to harmer (2009: 76) language function is the purpose to achieve when you say or write something. language is used to communicate, to express ourselves, to get our ideas across, and to connect with the person to whom we are speaking. when a relationship is working, the act of communicating seems to flow relatively effortlessly. meanwhile richard and rodgers (2001: 108) state that language is purposeful. in teaching english, actually there are four skills they are listening, speaking, reading, and writing. the statement clearly shows that the purpose of teaching english is to enable the students to master the four skills. students who are taught with a good technique, strategy and method are more highly motivated than those who are not. it means that teacher should teach the students creatively so that students will be interested in teacher’s way of teaching. these four skills are regarded as the serious problem for them. they commonly feel anxious and unconfident when they are assigned to do the task, especially when they are asked to speak english. among these four skills, speaking is one of the skills that should be taught intensively. because of that speaking skill is very important to help the students to improve their speaking skill, know the message and understand what other people are saying to measure their skill. furthermore, by speaking, the students can have a communication using english with their friends, their teacher, and other people. by speaking the students can also develop their idea and express it orally and they can enlarge their vocabulary mastery. but, in reality most of student in ihsaniyah senior high schol of tegal especially at the eleventh graders they are still afraid when the teacher asked them to speak, sometimes they were not understand what they have said because they just memorize the sentences. according to brown (2001: 257) speaking is literally defined as to say things, express thought aloud, and use the voice. spoken language and speaking are similar in meaning that how people use the voice loudly that occurs in time cannot go back and change, and it is produced and processed. the purpose of speaking is the students are able to communicate in their lives. to help the teachers in teaching speaking to senior high school students, teachers may use an interesting method to present their material that also helps them in creating fun class. one of alternative technique is board game which is suggested to be applied in teaching speaking. board game is designed to provide second-language instruction in content and language. board games are an important tool to provide hands-on and heads-on skill and knowledge development for people of all ages on all subjects. not only do well-designed games create an engaging atmosphere, they also provide a non-threatening, playful, yet competitive environment in which to focus on content and reinforce and apply learning (treher, 2011: 3). hornby (1995: 486) sated that game is an activity that you do to have some fun. board game can be defined as something or an instrument that is used to attract students’ motivation to follow the teaching and learning process because board game can make the students more focus in learning, because they do not feel that they are forced to learn. they also enable learners to acquire new experiences within a foreign language which are not always possible during a typical lesson. board game can be method that will give many advantages for teacher and the students either. another factor that also determines the success of teaching speaking is the students’ achievement. related to the background above, the researcher formulated the research problem as follows: which one is more effective between board game and drilling to teach speaking for high achievers? maila huda shofyana / english education journal 4 (1) (2014) 70 which one is more effective between board game and drilling to teach speaking for low achievers? how significant is the difference between high achievers’ speaking and low achievers’ speaking taught using broad game? how significant is the difference between high achievers’ speaking and low achievers’ speaking taught using drilling? how significant is the interaction among teaching strategy (board game and drill) and students’ achievement (high and low) to the student’s speaking at the eleventh grade of ihsaniyah senior high school of tegal? method of investigation the research design used in this study is experimental. according to johnson (1989:165) the most essential characteristic of an experiment is that the researcher manipulates the independent variable, that is the researcher designs and sets up the experimental and control treatments. designing this experiment, i used factorial design. it has two or more independent variables acting on the dependent variable (cohen, 2007:280). it allowed the researcher to identify the simultaneous as well as separate effects of independent variables (tuckman, 1978: 136). so, the researcher could see how one of the variables might moderate the other. the writer chooses the experimental research because the research is related to the effectiveness of teaching techniques used as the independent variables and achievement as the dependent variable in teaching speaking skill for the eleventh graders of ihsaniyah senior high school of tegal. this research involves three kinds of variables namely independent variable, dependent variable, and attribute/ moderate variable. the independent variable of this research is the teaching techniques. the teaching techniques used in this study were the board game and drilling. in this way, the board game group of students’ functions as experimental group and drilling group of students function as control group. furthermore, the dependent variable of this research was students’ speaking skill of the eleventh graders of ihsaniyah senior high school of tegal in the academic year of 2013/2014. the attribute variable of this research was students’ achievement in learning. a population is a set (or collection) of all elements processing one or more attributes of interest (arikunto, 2007: 130). furthermore, gay (1992: 125) states that population is the group of interest to the searcher, the group to which she or he would like the results of the study to be generalized. based on the above definitions, population is the whole subjects that are going to be investigated. the population of this research is the eleventh graders students of ihsaniyah senior high school one of tegal that consists of 118 students, it is divided into 4 classes , those are xi ipa 1, xi ipa 2, xi ipa 3, and the last is ips. sample is a number of individuals for a study in such a way that the individuals represent the larger group from which they are selected (gay, 1992: 125). meanwhile, sugiyono (2010: 81) adds that sample is a part of such characteristics in the population. johnson and christensen (2000:158) define sample as a set of elements taken from a larger population according to a certain rules. furthermore, they state that a sample is always smaller than a population, and it is often much smaller. based on the theories, based on the theories above, i took 56 students or two classes from ipa 1 and ipa 2 as the samples of this study. in finding the subject of the study, i took the data from students’ learning achievement report of odd semester to get high and low achievers before they were treated by board game for experimental group and drilling for the control group. the experimental group that was chosen would be given a treatment by using the board game. on the other hand, the control group was taught by using drilling. in order to get the data of maila huda shofyana / english education journal 4 (1) (2014) 71 students’ speaking skill, the reseacher gave them a speaking test. the test was used to know the students’ speaking skill after being given treatment. the writer administered the steps as follows: (1) the writer gave the certain topic; (2) the students were given 20 minutes to prepare to make a dialogue; (3) the students performed the dialogue in pairs; (4) the students’ dialogue was recorded and scored by two scorers, researcher and other person who understands how to score speaking. it is assumed that the score can be more objective. in this research, i used statistical analysis using anova with spss. anova is concerned with differences between means of groups not variances. the name analysis of comes from the way the procedure uses variances to decide whether the means are different. then, tukey test was used to know the difference between teaching techniques and the mean score obtained was used to know which technique is more effective to teach speaking, whether the broad game or drilling. result and discussion table 1. group statistics interaction n mean std. deviation std. error mean post test board game-high achievers 8 3.6875 .17269 .06105 drilling-high achievers 8 3.5625 .09161 .03239 gain board game-high achievers 8 .7925 .11056 .03909 drilling-high achievers 8 .7346 .06105 .02158 based on the table above, it can be seen that it can be seen that both of high achievers on board game and drilling statistically are the same effective. the average of board game 3.6875 and drilling is 3.5625, then the value in both of board game and drilling of high achievers also the same. board game 0.7925 and drilling is 0.7346; it means that both of them are effective taught by those technique in high achievers. although statistically they are the same, but it can be seen that the average of students’ speaking improvement on board game a little higher that drilling. which is not only mean value of board game 3.6875>3.5625 of drilling, but also the gain value of board game 0.7925>0.7346. table 2. group statistics interaction n mean std. deviation std. error mean post test board game-low achievers 8 2.9375 .14079 .04978 drilling-low achievers 8 2.6625 .23867 .08438 gain board game-low achievers 8 .5328 .08763 .03098 drilling-low achievers 8 .3938 .08638 .03054 maila huda shofyana / english education journal 4 (1) (2014) 72 based on table 2 it can be seen that board game of low achievers have higher score than drilling of low achievers. the average of board game 2.9375>2.6625 of drilling, then the gain value of board game 0.5328>0.3938 of drilling. it means that board game to low achievers is more effective than drilling. table 3. gain tukey hsd interaction n subset for alpha = 0.05 1 2 3 drilling-low achievers 8 .3938 board game-low achievers 8 .5328 drilling-high achievers 8 .7346 board game-high achievers 8 .7925 sig. 1.000 1.000 .563 the data shown on table 3 found that there is significant difference both of using the board game and drilling for low achievers and high achievers. from data analysis, it was found that there is significant interaction of teaching technique (board game and drilling) and result of students of achievement (high and low). it was shown f-value is 9.965> f-table 2.14 with the significance level of 0.000<0.05. hypothesis 1: there is no significant effectiveness between using board game and drill to the high achievers in speaking at the eleventh grade students of ihsaniyah senior high school of tegal. table 4. group statistics interaction n mean std. deviation std. error mean post test board game-high achievers 8 3.6875 .17269 .06105 drilling-high achievers 8 3.5625 .09161 .03239 gain board game-high achievers 8 .7925 .11056 .03909 drilling-high achievers 8 .7346 .06105 .02158 based on table 4, it can be seen that both of high achievers on board game and drilling statistically are the same effective. the average of board game 3.6875 and drilling is 3.5625, then the gain value in both of board game and drilling of high achievers also the same. board game 0.7925 and drilling is 0.7346; it means that both of them are effective taught by those technique in high achievers. although statistically they are the same, but it can be seen that the average of students’ speaking improvement on board game a little higher that drilling. which is not only mean value of board game 3.6875>3.5625 of drilling, but also the gain value of board game 0.7925>0.7346. hypothesis 2: there is no significant effectiveness between using board game and drill to the low achievers in speaking at the eleventh grade students of ihsaniyah senior high school of tegal. maila huda shofyana / english education journal 4 (1) (2014) 73 table 5. group statistics of low achievers interaction n mean std. deviation std. error mean post test board game-low achievers 8 2.9375 .14079 .04978 drilling-low achievers 8 2.6625 .23867 .08438 gain board game-low achievers 8 .5328 .08763 .03098 drilling-low achievers 8 .3938 .08638 .03054 based on table 5 it can be seen that board game of low achievers have higher score than drilling of low achievers. the average of board game 2.9375>2.6625 of drilling, then the gain value of board game 0.5328>0.3938 of drilling. it means that board game to low achievers is more effective than drilling at the eleventh grade students of ihsaniyah senior high school of tegal. hypothesis 3: there is no significant difference of using board game to the high and low achievers in speaking at the eleventh grade students of ihsaniyah senior high school of tegal. table 6. tukey test interaction n subset for alpha = 0.05 1 2 3 drilling-low achievers 8 .3938 board game-low achievers 8 .5328 drilling-high achievers 8 .7346 board game-high achievers 8 .7925 sig. 1.000 1.000 .563 the data shown on table 7 found that there is a significant difference of using board game, which was implemented for high 0.7925 and low achievers 0.5328 in speaking use of english taught using board game as shown in the different column. it means the null hypothesis 3 is rejected. hypothesis 4: there is no significant difference of using drilling to the high and low achievers in speaking at the eleventh grade students of ihsaniyah senior high school of tegal. the data shown on table 4.13 found that there is a significant difference of using drilling, which was implemented for high (0.7346) and low achievers (0.3938) of grammar taught by using drilling as shown in the different column. it means the null hypothesis 4 is rejected. hypothesis 5: there is no significant interaction of teaching technique (board game and drilling) and types of students of achievement (high and low) to the students’ speaking at the eleventh grade students of ihsaniyah senior high school of tegal. from data analysis, it was found that there is a significant interaction of teaching technique (board game and drilling) and result of students of achievement (high and low). it was shown f-value is 9.965> f-table 2.14 with the significance level of 0.000<0.05. so it means that the null hypothesis 5 is rejected. maila huda shofyana / english education journal 4 (1) (2014) 74 conclussions based on the results of data analysis, it can be concluded as follows: there is no significant difference between using board game and drilling to the high achievers in speaking at the eleventh grade students of ihsaniyah senior high school of tegal. the t-value is 1.296 with the significance 0.216> 0.05.it means that both of high achievers in different group were effective. there is a significant difference between using board game and drilling to the low achievers in speaking at the eleventh grade students of ihsaniyah senior high school of tegal. the t-value is 3.193 with the significance of 0.007< 0.05. it means that there is enhancement of the board game group. there is a significant difference of using board game to the high and low achievers in speaking at the eleventh grade students of ihsaniyah senior high school of tegal. the data are implemented for high (0.7925) and low achievers (0.5328) of speaking in spoken use of english taught using board game as shown in the different column. there is a significant difference of using drilling to the high and low achievers in speaking at the eleventh grade students of ihsaniyah senior high school of tegal. it is implemented for high (0.7346) and low achievers (0.3938) of speaking in spoken use of english taught using board game as shown in the different column. there is a significant interaction of teaching strategy (board game and drilling) and types of students of achievement (high and low). it is shown as f-value is 9.96>f-table 2.14 with the significance level of 0.05. in my conclusion, the ability of high and low achievers on speaking improved. it means that the techniques worked well. references arikunto, s. 2007. prosedur penelitian; suatu pendekatan praktik (6th revised ed.). jakarta: p.t. rineka cipta. brown, h. douglas. 2001. principles of language learning and teaching. san francisco state university: prentice hall, inc. cohen, louis et.al. 2007. research methods in education. 6thed. new york: routledge. gay, l.r. 1992. educational research. competencies for analysis and application new york: macmilan publishing company. harmer, jeremy. 2001. the practice of english language teaching. 3rd edition. essex: pearson education ltd. j.1998.how to teach english. harlow: longman hornby a. s 1990. oxford advance learner’s dictionary of current english. london: oxford university pres. johnson, burke and christensen, larry. 2000. educational research. quantitative and qualitative approach. usa: a pearson education company. k, friederike. 1984. keep talking,communicative fluency activities for language teaching. c a m b r i d g e : c a m b r i d g e u n i v e r s i t y press nunan, david. 1991. research methods in language learning. cambridge: cambridge university press. richard, jack c, and rodgers thedore s. 2001. approaches and methods in language teaching, second edition. melbourne: cambridge university press. sugiyono. 2010. metode penelitian pendidikan. bandung: alfabeta tuckman, b. w. 1978. conducting educational research.n.y. harcout brace jovanouich. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f1419c72037 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 1 eej 5 (1) (2015) english education journal http://journal.unnes.ac.id/sju/index.php/eej improving students’ personal self concept through role play technique in teaching speaking skill milchatun  dwi anggani lb, rudi hartono prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia info artikel ________________ sejarah artikel: diterima juni 2015 disetujui juli 2015 dipublikasikan agustus 2015 ________________ keywords: role play technique, self concept, speaking skill ____________________ abstract ___________________________________________________________________ the purpose of the research is to investigate whether role play technique can improve students‟ personal self concept in teaching speaking. the method of this research was classroom action research (car). it was conducted in three cycles where the students of the state institute islamic studies syekh nurjati cirebon in the fourth semester of the academic year of 2013/2014 as subjects of research consisted of 30 students. there are four kinds of instrument used in collecting the data; those are observation sheets, field notes, questionnaire and speaking prompt. the findings of the research showed that role play technique can improve students‟ personal self concept in teaching speaking significantly from first cycle to the next cycle. the other finding can be seen from classroom situations, i.e.: during the speaking class the students has courage to express their idea freely, good attention in speaking class, well in discussion term, well in team work, they feel confident with their ability in solving problem, and more creative. © 2015 universitas negeri semarang  alamat korespondensi: kampus unnes bendan ngisor, semarang, 50233 e-mail: pps@unnes.ac.id issn 2087-0108 milchatun / english education journal 5 (1) (2015) 2 introduction speaking is an important aspect in language learning. by speaking, we can convey information and ideas, and maintain social relationship by communicating with others. in addition, some people often think that the ability to speak a language is the reflection of their mastery of the language. it can be proved by the statements of many experts. as brown (2000: 217) writes that speaking skill required two aspects, namely linguistic and non-linguistic aspect; first, linguistic aspect is the main requirement that the english learner should possess in order to speak it well. it involves pronunciation, vocabulary, fluency, structure and comprehension; second, non-linguistic aspect is an aspect to support learners to achieve a success in acquiring speaking skill. this aspect involves personality dimensions, such as selfesteem, self concept and extroversion. meanwhile another definition comes from horn (1980) in andriany (2004:7) states that speaking also means to use a language in ordinary, not in singing. bygate (1997: 8) states that speaking is a skill which deserves attention every bit as much as literary skills, in both first and second language. donough and shaw (2003:134) write that there are some reasons for speaking involved expressing idea and opinions, expressing a wish or a desire to do something, negotiating or solving a particular problem, or establishing or maintaining social relationship and friendship. in addition, burn and joyce (1997: 54-55) state that one of the aims of most language programs is to develop spoken language skills and most programs aim to integrate both spoken and written language. lado (1964: 51) states that to know the language is to use it. he further states that students do not know a sentence until he can speak it. harmer (2001:348) states that six classroom speaking activities. they are acting from script, communication games, discussion, prepared talks, questionnaires, simulation, and role play. heaton (1990: 70-71) writes that there are five components generally recognized in analyzing the speech process. those are pronunciation, vocabulary, structure, fluency, comprehension. from the experts‟ statements above, it can conclude that in order to be success in english speaking, students should master the linguistic aspect and possess the non-linguistic aspect. they both correlate each other. so, english speaking ability here not only focuses on the knowledge of language that the learners have, but also focuses on the personality dimension that will affect them in presenting their knowledge of english and they know how and when to present it. based on the preliminary research conducted using a questionnaire and the student‟s progress report obtained from 30 students of the state institute islamic studies syekh nurjati cirebon in the fourth semester of the academic year of 2013/2014. the researcher found that her students had the difficulties in speaking skill. first, the students had problem in speaking performance. the researcher found that students‟ fluency is very hesitant and sometimes difficult to understand and may be little or no communication. then most of them are poor vocabulary, mistakes in basic grammar and may be little or no language produce. the second, researcher found the students‟ had problem in self concept. they think that english is so difficult and they are lazy to speak and sometimes do not have enough bravery to speak in front of class in their own language. they always feel nervous when they speak up in public. they are afraid of making mistakes because they are worry if other students will laugh him/her. cooley (1902) in burns (1976:13), introduces the theory of the “looking glass self”, reasoning that one self concept is significantly influenced by what the individual believes others think of him. rogers (1959) in burns (1976:37) defines that self-concept as the organized concept that composed of perceptions of the characteristics of „i‟ or „me‟ and the perception of the relationships of the „i‟ or „me‟ to others and to various aspects of life, together with the values attached to these perceptions. brooks milchatun / english education journal 5 (1) (2015) 3 (1974) in rakhmat (2003:99) defines that selfconcept is those physical, social, and psychological perception of ourselves that we have derived from experiences and our interaction with others. then he adds his explanation that the aspect of self-concept is divided into three. they are as follows: academic self concept, social self concept and personal self concept. mead (1934) in rakhmat (2003:101) states that significant others – orang lain yang sangat penting. dewey and humber (1966) in rakhmat (2003:101) says that the affective others – orang lain yang dengan mereka mempunyai ikatan emosional. the last reason was the common situation which happened in general speaking class. most of students are often not interesting in speaking class because of technique and method that teacher used in the class. revell (1994: 60-61) defines that role play is as an individual‟s spontaneous behavior reacting to other in a hypothetical situation. ur p. (1981:9-11) states that role play is giving students a suitable topic provides interest and subject matter for discussion, dividing them into groups, involves in a mount and quality of verbal interaction. gower (2005: 105) adds that a role play is when the students take the part of a particular person like a costumer, a manager, a shop assistant etc, then they take a part in the situation and acting out in conversation. it is unscripted, although general idea about what are they going to say might be prepared before. gebhard (2000:176) writes that role play activities are similar to skits in that students are expected to act. savage (1996:210) in erasma (2013:4) states that 3 popular approaches to group learning, one of them is role play. huang (2008) applies six major steps in the procedure for the role play activities in her classes. those are 1) deciding on the teaching materials, 2) selecting situations and create dialogs, 3) teaching the dialogs for role plays, 4) having students practice the role plays, 5) having students modify the situations and dialogs, and 6) evaluating and checking students' comprehension. nation and thomas (1988:21) said that the reasons for using role play are: 1) role play allows a wider range of language function and language varieties. 2) role play allows exploration of culture issues in particular appropriate way. 3) role play can add interest to an activity. 4) role play can result repetition of speaking activity by providing a change. richards (1985) in xu liu (2010: 2-3) stated that they are some characteristics of role play as follows: they provide opportunities to practice strategies for opening, developing, and terminating conversational encounters, they require learners to develop meanings collaboratively, they necessitate the use of turntaking rules, they practice use of conversational routines and expressions, they involve learners in different kinds of roles. method the design of this research was classroom action research (car). as hopkins (2008:47) suggests that action research combines a substantive act with a research procedure; it is action disciplined by inquire, a personal attempt at understanding while engaged in a process of improvement and reform. furthermore, kemmis and mctaggart (1998) explain that to do action research is to plan, act, observe and reflect more carefully, more systematically, and more rigorously than one usually does in everyday life. the action research consists of four steps namely: planning, action, observation and reflection. this research was conducted at iain syekh nurjati cirebon perjuangan street sunyaragi cirebon. the researcher chose the students of the state institute islamic studies syekh nurjati cirebon in the fourth semester of the academic year of 2013/2014 as a subject of research. the class consisted of 30 students (13 males and 17 females). there were four kinds of instrument used in collecting the data; those were observation sheets, field notes, questionnaire and speaking prompt. result and discusion milchatun / english education journal 5 (1) (2015) 4 findings on the students’ speaking performance in cycle 1 the data analysis showed that the students‟ speaking performance in cycle 1, there were 17 students (57%) who reached the level good or met in criteria success, 13 students (43%) who reached the level fair or had not met in criteria success. while the students‟ speaking performance in preliminary, there were 33% (10 students) who reached the level good or met criteria success, 67% who reached the level fair or had not met criteria success. table 1. the comparison of the students‟ speaking score in preliminary research and cycle 1 students‟ speaking score pre cycle 1 33% (10 students) who met criteria success. 57% (17 students) who met criteria success. the data analysis was found the percentage comparison between the students‟ speaking score in preliminary research and cycle 1 that there was improvement 14% (7 students) who got level fair in preliminary research to be level good or passed criteria in cycle 1. the students‟ improvement was based on the final score of each speaking aspects; such as grammar, vocabulary, comprehension, fluency and pronunciation. figure below showed the descriptions of students‟ improvement in speaking aspects; such as grammar, vocabulary, comprehension, fluency and pronunciation. figure 1. the students‟ speaking progress in cycle 1 findings on the students’ personal self concept in cycle 1 the data analysis showed that the students‟ personal self concept is still low. it was found that only half of students who respond and participate when they are during activities teaching and learning process. the other words, it can be said only 50% (15 students) who did the activities learning in the class in meeting 1 and 63 % (19 students) who did the activities learning in the class in meeting 2. half of them were found that they were passive and afraid to make mistakes and they didn‟t know what and how should they express their ideas in english. the table below is the percentage comparison between the students‟ personal self concept in preliminary research and cycle 1. poor fair good very good milchatun / english education journal 5 (1) (2015) 5 table 2. the comparison of students‟ personal self concept in preliminary research and cycle 1 students‟ personal self concept pre cycle 1 meeting 1 meeting 2 44% 50% 63% it was found the comparison between the students‟ personal self concept in preliminary research and cycle 1 that there was improvement 19% from 44% in preliminary research to be 63% in cycle 1. it showed that the students‟ personal self concept was still low, in order to make students understand the lesson and to improve their personal self concept in the concept of process role play technique in teaching speaking, she explained to the students more clearly on the slides and gave the example of dialogue in the next cycle. findings on the students’ speaking performance in cycle 2 as in cycle 1, the data of the students‟ speaking performance were also obtained from the analysis of the students‟ speaking performance. the scoring was still based on the scoring rubric adapted from brown. the data analysis showed that the students‟ speaking performance in cycle 1, there were 17 students (57%) who reached the level good or met in criteria success, 13 students (43%) who reached the level fair or had not met in criteria success . while the students‟ speaking performance in cycle 2 that there were 70% (21 students) who reached the level good or met criteria success, 30% (9 students) who reached the level fair or had not met criteria success. table 3. the comparison of students‟ speaking score in cycle 1 and 2 students‟ speaking score cycle 1 cycle 2 57% (17 students) who met criteria success. 70% (21 students) who met criteria success. the data analysis was found the percentage comparison between the students‟ speaking performance in cycle 1 and 2 that there was increased 13% (7 students) passed criteria success in cycle 2. it can be said that the implementation of role-playing technique is better than cycle i but hasn‟t been successful and met the criteria of success. so the study should be continued to the next cycle. the students‟ improvement was based on the final score of each speaking aspects; such as grammar, vocabulary, comprehension, fluency and pronunciation. figure below showed the descriptions of students‟ improvement in speaking aspects; such as grammar, vocabulary, comprehension, fluency and pronunciation. milchatun / english education journal 5 (1) (2015) 6 figure 2. the students‟ speaking progress in cycle ii findings on the students’ personal self concept in cycle 2 from the data of observation above showed that the students‟ personal self concept is near to meet the criteria success. it was found that most of students who responded and participated when they were during activities teaching and learning process. the other words, it can be said only 66% (20 students) who did the activities learning in the class in meeting 1 and 75 % (23 students) who did the activities learning in the class in meeting 2 or only few of them were found that they were passive and afraid to make mistakes and they didn‟t know what and how should they express their ideas in english. the table below is the percentage comparison between the students‟ personal self concept in cycle 1 and 2. table 4. the comparison of students‟ personal self concept in cycle 1 and 2 students‟ personal self concept cycle 1 cycle 1 meeting 1 meeting 2 meeting 1 meeting 2 50% 63% 66% 75% it was found the comparison between the students‟ personal self concept in cycle 1 and 2 that there was increased 12% from 63% in cycle 1 to be 75% in cycle 2. it showed that the students‟ personal self concept near met criteria success. in order to make students understand the lesson and to can improve their personal self concept in the concept of process role play technique in teaching speaking, she explained to the students more clearly and patiently and gave more time to practice in the next cycle. findings on the students’ speaking performance in cycle 3 as in cycle 1 and 2, the data of the students‟ speaking performance were also obtained from the analysis of the students‟ speaking performance. the scoring itself was still based on the scoring rubric adapted from brown. the data analysis showed that the students‟ speaking performance in cycle 2 that there were 70% (21 students) who reached the level good or met criteria success, 30% (9 students) who reached the level fair or had not met criteria success. while the students‟ speaking performance in cycle 3 was found that there were 1 students (3%) who reached the level very good or met criteria success, 24 students (80%) who reached the level good or met criteria success, 4 students (13%) already reached the level fair had not met criteria success. very good good fair poor milchatun / english education journal 5 (1) (2015) 7 table 5. the comparison of the students‟ speaking score in cycle 1, 2 and 3 students‟ speaking score cycle 1 cycle 2 cycle 3 57% (17 students) who met criteria success. 70% (21 students) who met criteria success. 87% (25 students) who met criteria success. the data analysis was found the percentage comparison the students‟ speaking performance in cycle 1until3 was increased 30% (10 students). it showed that it had met criteria success, so the research stopped. findings on the students’ personal self concept in cycle 3 from the data of observation above showed that the students‟ personal self concept had met the criteria success. it was found that most of students who responded and participated when they were during activities teaching and learning process. the other words, it can be said only 78% (22 students) who did the activities learning in the class in meeting 1 and 81 % (24 students) who did the activities learning in the class in meeting 2. only few of them were found that they didn‟t know what and how should they express their ideas in english. table 6. the comparison of the students‟ personal self concept in cycle 1, 2 and 3 students‟ personal self concept cycle 1 cycle 2 cycle 3 meeting 1 meeting 2 meeting 1 meeting 2 meeting 1 meeting 2 50% 63% 66% 75% 78% 81% it was found the comparison between the students‟ personal self concept in cycle 1until 3 was increased 31%. it showed that the students‟ personal self concept had met criteria success and there was a significant improvement concerning the students‟ personal self concept in teaching speaking using role play technique from each cycles. so the research was stopped here. reflection and revision from the data that were gathered during the implementation of role play technique in process teaching speaking in cycle i, 2 and 3, namely; students‟ speaking performance in cycle 1 there were 17 students (57%) passed the criteria of success, 19 students (63%) passed in personal self concept, and the students‟ response in teaching speaking process using role play technique, 21 students (71%) give positive response. and students‟ speaking performance in cycle 2, there were 21 students (70 %) passed the criteria of success, students‟ personal self concept in cycle 2, there were 23 students (75%) who passed criteria success, and the students‟ response in teaching speaking process using role play technique (81%) or 24 students who responded positive. and students‟ speaking performance in cycle 3, there were (80 %) 24 students passed the criteria of success. students‟ personal self concept in cycle 3 that there were (81%) 24 students passed the criteria of success, and the students‟ response in teaching speaking process using role play technique in cycle 3 (95%) 29 students gave positive response. table below is the percentage comparison between the students‟ speaking performance and personal self concept in cycle 1, 2 and 3. milchatun / english education journal 5 (1) (2015) 8 table 7. the comparison between the students‟ speaking skill and personal self concept in cycle 1, 2 and 3 percentage cycle 1 cycle 2 cycle 3 students‟ speaking skill 53% 70% 80% student‟ personal self concept 63% 75% 81% the researcher concluded that the implementation of role-playing technique was successful and the result of students‟ final draft had met the criteria of success determined by the researcher. then the action research was stopped. as stated earlier from the progress test in preliminary research, it was found that the students had problems in speaking. the students had a problems in almost all aspects of speaking such as in pronunciation, vocabulary, fluency, grammar and comprehension. based on the result of the research, it showed that by implementing the role play technique in teaching speaking, the students could solve the problem in their speaking performance significantly from first cycle to the last cycle. this can be seen from the result of each cycle. the students‟ speaking performance improved 17 students (57%) in first cycle, 21 students (70%) in second cycle, 24 students (80%) in third cycle, already reached the level good. another finding shows that the students‟ personal self concept also improved significantly from first meeting to the last meeting. the students‟ personal self concept improved 18 students (61%) in the first cycle, 23 students (75%) in the second cycle, 24 students (81%) in the last cycle, already reach level good. next finding that the students had courage to express their idea freely, good attention in speaking class, well in discussion term, well in team work, they feel confident with his/her ability in solving problem, feel in the same level with other people, receive praise without being shy, and more creative. conclusions based on the research conducted in the fourth semester of students the state institute islamic studies syekh nurjati cirebon, the researcher concluded that the implementation of role play technique in teaching speaking could solve the students‟ problem in their personal self concept and speaking performance. the students‟ personal self concept is significantly increased from each cycle. the observation data wrote that the students‟ response and participant during teaching and learning in the classroom are good and the students are be active, creative, confident, and high motivation. it is proved by the analysis data shows that there are 63% students who response and participate the lesson in the classroom in cycle 1, 75 % students who response and participate the lesson in the classroom in cycle 2 and 81% students who response and participate the lesson in the classroom in cycle 3. in speaking performance, the data showed that there are 17 students (57%) who reached the level good in first cycle, 21 students (70%) who reached the level good in second cycle, 24 students (80%) who reached the level good in the third cycle. it shows that the implementation of role-playing technique was successful and had met the criteria of success determined by the researcher. role play technique can improve students‟ personal self concept in teaching speaking at the fourth semester of students the state institute islamic studies syekh nurjati cirebon references andriany, d. (2004). the study on speaking class of tourism program of the third year students of smkn 1 samarinda. unpublished thesis. samarinda: college of english education of mulawarman university. brown (2000). principles of language learning. new york: addision wesley longman,inc. milchatun / english education journal 5 (1) (2015) 9 burns, a. & joyce, h. (1997). focus on speaking. sydney: macquire university press. burn, r.b. (1976). the self concept in theory measurement, development, and behavior. london and new york: longman. bygate, m. (1997). language teaching. a scheme for teacher education: speaking. oxford: oxford university press. erasma, at al. (2013). improving students’ speaking ability in class through the role play technique. tanjungpura: teachers‟ training and education faculty tanjungpura university. gebhard, j. g. (2000). teaching english as a foreign or second language: a teacher self-development and methodology guide. ann arbor: the university of michigan press. gower, r. et-al. (1995). teaching practice handbook. oxford: heinemann english language teaching. harmer, j. (2007). the practice of english language: fourth edition. harlow: pearson education. heaton, j.b. (1990). classroom testing: longman keys to language teaching. new york: longman. hopkins, d. (2008). a teacher’s guide to classroom research. new york: open university press. huang, i. y. (2008). role play for esl/efl children in the english classroom. retrieved september 26th, 2008 from: the internet tesl journal, vol. xiv, no. 2, february 2008 (http://iteslj.org/techniques/huangroleplay.html). kemmis, s. and mc. taggart, r. (1998). the action research planner (3rd edition). victoria: deakin university press. lado, r. (1964). language teaching: a scientific approach. new york: mcgraw-hill, inch. nation, i.s.p. and thomas, g.i. (1988). communication activities. wellington: university of wellington. rahmat, j. (2005). psikologi komunikasi. bandung: pt. remaja rosda karya. revell, j. (1994). teaching techniques for communicative english. london: macmillan press. xu liu (2010). arousing the college students’ motivation in speaking english through role-play. china: beijing city university. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f00496c20cd • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 1 eej 5 (1) (2015) english education journal http://journal.unnes.ac.id/sju/index.php/eej mood realization of the learning activities in the grade vii english textbook published by the ministry of education and culture bambang ruby sugiarto ahmad sofwan, djoko sutopo prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia info artikel ________________ sejarah artikel: diterima juni 2015 disetujui juli 2015 dipublikasikan agustus 2015 ________________ keywords: discourse analysis; systemic functional linguistics; mood; english textbook; learning activity ____________________ abstract ___________________________________________________________________ this present study is aimed at explaining the mood realization of the learning activities in the grade vii english textbook published by the ministry of education and culture. it is designed within the framework of qualitative research and the method is discourse analysis. the result shows that the learning activities give more imperative mood than the others. afterwards, speaking skill is included more than the other skills.to achieve communicative activity, the good balance between indicative and imperative mood should be realized in the process of teaching and learning english. although teacher has a powerful authority and that is natural since teacher is the leader in the classroom, the process of giving and demanding information between teacher and students could be realised to achieve communicative activity. subsequently, despite the percentage of speaking is the highest, listening has the least percentage in this textbook. listening is importance in our class since english is the students‟ foreign language. therefore, it is essential that listening activities should be included in a balanced portion with speaking activities in order to understand spoken discourse. © 2015 universitas negeri semarang  alamat korespondensi: kampus unnes bendan ngisor, semarang, 50233 e-mail: pps@unnes.ac.id issn 2087-0108 bambang ruby sugiarto / english education journal 5 (1) (2015) 2 introduction language is supposed to be an important instrument for continuing life of human beings in the world. with language they can understand each other of what they want or they do. naturally, the language always exists together with human beings. murcia and olshtain (2000:3) state that through language people communicate information, ideas, beliefs, emotion, and attitudes to one another. in other words, where human beings are, there must be a language. that is why language is the only instrument for them for communication. it means that they will know each other by means of language. systemic functional linguistics (sfl) views language as a resource for making meaning. it describes language in actual use and focus on texts and their contexts (gerrot and wignell, 1995:6). it means that people accomplish their purposes by expressing meaning in context. to express meaning people create text.text has similar meaning to discourse. linguists prefer text than discourse because people in common are familiar with the word text than discourse. widdowson(2007:4) defines a text as “an actual use of language”. thetext is produced as for a communicative purpose. thus, discourse or text can be natural spoken or written language with meaning being transferred in a particular context. based onthe perspective of systemic functional linguistics, it is known when someonec ommunicates, he or she creates text. thetextwhichiscreated occurs inacertaincontext. christie (2005:9) states that the term „context‟ refers to that which surrounds, or is with, the text. a context is known because the text gives it life and a text is known only because the context makes it relevant. thus, it can be concluded that context refers to the elements which accompany text and between text and context are tightly related. in other words, between text and context cannot be separated each other. there are two contexts which effect to the use of language; those are context of culture and context of situation. gerot&wignell (1995:10) states that context of culture determines what we can mean through „who we are‟, „what we do‟, and „what we say‟. meanwhile, context of situation can be specified through field, tenor, and mode. field refers to what is going on, tenor refers to the social relationship between those taking part, and mode refers to how language is being used whether spoken or written. in other words, the two contexts help us to understand how texts make meaning. the texts which are produced will occur in a certain context. however, human beings use languages are classified in sfl into metafunctions. bloor & bloor (2004:10) define three categories of metafunctions. language is used to organise, and to express our perceptions and consciousness realized by ideational metafunction. language is used to take on roles and to express feelings, attitude, and judgement in communication event realised by interpersonal metafunction. language is used to relate what is said or written to the text realised by textual metafunction. accordingly, metafunctionsrefer to the function of language used to construct meaning. language is simultaneously encoded by three metafunctions; ideational, interpersonal, and textual. gerrot&wignell (1995:22) states that „interpersonal meanings are realised in the lexicogrammar through selections from the system of mood‟. in addition, martin et.al (1997: 57) states that the system of mood belongs to the interpersonal metafunction and it is the grammatical resource for realising an interactive move in dialogue. moreover, eggins suggests that analyzing the interpersonal meaning means establishing a relationship between the semantic organization of interaction and grammatical differences in the mood configurations (eggins, 2004:141).in other words, whenever we use language to interact, one of the things we are doing with it is establishing a relationship between us. dealing with the sfl perspective, it can be applied in studying discourse analysis concerned with the english textbook. this is somethingthatisnecessarytobe done because of the importance of textbook in the process of bambang ruby sugiarto / english education journal 5 (1) (2015) 3 teaching and learning english. richards (2015) explains that in most language program, textbooks are a key component to serve as the basis for much language input learners receive and the language practice that occurs in the classroom. they also serve mainly to supplement the teacher‟s instruction. on the positive side, grant (1989:37) states that textbooks should include communicative activity. however, has the communicative activity been implemented in the learning activity in the english textbook? this is something that is necessarytobeconsideredbecause the essential constituents in the process of teaching and learning english are the textbooks and instruction materials that are often used by english teachers. the books published by the publisher should reflect the communicative activity. grant (1989:14) states that communicative activities usually have a good balance among the four language skills, but may emphasise more listening and speaking. in addition, harmer (2008:146) explains that the topics and treatment of the different language skills will be attractive within a good textbook. therefore, the textbooks should include attractive activities which consist of the four language skills especially more in listening and speaking. with regard to the present study, it is aimed at explaining how mood of the discourse of the learning activities in english textbook realized. through analysing the discourse, the readers can understand not only the information but also the meaning beyond the clauses (halliday&matthiessen, 2004:176). methodology the concern of the present study isto explain how the mood realized on the models of activity found in grade vii english textbook. creswell (1994:145) defines that a qualitative research is interpretative research that the researcher is interested in process, meaning, and understanding gained through words or picture. with regard to discourse research, jorgensen and phillips (2002:21) state that the purpose of the discourse research is to find out what people really mean when they say this or that, or to discover the reality behind the discourse. thus, the method used in this research is discourse analysis, while the approach is qualitative. however, to support the findings, a simple quantification of the result is used to provide evidence. the source of data in the present study is the learning activities in the grade vii english textbook entitled “when english rings a bell” published by the ministry of education and culture which consist of 166 learning activities from all chapters (chapter 1– 11).in analysing the texts on the learning activities, the unit of analysis is „clauses‟ as suggested by halliday&mathhiessen (2004), but, et al. (2000), eggins (2004), gerot&wignell (1995), and martin etal. (1997). the results wereanalyzed through the use of interpersonal meaning which focused on mood analysis. the instrument of data collection was systemic functional linguistics on discourse analysis of mood of the learning activities in the grade vii english textbook published by the ministry of education and culture. results and discussion the findings and discussion cover three points which involve the realization of mood, the finding of language skills, and the contribution of the study for english teachers. the realization of mood this is addressed to answer the first research question of this thesis that is “how is the mood of the learning activities realised?” the answer of this question is connected to the realisation of mood of the learning activities from chapter 1 up to 11. to comprehend the realisation, the data of the mood realisation from each chapter is summarized and interpreted in the following diagram. bambang ruby sugiarto / english education journal 5 (1) (2015) 4 chart 1.the data of the mood realisation from each chapter based on the diagram above, the learning activities in the english textbook give more imperative than the others. polar interrogative (yes/no) is only 1%, declarative is realised by 12%, and interrogative (wh-content) is realised by 9%. furthermore, by comparing to the number of polar interrogative (yes/no), declarative, and interrogative (wh-content) it could be inferred that the learning activities mostly concern in imperative which is realised by 78%. in other words, the activities are given more in the form of command than in the form of question and statement. the finding of language skills this is addressed to answer the second research question of this thesis that is “to what extent do the learning activitiesinclude the language skills?” the answer of this question is connected to the finding of language skills in the learning activities from chapter 1 up to 11. to comprehend the finding, data from each chapter is summarized and interpreted in the following diagram. chart 2. learning activities related to language skills according to the diagram above, the learning activities in the english textbook include all four language skills. however, speaking is included more than the other skills. 12% 1% 9% 78% declarative interrogative (yes/no polar) interrogative (whcontent) imperative 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% mood analysis 11% 40% 17% 32% 0% 10% 20% 30% 40% 50% listening speaking reading writing finding of language skills bambang ruby sugiarto / english education journal 5 (1) (2015) 5 furthermore, by comparing to the number of listening which is realised by 11%, the number of reading realised by 17%, and the number of writing which is realised by 32%, it could be inferred that the learning activities mostly concern in speaking which is realized by 40% in the english textbook. the contribution of the study this is addressed to answer the final research question of this thesis that is “what is the contribution of this study for english teachers?” the answer of this question is connected to the realisation of mood and the finding of four language skills presented in the previous diagrams in order to give contribution to the teachers to apply communicative activities in the process of teaching and learning english. dealing with the realisation of mood, the learning activities in the textbook use indicative and imperative mood. as has been mentioned in the diagram of summary of mood analysis, the type of mood mostly employed in the learning activities is imperative. the imperative consists of a mood element of finite only (no subject) and only a residue (halliday&mathhiessen, 2004; eggins, 2004; martin et.al., 1997; gerrot and wignell, 1995). in this case, the learning activities contribute the model of activities for teachers to use imperative mood. it provides evidence that teacher has a powerful authority and that is natural since the teacher is the leader in the classroom. in other words, teacher and students have different status when they are in the situation. however, to achieve communicative activities, indicative mood could be implemented by the teacher. indicative mood consists of declarative and interrogative. by implementing both indicative and imperative mood, the communicative activities will be achieved through giving and demanding information as suggested by (richards, 2006; willson, 2008; thornbury, 2008; andharmer, 2004). dealing with the finding of four language skills, the learning activities in the textbook include the four language skills. as has been mentioned in the diagram of summary of finding of four language skills, speaking is included more than the other skills that is realised by 40%. in other words, the learning activities tend to do communicative activity as suggested by (grant, 1989; harmer, 2007; and richards, 2006). although the percentage of speaking is the highest, listening has the least percentage in this textbook. it is contrary to the grant‟s theory (1989:14) that communicative activities usually have a good balance among the four language skills, but may emphasise more listening and speaking. in this case, it indicates what has been stated by nunan (2002:238) that listening is such the cinderella who has been overlooked by its elder sister – speaking. it is based on his argument that the native speakers‟ need of how to read and write since this skill was automatically bequeathed to them. conclusion to achieve communicative activity, the good balance between indicative and imperative mood should be realized in the process of teaching and learning english. although teacher has a powerful authority and that is natural since teacher is the leader in the classroom, the process of giving and demanding information between teacher and students could be realized to achieve communicative activity. subsequently, despite the percentage of speaking is the highest, listening has the least percentage in this textbook. listening is importance in our class since english is the students‟ foreign language. therefore, it is essential that listening activities should be included in a balanced portion with speaking activities in order to understand spoken discourse. references bloor, thomas and bloor, meriel. 2004. the functional analysis of english a hallidayan approach 2 nd edition. london: arnold. christie, frances. 2005. language education in the primary years. new south wales: university of new south wales press. bambang ruby sugiarto / english education journal 5 (1) (2015) 6 creswell, jhon.w. 1994. research design: qualitative and quantitative approaches. london: sage publications. eggins, suzanne.2004. an introduction to systemicfunctionallinguistics.london: continuum international publishing group. grant neville.1989. making themost of your textbook.newyork: longmangroupuklimited. gerrot, linda and wignell, peter. 1995. making sense of functional grammar. sydney: gerdstabler. halliday.m.a.k. and matthiessen, c. 2004.an introduction to functional grammar.london: arnold. harmer,jeremy.2004.howtoteachwriting.essex:pea rsoneducation limited. harmer,jeremy.2007.howtoteachenglish.essex:pear soneducationlimited. jorgensen, marianne and phillips, louise. 2002. discourse analysis as theory and method. london: sage publications. martin, j.r. etal. 1997. working with functional grammar. new york: arnold murcia, m. celce and olshtain, elite. 2000.discourseandcontextinlanguageteachi ng: a guide for language teachers.cambridge: cambridgeuniversitypress richards, c.jack. 2015.the role of textbooks in a language program. (retrieved january 25 th ,2015)http://www.professorjackrichar ds.com/articles/pdf richards, c. jack. 2008. teaching listening and speaking from theory to practice. cambridge: cambridge university press. richards, c. jack. 2006. communicative language teaching today. cambridge: cambridge university press. thornburry,scott.2005.beyond the sentence: introducing discourse analysis. oxford:mcmillan education. thornburry,scott.2008.how to teach speaking. essex:pearsoneducation limited. widdowson.h.g.2007.discourseanalysis.newyork: oxford universitypress. willson, j.j. 2008.how to teach listening. essex:pearsoneducation limited. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f16bc10a61f • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare eej 2 (2) (2012) english education journal http://journal.unnes.ac.id/sju/index.php/eej the use of peer feedback strategy to motivate students in narrative text writing husni mubaro  prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia abstrak penelitian ini bertujuan untuk untuk (1) menemukan masalah siswa pada penulisan teks naratif (2)menggambarkan implementasi dari strategi pair feed back pada penulisan teks naratif (3) mengetahui apakah strategi peer feedback dapat memotivasi siswa untuk menulis teks naratif (4) mengetahui apakah meningkatkan teks naratif siswa. subjek penelitian ini adalah siswa kelas xi ia2 sma futuhiyyah demak. penelitian ini merupakan kolaboratif action research. instrumen penelitan ini adalah observasi, interview, kuisioner, dan tes tertulis. penelitian ini terdiri dari 3 cycle dan setiap cycle dilaksanakan pada 4 pertemuan. hasil menunjukan bahwa siswa memiliki motivasi yang rendah sebelum penelitian dilaksanakan. setaelah diadakan penelitian, motivasi siswa meningkat, mereka dapat bekerja bersama dan berpartisipasi selama kelas. beberapa siswa masih memiliki motivasi yang rendah dalam penentuan tujuan personal, learner-centered, kreatifitas, dan refleksi diri. dari cycle yang kedua, implementasi dari strategi peer feedback dapat meningkatkan motivasi dalam cooperative learning. abstract this study was aimed at (1) finding out the problems faced by students in narrative texts writing, (2) describing the implementation of peer feedback strategy in narrative texts writing, (3) knowing whether peer feedback strategy can motivate students to write narrative texts, (4) knowing whether peer feedback strategy can improve students’ narrative texts. the subject of this study was the eleventh grade students of xi ipa 2 of smu futuhiyyah demak. the research design of this study was collaborative action research. the instruments of this study were observation, interview, questionnaire, and writing test. this study consisted of three cycles and each cycle consisted of three meetings. the findings showed that the students had low motivation before the actions were implemented. from the result of the first cycle, the students’ motivation increased. they could work in pair and participate during the writing class. some students still had low motivation in the aspect of personal goal-setting, learner-centered, creativity, and self-diagnosis. from the second cycle, the implementation of peer feedbacks strategy could generate students’ motivation in the aspect of cooperative learning and peer evaluation. the students were not confused with the activities in peer feedback strategy. they knew what they should do in peer feedback strategy. © 2012 universitas negeri semarang info artikel sejarah artikel: diterima agustus 2012 disetujui september 2012 dipublikasikan november 2012 keywords: writing narrative text peer feedback strategy motivation  alamat korespondensi: kampus unnes bendan ngisor, semarang 50233 e-mail: jurnalpps@unnes.ac.id issn 2087-0108 163 husni mubarok / english education journal 2 (2) (2012) introduction writing is one of productive skills, beside speaking, which contains of symbols (orthographic) and involves a complex process. it is a part of language skills which apart from other skills namely reading, listening, and speaking. celce-murcia and olstain (2000:142) state that writing is the production of the written words that the result is a text but the text must be read and comprehended in order for communication take place. the major success of a writing teacher may stem from his or her ability to make and develop writing material, medium of learning, and appropriate strategy which suit with the students’ need and interest. students in senior high school complained about the difficulty of writing. this was caused of two reasons; the characteristic of writing itself and the strategy which was used in teaching and learning process. for example, teacher did not give a feedback to the students’ writing therefore students did not know the mistakes they made in writing and how to edit it into good writing. students were not given a sufficient opportunity to share their ideas, knowledge, and experiences with their friends in writing process. students almost never criticized and responded each other especially in their writing process, so they did not know the weaknesses and difficulties of others writing. it made them had less motivation in writing. motivation is some kind of internal drive that pushes someone to do things in order to achieve something (harmer, 2003:98). it is responsible why people decide to do something, how long they are willing to sustain the activity, and how hard they are going to pursue it (dornyei, 2001:8). one of the strategies which could be used to improve students’ motivation in writing narrative text was peer feedback strategy. peer feedback is an approach where the social dimension is created in the writing classroom, based on the assumption that writing is social process (hyland, 2005:198). peer feedback strategy allowed students to negotiate their ideas, to comment and correct mistakes toward their peer’s draft, and to offer suggestion for their peer’s draft development. therefore, peer feedback became an alternative strategy in writing teaching which was applicable to improve students’ writing and build their motivation to write narrative text well. there are many researchers who have been interested in analyzing writing as a process approach. ho (2006) stated that a writing process gave positive result in students’ writing activity. in line with ho, lo and hyland (2007) reported that the implementation of a new esl writing program enhanced students’ motivation and engagement. bitchener, young, and cameron (2005) found that corrective feedback gave a significant result on esl students writing. mumtaz (2007) elaborated that there were two types of feedback given to the respondents; feedback on content and feedback on form. al-qurashi (2009) reported that most students had prositive attitudes toward both giving and receiving comments and advice from peer writers. hong (2006) reported that peer response activity is essential english writing instruction. this article focused on writing as a processapproach which contained of classroom activity and promotes the interaction between writer and reader such as the use of peer feedback strategy. this paper, therefore, was aimed at 1) finding out the problems faced by students in narrative texts writing, 2) describing the implementation of peer feedback strategy in narrative texts writing, 3) knowing whether peer feedback strategy can motivate students to write narrative texts, 4) knowing whether peer feedback strategy can improve students’ narrative texts. writing is a personal act in which writers take ideas or prompt and transform them into selfinitiated topics (o’malley and pierce, 1996:136). it means that, in writing activities, students are prosecuted to formulate goals and plans for creating an organized structure and developing their ideas in their compositions. it means that discovering personal experiences, developing ideas, and reformulating knowledge in writing process should be done clearly and accurately. hammer (2004:41-42) said that among the tasks which teachers have to perform before, during, and after student writing are like the following: demonstrating, motivating, supporting, responding, and evaluating. therefore, teacher has a number of crucial tasks that must be performed in order to help students to become good writers. students often feel reluctance to write either in their own language or in second language. so, teacher must stimulate students to write by performing his tasks in the classroom. the teacher tasks are not only during the writing class, but also before and after writing class. narrative is structured around the chronological development of event and is centered around a person or a hero. consequently, a narrative is usually personalized or individualized and tells about the event related to the person or person involved (murcia and olstain, 2000:151). it means that a narrative text contains story by prehusni mubarok / english education journal 2 (2) (2012) 164 senting the sequence of events and actors which are characterized as heroes or cowards. the basic purpose of narrative is to entertain, gain, and hold a reader’s interest. narrative is the most commonly written story types in the english program (chistie and derewianka, 2008:31). from the definition elaborated above, it could be concluded that telling story is the main function of narrative text. narrative text was chosen in this research because narrative is the most enduring text genre, especially in english. stories are taught from elementary school until undergraduate study. feedback is fundamental element of a process approach to writing (keh, 1990:294). it can be defined as input from a reader to a writer with the effect of providing information to the writer for revision. in other word, it is the comments, questions, and suggestion, a reader gives to a writer to produce good writing. writing can be a means of developing ideas, reformulating knowledge and discovering personal experiences. zpd is one of theories that supports peer feedback (ferris and hedgcock, 2005:225). this theory explains why and how students’ writing skill can be developed through peer feedback. feedback seems to be as central to the process of teaching and learning writing as revision to the process of writing (dheram, 1995:160). it is therefore important to develop an awareness of the nature and function of feedback so that teachers and learners can perform their roles effectively in the writing classroom. there are three types of feedback which are introduced by hyland (2005:178); teacher written feedback, teacher-students conferencing, and peer feedback. teacher written response is a kind of feedback given by teacher. teacher can also give feedback on students writing through face-to-face conferencing. conferencing has important advantages as it can supplement the limitation of one-way written feedback with opportunities for teacher and students to negotiate meaning of a text through dialogue. peer feedback is defined as feedback that is given by peer. in writing activity, peer feedback means having other writer to read and to give feedback on what other writer has written. hyland and hyland (2001:195) conceptualize three broad types of feedback; praise, criticism, and suggestion. praising encourages reoccurrence of appropriate language behaviors where the students are accredited for some characteristics, attributes, or skills. criticism is used by the responder in expressing their dissatisfaction with their peer writing. criticism is needed to make the writer to become more energetic in developing their ideas and revising their mistake. suggestion is related to criticism but has a positive orientation. productive suggestion is also known as constructive criticism which includes clear and achievable actions for writers. aridah (2003:105) states that feedback can be categorized into positive and negative feedback. she mentioned that the type of feedback is based on the types of errors and linguistic aspects that the students encountered, mainly in grammar and content. she concludes that the two types of feedback are error correction (grammaticality and mechanics) and comment of content (organization of idea and structure). based on the theories above, it can be summarized that feedback can be divided into teacher written feedback, teacher-students conferencing, and peer feedback. it is not only synthesized that feedback is categorized in criticism, praising, and suggestion, but also indicated into positive and negative feedback. the type of feedback can be focused on organization, content, grammar, and mechanic. motivation is some kind of internal drive that pushes someone to do things in order to achieve something (harmer, 2003:98). in other words, motivation can be defined as internal process that activates, guides, and maintains behavior over time. motivation is the extent to which you make choices about goals to pursue and the effort you will devote to that pursuit (brown, 2001:72). in discussing motivation, there are two types of motivation; intrinsic and extrinsic motivation. intrinsic motivation is motivation which comes from inside. it refers to motivation that internalized, and is the drive to do things for their own sake or self-reward. extrinsic motivation, on the other hand, refers to the need to complete a task or perform an activity for the sake of a reward, privilege, or externally derive motivation. in this article, the writer did not take all intrinsic motivations as suggested by brown (2001:79), but he takes six intrinsic motivations which become the indicator of this research. there are learner-centered, personal-goal setting, peer evaluation, self-diagnosis, cooperative learning, and creativity aspect. learner-centered here means that the teacher needs to engage learners with their own goal and a willingness to construct a new language. learner-centered implies that the learner is actively engaged in the process of knowledge construction. learner-centered focuses attention on what is the student learning, how the student is learning, and the condition under which the student is learning. 165 husni mubarok / english education journal 2 (2) (2012) methods there are 192 eleventh grade students which are divided into five classes. a sample is a representative group from population to serve as respondents. based on the sampling, it was chosen the eleventh grade students of science program ii (xi ipa ii) which were consisted of 48 students; 11 male students and 37 female students. this research stated that there were four problems statements which underlined this research. to answer these four questions, the writer used classroom action research as the research design. action research was considered as reflective practice. glanz (1998:29) states that reflective practice is a process by which educational leaders take the time to contemplate and assess the efficiency of programs, products, and personnel in order to make judgments about the appropriateness of effectiveness of these aspects so that improvements or refinements might be achieved. in conducting this study, the writer was helped by the two english teachers. therefore, there was collaboration between the writer and the two english teachers as collaborators. to answer the four questions stated above, the writer used the instruments; observation, interview, questionnaires, and writing test. observation was used to get information or data about the situation in the teaching-learning process. interview for students was used to explore students’ feeling about the teaching technique which was used by teacher and to identify the problems faced by students. interview for the teacher was used to gain the information about the problems faced by students in the classroom based on teacher’s perspective. a questionnaire is a useful way of gathering information about affective dimensions of teaching and learning like preference and motivation and enable the researcher to collect a large amount of information relatively quickly. in this research, the writer used writing test to know students’ achievement in narrative text writing. findings and discussion from the pre-observation, which was done in the preliminary research, was found that students in the eleventh grade students (xi ipa 2) had low motivation in writing narrative text. they were not given time to do peer check. they had little participation in writing class. beside that, there was no group work in writing class. therefore, they did not know their mistakes when they wrote a narrative text. they did not know where their mistakes were. it was in organization, content, grammar, or mechanic. the teacher did not indicate students’ mistake in their writing, so the students did not know their mistake and how to develop their writing. the students’ average score in pre-cycle was 60.2. beside that, the teacher did not implement various strategies which could build students’ attention and foster students’ engagement or activity in writing class. through interview which was done for students, it was found that 1) most of students liked writing a narrative text, 2) although most of them liked writing narrative text but not all students knew the purpose and generic structure of a narrative text, 3) teacher seldom used interesting strategy in writing class, 4) some of them checked their writing before it was submitted to the teacher and some of them did not check, 5) the teacher did not respond toward students’ writing after it was submitted to her, 6) students were never given time to do peer check to find out their mistakes and weaknesses. the planning of each cycle consisted of explaining and revising the material of narrative text, writing a narrative text, doing peer feedback strategy, and revising students’ writing. before the action was implemented, the writer prepared the activities that the students, the writer, and collaborators should do in each cycle. the writer planned three meetings and each meeting consisted of some activities. the writer also prepared peer feedback sheet, the instrument which was used for implementing peer feedback strategy, scoring rubric to assess students’ writing, and questionnaires. after the research had been implemented in three cycles, the writer and the collaborators discussed the reflection of the research. based on the result of observation, questionnaire, and students’ writing collected during the research, there was improvement of students’ motivation. there were changes of students’ behavior and participation during teaching and learning process. it could be seen from the students’ attitudes and activities during the research. they paid more attention to the researcher’s explanation, wrote narrative text individually, did peer feedback strategy enthusiastically, and participated in the class discussion actively. the students’ participation during the research increased. the students were active in writing individually and doing peer feedback in pairs. the fear of making mistakes in writing reduced. classroom situation was alive during the research happened. husni mubarok / english education journal 2 (2) (2012) 166 from the summary of the questionnaire from cycle to cycle above, it can be summarized that the students’ motivation in the aspect of personal goal-setting improved. the motivated students exhibit a desire and interest toward the material given. in this research, the material was a narrative text. students’ motivation arises due to the need to attain the goal and objective. the goal, which the motivated students strive to achieve, becomes a stimulus for the students to write well. in this research, the students begin to obtain the objectives which they set for themselves. table 1. summary of questionnaires statement cycle sa a d sd 1 1 20.8% 62.5% 16.7% 2 39.6% 52.1% 8.3% 3 54.2% 45.8% 2 1 20.8% 62.5% 16.7% 2 6.3% 50% 39.6% 4.1% 3 31.3% 62.5% 6.2% 3 1 4.2% 58.3% 29.2% 83% 2 25% 58.3% 16.7% 3 62.5% 375% 4 1 22.9% 68.8% 8.3% 2 27.1% 58.3% 14.6% 3 29.2% 70.8% 5 1 22.9% 66.7% 10.4% 2 27.1% 62.5% 10.4% 3 54.2% 37.5% 8.3% 6 1 4.2% 39.5% 31.3% 25% 2 20.8% 47.9% 31.3% 3 20.8% 52% 6.2% 7 1 14.6% 43.7% 37.5% 4.2% 2 27.1% 52.1% 20.8% 3 29.1% 68.8% 2.1% 8 1 31.3% 60.4% 6.2% 2.1% 2 58.3% 41.2% 3 77.1% 22.9% 9 1 29.1% 52.1% 16.7% 2.1% 2 43.8% 52.1% 4.1% 3 52.1% 41.6% 6.3% 10 1 18.75% 62.5% 16.7% 2.1% 2 16.7% 70.8% 12.5% 3 39.6% 56.6% 4.2% 11 1 12.5% 64.6% 20.8% 2.1% 2 50% 37.5% 8.4% 4.1% 3 43.7% 54.2% 2.1% 12 1 4.2% 64.6% 27% 4.2% 2 22.9% 75% 2.1% 3 39.6% 60.4% 167 husni mubarok / english education journal 2 (2) (2012) the finding above also indicated that the students’ motivation in the aspect of learnercentered improved. the students were engaged with their own goal and willingness to construct new knowledge. they were participated during the writing class happened, either in explanation, writing, revising, or discussion phase. the students’ creativity also improved. the students did not only write a narrative text, but also expressed their thought, feeling, and emotion. the students’ motivation improved in the aspect of peer-evaluation. peer evaluation helps the students to develop students’ writer sense of audience. peer evaluation in writing class reflects the reader’s experience of the writing. it also describes how the writing makes the reader feels and summarizes what the writer says to the reader. because writing is a form of communication, the student writers benefit from student readers feedback. the feedback can be in the form of comment, criticism, suggestion, or appraisal. the students’ motivation improved in the aspect of cooperative learning. cooperative learning creates a situation in which the only way group members can attain their own personal goals if the group is successful. it means that the group members should help their groupmates to achieve the goal. the students should work in pairs or group, they share their idea, and they state their experiences. in cooperative learning, there is social dimension between students; either as the writer or the editor. peer feedback strategy could also improved students’ self-diagnosis. students’ self-diagnosis is raised up when they find feedback from their peer that identifies or reminds the writer on the mistakes they made in their writing. because of students’ self-diagnosis raised, the students also aware the mistakes in their own draft. this is the reason why peer feedback strategy contributes the students become critical readers. in peer feedbacks strategy, the students become more active in the classroom, because the read, comment, suggest, and discuss. after the research had been implemented in the three cycles, the researcher and the collaborators discussed the final reflection of the research. based on the result of observation, questionnaire, and students’ writing collected during the research, there was an improvement of students’ motivation. there were changes of students’ behavior and participation during teaching and learning process. it could be seen from the students’ attitudes and activities during the research. they paid more attention to the researcher’s explanation, wrote narrative text individually, did peer feedback strategy enthusiastically, and participated in the class discussion actively. the students’ participation during the research increased. the students were active in writing individually and doing peer feedback in pairs. the fear of making mistakes in writing reduced. classroom situation was alive during the research happened. the other indicator which showed students’ improvement was students’ writing score increased from cycle to cycle. the students could make improvement in the aspect of organization, content, grammar, and mechanic. the improvement of students’ writing achievement after implementing peer feedback strategy can be identified from the students’ writing score from cycle to cycle. the improvement of students writing is described like the following: table 2. summary of students’ writing achievement students’ achievement before cycle cycle 1 cycle 2 cycle 3 60.2 69 77.3 79.4 from the table above, it showed that students’ writing achievement increased significantly in the aspect of organization, content, grammar, and mechanics from cycle to cycle. the table above showed that the writing achievement increased significantly from cycle to cycle. the average score in the cycle 1 is 69, the average score in the cycle 2 is 77.3, and the average score in the cycle 3 is 79.4. the ability to construct a good narrative writing was indicated by some indicators. firstly, the students could generate and organize their sentences in a logical order and into legible text. the title had been stated well. the students could develop the orientation which could engage the reader and create interest. it contained of detail background information in the orientation like the actor, the place, and the time. the students could also elaborate the complication and resolution paragraph clearly to support the orientation paragraph. the re-orientation effectively summarizes the topic sentence. secondly, the content aspect of students’ writing contained of well-organized idea. the idea was concrete and could be more fully developed, although some extraneous material was present. the idea was supported by supporting sentences. thirdly, the students could write in correct grammatical sentences. they could arrange the words into understandable and acceptable pattern of sentence and select the word which husni mubarok / english education journal 2 (2) (2012) 168 would be used to convey meaning. in the other word, the students could improve their ability in writing, especially in the grammar aspect of writing. next, the students’ ability in the aspect of mechanics was improved significantly. this ability could be described that the students were able to write a narrative text which was well-punctuated, well-spell, and well-capitalized when the researcher asked them to construct paragraph in the teaching and learning process. it could bee seen from the students’ achievement in the table. conclusion the implementation of peer feedback strategy could improve students’ motivation in the aspect of personal goal-setting, learner-centered, creativity, peer-evaluation, self-diagnosis, and cooperative learning. peer feedback strategy helped the students to identify which mistakes they made and in which part of their writing should be improved. beside that, peer feedback strategy provided feedback in a collaborative not only the author which gets the benefit but also the editor. peer feedback strategy could improve the students’ narrative text writing either in the aspect of organization, content, grammar, and mechanics from draft to draft and from cycle to cycle. then students’ writing achievement also improved from pre-cycle (before action) to the last cycle (cycle three). references al-qurashi, fahad muhammed. 2009. saudi students’ reactions to peer response groups in efl composition classroom. journal of king saudi university. 21: 57-67. aridah. 2003. the role of feedback in the teaching and learning of writing. celt. 3. (2): 105-114. bitchener, john, stuart young, and denise cameron. 2005. the effect of different types of corrective feedback on esl student writing. journal of second language writing. 14: 191-205. brown, h. douglas. 2001. teaching by principles; an interactive approach to language pedagogy. new york: longman. celce, m. murcia and elite olstain. 2000. discourse and context in language teaching. new york: cambridge university press. cristie, f. and derewianka. 2008. school discourse. new york: continuum. dheram, p.k. 1995. feedback as a two bullock cart: a case study of teaching writing. elt journal. 49: 160-168. dornyei, z. 2001. teaching and researching motivation. london: harlow person educational. ferris, d.r., and hedgcock, s. 2005. teaching esl composition: purpose, process, and practice. usa: lawrence elbaum associates publisher. glanz, jeffrey. 1998. action research: an educational leader’s guide to school improvement. norwood: christopher-gordon publisher inc. harmer, j. 2003. the practice of english language teaching. edinburg: longman. harmer, j. 2004. how to teach writing. edinburg: longman. ho, belinda. 2006. effectiveness of using the process approach to teach writing in six hong kong primary classroom. working paper in english and communication. 17. (1): 1-52. hong, fei. 2006. students perceptions of peer response activity in english writing instruction. celea journal. 29. (4): 48-52. hyland, k. 2005. second language writing. cambridge: cambridge university press. hyland, f. and hyland, k. 2001. praise and criticism in written feedback. journal of second language writing. 10 (2001): 185-212. keh, c. 1990. feedback in the writing process: a model and methods for implementation. elt journal. 44. (4): 294-304. lo, julia and hyland, fiona. 2007. enhancing students’ engagement and motivation in writing: the case of primary students in hongkong. journal of second language writing. 16: 219-237. mumtaz. 2007. the use of written feedback and conferencing in improving students’ writing. johor: universiti teknologi malaysia. o’ malley, j. m. and l. v. pierce. 1996. authentic assessment for english language learners. practical approaches for teachers. virginia: addison-wesley publishing company. eej 2 (2) (2012) english education journal http://journal.unnes.ac.id/sju/index.php/eej teaching english vocabulary to elementary schoolaged children through a modified hop-scotch game named portek (portable engklek) fitri yulianti  prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia abstrak bahasa inggris mempunyai peranan yang sangat penting sebagai konektor pada era sekarang dimana sangat menuntut masyarakat untuk berpikir secara global tanpa meninggalkan budaya lokal. masyarakat indonesia membutuhkan cara untuk memperkenalkan, mengajar, dan menggunakan bahasa inggris mulai dari anak-anak sampai dewasa. pemilihan materi harus disesuaikan dengan tingkat dan pengenalankosa kata. guru membutuhkan media untuk mengajar kosa kata kepada anak-anak untuk mencapai tujuan yang sudah ditentukan,disamping itu siswa juga harus dimotivasi untuk menyukai bahasa inggris. dalam mengajar kosakata guru harus menggunakan sesuatu yang dekat dengan siswa dalam mengajarkan kosakata. indonesia kaya akan permainan-permainan tradisional, jawa tengah misalnya yang memiliki betengan untuk mempererat kerja tim, dan engklek untuk melatih jiwa dan raga. engklek dipilih sebagai media pembelajaran kosakata setelah dimodifikasi lebih modern menjadi portek (portable engklek). pengajaran bahasa inggris menggunakan engklek mempunyai 2 tujuan yaitu menciptakan situasi pembelajaran yang menyenangken dan melestarikan warisan budaya kepada generasi selanjutnya. abstract it is the era when everyone needs to think globally but be aware with their area locally. the people need to be connected with the worldwide. here, english as an international language takes important capacity as the connector, including in indonesia. indonesians (from the government to the people) need treatments to introduce, teach, and use english to the learners, the young or adult. chosen english materials depend on the grade, and introducing vocabulary is an obligatory. teachers need to use media to teach english vocabulary to young learners in order to reach the goal of english teaching learning process, including to elementary schoolaged children. they need to be motivated and enhanced their intrinsic motivation, so they love english by themselves. teachers may use something that is close to the young learners in teaching english vocabulary. indonesia country has some more beautiful, wise traditional games. in central java, there are games to build team-work through betengan, exercising the body and mind through engklek, etc. one of them can be used as the media in teaching english vocabulary to young learners. engklek is chosen. here, the original concept of engklek is modified into the modern one namely portek (portable engklek). teaching english to young learners through portek as the medium has at least 2 goals: teaching foreign language in interesting situation, and perpetuating our cultural heritage to the next generation. © 2012 universitas negeri semarang info artikel sejarah artikel: diterima agustus 2012 disetujui september 2012 dipublikasikan november 2012 keywords: teaching english vocabulary elementary school-aged children modified hop-scotch game portek (portable engklek)  alamat korespondensi: kampus unnes bendan ngisor, semarang 50233 e-mail: jurnalpps@unnes.ac.id issn 2087-0108 fitri yulianti / english education journal 2 (2) (2012) 196 introduction indonesian children are the “owners” of beautiful, wise indonesian traditional games. they have engrang (a tradition game which the people need to stand and walk on ability on 2 pieces of bamboo), panggal (wooden toy), etc from west java province (ismail, 2009:289-292). they also have engklek (exercising the body and mind by hopping on one foot on several sections drawn on the ground or pavement), etc. the basic concept of engklek is modified by her as well to make it being more sopistichated and attractive, so the students are more interested in english. the media is named portek (portable engklek), means engklek which is being easy to carry on, so the students can play it in outdoor and also indoor. this study at least has 2 goals: teaching foreign language (english) in interesting situation, and perpetuating our cultural heritage to the next generation as the local wisdom. using games allows you to revise large amounts of vocabulary quickly, so in every lesson make sure you include a mix of reversion and new themes (vernon, 2010). besides of the strategies above, bastioni (2010) explains that music, games and movement activities play an integral part in the young learner’s curriculum, and children require a variety of activities in order to acquire a second or foreign language in the classroom. students come to our classrooms with different sets of skills, determined by their upbringing and innate abilities, which naturally has a profound effect on their learning styles. indonesia has various kinds of traditional games inspired by its local wisdom heritage like is shown on a site in http://www.ling.hawaii. edu/~uhdoc/javanese_nor/games.html. there are some traditional games we have, such as table 1. these are some games we have. saving the heritages is one reason for introducing the games. besides, the traditional games are “therapy” for children before they enter new word, new condition. as seto mulyadi (in hartanto, 2010), a psychologist, states that the way on building children positive characters like honesty, respecting others, etc, is using traditional games. since, those games make interaction among children, so they understand what their friends feel. in javanese term, it is called tepo sliro (respecting and understanding the othres). indonesia as a unique country has traditional games in almost everywhere in. it has jamuran, betengan, gobak sodor, engklek, setinan, tong pet, lompat dadung, congklak, etc in around villages and small towns central java and jogjakarta. there are bakiak, sundahmandah, panggal, etc in west java. we can find siki doka (similar to engklek or sundahmandah) in kupang. in bali, we can find congkak, ular naga, megoak-goakan, etc. from these traditional games, we can learn about life, responsibility, team-work, friendship, etc as indonesian local wisdom heritages to young learners in early ages. according to dr. snouck hurgronje (in aisyah, 2011), engklek comes from india then it spreads all over indonesia. that is why engklek is familiar in almost all places here, all provinces in indonesia, even in different names. the name of engklek comes from the javanese language, means little part of terracotta roof that is used as the pebbles for the players (widi, 2011). the rules of this game are simple, just by jumping on the square drawn on the ground, only by one foot. players must through the pebble first, and then jump from one box to another, without stepping on the pebble placed on a certain box. the players must skip each box on which the pebble was placed. there are around 11 shapes of engklek, like red-cross, umbrella, tower/mountain, etc. (iswinarti, 2007) here the writer uses gunungan shape as the basic shape to create an application media. picture 1. engklek “gunungan” shape english teachers need to build fun situation during the teaching learning process. they may use media to connect teacher(s) and students create this circumstance being stable in order to reach the goal of learning process. moreover, in specific, media means graphic, photographic, or electronic tools to catch, process, and rearrange the verbal and visual information. as it is mentioned before, the dominant sense of children is visual channel. is it real. but by using double sense--visual and audio--, the learners will get more. baugh (in arsyad, 2011) explains that around 90 % of result study comes from visual channel, 5 % are from audio channel, and the last 5 % from other senses. dale (1969, in arsyad, 2011) assumes that visual channel contributes 75% to the study result, 13 % from 197 fitri yulianti / english education journal 2 (2) (2012) table 1. indonesian traditional games (1) traditional games description rok umpet it is a “hide and seek” game. a group of children do “hompimpa” to get the turn. then, he/she has to close his/her eyes and stay on his/ her place until he/she gets a sign that other friends are already hidden in their secret place. his/her job is to find them. colong gendero this game is close to rok umpet, but colong gendera needs a flag pole, represented by a tree as a symbol of defence. someone has responsibility to save the tree during finding his/her friends who hide everywhere, so nobody touches the tree. if one of his/her friend touches the tree, means he/she has to be a finder again. cublak-cublak suweng a player as “the victim” or “dadi” crouches on his/her knees and hands and other children sit around him/her. each of them put her/ his hand on the first person’s back. the leader will move a small stone around their hands while singing “cublak-cublak suweng” song, and after the song is finished, one of them will hold the stone and all hands are balled-up in fists so no one can see where the stone is and the dadi” has to guess where the stone is. if he can guess where the stone is, the person who holds the stone will take his place and do the same role. if he/she cannot guess the stone-holder, the dadi has to crouch as before. jengklek (engklek, sundamanda, zondaag-mandaag [dutch], hopscotch [english), etc] drawing a certain line on the ground as a map of jengklek where the players will jump with one foot. the players also use a small piece of roof tile as the pebble that we throw in the first block of the jengklek sections, and they have to take it first before we continue our jump to another side of the map. but, they have to keep our jump and pebble, so they will not step on the wrong line. if a player did it, he/she will stop in that place and the other players will take his/her turn to play. the player needs to finish 1 round and get the chance to get the sawah as the prize for the winner. in other site of language documentation training center on http://www.expat.or.id/info/ games.html, (as also quoted by yulianti, and siti musarokah, 2011), a writer tells about indonesian traditional games, such as: table 2. indonesian traditional games (2) traditional games description kelereng/gundu/setin (marbles [english], steen [dutch]) picture 1: setinan drawn a small circle on the ground. all the players put one of their marbles within the circle. then each of the players drops another marble to a point outside of the drawn circle. the player that owns the marble furthest away from the circle is entitled to play first. he must attempt to use the marble that is outside of the circle (as the “striker”) to hit the marbles within the circle and knock them outside of the ring. if a player is successful in knocking one of his opponents’ marbles out of the ring, he can continue his turn and try to strike any other opponents. fitri yulianti / english education journal 2 (2) (2012) 198 traditional games description gangsing or gasing picture 2: gangsing the gangsing is a top made from bamboo with a small opening on the side. this small hole makes the top whistle very distinctively as it spins. the size of the hole determines the pitch of the whistle. string is wound around the dowel that goes through the center of the gangsing. the child then holds onto the flat bamboo handle that is tied to the end of the string and pulls this handle to set the gangsing spinning. the object of the game is to try and knock your opponents’ gangsing out of the designated circle. gangsing is commonly sold outside the temples and tourist attractions in yogyakarta or central java. lompat tali (rope skipping) it is much like skipping rope however the rope that the girls use is made from hundreds of elastic bands that are looped together to form a large ring. the height of the rope normally starts from low to the higher up the bodies of the children after the jumpers have successfully jumped over the lower height. using smart strategy, and you can help your friend too is the message of this game. bekelan (bikkelen [dutch]) picture 3: bekelan the shape of the bekel is flat with a small bridge holding the two sides together. on the upper side of the bekel there is a small red dot that is called pit. the under-side of the bekel is called roh. the game is started by hompimpa to get the first, second, to the last players. the bekel are all held in the hand of the first player and are dropped as the ball is allowed to bounce one time. the player then starts to play by attempting to pick up the bekel one at a time without disturbing any of the other bekel. the player begins with taking one by one bekel, then drops them, starts the second set of the game by positioning the bekel with the pit facing up one by one, then continued to the last set. the player that completes the most sets without making a mistake is considered the winner of the game. jaranan picture 4: jaranan these small replicas of the larger kuda lumping, that are used in a trance dance on island of java, indonesia, are cut out from woven bamboo mats and painted with striking colored patterns. sequins, beads and other materials can also be added to give the kuda lumping its colorful appearance. congklak or dakon picture 5: dakon one of the oldest known games in the world, congklak or dakon can be traced as far back as ancient egypt. it was brought to indonesia, probably centuries ago by arab or indian traders. it is just as popular in indonesia today as it has been through the ages. congklak/dakon is played on a board with circular indentations along both sides and a home indentation on each end of the board. the game is played with 98 small markers such as shells or beads, which are divided evenly between all the indentations. although at first glance this many appear to be some type of calculator, it is quite a challenging strategic game and takes a lot of practice before a player becomes skilled. 199 fitri yulianti / english education journal 2 (2) (2012) audio channel, and the other 12 % are from other senses. picture 2. dolanan engklek (a paint by ahmad su’udhi, 1998) http://id.wikipedia.org/wiki/ sunda_manda the happy girls on this paint above (which was also quoted by hidayah, 2010) were playing engklek. as has been explained more on some explanations above, engklek is one of familiar indonesian children traditional games. it can be played by male and or female children by hopped and scotched from one section to the next section using one foot as an outdoor activity. on the original version of this game, the children themselves make squares using chalk or a little stone in here and there to get the perfect shape of engklek. portek is a set of media consist of a portable and foldable board, flash card pictures, and pebbles. engklek actually is an outdoor activity, but for portek, the game hopefully can be played in indoor too. tower shape of engklek is chosen as the portek board because it has the most available sections of other shapes of engklek section. she--the writer--adds one more rectangle so the sections of portek board are 10 sections. methods as it is an r and d study, so there are some extra steps she needs to do, as mentioned on the picture 4. the schema is based on sugiyono schema on doing r and d study as the following (sugiyono, 2011: 298) after taking the experiment data from the samples of the research as the step of “product trial and error” on picture 4, she then revised the media based on the suggestions and needs from the user (the students of mi muhammadiyah genting gunung, sukorejo, kendal regency, table 3. various names of hop & scotch (engklek) in indonesia name place name place pacih aceh setatak riau tejek-tejek jambi cak ingking gerbak south sumatra cak lingking bangka deprok betawi tepok gunung west java sundamanda(h) grobogan, kendal ingklik pati gedrik banyuwangi engkle, bak-baan lamongan bendang lumajang engkleng pacitan sonda mojokerto dengkleng, teprok bali asinan / gala asin kalimantan intingan sampit tengge-tengge gorontalo gili-gili merauke etc. etc. picture 3. the basic concept of the portek fitri yulianti / english education journal 2 (2) (2012) 200 central java province, indonesia) as the step of “revise 2 of the product” as given on questionnaire. by then, to make the quality of the product being sure to be used as the english teaching media, she conducted the expert judgement as the step of “design validity”. it did to get the validity of portek. expert 1, emy eko wati, s.pd, is an elementary english teacher. she suggested making the board and flash-card of portek are being more attractive. she suggested using colorful textile everywhere, and re-printing out the flash-cards of portek too. expert 2, prof. retmono, m.a., ph.d, an expert in teaching english to young learners, suggested using carpet which is more soft and safe to the young children, with no nail, hooks, and hinges. he needs the media is being friendly to the children. in the different place, expert 3, dr. suwandi, m.pd, an expert in teaching english language, suggested the close suggestion to the expert 2. he suggested using something which is safe to be used by young children, with no avoid the function of portek itself as a media to teach english vocabulary. the board should be attractive, safe, simple in preparation, and also easier to be carried out. expert 4, rahmawati sukmaningrum, s.pd., m.pd, an english educator in high level (university level) and a mother of 2 young kids, suggested creating the more portable board (using the lighter material like carpet), so it is easier to be carried out. she suggested to add more vocabularies in each grade, not only 10 vocabularies for each. based on the suggestions from the experts, the writer then revised portek. she chose red carpet to replace the use of multi wood-layer. she avoided hinges, nails, and hooks. in her opinion, red color is brave, charming, luxurious, and attractive. this color is close to the elementary student’s uniform too: white and red. so, it is a symbol that portek is something that is especially dedicated to them. the writer then put colourful flannel textiles as the “frames” of portek. so, it looks more attractive and “childish”. she decorated portek by putting some ornaments from flannel textiles too. she created many ornament design validity revise 1 product revised 2 product product trial & error massive production revision 3 product collecting data designing product problems arise use trial & error picture 4. steps in conducting r and d study for portek problems arise designing product collecting data design validity product revision 2 massive production design revision product trial & error product revision 1 use trial & error picture 5. the steps in conducting basic r & d research 201 fitri yulianti / english education journal 2 (2) (2012) shapes of heart, star, eclipse, flower, dress, shirt, etc to beautify the portek. she created the pebble from broken tiles and wrapped by colorful flannel too. so, portek is now getting more and more attractive than before. the way to make portek set is as follows: materials : 1. red carpet (100 cms x 240 cms); 2. flannel textile (20 colors); 3. colorful treads; 4. adhesive; 5. broken tiles; 6. ornament pattern; 7. cotton or dacron; 8. a5 paper; 9. various pictures (from internet, etc); 10. laminating plastic equipments: 1. scissors, 2. ruler, 3. black and red ballpoints, 4. chalk, 5. needle steps: 1. drawing the pattern of portek board on a piece of red carpet. 2. cutting the carpet based on the line of the pattern. 3. cutting 10 colors of flannel textiles in depth of 2 centimetres as the frame of portek. 4. putting the frames on around of portek board as drawn by the pattern. 5. gluing those frame well using wooden glue. 6. cutting the ornament based on pattern of things we need on the 10 colors of the rest of flannel textiles. 7. hand-sewing those ornaments put some accessories (button, etc) to decorate them. 8. putting and gluing the ornaments everywhere around the frame of portek board to beautify the board. 9. trying to jump on the board to check its quality. 10. making the flash-cards. putting the pictures on a5 paper or printed them out. 11. laminating the flash-cards using laminating plastic. 12. putting the velcro on the back side of the flash-cards. 13. making the pebbles. drawing pattern for the pebble (here, the writer uses heart shape) on 2 pieces of the same color of flannel textile. 14. put a tiny broken tile in it, covered with dacron or cotton, then wrap the broken tile and dacron with cutting flannel textiles, hand-sewing it well. 15. checking all set of portek’s quality ( the board, flash-cards, and pebbles).16. portek is ready to be played. the materials and equipments for making the set of portek are mentioned on these pictures. portek was actually designed to teach many things--not only english lesson--anywhere, anytime. it was because the media is foldable, portable, durable, and replaceable. but because the writer is an english teacher, so she creates the very first portek set to teach english. it is the same as they memorize english vocabulary, but in different way. they do not realize that they are actually in a situation of teaching and learning activity, but with no any formal condition. by giving the experiment to the experiment group, the teacher has given the students new experience. the writer applied portek to teach english vocabulary to the grade 4, 5, and 6. the grades were chosen because english is taught at those picture 6. the old portek board picture 7. the new portek board (using multi wood-layer) (using red carpet) picture 8. the board picture 9. the flash cards picture 10. the pebbles fitri yulianti / english education journal 2 (2) (2012) 202 grades on mi muhammadiyah genting gunung as the research school. there were several themes need to be taught for those grades. she took 2 themes per grade, they were: things at school and things at home for grade 4; rooms in school and profession for grade 5; and fruits and hobbies for grade 6. there were 10 flashcards minimally for each theme, so in a day, a student learns 20 vocabularies (10 x 2 themes), they drilled themselves unconsciously. the application of portek in using it to teach english vocabulary in this research activity was as follows: the 3 classes got pre-test first before playing game; the pre-test result was kept as a basic data to move to the next step; the writer explains the materials had been given on the pre-test before. here, in learning process using portek, the writer just neeed to show the picture of something that was being the materials for today, with no any writing activity or spelling the letters of the thing mentioned. tell them the correct way of pronouncing a vocabulary well; did it several times to make the students understood those materials well; making the rules on playing portek game; discussing the consequence to the losers group; dividing each class into 2 groups: control and experiment groups; preparing the portek set and take the flash-cards based on the lesson today, done by the students (from the experiment class); the experiment groups consist of 5 people per group led by a captain; the captains of all teams do hom pim pa to get the team turns; all players start to play on their turns by throwing the pebbles on the first board, start from the lucky number 1 group; while the first player was hopping and scotching from square to squapicture 11. picture 12. picture 13. picture 14. red carpet flannel textiles treads & needle velcro picture 15. picture 16. picture 17. picture 18. broken tile dacron patterns of ornaments ornaments picture 19. picture 20. picture 21. picture 22: laminating plastic a5 paper a picture for flash-card scissors picture 23. picture 24. ruler, ballpoint, & chalk adhesive 203 fitri yulianti / english education journal 2 (2) (2012) re on the portable board, the player is saying the vocabularies mentioned on the flash-cards which the player stepping on, for example: “duster”, “pencil”, “blackboard”, etc.; if a player was failed to tell the vocabulary correctly, their partner should tell the correct answer to the player; when the first player successfully does the job, the second player takes the next job. the second player was throwing the pebble on the second square. the player started to hop and scotch from the first square, then jump high to the third square ignoring second square where the pebble-placed. the next players did the similar action too; if a player was failed to throw the pebble on the correct square, the first player from the second group toke the job. they did it as what the first group does. the turn was moved when a player from a group was failed to be placed the pebble on the correct square; in a session of this game, the students would hear and pronounce 10 vocabularies times as much as students who take place on this game. if there are 20 students in a class, so they would hear 200 time those vocabularies (10 flashcards x 20 students). it was so effective. if there were more students, so they would learn more. the teacher may add or replace some pictures to add the students’ vocabularies; the game was ended when a group successfully reach the last square on the top of the portek board fast; the winner was the fastest and most correct group in doing the game, while the losers were the opposite. the loser teams had to get consequence as has been deal before, for example carried away the winner from here to there; the teacher evaluated the lesson by giving small test as the post test that was similar to the pre-test given before; xthe result of pre-test and post-test were compared to see the effectiveness of portek. each class should be divided into 2 groups, as control and experiment groups. but if the portek is used in general teaching and learning process, the teacher needs to delete the steps of giving pre-test, post-test, need not dividing the class into control and experiment groups, and also need not to compare the result of pre and post test. the class can be divided into groups just for make them be brave to compete. to measure the media effectiveness, the writer toke the students’ mean ( x ) result from both pre-test and post-test. if the mean of the post-test was much better than the pre-test result, it was assumed that portek was effective to be used as the media to teach english vocabulary. but if the result was not much better or getting worse, it was assumed that portek was not effective to be used as the english teaching media. here, she gave the result of both tests: pre and post tests, for each grade. she changed the form of these tables, so that those results were in one table. it did for making the process of analyzing the data was easier. and then, she divided each grade into two groups: control and experiment group (in asterik [*] symbol), randomly. the very first activity did in this class was giving pre-test. the materials for this test for grade 4 were “things at school” and “things at home”. there are 40 students who join in this pre-test. actually there were 45 students in grade 4. but because 5 of them were absent at that time, so the test was just attended by those 40 students. the students’ total mark in pre-test was 3.405 points. the mean of the pre-test was 85,12. it was gotten by dividing the total mark with the total students, it was 3.405 : 40 = 85.12. after collecting the paper test--the next-the writer toke the next job to guide the students to learn english vocabulary using portek. she explained the materials given on the pre-test by showing the flash-cards about the chosen materials. she did it several times. by then, she explained the way of playing portek. after that, the students were pleased to learn the vocabulary using portek board. before conducting the activity, the writer chose a half of them randomly as the experiment group. there were 40 students attended the class, so there were 20 students as the experiment group. on the bold and asterisk data above, the students number 25, 26, 27, 28, 29, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, and 45 were the students of experiment group. they were chosen randomly. actually there were 22,5 (or 23) students needed to be the experiment group’s members. it was based on the data that there are 45 students in grade 4. but because there were just 40 students attended and joined in pre-test, so the writer toke only 20 students as the experiment group’s members. by doing the playing portek activity, the teacher gave the post-test which the questions were the same with the pre-test questions. based on the result of the post-test done by the grade 4 students, there were 42 students do the post-test. the total mark in this post-test was 3.975. the mean of the post-test was 96,64. the mark was incread from 85,12 to 94,64. it rose 9,52 points or equal with 11,184 %. theoretically, it meant that the media, portek, was effective to be used in english teaching and learning process. based on the data mentioned on the table 5 above, students number 25, 27, 28, 29, 31, 32, 33, 34, 35, fitri yulianti / english education journal 2 (2) (2012) 204 36, 38, 39, 40, 41, 42, 43, 44, and 45 were getting increase in their result during join in the pre-test and post-test. they were increase variously from 5,6 % (student number 29, increase from 90 to 95 points) to 33,3 % (student number 28 and 36, increase from 75 to 100 points). some others students were increase 11,11 % (student number 27, 31, 33, 35, 40, 42, 43, and 45 increase from 90 to 100 points). some more students were increase 17, 64 % (student number 25, 38, 41, and 44). the other were increase 25 % (student number 32, 34, and 39). there were just 2 students in the same mark: 90 (student number 26) and 100 (student number 37). the next discussion was about the students’ achievement in grade 5. as the similar with the discussion on grade 4 above, here in grade 5, the students were divided into 2 groups too: control and experiment groups. the materials given to the grade 5 students are “rooms in school” and “profession”. there were 28 students who joined in this pre-test. actually there were 31 students in grade 5. but at that time, 3 students were absent. the rest 28 students were then divided into 2 groups: control and experiment groups. 14 students had been chosen randomly as the experiment group, so they got their chance to play portek. the students’ total mark in pre-test was 2.690 points. the mean of the pre-test was 96,07. it was gotten from dividing the total mark with the total students, it was 2.690 : 28 = 96.07. as done on the grade 4, here in grade 5, the writer did the same activity. after doing the pre-test, she explained the materials given on the pre-test by showing the flash-cards. she did it several times. by then, she explained the way of playing portek. after that, the students from the experiment group were pleased to learn the vocabulary using portek. the students number 2, 3, 4, 5, 10, 11, 15, 16, 17, 27, 28, 29, 30, and 31were the students of experiment group. they were chosen randomly. by doing the playing portek activity, the teacher gave the post-test which the questions were the same with the pre-test questions. based on the result of the post-test done by the grade 5 students, there were 30 students did the post-test. the total mark in this post-test was 2.950. the mean of the post-test was 98,33 (from 2.950 : 30). the mark was increased from 96,07 to 98,33. it was increased 2,26 points or equal with 2,352 %. it categorized and assumed that portek was effective too to be used in english teaching and learning process. based on the data mentioned on the table 6 above, the writer discussed the achievement of those 28 students as the experiment group. the student number 2, 3, 5, 11, and 27 were getting increase in their result during join in the pre-test and post-test. their marks increased variously from .,26 % (student number 2, 5, and 11; their marks increase from 95 to 100 points) to 81.82 % (student number 3; the student’s mark increases from 55 to 100 points). some others were increase 33.33 % (student number 27, increase from 75 to 100 points). but unfortunately, there were 3 students who got decrease mark (student number 28, 29, and 31). but there the writer got result that student number 28 decreased 10 points (-10.53%), number 29 decreased 10 points (-10 %), and number 31 decreased 5 points (-5%). previously on the pre-test, those 3 students got good mark (95, 100, and 100 points). but at the post-test, they “sink”. thereweare also 5 students in the same mark between their pre-test and post-tes; they were student number 4, 10, 15, 16, and 17 (get 100 points on both tests). the next discussion was about the achievement of the grade 6. it was the smallest class of all. there were only 20 students as the member of grade 6 class. so, when the writer needed to divide them into 2 groups as done to the grade 4 and 5, she got a little bit problem. all students wanted to play the portek. but because she had to measure the pre-test and post-test of them, so she insisted to divide them into 2 groups as done before, but she pleased the control group member to watch and support their classmates who joined in experiment group. at the end of the meeting, after conducting the post-test, all students learnt english again using portek freely. in grade 6, the students learnt “fruits” and “hobbies”. because portek can be used as an alternative media, so the students might learn new vocabularies or re-learn the previous vocabularies. “fruits” was the material given to the grade 4 students, but here the writer toke the material to be re-learned to the grade 6 students, to refresh their memory about “fruits”. the students’ total mark in pre-test was 1.870 points. the mean of the pre-test was 93.5. it was gotten from dividing the total mark with the total students, it was 1.870 : 20 = 93.5. after collecting the paper test, the writer guides the students to learn english vocabulary using portek. she explained the materials given on the pre-test by showing the flash-cards. by then, she explained the way of playing portek. after that, the students were pleased to learn the 205 fitri yulianti / english education journal 2 (2) (2012) vocabulary using portek board. before doing the activity, the writer chose a half of them randomly as the experiment group. there were 20 students attend the class, so there were 10 students as the experiment group. on the bold and asterisk data above, the students number 1, 2, 3, 4, 5, 6, 7, 8, 9, and 10 were the students in experiment group. they were chosen randomly. after learning english vocabulary with playing portek, she conducted post-test which the questions were the same with the pre-test questions. 1.925. the mean of the post-test was 96.25. the mark was arising from 93.5 to 96.25. it was increased 2,75 points or it equals with 2/94 %. based on the data mentioned on the table 9 above, students number 1, 2, 3, 7, and 10were getting increase in their result during join in the pretest and post-test. they were increase variously from 5.88 % (student number 1, increase from 85 to 90 points), 12.5 % (student number 2, increase from 80 to 90 points), 17.64 % (students number 3 and 7, from 85 to 100 points). a student’s achievement increases 33.3 % (student number 10, from 75 to 100). but unfortunately, there was a student from experiment group who was failed in doing post-test. the student got 100 points in pre-test but the student got 85 points (decrease -15%) in the post-test. conclusion based on the finding of research activity above, the research concludes: the students needed a teaching media to learn english vocabulary. the media helped them in learning new vocabularies easily. the media used to teach english vocabulary is developed from hop-scotch game. it was modified as well to be the new modern and attractive one. in indonesia, hop-scotch is called in various names, one of them is engklek. because the media is designed to be easy to carry out that make it is being portable, so the new media is named portable engklek (portek). the application of modified hop-scotch named portek used as the english vocabulary teaching medium is as we usually play hop-scotch. but here the writer put removeable flash-cards (just pictures, no any single letter) based on the theme or material learnt by the students. the flash-cards are put on the portek board (made from carpet), connected by velcro. the medium named portek is effective to use as english vocabulary teaching medium. it is because it enhances the students’ mark in learning english vocabulary tested through pre-test and post-test. in grade 4, the students’ mean increase 11,184 % from 85,12 to 94,64; in grade 5, the students’ mean increase 2,352 % from 96,07 to 98,33; and in grade 6, the students’ mean increase 2, 94% from 93,50 to 96,25. references aisyah. 2011. permainan engklek. http://aisyahinsani. wordpress.com/2011/02/27/permainan-engklek/. retrieved on september 30th 2011 bastianoni, raigan. 2010. the linguistic benefits of using crafts in teyl. the international teyl journal. http://www.teyl.org/article16.html. retrieved on november 15th 2010 hidayah, fitri. 2010. magic sundamanda sebagai alternatif teknik pembelajaran bahasa inggris berbasis budaya bagi siswa sd. semarang: ikip pgri semarang, unpublished paper ismail, andang. 2009. educational games. yogyakarta: pro-u media iswinarti. 2010. nilai-nilai terapiutik permainan tradisional engklek untuk anak usia sekolah dasar. http://rires2.umm.ac.id/publikasi/lama/ iswinarti%20pdk%2009-10.pdf. retrieved on september 30th 2011. malang: malang state university piccolo, louanne. 2010. teyl-teaching young children english. journal suite 101, april 8th 2010. http://www.suite101.com/content/what-isteyl--a-definition-a223800. retrieved on november 15th 2010 sugiyono. 2011. metode penelitian kuantitatif, kualitatif, dan r & d. bandung: alfabeta vernon, shelley. 2010. any parent can teach! http:// www.homeenglishteacher.com/. retrieved on november 15th 2010 widi, lucia. 2011. kumpul bocah. http://citizenimages.kompas.com/citizen/view/97339. retrieved on october 1st 2011 yulianti, fitri and siti musarokah. 2011. engklek as anenglish teaching media to build children’s character. proceedings of the 58th teflin conference: language teaching and character building. semarang: english department of ikip pgri semarang 17 eej 4 (1) (2014) english education journal http://journal.unnes.ac.id/sju/index.php/eej the use of cooperative learning to enhance low and high motivated students in writing descriptive text (the case of grade seven students of smp kesatrian 1 semarang) suwarno  prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia info artikel ________________ sejarah artikel: diterima oktober 2014 disetujui oktober 2014 dipublikasikan juni 2014 ________________ keywords: cooperative learning, students’ motivation, descriptive text writing. ____________________ abstract ___________________________________________________________________ many research projects was conducted to find out more effective techniques to teach english.this study was conducted because most of the students at smp kesatrian 1 semarang had some difficulties in descriptive text writing. it was done to give a new experience for them to learn descriptive text by means of cooperative learning to improve the quality of their writing. it employed factorial design 2x2 because it employed more than one independent variable; tps, circ and one dependent variable.the experimental group was given experiences of learning by tps technique and the control group by circ technique. the study was accomplished in the academic year 2013/2014. the samples were two classes, class a, and class c. class a was the experimental group and class c was the control one. the result of the study proved that both of the techniques were effective to enhance descriptive text writing for students of different levels of motivation. however tps was more effective than circ. the result of the study can be used as the consideration on teaching descriptive text writing for the teachers. it can also be a reference in doing other research by other researchers. © 2014 universitas negeri semarang  alamat korespondensi: kampus unnes bendan ngisor, semarang, 50233 e-mail: pps@unnes.ac.id issn 2087-0108 suwarno / english education journal 4 (1) (2014) 18 introduction many research projects have been conducted to find out more effective techniques or ways to teach english as a foreign language in our country. the studies have been mostly conducted due to english as a medium of interaction and communication among people from different parts of the world. the four language skills: listening, speaking, reading, and writing are used for practical purpose to convey meanings and ideas. those abilities must be seen as a whole ability because they are integrated with each other. the school-based curriculum of junior high school stated that teaching english focuses on the mastery of four language skills, namely: listening, speaking, reading, and writing. writing skill is categorized as one of the productive skills besides speaking and reading. it contains symbols and involves a complicated process. it seems likely that it is apart from other skills. murcia. c, and olshtain (2000:142) stated that writing is the production of the written words which produce a text that must be read and comprehended in order to communicate. by writing the students convey their needs, deliver their ideas, and express their thoughts to others. it is quite clear that writing skill is very useful for the students to express whatever is in their minds such as needs, ideas, thoughts, etc. this study was conducted due to the real condition that most of the students in the place where the researcher conducted the study still have some significant difficulties in doing exercises or assignments on writing simple descriptive text as shown in the preliminary experiences. they do not only have low motivation needed in the process of learning the materials but also they have lack of experiences in constructing the writing projects. that is why this study was conducted to give a new experience for the students to learn how to generate descriptive text by means of think pairs share (tps) and cooperative integrated reading and composition (circ) techniques to improve their motivation in learning writing especially in constructing descriptive texts. the experimental group was given experiences of learning by think-pairs share technique and the control group was given experiences of learning by cooperative integrated reading and composition technique. the researcher also tried to get proof whether think pairs share and cooperative integrated reading and composition techniques were effective to be used as techniques to improve the descriptive text writing for the students of different levels of motivation or not. the writer formulated these following research problems: (1) how effective is think-pairs share (tps) used to improve descriptive text writing of students with low and high motivation? (2) how effective is cooperative integrated reading and composition (circ) used to improve descriptive text writing of students with low and high motivation? ( 3) which technique is more effective to teach descriptive text writing of the students with low and high motivation? (4) how is the interaction between cooperative learning technique and the students with low and high motivation in teaching descriptive text writing? this study was conducted in the hope to get valuable contributions to the students and teachers in teaching and learning process. the students were expected to get the benefit from improving their achievement by the application of think-pairs share and cooperative integrated reading and composition techniques especially in descriptive texts writing. on the other hand, the teacher expected to find out which technique is more effective to enhance the descriptive text writing for the students with low and high motivation in the teaching and learning process. winch.et.al (2006) state that writing is a great collector of ideas, clarifier of thinking, and major aspect of learning. they also said that writing is a language competence to handle a range of problems that can’t be satisfactorily managed through reflection or talking. suwarno / english education journal 4 (1) (2014) 19 at this point, the variables being investigated in this study were limited to find out the effectiveness of think-pairs share and cooperative integrated reading and composition techniques and the influence of the students’ motivation on their writing quality. it was also aimed to find out the interaction of the two techniques on the students’ writing quality. average differences between the techniques (independent variables) being investigated show the effects of the variables on the students’ writing achievement or quality (dependent variable). the greater the average is, the stronger the influence is, on the quality of the students’ writing. how to teach writing successfully harmer (2007) said that the process of writing should follow the four stages. they are planning, drafting, editing, and final version. hayland (2005) states that writing instruction begins with the purposes for communicating, and then move to the stages of text which can express these purposes. teacher can help students to distinguish between different genres and to write them more effectively study of their structures. gerot and wignell (1994:208) state descriptive text is used to describe a particular person, place, or thing. its purpose is to describe the subject matter by telling its features without person’s opinions. there are also two steps of schematic structures of this text. they are identification and description. the former identifies phenomenon to be described and the latter describes parts, qualities and characters of the subject matter. kagan (1989) says that think-pair-share is a method that allows students to engage in individual and pair thinking before they are asked to answer questions in front of the whole class, while slavin (1995) says that cooperative integrated reading and compositions is designed for use with specific materials for teaching reading and writing in the upper elementary grades. brown (1994) says that there are two kinds of motivation which is influencing students in learning english: first, intrinsic motivation which aimed at bringing about certain internally rewarding consequence, namely feeling of competence and selfdetermination. the other one is extrinsic motivation which is carried out to anticipate of reward from outside and beyond their self. in the previous studies, the first researchers employed cooperative learning on the use the implementation of student team achievement division (stad) technique and the students’ learning motivation gave a significant effect to the students’ writing achievement. the second researcher investigated effect of thinkpair-share technique on the english reading achievement of the students differing in achievement motivation. the third study was aimed to improve the students’ achievement in writing descriptive text. the forth researcher tried to analyze the effect of cooperative integrated reading and composition technique and traditional reading and writing pedagogical method for primary school students. the last study was aimed to investigate whether the implementation of guided writing strategy and the students’ achievement motivation gave a significant effect to the students’ writing competency. meanwhile this research tried to find out the effectiveness of cooperative learning on think-pairs share and cooperative integrated reading and composition which was proposed to improve the descriptive text writing ability for the students with different levels of motivation. harmer (2007) said that the process of writing should follow the four stages. they are planning, drafting, editing, and final version. hayland (2005) states that writing instruction begins with the purposes for communicating, and then move to the stages of text which can express these purposes. shastri (2010) says that a writer has to follow a sequential process for writing. first of all, he should be motivated to write. he should decide the topic first. he should have a plan ready in his mind. he should make an outline. he needs to make notes and suwarno / english education journal 4 (1) (2014) 20 write the first draft. this should be revised, redrafted and edited till the final version is the complete product. research method in this research the writer employed an experimental research which used factorial design as the design of the study. it was chosen because the study employed more than one independent variable. gall et al.(2003) state that the 2 x 2 factorial design is appropriate for the experimental research that involves more than one independent variables. the pre-test and post-test with experimental and control groups design were employed in this study. the figure below showed and clarified the design of the research which the researcher conducted. the figure below showed and clarified the design of the research which the researcher conducted. assessment strategy motivation think-pairs share ( experimental group) (x1) cooperative integrated reading and composition ( control group) (x2) low (y1) x1 y1 (rq.1) x2 y1 (rq. 2) x1 x2 y1 high (y2) x1 y2 (rq.1) x2 y2 (rq.2) x1 x2 y2 x1 y1 y2 x2 y1 y2 (rq.3) 1) the interaction between cooperative learning technique and the different motivated students in teaching descriptive text writing ( rq.4) this research was conducted to the students of kesatrian 1 junior high school semarang in the seven grade. it is one of the private schools in semarang. the school is located in the downtown precisely at jalan gajahmada 123 semarang. “a sample is a group of persons or things from which the data taken that resemble the population” (saleh. mursid. 2011: 39). the samples which were used in this research consisted of two classes: (1) 34 students of a class, and (2) 34 students of c class. class a was the experimental group and class c was the control group. the writer used cluster random sampling to get the sample. the step of getting the suwarno / english education journal 4 (1) (2014) 21 sampling were: (1) from the 7 homogeneous classes, two classes were taken randomly; the classes which were chosen were class a and class c; (2) from those two classes, the researcher chose the class randomly, one as an experimental group and the other as a control group. the instruments that used for collecting the data consisted of questionnaires, pre-test, and post-test. the pre-test and the post-test were used to measure the students’ achievement in writing descriptive text. the pre-test was conducted to both the experimental and control groups first before the implementation of the technique research. they were done on friday 14th march 2014 to the experimental group and on saturday 15th march 2014 to the control group. the post-test was conducted after the process of teaching and learning to both the experimental and the control groups to know the effect of the research. they were accomplished on friday and saturday 28th and 29th march 2014. they were employed to the experiment group first and then to the control one. the result of the pretest and post test were then calculated and analyzed with anova to get the conclusion. results after conducting the pretest and posttest to both experimental and control groups, analyzing the test results were done. the procedures of analyzing the data include: analyzing the result of the questioner given to both the experiment group and the control one; analyzing the result of the pretest conducted to both the experiment group and the control group; analyzing the result of the posttest conducted to both the experiment group and the control group; analyzing the normality of test conducted to both the experiment group and the control group; analyzing the homogeneity of the test conducted to both the experiment group and the control group; analyzing the heterogeneity of the test conducted to both the experiment group and the control group; analyzing the result of the improvement in the test conducted to both the experiment group and the control group. the data which were described here belonged to the result of the questionnaires that had been conducted to the experiment and control groups. they also included the result of the pretest and posttest had been conducted to both the experiment and the control groups. to describe the data, the writer worked on the highest score, the lowest score, the range, the class, and the interval to know the frequency distribution. the data of each group were presented below: a) the result of the questioner test of the students in experiment group who were taught by think pairs share technique. the results showed that there were 14 students in the experiment group that categorized as low motivation and 20 students considered as high motivation ones. b) the result of the questioner test of the students in the control group who were taught by cooperative integrated reading and composition. the same technique was employed in this step and the results showed that there were 13 students in the experiment group that categorized as low motivation and 21 students considered as high motivation ones. c) the result of the pretest of the low and high motivation students in the experiment group who were taught by think pairs share technique. after the pretest was conducted then the result was analyzed. first the names of the students were coded based on the students’ number. students’ numbers were coded from e01 up to e-34. the computation of the data show that the minimal score was 28,00 and the highest one was 72,00. the sum of the score was 1.392. the mean was 40,94. the variants were 117,39. the standard of deviation was 10,83. d) the result of the pretest of the low and high motivation students in the control group who were taught by cooperative integrated reading and composition. the same procedure was done to analyze this result. first the names of the students were coded based on the students’ number. students’ numbers were suwarno / english education journal 4 (1) (2014) 22 coded from k-01 up to k-34. the computation of the data show that the minimal score was 28,00 and the highest one was 76,00. the sum of the score was 1.240. the mean was 36,47. the variants were 80,26. the standard of deviation was 8,96. e) the result of the posttest of the low and high motivation students in the experiment group who were taught by think pairs share technique. from the computation of the data it was found that the minimal score was 44,00 and the highest one was 84,00. the sum of the score was 2.036. the mean was 50.88. the variants were 96.47. the standard of deviation was 9,82. f) the result of the posttest of the low and high motivation students in the control group who were taught by cooperative integrated reading and composition. from the computation of the data it was found that the minimal score was 40,00 and the highest one was 84,00. the sum of the score was 1.848. the mean was 54.35. the variants were 81.57. the standard of deviation was 9.03. conclusion after the data was analyzed it could be concluded that think pairs share technique was effective enough to improve descriptive text writing of students with different levels of motivation. after analyzing the data it could be concluded that cooperative integrated reading and composition was also effective to improve descriptive text writing of students with different levels of motivation. based on the computation of the improvement results of the study to both of the two groups there are significant improvement on the result of the study. according to the result of the improvement study of both groups it could be concluded that cooperative learning on tps and circ were effective to enhance descriptive text writing of students with different levels of motivation. according to the hypothesis, formula, and the computation of the mean differences on the posttest result to both groups, it could be concluded that because t was in the acceptance area ha, so it was concluded that the result of the study in the experiment group which was taught by think pairs share was better than the control group which was taught by cooperative integrated reading and composition. finally, the study on cooperative learning to enhance the low and high motivation students’ in descriptive text writing which was conducted to the seven graders junior high school of kesatrian 1 semarang showed that there were interaction between the two techniques employed to the experiment group and the control one (cooperative learning) and the students’ motivation in achieving the descriptive text writing. both of them improve the students’ achievement in descriptive text writing of the students with different levels of motivation. think pairs share improved the achievement of descriptive text writing of the low and high motivation students’ of the experiment group. cooperative integrated reading and composition increased the achievement of descriptive text writing of the low and high motivation students’ of the control group. both of the techniques enhanced the students became more active in participating in the classroom activity for the teachers who intend to teach descriptive text writing to the seven graders junior high the writer suggests them use think pairs share technique. it due to the result of the study had been conducted by the writer showed that tps was more effective to improve the quality of descriptive text writing of students with different levels of motivation. for the students who want to get better achievements should be more active in teaching and learning process, in doing the writing projects and experiencing the process of writing whether they work individually, in pairs or in group. for other researchers who propose the similar research, the result of this study can be used as a reference of the study. think pairs share (tps) technique is more advisable since the result of the study showed that it was more effective to enhance descriptive text writing of students suwarno / english education journal 4 (1) (2014) 23 with different levels of motivation. they are also able to use cooperative integrated reading and composition (circ) to improve the students’ ability in descriptive text writing. references agustini, marheini and suarnajaya. 2012. the effect of cooperative learning technique and students’ attitude on reading comprehension.e-journal program pascasarjana universitas pendidikan ganeshaprogram studi pendidikan bahasa inggris.vol. 1/2013. retrieved 30 december 2013. anderson, m and anderson, k 2003. text types in english. south yarra: macmillan education australia pty. ltd. brown, d. 2001. teaching by principles.aninteractive approach to language pedagogy. second edition. new york: addison wesley longman, inc. budiarta, p. and budasi. 2012. the effect of think pair share technique on the english reading achievement of the students differing in achievement motivation at grade eight of smpn 13 mataram. 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(1990). motivational and self-regulated learning components of classroom academic performance, journal of educational psychology, 82, 33-40. retrieved 30 january 2014. saleh, m. 2011. enam tradisi besar penelitian pendidikan bahasa. semarang: unnes press. slavin, e. r. 1995. cooperative learning theory; research and practice. new york: the hopkins university. tuckman, b.w. 1978. conducting education research. new york: harcourt brace javanovic winch, gordon. et.al. 2006. literacy. third edition. new york. oxford university press 28 eej 5 (2) (2015) english education journal http://journal.unnes.ac.id/sju/index.php/eej the effectiveness of online brainwriting and brainstorming techniques in teaching writing to students with different learning strategies devi hermasari1, yan mujiyanto2 1yogyakarta state university, indonesia 2postgraduate program, semarang state university, indonesia article info ________________ article history: accepted october 2015 approved october 2015 published november 2015 ________________ keywords: prewriting, brainstorming, brainwriting, teaching writing, language learning strategies ____________________ abstract ___________________________________________________________________ this current study tried to examine online brainwriting compared to brainstorming as prewriting strategies in improving the writing skills of students with high and low frequency of lls. 2 x 2 factorial design of experimental research was carried out to collect the data from 60 college students majoring in dance education. two experimental groups, a and b, were given two different treatments: online brainwriting and brainstorming. sill by oxford (1990) was used to determine whether the students have high or low frequency of lls.the anova test showed ρ=0.000 for both online brainwriting and brainstorming which prove effectiveness of both techniques. it is also found that online brainwriting is proven to be significant for both high and low frequency of lls students with ρ=0.000. brainstorming, on the other side, is only significant for high frequency of lls students with ρ=0.000, yet is proven insignificant for low frequency of lls students with ρ=0.039. however, the results showed there was no interaction between the use of prewriting strategies and the frequency of lls which was proven by the ρ=0.529. future researchers might consider having a mixed method of study in comparing those two strategies to get more precise results. © 2015 semarang state university  correspondence address: unnes bendan ngisor campus, semarang, 50233 e-mail: pps@unnes.ac.id issn 2087-0108 devi hermasari dan yan mujiyanto/ english education journal 5 (2) (2015) 29 introduction over decades, various researches on prewriting strategies have been investigated to strive for its effectiveness coping with different kind of contexts (e.g. king 1990; kellog 1990; king 1991; mcalister 1999; vincent 2002; coskun 2005; aaron et al 2006; firkins 2007; bush &zuidema 2012; morris 2012). becoming fully aware that writing is not simply a matter of correct usage and mechanics yet more to the process of conveying ideas to the audiences, many teachers find prewriting strategies useful to trigger students’ ideas development. through prewriting strategies, teaching thinking strategies essential to effective written communication becomes the main concern to serve students a planning stage. this planning stage in a form of prewriting strategies is believed to be able to promote the next stages of writing process, leading to better quality of students’ writing. writing in efl context is regarded as a fundamental skill, owing to the fact that it requires thinking, forces students to organize their ideas, and needs a good command of the knowledge to be written on. on that account, many researchers in efl writing contends that writing is one of the most difficult language skills to master (e.g. kurt &attay, 2007; latif, 2007). this issue deals with the major difference between expert and efl writers in their use of planning stage; as asmari, a.a. (2013, p.131) points out that experts develop far more elaborate and integrated goal networks than novice do. good writers recognize the essence of the prewriting phase, viewing it as rehearsal in which preparation comes from daydreaming, sketching, note-taking, reading, conversing and writing itself.to encounter this problem, efl teachers keep on trying to find an effective method of teaching writing. the notion of “digital natives” was firstly defined by prensky (2001, p.2) as “native speakers’ of the digital language of computers, video games, and the internet”. thus, students who were born when computers, video games, and the internet were already part of their daily life are considered as digital natives. herring (as quoted by bloch, 2011) proposed the term computer-mediated discourse (cmd) as “the communication produced when human beings interact with one another by transmitting messages via networked computers” (p. 67). cmd has been divided into two areas: synchronous which refers to interaction in real time (which more resembles oral language, such as in chat room) and asynchronous discourse for example the interaction found in email and blog comments. further, bloch (2008), as a techno-realist, regards the fear of failure in implementing a technology in writing class as understandable fact due to all existing considerations, i.e. plagiarism, students’ unlimited time expectation to teachers, the nature of technology itself, teachers’ roles, etc. zhang and barber (2008) in their introduction of handbook of research on computer-enhanced language acquisition and learning argue that it is crucial when incorporating technology in the language learning process that the relationship between activities in the use of technology itself and the learning pedagogy be carefully considered. to give a perspective in the technology use, warschauer (1997, p.475) proposed the special features of online communication, i.e. text-based and computer mediated, many-tomany, timeand place-independent, usable across long distances, and distributed via hypermedia which provide impressive array of new ways to connect learners. from the context of sociocultural learning theory, these features of online learning is viewed as having potential use for collaborative language learning. prewriting is everything that takes place before someone start to write the first draft. the process might even take about 85% of the writers’ time which tells that the prewriting phase is essential. in this prewriting phase, a writer gathers ideas by looking for sources through several strategies. thus, the aims of the prewriting process for efl students is to be familiar to the characteristic of writing target (its organization and its language features) and come up with ideas to write. several strategies, such as: brainstorming, mind-mapping, survey, devi hermasari dan yan mujiyanto/ english education journal 5 (2) (2015) 30 observation, and guided-discussion, has been done as prewriting activities by practitioners. as consequences, these varied strategies invite researchers all around the world to take a look at its effectiveness in different context. this is shown by the fact that research on prewriting strategies has been conducted since 1970s and continues until nowadays, as an illustration; research on prewriting strategies has been done by emig (1971) and morris (2012). brainstorming was firstly introduced by ‘the father of brainstorming’, alex f. osborn, in his book ‘your creative power’, published in 1952. osborn mentioned that this technique began in his advertising agency in 1939. the technique, which refers to the oral generation of ideas by a group, provides a space for a group of people to gather and generate as many ideas as possible to find solution to a problem (takagi, n., 2013, p.587). being well-known, the technique also spread in the world of teaching where creativity became essential. many education practitioners (brown & paulus, 2002; bolin & neuman, 2006; ang, et.al, 2013) started using brainstorming in the classroom to stimulate students’ creativity and to serve collaborative work among students. despite its advantages, teachers found some drawbacks in conducting brainstorming. one of the drawbacks is the time allotment of the activity. group brainstorming conducted in the writing class takes time. besides, brainstorming might inhibit creativity of silent students since they have a tendency to be reluctant in expressing ideas through spoken conversation. as the result, the brainstorming process is frequently dominated by one or two individuals. in addition to these inhibitory factors, smith (1995, p.140) argued that interactive brainstorminggroups tend to display two main tendencies. the first tendency isthat groups typically tend to lower their idea-generation performanceduring later periods of the brainstorming session. this mayreflect reduced availability of ideas, reduced motivation in time, orsome degree of cognitive inhibition. to face the drawbacks, many variations of brainstorming, then, came into being. brainsketching and brainwriting are two of these variations which might be alternatives over traditional brainstorming to cater the specific needs of classroom condition. brainwriting, which is defined as an alternative technique of brainstorming that use writing as the media, tries to encourage more uniform participation within a group. this technique is also design to generate lots and lots of ideas in a short amount of time. during the process, the participants are allowed to write new ideas, combine other ideas, adapt ideas to new areas, modify ideas into alternative approaches, and add to the ideas. silent students get more advantages using this technique in a way that they have a chance in expressing ideas through written media. in addition, takagi (2013, p.592) reported that the majority of students, the participants of the research comparing brainstorming and brainwriting, responded by choosing brainwriting over brainstorming for its effectiveness in gaining ideas. as technology spreads its influence in teaching process, to teach writing, the collaborative language learning might be implemented in a form of online brainwriting, or also known as electronic brainstorming. students are grouped and joined the brainwriting in the provided virtual space like website or e-learning portal. using this technique, students are no longer restricted to time boundary. they can be active in the group brainwriting session whenever they are available. here, the moderator task is to make sure that participants keep participating. the rules or steps of brainwriting also apply in electronic brainwriting. the number of ideas in each post should be defined to give every student equal participation. apart from strategies applied by teachers, the time limitation suffer by efl learners needs to be encountered to better reach students’ performances. for that reason, other factors influencing the students’ level of proficiency require more attention, especially the ones which raises students’ autonomy so that time limitation in class can be substituted by their autonomy outside the class. one among those factors specified to efl students is the frequency of language leaning strategies (lls) used by the devi hermasari dan yan mujiyanto/ english education journal 5 (2) (2015) 31 students. lls has been investigated by several researchers among the world. several studies show that high frequency of lls is proven to lead to high students’ proficiency (e.g. lan, 2005; and mcmullen, 2009). in adition, giffiths (2003) in his research found that the frequent use of a large number of language learning strategies is reported by the most proficient learners. further, he suggested teachers to encourage students to use more strategies in their learning process to improve their proficiency.thus, the investigation of students’ level of lls was found to be useful to support teaching and learning process. as a follow up of the findings, to further know the essence of lls investigation, some practitioners started to have training on lls. they believe that the strategies are teachable and by teaching the strategies they expect their students to have better language proficiency. to get insightful understanding, researchers on lls suggest more studies to investigate its influence in different contexts and situations. thus, responding to the suggestion, the coming study is investigating the comparison of the use of different prewriting strategies by also considering the level of lls in efl context. method this study uses quantitative research approach which includes factorial design and questionnaire. factorial design is applied in this experiment since there are two independent variables (one treatment variable and one moderator variable) observed in the experiment. the data are in forms of quantitative data which are presented in numbers and diagrams. there are 2 forms of data; i.e. students’ questionnaire results on the frequency of language learning strategies results, and students’ pretest and posttest scores. a quasi experimental design is used since a true experimental design which requires random assignment of students to groups is not possible. the existence of pretests helps in controlling the threats to internal validity. the pretest is also important to find out whether the treatment improves the students’ scores which is determined by the posttest. the design of this study is a modified version of tuckman’s (1999) model of a 2 x 2 quasi-experimental design with pretest-posttest group design. there are two experimental groups in this design: the experimental group 1 that receives online brainwriting as the treatment and the experimental group 2 (in the original model, this later group is called control group) that receive traditional brainstorming as its treatment. both groups are given a pretest and the posttest. a random assignment is applied to determine the control and experiment groups to minimize the bias factors in this study. results and discussion the first research question tries to find out the significance of online brainwriting on english writing skill of students with high frequency of lls compared to that of students with low frequency of lls. according to the test statistic using paired samples test, the significance scores for these two groups was 0,000. since the ρ value is below 0.005, it is said that both treatment are significant on english writing skill of students with high frequency of lls. although the mean difference of both strategies shows a gap; 14.83333 and -13.13333, the ρ values of both strategies are the same. therefore the ho1; there is no difference between the significance of online brainwriting on english writing skills of students with high frequency of lls compared to that of students with low frequency of lls, is accepted. the second research question addresses the significance of brainstorming on english writing skill of students with high frequency of lls compared to that of students with low frequency of lls. the mean difference of brainstorming to students with high frequency of lls is -13.96667, while to those with low frequency of lls is. -9.53333. the gap between those two mean differences is obvious; 4.433334. based on the paired samples test 2, the significant of brainstorming to students with high frequency of lls is 0.000. this means brainstorming is significant in improving the writing skills of devi hermasari dan yan mujiyanto/ english education journal 5 (2) (2015) 32 students with high frequency of lls. on the other hand, the significant of brainstorming to students with low frequency of lls is 0.039. the value, which is above the ρ=0.005, means brainstorming was not effective in improving the writing skills of students with low frequency of lls. accordingly, the ho2; there is no difference between the significance of brainstorming on english writing skill of students with high frequency of lls compared to that of students with low frequency of lls, is rejected. in answering the third research question; how the significance of online brainwriting compared to brainstorming on english writing skill of students with high frequency of lls is, the spss calculation on paired samples test 3 shows that both online brainwriting and brainstorming have equal significances. both strategies resulted in ρ=0.000, thus, both treatment to students with high frequency of lls are proven to be significant. the mean differences, which are 14.83333 and -13.96667, are considered to be slightly different and do not create a gap in the significances. consequently, the ho3; there is no difference between the significance of online brainwriting compared to brainstorming on english writing skill of students with high frequency of lls, is accepted. the significance of online brainwriting compared to brainstorming on english writing skill of students with low frequency of lls is the goal of the fourth research question. according to the paired samples test 4, online brainwriting’s mean difference is -13.13333, while brainstorming’s mean difference is -9.53333. the spps calculation resulted in a difference of significances. the online brainwriting group has the significance of 0.000, which is proven to be significant. it means online brainwriting is significant in improving the writing skills of students with low frequency of lls. on the contrary, brainstorming group has the significance of 0.039, which is considered insignificant since the value is below the ρ=0.005. this means brainwriting is not significant in improving the writing skills of students with low frequency of lls. accordingly, the ho4; there is no difference between the significance of online brainwriting compared to brainstorming on english writing skill of students with low frequency of lls, is rejected. the fifth research question tries to find out the significance of online brainwriting on students’ english writing skill. using paired sample test, the spss calculation resulted in the significance of 0.000 with -14.4000 mean difference. it means that online brainwriting is significant in improving students’ writing skills. therefore, the ho5; online brainwriting shows no significant effect on english writing skill, is rejected. the sixth research question; how the significance of brainstorming on students’ english writing skill is; resulted in similar findings to the previous question. the spss calculation on the paired sample test shows the significance of 0.000 with -11.33333 mean difference. this means that brainstorming is also significant in improving students’ writing skills. ignoring the fact that in the previous findings i find brainstorming is not significant in improving the writing skills of students with low frequency of lls, the ho6; brainstorming shows no significant effect on english writing skill, is rejected. the final research question addresses the interaction between the use of prewriting strategies and the frequency of lls. to answer this question, i use the tests of between-subjects effects or annova test. the spss calculation resulted in the significance of 0.528 which is above the ρ=0.000. this means there is no interaction between the prewriting strategies and the frequency of lls. that also means that the kinds of prewriting strategies and the frequency of lls of the students did not affect each other on students’ writing skills. for this reason, the ho7; there is no interaction between the frequency of lls and the used prewriting strategies, is accepted. conclusion based on the results described above, it can be summed up that both online brainwriting and brainstorming played a significant role in devi hermasari dan yan mujiyanto/ english education journal 5 (2) (2015) 33 improving english writing skills of the students. by separating the group into two minor groups, high frequency of lls students and low frequency of lls students, it is also found that online brainwriting is more effective than brainstorming. this is due to the reason that online brainwriting is proven to be significant in improving the writing skills of students with both high and low frequency of lls, while brainstorming is only significant in improving the writing skills of students with high frequency of lls. however, there was no interaction found between the prewriting strategies and the frequency of lls which implies to the absence of the use of prewriting strategies interfering students’ frequency of lls or vice versa. references ang, et.al, 2013. effects of gesture-based avatarmediated communication on brainstorming and negotiation tasks among younger users. computers in human behavior, 29: 1204-1211. asmari, a.r.a. 2013. investigation of writing strategies, writing apprehension, and writing achievement among saudi efl-major students. international education studies, 6(11): 130-143. bloch, j. 2011. technologies in the second language composition classroom. ann arbor: the university of michigan press. bolin, a.u & neuman, g.a. personality, process, and performance in interactive brainstorming groups. journal of business and psychology, 20(4): 565-585. bush, j. & zuidema, l. ed. 2012. professional writing in the english classroom. english journal, 102(2): 138-141. brown, v.r. & paulus, p.b. 2002. making group brainstorming more effective: recommendations from an associative memory perspective. current directions in psychological science, 11(6): 208-212. coskun, h. 2005. cognitive stimulation with convergent and divergent thinking exerrcises in brainwriting: incubation, sequnce priming, and group context. small group research 36: 466. firkins, a. et al. teaching writing to low proficiency writing students. elt journal, 61(4): 341-352. giffiths, c. 2003. language leaning strategy use and proficiency. the relationship between patterns of reported language learning strategy (lls) use by speakers of other languages (sol) and proficiency with implications for the teaching/learning situation, a thesis. department of education: university of auckland. kellog, r.t. 1990. effectiveness of prewriting strategies as a function of task demands. the american journal of psychology, vol. 103(3): 327342. king, a. & rosenshine, b. 1993. effects of guided cooperative questioning on children’s knowledge construction. the journal of experimental education, vol. 61 (2): 127-148. latif, m. a. 2007. the factors accounting for the egyptian efl university students’ negative writing affect. essex graduate student papers in language & linguistics, 9, 57-82. manham, l. &nejadasari, d. 2012.the effect of differernt pre-writing strategies on iranian efl writing achievement.international educational studies, 5 (1), 154-160. mcmullen, m.g. 2009. using language learning strategies to improve the writing skills of saudi efl students: will it really work? system 37, 418–433. morris, p. 2012. planning at a higher level: ideas, form, and academic language in student prewriting. english journal, 102(2): 85-92. oxford, r.(2001). language learning strategies.in the cambridge guide to teaching english to speakers of other languages. retrieved from http://proxy.lib.ohio-state.edu/login?url= http://search.credoreference.com.proxy.lib.ohiostate.edu/content/entry/cupteacheng/language_le arning_strategies/0 oxford, r.l.1990.language learning strategies: what every teacher should know. new york: newbury house. prensky, m. 2001. digital natives, digitas immigrants. mcb university press, vol. 9 no. 5. smith, s. m. (1995). fixation, incubation, and insight in memory and creative thinking. in s. m. smith, t. b.ward,&r. a. finke (eds.), the creative cognition approach (pp. 135-156). cambridge, ma: mit press. takagi, n. (2013). applications of idea-generating techniques to the teaching of argumentative writing. inn. sonda & a. krause (eds.), jalt2012 conference proceedings. tokyo: jalt. devi hermasari dan yan mujiyanto/ english education journal 5 (2) (2015) 34 warschauer, m. 1997. computer-mediated collaborative learning: theory and practice. modern language journal, 81 (4), 470-481. wretzler, w.f. 1962. brainstorming in the college classroom. improving college and university teaching, vol. 10(1): 34-36. eej 2 (2) (2012) english education journal http://journal.unnes.ac.id/sju/index.php/eej developing reading narrative text materials for eighth graders of junior high school implemented with character building herlina  prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia abstrak degradasi moral sangat berperan besar dalam perubahan tingkah laku siswa seperti yang ditunjukan oleh surat kabar dan media masa. character building diperlukan untuk diimplementasikan dengan segera, akan tetapi tidak ada buku yang membahas tentang hal tersebut. studi ini bertujuan untuk menemukan materi naratif teks yang dibutuhkan oleh siswa kelas viii, mengembangkan materi naratif teks, dan menemukan keefektifan serta kesesuaian materi. research desain dari studi ini ialah research and development. subjek studi ialah 40 siswa smp. studi dilakukan dengan analisis, mengembangkan materi, validasi ahli, dan try out. studi mkenunjukan bahwa siswa membutuhkan materi naratif teks berisikan character building. temuan terakhir menunjukan bahwa materi sesuai diterapkan kepada siswa untuk mempelajari naratif teks dan poin dari character building di dalamnya. abstract moral degradation has impacted students’ behavior recently as it is also shown in mass media and in school. character building need to be implemented in students’ learning activity, however, there is no book includes character building in it. this study intends to find out a narrative reading text materials needed by eighth graders, develop a narrative text reading text materials, and to find out the effectiveness and the appropriateness of the materials. the research design of this study is research and development. the subjects were 40 students of junior high school. the study was conducted by doing need analysis, developing materials, expert validation and try out. the research finding reveals that students need a set of narrative reading text materials which are implemented with character building. so the materials were developed based on the students’ need and the syllabus mapping. some improvements were conducted in order to enclose the effectiveness and appropriateness of these materials. the last finding reveals that the materials suit on students of this stage as they learn narrative text well and learn some points of character building in it. © 2012 universitas negeri semarang info artikel sejarah artikel: diterima agustus 2012 disetujui september 2012 dipublikasikan november 2012 keywords: character building narrative text r&d reading  alamat korespondensi: kampus unnes bendan ngisor, semarang 50233 e-mail: jurnalpps@unnes.ac.id issn 2087-0108 herlina / english education journal 2 (2) (2012) 148 introduction the fact that students’ moral behavior decrease day by day is clearly shown in our surrounding. students have lack of respect to others, teacher and parents as they attack others, students, neglect the norm and neglect their neighborhood. it is apparently shown that there should be a great changing, and it is educators’ job. students’ character must be better to create a great generation of our nation. teaching should not only deals with materials, however, it should also deals with the students character since it should not only produce high intellectual but also great character, as it is cited in the rule of national education ministry number 22, 23 and 24. so, it is important to teachers to notice students’ character by encouraging them to know and to learn more about it while learning materials. a materials implemented with character building is truly needed in this case. a narrative text is a difficult text for students to learn as it is long and having sequence. while they miss an idea of a part of a text they won’t understand the whole text content. moreover, narrative encloses students to character building and their surroundings. there must be a moral value established in each narrative story and local narrative text introduces specific moral points to learn. eighth graders are the object of this study, as it is cited that character building should be taught in early stage, the younger the better. as it is stated by tillman (2003: x) that building up students’ character is better started from the very beginning and did in daily activity, as it affects teachers all over the world to use their nations; culture to teach and integrate it in curriculum and daily activities. students of eight graders begin their teenage phase. it is started with fast physically progress as the progress of sexual function of their body. they also start to critically use their mind both in formal and informal field. they response their environment law and norm, and able to judge right or wrong and predicts its impact (depdiknas 2009: 5-8). reading skill plays an important role in english learning process, especially when students have to deal with national examination which includes reading and writing skills. reading is an ability to draw meaning from the printed page and interpret this information appropriately. (grabe, william and fredricka l stoller, 2002: 9). so, the important aspects to acquire by the students of junior high school are vocabulary and grammar since they are still in the basic stage of learning and have lack of vocabulary or it is called as lower level reading process (grabe, william and fredricka l stoller, 2002: 20). reading skill that is needed for eighth graders are for searching information to find out the value from the narrative text, and reading for general information, as it is also stated by william grabe and fredricka l stoller (2002: 13-15) that the purposes of reading are to search simple information, to skim quickly, to learn from texts, to integrate information, to write, to critique texts, and to gain general comprehension. based on curriculum demand, reading skill of eighth graders is not merely understanding the idea of the text but also how it sounds. meaning to say, they need to learn pronunciation and intonation as it is also stated by rukmini in her book (2010: 1) that curriculum explains that the english learner are to be involved in working with texts. they do not learn the content of the texts but how the texts are constructed through their respective element and lexico grammatical features to achieve the socio purposes. teachers need to find materials which suits on the curriculum, that is based on the standard competence and the basic competences. the standard competence of reading skill is to understand the leaning of short essay in form of recount and narrative text to interact with students’ surrounding. the basic competences of reading skill are reading aloud functional text and short simple essay in form of recount and narrative text in good pronunciation, stress and intonation, responding meaning and generic structure of short simple essay accurately, fluent and acceptable which is related to students’ surrounding in form of recount and narrative. the chosen texts are javanese folktale, as it is stated above in the standard and basic competences that the reading text should be related to students surrounding. as the time allocation is 4 x 40 minutes for the first basic competence and 8 x 40 minutes one to learn recount and narrative reading skill materials, it is decided that the materials cover 6 x 40 minutes materials to learn narrative text. national education department suggests some steps to teach language in classroom, they are building knowledge of field, modelling of text, joint construction, and independent construction. in the first steps students’ experience in learning english are investigated through brainstorming. in the next step students are given model to learn. then students are involved in the task. finally they create their text individually. 149 herlina / english education journal 2 (2) (2012) narrative text is a text, shich related a serried of logically and chronologically related events that are caused or experienced by factors. a key of comprehending narrative is a sense of plot, them, characters, events, and how they relate. (anderson and anderson, 2003a). the social functions of narrative text are to amuse, entertain and deal with actual and vicarious experience (linda gerot and peter wignell, 1995: 204). the generic structure of this text is orientation, evaluation, complication, resolution and reprientation. orientation sets the scene and introduces the participants involved in the text. evaluation is stepping bact to evaluate the plight. complication happens when a crisis rises. resolution is when the crisis resolved for better or for worse. and reorientation is an optional one that contain writer’s opinion or conclusion. (rukmini: 2010: 20) narrative text focuses on specific and usually individualized participants. it also uses material processes, behavioral and verbal processes, relational and mental processes. it is also uses temporal conjuctions and temporal circumstances. it always applies past tense in the narration. ( linda gerot and peter wignell, 1995: 204) it is stated in government rule number 19 2005, page 6, that the aim of national standard education is to guarantee the national education quality to educate people and shape the character and civilization. graduated students later will not only own good knowledge and quality but also good character in order to be independent in the next education stage. building up students’ character is better started from the very beginning and did in daily activity as it is stated by tillman that teachers all over the world are eager to use their nations; culture to teach and integrate it in curriculum and daily activity. (2003: x) the moral value that must be integrated to him are peacefulness, tolerance, happiness, responsibility, cooperative, simplicity, honesty, freedom, and unity. the national education department also established 20 points of character building that must be underlined in school. they are sincere, honesty, humble, affection, discipline, economize, no surrender, justice, positive thinking, independence, peacefulness, tolerance, emotional control, citizenship, responsibility, creativity, hard-working, and collaboration (depdiknas, 2009: 9-13). the objectives of the study are to find out kinds of materials which are needed by eighth graders and their opinion about the existing english materials, to describe how the development of narrative reading text materials implemented with character building for eighth graders of junior high school is developed, and to find out whether the material is effective and appropriate for eighth graders of junior high school. methods the research design of the study is research and development (r & d) as the aim of this kind of research is to develop or create product (borg and gall, 1983: 772). the try out was conducted in ambarawa pangudi luhur junior high school. it is a private on in semarang regency. it was chosen as the subject of the study since its heterogeneity of the students and its achievement. it has 15 classes and 5 of them were eighth graders. one class was chosen randomly and it was 8c which has 40 students. the students dealt with the need analysis and try out then. the instruments of this research are questionnaire and list of interview questions. need analysis was conducted with this questionnaire and interview to gain the data of the students’ ability in mastering narrative text and the need of inserting character building in it. expert validation was conducted in order to get some experts’ input and suggestions to enrich the developed materials. pre-test was also conducted to measure students’ ability in narrative text and of course a test was conducted in the end of the study to measure the effectiveness of the materials. the data of the need analysis was presented in percentage. when the students need was more than 50% it was assumed that the need was considered as crucial input to develop the materials. the result of the pretest also plays important role in developing the materials. when the result was low, it was necessary to consider it as the input to develop the materials. the result of the experts’ validation also played an important role to enrich the developed materials. findings and discussion the need analysis was conducted in class of 40 students and it was divided into 3 main topics; they are students’ interest in learning english, the important of character building in education, and students’ knowledge in narrative text. the first showed that most 77.5% students like english, 87.5% of them interested in learning english, and 82.5% of them assumed that english is difficult as rarely of them (15%) use english in their daily activity. 90% of them stated that herlina / english education journal 2 (2) (2012) 150 grammar makes english difficult to learn. finally the last two questions deals with the topic of the study, developing narrative reading text materials, 62.5% of them stated that reading is more interesting than the other skills, however, they have lack ability in reading since 90% of them translating while reading. in the second main topic, the students stated that 92.5% notice violence and crime that is done by students published in mass media, only 85% of them heard about character building.87.5% of them stated that there is relation between moral degradarion and character building. 97.5% of them also stated that school has an important role in building up students’ character and character building is crucially needed in this situation. to 97.5% of them, it is necessary to teach character building in class, and 82.5% of them stated that character building is necessarily integrate in school subject, however, 30% of them found that character building hasn’t been inserted in english teaching materials. and 92.5% of them assumed that story is good media to develop students’ character. in the last main topic, 95% students agreed that story or folk tale is a good media to teach character building while teaching materials. however, only 65% students lije narrative text since 30% of them stated that it is hard to understand. in the next points they also do not know the aim, generic structure, language feature of this text, though 92.5% of them know that they get moral value from reading this kind of text. from the above explanation, it is concluded that narrative reading text is not an easy text to them, though they like english, they found some difficulties in understanding this kind of text. it is also necessary to insert character building in students’ materials in order to build up students character and narrative text is a good text to insert. interview were also conducted to obtain some information about students’ interest in learning english, character building in education and students’ knowledge in narrative. the interview was conducted to two english teachers of pangudi luhur junior high school. from these interviews, it was found that students in this school have good interest in learning english. they like this subject much as it is seen from their eagerness to join the ‘bulan bahasa’ activities. they like english since they feel that they learn new code of language. however, they have difficulties in applying language in their speaking and writing as well as understanding reading text. they need to explore more vocabulary and grammar. all skills of language in this stage is important. however, reading is the main skill to pass the final test. character building was also implicitly inserted in teaching learning process, however, there was no materials which implement character building though several years ago teachers were ordered to make lesson plan which is implemented with character building. character building had been established in this school but it had not been structurally implemented in materials in every teaching meeting. the materials which are studied by should cover the syllabus demand. as it is stated in standar isi dan standar kompetensi lulusan tingkat sekolah mengeah pertama dan madrasah tsanawiyah peraturan mendiknas no. 22, no. 23 dan no. 24 th. 2006, standard competence for junior high school is translated as follows. listening: undertanding simple oral interpersonal and transactional text both formally and informally in recount, narrative, procedure, descriptive, and report, in daily context. speaking: expressing meaning orally simple interpersonal and transactional formal and informally in recount, narrative, procedure, descriptive, and report text in daily context. reading: understanding meaning in simple transactional and interpersonal written text both formally and informally in recount, narrative, procedure, descriptive, and report text in daily context. writing: expressing meaning in simple as this study focuses on the reading skill, the syllabus mapping listed as follows. standard competence basic competence time 11. understanding meaning in short simple text in recount and narrative to interact with their surroundings. 11.1 reading aloud short simple meaningful functional text in recount and narrative text in good pronunciation, stress and intonation which is related to their surroundings. 4 x 40’ 11.3 responding meaning and rhetorical step in short simple text accurately, fluently and acceptably which is related to their surrounding in narrative and recount text. 8 x 40’ 151 herlina / english education journal 2 (2) (2012) interpersonal and transactional written form text formally and informally in recount, narrative, procedure, descriptive, and report in daily context. the result of the need analysis, interview and syllabus mapping be the main input to develop the materials. some central java folklore were chosen as the specification of this study was to implement character building in it, especially those which were related to their surroundings. the story of rawa pening, timun emas, and aji saka were chosen as they were interesting and simple as well as suit on them. as it was stated above each material was divided into 4 parts, bkof, mot, jcot, and icot. it was aimed to guide the students to learn step by step to understand narrative well. then expert validation was conducted and some inputs were gain. the respondents for the materials validation were 2 teachers and 2 lecturers. they are two lecturers of semarang state university, mr. faridi and mrs. anggani, wahyu ambarwati, m. pd, and two teachers of pangudi luhur junior high school, mr. budiono titus, and av. sugiyanto, s. pd. the data obtained from the survey study were categorized into two types. the first data were gained from the score that reflected the respondents’ opinion on the designed materials and input and suggestion from some interview. the second data were gathered by conducting try out. the respondents’ mostly answered “good” meeting text specification character building point activities 1st the story of aji saka reading focuses on vocabulary no surrender brainstorming vocabulary matching example of using the vocabulary vocabulary practice reading comprehension emphazising on the moral value 2nd the legend of rawa pening reading focuses on grammar appreciation example of the use of past tense in the text introducing the formula of past tense grammar practice reading comprehension focusing on the moral value 3rd timun emas reading focuses on narrative text structure and lexicogrammatical features reading focuses on pronunciation and stress no surrender read the information of narrative text work in group to find out the parts of narrative text individual work to retell the story pronunciation practice reading stress model reading practice: chain reading repondents criticism and suggestion mr. faridi the grammar should be checked mrs. anggani the activities must be varied and really help students to comprehend the text. for example, there must be vocabulary list, example of using the words, vocabulary practice, and reading comprehension. mrs. wahyu ambarwati the exercise must be improved and simplify the texts. mr. av sugiyanto the grammar should be checked and notice the layout of each page. herlina / english education journal 2 (2) (2012) 152 meant the next step, that is trying out, could be conducted. they also gave suggestion and criticism toward the designed materials. there were considered as input to revise the designed materials. the input is presented as follows. as the input from expert and teachers were gathered, some improve were made. the lay out were changed and the exercises were added. this aimed to give more knowledge to students to understand the text well before they comprehend it. the first meeting contained reading comprehension which was preceeded with vocabulary exercises. the second meeting focused on grammar. so it was begun with some example of grammar focus. and the last meeting focused on the pronunciation and stress. it was different from the previous arrangement which followed the basic competence that was reading aloud first, then comprehending the text. some questions for evaluation were also designed in order to measure the effectiveness of this study, and of course it was not the only way to do it, as the moral value or character building points were also reflected in the attitude during and after the teaching learning activity. the revision of the materials is presented below. as the materials revised, it was tried to students. the subject of the try out were eight graders of pangudi luhur junior high school. the page descriptions revision cover write the point number of the standard and basic competence 11 (standard competence) 11.1 and 11.3 (basic competence) rewrite the standard and basic competence in smaller font. change the font size into 10 rewrite the third point of the basic competence 11.3 merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk recount dan nararative 2 rewrite the instruction. answer the following question! answer the following questions! 3 add more exercise on vocabulary. add more vocabulary exercise. rewrite the instruction. match the following words with the meaning! match the following words with the meanings! rewrite the instruction. complete the following sentences with the words above! complete the following sentences with the words in the box! 5 rewrite the text of paragraph 2 besides the king was also keen on eating the flesh of human .... besides, the king was also keen on eating the flesh of human .... 7 add more exercise in grammar before coming to the next text. grammar exercise of finding an example of the use of past tense in the text, finding some form of some verbs, completing paragraphs with past tense, irregular form, constructing sentences. 13 rewrite the text of paragraph 2 one night, while they were praying, buto ijo a giant with supranatural powers passed their house. he heard they pray. one night, while they were praying, buto ijo a giant with supernatural powers passed their house. he heard they pray. the reading aloud part is presented in the last part/meeting since students need to know the meaning first. the last task was actually the first tast of the materials. it was moved as considering the in from an expert. add more exercise on each focus (vocabulary, grammar and pronunciation) some exercise has been added. 153 herlina / english education journal 2 (2) (2012) class was chosen randomly and the eight c was chosen as the subject of this study. it has 40 students and the ability of these students were average ones. the try out was done by applying pre test and teaching the reading text materials. the first, second and third meeting were done for 2 x 40 minutes, and the last meeting was done in 40 minutes. as the materials was applied the students interact actively especially in the third meeting since they stated that they were so interested in learning pronunciation and interested tone. it was the different of learning english than their first language. they found some character building point by themselves and they applied it in during the teaching learning activity, as appreciating others when they were reading or answering question. in this material application some points emerged and emphasized by teacher besides character building points which were established in the materials. however, some materials arrangement was still needed to be improved and some mistyped were still found. the next revisions were done, and added with some pictures. the appropriate and effectiveness of the materials are measured in three aspects. they are teaching learning process record, the result of the post test analysis and the students’ questionnaire on the materials. it is assumed that the materials are appropriate and effective to students, as it suits on the syllabus demand, actively followed by students, improve students’ knowledge and introduce some character building points. moreover, the result of the effectiveness of this study clearly prove that this materials are appropriate and effective. conclusion need analysis and material mapping were done to answer this problem. it is found that students of eighth grade of pangudi luhur junior high school need to learn narrative text more. moreover, there is no textbook which includes character building in it yet, though the national education department suggested to insert character building point in teaching learning process. some models were taken as the reference to designed the materials, but only one model, hyland model was adapted to develop the materials. the materials were designed for three meetings and it is presented in the last appendix. the first meeting was reading focus on vocabulary, next, reading focus on grammar and reading aloud. the arrangements of the materials were not based on the basic competence as it was revised based on the need during the study. the effectiveness of the study was found by observing three aspects. they are teaching learning process record, the result of the post test analysis and the students questionnaire on the materials. it is assumed that the materials are appropriate and effective to students, as it suits on the syllabus demand, actively followed by students, improve students’ knowledge and introduce some character building points. moreover, the result of the effectiveness of this study clearly proves that these materials are appropriate and effective. for teachers, it is important to improve the students ability in language competence in order to encourage students to learn english, especially the reading one since students will have better understanding in reading while they have bad good language competence. besides, it will give more knowledge to students to prepare well for the national examination. since this study focuses on the narrative text for eight graders, it is suggested that further researchers will develop instructional materials for another genre, so that it will really help teacher to teach english fruitful materials in other text materials. references anderson, m. & anderson, k. 2003a. text types in english 2. macmillan education australia pty ltd. anderson, m. & anderson, k. 2003b. text types in english 3. macmillan education australia pty ltd. babaii, esmat and zahra yazdanpanah. 2010. towards self-expression in l2 classrooms: the effect of explicit teaching of story structures on efl learners’ narrative ability. asian efl journal. professional teaching articles. vol. 44 may 2010 asian banathy, bella h. 1976. instructional system. jakarta: ikip negeri jakarta. byrd patria. 2001. textbooks: evaluation for selection and analysis for implementation. (ed) murcia, m. c. teaching english as a second or foreign language. south melbourner: heinle and heinle thomson learning. celce-murcia, marianne. 2001. teaching english as a second or foreign language, third edition. south melbourner: heinle & heinle, thomson learning. departemen pendidikan nasional. 2004. materi pelatihan terintegerasi. bahasa inggris. jakarta: departemen pendidikan nasional, direktorat jenderal pendidikan dasar dan menengah, direktorat pendidikan lanjutan pertama. departemen pendidikan nasional. 2009. pedoman pendidikan akhlak mulia siswa sekolah menengah herlina / english education journal 2 (2) (2012) 154 pertama (smp). jakarta: departemen pendidikan nasional, direktorat jenderal pendidikan dasar dan menengah, depdikbud. 1994. kurikulum muatan lokal pendidikan dasar: garis-garis besar program pengajaran. yogyakarta: departemen pendidikan dan kebudayaan. depdiknas. 2004. pedoman penilaian buku pelajaran bahasa ingrris smp dan sma. jakarta: pusat perbukuan depdiknas. dick, walter and robert a. resser. 1989. planning effective instruction. boston: allyn and bacon. diknas. standar isi dan standar kompetensi lulusan tingkat sekolah mengeah pertama dan madrasah tsanawiyah peraturan mendiknas no. 22, no. 23 dan no. 24 th. 2006. 2006. jakarta: pt binatama raya feez, susan and helen joyce. 1998. text-based syllabus design. sydney: macquarie university. grabe, william and fredricka l. stoller. 2002. teaching and reasearching reading. london: pearson education. halliday, m. a. k. 1994. spoken and written langauge. victoria: deakin university press. hopkins, r. l. 1994. narrative schooling. new york: teachers college press. hutchinson, tom and allan, waters. 1987. english for specific purposes: a learning centered approach. cambridge: cambridge university press. hyland, ken. 2003. second language writing. cambridge: cambridge university press. kemp, jerold. 1997. instructional design; a plan for unit and course development. belmont, california: fearon-pitman publishers. leitch, t. m. 1986. what stories are: narrative theory and interpretation. university park: pennsylvania state university press. mutiarsih, th. enik and agus sekti susilo atmojo, fic. memahami psikologi remaja. 2007. yogyakarta: yayasan pustaka nusatama. nunan, david. 1989. designing tasks for the communicative classroom. sydney: cambridge university press. nunan, david. 2003. practical english language teaching. new york: mcgraw-hill.inc. pusat kurikulum balitbang depdiknas, 2006, kurrikum tingkat satuan pendidikan (ktsp). jakarta: departemen pendidikan nasional richards, jack c and theodore s. rodgers. 1986. approaches and methods in language teaching. cambridge: cambridge university press. ridchard, jack c. 2002. curricullum developement in language teaching. new york: cambridge university press. rukmini, dwi. 2010. evaluating a text for a model. semarang: unnes press. savignon, sandra j. 1987. cultured learning: the fifth dimension in the language classroom. massachusset: audio-wesley. soekamto, toeti. 1993. perancangan & pengembangan instruksional. jakarta: intermedia sprinthall, richard c. 1991. understanding educational research. new jersey: prentice-hall tillman, diane. living values activities for children ages 8-14. 2003. deerfield beach, fl: health comminications, inc. wati, herlina. 2011. the effectiveness of indonesian english teachers training programs in improving confidence and motivations. international journal of instruction january 2011. vol.4, no.1. e-issn: 1308-1470 www.e-iji.net p-issn: 1694-609x yalden, janice. 1983. the communicative syllabus: evolution, design and implementation. eagle cliffs: prentice-hall. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f16ea30209d • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 1 eej 5 (1) (2015) english education journal http://journal.unnes.ac.id/sju/index.php/eej the realization of experiential meanings in students’ writing of recounts candradewi wahyu anggraeni rudi hartono, warsono prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia info artikel ________________ sejarah artikel: diterima juni 2015 disetujui juli 2015 dipublikasikan agustus 2015 ________________ keywords: experiential meanings; realization; recounts; writing ____________________ abstract ___________________________________________________________________ the aims of the study are to explain the experiential meanings of participants‟ element realized in the students‟ recounts, to explain the experiential meanings of processes‟ element realized in the students‟ recounts, and to explain the experiential meanings of circumstances‟ element realized in the students‟ recounts. the study used is a descriptive qualitative method of discourse analysis. the data were taken from 20 students‟ recounts of writing 4 at english education study program of unissula. the unit of analysis was a clause. the result of the study showed that the dominant element of experiential meanings was participants‟ element (46.5%). the participants‟ elements realized by the nominal group with the dominant participants‟ types in students‟ recounts are actor 19.8 % and goal 14.5 %. the processes‟ elements realized by the verbal group with the dominant process are material process in 43.6 %. the circumstances‟ elements realized by prepositional phrase, adverbial group, and nominal group with the dominant participants are place circumstance 43.5% and time circumstance 23.7 %. it can be concluded that the experiential meanings in students‟ recounts are realized by the specific participants of actor and goal, material process and circumstances of place and time. © 2015 universitas negeri semarang  alamat korespondensi: kampus unnes bendan ngisor, semarang, 50233 e-mail: pps@unnes.ac.id issn 2087-0108 candradewi wahyu anggraeni / english education journal 5 (1) (2015) 2 introduction among the four proficiencies in english, english for foreign language (efl) learners view that writing belongs to the most complex skill to be learned (mulatsih, 2007). it is a complicated skill since the students need to share their ideas into the words in which they have to write a certain topic by considering context of situation in the students‟ writing. rudianto (2012) finds that his students are afraid of making ungrammatical compositions, so his students focus in the accuracy of grammar that makes a better composition. it shows that efl learners of university level tend to find difficulties in writing since they are afraid of making grammatical errors in their writing. those problems of writing derived from the ideas do not only deal with grammatical rules, but also the coherence and cohesion in writing. the term of coherence proposes the idea that the texts make sense, while the term cohesion deals with the requirement that the texts hang together (thornbury, 2005). “cohesion is a surface feature of texts...coherence results from the interaction between the reader and the text” (thornbury 2005). in this case, the reader belongs to a teacher of writing who reads his or her students‟ writing. therefore, it needs to be highlighted that the students have to write understandable writing, indeed with the correct grammar. realizations of producing cohesive and coherent writings cannot be separated from the realization of experiential meanings. the grammar of experiential meanings is expressed by transitivity system. eggins (2004) proposes that experiential meanings are expressed by the transitivity system that covers the participants, processes, and circumstances. experiential meanings are one of the grammar aspects in systemic functional linguistics. systemic functional linguistics differs from the traditional grammar. in systemic functional linguistic (sfl), the term of realization is used to discover the relationship of the abstract construction of language in strands of meanings either experiential meanings, interpersonal meanings, or textual meanings. matthiesen, teruya, and lam (2010) insist that the realization is the representation in the systemic functional linguistic that associated with a term in a system. regarding the essential reasons to acquire writing skill, the efl learners are asked to write in english well, particularly in english department. besides, the students have to deal with writing courses and writing assignments. however, the english department students get barriers in writing. since writing is considered to be one of the compulsory subjects in the program, the students need to improve their writing skills in different writing courses of the program. manchon, rinnert, and kobayashi (2009) insist that an english as a foreign language (efl) setting epitomizes the situated nature of writing. the writing of efl students is affected not only by their first language, but also by the educational context where they learn to write. based on the open-ended questionnaire given in the researcher‟s preliminary research, the students of english education study program of sultan agung islamic university still have difficulties in writing recounts. they share that they have problems in the use of vocabulary, the use of past tense verbs, the use of inappropriate grammatical structure, and the coherence and cohesion of their recounts. these problems reflect to the notion that the students still have problem in organizing the experiential meanings in their recounts. dealing with the students‟ problems in writing recounts, the realization of experiential meanings is needed as the way to explain how the students are able to express the process, participants, and circumstances that represent the field of their writing of recounts. experiential meanings are largely concerned with the contents and ideas. the contents and ideas of the language are used in the context that is in the text. text does not derive from the reading passage. halliday and matthiessen (2004:14) propose that when people speak or write, they produce text that refers to any instance of language, in any medium, that candradewi wahyu anggraeni / english education journal 5 (1) (2015) 3 makes sense to someone who knows the language. in systemic functional linguistic, language has been viewed in the meta-functions of language. one of the language meta-functions is ideational meanings that consist of experiential meanings and logical meanings. according to eggins (2004), experiential meanings cover meaning about world, about experience, about how the language users and experience what is going on in the text. saraceni (2007) claims that transitivity focuses on the ways the doer of an action, the verb, and the object affected by the process are able to be connected by the user of language to convey divergent descriptions of particular facts and the transitivity is a linguistic framework to show ideology. alhamdany (2012) contends that the experiential meaning is realized by using the transitivity system of the verbal and it reflects the linguistic implications in which it relates to situational variation. there are three important elements in experiential meanings. they are participants, processes, and circumstances. participants are the people, ideas, or things that participate in the processes. the participants carry out the processes under circumstances. the participants‟ roles are realized by the nominal groups. there are twenty types of participants in realizing the experiential meanings. processes are the physical activities, mental and verbal activities, state of being and having are referred to as processes. processes are realized by the verbal group of the clause. circumstances are the conditions in which processes are occurring. circumstances also answer such as when, where, why, how, how many and as what. circumstantial elements are represented prepositional phrases or adverbial groups (halliday and matthiessen,2004; eggins 2004; gerrot and wignell,1994). referring to the problems proposed in this study, the statements of problems are formulated as follows: 1. how is the participants‟ element of experiential meanings realized in the students‟ recounts of english education study program at sultan agung islamic university? 2. how is the processes‟ element of experiential meanings realized in students‟ recounts? 3. how is the circumstances‟ element of experiential meanings realized in students‟ recounts? regarding the statements of problems above, the objectives of this study are the objectives of the study are to explain the participants‟ element of experiential meanings realized in the students‟ recounts, to explain the processes‟ element of experiential meanings realized in students‟ recounts, and to explain the circumstances‟ element of experiential meanings realized in students‟ recounts. methodology this study used qualitative research design that was undertaken by a discourse analysis. cresswell (2009: 176) defines that a qualitative research is a form of interpretive inquiry in which the researchers make interpretations of what they see, hear, and understand. the interpretations were based on the researchers‟ backgrounds, history, context, and their prior knowledge. gall, gall, and borg (2003: 505) view that discourse analysis is the study of interpretive processes that the individuals use their accounts of reality. in this study, the discourse analysis focuses on the experiential meanings in students‟ recounts. the source of data was the students‟ writing of recounts in writing 4 of english education study program at sultan agung islamic university. the students‟ writing of recounts was chosen for the data by considering that they were students‟ personal writing they had correct generic structure of recount texts and followed the writing instructions given. the instrument of data collection used in this study was documents of students‟ recount texts. the documents were used to obtain the data about transitivity analysis. the unit analysis of this study was clauses in students‟ writing of recount texts of candradewi wahyu anggraeni / english education journal 5 (1) (2015) 4 writing 4. the clauses were analyzed by applying transitivity analysis. the methods of data analysis were chossing the students‟ recounts sample, analyzing the experiential meanings, interpreting the finding and checking reliability and validity of the study. results and discussion table 1. experiential meanings element of twenty students‟ recounts recount experiential meanings participants processes circumstances 1 74 51 24 2 65 39 17 3 103 62 17 4 76 51 22 5 62 40 11 6 35 23 23 7 65 46 14 8 92 57 15 9 53 33 24 10 63 32 10 11 68 43 32 12 93 69 29 13 44 29 14 14 52 30 21 15 40 27 16 16 53 60 20 17 62 45 25 18 56 38 28 19 39 26 16 20 63 46 32 total (2783) 1293 847 643 % (100) 46.5 30.4 23.1 table 1 showed that participants‟ aspect had the highest percentage 46.5 %. then, it was followed by processes‟ aspect in 30.4 % and by circumstances‟ aspect in 23.1 %. the findings indicated that the students expressed the experiential meanings in their recounts were dominantly by having the participants‟ aspect. then it was followed by the processes and the circumstances. the dominance of participants‟ aspect showed that the students introduced the people, ideas, or things that participated in their recounts in which their recounts told about the students‟ past experiences. furthermore, the higher percentage of participants‟ aspect in students‟ recounts were related to the total number of participants in experiential meanings. experiential meanings covered twenty participants that were labeled based on the processes involved in the clause. matthiessen, teruya, and lam (2010:155) argued that participants were element directly involved in the processes. referring to the notion that each process had more than one participant, each clause could have more than one participant in one type of process. therefore, it could be inferred that the participants‟ aspect was dominant in students‟ recounts. the dominant participant‟s aspect found in the students‟ recounts was actor 19.8%. the candradewi wahyu anggraeni / english education journal 5 (1) (2015) 5 participant of actor mainly existed in the students‟ recounts because the recounts dominantly used material process in which the actor was the participant of material process. another participant of material process found in the recounts was goal 187 times or 14.5 %, beneficiary 1.9 %, and range 1.4 %. besides, the participants of behavioural process found were behaver 1.3 % and range 1.8 %. the participants of mental process consisted of senser 7 %, phenomenon 2.6 %, and inducer 0.1 %. the participant of verbal process existed were sayer 40 times or 3.1 %, verbiage 20 times or 1.5 %, and target 35 times or 2.7 %.the participants of relational process found were token 8.3%, value 6.6 %, 0.1 % , carrier 13.5 %, attribute 12.8 %, and attributor 0.1 %,. the participant of existential process found was existent 0.9 %. referring to the realization of experiential meanings of participants‟ aspect in students‟ recount, it could be inferred that the students‟ recounts realized nineteen participants of experiential meanings with the actor as the dominant participant. in realizing the participants‟ aspect, it could be concluded that the students expressed the participants before or after the processes‟ aspect. the labels of participants realized in the students‟ recounts were based on the processes‟ aspect involved. therefore, the processes‟ aspect was a crucial factor in determining the label of participants. in addition, the participants‟ aspect of experiential meanings in students‟ recounts was realized by the noun group in which it included the noun, describer, classifier, numerative, determiner, embedded phrase, embedded clause, nominalization, and noun complex. the processes aspects produced mainly in the students‟ recounts were the material process 43.6 %. besides, the relational process 33%, the mental process reached 12.8 %, the verbal process 6.7 %, the behavioural process 3.3 %, and the existential process 0.6 %.by considering the realization of processes‟ aspect of experiential meanings in students‟ recounts, it indicated that the recount text type was dominant to have the material process. it was supported by mulatsih (2007) and nurohmah (2013). they also found that the domination of process aspect in recount was the material process. since the students‟ recounts shared about experiences in the past, their recounts were dominant to use the words that expressed the process of doing and about action. it was proven by the total number of material process realized in students‟ recounts that reached 43.6 %. furthermore, the processes‟ aspect of experiential meanings in students‟ recounts was realized by the verb group that consisted of past verb, auxiliaries, and non-finite elements. referring to the circumstances realized in students‟ recounts, it inferred that the students‟ recounts involved six types of circumstances. the circumstances‟ aspect of experiential meanings in students‟ recounts was realized by the prepositional phrase, adverbial group, and noun group. however, the dominant circumstances in students‟ recounts were place circumstance in 43.5% and time circumstance in 23.7 %. the place circumstance was represented by the condition that was probed by “where” and “how far”. the time circumstance was realized by the condition that was expressed by „when‟, „how often‟, and „how long‟. conclusion the dominance of participants‟ aspect showed that the students emphasized on the people, ideas, or things that involved in their recounts in which their recounts told about the students‟ past experiences. referring to the participants‟ aspect of experiential meanings in students‟ recounts realized, there are nineteen out of twenty participants involve in the students recounts. the participants in students‟ recounts are represented by nominal group. the material process is mainly realized in students‟ recounts because the students wrote their recounts by telling their past experiences or events in which the dominant process used is the verb group of doing something bodily, physically, or materially. the circumstances‟ aspect in students‟ recounts are represented in the language as prepositional phrase, adverbial group, and noun group. the circumstance of candradewi wahyu anggraeni / english education journal 5 (1) (2015) 6 place and time are dominant because the students write their recounts by expressing more the condition that is probed by “where”, “how far”, “when”, “how often”, and “how long”. therefore, the students write their recounts of past experiences in specific times and places. references alhamdany, h. 2012 . the usefulness of systemic functional grammar and its impact on students‟ communicative skills in esl context. european scientific journal, 8 (11) : 176-194. cresswell, j.w. 2009. research design qualitative, quantitative, and mix method approcahes. california: sage publication inc. eggins, s. 2004. an introduction to systemic functional linguistics (2 nd ed.). new york: continuum. gall, j.p., gall, m.d., and borg, w.r. 2003. educational research: an introduction (7 th ed.). boston: pearson education. gerot, l., and wignell, p. 1994. making sense of functional grammar. australia: gerd stabler. halliday, m. a. k. and matthiessen, c.m.i.m. 2004. an introduction to functional grammar (3 rd ed.). london: hodder arnold. manchon, r. m., rinnert, c., and kobayashi, h. 2009. writing in foreign language contexts: learning, teaching, and research. great britain: mpg books group. matthiessen, c.m.i.m., teruya, k., and lam, m. 2010. key terms in systemic functional linguistic. new york: continuum. mulatsih, s. 2007. the realization of ideational meanings in the students‟ recounts. celt journal, 7 (2): 143-157. nurohmah, i. 2013. an analysis of students‟ recount text by using systemic functional grammar. journal of passage, 1 (2): 89-98. rudianto,c. 2012. do students write or speak?: a paper published in the 6th international seminar on research in teacher education: what, how, and why?, isbn 978-979-1098-58-15. salatiga: faculty of language and literature uksw. saraceni, m. 2007. meaningful form: transitivity and intentionality. elt journal of oxford, 62 (2), 164-172. eej 2 (2) (2012) english education journal http://journal.unnes.ac.id/sju/index.php/eej improving narrative text writing skill through dictation towards auditory and visual learners ida saadatul wuzaro  prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia abstrak tesis ini mendiskusikan tentang diktasi, listening, dan penulisan naratif. peneliti menggunakan factorial design dalam memilih latar belakangnya. penelitian ini merupakan penelitian quantitative. metode yang digunakan adalah studi eksperimental. sebelum penelitian dilakukan peneliti membagi kelas menjadi kelas eksperimen dan control. tes diklasifikasikan kedalam auditory dan visual learner. penelitia mencoba menggunakan anova untuk mendapat data final. oleh karena beberapa karakter anova yang menyebabkan data distribusi tidak normal, peneliti menggunakan kurskall-walls tes dilanjut dengan pos-hoc anova untuk menemukan signifikansi dari strategi diktasi dan listening. hasil menunjukan bahwa diktasi lebih efektif untuk mengajar naratif dibandingkan listening. abstract this thesis discusses about the dictation, listening and narrative writing. learning styles are needed in this area, so, the researchers gets the data of learning styles first before she decides to collect the data and analyze it. while choosing the background of the study the researcher uses factorial design. there are seven factors which become the problems of the study for this research. this research is quantitative research. the method used in this research uses experimental study, while there are experimental and control group. before the researcher decides to do pre test and post test for both groups, the researcher uses learning styles test. the test classifies each group into auditory and visual learners. the researcher tried to use anova to get the final data. because of some factors that become the characteristics of anova itself, there is not normal distribution data appeared in the research, so the researcher uses kurskalwalls test and continually with pos-hoc anova to find the significance of strategies between dictation and listening. based on the result of pos-hoc anova that has been done, it proves that dictation is more effective way for teaching narrative writing than listening. it is for both visual and auditory learners. © 2012 universitas negeri semarang info artikel sejarah artikel: diterima agustus 2012 disetujui september 2012 dipublikasikan november 2012 keywords: dictation writing narrative  alamat korespondensi: kampus unnes bendan ngisor, semarang 50233 e-mail: pps@unnes.ac.id issn 2087-0108 113 ida saadatul wuzaro / english education journal 2 (2) (2012) introduction writing is the thinking process which involves the sharpness of memorizing and imagination ability. writing is the way to pour down the ideas of what one’s experienced, saw, and felt into the form of text. “writing is the form of thinking” (tarigan: 1994). listening is an invisible mental process, making it difficult to describe. listeners must discriminate between sounds, understand vocabulary and grammatical structures, interpret stress and intention, retain and interpret this within the immediate as well as the larger socio-cultural context of the utterance (wipf, 1984). narrative is the very familiar kind of text. it is always appeared in every semester since 7th grade of junior school to 12th grade of senior high school. that is the reason why i choose narrative as the media for the test of experimental research. learning styles are various approaches or ways of learning. they involve educating methods, particular to an individual, that are presumed to allow that individual to learn best. most people prefer an identifiable method of interacting with, taking in, and processing stimuli or information. based on this concept, the idea of individualized “learning styles” originated in the 1970s, and acquired “enormous popularity”. methods a factorial design is the most common way to study the effect of two or more independent variables, although we will focus on designs that have only two independent variables for simplicity. in a factorial design, all levels of each independent variable are combined with all levels of the other independent variables to produce all possible conditions. factorial designs refers to a statistical method known as anova, or analysis of variance. anova is a method for comparing different groups of subjects on some quantitative measure. more specifically, it is a way to test whether the different groups have equal mean scores. for example, we might want to test whether democrats, republicans and independents are the same age. (what are factorial designs? | ehow.com) the table has shown us that the problems of the study that have been appeared in chapter 1 are based on the factorial design above. it has shown us that the treatments which are held by the researcher are related to design above. first, the application between dictation to auditory learner. secondly, it has shown us that dictation is applied to auditory learners. the third, the table has shon that listening is applied to auditory learners. fourth, also the table shows the listening which is applied to visual learners. fifthly, the table has shown that it is the application of below is the lists of factorial design that is used by the researcher to identify the problems based on factorial design. ida saadatul wuzaro / english education journal 2 (2) (2012) 114 dictation to auditory and visual learners. and the last it is application of listening to auditory and visual learners. the data source of this research is from sman 1 ciwaringin students especially for xi grade. eleven grade of sman 1 ciwaringin consists of 260 students, and the researcher takes two classes that are xi social 1 and 3. the social 1 is treated to be experimental group, and social 2 is treated to be control group. each of them consist of 45 students. but the researcher only takes 20 students in every class. from 20 students, they are treated as auditory and visual learners. so the sample that will be a data and will be analyzed is 40 students. 20 students are from experimental group and 20 students are from control group. findings and discussion the researcher has done the observation in sman 1 ciwaringin and has found some findings that has been calculated as follows: after the reseracher classified them by using learning style test, the next step is doing pre test and gives the treatments for each group, after that the researcher held post test. below the result of pre test and post test that have been held by the resercher. hypothesis form of data normalization ho : normalization of data distribution ha : data which is not normal distribution a.1. pre-test 1 76 85 82 85 2 89 83 78 75 3 77 86 90 82 4 90 89 89 78 5 75 86 85 77 6 94 86 75 75 7 80 93 86 83 8 92 86 82 60 9 95 86 77 75 10 86 80 90 90 ntws pree test dictation auditory dictation visual listening auditory listening visual obj. no look at the values of normaity examination that use kolmogrov smimov normality examination. the statistical value of kolmogorovsmirnov, this value is as same as the value of statistical examination of liliefors. the criteria of this normality examination, if the statistical value is bigger than the value of statistical kolmogorov-smirnov/statistical value of liliefors, so, ho is rejected, it means that the data does not have normal distribution. by using the free degree that has the same degree as df = 10 and α = 0.05, so, the statistical value which is got from the table of liliefors is 0,258, therefore the researcher gets the conclusion as follows : table 4.5. shows the data that have been tested on pre test for experimental group. it is for auditory and control group. it has been given dictation treatment. tests of normality faktorpretest kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. ntwsscorepreetest dictation auditory .179 10 .200* .892 10 .180 dictation visual .300 10 .011 .895 10 .192 listening auditory .146 10 .200* .922 10 .378 listening visual .255 10 .064 .912 10 .294 a. lilliefors significance correction *. this is a lower bound of the true significance. factor of pre test statistic statistic kolmogorov-smirnov/ statistik liliefors explanation dictation auditory 0.179 0.258 normal distributional data dictation visual 0.300 not normal distributional data listening auditory 0.146 not normal distributional data listening visual 0.255 normal distributional data 115 ida saadatul wuzaro / english education journal 2 (2) (2012) a.2. data post-test 1 79 88 85 90 2 90 89 85 80 3 95 86 94 85 4 95 94 94 80 5 94 90 90 80 6 97 94 78 78 7 94 94 90 85 8 94 87 85 75 9 97 95 85 80 10 98 89 94 94 objek no. ntws post test dictation auditory dictation visual listening auditory listening visual by using the same rules and by using the free degree which is as same as = 10 and α = 0.05, so, the statistical value which is got from the table of liliefors is 0,258, therefore the reearcher has the conclusion. the table above shows that not all the data has normal distribution, therefore the data analysis is done by using parametric of anova (analysis of variance comparing more than 2 variables) is not able to be done, because parametric data analysis (anova) has the characteristics that the data must have normal distribution (sudjana : 2005;299). therefore, the data will be analyzed by using non parametric statistical analysis (siegel : statistika non parametrik). the examination of average differential the form of hypothesis is as follows: 0 1 2 3 4:h µ µ µ µ= = = , means that there is no average of different treatment among four of samples. ha : at least, there is a sign of (≠) , it means that there is treatment average difference among four samples.. kruskal-wallis test table above shows the result of kruskalwallis test that has been done on both groups. they are experimental and control groups. both groups use dictation and listening treatments. table 4.8. above shows the result of post test for both groups, they are experimental and control. they have been given dictation and listening treatment. factor of posttest kolmogorovsmirnova shapiro-wilk statistic df sig. statistic df sig. ntwsscoreposttest dictation auditory .351 10 .001 .721 10 .002 dictation visual .246 10 .089 .881 10 .135 listening auditory .215 10 .200* .879 10 .127 listening visual .279 10 .026 .905 10 .248 a. lilliefors significance correction *. this is a lower bound of the true significance. factor pre test statistic statistic kolmogorovsmirnov/ statistik liliefors keterangan dictation auditory 0.351 0.258 normal distributional data dictation visual 0.246 not normal distributional data listening auditory 0.215 not normal distributional data listening visual 0.279 normal distributional data ranks faktor post test n mean rank ntwsscoreposttest dictation auditory 10 30.35 dictation visual 10 23.15 listening auditory 10 18.10 listening visual 10 10.40 total 40 ida saadatul wuzaro / english education journal 2 (2) (2012) 116 test statisticsa,b ntwsscoreposttest chi-square 15.851 df 3 asymp. sig. 001 kruskal wallis test grouping variable: factor posttest look at the result of statistical examination that has different average of kruskal-walis, it is got statistical value of chi-square examination, that is 15.851 with the degree of freedoms (df) 3 and the value of significance or opportunity value, that is 0.001. there are two ways to know the result of examination, they are: comparing the value of counting chisquare hitung and chi-square table by using the rules , ( ) 2 1 ; 1 2 k αχ − −    , k is the amount of sample group. if we take α = 0.05 and the amount of sample k = 4, the value of chi-square table is ( ) 2 2 0,975;30,05 1 ; 4 1 2 9, 35χ χ  − −    = = by using the examination criteria, if the value of chi-square counting is bigger than chisquare table, so, ho is rejected. post-hoc anova examination which is used is tets duncan which has purpose knowing different variables with the help of software spss v 16 is got the result as follows: c.1. test of homogenity of varians ttest of homogeneity of variances ntwsscoreposttest levene statistic df1 df2 sig. .739 3 36 .536 test homogenity of varians is done for knowing wether four samples have the same population which have same varians or not. it has the purpose to know the accurate post hoc analysis based on the homogenity assumption. the form of the hypothesis is as follows: 2 2 2 2 0 1 2 3 4: , var homh ians ogenσ σ σ σ= = = ah : at least there is a sign of ≠ among them, so, the variant is not homonenous. test criteria : reject ho if , 1, 2df dff fα< or ( .)p value sig α− < based on the counting result, it is got statistical levene result 0.739, the value will be comparewd with f table with the significance degree α = 0.05 and the degree of freedom 1 = 3 and the degree of freedom 2 = 36, it is got value post hoc tests multiple comparisons ntwsscoreposttest tukey hsd (i) faktorposttest (j) faktorposttest mean difference (i-j) std. error sig. dictation auditory dictation visual 2.70000 2.26887 .637 listening auditory 5.30000 2.26887 .109 listening visual 10.60000* 2.26887 .000 dictation visual dictation auditory -2.70000 2.26887 .637 listening auditory 2.60000 2.26887 .664 listening visual 7.90000* 2.26887 .007 listening auditory dictation auditory -5.30000 2.26887 .109 dictation visual -2.60000 2.26887 .664 listening visual 5.30000 2.26887 .109 listening visual dictation auditory -10.60000* 2.26887 .000 dictation visual -7.90000* 2.26887 .007 listening auditory -5.30000 2.26887 .109 *. the mean difference is significant at the 0.05 level. homogeneous subsets ntwss core post test tukey hsd faktorposttest n subset for alpha = 0.051 2 listening visual 10 82.7000 listening auditory 10 88.0000 88.0000 dictation visual 10 90.6000 dictation auditory 10 93.3000 sig. .109 .109 means for groups in homogeneous subsets are displayed. 117 ida saadatul wuzaro / english education journal 2 (2) (2012) (0.05),(3),(36) 2, 80f = , based on the criteria of lavene statistical test value 0.739, this value is less than (0.05),(3),(36) 2, 80f = , so, ho is accepted. it means that the four samples have homogenous difference. if we use sig value(significancy) levene statistic or called as p-value which is 0.536, compared to α = 0.05, p-value = 0.536 > from α = 0.05, based on the test criteria, so ho is accepted, it means that the four samples have homogenous varians. homogenous assumption said that varians homogenous is filled, so the researcher will do tukey test to do post hoc anova towards the four factors to know factors that are different each other. by using the help of spss v 6, it is got the result as follows: this is multiple comparison which shows the different factors each other partially. using hypothresis : 0 : a bh µ µ= :a a bh µ µ≠ test criteria, reject ho if p-value < α. the first homogenous group is listening visual and auditory, dengan p-value 0.109 the second homogenous group is listening auditory, dictation auditory dan dictation visual with p-value 0.109. based on the factor of grouping result on the homogeneous subsets, so, it will be done the examination of 2 averages between: dictation auditory vs listening visual; dictation visual vs listening visual; listening auditory vs listening visual the examination of 2 averages will be done by using non-parametric statistical analysis analisis by using the test of mann-whitney, it will be done, because on the normality test, not all the data from four groups have normal distribution (look at the test of data normality) conclusion there is not normal distribution data appeared in the research, so the researcher uses kurskal-walls test and continually with pos-hoc anova to find the significance of strategies between dictation and listening. based on the result of pos-hoc anova that has been done, it proves that dictation is more effective way for teaching narrative writing than listening. it is for both visual and auditory learners. references anggareni, dian. 2007. students’ errors in dictation as a testing device of listening: the case of the fifth grade students of sdn slawikulon 03 in the academic year of 2006/2007. semarang. semarang state university arikunto, suharsimi. (2002). prosedur penelitian suatu pendekatan praktek. yogyakarta: rineka cipta. bahri, saeful (2006). the effectiveness of discovery-discussion technique on intermediate-two students’ vocabulary mastery (an experimental research at conversation classes of global lingua tegal). a thesis. semarang. semarang state university. borg, w.r. & m.d. gall. (1979). educational research: an introduction. new york: longman inc., 3rd edition. brown, h.douglas 2004, language assessment, san fransisco, longman press burns, anne, 2010. doing action research in english language teaching. new york, routledge cartledge, h. a. (1968). a defence of dictation. elt journal, 22, 226-231 celce-murcia, marianne, 2001. teaching english as a second or foreign language. third edition. usa cohen, louis, manion, lawrence & morrison keith, 2007. research methods in education in education sixth edition. new york. routledge. cornett, c., 1983: what you should know about teaching and learning styles. bloomington, in: phi delta kappa. ehrman, m. & oxford, r., 1990: adult language learning styles and strategies in an intensive training setting. modern language journal, 74, 311-326. jurickova, olga (2006). teaching english vocabulary to children with specific learning difficulties. univerzita pardubicemcmillan, james h. and sally schumacer, 2001. rersearch in education: a conceptual introduction. united states. addison wesley longman, inc morris, s. (1983). dictation-a technique in need of reappraisal. elt journal, 37, 121-126 oller, john w, 1971. dictation as a device for testing the proficiency. english language teaching, 25, 254-259 paltridge, brian&starfield, sue, 2007. thesis and dessertation writing in a second language. new york, routledge rahimi, muhammad. 2008. using dictation to improve language proficiency. asian journal, vol 10, issue 1 richards, j.c, 1990. the teaching language matrix. new york. cambridge university press richards, jack c(1983). listening comprehension; approach, design, procedure. tesol quarterly 17, 219-239 rost, m, 2002. teaching and researching listening. london, uk. longman siahaan, sanggam, 2008. the english paragraph, yogyakarta, graha ilmu soedhono, r. kumbino ari, 2011. “the effectiveness of text based strategy to teach adjectives and adverbs: an ida saadatul wuzaro / english education journal 2 (2) (2012) 118 experimental study on the second semester students of the english department at the faculty of language and culture untag semarang in the academic year 2009/2010”. semarang. thesis. state university of semarang. sudjana, 2005. metoda statistika. bandung susilowarti, lany. 2010. the use of indonesian cukltureal heritage comics for the teaching of writing english narrative texts. an experimental study at sma kolese loyola semarang grade xi in the academic year of 2009/2010. english education, post graduate program state university of semarang (unnes) valette, r.m. (1964). the use of the dictee in the french language classroom. modern language journal, 48, 431-434. wahidin, khaerul and saondi, ondi 2010. penelitian pendidikan, cirebon, umc press widdowson.h.g, 1981. teaching language as communication. oxford. oxford university press wipf, j, 1984. strategies for teaching second language listening comprehension. foreign language annals 17:345-48 (http://www.readingrockets.org/strategies/dictation/), “dictation” march 10, 2012(http:// en.wikipedia.org/wiki/text_types), narrative, february 11, 2012 (http://www.analytictech.com/mb313/elements. htm), theoritical framework, february 15, 2012. (http://www.thefreedictionary.com/narrative), narrative, february 12, 2012 (http://sos.net/~donclark/hrd/styles/vakt.html), learning style. february10, 2012 eej 2 (2) (2012) english education journal http://journal.unnes.ac.id/sju/index.php/eej developing modified indonesian children song lyrics to teach vocabulary to elementary school third graders eka nur intani  prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia abstrak lagu merupakan salah satu alat edukasi yang membantu penguasaan bahasa peserta didik. lagu menyediakan media yang menarik dan instruksional pada pembelajaran. ini menarik karena siswa akan lebih menikmati pembelajaran. atmosfer yang mendukung dari lagu telah membuktikan bahwa lagu merupakan media yang sangat kondusif dan efisien. kebanyakan siswa sekolah dasar tidak dapat mengingat kosakata dengan membaca buku atau mengulang guru. mereka akan merasa bosan dan tidak memperhatikan karena materi tidak menarik. guru ssekolah dasar yang menggunakan lagu sangat membantu siswa untuk meraih full mental, potensi intelektual, dan kreatif. karena siswa belajar melalui pengulangan dan akitifitas multi sensorik, lagu sangat membantu dalam mengingat konsep bahasa mulai speech sampai kecakapan mendengarkan dan berbicara. dengan menggunakan lirik lagu, diharapkan guru dapat memotivasi siswa buntuk belajar dan memperhatikan materi yang guru sampaikan. abstract songs become one of the most valuable educational tools that aid the language acquisition as well as the whole learner’s physical and mental development. song can provide attractive and instructional media in learning activities. it is attractive because the children will have more fun in learning processes. the pleasant, relaxed atmosphere fostered by songs has proven to be highly conducive to efficient learning. most of students in elementary school are unable to memories vocabulary easily by read the textbook or by repeating the teacher. they feel bored and do not attention because the material which is presented by the teacher is not interesting and attractive. elementary educators who add songs to the language arts classroom help students achieve their full mental, intellectual and creative potential. because children learn best through repetition and multi-sensory activities that engage the full body, singing familiar songs and doing activities set to music help kids memorize and retain language arts concepts from parts of speech to proper listening and speaking skills. by using songs lyric during the teaching learning process, it is hoped that the teacher will be able to motivate the students to learn and pay attention to the material the teacher presents. © 2012 universitas negeri semarang info artikel sejarah artikel: diterima agustus 2012 disetujui september 2012 dipublikasikan november 2012 keywords: children songs vocabulary research and development  alamat korespondensi: kampus unnes bendan ngisor, semarang 50233 e-mail: jurnalpps@unnes.ac.id issn 2087-0108 eka nur intani / english education journal 2 (2) (2012) 184 introduction language has sound, forms, vocabulary, and grammar. thus, it is reasonable that language is interesting to analyze. there are many phenomena of language use which happened around people. song is one of those phenomena. song consists of lyrics. meanwhile, a song lyric can be used as another way for people to communicate to the other, to the young people, or to old people and vice versa. there are song lyrics, which become model especially for children. the children song lyrics can help them to acquire their language. the authors of children song lyrics specially compose song’s lyrics for children. it means song lyrics for children have special intonation and forms which are easy to be understood by children. teaching english to elementary level is not easy and needs more patience. the process of teaching children or young learners is different from the process of teaching adults. it needs such method to make it easy in delivering the material. for elementary level, english is the first foreign language to learn, and the students just learn simple english pattern. as the beginner, the students have very limited knowledge of english. most children enjoy singing songs, and they can often be a welcome change from the routine of learning a foreign language. for the teacher, using songs in the classroom can also be a nice break from following a set curriculum. songs can be taught to any number of students and even those teachers with the most limited resources can use them effectively. songs can play an important role in the development of language in young children learning a second language. yet songs may be used relatively ineffectively and the potential for language learning is not maximized. the teacher needs an appropriate english material in order to make the students to be active and creative in vocabulary. the use songs lyric in teaching and learning process will help the teacher and students engage together to get the achievements much better and also help the students to learn vocabularies by themselves by sing a song. teaching vocabulary plays an important role in language acquisition. therefore, young learners need to acquire useful vocabulary. the goal is to make them become word-savvy and to help them develop their language skills, i.e. listening, speaking, reading, and writing. since teaching english to elementary school students is the same as teaching english to children, thus teaching vocabulary to elementary school students should be in simple way. teachers should be able to explain every word as clearly as possible in order to make the students be able to catch the meaning. the first thing to think in teaching vocabulary is matching the vocabulary materials with the students’ level, whether they are in the beginner level, in the intermediate level, or in the advanced level. the second thing is the decision of the technique used in the teaching and learning of vocabulary. teachers should find suitable technique to teach vocabulary, so that the students will have fun while learning and their vocabulary achievement will improve. teachers should realize that learning vocabulary means memorizing numbers of words to support the skill of listening, speaking, reading, and writing. thornbury (2002: 23) stated that learning vocabulary is not only learning numbers of words, but also remembering them. learning vocabulary is remembering them. this study aims to developing modified indonesian children song lyrics to teach vocabulary for elementary school third graders. the material development is related to the students’ level, curriculum and it involves them to learn actively. methods in developing modified indonesian children song lyrics to teach vocabulary for elementary school third graders, research and developing approach by borg and gall is used. principally, the objective of r & d is developing products applied at schools. this is started from administering and observation that is valuable in deciding what materials will be developed and on what grade the materials will be consumed. the major purpose of research and development is not to formulate or to test, but to develop a product for its use in classroom. based on borg and gall (1983:772) a research and development is a research in which focused on developing and validating the use of the product of education. the writer uses the quantitative and qualitative approach to describe the result of the research. i used material development model adapted from borg and gall (1983: 775) to developing modified indonesian children song lyrics to teach vocabulary for elementary school third graders. the research and development of borg and gall (1983:775) is conducted in ten steps. i reduced the steps from 10 to only 8 steps. they were: (1) need analysis, (2) planning, (3) develop preliminary form of product, (4) preliminary field testing, (5) first product revision, (6) main 185 eka nur intani / english education journal 2 (2) (2012) field testing, (7) second product revision, and (8) producing the final product. it started from mapping of the students and teachers’ need analysis which was beneficial to give information to the development of the product, namely developing modified indonesian children song lyrics to teach vocabulary for elementary school third graders. the second stage was developing preliminary form of products, including the syllabus, student’s book and compilation of song. the third stage was preliminary field testing. the products were validated by the experts and english teachers, and then they were revised based on the experts’ and the teachers’ judgments and suggestions. after that, the next stage was main field testing which the products were trying out in one class to see the clarity of the materials and the songs, attractiveness, level of difficulty, practicality, and effectiveness of the products. to conduct this research and development on developing modified indonesian children song lyrics to teach vocabulary for elementary school third graders, i did survey in sd al-irsyad semarang as the preliminary research. the first step of preliminary research to collect information, i interviewed mr. sutarman as an english teacher of sd al-irsyad semarang who has been working and teaching english since 2008 in sd al-irsyad semarang. the result of the interview showed that he used two supporting books and worksheet provided by the school; the school provides limited facilities and media in teaching; since he is a new teacher, especially teaching english he found difficulties in developing a teaching material for his class because actually he is not an english teacher. in improving his skill in teaching he takes an english course in an educational institution and shared with another english teacher. besides, i also discussed the character building with all teachers who teach grade third as one of the preliminary research. we analyzed some characteristics of third graders which were needed to gain. therefore, i paid more attention to four characters, namely: trustworthiness, courage, diligence, respect, and responsibility. to collect information from students, i conducted the interview with students during the classroom observation when they were working in groups. i set the interview guideline and noted down their responses. based on the interview, most of students loved english and songs. 70 % of the students preferred “animals” theme than the other two themes i proposed, namely fruits and color. as one of the preliminary research, a classroom observation was done. in this activity, i followed the flow of the teaching learning process for two meetings. i noted down some important points: most of students were passive; teacher took the role; no song taught; no media used for teaching instead of teacher’s book; and no character building inserted in the lesson plan. it seemed to me that students experienced a boring classroom activity. findings and discussion the materials were developed into four products. there were multimedia, student’s book, and teacher’s book. the first multimedia was in the form of vcd/dvd and consisted of compilations eight songs by developing modified indonesian children song lyrics related to the theme of the material which can support the learning process. they were: (1) going to the zoo, this song is like cicak-cicak di dinding song; (2) at the zoo, this song is like kring-kring ada sepeda song; (3) move of animals i, this song is like cicak-cicak di dinding song; (4) move of animals ii, this song is like pelangi-pelangi song; (5) farm animals, this song is like naik ke puncak gunung song; (6) sound of animals i, this song is like naik kereta api song; (7) sound of animals ii, this song is like cicak-cicak di dinding song; and (8) place of animals, this song is like tik-tik bunyi hujan song. the audio were taken from the voice of a singer, and then edited and mixed using computer software called “sony sound forge pro 10”. the video were taken from the pictures of animals, text, and video youtube from internet. the pictures, text, and video youtube were then arranged into video using computer software called “ulead video studio”. the songs were provided with subtitles to enable teacher/ students in learning. the results were then burned into compact disk (cd) with vcd/dvd format. the second multimedia was in the form of vcd to listening section in student’s book. the sounds of native speaker in listening section were taken from computer software called “balabolka”. the materials of student’s book were taken from the syllabus and they were arranged based on the syllabus too. in addition to the student’s book, there was teacher’s book which was supported by multimedia. i observed the students during the teaching and learning process to obtain the data needed. a number of important points showed that the product including the songs were effective; they were: (1) all students enjoyed the learning activities; (2) all students were eager to sing and do eka nur intani / english education journal 2 (2) (2012) 186 the gestures; (3) most students paid attention to teacher’s explanation; and (4) most students understood the materials. there were also some characters building which were included during the process of teaching and learning. they were courage, diligence, respect, and activeness. courage can be seen when students expressed or share opinion and did the instruction in front of the class. diligences can be seen when the students presented in the classroom. respect shows when students appreciated teacher and friends and paid attention to teacher’s explanation. activeness appeared when students asked questions, responded to any instruction and take part actively in every learning activity. responsibility can be seen when students did the homework and any tasks given by the teacher. in general, the result can be seen in the table 1. in the first meeting, the character courage, diligence, activeness, and responsibility did not appear yet. however, in the last meeting, all of the characters seemed to develop. the students opinion about the materials and the songs after the tryout was conducted, the students were asked to respond to the questionnaire about the effectiveness of developing modified indonesian children song lyrics. the questionnaire which was used in this study had five questions. there were three choices in each question, a, b, and c. students should answer the questionnaire by crossing one of the choices. the score of each choice was different since each had a different quality for each indicator. the score gained was based on the following criteria: table 2. point ranges choices score meaning a b c 1 2 3 low medium high the table above explains that if the students choose a, the score is 1. the grade of the answer is low while if the students choose b, the score is 2. it means that the grade of the answer is medium. then, if the students choose c, the score is 3. the grade of the answer is high. the result of the questionnaire can be seen in the table below. after analyzing the questionnaire, i made a conclusion as follows: the students’ interest in learning the material using developing modified indonesian children song lyrics was high. students seemed to have high interest in learning english using the song since the result of the students’ interest was 2.95. student’s motivation to learn english was high. it is proven by the result of students’ motivation which was 2.65. the songs taught were useful to help students in understanding the material. it could make the students engaged in learning english optimally. the score of the answers to the question about the advantage of the song was 2.65. the practicality of the song got a high point, 2.70. it means that the level of difficulty of the song was low. learning english using developing moditable 1. the characters building of the students character meeting 1st 2nd 3rd 4st courage not yet appeared appeared developed diligence not yet appeared appeared developed respect appeared appeared appeared developed activeness not yet appeared appeared developed responsible not yet appeared appeared developed table 3. questionnaire results issue mean category students’ interest 2.95 high students’ motivation 2.65 high the advantage 2.65 help students very much the practicality 2.70 practical sustainability 2.60 compulsory 187 eka nur intani / english education journal 2 (2) (2012) fied indonesian children song lyrics was important for students. students regarded that it was necessary to keep on using the songs as a part of learning activity. the score of this last point was 2.60. the students’ score of the test (multiple choice, reading aloud, and writing) were collected from the tryout. based on the agreement of the school stakeholders, the minimum passing grade of english subject which consists of four language skills i.e. listening, speaking, reading, and writing is 65. it means that a student is considered to have achieved individual learning mastery when he/she already masters 65% of the materials. in addition, the classroom learning mastery should also be taken into consideration. the classroom learning mastery is achieved when 80% of the students in a classroom already gain the minimum passing grade. however, the students who have not achieved the minimum passing grade should join remedial program. from the results of the students’ evaluation, it was found out that the developed materials using developing modified indonesian children song lyrics have achieved the criteria of the appropriate materials for third graders of elementary school. from the multiple choice question, the average score was 96.00, from the reading aloud test, the average score was 87.05, and for the listening test, the average score was 89.00, and for the integrated skills, the average score was 87.25. there were 19 students or 95% of the students who passed, and only 1 student or 5% of the students failed and needed remedial teaching. conclusion in the need analysis of the define stage, the result of interview between the teacher and i show that the teacher used two supporting books and worksheet provided by the school. in the other hand, the school provides limited facilities and media in teaching. the teacher also found difficulties in developing a teaching material for his class because actually he is not an english teacher. in improving his skill in teaching he takes an english course in an educational institution and shared with another english teacher. besides, the result of interview shows that the students have difficulty in memorizing vocabulary by repeating the teacher. they feel bored and do not attention because the material which is presented by the teacher is not interesting and attractive. the use of various media will also attract their attention, and motivate them in learning english. third graders are regarded as young learners. they love and enjoy songs as a part of their learning activity. therefore, teacher needs to be creative in providing them with songs which can promote and support their learning. in developing the material, i used the procedure proposed by borg and gall (1983). i simplified the step into: (1) need analysis; (2) planning; (3) develop preliminary form of product; (4) preliminary field testing; (5) first product revision; (6) main field testing; (7) second product revision; (8) producing the final product. the materials were developed into four products. there were multimedia, student’s book, and teacher’s book. the first multimedia was in the form of vcd/dvd and consisted of compilations eight songs by developing modified indonesian children song lyrics related to the theme of the material which can support the learning process. the audio were taken from the voice of a singer, and then edited and mixed using computer software called “sony sound forge pro 10”. the video were taken from the pictures of animals, text, and video youtube from internet. the pictures, text, and video youtube were then arranged into video using computer software called “ulead video studio”. the songs were provided with subtitles to enable teacher/ students in learning. the results were then burned into compact disk (cd) with vcd/dvd format. the second multimedia was in the form of vcd to listening section in student’s book. the sounds of native speaker in listening section were taken from computer software called “balabolka”. the materials of student’s book were taken from the syllabus and they were arranged based on the syllabus too. in addition to the student’s book, there was teacher’s book which was supported by multimedia. the picture of animals and text in the textbook were then arranged into a layout using computer software called “corel draw x5”. the use of developing modified indonesian children song lyrics gives some positive influences for the students in the teaching and learning process. it is proved by the result of the questionnaire given to the students. it shows that the use of the vcd/dvd can increase their interest and motivation in learning english. based on the experts and teacher validation, the students’ opinion, and the result of the study, the developing indonesian children song lyrics to teach vocabulary which were supported with books and songs compilation in the form of vcd/dvd were effective and appropriate for teaching the third graders. it is shown from the results of students’ evaluation; 95% of the students passed. eka nur intani / english education journal 2 (2) (2012) 188 it is necessary to conduct further studies dealing with developing modified indonesian children song lyrics to provide more positive results which are possible to have significant impact to educational field. the reader will be able to use the result of the study as one of references for the further studies. developing modified indonesian children song lyrics to teach vocabulary show a positive result during the tryout in the classroom. the results of the study also show that transforming children song lyrics are easy to apply in the classroom. for those reasons, it is suggested that the teacher would like to try use transforming children song lyrics in her/his teaching to make the students active and motivated. references badan standar nasional pendidikan. 2006. panduan penyusunan kurikulum tingkat satuan pendidikan jenjang pendidikan dasar dan menengah. jakarta: bpnsp. borg, w. r & gall, m. d. 1983. educational research: an introduction. new york: longman, inc. brown, h. douglas. 2001. teaching by principles: an interactive approach to language pedagogy. prentice hall. butler-pascoe, mary ellen & wiburg, karin m. 2003. technology and teaching english language learners. boston: pearson education, inc. departemen pendidikan nasional. 2006. kurikulum tingkat satuan pendidikan sekolah dasar. jakarta: depdiknas. eyres, i. 2004. primary english. paul chapman publishing. fauziwati, e. 2002. teaching of english as a foreign language. surakarta muhammadiyah university press. finocchiaro, m. & brumfit, c. j. 1983. the functionalnotional approach: from theory to practice. oxford: oxford university press. feez, s & helen. 2002. text-based syllabus design. sydney: macquaire university. hadfield, j. 2003. presenting new language. oxford: oxford university press. hall, d. 1995. getting started: materials writers on materials writing. singapore: seameo regional language centre. hammond, j. 1992. english for social purposes. sydney: ncel. harmer, j. 2001. the practice of english language teaching. essex: pearson education limited. harmer, j. 2007. how to teach english. boston: pearson. hermina, 2000.teaching vocabulary through songs. unpublished thesis of bengkulu university hidayati, suci. 2007. the analysis of student’s ability in using derivation vocabulary. unpublished thesis proposal.tadrisbahasainggris of tarbiyahdepartement of stain bengkulu. http:// www.macmillandictionary.com/dictionary/ british/ vocabulary [accessed on 20011/12/27 10:56] hornby, j. 1995. definition of vocabulary. http://wikdictionary.org/wiki/vocabulary. linse, c. 2006. practical english language teaching: young learner. new york: mc. grawn hill. manser, h. martin. 1980. oxford learner’s pocket dictionary. oxford: oxford university press medina, suzanne l. 2002. language, literacy, and academic development for english language learners. pearson educational publishing. morales, frank and leah gilner.2004-2005. the sage’s english dictionary and thesaurus. princeton university murcia, marianne celce and mcintosh. 1978. teaching english as a second or foreign language. new york: thomson learning.inc nunan, d. 1991. language teaching method: a text book for teacher. hearthfordshire: prentice hall international. palim, john and paul power. 1990. jamboree communication activities for children. hong kong: nelson parto, s. 1996. seni musik barat dan sumber daya manusia. yogyakarta: penerbit pustaka belajar. quast, ulrike. 1999. the effect of music on acquiring vocabulary with technically gifted students. a journal. richard, j. c. and t. s. rodgers. 1986. approaches and methods in language teaching. cambridge: cambridge university press. schoepp, kevin. 2001. reason for using songs in the esl/efl classroom.sabanci university, istambul, turkey, the internet tesl journal. vol.vii no.2 http://iteslj.org[accessed on 2011/12/27 at 12:55] scott, wendy a and ytleberg, lisbeth h. 1990. teaching english to children. new york: longman. simms, r. bryan. 1993. the art of music. an introduction. usa: harper collins college publishers. slattery, m and willis, j. 2003. teaching for foreign language. ney york: oxford university press. slattery, m and willis, j. 2005. english for primary teacher. oxford: oxford university press. thornbury, scott. 2002. how to teach vocabulary. series editor: jermy harmer. malaysia: longman tirbisono, yan. 1996. practical english conversation. surabaya: arkola. http://is.muni.cz/ th/237375/pedfm/teaching_vocabular y_ through_music.pdf [accessed on 2011/12/27 at 12:53] vygotsky, l.s. (1978). mind in society: the development of higher psychological processes. cambridge: ma: harvard university press. white, r. v. 1989. the elt curriculum: design, innovation, and management. oxford: basil blackwell. inc wijaya, cece. 1992. kemampuan dasar guru dalam proses belajar mengajar. bandung: pt remaja rosdakarya. wrigth, a. 2002. creating stories with children. oxford: oxford university press. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f171a5c2085 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 53 eej 4 (1) (2014) english education journal http://journal.unnes.ac.id/sju/index.php/eej appraisal in the jakarta post articles on national examination mohamad wigunadi  prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia info artikel ________________ sejarah artikel: diterima oktober 2014 disetujui oktober 2014 dipublikasikan juni 2014 ________________ keywords: appraisal system, attitude, affect, judgement, appreciation, amplification, source of attitude, article texts, ideology ____________________ abstract ___________________________________________________________________ this study is about appraisals which were used to evaluate the interpersonal meanings found in the article texts published in the jakarta post newspaper.it is aimed to answer mainly questions: what appraisals are used in the article texts? and what is the ideology of the of the article texts? the research design of this study is qualitative descriptive. qualitative method is intended to unmask the text under analysis, while descriptive method is meant to describe the realization interpersonal meanings by using appraisal system as introduced by martin and rose (2003).the analysis was based on the system of appraisals which devided into three sub-systems: systems of affect,appreciation, and judgement.the analysis showed that the writers of the texts applied all of the apprpraisal devices (systems of affect, judgement, appreciation, system of amplification, the source of attitudes system, taxis and logico-semantic relation system) including the addressees of the appraisals, and the ideolgy of the texts. while the results of the analysis based on the appraisals devices indicated that most of the evaluation fell on the negative categories. moreover, based on the ideological analysis, the writer of the texts seemed to refuse the implementation of national examination as the topic under analysis. © 2014 universitas negeri semarang  alamat korespondensi: kampus unnes bendan ngisor, semarang, 50233 e-mail: pps@unnes.ac.id issn 2087-0108 mohamad wigunadi / english education journal 4 (1) (2014) 54 introduction national examinations for the students of senior and junior high schools have attracted our attention of any levels such as government, legislator, and those who directly involved in this field like teachers, students’ parents, and the students themselves. to know people ideas about the issue, the reaseacher chose some article texts from the jakarta post newspaper (range from the year 2002 to 2011) because this newspaper has strong contribution to influence the opinion of the society. appraisals as a particular approach to explore, describe and explain the way language is used to evaluate, to adopt stances, to construct textual personas and to manage interpersonal positioning and relationship (white 2001:1). appraisal systems introduced by martin and rose (2003) gives possibilities to examine texts more detail and accurate based on the linguistic evidences. we may have better understanding about what has been spoken or written by people, how they feel and give evaluations and judgements directly or implied. model of language is a theory of language in context, and suggests that language can only be understood in relation to the context in which it is used (hammond et al 1992: 1). thus different purposes for using language and different context result in different language texts. the construction of language texts in turn impacts on the context. there is thus a two-way relationship between text and context. language is used in a context of situation as well as a context of culture.as hammond et al (1992: 2) explain that halliday (1978) suggests that there are three variables within any context of situation that largely determine the language choices that are made in the construction of any language text. these variables function together and are responsible for the configuration of language features found in any text. this configuration of language features constitutes the registerwhich consists offield, tenor and mode. people use language to do communication and negotiate their ideas and thought. matthiessen (1995: 1) says that language is a resource for making and expressing meanings relating to various aspects of social system. halliday and hasan (1976: 1) assert that a text in linguistics refers to any passage, spoken or written of whatever length, that forms a unified whole.moreover, halliday (1994:311) adds that the text is something that happens, in the form of talking, or writing, listening, or reading. when it is analyzed, people analyze the product of this process. the analysis of this study will mainly be based on the clauses. people usually communicate their feelings, thoughts, or expressions with others using language.gerot and wignell (1994:82) state that the sentence is a unit of written language. therefore, it is only applicable analyzing the written language instead of the concept of clause that is being applicable for both written and spoken languages. halliday and matthiessen (1999: 512) emphasize that the fundamental element of grammar is clause and it presents the parameter within which the processes may unfold. based on the two linguists, it can be concluded that people communicate their feelings, thoughts, and ideas in the form of clauses. through clauses they create meanings in their communication. the whole clauses are arranged in the form of a text. this study presented seven article texts that were broken into several chunks or clauses. they were analyzed to see whether there were appraisal devices. gerot and wignel (1984: 82) say that a clause can be defined as the largest grammatical unit and a complex clause is two or more clauses logically connected. the mood element consists of two parts, the subject and the finite. hence, the following two mohamad wigunadi / english education journal 4 (1) (2014) 55 sections are about structure of the mood and meaning of subject and finite. halliday (1994: 68-71) points out that when we use language to interact, one of the thing we are doing is establishing a relationship between the person speaking now and the person who will probably speak next. according to eggins (1994: 156), there are two essential functional constituents of mood components of a clause: a subject and a finite. attitude as martin and rose (3003: 24-25) explain, consists of three main types: resourcing for expressing feeling which is known as affect,resources for judging character which is considered as judgement, and resources for valuing the worth of things which is called as appreciation. ideology is a set of beliefs, values, and opinions that shapes the way of a person or group such as social class thinks, acts, and understands the world (microsoft® encarta® 2009). according to fairclough (1995: 71) ideology is located indiscursive event. this has the virtue of epresenting ideology as process which goes on in events, and it permits transformation and fluidity to be hihlighted. but it can lead to an illusory view of discourse as a free process of formation unless there are simultaneous emphaes on structures. there is a textual variant of this location: ideologies reside in texts. while it is true that forms and content of texts do bear the imprint of ideological process and structures, it is not possible to ‘read off’ ideogies from texts. this is because meanings are produced through interpretation, and because ideological processes appertain to discourse as whole social events – they are processes between people – not the texts which areproduced, distributed and interpreted as moments of such events. according to van dijk (2001: 11) the usual approach to ideolgy is to study its effects on discourse forms and meanings, and how disscursive structures may in turn contribute to the formation and transformation of ideologies. however, ideologies are also at play when language users engage in the ongoing construction of context as subjective, as well as group sensitive, interpretation of the social situation. eggins (1994: 26-27) devides the kinds of genre into many different types as there are rocognizable social activity types in our culture. there are: literary genres, popular written genres, and educational genres. literary genres consist of short stories, romantic novels, whodunnits, autho graphies, balads, sonnets, fables, tragedies, sitcoms. poular written genres comprise of instructional manuals, newspaper articles, magazine reports, recipes. while educational genres involve lectures, report/essay writings, leading seminars, examinations, text-book writings. thus, the newspaper articles belong to the kind of genre which exists in the social activities. the study of article texts is closely linked to the parts of register, namely tenor and field of the text. research in tenor seeks to understand the evaluation the kinds of attitudes that are negotiated in the text. method this study is discourse analysis. the design of this kind of research based on the model suggested by martin and rose (2003). it implemented qualitative and descriptive of investigation. qualitative approach or method was used to uncover appraisal devices embedded in the text, while descriptive method was employed do describe the realization of the appraisal devices found in the text. the data of this study are article texts taken from the jakarta post from 2002 to 2011 through downloading from the internet. in this study the article texts were analyzed by using appraisal systems which is introduced by martin and rose (2003: 43) and the model of mohamad wigunadi / english education journal 4 (1) (2014) 56 analysis introduced by white (2001: 1), and the process of analysis was (a) reading the text as a whole to have complete understanding and to make it easy for the next steps, (b) the texts are separated into clauses and rewriting them in the analyzing tables each of them is facilitated with columns for putting the appraising items, categorization of each appraisal device, and the appraised. the process of analysis includes the analysis of text based on the system of attitude (affect, judgement, and appreciation), the system of amplification (force and focus), and the system of sources (monogloss and heterogloss), (c) encoding the appraising lexis by using bold for affection, italic for judgement, and underlined for appreciation; bold and italic for forcing graduation, bold and underlined for focusing graduation; italic and underlined for heterogloss engagement, bold and italic and underlined for monogloss engagement, (d) cross symbol (x) is put to encode the process in the appropriate row, finally (e)the results of the analysis are to interpret and to draw the conclusion. findings and the interpretations the finding data of analysis based on the system of affect indicated that from 261 clauses, the positive affect was 105 (40.23%) and the negative affect was 156 (59.77%). the analysis based on the system of judgementfound there are 49 clauses evaluating people’s character. this number consists of 20 (40.82%) positive judgements and 29 (59.18%) negative judgements.accordingly, the analysis shows that there is almost balance between positive and negative judgements of the people. the analysis on the texts based on the system of appreciation indicated that there are 138 clauses under the analysis made of 49 (35.51%) clauses are positive and 89 (64.49%) are negative. table below shows more detail about the data. analysis the clauses based on the amplificationfound that there are 296 clauses expressing attitudes, while 104 (35.14%) of them are amplified by using system of amplification. it can be interpreted that the writers of the texts tended to use intensifiers (89.87%) in amplifying the force than other devices such as attitudinal lexis, metaphor or swearing. while for focus amplification, the writers of the texts only use little; it is 24.04%.to show that the ideas were important, high grading of intensifiers (78 clauses or 75%) were applied. the results of the analysis of the texts based on the sources of attitudesshowed that the writers of the texts use more monogloss (60.84%) than heterogloss (39.16%). it can be interpreted that the writers of the texts prefered to use their own ideas or opinions, but still give chances or invite others’ ideas in forming the opinionsto give emphasizes that the opinions formed are more objectives. text analysis based on the taxis and logicosemantic relations systems showed that they are 573 clauses made of 306 independent clauses and 267 dependent clauses, the rest 75 clauses belongs to both parataxis and hypotaxis and are not analyzed since they have more than one meaning. in logico-semantic relations system analysis, clauses are classified into expansion and projection. in expansion the relation can be extended through elaboration, extension, and enhancement. while in projection the relation of clauses can be wordings or ideas. from these findings, the interpretations of the text based on the analysis of logico-semantic relation systems are the writers of the texts use both parataxis and hypotaxis systems to obtain more subjects and more detail of ideas in clauses under discussing. ideas of the clauses derive not only from the writers of the texts but also from others. it gives emphasizes to avoid the sense of subjectiveness.based on the findings above which showed that the negative evaluations were more mohamad wigunadi / english education journal 4 (1) (2014) 57 than the positive ones can arise further interpretation that itseemed that the writers of the article texts did not agree with the government policy dealing with the existence of national examination and they felt disappointed with the implementation. addressee of appraisal analysis based on the system of affect. there are 261 targets or addressees in this analysis which can be classified into person, thing, and happening or the combination among them. target of the texts tend to the things categories with 162 (62.07%) clauses, while in the second rank of the target is occupied by categories of persons; the third category is occupied by happenings. there is no target of state of affair. addressee of appraisal analysis based on the system of judgement. the objects of evaluation are dominated by students (57.14%) and teachers (16.32%). it makes sense as the students are the object of the treatment while teachers are the ones who have close relationship with the students in conducting teaching program. addressee of appraisal analysis based on the system of appreciation showed that the 33 (23.91%) targets belong to object and 105 (76.09%) targets can be categorized into process. meanwhile, artifact and states of affair do not have any distributions. the aim of the analysis of ideology is basically to depict the ideological stance of the jakarta post articles on national examination. this analysis was done by using of appraisal system particularly the use of systems of affect, judgement, and appreciation. ideological stances based on the analysis of appraisals tend to indicate the same findings among the parts of the system of appraisals. these findings are the results of analysis covering the systems of affect, judgement, and appreciation. each parts shows that the negative evaluation is more dominant that the positive one. meanwhile, the ways of delivering messages, the writers of the article texts prefer to use direct expressions. conclusions based on the analysis of the selected article texts from the jakarta post towards the topic of national examination, it can be concluded that the writers of the article texts applied the system of appraisal covering the attitude system, the source of attitude and amplification.the system of attitude covered the system of affect, the system of judgement and the system of appreciation. while the results of the analysis of the article texts based on the appraisals devices indicated that most of the evaluation fell on the negative categories. moreover, based on the ideological analysis, the writer of the texts seemed to refuse the implementation of national examination as the topic under analysis. language teachers need to achieve of appraisal system. with this system language teachers are able to negotiate their ideas in the social relationship by making interpersonal meanings. they, in turn, are also able to teach the students to know and to use the appraisal devices to express their feelings (affect), to judge the people’s character (judgement) and to appreciate things (appreciation). by mastering the appraisal system, students are also able to understand others. references eggins, s. 1994. an introduction to systemic functional linguistics.london: pinter publishers. gerot, linda. and peter wignell. 1994. making sense of functional grammar. sydney: gerd stabler. halliday, m.a.k. 1985. spoken and written language. melbourne: deakin university press. mohamad wigunadi / english education journal 4 (1) (2014) 58 halliday, m.a.k. & r. hasan. 1985. language, context, and text: aspects of language in a social-semiotic perspective. melbourne: deakin university press. halliday, m.a.k. 1994. an introduction to functional grammar. 2nd edn. london: edward arnold. halliday, m.a.k. 1999. ‘the notion of “context” in language education’ in text and context in functional linguistic. amsterdam: john benjamin publishing company. halliday, m.a.k. & matthiessen, c.m.i.m. 1999. constuing experience through meaning: a language-based approach to cognition. london: continuum. hammond, jenny. et al.1992. english for social purposes. sydney: national center for english language teaching and research of macquarie university. martin, j.r. and david rose. 2003. working with discourse: meaning beyond the clause. london: continuum. matthiessen, c. 1995. lexicogrammatical cartography: english system. taiwan: meadea interprise. white, p.r. (2001) appraisal: an overview. online at www.grammatics.com/appraisal/appraisalguide/.../ap praisal [accessed 11/05/10] http://www.grammatics.com/appraisal/appraisalguide/unframed/appraisal-overview.htm http://www.grammatics.com/appraisal/appraisalguide/.../appraisal http://www.grammatics.com/appraisal/appraisalguide/.../appraisal 14 eej 5 (2) (2015) english education journal http://journal.unnes.ac.id/sju/index.php/eej teacher’s and student’s perceptions of corrective feedback in teaching speaking herman khunaivi, rudi hartono postgraduate program, semarang state university, indonesia article info ________________ article history: accepted october 2015 approved october 2015 published november 2015 ________________ keywords: perception, corrective feedback, adult learners, speaking skill ____________________ abstract ___________________________________________________________________ the purposes of this study were to find out the types of the spoken errors commonly made by the students in speaking, knowing the reasons do the students make same errors, describing how english teachers use corrective feedback to refine students’ errors, exploring the types of corrective feedback do the students mostly like, explaining the teachers’ and students’ perceptions towards corrective feedback.the types of this study was descriptive qualitative study. the findings indicated that errors mostly made by the students were pronunciation error, grammatical error and lexical error, why did they make same errors because the students got fossilization, corrcetive feedbacks were used to refine students speaking were explicit correction, repetition and reformulation, corrective feedbacks that the students mostly like were explicit correction, repetition and pronunciation, the teachers perceptions towards corrective feedback were corrective feedback was to know the lacks of the students speaking, the teachers could give the students feedbacks in order not to be fossilized. by giving feedback appropraitely it was believed the students would not be fossilized. the students’ perceptionson corrective feedback were they had very good responses about corrective feedback that were given by the teachers in the classroom. ©2015 semarang state university  correspondence address: unnes bendan ngisor campus, semarang, 50233 e-mail: lionelyakin@gmail.com issn 2087-0108 herman khunaivi dan rudi hartono / english education journal 5 (2) (2015) 15 introduction in indonesia, english belongs to a foreign language in which it is used for academic purposes, job vacancies’ requirement, and traveling overseas. learning english as foreign language cannot be separated from the foreign language acquisition. according to ellis (1994:11-12), foreign language acquisition takes place in settings where the language plays no major role in the community and is primarily learned only in the classroom. in this case, english teachers take an important role in teaching and learning processes. instead of delivering the materials, they need to give feedback to their students. therefore, the students will be able to improve their english proficiencies. the english proficiencies of students include four aspects that cover speaking, listening, reading, and writing. in the scope of english as international language, speaking skill takes an essential position since it is used mostly as a communication mean. speaking is one of compulsory subject at university especially in english education department. speaking becomes easier if it allows students to speak every time in many opportunities. the more students participate, activate and use english as a spoken language in the class; the various elements of the language they have stored in their brains. as a result, students gradually become autonomous language users (harmer, 2007:123). indeed, spoken english is one of the most important things which help students because it will be useful to them in order to communicate. in speaking people do not only focuse on getting things done but also creating a warm relationship in our society. the government has drawn up english in this country as a foreign language that should be mastered by students. english has different characteristics from the exact sciences or social sciences, which places in the function of language that is as a tool of communication. it identifies that learning english does not only learn vocabulary and grammar in the sense of knowledge, but also it should be everyday used as a means of communication. it means that for those who are studying english, they should be able to use words and phrases very smoothly without much conscious thought. good speaking activities can and should be extremely engaging for the students (harmer, 2007:123). in a speaking class, specifically english education department, the students are forced to speak in english even outside of the classroom. sometimes, it makes them brave to do so, but it can make them not to be brave to do conversation at the outside of the classroom, because they need to have some comprehensible inputs and feedbacks from their teachers even from their friends. as well as teaching speaking in the classroom, the teacher always gives the students comprehensible inputs and also correction for those making errors while speaking. there are some points that should be emphasized in teaching speaking. there are five principles that have to be considered in teaching speaking. the principles are 1) second language and foreign language learning context, 2) providing opportunities to talk, 3) fluency and accuracy4) planning for speaking tasks, and 5) classroom activities design (nunan, 2003). harmer (2003:102) states that there are six principles of teaching speaking, they are1) helping students overcome their initial reluctance to speak, be encouraging, provide opportunity, start from something simple, 2) asking students to talk about what they want to talk about,3) asking students to talk about what they are able to talk about, 4) incorporating the teaching of speech acts in teaching speaking, 5)combining speaking with listening and reading, 6) and providing appropriate feedback. furthermore, students often evaluate their success in language learning as well as the effectiveness of their english course on the basis of how much they feel they have improved in their spoken language proficiency (richards and rodgers, 2008:19). it cannot be avoided that feedback is needed to be given to the students, herman khunaivi dan rudi hartono / english education journal 5 (2) (2015) 16 since it gives positive effects to the students. henderson and karr-kidwell (1998) wrote that using feedback to evaluate and to improve student work is a natural outgrowth of the movement toward more corrective assessments in teaching and learning process. ellis (1994:584) who warned that correction is both useless for acquisition and dangerous in that it may lead to a negative affective response. it is not encouraging evidence about the effects of grammar feedback on students development is a waste of teacher energy and deflects attention from more important issues. on the contrary, krashen (1983:117) says when the goal is learning, errors should indeed be corrected (but not all the times, not all the rules, even is the goal is learning). he was apparently agreed to corrective feedback if the goal is learning, not acquisition, and should be under certain requirements. chenoweth et. al. (1983) as cited in ellis (1994:584) found that learners like to be corrected not only during form-focus activities, but also when they were conversing with native speaker. according to harmer and naghizadeh (2003 :62-63) a correction helps students to clarrify their understanding of the meaning and construction of language. it is a vital part of the teacher’s role. the matter of when, how and who must correct errors has been a controversial issue and has no simple answer. students need to be corrected in order not to be fossilized to make errors. moreover, students produce error in the process of learning. it is believed that teacher’s corrective feedbacks can be regarded as input for the students to improve in learning english either english as a second language or foreign language. they are significant to motivate the students in the english as a foreign learning. it is a vital part of the teacher’s role to point out students’ errors and provide corrective feedbacks. corrective feedback will help students clarify their understanding of meaning and construction of the language. there are several studies related to this study that conducted by manyresearchers. among those studies, the first study was conducted by chu (2011) with the entitled was effects of teacher’s corrective feedback on accuracy in the oral english of english-majors college students. her study tried to solve the following questions: 1. whether corrective feedback have a positive effect on improving oral english accuracy? 2. two types of corrective feedback, which types have a better effect on english accuracy? 3. if corrective can improve oral english accuracy, but for the high or medium and low group of students, does it have the same improving effectiveness?. the results were corrective feedback had a positive effect on improving oral english accuracy. corrective feedback did make great effects on oral accuracy, but the effectiveness for different level of learner was different. for medium and low group learners, the effectiveness was better, because there was enough space for them to be improved. for high group learners, their oral accuracy was better, what they needed to do was improve their oral fluency and complexity. the second study was organized by razavi and naghizadeh (2014), the title was corrective feedback in speaking in relation to error types in iranian eflclassrooms. the aim of their study was to investigate the relationship between corrective feedback in speaking in relation todifferent error types in iranian efl classrooms. the research design was an experimental design.the result was that recast type of feedback and grammatical errors were the most frequent types in the posttest. these findings implicated the importance of using implicit types of feedback regarding to different errors. the third was finished by eini et al. (2013), their title wasthe effect of corrective feedback modalities on secondlanguage postspeaking activities among iranian preintermediateefl learners.this project reported on the study regarding the effect of teacher and peer feedback in post-speakingactivities among 120 secondgrade iranian students selected from three different classes in islamic azad university, ahvaz branch, through random judgment sampling. the result of the study indicated that the class with teacher corrective feedback outperformed the peer corrective feedback and control groups (p<.001). herman khunaivi dan rudi hartono / english education journal 5 (2) (2015) 17 the fourth study was conducted by lange (2009) her title was corrective feedback during communicative activities: a study of recasts as a feedback method to correct spoken english. the purpose of her study was to investigate the amount of feedback given in language-focused exchanges and communicative exchanges. she also investigated if recasting was the feedback method most frequently used in communicative activities. she observed three different classes, at different levels of the swedish school system, and also interviewed the teachers. it was shown that feedback was more frequently provided during the language-focused exchanges. it was also shown that two of the teachers were very reluctant to provide their students corrective feedback during communicative activities. all three teachers agreed that recasting was the best method to use for correcting the students’ speech because it did not interrupt the communication and did not inhibit the students. the fifth study was conducted by soenoewati (2010), her title was teachers’ corrective feedback in the english as a foreign language (efl) speaking class at sekolah indonesia bangkok (sib), thailand. the aim of the study was to investigate how the english teachers of sib provide corrective feedbacks during the efl speaking class, what types of thespoken errors commonly used by junior high school students in sib, and find out whether or not corrective feedbacks are significant in the efl speaking clas in sib. the findings indicated that teachers used clarrification request (31%) of all corrective feedback types. students made all error types, particularly content error (25%). the results of the study also showed that corrective feedback, particularly clarrification request, could generate repair uptake, particularly selfrepair (36%). the sixth study was done bysafari (2013) with the entitled was a descriptive study on corrective feedback and learners’ uptake during interactions in a communicative efl class. the aim of his study was to investigate, describe, and analyze the discourse patterns of corrective feedback utilized by an iranian teacher and also their relationship to the learner’s uptake and the repair of those errors. transcripts totaling 16 hours of classroom interaction included 181 episodes, each containing a trigger (error) produced by the learner, a cf move from the teacher and a learner’s subsequent uptake in response to the cf. the findings obtained from such context reveal the ratio and distribution of the six different feedback types as well as those of different kinds of learner’s uptake and immediate repair of errors. according to problems proposed in this study can be formulated as follows: 1. what types of spoken errors do the students of speaking class at the fourth semester of english department at private islamic university sultan agung commonly make? 2. why do the students make same errors in speaking class? 3. how do english teachers use corrective feedback to refine students’ errors in speaking class? 4. what types of corrective feedback do the students mostly like? 5. what are the teachers’ and students’ perceptions towards the use of corrective feedback in speaking class? method this is a case study with a descriptive qualitative approach which was going to be developed into a quantitative approach. the qualitative approach aimed to take a close looked at the terminology used in this study and describe the fact in the field of the study, the quantitative approach would give detailed results of the data acquired. the participants of this study were seventy four students and two lecturers. data collections were needed in some kinds of studies to come on the results of the study. in collecting the data, the study needed to use device called instruments. in doing this tudy, observation and recording, in-depth interview, questionnaires, documentation as the instruments and lastly will be transcribing and coding. observation and recording were used to know the conditions and the atmosphere in the classroom. in doing observation, it led deeper herman khunaivi dan rudi hartono / english education journal 5 (2) (2015) 18 understanding and it would give knowledge of the context in which events occured. triangulation was used in observation in order to avoid bias data. i used the data from observation to know the real condition in teaching speaking and observed the students’ speaking utterances in speaking class combined with coding of the students’ utterances. recording was used to record the activity happening in the class. in conducting recording, i asked other friend to help me in collecting the data. then, in-depth interview, i focused on the teachers, aiming to find out personal reason why certain teacher used certain strategy to provide certain error and corrective feedback. this indepth interview was also very beneficial in completing the data gained from the observation and recording. questionnaire was given to discover particular information related to the study. documentation would be done as the real document i did while in the classroom, and lastly it wastranscribed and made coding of the students’ speaking and also teacher corrective feedback while giving feedback in the speaking class. transcibing the data from recording would be the core data in analysing the students’ errors and teachers’ corrective feedback. after getting the data from transcription i asked other friends to check the data acquired whether the data was suitable with the main observation or not. results and discussions based on the data, it could be stated the total number of error in speaking class were phonological error was 40%, grammatical error was 35%, lexical error was 11%, gambits was 4%, stress was 6% and intonation was 4%. mostly error was made by the students were pronunciation and grammatical error, because in indonesia english is as a foreign language. in that case the students made many errors in speaking activity even in speaking class. the reason why the students made same errors in speaking class is because the students got fossilization, both of the teachers stated the students made some errors eventhough the teachers had already reminded them. because of the fossilization, some of students got fossilization. by delivering appropriate feedback and drilling them were the best choice for teachers to solve students in making the same errors. the way of english teachers used corrective feedback to refine students’ errors in speaking class that were by using types of corrective feedback such as clarification request, explicit correction and elicitation. the teachers used these corrective feedbacks to refine the students’ error. after delivering corrective feedback to the students, the students got inputs when they made some errors. in that case by using those types of feedback, it was believed that the students’speaking skill would be better. the types of corrective feedback do the students mostly like were calrification request,explicit correction and repetition. when the students made error in speaking then the teachers reminded them and corrected them, the students’ responses were very well, sometimes they also laughed when teachers gave them feedbacks and corrected them. mostly, the students laughed when they got corrective feedback from the teachers. teachers’ and students’ perceptions on corrective feedback in speaking class were the teachers thought corrective feedback was to know the lacks of the students, after knowing the students’ lacks, the teachers could give the students feedbacks in order not to be fossilized. in one hand, the biggest think the students faced was getting fossilization. in the other hand, some of them got fossilization, by giving feedback appropraitely it was believed that the students would not be fossilized. the students respond when they got corrective feedbacks from the teachers were very well, they accepted all the corrective feedbacks were given by the teachers. the students respond the correct feedback was given by the teachers or other students, they incorporate the feedback provided by the teachers into any longer utterance, but sometimes, it could be forgotten by them, they also supply self correction, some of their friends remind each other and peer feedback could correct their friends’ error. by reminding each other, it could correct their friends’ error. herman khunaivi dan rudi hartono / english education journal 5 (2) (2015) 19 in giving corrective feedbacks, the teachers said there were also the benefits of giving corrective feedback, those were; they don’t worry of their own performance, they feel of selfesteem of their capability, they did not feel afraid of making errors, lacks of nervous, more comfortable or self confidence of their capability, peer-assessment and self-assessment. for the next level of students, the teachers would give feedbacks to the students all the time. even though, the students were in lower level, intermediate or advanced level. feedbacks were very important for the teachers, to correct them in accordance with knowing the students’ mistakes and errors. students’ perceptions on corrective feedback in speaking class were they had very good responses to corrective feedback. they hoped all the teachers were giving feedbacks every meeting in the classroom. the discussion of study finding, based on the results of findings in this study, it could be discussedthe total number of error in speaking class were made by the students were phonological error was (40%). the teachers used corrective feedback to refine students’ errors in speaking class that were by using types of corrective feedback such as clarification request, explicit correction and elicitation. it was contrary with the previous finding that was done by soenowati (2010), the findings indicated that the students made all error types, particularly content error (25%). teachers used clarification request of all corrective feedback types. the results of the study also showed that corrective feedback, particularly clarrification request. on the one hand, razavi (2014) found that, the result was that recast type of feedback and grammatical errors were the most frequent types in the posttest. these findings implicated the importance of using implicit types of feedback regarding to different errors. on the other hand, lange (2009), all three teachers agreed that recasting was the best method to use for correcting the students’ speech because it did not interrupt the communication and did not inhibit the students. conclusion the teachers’ and students’ perceptionson corrective feedback in speaking class were the teachers thought corrective feedback was to know the lacks of the students, after knowing the students’ lacks, the teachers could give the students feedbacks in order not to be fossilized. in one hand, the biggest think the students faced was getting fossilization. in the other hand, some of them got fossilization, by giving feedback appropraitely it was believed that the students would not be fossilized. the students respond when they got corrective feedbacks from the teachers were very well, they accepted all the corrective feedbacks were given by the teachers. the students respond the correct feedback was given by the teachers or other students, they incorporate the feedback provided by the teachers into any longer utterance, but sometimes, it could be forgotten by them, they also supply self correction, some of their friends remind each other and peer feedback could correct their friends’ error. by reminding each other, it could correct their friends’ error. in giving corrective feedbacks, the teachers said there were also the benefits of giving corrective feedback, those were; they don’t worry of their own performance, they feel of selfesteem of their capability, they did not feel afraid of making errors, lacks of nervous, more comfortable or self confidence of their capability, peer-assessment and self-assessment. for the next level of students, the teachers would give feedbacks to the students all the time. even though, the students were in lower level, intermediate or advanced level. feedbacks were very important for the teachers, to correct them in accordance with knowing the students’ mistakes and errors. the students’ perceptions on corrective feedback in speaking class were they had very good responses about corrective feedback. they were given by the teachers feedbacks in the classroom. this data answer the last research question that is what are the teachers’ and students’ perceptions towards the use of corrective feedback in speaking class. herman khunaivi dan rudi hartono / english education journal 5 (2) (2015) 20 references chu, ruili. 2011. effects of teacher’s corrective feedback on accuracy in the oral english of english-majors college students. journals of theory and practice in language studies, vol. 1, no. 5, pp. 454-459. eini, massoume; gorjian, bahman and pazhakh, abdolreza. 2013. the effect of corrective feedback modalities on secondlanguage post-speaking activities among iranian preintermediate efl learners. journals of advances in asian social science (aass) 810. vol. 4, no. 2. ellis, rod. 1994. the study of second language acquisition. auckland: oxford university press. harmer, jeremy. 2003. the practice of english language teaching (3 ed.). edinburgh: longman. harmer, jeremy. 2007. how to teach english. oxford: pearson education limited. henderson and karr-kidwell. 1998. correctiveassessment: an extensive literary review and recommendations for administrators. texas: texas woman's university. krashen, sd. 1983. second language acquisition and second language learning. new york: pergamon press. nunan, david. 2003. practical english language teaching. new york: the mcgraw-hill. lange, camilla ferm. 2009. corrective feedback during communicative activities a study of recasts as a feedback method to correct spoken english. razavi, arezou and naghizadeh, mohammad. 2014. corrective feedback in speaking in relation to error types in iranian efl classrooms. international journal of emerging investigations in applied and basic sciences. vol. 1, no, 1, pp. 148160. richards, j. c. and rodgers, t. s. 2008. teaching listening and speaking from theory to practice. cambridge: cambridge university press. safari, parvin. 2013. a descriptive study on corrective feedback and learners uptake during interactions in a communicative efl class. theory and practice in language studies, vol. 3, no. 7, pp. 1165-1175. soenoewati, does ichnatun. 2010. teachers’ corrective feedback in the english as a foreign language (efl) speaking class at sekolah indonesia bangkok (sib), thailand in the academic of 2009/2010. unpublished thesis. semarang: program pascasarjana unnes. 63 eej 5 (2) (2015) english education journal http://journal.unnes.ac.id/sju/index.php/eej the ideology in the indonesian-to-english translation of cultural terms in toer’s bumi manusia sri erma purwanti, yan mujiyanto postgraduate program, semarang state university, indonesia article info ________________ article history: accepted october 2015 approved october 2015 published november 2015 ________________ keywords: ideology of translation, cultural terms, bumi manusia. ____________________ abstract ___________________________________________________________________ the focus of translation has shifted from the macro level of isolated linguistic units to the macro level of the socio-cultural context in which the translation act takes places. it means that translation has played quite significant role in communicating and exchanging social and cultural information. the aim of this study is to find out the cultural terms in the indonesian novel bumi manusia, the techniques of translation applied by the translator, and to explain how the techniques applied reflect the ideology of translation. the method of collecting data in this study was through observing by note-taking technique. the collected data were analyzed descriptively using qualitative method. there were 187 data of five categories of cultural terms, fourteen idioms, four sayings, and fourteen techniques identified in the novel. the most tendency of application of ideology of translation in translating the cultural terms related to javanese culture was domestication ideology (78, 20%), it showed that the translation was oriented to tl. the next orientation used in the translation of the cultural terms was followed by foreignization ideology 12%), it showed that the translator tried to introduce javanese cultural terms to the target readers using sl-oriented. the last tendency was partial foreignization and partial domestication (10,8%), it showed that the translation was partially oriented to sl and partially oriented to tl. © 2015 semarang state university  correspondence address: unnes bendan ngisor campus, semarang, 50233 e-mail: sri88erma@gmail.com issn 2087-0108 sri erma purwanti dan yan mujiyanto/ english education journal 5 (2) (2015) 64 introduction translation has played quite a significant role in communicating and exchanging social and cultural information. bassnet (2002) states “…translation is not just the transfer of a text from one language into another, it is a process of negotiation between texts and cultures. moreover, vermeer (1986) in snell and hornby, 1988:46) has for many years opposed the view that translation is simply a matter of language: for him translation is primarily a cross-cultural transfer and in his view, the translator should be bicultural if not multicultural, which naturally involves a command of various languages, as language is an intrinsic part of culture. he also states that the concept of culture as a totality of knowledge, proficiency and perception is fundamental in approach to translation. the extent of his knowledge, proficiency and perception determine not only his ability to produce the target text, but also his understanding of the source language. translating is not a neutral process. there are various tendencies, considerations, and concernments of the translator when doing the translation process. those tendencies, considerations, and concernments referred as a translator orientation of translation. the orientation leads to two different things those are source language (sl) oriented and target language (tl) oriented; whether translating source language while maintaining the same idea so as provide a new experience to the target readers to get knowledge of languages and cultures other than their own, or translating into target language culture, so the reader could understand the message more easily. both orientations are wrapped up in the term ideology of translation consisting of foreignization and domestication which introduced by venuti in 1995. in the domesticating translation, a translator attempts to produce a target language translation as naturally as possible. the translated text will be much more familiar to the target language so that they feel as if they are reading an original text, not a translated one. on the contrary, in foreignizing translation, a translator attempts to take the target language readers to the foreign culture and make them feel the linguistic and cultural differences. the target language readers will recognize that they are not reading an original text but that of translated. this research is conducted with the focus on viewing the frequently-applied ideology of translation in dealing with cultural terms in the translations of words, phrases, clause, or expressions related to culture. in addition, the techniques of translation used in the translations of words, phrases, clause, or expressions related to cultural terms were also analyzed in this research. the novel bumi manusia and its translation this earth of mankind were considered representative as the data sources in this study since the novel contains many cultural terms, indonesian cultural terms and their translations in english. through the translation of cultural terms into the translated novel, it can be seen the tendency of ideology used by the translator to translate the cultural aspect which is one of the main problems in the translation. according to nida and taber (1969): “translating consists in reproducing in the receptor language the closest natural equivalent of the source language message, first in terms of meaning and secondly in terms of style”. indeed, culture is not explicitly mentioned in the definition above but based on the phrase "the closest natural equivalent" and “terms of style”, it can be can concluded that cultural considerations taken into account. apart from an excellent knowledge of both the source language and the target language or receptor language, which comprises vocabulary and word formation, grammar, spelling and pronunciation, the translator also has to possess so-called sociolinguistic competence, which helps him to understand the text within its context, to determine its functions and predict who is going to receive it (paluszliewicz, 2005). however, a translator who is concerned with transferring the meaning will find that the receptor language has a way in which the desired meaning can be expressed, even though it may be sri erma purwanti dan yan mujiyanto/ english education journal 5 (2) (2015) 65 very different from the source language form (ruth, 2000). it implies that translation is no longer considered to be a mere cross-linguistic activity but it significantly is cross-cultural communication. the communication of the meaning of the source-language text is by means of an equivalent target-language text (larson, 1998), so translation consists of language and culture. hatim and mason (in hatim and munday, 2004:102) make a distinction between “the ideology of translating” and “the translation of ideology”. whereas the former refers to the basic orientation chosen by the translator operating, within a social and cultural context, while in the translation of ideology they examine the extent of mediation supplied by a translator of sensitive texts. “mediation” is defined as “the extent to which translators intervene in the transfer process, feeding their own knowledge and beliefs into processing a text”. as what nord (2003) claimed that almost any decision in translation is, consciously or unconsciously, guided by ideological criteria. according to fairclough (1989) ideology in discourse is encoded in the lexical, grammatical and textual items. lexical item is a word or a sequence of words that acts as a unit of meaning. it can be generally understood to convey a single meaning but are not limited to single words. in translation practice, domestication and foreignization are very important concepts in deciding a translator’s ideology to the linguistic and cultural differences of the source text. foreignization aims for cultural transfer, whereas domestication tends to be the very reverse of this transference. they are termed by an american translation theorist, lawrence venuti in 1995. according to yang (2010) domestication and foreignization are two basic translation strategies which provide both linguistic and cultural guidance for translators in rendering culturespecific source texts into parallel target texts. technique of translation can be defined as the way used by translators in translating smaller units of language (words, phrases, or expressions) from the source language into the target language. molina and albir (2002:509) propose eighteen techniques of translation, they are: 1. adaptation (to replace a st cultural element with one from the target culture); 2. amplification (to introduce details that are not formulated in the st: information, explicative paraphrasing); 3. borrowing (to take a word or expression straight from another language); 4. calque (literal translation of a foreign word or phrase; it can be lexical or structural); 5. compensation (to introduce an st element of information or stylistic effect in another place in the tt because it cannot be reflected in the same place as in the st); 6. description (to replace a term or expression with a description of its form or/and function); 7. discursive creation (to establish a temporary equivalence that is totally unpredictable out of context); 8. established equivalent (to use a term or expression recognized (by dictionaries or language in use) as an equivalent in the tl); 9. generalization (the translator uses a more general or neutral term); 10. linguistic amplification (to add linguistic elements. this is often used in consecutive interpreting and dubbing); 11. linguistic compression (to synthesize linguistic elements in the tt); 12. literal translation (the source language (sl) text is translated word for word into the targe language (tl)); 13. modulation (to change the point of view, focus or cognitive category in relation to the st; it can be lexical or structural); 14. particularization (to use a more precise or concrete term); 15. reduction (the translator reduces the sl text in the tl); 16. substitution (linguistic, paralinguistic) (to change linguistic elements for paralinguistic elements (intonation, gestures) or vice versa); 17. transposition (the translator makes some changes in the structure of the tl); 18. variation (to change linguistic or paralinguistic elements (intonation, gestures) that affect aspects of linguistic variation). cultural terms (or cultural words, culturally-bound items, cultural items, culturespecific items, etc.) are words, phrases, or expressions used by members of a certain culture sri erma purwanti dan yan mujiyanto/ english education journal 5 (2) (2015) 66 to express their concepts about something closely related to their culture. a cultural term is usually marked by special characteristics; every language in the world has its own words, phrases, or expressions marked by special characteristics. newmark (discusses the translation of foreign cultural words in the narrow sense. he classifies culture-specific terms into five categories, they are ecology (flora, fauna, winds, etc.), material culture (food, clothes, houses and town, transport, etc.), social culture (work and leisure), social organization (political and administrative, religious, artistic), and gestures and habits method this research is categorized into descriptive qualitative researchand documentary study guise was used as the instrument. the technique applied in this study was note-taking technique. the use of note-taking technique was to identify and classify the data, the cultural terms, so that it will be much easier to formulate the analysis. the cultural terms includes word, phrase, and clause contained in bumi manusia and their translation. bumi manusia is a historical novel written by pramoedya ananta toer,firstly published in 1980. the setting mostly takes place in wonokromo, one of small villages in surabaya, east java. it is about psychological conflict of a native javanese named minke, who had been raised up in the javanese aristocracy value during the late nineteenth century when indonesia was under the dutch colonialism. the translation of this novel is that this earth of mankind were firstly published in 1996. it is translated by max lane. he is an australian citizen who was at that time the second secretary in australian embassy until recalled in 1981 because of his translation of pramoedya ananta tour’s novels. results and discussion the categories of cultural terms there were five categories of cultural terms identified in the novel bumi manusia. they are ecology: fauna (1 datum), flora (10 data), and geographical features (2 data). example, st : garuda (bm, 1980: 31) (eagle) tt : mythical garuda bird (teom, 1996: 19) in the data, garuda is translated into mythical garuda bird. in indonesian culture, garuda is a mythical bird that transported the god vishnu through space (stevens and tellings, 2004:298). it is a mythical bird or bird-like creature that appears in both hindu and buddhist mythology. garuda is depicted as having the golden body of a strong man with a white face, red wings, and an eagle's beak and with a crown on his head. it has been used as the symbol of the republic of indonesia. the translator translated garuda into mythical garuda bird. he tried to introduced to the target readers that garuda is a kind of mythical bird in indonesian culture without replace it with the term eagle which kind of bird that found easily in another places. it means that mythical garuda bird in the tt is equivalent to the term garuda in the st. material culture: clothes (13 data), food (15 data), houses (27 data), transports (7 data), and traditional weapons (5 data). example, st : rencong (bm, 1980: 79) (dagger) tt : poison-tipped dagger (teom, 1996: 57) rencong is a traditional weapon of the region of aceh, indonesia. it is shaped like an l, but if looked more closely, it looks more like ‘bismillah’ (arabic: in the name of god) calligraphy. rencong included in the category of dagger (not a knife or sword). it is one of the weapons used to wage war against the dutch colonizers, especially in the aceh war that lasted between the years 1873-1904 ad. from the definition above, it is clearly said that rencong is type of dagger as the way the translator renders it into posion-tipped dagger. it means that the term rencong in the source language is lexical equivalent to the term poison-tipped dagger in the target language. social culture: work (12 data), leisure (5 data), names and terms of address (28 data), and kinship (5 data). example, st : nyai (bm, 1980: 25) (mrs.) tt : nyai (teom, 1996: 15) sri erma purwanti dan yan mujiyanto/ english education journal 5 (2) (2015) 67 nyai means older woman of some social status or of religious accomplishment or the wife or daughter of a kiayi.(steven and tellings, 2004: 670). in the context of novel bumi manusia, nyai refers to the social status of older woman, ontosoroh. she is called nyai since she lived together with a dutch man and had two children without legally getting married as the concubine. it means that in that context, nyai has negative meaning. in this case, the translator has, directly or indirectly, introduced indonesian culture to english or western culture. since the term nyai is borrowed into tt, they are equivalent.. social organization: social organization (4 data), social administration (10 data), religion (20 data), artistic things and craft (7 data). example, st : gamelan (bm, 1980: 195) tt : gamelan (teom, 1996: 150) gamelan is a set of musical instruments making up a javanese/sundanese/balinese, etc. orchestra (stevens and tellings, 2004: 291). gamelan is traditional ensemble music of java and bali in indonesia, made up predominantly of percussive instruments. the most common instruments are metallophones played by mallets as well as a set of hand played drums called kendhang which register the beat. other instruments include xylophone, bamboo, flutes, bowed instrument called rebab, and even vocalist sindhen. gamelan is still commonly played in formal occasions and in many traditional indonesian ceremonies and it is an integral part of indonesian culture. habits (6 data) example, st : berkinang (bm, 1980: 133) (chew betel) tt : chew betel nut (teom, 1996: 99) kinang is the base word of berkinang. kinang means a betel quid, betel chew (betel mixed with leaves and lime) and berkinang means to chew betel (steven and tellings, 2004: 503). berkinang is the process of mixing betel nut and lime and wrapped in a betel leaf and then chewed within a few minutes. this habit is a tradition passed on the majority of indonesian local communities. it purposes to clean and strengthen the teeth. in the translation the translator explains what berkinang is in order to make it acceptable and understandable for target language readers. the way the translator choose to describe berkinang make those terms equivalent. idiom (15 data). example, st : buaya darat (bm, 1980: 23) (womanizer) tt : crocodile on land (bm, 1996: 13) in sample 1 buaya darat is translated into crocodile on land. in that situation buaya darat does not refer an animal meanwhile it is an indonesian idiom that means, in accordance to stevens and schmidgall-tellings indonesianenglish dictionary (2010), womanizer but the translator translates it into “crocodile on land”. it is the fact that buaya means crocodile and darat means land however by joining these two words together it makes an idiom. the reason of why a translator can be possibly mis-translated an idiom is explained by baker’s (1992, p.65) arguments that “as far as idioms are concerned intranslation equivalence, the first difficulty that a translator comes across is being able to recognize that she/he is dealing with an idiomatic expression. this is not always so obvious.” the translator may be able to overlook that it is an idiom. eventhough they are equivalent in term of lexical, but buaya darat has implicit meaning that makes not equivalent to its translation in term textual item. sayings (4 data). example, st : persahabatan tanpa pamrih (bm, 1980: 109) (selfless friendship) tt : friendships without self-interest (teom, 1996: 128) in the example above persahabatan tanpa pamrih is translated literally into friendships without self-interest. in bahasa indonesia pamrih refer to purpose, aim, or self-interest. persahabatan tanpa pamrih means having no hidden intention to get the desire for self-interest in friendship. in other words persahabatan tanpa pamrih is sincere friendship as well. since the term in the source language do not have implicit meaning, it is equivalent to its translation in the sri erma purwanti dan yan mujiyanto/ english education journal 5 (2) (2015) 68 target language because they have the same meaning. the techniques of translation there were 14 techniques applied by the translator in translating the cultural terms into target text. source language-oriented: pure borrowing (24 data). example, st : bupati (bm, 1980: 23) (regent) tt : bupati (teom, 1996: 12) st : babah (bm, 1980: 24) (mr.) tt : babah (teom, 1996: 14) in the examples above, sample 1 and 2, the translator does not make any modifications when rendering the terms bupati and babah ah tjong in target language, he retains them. the pure borrowing technique of translation is applied since the terms are unknown in the target language culture, this decision is not a wrong choice and it is done due to cultural differences between indonesian culture, and english culture. in addition, by borrowing the cultural terms above into the target language, it means that the translator tries to introduce indonesian culture into the target language, english. target language-oriented: adaptation (12 data), compensation (22 data), description (9 data), established equivalent (78 data), generalization (3 data), reduction (2 data), combination of established equivalent and reduction (3 data), literal translation (10 data), and linguistic amplification (5 data). example, st : kasti (bm, 1980: 18) (rounders) tt : softball (teom, 1996: 10) st : anak pungut (bm, 1980: 322) (foster child) tt : adopted child (teom, 1996: 258) in samples 1 and 2, kasti is translated into softball, anak pungut into adopted child by using adaptation technique of translation since target language culture does not have concepts which are exactly the same as the terms presented above. the translator’s purpose in rendering those terms as shown in the examples above through adaptation technique of translation is to make his translation sound more natural so that target language readers have a similar strong feeling when reading the translated novel as source language readers do. partial foreignization and partial domestication: amplification (8 data), combination of borrowing and description (5 data), combination of borrowing and adaptation (3 data), and combination of borrowing and established equivalent (3 data). example, st : h.b.s. (bm, 1980: 17) tt : h.b.s (the prestigious dutch-language senior high school) (teom, 1996: 8) st : dukun (bm, 1980:115) tt : the traditional javanese magic man, the dukuns; (teom, 1996: 84) in the data above, the translator applies the amplification technique of translation since he introduces details that are not formulated in the source text by explicative paraphrasing. the details of the terms in the source text is not formulated, while in the target text, the translator gives an explicative paraphrase. in one hand, the term is partially oriented to the source language by retaining the original terms, but on the other hand, it is also partially oriented to the target language through explicative paraphrasing. reflection of ideology foreignization pure borrowing technique of translation is considered technique referring to the foreignization ideology of translation since the translator does not make any translations; he takes a word or expression straight from the source language into that of the target. based on the analysis of techniques of translation, it can be identified that 12% of the cultural terms are foreignized. it means that the target language readers can feel linguistic and cultural differences between indonesian culture and that of english. domestication the application of domestication ideology of translation is through some tloriented techniques of translation, they are adaptation, compensation, description, established equivalent, generalization, reduction, combination of established equivalent and sri erma purwanti dan yan mujiyanto/ english education journal 5 (2) (2015) 69 reduction, literal translation, and linguistic amplification. in this research, 78.20% of the cultural terms are domesticated; it is the most frequently-applied ideology of translation. it means that most of the cultural terms found are rendered as naturally as possible into the target language. partial foreignization and partial domestication however, in this research, the translator does not only apply the two ideologies of translation, but he also applies partial foreignization and partial domestication ideology of translation. it turns out some cultural terms identified in the novel are partially foreignized and partially domesticated through the applications of combinations of two different techniques of translation; combinations of sloriented and tl-oriented techniques of translation. it means that in translating a cultural term, a translator does not only use one technique of translation, but he also uses some combinations of two different techniques of translation. amplification technique of translation is also considered partial foreignization and partial domestication since it retains a source text cultural term in target language and at the same time introduces details that are not formulated in the source text through explicative paraphrasing. conclusion in the novel bumi manusia and its translation, it was found five categories of cultural terms, fourteen idioms, four sayings, and fourteen techniques applied by the translation. the most frequently-applied ideology of translation was domestication ideology which showed that the translator had target languageorientation. a translator should have deep understanding of the source language and that of the target linguistically and culturally, it means that a translator should be bilingual, bicultural, and also bicompetent. references ananta toer, p. 1980, bumi manusia. jakarta: hasta mitra publishing house. ananta toer, p. 1982. translator: max lane. this earth of mankind. victoria: penguin books australia ltd. baker. bassnet, s. 2002. translation studies: 3rd edition. london: routledge. fairlcough, n. 1989. language and power. new york: longman. hatim, b., and i. mason. 1997. the translator as a communicator. london: routledge. molina, l. and hurtado albir, a. 2002. translation techniques revisited. a dynamic and functional approach. meta 47 (4): 498-512 newmark, peter. 1988. a textbook of translation. london: prentice hall. paluszkiewicz-misiaczek, m. 2005. strategies and methods in dealing with culture specific expressions on the basis of polish-english translations of certain administrative and institutional terms. theory and practice in english studies, 3: 243-248. venuti, l. 1995. the translator’s invisibility: an history of translation. london: routledge. vermeer, h . (1986). übersetzen als kultureller transfer. in snell-hornby, m. (1990). linguistic transcoding or cultural transfer? a critique of translation theory in germany, in s. bassnett & a. lefevere (eds.) (1990) pp.79-86 yang, w. 2010. brief study on domestication and foreignization in translation. journal of language teaching and research, 1(1): 77-80. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f174feb20fd • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 114 eej 4 (2) (2014) english education journal http://journal.unnes.ac.id/sju/index.php/eej improving students’ motivation in writing descriptive texts by using the mind mapping technique agus rofi’i , dwi rukmini, rudi hartono prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia info artikel ________________ sejarah artikel: diterima oktober 2014 disetujui oktober 2014 dipublikasikan november 2014 ________________ keywords: motivation, writing, descriptive text, mind mapping technique ____________________ abstract ___________________________________________________________________ this study investigated the mind mapping technique in relation to students’ motivation in writing descriptive texts. the problem statements are formulated as follows: (1) what are the problems faced by the students in the process of writing descriptive texts? (2) how is the improvement of the students’ motivation in writing descriptive texts through the mind mapping technique? (3) to what extent does the teaching learning process by using the mind mapping technique contribute to the improvement of students’ skill in writing descriptive texts? the objectives of this study are: (1) to find out the problems faced by the students in the process of writing descriptive texts, (2) to investigate the improvement of the students’ motivation in writing descriptive texts through the mind mapping technique in each cycle, (3) to describe the improvement of students’ skill in writing descriptive texts after participating in the teaching learning process by using the mind mapping technique. the design of this research was classroom action research. this research ran the four steps: planning the action, implementing, observing, and reflecting the action. the results of the study concluded that, the implementation of the mind mapping technique in the teaching of writing descriptive text could develop the ability and improve the motivation. © 2014 universitas negeri semarang  alamat korespondensi: kampus unnes bendan ngisor, semarang, 50233 e-mail: pps@unnes.ac.id issn 2087-0108 agus rofi’i, dkk. / english education journal 4 (2) (2014) 115 introduction nowadays, motivation to study has become the issue for the lectures, especially at college level. according to winkel (1989: 99), teacher has to try to develop to the students` motivation to study. one common question is that english teachers often ask themselves, “how do we motivate students to learn english?” students` motivation has continually become a major concern for them, because students` motivation is critical for the effectiveness of english teaching and learning. wide spread of english these days influencing people in many countries requires students to learn english at school because it is the most common language used to conduct business. it is estimated that there are 300 million native speakers and 300 million people who use english as a second language and a further 100 million people use it as a foreign language. it is the language of science, aviation, computing, diplomacy, and tourism. it is listed as the official or co-official language of over 45 countries and spoken extensively in other countries where it has no official status. english also plays a part in the cultural, political or economic life. half of all business deals are conducted in english. two third of all scientific papers are written in english. over 70% of all mails are written and addressed in english. here in indonesia, english is one of compulsory subjects for students from secondary to undergraduate school level. moreover nowadays many schools provide english as their language instruction, such as in international schools, pilot project schools or immersion schools. in some schools they use bilingual language (indonesian and english) in doing their learning process. it means that people here realize that english is very important. it gets more attention than others foreign languages such as arabic, mandarin, japanese or dutch. therefore they have to introduce english as early as they can, in order to prepare being a global people. as has been mentioned in the background of the study, writing is one of productive skills that should be learned by students. it makes students active and practical. as the result of writing, students are able to arrange the sentence, make paragraph and create composition. oshima (1997:2) claims that writing is a progressive activity. it means that when you first write something down you have already thinking about what you are going to say and how you are going to say it. in writing activity students not only think about how to express an idea but also organize them into a conventional graphic system with words, sentences and good structures for successful communication. the students have learned kinds of texts, such as recount, procedure, narrative and descriptive texts. in this stage, they should be able to use their idea and write down into a good paragraph. so, when they have to write in descriptive text, they should not have many difficulties. based on the writer’s observation by conducting preliminary study during teaching and learning writing at the fourth semester students of language development center (ppb) iain syekh nurjati cirebon, the writer found that many students had difficulty in writing descriptive paragraphs. the students’ difficulties came from the weaknesses of students’ ability in generating ideas; therefore they did not have ideas what to write first. then, the students had difficulties in making the writing relevant with the topic. they also had difficulties in organizing and write down their ideas into paragraphs. furthermore, the students tend to be bored and low participation in writing class because the process of teaching and learning activities was monotonous. so, to make the students can produce good descriptive paragraphs, there should be an effort to make writing class more interesting. those problems of descriptive writing are important for the writers and teachers to solve because it can appear the difficulties for the students to continue the next writing materials. based on the statement above it is known that agus rofi’i, dkk. / english education journal 4 (2) (2014) 116 to improve students’ ability in writing, there should be a suitable technique, it not only how to write well but how to develop students mind in organizing ideas. the writer summarizes several problems, such as “what are the problems faced by the students in the process of writing descriptive texts, how is the improvement of the students’ motivation in writing descriptive texts through the mind mapping technique, to what extent does the teaching learning process by using the mind mapping technique contribute to the improvement of students’ skill in writing descriptive texts”. the objectives of the study are to find out the problems faced by the students in the process of writing descriptive texts, to investigate the improvement of the students’ motivation in writing descriptive texts through the mind mapping technique in each cycle, to describe the improvement of students’ skill in writing descriptive texts after participating in the teaching learning process by using the mind mapping technique. according to buzan (2000:1), mind mapping is a powerful graphic technique which provides a universal key to unlock the potential of brain. mind mapping technique imitates the thinking process. according to explanation above, the writer assume that students need appropriate method as prewriting activity to make students easier in organize their idea. the technique that the writer used in this research is mind mapping for writing descriptive texts. it the word means ‘the same level’, the same point of view, and the other same things. since it is a classroom action research, only one class was used. this research was pedagogically significant for language education especially on how to employ as a source of learning and how to conduct mind mapping technique to enhance students’ motivation in writing. method the writer used classroom action research (car) method. here, the writer conducted some elements of the concept of car, design of car, and the reasons, and why the writer used classroom action research in the study. car (classroom action research is a method of finding out what works best in a class in order to improve student learning. car is more systematic and uses database rather than personal reflection, but is more informal and personal than formal research. furthermore, he states that some steps in the classroom action research includes: (1) asking a question or identify a problem; (2) reviewing the literature; (3) planning a research strategy; (4) gathering data; (5) making sense of data; (6) making decisions about teaching strategies; and (7) sharing finding. in addition, design of classroom action research presented by kemmis and taggart (1988) in hopkins (1993: 48) has five steps: (1) planning; (2) action; (3) observing; (4) reflecting; (5) revising of planning. agus rofi’i, dkk. / english education journal 4 (2) (2014) 117 figure 1. classroom action research design here the writer conducted three cycles in the research: the first cycle covered two meetings to solve the problems in the preliminary research. the second cycle covered two meetings to solve the problem which is recommended from the first cycle. the third cycle covered two meetings to solve the problem which is recommended from the second cycle. there are some reasons why the writer uses the classroom action research in this study. the writer uses this metod because he tried to find the solution of the problems finding preliminary research significantly. he wanted to change the practice in teaching learning in the classroom, as long as the writer taught in language development center (ppb) iain syekh nurjati cirebon. english lecture has never used the mind mapping technique as a technique in teaching english. here, the writer considered the solutions when it was applied might not be going as planned, but he tried to do it effectively, so the solution might give a better and more functional solution. the subjects of the study were the fourth semester students of the development language center (ppb) iain syekh nurjati cirebon in the academic year 2013/2014. the thematic concern action reflection observation cycle 2 cycle 1 reflection observation action plan reconnaissance revised plan revised plan agus rofi’i, dkk. / english education journal 4 (2) (2014) 118 class had 35 students. it was chosen because they had high scored in the lessons, but had low motivation to study english especially in text writing. the fourth semester students of the development language center (ppb) iain syekh nurjati where the writer taught english. the mind mapping technique was class where the writer taught english. the mind mapping technique was implemented the fourth semester students of development language center (ppb) iain syekh nurjati. according to the preliminary research, the students of language development center (ppb) iain syekh nurjati were classified as average, and high achievers. in this case the writer chooses the fourth semester students in language development center (ppb) iain syekh nurjati cirebon due the problem covered in that class, namely the writing problem. the writer assumed that they got many difficulties in writing such as generating idea, arranging a sentence, lack of vocabulary, knowing coherence, and organizing the sentences. beside that they lacked self confidence in writing text. due to many problems it was why the writer conducted that classroom action research in order to solve the problems. the writer here is as a lecturer and an observer. in addition, in conducting this study, a collaborator helped the writer to do this research. the writer identified the problems as follows: 1. learning problems: the learning problems of the students were writing. there were some indications which showed the poor ability in writing. firstly, they had difficulties in writing description texts which were shown in the average score of their test in preliminary research in the amount of 68.75. secondly, they had difficulties in finding the topics or ideas. thirdly, they had problems in recalling vocabulary items. finally there were frequent capitalization, punctuations, and grammatical errors. 2. class management problem: the students had problems of motivation. they were not active and creative in classroom during the learning process. in writing session, they became passive and were lost of interest. some students even gave up and did not try to solve their tasks. they often had not finished their homework on time. in the study, the writer used written product of the process of writing to measure the students’ motivation in promoting their writing capability. the writer administered a pretest and posttest to find out the students’ writing capability before and after teaching writing using the mind mapping technique. its aim was to know whether the students’ writing capability improved or not. the writer applied the analytic method in which components of writing were scored separately based on the scoring purpose of compositions such as ideas or contents, organizations, grammar, and mechanics as indicator of the scoring rubric of writing descriptive texts of the analytic method, which covered four levels for each item. the target of the writer was that the students achieved the fourth level as the indicator of success. agus rofi’i, dkk. / english education journal 4 (2) (2014) 119 table 1. rubric for descriptive evaluation component of writing score indicator content 4 3 2 1 the content is relevant to the topic and easy to understand the content is almost relevant to the topic and easy to understand the content is relevant to the topic but it is not easy to understand the content is irrelevant to the topic and incomprehensible organization 4 3 2 1 most of the ideas are logically ordered some ideas are logically ordered few ideas are logically ordered the ideas are unrelated each other grammar 4 3 2 1 almost all grammatical accuracy numerous grammatical accuracy some grammatical accuracy a few grammatical accuracy mechanics 4 3 2 1 almost all of spellings, punctuation, and capitalization are correct there are some mistakes in spelling, punctuation, and capitalization mistakes in spelling, punctuation, and capitalization and sometimes interfere with understanding mistakes in spelling, punctuation, and capitalization and severely interfere with understanding adapted from j. b heaton, (1990: 111) with some modification findings the first part focuses on the findings of three cycles. the findings are about the students’ ability in writing descriptive texts when the implementation of mind mapping technique, students’ activities in writing class, and the students’ motivation in joining the writing activities by using mind mapping technique. the second part contains discussions of the findings in three cycles. the discussions of the finding in each cycle were presented after the findings were described elaborately. the situation in the classroom during the teaching learning process before the use of mind mapping technique in writing descriptive text was boring. it happened in the intensive english one. students had low motivation; they did not have any positive attitude, feeling or even their thought. almost all students looked confused with what they had to study. particularly when they had to construct a descriptive text, they had to work hard since they only had some pictures or diagrams to be developed although lecturers had explained how to construct descriptive text from preactivities, whilst-activities, and post-activities. the implementation of mind mapping technique in the teaching of writing paragraphs could develop the ability and improve the motivation of the first year students of iain syekh nurjati cirebon in writing descriptive texts, the application of the procedures of mind mapping technique in the teaching of writing paragraphs was able to encourage the students to be more active, the use of the technique made the students enjoy writing activities. based on the finding in this study, the result of the students` motivation from the pre-cycle to cycle 1 increased 9.42%, from cycle 1 to cycle 2 agus rofi’i, dkk. / english education journal 4 (2) (2014) 120 increased 5.68%, and from cycle 2 to cycle 3 increased 10.58%. it means that the implementation of the mind mapping technique could improve the students` motivation. the implementation of mind mapping technique could develop the students’ writing ability and improve their motivation. the development of the students` motivation in writing paragraphs from cycle i to cycle iii achieved a good progress. in the first cycle, the improvement of the students` motivation in writing paragraphs achieved a little progress compared to their motivation before mind mapping technique was implemented. in the cycle, each student was able to answer the diagram mind mapping given. they were able to arrange their answers into understandable sentences and to arrange their sentence into a paragraph. however, the paragraphs they made contained some mistakes in grammar, mechanic, and vocabulary. each student made at least five mistakes in grammar, mechanics, and vocabulary. in the second cycle, the motivation of the students had achieved a good progress. although the paragraphs they made in this cycle still contained some mistakes in grammar, mechanics, and vocabulary. in the third cycle, the students already made many improvements in writing paragraphs. it means that the students were able to reach a very good progress in writing through mind mapping technique. the application of the procedures of mind mapping technique in the teaching of writing paragraphs encouraged the students to be more active, especially the students which had low motivation. based on the findings, their motivation has shown a significant result. the mind mapping technique is one of the methods which can improve highly students’s motivation in writing descriptive texts. the students were active in doing all the writing activities from pre-writing activities to the post-writing activities. in other words, the students did all procedures of the mind mapping technique in the writing class. based on the finding of this study, the result of the students` writing from the pre-cycle to cycle 1 increased 2.96% from cycle 1 to cycle 2 increased 3.95%, and from cycle 2 to cycle 3 increased 5.26%, it means that from the initial condition to the third cycle had the significant results. conclusion the use of mind mapping technique was able to make the students enjoy the writing activities. the students felt happy when joined the writing activities because the technique gave much contribution towards the improvement of the students` motivation. besides that, the implementation of the technique was interesting and helped the students` in expressing their ideas, thoughts, and feelings on paper. the students could use mind mapping in learning descriptive writing. they could organize their idea and arrange it into a paragraph. moreover, it could improve students’ interaction, knowledge, and the most important thing is mind mapping can increase students’ descriptive writing ability. the application of the procedures of mind mapping technique in the teaching of writing paragraphs was able to encourage the students to be more active, especially the students which have low motivation. according to the finding, their motivation has shown significant result. references anderson, lorin w et al. 2001. a taxonomy for learning, teaching, and assesing. a revision of bloom’s taxonomy of educational objectives. new york: longman. buzan, tony and barry. 2000. the mind map book. london : bbc world wide limited. buzan, tony. 2003. the power of creative intelligent: sepuluh cara jadi orang yang jenius kreatif. jakarta : pt. gramedia pustaka utama. buzan, tony. 2006. mind map untuk meningkatkan kreativitas. jakarta: pt. gramedia pustaka utama. brown, h. douglas. 2001. teaching by principles: an interactive approach to language pedadogy. san fransisco: addison wesley longman,inc. agus rofi’i, dkk. / english education journal 4 (2) (2014) 121 crystal, david. 2003. english as a global language second edition: cambridge university press. coffey, margareth pogemiller. 1987. communication through writing. englewood cliffs: new jersey prentice hall. heaton, j.b.1988. writing english language tests. new york: longman group uk: limited oshima, alice and hogue, ann. 1997. introduction to academic writing, second edition. new york: addison wesley longman. kemmis & mc taggart. 1998. the action research planner. geelong: deakin university press. winkel, s. 1989. psikologi pengajaran. jakarta: pt. gramedia. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf3f148b6d20fd • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 1 eej 5 (1) (2015) english education journal http://journal.unnes.ac.id/sju/index.php/eej hedges used in the united states presidential speeches ismi kusumaningroem  dwi rukmini, issy yuliasri prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia info artikel ________________ sejarah artikel: diterima juni 2015 disetujui juli 2015 dipublikasikan agustus 2015 ________________ keywords: hedges, united states presidential, speech ____________________ abstract ___________________________________________________________________ this study attempts to describe the used hedges in the united states presidential speeches. this study is intends to identify the types of hedges and the reason for choosing hedges in the three united states presidential speeches by salager-meyer’s theory (1997). they are president bill clinton, george w bush, and barrack obama. this study used qualitative descriptive approach the data collected by the three unites states presidential speech in inauguration speech result find out they are mostly used the types of hedges is approximates degree. they used approximate degree is to anticipate or minimize the mistake in starting confirmation in the proposition. finally, the reasons choosing hedges in the three united states presidential speechesgenerally used to show the confusion and vagueness. the point is the speaker may hope the strength of statement that should be claims and would not be justify by experimental data present, choosing instead to remain vague in their statement. in addition, in the three united states presidential speeches used few or less reasons choosing hedges to show the positive or negative positive politeness. © 2015 universitas negeri semarang  alamat korespondensi: kampus unnes bendan ngisor, semarang, 50233 e-mail: pps@unnes.ac.id issn 2087-0108 ismi kusumaningroem / english education journal 5 (1) (2015) 2 introduction according to mayer (1993: 23) language is the way to communicate logically by expressing oneself in logical terms in the same as to speak logic. it means that language is one of the ways for people to express their idea logically to make communication effective. moreover moultan in hawgen and bloomfield (1998: 3) says that language is a wonderfully rich vehicle for communication. we can use language to express everything like wishes, commands, request, to tell the truth or lies, and to influence the hearer. simplify, language is also to express our emotion and to formulate the idea. to communicate means to understand and express feelings, thought, to gain information and to develop science, technology and culture. however, in communicating with others, people do not simply uttering words or sentences. she or he is doing certain things. austin (1962) in communication, sometimes the speakers need to express their politeness, doubtfully, etc. in expressing those expressions, the speakers need hedges. according to hyland (1995: 33) hedge is crucial to scientific writing where it is rarely made without subjective assessments of truth. therefore, one of the important things in scientific writing is the usage of hedges to strength the truth. salange-mayer and bank (1994) add that hedge is expression of doubt and uncertainly, it means that hedge can make the text becomes interest. additionally, by hedge, it can make the reader sure with the text. based on the function of hedges brown and levinson in paltrige (2000: 49) say that this function is given as mitigation of what may otherwise seem to forceful and politeness or respect to stranger and superior. in other words, hedges have function to give contribution in scientific writing in term of the politeness, comfortable, and respect. the term of hedges was used by lakoff (1972: 195) he says that words whose job is to make things more or less “fuzzy” and has subsequently been applied to caveats such as “ i think, perhaps, might, and maybe” which we routinely use to qualify categorical assertions. it means that hedging is the words which the job is to make something more or less. the purpose of the research is to describe the types and the reasons using hedges in the united states presidential speeches. the objectives of this research are to identify the types of hedges used in the united states presidential speeches and to find out the reasons using hedges in the three united states presidential speeches. one of the studies to focus on hedges phenomenon in new writing was carried out by misbakhul munir (2011) says in his thesis about hedging with his title the hedges in english thesis abstracts written by students of semarang state university graduate program. his result found the general frequency percentage in the english thesis abstract of the students of graduate program of semarang state university indicates, towards preposition function is found 52.44%, and towards writer is 35. 36%, and towards the reader is 12.19%. the investigation of hedges studied was also conducted by mahanani (2013). she investigates the use of hedges in the texts of the opinion of the jakarta post. in her result found the reliability hedge is most prominent category of hedge used in the text of the opinion colum of the jakarta post, which the frequency is 44%. the second frequency distribution of hedging devices according to their function is attribute which is 32%. the third mostly used hedges function is reader oriented hedges 14% and the last is writer oriented hedge 10%. on the other hand, other hedges were conducted in journalism field. another researcher studied was done by noorian and bria (2010). they investigated hedges as interpersonal metadiscourse markers in persuasive journalism as a study of text by american and iranian efl columnists. this study is based on a textual analysis of 12 opinion articles of the new york times and tehern times as 6 from each newspaper. the findings relieved that hedges as personal metadiscourse markers were present in both set of data, but that ismi kusumaningroem / english education journal 5 (1) (2015) 3 there were significant differences between the two groups regarding the occurrences of hedges, especially in the case of commentaries. the result suggests that different factors interacted in the choice of hedge in newspaper opinion article written by american and iranian efl columnist. they are culture driven preferences, genre driven conventions, and iranian efl writers’ extent of foreign language experience. the study also stressed the need for more attention to this important element in l2 writing course. the other research of hedges was conducted in journalism field. the research was done by anna prokofieva and julia hirschbreg (2010). they investigated hedges as a behavior wherein speakers or writers attempt to distance themselves from the proposition they are communicating. this study is identifying such behaviors is important for extracting meaning from speech and text, and also can reveal information about the social and power relations between the conversant. this study is based on major revision were necessary to make the guidelines appropriate for annotating text as well as speech, which suggests that hedging may be dominant specific. this study compare hedging was more or less prevalent in formal speech among supreme court corpus (an instance of less conversational, more formal speech) and nist meeting corpus (arguably a must more informal, conversational setting). these results were surprising given expected more hedging in informal speech. however the high percentage of relation hedges in the scotus corpus. this is only two third of hedge terms identified by labelers in the nist. in this study suggests that describe expanded and generalized guidelines for the annotation of hedge expressions in text and speech. they represent a more detailed description of this phenomenon, some preliminary experimental result on annotation and automatic detection of hedges. method in conducting this study, this research used descriptive qualitative approach. isaac and michael (1991: 18) says the descriptive qualitative research describe systematically the facts and the characteristic of a given population or area of interest, factually, and accurately. in this result is qualitative approach is the research focus on the researcher does not set out test hypothesis, but rather to observe what is present with their focus, and consequently, the result is in qualitative data. the objective of study of hedging used a descriptive qualitative approach. fraekel & wallen, (1993: 380-381) argue qualitative approach is because the data will collected in the form of words or pictures rather than numbers, and it is a preference for narrative description. by using qualitative method this study is intended to find and describe hedges used the united states presidential speeches. the purpose of using this method is to explain the types and functions of hedging used in the us presidential speeches. the method will used collecting data in documentation one. results and discussion in salager-meyer’s (1997) theories describe the types of hedges used in the united states presidential speeches regarding to explain the reason for choosing such hedges in the united states presidential speeches, the researcher used salager-meyer’s theory (1997). types of hedges in each us president table 1 present the results of the study about relative frequency of each type of hedges found in the three us presidential speeches. the types of hedges analysis in this study refer to the seven types of hedges composed by slangermeyer (1997). those eight categories are called strategic stereotype or hedges taxonomy. the terminology symbolizes the sequence of those categories based on how frequent they mostly used. ismi kusumaningroem / english education journal 5 (1) (2015) 4 table 1. relative frequency of each type of hedge in the united states presidential speeches. no types of hedges billclinton george w bush barrack obama speech 1 speech 2 speech 1 speech 2 speech 1 speech 2 1. modal auxiliary verbs 12 % 24% 8 % 16 % 22 % 19 % 2. modal lexical verbs 0 5 % 12 % 8 % 6 % 4 % 3. adjectival, adverbial, and nominal modal phrase 12% 3 % 0 4 % 25 % 14 % 4. approximate of degree, quality, frequency of time 72% 70% 58 % 56% 44 % 55 % 5. introductory phrases 0 0 0 0 0 4 % 6. if clause 4% 0 16 % 4 % 3 % 4 % 7. other hedges 0 0 4 % 12 % 0 0 8. question 0 0 0 0 0 0 total 100% 100% 100% 100 % 100% 100 % from the finding of the research the writer have conclusion based on the three united states presidential speeches. from the table we can show the results of the finding in the three united states presidents it is known that most of president used approximates degree in the speeches. bill clinton in speech 1 mostly approximate degree is 72%, then modal auxiliary and modal phrase both of the are 12% and the last is if clause 4%. in president clinton speech 2 approximate degrees is also the most the type’s hedges used with percentage 70%, modal auxiliary verbs is 24%, next modal lexical is 5%, and modal phrase 3%. in clinton speech 1 he does not used modal lexical verbs and in clinton speech 2 he does not used if clause and introductory phrase. the types of hedges used in president george w bush in speech 1 mostly used approximate degree with percentage 58%, if clause is 16%, modal lexical verbs is 12%, next modal auxiliary is 8%, and other hedges 1%. president bush speech 2 is also approximate degree mostly used with percentage 56%, then modal auxiliary verbs is 16%, other hedges is 12%, next modal lexical verbs is 8%, and last is modal phrase and if clause both of them is 4%. in president bush speech 1 and speech 2 there is used introductory phrase. in president barrack obama speeches used the various types of hedges. speech 1 approximate degree is 44%, modal phrase is 25%, modal auxiliary verbs is 22%, next modal lexical verbs 6%, and the last if clause 3%. in president obama speech 2 used the types of hedges are approximate degree is 55%, modal auxiliary verbs 19%, modal phrase is 14%, and the two last are introductory phrase and if clause is 4%. from the recap percentage types of hedges based on salager-meyer’s theory in three united states presidential speeches the researcher get the results in each president employed mostly used the approximate degree, it can be seen from the table above. approximate degrees are the highest frequency in each united states presidential speeches. it conclude that they used approximates to minimize mistake in starting confirmation in the proposition. they might make audience understand and interpret the statement. the used of approximates can anticipate the possibility of negative consequences if they are proved wrong in starting information in the sentences. it deals with avoid of exact point by limiting the personal commitment to things they claims as their knowledge. reasons for choosing hedges according salager-meyer (1997: 106-108) says that hedges are used for some purpose. there are to minimize the “threat-to-face”, be a ismi kusumaningroem / english education journal 5 (1) (2015) 5 way of being more precise in reporting result, be positive or negative politeness strategies and conform to an established writing style. in this study the researcher find out the reasons used hedges in united states presidential speeches. the analysis details under the study it given below. the result of more detailed analysis of the reasons using hedges used by each president under study is given below. table 2. relative percentage of reason for hedges in the three united states presidential speeches. no reason for hedges bill clinton george w bush barrack obama speech 1 speech 2 speech 1 speech 2 speech 1 speech 2 1. minimize the “threat to face 33% 20 % 43% 29% 30% 29% 2. be a way of being more precise in reporting result 52% 47% 43% 54% 44% 42% 3. positive or negative politeness strategies 15% 33% 14% 17% 26% 24% total 10% 100% 100% 100% 100% 100% in the research finding the researcher concluded based on the three united states presidential speeches reasons choosing hedges. from the table above we can show the results finding in each united states presidential speeches. in president clinton his favorites reason choosing hedges to show the confusion or fuzziness. it means that president clinton mostly the reason choosing hedges to make the statements fuzzy, doubt, and confusion. the point is the speaker may hope the strength of statement that should be claims and would not be justify by experimental data present, choosing instead to remain vague in their statement. presidents clinton is also less using politeness statements in his speeches. in president george w bush reasons choosing hedges have different finding between speech 1 and speech 2. in speech 1 president bush choosing hedges to save the face and to show confusion has same percentage, but in speech 2 president bush most favorites choosing hedges to show confusion or vagueness. president bush is also less choosing hedges to show the politeness. in president obama presidential speeches the reasons using hedges is to be a way of being more precise in reporting report in speech 1 and speech 2. from the results percentage we can show that in president obama presidential speeches mostly using reasons for hedging is to show the lack of certainly. it shows that the speaker’s wants to make the statement hopefully should be claims and would not be justify by experimental data present. in president obama he also less choosing hedges to show politeness in their speeches. conclusion the results of this study denote the three united states presidential speeches used various types of hedges and the reasons for hedges. in the three united states presidential speeches the researcher gets the result finding where there indication in each united states presidential speeches that it being used for types of hedges based on the salager-meyer theory. in addition researcher finds out the types of hedges in president bill clinton speeches in speech 1 bill clinton favorites used types of hedges are approximates and also in speech 2. clinton use of approximate can anticipate possibility of negative consequences if the speakers will be proved wrong in stating information in the statements. the researcher only a few case of types of hedges in speech 1 and speech 2. there are modal auxiliary, modal lexical, modal phrase and if clause. clinton avoids the less absolute statement. ismi kusumaningroem / english education journal 5 (1) (2015) 6 in president george w bush and president barrack obama are also the favorites used the types of hedges is approximates degree. the researcher only few find the another types of hedges are modal auxiliary verbs, modal lexical verbs, if clause and other hedges in president bush but in president obama he does not used other hedges in speech 1 and speech 2. both of the president favorites used types of hedges is approximates because they can anticipate possibility of negative consequences if the speaker will be proved wrong in starting information in the statements. on the other hand in the three united states presidential speeches they used types of hedges approximates to anticipate the possibility in their statements. they also employed the modal auxiliary a verb with low level the function is to make the strong commitment and absolute statement. references anna prokofieva and julia hirschberg. (2010). hedging and speaker commitment, columbia: columbia university. banks, d. (1993). hedges and how to trim them. in brekke m., o. anderson, t. dahl and j. myking (ed.) . 9th european symposium of lps p. 589-92. university of bergen brown, p. and levinson, s. (1987). politeness: some universals in language usage. cambridge: cambridge university press. fraenkel,jack & wallen norman. (1993). how to design and evaluate research in education. amazon.com howgen and bloomfield. (1998). language as a human problem. w.w norton company hyland, ken. (2005). metadiscourse: exploring interaction in writing. oxford: continum issac, s. and w.r. michael, 1993. handbook in research and evaluation. san diego: california lakoff, r. (1975). language and woman’s place. new york: harper and row maharani, widiarsih. (2013). hedges in the texts of the opinion column of the jakarta post. thesis of semarang state university munir, misbakhul. (2011). the hedges in the english thesis abstracts written by students of semarang state university graduation program. thesis of semarang state university noorian, m and r. biria. 2010. interpersonal metadiscourse in persuasive journalism: a study of text by american and iriania efl columnist. journal of modern languages 20: 6479. paltridge, b,e starfied, s. (2007). thesis and disertation writing in a second language. new york. routledge salager-meyer. 1994. hedges and textual communicative function in medical english wrriten discourse. english for specific purposes 13/2: pg. 149-70 salager-meyer, f. 1997. i think that perhaps you should: a study of hedges in written scientific discourse. in t. miller (ed.) functional approaches to wrriten text: classroom applications. washington, d.c: united states information agency. pg.105-118. salager-meyer. (1998). research and discourse note: language is not physical object. english for specific purpose. pg.271-288. eej 2 (2) (2012) english education journal http://journal.unnes.ac.id/sju/index.php/eej the computerized accounting and information technology students’ translations viewed from systemic functional anggreningrum  prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia abstrak studi ini bertujuan untuk a) menggambarkan realisasi dari interpersonal meaning, experimental meaning, dan tekstual meaning pada translasi siswa jurusan ca dan it stmik wp, b) menjelaskan perbedaan dan persamaan antara translasi siswa ca dan it dalam merealisasikan ketiga meaning tadi, c) menjelaskan apakah arti sudah tepat terhadap bahasa target. penelitian ini merupakan penelitian qualitative, dengan siswa ca dan it sebagai subjek. data diambil dari hasil translasi siswa ca dan it. peneliti mengimplementasikan teoti sfl dan translasi. hasil penilitian menunjukan persamaan terjadi pada hasil translasi kedua jurusan tersebut dalam ideational theme. perbedaan terjadi pada trasnitifitas dan interpersonal meaning pada proses quantitas. translation equivalence di capai melalui translation shift. abstract the study on translation viewed from sfl aims at a) describing the realization of interpersonal meaning, experiential meaning, and textual meaning in the students’ translations of ca department and it students’ translations, stmik wp, b) explaining the differences and the similarities between students’ translations of ca department and it department at stmik wp in realizing those three meanings c) explaining whether the meaning of the source language is equivalence to the target language. it is a qualitative research; ca students and it students as the subjects of this research. the data of this study are taken from students’ translations on ca and it department of stmik wp in form of indonesian-english translation. there are ten translations; five samples of each are selected to obtain the variation process of sfl realization in analyzing the data, i implemented sfl theory and the translation theory. the results showed that the similarities between both departments are occurred in experiential meaning and textual meaning. many students used ideational theme. the differences between those departments are occurred in transitivity and interpersonal meaning on the quantity of the process. in terms of translation equivalence in this text, it is achieved through translation shift. © 2012 universitas negeri semarang info artikel sejarah artikel: diterima agustus 2012 disetujui september 2012 dipublikasikan november 2012 keywords: translation interpersonal textual and experiential meaning translation equivalence  alamat korespondensi: kampus unnes bendan ngisor, semarang 50233 e-mail: pps@unnes.ac.id issn 2087-0108 anggreningrum / english education journal 2 (2) (2012) 100 introduction english is the language of globalization, international communication, commerce and trade now. english is no longer viewed as the property of the english-speaking world but it is an international commodity sometimes referred to as english as an international language (richards, 2000). therefore, this language becomes primary lesson in educational field. english learning has benefit not only for english subject itself but also for non-english subject, english for specific purpose (esp). in esp, the learning of english is defined to meet specific needs of the learners and centered on the language appropriate to the activity in terms of grammar, lexis, register, study skills, discourse and genre (dudley-evans, 1998). institute of computer management and informatics widya pratama pekalongan (stmik wp pekalongan) conducts three semesters for learning english. the global aim of this learning is that the students are able to use english for transferring and adopting knowledge which they learn in the computer field. therefore, it would be more efficient to teach them the specific kinds of language and communicative skill needed for particular field (richards, 2000). acquiring english language, they are able to communicate in social field and work field. in work place, nowadays, there are so many investors in our country. one of them is foreign investors which support our economic growth (riyanto, 2011:1). confronting this situation, the students need to apply their ability in english, both written and oral skills. for instance, when the applicants have english interview test, it means that they conduct their ability in speaking. however, before having interview test, they have to pass the early step first of entering the work field; they send the application letters to the companies. regarding the important of english skills in this field, in the second semester, the students of stmik widya pratama pekalongan study the subject concerning writing application letter and having english interview test. the goal of this study is to prepare them in facing the work field. explaining the material about how to write the application letter, the teachers use translation technique. translation is included in major branches of applied linguistics. it can be defined as transferring the meaning of the source language into the target language (larson, 1984). translation has played a central role in human interaction for thousand of years (crystal, 2003). moreover, it has become one of techniques in teaching language process using grammar translation approach. the application of this approach in teaching english refers to the theory that any single method could achieve optimum success in all circumstances (strevens, 1997). grammar-translation approach is an extension of the approach used to teach classical languages to the teaching of modern languages (murcia, 2001). the teacher gives a typical exercise to translate sentences from the target language into the mother tongue (or vice versa). nevertheless, many students have difficulty in understanding the message or translating the text. i wonder about the analysis of the students’ translations, especially in form of indonesianenglish translation. consequently, it is interesting to do research in this field. usually, teachers use their opinion or intuition in checking the students’ translation result. by applying it, they sometimes face difficulty in explaining why the certain word is better used than others in translating the text. based on this problem, systemic functional linguistics (sfl) can assist the teachers in explaining how the translations are. sfl as we know it today is the result of a continual evolution of theory and description in which the theory had its roots in firth’s teachings in linguistics, taken up and developed by halliday (webster, 2005). translation concerns for meaning and meaning closely related to sfl as it provides a fundamental basis for a comprehensive understanding of meaning. sfl has been applied to translation studies by translation scholar such as house (1986, 1997); baker (1992); hatim and mason (1990, 1997); and trosborg (2002). mira kim analyzed the use of systemic functional text analysis for translator education (kim, 2007). the study found that it was possible to classify error in the target texts based on meaning using sfl. besides, dorry (2009) studies a use of thematic structure theory in the translation. taking into account what has been mentioned, i analyzed comparative study between the computerized accounting (ca) and information technology (it) students of stmik widya pratama pekalongan translations viewed from systemic functional linguistics. i decided to compare both students since they have different background of english competence. based on their grade, both classes have different result in english language learning. the meaning of it is that they have variation skill in english. concerning their ability in translating the application letter, i want to reveal how their translations results are. therefore, i did 101 anggreningrum / english education journal 2 (2) (2012) research on the ca and it students’ translations viewed from systemic functional linguistics (a case at stmik widya pratama pekalongan). it is hoped that the result of this study will provide the solution to teachers in proofreading students’ translation result. by knowing the students’ ability, the teachers can help them in translating practice. based on the above statement, there are five questions in this research; the first is how are the interpersonal meaning, experiential meaning and textual meaning realized in the ca students of stmik wp translations? next, how are the interpersonal meaning, experiential meaning and textual meaning in the it students of stmik wp translations? the third is what are the differences and similarities between the ca and it students of stmik wp translations in realizing interpersonal meaning, experiential meaning and textual meaning? the fourth is the meaning in the source language equivalence to the target language? and the last is how do the findings contribute to the english teaching? based on the above problems, this study has goals in describing the realization of interpersonal meaning, experiential meaning, and textual meaning in the students’ translations of computerized accounting department, stmik wp pekalongan, describing the realization of interpersonal meaning, experiential meaning, and textual meaning in students’ translations of information technology department, stmik wp pekalongan, explaining the differences and the similarities between students’ translations of ca department and it department at stmik wp pekalongan in realizing interpersonal meaning, experiential meaning and textual meaning, explaining whether the meaning in the source language is equivalence or not to the target language and explaining how the findings contribute to the english teaching. translation may be defined as the process of text changing from the source language into the target language without modifying the level of text content in the source language (moentaha, 2006: 11). this statement is in accordance with newmark’s idea as restated by machali (2000: 5) who explains that translation is rendering the meaning of a text into another language that is equal to the author’s purpose of the text. moreover, nida and taber also define that translation is reproducing the message in the source language message into the receptor language which is equivalent to meaning and style (widyamartaya, 1989: 11). catford (1978: 20) also defines that translation as the replacement of textual material in one language (source language) by equivalent textual material in another language (target language). on the whole, translation is conveying process of the text in the source language into the target language without changing the author’s meaning in the original text. in order to find the good translation, we have to assess the translation based on the basic criteria; they are as follows (nida and taber, 1974: 12); put on the source language and the target language in the context of each communication, consider the text type (on the basis of function and characteristic) as the delivering message from the sender to the receiver in different setting, note the reaction of the readers of the target language that they understand the message or not and pay close attention to the translator’ intent. the above criteria were used to assess students’ translation results in order to collect the data of this study. beaugrande (1978) defines equivalence relation in terms of the translation being a valid a representative of the original in the communicative act in question. as xiang yinhua (2011) states that equivalence in translation should not be approached as a search for sameness, but only as a kind of similarity or approximation, and this naturally indicates that it is possible to establish equivalence between the source text and the target text on different linguistic levels and on different degrees. therefore, equivalence in translation can only be understood as a kind of similarity or approximation. this means that equivalence between the source text and the target text can be established on different levels and in different aspects. in this research, translation theory will be related to systemic functional linguistics theory. systemic functional linguistics is a theory of language which sets out to explain how humans make meaning (coffin, 2010: 2). it refers to the relationship between language and the brain, on the one hand, language and society. moreover, functional grammars view language as a resource for making meaning (gerot and wignell, 1994:6). they describe language in actual use and so focus on text and their contexts. it is concerned not only with the structures but also with how those structures construct meaning. based on the above definition, systemic functional linguistics is the study of how the grammar is used in language and how the grammar constructs the meaning, by considering the language as the resource. three types of meaning are distinguished in sfl and each of these relate to the three overall anggreningrum / english education journal 2 (2) (2012) 102 functions. they cover the ideational metafunction (meanings to do with propositional content), the interpersonal metafunction (meanings to do with the exchange of perspectives and the expression of attitude) and the textual metafunction (meanings concerned with how the text is structured as a message) (coffin, 2010: 3). moreover, those three meanings related to translation. a variety of languages based on its usage or according to what people do with their language is generally called as register. it is a semantic concept that goes with the variation in the text situation (halliday and hasan, 1985: 38). the register variables cover field, tenor, and mode. firstly, the realization of field is the pattern of process (verbs), participants (nouns), circumstances (prepositional phrases of time, manner, place, etc.)”. these type of grammatical patterns express the transitivity patterns in language concerning”who is doing what to whom, when, where, why, and how”. then, tenor which is in the interpersonal meaning is realized through mood. it refers to variables such as the type of clause structure (declarative, interrogative), the degree of certainty or obligation expressed (modality) the use of tags, vocatives, attitudinal words which are either positively or negatively loaded, expressions of intensification, and politeness markers of various kinds. and the last is mode which is realized through theme, the patterns of foregrounding and continuity in the organization of the clause (eggins, 1994: 77). by analyzing field, tenor and mode, the realization of three meanings can be observable. there are three semantic categories about how phenomena of the real world are represented as linguistic structures (gerot and wignell, 1994:52). they are namely process, circumstances and participants. processes are central to transitivity and realized by verbs. participants and circumstances are incumbent upon the doings, happenings, feelings and beings. the following are six different process types: material processes are processes related to experiences in the external, material world. it is actions and happenings. it is outside world and observable. e.g. she gave him a present and she made a cake. mental processes are ones of sensing: feeling, thinking, perceiving. it is perception, cognition, and affective processes. it is inner world and not directly observable. for instance, i knew the answers and i believe he is wrong. behavioral processes are processes of physiological and psychological behavior, like breathing, dreaming, snoring, smiling, looking, watching, and listening. e.g. they cried and he slept soundly. verbal processes are processes of saying, or more accurately, of symbolically signaling. it is mental process that becomes observable. he said ‘hello’ and he told a story are case in point. relational processes. they are process of ‘being and having’. they can be classified according to whether they are being used to identify something or to assign a quality to something. for example, he is a famous artist and he has a truck. existential processes are processes of existence. it is expressed by verbs of existing: ‘be’, ‘exist’, ‘arise’ and the existent can be phenomenon of any kind. for instance, there is a bird on a tree and ghost exists. a participant can be a person, a place, or an object and in the grammar of clause the participant is realized by a nominal group (butt, et al, 1996:52). as stated above that participants are incumbent upon the doings, happenings, feelings and beings: first, participants in material process, they are actor, goal, range, beneficiary, a recipient and a client. second, participants in behavioural processes. the first one is behaver; person or animal having the behaviour, usually endowed with consciousness. most behavioural processes only have a single participant, and that’s the behaver. next is behaviour which is found in very few cases. behaviour usually repeats the behavioural process with some added attribute. meanwhile, another participant which is not a restatement of the process is called a phenomenon. participants’ roles in mental process are senser and phenomenon. senser is for those who are conscious can feel, think or see. on the one hand, phenomenon is that which is sensed; felt, thought or seen. participants in verbal processes, viz. sayer, receiver and verbiage. sayer is the person or thing that says something. while receiver is the addressee; the person to whom something is said. then, verbiage is the content of what is said and always expressed by a noun group phrase. participant in existential process is existent. it is the participant that process introduces as existing, as having existence. participants in relational processes are token and value. token is the concrete entity that symbolizes a value. susan is the kindest salesperson in the shop is a case in point. whereas value is a more abstract entity that can be perceived only if represented by a more concrete entity. for instance, susan is the kindest salesperson in the shop. circumstances answer such questions as when, where, why, how, how many and as 103 anggreningrum / english education journal 2 (2) (2012) what. they realize meaning about time, place, manner, cause, accompaniment, matter and role. by analyzing type of process, participant and circumstance, it is easily to analyze the transitivity. findings and discussion the data of this research are ten students’ translations of application letter which consists of five translations from the ca students and five translations from the it students. all data were segmented into clauses and there were 19 clauses in ca students’ translations and 19 clauses in it students’ translations. there are six process types, namely material, mental, behavioral, relational, verbal and existential. the dominant process which can be shown in the table is material. this process was chosen by the students since the translation of the text reflects the process of material doing. it expresses the notion that some entity physically does something. there is difference in material process usage. students applied 55 material processes in indonesian and 54 processes when they translated into english. this is because one student translated material process in indonesia into behavioral process in english. the next dominating process is mental that related to sensing: feeling, thinking and perceiving. the use of this process in indonesia is higher than in english. indonesian has 40 mental processes while only 22 mental processes in english. the word “bisa” in indonesian reflects mental process. however, when students translated into english the word ‘bisa’ does not include as process since it is finite. relational process can be classified according to whether they are being used to identify something or to assign a quality to something. the students used this process in their translation as the third choice. next, the fourth process is verbal, the process of saying or symbolically signaling. in this part, the students have the same quality and its realization in each text; it is different from relational process. then, only two behavioral processes are chosen by students. however, no students used existential process in their translation. it was revealed that all clauses either in ind or english apply declarative mood. it means that interrogative, imperative and exclamative was not chosen by the students. the reason is that they translate written text in form of application letter. as we know that in this letter, we give information to the reader. therefore, the declarative mood is the most type used in this translation. students have a range of choices available to express modality. in this case, they tend to use low modality in translating the text. most of them use can in their english translation to show their ability. for the second choice, they often translate i think which reflects that they use medium modality. nonetheless, the students never express their modality using high modality. it can be concluded that the dominant type of theme chosen by students is ideational theme or topical theme. most of them used i as pronoun in their application letter. moreover, they also use textual theme for the second choice. the data showed that they use and, but, that as conjunctions and besides, in addition, and then as text connectives. on the contrary, interpersonal theme is not found in the application letter. it is as the same as the first findings on different students that the dominant process is material. this process of material doing was chosen by most of students, 55 material processes in ind and 48 material processes in english. the second process is mental that related to sensing: feeling, thinking and perceiving. it is the same as comparison in computerized accounting students that mental process in ind is most used than in english. next, the third process is relational process in which it can be classified in order to identify something or to assign a quality to something. then, the fourth process is verbal, the process of saying or symbolically signaling. then, only two behavioral processes are chosen by students. based on the table, it showed that there is no student who uses existential process in their application letter. as the findings of computerized accounting students, the students of information technology also only used declarative mood in their translation. this is because the overriding social purpose of application letter is to give information through describing, explaining and so on. it can be concluded from the above table that most students apply low modality in translating the text. most of them use can in their english translation to show their ability. for the second choice, they often translate i think which reflects that they use medium modality. nevertheless, the students do not express their modality using high modality. this findings is as the same as computerized accounting students. the dominant type of theme used by students is ideational theme or topical theme. they used personal pronoun “i” in their letters. besides, they also used textual theme. textual theme refers to conjunctions such as and and that. while besides, and also are the examples of connectives. on the other hand, interpersonal theme is not found in the application letter. the example of the discussion is the trananggreningrum / english education journal 2 (2) (2012) 104 sitivity analysis of text 1 from computerized accounting students’ translation result. ingin melamar in indonesian was translated into writing to apply in english. ingin is mental process and melamar is material process. the change of process from mental and material process into mental and mental process in english occurred here. the word ingin expresses future, something that has not done yet in the past. thus, the student used present continuous as future marker. then, berumur in the third clause means mempunyai umur which is classified as relational process. there are two groups of relational process; identifying process and attributive process. moreover, relational process can be further sub-classified into intensive, possessive or circumstantial. in this text, the students translate saya berumur 27 tahun into i am 27 years old. both berumur and am are attributive process. the difference is that the first is attributive possessive and the latter is attributive intensive. this finding is the opposite of the next clause. saya memiliki gelar is translated into i had a degree. the word memiliki becomes had in english. both of them are relational process and they have the same sub classification; they are attributive possessive. next, the process transition from indonesian into english also can be found in the translation of bisa mengoperasikan. these two verbs show mental and material process. yet, that verbs become material process in english since can is a finite. in problem solving is the translation of mengatasi masalah in this text. the student changed process type in english version that is material process is changed into circumstantial matter. bisa berbicara and bisa berbahasa were also realized into the change of process type. the first is mental-verbal process becomes verbal process in english. and the latter, mental-material process is translated into material process. based on this first text, the student translated merasa in the 15th clause into think in english version. merasa and think are grouped as mental process. however, it has difference in sub classification. merasa is mental-affect process while think is mental-cognition process. the second is mood type discussion of text 1. in this case, the student translated the application letter from indonesian into english. after analyzing the letter in indonesian version and its translation in english, the type of mood used is declarative. it is about self identification, experience and skill. the student did not change at all concerning the type of mood. it is similar to the discussion of transitivity, bisa mengoperasikan, bisa berbahasa, and bisa bekerja is also analyzed in term of modality. the use of can showed that the student used low modality in expressing her/his capability. on the contrary, will, i think and i hope which are translated in this text reflected medium modality. conclusion after describing the realization of lexicogrammatical of both students’ translation result, some conclusion can be drawn that the interpersonal meaning, experiential meaning and textual meaning are realized in the ca students of stmik wp translations involving some conclusion. in the realization of transitivity, material process, mental process and relational process are dominant used by ca students. while in themerheme, the result showed that the common type of theme used by students is textual theme which consists of text connectives and conjunctions. in interpersonal realization, the students of ca tend to use no modality in expressing their intention in writing application letter. references baker, mona. 1992. in other words. london/new york: routledge butt, david, et al. 1996. using functional grammar an explorer’s guide. sydney: macquire university catford, j. c. 1978. a linguistic theory of translation. oxford: oxford university press celce, murcia. 2001. teaching english as a second or foreign language. mexico: heinle & heinle coffin, caroline; lillis, theresa and, kieran o’halloran. 2010. applied linguistics methods. new york: routledge cohen, l. et al. 2007. research methods in education. london-new york: routledge creswell, john w. 1994. research design: qualitative and quantitative approaches. london: sage publications inc. crystal, david. 2003. english as a global language. cambridge: cambridge university press dorry, elham rajab. (ed) 2009. a use of thematic structure theory in translation. personal journal of philosophy of language education. accessed from http://zainurrahmans.worpress. com on tuesday, 17th january 2012 at 9 p.m. droga, louise; sally humprey. 2003. grammar and meaning. nsw: target texts dudley-evans, tony. 1998. developments in english for specific purposes: a multi-disciplinary approach. cambridge: cambridge university press eggins, suzanne. 1994. an introduction to systemic functional linguistics. london: pinter publisher ltd. eggins, suzanne and diana slade. 1997. analyzing casual conversation. london and washington: cassel. gerot, linda and peter wignell. 1994. making sense of 105 anggreningrum / english education journal 2 (2) (2012) functional grammar. sydney: antipodean educational enterprises halliday, m. a. k and hasan, r. 1985. language, context, and text. oxford: oxford university press.. halliday, m.a.k and matthiessen christian. 2004. an introduction to functional grammar. new york: oxford university press inc hatim, basil and mason, ian. 1990. discourse and the translator. london: longman hatim, basil and mason, ian. 1997. the translator as communicator. london/new york: routledge hatim, basil. 2001. teaching and researching translation. london: longman house, juliane. 1986. interlingual and intercultural communication: discourse and cognition in translation and second language acquisition studies. tubingen: narr house, juliane. 1997. a model for translation quality assessment. tubingen: narr larson, m.l. 1984. meaning-based translation: a guide to cross-language equivsalence. lanham: university press of america kim, mira. 2007. using systemic functional text analysis for translator education: an illustration with a focus on the textual meaning. interpreter a n d translator trainer machali, r. 2000. pedoman bagi penerjemah. jakarta: pt. grasindo martin, j.r and david rose. 2003. working with discourse. london: continuum moentaha, salihen. 2006. bahasa dan terjemahan. jakarta: kesaint blanc nida, e.a. and charles r. taber. 1974. the theory and practice of translation. e. j. brill: leiden newmark, peter. 1988. a textbook of translation. london and new york: prentice hall international ltd. richards, jack c., 2000. 30 years of tefl/tesl: a personal reflection. paper in english teaching forum on seameo regional language centre. singapore riyanto, slamet. 2011. easy writing a letter of application in english. yogyakarta: pustaka pelajar saleh, mursid. 2008. enam tradisi besar penelitian pendidikan bahasa. semarang: unnes sugiyono. 2008. metode penelitian pendidikan: pendekatan kuantitatif, kualitatif, dan r & d (research and development). bandung: alfabeta strevens, p. 1997. new orientations in the teaching of english. oxford: oxford university press. thomas, henry. 1938. the complete book of english. new york: perma giants trosborg, anna. 2002. the role of discourse analysis for translation and in translator training: status, needs, methods. clevedon: multilingual matters webster, j. r. hasan, and c. matthiessen (eds), 2005. continuing discourse on language: a functional perspective. london: equinox wray, alison, et.al. 1998. projects in linguistics: a practical guide to researching language. new york: oxford university press inc widyamartaya, a. 1989. seni menerjemahkan. yogyakarta: kanisius xiang yinhua. 2011. equivalence in translation: features and necessity. international journal of humanities and social science vol. 1 no. 10; august 2011. accessed from http://www.ijhssnet. com/journals/vol_1_no_11_special_issue_ august_2011/19.pdf on wednesday, august 15th 2012 at 3 p.m. 1 eej 5 (1) (2015) english education journal http://journal.unnes.ac.id/sju/index.php/eej teachers’ basic questionings used by english teachers in teaching english masfa maiza  dwi rukmini, ahmad sofwan prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia info artikel ________________ sejarah artikel: diterima juni 2015 disetujui juli 2015 dipublikasikan agustus 2015 ________________ keywords: tefl, teachers’ basic questionings, classroom interaction ____________________ abstract ___________________________________________________________________ this study examined the use of teachers’ basic questionings of sydney micro skill (1983) in teaching english as a foreign language (tefl). there were nine components of teachers’ basic questionings, namely structuring, focusing, phrasing, redirecting, distributing, reacting, pausing, prompting, and changing the level of cognitive demand. the objectives of this study were to describe the types of basic questionings, explain the teachers’ ways in keeping the students active to respond their questions and explain why the teachers use those teachers’ basic questionings. it was a qualitative research which was also supported by quantitative data. it used audio visual, observation/field note and interview to collect data. the result showed that most of english teachers applied those nine components to build a good classroom interaction and the dominant was distributing. the teachers had four ways in keeping the students active to respond their questions; they used questions randomly, interesting medium while delivering the questions, active in motivating the students, and promoted a group discussion. moreover, the teachers also had reasons why they used those teachers’ basic questionings, such as to find out the students’ attitudes, determine the students’ understanding, and to motivate and appreciate the students. © 2015 universitas negeri semarang  alamat korespondensi: kampus unnes bendan ngisor, semarang, 50233 e-mail: pps@unnes.ac.id issn 2087-0108 masfa maiza / english education journal 5 (1) (2015) 2 introduction teaching is a highly complex process and, for the beginning professional, needs to be broken down into meaningful and acquirable parts (turney et al, 1983: 2). it is meaningful if the teachers have an effective teaching or interesting teaching strategy in order to get the students’ motivation in learning english. a common problem in teaching english as a foreign language (tefl) is that in many cases the teachers face a passive class where the students are not enthusiastic in joining the learning activity and avoid interaction with the teacher. in order to build up a good classroom atmosphere, teachers should have the initiative to activate the students. classroom interaction in the classroom activities also relates to the ability of speaking between the teacher and the students. speaking is a productive skill that can be directly and empirically observed (brown 2004: 140). it is how a learner might try to communicate fluently, accurately and acceptably.considering the importance of speaking in the classroom interaction, the use of questioning can be one the solutions. cotton (1988:1) defines question as any sentence which has an interrogative form or function. sadker and sadker (1990: 113) also state that questions play a crucial role in classroom interaction and in the educational process. as cited in fauziati (2010), rubin and thompson (1994: 30) states that people send and receive messages effectively and negotiate meaning since the main goal of learning a foreign language is to be able to communicate. as a teacher, the writer observes several problems when the students communicate in english. most of them do not have intention of communicating in english because of their limited knowledge of english. they often encounter unfamiliar words that inhibit their communication. in addition they do not have any idea about how to compensate their communication in target language. mauigoa (2006) provides teachers’ questioning skills to improve learning and thinking in pacific island early childhood centers. it proposes a modified model called ‘questioning and understanding improves learning and thinking’ (quilt) which focuses on different teacher behaviors and skills in the process of questioning. the study shows the result that it is important to focus on promoting novice teachers’ knowledge and skills in questioning so that they can support children’s higher levels of thinking. teaching english as a foreign language is teaching english to students whose first language is not english. broughton et al (2003: 7) state that learners of english as a foreign language have a choice of language variety to a larger extent than second language learners. the choice of variety is partly influenced by the ability of teachers and geographical location. as cited in broughton (2003: 8), west (1953) states that the foreigner is learning english to express ideas rather than emotion: for his emotional expression he has the mother tongue. in addition, it is a useful general rule that intensive words and items are of secondary importance to a foreign learner, however common they may be. this remains that english does not tend to be used for the most private purposes and the speakers’ emotional life is expressed and developed largely through the mother tongue. tan (2007) adds that teacher asks questions at the beginning of activity to motivate and discover what makes students interested in learning. orlich et al (1980: 193) state that the importance of questioning is (1) it is the common strategy in teaching, (2) it can improve the students’ quality in learning, (3) the teacher can determine the level of students’ cognitive, (4) the teacher can determine the first level of students’ knowledge. according to richards and lockhart (1994: 186), there are several reasons why questions are commonly used in teaching and learning that (1) they stimulate and maintain students’ interest, (2) they encourage students to think and focus on the content of the lesson, (3) they enable a teacher to clarify what a student has said, (4) they enable teachers to check masfa maiza / english education journal 5 (1) (2015) 3 students’ understanding, and (5) they encourage students’ participation. chun-maio (2007: 30) states that the aims of delivering questions are; 1) letting the students to present information like facts, idea and opinion; 2) making examination about learners’ understanding, knowledge or skills; 3) engaging learners actively in participating their learning. one of questionings that can be applied in the classroom interaction is teachers’ basic questioning of sydney micro skill (1983). the use of teachers’ basic questionings can construct all the whole class interaction. turney (1983: 62) states that the skill of questioning is fundamental to a teacher’s repertoire. teacher talk may involve the giving of explanation, the presenting of facts and ideas, and controlling the direction of the lesson, but without skilled use of questioning a teacher has difficulty knowing how well students understand material presented to them and/or what additional assistance may be required. table 1. teachers’ basic questionings of sydney micro skill no question types brief explanation 1 2 3 4 5 6 7 8 9 structuring focusing phrasing redirecting distributing pausing reacting prompting changing the level of cognitive demand teacher gives specific information about the task immediately before or after a series of questions. teachers concerns with the number of tasks. questions should be phrased in words that are appropriate to the level of development of the group teacher maintains attention to one question and to invite several students to respond teacher distributes questions randomly to the class teacher pauses for a few seconds after asking a question of the whole group and before requesting to respond teacher shows the enthusiasm and warmth to the students’ answers and participation teacher gives an opportunity to develop a better understanding it is balancing questions requiring factual recall with more difficult questions dagarin (2004: 128) states that classroom interaction is defined as a two-way process between the participants in the learning process. the teacher influences the learners and vice versa. dagarin (2004: 130) also provides that the most frequent ways of organizing classroom interaction, depends on who communicates with whom: (1) teacher – learners, (2) teacher – learner/a group of learners, (3) learner – learner and (4) learners – learners. another definition of classroom interaction is stated by richards and platt masfa maiza / english education journal 5 (1) (2015) 4 (1992). according to them, classroom interaction refers to the patterns of verbal and non-verbal interaction and the types of social relationships which occur within classrooms. in short, it can be a classroom process in which teacher and students negotiate during the teaching and learning activity. methods in this study, the researcher used case study. it used qualitative approach and also supported by quantitative data. miles (1984: 5) stated that qualitative data were a source of grounded, rich description and explanation of process. on the other hand, the quantitative was used to support the data and determine which component of teachers’ basic questionings was mostly used in observing the frequency of teacher’s distribution in gaining the teaching learning process. the data was taken from the teaching and learning activity of state junior high schools. the participants were six english teachers in state junior high schools of 01 salam subdistrict, magelang regency. they were nonnative speakers of english who use english and indonesian in conducting the classroom activities. they had completed their study at college majoring in english education. they were experienced teachers who had taught for several years. the data collection of this study was audio visual, observation/field note and interview. the use of audio visual was very useful since it could be examined many times and captured many details of a lesson that could not be easily observed by other means. the next data used observation sheet which aspects were class, time, language, material, learning method, learning media, students’ activity, teacher and students’ interaction and applying nine basic questionings. then, the writer used guided interview including the teachers’ educational background, the length of teaching, the problem faced in the classroom, the solution in solving the problem and the strategies they used in teaching english. this study concerned on the teachers’ utterances in the classroom interaction. results and discussions based on the result of audio visual, all six english teachers applied nine components of teachers’ basic questionings in different ways. there were 425 questions and the examples of teachers’ excerpts could be seen as the following: the excerpt below applied pausing in which it used ‘are you sure’ to ensure the student’s answer. t : let’s see the text. in your opinion, which is the orientation? s : paragraph 2. t : are you sure? let’s check it. please show it using this mouse, click the mouse. then, you will find the answer. (one of the students shows the orientation by clicking the mouse.) another example of the excerpt showed the use of prompting. it was used to assist the student when they had wrong answer. the excerpt showed that the student’s answer was grammatically incorrect and then the teacher helped him to correct it. t : the rabbit has long ears. the rabbit is heemm hemm s : funny. t : yes, the rabbit is funny. next sentence. s : the rabbit is small tail. (incorrect grammar) t : small tail? yak, it has small tail. good. please make sentence freely. for example, the giraffe is tall. the tiger … the following excerpt used the type of redirecting. it was used to give question for a certain student. it could be by naming, coding or pointing. the teacher mentioned the student’s name and pointed one student to answer the questions. t : now, we know that structures of the letter are ….. s : the time, the receiver, opening, content, closure, sender. masfa maiza / english education journal 5 (1) (2015) 5 t : randi, repeat please! s (randi) : the time, the receiver, opening, content, closure, sender. t : well, what is time? (pointing one student) s : waktu. the use of reacting could be seen in the following excerpt which showed how the teacher appreciated the student’s answer by saying ‘good’. t : next, what is the text about? read the text please and find the theme! what’s your answer? where did mr. and mrs. sani go for tour? have you found it? s : b, europe. t : ok, very good. next, how many people? count it! s : a, two. as the result of this study, the following explanation would show the examples of teachers’ utterances for each type. structuring hold? for example, the remedial test will be held on saturday after school.. to be plus verb., jadi kalimat pasif.. to celebrate education day, the school will hold a wall magazine contest. so, what is the meaning of hold? phrasing who is the receiver of the announcement? what is receiver? focusing (it was based on the material which focused on a certain topic) re-directing what is orientation? yes you, read please! (pointing one student); alright, sixth group please, number 2; anisa, next please! distributing have you finished?; do you understand?; anyone knows? pausing is it right?; are you sure?; any other answers? reacting give applause!; good; well done prompting small tail? yak, it has small tail.; bike? it should be going by bike. changing the please, what did we learn today? tell me, please!; what is the level summary of this personal letter? table 2. calculation of teachers’ basic questionings no teachers’ basic questionings t1 t2 t3 t4 t5 t6 total 1 structuring 3 4 1 4 2 8 22 2 phrasing 1 1 1 2 1 5 11 3 focusing 14 6 3 24 2 3 52 4 re-directing 7 16 6 9 14 16 68 5 distributing 24 9 21 28 35 31 148 6 pausing 3 11 3 4 6 2 29 7 reacting 3 17 8 17 13 26 84 8 prompting 1 1 2 1 2 2 9 9 changing the level of cognitive demand 1 1 2 total of teachers’ questions 56 66 46 89 75 93 425 it showed the calculation of teachers’ utterances in using teachers’ basic questionings based on sydney micro skill. from the table above, it could be concluded that not all the teachers used teachers’ basic questionings in delivering questions. they had different types of questions. the following would be the percentage of it. masfa maiza / english education journal 5 (1) (2015) 6 figure 1. total percentage of tbq there were 425 questions of six english teachers and they had nine teachers’ basic questioning. the dominant was the questions of distributing (35%). all teachers contributed to these types. the second was reacting (20%) and then redirecting (16%). the next was focusing (12%), pausing (7%), and structuring (5%). another types were phrasing (3%), prompting (2%) and the last was changing the level of cognitive demand (0,5%). another result showed the teachers’ ways in keeping the students active to respond the questions. here, it had been concluded that there were four ways in keeping the students active to respond their questions. those ways were: 1) the teachers liked having questions randomly in order to involve the students during the teaching and learning activity; 2) the teachers used interesting medium while they delivered the questions, so the students would understand about the teachers’ questions; 3) the teachers were very active in motivating the students by using reacting, so the students would be more appreciated; and 4) promoting a group discussion in which it could help the students to be more confident when the teachers gave questions to them because they had discussed with their friends. the last result showed the reasons why the teachers use those teachers’ basic questionings. the teachers could find out the students’ attitudes by asking some questions through distributing. they asked questions randomly and they would find out the students’ attitudes. moreover, the use of redirecting also helped the teachers to find out the students’ attitudes and the students would pay attention to the teachers’ questions. to determine the students’ understanding in mastering the materials, the teachers asked the questions using structuring, focusing, phrasing, prompting, pausing and changing the level of cognitive demand. those types of questions related to others since it could increase the atmosphere of classroom interaction and build up the students’ ability in learning english. the use of reacting was very effective to motivate the students. since it showed the teachers’ appreciation to the students, it would increase the students’ personality in learning english. it also could improve the students’ feelings. for example, when the teacher had reacting to him or her, it was obvious that the student would be very confident then he or she could join the teaching and learning activity well. 22; 5% 11; 3% 52; 12% 68; 16% 148; 35% 29; 7% 84; 20% 9; 2% 2; 0% structuring phrasing focusing redirecting distributing pausing reacting prompting changing the level masfa maiza / english education journal 5 (1) (2015) 7 conclusions and suggestions the result showed that those nine components were used by six english teachers with 425 questions and the percentage of distributing (35%), reacting (20%), redirecting (16%), focusing (12%), pausing (7%), structuring (5%), phrasing (3%), prompting (2%) and changing the level of cognitive demand (0,5%). the dominant type was distributing. the result of observation sheet showed that there were four ways in keeping the students active to respond the questions; they were (1) using questions randomly, (2) using interesting medium while delivering the questions, (3) active in motivating the students, and (4) promoting a group discussion. moreover, the teachers also had reasons why they used those teachers’ basic questionings; they were (1) to find out the students’ attitudes, (2) to determine the students’ understanding, and (3) to motivate and appreciate the students. the use of teachers’ basic questioning of sydney micro skill (1983) is recommended for teaching and learning activity since it can construct the whole class interaction. first, it is important for the teachers to find out the students’ attitudes in delivering the questions. then the teachers also should activate and motivate the students in joining the classroom activity. the last, the teachers should have the higher level of questions in order to improve the students’ ability in learning english. references broughton et al. 2003. teaching english as a foreign language. london: university of london institute of education. brown, douglas. 2004. language assessment principles and classroom practices. new york: pearson education turney, et al. 1983. sidney micro skills redeveloped series 1 handbook. sydney: sydney university press. chun-miao, x. 2007. a study of teacher questioning in interactive english classroom. sino-us english teaching, 4, (4), pp. 29-37. cotton, k. (1988). classroom questioning. north west regional educational laboratory. the office of educational research and improvement (oeri), u.s.departmentofeducation.http://www.learner.o rg/workshops/socialstudies/classroomquestioning/ pdf. accessed on april 22 nd 2014. dagarin, mateja. 2004. classroom interaction in english as a foreign. ljubljana: birografika bori. fauziati, endang. 2010. teaching english as a foreign language. surakarta: era pustaka utama. mauigoa, lila. 2006. enhancing teachers’ questioning skills to improve children’s learning and thinking in pacific island early childhood centres. journal articles. miles, m.b., and huberman, a.m. 1984. qualitative data analysis: a source book of new methods. beverly hills: sage publications. orlich, donald c et al. 1980. teaching strategies: a guide to better instruction. d.c. heath: (better world books) mishawaka. richard, j.c. and c. lokart. 1994. reflective teaching in second language classroom. cambridge: cambridge university press. sadker and sadker. 1990. questioning skill in (eds._ cooper, j.m. (1990) classroom teaching class, fourth edition. massachussets: d.c. heath company. tan, zhi. 2007. questioning in chinese university el classroom. regional language centre (relc) journal, vol. 38, no. ),pp. 87-102. 1 eej 5 (2) (2015) english education journal http://journal.unnes.ac.id/sju/index.php/eej types of classroom interactions in the implementation of mini drama script project daud jiwandono1 , dwi rukmini2 1sultan agung islamic university of semarang, indonesia 2postgraduate program, semarang state university, indonesia article info ________________ article history: accepted october 2015 approved october 2015 published november 2015 ________________ keywords: classroom interaction, mini drama script project ____________________ abstract ___________________________________________________________________ the study was aimed at investigating types of classroom interaction that occurred during the implementation of mini drama script project.the data were gathered through observations and audio and video recording during three cycles. the collected data were further analyzed through four steps of analyzing talks: (1) providing a general characterization in which i listened to the conversation to get a general sense of the kind of interactions, (2) identifying grossly apparent features in which i looked more closely to language features found during the conversation, (3) focusing in on structural elements in which i examined how the interactions were structured and described the most noticeable features, and (4) developing a description in which i described the findings based on the data. the results indicated the implementation of a mini drama script project allowed various types of interaction to occur during the project including the teacher speaking to the whole class, the teacher speaking to a group of members, the student speaking to teacher, the student speaking to student, and the student speaking to group members.in conclusion, the implementation of mini drama script project allows various types of classroom interaction. © 2015 semarang state university  correspondence address : unnes bendan ngisor campus, semarang, 50233 e-mail: jiwandonodaud@gmail.com issn 2087-0108 daud jiwandono dan dwi rukmini/ english education journal 5 (2) (2015) 2 introduction english has become the most commonly used language for international communication throughout the world for there are many people using english either as their first language or their second language (brumfit, 1982). as the second language, there have been many researchers investigating students’ second language development that some decades ago, cognitive approach became the primary focus of the research which regards second language acquisition as the mental process occurs in individual. the cognitive approach emphasizes more on individual’s aspect of cognitive and the interaction with the physical environment (lightbown & spada, 2013; razfar, khisty & chval, 2011). however, another theory called sociocultural theory (sct) arises a notion that students learn not only from their interaction with the physical environment but also through social and cultural interaction. based on this theory, human beings develop their learning through their interactions both theirinteractions with artifacts and society. sct is a theory about human cognitive and mental function development which argues that the development comes from human interactions (aimin, 2013; eun, 2010). sociocultural theory highlights the notion of interaction to the students in their learning process gives benefits to them in their learning development. whereas, in second language acquisition (sla), students’ interaction has been a central issue as it becomes an influential aspect for second language development. derived from vygotsky’s theory, social contexts play important role in human development since the very beginning of life. since then, many studies focus on sla as the process of students’ interaction with the physical, social, and cultural environment (adair-hauck & donato, 1994; razfar, khisty & chval, 2011). with more emphasis on the aspect of social and cultural interaction among students and others or with the environments, sct sheds light to the second language researchers on how they conduct studies investigating sla more comprehensively based on sociocultural theory. in brief, there was a paradigm shift in studies related to sla from cognitive perspective to sociocultural theory. in the language learning process, sct believes that students can acquire language by allowing them to socialize and interact either with other learners or with the native speakers. thus, sct argues that the most appropriate way in learning a language is through social interaction in the context of language being learned because the learning situation which at least in part interlocutors modify their dialogue to make it more understandable to students (aimin, 2013). moreover, thorne (2004, 2005) and hymes (1980) as cited in ajayi (2008) emphasize that because english as a second language requires practices in social context, there must be a highlight on the “dialogical interconnection” between students, society, and the learning context. thus, aimin (2013) proposes that sct can be practiced through students’ interaction in the classroom context which is built as simulations of the cultural context of the language. moreover, by having interactions, students can also scaffold the learning of their friends. sct gives a new perspective to see how classroom interactions affect students’ language development. there are a number of studies have found that classroom interactions improve students’ speaking and writing skills. some research indicated that students’ oral development was enhanced through their interactions with peers and with the teacher (foster & ohta, 2005; razfar, khisty & chval, 2011). moreover, students’ writing skills also developed during the students’ interaction (lei, 2008; razfar, khisty & chval, 2011). the findings of these studies are very useful in giving the information on the implementation of sociocultural approach which resulted in the improvement of students’ second language development in oral or written language. in sct, students are asked to work collaboratively with their peers and teachers or usually called collaborative learning. there are a number of teaching techniques under daud jiwandono dan dwi rukmini/ english education journal 5 (2) (2015) 3 collaborative learning approach; one of them is project based learning. project based learning means teachers use instructional strategies to empower learners to pursue content knowledge and demonstrate their understanding through a variety of projects (klein, 2009). thus, it is important to teachers for applying project based learning to encourage the students’ interaction to help them develop their language skills. researchers have investigated the second language acquisition from three major scientific theories such as behaviorism, cognitive constructivism, and sociocultural theory. behaviorists refer to language learning is a form of process of habit whereas cognitivists refer to language learning is related to human mental processes that used in the process of learning a language (aimin, 2013; cross, 2010). however, sociocultural approach sees language learning not only related to cognitive aspects but also the social aspects in which learners interact with the surrounding to shape their mental process that they are encouraged to think as well as speak in target language (aimin 2013; foster & ohta 2005; lightbown & spada, 2013). originated from vygotsky’s (1978) work that he observed the children interaction with adults and also interaction between children with other children in schools in the 1920s and 1930s in the soviet union and concluded that primarily, the development of a language is from social interactions. he argues that in the environment which is interactive and supportive, children can enhance their knowledge and performance to the higher level (lightbown & spada, 2013). language is a form of cultural artifacts in the society which is person use language to communicate and shape their mental development (aimin, 2013). in summary, based on the sociocultural theory, second language acquisition is a process of acquiring second language with help of interaction in both between social and cultural artifacts. students acquire their second language through interaction with expert or teacher and more advanced peers which give assistance to them then it becomes internalized in their mind. in the language learning process, sct believes that students can acquire language by allowing them to socialize and interact either with other learners or with the natives thus, sct argues that the most appropriate ways in learning a language is through social interaction in the context of language being learned because it is the learning situation which at least in part interlocutors modify their dialogue to make it more understandable to students (aimin, 2013). moreover, thorne (2004, 2005) and hymes (1980) as cited in ajayi (2008) emphasize that since english as a second language requires practice in social context, there must be a highlight on the “dialogical interconnection” between students, society, and the learning context. thus, aimin (2013) proposes that sct can be practiced through students’ interaction in the classroom context which is built as simulation of the cultural context of the language and by having interactions, students can also scaffold the learning of their friends. one of the learning techniques under collaborative learning approach to make students be able to actively involve in the class is project based learning. according to klein (2009), "project-based learning is the instructional strategy of empowering learners to pursue content knowledge on their own and demonstrate their new understandings through a variety of presentation modes." students are encouraged to be active so that they are able to understand the content knowledge of the lessons. instead doing the project by themselves, they are guided by the teacher so that they are not off the track. relating to the english class, project based learning also gives benefit to the students as “project-based instruction allows instructors to teach the four core english skills (along with related cultural elements) while giving both instructors and students freedom in what project they choose and how they carry it out,” (foss, carney, mcdonald & rooks, 2006). the teacher role in this approach is as the students’ facilitator and students’ guide in the teaching learning process. prior research about using project based learning in the class shows that this approach daud jiwandono dan dwi rukmini/ english education journal 5 (2) (2015) 4 appears to be good for students. foss, et al. (2006) conducted a research about using this approach to teach in a short-term intensive english program in the efl class for japanese university students. they made this research at kwansei gakuin university school of science and technology, japan. spending for about seven days (2 days in the university, and the rest were in the camp) with 65 students involved, they were received approximately fifty hours of english instruction over the total seven-day period. the researchers use four projects in their teaching learning process; they are the wikipedia project, the newspaper project, the small-groups video project, and the last is the whole-group video project. on the wikipedia project, students were asked to create some wikipedia entries related to the campus condition and also make professional power-point presentation about the project. on the newspaper project students supposed to learn about the various production aspects behind a newspaper, and they also asked to make such retreat newsletter from the process of researching the content, designing the content, and the last is the writing process. after they were done, they publish the retreat newsletter. on the last two projects, students were asked to make such video drama project. at the end of the research, foss, et al., (2006) came to conclusion that, “by combining english learning with the development of other skills, project-based learning enables efl students to connect the english of the classroom to their own real-life interests. another benefit of this approach is the final product. in addition to finishing the program with a grade and academic credits, students also all left with a tangible product of their work, (p. 15). it is indicating that project based learning provides great impact to the students in their learning activities. on the project based learning approach, teacher gives instructions on how the project should be done. he also gives guidance to the students about the project being conducted and whenever the teacher see something not related to the project, he gives advice to them. and the teacher also has to be able to answer the students’ questions in order they have the sufficient resource for their project working. interaction according to the cambridge advanced learner’s dictionary (2008) is when there are two or more persons or things “communicate with or react to each other.” in relate to communication, adding the definition, brown (2001:165) says about the interaction that it is a communication vital point since interaction occurs when people communicate to each other in anytime and anywhere including in the classroom setting. adding the explanation, interaction in the classroom setting or classroom interaction refers to the interaction that happens involving two parts which are the teacher and the students and it could happen between teacher and students or between students and they influence to each other (dagarin, 2004:128). since this type of interaction happens in the teaching learning process, the classroom interaction is called as pedagogical interaction. in the classroom interaction, there are several benefits can be get such as, (1) increasing students’ language store (rivers, 1987:4-5), (2) developing communication skill (thapa and lin, 2003; naimat, 2001:672), (3) building confidence (thapa and lin, 2003), (4) strenghten social relationship (naimat, 2011:672). thus, classroom interaction plays important roles in developing students’ language skills as well as their social relationship. there are seven types of classroom interaction based on mingzhi (2005) including (1) teacher speaking to whole class means the teacher as the crontrolloer of the class who gives students information or materials, reading aloud, etc.; (2) teacher speaking to individual students with the rest of students as the hearers; (3) teacher speaking to a group of members means the teacher participates in the students’ group works in which he gives suggestions for the group work; (4) student speaking to teacher means the students initiate to speak when they do not understand about the information; (5) student speaking to student means interactions in pair work activities; (6) student speaking to group members means interactions in group daud jiwandono dan dwi rukmini/ english education journal 5 (2) (2015) 5 work; and (7) student speaking to the whole class means activities that are students-fronted class. in brief, classroom interactions play important role in teaching and learning to develop their language skills. by interacting with their peers and teacher, the students get input to develop their language skill. however, in my class, classroom interactions was still limited in form of teacher talks to whole class and limited students speaking to teacher. thus, in this study, i applied mini drama script project learning to enhance classroom interaction especially students’ interaction with their peers as well as the teacher. students were asked to make mini drama script as their project. working together in groups of five encouraged them to have interaction within the group. further, this study is meant to address what types of interaction that occurred when the students were doing the project. method this study employed an action research design employing a convergent parallel mixed method consisting of three cycles. the data were gathered through observations and audio and video transcription during three cycles. the collected data were further analyzed through four steps of analyzing talks: (1) providing a general characterization in which i listened to the conversation to get a general sense of the kind of interactions, (2) identifying grossly apparent features in which i looked more closely to language features found during the conversation, (3) focusing in on structural elements in which i examined how the interactions were structured and described the most noticeable features, and (4) developing a description in which i described the findings based on the data (richard, 2003, cited in burns, 2010). results and discussions during the implementation of mini drama script project there were various types of interactions occurred in the class. in pre cycle, the classroom interaction was limited only in the 3 forms including (1) teacher speaking to the whole class, (2) teacher speaking to an individual student with the rest of the students of the class as hearers, and (3) student speaking to teacher. in pre-cycle the classroom interaction was dominated by teacher speaking to the whole class because in pre-cycle the teacher applied lecturing method so the students did not give many chances to interact with their peers and the teachers. sample 1 however, in cycle 1, other types of interactions occurred during the lesson. there were six types of classroom interaction including teacher speaking to the whole class, teacher speaking to an individual student with the rest of the class as hearers, teacher speaking to a group of members, student speaking to teacher, student speaking to student, and student speaking to group members. the followings are samples of types of classroom interaction happened during cycle 1. sample 1 teacher : “well, who can mention what folklores that indonesia has? anyone?” e : “malin kundang.” teacher : “right. any other?” j : “danau toba.” teacher : “yes, that’s right. well, today we are going to learn to make drama script based on indonesian folklore.” b : “peform dramapak?” teacher : “no, we just make the script.” in sample 1 we can see that in number 1, 2, and 3, the teacher spoke to the whole class whereas in number 7 the teacher spoke to an individual student with the rest of the class as hearers. daud jiwandono dan dwi rukmini/ english education journal 5 (2) (2015) 6 in this case, student b asked a question whether they had to perform the drama or not, and the teacher gave information that they did not perform the drama but they made the mini drama script. sample 3 b : “sir, sir, i want to asks a question. could we modify the story, sir?” teacher : “yes, you could as far as you don’ change the major points of the story.” sample 2 is the example of student speaking to teacher interaction. the student a interacted with the teacher to get information about the task. then, the teacher asked the student’s question. this sample showed an example of how the students tried to get information for doing their tasks so they could meet the teacher expectation in the task. sample 3 k : iki meh piye nggawene cah? (how do we make it?) m : digawe bareng-bareng wae ben cepet. (let’s do it together so we can finish it quickly) k : agree agree m : eh si l, ojo dolanan hape wae, nggarap ayo. (you, l, don’t play with your phone, let’s do the work) sample 3 was taken from one of groupd during making the drama script, this sample represents an example of types of classroom interaction in which student speaking to a student (see number 4) and student speaking to group members (see number 1). student k spoke to his group members to discuss how they were going to make the script, and the student m responded to his question that they had to make the script together so they could finish the task quickly. however, in their group, the student l did not pay attention to the task so student m spoke to him for not playing with his phone and helping their friends in making the script. thus, besides teacher speaking to the whole class and to individual students, there were other types interactions including students speaking to students and group members. similarly, the types of classroom interaction occurred in cycle 1 were also found in cycle 2. however, the type of teacher speaking to an individual student with the rest of the class as hearers was not found in cycle 2 because there were no students asked for any information at the beginning of the teaching because they had already understood what they had to do based on cycle 1 and the teacher’s explanation in the beginning of the lesson. in cycle 3, the types of classroom interaction occurred were same with cycle 2 including teacher speaking to the whole class, teacher speaking to a group of members, student speaking to teacher, student speaking to student, and student speaking to group members. in short, the implementation of mini drama script project allowed various types of interaction occurred during the project. conclusion based on the research findings, it was concluded that the implementation of mini drama script project allowed various types of classroom interactions because the students interacted with their peers as well as their teacher. thus, the classroom discourse is not limited in the form of teacher speaking to the whole class as found in lecturing technique. references adair-hauck, b. & donato, r. 1994. foreign language eksplanatio s within the zone of proximal development. the canadian modern language review, 50(3), 532-557. aimin, l. 2013. the study of second language acquisition under sociocultural theory. american journal of educational research, 1(5), 162-167. ajayi, l. 2008. esl theory-practice dynamics: the difficulty of integrating sociocultural perspectives into pedagogical practices. foreign language annals, 41(4), 639-659. brown, h. d. 2001. teaching by principles: an interactive approach to language pedagogy, second edition. new york: addison wesley longman, inc. daud jiwandono dan dwi rukmini/ english education journal 5 (2) (2015) 7 brumfit, c. (ed.). 1982. english for international communication. oxford: pergamon press. cross, r. 2010. language teaching as sociocultural activity: rethinking language teacher practice. the modern language journal, 94(iii), 434-452. dagarin, m. 2004. classroom interaction and communication strategies in learning english as a foreign. ljubljana: elope. eun, b. 2010. from learning to development: a sociocultural approach to instruction. cambridge journal of education, 40(4), 401-418. foss, p., carney, n., mcdonald, k. & rooks, m. 2006. project-based learning activities for short-term intensive english programs. asian efl journal, 1-19. foster, p. & ohta, a.s. 2005. negotiation for meaning and peer assistance in second language classrooms. applied linguistics, 26(3), 402-430. klein, j. l. 2009. project-based learning: inspiring middle school students to engage in deep and active learning. new york: nyc department of education. lei, x. 2008. exploring a sociocultural approach to writing strategy research: mediated actions in writing activities. journal of second language writing, 17, 217-236. lightbown, p.m. & spada, n. 2013. how languages are learned, 4th edition. oxford: oxford university press. naimat, g. kh. 2001. influence of teacher-students interaction on efl reading comprehension. european journal of social sciences 23(4), 672687. razfar, a., khisty, l. l., & chval, k. 2011. remediating second language acquisition: a sociocultural perspective for language development. mind, culture, and activity, 18, 195–215. thapa, c. b. & lin, a. m. y. 2013. interaction in english language classroom to enhance students’ language learning. elt choutari. retrieved from http://eltchoutari.com/2013/08/interactionin-english-language-classrooms-to-enhancenepalese-students-language-learning/, june 28, 2015. eej 2 (2) (2012) english education journal http://journal.unnes.ac.id/sju/index.php/eej the negotiation in students’ casual conversation suci purwaningjati  prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia abstrak studi ini bertujuan untuk (a) menggambarkan cara tentang bagaimana untuk menopang percakapan siswa, (b) menggambarkan pattern dari negotiation, (c) menggambarkan implikasi pedagogis temuan. penelitian ini merupakan qualitative research dengan pendekatan systemic functional linguistics dalam menganalisa casual conversation. instrumen yang digunakan ialah eggins dan slade’s move network system, bahan diambil dari 10 chat dalam i ntensive course group universitas sunan muria kudus. hasil temuan menunjukan bahwa respon peserta ditemukan 37,1% dikategorikan sustain, 45,7% merespon move dan 17,1% rejoinder. tiga paten dari negosiasi yaitu (1) paten dari splitting moves relevancy (2) collaborative support (3) dan particular choice of moves closed conversation exchange. implikasi pedagogis adalah emosi yang muncul dalam teks dengan rincian 64% fungsional dan 36% non-fungsional. mayoritas peserta setuju untuk meningkatkan pengembangan paten dengan memberikan peserta treatment menggunakan materi dengan konjungsi dan statemen yang dapat diterima dan menggunakan question tag. abstract the negotiation in students’ casual conversation: the case of muria kudus university’s intensive course group chat in facebook aims at a) describing the way how participants sustain their conversation, b) describing the negotiation pattern, c) describing the pedagogical implication of the findings. it is a qualitative research with systemic functional linguistics approach on analyzing casual conversation. the instrument was the eggins and slade’s move network system. the corpus was 10 transcribed chats of intensive course group chat muria kudus university. the findings showed that 37.1% of the participants’ response was sustain:continuing move, 45.7% was responding move, and 17.1% was rejoinder move. participants therefore negotiated around what had been proposed by the initiator. three negotiation patterning were: (1) a pattern of splitting moves relevancy (2) a pattern of collaborative support, (3) a pattern of particular choice of moves closed conversation exchange; particular others opened the channel of a conversation. the pedagogical implication was that emoticons appeared in the text 64% functioned conventionally, while 36% functioned un-conventionally. the domination of responding:agree move should be encouraged to the production of developing and rejoinder move by treating the participants with some materials like expanding message using acceptable conjunction and statement with question tagging. © 2012 universitas negeri semarang info artikel sejarah artikel: diterima agustus 2012 disetujui september 2012 dipublikasikan november 2012 keywords: negotiation in student’s group chat sustaining move confrontation and support in casual conversation  alamat korespondensi: kampus unnes bendan ngisor, semarang 50233 e-mail: jurnalpps@unnes.ac.id issn 2087-0108 suci purwaningjati / english education journal 2 (2) (2012) 134 introduction it has become a general consensus for teachers who approach their students with communicative language teaching that the instructional goal of foreign or second language learning is to facilitate students achieving their communicative competence. murcia (2001:16) defined communicative competence as a compilation of grammatical competence, discourse competence, socio cultural competence and strategic competence. learners having good communicative competence are those who can apply their grammatical competence to communicate with their environment based on the socio-cultural context to create spoken or written discourse, and if anything happens during their effort of creating a discourse they should use strategies to maintain the continuing flow of the discourse. fluency, an indicator to measure communicative competence, was explained by lazaraton in (murcia 2001:104) to have two meanings. the first meaning refers to the ability to link units of speech together with facility without strain or inappropriate showiness. the second meaning refers to “natural language use,” which is likely to take place when speaking activities focus on meaning and its negotiation, when speaking strategies are used and when overt correction is minimized. in the case of intensive course class at muria kudus university, where english was a foreign language and all students taking this subject were freshmen, there were still a lot of students who found constraints in speaking english. in short, it was considered that students’ performances in the class during the conversation session probably did not provide enough room for practices; students needed more room providing them with good supporting atmosphere which was less anxious than classroom atmosphere was. as one indicator to measure one’s communicative competence is through testing the learners’ fluency in the natural use of language when the interaction is focused on negotiation and its meaning, i am interested to do a research on the interaction the students made through a group chat in facebook to tap their true communicative competence with negotiation as the measurement. therefore this article research aims at (1) describing the way how intensive course group chat sustains their conversation by analyzing the sustaining move in intensive course group chat; (2) describing the negotiation pattern in intensive course group chat; (3) describing the pedagogical implications on the interpretation of sustaining move and the interpretation of negotiation pattern in muria kudus university’s intensive course group chat. study dealing with analysis of students’ chat had been conducted by stahl (2005). the paper identified a pattern of exchange of postings that it termed math proposal adjacency pair, and described its characteristics. the paper adapted the approach of conversation analysis in investigating mathematical problem-solving communication and to the computer-mediated circumstances of online chat. the result of the study was math proposals and other interaction methods constituted the collaborative group as a working group, gave direction to its problem solving and helped to sustain its shared meaning making or group cognition. the second study was a comparison of negotiated interaction in text and voice chat rooms which was conducted by jepson (2005). this study explored the patterns of repair moves in synchronous non-native speaker (nns) text chat rooms in comparison to voice chat rooms on the internet. to define the patterns of repair moves, jepson has focused his research questions on two areas. the first was the types of repair moves occurring in text and voice chat rooms when the time was held constant. the second was the differences of repair moves in text and voice chat rooms when the time was held constant. repair moves made by anonymous nnss in 10, 5-minute, synchronous chat room sessions (5 text-chat sessions, 5 voice-chat sessions) were counted and analyzed using chi-square with alpha set at .05. the result was that there had been some significant differences found between the higher number of total repair moves made in voice chats and the smaller number in text chats. qualitative data analysis showed that repair work in voice chats was often pronunciation-related. the negotiation referred by this article refers to the negotiation proposed by eggins and slade (1997). the negotiation aimed in this article is the discourse structure patterns. eggins and slade (1997:54) stated that discourse structure patterns are patterns which operate across turns and are thus overtly interactional and sequential. they show participants choose to act on each other through their choice of speech function (i.e speech act), such as “demanding”, “challenging”, “contradicting”, or “supporting”, and how participants’ choices function to sustain or terminate conversational exchanges. choice of speech function is a key resource for negotiating degrees of familiarity. if interactants wish to exp135 suci purwaningjati / english education journal 2 (2) (2012) lore their interpersonal relations, they must choose speech functions which keep the conversation going, and this frequently means that intimate relations involve interactants reacting to each other in confronting, rather than supporting moves. the negotiation pattern discussed in this article refers to the regularities shown by the discourse structure performed in each chat segment. hence, the discourse structure is the combination of a synoptic and a dynamic perspective on the speech function analysis. in visualizing the negotiation pattern, i draw an arrow to connect the first move (initiating move) to the next move chosen by the next respondent or by the current speaker if her/his choice of move is continuing move. in the meantime the turn in chat segment is set in arabic number.the underlying theory of this interpretation is that the discourse structure in systemic provide a way of relating patterns in move choices to the interpersonal context of interaction (eggins and slade, 1997:179) the micro pattern that characterizes the pattern within exchange per chat segment will make up a macro pattern of negotiation in student’s group chat in facebook: this macro pattern is the characteristic of negotation pattern in intensive course in muria kudus university according to eggins and slade (1997:8), casual conversation is the kind of talk we engage in when we are talking just for the sake of talking. in case of intensive course group chat in facebook, even though group chatting was considered to be an asynchronous cmc, the participants were doing chatting continually that the existing time-delay did not provide any necessary impact on the negotiation the participants had because the notion of negotiation used in this study is based on the process of exchanging meaning occurred in the conversation. in addition to this, the purpose of conversation and the features of language performed in this conversation directed to spoken language and the use of some expressions like emoticons, extra punctuations and lexical choices directed it to close with casual conversation than pragmatic conversation. therefore, the negotiation notion used to approach this conversation was the negotiation in casual conversation which emphasized on the process of exchanging meaning. eggins (1997:48) stated that one of the most powerful aspects of the systemic approach is that language is viewed as a resource for making not just one meaning at a time but several strands of meaning simultaneously. this means that a casual conversation, itself an extended semantic unit or text, is modeled as the simultaneous exchange of three types of meaning.. in terms of ideational meanings, derewianka (2011:13) stated that one important function of language is to enable us to represent what is going on in the world: to talk about our experiences, to reflect on our observations, to share knowledge and ideas. in terms of textual meaning, droga and humphrey (2003:85) refer it as a way a language is used to organize the information in a text to make connections across a text. in terms of interpersonal function, derewianka (2011:109) stated that language functions to foster social interaction, to create and maintain relationships, to develop and project a personal identity, to express opinions and engage with the views of others. the participants’ social roles and relative the following is the example of the negotiation pattern retrieved from given analyzed chat segment. conversational structure turn/ move speaker talk o:i:statement:opinion 1/a risqie (i)huuft! tomorrow i will go to school (ii)cause attend pengajian in auditorium. r:c:contradict c:enhance 2/a 2/b fathur (i)that’s good,, (ii) make your heart pure r:r:d:extend 3/a ulil (i)yeah, god together with you ② ② suci purwaningjati / english education journal 2 (2) (2012) 136 social status is the area where this study is working, therefore he data analysis in this study occupies some techniques—mood and speech function-to obtain the negotiation pattern from the conversation. halliday (1994) suggests that “dialogue is a process of exchange involving two variables; a commodity to be exchange; either information or goods and services, role associated with exchange relations; either giving or demanding” (eggins and slade, 1997:180). in terms of casual conversation, eggins and slade (1997: 191) stated that the distinction to capture is more subtle: it is the types of initiations, and types of responses that they see differently created and maintained. since the relationships may appear to be based on equality and sameness, a more delicate analysis is needed to reveal underlying patterns of inequality and differences. thus, eggins and slade (1997:192) elaborate the speech functions classes into opening, sustaining, responding, and rejoinder speech functions. eggins and slade (1997: 192) describe the speech functions and their sub classes in a speech function network. the speech functions are opening speech function and sustaining speech function. there are two kinds of opening speech functions; attending and initiating. sustaining speech functions can be elaborated in to continuing speech function and reacting speech function. there are two kinds of reacting speech functions; they are reacting speech function; responding and reacting speech function; rejoinder. methods this article works with the method of a qualitative research. the approach of this article was based on eggins and slade’s (1997) casual conversation analysis, within the approach of systemic functional linguistics. the subjects were the intensive course of f class muria kudus university of academic year 2011/2012. the data were a one-year selected transcript of conversation-like texts in intensive course group chat in facebook. to collect the data, a group chat through facebook was established in november 2011 and then all students were invited to join the group. in the first week, an initiation of topics was done with some encouragement and then after everyone was getting used to this group, the group was administered and their conversations were observed until late of june 2012 in order to find minimum 5 turns per chat segment and finally the transcript was copied and noted based on the notation stated in eggins (1997:5). the unit analyses of this research were ‘turn’, ‘moves’, ‘exchange’ and ‘clause’. eggin &slade’s steps of analyzing a casual conversation (eggin&slade:1997:217-226) were adopted while combining them with researcher’s interpretation on drawing the negotiation pattern. the steps of analyzing the data are as follows: (1) observing transcripts, (2) chungking the data into clauses, (3) identifying the moves per clause, (4) classifying the categories of moves based on the eggins and slade speech function network, (5) tabulating the type of move in each chat segment,(6) integrating the tabulation of speech function in all chat segments into one table, (7) interpreting the overall sustaining moves in all chat segments (8) interpreting (synoptic analysis of speech function) (9) analyzing the dynamic of conversational exchange in each chat segment (10) interpreting the overall dynamic of conversational exchange, (11)drawing the negotiation pattern of each chat segment based on the dynamic of conversational exchange, (12) interpreting the commonalities or regularities shown in overall chat segments , (13) inferring the pedagogical implication of the findings, (14) drawing the conclusion. findings and discussion this section is divided into four sections: the interpretation of sustaining moves in intensive course group chat altogether there were 5 sustaining moves performed by participants of intensive course group chat. those 5 moves were sustaining:continuing, responding:support, responding:confront, rejoinder:support, and rejoinder :confront. the detail presentation of the moves is in table 4.52. from the above table, the most sustaining moves being chosen by participants of intensive course group chat was responding: support which in percentage it was 39%. in compare with sustaining: continue, it had an aggregate move of 2% as the sustaining:continuing contributed 37.1% of the totaling sustaining move. the third most move used by participants was rejoinder: confront which in percentage it was 9.4% whereas the respond: confront and rejoinder: support were 6.7% and 7.6% respectively. this implies that participants of intensive course group chat when they interact they tended to support the proposition delivered by the initiator and they also prefer to continue their proposition. 137 suci purwaningjati / english education journal 2 (2) (2012) reflecting from the choice of moves by participants of intensive course group chat in muria kudus university, the rejoinder move which was expected to be the most dominant move chosen by participants was not able to be presented here based on the analysis of move proposed by eggins and slade. meanwhile, the achievement of rejoinder move was only 18% of the totaling sustaining move. the combination of a synoptic and a dynamic perspective on the speech function analysis allows us to capture both who takes on which roles in the interaction, and the dynamic negotiation of the relationships of inclusion and exclusion, support and confrontation, alignment and distance. the following description covers the summary of synoptic interpretation and the dynamic interpretation of negotiation intensive course group chat . in number of turns, st6 had been the dominant participant. he almost always enrolled in every chat initiated by his friends. this suggested that st6 interacted more than the other participants in intensive course group chat. in terms of the number of move, st1 had been the dominant participant with st6 sits on the second place. this indicated that st1’s had more speech function choices or had more purposes than the other participants do in the interaction with intensive course group chat. for the number of clauses, st1 also was the dominant participant with st6 again sat on the second place. she had made altogether around 43 clauses whereas st6 was 36 clauses. the number of clauses usually resembled that st1 had more air to speak in compare with her other friends since she produced more clauses. as it was informed above, st1 had been the dominant opening from all chat segments. as an opener, she favored to command her friends. it was for sure indicated certain egocentricity. st1 continued more often, although there was proportionally little difference. when st1 continued she liked to qualify the topic by providing the spatial, causal and conditional detail. this indicated that st1 took a role as instructor giver with detail explanation on a matter. in responding move, we see st6 produced the most moves, and st15 never responded. in fact when st6 responded, half of his responses were replies then registers and the last was developing. this indicated that most of his responses were supporting which constitute a minimal negotiation. in rejoinding moves, we see st6 had been the dominant participant. he had produced the most move in compare with the others producing rejoinder move like st8, st1, st11, st10, st15, st16. as the most participant with rejoinding moves, it suggested that st6 had been the most assertive participant in intensive course group chat to negotiate interpersonal relationship. it can be summed up that st6 had been the one who led the negotiation in muria kudus intensive course group chat because he had been dominating the number of turn, responding move and rejoinding move. even though st1 was also the one who was in compete with st6s. st1’s move were mostly continuing which does not open to another exchange whereas st6’s table 1.4. the summary of sustaining move in muria kudus university intensive course group chat. chat segment sust: continue resp: support resp: confront rej: support rej: confront chat 1 10 6 2 chat iii 3 2 2 2 chat iii 3 3 1 chat iv 5 5 1 chat v 1 1 2 2 2 chat vi 4 5 chat vii 1 2 2 chat viii 4 9 2 2 chat ix 7 6 1 chat x 1 2 1 3 number of move 39 41 7 8 10 number of move in % 37.1% 39.0% 6.7% 7.6% 9.5% suci purwaningjati / english education journal 2 (2) (2012) 138 move was mostly responding which sustain the conversation to another exchange. from the dynamic interpretation of conversational exchange in intensive course group chat, the pattern of alignment was obviously seen from chat v where st6 was dependent to st1. whenever there was st1 responding in the chat, in the end he would confirm with st1’s proposition. meanwhile, st1 had always aligned to st7 by always supporting her proposition by developing. st7 could be the central negotiator if she would; only her rare contact with the group gives her a little distance. st11 on the other hand, always inclines to st6’s proposition in vice versa with st8. st6 was seen to have always argue with st8. the negotiation pattern in intensive course group chat of muria kudus university was interpreted based on the commonalities found in the dynamic of confrontation and support in the 10 analyzed chat segments. from the result of analysis of commonalities shown by the patterns, they were three major points able to be revealed. first, generally in a conversation, the reacting move given by the addressee was connected with the previous speaker’s move in a linear patterning (in this pattern it was in a vertical angle). bringing the phenomena of move patterning into the content of the information in chat where the parallel pattern occurred, it may be assumed that from the content point of view there seemed to be a symptom of splitting relevancies in all of the chat segments. second, observing the reacting moves chosen by the addressees in chat segment i up to chat segment x there was a tendency in most of chat segments that the most chosen reacting moves were rresponding: replies move. this finding was quite a confirmation to the finding in the analysis of speech function in the former section of this study regarding the most dominant choice of speech function. since the most reacting moves found in the most of the chat segments was responding:replies, and the dominant replies was supporting replying move, the type of intensive course group chat negotiation constituted a pattern of collaborative support amongst friends. third, there was a tendency of terminated exchange or sustained exchange in relation with certain choice of reacting moves. some supporting moves were proven to terminate the exchange even though few others still sustained the exchange. usually when it happened, the supporting move was replying move unless the supporting replying move producer continued his/her move or the supporting move was a developing move. meanwhile there was a tendency that rejoinder move almost always made the channel opened for exchange. theoretically the finding deals with the language as a resource of making meaning and pedagogically it deals with the process of learning and communication competence tapped from the students based on the analysis of their products. during the analysis of move, it was found that the use of emoticons had been very common to accompany expression in the participants’ clause. perhaps this finding may be a reference for emoticons as a new resource to modulate the meaning of our act. in terms of negotiation, some typicality like 22 initiating moves produced by participants, 7 moves were continued by the initiator before the turn was given to the floor. in percentage, the continued initiation shares around 32% of totaling initiating move. this finding might contributed to the typicality of how negotiation takes place in computer mediated communication which in the future it calls another research on the related field. the next typical finding was that the occurrence of a split move relevancy (borrowing the term from tudini it was called splitting adjacency). perhaps this characterizes how computer mediated communication differs from face to face communication in some way. the most important finding which recalled pedagogical implication was the way how participants of intensive course group chat sustained the conversation which was quite different from how the expected sustaining conversation in casual conversation should be. this indicated that participants might need some more concentration on the way how to deliver message logically and therefore the students might need to be trained more on how to expand clause by elaborating, extending or enhancing or generally how to use conjunction to be more specific. conclusion of the whole choice of moves, the most type of move chosen by participants for sustaining the chat was responding:support which shared around 39% of occupied sustaining moves. relating the result of sustaining move with communicative competence, the communicative competence is measured by the natural use of language which is likely to take place when speaking activities focus on meaning and its negotiation (murcia 2001:104). therefore the result of sustaining move as a reflection of negotiati139 suci purwaningjati / english education journal 2 (2) (2012) on may reflect the communicative competence of the students joining intensive course group chat. references butt, david;fahey, rhonda, feez, susan;spinks, sue;yallop, collin.2000.2nd edition. using functional grammar: an explorer’s guide. sydney: macquarie university. creswell, john.w. 2008. third edition. educational research. planning, conducting, and evaluating quantitative and qualitative research. university of nebraska-lincoln. pearson education new jersey. derewianka, beverly. 2011. a new grammar companion for teachers. e:lit: primary english teaching association: sydney. droga and sally, louise and sally. 2003. grammar and meaning: an introduction for primary teachers. sydney:target text: new south wales. australia halliday, m.a.k.2004. an introduction to functional grammar. new york: oxford university press. murcia, marianne celce.2001. 3rd edition. teaching english as a second or foreign language. boston: heinle &heinle.usa slade, diana and eggins, suzanne.1997. analyzing casual conversation. wellington house. cassel: london stahl, gerry. 2005. sustaining group cognition in a math chat environment. research and practice in technology enhanced learning.© world scientific publishing company and asia-pasific society for computers in education: philadelphia: college of information science &technology. drexel university. http://www.cis.drexel.edu/ faculty/gerry. accessed on 12/2/2011. tudini, vicenza.2010. online second language acquisition. continuum international publishing group: new york. eej 2 (2) (2012) english education journal http://journal.unnes.ac.id/sju/index.php/eej steps in the moves of keynote speeches in mobile phone launching events as pointers in teaching public speaking alief noor farida  prodi pendidikan bahasa inggris, program pascasarjana, universitas negeri semarang, indonesia abstrak pendekatan dalam genre menyarankan guru untuk menggunakan materi autentik dalam pengajaran sebagai salah satu terobosan yang berbeda. sebuah keynote speech adalah genre yang mempunyai gerakan konstruktif yang spesifik di dalamnya. step moving dalam keynote speech dibutuhkan sebagai penunjuk pada pengajaran public speaking untuk memberikan pendampingan kepada siswa untuk menyusun pidato. latar belakang budaya dari dpeaker dan audience harus dipertimbangkan supaya keynote speech berkembang. abstract genre approach suggests teachers to use authentic materials in teaching as a kind of genre has different moves. a keynote speech is a kind of genre which has specific moves constructing it. steps in the moves of a keynote speech are needed as pointers in teaching public speaking to give guidance for students in constructing a keynote speech. cultural background of both the speaker and the audience should be put into consideration when a keynote speech is developed. © 2012 universitas negeri semarang info artikel sejarah artikel: diterima agustus 2012 disetujui september 2012 dipublikasikan november 2012 keywords: step move keynote speech culture  alamat korespondensi: kampus unnes bendan ngisor, semarang 50233 e-mail: jurnalpps@unnes.ac.id issn 2087-0108 alief noor farida / english education journal 2 (2) (2012) 170 introduction in recent years, the market of electronic gadgets is increasing as an individual usually has two mobile phones (deloitte, 2011: 4). it is the result of the success of advertisements in influencing the customers as morden (1991: 25) states that advertising is used to establish a basic awareness of the product or service in the mind of the potential customers and to build up knowledge about it. a keynote speech which is delivered in a mobile phone launching event is another way to influence the audience. as it has a certain purpose, it is a kind of genre (bathia, 1993: 13). therefore, it has certain move structure. speech is included in english curriculum for xii grade in language program. a teacher needs to employ an authentic material which provides cultural knowledge of the subjects in order to trigger the process of natural language acquisition and effective efl education (hwang, 2005: 91). unfortunately, english textbook which is used does not have any examples of keynote speech. therefore, information on move structure of keynote speech is highly needed. this study investigates the steps in the moves of keynote speeches in mobile phone launching events, how they are structured, the reason why they are structured in the way they do, and the persuasive realization of the keynote speeches is revealed. the outline of this article begins with introduction. then, it is followed by review of related literature, method of investigation, discussion on the findings, and conclusion. public speaking, or rhetoric, is the process of speaking to a group of people in a structured, deliberate manner intended to inform, influence, or entertain the listeners. it is closely allied to presenting, although the latter has more of a commercial advertisement. in public speaking, as in any form of communication, there are five basic elements, often expressed as “who is saying what to whom using what medium with what effects?” (malmsio, 2012: 6). who/whom refers to the audience of the speaking as the most important factor to consider the manner to deliver the speech. he should deliberately come up with a verbal address that is appropriate to the audience. what refers to the topic which will provide the speaker with the idea to develop a talk which is most appropriate, timely and equally relating to the audience. what medium or how refers to how the speech is delivered so that it will bring about certain effects to the audience. the way the speaker talks will influence the way the audience react on the speech. public speaking can also be considered a discourse community. interpersonal communication and public speaking have several components that embrace such things as motivational speaking, leadership/personal development, business, customer service, large group communication, and mass communication. public speaking can be a powerful tool to use for purposes such as motivation, influence, persuasion, informing, translation, or simply ethos. a keynote is a speech that is generally the main speech at a meeting or for that day of the meeting. the keynote sets the tone of a convention and carries out the theme. a keynote speech in mobile phone launching events is the speech which aims not only to launch and to introduce a mobile phone, but also to persuade the audience to purchase the product by providing facts. it can be in the form of informative speech or persuasive speech. a persuasive speech has a specific organization which plays a central role: the speech must logically establish why the audience must change. although other persuasive designs are also effective in preempting psychological resistance to change, the most widely used organizational pattern for public-speaking is monroe’s motivated sequence (o’hair et.al, 2007: 45). the following is the format of monroe’s motivated sequence: gain the audience’s attention, identify unfulfilled needs, propose a solution that satisfies, visualize the resulting satisfaction, and define specific actions. the most critical principle in monroe’s sequence is the identification of the audience’s needs before proposing a solution. the existence of thematic statement and preview in the introduction part makes it different from the persuasive one (o’hair et.al., 2007: 40). an informative speech gives us information that describes something or states how to do something; it does not give your opinion as a main point; it avoids making judgments that the things you are talking about are bad/good, etc. language and culture are so closely bound that we communicate the way we do because we are raised on particular culture and learn its language rules and norms. the context of a speech also includes the social and cultural characteristics of the speaker and the audience. levine et.al. (1987: 219) define culture as the system of knowledge, beliefs, and behavior shared by a group of people to understand their world and to guide their actions and behavior. an important aspect of public speaking in today’s world is intercultural communication; the transmission of meaning between people from different cultures or bet171 alief noor farida / english education journal 2 (2) (2012) ween people from different cultural groups within a society. there are cultural influences that affect any public speaking situation. cultural differences in public speaking may be seen by examining the western logical format of developing arguments. though it is difficult to generalize about all members of any particular nation or culture, learning cultural background will also help to analyze audiences and situations to apply in public communication knowledge and skills effectively. the core values of each culture create different cultures (mcallister, 1995: 32). core values involve a culture’s ideals, not necessarily what exists in real life. western people are said to be different from eastern people on some areas. eastern cultures are often perceived as high context cultures where collectivism is important. in high context cultures people use a lot of indirect and nonverbal communication and are mostly collectivistic. the confucian concept of self makes it difficult for chinese speakers and writers to be direct, to express a point of view which is a typical american pattern. it presents individualism as problematic. arguments are often delayed, include narration, and use statements that seem unconnected to the ears of the western listener. the four keynote speeches under study are constructed in four different contexts. therefore, we will see the influence of the two different cultures in the structure of the keynote speech. the main purpose of a keynote speech in a mobile phone launch event is to persuade the audience to believe on what the speakers are saying and do an action: make a purchase of the product. the speakers in the keynote speeches use some persuasion techniques to grab the audience’s attention, to establish credibility and trust, to stimulate desire for the product, and to motivate them to buy the products. there are three tools of persuasion: ethos, logos, and pathos (uncg speaking center, 2012: 336). methods this is a genre study which is using qualitative approach to find out the moves of a keynote speech in mobile phone launching event, to explain how the moves of keynote speech are structured, to find out the realization of moves in the keynote speech, and to explain how the persuasion in the keynote speeches is realized. there are four keynote speeches in mobile phone launching events downloaded from youtube.com on november 2011 as the data for finding out the moves of keynote speech. the keynote speech were delivered in four different mobile phone launching events to get various steps structures in the moves as the keynote speech are done by different people from different mobile phone companies. there are three models of analysis. first, analyzing the steps structure in moves of the keynote speeches based on the social function. second, analyzing the cultural background of the text production to know the reason why the moves of the keynote speeches occur in the structure. third, analyzing the techniques of persuasion used in the keynote speeches to know how the realization of persuasion in the keynote speeches is. there are some steps to analyze the data. they are described as follows: (1) transcribing the keynote speeches, (2) segmenting the keynote speeches into moves and steps based on the social function, (3) outlining the steps in the moves of the keynote speeches, (4) analyzing the text production of the texts focusing on the cultural background, (5) analyzing the techniques of persuasion used in the keynote speeches, (6) interpreting the results, and (7) drawing conclusion as the answer of research questions. findings and discussion a keynote speech is an important talk/ speech in a formal meeting. the keynote sets the tone of a convention and carries out the theme. it usually tries to convince the audience about the theme by providing some arguments, like an exposition does. keynote speeches under the study are the keynote speeches delivered in mobile phone launching events. the purpose of the event is not only to launch and to introduce a mobile phone, but also to persuade the audience to purchase the product by providing some facts. after segmenting all the data into their respective moves, it was found that the moves used in advertisements under the study are: move 1: introduction. it is stated in the beginning in order to prepare the audience to have the information that will be presented in the body. the steps of the move 1 are: m1s1: grabber/hook/attention getter. the attention-getter is designed to intrigue the audience members and to motivate them to listen attentively. there are some sub steps done by the speakers in the keynote speeches to construct grabber: greeting, introducing oneself, using attention getter device, welcoming, introducing the guests, giving impression, and congratulating. alief noor farida / english education journal 2 (2) (2012) 172 m1s2: establishment of ethos. it is important to build the speaker’s and the company’s credibility which consequently will increase the audience’s trust on the company and product and also the desire to buy the product. the dimensions of ethos establishment in the keynote speeches under study are: reputation, trustworthiness, and similarity. m1s3: thematic statement. it introduces the purpose of the speech. it is important to give an insight for the audience about the points of the presentation. m1s4: preview of the products being launched move 2: body. all of the keynote speeches under study use the sequence of need^satisfaction^visualization to construct its body. the following are the steps of the move 2: m2s1: need. the statements of need are presented to show the audience that the existing condition at present needs changes. in this case, the speakers of the keynote speeches try to uncover the customers’ real need on the mobile phone. m2s2: satisfaction. in this stage, the speaker presents the solution to the needs or problems described in the previous step. m2s3: visualization. in this stage, the speaker shows more realistic and detailed information using vivid images and verbal illustrations to support the benefits of the proposed solution. move 3: conclusion. in this final step, the speaker tries to turn the audience’s agreement and commitment into the desired action. the following are the steps done by the keynote speakers under study to construct move 3. m3s1: summary / review. it helps to remind the audience of the big ideas to help solidify their memory of the message. m3s2: future intention. it states the speaker’s intention in the future. m3s3: tie to introduction. it resonates the introduction of the presentation. m3s4: creative concluding thought. it is a set of statements refers to main ideas with a strong motivating statement, a call to action, or a plea. all of the keynote speeches include this move in their conclusion part although they come out in different forms: slogan, inform the product’s price and color, offer the product, and inform the date of products’ availability and the delivery system. steps structure in the moves of the keynote speeches all of the keynote speeches under study have the same move structure: introduction^body^conclusion. they have same steps in body: need^satisfaction^visualization. the difference comes on the steps constructing move 1 and move 3. ks1 is in the form of informative speech. move 1 in ks1 consists of m1s4m1s1-m1s3. m1s4 is done by stating the product’s benefit. m1s1 is done by describing the benefits of using the product and the speaker’s self-introduction. m1s3 is done by stating the purpose of the speech, which in this keynote speech is called performance. the conclusion of ks1 is done in a short way as the speaker only states a phrase. the phrase ties to the introduction which describes the benefits of the product on the customers’ life. although the conclusion is short, it is effective to persuade the audience as the audience will remember it easily. ks2 follows the outline of persuasive speech. the introduction of ks2 consists of m1s1 (the speaker’s self-introduction) and m1s2 (establishment of ethos). it is done by the ceo of the company. the introduction mainly aims to establish the speaker’s and the company’s ethos by describing his experience in the company and the company’s achievements. it is done by giving scientific evidence that is by showing statistics and testimonials from some sources. the conclusion of the event is done by the ceo, the same person who opens the event. he closes the event by reviewing the information about the product which is launched in the event (iphone 4s). he also tries to tie it to the introduction by showing his pride on the team and establishing the ethos. ks3 follows the outline of informative speech. in the introduction part, the speaker shows some previews on the products being launched. it is done by the ceo of the company. the speaker tries to establish his own and the company’s ethos. he tells about his experience in the company and in the area where the product is launched. it is done to make the audience trust the speaker more. he puts a lot of efforts to establish the ethos; he uses a familiar word for the audience, shows statistics, and also shows the company’s efforts to fulfill the customers’ needs. in this opening, he also previews the products by describing the products and also informing the price of the products. the event is closed by the first speaker. this conclusion part consists of summary of the presentation, tie to introduction (by showing commitment to customers), creative concluding thought (by showing future intention) and giving impact to the audience. it is done to make the audience purchase the products to ex173 alief noor farida / english education journal 2 (2) (2012) perience the products’ benefits. ks4 follows the form of informative speech as the speakers in the introduction part already give preview on the product being launched. this launch event is different from the other three keynote speeches as there are eight speakers who take part in the introduction. each speaker delivers his/her speech in the sequence of introduction^body^conclusion. the first speaker is the ceo of the company. he opens the event by greeting, welcoming, and introducing the audiences. in the body of his speech, he tries to establish the company’s ethos by showing its achievements, describing the team of the company, and its future intention. he also gives preview on the products being launch. he ends his speech by launching the products. the other seven speakers in the introduction part are the special guests of the event. they are the partners of the company who work with the company in making the products. their speeches are about the speakers’ impression on the products and on the company by describing its achievements. they also talk about the partnership of the companies and their efforts to make the products for their customers. the conclusion of the event is done by the ceo of the company, the one who opens the event. he closes the event by thanking the partners and promising their future partnerships. he also informs the time to purchase the product. a discourse analysis of the keynote speeches is done to see the context of situation of the keynote speeches. the texts under study are four keynote speeches in mobile phone launching event. therefore, the field and mode of the texts can be clearly seen. the field of the texts is about the mobile phone which is being launched, and the mode is spoken. the keynote speeches are delivered in different events, meaning the situations are different. the keynote speeches are delivered for different companies. therefore, the tenor of the texts is completely different. the keynote speakers of the events are people from different mobile phone companies. they can be the ceo of the company, people who are responsible for the mobile phone’s texts’ production or people who have relationship with the company. the audiences of the events also have various backgrounds. they can be the customers, the colleagues of the company, or press. they have different background. therefore, we cannot analyze the interpersonal meaning of the texts. to find out the reason why the moves of the keynote speeches occur in the structure, the only way is by analyzing the cultural background of the texts’ production as the keynote speeches are delivered in different places. ks1 was done on march 24th 2010 in las vegas in ctia show. the audiences of the show are people who work for telecommunications industry in united states and journalists who make report or reviews on telecommunication industry. both the speaker and the audience of the event are english native speakers who hold a strong western culture. it can be seen from the move structure of the keynote speech. the ks1 start with short introduction and conclusion. the move 1: introduction consists of three steps: m1s4-m1s1-m1s3. m1s4’s occurrence before m1s1 shows directness of the speaker to the point of the presentation. it is the way western people view the truth. the clause of m1s4 also offers practicality which becomes the way they encounter life. the steps constructing the move 2: body of the keynote speech also shows the cultural background. move 2 is used by the speaker to describe and show the benefits of the product. the steps consist of the description of the new product. the steps’ sequence m2s1m2s2-m2s3 shows simple cause-and-effect logic. people in western culture use this way in their life. they think that problems in their life require solution. they must be resolved, not to be avoided. move 3: conclusion of the keynote speech is done in a short way as the speaker only states a phrase. it also shows how people in the area face their life. they put practicality forward. ks2 was delivered when apple announced the iphone 4s launch event on october 4, 2011, in cupertino, california. the event was opened and closed by the apple’s ceo, tim cook. as it is done in california, the audiences of the ks2 are apple’s customers, colleagues, and journalists. most of them are english native speakers. they hold western cultures in their life. it can be seen on the ks2’s move structure. ks2 is the first keynote for the ceo. therefore, in move 1: introduction, the speaker takes most of time to establish his ethos by showing his experience in the company (m1s2). he wants to show that he has done a lot for the company, so he can achieve the present position. it shows that he holds western culture as western people think that human effort determines one’s lot in life. the step m1s2 is also done by the speaker to establish the company’s ethos. he tells the company’s experience in telecommunication industry and shows how the customers react on the products made by the company. he uses testimonials, graphs as scientific evidence, and also videos. he shows two cultural values here; that truth is defined by alief noor farida / english education journal 2 (2) (2012) 174 facts and that development must be pursued. the move 2: body is done by some speakers. they are people who work for the company. they describe updates and features on the new products. they also show directness in their presentation as they directly go to steps m2s1-m2s2m2s3 after they are given floor by the previous speaker. the one who gives the floor to the next speaker is the one who is delivering and finishing his speech. it shows that they hold egalitarianism. they think that everyone has equal rights and opportunity. it can also be seen from the way they give floor to the next speakers. move 3: conclusion of the keynote speech also reveals the cultural background of the speaker. the step m3s1 is done in a short way. it shows practicality in his way of thinking. step m3s3 comes after the review. the clauses in the step show that he thinks that human effort or skill determines outcome. ks3 was delivered when nokia introduced symbian belle on august 24th, 2011 in hong kong. it was done by two speakers: the first is colin giles, evp and head of global sales at nokia and the second is heiki koivu, head of nokia smart phone operation in china. both of them are english native speakers, but they have lived in asia for years. the way they delivered the keynote speech shows that they combine western and eastern cultures. in move 1: introduction, the steps used by the first speaker are m1s1-m1s3-m1s2-m1s4. m1s3 comes right after m1s1 to put the audience into higher position, to show that the audience is the important people in the event as they become the first persons to see the new products. it shows that the eastern cultural value has class structure in the community: individuals have unequal rights and position. step m1s2 is done by showing that the speaker has been a part of the community. he uses a word from hong kong. he does that as people in hong kong holds collectivism in their life. they will do anything for the group’s sake. therefore, the speaker aims to show that he is a part of the community and he will do anything for the community. it is shown on the way he tells the company’s efforts to make the products for the customers. however, from the way he tells the development of the company on the telecommunication industry in the area, it shows that he uses the eastern culture as the bases. the eastern people see the past as the living anchor of the present and must be maintained. therefore, he shows the success of the company in the past to build the audience’s trust on the company. move 2 of ks3: body is done by the second speaker. he shows that he still holds western culture in their life as he directly comes to step m1s3 by stating the point of his presentation. his presentation is constructed by m2s1m2s2m2s3 steps. it also shows directness and he is showing the facts on how the product will give benefits on the customers. that is how western people see the truth. it is that truth is defined by facts, not depends on the relationship of the audience. he also shows practicality as the emphasis of the products’ benefit. move 3: conclusion consists of m3s1m3s3m3s4 steps. the m3s1 step is simple as western people make a summary. in steps m3s3 and m3s4, the speaker uses eastern culture in order to take the audience’s trust so they will have desire to buy the product. he shows that the company will preserve their relationship. collectivism occurs once more in this step as the speaker shows that what the company does is for the community’s sake. ks4 was delivered in the launching event on 26 october 2010 in taiwan. the speakers and the audience are not english native speakers. their eastern culture can be easily seen from the move structure of the keynote speech. move 1: introduction takes most of the presentation as there are eight speakers in it. the first speaker is the ceo of the company and the other speakers are the partners of the company. it shows that the community holds the faith that relationships determine outcome. they will be able to achieve something if they have good relationship with their colleagues. therefore, the partners are given chance to presents their impressions on the products and on the company. at the same time, it is also important for them to persuade the audience as they hold the perception that truth is dependent on the relationship. they try to create the audience’s trust by showing other’s opinion on the products. eastern people tend to act based on what other people (their group) think. the presentations done by the colleagues also aim to preserve the company’s image. move 2: body of ks4 aims to present the new products and how the products will benefit the customers. the speaker in this move does not directly go to the description of the products. he starts by showing gratitude to the colleagues for their support on the products and how customers react on their previous products. he uses these steps as the audience holds collectivism. he aims to show that he tries to maintain the relationships with their colleagues and gets the audience’s trust on them. as the products go to global market, the sequences of m2s1m2s2m2s3 steps or m2s1 m2s3 steps are used by the speaker to describe the products. he uses the sequence to show wes175 alief noor farida / english education journal 2 (2) (2012) tern culture in the product’s development; that is simple cause-and-event logic. it also resembles the monroe’s motivated sequence as a way to persuade the audience. it is good to be used as the customers will directly see the solution on the problems they face in their life. it will create satisfaction more. move 3: conclusion of ks4 is done by the last speaker, the same person as the first speaker. he uses step m3s3 to tie to the introduction. in this step he tries to maintain the company’s relationship with its partners. it is the way eastern people see a relationship. it must be preserved at all costs since it will affect the company’s outcome. step m3s4 also comes in indirect way. he uses a question as if it is questioned by the audience to inform the date of the product on market. it shows the way eastern people view the truth. it is impolite to reveal something directly. the keynote speeches under study aim to inform and to persuade the audience about the mobile phone being launched. therefore, the speakers in the keynote speeches use some techniques of persuasion which are considered effective to make the audience persuaded to buy the products. the speaker in ks1 uses only two techniques of persuasion. they are “simple solution” and “intensity”. as ks2 is a long presentation (the event takes one a half hours), the speakers in ks2 use many techniques of persuasion. they use 10 techniques which are used for specific purposes in the steps. they are “symbol”, “nostalgia”, “intensity”, “testimonial”, “scientific evidence”, “repetition”, “bandwagon”, “name calling”, “simple solution”, and “bribery”. the speakers in ks3 use eight techniques of persuasion. they are “intensity”, “nostalgia”, “scientific evidence”, “repetition”, “bandwagon”, “testimonial”, “bribery”, and “simple solution”. the speakers in ks4 use six techniques of persuasion. they are “nostalgia”, “scientific evidence”, “intensity”, “simple solution”, “bandwagon”, and “maybe”. this study shows that students need to have authentic materials as a model to construct an effective text. the finding of the study on how a keynote speech is structured and how the culture of the speaker and audience affect the production of a keynote speech can be used as pointers in teaching public speaking. as a keynote speech aims not only to inform a product but also to persuade the audience to buy the product, persuasive techniques need to be employed in the keynote speech. persuasive techniques which are commonly used in a keynote speech in a product launch are: simple solution, intensity, symbol, nostalgia, intensity, testimonial, scientific evidence, repetition, bandwagon, name calling, bribery, and maybe. these techniques will help the learners to realize persuasion in their keynote speech text. conclusion first, the keynote speeches under study have different forms: three of the keynote speeches are in the form of informative speech (ks1, ks3, and ks4) and ks2 is in the form of persuasive speech. the difference depends largely on the speakers of the keynote speeches. they are all have similar move structure introduction^body^conclusion, but the steps constructing the moves are different one another, especially in move 1 (introduction) and move 3 (conclusion). in move 2, the steps in the four keynote speeches follow monroe’s motivated sequence: need^satisfaction^visual ization. the steps in move 1 vary from m1s1: grabber/hook/attention getter, m1s2: establishment of ethos, m1s3: thematic statement, and m1s4: preview. it depends on the form of the speech. informative speech will include preview in the introduction. the steps in move 3 vary from m3s1: summary / review, m3s2: future intention, m3s3: tie to introduction, and m3s4: creative concluding thought. second, the structure of the steps in the moves of the keynote speeches under study varies. it depends on the speakers of the keynote speeches. like in the move 1, three of them start with m1s1 then followed with m1s2, m1s3, or vice versa and then m1s4. only one starts with m1s4. in move 3, ks1 ends with only one step: m3s4, while the other three consist of at least two steps; ks2 use steps m3s1m3s3 to end the presentation, ks3 end with steps m2s3m3s1 m3s3m3s4m3s1m3s4, and ks4 ends with steps m3m3s3m3s4. third, the different steps occur in the keynote speeches are highly influenced by the cultural background of both the speakers and the audiences. the cultural influence can be seen on how the steps constructing the moves of the keynote speeches are structured. it can reflect the western or eastern culture purely, or mixed of both cultures. finally, although the keynote speeches occur in informative or persuasive form, they all aim to persuade the audience to buy the product. it is proven as the speakers employ various techniques of persuasion, like: “symbol”, “nostalgia”, “inalief noor farida / english education journal 2 (2) (2012) 176 tensity”, “testimonial”, “scientific evidence”, “repetition”, “bandwagon”, “name calling”, “simple solution”, “bribery”, and “maybe”. references bhatia, v. k. 1993. analysing genre: language use in professional settings. london: longman bsnp. 2006. standar isi untuk satuan pendidikan 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2004. genre and second language writing. michigan: the university of michigan press. levine, d. r., j. baxter, & p. mcnulty. 1987. the culture puzzle: cross-cultural communication for english as a second language. nj: prentice hall. malmsio, helene. 2012. preparing yourself for public speaking. retrieved on 7 february 2012 from www.strategic-service-aust.com mcallister, lawrence w. 1995. culture: the seen and the unseen. course book for cross-cultural understanding offered at ikip semarang. mccannon, bob. 2012. specific media tools for analysis. retrieved on 3 february 2012 from http:// www.mda.gov.sg/documents/pdf/specifictools.pdf morden a.r. 1991. elements of marketing. london: d.p. publication ltd. cambridge advanced learner’s dictionary (3rd ed.) nunan, david. 1993. introducing discourse analysis. london: penguin. o’hair, d., stewart, r., & rubensten, h. 2007. a pocket guide to public speaking. boston: bedford-st. martin’s. swales, j. m. 1990. genre analysis: english in academic and research settings. cambridge: cambridge university press. swales, j. m., & feak, c. b. 2003. english in today’s research world: a writing guide. ann arbor, mi: the university of michigan press. uncg speaking center. 2012. the tools of persuasion: ethos, logos, and pathos. retrieved on 3 february 2012 from http://speakingcenter.uncg. edu/ resources/tipsheets/argumentation/thetoolsofpersuasion.pdf thompson, geoff. 1996. introducing functional grammar. auckland: arnold van dijk, t.a. 1997. discourse studies: a multidisciplinary introduction. london: sage. 41 eej 5 (2) (2015) english education journal http://journal.unnes.ac.id/sju/index.php/eej the effectiveness of gist (generating interactions between schemata and text) and kwl (know, want, and learned) strategies to improve reading achievement of male and female students atiya mahmud hana, warsono, abdurrachman faridi postgraduate program semarang state university, indonesia article info ________________ article history: accepted october 2015 approved october 2015 published november 2015 ________________ keywords: gender, gist, kwl, reading achievement ____________________ abstract ___________________________________________________________________ this study is an experimental research with a factorial design which aimed to find out the effectiveness of gist and kwl strategies to improve reading achievement of male and female students. the samples of the study were the eleventh students of senior high school 2 demak in the academic year of 2014/2015. there were two classes, the first and the second experimental groups. gist strategy was used in the first experimental group, and kwl strategy was used in the second experimental group. to answer research questions number one up to five, t-test was used. while two-ways anova with f-test at the 5% (0.05) level of significance was used to answer the fifth up to seventh question. the result of this study showed that gist and kwl strategies are effective to improve reading achievement of male and female students. in additon, there is no significant difference of the use of gist and kwl strategies to improve reading achievement of male and female students. futhermore, there is no significant difference of gender in using gist and kwl strategies to improve reading achievement. finally, there is no interaction among gist, and kwl strategies, reading achievement, and gender. © 2015 semarang state university  correspondence address: unnes bendan ngisor campus, semarang, 50233 e-mail: atiyamahmud@yahoo.co.id issn 2087-0108 atiya mahmud hana, dkk / english education journal 5 (2) (2015) 42 introduction reading skill is very important for students especially indonesian students. in national examination for english subject, students at senior high school level are tested in two skills, listening and reading. in this study, the reseacher wants to find out the effectiveness of gist (generating interactions between schemata and text) and kwl (know, want, and learned) strategies to improve reading achievement of male and female students. gist is a teaching strategy used to teach expository and narrative texts (richardson, 2000). it provides students with a way to summarize information by discarding unimportant information and focusing on the key words or ideas of the passage. in addition, it helps students grab a better overall understanding of the material they just read. kwl strategy was firstly developed by dona ogle in 1986, and is used to guide students through text (corner, 2006: 1). this strategy has some benefits. first, it encourages students to read actively though the learning events individually or in a group. second, it improves students’ motivation to read since it elicits students’ background knowledge of the topic of the text, sets a purpose for reading, allows students to assess their comprehension of the text, helps the students to monitor their comprehension, and provides an opportunity for students to expand ideas beyond the text. third, it makes the students active and motivated learners, for it allows them to obtain extended reading materials and continue to read more written materials. considering the benefits of using gist and kwl strategies mentioned above, the reseacher wants to find out the effectiveness of both stategies to improve students’ reading comprehension with low and high achievement. the result of this study may help english teachers to use innovative strategies in teaching reading classes especially in teaching genres. reading classes are hoped to be more interesting so that students can be motivated in joining and getting involved in learning process. based on the background of the study and reasons for choosing the topic above, the reseacher formulates the statements of the problem as follows: (1) how effective is gist strategy to improve reading achievement of male students? (2) how effective is gist strategy to improve reading achievement of female students? (3) how effective is kwl strategy to improve reading achievement of male students? (4) how effective is kwl strategy to improve reading achievement of female students? (5) how significant is the difference of the use of gist and kwl strategies to improve reading achievement of male and female students. (6) how significant is the difference of male and female students in using gist and kwl strategies to improve reading achievement? (7) how is the interaction among gist, kwl, reading achievement, and gender? method experimental design is used in this study. according to gay (2011: 250), experimental design is the only type of research that can test hypotheses to establish cause-effect relations. another expert that is nunan (1992: 24) states that experiment is carried out in order to explore the strength of relationship between variables. there are three variables in this study namely independent variable, dependent variable, and moderator variable. the independent variables are gist and kwl strategies. the dependent variable is achievement, and the moderator variable is motivation. in this study, the reseacher uses factorial design since there are two independent variables in this study. according to gay (2011: 272), factorial design refers to a design that has more than one variable (or grouping variable), also known as a factor. the reseacher uses 2 x 2 (two by two) factorial design that has two factors, and each factor has two levels. the population of this research is the eleventh graders of senior high school 2 demak. two classes are chosen as the samples. they are xi ipa 4 and xi ipa 5. gist strategy is used to teach xi ipa 4 as the first experimental group, atiya mahmud hana, dkk / english education journal 5 (2) (2015) 43 while kwl strategy is used to teach xi ipa 5 as the second experimental group. tests are used in this study as the instruments. tryout, pre test, and post test are conducted to answer the statements of problem. t-test is used to answer statements of problem number one up to four. while anova is used to answer statements of problem number five up to seven. results and discussions to answer the first until the fourth research problems, the reseacher used t-test to see the significance difference between pre test and post test. based on the table 4.19 above, it can be seen that the mean score for male students who learned analytical exposition text by using gist in pre test was 59.64 and the mean score in post test was 70.35. t count shows -4.707, and df shows 13. it means that t0.05;13 = 1.771. since t count = 4.707 > t0.05;13 = 1.771, so the first null hypothesis of this research is rejected. that means there is significant difference in reading achievement of male students in pre and post test. in other words, gist strategy is effective to improve reading achievement for male students. in the second question, the mean score for female students who learned analytical exposition text by using gist in pre test was 62.91 and the mean score in post test was 74.58. t count shows 7.000, and df shows 23. it means that t0.05;23 = 1.714. since t count = 7.000 > t0.05;23 = 1.714, so the second null hypothesis was rejected. that means there is significant difference in reading achievement of female students in pre and post test. that means that gist strategy is effective to improve reading achievement for female students. in the third question, the mean score for male students who learned analytical exposition text by using kwl in pre test was 55.41 and the mean score in post test was 70.00. t count shows 5.239, and df shows 11. it means that t0.05;11 = 1.714. since t count = 5.239 > t0.05;11 = 1.714, so the third null hypothesis was rejected. that means there is significant difference in reading achievement of male students in pre and post test. in other words, kwl strategy is effective to improve reading achievement for male students. in the fourth question, the mean score for female students who learned analytical exposition text by using kwl in pre test was 54.58 and the mean score in post test was 70.20. t count shows 7.713, and df shows 23. it means that t0.05;23 = 1.771. since t = 7.713 > t0.05;11 = 1.771, so the fourth null hypothesis was rejected. that means there is significant difference in reading achievement of female students in pre and post test. that means that kwl strategy is effective to improve reading achievement for female students. in the fifth question, the researcher used anova. from the data shows that sig of teaching startegies is 0.240 and α = 0.05, so α < sig. it can be concluded that teaching strategies did not influence students’ achievement. in other words, there is no significant difference of the use of gist and kwl strategies to improve reading achievement, so the fifth null hypothesis was accepted. in the sixth question, anova was also used to analyze the significance difference of gender in using gist and kwl to improve reading achievement. based on the table 4.29, sig of gender is 0.271 and α = 0.05, so α < sig. it means that gender did not influence students’ reading achievement. in other words, there is no significant difference of gender in using gist and kwl to improve reading achievement, so the sixth hypothesis was accepted. in the seventh question, anova was also used to analyze interaction among gist, kwl, reading achievement, and gender. based on table 4.29, sig of 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